The Graduate School of Education

Student Affairs

Graduate Programs 1207 Sproul Hall

• (951) 827-4633; fax (951) 827-3942

education.ucr.edu

Teacher Education Programs 1124 Sproul Hall

• (951) 827-5225; fax (951) 827-3942

education.ucr.edu

Undergraduate Programs 1207 Sproul Hall

• (951) 827-5850; fax (951) 827-3942

education.ucr.edu

Since its founding in 1969, the Graduate School of Education (GSOE) at UCR, has consistently delivered cutting edge master’s, doctoral and teacher credentialing programs that prepare students to become outstanding classroom educators, researchers, and educational leaders. Our inland Southern California communities, with their growing population, diversity, and economic disparity, provide excellent opportunities to research important educational problems and develop effective solutions. Our faculty includes scholars in a wide range of areas including autism, learning disability research, education policy, reading development and disabilities, diversity and equity, and assessment and evaluation, and access to higher education.

The Graduate School of Education integrates the themes of Learning and Cognition, Social and Cognitive Development within the educational context, Language and Literacy, and Educational Policy. We use these themes to enrich students within a variety of degree programs including the B.A. in Education, Society, and Human Development, the minor in Education, the Teaching Credential, the Master of Arts, the Master of Education, and the Ph.D. in Education environments, both in and out of the classroom, enhance the well-being of those who participate in them. The Graduate School of Education focuses on the goal of enhancing the learning environment for all within all contexts.

The Graduate School of Education (GSOE) offer a B.A. in Education, Society, and Human Development. The major builds a theoretical foundation, presents applied understandings in the study of education, and explores the varied contexts of learning over the life course. Program faculty bring multiple disciplinary perspectives to their research and courses, including cognitive sciences, developmental psychology, understanding of the exceptional child, applied behavior analysis, the relationship between education, society and culture, educational policy and leadership, measurement and assessment, and issues in higher education.

The B.A. in Education, Society, and Human Development does not teach a student how to be a teacher. (See Graduate School of Education section on Teaching Credentials and Masters programs.) Students interested in teaching at the elementary or secondary level will benefit from completing the major because they will be exposed to critical theories that investigate how education has been used to create, maintain, and reinforce social stratification. Students will develop a historical and contemporary awareness of different learning settings, and gain a strong foundation in human development, assessment and interventions in the education context. Students who are interested in teaching elementary, middle, or high schools should consult an Education Student Affairs Counselor about combining an appropriate major and minor or completing a double major in order to develop appropriate expertise in the subject they plan to teach. A. Gary Anderson Graduate School of Management / The Graduate School of Education / 90

A major is a coordinated group of upper-division courses (courses num- bered 100-199) in a field of specialization. The major may be a program of upper-division courses within a single department (departmental major), a group of related courses involving a number of departments (interdisciplin- ary major), or a group of courses chosen to meet a special interest.

Before enrolling in certain upper-division courses, students may be required to gain appropriate knowledge by completing specific prerequisite courses. With the assistance of a departmental advisor, students are expected to select lower-division courses that prepare them for the advanced studies they propose to follow.

The Graduate School of Education (GSOE) offers a minor in Education; how- ever no student is required to take a minor. Minors are not degree-granting majors; they are sequences of supplemental courses designed to enhance work in certain areas. Any minor may be taken jointly with any departmental or interdepartmental major. The minor in the School shall consist of not fewer than 16 nor more than 24 units of organized upper-division course work. No overlap may occur among courses used to satisfy upper-division course requirements for a major and a minor. A GPA of at least 2.00 is required in upper-division courses in the field of the minor.

A minor is a set of courses focused on a single discipline or an interdisci- plinary thematic area. There can be no substitution for the courses listed as constituting a minor without approval of the governing department or com- mittee. There is no limit on the number of minors a student can declare. Students must declare the minor(s) before their final degree check before graduation by completing a petition with the Student Affairs Office in the College of Humanities, Arts, and Social Sciences, the College of Natural and Agricultural Sciences, the Bourns College of Engineering, the Graduate School of Education, or the School of Business Administration, depend- ing on their major. Prior approval by the department or committee offering the minor is required. The minor is noted on the transcript at the time the degree is conferred.

While freshmen may choose an academic major on entering UCR, those who are unsure about specific academic goals may request to be admitted to CHASS as undeclared. These students often take introductory courses in the natural sciences, social sciences, humanities, and fine arts while searching for an area that most excites their interest. Undeclared majors are encouraged to meet with an advisor in the Student Academic Affairs Office in CHASS or CNAS about their selection of courses. Students are encour- aged to attend a major change workshop hosted by their college. Students with 90 or more units toward a degree must declare a major.

To declare a major, students must obtain approval from the Student Academic Affairs Office by filing a Petition for Declaration of Major. Students who do not declare a major by 90 or more units may have a hold placed on their registration.

Students can declare a second major in a department or program of an- other college or school. Changes are not permitted while on academic pro- bation or during the final senior year (135 units or more). Both majors must be completed within the maximum limit of 216 units, and approval must be obtained from advisors in both departments or programs. In such cases, all course requirements must be completed for each of the two majors chosen. One of the two majors must be designated as the primary major for the purpose of satisfying breadth or general education requirements. No more than 8 upper-division units may count for both majors simultaneously.

A declaration of two majors in different colleges must be signed by the deans of the colleges concerned and filed by the student with the college of the principal major. If the two majors lead to different degrees (B.S. and B.A.), that fact will be noted on the transcript, but only one diploma indicat- ing both degree designations will be issued upon successful completion of such a program. Furthermore, if the double major is a mixed B.S./B.A., the college requirements for both majors must be met.

Students wishing to declare a second major must present an outline to the GSOE Undergraduate Programs Office, indicating which major will be used to satisfy breadth requirements and any overlap courses between the two majors.

Double Majors: In fulfilling degree requirements for multiple majors, a maxi- mum of 8 units may overlap between two majors.

Major and Minor Requirements: Students may not receive both the major in Education, Society, and Human Development and a minor in Education. In fulfilling requirements for a minor, a maximum of 8 units may overlap be- tween a major in Education, Society, and Human Development and a minor from another department.

Students in good academic standing can petition to transfer from another college to The Graduate School of Education. The petition must be approved by the GSOE Undergraduate Programs Office before the change can be processed by the Office of the Registrar. Changes are not permitted while on probation or during the final senior year (135 units or more).

For a description of the University Honors Program, see Educational Oppor- tunities in the front of this catalog. For a listing of requirements and courses, refer to University Honors Program in the Programs and Courses section.)

Students in the Graduate School of Education must meet three levels of re- quirements for the Bachelor of Arts degree: general university requirements, college requirements, and major requirements.

If you have questions contact your major department and academic advi- sor. It is your responsibility to be aware of all University, College, and major graduation requirements and to satisfactorily complete those requirements

To complete the Bachelor of Arts (B.A.):

• • Fulfill General University requirements in Entry Level Writing Requirement

and American History and Institutions.

• • Complete 180 units (but not exceed 216 units), which 35 of the last 45

must be in residence in the student’s college with at least a “C” average (2.0) in overall coursework.

• • Fulfill campus-wide English Composition requirement and College of

Humanities, Arts, and Social Sciences (CHASS) “breadth requirements” for the B.A. degree.

• • Complete the specified requirements in the major, with at least a “C”

average (2.00) for upper-division courses in the major discipline.

General university requirements are listed at the beginning of the Under- graduate Studies section.

Students must satisfactorily complete for credit a minimum of 180 units for the bachelor’s degree. A maximum of 216 units is allowed. After having credit for 216 units, students are not permitted to continue except in cases approved by the associate dean in which specific academic or professional reasons are involved.

Detailed requirements for the Education, Society, and Human Develop- ment major can be found under the department or program listing in the Programs and Courses section of this catalog.

For more information on UCR policies and regulations see the Policies and Regulations section of this catalog. 91 / Colleges and Academic Programs

Students are responsible for meeting deadline dates regarding enrollment, add/drop/withdrawal, change of grading basis, credit by examination, dec- laration of candidacy, and other actions. The dates are online at registrar. ucr.edu and must be observed. Advising can be obtained in the GSOE Undergraduate Programs Office.

It is the student’s responsibility to meet all graduation requirements: gen- eral university, college, and major. A staff of academic advisors is readily available to assist with questions pertaining to academic regulations and procedures, selection of courses which satisfy breadth requirements, ma- jor options, and alternatives. Students who need to confer with an advisor about overall degree requirements, academic difficulty, program planning, or assistance in selecting a major need to schedule an appointment with their advisor.

Students are required to register and enroll by the date set by the campus visit registrar.ucr.edu for details.

The recommended study load for undergraduate students is 15 to 16 units per quarter. This is the average quarterly load to ensure steady progress for graduation in four years. The minimal program for an undergraduate student to be considered full time is three courses (12 units) per quarter. The normal progress for an undergraduate student is four courses (16 units) per quarter.

A class schedule of fewer than 12 units must be approved by the associate dean (visit registrar.ucr.edu for details). The university has established enrollment limits beyond which students require academic advisor ap- proval. The limits are as follows: students in good academic standing, 20 units; students on academic probation, 17 units; students on subject-to- dismissal status, 15 units. Students on probation may not take courses on an “S/ NC” basis.

After the second week of instruction, students may request changes by petition during a specified period. Petitions must usually be approved by the advisor and also, in the case of adds, by the instructor concerned. Changes to grading basis need advisor approval after the second week of classes. The associate dean must approve any changes in the class sched- ule requested after the regular petition period.

Courses (including Special Studies courses) can be added through the third week of instruction. Courses dropped after the second week of instruction will appear on the record with a “W” notation, signifying withdrawal. Students can withdraw from courses through the sixth week of instruction. The grading basis for a course can be changed through the eighth week of instruction. After the third week of instruction, a fee is required to file the petition to change the class schedule.

For details, see Part-Time Study under the Finances and Registration.

A petition is a form representing a student’s need or desire to be accepted from any standard rule or regulation in the university. It is the only way to obtain formal approval from the department, the college or school, the Registrar, or whomever has authority over a particular request. Some peti- tions carry a small fee; others are free.

An approved petition for a waiver or substitution in degree requirements represents an agreement between the student, the college or school, and in some cases, the department chair, granting the student an exception from the existing regulations.

Petitions are also used at UCR to change college or major, enroll in fewer units than regulations permit, make late changes to a class schedule, obtain credit by examination, concurrent enrollment, or withdraw from the university. Petitions for most of these exceptions are available in the GSOE Undergraduate Programs Office. Please note that petitions for retroactive actions more than one year old will not be approved.

To earn credit for a course by examination without formal enrollment in that course, students must be in residence and in good academic stand- ing.

Before the examination may be given, arrangements and approval for examination for degree credit must be made with the instructor appointed to give the examination, a faculty advisor (if the major department requires it), and the associate dean. Petitions must be filed with the Office of the Registrar no later than the third week of instruction. Credit by examination is not allowed for English Composition courses.

The results of all examinations for degree credit are entered on students’ records as though they had actually taken the courses of instruction. There is a $5 service charge for each petition. The credit by examination proce- dure may not be used as a means of improving a previous grade.

Undergraduate students in good academic standing may receive credit for courses undertaken and graded “S” up to a limit of one-third of the total units undertaken and passed on the Riverside campus at the time the degree is awarded. Normally, this means no more than 4 units of “S/NC” per quarter. The total also includes courses graded only “S/NC.” Courses that are required in, or prerequisite to, a major may not be taken on a “S/ NC” basis unless approved by the chair of the major department. Students on special status or limited status may take courses on a “S/NC” basis only with the approval of the associate dean.

A student may elect “S/NC” or delete “S/NC” from a course by filing a peti- tion (enrollment adjustment form) with the Registrar. The deadline is the end of the eighth week of instruction and is listed each quarter at registrar. ucr.edu. This deadline is strictly enforced.

Regulations governing the “S/NC” option are described under Credit and Grades in the Policies and Regulations section of this catalog.

At the close of each quarter, the courses, units, grades, and grade points earned are added to the student’s cumulative university record. This record summarizes progress toward a degree. Lack of adequate progress may jeopardize continued registration. Students can access their advisory degree check through rweb.ucr.edu.

To graduate from UCR, undergraduate students must file an application for graduation. The application must be submitted by 4 p.m. of the deadline date listed at registrar.ucr.edu. Applications are not accepted after the deadline established for the quarter.

Students should review their remaining requirements through rweb.ucr. edu each quarter. They should also contact their academic advisor two quarters before expected graduation to confirm remaining requirements.

Completion of the degree depends upon completion of any work in progress. During the graduation quarter, any changes made to a student’s schedule after the third week of instruction should be immediately reported to the academic advisor.

If for any reason a student does not meet the requirements for graduation after filing the application, another application must be filed for the ap- propriate quarter. Students graduating in absentia after an absence of one or more quarters must apply for readmission to the university and file an application for graduation.

All course work, whether taken at UCR or elsewhere, must be completed The School of Medicine / 92 by the last day of UCR’s finals week during the quarter of graduation (no GDs or Incomplete grades). Incomplete, IE, IP or GD grades on the tran- script will stop the processing of the degree.

Once the application for graduation is filed, the student’s name will be entered on the appropriate degree list. Students who need to amend the prospective quarter of graduation and who have submitted an application for graduation petition must notify the GSOE Undergraduate Education Programs Office, in writing, as soon as possible.

Students may withdraw from the university prior to the end of instruction, for serious personal reasons, with the approval of the associate dean. Forms are available in the GSOE Undergraduate Education Programs Of- fice.

The Graduate School of Education (GSOE) offers credential programs for students preparing for careers in elementary, middle school, and high school teaching; and teaching in classrooms for individuals with mild/mod- erate and moderate/severe disabilities. The programs prepare students to teach English learners and students from diverse backgrounds.

The School offers a Master of Education (M.Ed.) degree with a General Education Teaching Emphasis. This is for qualified students earning a Multiple Subject or Single Subject credential and is generally completed in one academic year and a summer term. A combined M.Ed. and credential in the area of Special Education is also available to qualified candidates. In addition, M.Ed. emphases in Applied Behavioral Analysis, Diversity and Equity, Higher Education Administration and Policy, and Teaching English to Speakers of Other Languages (TESOL) are also offered. The school also offers M.A. programs in Education, Society, and Culture, Educational Psy- chology, Research Evaluation, Measurement and Statistics (REMS), and Special Education and Autism. Ph.D. programs in Education, Society and Culture; Education Policy Analysis and Leadership; Educational Psychology (with both General and Quantitative Methodology Specializations); Higher Education Administration and Policy (M.Ed. and Ph.D.); School Psychology and Special Education. The M.A. in School Psychology may be awarded only to students matriculating in the School of Education Ph.D. programs. The Ph.D. in School Psychology is offered in combination with a Pupil Personnel Services Credential for School Psychology.

Curricula are offered through the Graduate School of Education for the M.A., M.Ed. and Ph.D. degrees. These programs require broad training in education and in a cognate field of study. Further information can be found under Education and Credential Programs in the Programs and Courses section of this catalog or visit education.ucr.edu.

Students planning to become teachers can pursue the following teaching- credential programs in GSOE:

• 1. Multiple Subject (elementary school), in addition, students may add:

• • Bilingual emphasis in Spanish. Requires passage of the Spanish

Proficiency Test and coursework in Latino American literature, Latin American culture and history, and bilingual/bicultural education. Students must also complete EDUC 176.

• 2. Single Subject (specified subject(s) at the middle school and high

school level).

• 3. Education Specialist (special education) in the following specializations:

• • Mild/Moderate Disabilities: authorizes service for mild to moderate

mental retardation; attention deficit and attention deficit hyperactivity disorders; serious emotional disturbance; and includes specific learning disabilities.

• • Moderate/Severe Disabilities: authorizes autism, deaf-blindness,

moderate to severe mental retardation, multiple disabilities, and serious emotional disturbance. Admission Admission to Teacher Education Programs is required in order to complete the professional and graduate level courses. The admis- sion requirements vary depending on the credential specialization but at minimum students need a 3.0 GPA (calculated on the last two years of un- dergraduate studies), passage of the basic skills requirement, and subject matter competency. Students who want to be considered for an intern pro- gram or the M.Ed. General Education Teaching Emphasis have additional requirements. More information is available at education.ucr.edu.

California Teach-Science/Mathematics Initiative (CaTEACH-SMI) California Teach-Science Mathematics Initiative (CaTEACH-SMI) has a goal of addressing the critical need for highly qualified K-12 science and mathematics teachers in California. With an economy increasingly reliant on science, technology, engineering, and mathematics (STEM) and the anticipated large scale retirement of qualified teachers, this is an essential time to explore and prepare for a career in teaching science or mathematics. CaTEACH-SMI at UCR offers undergraduate students paid/unpaid opportunities to explore STEM teaching as a career option. Through CaTEACH-SMI, students receive advising and mentoring to prepare for entrance into an intern teaching credential program while dili- gently coordinating with academic advisors to ensure completion of STEM degree requirements. The CaTEACH-SMI Resource Center provides future STEM teachers with material and financial resources to promote planning and professional development towards a science/mathematics education career.

For more information about the CaTEACH-SMI program, please visit smi.ucr.edu, the Resource Center at 1315 Pierce Hall, or on Facebook at facebook.com/ScienceMathInitiativeAtUcr.