GRADUATE SCHOOL OF EDUCATION

Subject abbreviation: EDUC Graduate School of Education

Louie F. Rodriguez, Ed.D., Interim Dean Janet B. Blacher, Ph.D, Associate Dean of Academic Personnel To Be Announced, Associate Dean of Undergraduate Education Programs JerMara Davis-Welch, Ph.D., Assistant Dean, & Director of Teacher Education Sally Tavizon, Assistant Dean and Chief Financial and Administrative Officer Joseph Kahne, Ph.D., Faculty Chair Eddie Comeaux, Ph.D., Graduate Advisor

Graduate Programs (951) 827-6362 Credential Programs (951) 827-5225 Undergraduate Programs (951) 827-5850 education.ucr.edu

Professors

Janet B. Blacher, Ph.D., Distinguished Professor Begoña Echeverria, Ph.D. William P. Erchul, Ph.D. Cassandra M. Guarino, Ph.D. (Education/ Public Policy) Asha K. Jitendra, Ph.D., Peloy Chair in Learning Disabilities Joseph Kahne, Ph.D., Ted and Jo Dutton Endowed Presidential Chair for Education Policy and Politics John S. Levin, Ed.D., Distinguished Professor Margaret Nash, Ph.D. Louie F. Rodriguez, Ed.D., Bank of America Endowed Chair in Educational Leadership, Policy, and Practice Thomas M. Smith, Ph.D. Tara J. Yosso, Ph.D.

Professors Emeriti Irving H. Balow, Ph.D. Steven T. Bossert, Ph.D. Robert C. Calfee, Ph.D. Jerry S. Carlson, Ph.D. James T. Dillon, Ph.D. Dan M. Donlan, Ph.D. Sharon A. Duffy, Ph.D. V.P. Franklin, Ph.D. E. Mark Hanson, Ph.D. Irving G. Hendrick, Ed.D. Donald L. MacMillan, Ed.D. Douglas E. Mitchell, Ph.D. Richard S. Newman, Ph.D. Rollanda E. O’Connor, Ph.D. Flora I. Ortiz, Ph.D. Reba N. Page, Ph.D. Melanie Sperling, Ph.D. H. Lee Swanson, Ph.D. Keith Widaman, Ph.D.

Associate Professors Eddie Comeaux, Ph.D. Marsha M. Ing, Ph.D. Uma M. Jayakumar, Ph.D. Rita Kohli, Ph.D. Gregory Palardy, Ph.D. Robert K. Ream, Ph.D. John S. Wills, Ph.D.

Assistant Professors Kinnari Atit, Ph.D. Austin H. Johnson, Ph.D. Soojin Park, Ph.D. Raquel Rall, Ph.D. Wesley A. Sims, Ph.D. Michael Solis, Ph.D. Katherine K.M. Stavropoulos, Ph.D. Rican Vue, Ph.D.

** Cooperating Faculty Steven G. Brint, Ph.D. (Sociology)

Adjunct Professor Christine Victorino, Ph.D.

Assistant Adjunct Professors Christina Acoff, Ph.D. Thomas Dickson, Ed.D. Elizabeth Claassen-Thrush, Ph.D. Maria C. Simani, Ph.D.

Assistant Professor of Teaching Cathleen Geraghty, Ph.D. (School Psychology) Lorena Gutierrez, Ph.D. (Education) Catherine Lussier, Ph.D. (Education) Rondy Yu, Ph.D. (School Psychology)

The Education, Society, and Human Devel- opment 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, educa- tional policy and leadership, measurement and assessment, and issues in higher education.

Students 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 stratifica- tion. In addition, students will develop a historical and contemporary awareness of different learning settings, and gain a strong foundation in human development, assessment and interven- tions in the education context. Students who are interested in teaching elementary, middle, or high schools should consult an academic advisor in the GSOE Undergraduate Programs Office 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. Education, Society, and Human Develop- ment majors are also prepared for other types of instructional, administrative or advocacy positions in programs or organizations such as those focused on early childcare, out-of-school learning, or adult learning. Additionally, students who complete the major are prepared to enter education-related career fields in the private, non-profit, and public sectors including working with special populations, in legal fields, medical environments, and the arts. Students interested in graduate study will be well prepared to pursue advanced degree programs in education or related fields. Undergraduates enrolled in the Education, Society, and Human Development degree are encouraged to complete courses in- side and outside of the major to enhance career preparation and pursue personal interests. With advanced planning, students in the major can complete a minor or a second major in another discipline. The B.A. in Education, Society, and Human Development is not a teacher credential program. (See Graduate School of Education section on Teaching Credentials and Masters programs.)

The EDUC 093A, EDUC 093B, and EDUC 093C courses are a year-long seminar series designed for first-year freshmen students that meets weekly with several aspirations including com- munity building, orientation to the campus and the major, and academic support. The long-term goal of this seminar series is to not only set the foundation for the major but to build an experi- ence that evolves over the course of students’ experience at UCR.

The seminars are for first-time freshmen in the Education, Society, and Human Development major; freshmen are given enrollment priority. Each seminar carries 2 units of academic credit, although units are not applied toward major requirements. The seminar series is recommended, but not required for completion of the degree. The seminars are graded on an “S/NC” basis.

The EDUC 094 course is a 2-unit junior seminar (designed for new, incoming transfer students) that meets weekly for the purpose of community building, orientation to the campus and the Ed- ucation major, and academic support. The long term goal of this seminar is to not only set the foundation for the major, but to build a learning community experience that follows students over the course of their program at UCR. New, incoming transfer students are given enrollment priority into this course which carries 2 units of academic credit. These units are not applied toward major requirements. The seminar is recommended, but not required for completion of the degree. The seminars are graded on an “S/NC” basis.

Admission is selective and based on all trans- ferable coursework with a minimum GPA of 2.4 (2.8 for non-residents). There is no prerequisite “Major” coursework required. Meeting the mini- mum eligibility requirements does not guarantee admission.

See Undergraduate Studies section.

See the Graduate School of Education section.

The major requirements for the B.A. degree in Education, Society, and Human Development, with concentrations in Community Leadership, Policy, and Social Justice and Learning and Behavioral Sciences.

Community Leadership, Policy, and Social Justice Concentration

• 1. Lower-division requirements

(5 courses [at least 20 units])

• (a) EDUC 005

• (b) Any 4 of the following lower-division

courses (at least 16 units):

EDUC 001, EDUC 002, EDUC 010, EDUC 019 (E-Z), EDUC 023, EDUC 024, EDUC 032A, EDUC 032B, EDUC 032C, EDUC 041, EDUC 042, EDUC 043, EDUC 050, EDUC 051, EDUC 060, EDUC 061

• 2. Upper-division requirements

(7 courses [at least 28 units])

• (a) Educational Research Methods (1

course [at least 4 units])

• (1) EDUC 118

• (b) Concentration courses

(4 courses [at least 16 units])

• (1) EDUC 122, EDUC 123, EDUC 141,

EDUC 142, EDUC 143, EDUC 144, EDUC 146/ETST 146, EDUC 147, EDUC 148, EDUC 150, EDUC 151, EDUC 152, EDUC 153

• (c) Elective courses (2 courses [at least

8 units]

• (1) EDUC 112, EDUC 119 (E-Z), EDUC 132, EDUC 133, EDUC 134, EDUC 160, EDUC 161, EDUC 162, EDUC 171 or EDUC 172, EDUC 179A,

EDUC 181,EDUC 182, EDUC 183, EDUC 184, EDUC 190

A maximum of 8 units of EDUC 190 may be taken to satisfy elective degree requirements.

• 3. Practicum Requirement (40 hours total)

• (a) A minimum of 40 hours of field experi-

ences, research, and/or service-learning (activity) in an education setting.

• (1) For a list of suggested field experiences,

research, and/or service learning op- portunities and how to demonstrate completion of the 40 hours, please consult with an academic advisor in the Undergraduate Programs Office in the Graduate School of Education and/or the Undergraduate programs section of Graduate School of Educa- tion’s website.

Learning and Behavioral Studies Concentration

• 1. Lower-division requirements

(5 courses [at least 20 units])

• (a) EDUC 005

• (b) Any 4 of the following lower-division

courses (at least 16 units):

EDUC 001, EDUC 002, EDUC 010, EDUC 019 (E-Z), EDUC 023, EDUC 024, EDUC 032A, EDUC 032B, EDUC 032C, EDUC 041, EDUC 042, EDUC 043, EDUC 050, EDUC 051, EDUC 060, EDUC 061

• 2. Upper-division requirements

(7 courses [at least 28 units])

• (a) Developmental courses

(2 courses [at least 8 units])

• (1) EDUC 133, EDUC 160, EDUC 161,

EDUC 171 or EDUC 172

• (b) Learning courses (2 courses [at least 8

units])

• (1) EDUC 132, EDUC 134, EDUC 162,

EDUC 179A, EDUC 181, EDUC 182, EDUC 183, EDUC 184

• (c) Educational Research Methods (1

course [at least 4 units])

• (1) EDUC 118

• (d) Elective courses (2 courses [at least 8

units])

• (1) EDUC 112, EDUC 119 (E-Z),

EDUC 122, EDUC 123, EDUC 141, EDUC 142, EDUC 143, EDUC 144, EDUC 146/ETST 146, EDUC 147, EDUC 148, EDUC 150, EDUC 151, EDUC 152, EDUC 153, EDUC 181, EDUC 182, EDUC 183, EDUC 184, EDUC 190

A maximum of 8 units of EDUC 190 may be taken to satisfy elective degree requirements.

• 3. Practicum Requirement (40 hours total)

• (a) A minimum of 40 hours of field experi-

ences, research, and/or service-learning (activity) in an education setting.

• (1) For a list of suggested field experienc-

es, research, and/or service learning opportunities and how to demon- strate completion of the 40 hours, please consult with an academic ad- visor in the Undergraduate Programs Office in the Graduate School of Education and/or the Undergraduate programs section of Graduate School of Education’s website.

Education Abroad is an excellent opportunity to learn more about another country and its culture while taking courses to earn units toward graduation. Students should plan study abroad well in advance to ensure that the courses taken fit with their overall program at UCR. Consult the departmental student affairs officer for assistance. For further details, visit Education Abroad at ea.ucr.edu or call (951) 827-4113.

See Education Abroad in the Educational Opportunities section in the beginning of this catalog.

The Education minor offers to any undergrad- uate student an introduction to issues and practices of education and research in public schools. Students from any major are invited to pursue a minor in Education.

Students in the Education minor may select from a variety of courses that may focus on a partic- ular interest or may sample across aspects of the curriculum. Specific areas of interest that are reflected in the course offerings include: Special education, psychology, higher education, policy and leadership, culture and language, issues of classism, racism, sexism, heterosexism, diver- sity and equity, social justice, curriculum and teaching strategies, qualitative and quantitative methods, and educational research.

The Education minor does not lead to a teaching credential; however, some of the courses will satisfy UCR Teacher Education Program require- ments. Students who are interested in pursuing a teaching credential should contact the Teacher Education Program at (951) 827-5225.

Program Requirements The Education minor consists of the satisfactory completion of 24 units in courses identified for the Education Minor Program. At least 16 units must be completed in upper division courses.

Student petitions require the approval of the pro- gram advisor in the Education minor. Students may not petition to take more than 8 units of courses outside of the identified courses for the Education minor. College approval from both the Graduate School of Education and the major college is required. Please see education.ucr.edu for the minor petition process. Minor in Education candidates must maintain a minimum cumulative GPA of 2.0

Course Work Students will have the opportunity to select from a menu of electives to complete the course work:

EDUC 001, EDUC 002, EDUC 003, EDUC 004, EDUC 010, EDUC 019 (E-Z), EDUC 023, EDUC 024, EDUC 032A, EDUC 032B, EDUC 032C, , EDUC 041, EDUC 042, EDUC 043, EDUC 044, EDUC 050, EDUC 051, EDUC 061, EDUC 100A, EDUC 100B, EDUC 104, EDUC 105, EDUC 112, EDUC 118, EDUC 119 (E-Z), EDUC 122, EDUC 123, EDUC 132, EDUC 133, EDUC 134, EDUC 136, EDUC 139, EDUC 141, EDUC 142, EDUC 143, EDUC 144, EDUC 146/ETST 146, EDUC 147, EDUC 148, EDUC 150, EDUC 151, EDUC 152, EDUC 153, EDUC 160, EDUC 161, EDUC 162, EDUC 171 or EDUC 172, EDUC 177 or EDUC 178, EDUC 179A, EDUC 179B, EDUC 181, EDUC 182, EDUC 183, EDUC 184.

Additional courses may be added to this list by proposals of academic units, or by petitions of students to take a suitable alternative course.

The Graduate School of Education offers three degree programs–Doctor of Philosophy, Master of Arts and Master of Education–as well as a variety of teacher credential programs. Each of these programs is described in detail below.

General university requirements, such as resi- dence and unit requirements, are in the Gradu- ate Studies section of this catalog. Policies and Procedures for Graduate Degree Programs may be obtained from the Graduate Programs Office.

Admission Admission is based upon GPA and letters of rec- ommendation from writers knowledgeable about the candidate’s ability to succeed in graduate study. In addition, M.A. and Ph.D. applicants must submit scores from the GRE General Test (verbal, quantitative, analytical), no more than five years old from the date of their matricu- lation. Ph.D. applicants must submit a writing sample. The GRE is not required of applicants seeking admission to credential programs or to the M.Ed. program. The Ph.D. program admits students in the Fall quarter only.

Admission for the doctoral degree is based on strong academic preparation at the baccalaure- ate level. A master’s degree in education such as that offered at UCR or a master’s degree in an ancillary field is desirable but not required. Doctoral students begin their programs in the fall quarter.

Candidates enrolled in this program normally have completed an undergraduate major or its equivalent in a subject field other than education.

Specialization Areas of specialization include Education, Society, and Culture; Educational Psychology; Neuroscience and Education; Research, Evaluation, Measurement and Statistics; Special Education and Autism; and School Psychology (for students working toward the Ph.D.). Only students matriculating in a Graduate School of Education Ph.D. program in School Psycholo- gy, may earn a M.A. degree in Education with specialization in School Psychology. Before the end of the first quarter, the student’s advisor de- velops a program plan that specifies the courses the student will take.

The M.A. with specialization in Education, Society, and Culture; Educational Psychology; or Special Education and Autism gives students the option of completing Plan I (Thesis) or Plan II (Comprehensive Examination).

The M.A. with specialization in School Psychol- ogy or Neuroscience and Education only allows students to complete the Plan I (Thesis option). The M.A. specialization in Research, Evaluation, Measurement and Statistics only allows students to take Plan II (comprehensive examination option).

Information about each area of specialization is available at education.ucr.edu.

Plan I (Thesis) Students complete a minimum of 36 upper-di- vision and graduate units. At least 24 of these units are in graduate courses.

A maximum of 12 units may be in graduate research for the thesis.

At the beginning of the second, and generally not later than the third quarter of full-time work, candidates submit a plan for the thesis to their committee. Candidates also list courses to be taken for developing competence in their area of specialization. The plan is reviewed and approved by a committee of three faculty members. The candidate submits the final thesis to the committee for approval. Upon successful completion and approval of the thesis, the stu- dent is recommended to the Graduate Division for the M.A. degree.

Plan II (Comprehensive Examination) Students must complete a minimum of 36 quar- ter units in upper-division and graduate courses in Education and related fields as defined in ex- isting programs. At least 18 of the 36 units must be in graduate courses, and none in graduate research for the thesis.

A faculty member from the program area spe- cialization is appointed by the graduate advisor to guide the candidate. A program plan must be filed with the graduate advisor by the end of the first quarter of residency. Upon or near completion of course work, the student applies to take a comprehensive written examination. Upon successful completion of the examination, the candidate is recommended to the Graduate Division for the M.A. degree.

Coursework Candidates entering the M.A. program take a series of courses based on their area of specialization.

Education, Society, and Culture

Required Courses: Students take at least five courses (20 units) from: EDUC 201A, EDUC 201B, EDUC 203 or EDUC 281, EDUC 210, EDUC 223A, EDUC 226, EDUC 230A, EDUC 230B, EDUC 233, EDUC 238, EDUC 241B, EDUC 245E, EDUC 245G, EDUC 248E, EDUC 248I, EDUC 248P or EDUC 248U, EDUC 257, EDUC 260, EDUC 273, EDUC 275, EDUC 276, EDUC 278, EDUC 279, EDUC 284

Professional Development requirement: EDUC 259

Other courses may be used to complete degree and elective requirements, in consultation with the Faculty Advisor and approval by the Graduate Advisor.

Educational Psychology

Required Courses: EDUC 200, EDUC 211A, EDUC 214A, EDUC 214B, EDUC 214C, EDUC 240, EDUC 241B, EDUC 255B

Professional Development requirement: EDUC 259

Other courses may be used to complete degree and elective requirements, in consultation with the Faculty Advisor and approval by the Graduate Advisor.

Neuroscience and Education

Required Courses: EDUC 200, EDUC 211A, EDUC 214A, EDUC 214B, EDUC 214C, EDUC 240, EDUC 246T, NRSC 200A, NRSC 200B, NRSC 200C, PSYC 251

Elective Courses - two (21 or more courses: EDUC 211B, EDUC 246I, EDUC 246K, EDUC 263, EDUC 269 (E-Z), EDUC 270

Professional Development requirement: EDUC 259

Other courses may be used to complete degree and elective requirements, in consultation with the Faculty Advisor and approval by the Graduate Advisor.

Research, Evaluation, Measurement, and Statistics (REMS)

Required Methodology Courses: EDUC 214A, EDUC 214B, EDUC 214C, EDUC 218, EDUC 223A, EDUC 242A Elective Methodology A minimum of one course from the following list of quantitative courses or from courses of- fered in other departments that are approved by the student’s program committee: EDUC 211A, EDUC 211B, EDUC 215A, EDUC 215B, EDUC 241B, EDUC 242B

Internship Minimum of 5 units of EDUC 298I required.

Professional Development requirement: EDUC 298I

Other courses may be used to complete degree and elective requirements, in consultation with the Faculty Advisor and approval by the Graduate Advisor.

School Psychology

Required Methodology Courses: EDUC 214A, EDUC 214B, EDUC 214C, EDUC 217, EDUC 242B

Psychological Consultation and Intervention Required courses: EDUC 255A, EDUC 255B, EDUC 255C, EDUC 261

Psychological and Behavior Assessment Required courses: EDUC 231A, EDUC 254A, EDUC 254B, EDUC 254C

Application of Scientific Psychology Required courses: EDUC 265A, EDUC 265B, EDUC 265C

History and Systems of Psychology and Basic Content Areas in Scientific Psychology Required courses: EDUC 211A, EDUC 233 or EDUC 245G or EDUC 276, EDUC 239, EDUC 246K or EDUC 246S, EDUC 264,

Professional Development requirement: EDUC 259

Other courses may be used to complete degree and elective requirements, in consultation with the Faculty Advisor and approval by the Graduate Advisor.

Special Education and Autism Required Course EDUC 212

Elective Courses Students must complete one of the following courses: EDUC 200, EDUC 246J, EDUC 246M

Additional Elective Course Options students take at least one course from the following group according to their individualized program: EDUC 239, EDUC 242A, EDUC 242B, EDUC 246 (E-Z), EDUC 270

Area elective course options Students must take at least one course from Area I and Area II:

Area I - Autism Spectrum Disorder and other Cognitive, Behavioral, and Emotional Disabilities: EDUC 239, EDUC 246E, EDUC 246K, EDUC 246L, EDUC 255A, EDUC 255C

Area II - Learning Disabilities: EDUC 211A, EDUC 246I, EDUC 246S, EDUC 255A, EDUC 255B, EDUC 256, EDUC 270

Professional Development requirement: EDUC 259 Other courses may be used to complete degree and elective requirements, in consultation with the Faculty Advisor and approval by the Graduate Advisor.

Normative Time to Degree 6 quarters from admission to the M.A. program

A Master of Education (M.Ed.) degree program is offered that allows students to select from five emphases. The GRE is not required for admission to the M.Ed. program. No thesis or comprehensive examination is required. Instead, students complete an analytical project that builds on course work and links educational the- ory and research with the dynamics of teaching, learning, and leadership.

Applied Behavior Analysis Emphasis This M.Ed. emphasis provides intensive . instruction in the theoretical basis of Applied Behavior Analysis as well as the clinical and pedagogical application of the theory and principles. The courses are aimed at special educators, school psychologists, and behavioral health providers, and are designed to specifically prepare students to apply for the certification examination of the Behavior Analyst Certification Board, Inc. (BACB).

The emphasis allows students to complete the requirements for the master’s degree and to apply for the certification examination of the BACB in four academic quarters.

Admission Candidates for this program must meet the Graduate School of Education admission requirements. Detailed admission information is available at education.ucr.edu

Course Work This M.Ed. emphasis requires 60 units.

Students must complete all courses below: EDUC 217, EDUC 231A, EDUC 231B. EDUC 235, EDUC 236A, EDUC 236B, EDUC 236C, EDUC 236D, EDUC 237* EDUC 254C, EDUC 255A, EDUC 255E, EDUC 261

*Students will complete a minimum of 20 units of EDUC 237, concentrated fieldwork.

Analytical Report Students will be required to complete a portfolio project. The portfolio will consist of applied projects that have been completed as part of coursework requirements. A final version of the portfolio project will be submitted to the Applied Behavior Analysis faculty committee in the Graduate School of Education for review and approval.

Diversity and Equity Emphasis This M.Ed. emphasis is designed for individuals who are interested in developing a critical lens for engaging educational inequity in careers across the K-16 pipeline and in communi- ty-based educational contexts. The emphasis provides students with rigorous theoretical and applied frameworks to support movements of change using social, historical, cultural, linguistic, and race analyses.

The program can also be completed through a collaboration between the Graduate School of Education and University Extension by complet- ing an approved Extension certificate program that addresses issues of student diversity and equity. Up to 8 units of 400 level Extension certif- icate courses can be used toward the minimum 36 unit total required for the degree. The student must have completed the approved Extension certificate prior to admission to this program. Please see the Graduate School of Education website at education.ucr.edu for an approved list of Extension certificates that can be used for the collaboration.

Admission Candidates for this program must meet the Graduate Division and Graduate School of Education admission requirements. Detailed admission information is available at education.ucr.edu.

Course Work This M.Ed. emphasis requires a minimum of 36 units; Students will be expected to complete the course work in three academic quarters.

Students complete coursework from the following menu: EDUC 201A, EDUC 201B, EDUC 203 or EDUC 281, EDUC 210, EDUC 212, EDUC 225, EDUC 226, EDUC 233, EDUC 238, EDUC 245G, EDUC 248E, EDUC 248I, EDUC 248P or EDUC 248U, EDUC 257, EDUC 260, EDUC 266, EDUC 269I, EDUC 273, EDUC 275, EDUC 276, EDUC 277, EDUC 278, EDUC 279, EDUC 284, EDUC 297

Other courses may be used to complete degree and elective requirements, in consultation with the Faculty Advisor and approval by the Graduate Advisor.

Analytical Report Students will complete a final written project that addresses a specific concern or issue regarding diversity and educational equity in classrooms, schools, districts, community or non-profit organizations, or school policy at the state or federal level. A final version of the project will be submitted to the Graduate School of Education and evaluated by faculty in the Education, Society, and Culture area.

General Education Teaching Emphasis M.Ed. and California Preliminary Teaching Cre- dential in Multiple Subjects or Single Subject

This emphasis allows qualified students to com- plete requirements for a California Preliminary teaching credential and a master’s degree in one academic year and one summer.

Prospective students must submit an application to the Graduate Division.

Concurrent admission into the Multiple Subjects or Single Subject Teaching Credential program is required for this emphasis. Students not admitted to the M.Ed. degree can be considered for credential only program. Those who already possess California teaching credentials are not eligible for this program but may apply for ad- mission to the other graduate degree programs offered by the GSOE.

Admission In addition to the Graduate Division admission requirements, candidates for this program must be admitted to the Multiple Subject or Single Subject Teaching Credential program.

Course Work This M.Ed. emphasis requires up to 72 units, 36 units are in upper division and graduate level courses; at least 18 of the 36 units must be completed in graduate level courses (Plan II). Students must successfully complete their credential requirements to earn the degree. This program requires courses that are taken during summer sessions.

Multiple Subject Teaching Credential

• 1. Required Courses: EDUC 132, EDUC 147,

EDUC 171 or EDUC 172, EDUC 179A, EDUC 280L, EDUC 282A, EDUC 282B

• 2. Three elective courses from the following

list: EDUC 179B*, EDUC 201B, EDUC 202, EDUC 211B, EDUC 212, EDUC 219, EDUC 225, EDUC 226, EDUC 227, EDUC 233, EDUC 238, EDUC 240, EDUC 245G, EDUC 246 (E-Z), EDUC 255B, EDUC 257, EDUC 260, EDUC 266, EDUC 269 (E-Z), EDUC 273, EDUC 275, EDUC 281

*EDUC 179B is for Bilingual candidates only

Other courses may be used to complete this re- quirement, if approved by the Graduate Advisor.

• 3. Teaching Experience Courses: EDUC 332,EDUC 336A or EDUC 338A*, EDUC

336Bor EDUC 338B*, EDUC 336C or EDUC 338C*; Student teachers enroll in EDUC 336 A-C series. *Approved intern teachers must enroll in assigned EDUC 338 sections assigned by the Teacher Credential program. For information on intern teacher eligibility requirements, visit: education.ucr.edu.

• 4. Seminar Courses: EDUC 344A,

EDUC 344B, EDUC 344C

• 5. Teaching Performance Assessment

Courses: EDUC 337A, EDUC 337B, EDUC 337C

• 6. Analytical Project Course: EDUC 283

Single Subject Teaching Credential

• 1. Required Courses:

• a. EDUC 132, EDUC 147, EDUC 177 or

EDUC 178, EDUC 179A, EDUC 280L

• b. One from EDUC 285 (E-Z)

• 2. Four elective courses from the following list:

EDUC 179B*, EDUC 201B, EDUC 202, EDUC 211B, EDUC 212, EDUC 219, EDUC 225, EDUC 226, EDUC 227, EDUC 233, EDUC 238, EDUC 240, EDUC 245G, EDUC 246 (E-Z), EDUC 255B, EDUC 257, EDUC 260, EDUC 266, EDUC 269 (E-Z), EDUC 273, EDUC 275, EDUC 281

*EDUC 179B is for Bilingual candidates only

Other courses may be used to complete this requirement, if approved by the Graduate Advisor.

• 3. Supervised Teaching Experience Courses:

EDUC 333, EDUC 376A or EDUC 378A*, EDUC 376B or EDUC 378B*, EDUC 376C or EDUC 378C*

Student teachers enroll in EDUC 376 A-C series.

*Approved intern teachers must enroll in EDUC 378 section assigned by the Teach- er Credential program. For information on intern teacher eligibility requirements, visit: education.ucr.edu.

• 4. Seminar Courses: EDUC 348A, EDUC 348B, EDUC 348C

• 5. Teaching Performance Assessment

Courses: EDUC 377A, EDUC 377B, EDUC 377C

• 6. Analytical Project Course: EDUC 283

Analytical Project The analytical project centers on comprehensive, critical self-analyses of instructional practice in K-12 classrooms.

A final version of the analytical project is sub- mitted to the Graduate School of Education in electronic form for faculty committee review.

Higher Education Administration and Policy Emphasis This M.Ed. emphasis examines scholarship and research on institutions, policy, systems, and demographic, historical, political, social, and economic contexts. It emphasizes reflective practice and prepares practitioners for careers in higher education institutions so that they can be knowledgeable scholars and expert professionals.

Admission Candidates for this program must meet the Graduate Division and Graduate School of Education admission requirements. Detailed admission information is available at education.ucr.edu

Course Work 36 units are required. The majority of courses are offered in the Graduate School of Education (GSOE) and focus on higher education, but program plans may substitute up to 12 units of relevant graduate level courses offered in GSOE and other departments.

Required Course: EDUC 248T (4 units)

Elective Courses: Students take at least eight courses (32 units) from: EDUC 248E, EDUC 248F, EDUC 248G, EDUC 248I, EDUC 248J, EDUC 248M, EDUC 248N, EDUC 248O, EDUC 248P, EDUC 248Q, EDUC 248R, EDUC 248S, EDUC 248U, EDUC 248V, EDUC 248W

Analytical Report After students complete their course work they will complete a case study report that integrates content from higher education courses with practice.

A final version of the report is submitted to the Higher Education faculty committee in the Graduate School of Education for review and approval.

Special Education Teaching Emphasis

M.Ed. and California Education Specialist Credential This degree emphasis is designed to provide a pathway to earn a California Education Specialist Mild/Moderate and Moderate/Severe disabilities teaching credential and Master of Education degree. The program goes beyond best practice by preparing students to critically evaluate the literature on current and future practices and can be completed in five quarters.

Admission In addition to the Graduate Division admission requirement, candidates for this program must be admitted to the Education Specialist Dual Credential program in Mild/Moderate and Mod- erate/Severe disabilities.

Course Work The M.Ed. portion of the Special Education emphasis requires 36 units (at least 24 of which must be graduate level courses). Students must successfully complete their credential requirements to earn the degree.

• 1. Credential courses applicable to the M.Ed.

• a) The following courses are required for

teaching certification and can be applied to the master’s degree if the courses were not applied to a previous degree: EDUC 132, EDUC 133, EDUC 179A

California Education Specialist Dual Credential

Mild/Moderate and Moderate/Severe: Student Teaching Only

• 1. Required Courses:

EDUC 132, EDUC 133, EDUC 136, EDUC 147, EDUC 171 or EDUC 172, EDUC 179A, EDUC 280L, EDUC 282A, EDUC 282B, EDUC 295B, EDUC 295C, EDUC 295D, EDUC 331, EDUC 335A, EDUC 345A, EDUC 345B

• 2. Three Elective Courses:

• a. One course from: EDUC 246 (E-Z)
• b. Two courses from: EDUC 201B,

EDUC 202, EDUC 211B, EDUC 212, EDUC 219, EDUC 225, EDUC 226, EDUC 227, EDUC 233, EDUC 238, EDUC 240, EDUC 245G, EDUC 246 (EZ), EDUC 255B, EDUC 257, EDUC 260, EDUC 266, EDUC 269 (E-Z), EDUC 273, EDUC 275, EDUC 281

Other courses may be used to complete this requirement, if approved by the Graduate Advisor.

• 3. Analytical Project

Analytical Project Students will complete a final written project that integrates the content of theory and teaching methods courses. A final version of the report will be submitted to the Graduate School of Education and evaluated by faculty in the Special Education area.

The doctoral program in Education is designed to prepare scholars for teaching and research in the area of education. More information about graduate programs in Education is available by contacting the graduate advisor, Graduate School of Education, (951) 827-6362, or visit education.ucr.edu.

Specialization The Graduate School of Education has six areas of specialization: Education, Society, and Culture; Education Policy Analysis and Leader- ship; Educational Psychology; Higher Education Administration and Policy; School Psychology; and Special Education. The School Psychology Program is accredited by the American Psycho- logical Association (APA) and approved by the National Association of School Psychologists (NASP). School Psychology Ph.D. students can also obtain a Pupil Personnel Services Credential.

Information about each area of specialization is available at education.ucr.edu.

Following admission to the program, students are assigned a preliminary faculty advisor who guides them during the initial phase of their pro- gram. Students work closely with a faculty ad- visor during their doctoral program. In addition, three faculty committees — a program guidance committee, an oral qualifying examination com- mittee, and a dissertation committee — may be formed at various stages of the program.

Course Work Candidates entering the Ph.D. program take a series of courses based on their area of special- ization. Number of units vary by specialization. The student and his or her program guidance committee identify and document a program plan. Coursework in each specialization consists of sufficient study to allow the student to master the essential concepts and inquiry methods of that field.

Education, Society, and Culture Required core and methods courses: EDUC 214A, EDUC 223A, EDUC 223B, EDUC 241B

Theory - complete a minimum of two (2) courses from: EDUC 220A, EDUC 220B, EDUC 230A, EDUC 230B, EDUC 273, EDUC 277, EDUC 278, EDUC 284, EDUC 289

Electives - complete a minimum of five (5)courses from the following list: EDUC 201A, EDUC 201B, EDUC 203, EDUC 210, EDUC 226, EDUC 233, EDUC 238, EDUC 245E, EDUC 245G, EDUC 248E, EDUC 248I, EDUC 248P or EDUC 248U, EDUC 249, EDUC 257, EDUC 260, EDUC 266, EDUC 269I, EDUC 274, EDUC 275, EDUC 276, EDUC 277, EDUC 279, EDUC 284

Teaching Requirement: EDUC 302

Professional Development requirement: EDUC 259

Other courses may be used to complete degree and elective requirements, in consultation with the Faculty Advisor and approval by the Graduate Advisor.

Education Policy Analysis and Leadership Required Courses Core Foundation: EDUC 209/PBPL 260, EDUC 210

Core Methodology: EDUC 214A, EDUC 241B

Research Methodology A student selects the Quantitative Methods or the Qualitative Methods strand:

Quantitative Methods Strand Two (2) courses: EDUC 214B, EDUC 214C

Qualitative Methods Strand Two (2) courses: EDUC 223A, EDUC 223B

Special Policy Topics - minimum of six- teen (16) units or four (4) courses from: EDUC 205, EDUC 218, EDUC 245G, EDUC 245J, EDUC 269M

Social Science and Methods Electives: Minimum of eight (8) units or two (2) courses in Economics, Sociology, Social Psycholo- gy, Political Science, History, or other social science. Students may also substitute in one advanced research methods courses. Cours- es must be approved by student’s advisory committee.

Teaching Requirement: EDUC 302

Professional Development requirement: EDUC 259

Other courses may be used to complete degree and elective reguirements, in consultation with the Faculty Advisor and approval by the Graduate Advisor.

Educational Psychology This specialization offers two tracks. Track 1 is Cognition, Instruction, and Student Learn- ing; Track 2 is Quantitative Methods. Students choose one track in consultation with faculty advisor.

Required Courses: EDUC 211A, EDUC 214A, EDUC 214B, EDUC 214C, EDUC 240, EDUC 241B, EDUC 242B, EDUC 255B,

Students choose Track 1 or Track 2 and take a minimum of two courses from that Track in consultation with faculty advisor:

Track 1 -Cognition, Instruction, and Student Learning: EDUC 200, EDUC 247, EDUC 251, EDUC 256, EDUC 269E

Track 2 - Quantitative Methods: EDUC 215A, EDUC 215B, EDUC 215C, EDUC 215D, EDUC 215E, EDUC 215F, EDUC 218, EDUC 242C, EDUC 269E

Directed Research: EDUC 297 – A student will engage in pre-dissertation research with at least one faculty member. Directed research lasts three quarters, minimum of four units each quarter, resulting in a research article submitted for presentation or publication.

Teaching Requirement: EDUC 302

Professional Development requirement: EDUC 259

Other courses may be used to complete degree and elective requirements, in consultation with the Faculty Advisor and approval by the Graduate Advisor.

Higher Education Administration and Policy Research Methodology In consultation with the faculty advisor, a stu- dent selects the Quantitative or the Qualitative Methods Strand to complete, plus one course from the strand they did not select.

Quantitative Methods Strand - three (3) courses: EDUC 214A, EDUC 214B, EDUC 214C

and

One course from: EDUC 241B, EDUC 223A, EDUC 223B

or Qualitative Methods Strand - three (3)

courses: EDUC 241B, EDUC 223A, EDUC 223B

and

One course from: EDUC 214A, EDUC 214B, EDUC 214C

Higher Education required core courses: EDUC 248F, EDUC 248I, EDUC 248J, EDUC 248K, EDUC 248N, EDUC 248O, EDUC 248U or EDUC 248P

Specialization and Elective Courses - two (2) or more courses: EDUC 248E, EDUC 248G, EDUC 248M, EDUC 248Q, EDUC 248R, EDUC 248S, EDUC 248V, EDUC 248W

Teaching Requirement: EDUC 302

Professional Development requirement: EDUC 259

Other courses may be used to complete degree and elective reguirements, in consultation with the Faculty Advisor and approval by the Graduate Advisor.

School Psychology Research Design and Methodology Courses Required Courses: EDUC 214A, EDUC 214B, EDUC 214C, EDUC 215C, EDUC 217, EDUC 242B, EDUC 299

Psychological Consultation and Intervention Required courses: EDUC 255A, EDUC 255B, EDUC 255C, EDUC 255D, EDUC 261

Psychological and Behavior Assessment Required courses: EDUC 231A, EDUC 254A, EDUC 254B, EDUC 254C

Application of Scientific Psychology Required courses: EDUC 265A, EDUC 265B, EDUC 265C, EDUC 265D, EDUC 265E, EDUC 265F, EDUC 268A, EDUC 268B, EDUC 268C

History and Systems of Psychology and Basic Content Areas in Scientific Psychology Required courses: EDUC 211A, EDUC 233 or EDUC 245G or EDUC 276, EDUC 239, EDUC 246K, EDUC 246S, EDUC 246T, EDUC 263, EDUC 264

Internship Preparation: EDUC 401

Internship: Minimum of 12 units of EDUC 298I required. Students must complete and pass the oral qualifying examination before starting the required 1500-hour internship.

Teaching Requirement: EDUC 302

Professional Development requirement: EDUC 259

Other courses may be used to complete degree and elective requirements, in consultation with the Faculty Advisor and approval by the Graduate Advisor.

Special Education Required Courses: EDUC 211A, EDUC 214A, EDUC 214B, EDUC 214C, EDUC 241B, EDUC 255B

Elective Courses - students must take at least one (1) course in each of the two elective areas:

Area I – Autism Spectrum Disorder and other Cognitive, Behavioral, Emotional Disabilities: EDUC 239, EDUC 246K, EDUC 246L, EDUC 246N, EDUC 254C, EDUC 255A

Area II – Learning Disabilities: EDUC 246I, EDUC 246S, EDUC 256

Specialization Courses: A student will take a minimum of three (3) additional graduate level courses from GSOE or other academic departments in consultation with their faculty advisor.

Teaching Requirement: EDUC 302

Professional Development requirement: EDUC 259

Other courses may be used to complete degree and elective reguirements, in consultation with the Faculty Advisor and approval by the Graduate Advisor.

Written Qualifying Examination Near completion of the second year of study or after 60 units of graduate level course work, students take the written qualifying examination. The student’s faculty advisor, in consultation with faculty associated with the student’s area of specialization, coordinates the construction of the written examination. Students must

• 1. Review critical literature in an assigned

field

• 2. Demonstrate competence in research

methodologies, and

• 3. Demonstrate competence over content

in fields of specialization.

The faculty associated with the student’s area of specialization evaluate the written qualifying examination to determine the outcome. In the event students do not pass one or more sections, they will have one more opportunity to pass to continue in the program.

Pre-proposal and Oral Qualifying Exam Following the successful completion of the written examination and before the oral qualifying examination, the Graduate Dean approves an oral qualifying committee nominated by the program. The committee consists of the student’s faculty advisor, three additional faculty members from the Graduate School of Education, and one faculty member from outside the school. In preparation for the oral qualifying examination, students develop a pre-proposal, setting forth the direction of their dissertation. Once the faculty advisor de- termines that the pre-proposal is ready for the oral examination, it is distributed to the oral qualifying committee. The committee uses the pre-proposal as a focus for examining the stu- dent, but the questioning may go beyond the pre-proposal.Students pass the oral qualifying examination when the committee is satisfied that 1) the pre-proposal, as well as the stu- dent’s grasp of the theoretical and empirical issues at its core, leads in a productive direc- tion toward a competent dissertation, and 2) the student has demonstrated competence in areas covered by the written examination that are also addressed in the oral examination.

Proposal Prior to commencing the dissertation research, students must have a dissertation pro roposal approved by the dissertation commmittee.

Teaching Requirement EDUC 302 is taken for a minimum of one quarter. Units are determined by supervising course instructor.

Foreign Language Requirement None

Dissertation Following the approval of the dissertation proposal, students will complete a disserta- tion and schedule an oral defense with the approval of the committee chair. The disser- tation must be approved by the dissertation committee and submitted to the Graduate Division before the candidate is recommend- ed for the degree.

Professional Development Requirement All students must enroll in EDUC 259.

Normative Time to Degree 15 quarters from admission to the Ph.D. program

Credential Programs The Graduate School of Education offers teach- ing credential programs, and a credential for school psychologists. These programs are ac- credited by the California Teaching Commission.

Admission to GSOE credential programs is based upon GPA and letters of recommenda- tion from individuals knowledgeable about the candidate’s ability to succeed in professional study. Most programs also require an interview. Admission to the teaching credential programs also requires candidates to pass exams in basic skills and subject matter. Course prerequisites depend on the intended program. More informa- tion regarding the prerequisites is available on the Prepare to Teach flyer. Admission information and deadlines are available at education.ucr.edu. Contact GSOE at (951) 827-5225 or at creded@ucr.edu. Information can also be obtained at the GSOE Student Services Office, 1124 Sproul Hall.

Programs for the Preparation of Teachers Post baccalaureate Teaching Credential Programs

The Graduate School of Education offers credential programs that result in teacher certification and do not require admission to a master degree program. The following programs are offered:

• • Multiple Subjects Generally for the

elementary setting. A bilingual empha- sis in Spanish is available to qualified candidates who want to be authorized to deliver instruction in Spanish as well as English.

• • Single Subject Generally for the middle

school or high school setting. GSOE of- fers the following single subject areas: English, Languages Other than English, Mathematics, Sciences, and Social Science.

• • Education Specialist For those who want

to be special education teachers. GSOE offers the following specializations: Mild/ Moderate and/or Moderate/Severe Disabilities.

All credential programs offer the option of student or intern teaching. The intern option requires candidates to have some teaching ex- perience (ex: substitute teaching or instructional aides) and completion of pre-service require- ments prior to admission.

Combined teacher credential programs with a Master of Education degree (M.Ed.) are de- scribed in the Master of Education section.