School of Education

Subject abbreviation: EDUC School of Education

Joi A. Spencer, Ph.D., Dean Joseph Kahne, Ph.D., Associate Dean and Chair for Academic Personnel Eddie Comeaux, Ph.D., Associate Dean for Graduate Education and Graduate Advisor Raquel M. Rall, Ph.D., Associate Dean for Strategic Initiatives Austin H. Johnson, Ph.D., Associate Dean for Undergraduate Education Sally Tavizon, M.A, Assistant Dean and Chief Financial & Administrative Officer Frances Valdovinos, Ed.D., Assistant Dean and Director of Teacher Education

Main Phone Line (951) 827-4633 education.ucr.edu

Professors

Eddie Comeaux, Ph.D., Bank of America Endowed Chair in Educational Leadership, Policy, and Practice Begoña Echeverria, Ph.D. Joseph Kahne, Ph.D., Distinguished Professor Ted and Jo Dutton Endowed Presidential Chair for Education Policy and Politics Rita Kohli, Ph.D. Joi A. Spencer, Ph.D. Robert K. Ream, Ph.D. Louie F. Rodriguez, Ed.D. Tara J. Yosso, Ph.D.

Professors Emeriti Irving H. Balow, Ph.D. Janet B. Blacher, 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. Cassandra Guarino, Ph.D. E. Mark Hanson, Ph.D. Irving G. Hendrick, Ed.D. Asha K. Jitendra, Ph.D. John S. Levin, Ed.D. Donald L. MacMillan, Ed.D. Douglas E. Mitchell, Ph.D. Margaret Nash, 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. John S. Wills, Ph.D.

Associate Professors Kinnari Atit, Ph.D. Eunsoo Cho, Ph.D., Eady Endowed Chair in Special Education Marsha M. Ing, Ph.D. Uma M. Jayakumar, Ph.D. Austin H. Johnson, Ph.D. Eui Kyung Kim, Ph.D., NCSP, PPS Alice Y. Lee, Ph.D. Katherine Meltzoff, Ph.D. Gregory Palardy, Ph.D. Soojin Park, Ph.D. Raquel M. Rall, Ph.D. Blanca Rincón, Ph.D. Michael Solis, Ph.D. Rican Vue, Ph.D.

Assistant Professors José Del Real Viramontes, Ph.D. Avriel Epps, Ph.D. Suneal Kolluri, Ph.D. Stephanie Moore, Ph.D., NCSP Michael W. Moses II, Ph.D. Anthony Muro Villa III, Ph.D. Wesley A. Sims, Ph.D.

Associate Professor of Teaching Carlos O. Calderón, Ph.D. Catherine Lussier, Ph.D. Miguel Zavala, Ph.D. Assistant Professors of Teaching Lorena Gutierrez, Ph.D. Amos Lee, Ph.D.

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Cooperating Faculty Kēhaulani Vaughn, Ph.D. (Ethnic Studies)

Associate Adjunct Professor Brian L. Haynes, Ph.D.

Assistant Adjunct Professors Elizabeth Claassen-Thrush, Ph.D. Supervisors of Teacher Education Brenda Burgo, Ph.D. Parissa Clark, Ph.D. Karen Dodson Denise Edwards, Ed.D. Courtney Kane, Ed.D. D. Patrick Johnson La-Trice Johnson, Ed.D. Mayeen Quader, Ph.D. S. Paul Rosenzweig, Ph.D. Michelle L. Stockdale Nancy Butler Wolf, Ph.D.

The Education, Society, and Human Development Major builds a theoretical foundation, presents applied understandings in the study of educa- tion, 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 stratification. In addition, students will develop a historical and contemporary aware- ness of different learning settings, and gain a strong foundation in human development, assessment and interventions in the educa- tion context. Students who are interested in teaching elementary, middle, or high schools should consult an academic advisor in the SOE 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 Development 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 interest- ed 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 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 de- signed for first-year students that meets week- ly with several aspirations including communi- ty 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 experience that evolves over the course of students’ experience at UCR.

The seminars are for first-year students in the Education, Society, and Human Development major; first-year students are given enrollment priority. The fall seminar carries 2 units of academic credit. The winter and spring courses carry 1 unit of academic credit each. The units are not applied toward major requirements, however the units count toward overall degree completion. 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 seminar (designed for new, incoming transfer students) that meets weekly for the purpose of commu- nity building, orientation to the campus and the Education 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 pro- gram 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 require- ments. 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 prerequi- site “Major” coursework required. Meeting the minimum eligibility requirements does not guarantee admission.

See Undergraduate Studies section.

See the School of Education section.

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

Change of Major Students switching to the Education, Society, and Human Development Major must be in good academic standing at time of major change and have completed at least one Education course with a grade of “C” of better, excluding EDUC 102 and EDUC 190-198.

Education for Social Justice Concentration

• 1. Lower-division requirements

(5 courses [at least 20 units])

• (a) EDUC 005

• (b) EDUC 010 or EDUC 010H

• (c) At least 3 of the following lower-division

courses (at least 12 units):

EDUC 001, EDUC 002, 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 052, 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 103W, EDUC 122, EDUC 123,

EDUC 141, EDUC 142, EDUC 144, EDUC 145/BLKS 145, EDUC 146/ETST 146, EDUC 147, EDUC 148, EDUC 149, EDUC 150, EDUC 151, EDUC 152, EDUC 153, EDUC 154, EDUC 155

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

8 units]

• (1) EDUC 111 (E-Z), EDUC 119 (E-Z),

EDUC 132, 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. Community Engaged Learning

(40 hours minimum)

• (a) A minimum of 40 hours of field

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

• (1) For a list of field experiences,

research, internship, and/or service-learning opportunities and how to demonstrate completion of the minimum 40 hours, please consult with the Community Engaged Learning Coordinator or an aca- demic advisor in the Undergraduate Programs Office in the School of Education and/or the Undergraduate programs Community Engaged Learn- ing section of School of Education’s website.

Learning and Behavioral Studies Concentration

• 1. Lower-division requirements

(5 courses [at least 20 units])

• (a) EDUC 005

• (b) EDUC 010 or EDUC 010H

• (c) At least 3 of the following lower-

division courses (at least 12 units):

EDUC 001, EDUC 002, 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 052, EDUC 061

• 2. Upper-division requirements

(7 courses [at least 28 units])

• (a) Education Research Methods

(1 course [at least 4 units])

• (1) EDUC 118

• (b) Concentration courses

(4 courses [at least 16 units])

• (1) EDUC 132, EDUC 134, EDUC 160,

EDUC 161, EDUC 162, EDUC 179A, EDUC 181, EDUC 182, EDUC 183, EDUC 184

• (c) Elective courses

(2 courses [at least 8 units])

• (1) EDUC 103W, EDUC 104, EDUC 105,

EDUC 111 (E-Z), EDUC 119 (E-Z), EDUC 122, EDUC 123, EDUC 141, EDUC 142, EDUC 144, EDUC 145/BLKS 145, EDUC 146/ETST 146, EDUC 147, EDUC 148, EDUC 149, EDUC 150, EDUC 151, EDUC 152, EDUC 153, EDUC 154, EDUC 155, EDUC 171 or EDUC 172, EDUC 190

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

• 3. Community Engaged Learning

(40 hours minimum)

• (a) A minimum of 40 hours of field

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

• (1) For a list of field experiences,

research, internship, and/or service-learning opportunities and how to demonstrate completion of the minimum 40 hours, please consult with the Community En- gaged Learning Coordinator or an academic advisor in the Under- graduate Programs Office in the School of Education and/or the Undergraduate programs Community Engaged Learning section of 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.

1207 Sproul Hall

• (951) 827-4633

education.ucr.edu

Committee in Charge Eddie Comeaux, Professor of Higher Education (Education) Uma Jayakumar, Associate Professor of Higher Education (Education) Rita Kohli, Professor of Education, Society, and Culture (Education) Austin H. Johnson, Associate Dean of Undergraduate Education in SOE (Education) Rican Vue, Assistant Professor of Higher Education (Education) Joi A. Spencer, Dean, ex officio

The Athletic Leadership Minor is to prepare students for leadership careers in athletics, particularly at the intercollegiate level. It is designed to provide students with a solid un- derstanding of the administration of student affairs and athlete development. Students will advance their understanding of the role athletics leaders’ play in the larger university and college systems environments.

Program Requirements Student petitions require the approval of the Undergraduate Education Programs advisor in the School of Education. College approval from both the School of Education and the major college is required. Please see education.ucr. edu for the minor petition process. Athletic Leadership Minor candidates must maintain a minimum cumulative GPA of 2.0.

Requirements for the minor (20 units):

• 1. Lower-division requirements (4 units):

EDUC 050

• 2. Upper-division requirements (four courses

[at least 16 units]): EDUC 147, EDUC 150, EDUC 152, EDUC 154, EDUC 190, EDUC 198G or EDUC 198I

A maximum of 4 units of EDUC 190 may be taken to satisfy elective requirements. A maximum of 4 units of EDUC 198G or EDUC 198I may be taken to satisfy elective requirements. The EDUC 190, EDUC 198G, or EDUC 198I course must be approved by the associate dean or chair of minor program to apply to degree requirements to ensure the experience aligns with program outcomes.

See Minors under the School of Education in the Colleges and Programs section of this catalog for additional information on minors.

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 particular interest or may sample across aspects of the curriculum. Specific areas of in- terest 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, diversity and equity, social justice, curriculum and teaching strategies, qualitative and quantitative methods, and educational research.

The School of Education has a list of Education minor themes consisting of topic areas with a list of courses. The themes have been created to help students explore a focused subject area in Education by way of the Education minor. Students can visit the Undergraduate Education section on SOE’s website at education.ucr.edu to view the list of Education minor themes and suggested coursework. Students may also consult with the Program Advisor on the themes and which option(s) to pursue.

The Education minor does not lead to a teach- ing credential; however, some of the courses will satisfy UCR Teacher Education Program requirements. 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 at least 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 program 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 ap- proval from both the 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 005, EDUC 010 or EDUC 010H, 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 052, EDUC 061, EDUC 103W, EDUC 104, EDUC 105, EDUC 111 (E-Z), EDUC 118, EDUC 119 (E-Z), EDUC 122, EDUC 123, EDUC 132, EDUC 134, EDUC 136, EDUC 141, EDUC 142, EDUC 144, EDUC 145/BLKS 145, EDUC 146/ETST 146, EDUC 147, EDUC 148, EDUC 149, EDUC 150, EDUC 151, EDUC 152, EDUC 153, EDUC 154, EDUC 155, 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 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 residence and unit requirements, are in the Graduate 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 many factors, including but not limited to GPA, interview, statement of purpose, personal history, resume/curriculum vitae, match with program/faculty, non-academic achievements, personal qualities, diversity of personal background and experience, academic history, writing sample, personal background, career objectives, and letters of recommendation from writers knowledgeable about the candidate’s ability to succeed in graduate study.

Admission for the doctoral degree is based on strong academic preparation at the baccalaureate 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.

Detailed admission information is available at education.ucr.edu.

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

Concentration Areas of concentration include Education, Society, and Culture; Educational Psychology; Neuroscience and Education; Research, Eval- uation, Measurement and Statistics; Special Education and Autism; School Psychology (for students working toward the Ph.D.); and STEM Education and Equity. Only students matricu- lating in a School of Education Ph.D. program in School Psychology, may earn a M.A. degree in Education with concentration in School Psychology. Before the end of the first quarter, the student’s advisor develops a program plan that specifies the courses the student will take.

The M.A. with concentration in Education, Society, and Culture; Educational Psychology; Special Education and Autism; or STEM Edu- cation and Equity gives students the option of completing Plan I (Thesis) or Plan II (Compre- hensive Examination).

The M.A. with concentration in School Psy- chology or Neuroscience and Education only allows students to complete the Plan I (Thesis option). The M.A. concentration in Research, Evaluation, Measurement and Statistics only allows students to take Plan II (comprehensive examination option). Information about each area of concentration 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 commit- tee for approval. Upon successful completion and approval of the thesis, the student is recommend- ed to the Graduate Division for the M.A. degree.

Plan II (Comprehensive Examination) Students must complete a minimum of 36 quarter units in upper-division and graduate courses in Education and related fields as de- fined in existing 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 concentration 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 ex- amination. 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 concentration.

Education, Society, and Culture

Required Courses: Students take at least five courses (20 units) from: EDUC 201B, EDUC 203 or EDUC 281, EDUC 210, EDUC 221A, EDUC 221B, EDUC 226, EDUC 233, EDUC 238, EDUC 245E, EDUC 245G, EDUC 248E, EDUC 248I, EDUC 248P or EDUC 248U, EDUC 257, EDUC 260, EDUC 269I, EDUC 273, EDUC 275A, 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 221A, EDUC 240, 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 211A, EDUC 214A, EDUC 214B, EDUC 214C, EDUC 240, EDUC 246T, PSYC 251

Elective Courses - three (3) or more courses: EDUC 211B, EDUC 246I, EDUC 246K, EDUC 263, EDUC 267, EDUC 269E, EDUC 269P, EDUC 269S, EDUC 270, NRSC 200A, NRSC 200B, NRSC 200C, PSYC 203A, PSYC 203B, PSYC 203C, PSYC 207A, PSYC 207B, PSYC 211, PSYC 212, PSYC 213, PSYC 214, PSYC 262, PSYC/NRSC 287, NRSC 289

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 221A, EDUC 221B

Elective Methodology A minimum of one course from the following list of quantitative courses or from courses offered in other departments that are ap- proved by the student’s program committee: EDUC 211A, EDUC 211B, EDUC 215, EDUC 216A, EDUC 216B, EDUC 216C, EDUC 217

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

Psychological Consultation, Assessment, and Intervention Required courses: EDUC 254A, EDUC 254B, EDUC 255B

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 239, EDUC 246S, EDUC 250, EDUC 252, 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 214A

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 individ- ualized program: EDUC 215, EDUC 239, EDUC 246 (E-Z), EDUC 267, 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 Dis- abilities: 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.

STEM Education and Equity Tier 1 – Required Courses: EDUC 214A or EDUC 221A, EDUC 230E, EDUC 230L, EDUC 230R

Tier II – Elective Courses – Students must complete a minimum of 4 courses of electives from at least 2 categories:

Category 1 – Critical Race Theory: EDUC 248E or EDUC 248W, EDUC 273 or EDUC 278 or EDUC 284

Category 2 – Teaching and Learning: EDUC 230G, EDUC 230M, EDUC 269E

Category 3 – Leadership: EDUC 245G, EDUC 245L, EDUC 267, EDUC 269I

Tier III – Thesis or Comprehensive Examina- tion Preparation Complete a minimum of 4 units based on the following options:

Thesis Preparation: EDUC 299

Comprehensive Examination: Course(s) will be chosen from Tier II, depending on program goals. EDUC 299 cannot be used.

Tier IV - 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 six concentrations. The GRE is not required for admission to the M.Ed. program. No thesis or comprehensive examination is required. In- stead, students complete an analytical project that builds on course work and links educa- tional theory and research with the dynamics of teaching, learning, and leadership.

Education Policy Analysis and Leadership Concentration This M.Ed. concentration prepares students for work examining school and campus reform and policy at the local, state, and national levels.

Students may have the opportunity to complete an internship of up to 4 units in consultation with their faculty advisor. The internship is an optional component and not required for degree completion.

The concentration can also be completed through a collaboration between the School of Education and the University Extension by completing an approved Extension certificate program that addresses issues of educational policy and leadership. Up to 9 units of 400 level Extension certificate 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 ad- mission to this program. Please see the School of Education website at education.ucr.edu for an approved list of Extension certificate(s) that can be used for the collaboration.

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

Course Work This M.Ed. concentration requires a minimum of 36 units.

Foundational Courses – Students complete at least three (3) of the following courses for a minimum of 12 units from: EDUC 202A or EDUC 202B, EDUC 209, EDUC 210, EDUC 245G, EDUC 245L

Research Methods – Student must complete two courses, for a minimum of eight (8) units:

Part 1: EDUC 214A

Part 2: EDUC 221A or EDUC 221B

Elective Courses – Students complete at least three (3) courses for a minimum of 12 units, in consultation with faculty advisor, from: EDUC 202A or EDUC 202B, EDUC 203 or EDUC 281, EDUC 210, EDUC 225, EDUC 226, EDUC 233, EDUC 238, EDUC 245G, EDUC 245L, EDUC 248G, EDUC 248J, EDUC 248N, EDUC 248O, EDUC 257, EDUC 260, EDUC 266, EDUC 269M, EDUC 275A, EDUC 276, EDUC 278, EDUC 279, EDUC 284, EDUC 298I*

*Maximum of 4-units of EDUC 298I.

Directed Research – Students must complete at least four (4) units of EDUC 297 directed research with their faculty advisor in the final term of their coursework.

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 be required to complete a culmi- nating policy report. The report will either be organized as a literature review or as a policy analysis. The project is expected to take at least two regular academic terms to complete and may well include one or more of the fol- lowing: research, service learning, or program internship opportunities, tied to an in-depth investigation of the topic of study. The goal of the project is to enable the student to explore work in an area in significant depth and to help prepare that student for the work they wish to do upon graduation. A final version of the project will be submitted to the School of Education and evaluated by faculty in the Edu- cation Policy Analysis and Leadership area.

General Education Teaching Concentration

M.Ed. and California Preliminary Teaching Credential in Multiple Subjects or Single Subject

This concentration allows qualified students to complete requirements for a California Preliminary teaching credential and a master’s degree in one academic year and one summer. The program goes beyond best practice by preparing students to critically evaluate the literature on current and future practices in the field of education.

Prospective students must submit an application to the Graduate Division.

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

Admission In addition to the Graduate Division admission requirements, candidates for this program must be admitted to one of the following programs: California Preliminary Multiple Subject or California Preliminary Single Subject Teaching Credential

Please see the Teacher Education section of the School of Education’s website at education.ucr.edu to learn about the requirements, in addition to the coursework, listed that must be completed to earn any of the credentials with the California Commission on Teacher Credentialing. Candidates are subject to any changes the state may impose until fully credentialed.

Course Work This M.Ed. concentration requires up to 74 units, 36 units are in upper division and grad- uate level courses; SOE requires at least 28 of the 36 units must be completed in graduate level courses (Plan II). Students must success- fully complete their credential requirements to earn the degree. This program requires courses taken during summer sessions.

M.Ed. General Education Teaching Concentration and California Preliminary Multiple Subject Teaching Credential

• 1. The following courses are required for the

teaching credential: EDUC 132*, EDUC 147*, EDUC 171* or EDUC 172*, EDUC 179A*

*This course can be waived if completed as part of an undergraduate program and approved by the Graduate Advisor.

• 2. Up to 8 units can be applied to the

master’s degree if the courses were not applied to a previous degree: EDUC 132, EDUC 147, EDUC 171 or EDUC 172, EDUC 179A

• 3. The following courses are required for

teaching credential and the master’s de- gree: EDUC 280L, EDUC 282A, EDUC 282B

• 4. Minimum of three elective courses from the

following list: EDUC 201B, EDUC 202B, EDUC 209, EDUC 211B, EDUC 219, EDUC 225, EDUC 226, EDUC 227, EDUC 233, EDUC 238, EDUC 240, EDUC 245G, EDUC 245K, EDUC 246 (E-Z), EDUC 255B, EDUC 257, EDUC 260, EDUC 266, EDUC 269 (E-Z), EDUC 273, EDUC 275B, EDUC 280M, EDUC 280R, EDUC 281, EDUC 286

• 5. Analytical Project Course: EDUC 283

• 6. Seminar Courses: EDUC 330 or EDUC 332

or EDUC 334, EDUC 344A, EDUC 344B, EDUC 344C

• 7. Supervised Teaching Experience Courses:

EDUC 336A or EDUC 338A*, EDUC 336B or EDUC 338B*, EDUC 336C or EDUC 338C*

* Only approved intern teachers can enroll in EDUC 338 sections. Information on in- tern teacher eligibility requirements, visit: education.ucr.edu.

• 8. Teaching Performance Courses: EDUC 337A, EDUC 337B, EDUC 337C

EDUC 179B or EDUC 286 is available for students who have an interest in the Bilingual Authorization. Students should contact their academic advisor to discuss the Bilingual Authorization.

Other courses may be used to complete degree requirements, if approved by the Graduate Advisor.

M.Ed. General Education Teaching Concentration and California Preliminary Single Subject Teaching Credential

• 1. The following courses are required for

teaching credential: EDUC 132*, EDUC 147*, EDUC 177* or EDUC 178*, EDUC 179A*

*This course can be waived if completed as part of an undergraduate program and approved by the Graduate Advisor.

• 2. Up to 8 units can be applied to the

master’s degree if the courses were not applied to a previous degree: EDUC 132, EDUC 147, EDUC 177 or EDUC 178, EDUC 179A

• 3. The following courses are required for

teaching credential and the master’s degree:

• a. EDUC 280L

• b. One from EDUC 285 (E-Z)

• c. Minimum of four elective courses from

the following list: EDUC 201B, EDUC 202B, EDUC 209, EDUC 211B, EDUC 219, EDUC 225, EDUC 226, EDUC 227, EDUC 233, EDUC 238, EDUC 240, EDUC 245G, EDUC 245K, EDUC 246 (E-Z), EDUC 255B, EDUC 257, EDUC 260, EDUC 266, EDUC 269 (E-Z), EDUC 273, EDUC 275B, EDUC 280M, EDUC 280R, EDUC 281, EDUC 286 Analytical Project Course: EDUC 283

• 4. Seminar Courses: EDUC 333 or EDUC 334,

EDUC 348A, EDUC 348B, EDUC 348C

• 5. Supervised Teaching Experience Courses:

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

* Only approved intern teachers can en- roll in EDUC 378 sections. Information on intern teacher eligibility requirements, visit: education.ucr.edu.

• 6. Teaching Performance Courses: EDUC 377A,

EDUC 377B, EDUC 377C EDUC 179B or EDUC 286 is available for stuents who have an interest in the Bilingual Authorization. Students should contact their academic advisor to discuss the Bilingual Authorization. Other courses may be used to complete degree requirements, if approved by the Graduate Advisor.

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 submitted to the School of Education in electronic form for faculty committee review.

Higher Education Administration and Policy Concentration This M.Ed. concentration examines scholarship and research on institutions, policy, systems, and demographic, historical, political, social, and economic contexts. It emphasizes reflec- tive 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 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 School of Education (SOE) and focus on higher education, but program plans may substitute up to 12 units of relevant graduate level courses offered in SOE 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 248L, EDUC 248M, EDUC 248N, EDUC 248O, EDUC 248P, EDUC 248Q, EDUC 248R, EDUC 248S, EDUC 248U, EDUC 248V, EDUC 248W, EDUC 269N

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

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

Race and Educational Justice Concentration This M.Ed. concentration is designed for individuals who are interested in developing a critical lens to identify, discuss, and address racial issues and their intersection with other structures of power across the K-20 pipe- line and in community-based educational contexts. Educational justice requires people and structures to identify and act to disrupt racism embedded in systems and structures. The concentration provides students with rigorous theoretical and applied frameworks to support movements of change using social, historical, racial, cultural, linguistic, gendered, and institutional factors impeding racial justice within educational spaces, as well as approaches to creating more racially just and culturally sustaining education environments for all students.

The program can also be completed through a collaboration between the School of Education and University Extension by completing an approved Extension certificate program that addresses issues of racial justice. Up to 9 units of 400 level Extension certificate 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 School of Education website at education.ucr.edu for an approved list of Extension certificates that can be used for the collaboration and this specific degree emphasis.

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

Course Work This M.Ed. concentration 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 201B, EDUC 210, EDUC 220A, EDUC 220B, EDUC 225, EDUC 226, EDUC 238, EDUC 245G, EDUC 245L, EDUC 248E, EDUC 248I, EDUC 248P or EDUC 248U, EDUC 248W, EDUC 257, EDUC 269I, EDUC 273, EDUC 275A or EDUC 275B, EDUC 277, EDUC 278, EDUC 281, 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 race and racism in PK-20+ education. A final version of the project will be submitted to the School of Education and evaluated by faculty in the Education, Society, and Culture area.

Special Education Teaching Concentration

M.Ed. and California Preliminary Education Specialist Credentials This degree concentration is designed to provide a pathway to complete requirements for the dual California Preliminary Educa- tion Specialist Credentials of Mild/Moderate Support Needs and Extensive Support Needs Credentials and Master of Education degree, Special Education Teaching Emphasis. The pro- gram goes beyond best practice by preparing students to critically evaluate the literature on current and future practices in education.

Prospective students must submit an application to the Graduate Division.

Admission is required into the dual California Preliminary Education Specialist Credentials of Mild/Moderate Support Needs and Extensive Support Needs Credentials. Students not admit- ted to the M.Ed. degree emphasis can be consid- ered for a credential only program. Those who already possess the dual California Preliminary Education Specialist Credentials of Mild/Moder- ate Support Needs and Extensive Support Needs Credentials are not eligible for this program, but may apply for admission to the other graduate degree programs offered by the SOE.

Admission In addition to the Graduate Division admission requirement, candidates for this program must be admitted to the dual California Preliminary Education Specialist Credentials of Mild/Mod- erate Support Needs and Extensive Support Needs Credentials.

Please see the Teacher Education section of the School of Education’s website at education.ucr.edu to learn about the requirements, in addition to the coursework, listed that must be completed to earn any of the credentials with the California Commission on Teacher Credentialing. Candidates are subject to any changes the state may impose until fully credentialed.

Course Work The M.Ed. concentration requires up to 83 units, 36 units are in upper division and graduate level courses; SOE requires at least 28 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 taken during summer sessions.

M.Ed. Special Education Teaching and California Preliminary Education Specialist Credentials

California Preliminary Education Specialist - Mild/Moderate Support Needs and Extensive Support Needs Credentials:

• 1. The following courses are required for the

teaching credential: EDUC 132*, EDUC 136*, EDUC 147*, EDUC 171* or EDUC 172*, EDUC 179A*

*This course can be waived if completed as part of an undergraduate program and approved by the Graduate Advisor.

• 2. Up to 8 units can be applied to the

master’s degree if the courses were not applied to a previous degree: EDUC 132, EDUC 136, EDUC 147, EDUC 171 or EDUC 172, EDUC 179A

• 3. The following courses are required for

the teaching credential and the master’s degree: EDUC 280L, EDUC 282A, EDUC 282B, EDUC 287A, EDUC 287B

• 4. Minimum of three (3) elective courses:

• a. One (1) course from: EDUC 246 (E-Z)

• b. Minimum of two (2) courses from: EDUC 201B, EDUC 202B, EDUC 209, EDUC 211B,

EDUC 219, EDUC 225, EDUC 226, EDUC 227, EDUC 233, EDUC 238, EDUC 240, EDUC 245G, EDUC 245K, EDUC 246 (E-Z), EDUC 255B, EDUC 257, EDUC 260, EDUC 266, EDUC 269 (E-Z), EDUC 273, EDUC 275B, EDUC 280M, EDUC 280R, EDUC 281, EDUC 286

• 5. Seminar Courses: EDUC 331 or EDUC 334,

EDUC 381A, EDUC 381B, EDUC 381C

• 6. Supervised Teaching Experience Courses:

EDUC 380A, EDUC 380B, EDUC 380C

• 7. Teaching Performance Courses: EDUC 382A,

EDUC 382B, EDUC 382C

• 8. Analytical Project

Other courses may be used to complete degree requirements, if approved by the Graduate Advisor.

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 School of Education and evaluated by faculty in the Special Education area.

STEM Education and Equity Concentration This M.Ed. concentration is designed for educators, leaders, and researchers who are interested in reshaping educational experienc- es and opportunities via Science, Technology, Engineering, and Mathematics (STEM) access and equity. Those who pursue the STEM Educa- tion and Equity concentration should be inter- ested in broadening participation, increasing access, and improving outcomes of minoritized students in STEM fields. This concentration will provide its students with the theoretical and practical knowledge, skills, and dispositions to become expert researchers, educators, and thought leaders who will advance educational theory, justice, research, and practice aimed at promoting equity in STEM education.

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

Course Work This M.Ed. specialization requires a minimum of 36 units.

Tier 1 – Required Courses: EDUC 214A or EDUC 221A, EDUC 230E, EDUC 230L, EDUC 230R

Tier II – Elective Courses – Students must complete a minimum of 16 units (or 4 courses) of electives from at least 2 categories:

Category 1 – Critical Race Theory: EDUC 248E or EDUC 248W, EDUC 273 or EDUC 278 or EDUC 284

Category 2 – Teaching and Learning: EDUC 230G, EDUC 230M, EDUC 269E

Category 3 – Leadership: EDUC 245G, EDUC 245L, EDUC 267, EDUC 269I

Tier III – Analytical Project: EDUC 297

Students must complete at least four (4) units of EDUC 297 directed research with their faculty advisor in the final term of their coursework.

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

Analytical Project Students will be required to complete a culminating written project that addresses a specific concern or issue regarding equity in STEM PK-20+ education. The project will aim to reshape educational experiences and oppor- tunities in STEM. A final version of the project will be submitted to the School of Education and evaluated by program faculty (depending on project topic and themes).

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, School of Education, (951) 827-6362, or visit education.ucr.edu.

Concentration The School of Education has six areas of concentration: Education, Society, and Culture; Education Policy Analysis and Leadership; 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 concentration 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 program. Students work closely with a faculty advisor during their doctoral program. In addition, three faculty committees — a pro- gram guidance committee, an oral qualifying examination committee, 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 con- centration. Number of units vary by concentra- tion. The student and their program guidance committee identify and document a program plan. Coursework in each concentration con- sists 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 273, EDUC 277, EDUC 278, EDUC 284

Electives - complete a minimum of five (5) courses from the following list: 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 257, EDUC 260, EDUC 266, EDUC 269I, EDUC 275A, 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, EDUC 210

Core Methodology: EDUC 214A, EDUC 221A

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 221B, EDUC 221C

Special Policy Topics - minimum of sixteen (16) units or four (4) courses from: EDUC 202A, EDUC 205, EDUC 218, EDUC 245G, EDUC 245J, EDUC 245L, EDUC 269M

Social Science and Methods Electives: Min- imum of eight (8) units or two (2) courses in Economics, Sociology, Social Psychology, Political Science, History, or other social science. Students may also substitute in one advanced research methods course. The courses 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 requirements, 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 Learning; 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 215, EDUC 221A, EDUC 240, 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 251, EDUC 256, EDUC 269E

Track 2 - Quantitative Methods: EDUC 216A, EDUC 216B, EDUC 216C, EDUC 218, EDUC 269E

Directed Research: EDUC 297 – A student will engage in predissertation 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 student 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 221A, EDUC 221B, EDUC 221C

or

Qualitative Methods Strand - three (3)

courses: EDUC 221A, EDUC 221B, EDUC 221C

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 248L, EDUC 248M, EDUC 248Q, EDUC 248R, EDUC 248S, EDUC 248V, EDUC 248W, EDUC 269N

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.

School Psychology Research Design and Methodology Courses Required Courses: EDUC 214A, EDUC 214B, EDUC 214C, EDUC 215, EDUC 216A or EDUC 216B, EDUC 217, EDUC 299

Psychological Consultation and Intervention Required courses: EDUC 255A, EDUC 255B, EDUC 255C, EDUC 255D, EDUC 261, EDUC 267

Psychological and Behavior Assessment Re- quired courses: EDUC 252, 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 239, EDUC 262, EDUC 246S, EDUC 246T, EDUC 250, EDUC 263, EDUC 264

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 221A, 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 SOE 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 requirements, 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 qualify- ing 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 quali- fying 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 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 determines that the pre-proposal is ready for the oral examination, it is distributed to the oral qualifying com- mittee. The committee uses the pre-proposal as a focus for examining the student, 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 student’s grasp of the theoretical and empirical issues at its core, leads in a productive direction toward a competent dissertation, and 2) the student has demonstrated competence in areas covered by the written examination that are also ad- dressed in the oral examination.

Mode options for the Oral Qualifying Exam are as follows: • In-person – all committee members and student physically present on campus at UCR • Hybrid – some committee members/ student in-person, some committee members/student remote (no limitations for total number of members online) • Remote – all committee members and student attend remotely

The student and approved committee will decide which mode is appropriate for the exam. Additionally, the mode will be deter- mined based on documented accommodations through Student Disability Resource Center or Human Resources/Academic Personnel. Only one mode is required to complete the exam. If in-person or hybrid mode is utilized, a staff member will be present to help setup Information Technology (IT) equipment the day of the exam or provide training to the student/ committee member in advance of the exam to operate IT equipment independently.

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

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

Mode options for the Dissertation Final Defense are as follows:

• In-person – all committee members and student physically present on campus at UCR

• Hybrid – some committee members/ student in-person, some committee members/student remote (no limitations for total number of members online)

• Remote – all committee members and student attend remotely

The student and approved committee will decide which mode is appropriate for the exam. Additionally, the mode will be deter- mined based on documented accommoda- tions through Student Disability Resource Center or Human Resources/Academic Personnel. Only one mode is required to complete the defense. If in-person or hybrid mode is utilized, a staff member will be present to help setup IT equipment the day of the defense or provide training to the student/committee member in advance of the defense to operate IT equipment independently.

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

Language Other than English Requirement None

Professional Development Requirement All students must enroll in EDUC 259.

Transfer Unit Policy At least 20 units in-residence of 200-level graduate classes at UCR in addition to EDUC 259 and EDUC 302, excluding EDUC 290, 291, 297 and 299. Specific courses to be deter- mined in conjuction with faculty advisor.

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

Credential Programs The School of Education offers teaching credential programs, and a credential for school psychologists. These programs are accredited by the California Commission on Teacher Credentialing. Combined teacher credential programs with a Master of Education degree (M.Ed.) are described in the Master of Education section.

Admission Admission to a credential program is based upon GPA and letters of recommendation from individ- uals knowledgeable about the candidate’s ability to succeed in professional study. Most programs also require an interview. Admission also requires candidates to pass exams in basic skills and subject matter. Detailed admission information is available at education.ucr.edu. Programs for the Preparation of Teachers Post baccalaureate Teaching Credential Programs

The 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:

• California Preliminary Multiple Subject Teaching Credential

• California Preliminary Multiple Subject Teaching Credential Internship

• California Preliminary Single Subject Teaching Credential

• California Preliminary Single Subject Teaching Credential Internship

• California Preliminary Education Specialist - Mild/Moderate Support Needs and Extensive Support Needs Credentials

California Preliminary Multiple Subject Teaching Credential This credential program allows students to complete the requirements for a California Preliminary Multiple Subject Teaching Creden- tial in one academic year and one summer. The California Preliminary Multiple Subject Teaching Credential is for the elementary setting. A bilingual emphasis in Spanish is available to qualified candidates who want to be authorized to deliver instruction in Spanish as well as English. Students must successfully complete their credential requirements to earn the certification. This program requires courses that are taken during summer sessions.

Course Work The California Preliminary Multiple Subject Teaching Credential requires at least 32 to 52 units. Students will complete at least 32 units and an additional 4 to 20 units are required if a student has not previously completed the courses noted below with an asterisk.

Required Courses: EDUC 132*, EDUC 147*, EDUC 162*, EDUC 171* or EDUC 172*, EDUC 179A*, EDUC 282A, EDUC 282B, EDUC 332 or EDUC 334, EDUC 336A, EDUC 336B, EDUC 336C, EDUC 337A, EDUC 337B, EDUC 337C EDUC 344A, EDUC 344B, EDUC 344C

* This course can be recognized if completed as part of an undergraduate program and approved by the Graduate Advisor.

California Preliminary Multiple Subject Teaching Credential Internship This credential program allows students to complete the requirements for a California Preliminary Multiple Subject Teaching Creden- tial Internship in one academic year and one summer. The California Preliminary Multiple Subject Teaching Credential Internship is for the elementary setting. A bilingual emphasis in Spanish is available to qualified candidates who want to be authorized to deliver instruction in Spanish as well as English. This program requires courses taken during summer sessions.

Course Work The California Preliminary Multiple Subject Teaching Credential Internship requires at least 46 units. Required Courses: EDUC 282A, EDUC 282B, EDUC 332 or EDUC 334, EDUC 337A, EDUC 337B, EDUC 337C, EDUC 338A, EDUC 338B, EDUC 338C EDUC 344A, EDUC 344B, EDUC 344C

The following courses are required for teaching certification and are taken prior to admission to this program: EDUC 132, EDUC 147, EDUC 162, EDUC 171 or EDUC 172, EDUC 179A

Please see the Teacher Education section of the School of Education’s website at education.ucr.edu to learn about the requirements, in addition to the coursework, listed that must be completed to earn the credential with the California Commission on Teacher Credentialing.

California Preliminary Single Subject Teaching Credential This credential program allows students to complete the requirements for a California Preliminary Single Subject Teaching Credential in one academic year and one summer. The California Preliminary Single Subject Teaching Credential is for the middle school or high school setting. The School offers the following single subject areas: English, Mathematics, Sciences (e.g. Biology, Chemistry, Geoscience, Physics) Social Science, and World Language (Spanish). Students must successfully complete their credential requirements to earn the certification. This program requires courses that are taken during summer sessions.

Course Work The California Preliminary Single Subject Teaching Credential requires at least 30 to 50 units. Students will complete at least 30 units and an additional 4 to 20 units are required if a student has not previously completed the courses noted below with an asterisk

Required Courses:

• 1. EDUC 132*, EDUC 147*, EDUC 162*, EDUC 177* or EDUC 178*, EDUC 179A*, EDUC 333

or EDUC 334, EDUC 348A, EDUC 348B, EDUC 348C, EDUC 376A, EDUC 376B, EDUC 376C, EDUC 377A, EDUC 377B, EDUC 377C

• 2. One course from: EDUC 285 (E-Z)

* This course can be recognized if completed as part of an undergraduate program and approved by the Graduate Advisor.

Please see the Teacher Education section of the School of Education’s website at education.ucr.edu to learn about the requirements, in addition to the coursework, listed that must be completed to earn the credential with the California Commission on Teacher Credentialing.

California Preliminary Single Subject Teaching Credential Internship This credential program allows students to complete the requirements for a California Preliminary Single Subject Teaching Credential Internship in one academic year and one summer. The California Preliminary Single Subject Teaching Credential Internship is for the middle school or high school setting. The School offers the following single subject areas: English, Mathematics, Sciences (e.g. Biology, Chemistry, Geoscience, Physics) Social Science, and World Language (Spanish). Students must successfully complete their credential requirements to earn the certification. Course Work The California Preliminary Single Subject Teaching Credential Internship requires at least 42 units.

Required Courses:

• 1. EDUC 333 or EDUC 334, EDUC 348A, EDUC 348B, EDUC 348C, EDUC 377A, EDUC 377B,

EDUC 377C, EDUC 378A, EDUC 378B, EDUC 378C

• 2. One course from: EDUC 285 (E-Z)

The following courses are required for teaching certification and are taken prior to admission to this program: EDUC 132, EDUC 147, EDUC 162, EDUC 177 or EDUC 178, EDUC 179A

Please see the Teacher Education section of the School of Education’s website at education.ucr.edu to learn about the requirements, in addition to the coursework, listed that must be completed to earn the credential with the California Commission on Teacher Credentialing.

California Preliminary Education Specialist - Mild/Moderate Support Needs and Extensive Support Needs This dual credential program allows students to complete the requirements for the California Preliminary Education Specialist - Mild/Moderate Support Needs and Extensive Support Needs Cre- dentials in one academic year and one summer. The California Preliminary Education Specialist Mild/Moderate Support Needs and Extensive Support Needs Credentials are generally for those who want to be special education teachers. Students must successfully complete their credential requirements to earn the certifications. This program requires courses that are taken during summer sessions.

Course Work The California Preliminary Education Mild/ Moderate Support Needs and Extensive Sup- port Needs Credentials requires 47 to 71 units. Students will complete at least 47 units and an additional 4 to 24 units are required if a stu- dent has not previously completed the courses noted below with an asterisk.

Required Courses: EDUC 132*, EDUC 136*, EDUC 147*, EDUC 162*, EDUC 171* or EDUC 172*, EDUC 179A*, EDUC 282A, EDUC 282B, EDUC 287A, EDUC 287B, EDUC 331 or EDUC 334, EDUC 380A, EDUC 380B, EDUC 380C, EDUC 381A, EDUC 381B, EDUC 381C, EDUC 382A, EDUC 382B, EDUC 382C

* This course can be recognized if completed as part of an undergraduate program and approved by the Graduate Advisor.

Please see the Teacher Education section of the School of Education’s website at education.ucr.edu to learn about the requirements in addition to the coursework listed that must be completed to earn the credential with the California Commission on Teacher Credentialing.