Louis F. Mirón, Chair
2001 Berkeley Place
General Information: (949) 824-5117
Fax: (949) 824-2965
E-mail: educate@uci.edu
World Wide Web: http://www.gse.uci.edu/
Faculty
Robert J. Beck, Ph.D. University of Chicago, Director of the Center for Collaborative Research in Education (CCRE) and Assistant Professor of Education (educational discourse processes, early childhood learning, multimedia instruction)
Henry J. Becker, Ph.D. The Johns Hopkins University, Professor of Education (instructional use of computers, survey and evaluation research)
Joan S. Bissell, Ed.D. Harvard University, Director, Ed.D. Program, and Senior Lecturer (learning theory, research and evaluation, educational policy)
Liane Brouillette, Ph.D. University of Colorado, Boulder, Assistant Professor of Education (educational leadership, qualitative research, arts in education)
Kimberly Burge, Ed.D. University of California, Irvine, Lecturer (applied technology, art education)
Stephen R. Campbell, Ph.D. Simon Fraser University, Assistant Professor of Education (mathematics education, philosophy of education)
Suzanne Charlton, Ph.D. Claremont Graduate School, Lecturer (multicultural education, CLAD/BCLAD)
Linda Clinard, Ph.D. University of Michigan, Lecturer (reading education, curriculum and instruction)
Dennis Evans, Ed.D. University of Southern California, Director of the Credential Programs of the Department of Education, and Academic Coordinator (educational administration, secondary education)
Gilbert Gonzalez, Ph.D. University of California, Los Angeles, Professor of Social Sciences and Education
Alan R. Hoffer, Ph.D. University of Michigan, Professor Emeritus of Education
Michael E. Martinez, Ph.D. Stanford University, Associate Professor of Education (psychology of learning, intelligence, assessment)
Jack McCullough, Ph.D. United States International University, Lecturer Emeritus
Susan M. Meyers, M.S. University of Wisconsin, Supervisor of Teacher Education (elementary education)
Louis F. Mirón, Ph.D. Tulane University, Chair of the Department of Education and Associate Professor of Education and Social Sciences (social theory, postmodernism, urban education)
Carol Booth Olson, Ph.D. University of California, Los Angeles, Senior Lecturer and Academic Coordinator (UCI Writing Project, language arts education)
Rita W. Peterson, Ph.D. University of California, Berkeley, Senior Lecturer (science education, special-needs education)
Timothy M. Tift, M.A. Pepperdine University, Lecturer (health, physical education, undergraduate minor in Educational Studies)
Rodolfo D. Torres, Ph.D. Claremont Graduate University, Visiting Professor of Education (political economy, urban education, social policy)
Lecturers
Bruce Baron, M.S. Pepperdine University, Lecturer (social science education)
Donna Bennett, M.A. Pepperdine University, Lecturer (social science education)
Brooke Booth, Ed.D. Pepperdine University, Lecturer (professional administration)
Judith Conroy, M.A. University of California, Irvine, Academic Coordinator (secondary education)
Julia Hume, Ed.D. University of La Verne, Lecturer (professional administration, social science)
Thomas W. Jacobson, Ed.D. University of Southern California, Lecturer (professional administration, school finance)
Jon Johnson, B.A. Pepperdine University, Lecturer (science education)
Jeanne Stone, M.A. California State University, Long Beach, Lecturer (language arts and mathematics education)
Kathleen Strickland, M.A. California State University, Fullerton, Lecturer (curriculum development, teacher training)
Carol Tipper, B.A. University of California, Irvine, Lecturer (mathematics education)
Ronald Wenkart, J.D. University of La Verne, Lecturer (school law, labor relations)
The Department of Education is dedicated to academic scholarship and the application of research to educational practice. The Department offers programs leading to credentials required for teaching or administration in the public schools of California, a minor in Educational Studies, an M.A. degree in Educational Technology Leadership, and an Ed.D. degree in Educational Administration.
Faculty associated with the Department of Education include researchers and scholars of national and international reputation. Many faculty have taught or served as administrators in public schools, and all are committed to the continued improvement of education through conducting research and the development of more effective approaches to teaching.
The Department of Education offers teacher and school administrator professional preparation programs which lead to California teaching and service credentials as established by the Teacher Preparation and Licensing Law of 1970, known generally as the Ryan Act.
The Department of Education offers full-time programs leading to California's two basic teaching credentials--the Multiple Subject Credential and the Single Subject Credential. There are two paths available to obtain each of these teaching credentials: the Intern Teacher Credential Program and the Student Teacher Credential Program. Additionally, the Department offers Administrative Services Credential programs.
A Multiple Subject Teaching Credential authorizes teaching multiple subjects, as commonly practiced in California elementary schools.
A Preliminary Multiple Subject Teaching Credential is awarded by the State upon completion of a baccalaureate degree and the State-approved UCI teacher education program which includes student or intern teaching. Students must also complete a college-level course or pass an examination on the U.S. Constitution, pass the California Basic Educational Skills Test (CBEST), and verify subject-matter competence. In addition, candidates for a Multiple Subject Credential are required to pass the Reading Instruction Competence Assessment (RICA). This test may be taken during or immediately following completion of the teacher education program.
To prove subject matter competence, multiple subject candidates must pass the Praxis II: Multiple Subject Assessment for Teachers (MSAT) or complete a California Commission on Teacher Credentialing (CCTC)-approved subject-matter program. (UCI does not have a subject-matter program for multiple subjects but will honor approved programs from other universities.) The MSAT consists of two sections: Content Knowledge and Content Area Exercises. Students are tested in the following areas: English, mathematics, science, social science, physical education, human development, and visual and performing arts. All multiple subject students must pass both sections of the MSAT or complete at least four-fifths of an approved subject-matter program prior to student or intern teaching. Completion of the entire subject-matter program or passage of the MSAT is required for the credential.
A Single Subject Credential authorizes teaching in a specific subject area, as is commonly practiced in California high schools and middle/intermediate schools. UCI offers Single Subject Teaching Credentials in art, English, languages other than English, mathematics, music, sciences, and social science.
A Preliminary Single Subject Teaching Credential is awarded by the California Commission on Teacher Credentialing (CCTC) upon completion of a baccalaureate degree and the State-approved UCI teacher education program which includes student or intern teaching. Students must also complete a college-level course or pass an examination on the U.S. Constitution, pass the California Basic Educational Skills Test (CBEST), and verify subject-matter competence.
California requires all credential candidates to demonstrate subject-matter competence. Single subject candidates achieve this by passing the appropriate Praxis II subject assessments and the Single Subject Assessment for Teaching (SSAT) specialty area tests or by completing a CCTC-approved subject-matter program in the teaching area. UCI offers CCTC-approved subject-matter programs in English, social science, and Latin. Consult an academic counselor in the Department of Education for more detailed information.
Students pursuing a subject-matter program may do student or intern teaching with a minimum of four-fifths of the subject-matter program completed. However, the entire subject-matter program must be completed for the credential. Single subject candidates who verify subject-matter competence by examination must pass all parts of either the Praxis II or the SSAT in order to do student or intern teaching. All required tests must be passed before students can be credentialed. Students should consult an academic counselor in the Department of Education for more detailed information.
Through the intern program, a student may earn a stipend for one year of teaching while completing either the Multiple or Single Subject Credential requirements. The stipend is paid by a school district. To serve as an intern, the student must be admitted to the Department of Education Intern Teacher Program and be eligible for an Intern Credential. Eligibility requirements for an Intern Credential include: a baccalaureate degree, current tuberculin test clearance, Certificate of Clearance, passage of the CBEST, verification of subject-matter competence, and passage of a course or college-level examination on the U.S. Constitution. Intern teachers are selected by participating school districts and UCI based on the background and experience of the candidate, the needs of the particular school district, and the candidate's eligibility for UCI's teacher education program.
Interns are required to take the following courses.
Multiple Subject Interns: Education 106A, 111A, B, C, D, 1731, 183, 184A, 301A, 301LA, 310A-I.
| Sample Fifth-Year Program--Multiple Subject Intern Teachers | ||
| SPRING | SUMMER | |
| Ed. 106A | Ed. 111A, B, C | |
| Ed. 111D | Ed. 301A, LA | |
| Ed. 183 | ||
| Ed. 184A | ||
| FALL | WINTER | SPRING |
| Ed. 310A, B, C | Ed. 310D, E, F | Ed. 310G, H, I |
Single Subject Interns: Education 101, 102A-G (students enroll in the section of their proposed credential authorization), 102H, 106A, 1731, 180, 184A, 302A, 302LA, 330A-I.
| Sample Fifth-Year Program--Single Subject Intern Teachers | |||
| SPRING | FALL | WINTER | SPRING |
| Ed. 106A | Ed. 101 | Ed. 102H | Ed. 102H |
| Ed. 180 | Ed. 102* | Ed. 330D, E, F | Ed. 330G, H, I |
| Ed. 184A | Ed. 330A, B, C | ||
| Ed. 302A, LA | |||
A grade of B or better is required in all courses and in intern teaching for successful completion of the program. If competence has been demonstrated by the conclusion of the intern teaching program and all other requirements are met, the student is eligible for a credential recommendation by UCI.
For further information see an academic counselor or the intern program coordinator in the Department of Education.
1 Education 173 is a prerequisite for the Intern Teacher Credential Program and must be successfully completed prior to beginning the program. Education 176 may substitute for Education 173.
Students earning a Multiple Subject or a Single Subject credential through UCI's student teacher program will also meet the requirements for the CLAD emphasis. Students who are bilingual in Spanish (as ascertained through testing) may be eligible for the BCLAD credential. Students should consult an academic counselor in the Department of Education for more detailed information.
Candidates who enroll in the Multiple Subject Student Teacher Credential program at UCI generally are required to take the following courses: Education 104A, 105A, 110A, B, C, D, 1242, 1732, 174, 300A-B-C-D-E, 301A, 301LA.
| Sample Fifth Year--Multiple Subject Student Teachers | ||
| FALL | WINTER | SPRING |
| Ed. 105A | Ed. 104A | Ed. 105A |
| Ed. 110A, B, C, D | Ed. 105A | Ed. 110A, B, C, D |
| Ed. 1653 | Ed. 110A, B, C, D | Ed. 300C, D, E |
| Ed. 1663 | Ed. 1673 | |
| Ed. 174 | Ed. 300A, B | |
| Ed. 301A, LA | ||
Candidates who enroll in the Single Subject Student Teacher Credential program at UCI generally are required to take the following courses: Education 101, 102A-G (students enroll in the section of their proposed credential authorization), 102H, 105B, 1242, 1653, 1663, 1673, 1732, 174, 302A, 302LA, 320A-B-C-D-E.
| Sample Fifth Year--Single Subject Student Teachers | ||
| FALL | WINTER | SPRING |
| Ed. 101 | Ed. 102H | Ed. 102H |
| Ed. 102* | Ed. 1673 | Ed. 320C, D, E |
| Ed. 105B | Ed. 302A, LA | |
| Ed. 1653 | Ed. 320A, B | |
| Ed. 1663 | ||
| Ed. 174 | ||
* Section is dependent upon content area.
2 Education 124 and Education 173 are prerequisites for the Student Teacher Credential Program and both must be successfully completed prior to beginning the program. Education 160/160L may substitute for Education 124, Education 176 may substitute for Education 173.
3 Education 165, 166, and 167 are required CLAD/BCLAD emphasis courses.
Student teaching for Multiple Subject candidates (grades K-6) is defined as a full-day, four-day-per-week assignment during the first quarter of student teaching and a full-day, five-day-per-week assignment during the second quarter of student teaching. Assignments will include two levels within the K-6 range.
Student teaching for Single Subject candidates (grades 7-12) is defined as a full-day, five-day-per-week assignment, for one full public school semester in an appropriate classroom setting.
Clearances for student teaching are processed by the Department of Education and are contingent upon a Certificate of Clearance, a current tuberculin test clearance, academic preparation clearances including CBEST, and verification of subject-matter competence.
A grade of B or better is required in all courses and in student teaching for successful completion of the program. If competence has been demonstrated by the conclusion of the student teaching program and all other requirements are met, the student is eligible for a credential recommendation by UCI.
After acquiring a basic credential, it is possible to add further teaching authorizations. Students wishing to be authorized in more than one subject area may qualify in either of two ways:
1. Students may complete 30 quarter units (15 units if they are upper-division) in specific college-level course work to qualify for a supplementary authorization to teach in areas other than the major teaching area. Consult an academic counselor in the Department of Education for details.
2. Students may pass the appropriate examinations in any area of their choice and successfully complete specified additional course work. They will then qualify for the additional teaching authorization in that subject.
The Professional Clear Teaching Credential is awarded by the California Commission on Teacher Credentialing upon completion of the fifth year of study, which is defined as 45 quarter units of upper-division or graduate-level postbaccalaureate courses.
State-approved courses in computer education (Education 301A, 301LA or 302A, 302LA), special education (Education 162), and health education (Education 380) are also required for the Professional Clear Credential. Postbaccalaureate courses taken as part of UCI's teacher education program can be used to satisfy fifth-year requirements.
Preparation for Applying to the Credential Programs
Eligibility for admission is supported by passing the CBEST, providing evidence of possession of/application for a Certificate of Clearance, and successfully completing the appropriate subject area examinations or an approved subject-matter program.
Registration for examinations must be made well in advance of test dates. Students are urged to contact the Department of Education for information about the tests and test dates at least one year before credential program application deadlines.
The Department of Education requires appropriate field experiences prior to entering the program. Course credit for field experience is available through Education 100, 103, and 160/160L, as well as through other University programs. Field experience can also be earned by other appropriate activities, e.g., tutoring, assisting in public school classrooms, and active participation in the Teachers of Tomorrow Club.
An application is enhanced if prerequisite courses (Education 173 for the intern teacher credential programs and both Education 124 and 173 for the student teacher credential programs) have been completed. Education 176 may be substituted for Education 173, and Education 160/160L may be substituted for Education 124. Education 124 and 173 are also offered online for students not matriculated at UCI.
Admission to the Credential Programs
Information and applications are available from the Department of Education, 2001 Berkeley Place. Admission is based on a broad index, including but not limited to the following:
Academic Achievement. Completion of a baccalaureate degree from an accredited institution and a minimum grade point average of 3.0 will support consideration of admission to the Department of Education. Undergraduates who enroll in courses leading to a credential are not guaranteed admission to the program; admission through the regular graduate admissions process is required.
Written Recommendations. Three letters of recommendation are required for admission. These letters should relate to the student's potential for success in teaching or administration and should indicate the student's ability to perform academic work. For applicants to the teaching credential programs, at least one letter should focus on experiences related to teaching.
CBEST. Evidence of having passed the California Basic Educational Skills Test must accompany the application for admission.
Absence of Criminal Conviction that Would Preclude the Issuance of a Credential. All students are required by law to obtain a Certificate of Clearance from the California Commission on Teacher Credentialing (CCTC). Applicants must provide evidence of filing for this Certificate along with their application for admission to the Department of Education. Contact an academic counselor in the Department of Education for advice on how to handle this process.
Services credentials are issued by the State in pupil personnel services, administrative services, health services, library services, and clinical-rehabilitative services. UCI offers programs leading to the Administrative Services Credential generally required for school administrators.
There are two tiers of the Administrative Services Credential. In the first tier, a candidate obtains the Preliminary Administrative Services Credential by completing the approved program of 36 quarter units and a comprehensive examination. This credential also requires a valid basic credential, three years of full-time teaching or services experience, and passage of the CBEST.
After an administrative position is obtained, the individual must begin the Professional Clear Administrative Services Credential (tier two) program. The UCI Professional Clear program requires the completion of an additional 38 quarter units (120 hours of non-University work or other structured programs may substitute for 12 of these units) and two years of successful full-time school administrative experience in a position which requires the Preliminary Administrative Services Credential. Some courses in the Professional Clear Administrative Services program are applicable to the Ed.D. degree in Educational Administration at UCI.
Students interested in these credentials should make an appointment with an academic counselor in the Department of Education.
The minor in Educational Studies allows students to explore a broad range of issues in the field of education, and provides a strong foundation for K-12 teaching. The program consists of a coordinated set of courses which includes an introductory level course and several advanced courses in the field of education. A number of the minor's elective courses are offered by other academic units.
Students who plan to apply for admission to a credential program in the UCI Department of Education (or at other institutions) will enhance their admissibility through taking the minor's coordinated set of courses and will acquire a strong basic foundation for their advanced work. Students who do not eventually choose education as a career path will have gained a valuable knowledge base applicable to many other occupations and to roles as citizens, parents, and volunteers.
Requirements
The minor requires completion of a minimum of seven courses (at least five of which must be upper-division) totaling 28 units drawn from the four required areas of study shown below and from the approved electives. No more than two courses from the student's major area of study may be used for completion of the minor.
Area 1. Educational systems, issues, and reforms: Origins, Purposes, and Central Issues in K-12 Education (Education 50).
Area 2. Learning and the learning process: either Learning Theory and Classroom Practices (Education 173) or Psychology of Learning, Abilities, and Intelligence (Education 176). Each of these courses also fulfills a prerequisite requirement for the Department's fifth-year teacher credential programs.
Area 3. Educational contexts and influences: There are two requirements in Area 3: (1) a course that focuses on K-12 education/schooling and (2) fieldwork in K-12 schools. To satisfy the fieldwork requirement, students must be involved in at least 20 clock hours of verified observation and/or service in the schools.
Courses which include fieldwork are: Educational Strategies for Tutoring and Teacher Aiding (Education 100), Advanced Tutoring (Education 103), Multimedia and the Arts in the Multicultural Classroom (Education 104E), Multicultural Education in K-12 Schools (Education 124), Changing the High School Experience (Education 150), and Practicum in After-School Learning and Inquiry (Education 160, 160L).
Department of Education courses that meet the course requirement in this area but do not include fieldwork are: Children, Schools and Cinema (Education 125), Mainstreaming Special and General Education (Education 162*), Foundations of Education (Education 175), and Health Education for Teachers (Education 380*). Courses from other academic units, such as History of Chicano Education (Social Science 173H), may also be appropriate in this area. Taking one of these courses in combination with 20 clock hours of verified observation and/or service in the schools under the auspices of campus outreach programs or through independent observation or service in K-12 schools will fulfill both requirements in this area.
*Students who plan to complete a fifth-year teacher credentialing program should consult an academic counselor in the Department of Education (949-824-6673 or -7465) prior to enrolling in Education 162 or 380.
Area 4. Subject-matter content and pedagogy: This area requires completion of one course focusing on an academic discipline of the student's choice which has direct applicability to K-12 instruction. A list of courses approved for Area 4 is available in the Department of Education.
NOTE: In addition to the approved courses shown above, a variety of other courses may be appropriate for Areas 3 and 4. Students must have these additional courses pre-approved by the Department of Education Faculty Advisor. Only two courses may be chosen from the student's major area of study.
Electives. The remaining courses needed to complete the seven-course minor may be selected from any approved courses that are not used to meet an area requirement or from other courses deemed appropriate by the Faculty Advisor.
Residence Requirement for the Minor: At least four upper-division courses must be successfully completed at UCI.
Statement of Intent: A Statement of Intent is required of all students wishing to enroll in this minor; forms are available in the Department office, 2001 Berkeley Place.
In cooperation with the Departments of Chemistry and Mathematics, the Department of Education offers coordinated programs leading to the California Single Subject Teaching Credential and a Master of Science degree in Chemistry or Mathematics. Additional information is available from the Department of Education counseling office and the graduate affairs office in the Departments of Chemistry and Mathematics.
The Department of Education offers a program of part-time study leading to an M.A. degree in Educational Technology Leadership. This program is designed to address the need for technology-sophisticated leadership in California schools. Although many teachers have become expert at using computers and related technologies in their own classroom, the problems of scaling-up individual successes across whole schools and districts require new skills and perspectives. Helping to build that kind of leadership is the focus of the M.A. degree program.
The program course of study addresses two central themes: (1) the need for and nature of educational reforms and improvement and (2) the understanding needed to design, accomplish, and evaluate changes in instruction and school organization that take advantage of a range of electronic information and communications technologies. Because the program is not designed to prepare technical specialists, admitted students will be expected to already possess practical expertise in the use of educational applications of computers and related technologies.
Admission
Admission decisions are based upon application materials that provide evidence of scholarly potential and expertise in the instructional use of computers and/or video. These include the student's grade point average in previous academic course work, GRE scores, examples of previous technology-related work, brief written responses to several questions, and letters of recommendation.
Program of Study
The M.A. program in Educational Technology Leadership is a part-time program for working professionals. The 54 quarter units (14 courses) can be completed within two years, including summers. The curriculum consists of foundations (core) courses, which are also part of the Ed.D. program in Educational Administration, and a set of advanced courses in educational technology. The program begins in the summer.
Several courses follow a paired sequence, with the second course focusing exclusively on technology issues. For example, a course on cognition and acquisition of understanding is followed by a course in the design of technology-rich, cognitively oriented instruction; a course on professional and staff development is paired with one on building learning communities around technology; the study of schoolwide reform is followed by a course on using technology resources in reform; and a course on program evaluation precedes one on evaluating technology-based programs. Other courses include a first-year seminar, a computer laboratory experience focusing on research skills, and a scholarly treatment of issues in educational technology.
During the second year, there is a three-part comprehensive examination which includes (1) a written review of the literature on an educational technology topic chosen by the student; (2) a written proposal for the design, implementation, and evaluation of a technology plan for a school setting; and (3) an oral defense of the proposed technology plan. Students who successfully complete all course work and pass the three-part comprehensive examination will be granted an M.A. degree.
The M.A. in Educational Technology Leadership is linked closely with the Department's Ed.D. program in Educational Administration. The M.A. program is an alternative point of entry into the Ed.D., with the core courses in the master's program all included in the Ed.D. program. Master's degree students will be given credit for those courses if they are accepted into the Ed.D. program. Both programs are designed to prepare leaders who can implement school reform efforts for K-12 schools of the twenty-first century.
The Department of Education, in cooperation with the Graduate School of Education and Information Studies at the University of California, Los Angeles, offers a program of part-time study leading to the Ed.D. degree in Educational Administration. The Ed.D. program aims to prepare outstanding educational leaders who are able to articulate and accomplish important improvements in educational practice while attending to the complex demographic, social, and economic challenges faced by K-12 education. The program emphasizes a range of social and behavioral science frameworks and research methodologies relevant to scholarship about schooling and thus provides a broad base of knowledge applicable to K-12 school leadership. Emphasis also is placed on using theory and research to select, orchestrate, and implement useful and effective educational practices.
Admission Requirements
Applicants submit transcripts, three letters of recommendation, and scores from the General Test of the Graduate Record Examination. Other requirements include samples of written work and demonstrated evidence of potential for leadership in school administration, educational policy, or other fields pertinent to school practice and educational scholarship.
Program of Study
The program is designed for full-time employed professionals. Course work is covered in three academic years and four summers of study prior to the dissertation. Eighty-eight quarter units are required. Students enroll for no more than eight units per quarter during the academic year. All courses are required, except that a student may petition to take a substitute course at UCLA. Students admitted to the program are expected to take all courses on schedule.
First-Year Requirements
First-year courses. During the first year, the following courses covering fundamental issues in the study of educational leadership and school reform are required: First-Year Seminar (Education 259A); Issues in Educational Policy and Reform (Education 251); Organizational Theory, Planning, and Application (Education 271); Philosophy and Ethics of Educational Leadership (Education 272); Studies of Professional and Staff Development (Education 274B); Studies of School Finance and Political Economy (Education 276B); Studies of Diversity and Inequality in Education (Education 278B); Evaluation of Educational Programs (Education 281); Applications to Education of Social and Psychological Theories and Research Methods (Education 285B).
First-year comprehensive examination. At the end of the first year, a comprehensive examination evaluates student progress in acquiring the substantive knowledge and analytical skills which the program strives to impart. Students who do not pass the examination the first time are given one opportunity to retake it.
Second-Year Requirements
Second-year courses. Second-year study, which begins in the second summer, involves four courses that round out the study of fundamental issues in leadership and reform: History of School Reform and Central Themes of the Current School Reform Movements (Education 250); Information and Communication Technologies for Administrators (Education 270); School Restructuring and Resource Allocation (Education 277B); Student Assessment (Education 273A).
In the second summer, students begin UCLA course work and take a UCLA course in each of the subsequent summers.
The balance of second-year course work focuses on (a) understanding fundamental perspectives on knowledge and theory, and (b) developing competency in the use of research and evaluation tools. These courses include: Functional, Interpretive, and Critical Analyses of Schooling (Education 260) and Research Applied to Administrative Practice (Education 279).
In addition, students take a three-quarter directed field research experience: Seminar in Field Research in Education (Education 290A-B-C) and Directed Field Research (Education 291A-B-C). A substantial research paper based on the field research is required at the end of the second year.
Third-Year Requirements
In the third year, students complete their study of research and evaluation tools with two courses: Applications to Education of Social and Psychological Theories and Research Methods (Education 285A) and Data Analysis in Education Research and Evaluation (Education 287). Students also spend the third year developing their dissertation proposals: Third-Year Seminar (Education 259B-C).
Oral Qualifying Examination. In the third year, students take an oral qualifying examination administered by a five-person Candidacy Committee. The examination consists of a review by the committee of the student's dissertation proposal and examination of the student's competence in areas specified in the proposal. Students who do not pass in the first attempt have one opportunity to retake the examination within three months.
Advancement to Candidacy
After the completion of all required courses, and passing the first-year written comprehensive examination and the oral qualifying examination, students will advance to candidacy.
Dissertation
Research and writing of the dissertation are undertaken in the fourth (and fifth, if necessary) year of the program. Students enroll in Dissertation Research (Education 299) once they begin their dissertation research. At the completion of the dissertation work, the doctoral committee conducts a final oral examination during which the candidate defends the dissertation.
Time Limits
The required program of study is designed to be completed on a part-time basis in four to five years. A leave of absence or other exception to the program of study will only be considered under special circumstances.
