DEPARTMENT OF EDUCATION
Deborah Lowe Vandell, 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, Professor Emeritus of Education
Henry J. Becker, Ph.D. The Johns Hopkins University, Professor of Education (instructional use of computers, survey and evaluation research)
Liane Brouillette, Ph.D. University of Colorado, Boulder, Associate Professor of Education (educational leadership, qualitative research, arts in education)
Penny Chiappe, Ph.D. Ontario Institute for Studies in Education, University of Toronto, Assistant Professor of Education (psychology of reading, reading acquisition, and reading disabilities)
Gilberto Q. Conchas, Ph.D. University of Michigan, Associate Professor of Education (race and social equality, sociocultural processes)
Alan R. Hoffer, Ph.D. University of Michigan, Professor Emeritus of Education
James Kim, Ed.D. Harvard University, Assistant Professor of Education (education policy, program evaluation, quantitative methods)
Michael E. Martinez, Ph.D. Stanford University, Co-Director of the CSU/UCI Joint Ed.D. Program and Associate Professor of Education (psychology of learning, intelligence, assessment)
Jack McCullough, Ph.D. United States International University, Lecturer with Security of Employment Emeritus
Carol Booth Olson, Ph.D. University of California, Los Angeles, Senior Lecturer with Security of Employment and Academic Coordinator (UCI Writing Project, language arts education)
Leticia Oseguera, Ph.D. University of California, Los Angeles, Assistant Professor of Education and Chicano/Latino Studies (race/ethnic, gender, and class relations, educational access and persistence, quantitative methods)
Rita W. Peterson, Ph.D. University of California, Berkeley, Senior Lecturer with Security of Employment Emerita
Lindsey Richland, Ph.D. University of California, Los Angeles, Assistant Professor of Education (cognitive development, mathematics and science learning)
Timothy M. Tift, M.A. Pepperdine University, Lecturer with Security of Employment Emeritus
Deborah Lowe Vandell, Ph.D. Boston University, Department Chair and Professor of Education (after-school programs, early childhood education, teacher-child relationships)
Elizabeth van Es, Ph.D. Northwestern University, Assistant Professor of Education (teacher cognition, professional development, teacher learning communities)
Mark Warschauer, Ph.D. University of Hawaii, Associate Professor of Education and Informatics (language, literacy, technology)
Affiliated Faculty
Chuansheng Chen, Ph.D. University of Michigan, Professor of Social Ecology and Education (cross-cultural psychology, socialization of achievement, adolescent development)
K. Alison Clarke-Stewart, Ph.D. Yale University, Associate Dean for Research, School of Social Ecology, and Professor of Social Ecology and Education (development in early childhood and the effects of variation in the social environment)
Ann DeVaney, Ph.D. University of Southern California, Adjunct Professor of Education
Cynthia Feliciano, Ph.D. University of California, Los Angeles, Assistant Professor of Chicano/Latino Studies, Sociology, and Education (race/ethnicity, education, immigration)
David John Frank, Ph.D. Stanford University, Associate Professor of Sociology and Education (environmental sociology, sexuality and homosexuality, education)
Wendy A. Goldberg, Ph.D. University of Michigan, Associate Professor of Social Ecology and Education (developmental psychology, children and their families, transition to parenthood, social policy)
Susan C. Jarratt, Ph.D. University of Texas at Austin, Campus Writing Coordinator and Professor of Comparative Literature and Education (histories and theories of rhetoric, composition pedagogy and teacher preparation, feminist theory and pedagogy)
Julia Reinhard Lupton, Ph.D. Yale University, Professor of English and Education (Renaissance literature, literature and psychology)
Virginia Mann, Ph.D. Massachusetts Institute of Technology, Professor of Cognitive Sciences and Education (speech perception and its development, the development of reading ability, developmental dyslexia)
Robin Scarcella, Ph.D. University of Southern California, Director of the Academic English/English as a Second Language (ESL) Program and Professor of Humanities (linguistics, language development emphasis)
Program Directors and Coordinators
Kimberly Burge, Ed.D. University of California, Irvine, Director of the Master of Arts in Teaching Program and Lecturer (applied technology, art education)
Nancy Christensen, Ed.D. University of California, Irvine, CSU/UCI Joint Ed.D. Program Coordinator
Judith Conroy, M.A. University of California, Irvine, Director of the Single Subject Credential Program
Dennis Evans, Ed.D. University of Southern California, Director of the Administrative Services Credential Program, Graduate Advisor Ed.D. Programs, and Academic Coordinator
Anne Ford-Johnson, M.Ed. University of California, Los Angeles, Multiple Subject Credential Program Coordinator
Karol Gottfredson, M.A. State University of New York, Albany, Intern Program Coordinator
Sue Marshall, Ph.D. University of California, Los Angeles, Undergraduate Teaching Pathways Coordinator
Pat McCabe, M.A. California State University, Long Beach, Single Subject Credential Program Coordinator
Susan M. Meyers, M.S. University of Wisconsin, Director of the Multiple Subject Credential Program
Jennifer Monnheimer, M.Ed. University of Arizona, Multiple Subject Credential Program Coordinator
Donna Taggart, M.A. California State University, Long Beach, Single Subject Credential Program Coordinator
Lecturers
Bruce Baron, M.S. Pepperdine University, Lecturer (social science education)
Suzanne Charlton, Ph.D. Claremont Graduate School, Lecturer (after-school learning)
Jacqueline D'Warte, M.Ed. Sydney University, Lecturer (reading, language, multicultural education)
Susan Guilfoyle, M.S. University of Southern California, Lecturer (reading, language and literacy)
Valerie Henry, Ed.D. University of California, Irvine, Lecturer (mathematics education)
Bradley Hughes, B.S. University of California, San Diego; B.A. University of California, Irvine, Lecturer (science education)
Thomas W. Jacobson, Ed.D. University of Southern California, Lecturer (professional administration, school finance)
Jeffrey Johnston, M.S. University of Illinois; M.A. University of Southern California, Lecturer (ethics in education, elementary physical education and health education)
Bhasha Leonard, B.A. Adelaide University, Lecturer (test preparation)
Adam M. Ormond, Ed.D. University of California, Irvine, Lecturer (educational technology)
Jeanne Stone, M.A. California State University, Long Beach, Lecturer (language arts and 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 credential programs for teaching or administration in the public schools of California, a minor in Educational Studies, an M.A.T. degree in Elementary and Secondary Education, an Ed.D. degree in Educational Administration and Leadership, and a Ph.D. degree and M.A. degree in Education.
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.
At the heart of the Department's mission is a commitment to understand and deliver the kinds of educational transformations needed in today's world. This underlying theme is implemented in five main areas of research: language, literacy, and culture; learning, instruction, and assessment; teacher education and development; information and communication technologies in education; and educational policy and leadership and their social contexts. Research projects address a variety of areas, including information and communications technologies; cognition in science; race and urban education; educational policy and school reform; program evaluation; reading, language, and literacy; arts education; and intelligence theory. Graduate and postbaccalaureate teacher preparation programs develop the same theme for new scholars and practitioners in the field of education.
Teaching and Service Credential Programs
The Department of Education offers teacher and school administrator professional preparation programs for California teaching and service credentials.
The Department is authorized by the California Commission on Teacher Credentialing (CCTC) to offer full-time programs for 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, in cooperation with University Extension, the Department offers Administrative Services Credential programs.
MULTIPLE SUBJECT TEACHING CREDENTIAL
A Multiple Subject Teaching Credential authorizes teaching in multiple-subject environments, as well as designated classrooms with English Language Learners, 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 and a performance assessment. 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 demonstrate subject matter competence, multiple subject candidates must pass the California Subject Examination for Teachers (CSET). Students are tested in the following areas: reading, language and literature, history, social science, science, mathematics, physical education, human development, and visual and performing arts. Multiple subject candidates must pass all subtests of the CSET prior to student teaching.
SINGLE SUBJECT TEACHING CREDENTIAL
A Single Subject Credential authorizes teaching in a single-subject environment, as well as in designated classrooms with English Language Learners, 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 and a performance assessment. 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 CSET examination in their subject area or by completing a CCTC-approved subject-matter program in the teaching area. For specialized science candidates, completion of a postbaccalaureate degree from a regionally accredited institution in the requested credential area, or a closely related area deemed equivalent by the CCTC, may also satisfy the subject-matter requirement. UCI offers CCTC-approved subject-matter programs in English, History/Social Science, Latin, and Mathematics, which are available to undergraduate students majoring in English, History or Social Science, Classics, and Mathematics, respectively. Single Subject students must pass all subtests of the CSET or complete an approved subject-matter program prior to student or intern teaching. NOTE: Due to changes in State requirements, the subject-matter programs in English, History/Social Science, and Latin are under revision in 2006-07. A Department of Education Student Services Counselor can advise students about the status of program changes.
INTERN TEACHER PROGRAM
Through the intern program, a candidate may earn a stipend from a sponsoring school district for one year of teaching while completing either the Multiple Subject or Single Subject Credential requirements. To serve as an intern, the student must be admitted to the Department of Education Intern Teacher Program, receive an internship offer from a participating school district, and be eligible for an Intern Credential. Intern candidates are selected by UCI and receive internship offers from participating school districts based upon qualifications of the candidate and the current fluctuating needs of the school districts. Eligibility requirements for an Intern Credential include: a baccalaureate degree, current tuber
culin 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.
Multiple Subject Interns are required to take the following courses: 1731, 311, 313, 319, 320-329, 331, 332.
Single Subject Interns are required to take the following courses: 1731, 315, 317, 319, 335, 336-3412 (students enroll in the section of their proposed credential authorization), 347, 349, 351.
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 173. For students not matriculated at UCI, Education 173 is offered online.
2 Section is dependent upon content area.
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 preliminary credential recommendation by UCI.
For further information see an academic counselor or the intern program coordinator in the Department of Education.
STUDENT TEACHER PROGRAM
Candidates who enroll in the Multiple Subject Student Teacher Credential program at UCI generally are required to take the following courses: Education 1731, 303, 304, 320-326, 3272, 328, 329, 331, 332.
Sample
Fifth Year—Multiple Subject Student Teachers
Alternate schedules may
be available for some courses.
FALL
Ed. 304
Ed. 322
Ed. 323
Ed. 326
Ed. 3272
Ed. 329
Ed. 331
WINTER
Ed. 303
Ed. 321
Ed. 324
Ed. 332
SPRING
Ed. 303
Ed. 320
Ed. 325
Ed. 328
Candidates who enroll in the Single Subject Student Teacher Credential program at UCI generally are required to take the following courses: Education 1731, 305, 307, 335, 336-341 (students enroll in the section of their proposed credential authorization), 342, 346, 3472, 348, 349, 351, 352.
Sample
Fifth Year—Single Subject Student Teachers
Alternate schedules may be
available for some courses.
FALL
Ed. 305
Ed. 335
Ed. 336-341
Ed. 3472
Ed.
348
Ed. 349
Ed. 352
WINTER
Ed. 307
Ed. 342
Ed. 346
Ed. 3472
SPRING
Ed. 307
Ed. 342
Ed. 351
1 Education 173 is a prerequisite for the Student Teacher Credential Program and must be successfully completed prior to beginning the program. Education 176 may substitute for 173. For students not matriculated at UCI, Education 173 is offered online.
2 May be taken fall, winter, or spring.
* Section is dependent upon content area.
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 in elementary schools.
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 in middle or high schools.
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.
Advancement to student teaching is limited to those candidates who are adjudged to be professionally ready to assume such responsibilities. Such readiness shall be determined by, but not be limited to, the candidate's academic work, professional deportment, and potential for success in teaching. Failure to be advanced to student teaching will be considered good cause for removal and/or a leave of absence from the program.
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 CCTC and Departmental requirements are met, the student is eligible for a preliminary credential recommendation by UCI.
STUDENT TEACHER PROGRAM WITH BCLAD (SPANISH) EMPHASIS
Students who are bilingual in Spanish (as ascertained through testing) may be eligible for the Bilingual Crosscultural, Language, and Academic Development (BCLAD, emphasis in Spanish) credential. Students should consult an academic counselor in the Department of Education for more detailed information.
SUPPLEMENTARY AND ADDITIONAL TEACHING AUTHORIZATIONS
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 additional units in specific college-level course work to qualify for a supplementary authorization or a subject-matter 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. Subject to approval by CCTC, they will then qualify for the additional teaching authorization in that subject.
PREPARATION FOR APPLYING TO THE CREDENTIAL PROGRAMS
It is recommended that a candidate begin to prepare for admission at least a year in advance. 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 preparation program. A considerable amount of time is needed to accomplish or acquire these necessary items.
The Department of Education requires appropriate field experiences or other professional life experiences prior to the program to prepare for the teaching profession and strengthen an admissions file. Course credit for field experience is available through, for example, 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.
Admission to the Credential Programs
Information is available from the Department of Education, 2000 Berkeley Place. Prospective students may apply online by accessing the Department's Web site at http://www.gse.uci.edu/Admissions_Index.php. Admission decisions are based on a broad range of factors including, but not limited to, the following:
CBEST. Evidence of having passed the California Basic Educational Skills Test must accompany the application for admission.
CSET. Passage of the California Subject Exams for Teachers is required to advance to student teaching or to be admitted to the M.A.T. or the intern program. Therefore students are urged to pass CSET exams well in advance. It is not recommended that a person take more than two subtests in one sitting, and it is not uncommon for people to have to retake one or two subtests; therefore it is essential to make a strategic plan that involves several test dates. CSET test information and study materials can be found at http://www.cset.nesinc.com.
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 as part of their application for admission to the credential program.
Written Recommendations. Three letters of recommendation are required for admission. These letters should address (1) your ability to do graduate level work, (2) your capacity to work with or your experience with children, and (3) your ability to work as part of a team and your work habits.
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 credential programs. 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.
ADMINISTRATIVE SERVICES CREDENTIAL
Administrative 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. This credential program is jointly offered by the Department of Education and University Extension.
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 two years of successful full-time school administrative experience in a position, the Preliminary Administrative Services Credential, and six (6) quarter units (Induction and Final Evaluation, Education 398A-B) which provide structured mentoring, self-assessment, and formative/summative evaluation of the candidate.
Students interested in these credentials should make an appointment with the director of the program in the Department ofEducation.
Undergraduate Minor in Educational Studies
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) may acquire a strong basic foundation for their advanced work through taking the minor's coordinated set of courses. 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 Cognition and Learning in Educational Settings (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), Preparation for Teaching Fine Arts in K-12 Schools (Education 104D), Multimedia and the Arts in the Multicultural Classroom (Education 104E), Science Education Teacher Apprentice Field Experience (Education 114), Multicultural Education in K-12 Schools (Education 124), 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), Ethics and Education (Education 126), Changing the High School Experience (Education 150), Foundations of Education (Education 175), Advanced Composition for Teachers (Education 179). 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. These fieldwork choices require approval by the minor in Educational Studies faculty advisor prior to beginning the fieldwork.
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. Courses from Area 4 may also meet the fieldwork requirement if they include 20 hours of pre-K-12 fieldwork. A list of courses approved for Area 4 is available on the Department of Education Web site at http://www.gse.uci.edu.
NOTE: In addition to the approved courses shown, 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, 2000 Berkeley Place.
MASTER OF SCIENCE IN CHEMISTRY OR MATHEMATICS WITH A TEACHING CREDENTIAL
In cooperation with the Departments of Chemistry and Mathematics, the Department of Education offers coordinated programs for 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.
MASTER OF ARTS IN SOCIAL SCIENCE WITH A TEACHING CREDENTIAL
In cooperation with the School of Social Sciences, students enrolled in a graduate program offered by the School may choose to pursue a teaching credential while working toward their degree. After completion of the requirements for an M.A. degree, students may apply for admission into the credential program administered by the Department of Education. A detailed description of the program may be obtained from the Department of Education counseling office and the Social Sciences Graduate Office.
MASTER OF ARTS IN TEACHING IN ELEMENTARY AND SECONDARY EDUCATION
The Department of Education offers an M.A.T. degree program in Elementary and Secondary Education. The 15-month program is designed for candidates with a baccalaureate degree who wish to earn a teaching credential in conjunction with an advanced degree. The M.A.T. program consists of a one-year teacher credential program of the student's choice (Multiple Subject or Single Subject), and a total of six additional courses spread over the summers before and after the credential program. The combination of the M.A.T. courses with the UCI credential program provides a theoretical and empirical framework for candidates who may later be interested in working toward National Board for Professional Teaching Standards Certification, after three years of successful teaching.
Admission
Successful candidates must meet the general admission requirements of the UCI Office of Graduate Studies and must be admitted to a credential program offered by the Department of Education. Selection of candidates is based on the overall strength of each applicant's undergraduate preparation, three letters of recommendation from individuals who are familiar with the applicant's ability to pursue graduate study, and scores on the Graduate Record Examination (GRE), the California Basic Educational Skills Test, and the CSET. (The CSET may be waived if a candidate has successfully completed an approved subject-matter program in his or her content area).
Program of Study
During the summer prior to beginning the credential program, students admitted to the M.A.T. program enroll in three courses: Teachers' Lives and the Policy Environment of Teaching (Education 201), Outcomes of Schooling and Student Assessment (Education 202), and Advanced Concepts in Learning and Cognition (Education 203). In the summer following completion of their credential program, M.A.T. candidates enroll in three courses: Critical Assessment of Teaching Practice and Learning (Education 205), Cognition and Pedagogy in Specific School Subjects (Education 206) or Cognition and Pedagogy in Quantitative Literacy (Education 207), and Instructional Design and Educational Technologies (Education 240).
Residency. Full-time study for one year and two summers is required.
Comprehensive Examination
A comprehensive examination is completed by M.A.T. candidates during the second summer. The examination consists of a structured paper built out of weekly assignments in Education 205 that is reviewed by a faculty committee of two who teach in the M.A.T. program.
DOCTOR OF PHILOSOPHY IN EDUCATION
The Department of Education offers a Ph.D. degree in Education. The program seeks applicants from varied backgrounds and experiences who have the potential to become outstanding scholars and researchers in the field of education. The program currently offers three specializations: (1) Learning, Development, and Assessment; (2) Educational Policy and Social Context; and (3) Language, Literacy, and Technology. Students enrolling in the program choose among the specializations based on their research interests. Course work for the program ordinarily takes two years to complete and involves a number of core courses, methodology courses, elective courses, and a directed research sequence. Students should advance to candidacy in their third year. The normal time for completion of the Ph.D. is five years, and the maximum time permitted is seven years. Program length may be shorter for students who enter the program with a prior master's degree in an area closely related to their doctoral research.
Students are admitted to the program once per year to begin each fall quarter. Applicants must have completed a bachelor's degree with a grade point average of at least 3.0 and have prior course work related to the specialization for which they express interest. Applicants are required to submit a UCI application, transcripts, a statement of purpose, a writing sample, three letters of reference, and general GRE scores completed within the past five years. Students whose primary language is not English and who did not graduate from a U.S. college or university are also required to submit scores from either the TOEFL examination or the Academic Modules of the International English Language Testing System (IELTS).
Financial support will be offered on a competitive basis in the form of teaching or research assistantships. Students who are not citizens of countries where English is the primary or dominant language who wish to apply for a teaching assistantship will be required to fulfill an English proficiency requirement.
Further information regarding the Ph.D. program, courses, and application requirements is available on the Department of Education's Web site at http://www.gse.uci.edu.
Master of Arts in Education
The Department of Education offers an M.A. degree in Education as an option exclusively for students who are admitted to the Ph.D. in Education program. Separate applications for the M.A. in Education will not be accepted. Further information regarding the requirements for the M.A. in Education for students enrolled in the Ph.D. program is available at http://www.gse.uci.edu.
CSU/UC IRVINE JOINT ED.D. IN EDUCATIONAL ADMINISTRATION AND LEADERSHIP
The UC Irvine Department of Education and the California State Universities at Fullerton, Long Beach, Los Angeles, and Pomona have developed a joint doctoral program leading to the Doctor of Education (Ed.D.) degree in Educational Administration and Leadership. This collaborative program offers a regional approach to preparing outstanding leaders for K-12, community college, and higher education.
The CSU/UCI Joint Ed.D. program emphasizes a range of interdisciplinary frameworks and research methodologies relevant to the study of education. These provide a broad base of knowledge applicable to leadership positions. Emphasis is placed on using theory and research to select, implement, and foster useful and effective educational practices. It is expected that graduates will be able to articulate and accomplish important transformations in educational practice while attending to the complex demographic, social, and economic challenges facing education in Southern California.
The CSU/UCI Joint Ed.D. in Educational Administration and Leadership offers doctoral study building on the mutual programmatic and faculty strengths of the participating California State University campuses and UC Irvine. Four different emphases are available, each associated with a particular CSU campus: K-12 Instructional Leadership (CSUF); Higher Education and Community College Leadership (CSULB); Pre/K-12 Urban Educational Leadership (CSULA); and Educational Technology Leadership (CPP).
Graduates of the program will be uniquely prepared to participate effectively in leadership positions in areas such as management, instruction, technology, and research and evaluation in schools, school districts, community colleges, universities, and other education-related agencies. They will also be prepared to establish and sustain cultures that embrace and value collaboration as a means of building quality educational programs and systems.
Admission
Applicants must complete a master's degree in education or a closely related field at one of the participating California State Universities. In exceptional cases, students may be admitted who have earned a master's degree from a rigorous program at another institution. Applicants submit transcripts for all post-secondary academic work, Graduate Record Examination (GRE) General Test scores, and three letters of recommen
dation from individuals who have knowledge of the applicant's professional competency and leadership potential. Other requirements include samples of written work and a description of research experience.
Program of Study
The program is designed primarily for working professionals. Twelve quarter units of course work at UC Irvine are offered each summer for three consecutive summers. Academic-year courses are offered for two consecutive years at the CSU Emphasis Campus. Consult the CSU/UCI Joint Ed.D. program Web site at http://www.gse.uci.edu/csu-uci-edd for information about campus emphasis courses.
Summer One
The following courses are required during the first summer: Perspectives on Learning and Cognition (Education 259A), Research Epistemologies (Education 222), and Scholarship Tools and Information and Communication Technologies for Doctoral Students (Education 292).
Academic Year One: CSU
The following courses are taken on the California State University campuses during year one: Organizational Theory, Qualitative Research I, Qualitative Research II, and Ethics of Leadership. For descriptions of the CSU campus emphasis I and II courses, consult the program Web site at http://www.gse.uci.edu/csu-uci-edd.
Students will complete a written qualifying paper after the first full year of doctoral study.
Summer Two
The following courses are required during the second summer at UCI: Preparation for Qualifying Paper (Education 259B), Studies of Diversity and Inequality in Education (Education 278B), and Survey Research Methods in Education (Education 284).
Academic Year Two: CSU
The following courses are taken on the California State University campuses during year two: Issues in Educational Policy, Issues in Educational Reform, and research and emphasis elective courses, which are dependent on the individual campus. For descriptions of the CSU campus research elective I and II courses and the emphasis elective III and IV courses, consult the program Web site at http://www.gse.uci.edu/csu-uci-edd.
Summer Three
The following courses are required during the third summer: Preparation for Candidacy Examination (Education 259C) and Evaluation of Educational Programs (Education 281).
Examinations and Dissertation
Upon completion of course work after the third summer, candidates submit their dissertation proposal. An oral candidacy examination is held in which the candidate is examined on the proposal by a joint candidacy committee. Following research and writing of the dissertation, the final examination is conducted during which the candidate defends the dissertation before a joint dissertation committee.
Time to Degree. Normal time for advancement to candidacy is three years. Normal time for completion of the degree is four years, and the maximum time permitted is seven years.
NOTE: The joint Ed.D. program with UCLA is being replaced by the CSU/UCI Joint Ed.D program and other doctoral programs under development and is no longer accepting new applications.
