DEPARTMENT OF EDUCATION
Deborah Lowe Vandell, Chair
General Information: (949) 824-5117
Fax: (949) 824-2965
World Wide Web: http://www.gse.uci.edu/
Graduate Degree Programs
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)
Rebbeca Black, Ph.D. University of Wisconsin, Assistant Professor of Education (online culture, adolescent literacy, second-language acquisition)
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, UCI Chancellor's Fellow and Associate Professor of Education (race and social equality, sociocultural processes)
AnnMarie M. Conley, Ph.D. University of Michigan, Ann Arbor, Assistant Professor of Education (development of achievement, motivation, math and science learning)
Thurston Domina, Ph.D. City University of New York, Assistant Professor of Education (educational policy, social inequality)
Alan R. Hoffer, Ph.D. University of Michigan, Professor Emeritus of Education
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 (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)
Rossella Santagata, Ph.D. University of California, Los Angeles, Assistant Professor of Education (culture, learning, and development; teacher knowledge and professional development; video technology and teacher learning; mathematics teaching)
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 and Professor of Psychology and Social Behavior (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)
Maria Estela Zarate, Ph.D. University of California, Los Angeles, Assistant Professor of Education (college access issues, Latino educational issues, education policy)
Elizabeth Cauffman, Ph.D. Temple University, Associate Professor of Psychology and Social Behavior (adolescent development, mental health, juvenile justice)
Chuansheng Chen, Ph.D. University of Michigan, Professor of Psychology and Social Behavior and of 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 Psychology and Social Behavior and of 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 Psychology and Social Behavior and of Education (developmental psychology, children and their families, transition to parenthood, social policy)
Manuel N. Gómez, Ph.D. University of Southern California, Vice Chancellor for Student Affairs and Adjunct Professor of Education (higher education, culture, ethnicity, sociology)
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)
Joseph Jenkins, J.D. University of California, Berkeley; Ph.D. University of California, Los Angeles, Assistant Adjunct Professor of Education (critical theory, law and the humanities, theatre, writing, and language acquisition)
Julia Reinhard Lupton, Ph.D. Yale University, Professor of English, Comparative Literature, 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 and Education (linguistics, language development emphasis)
Program Directors and Coordinators
Leigh Barton, Ph.D. University of New Orleans. Coordinator of the Multiple Subject Credential Program
Kimberly Burge, Ed.D. University of California, Irvine, Director of the Master of Arts in Teaching Program and Senior Lecturer (applied technology, art education)
Nancy Christensen, Ed.D. University of California, Irvine, Coordinator of the CSU/UCI Joint Ed.D. Program and the UCI Ph.D. in Education Program
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 Jones, Ed.D. University of California, Irvine, Coordinator of the Multiple Subject Credential Program
Karol Gottfredson, M.A. State University of New York, Albany, Coordinator of the Intern Program
Sue Marshall, Ph.D. University of California, Los Angeles, Director of Undergraduate Programs in Education
Pat McCabe, M.A. California State University, Long Beach, Coordinator of the Single Subject Credential Program
Susan M. Meyers, M.S. University of Wisconsin, Director of the Multiple Subject Credential Program
Donna Taggart, M.A. California State University, Long Beach, Coordinator of the Single Subject Credential Program
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, and a Ph.D. degree and M.A. degree in Education. (Admission to the Ed.D. degree program in Educational Administration and Leadership is no longer available.)
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 (subject to school district demand) 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 is commonly the format in California elementary schools, as well as designated classrooms with English Language Learners.
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 teaching 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 is commonly the format 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 teaching or intern teaching (subject to school district demand) and a teaching 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 a CCTC-approved subject-matter program in Mathematics, which is available to undergraduate students majoring in Mathematics, with the specialization in Mathematics for Education. Students who plan to take the CSET should consult early with an academic counselor in the Department of Education about undergraduate courses and degree programs in the students' selected discipline that will help to prepare them for the examination (e.g., undergraduate concentrations for secondary teaching offered in biological sciences, chemistry, mathematics, physics, social sciences, and Spanish). Single Subject students must pass all subtests of the CSET or complete an approved subject-matter program prior to student or intern teaching.
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 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.
Multiple Subject Interns are required to take the following courses: 173, 311, 313, 319, 320, 322, 323, 324, 325, 327, 328, 329, 330, 331, 332.
Single Subject Interns are required to take the following courses: 173, 315, 317, 319, 335, 336-341 (students enroll in the section of their proposed credential authorization), 342, 347, 349, 350, 351.
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 Department and CCTC 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 173, 303, 304, 320, 322, 323, 324, 325, 326, 327, 328, 329, 330, 331, 332.
Candidates who enroll in the Single Subject Student Teacher Credential program at UCI generally are required to take the following courses: Education 173, 305, 307, 335, 336-341 (students enroll in the section of their proposed credential authorization), 342, 346-349, 350, 351, 352.
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, four–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 (see below for approved practicum courses in the minor in Educational Studies). 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 sub
tests 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 of Education.
Undergraduate Minor in Educational Studies
The minor in Educational Studies is designed to: (1) foster exploration of a broad range of issues in the field of education, (2) provide a strong foundation for students who aspire to become teachers in grades pre-K-20, and (3) offer an early-start course-work option for aspiring teachers that leads to the UCI teaching credential program. Students select courses from each of three categories: (1) core courses that provide a foundational knowledge base in the field of education, (2) elective courses, and (3) practicum courses that provide fieldwork or research experience in an educational setting. Within each category, students can explore topics that provide a knowledge base and skills applicable to careers in teaching, to graduate study in education or related fields, and to roles as citizens, parents, and volunteers.
The Department's academic counseling staff can assist students to select a coordinated set of courses based on their stated objectives. Aspiring K-12 teachers also have options for an "early start" to teaching by completing selected minor courses that will also satisfy requirements for the UCI multiple subject or single subject teaching credential programs. Students who are interested in future graduate study can select undergraduate courses that will lay a foundation for the study of core subject areas in the Department of Education's Ph.D. program.
The minor requires completion of a minimum of seven courses (at least five of which must be upper division) totaling 28 units. Students must also complete a minimum of 40 hours of verifiable field experience or research in an educational setting. No more than two non-education courses from the student's major area of study may be used to satisfy the minor requirements.
Core Courses: Three courses selected from: Education 50 (Origins, Purposes, and Central Issues in K-12 Education), 107 (Child Development in Education), 108 (Adolescent Development in Education), 124 (Multicultural Education in K-12 Schools), 173 (Cognition and Learning in Educational Settings), 175 (Foundations of Education), 176 (Psychology of Learning, Abilities, and Intelligence).
Elective Courses. Three electives selected from Education 50-199. Courses from the minor Core or Practicum categories that are not used to satisfy those requirements may also be selected as electives.
Approved Practicum Courses. Completion of a minimum of 40 hours of field experience or research in an educational setting. This requirement may be satisfied in one of three ways: (a) 40 hours of field experience completed in conjunction with one or more approved practicum courses listed below; (b) 40 hours of research completed in conjunction with one or more approved practicum courses listed below; or (c) by petition to satisfy this requirement using verifiable hours from courses that are not on the approved practicum course list or hours from educational fieldwork that is not linked to a UCI course (e.g., tutoring experience, instructional experience in a summer program for children). Students who elect option C must complete an additional Education course to meet the seven-course and 28-unit minimum for the minor, and must submit a petition for approval of fieldwork, available from the Department's Student Affairs Office.
The following are approved practicum courses:
Education 100 (Educational Strategies for Tutoring and Teacher Aiding); Education 103 (Advanced Tutoring); Education 141A-B-C/Psychology 141J-K-L (Jumpstart: Early Language, Literacy, and Social Development)1; Education 160 (Practicum in After-School Learning and Inquiry, 4 units) and corequisite 160L (Community Field Work, two units)2; Education 178 (Poetry in the K-12 Classroom)3; Education 198 (Directed Upper-Division Research, 2 to 8 units)4; Humanities 195 (Humanities Out There Practicum)3; Physical Sciences 5/Biological Sciences 14 (California Teach 1: Introduction to Science and Math Teaching)5; Physical Sciences 105/Biological Sciences 101 (California Teach 2: Middle School Science and Mathematics Teaching)5; Physical Sciences 106/Biological Sciences 102 (California Teach 3: High School Science and Math Teaching)5; Psychology 121A (Creative Learning in Children); Psychology 141A (Education and Children); Psychology 145P-Q-R (Attention and Learning Deficits in Children)1; Social Science 196 (Global Connect Practicum)3.
satisfies the 40-hour fieldwork requirement.
2Education 160L must be taken twice for a total of 4 units to satisfy the 40-hour fieldwork requirement.
3Must be taken for a total of 4 units to satisfy the 40-hour fieldwork requirement.
the faculty sponsor to ensure that the research or independent study project includes
experience in an educational setting, and confirm the number of units needed for
40 hours of experience.
5Must be taken in combination with one other California Teach seminar for a total of 4 units to satisfy the 40-hour fieldwork requirement.
Residence Requirement. 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.
GPA Requirement. For certification in the minor, a student must obtain a minimum overall grade point average of at least C (2.0) in all courses required for the minor program. No more than two courses (8 units) applied to the minor may be taken Pass/Not Pass.
Other Courses. Students should consult a Department of Education Student Affairs counselor about UCI 300-level Education courses that are open to undergraduates or courses from other colleges or universities that can satisfy minor in Educational Studies requirements.
Minor Courses That Also Provide an Early Start Toward a Teaching Credential. The following courses satisfy core or elective requirements for the minor in Educational Studies, and concurrently satisfy some requirements for the UCI Multiple Subject or Single Subject Teacher Credential programs when the student earns a grade of B or better. Aspiring K-12 teachers should consult a counselor in the Department of Education Student Affairs Office about selecting courses that are best suited to particular teaching credentials and to discuss eligibility for the UCI Teacher Credential program. The courses are:
Education 107 (Child Development in Education)1, 108 (Adolescent Development in Education)2, 124 (Multicultural Education in K-12 Schools), 128 (Exceptional Learners), 131 (Educational Technology)3, 137 (Art in the Elementary School)1, 139 (Technology and Literacy)3, 152F (Teaching Mathematics with Technology)3, 173 (Cognition and Learning in Educational Settings), 176 (Psychology of Learning, Abilities, and Intelligence).
a requirement in the UCI Multiple Subject Credential program only.
2Satisfies a requirement in the UCI Single Subject Credential program only.
3Students satisfy an educational technologies requirement in either the UCI Multiple Subject Credential program or Single Subject Credential program by completing one of the following: Education. 131, 139, or 152F.
Graduate Degree Programs
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 Student Affairs 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 Student Affairs 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 with a focus on teacher leadership for candidates who may later be interested in working toward National Board for Professional Teaching Standards Certification, after three years of successful teaching.
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.
A comprehensive examination is completed by M.A.T. candidates during the second summer. The examination consists of a structured paper comprised of weekly assignments in Education 205 and is reviewed by two faculty 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, Cognition, and Development; (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 normative 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.