DEPARTMENT OF EDUCATION
Deborah Lowe Vandell, Chair
2001 Berkeley
Place
General Information: (949) 824-5117; gseinfo@uci.edu
Fax: (949) 824-2965
Faculty
Robert J. Beck, Ph.D. University of Chicago, Professor Emeritus of Education
Henry J. Becker, Ph.D. The Johns Hopkins University, Professor Emeritus of Education
Rebecca 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)
Margaret Burchinal, Ph.D. University of North Carolina, Chapel Hill, Professor of Education and of Psychology and Social Behavior (statistics, childcare, and pre-kindergarten education)
Penny Collins, Ph.D. Ontario Institute for Studies in Education, University of Toronto, Associate 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 and Sociology (educational policy, social inequality)
Greg Duncan, Ph.D. University of Michigan, UCI Distinguished Professor of Education and Economics (economics of education, program valuation, child development)
George Farkas, Ph.D. Cornell University, Professor of Education (achievement gap, educational inequality, early childhood, after-school programs)
Alan R. Hoffer, Ph.D. University of Michigan, Professor Emeritus of Education
Joseph Mahoney, Ph.D. University of North Carolina, Chapel Hill, Associate Professor of Education (child/adolescent social development, out-of-school time, social/educational intervention and policy)
Michael E. Martinez, Ph.D. Stanford University, Co-Director of the CSU/UCI Joint Ed.D. Program and 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 (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
Stephanie Reich, Ph.D. Vanderbilt University, Assistant Professor of Education (social emotional development, parent-child interactions, peer networks)
Lindsey Richland, Ph.D. University of California, Los Angeles, Assistant Professor of Education and of Psychology and Social Behavior (cognitive development, mathematics and science learning)
Judith Haymore Sandholtz, Ph.D. Stanford University, Associate Professor of Education (teacher development, teacher education, curriculum and instruction)
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 of Education and Professor of Education and 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, 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)
Affiliated Faculty
Jonathan Alexander, Ph.D. Louisiana State University, Campus Writing Coordinator and Associate Professor of English (writing studies, new media, and sexuality studies)
Elizabeth Cauffman, Ph.D. Temple University, Associate Professor of Psychology and Social Behavior and of Education (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)
Cynthia Feliciano, Ph.D. University of California, Los Angeles, Assistant Professor of Chicano/Latino Studies and Sociology (race/ethnicity, education, immigration)
David John Frank, Ph.D. Stanford University, Professor of Sociology and Education (environmental sociology, sexuality and homosexuality, education)
Wendy A. Goldberg, Ph.D. University of Michigan, 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, Professor of Comparative Literature, Education, and Women's Studies (histories and theories of rhetoric, composition pedagogy and teacher preparation, feminist theory and pedagogy)
Julia Reinhard Lupton, Ph.D. Yale University, UCI Chancellor's Fellow, Director of the Humanities Core Course, and 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 Program and Professor of Academic English and English as a Second Language, Humanities (linguistics, language development emphasis)
Program Directors and Coordinators
Nancy Christensen, Ed.D. University of California, Irvine, Director of Communications and Coordinator of the UCI Ph.D. in Education Program
Judith Conroy, M.A. University of California, Irvine, Director of the Department of Education Student Affairs
Dennis Evans, Ed.D. University of Southern California, Academic Coordinator, Emeritus
Christina Giguiere, M.A. University of California, Irvine, Coordinator of the Multiple Subjects Credential Program
Karol Gottfredson, M.A. State University of New York, Albany, Coordinator of the Intern Program and Spring Cohort
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 Teacher Credential Programs and Director of the Master of Arts in Teaching Program
Lecturers
Bruce Baron, M.S. Pepperdine University, Lecturer (social science education)
Kimberly Burge, Ed.D. University of California, Irvine, Senior Lecturer (arts education)
Jacqueline D'Warte, M.Ed. Sydney University, Lecturer (language literacy)
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, Ph.D. University of California, Irvine, Lecturer with Security of Employment, Ecology and Evolutionary Biology (science education)
Jeffrey Johnston, M.S. University of Illinois; M.A. University of Southern California, Lecturer (ethics in education, elementary physical education and health education)
Claudia Pineda, Ed.D. Harvard University, Lecturer (adolescent behavior, social behavior)
Jeanne Stone, M.A. California State University, Long Beach, Lecturer (language arts and mathematics education)
Overview
The Department of Education is a unique interdisciplinary academic unit. The Department is committed to promoting educational success in and out of school for ethnically and economically diverse learners from preschool through college (P-20) through collective research, teaching, and service activities. The multidisciplinary faculty includes scholars in psychology, sociology, economics, linguistics, language and literacy, policy, race and ethnicity, and the achievement gap. Their research addresses core issues in contemporary education: (1) equity of opportunity for ethnically, linguistically, and economically diverse learners; (2) teaching and learning in science and math; (3) early childhood education and development; (4) out-of-school learning; and (5) effective interfaces between technology and education.
The Department integrates the themes of Learning, Cognition, and Development; Social Context and Educational Policy; and Language, Literacy, and Technology across its programs, including the minor in Educational Studies, Credential, the Master's in Teaching, and the Ph.D. in Education. Scholarly work arises from the common belief that education environments, both in and out of school, are the locus of change in the quality of life and the availability of productive life choices for learners of all ages.
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 Commission on Teacher Credentialing (CTC) to offer full-time programs for California's two basic teaching credentials—the Multiple Subjects 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 and a Reading Certificate program.
MULTIPLE SUBJECTS TEACHING CREDENTIAL
A Multiple Subjects Teaching Credential authorizes teaching in multiple-subjects environments, as is commonly the format in California elementary schools, as well as designated classrooms with English Language Learners.
A Preliminary Multiple Subjects Teaching Credential is awarded by the State upon completion of a baccalaureate degree and the State-approved UCI teacher education program that includes student or intern teaching and a teaching performance assessment.
Students must also complete the following:
Prior to Admission:
Verify basic skills by passing the CBEST exam or (for multiple subjects) by passing the CSET subtests I, II, III, and IV;
Obtain a Certificate of Clearance from the State of California;
Obtain a TB test with negative results.
Prior to Student Teaching:
Verify subject matter competency by passing the CSET exam or completing a Subject-Matter Preparation Program.
For Credentialing:
Complete a college-level course or pass an examination on the U.S. Constitution;
Obtain a CPR certificate in Adult, Child, and Infant Training;
Pass the Reading Instruction Competency Assessment (RICA).
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 Commission on Teacher Credentialing (CTC) upon completion of a baccalaureate degree and the State-approved UCI teacher education program that 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), obtain a CPR certificate, 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 CTC-approved subject-matter program in the teaching area. UCI offers a CTC-approved subject-matter program in Mathematics. While a major in Mathematics is not required to complete the subject-matter preparation program, the Mathematics major with a specialization in Mathematics for Education is designed to satisfy most of the subject-matter preparation requirements. 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 student's selected discipline that will help prepare 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.
Prior to Admission:
Verify basic skills by passing the CBEST exam;
Obtain a Certificate of Clearance from the State of California;
Obtain a TB test with negative results.
Prior to Student Teaching:
Verify subject-matter competency by passing the required CSET exams or by completing a subject-matter preparation program in the content area.
For Credentialing:
Complete a college-level course or pass an examination on the U.S. Constitution;
Obtain a CPR certificate in Adult, Child, and Infant Training.
NOTE: For the Intern Teacher Program, applicants must verify subject-matter competency prior to admission.
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 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 needs of the school districts. Eligibility requirements for an Intern Credential include a baccalaureate degree, current TB test clearance, Certificate of Clearance, passage of the CBEST, verification of subject-matter competence, passage of a course or college-level examination on the U.S. Constitution, and CPR certification.
Spring Start Multiple Subjects candidates are required to take the following courses: 173, 308, 311, 313, 319, 320, 322, 323, 324, 325, 327, 328, 329, 330, 331, and 332.
Spring Start Single Subject candidates are required to take the following courses: 173, 307 or 317, 310, 315, 319, 334, 338, 340, or 341 (students enroll in the section of their proposed credential authorization), 342, 347, 348, 349, 350 (or 108), and 352.
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 CTC 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 Subjects Student Teacher Credential program at UCI generally are required to take the following courses: Education 173, 301, 303, 304 or 306, 308, 320, 322, 323, 324, 325, 326, 327, 329, 330, and 348.
Candidates who enroll in the Single Subject Student Teacher Credential program at UCI generally are required to take the following courses: Education 173, 302, 305, 307 or 309, 310, 334, 336-341 (students enroll in the section of their proposed credential authorization), 342, 346, 347, 348, 349, 350, and 352.
Student teaching for Multiple Subjects 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 TB 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 CTC 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. Consult an academic counselor in the Department of Education for details.
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 or application for a Certificate of Clearance, a negative TB test, 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 Education 100, 103, and 160/160L, as well as through other University courses and 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/. Admission decisions are based on a broad range of factors including, but not limited to, the following:
Verification of Basic Skills
For Multiple Subjects Candidates:
Pass the CBEST exam or pass subtests I, II, III, and CSET writing skills.
For Single Subject Candidates:
Pass the CBEST.
CBEST must accompany the application for admission.
Verification of Subject Matter
For Multiple Subjects Candidates:
Pass subtests I, II, and III of the CSET for Multiple Subjects.
For Single Subject Candidates:
Pass the appropriate subtests of the CSET, or
Complete a CTC-approved subject-matter preparation program.
Candidates are urged to pass CSET exams as soon as possible. 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 Commission on Teacher Credentialing (CTC). 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 University Extension.
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 subjects or single subject teaching credential programs. Students interested in serving community out-of-school programs can select new courses on topics relevant to after-school education. 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.
Requirements
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 Approved 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, 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 should refer to http://www.gse.uci.edu/AP_UMES_Experience.php for a list of courses or regional programs that offer educational field experience that satisfies option C. Students who satisfy the practicum requirement with option C may need an additional Education course to meet the seven-course and 28-unit minimum for the minor, and must submit a petition for approval of the field work hours, 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)1; Education 141A-B-C/Psychology 141J-K-L (Jumpstart: Early Language, Literacy, and Social Development)2; Education 160 (Foundations of Out-of-School Learning, 4 units), 160L (After-School Programs Fieldwork, 1 to 2 units)1; Education 178 (Poetry in the K-12 Classroom)3; Education 198 (Directed Upper-Division Research in Education, 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 141A (Education and Children); Psychology 145P-Q-R (Attention and Learning Deficits in Children)2; Social Science 196 (Global Connect Practicum)3. NOTE: Other approved practicum courses may be available; contact an Education Student Affairs counselor for information.
1This
course provides less than 40 hours of field experience. Students must submit a petition
to verify the number of fieldwork hours completed and are urged to consult with
an Education Student Affairs counselor about combining this course with other fieldwork
experience to reach a total of 40 hours.
2One
quarter satisfies the 40-hour fieldwork requirement.
3Must be taken
for a total of 4 units to satisfy the 40-hour fieldwork requirement.
4Consult
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, or online at http://www.gse.uci.edu/ap_umes.php.
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 Subjects or Single Subject Teacher Credential programs when the student earns a grade of B or better (may not be taken Pass/Not Pass). 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 following courses provide an early start:
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).
1Satisfies
a requirement in the UCI Multiple Subjects Credential program only.
2Satisfies
a requirement in the UCI Single Subject Credential program only.
3Students
satisfy an educational technologies requirement in the UCI Single Subject Credential
program by completing one of the following: Education 131, 139, or 152F.
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 Subjects or Single Subject), and a total of six additional courses usually taken before and after the credential program. The combination of the M.A.T. courses with the UCI credential program provides a theoretical and practical framework with a focus on learning to learn from inquiry into practice.
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).
Verification of Basic Skills
For Multiple Subjects Candidates:
Pass the CBEST exam or by passing subtests I, II, III, and CSET writing skills.
For Single Subject Candidates:
Pass the CBEST.
Verification of Subject Matter
For Multiple Subjects Candidates:
Pass subtests I, II, and III of the CSET for Multiple Subjects.
For Single Subject Candidates:
Pass the appropriate subtests of the CSET, or
Complete a CTC-approved subject-matter preparation program.
Candidates are urged to pass CSET exams as soon as possible.
Multiple subjects applicants must pass the three Multiple Subjects CSET exams and the CBEST exam.
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). Some students elect to complete a teaching credential program, then enter the M.A.T. program the following summer. NOTE: Education 173 is prerequisite to Education 203; therefore, it is recommended that applicants take this course before enrolling in the first summer courses.
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 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 to three 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, CV or resume, 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.