Education

2011-12 General Catalog

217 Social Sciences I Building
Advising: (831) 459-2589
education@ucsc.edu
http://education.ucsc.edu

Program Description

The purpose of the Education Department’s instructional programs is to prepare all students, undergraduates and graduates, to engage in the analysis and integration of educational theory, research, and practice for an increasingly diverse society. The department’s primary intellectual and practical focus is on fostering equitable and effective schooling for all students. In working toward this goal, the department seeks to understand the profound issues involved in transforming public education so that it better meets the needs of students from diverse language, ethnic, racial, and class backgrounds. We are a small department with the large agenda of developing educational leaders and pursuing educational research that will affect the future of teaching and learning both inside and outside of schools. Our commitment lies in three essential and interrelated domains: 1) school, families, and communities; 2) teacher education and development; and 3) mathematics and science. Undergirding them all is a focus on the socio-cultural context in which learning and teaching takes place and an understanding of the power of language and literacy in both formal and informal educational settings.

The Education Department has two growing doctor of philosophy (Ph.D.) and doctor of education (Ed.D.) programs that attract students who have exemplary preparation as well as experience working in educational settings; a model teacher-education program; and two vibrant minor tracks that serve more than 300 undergraduates each year.

Minors in Education

The UCSC undergraduate courses in education engage students in the study of the history of educational thought and philosophy, the politics and economics of education, learning theory and pedagogy, and issues of cultural and linguistic diversity in education.

Because an academic major in education is not permitted in the state of California, UCSC offers two minors in education for those students who are considering a career in teaching and also for those who hold a general interest in educational studies. Please note that the minors in education do not provide a California Teaching Credential. Additionally, the UCSC teaching credential program is a graduate program and coursework taken in the minor cannot be substituted for credential requirements.

General Minor in Education

The general minor in education consists of six courses totaling 30 credits: Education 60, 180, and four upper-division education courses (please refer to the Education Department’s web site for a list of approved upper-division courses being offered during the current academic year, http://education.ucsc.edu).

To declare a minor, students must bring from their major department a completed Petition for Major/Minor Declaration and a UCSC Academic Planning Forms to the Education Department’s Undergraduate Adviser. . Students pursuing a minor in education should meet with the Education Department’s Undergraduate Adviser as early as possible. The adviser will assist students in completing the Petition for a Major/Minor Declaration and the UCSC Academic Planning Forms.

For Further Information

For specific instructions about how to declare a minor in education and for the current Drop-in Advising Schedule, please refer to the Education Department’s web site http://education.ucsc.edu. For other inquiries, please contact the Undergraduate Adviser by sending an e-mail to education@ucsc.edu

Science, Technology, Engineering, and Mathematics (STEM) Education Minor

The STEM minor specifically serves students in STEM majors who are considering careers in secondary mathematics or science teaching. The STEM minor in education consists of eight courses, totaling 32 credits and including 90-100 hours of classroom field placements: EDUC 50, EDUC 60, EDUC 100, EDUC 185B or 185C, EDUC 185L, one education course addressing cultural and linguistic diversity (e.g., EDUC 128, 135, 141, 164, 170, 177, or 181), and two education upper-division electives. Students pursuing the STEM education minor should meet with the Cal Teach staff as early as possible. Entry into EDUC 50 is by interview only, and interested students must submit an application to the Cal Teach program (see http://calteach.ucsc.edu or e-mail calteach@ucsc.edu.

Graduate Programs

Master of Arts in Education and California Teacher Credential Program

Please note that students are not admitted into the program for a stand-alone master of arts (M.A.) in education or a stand-alone credential.

Because program requirements are authorized by statutes and regulated by a state entity, the California Commission on Teacher Credentialing, program requirements must be responsive to new legislation and regulatory policies. Admission requirements and programs of study referred to are subject to change to comply with regulatory mandates.

The master of arts in education and California teacher credential program prepares prospective teachers to work with California’s culturally and linguistically diverse student population. Students in this program earn a master’s degree and are eligible to apply for a Preliminary California Credential upon completing a five-quarter program comprised of two summers and one academic year. Graduates of the program are prepared to teach English language learners enrolled in K–12 public schools. The program also offers the Bilingual, Crosscultural, Language, and Academic Development (BCLAD) emphasis. The UCSC BCLAD emphasis authorizes primary language instruction or dual language immersion instruction in a K–12 setting. The UCSC BCLAD language of emphasis is Spanish.

Students who complete the program are eligible to apply for a California Preliminary Multiple Subjects Teaching Credential or a California Preliminary Single Subject Teaching Credential. The Multiple Subjects Teaching Credential authorizes the holder to teach in a K–12, self-contained public school classroom, where all subjects are taught by the same teacher. The Single Subject Teaching Credential authorizes the holder to teach in his/her credential subject area in a K-12 departmentalized classroom setting within a public school system.

The UCSC, single-subject, teacher-credential program offers the following subject areas: mathematics, English, social science, and science. Programs of study are subject to change.

Prerequisite Admission Requirements

All candidates must have preparation in the following areas:

A course, or equivalent experience, that addresses cultural and linguistic diversity. The following UCSC undergraduate education courses are examples of courses that meet this requirement: 128, Immigrants and Education; 141, Bilingualism and Schooling; 164, Urban Education; 181, Race, Class, and Culture in Education; and 92C Introduction to Issues in Diversity and Education. Other courses offered outside the Education Department may be acceptable. However, outside coursework cannot be preapproved by the department.

A documented field experience with children or youth in an educational setting. Experiences such as directed observation, substitute teaching, school tutoring, work in after-school programs, camp counseling, instructional aide, or the equivalent are acceptable experiences. When applying to the program, please describe your field experience in the designated area of the application titled, PERSONAL STATEMENT.

Application Selection Criteria

Admission to the program is competitive. Candidates for admission are selected, in part, on the following criteria:

Academic Record

College coursework is evaluated with attention to content and grades or narrative evaluations. The appropriateness of courses taken for the credential sought is also taken into consideration. For the multiple subjects credential, students should have an extensive breadth of courses in the core subject areas taught in elementary school—math, science, social science, and English. For the single subject credential, students should have an extensive body of coursework in the content area.

Statement of Purpose, Writing Sample, Letters of Recommendation, Personal Statement, and Résumé

Information provided in these documents is used in the selection of candidates. All documents must be submitted by the application deadline.

The statement of purpose should discuss the following:

an explanation of why you want to become a teacher;
how your experience has contributed to your motivation and potential to be an educational leader;
a description of your experiences related to youth, cultural and linguistic diversity, and community involvement.
Writing sample: a sample of your writing (no more than 10 pages). A research-based paper is preferred, for example, a paper written on an educational topic or a paper written in your content area. Alternatively, applicants may choose to write a brief piece specifically for this application.
Letters of recommendation: three letters of recommendation are required. At least one letter should be written by university faculty who can address the applicant’s academic merit, and at least one letter written from someone in the field who has observed the applicant’s work with children or youth. It is recommended that these letters address your qualifications in the following areas:

a) academic performance

b) field work with youth

c) experience in culturally and linguistically diverse settings and with student populations who have traditionally been underserved in schools and classrooms.

Personal history: write a statement (approximately two to five pages) explaining how your personal history has influenced your decision to apply to this graduate program.
Résumé: a résumé that includes an employment history; any relevant volunteer or community work, especially in schools and/or with children; and experiences in multicultural and multilingual settings. Include information on languages (other than English) in which you have competence.
BCLAD Essay (BCLAD applicants only): candidates must submit an essay in Spanish as described in the online application.

Admission Requirements

Testing

All required examinations must be met by the stated deadlines.

All admitted applicants must verify completion of the California Basic Educational Skills Test (CBEST) requirement and submit a passing-status verification by June 1 in order to enroll in the program.

Additional information can be found at the CSET Registration web site, http://www.cset.nesinc.com/ (state requirement and subject to change). It is recommended that passing verification be submitted with the application.

Subject-Matter Competence

California state law mandates that all teachers provide evidence of their subject-matter knowledge (state requirement and subject to change).

Admitted Multiple Subject applicants must submit verification of having passed the California Subject Examinations for Teachers (CSET): Multiple Subjects Subtests by June 1 prior to enrollment in the program. However, it is highly recommended that documentation of passing CSET scores be submitted with the application. Multiple Subject applicants must pass each section of the CSET; no coursework or "waiver" program can substitute for passing CSET scores.

Deadline to complete this requirement: June 1 of each year prior to enrollment into the program. However, applicants are encouraged to complete this requirement prior to applying to the program.

Additional information can be found at the CSET Registration web site, http://www.cset.nesinc.com/.

Single Subject

The California Subject Examinations for Teachers (CSET), or verification of an approved subject matter program from the applicant's undergraduate institution is required. Admitted applicants must submit verification of having passed the CSET examination for their subject (e.g., mathematics), or confirmation of 100 percent completion of an approved subject matter program.

Deadline to complete this requirement: June 1 of each year prior to enrollment into the program. However, it is highly recommended that documentation of subject matter competence be submitted with the application. Additional information can be found at the CSET Registration web site, http://www.cset.nesinc.com/.

Certificate of Clearance

In accordance with Education Code Section 44320(b), each credential candidate for an initial credential, prior to admission to any credential program, must obtain a Certificate of Clearance.

A Certificate of Clearance is a document that indicates that the individual has completed the fingerprint and character and identification process and has been cleared by the California Commission on Teacher Credentialing to begin student teaching.

To comply with this regulation the UCSC Education Department must have on file a copy of the Certificate of Clearance before allowing a person to begin public school fieldwork or student teaching.

If you hold or have applied for a credential from the California Commission on Teacher Credentialing (such as an emergency substitute teaching permit) you are not required to apply for another Certificate of Clearance. Please submit a photo copy of your prior credential for your application to the program by mail to: Education Dept., UC Santa Cruz, 1156 High St., Santa Cruz, CA, 95064.

Applicants who do not hold a valid California credential or have not previously applied for a Certificate of Clearance through the Commission on Teacher Credentialing must apply for the Certificate of Clearance.

Further information regarding this requirement, including Live Scan form LS-41, is also available within the UCSC Graduate School Online Application available October 1 each year (http://graddiv.ucsc.edu/prospective/). Please send an e-mail to the Education Department, edma@ucsc.edu, for further instructions regarding your Certificate of Clearance Application.

Deadline for completing this requirement: January 15 of each year.

Program and State of California Requirements (Not Required for Initial Admission in the Program)

These requirements may be met prior to or while enrolled in the program, but they must be met to be eligible for a California teaching credential.

BCLAD Candidates

The CSET Languages Other Than English (LOTE) (Spanish) Subtest III (CSET test code 147). It is recommended that passing test scores be submitted with the application. Individuals may still apply to the program without having passed the CSET LOTE. However, all admitted BCLAD applicants must submit passing verification for the examination prior to being issued a credential. (CSET Registration: http://www.cset.nesinc.com).

U.S. Constitution Requirement

A course on the U.S. Constitution (or completion of an examination offered by the Education Department to enrolled students) is required. UCSC-approved courses that meet this requirement are Politics 20, American Politics; Politics 111, Constitutional Law; Politics 120A, Congress, President, and the Court in American Politics; and History 25A, United States History to 1877.

Reading Instruction Competence Assessment (RICA)

Multiple Subjects candidates are required—prior to completion of the program and in order to be recommended for a preliminary credential—to pass the RICA exam. The RICA measures the knowledge, skills, and abilities essential to offer effective reading instruction to K–12 students. Candidates should not take this examination prior to completing course 220.

CPR

A certified cardiopulmonary resuscitation (CPR) course (infant, child, and adult) must be completed and valid upon application for the credential.

Student Teaching

The successful development of teaching skills in the classrooms is the culmination of a teacher education program. Therefore, candidates must demonstrate, by the end of their program, teaching competence in the classroom. Credentialed public school teachers are responsible for the nurturing of children and youth. Therefore, teaching credential candidates must consistently display conduct befitting the profession. To this end, the candidate must be able to cope with the demands and responsibilities of teaching as outlined below:

Meet university and program requirements and deadlines (including school expectations during field experiences).
Plan ahead to anticipate needs and potential student teaching problems.
Be able to adapt to institutional and/or professional expectations and policies.
Relate appropriately to children, parents, and school staff.
Demonstrate sensitivity to the social, cultural, economic context of the school environment.
Adhere to school expectations for dress, appearance, and personal hygiene.

Candidates whose professional behavior does not meet these minimal standards may be recommended for dismissal from the program.

Beginning student teaching, which begins during the Summer Bridge between the university summer and fall quarters, constitutes the first classroom observation experience for students in the program. Student teachers are in their classroom placements from 10–14 hours a week depending on the school site schedule. To enroll in this course, students must have a Certificate of Clearance issued and on file with the California Commission on Teacher Credentialing.

Intermediate and advanced student teaching is a two-quarter experience (winter/spring) in which student teachers are placed with cooperating teachers in local schools. Students are in the classroom placements 14 or more hours a week in winter quarter leading toward full time in the classroom by spring quarter. They gradually assume responsibility for preparation, instruction, and evaluation of the class during this two-quarter period. Supervisors of teacher education give ongoing and frequent support to students in their classroom placements and in seminars at UCSC. Multiple Subjects candidates obtain classroom experience in both primary and intermediate grades. Single Subjects candidates obtain classroom experience in middle school/junior high and high school.

Admission to course 201 and 201A, Intermediate Student Teaching, and courses 202A-B-C, Advanced Student Teaching, is based on an assessment of academic performance, experience, leadership, and initiative shown in public school placements and required courses taken earlier in the program.

Capstone Requirements

Students will complete a capstone portfolio, which includes a teaching performance assessment and reflective papers. Prompts for these assignments may vary from year to year as they reflect the most current California state credentialing requirements.

Multiple Subject Course Requirements

200Applied Classroom Analysis and Methods: Beginning Student Teaching

201Intermediate Student Teaching

202ABCAdvanced Student Teaching

203Methods of English Language Development

205Teaching, Learning, and Schooling

207Social Foundations of Education

208Portfolio Development

210Creating Supportive, Healthy Environments for Student Learning

211Teaching Special Populations

212ABC(BCLAD students only) Bilingualism and Bilingualism

217Topics in Elementary Education: Physical Education

218Topics in Elementary Education: Visual Arts

219Topics in Elementary Education: Performing Arts

220Reading and Language Arts for Elementary Classrooms

221Science Learning and Teaching in Elementary Classrooms

222Mathematics Learning and Teaching in Elementary Classrooms

MA/C students must fulfill the requirements for Level 1 technology skills. Students meet this requirement in one of two ways: (a) passing the CSET examination, or (b) passing an approved course offered via UCSC Extension.

Single Subject Course Requirements

200Applied Classroom Analysis and Methods: Beginning Student Teaching

201Intermediate Student Teaching

201AIntermediate Student Teaching: Single Subject

202ABC Advanced Student Teaching

204Methods of English Language Development

206Teaching, Learning, and Schooling

207Social Foundations of Education

208Portfolio Development

210 Creating Supportive, Healthy Environments for Student Learning

211 Teaching Special Populations

212ABC(BCLAD students only) Bilingualism and Biliteracy

225 Reading Across the Curriculum in Middle School and Secondary

Single Subject Credential students enroll in the two methods courses related to their subject area:

226English Teaching: Theory and Curriculum

227English Teaching for Secondary Classrooms

228Math Education: Research and Practice

229Teaching Mathematics in the Secondary Classroom

230Science Education: Research and Practice

231Teaching Science in the Secondary Classroom

232Social Science: Theory and Curriculum

233Social Science Teaching for Secondary Classrooms

For Further Information

Please contact the credential analyst by sending an e-mail to edma@ucsc.edu, or view the department’s home page on the web at http://education.ucsc.edu where potential applicants can obtain full details about the programs.

Ed.D in Collaborative Leadership

Overview

The goal of the Ed.D. program is to prepare educational professionals to enact research-based leadership in the transformation of schools and other educational institutions serving racially, culturally, and linguistically diverse communities in California’s Central Coast and Bay Area region. Ed.D. students’ dissertations apply cutting-edge theory and research in action-research reform efforts. Research projects will often be situated within the student’s professional work site. Graduates of the Ed.D. program will be qualified for leadership positions in schools and school districts, as well as for the instruction of professional courses in universities and colleges. Graduates may also choose to work for independent or governmental policy centers.

Admission Requirements

M.A. or equivalent with a background in research methodology
3.0 grade point average (GPA) or above
Official Graduate Record Examination (GRE) scores http://www.gre.org/~ taken within the last five years
Documentation of second language and/or multicultural focus
Statement of purpose
Personal history
A research project proposal
Official transcripts from all undergraduate and graduate work
Application essay, which includes:

Experience in and/or commitment to underserved schools and communities

Research area of interest

Three current recommendation letters specifying potential for collaborative leadership and scholarly productivity.
Application fee

Prior to completing your application, we highly recommend a personal interview with at least one of our faculty members. Please contact an Education Department faculty member whose research interest is similar to your own (please visit the Education Department web site at http://education.ucsc.edu/)

Course Requirements and Sequencing

Courses required in year one:

EDUC 235, Introduction to Educational Inquiry
EDUC 236, Quantitative Methods in Educational Research
EDUC 237, Qualitative Research Methods
EDUC 262, Social and Cultural Context of Education Core Seminar
EDUC 263, Foundations of Educational Reform
EDUC 268, Schools, Communities, and Families
EDUC 269ABC, First-Year Doctoral Pro-seminar
Summer research and coursework optional, though encouraged

Courses required in year two

EDUC 266, Program Evaluation and Action Research in Educational Reform
EDUC 271, Theoretical Perspectives on Learning and Using Literacy, or EDUC 273, Language Acquisition, Bilingualism, and Education
EDUC 277ABC, Second/Third-Year Professional Development Seminar Families
Summer research and coursework optional, though encouraged

Courses required in year three

EDUC 277ABC, Second/Third-Year Professional Development Seminar
EDUC 279ABC, Dissertation Supervision
EDUC 299, Directed Research (each quarter)
Qualifying examination (conclusion of spring quarter)

Courses required in year four

Graduation

For Further Information

Contact the doctoral adviser, by sending an e-mail to edphd@ucsc.edu or view the department’s home page on the web at http://education.ucsc.edu where potential applicants can obtain full details about the program.

Ph.D. in Education

Overview

The goal of the Ph.D. in education is to support graduate students in becoming creative scholars who engage in research focused on the educational needs of students from linguistic and cultural groups that have historically not fared well in our nation’s public schools. To achieve this goal, this program provides students with grounding in the varieties of interdisciplinary theorizing, research methods, and applications needed to advance the study of learning and teaching for diverse student populations. The courses and research experiences are closely related to practice in K-12 classrooms. Students in this interdisciplinary program apply tools and perspectives from education, anthropology, linguistics, philosophy, psychology, sociology, cognitive science, and cultural historical activity theory. The program integrates theory and practice to examine learning and teaching within the multiple contexts of classroom, school, family, and community. Graduates of this program will be qualified to teach and to conduct the kinds of educational research demanded by tenure-track positions in research and regional universities. Graduates may also work in non-university based institutions that focus on teacher professional development, curriculum development, and related areas of educational research and development.

Together with his or her faculty academic adviser, each student develops an integrated program of study that includes advanced coursework, seminars, and electives within the five program concentrations: language, literacy and culture; teachers and teacher development; mathematics and science education; learning and teaching; and social and cultural contexts of education. Students learn through an apprenticeship model in which they develop expertise through active participation in research. Courses may be taken in other departments, when appropriate.

Ph.D. Admissions Guidelines

The minimum grade-point average (GPA) established by the University of California for admission to graduate school is 3.0. In general, the Ph.D. in education program looks for potential excellence in graduate students, whether this manifests itself in a high grade-point average, strong letters of recommendation, or a high Graduate Record Examination (GRE) scores, or a strong statement of purpose. Applicants will be evaluated on their individual merits and also with regard to how well their proposed doctoral research can be supported by the existing resources of the program.

Admission Requirements

Bachelor's degree, or its equivalent, from an accepted university prior to the quarter for which admission is sought
3.0 GPA or above
Official GRE scores http://www.gre.org/~ taken within the last five years
Experience working with culturally and linguistically diverse communities
Statement of purpose
Personal history
A writing sample, preferably in education or a related field. The sample can be a term paper, a field report, a research proposal, or an essay written especially for the application
Official transcripts from all colleges/universities attended after high school
Three current recommendation letters specifying potential for scholarly productivity
Current resume
Application fee
International applicants must take the Test of English as a Foreign Language (TOEFL). A minimum score of 550 on the TOEFL (paper) or 220 on the TOEFL (computer) is required for admission. The TOEFL examination may be waived for international students who have taken and successfully passed a freshman composition course at an accredited university in the United States.

Prior to completing your application, we highly recommend a personal interview with at least one of our faculty members. Please contact an education faculty member whose research interest is similar to your own (please visit the Education Department web site at http://education.ucsc.edu/)

Preferred Prerequisites for Mathematics and Science Education Concentration

A bachelor of science (B.S.) or a bachelor of arts (B.A.) degree in a mathematical or natural science discipline (mathematics, applied mathematics and statistics, biology, chemistry, computer science, physics, etc.) or equivalent upper-division coursework.

Program Requirements

During the first two years of study, all students are expected to enroll in a set of required courses, including core seminars, methodology courses, the first- and second-year professional development seminars, and a research apprenticeship. The student and his/her adviser will also design a course of study within one or more of the department’s concentrations. The overall number courses and seminars taken varies depending on the student’s preparation, interests, and plans, which are determined in consultation with relevant faculty and the department chair. The program encourages interdisciplinary study.

To achieve Ph.D. candidacy, students are expected to pass an annual review of their written work, maintain satisfactory academic progress, complete all required courses, attend department colloquia, complete a second-year research project, complete a TAship or teaching internship in education, pass a qualifying examination (QE), and meet the specific requirements of the Division of Graduate Studies.

The QE is intended to assess a student’s depth and breadth of knowledge in his or her areas of concentrations and his/her competence to do extended dissertation-level research and analysis. Normally taken during the third year of enrollment, the QE consists of both written and oral components. For the written portion, the student prepares three papers, two of which are position papers on a theoretical topic; the third is a dissertation prospectus. The student presents and defends his/her work to at the oral examination.

A dissertation based on original research is required. After the dissertation has been completed and submitted, students must defend the dissertation in an oral exam.

Course Requirements and Sequencing

The following courses are required. Incoming students should consult with their faculty adviser to determine the most appropriate order in which to fulfill course requirements in the student’s proposed concentration(s). All required courses must be completed prior to advancement to candidacy.

Core Courses (30 credits)
Course Number and Name	Type	When Taken
EDUC 261, Thinking, Learning and Teaching (1)	Core (can be counted as learning and teaching concentration)	Before Advancement to Candidacy (AC)
EDUC 262, Social and Cultural Contexts of Educaton	Core (can be counted as social and cultural contexts of education concentration)	Before Advancement to Candidacy (AC)
EDUC 235, Introduction to Educational Inqury	Methods	Year 1
EDUC 236, Introduction to Quantitative Methods in Educational Research	Methods	Before Advancement to Candidacy (AC)
EDUC 237, Introduction to Quantitative Methods in Educational Research	Methods	Before Advancement to Candidacy (AC)
Advanced methods course. (Course in a different department might count as an advanced metholds course, at adviser's discretion.)	Advanced methods course (can be counted toward a concentration course, if applicable)	Before Advancement to Candidacy (AC)

Professional Development Courses (22 credits)
Course Number and Name	Type	When Taken
EDUC 269ABC, Pro-Seminar First year professional development seminar; 2 credits/quarter	Pro-seminar	Year 1
EDUC 293A or EDUC 293B, Research Apprenticeship (minimum of 5 credits)	Research apprenticeship	Recommended in Year 1, but required before Advancement to Candidacy (AC)
EDUC 270ABC, Professional Development seminars; 2 credits/quarter	Pro-seminar	Year 2
EDUC 294, Second-Year Research Project (minimun 5 credits)	Research apprenticeship (second-year project)	Year 2

Concentration Courses (30 credits)
Course Number and Name	Type	When Taken
EDUC Concentration course (2) (minimum of four in any one concentration)	Concentration	Before Advancement to Candidacy (AC)
EDUC Concentration course (minimum of four in any one concentration)	Concentration	Before Advancement to Candidacy (AC)
EDUC Concentration course (minimum of four in any one concentration)	Concentration	Before Advancement to Candidacy (AC)
EDUC Concentration course (minimum of four in any one concentration)	Concentration	Before Advancement to Candidacy (AC)
EDUC/Other Elective/Concentration course (3,4)	Elective/ Concentration	Before Advancement to Candidacy (AC)
EDUC/Other Elective/Concentration course	Elective/ Concentration	Before Advancement to Candidacy (AC)

Other Degree Requirements
Course Number and Name	Type	When Taken
One TAship in Education or Teaching Internship in Education	Other	Before Advancement to Candidacy (AC)
Attendance to all department-sponsored colloquiums	Other	Years 1 and 2
Second-Year Project Oral Presentation	Other	Before Advancement to Candidacy (AC)

A student may count EDUC 261 or 262 toward a relevant four concentration-course requirement but must still take six courses (i.e., concentration courses) beyond the core courses.

Concentration courses will be crosslisted when appropriate. Students may claim up to two (or, in rare cases, three) concentrations. Students may petition DPC for an independent study to count as a concentration course, but this is expected only in cases where sufficient course offerings for the student do not exist. Four concentration courses alone will not demonstrate expertise in a concentration, however, in conjunction with independent readings, research work, qualifying examination papers, and other experiences, a concentration designation (or two) will be defended and awarded during the qualifying examination.

These two additional elective/concentration courses can count as concentration courses, or can be advanced methods courses, or courses from other departments/divisions. This is left up to adviser’s discretion.

Students are encouraged to take courses beyond the minimum required, and, therefore, teaching faculty (and second-year project readers) are encouraged not to overload the students. It is expected that students will take Pro-Seminar plus three courses each academic quarter until advancement to candidacy

Requirements for the M.A. Degree

Although applications for a master’s degree are not accepted, students in the Ph.D. program may obtain a M.A. degree after successfully completing a minimum of three quarters residency, 60 course credits including courses 235, 237, 269ABC, 270ABC, 293A or 293B, 294, and a second-year research project. Students seeking an M.A. degree must adhere to the guidelines set out by the Graduate Division for filing for a degree.

Designated Emphasis in Education

The Designated Emphasis in Education enables doctoral students in other departments to pursue interests in education and obtain formal certification of a “minor” level of competence in the field of education. The requirements for obtaining a Designated Emphasis in Education are the following:

Have a designated graduate adviser from among the faculty in education. This adviser will be in addition to the graduate adviser from the student’s home department. The education adviser must serve on the student’s qualifying examination committee and, as appropriate, may also serve on the student’s dissertation committee.
Complete at least two (2) of the following three core courses in education:
- EDUC 261, Thinking, Learning, and Teaching
- EDUC 262, Social and Cultural Context of Education
- EDUC 263, Foundations of Educational Reform
Complete additional courses as needed to total five graduate courses in education, no more than one of which may be a directed readings course (Independent Studies). Courses must be approved by the student’s graduate adviser in education. Courses in other departments focused on education may be approved by petition to the Education Department’s Doctoral Programs Committee.
Prepare a significant piece of writing in some area of education. This writing may take the form of a substantial position paper (seminar paper, QE paper, dissertation chapter, master’s thesis) grounded in the literature of educational research, as determined by the graduate adviser in education.

Education is an institutional field in which scholars from a wide variety of disciplines—including sociology, psychology, politics, economics, mathematics and science—have scholarly interests. A Designated Emphasis in Education enables graduate students from other departments to ground their work in theory and research on important issues in education.

The Education Department’s core courses, EDUC 261 and 262, are offered every year; and EDUC 263 is offered biennially. The department typically offers six doctoral courses during each year across five concentrations: language, literacy, and culture; teachers and teacher development; mathematics and science education; learning and teaching, and social and cultural contexts of education. The Education Department annually admits 7-10 Ph.D. students, leaving adequate room for doctoral students from other departments to take courses in education.

Other Requirements

Students are required to attend the Education Department’s colloquium series during their first and second years in the program.

The education Ph.D. program emphasizes teaching experience, and all students are required to complete one TAship or teaching internship in education prior to advancement to candidacy.

Students are required to complete a second-year project paper by the first day of fall quarter in year three.

Financial Support

Financial support for students includes a variety of fellowships, research assistantships, and teaching assistantships in the Education Department. Students may participate in research projects under the auspices of several interdisciplinary research centers, including the Center for Justice, Tolerance, and Community (CJTC), Chicano/Latino Research Center (CLRC), the Vocabulary Innovations in Education (VINE) project, The Teachers With Computers: Ward Annotations for Vocabulary Education (tecWAVE) project, Effective Science Teaching for English Language Learners (ESTELL) project, The Center for Collaborative Research for an Equitable California (CREC), and the Center for Educational Research in the Interest of Underserved Students (ERIUS).

For Further Information

Contact the doctoral adviser, by sending an e-mail to edphd@ucsc.edu or view the department’s home page on the web at http://education.ucsc.edu where potential applicants can obtain full details about the programs.

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Revised: 8/13/12