2017-18 General Catalog

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Faculty | Course Descriptions

Program Description

The purpose of the Education Department’s instructional programs is to prepare all students—both undergraduates and graduates—to engage in the analysis and integration of educational theory, research, and practice for an increasingly diverse society. Our commitment is built around four interrelated domains: 1) schools, families, and communities; 2) teacher education and teacher development; 3) language, literacy, and learning; and 4) mathematics and science education. Undergirding them all is an acknowledgment of the social, cultural, and political learning contexts in which all aspects of education occur.

The Education Department  offers a doctor of philosophy (Ph.D.) program for students who have exemplary academic preparation as well as experience working in educational settings. We offer a master's level/teaching credential (MA/C) teacher-preparation program. And we have two vibrant undergraduate education minor tracks that serve more than 300 undergraduates each year.

Minors in Education

The UCSC undergraduate courses in education engage students in histories of educational thought and philosophy, the politics and economics of education, various treatments of learning theory and teaching pedagogy, and contemporary issues of cultural and linguistic diversity in education.

Because an academic major in teaching is not permitted in the state of California, UCSC instead offers two minors in education for students who are considering a career in teaching or who hold a more general interest in educational studies. Please note that the minors in education do not provide a California Teaching Credential. Additionally, please note that 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, Introduction to Education

  • Education 180, Introduction to Teaching*

  • Four upper-division elective education courses (courses number Education 102-187). (Please refer to the Education Department's website for a list of approved upper-division courses being offered during the current academic year.

  • Declared minors have priority enrollment for upper-division education courses. Upper-division electives may be taken before Education 180.

To be eligible to declare the general minor in education, students must have:

  • Attended an Education Minor Workshop

  • Completed or be enrolled in Education 60, Introduction to Education

  • Successfully declared a major.

*EDUC 180, background checks (Live Scan Fingerprinting) and Mandated Reporter training are required of all participants prior to the first day of instruction.  The department will contact enrolled students with information about how to complete these items.  DO NOT REQUEST LIVE SCAN SERVICE FOR EDUC 180 WITHOUT COMMUNICATING with the education undergraduate adviser for further information.

To officially declare a general minor in education, students must bring from their major department a completed Petition for Major/Minor Declaration and UCSC Academic Planning Form 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 Form.

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 website For other inquiries, please contact the undergraduate adviser by sending an e-mail to

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 ~75 hours of classroom field placements:

EDUC 50 (A, B or C) CalTeach 1: Science and/or Mathematics (2 credits)

EDUC 60, Introduction to Education

EDUC 100 (A, B or C) Cal Teach 2: Science and/or Mathematics (2 credits)

EDUC 185B, Introduction to Mathematics Education, or 185C, Introduction to Teaching Science (5 credits)

EDUC 185L, Introduction to Teaching: Cal Teach 3 (3 credits)

One upper-division education course addressing cultural and linguistic diversity (e.g., EDUC 125, 128, 135, 140, 141, 164, 170, 171, 177, or 181).

Two upper-division education courses (courses number EDUC 102-187). Please refer to the Education Department’s website for a list of approved upper-division courses being offered during the current academic year,

Students pursuing the STEM education minor should meet with the Cal Teach staff as early as possible. Entry into EDUC 50 is by application only, and interested students must submit an application to the Cal Teach program (see or e-mail Entry into EDUC 100 and EDUC 185L is contingent upon successful completion of previous Cal Teach internships and sufficient university-level science or mathematics coursework.

Graduate Programs

Master of Arts in Education and California Teacher Credential Program

The Master of Arts (M.A.) in education and California teacher credential program prepare 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 Authorization (in Spanish) for primary language instruction or dual language immersion instruction in a K–12 setting.

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–6, 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 6-12 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. Please note that students are not admitted into the program for a stand-alone Master of Arts in education or a stand-alone credential. Additionally, holders of a previously issued California or out-of-state credential are not eligible for admission to the program.

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.

Prerequisite Admission Requirements

All candidates for the M.A./Credential program 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. (Additional education undergraduate courses that satisfy this requirement are listed on the Education Department's website at, Other courses offered outside the Education Department may be acceptable, however, outside coursework cannot be preapproved, by the department. When applying to the program note your outside coursework in your statement of purpose along with an explanation as to how your coursework addressess cultural and linguistic diversity.

A documented field experience with children or youth in an educational setting at the general age level which the candidate aspires to teach. 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 Statement of Purpose.

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 History, 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 subject area expertise, and at least one letter written from someone in the field who has observed the applicant’s work with children or youth in the applicable general age-group for the credential you are seeking through the UCSC Credential Program.

  • it is recommended that these letters are current and address your qualifications in the following areas:

    • academic performance and subject-area expertise
    • field work with youth
    • 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


  • 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

Bilingual Authorization Essay (Bilingual Authorization applicants only):

  • candidates must submit an essay in Spanish as described in the online application

Admission Requirements


All required examinations must be met by the stated deadlines.

California Basic Skills Requirement

All admitted applicants must verify completion of the California Basic Educational Skills requirement and submit a passing-status verification by June 1 in order to enroll in the program. However, applicants are strongly encouraged to complete this requirement prior to applying to the program. Exam registration confirmations and/or exam score reports must be submitted at the time of application via the online application.

Information on the options for completing this requirement can be found in the following California Commission on Teacher Credentialing Information Leaflet c1667,

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 I-III by June 10 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 10 of each year prior to enrollment into the program. However, applicants are encouraged to complete this requirement prior to applying to the program. Exam registration confirmations and/or exam score reports must be submitted at the time of application via the online application.

Additional information can be found at the CSET Registration website

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 10 of each year prior to enrollment into the program. However, applicants are encouraged to complete this requirement prior to applying to the program. Exam registration confirmations and/or exam score reports must be submitted at the time of application via the online application. Additional information can be found at the CSET Registration website

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 have their fingerprints cleared by the Federal Bureau of Investigations and the California Department of Justice and obtain a Certificate of Clearance from the California Commission on Teacher Credentialing.

To comply with this regulation, the UCSC Education Department requires all applicants to provide evidence of obtaining their clearance as part of their application for admission to the credential program. Applicants are required to upload a copy of their Certificate of Clearance within their program application by the January 15 application deadline.

Detailed instructions for obtaining a Certificate of Clearance including the required LiveScan fingerprinting form LS-41 can be found on the commission’s website

NOTE:  A U.S. Government-issued social security number is required to apply for a Certificate of Clearance and the fingerprinting process.

Applicants who hold a valid (non-expired) Emergency 30-Day Substitute Teaching Permit are not required to reapply for a Certificate of Clearance. Please submit verification of your valid Emergency Permit with your program application by the January 15 application deadline.

Out-of-state/international applicants must contact the UCSC Education Department for further instructions:

Applicants should be aware that a criminal conviction on their record may preclude them from obtaining a Certificate of Clearance.

Program and State of California Requirements (Not Required for Initial Admission to 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.

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/Legal Studies 111, Constitutional Law; Politics 120A, Congress, President, and the Court in American Politics; and History 10A, United States History to 1877.

Admitted applications must submit verification of completing the U.S. Constitution Requirement prior to completing the final quarter of the M.A./Credential program.

Preliminary Technology (Level 1) Requirement

All candidates for their credential must fulfill the requirements for Level 1 technology skills which includes general and specialized skills in the use of computers in educational settings.

UCSC students meet this requirement in one of two ways:

  • Option 1: Pass the CSET Preliminary Educational Technology Subsets I & II, (CSET test codes 133 & 134).  For more information see

  • Option 2: Pass the UCSC approved course offered through the UCSC Extension Program, XSC209, Technology in Schools, Introduction (online format).

Admitted applicants must submit verification of completing the Level 1 Technology Requirement prior to completing the final quarter of the M.A./Credential program.

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 examination. 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. For more information on the RICA examination see

Candidates should not take this examination prior to completing course Education 220.

Admitted applicants must submit verification of having passed the RICA prior to completing the final quarter of the M.A./Credential program.


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

Admitted applicants must submit verification of obtaining certification in Infant/Child/Adult CPR prior to completing the final quarter of the M.A./Credential program.

Tuberculosis (TB) Test

All K-12 schools require anyone working with children to be tested for TB. You can get tested through the UCSC Student Health Center (831-459-2500 to make an appointment) or your private doctor. A copy of your official results must be turned into the Education Department before the end of the first summer quarter.

Bilingual Authorization Candidates

1. CSET—Spanish Language and Culture of Emphasis Requirements

The CSET LOTE (Spanish) Subtest III (CSET test code 147) and CSET LOTE (Spanish) Subtest V (CSET test code 258) (Culture of Emphasis) are required. Admitted applicants must submit verification of having passed the examination prior to completing the final quarter of the M.A./Credential program.

Additional testing information can be found at the CSET Registration website

2. Three-page essay in Spanish

Bilingual Program applicants will be required to submit a three-page essay in Spanish with their application to the M.A./Credential Program. The essay should address topical questions listed on the Education M.A. Supplemental Application contained within the online UCSC Graduate School Application.

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 the transportation needs and potential demands of student teaching.

  • 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 in August during the Summer Bridge between the university summer and fall quarters, constitutes the first classroom observation experience for students in the program, and continues through most of fall quarter. 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 begins late fall and continues through winter and spring, until the end of the academic year in June. Student teachers are placed with cooperating teachers in local schools throughout Santa Cruz County and beyond. 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 period. Supervisors of teacher education give ongoing and frequent support to students in their classroom placements and in seminars at UCSC. Multiple Subject candidates obtain classroom experience in both primary and intermediate grades. Single Subject 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. Please note that passing the CSET examination is a requirement for Advanced Student Teaching. Students who have not completed the CSET requirement prior to winter quarter will be asked to take a leave of absence from 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

200 Applied Classroom Analysis and Methods: Beginning Student Teaching

201 Intermediate Student Teaching

202A-B-C Advanced Student Teaching

203 Methods of English Language Development

205 Teaching, Learning, and Schooling

207 Social Foundations of Education

208 Portfolio Development

210 Creating Supportive, Healthy Environments for Student Learning

211 Teaching Special Populations

212A-B-C (Bilingual Authorization students only) Bilingualism and Biliteracy

217 Topics in Elementary Education: Physical Education

218 Topics in Elementary Education: Visual Arts

219 Topics in Elementary Education: Performing Arts

220 Reading and Language Arts for Elementary Classrooms

221 Science Learning and Teaching in Elementary Classrooms

222 Mathematics Learning and Teaching in Elementary Classrooms

Single Subject Course Requirements

200 Applied Classroom Analysis and Methods: Beginning Student Teaching

201 Intermediate Student Teaching

201A Intermediate Student Teaching: Single Subject

202A-B-C Advanced Student Teaching

204 Methods of English Language Development

206 Teaching, Learning, and Schooling

207 Social Foundations of Education

208 Portfolio Development

210 Creating Supportive, Healthy Environments for Student Learning

211 Teaching Special Populations

212A-B-C (Bilingual Authorization 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:

226 English Teaching: Theory and Curriculum

227 English Teaching for Secondary Classrooms

228 Math Education: Research and Practice

229 Teaching Mathematics in the Secondary Classroom

230 Science Education: Research and Practice

231 Teaching Science in the Secondary Classroom

232 Social Science: Theory and Curriculum

233 Social Science Teaching for Secondary Classrooms

For Further Information

Please contact the department by email to, or view the department’s home page at where potential applicants can obtain full details about the programs.

Ph.D. in Education


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 and informal settings. 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 adviser, each student develops an integrated program of study that includes advanced coursework, seminars, and electives. 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 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 GPA, strong letters of recommendation, a high Graduate Record Examination (GRE) score, 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 taken within the last five years

  • Experience working with culturally and linguistically diverse students and/or communities

  • Statement of Purpose

  • Personal History Statement

  • 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 academic or scholarly work

  • Current résumé

  • Application fee

  • International applicants must take the Test of English as a Foreign Language (TOEFL) or the International English Language Testing System (IELTS) test. A minimum score of 550 on the TOEFL (paper), 220 on the TOEFL (computer), or 83 on the Internet-based test is required for admission. For those choosing to take the IELTS, a minimum overall score of 7 is required. The program follows Graduate Division guidelines when considering TOEFL waivers.

Prior to completing your application, we highly recommend a personal (in person or on the phone) interview with at least one of our faculty members. Please contact an education faculty member whose research interest is similar to your own (for descriptions of faculty research, please visit the Education Department website

Program Requirements

During the first two years of study, all students are expected to enroll in a set of required courses, including foundational courses, methodology courses, and elective courses. The student and his/her faculty adviser will determine the overall program of study, depending on the student’s preparation, interests, and plans. 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, 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 concentration and his/her competence to do extended dissertation-level research. Normally taken near the end of 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 advance a position based on a review of related research, theoretical framework, or research design/methods; the third is a dissertation prospectus. The student presents and defends his/her work at the oral examination.

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

Course Requirements and Sequencing

The following courses constitute the minimum requirements:  four foundational courses, five research methods courses, four elective courses, one additional course in any category, a second-year project independent study, and a research apprenticeship. Incoming students consult with their faculty advisers about the current course offerings to determine the order in which they will complete required courses.  Students are encouraged to take courses beyond the minimum required; in consultation with their advisers, students will determine the full set of research methods and elective courses they will complete based on their intellectual interests and professional goals. All required courses must be completed prior to advancement to candidacy.

Courses required before advancing to candidacy:

  • EDUC 235, Introduction to Educational Inquiry

  • EDUC 236, Quantitative Research Methods

  • EDUC 237, Qualitative Research Methods

  • EDUC 250, Teaching and Teachers

  • EDUC 255, Intermediate Quantitative Methods

  • EDUC 256, Intermediate Qualitative Analysis

  • EDUC 261, Thinking and Learning

  • EDUC 262, Social and Cultural Context of Education

  • EDUC 272, Language in Education and Society

And four electives, two of which must be from the list below:

  • EDUC 263, Educational Reform

  • EDUC 264, Research on Teacher Development and Teacher Education

  • EDUC 268, Schools, Communities, and Families

  • EDUC 280, Language and Literacy across disciplines

  • EDUC 286, Research in STEM Education

  • EDUC 295, Critical Perspectives on Education

One additional course from any category.


  • EDUC 293, Research Apprenticeship
  • EDUC 294, Second-Year Project Independent Study

The following may also be counted toward meeting elective requirements:

  1. M.A. course in Education with additional readings and assignments (one maximum to count toward the four electives)

  2. Graduate courses in other departments

  3. Independent Study or Research Apprenticeship (EDUC 293)

  4. Undergraduate upper-division course with additional readings and assignments (one maximum undergraduate upper-division course to count toward the four electives)

Requirements for the M.A. Degree

Although applications for a master’s degree independent of the Ph.D. program are not accepted, students in the Ph.D. program may obtain a M.A. degree after successfully completing a minimum of six quarters residency, a total of 75 course credits (including 4 foundational courses, 5 research methods courses, at least 4 elective courses, a minimum of two from the Education Electives list, one more course from any category, a 5-credit course for the second-year research project), and an approved and completed second-year research project. Students seeking an M.A. degree must adhere to the guidelines set forth by the Graduate Division.

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 (the same project to be approved for the en route M.A.). The final version must be approved by two faculty readers (by the end of year two and no later than by the first day of fall quarter in year three).

Financial Support

It is each student’s responsibility to secure funding for graduate studies. Over the course of students’ enrollment in the graduate program, students typically fund their education with some combination of the following: TAships, GSRships, UCSC graduate fellowships, scholarships or fellowships from outside sources, loans, personal savings, family income, and support from other individuals (e.g., extended family members). When possible, first-year students are supported with UCSC graduate fellowships that typically cover part of a student’s expenses for the first year only. Beginning in the student’s first year, he or she is strongly encouraged to apply for TAships in Education Department courses and in other departments on campus. Students are also encouraged to seek and apply for outside funding from government agencies, private foundations, and industry, and to plan alternative financing should none of these opportunities become available. After advancing to candidacy, students can also apply for graduate student instructor positions (GSI-ships.)

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 and research projects. In the past, these have included the Chicano/Latino Research Center (CLRC), the Vocabulary Innovations in Education (VINE) project, The Teachers With Computers: Ward Annotations for Vocabulary Education (tecWAVE) project, English Language and Literacy Integration in Subject Areas (ELLISA), 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 (CERIUS).

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:

  1. Obtain a designated faculty adviser from the faculty in education. This faculty adviser will be in addition to the faculty adviser from the student’s home department. The education faculty adviser must serve on the student’s qualifying examination committee and, as appropriate, may also serve on the student’s dissertation committee.

  2. Complete at least two of the following three core courses in education:

    • EDUC 261, Thinking and Learning

    • EDUC 262, Social and Cultural Contexts of Education

    • EDUC 263, Foundations of Educational Reform

  1. 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 faculty adviser in the Education Department. Courses in other departments focused on education may be approved by petition to the Education Department’s Doctoral Programs Committee.

  2. Prepare a significant piece of writing in some area of education. This writing may take the form of a substantial position paper (seminar paper, qualifying examination paper, dissertation chapter, master’s thesis) grounded in the literature of educational research, as determined by the faculty 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 foundational courses, EDUC 261 and EDUC 262, are offered in successive quarters every other year; and EDUC 263, an elective course, is offered every other year. The department typically offers five to six doctoral courses during each year. The Education Department annually admits 7-10 Ph.D. students, leaving room for doctoral students from other departments to take courses in education.

For Further Information

Contact the doctoral student adviser by sending an email to or view the department’s home page at where potential applicants can obtain full details about the programs.

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Revised: 09/01/17