Education

217 Social Sciences I Building
Advising: (831) 459-2589
http://education.ucsc.edu
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. Our primary intellectual and practical focus is on fostering equitable and effective schooling for all students. In working toward this goal, we are committed to the development of teachers with theoretical and practical perspectives responsive to the diverse cultural, social, and linguistic backgrounds of the children who comprise the current and future populations of K-12 students in California's schools. This commitment is reflected in principles addressed in the course work, placements, and advising that constitute our programming in teacher education.

Minor 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 a minor 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 minor in education does not provide a California Teaching Credential. Additionally, the UCSC teaching credential program is a graduate program and course work taken in the minor cannot be substituted for credential requirements.

The minor in education consists of six courses: EDUC 92A, EDUC 92B, EDUC 92C, EDUC 180, and two upper-division education courses (please refer to the Education Department's web site for a list of approved upper-division courses for the education minor,
http://education.ucsc.edu).

To declare a minor, students must file a Proposed Plan and Declaration of Major/Minor form at the Education Department. Students pursuing a minor in education should meet with the Education Department's Academic Adviser as early as possible. The adviser will assist students in filing the Proposed Study Plan and the Declaration of a Major/Minor form.

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 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 of Teacher Certification, program requirements must be responsive to new legislation and regulatory policies. Admission requirements and programs of study referred 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, Cross-cultural, 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 departmentalized 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:

1.  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: EDUC 128, Immigrants and Education; EDUC 141, Bilingualism and Schooling; EDUC 164, Urban Education; EDUC 181, Race, Class, and Culture in Education; and EDUC 92C Introduction to Issues in Diversity and Education. Other courses offered outside the Education Department may be acceptable.

2.  Supporting documentation of field experience with children or youth in a multicultural educational setting. Experiences working in a responsible role with children in the age group or in the subject area you intend to teach are preferred. Applicants are to address their field experience in their 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 course work 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 course work in the content area.

Statement of purpose, writing sample, letters of recommendation, 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), ideally on an educational or related topic. Applicants may submit an academic paper or other work previously written; alternatively, applicants may choose to write a brief piece specially for this application.

Letters of Recommendation: Three letters of recommendation are required. 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.

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 exams must be met by the stated deadlines.

California Basic Educational Skills Test (CBEST): All admitted applicants must verify completion of the CBEST requirement and submit a passing status verification in order to enroll in the program by June 1. It is recommended that passing verification be submitted with the application.

Subject Matter Competence

Admitted Multiple Subject applicants must submit verification of having passed the California Subject Exam for Teachers (CSET) Multiple Subjects Subtests by June 1 in order to enroll in the program. It is recommended that passing verification be submitted with the application by the January 15th application deadline.

Single Subject admitted applicants must submit verification of having passed the required CSET Subtests exams or of 100 percent completion of an approved subject matter program by June 1 in order to enroll in the program.

It is strongly recommended that all testing be completed prior to January 15, the application deadline. Admission priority may be given to applicants with test scores and/or subject matter programs completed and verified at the time of the application.

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

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 BCLAD language requirement is met by passing Test 6 of the BCLAD exam, which  is administered by National Evaluation Systems (NES). Admitted BCLAD candidates must take the first available exam after enrolling in the program if they have not done so prior to admission.

Certificate of Clearance

In accordance with Education Code Section 44320(b), each candidate for an initial credential, prior to student teaching 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 receive, by January 15, evidence that the applicant has had his/her fingerprints scanned (live scan). See  the online application for form 41-LS Request for Live Scan service. The department will apply for a Certificate of Clearance on behalf of the applicant once it has received documentation of the live-scan. Applicants are to contact their local County Office of Education to arrange for live-scan services. Please not that the Certificate of Clearance expires after five years.

U.S. Constitution Requirement

A course on the U.S. Constitution (or completion of an exam offered by the Education Department to enrolled students) is required. UCSC-approved courses that meet this requirement are Politics 20, Democracy and Liberalism in American Politics; Politics 111, Problems in 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 exam prior to completing EDUC 211A.

CPR

A certified cardiopulmonary resuscitation (CPR) course (infant, child, and adult) must be completed prior to applying 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 283, Intermediate Student Teaching, and courses 284A-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

EDUC 203    Applied Classroom Analysis and Methods: Beginning Student Teaching
EDUC 211A  Reading and Language Arts for Elementary Classrooms
EDUC 212A  Science Learning and Teaching in Elementary Classrooms
EDUC 213A  Mathematics Learning and Teaching in Elementary Classrooms
EDUC 220    Introduction to Technology in Schools
EDUC 242A (BCLAD students only)    Promoting Biliteracy and Bilingualism
EDUC 250    Teaching, Learning, and Schooling
EDUC 253    Methods of English Language Development
EDUC 265A  Creating Supportive, Healthy Environments for Student Learning
EDUC 265B  Teaching Special Populations
EDUC 281    Social Foundations of Education
EDUC 283    Intermediate Student Teaching
EDUC 284A, B, and C  Advanced Student Teaching
EDUC 288A  Topics in Elementary Education: Physical Education
EDUC 288B  Topics in Elementary Education: Visual Arts
EDUC 288C  Topics in Elementary Education: Performing Arts
EDUC 295    Portfolio Development
EDUC Assessment Course, 5 credits (proposed for Summer 2007)

Single Subject Course Requirements

EDUC 203    Applied Classroom Analysis and   Methods: Beginning Student Teaching
EDUC 211B  Reading Across the Curriculum in Middle School and Secondary
EDUC 220    Introduction to Technology in Schools
EDUC 242A (BCLAD students only) Promoting Biliteracy and Bilingualism
EDUC 250    Teaching, Learning, and Schooling
EDUC 253    Methods of English Language Development
EDUC 265A  Creating Supportive, Healthy Environments for Student Learning
EDUC 265B  Teaching Special Populations
EDUC 281    Social Foundations of Education
EDUC 283    Intermediate Student Teaching
EDUC 283A  Intermediate Student Teaching: Single Subject
EDUC 284A, B, and C   Advanced Student Teaching
EDUC 295    Portfolio Development

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

EDUC 212B   Science Education: Research and Practice
EDUC 212C   Teaching Science in the Secondary Classroom
EDUC 213B   Math Education: Research and Practice
EDUC 213C   Teaching Mathematics in the Secondary Classroom
EDUC 214A   English Teaching: Theory and Curriculum
EDUC 214B   English Teaching for Secondary Classrooms
EDUC 215A   Social Science: Theory and Curriculum
EDUC 215B   Social Science Teaching for Secondary Classrooms
EDUC Assessment Course, 5 credits (proposed for Summer 2007)

For Further Information

Phone the Education Department Advising Center at (831) 459-2589, send e-mail to education@ucsc.edu, or view the department's home page on the web at http://education.ucsc.edu for dates and times of workshops where potential applicants can obtain full details about the programs.

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.  Education faculty members utilize both macro- and micro-level frameworks and draw on both quantitative and qualitative methodologies in their research.

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.

Areas of Specialization

Ph.D. students choose from one of the following three areas as their area of specialization:

• The Language and Literacy specialization focuses on the numerous inter-relationships among language, learning, culture, and teaching, and foregrounds the reciprocal nature of social practices and language use inside and outside schools. Particular emphasis is paid to issues of equity and social justice for culturally and linguistically diverse students.

• The Mathematics and Science Education specialization focuses on cognition, learning, and teaching in mathematics or science with an emphasis on equity, informal learning, and language issues in these two content areas.

• The Social Context and Policy Studies specialization focuses on the complex interrelations between educational processes within schools and the social, cultural, political, and economic contexts in which they operate.

Together with his or her faculty academic adviser, each student develops an integrated program of study that includes advanced coursework, seminars, and electives.  Courses may be taken in other departments, when appropriate.

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 of the three areas of specialization.  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, 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 specialization 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 core course requirements and requirements in the specialization area.  All required courses must be completed prior to advancement to candidacy. 

EDUC 200A      Introduction to Educational Inquiry(required Year 1)
EDUC 200B      Quantitative Methods in Educational Research (offered alternate years)
EDUC 200C      Qualitative Research Methods (required Year 1)
EDUC 261        Thinking, Learning, and Teaching
EDUC 262        Social and Cultural Context of Education Core Seminar
EDUC 293A or 293B   Research Apprenticeship (5 units required in Year 1 or 2)
EDUC 269ABC  First Year Proseminar (required Year 1)
EDUC 270ABC  Second Year Proseminar (required Year 2)
EDUC 294        Second Year Research Project (required in Year 2)

A minimum of four specialization courses, approved by the faculty adviser.

Elective courses (no set number required).

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 units including EDUC 200A, 200C, 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.

Other Requirements

Students are required to attend the Education Department's colloquium series during all registered quarters prior to advancement to candidacy.

The Education Ph.D. program emphasizes teaching experience, and all students are required to serve as teaching assistants (or the equivalent) for a minimum of two quarters. Each student is required to complete one TAship in Education prior to advancement to candidacy.

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 the Mathematics Education of Latinos/as (CEMELA), the Center for Justice, Tolerance, and Community (CJTC), Chicano/Latino Research Center (CLRC), and the New Teacher Center (NTC).

General Admission Requirements

To be admitted to this program the applicant must have received a bachelor's degree or its equivalent from an accepted university prior to the quarter for which admission is sought, have a grade point average or equivalent of 3.0 or better, submit scores on the GRE Graduate Records Exam (GRE) taken within the past five years, and have experience working with culturally and linguistically diverse communities.  Experience working in K-12 classrooms is preferred.

Admission Preference for Students Concentrating in Language and Literacy Studies

Preference is given to students with prior course work and/or experience in linguistics, language learning and/or educational settings. Competence in a second language is also preferred.

Preferred Prerequisites for Mathematics and Science Education Specialization

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

Joint Doctoral Program in Collaborative Educational Leadership

Overview

The Joint Doctoral Program in Collaborative Leadership is a joint graduate study program with the University of California, Santa Cruz (UCSC), San Jose State University (SJSU), and California State University, Monterey Bay (CSUMB). The participating units are: the Department of Education at UCSC, the College of Education at SJSU, and the College of Professional Studies at CSUMB. The purpose of the Joint Ed.D. program is to prepare to assist educational leaders working in the culturally and linguistically diverse schools of California Education Region 5 (which encompasses Monterey, San Benito, Santa Clara, and Santa Cruz counties, and similar culturally and linguistically diverse regions in other states), in their attempt to transform schools to provide greater academic access and success for all students.

This program recruits local educators from traditionally underserved schools and communities. Candidates will have strong academic preparation and demonstrate leadership capabilities, primarily at the school level, but also at district and/or community levels. Many students will be drawn from existing collaborative school/university research and development programs, plus graduate programs at UCSC, SJSU, and CSUMB.

A distinguishing feature of this program is the preparation of leaders, including teachers and site administrators who have, as their focus, the improvement of education in complex school systems. Collaborative leaders prepared in this Joint Ed.D. Program will focus on three major areas: 1) serving traditionally underserved school populations, focusing on the power of collaborative applied research; 2) school transformation; and 3) providing replicable models with the school, classroom, and/or community as the focus of change.

Admission Requirements

Successful applicants to the program will have:

• Received a master's degree that includes a research course and research project in a field related to this Joint Ed.D. Program from an accredited university prior to admission or the equivalent; or in exceptional cases, the equivalent of the M.A.

• Maintained a grade point average of 3.0 or above.

• Official Graduate Record Exam (GRE) general (not subject specific) scores taken within the last five years.

• Experience in, and commitment to, working with culturally and linguistically diverse student populations, traditionally underrepresented communities, and collaborative leadership.

• Shared research interested with this Joint Ed.D. in Collaborative Leadership program.

• Three letters of reference indicating their high level of professional practice and ability to work productively with others.

• Writing ability appropriate for students for students entering doctoral study.

• Formulate a research question.

• Support from the site of the proposed research project.

Required Application Materials

The following materials will be required from applicants seeking admission to the program:

• Joint Program Application Form.

• UCSC Graduate Division Application.

• Statement of Purpose, which includes an explanation of research interests.

• Resumé or vita.

• Official transcripts (sealed) from all undergraduate and graduate study.

• Three letters of recommendation.

• Official GRE score report taken within the last five years.

• Writing sample based on a case study or abstract from M.A. research.

• Evidence of the M.A. project or research.

• A non-refundable application fee.

• Documentation of a second language.

Course Requirements and Sequencing

The Joint Ed.D. Program of study consists of 24 required courses, 120 credits, including coursework, supervised dissertation research, and dissertation writing to be completed over three years, including summer terms. All courses will count for five units. All course credits are represented in quarter units. All Ed.D. students are expected to earn letter grades of A or B. The formal oral Qualifying Examination (QE) will consist of an oral defense of the dissertation proposal. All students will write a dissertation.

Courses will be offered at one of the participating campuses each quarter, beginning with the tentative plan for the first quarter, summer 2005, to be offered on the UCSC campus. Fall and winter quarters will be at SJSU and spring quarter at CSUMB. Students will be expected to meet at the site for that quarter. Ed.D students are not seen as students of any one institution, but rather individuals who are participating in a regional doctorate. They are not located at one institution and commuting to another. They are full-time employees who will be commuting to the site where the program is being offered that quarter.

Course Sequencing

Year 1
EDUC 275A Research Seminar
EDUC 275B Research Seminar
EDUC 275C Research Seminar
EDUC 275D Research Seminar
EDUC 271 Social, Political and Economic Contexts of Schooling
EDUC 272 Policy and Reform
EDUC 273 Facilitating Collaborative Change
EDUC 274 Theoretical, Practical and Political Perspectives on Learning and Using                 Literacy

Year 2

EDUC 275E Research Seminar
EDUC 275F Research Seminar
EDUC 275G Research Seminar
EDUC 275H Research Seminar
EDUC 277A  Data Collection and Fieldwork
EDUC 277B Data Collection and Fieldwork
EDUC 277C Data Collection and Fieldwork
EDUC 277D Data Collection and Fieldwork

Year 3

EDUC 275I Research Seminar
EDUC 275J Research Seminar
EDUC 275K Research Seminar
EDUC 275L Research Seminar
EDUC 279A Supervised Dissertation Writing
EDUC 279B Supervised Dissertation Writing
EDUC 279C Supervised Dissertation Writing
EDUC 279D Supervised Dissertation Writing

Qualifying Examination

Students will be required to orally defend their dissertation proposals to the core faculty. The purpose of the oral defense is to review and assess students' research plans. During the oral defense, students will present the research problem, theoretical orientation, related literature, research design and procedures. Proposals will be discussed and assessed by the faculty who may require students to make revisions to their proposals before granting final approval for their research to begin. A successful oral defense of the dissertation proposal is the qualifying exam for advancement to candidacy. If the proposed dissertation involved human subjects, students must obtain appropriate clearances from the UCSC human subjects board.

Qualifying Examination Committee

The Qualifying Examination Committee is formed when a student has completed her or his coursework. The Qualifying Examination Committee ensures that the admissions to candidacy requirements are met on each campus. The committee will consist of five ladder (tenured and tenure-track) faculty members, with at least two from the University of California and two from the California State University, who are part of the core or affiliated faculty. The candidacy Committee will conform to the procedures and policies of the UCSC Division of Graduate Studies.

Dissertation

The purpose of the dissertation is to improve educational practices and policies in and around students' professional work environments. The first three stages of the dissertation will be completed in the first year; data collection and analysis will be completed during the second year. A first draft of the dissertation will be expected at the end of students' third summer in the program (ninth quarter). The remainder of the third year is dedicated to the refinement of the research findings, analysis, and completion of a publishable manuscript. The final manuscript will be one of article length that could be submitted to any one of the leading journals in education, including American Educational Research Journal, Educational Evaluation and Policy Analysis, Urban Review, Teachers College Press, Anthropology and Education Quarterly Educational Leadership, Phi Beta Kappan, or Urban Education, to name but a few. Dissertations are intended to mark the culmination of research conducted during the first two years of the program under the auspices of the Research Seminar.

Dissertation Committee Composition

Dissertation committees will be composed of a minimum of four tenure-track faculty members, with at least two members representing UCSC. One member of the dissertation committee will serve as the committee chair and dissertation adviser. Additional members may be nominated to serve on students' dissertation committees. These members will meet the same criteria for graduate faculty and have the same voting rights and responsibilities as other committee members.

Dissertation Standards

Students will be expected to develop a dissertation that includes several key components: a clear statement of a problem regarding an educational policy and/or practice, an appropriate theoretical orientation/perspective, clear implementation of intervention, methodical collection of original data, critical analysis of data, a clear representation of  findings, and a discussion of results that derive implications from the relationship of findings to theory and research and for practice and/or policy. The dissertation must reflect originality and contribute to practice and/or policy and to the knowledge base. Ed.D. dissertations will be held to the same standards of academic rigor and quality as all other UC doctoral dissertations. Students will follow UCSC's existing policies and procedures regarding report format, mechanics, submission, fees, and binding requirements.

Writing the Dissertation

Students will complete the final drafts of their dissertations by the winter quarter of their last year in the program, in order to allow time for revisions and the completion of graduation requirements. Dissertations will include the following elements: an abstract, copyright page, title page, acknowledgements, table of contents, list of tables and figures, references, and, when appropriate, appendices. Meeting all the requirements for human subjects research is required. The dissertation must adhere to the guidelines specified in the UCSC Dissertation and Thesis Preparation Guidelines. APA format is required.

The Final Oral Defense

Students will be required to orally defend their dissertations. The defense has three purposes:

1.  To review and assess the quality of  the research and its relevance to educational practices and/or policies.

2.  To assess students' ability to present their research in a scholarly manner.

3.  To provide students with the opportunity to share their work with the broader campus communities.

Submitting the Final Manuscript and Graduation

Students will follow directions for preparing and submitting their final dissertations that are outlined in the Dissertation and Thesis Preparation Guidelines, which is published by the UCSC Division of Graduate Studies and available at http://graddiv.ucsc.edu/student_affairs/PDF/Diss_Guidelines.pdf. Students will be responsible for the cost of copying and binding and/or preparing electronic storage of dissertations. This Ed.D. degree will be awarded jointly by the Regents of the University of California and the Trustees of the California State University in the names of their cooperating institutions.

Requirements Over and Above Graduate Division Minimums

Presently, this proposed program has no requirements that exceed those currently published in the UCSC Graduate Student Handbook, http://graddiv.ucsc.edu/regulations/handbook.php. However, the following variance should be noted: because most students will be employed as full-time educational professionals, the minimum residency requirement for the program will be three consecutive summer terms.

Normative Time from Matriculation to Degree

Expected time to degree for students in this proposed Joint Ed.D. Program will be three years from the date of matriculation. UCSC, SJSU, and CSUMB will set a maximum time limit of five years for Joint Ed.D. students to complete all degree requirements. Each student's progress will be reviewed each quarter and before the proposal is presented. Students who are unable to complete coursework during a year will be given the option of joining the cohort the following year. Students who produce work below grade B level will have their file reviewed by the core and affiliated faculty and face potential dismissal from the program.