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Department of Education
Emphasis in Educational Leadership and Organizations
Current Students in Educational Leadership and Organizations
Degrees
Ph.D. Degree with an Emphasis in Educational Leadership and Organizations (ELO)
M.A. Degree with an Emphasis in Educational Leadership and Organizations (ELO) - Research
M.A. Degree with an Emphasis in Educational Leadership and Organizations (ELO) - Professional
Optional Interdisciplinary Ph.D. Emphases: Applied Linguistics; Cognitive Science; Language, Interaction, and Social Organization; Quantitative Methods in the Social Sciences
Curriculum – Required Courses
Residency
Committee Membership
Other Degree Requirements (Milestones)
Research Apprenticeship
Independent Research Project
Qualifying Exam
Dissertation and Defense
Time to Degree
M.A. Requirements – Research Strand
Curriculum– Required Courses
Residency
Research Apprenticeship
Committee Membership
Master’s Thesis or Research Project
Time to Degree
M.A. Requirements – Professional Strand
Curriculum– Required Courses
Residency
Comprehensive Exam
Time to Degree
Faculty Associated with the Emphasis
The requirements as listed here are for students beginning in Fall 2009. Students who enrolled in prior years should follow the requirements in effect when they began the program or discuss the following new requirements with their faculty advisor. Please notify the Gevirtz Graduate School of Education (GGSE) Student Affairs Office (SAO) (Education 4100) of which set of requirements you have selected.
The Emphasis in Educational Leadership and Organizations (ELO) is a component of the Ph.D. program in the Department of Education. The primary purpose of this Emphasis is to prepare students who will fill teaching, administrative, research, academic, governmental, consultative, non-profit, or private-sector positions in local, regional, national, and international educational organizations.
ELO’s Ph.D. program stresses a balanced focus on disciplined-based theory in educational policy, organizations, leadership, and change and on practice in the design, conduct, and use of educational research. Our curriculum emphasizes the theoretical, methodological, and practical knowledge that effective educational leaders need to become better scholars and/or appliers of new ideas and practices in their own organizational settings. At the same time, this curriculum thoroughly grounds that knowledge in understanding of the “real world” circumstances that shape modern educational policies, research, and practices. We offer in our courses information and analyses of the roles of leaders in the P-20 range of educational levels.
At time of admission to the Emphasis, doctoral students entering without a Master’s degree in education or a related field are expected to enroll in the M.A./Ph.D. program.
The ELO curriculum is divided into four parts:
1. Four core courses wherein students learn the defining theoretical and empirical work of the field;
2. Five research and analytical methods courses wherein students learn how to frame research questions and seek answers using a variety of quantitative and qualitative methodological tools;
3. Three core supplemental courses, selected in consultation with the student’s faculty advisor, wherein students specialize in areas closest to their academic/professional interests;
4. Three elective courses, selected in consultation with the student’s faculty advisor, from among any courses offered at UCSB or other UC campuses that meet the specific needs of a student's academic/professional preparation. These courses will constitute single or sequenced seminars that foster a conceptually integrated understanding and investigation of topics related to educational leadership and organizations.
Required Courses (minimum unit requirements are 76 units)
Core Courses (4 courses required)
ED 240A - Education Policy
ED 242A - Organizational Theories
ED 247A - Educational Leadership
ED 242C - Theories of Organizational Change and Development (offered every other year)
Research and Analytical Methods Courses (5 courses required)
Basic Courses (2 required)
ED 214A - Introductory Statistics
ED 221A - Introduction to Qualitative Research Methods
Advanced Courses (2 required)
Quantitative:
ED 214B - Inferential Statistics
ED 214C - Linear Models for Data Analysis
or
Qualitative:
ED 221B - Qualitative Interviewing
ED 221C - Observation and Small Group Analysis
ED 221D - Classroom Ethnography
ED 221F - Community Ethnography
ED 221G - Textual Analysis
Additional Dissertation Relevant Methods Course (1 required)
ED 201A - Qualitative Research Design
ED 201B - Survey Research Design
ED 216C-F - Advanced Statistics Courses
ED 216C - Hierarchical Linear Models
ED 216D - Special Topics in Quantitative Research Methods
ED 216E - Nonparametric Statistics
ED 216F - Structural Equation Models
ED 236C - Research Methods and Practice: Case Studies
ED 221C-G - Advanced Qualitative Courses (see above)
Core Supplemental Courses (3 required, 1 each per area strongly suggested. These are
examples of courses; offerings vary from year to year. Please see your advisor for course selection.)
Administrative Topics
Examples:
ED 246A - Evaluation in Education Administration
ED 250C - Federal and State Higher Ed Policy
ED 250B - Advanced Organizational Theory
ED 250C - Special Topics in the Economics of Education
ED 241A - Politics of Education or Political Science 106
ED 245A - Educational Finance
Organizational and Cultural Issues
Examples:
ED 250B - Race and Ethnicity in Schools and Universities
ED 270C - Race and Ethnicity in Amer. Ed: A Comp. Hist.
ED 222D - Law, Ethics and History of Special Ed
ED 204 - History and Ideology of Ed: Comparative Persp.
Leadership for Learning and Teaching
Examples:
ED 222A - Intro. to Exceptional Children
ED 246C - Testing Students
ED 255A - Being a Student
ED 258A - Sem. in Curriculum: Literacy
ED 222B - Acad./Cog. Char. of Students With Mild Disabil.
ED 202A - Bilingual Language Development
Elective Courses (3 required)
Selected in consultation with Advisor.
Independent Research Project (2 required; 8 units minimum)
ED 596 - Directed Reading and Research
(Alternative with Advisor’s permission)
Dissertation Proposal (4 units minimum)
ED 596 - Directed Reading and Research
Dissertation (4 units minimum)
ED 599 - Dissertation Preparation
Complete 6 regular academic quarters of study as defined by the academic residence requirement of the University. This will include both research methodology courses and courses that constitute the prescribed core curriculum. Additionally students, in consultation with advisors, will develop a plan of study that may include other coursework within the GGSE, and in other disciplines whose theories and methods contribute to a conceptually integrated understanding and investigation of their area(s) of specialization. The minimum course load is 8 units per quarter, although it is strongly recommended that all students enroll full-time for 12 units.
The Graduate Division states that a Ph.D. committee must be comprised of at least three UC ladder faculty members (full, associate, or assistant professors). Two members of the committee must be ladder faculty members from the student’s UCSB major or department, one of whom is appointed as chair or co-chair. An exception memo is required if the student wants the third member who is not a ladder faculty for the committee.
OTHER DEGREE REQUIREMENTS (MILESTONES)
Students pursuing this Emphasis must complete the following activities under the supervision of their faculty advisor and designated faculty committee:
One of the most important goals of the Emphasis is to prepare students to conduct original research in the field of education. This training is provided continually throughout the graduate program and commences with a research apprenticeship upon a student's admission to the program. During the first year, each student is required to participate in a research apprenticeship under the guidance of his or her faculty advisor or another qualified faculty member. The purpose of the apprenticeship is to acquaint you with the hands-on conduct of research by having you participate in the research activities of a faculty mentor. The apprenticeship experience provides you with the opportunity to learn how educational research questions may be formulated and investigated and how the pursuit of research is tied to the needs of the educational community. As part of the apprenticeship experience, you will also learn how faculty researchers evaluate the substance and quality of their research through means such as peer review of research proposals, publications, and other forms of dissemination, and through feedback from educational practitioners and policy makers.
Students are expected to negotiate placement in a research apprenticeship with a faculty member during their first year of their enrollment in the Emphasis. This requirement can be fulfilled through work as a research assistant, through a joint project with a faculty member, or through a variety of other arrangements. Upon completion of this apprenticeship, you should insure that the “Completion of the First Year Research Apprenticeship Form” is obtained from the Department of Education Program Office, signed by the supervising faculty member, and filed in the Student Affairs Office (Education 4100).
INDEPENDENT RESEARCH PROJECT
The Independent Research Project is sometimes referred to as the second-year paper because that is when it is generally conducted. Although it is carried out under the close supervision of the faculty advisor or other faculty member, it differs from the research apprenticeship typically completed during the first year. The Independent Research Project should involve a topic of interest to you and you should assume major responsibility for all aspects of the project from research review through data collection and analysis. Whenever possible, this project should be related to the area of expertise to be covered in the Qualifying Examination and/or serve as a pilot study for the dissertation.
Completion of the project should result in a paper that is appropriate for submission for publication. In the writing of the paper, unless otherwise agreed to by the faculty committee, you should adhere in all matters of style to the Publication Manual of the American Psychological Association (latest edition). Upon completion of the project, you should insure that the “Completion of the Independent Research Project” form is obtained from the Department of Education Office, signed by two supervising faculty members, and returned to the Program Office (Education 3102) and filed in the GGSE Student Affairs Office (Education 4100).
If a student does not have a Master’s in a related area, he or she must file for a Master’s degree upon completion of the Independent Research Project. This entails different paperwork depending upon whether the student wants to obtain the Master’s degree through Master's Plan 1 (thesis option) or Master's Plan 2 (project option) as described in the Graduate Division's Graduate Handbook. Students should discuss with their advisor which Plan they wish to pursue and the procedures that will be followed.
If you do not have the Master’s degree as part of your current program and would like to receive the M.A. in Education, please first consult with your faculty advisor and then contact the GGSE Student Affairs Office (Education 4100) about the process to add the degree objective. Master’s Plan 1 requires students to prepare a thesis that is signed by the three M.A. committee members and is filed with the Graduate Division. Prior to defending the thesis, the student should notify the Student Affairs Office about the composition of the master’s committee for approval by Graduate Division’s Graduate Academic Services.
Master’s Plan 2 requires students to defend their Independent Research Project and to obtain signatures from the three members of the M.A. committee on the “Completion of the Independent Research Project” form, the same form used to document that the Independent Research Project milestone has been completed. This form can be obtained from the Department of Education Office. It is filed in the Student Affairs Office (Education 4100).
The Qualifying Examination serves to advance a student to doctoral candidacy. This is an important milestone since, among other things, it signals the completion of coursework, declaration of field of scholarship, or possible reduction of non-resident tuition. A Master’s exam, project, or thesis cannot serve as the qualifying exam. Completion of this milestone is accomplished with the following steps:
- In conjunction with your faculty advisor, write a brief (3-5 pages) description of the areas of knowledge in which you will read and on which you invite examination. What are the major issues in these areas? Why are they important for education and/or schooling?
- In conjunction with your faculty advisor, prepare a categorized reading list that speaks to the above issues.
- In conjunction with a faculty advisor, students will form a committee of at least two additional members of the Academic Senate, one of whom must be from the Department of Education. You may have additional members from our department or other campus departments if you wish.
- Once faculty have agreed to serve on your committee, inform the Student AffairsOffice (SAO) (Education 4100) appropriate paperwork can be processed.
- Present your paper and preliminary reading list to the potential committee members. If they agree to serve, they then may add to your reading list, if they wish.
- Decide with the committee whether to pursue Plan A or Plan B for the written portion of the Candidacy Examination.
Plan A |
Plan B |
A paper which includes a critical review of the literature. You submit this paper to the committee when you believe it is complete. If the advisor is to assist in the thinking and editing process here, the committee should agree to this procedure in advance. The paper must be of sufficiently high quality to be submitted for publication. In the writing of the paper, unless otherwise agreed to by the faculty committee, you will adhere in all matters of style to the Publication Manual of the American Psychological Association (latest edition). |
An examination of questions formed by the committee. A time limit is planned in advance by the committee for the completion of the exam - it can be 1 day, 10 days, or longer, but it must be pre-specified. |
- A week or so after you have submitted the review paper (Plan A) or the answers to the examination questions (Plan B) to your committee, an oral defense of your project is scheduled. This oral examination is required across the UC system. Typically, two hours are scheduled. You should bring a Doctoral Degree Form II, available from the SAO (Education 4100) or on-line at www.graddiv.ucsb.edu/pubs/
A student who passes both the written and oral portions for the Qualifying Examination then advances to candidacy. If a student fails either portion, the committee will determine additional requirements. Again, appropriate forms (Doctoral Degree Form I & Form II) for establishing the doctoral committee and for registering that the student has passed the Qualifying Examination must be completed (see #’s 4 and 7 above).
A doctoral dissertation is a document reporting a piece of original research conducted independently by the student. In the writing of the dissertation, unless otherwise agreed to by the faculty committee, the student will adhere in all matters of style to the Publication Manual of the American Psychological Association (latest edition). The student should also read Filing a Doctoral Dissertation on the Graduate Division’s web-site www.graddiv.ucsb.edu/academic/ before beginning work. Completion of the dissertation is accomplished with the following steps:
- In conjunction with your advisor, conceptualize the dissertation study and develop a detailed proposal for the work, including a description of the problem or issue to be addressed, a review of the pertinent literature, and a description of the procedures by which the study will be conducted. It is in your interest to be as explicit as possible.
- The committee is normally nominated prior to advancing to candidacy although changes may be made. (See earlier committee membership specifications.) Students should submit any changes to that committee to the SAO (Education 4100) for paperwork processing.
- After giving them at least a week to read the proposal, meet with the committee to review it. You will be expected to give an oral presentation outlining the rationale, purpose, and method of the project. As a result of this meeting the committee will decide if the proposal may be approved in its current form or if changes must be made. When the proposal is accepted, the committee must sign the “Approval of Dissertation Proposal” form that can be obtained in the Department of Education Office and must be filed in the Student Affairs Office.
- Conduct the additional work necessary to complete the dissertation in the accepted proposal. Continued interaction with your faculty advisor is advisable, both as you do data collection and analysis and as you compose drafts of components of the dissertation. It may also be appropriate to consult with other members of your committee on specific areas related to their expertise. Although the form of the dissertation, including chapters and/or sections where appropriate, is normally governed by the content and worked out with the advice of the dissertation committee, specific elements as described in the Graduate Division’s Guide must be included. When submitting the dissertation to the committee, all elements of the document should be included (e.g., figures, references, footnotes, appendices, etc.).
- After giving them at least a week to review your final dissertation draft, meet with the committee to defend your dissertation. A dissertation defense involves a formal oral presentation of the project by the student and a series of questions by the faculty. The specific nature of the dissertation defense and its duration varies considerably according to members of the committee. Thus, prior to the defense, you may find it helpful to talk informally to members of the committee about their expectations. You should take responsibility for coordinating the establishment of the date, time, and location of the oral defense. At the end of this defense, the committee will determine whether your dissertation is "passed" or needs more work. Adopting an optimistic stance, you should bring to the defense meeting or submit following revisions 1) at least two copies (on 100% cotton bond paper) of the "signature page" from your dissertation to be signed by the committee members, and 2) a Doctoral Degree Form III, obtained on-line at www.graddiv.ucsb.edu/pubs/ or from the SAO (Education 4100) signifying passage of the dissertation.
- File your dissertation with the Graduate Division on campus, following instructions in the Filing A Doctoral Dissertation or on-line. Deadlines to submit doctoral dissertations to the Graduate Division for graduation dates are listed in the University's schedule. If you are trying to meet specific deadlines, you should plan to conduct your dissertation defense on a date that offers sufficient time before the deadlines to allow revisions that the committee might require.
Students' life situations make the times necessary to complete their degrees vary greatly. However, the Graduate Division has established guidelines for key milestones in the Ph.D. program. All students are expected to take their Qualifying Examination and Advance to Candidacy by the end of their fourth year in the program. Students who do not make this deadline may be placed on academic probation. In addition, it is expected that most students in the Ph.D. Program in Education will complete their degrees within 6 years. This is called the normative time to graduation. Students should consult with their advisors about these deadlines; adjustments may be possible depending upon individual circumstances.
Milestone |
When Typically Completed |
Normative Time |
1. Research Apprenticeship |
3rd Quarter |
|
2. Independent Research Project |
6th Quarter-9th Quarter |
MA: 12th Quarter |
3. Residency |
6th Quarter |
|
4. Qualifying Examination |
9th Quarter-12th Quarter |
12th Quarter |
5. Dissertation Proposal |
10th Quarter-15th Quarter |
|
6. Dissertation Defense |
15th Quarter-18th Quarter |
18th Quarter |
The Emphasis in Educational Leadership and Organization’s (ELO) M.A. degree program consists of two strands: one that serves students who are interested in a research-oriented program, and a second strand that serves students planning to finish the M.A. and continue a professional career.
The research-oriented strand is tied directly to and constitutes a subset of the current Ph.D. Emphasis in ELO. The Department of Education faculty associated with the Ph.D. Emphasis in ELO are also associated with the M.A. program. Further, many required courses for either strand of the M.A. program also meet requirements for the Ph.D. Completion of the Strand I Research Project or Thesis will fulfill the Ph.D.’s “Independent Research Project” requirement.
The strands are designed to meet the needs of students with both scholarly and applied interests. Graduates of Strand I will be prepared to enter a Ph.D. program either here or at another university and will subsequently fill teaching, administrative, research, academic, governmental, consultative, non-profit, or private-sector positions in local, regional, national, and international educational organizations. Graduates of Strand II typically fill teaching, administrative, or consultative positions in schooling (e.g., school district), university, or schooling-oriented (staff-development and training) settings.
Under either plan, the student takes required core and research and analytical methods courses. These courses are tied directly to and constitute a subset of the current required coursework for the Ph.D. in ELO, so the student whose academic plans extend beyond an M.A. may readily petition to add the ELO Ph.D. to his/her course of graduate study.
STRAND I: RESEARCH M.A. CURRICULUM REQUIREMENTS
Students must complete 36 total units selected in consultation with the student’s faculty advisor. These must include:
Three core courses in Policy, Organizations, and Leadership (3 required)
ED 240A - Education Policy
ED 242A - Organizational Theories
ED 247A - Educational Leadership
Research and Analytical Methods Courses (2 required)
ED 214A - Introductory Statistics
ED 221A - Introduction to Qualitative Research Methods
Core Supplemental Courses (3 required, 1 each per area strongly suggested. These are examples of courses; offerings vary from year to year. Please see your advisor for course selection.)
Administrative Topics
Examples:
ED 246A - Evaluation in Education Administration
ED 250C - Federal and State Higher Ed Policy
ED 250B - Advanced Organizational Theory
ED 250C - Special Topics in the Economics of Education
ED 241A - Politics of Education or Political Science 106
ED 245A - Educational Finance
Organizational and Cultural Issues
Examples:
ED 250B - Race and Ethnicity in Schools and Universities
ED 270C - Race and Ethnicity in Amer. Ed: A Comp. Hist.
ED 222D - Law, Ethics and History of Special Ed
ED 204 - History and Ideology of Ed: Comparative Persp.
Leadership for Learning and Teaching
Examples:
ED 222A - Intro. to Exceptional Children
ED 246C - Testing Students
ED 255A - Being a Student
ED 258A – Sem. in Curriculum: Literacy
ED 222B - Acad./Cog. Char. of Students With Mild Disabil.
ED 202A - Bilingual Language Development
M.A. Plan 1, Thesis Option (1 required; 4 units total)
ED 596 - Directed Reading and Research
ED 598 – Master’s Thesis Research and Preparation
(Alternative with Advisor’s permission)
Complete 3 regular academic quarters of study as defined by the academic residence requirement of the University. This will include both research methodology courses and courses that constitute the prescribed core curriculum. Additionally, students, in consultation with their advisor(s), will develop a plan of study that will include other ELO core supplemental and elective courses within the GGSE, and in other disciplines whose theories and methods contribute to a conceptually integrated understanding and investigation of their area(s) of specialization. The minimum course load is 8 units per quarter, although it is strongly recommended that all students enroll full-time for 12 units.
One of the most important goals of the Emphasis is to prepare students to conduct original research in the field of education. This training is provided continually throughout the graduate program and commences with a research apprenticeship upon a student's admission to the program. During the first year, each student is required to participate in a research apprenticeship under the guidance of his or her faculty advisor or another qualified faculty member. The purpose of the apprenticeship is to acquaint you with the hands-on conduct of research by having you participate in the research activities of a faculty mentor. The apprenticeship experience provides you with the opportunity to learn how educational research questions may be formulated and investigated and how the pursuit of research is tied to the needs of the educational community. As part of the apprenticeship experience, you will also learn how faculty researchers evaluate the substance and quality of their research through means such as peer review of research proposals, publications, and other forms of dissemination, and through feedback from educational practitioners and policy makers.
Students are expected to negotiate placement in a research apprenticeship with a faculty member during their first year of their enrollment in the Emphasis. This requirement can be fulfilled through work as a research assistant, through a joint project with a faculty member, or through a variety of other arrangements. Upon completion of this apprenticeship, you should insure that the “Completion of the First Year Research Apprenticeship Form” is obtained from the Department of Education Office, signed by the supervising faculty member, and filed in the SAO (Education 4100).
Students planning to pursue the M.A. under Strand 1 will work under the guidance of a committee that must be comprised of at least three UC ladder faculty members (full, associate, or assistant professors). Two members of the committee must be ladder faculty members from the student’s UCSB major or department, one of whom is appointed as chair or co-chair. An exception memo is required if the student wants the third member who is not a ladder faculty for the committee.
MASTER’S THESIS OR RESEARCH PROJECT
Students can choose to do a Master’s Thesis or Research Project to receive their Master’s degree. This entails different paperwork depending upon whether the student wants to obtain the Master’s degree through Master’s Plan 1 (thesis option) or Master’s Plan 2 (project option) as described in the Graduate Division’s Graduate Handbook. Review Graduate Division’s “Filing a Master’s Thesis” on-line at www.graddiv.ucsb.edu/academic/ Students should discuss with their advisor which Plan they wish to pursue and the procedures that will be followed.
Master’s Plan 1 requires students to prepare a thesis that is signed by the three M.A. committee members and is filed with the Graduate Division. Prior to defending the thesis, the student should notify the GGSE Student Affairs Office (Education 4100) about the composition of the master’s committee for approval by Graduate Division’s Graduate Academic Services. Master’s Theses follow the guidelines established by the UCSB Graduate Division. An oral defense of the Thesis is required (the M.A. Form I must be filed with the Student Affairs Office).
Master’s Plan 2 requires students to carry out a research project. The section on the Independent Research Project in the Ph.D. description describes the guidelines for doing a research project. Students must defend their project and obtain signatures from the three members of the M.A. committee on the “Completion of the Independent Research Project” form. This form can be obtained from the Department of Education Program Office. It is filed in the Student Affairs Office (Education 4100).
The Master’s degree is normally completed in 4 to 6 quarters by a full-time student who is not working outside of the University. Students who take fewer than 12 units per quarter or who work full-time off campus may require more time. The Graduate Council has established that students should complete the Master’s degree within 4 years. Students who combine the Research M.A. (Strand I) with a subsequent Ph.D. in the Department should complete their graduate studies in 6 years.
STRAND II: PROFESSIONAL M.A. CURRICULUM REQUIREMENTS
Students must complete 36 total units selected in consultation with the student’s faculty advisor. These must include:
Three core courses in Policy, Organizations, and Leadership (3 required)
ED 240A - Education Policy
ED 242A - Organizational Theories
ED 247A - Educational Leadership
Research and Analytical Methods Courses (1 of the following required)
ED 214A - Introductory Statistics
ED 221A - Introduction to Qualitative Research Methods
Core Supplemental Courses (3 required, 1 each per area strongly suggested. These are examples of courses; offerings vary from year to year. Please see your advisor for course selection.)
Administrative Topics
Examples:
ED 246A - Evaluation in Education Administration
ED 250C - Federal and State Higher Ed Policy
ED 250B - Advanced Organizational Theory
ED 250C - Special Topics in the Economics of Education
ED 241A - Politics of Education or Political Science 106
ED 245A - Educational Finance
(Alternative with Advisor’s permission)
Organizational and Cultural Issues
Examples:
ED 250B - Race and Ethnicity in Schools and Universities
ED 270C - Race and Ethnicity in Amer. Ed: A Comp. Hist.
ED 222D - Law, Ethics and History of Special Ed
ED 204 - History and Ideology of Ed: Comparative Persp.
(Alternative with Advisor’s permission)
Leadership for Learning and Teaching
Examples:
ED 222A - Intro. to Exceptional Children
ED 246C - Testing Students
ED 255A - Being a Student
ED 258A - Sem. in Curriculum: Literacy
ED 222B - Acad./Cog. Char. of Students With Mild Disabil.
ED 202A - Bilingual Language Development
(Alternative with Advisor’s permission)
OR other courses in a defined topic area approved by the advisor. An optional practicum experience may be taken, upon approval of the advisor, for a maximum of 6 units.
M.A. Comprehensive Exam (1 required; 4 units total)
ED 596 - Directed Reading and Research
ED 597 - Comprehensive Exam
(Alternative with Advisor’s permission)
Complete 3 regular academic quarters of study as defined by the academic residence requirement of the University. This will include both research methodology courses and courses that constitute the prescribed core curriculum. Additionally, students, in consultation with their advisor(s), will develop a plan of study that will include other ELO core supplemental and elective courses within the Gevirtz Graduate School of Education, and in other disciplines whose theories and methods contribute to a conceptually integrated understanding and investigation of their area(s) of specialization. The minimum course load is 8 units per quarter, although it is strongly recommended that all students enroll fulltime for 12 units.
In this option for obtaining the Master’s degree students must pass the First Year Comprehensive Examination, covering material presented in the three core courses. This approximately 20 page take-home examination asks the student to demonstrate his/her knowledge of/ability to analyze and apply the ideas, research, and practices presented in the core courses. The student can enroll, with the consent of his/her advisor, in ED 597 while preparing for this comprehensive examination.
Three ELO faculty members (the student’s advisor and two others) will grade this examination anonymously. There are three possible grading outcomes:
- The student may Pass if both graders rate the examination a pass or marginal pass, in which case the graders, plus the student’s advisor, will sign a “Comprehensive Examination Form” available from the Student Affairs Office. The student will then file this form with the Student Affairs Office and, if a degree-check by that Office indicates that all milestones and forms have been accomplished, the student is then eligible to receive his/her M.A. degree by Strand II - Examination Option.
- The student may Conditionally Pass, in which case one or more graders want the student to rewrite portions of the examination before signing off on the “Comprehensive Examination Form”. This rewrite will be due no later than the first day of instruction Fall 2008 and must receive a grade of Pass for the student to receive a signed “Comprehensive Examination Form” and to be eligible for a final degree check and for her/his M.A. degree by Plan II Option.
- The student may be graded Incomplete, in which case two or more graders want the student to retake the examination the next time it is offered. The student who is graded Incomplete can discuss future academic options with his/her academic advisor, the ELO Emphasis Leader, the Department Chair, and/or the Graduate Dean. The student must pass the First Year Comprehensive Examination on this retake for her/him to be eligible to receive his/her M.A. degree by Plan II Option.
The Master’s degree is normally completed in 4 to 6 quarters by a full-time student who is not working outside of the University. Students who take fewer than 12 units per quarter or who work full-time off campus may require more time. The Graduate Council has established that students should complete the Master’s degree within 4 years. Students who combine the Research M.A. (Strand I) with a subsequent Ph.D. in the Department should complete their graduate studies in 6 years.
PLEASE NOTE: INFORMATION SUBJECT TO CHANGE WITHOUT NOTIFICATION |
FACULTY ASSOCIATED WITH THE EMPHASIS
Naftaly Glasman
Russell Rumberger (Emphasis Leader)
Julian Weissglass
Revised: 9/11/09