Education Studies

OFFICE: Building 517A, University Center
http://eds.ucsd.edu

Director

Randall J. Souviney

Associate Director

Tom L. Humphries

Professors

Courses

Education Studies (EDS) at UCSD offers the Master of Education Degree/California Preliminary Multiple Subject Teaching Credential for elementary school teachers, the Master of Education Degree/California Preliminary Single Subject Credential in English, mathematics, biology, chemistry, geosciences, and physics for secondary school teachers, the Master of Arts in teaching and learning with an emphasis in curriculum design, the Master of Arts in deaf education, the Doctor of Education (Ed.D.) in teaching and learning, the Doctor of Education in educational leadership, and a minor in education.

A primary focus of Education Studies is multicultural education. We require candidates to master the subject matter that they will teach and develop a repertoire of teaching practices which use their students’ cultural knowledge and language as educational resources.

Admissions Process

February 1 is the application deadine for the M.Ed./Credential programs. All applicants must apply online at http://eds.ucsd.edu

Applicants interested in financial aid should complete the FAFSA application by March 2, and may contact Graduate Student Financial Services at (858) 534-3807.

Each applicant is carefully reviewed for admission by a committee. The selection committee ensures that applicants have completed the requirements for admission described below and evaluates each applicant on the basis of the following criteria:

  1. A strong interest in multicultural approaches to education; a strong desire to improve the quality of American education; a strong desire to develop self-activated learners;
  2. Experience working with children in educational environments, especially with students from diverse backgrounds;
  3. Participation in public service activities;
  4. Academic excellence in their undergraduate and graduate studies.

More information about the entire application process is available on the EDS Web site at http://eds.ucsd.edu.

The Master of Education (M.Ed.)

The M.Ed. articulates with Preliminary Multiple Subject and Preliminary Single Subject credential programs. It is a rigorous 15- to 24-month professional degree program designed specifically for preservice elementary and secondary teachers earning their initial teaching credential at UCSD. This course of study allows candidates to earn a Preliminary teaching credential and the M.Ed. degree from UCSD prior to entering the teaching profession. The program requires applicants with strong subject matter preparation.

Prerequisite Requirements for Graduate Preliminary Credential Programs

Master of Education/Preliminary Multiple Subject (Elementary) Credential

  • UCSD Undergraduates: Students working toward any major at UCSD may complete the prerequisite Preliminary Multiple Subject Credential admission requirements and Educational Foundations courses while they are undergraduates.

Preliminary Multiple Subject Prerequisite Credential Requirements

  1. Undergraduates completing any major at UCSD may complete the prerequisite requirements for the Preliminary Multiple Subject Credential prior to completing their degree. Candidates who have already received a Bachelor of Arts or Science from any University of California campus, or an appropriate equivalent degree from another institution, must apply for graduate status as a M.Ed. Preliminary Multiple Subject credential student. Examples of majors not eligible for application to EDS include Business, Education, Liberal Studies, Marketing, and Recreation.
    A 3.0 cumulative GPA is required from the institution awarding the bachelor’s degree.
  2. Subject Matter Competence:
    This requirement is satisfied by providing evidence of satisfactory completion of the California Subject Examinations for Teachers (CSET).
  3. The California Basic Educational Skills Test (CBEST):
    Evidence of passing the CBEST satisfies this requirement.
  4. U.S. Constitution requirement:
    This requirement is satisfied by either:
    • Completion of a course covering the provisions and principles of the U.S. Constitution, or
    • Passage of an appropriate exam offered through the County Office of Education (Contact the EDS office for information.)
  5. Sensitivity to second language learning:
    Applicants must demonstrate, through course work or equivalent experience, an informed sensitivity to the challenges of second language learning and acquisition. This can be fulfilled in one of three ways:
    • Completion of nine quarter units of college course work in a single language that is not the applicant’s native language, or
    • Completion of three years of secondary school course work in a language other than English. The course work must be taken in grades 7 through 12, with at least a B average, or
    • Demonstration of an “equivalent experience” in a second language situation. Applicants who wish to satisfy this requirement by one of the three options listed below must submit an essay that describes the length and circumstances of the experience, including at least three specific examples of situations that helped you gain personal knowledge and appreciation of issues surrounding second language acquisition in a diverse cultural setting. The three equivalent experience options are:
      1. The applicant has lived for prolonged period of time in a country where the language spoken was not native to the applicant, and where the applicant was continuously required to speak that second language (e.g., Peace Corps).
      2. The applicant has had an extended experience immersed in a multilingual community in his/her native country.
      3. The applicant was raised in a multilingual community.
  6. Satisfactory scores on the Graduate Record Exam (GRE) General Test
  7. Prerequisites for BCLAD Emphasis in Spanish or American Sign Language options:
    These emphases are designed for students who have sufficient bilingual skills to effectively teach in English and either Spanish or American Sign Language. Students interested in applying for admission to the BCLAD program must demonstrate:
    1. Spanish or American Sign Language fluency:
      1. Spanish: Completion of two Spanish literature courses (Spanish/English BCLAD only), at least one of which must be upper-division in either Latin American or Chicano literature, and completion of the EDS Spanish Language Assessment, with an FSI score of at least 3 (scores of 3- will be accepted, but students must receive a score of 3 prior to being recommended for the BCLAD credential). Since these exams are coordinated by EDS, please contact EDS in January prior to your application to the credential program.
      2. American Sign Language: Completion of the EDS American Sign Language assessment with a rating of “acceptable” by a panel of assessors
    2. Cultural Knowledge:
      1. Spanish: One history course and one culture course covering Chicano or Latin American-related topics
      2. American Sign Language: At least one course on the language or culture of deaf people in the U.S. or intensive experience living among deaf people in the U.S.
    3. History, Politics, and Theory of Bilingual Education: EDS 125 or ETHN 140.
    4. A desire to teach in a bilingual setting.
      Note      : A grade of B- or higher is required for all BCLAD courses.

Educational Foundations Course-of-Study for M.Ed./Preliminary Multiple Subject (Elementary) Credential Candidates

UCSD students planning to apply to the M.Ed./Preliminary Multiple Subject (elementary) Credential Program must complete the Introduction to Teaching and Learning requirement listed in a below and one course from each of the remaining three areas, b, c, and d (see Table 1 for a sample schedule). Graduate students admitted as prerequisite candidates may satisfy the Multiple Subject prerequisite requirements as an academic year program or through an intensive summer program of defined coursework (contact EDS for admission requirements and scheduling). A minimum 3.0 GPA for all prerequisite coursework is required for admission to the EDS credential program.

  1. Introduction to Teaching and Learning. Three of the following courses and a corequisite practicum for each:
    EDS 130. Introduction to Academic Mentoring of Elementary School Students
    or
    EDS 134. Introduction to Literacy and Numeracy Tutoring (recommended for Multiple Subject candidates)
    and
    EDS 128A-B. Introduction to Teaching and Learning (EDS 130 [or 134] is a prerequisite for EDS 128A and cannot be taken concurrently. EDS 128A and 128B are restricted to students applying to EDS at UCSD and must be taken in the year of application to the program.)
    and
    EDS 139. Practicum in Teaching/Learning (corequisite for EDS 130 or 134 and EDS 128A-B)
  2. Learning Environments. One of the following courses or equivalent:
    EDS 114. Cognitive Development and Interactive Computing Environments (recommended for Multiple or Single Subject candidates)
    EDS 115. Cognitive Development and Education (recommended for Multiple Subject candidates)
    EDS 118. Adolescent Development and Education (recommended for Single Subject candidates)
    EDS/LIGN 119. First and Second Language Learning: From Childhood through Adolescence (recommended for Single Subject candidates)
    CogSci. 154. Communication Disorders in Children and Adults (same as Psy. 174)
    COMT 116 Practicum in Child Development (same as HDP 135/Psy. 128)
    HDP 1. Introduction to Human Development
    Psychology 101. Introduction to Developmental Psychology
  3. Language and Culture. One of the following courses or equivalent:
    EDS/SocB 117. Language, Culture and Education (recommended for all credential candidates)
    EDS 125. History, Politics, and Theory of Bilingual Education (or ETHN 140 required for candidates preparing to teach in bilingual classrooms)
    ANGN 117. Anthropology of Education (recommended for all credential candidates)
    ANGN 149. Language in Society
    COHI 121. Literacy, Social Organization, and the Individual
    COHI 114. Bilingual Communication
    Ethnic Studies 141. Language and Culture
  4. School and Society. One of the following courses or equivalent:
    EDS/SocC. 126. Social Organization of Education (recommended for credential candidates)
    ECON 147. Economics of Education
    ANGN 112. Language, Identity, and Community
    ETHN 140. Language and American Ethnicity (or EDS 125 required for candidates preparing to teach in bilingual classrooms)
    ETHN 144. Bilingual Communities in the U.S.A.

Table 1: Sample Course-of-Study for Preliminary Multiple Subject (Elementary) Credential

FALL

WINTER

SPRING

EDS 134

EDS 128A (only W)

EDS 128B (only S restricted to EDS candidates) 

EDS 139  

EDS 139 

EDS 139

EDS 117* (or EDS 125 or ETHN 140 for BCLAD)

EDS 114/115

EDS 126*

* Offered various quarters. See other options above.

Professional Preparation

After students complete the prerequisites described above, they apply to the program, as described above. Upon acceptance, teacher candidates complete the professional preparation activities which lead to the award of the Preliminary Multiple Subject credential.

The professional preparation component of the Preliminary Multiple Subject credential consists of five courses and fifteen weeks of student teaching in elementary school classrooms.

Additional Requirements for BCLAD Candidates

Students pursuing the BCLAD emphasis in Spanish must also take EDS 152A-B (Bilingual Instructional Practices). Furthermore, BCLAD candidates will be placed in bilingual student teaching situations.

A typical student schedule for the professional preparation program is shown in Table 1:

Table 1: Schedule of Professional Preparation Activities for the M.Ed./Preliminary Multiple Subject Credential

FALL

WINTER

SPRING

SUMMER

EDS 151 (4)

EDS 161B (6)

EDS 161C (4)

EDS 204 (4)

EDS 161A (6)

EDS 169A (9)

EDS 169B (9)

EDS 206 (4)

EDS 190 (4)

EDS 205A (2)

EDS 182 (4)

  

EDS 201 (4)

  

EDS 205B (2)

  

EDS 203 (4)

     

EDS 250 (4)

      

BCLAD candidates:

      

EDS 152A (2)

EDS 152B (2)

    

Master of Education/Preliminary Single Subject (Secondary) Credential

• UCSD Undergraduates: Students working towards a Literature, Linguistics, Mathematics, or any Science major at UCSD may complete the prerequisite Single Subject Credential requirements while they are undergraduates.

Preliminary Single Subject Credential Prerequisite Requirements

  1. Undergraduates working toward selected majors at UCSD may complete the prerequisite requirements for the Preliminary Single Subject Credential prior to completing their degree. Students must be working toward a major in the discipline corresponding to that of the desired credential:
    • English: any UCSD Literature or Linguistics major, or equivalent
    • Mathematics: any UCSD Mathematics, Engineering, or Computer Science major, or equivalent,
    • Biology, Chemistry, Geosciences, or Physics: any UCSD Natural Science major, or equivalent.
    Candidates who have already received a literature, linguistics, mathematics, or science Bachelor of Arts or Science degree from any University of California campus, or an appropriate equivalent degree from another institution, must apply for graduate status as an M.Ed./Preliminary Single Subject credential student.
    A 3.0 cumulative GPA is required from the institution awarding the bachelor’s degree.
  2. Subject Matter Competence:
    This requirement is satisfied by either:
    • providing evidence of satisfactory completion of the appropriate sections of the California Subject Examinations for Teachers (CSET)
      or
    • having completed all of the subject matter preparation program for the desired single subject credential.
  3. The California Basic Educational Skills Test (CBEST):
    Evidence of passing the CBEST satisfies this requirement.
  4. U.S. Constitution requirement:
    • completion of a course covering the provisions and principles of the U.S. Constitution
      or
    • passage of an appropriate exam offered through the County Office of Education (Contact the EDS office for information.)
  5. Sensitivity to second language learning:
    Applicants must demonstrate, through course work or equivalent experience, an informed sensitivity to the challenges of second language learning and acquisition. This can be fulfilled in one of three ways:
    • completion of nine quarter units of college course work in a single language that is not the applicant’s native language
      or
    • completion of three years of secondary school course work in a language other than English. The course work must be taken in grades 7 through 12, with at least a B average
      or
    • demonstration of an “equivalent experience” in a second language situation. Applicants who wish to satisfy this requirement by one of the three options listed below must submit an essay that describes the length and circumstances of the experience, including at least three specific examples of situations that helped you gain personal knowledge and appreciation of issues surrounding second language acquisition in a diverse cultural setting. The three equivalent experience options are:
    1. The applicant has lived for a prolonged period of time in a country where the language spoken was not native to the applicant, and where the applicant was continuously required to speak that second language (e.g., Peace Corps).
    2. The applicant has had an extended experience immersed in a multilingual community in his/her native country.
    3. The applicant was raised in a multilingual community.
  6. Satisfactory scores on the Graduate Record Exam (GRE) General Test.
  7. Prerequisites for BCLAD Emphasis in Spanish:
    This emphasis is designed for students who have sufficient bilingual skills to effectively teach in English and Spanish. Students interested in applying for admission to the BCLAD program must demonstrate:
    1. Spanish Language Fluency:
      1. Completion of two Spanish literature courses, at least one of which must be upper-division in either Latin American or Chicano literature, and
      2. Completion of the EDS Spanish Assessment, with an FSI score of at least 3 (Scores of 3- will be accepted, but student must receive a score of 3 prior to being recommended for the BCLAD credential.) Since these exams are coordinated by EDS, please contact EDS in January prior to application to the credential program.
    2. Cultural Knowledge: One history course and one culture course covering Chicano or Latin American-related topics.
    3. History, Politics, and Theory of Bilingual Education: EDS 125 or ETHN 140.
    4. A desire to teach in a bilingual setting.
      Note: A grade of B– or higher is required for all BCLAD courses.

Educational Foundations Course-of-Study for M.Ed./Preliminary Single Subject (Secondary) Credential Candidates

UCSD students planning to apply to the M.Ed./Preliminary Single Subject (secondary) Credential Program must complete the Introduction to Teaching and Learning requirement listed in a below and one course from each of the remaining three areas, b, c, and d (see Table 2 for a sample schedule). A minimum 3.0 GPA for all prerequisite coursework is required for admission to the EDS credential program.

  1. Introduction to Teaching and Learning. Three of the following courses and a corequisite practicum for each:
    EDS 129 A-B-C. Introduction to Teaching and Learning (EDS 129B and 129C are restricted to students applying to EDS at UCSD and must be taken in the year of application to the program.)
    Or
    EDS 136. Introduction to Academic Tutoring of Secondary School Students or EDS 138. Introduction to Academic Tutoring at the Preuss School (may be substituted for EDS 129A only)
    and
    EDS 139. Practicum in Teaching/Learning (corequisite for EDS 129 ABC and EDS 136)
    and
    EDS 190. Research Practicum (take concurrently with EDS 129C)
  2. Learning Environments. One of the following courses or equivalent:
    EDS 114. Cognitive Development and Interactive Computing Environments (recommended for Multiple or Single Subject candidates)
    EDS 115. Cognitive Development and Education (recommended for Multiple Subject candidates)
    EDS 118. Adolescent Development and Education (recommended for Single Subject candidates)
    EDS/LIGN 119. First and Second Language Learning: From Childhood through Adolescence (recommended for Single Subject candidates)
    CogSci. 154. Communication Disorders in Children and Adults (same as Psy. 174)
    COMT 116. Practicum in Child Development (same as HDP 135/Psy. 128)
    HDP 1. Introduction to Human Development
    Psychology 101. Introduction to Developmental Psychology
  3. Language and Culture. One of the following courses or equivalent:
    EDS/SocB. 117. Language, Culture and Education (recommended for credential candidates)
    EDS 125. History, Politics, and Theory of Bilingual Education (or ETHN 140 required for candidates preparing to teach in bilingual classrooms)
    ANGN 117. Anthropology of Education
    ANGN 149. Language in Society
    COHI 121. Literacy, Social Organization, and the Individual
    COHI 114. Bilingual Communication
    ETHN 141. Language and Culture
  4. School and Society. One of the following courses or equivalent:
    EDS/SocC. 126. Social Organization of Education (recommended for credential candidates)
    ECON 147. Economics of Education
    ANGN 112. Language, Identity, and Community
    ETHN 140. Language and American Ethnicity (or EDS 125 required for candidates preparing to teach in bilingual classrooms)
    ETHN 144. Bilingual Communities in the U.S.A.

Table 2: Sample Course-of-Study for Preliminary Single Subject (Secondary) Credential

FALL

WINTER

SPRING

EDS 129A (only F)

EDS 129B (only W)

EDS 129C (only S restricted to EDS candidates)

EDS 139

EDS 139

EDS 126*

EDS 117* (EDS 125 or ETHN 140 for BCLAD)

EDS 114/118/119

EDS 139

 

 

EDS 190 (concurrent with EDS 129C)

*Offered various quarters. See options above.

Internship and Student Teaching Programs

Those admitted to the M.Ed./Preliminary Single Subject Credential Program are eligible to be interviewed in June, July, and August for a paid internship for the following school year, in a local middle or high school. Availability of internship positions in not guaranteed, though EDS attempts to facilitate internship positions for all Single Subject students. Students who do not receive an internship position will do their practicum as student teachers instead. Interns are responsible for teaching English, mathematics, biology, chemistry, geosciences, or physics courses under the guidance of an EDS supervisor and an on-site adviser. Interns, who are generally hired for part-time teaching loads, receive a salary from the school district commensurate with the number of courses they teach.

Professional Preparation Courses

Once students are selected, they are provided an intensive program of professional preparation, including a full-time summer program of teaching methods courses and seminars offered throughout the academic year which address classroom management techniques and strategies for dealing with concrete teaching and learning situations.

A typical student schedule for the Preliminary Single Subject Professional Preparation Program is shown in Table 2.

Table 2: The Professional Preparation Program for the M.Ed./Preliminary Single Subject Credential

SUMMER (1)

FALL

WINTER

SPRING

EDS 173 (4) or (174  or 175)

EDS 179A (8)

EDS 179B (8)

EDS 179C (8)

EDS 176 (4)

EDS 151 (4)

EDS 181 (4)

EDS 182 (4)

EDS 201 (4)

  

EDS 205A (2)

EDS 205B (2)

EDS 203 (4)

     

EDS 250 (4)

      

For BCLAD Candidates:

      

EDS 152B (2)

EDS 152A (2)

    

SUMMER (2)

      

EDS 204 (4)

     

EDS 206 (4)

      

Minor in Education Studies

UCSD undergraduate students who are interested in pursuing a teaching credential should refer to the appropriate elementary or secondary Educational Foundations course of study when selecting courses for the minor. Contact EDS for details.

Education Studies offers a Minor in Education Studies that requires a minimum of twenty-eight units, twenty units of which must be upper-division. All courses for the minor must be taken for a letter grade except EDS 139. Students must complete a course-of-study that includes a minimum of one course in category a below and a minimum of one course from two of the remaining three categories b, c, or d. The EDS minor requires a minimum of twelve units in EDS courses. A maximum of eight units of practicum (EDS 139) may be applied to the minor.

  1. Introduction to Teaching and Learning

    One     of the following courses (four quarter units) and corequisite practicum EDS 139 (two quarter units)

    EDS 128A-B. Introduction to Teaching and Learning (Elementary). (EDS 130 [or 134] is a prerequisite for
    EDS 128A. and cannot be taken concurrently. EDS 128A and 128B are restricted to students applying to EDS at UCSD and must be taken in the year of application to the program.)

    EDS 129A-B-C. Introduction to Teaching and Learning (Secondary) (It is preferable that 129A be taken in the fall quarter of senior year. EDS 129B and 129C are restricted to students applying to EDS at UCSD and must be taken in the year of application to the program.)

    EDS 130. Introduction to Academic Mentoring of Elementary School Students

    EDS 134. Introduction to Literacy and Numeracy Tutoring (recommended for Multiple Subject candidates)

    EDS 136. Introduction to Academic Tutoring of Secondary School Students

    EDS 138. Introduction to Academic Tutoring of Preuss School Students

    and

    EDS 139. Practicum in Teaching/Learning
  2. Learning Environments

    EDS 114. Cognitive Development and Interactive Computing Environments (recommended for Multiple or Single Subject candidates)

    EDS 115. Cognitive Development and Education (recommended for Multiple Subject candidates)

    EDS 118. Adolescent Development and Education (recommended for Single Subject candidates)

    EDS 119/LIGN 119. First and Second Language Learning: From Childhood through Adolescence (recommended for Single Subject candidates)

    CogSci. 154. Communication Disorders in Children and Adults (same as Psy. 174)

    COMT 116. Practicum in Child Development (same as HDP 135/Psy. 128)

    HDP 1. Introduction to Human Development

    Psy. 101. Introduction to Developmental Psychology
  3. Language and Culture

    EDS/SocB. 117. Language, Culture and Education (recommended for all EDS credential candidates)

    EDS 125. History, Politics, and Theory of Bilingual Education (or ETHN 140 required for students preparing to teach in bilingual classrooms and recommended for all EDS credential candidates)

    ANGN 117. Anthropology of Education

    ANGN 149. Language in Society

    COCU 144. Language and Society

    COHI 121. Literacy, Social Organization, and the Individual

    COHI 122. Communication and the Community

    COHI 114. Bilingual Communication

    ETHN 140. Language and American Ethnicity

    ETHN 141. Language and Culture
  4. School and Society

    EDS/Soc. 126. Social Organization of Education (recommended for all EDS credential candidates)

    ECON 147. Economics of Education

    ANGN 112. Language , Identity, and Community

    ETHN 140. Language and American Ethnicity

    ETHN 144. Bilingual Communities in the U.S.A.

The Master of Arts in Teaching and Learning: Curriculum Design

The M.A. in Teaching and Learning (Curriculum Design) offers professional educators in elementary and secondary schools an extensive overview of principles of educational research and curriculum design.

A key feature of the M.A. program is the integration of research and practice. M.A. students remain full-time teachers for the duration of the program. They design, implement, and evaluate curricular innovations in their own classrooms. The culmination of the M.A. work is a thesis describing the rationale, development, and effectiveness of these innovations.

Examples of M.A. Research Projects

The topics of the M.A. theses in past years are varied, and have included: multimedia approaches to secondary biology and chemistry instruction; writing revision among emergent writers; building partnerships between families and schools; activities which link home and school experiences in the content areas of reading and writing, mathematics, science, and social studies; improved integration of curriculum and assessment; motivation and art; using technology for mathematics and geography teaching; and embedding ESL in native language instruction.

The M.A. Course of Study (Teaching and Learning: Emphasis in Curriculum Design)

The M.A. program requirements consist of forty quarter units of course work, including the master’s thesis. Courses are usually offered for 4.0 quarter units of credit, and are typically offered one night per week, from 5:00–8:00 p.m. Core course work comprises twenty-eight units, with the remaining twelve units consisting of elective course work.

A typical program consists of:

Core M.A. Course work

First Summer (mid June–late August)

EDS 231 Advanced Instructional Practices
or
EDS 232 Special Topics in Education
(offered alternating summers)

EDS 229 Introduction to Educational Resources

Fall, Winter, and Spring:

EDS 230A-B-C Research in Curriculum Design

EDS 233A-B Topics in Education Research and Design

EDS 290 Research Practicum

Second Summer (mid June–late August)

EDS 231 Advanced Instructional Practices
or
EDS 232 Special Topics in Education
(offered alternating summers)

EDS 295 M.A. Thesis

Completion of M.A. thesis writing.

Admission to the M.A. program in teaching and learning at UCSD is competitive. Factors considered by the selection committee include:

  • teaching experience
  • professional development activities
  • experience and interest in curriculum design
  • academic record

Admission to graduate standing at UCSD requires a minimum cumulative GPA of 3.0 for any prior graduate work, and for the bachelor’s degree. Official scores from the GRE verbal, analytic, and quantitative sections are also required. Application deadline is February 1.

The Master of Arts in Teaching and Learning: Bilingual Education (ASL-English)

Education Studies (EDS) at UCSD offers a master of arts in teaching and learning: bilingual education emphasis (ASL-English) and the California Deaf and Hard-of-Hearing Specialist Teaching Credential and the Preliminary Multiple Subject Teaching Credential with BCLAD emphasis for elementary school teachers. This program of study includes extensive practicum experience combined with the latest research and innovation in bilingual education and deaf education. Students in the program participate in research and development on the leading edge of bilingual, multicultural education for deaf and hard-of-hearing children.

In keeping with its aim of training teachers who will be able to meet the needs of deaf and hard-of-hearing children from various language and cultural backgrounds, EDS requires fluency in ASL for acceptance into the program. EDS’s teacher training program is designed to prepare teachers to work in various types of school settings from residential school classrooms to local public school classrooms for deaf and hard-of-hearing children. EDS recognizes that deaf and hard-of-hearing children need teachers who are themselves bilingual and knowledgeable about the role of culture in human development.

Prerequisite Course of Study Education Foundations Sequence

Prior to admittance to the credential and master’s study, prerequisite students (or UCSD undergraduates pursuing the minor in education studies) complete the following five courses offered during the first summer.

EDS 128A-B: Introduction to Teaching and Learning (Elementary)
EDS 115: Cognitive Development and Education
EDS 117: Language, Culture and Education
EDS 125: History, Politics, and Theory of Bilingual Education

Program of Study for the Deaf and Hard-of-Hearing Specialist Credential, the Preliminary Multiple Subject Teaching Credential with BCLAD Emphasis, and the Master of Arts in Teaching and Learning.

After completion of the prerequisite component, students complete a program of study resulting in the California Deaf and Hard-of-Hearing Specialist Credential at the elementary level. Students also qualify for the Preliminary Multiple Subject (BCLAD) credential.

This program of study consists of courses in bilingual education theory, methods, and applications to deaf education in addition to intensive classroom practice. During the second year of study the focus is on designing, implementing and evaluating a research-based project. This integration of research and practice is central to the goal of the M.A. program to develop teachers as researchers.

A typical program of study includes:

Year 1

Fall

COHI 124: Voice: Deaf People in America
EDS 142A: ASL-English Bilingual Education Practices
EDS 161A: Innovative Instructional Practices
EDS 190: Research Practicum (four units)
EDS 203: Technology, Teaching, and Learning
EDS 201: Introduction to Resources for Teaching and Learning
EDS 250: Equitable Educational Research and Practice

Winter

EDS 142B: ASL-English Bilingual Education Practices
EDS 161B: Innovative Instructional Practices
EDS 169A: Practicum in Student Teaching

Spring

EDS 142C: ASL-English Bilingual Education Practices
EDS 161C: Innovative Instructional Practices
EDS 169B: Practicum in Student Teaching
EDS 182: Inclusive Educational Practices

Year 2

Fall

EDS 151: Teaching the English Language Learner
EDS 240A: Research in ASL-English Bilingual Education
EDS 241: Advanced Topics in Deaf Education

Winter

EDS 233A: Topics in Education Research and Design
EDS 240B: Research in ASL-English Bilingual Education
EDS 290: Research Practicum

Spring

EDS 149: Education Specialist Student Teaching
EDS 240C: Research in ASL-English Bilingual Education

Summer

EDS 295: M.A. Thesis

Admission Requirements

Candidates will apply to graduate admission to the prerequisite component of this program. Upon satisfactory completion of the prerequisite component, students will advance to the professional component and master’s component which require two years of study. The following are the minimum eligibility requirements to for admission to the graduate prerequisite component. Applications are available beginning in January. Application deadline is February 1.

  • A bachelor’s degree with a 3.0 cumulative GPA
  • Official Graduate Record Exam (GRE) scores
  • Subject matter competence (CSET)
  • The California Basic Educational Skills Test (CBEST)
  • Completion of a course including the provisions and principles of the U.S. Constitution, or passage of the appropriate exam
  • Official Graduate Application and Fee
  • Statement of Purpose and Reference Letters
  • Fluency in American Sign Language
  • Knowledge and experience of the social and cultural life of deaf people
  • A desire to teach deaf children of varying language and cultural backgrounds

Admission to graduate standing at UCSD requires a minimum cumulative GPA of 3.0 for any prior graduate work, and for the bachelor’s degree. Official scores from the GRE verbal, analytic, and quantitative sections are also required.

Doctor of Education (Ed.D.) in Teaching and Learning

Education Studies at UCSD offers a Doctor of Education (Ed.D.) degree in Teaching and Learning. This cohort-based four-year doctorate is designed to enable professional educators to participate in a research-based program while working in an educational setting. The Ed.D. course of study provides a research perspective on educational reform, with the expectation of developing regional leadership for K–12 and postsecondary teaching and learning. With its rich tradition of research and technological innovation, UCSD is uniquely positioned in the region to provide the research expertise for this Ed.D. program.

The Doctor of Education in Teaching and Learning program provides professional educators with the knowledge and skills to serve as faculty of pre-service teacher education and leaders of professional development for practicing teachers. Students take courses which address the topics of school reform and educational equity; learning and educational technology; curriculum research and theory; qualitative and quantitative research methods; cognition and learning theory; the social organization of schooling; language and culture; and research on teaching and learning. The application deadline is February 1.
The following is a typical course of study:

YEAR 1

Summer

EDS 229: Introduction to Educational Resources
EDS 231 Advanced Instructional Practices
or
EDS 232 Special Topics in Education
(offered alternating summers)

Fall-Winter-Spring

EDS 230A-B-C: Research in Curriculum Design

Summer

EDS 295: M.A. Thesis
EDS 231 Advanced Instructional Practices
or
EDS 232 Special Topics in Education
(offered alternating summers)

YEAR 2

Fall

EDS 260A: Educational Research and Evaluation Design
EDS 270: Leadership and Equity in Educational Reform

Winter

EDS 260B: Educational Research and Evaluation Design
Elective Graduate Seminar

Spring

EDS 260C: Educational Research and Evaluation Design
Elective Graduate Seminar

YEAR 3

Fall-Winter-Spring

EDS 261A-B-C: Advanced Research and Evaluation Methods
Elective Graduate Seminar

YEAR 4

Fall-Winter-Spring

EDS 262A-B-C: Dissertation Writing Seminar
EDS 299: Dissertation Research

Doctor of Education (Ed.D.) in Educational Leadership

The Doctor of Education in Educational Leadership is offered through a partnership among UCSD, California State University, San Marcos (CSUSM), and San Diego State University (SDSU). The program is designed as a professional degree for P-12 and postsecondary educators who will develop advanced leadership and research skills related to their own institutional settings. Students will typically be mid-career working professional educators who will attend classes on weeknights and weekends over a thirty-six-month period. Students will take courses designed to develop four specific leadership capacities: (1) leadership for learning; (2) leadership for a diverse society; (3) leadership for organizational change; and (4) leadership for organizational development. This program prepares leaders for culturally, linguistically, and economically diverse educational settings. Students will conduct research on professional practice within their own institutions, addressing specific local problems that have national implications for teaching and learning, school reform, and professional development. Students completing the program will receive a joint degree from either UCSD and CSUSM, or UCSD and SDSU. The application deadline is August 1.

The following is a typical course of study taught by UCSD, SDSU, and CSUSM faculty:

Year 1
Winter

EDS 280: Re-Thinking Leadership
EDS 287A: Educational Research and Evaluation Design
EDS 291A: Leadership Research Practicum

Spring

EDS 281: Leadership for Learning
EDS 287B: Educational Research and Evaluation Design
EDS 291B: Leadership Research Practicum

Summer

EDS 282: Leadership for a Diverse Society
EDS 287C: Educational Research and Evaluation Design
EDS 291C: Leadership Research Practicum

Fall

EDS 286: Advanced Topics in Leadership
EDS 292: Qualifying Paper Preparation

Year 2
Winter

EDS 283: Leadership for Organizational Change
EDS 288A: Advanced Research and Evaluation Methods
EDS 293A: Advanced Leadership Practicum

Spring

EDS 284: Leadership for Organizational Development
EDS 288B: Advanced Research and Evaluation Methods
EDS 293B: Advanced Leadership Practicum

Summer

EDS 285: Leadership for the Future
EDS 288C: Advanced Research and Evaluation Methods
EDS 293C: Advanced Leadership Practicum

Fall

EDS 286: Advanced Topics in Leadership
EDS 299: Dissertation Research

Year 3
Winter

EDS 299: Dissertation Research
EDS 289A: Dissertation Writing Seminar
EDS 294A: Colloquium on Educational Leadership

Spring

EDS 299: Dissertation Research
EDS 289B: Dissertation Writing Seminar
EDS 294B: Colloquium on Educational Leadership

Summer

EDS 299: Dissertation Research
EDS 289C: Dissertation Writing Seminar
EDS 294B: Colloquium on Educational Leadership

Fall

EDS 299: Dissertation Research
EDS 289D: Dissertation Writing Seminar

Education Studies