EXECUTIVE COMMITTEE GRADUATE SCHOOL OF EDUCATION …senate.ucr.edu/agenda/2016-17/5-23-2017/10.H....

EXECUTIVE COMMITTEE

GRADUATE SCHOOL OF EDUCATION

REPORT TO THE RIVERSIDE DIVISION

MAY 23, 2017

To be adopted:

Proposed New Education, Society, and Human Development Major PRESENT:

PROPOSED:

Major

The Education, Society, and Human Development

Major builds a theoretical foundation, presents

applied understandings in the study of education,

and explores the varied contexts of learning over

the life course. Program faculty bring multiple

disciplinary perspectives to their research and

courses, including cognitive sciences,

developmental psychology, understanding of the

exceptional child, applied behavior analysis, the

relationship between education, society and

culture, educational policy and leadership,

measurement and assessment, and issues in higher

education.

The B.A. in Education, Society, and Human

Development does not teach a student how to be a

teacher. (See Graduate School of Education

section on Teaching Credentials and Masters

programs.) Students interested in teaching at the

elementary or secondary level will benefit from

completing the major because they will be

exposed to critical theories that investigate how

education has been used to create, maintain, and

reinforce social stratification. Students will

develop a historical and contemporary awareness

of different learning settings, and gain a strong

foundation in human development, assessment

and interventions in the education context.

Students who are interested in teaching

elementary, middle, or high schools should

consult an Education Student Affairs Counselor

about combining an appropriate major and minor

or completing a double major in order to develop

appropriate expertise in the subject they plan to

teach.

Education, Society, and Human Development

majors are also prepared for other types of

instructional or administrative positions in

programs such as those focused on early childcare,

out-of-school learning, or adult learning.

Additionally, students who complete the major are

prepared to enter other education-related career

fields in the private and public sectors including

working with special populations, in legal fields,

medical environments, and the arts. Students

interested in graduate study will be well prepared

to pursue advanced degree programs in education

or related fields.

Undergraduates enrolled in the Education,

Society, and Human Development degree

are encouraged to complete courses inside and

outside of the major to enhance career preparation

and pursue personal interests. With advanced

planning, students in the major can complete a

minor or a second major in another discipline.

University Requirements

See Undergraduate Studies section.

College Requirements

See the Graduate School of Education section.

Major Requirements

The major requirements for the B.A. degree in

Education, Society, and Human Development are

as follows:

Community Leadership, Policy, and Social

Justice Concentration

1. Lower-division requirements (5 courses [at

least 20 units])

(a) EDUC 005

(b) Any 4 of the following lower-division

courses (at least 16 units):

EDUC 010, EDUC 020 or EDUC 020S,


EDUC 040 or EDUC 040S, EDUC 041,

EDUC 042, EDUC 050, EDUC 051

2. Upper-division requirements (7 courses [at least

28 units])

(a) Concentration courses (5 courses [at least

20 units])

(1) EDUC 109 or EDUC 109S, EDUC

114, EDUC 122, EDUC 123, EDUC 141,

EDUC 142, EDUC 143, EDUC

146/ETST 146

(b) Elective courses (2 courses [at least 8

units]


110 or EDUC 110S, EDUC 112 or

EDUC 112S, EDUC 114, EDUC 116

or EDUC 116S, EDUC 118, EDUC

122, EDUC 123, EDUC 134, EDUC


146/ETST 146, EDUC 160, EDUC


183, EDUC 190

A maximum of 8 units of EDUC 190

may be taken to satisfy elective

degree requirements.

3. Practicum Requirement (40 hours total)

(a) A minimum of 40 hours of field

experience or research in an education

setting, satisfied in one of two ways:

(1) Complete 40 hours of field experience

or research in conjunction with one or

more approved UCR courses that

include a practicum. Consult the

Education Student Affairs Office or

Graduate School of Education

Website for Undergraduate Academic

Programs for a current list of

approved practicum courses.

(2) By petition to the Education Student

Affairs Office for approval of

verifiable hours from courses that are

not on the approved practicum course

list or hours from educational

fieldwork that is not linked to a UCR

course (e.g., tutoring experience,

instructional experience in a summer

program for children, etc.)

Learning and Behavioral Studies

Concentration


least 20 units])

(a) EDUC 005








28 units])

(a) Developmental courses (2 courses [at

least 8 units])

(1) EDUC 160, EDUC 161, EDUC 172 or

EDUC 172S

(b) Learning courses (2 courses [at least 8

units])


116 or EDUC 116S, EDUC 134, EDUC

181, EDUC 182, EDUC 183

(c)Education Research Methods and

Statistics (1 course [at least 4 units])


118

(d) Elective courses (2 courses [at least 8

units])







146/ETST 146, EDUC 160, EDUC


183, EDUC 190





(b) A minimum of 40 hours of field





















Student-designed Comparative Concentration


least 20 units])

(a) EDUC 005








28 units])

(a) Concentration courses (5 courses [at least

20 units])


110 or EDUC 110S, EDUC 112 or EDUC

112S, EDUC 114, EDUC 116 or EDUC

116S, EDUC 118, EDUC 122, EDUC

123, EDUC 134, EDUC 141, EDUC 142,

EDUC 143, EDUC 146/ETST 146,

EDUC 160, EDUC 161, EDUC 181,

EDUC 182, EDUC 183,

(b) Elective courses (2 courses [at least 8

units])







146/ ETST 146, EDUC 160, EDUC


183, EDUC 190





(a) A minimum of 40 hours of field





















Justification:

Please see the proposal for the New B.A. in Education, Society, and Human Development.

Approvals:

Approved by the faculty of the Department of Graduate School of Education: Dec. 2, 2016

Approved by the Executive Committee of the College of Graduate School of Education: Dec. 6, 2016

Approved by the Committee on Educational Policy: April 7, 2017

University of California, Riverside Proposal for a B.A. in Education, Society, and Human Development

I. Introduction

1. Name of major and degree title

B.A. in Education, Society, and Human Development

2. The School/Department/Program that will administer the major

The Graduate School of Education will administer the major.

3. Faculty Vote

For the purposes of the major, the “faculty” consists of the core Senate faculty of the School of Education. A vote of the faculty was held on December 2, 2016.

Number eligible to vote: 22 Number who recommend approval of the major:21 Number who recommend against the major: 1 Number who abstain: 0 Number absent or on sabbatical: 7

The GSOE Executive Committee voted on December 6, 2016. Number eligible to vote: 8 Number who recommend approval of the major:8 Number who recommend against the major: 0 Number who abstain: 0 Number absent or on sabbatical: 0

4. Justification of the program

1.5a History of the Field and Discipline

The field of Education has a long and distinguished history in academia. Since the late 1800s, universities have studied, evaluated, measured and debated how best to implement effective education practices in a wide variety of situations. Within California, the University of California has been at the forefront of this movement, granting the first Ph.D. in Education in 1897 at UC Berkeley. Throughout the early 1900s, universities throughout the U.S. were granting degrees in the field of Education. Presently, a large number of U.S. universities have programs in education including seven of the University of California campuses (Berkeley, Davis, Irvine, Los Angeles, Santa Barbara, Santa Cruz, and Riverside). These programs represent a variety of topics pertinent to the field of

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education including research on learning, cognition, all aspects of child development, and policy in educational contexts.

Currently, there are trends nationwide to strengthen schools and programs of education. Various universities offer Ph.D.s in education (e.g., Stanford, Columbia, Michigan, Penn State, Vanderbilt and NYU).

The University of California, Riverside has consistently had a strong School of Education with solid foundations and rigorous research standards. We have internationally known scholars in areas such as memory and cognition; human development; measurement and assessment; the exceptional child; autism; school consultation; education policy and politics; and education, society and culture all contributing toward a greater understanding of teaching, learning, and development inside and outside of schools.

We have organized our interests and research strengths into six major areas represented within our Ph.D. program. These are: 1) Educational Psychology, 2) Special Education, 3) School Psychology, 4) Education, Society and Culture, 5) Higher Education, and 6) Educational Policy and Leadership. Across all areas we have consistently used research methods and rigorous approaches required for the evaluation of learning processes and outcomes.

Unfortunately, the kinds of research-based approaches to education that we and others promote at the Ph.D. level are not yet as prominent in bachelor’s programs in education. Because teacher preparation in California is conducted in fifth-year credential programs, instead of as part of bachelor’s degrees, California universities have typically not offered bachelor’s degrees in educational fields. Outside of California, many major universities offer bachelor degrees in education that focus on teacher preparation rather than on a broad academic understanding of education as a field. This trend has started to change recently, though, with some universities offering undergraduate degrees that combine teacher preparation with subject matter instruction and others offering more general majors and/or minors that focus on foundational knowledge in Education Sciences/Learning Sciences or particular areas related to education (e.g., Human Development, Community Studies, Leadership Studies, Learning and Organizational Change, and Social Policy).

We believe that the time is ripe to strengthen the field of education as an academic pursuit not only at the doctoral level but also at the undergraduate level and thus we propose a new undergraduate major toward that end. We enter into this endeavor to broaden what students understand the study of education to be - learning in schools, learning out of schools, and the powerful forces that affect the variety of learning contexts and different outcomes. We engage in preparing our undergraduates for life after college, including teaching, research, educational advocacy and civic engagement, and community leadership in underserved communities. We, as one of the most diverse campuses in the

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country, also make a commitment to pumping the pipeline to graduate school for Students of Color, and students who wish to serve underserved communities.

We adopt the name “Education, Society, and Human Development” to signal that the major does not focus on teacher preparation but rather on broad academic issues of the relationships of education and development.

Students may also choose to concentrate in one of two areas: Learning and Behavioral Studies and Community Leadership, Policy, and Social Justice.

The Discipline as Offered at Other UC campuses

There is currently a four-year major at UC Irvine in Education Sciences, however its areas of specializations differ greatly from what we are proposing - Irvine is primarily focused on childhood learning and development and research and evaluation whereas our proposed major includes higher education, education policy, and community based learning contexts and social advocacy.

Campus Academic Plan

The proposed major addresses many of the objectives of UCR including strengthening our undergraduate programs; connecting to and serving our local community, and expanding our contributions to the region, state, and nation in the area of public education. In addition, with the current (2016) freshman class being the largest one in UCR’s history, there is a need for more majors to house students and more courses that will facilitate students completing their undergraduate degree in a timely manner. In line with helping students’ time to graduation, there is a hope that courses in the major will ultimately serve students across campus as Humanities and Social Sciences breadth requirements, expanding their course options and opportunities to take necessary courses.

1.5b Timeliness

There a strong interest in improving U.S. education and there are strong debates on how to act on this interest. UCR’s launching of an undergraduate major in Education, Society, and Human Development can elevate our campus’s role toward preparing a generation of graduates with the skills to contribute positively to this endeavor and to influence these debates.

1.5c Needs of Society

The rapid development of a global, information economy and a diverse society has heightened the need for a well-educated population that understands or is at least aware and thoughtful of others. Moreover, an economic recession has deepened gaps in educational attainment and between socioeconomic classes. The U.S. is often ranked

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behind other countries in educational achievement, threatening our economic competitiveness and global leadership and our growing diversity has become a centerpiece for a deepening of America’s racial and ethnic divide. With approaches toward remedying these situations strongly debated, it is important that those future members of the education community who shape and implement educational policy and practice, be well versed in research on education and its broad umbrella, have an understanding of the historical and current contexts and issues in education, and be oriented toward equitable solutions. It is possible that some BA graduates of this major will continue on to the M.Ed. program that credential future leaders. There is a critical need to attract new teachers, prepare them for diverse students and populations, and advocate for teacher retention and better wages. New research has found that the U.S. is facing a sharp teacher shortage that will have severe impacts in poor and disadvantaged schools with high concentrations of non-White students. UCR graduates from the Education, Society, and Human Development major will be well positioned to enter the M.Ed. and M.A. programs focused on these crucial issues.

1.5d Standard at Other Major Research Universities

Majors in education are offered at research universities across the country, including Northwestern (12th rated national university by U.S. News & World Report); Vanderbilt (15); University of Virginia (26); University of Michigan (29); and University of North Carolina, Chapel Hill (30). Many of these programs focus on teacher preparation, while ours will focus on the field of education as an academic pursuit. Our major will be similar to undergraduate majors found at many highly-rated universities across the U.S. as it will require a rigorous load of courses to complete the degree and students will have to engage with classrooms, research, and communities outside of the classroom.

1.6a Educational Goals and Objectives

The major will provide students with an overview of the foundations of Education, Society, and Human Development as organized in our Ph.D. program, including human development and cognition. Courses will provide the readings and opportunity for students to learn and illustrate critical thinking around social and policy contexts affecting structures of power in education, society and culture. Moreover, students will take their learning outside of the classroom into research, fieldwork, service learning and community engagement.

The major is not a professional education degree. However, those who complete the major and are interested in pursuing teaching credentials will be able to complete important pre-requisite coursework and then pursue a streamlined path through a UCR post-baccalaureate teaching credential program. Other students who complete the major will be prepared to pursue graduate study in a variety of educational, social or clinical fields as well as enter entry positions of leadership, administration, program development, curriculum design, research and evaluation.

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Proposed learning outcomes for the major are as follows:

1. Students will gain and demonstrate an understanding of the main theoretical perspectives and research findings on learning and human development.

1.1. Students will be able to discern the different areas of human development.

1.2. Students will be taught educational research methods and how to critically evaluate empirical evidence related to educational practices and outcomes.

1.3. Students will appreciate the importance of research evaluation and assessment of student experiences in educational settings.

2. The program will nurture students’ civic responsibility and leadership potential.

2.1. Students will acquire an ability to read and understand policy briefs.

2.2. Students will develop an awareness of problems related to educational theory, policy, and practice across K-16 and suggest thoughtful solutions.

2.3. In writing assignments, field research and civic engagement, students will practice and illustrate applying theoretical frameworks, critical thinking and show an understanding of how power operates to privilege some groups and disadvantage other groups of people in learning contexts over the life course.

2.4. Students will apply critical perspectives in conducting and reflecting on fieldwork or research.

2.5. Students will learn and adopt practices that value and empower historically disadvantaged and underserved communities.

2.6. Students will be introduced to broad and local community issues, the broad context of leadership theory and the historical context of leadership; and develop basic leadership competencies.

1.6b Curricular Structure

Five (5) lower division courses will provide foundational knowledge in the main content areas of the program. Beyond that, all students will take seven (7) upper division courses from the broad array of courses that represent the interdisciplinary nature of the field.

To help students understand the relationship between theory and practice in education, students will be required to complete 40 hours of fieldwork, service learning and community engagement, or research in an educational setting as part of the major. The experience may occur either through or outside of their coursework.

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All courses are listed in section 4.

1.6c Distinctive Features

Our program will have the following distinctive features:

1. It will bring strong disciplinary perspectives to the study of education, including cognitive sciences, developmental psychology, understanding of the exceptional child, the relationship between education and communities, education and social justice, educational policy and leadership, measurement and assessment, and issues in higher education.

2. It will include a strong component in educational research and evaluation, preparing students for careers and future study of educational impacts and learning outcomes.

3. It will help students to build applicable life and job skills through internships, field research, service learning, and direct connections to and experiences with local communities and leaders.

4. It will have a particular focus on serving disadvantaged communities, exceptional students, and Students of Color.

5. The school will emphasize studying inequity, creating solutions, and preparing our significant numbers of English learners, first generation college students, and Students of Color to continue through the education pipeline.

6. Students will engage in scholarly research in the racially, ethnically, linguistically and socioeconomically diverse schools of the Southern California region, within which UC Riverside is located.

7. Students will be required to practice and observe leadership experiences through internships on and off campus, service learning projects, field research, and cooperating with fellow students in local communities to make positive social change.

I.7.Elements for developing and sustaining the major

There are no new courses needed and given the recent growth in the Graduate School of Education, we do not require any new FTE to launch the program.

The Student Services unit will build on its existing staff that support the minor in Educational Studies. It is anticipated that 1.0 extra support staff member will be needed to launch the major with future growth of staff commensurate with growth of the major.

No additional library or laboratory space is required.

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I.8.Relationship to existing programs on campus

This new major is related to a number of programs on campus but still plays a very distinct role. As with Psychology, the major addresses young people’s development but does so in the more specific educational context. Also similar to Psychology, the major addresses thinking and learning processes, but, again, in a more applied, educational context. There is a similar small overlap between the major and undergraduate programs in English (literacies and reading) and mathematics, Sociology (education, society and culture), history and STEM fields (related to teaching and learning of academic disciplines). The Graduate School of Education faculty sees these links between the major and other programs as heightening opportunities for research and teaching collaboration across campus.

II. Projected Demand

1. Projected Student Demand for the Major

The Graduate School of Education’s minor in Education which has graduated an average of 75 students per year over the last four years will contribute many of the students to the major and ensure that the major gets off to a strong start. We expect the number of students in the major to grow from 75 to 230 by the fifth year of the program.

2. Projected Number of Degrees to be Awarded Each Year for the First Five Years

3. Student Input on the Development of the Major

Year Number of Majors N u m b e r o f D e g r e e s Awarded

2017-2018 75 0

2018-2019 100 10

2019-2020 150 30

2020-2021 180 60

2021-2022 230 100

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All students enrolled in undergraduate courses offered by the Graduate School of Education in the Spring of 2016 were invited to participate in an online survey. A total of 113 students responded to the survey. 94% of the respondents declared Education as a minor.

81% of the respondents said they would be very likely or likely to major in Education if it had been offered when they started their undergraduate program. 71% said they would be interested in a double major with Education if the major were offered.

Many of the respondents showed interest in working with children in a wide range of careers including working in California public schools, private schools, camps, day care, legal fields such as Child Protective Services, medical environments and the arts.

Our faculty specializations were combined to form five major areas within the Education major. Respondents were asked how interested they would be in any of these areas. The areas and their results were as follows: Education, Society & Culture (65%); Teaching Science (65%); Education Policy and Politics (64%); Development and the Exceptional Child (61%); and Research Methods and Testing (49%).

III. Student/Faculty Opportunities

3.1 Opportunities for Graduates

According to the U.S. Bureau of Labor and Statistics, about 8.4 million people work in the education, training, and library career field. Graduates with a major in Education, Society, and Human Development will be prepared to pursue further studies or careers in the following fields:

Educational Research and Evaluation Educational Administration Student Affairs and Counseling Curriculum and Program Development Instructional Design Clinical Applications Teaching Youth/Special Population Advocacy Community-Based Researcher Community-Based Leadership

They will pursue these fields in the following settings:

Early Childhood Education Elementary Education

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Secondary Education Adult Education Higher Education Government and Non-Profits Corporate Education International Education Child Health and Welfare Community-Based Organizations and Interest Groups

As the major is not a professional education degree, students who complete the major will not earn a single subject or multiple subject teaching credential. Those who wish to go into teaching will need to pursue a post-baccalaureate professional education program.

3.2 Relationship to research and/or professional interests of the faculty

Because the undergraduate program is organized along the lines of the specializations of our Ph.D. in Education program, it closely matches the research and professional interests of the faculty. Many of our faculty currently teach in the education minor and these courses are an excellent match with their research and professional interests. Newly approved and proposed undergraduate courses continue this match and include the interests and strengths of all of our faculty.

IV. Program and Courses

4.1a Required and Elective Courses A total of 48 units are required as follows, 5 lower division courses and 7 upper division courses.

Education Lower Division (5 Courses Required for the Major): Lower Division Core

EDU 05 - Introduction to Learning Studies (New/Proposed Course) And Choose 4 from the list below: EDU 20/20S - Introduction to Education Policy EDU 22 - Sports, Youth and Learning (New/Proposed Course) EDU 30/30S - Racial Gaps in Education Opportunity and Achievement EDU 40/40S - Education, Society and Culture (propose for this course to meet CHASS social sciences breadth) EDU 41 - Culture, Power, and School Knowledge (New/Proposed Course) EDU 42 - Education for Critical Consciousness (New/Proposed Course) EDU 50 - Intercollegiate Athletics and American Higher Education EDU 51 - Intro to Higher Ed: Current Issues and Debates

Education Upper Division (7 Courses Required for the Major):

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Learning and Behavioral Studies, including: EDU 110/S - Learning Theory and Psychology in Education EDU 116/S - The Exceptional Child EDU 118 - Educational Research Methods EDU 160 - Cognitive Development and Education EDU 161 - Social Development and Education EDU 112/S - Understanding Assessment in Education EDU 134 - Abnormal Psychology for Educators EDU 181 - Introduction to Applied Behavior Analysis (New/Proposed Course) EDU 182 - Behavioral Interventions in the Schools (name change) EDU 183 - Psychology in the Schools (New/Proposed Course) Community Leadership, Policy, and Social Justice EDU 109/S - Education in a Diverse Society EDU 114 - Comparative International Education EDU 122 - Education, Digital Media, and Democratic Engagement (New/Proposed Course) EDU 123 - Teacher and School Effects on Performance EDU 141 - Historical and Contemporary on Lesbian, Gay, Bisexual, Transgender and Queer Students and Faculty EDU 142 - Language and Society EDU 143 - Ethnic Studies in K-12 Context EDU 146 - Educational Perspectives on the Chicano/a (cross listed with Ethnic Studies)

Electives Eight units (2 courses) in Graduate School of Education courses, all of which must be at the upper division level (i.e., #100-#199) could be taken, not including the following professional education courses: EDU 44, 100A, 100B, 101, 104, 120, 129, 130, 131, 133, 139, 172/S, 173, 174/S, 175/S, 176. A maximum of 8 units for any repeatable Education course (e.g., EDUC 190) may be used to satisfy this elective requirement. [A maximum of 8 units for any repeatable course (e.g., EDUC 190) may be used to satisfy this elective requirement.]

4.1b Course Action Forms for new or Revised Courses

EDU 05 - Introduction to Learning Studies (New/Proposed Course) EDU 22 - Sports, Youth and Learning (New/Proposed Course) EDU 41 - Culture, Power, and School Knowledge (New/Proposed Course) EDU 42 - Education for Critical Consciousness (New/Proposed Course) EDU 143 - Ethnic Studies in K-12 Context EDU 181 - Introduction to Applied Behavior Analysis (New/Proposed Course) EDU 182 - Behavioral Interventions in the Schools (name change) EDU 183 - Psychology in the Schools (New/Proposed Course)

4.1c Special requirements if any (e.g., research projects, examinations, field studies)

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All students must complete a minimum of 40 hours of field experience or research in an educational setting. This requirement may be satisfied in one of two ways:

1. 40 hours of field experience or research completed in conjunction with one or more approved practicum courses. Students should consult the Education Student Affairs Office or Graduate School of Education Website for Undergraduate Academic Programs for a current list of approved practicum courses.

2. By petition, using verifiable hours from courses that are not on the approved practicum course list, or hours from educational fieldwork that is not linked to a UCR course (e.g., tutoring experience, instructional experience in a summer program for children.)

4.1d Provide a sample four-year program for completion of the degree See Appendix E

4.2 Academic preparation for the major

4.2a What is the recommended preparation at the freshman level for success? Standard requirements for entry to the University of California

4.2b What is the recommended preparation for junior-level standing? Standard requirements for transfer to the University of California

4.2c Please list prerequisites for admission of new students at the freshman and transfer levels

None, other than existing UCR admission and transfer requirements

4.3 Include a list of present and proposed courses including potential instructors. See Appendix B with the list of courses and potential instructors

What impact will this have on existing course loads? There will be no impact on existing course loads. With the exception of one new course for the major, the School already has the capacity to offer and staff its other undergraduate courses for its minor in Education. The addition of new senate faculty over the last several years provides the School with the instructional capacity and expertise to handle the course load for the major.

4.4 What impact will the proposed major have on other undergraduate and graduate programs at UCR?

Since students in our current Educational Studies minor have a wide variety of majors across campus (See Appendix A), we expect the impact on individual programs outside of Education will be limited. We expect that there may be a number of transfers from Psychology and

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Sociology. Attached are letters from Psychology and Sociology that indicate that they support the proposed major. See 4.4b.

The major is expected to increase interest in the post-baccalaureate programs in the Graduate School of Education, including the Single Subject and Multiple Subject Credential Programs, the Master of Arts in Education, Masters of Education, and the Ph.D. in Education. It may also increase interest in post-baccalaureate programs offered through UCR Extension, such as Teaching English as a Foreign Language. We do not expect it to impact other graduate programs on campus.

4.4a If the major includes courses and faculty participation from related fields or other departments, letters of agreement from the department chair(s) (or equivalent) must be included. The major does not require courses or faculty participation from related fields.

4.4b Include comment letters from all department chairs from areas related to the proposed major.

See letters from: Chair, Department of Psychology Chair, Department of English

4.5 Proposed catalog copy including description of major, the educational goals and objects of the major and all requirements. See Appendix F

V. Academic Staff

5.1 Attach the endorsement of the complete proposal by the Faculty Executive Committee, or equivalent, of the school with the official vote attached. See letter from Faculty Executive Committee

5.2a List of faculty members in your department expected to teach major’s courses on a regular basis, including faculty ranks and areas of specialization. See Appendix C

5.2b Submit proposed course teaching assignments for at least one year in advance See Appendix D

VI. Resource Requirements

6.1 Faculty FTE, including proposals for release time, if relevant.

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No new faculty FTE are needed. With the steady growth of the School’s faculty in recent years, the School has the instructional capacity to support the major. No proposals for release time are needed.

6.2 Teaching assistantships required No additional teaching assistantships are required to launch the program as we will place greater focus on starting lower division courses in the first two years and make adjustments to the number and size of upper division courses as necessary. Future teacher assistant requests would depend on the growth of course enrollment.

6.3 New library acquisitions. Include a letter from the University Librarian or the Head of Collection Development. No new library acquisitions are needed.

6.4 Instructional equipment, including computer and laboratory No instructional equipment is needed.

6.5 Staff: staff shared with other programs; staff exclusive to administration of this major One new Student Affairs Officer will be added using School funds. The increase of FTE will be used to assist both with program administration and academic advising in the new major.

6.6 Describe the resources or infrastructure available for the academic advising of new majors The School has an advisor for the undergraduate minor whose role will expand to cover advisement for undergraduate majors.

6.7 Space and other capital facilities None needed

6.8 Other operating costs None needed

Additional Anticipated Revenue Under the New Campus Budget Model

FY17/18 FY18/19 FY19/20 FY20/21 FY21/22

No. of UG EDUC Majors 75 100 150 180 230

Headcount Major Value (EA) 1,070 1,070 1,070 1,070 1,070

$80,250

$107,000

$160,500

$192,600

$246,100

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Appendix A

I. Historical Data for UCR Minor in Education Graduates Minor in Education Graduates

Workload No. (45 units = 1.0 FTE) 11.11 14.78 22.17 26.60 34.05

Workload Value (EA) 3,451 3,451 3,451 3,451 3,451

$38,344 $50,998 $76,497 $91,797

$117,500

Student Acad. Advisor 2 (TC 4544)

Salary 57,500 59,225 61,002

Benefits @ 28% 16,100 16,583 17,080

$- $- $73,600 75,808 78,082

GRAND TOTAL

$118,59

4

$157,99

8

$163,39

7

$208,58

9

$285,51

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Projected UG EDUC Enrollment Growth 33% 50% 20% 28%

*New Student Academic Advisor projected in FY19/20 with 3% salary increase projected annually thereafter. Benefit rates for this position may be adjusted once the composite benefit rates are determined for the UCR campus. As of 12/2016, the Composite Benefit Rate information is not yet available and current benefit ranges are utilized for purposes of this proposal. Student Academic Advisors are typically 1:300 ratio across campus.

Academic Year No. Graduates

2015-2016 87

2014-2015 90

2013-2014 48

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*Minor in Education was first established and available to UCR undergraduates in Fall 2012.

II.Most Prevalent Majors Earned by Minor in Education Graduates in 2012-2016

Total No. of Minor Graduates = 233

2012*-2013 8

Major No. Ed Minor GradsPercent of Total Ed Minor Grads (233)

Sociology 41 17.60%

English 32 13.73%

Psychology 28 12.02%

Spanish 27 11.59%

History 24 10.30%

Anthropology 12 5.15%

Liberal Studies 9 3.86%

Linguistics 8 3.43%

Ethnic Studies 7 3.00%

Business Administration 4 1.72%

Creative Writing 4 1.72%

Media Culture Studies 4 1.72%

Art (Studio) 3 1.29%

Biology 3 1.29%

Political Science 3 1.29%

Women Studies 3 1.29%

Art History 2 0.86%

Mathematics 2 0.86%

Music 2 0.86%

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III. Historical Data on Student Credit Hours for Undergraduate Education Courses

Religious Studies 2 0.86%

Art History/Administrative Studies 1 0.43%

Anthropology/Law & Society 1 0.43%

Biochemistry 1 0.43%

Business Economics 1 0.43%

Chicano Studies 1 0.43%

Chemistry 1 0.43%

Economics/Law and Society 1 0.43%

Languages and Literatures/Japanese 1 0.43%

Neuroscience 1 0.43%

Public Policy 1 0.43%

Philosophy 1 0.43%

Sociology/Administrative Studies 1 0.43%

Theatre 1 0.43%

Total percent of Ed. Studies minor grads covered by these majors

100.0%

SCH Reported by OIR (Method = Instructor Payroll Home Dept.)

Year Total

16

Appendix B

Courses and Instructors

Current, Approved Undergraduate Education Courses

2015-2016 6896

2014-2015 6177

2013-2014 6173

2012-2013 4364

2011-2012 4196

2010-2011 3718

2009-2010 3917

Course Qualified Instructors

05 Introduction to Education Studies Scott Brooks, Celeste Pilegard, Michael Solis

20/20S Introduction to Education Policy Cassandra Guarino

22 Youth, Sport & Learning Scott Brooks

30/30S Racial Gaps in Educational Opportunity and Achievement

Robert Ream

40/40S Education, Society & Culture Scott Brooks, Begona Echeverria, Margaret Nash

41 Culture, Power, and School Knowledge John Wills

42 Education for Critical Consciousness Louie Rodriguez

17

50 Intercollegiate Athletics and American Higher Education

Eddie Comeaux, Scott Brooks

51 Introduction to Higher Education: Current Issues and Debates

Uma Jayakumar, John Levin, Raquel Rall

100A Tutorial Teaching: Community Outreach

Sharon Duffy

100B Tutorial Teaching: Professional Development

(last offered 2009 spring)

101 Academic Disciplines and Professional Education

(last offered 2009 spring)

102 Democratic Pedagogy: Developing R'Courses

Thomas Smith

104 Mathematics Education

109/109S Education in a Diverse Society Rita Kohli

110/110S Learning Theory and Psychology in Education

Katie Gibbs, Catherine Lussier

112/112S Understanding Assessment in Education

Marsha Ing

114 Comparative International Education Catherine Lussier

116/116S The Exceptional Child Jan Blatcher, Rolanda O’Connor, Michael Solis

118 Educational Research Methods Soojin Park, Keith Widaman, Greg Palardy

120 Guidance in Special Education Jan Blatcher, Rolanda O’Connor, Michael Solis

122 Education, Digital Media, and Democratic Engagement

Joseph Kahne

123 Teacher and School Effects on Achievement

Greg Palardy

130 Mild and Moderate Disabilities Jan Blatcher, Rolanda O’Connor, Michael Solis

18

Proposed Courses

131 Moderate and Severe Disabilities Jan Blatcher, Rolanda O’Connor, Michael Solis

134 Abnormal Psychology for Educators Katherine Stavropoulos, Austin Johnson, Cathleen Geraghty

139 Curriculum and Instruction Cati de los Rios

141 Historical and Contemporary Perspectives on Lesbian, Gay, Bisexual, Transgender, and Queer Students and Faculty

Margaret Nash

142 Language and Society Begona Echeverria

146 Educational Perspectives on the Chicano Cati de los Rios

160 Cognitive Development and Education Katherine Gibbs

161 Social Development and Education Katherine Gibbs

172/172S Reading and Language Development

Rollanda O’Oonnor

173 Teaching Literature to Children and Adolescents

Kathy Evans

174/174S Reading and Writing in the Content Areas

181 Introduction to Applied Behavioral Analysis

Cathleen Geraghty, Austin Johnson

182 Behavioral Intervention in Schools Cathleen Geraghty, Austin Johnson

183 Psychology in Schools William Erchul

Course Qualified Instructors

10 Principles of Learning Strategies Cathy Lussier, Celeste Pilegard

19

Appendix C

Faculty Members in the Graduate School of Education Expected to Teach the Major’s Courses on a Regular Basis

143 Ethnic Studies in K-12 Context Cati de los Rios

Faculty Name Title Areas of Expertise

Blacher, Jan Distinguished ProfessorFamily impact; Cultural context of disabilities student-teacher relationships and adaptation to school

Brooks, Scott Associate Professor K-16 formal and informal athletics; Coaches practices that exacerbate inequality and mitigate inequality; Coaches practices that improve individual and team performances; Racial, gender, and class equity issues in sports and educational contexts; Dating on college campuses

Comeaux, Eddie Associate Professor Higher education; Racial equity issues; student engagement; Intercollegiate athletics

Dar, Luciana Associate ProfessorHigher education politics; Policy and finance in the United States and abroad

De Los Rios, Cati Assistant Professor Chican@/Latin@ emergent bilingual youth's literacy practices; Chican@/Latin@ engagement with Mexican@ literary genres like border corridos; and Chican@/Latin@ participation in Chican@/Latin@ Studies and Ethnic Studies high school courses

20

Echeverria, Begona Associate ProfessorSociology of language, culture and education; Language and identity; Language ideology

Erchul, William Professor School psychology; School consultation; Interpersonal communication and social influence

Geraghty, Cathleen Teaching Assistant Professor

Implementing Multi-Tiered Systems of Support (MTSS) in applied settings (Response to Intervention and Positive Behavior Support); Determining effective and efficient methods of conducting behavioral assessments that will lead to the development of evidence-based interventions

Guarino, Cassandra ProfessorSchool and teacher quality; Value-added, teacher labor markets; School choice; health and education

Ing, Marsha Associate ProfessorMeasurement and assessment within the realm of science; Mathematics and engineering teaching and learning

Jayakumar, Uma Associate Professor Race, equity, and diversity issues in higher education, with a focus on how institutional environments such as campus climates/ cultures, and organizational practices such as admissions processes and affirmative action, shape college access and outcomes, and how students experience and resist barriers to inclusive engagement

Johnson, Austin Assistant ProfessorEvidence-based behavior support practices; Observationally-based behavior assessment methodologies

Kahne, Joseph Professor Democratic and civic education educational reform and policy digital media; Urban school reform youth development

21

Kohli, Rita Assistant ProfessorEducational systems and practices that maintain or exacerbate racial inequity; Teacher development practices that effectively advance racial equity

Levin, John ProfessorFaculty work and identity internationally; Community colleges; Governance and management of community colleges

Nash, Margaret ProfessorHistory of higher education for women; Historical and contemporary issues of gender and education

O’Connor, Rollanda ProfessorReading acquisition and reading difficulties of students from kindergarten through 8th grade

Palardy, Gregory Associate ProfessorTeacher and school effectiveness; Educational practices and school contexts as they contribute to student outcomes and to inequality of educational opportunity; Quantitative methods

Park, Soojin Assistant Professor Causal mediation analysis, which investigates mechanisms through which the treatment has its effect on the outcome

Pilegard, Celeste Assistant Professor The intersection of cognitive psychology and educational psychology: how we learn and how, as a consequence, we should teach; Facilitating transfer (i.e., helping students apply knowledge to new situations) in STEM domains; Investigations of educational games, spatial skills, metacomprehension, gesture, and multimedia learning

22

Rall, Raquel Assistant Professor Identifies best practices to increase access to and success in higher education for traditionally marginalized communities and on bridging research and practice; Studies the strategic apex and ideologies of access, diversity, and inclusion at the systemic and structural level of higher education governance with an emphasis on governing boards.

Ream, Robert Associate ProfessorThe relation between education and social opportunity; Exploration of persistent racial, social class and linguistic gaps in educational opportunity and outcomes

Rodriguez, Louie Associate Professor His research focuses on urban schooling and typically focuses on three keys areas: 1) Students' voices and experiences in the school and community context; 2) Critical ways to understand and use school culture to boost student engagement, particularly among Latina/o and other youth of color; and 3) Engaging educational communities in institutional and community excellence

Solis, Michael Assistant Professor Vocabulary and reading comprehension interventions for students with reading difficulties in grades 4 -12; Evidence-based reading practices for students with Autism Spectrum Disorders; The impact of background knowledge and text coherence on reading comprehension outcomes

Stavropoulos, Katherine Assistant ProfessorNeural correlates of the reward system in children with autism spectrum disorders (ASD); Brain and behavior; Topics in social cognitive neuroscience

23

Appendix D Proposed Courses for First Year of Major

Swanson, Lee Distinguished ProfessorInformation processing and individual differences; Cognitive development and memory; Learning disabilities in children

Widaman, Keith Distinguished ProfessorMeasurement of adaptive behaviors of children with intellectual disabilities; Family influences on development; Modeling gene X environment interactions

Wills, John Associate ProfessorHistory-social studies education; Multicultural education; Schooling and collective memory

Course Number

Course Title Qualified Instructors

5 Introduction to Education Studies Scott Brooks, Celeste Pilegard, Michael Solis

10 Principles of Learning Strategies Cathy Lussier, Celeste Pilegard

20 Introduction to Education Policy Cassandra Guarino

22 Youth, Sport, and Learning Scott Brooks

30 Racial Gaps in Educational Opportunity and Achievement

Robert Ream

40 Education, Society & Culture Scott Brooks, Begona Echeverria, Margaret Nash

41 Culture, Power and School Knowledge John Wills

42 Education for Critical Consciousness Louie Rodriguez

24

50 Intercollegiate Athletics and American Higher Education

Eddie Comeaux

51 Introduction to Higher Education: Current Issues and Debates

John Levin, Raquel Rall

102 Democratic Pedagogy: Developing R’Courses Thomas Smith

109/S Education in a Diverse Society Rita Kohli, Cati De Los Rios

110/S Learning Theory and Psychology in Education Katherine Gibbs

112 Understanding Assessment in Education Marsha Ing

114 Comparative International Education Catherine Lussier

116/S The Exceptional Child Jan Blatcher, Rollanda O’Connor, Michael Solis

118 Educational Research Methods Keith Widaman, Soojin Park

119 Educational Statistics Keith Widaman

122 Education, Digital Media, and Democratic Engagement

Joseph Kahne

123 Teacher and School Effects on Achievement Greg Palardy

133 Issues and Trends in Special Education Rollanda O’Connor, Michael Solis

134 Abnormal Psychology for Educators Katherine Stavropoulos

141 Historical and Contemporary Perspectives on Lesbian, Gay, Bisexual, Transgender and Queer Students and Faculty

Margaret Nash

142 Language and Society Begona Echeverria

25

Appendix E

Sample four-Year Program for completion of the Degree

146 Educational Perspectives on the Chicano Cati de los Rios

160 Cognitive Development and Education Katherine Gibbs

161 Social Development and Education Katherine Gibbs

180 Applied Behavior Analysis Cathleen Geraghty

181 Introduction to Applied Behavior Analysis Austin Johnson

183 Psychology in Schools William Erchul

FALL WINTER SPRING

First Year Student

Education 05 Education lower division Education lower division

Gen Ed/Elective Gen Ed/Elective Gen Ed/Elective

26

Appendix F

Proposed Catalog Copy

OVERVIEW

Since its founding in 1969, the Graduate School of Education at UCR, has consistently delivered cutting edge master’s, doctoral and teacher credentialing programs that prepare students to become outstanding classroom educators, researchers, and educational leaders. Our inland Southern California communities, with their growing population, diversity, and economic


Sophomore

Education lower division Education lower division Education Specialization




Junior

Education Specialization Education Specialization Education Specialization




Senior

Education Specialization Education Specialization Education Specialization

Education Specialization Gen Ed/Elective Gen Ed/Elective



27

http://education.ucr.edu/degree-programs/

http://education.ucr.edu/degree-programs/phd/

http://education.ucr.edu/degree-programs/teacher-education/

disparity, provide excellent opportunities to research important educational problems and develop effective solutions. Our faculty includes scholars in a wide range of areas including autism, learning disability research, education policy, reading development and disabilities, diversity and equity, and assessment and evaluation, and access to higher education.

The School of Education integrates the themes of Learning and Cognition, Social and Cognitive Development within the educational context, Language and Literacy, and Educational Policy. We use these themes to enrich students within a variety of degree programs including the B.A. in Education, Society, and Human Development, the minor in Education, the Teaching Credential, the Master of Arts, the Master of Education, and the Ph.D. Education environments, both in and out of the classroom, enhance the well-being of those who participate in them. The School of Education focuses on the goal of enhancing the learning environment for all within all contexts.

DEGREES

UNDERGRADUATE PROGRAMS

Bachelor of Arts in Education, Society, and Human Development

The major in Education builds a theoretical foundation and applied understandings in the study of education, focusing on the primary areas of: human development, learning and cognition; education policy and politics; education, society and culture; and educational research and evaluation. Program faculty bring multiple disciplinary perspectives to their research and courses, including cognitive sciences, developmental psychology, understanding of the exceptional child, applied behavior analysis, the relationship between education, society and culture, educational policy and leadership, measurement and assessment, and issues in higher education. Lower division coursework in the major introduces students to each of the four primary areas, while upper division courses will allow students to build depth of understanding and explore applications in each area.

Undergraduates enrolled in the Education, Society, and Human Development degree program are encouraged to complete courses inside and outside of the major to enhance career preparation and pursue personal interests. With advanced planning, students in the major can complete a minor or a second major in another discipline.

Education, Society, and Human Development with various concentrations

B.A.

Teacher Education Single and Multiple Subject Credentials

Education, with various emphases M. Ed.

Education, with various emphases M.A.

Education, in various areas Ph.D.

28

Two important ways to build depth of understanding in preparation for careers or graduate study are to participate in faculty-directed research and in fieldwork in school-based or other education settings. Accordingly, students in the major augment their coursework with a minimum of 40 hours of field experience or research in an educational setting.

The B.A. in Education, Society, and Human Development is not a professional educational degree. However, those who complete the major will be prepared to pursue a post-baccalaureate teaching credential program. (See School of Education section on Teaching Credentials and Masters programs.) Students interested in teaching elementary grades will benefit from completing the major. Students who are interested in teaching middle schools or high schools should consult an Education Student Affairs Counselor about combining an appropriate major and minor or completing a double major in order to develop appropriate expertise in the subject they plan to teach.

Education, Society, and Human Development majors are also prepared for other types of instructional or administrative positions in programs such as those focused on early childcare, out-of-school learning, or adult learning. Additionally, students who complete the major are prepared to enter other education-related career fields in the private and public sectors including working with special populations, in legal fields, medical environments, and the arts. Students interested in graduate study will be well prepared to pursue advanced degree programs in education or related fields.

ADMISSION TO THE MAJOR IN EDUCATION, SOCIETY, AND HUMAN DEVELOPMENT

Freshmen: Preference will be given to those who rank the highest using the selection criteria as stated in the Undergraduate Admissions section of the Catalog.

Transfer students: Preference will be given to Junior-level applicants with the highest grades overall (minimum cumulative GPA of 3.0). It is suggested that prospective transfer students work toward completing coursework to fulfill the UCR general education requirements or IGETC.

Change of Major: Students who wish to change their major to Education, Society, and Human Development should contact the Education Student Affairs Office for information about change-of-major requirements, procedures and policies.

REQUIREMENTS FOR THE B.A. DEGREE IN EDUCATION, SOCIETY, AND HUMAN DEVELOPMENT

Degree Requirements(Review the following information carefully)If you have questions contact your major department and academic advisor. It is your responsibility to be aware of all University, College, and major graduation requirements and to satisfactorily complete those requirements.

29

Obtaining a Bachelor's DegreeTo complete the Bachelor of Arts (B.A.): • Fulfill General University requirements in Entry Level Writing Requirement and

American History and Institutions. Complete 180 units (but not exceed 216 units), which 35 of the last 45 must be in residence in the student's college with at least a C average (2.0) in overall coursework.

• Fulfill campus-wide English Composition requirement and college "breadth requirements." Download the CHASS Breadth Worksheet .

• Complete the specified requirements in the major, with at least a C average (2.00) for upper-division courses in the major discipline.

• Some CHASS departments offer a choice of a B.A. or a B.S. degree. The two degrees differ in the following ways: different course emphasis in the major requirements, and a different distribution of breadth requirements.

General University RequirementsEntry Level Writing Requirement: See the UCR General Catalog for methods of meeting this requirement.American History and Institutions: See the UCR General Catalog for methods of meeting this requirement.Satisfactory/No Credit: No more than 1/3 of total UCR units may be taken on the Satisfactory/No Credit grading basis. See the UCR General Catalog for further information regarding S/NC grading options.Scholarship Requirement: A cumulative GPA of 2.00 must be earned.Unit Requirement: A minimum of 180 units must be earned. No more than 6 units of physical education activity courses, no 400 series courses, and not more than three courses in the 300 series may be counted toward the 180 unit requirement.Residence: At least 35 of the last 45 units must be taken at UCR.

College Breadth Requirements ◦ English Composition (no grade below C) ◦ Natural Sciences and Mathematics (20 units) ◦ Humanities (20 units) ◦ Social Sciences (16 units) ◦ Ethnicity ◦ Foreign Language ('C' grade or better in required course)

Grade Requirement

A minimum grade average of at least C (2.0) is required (1) overall, (2) in all of the courses required for the major program, and (3) in the upper-division courses required for the major program. No more than two courses (8 units) applied to the major program may be taken Pass/Not Pass.

30

https://post.ucr.edu/owa/redir.aspx?C=6W74sj9XLl-QTqc00PaVLOLqKnqSnStfZ49U_7ud8HNZ6Ynbgg3UCA..&URL=http%253a%252f%252fchassstudentaffairs.ucr.edu%252fdegree_requirements%252findex.html%25233

https://post.ucr.edu/owa/redir.aspx?C=NXF-UUhTso3XB6R8GiBETiZVVJ7Y1SW7IiNhbarZ2ZpZ6Ynbgg3UCA..&URL=http%253a%252f%252fchassstudentaffairs.ucr.edu%252fdegree_requirements%252findex.html%25234

https://post.ucr.edu/owa/redir.aspx?C=NXF-UUhTso3XB6R8GiBETiZVVJ7Y1SW7IiNhbarZ2ZpZ6Ynbgg3UCA..&URL=http%253a%252f%252fchassstudentaffairs.ucr.edu%252fdegree_requirements%252findex.html%25234

https://post.ucr.edu/owa/redir.aspx?C=Ntyoazi-e32LsrYSKxtuqT2tE1P3iBV5IkJ4pFjh4OhZ6Ynbgg3UCA..&URL=http%253a%252f%252fchassstudentaffairs.ucr.edu%252fpetitions_forms%252fchbreadth.pdf

https://post.ucr.edu/owa/redir.aspx?C=OwvvWlgkb4761UQPPVphRvx4znVhlWbL-ZgbQA1pWLVZ6Ynbgg3UCA..&URL=http%253a%252f%252fchassstudentaffairs.ucr.edu%252fdegree_requirements%252findex.html%25235

https://post.ucr.edu/owa/redir.aspx?C=uoeu9tXfZrGblm-Yg6iUhIs7VFHXJhteg-F3nZjCej1Z6Ynbgg3UCA..&URL=http%253a%252f%252fcatalog.ucr.edu



Overlap Restrictions

Double Majors: In fulfilling degree requirements for multiple majors, a maximum of two courses may overlap between two majors.

Major and Minor Requirements: Students may not receive both the major and a minor in Education, Society, and Human Development. In fulfilling requirements for a minor, a maximum of two courses may overlap between a major in Education, Society, and Human Development and a minor from another department.

Major Requirements for Education, Society, and Human Development

Twelve courses (48 units) and a practicum as specified below:

Lower-Division Requirements (20 units total)

A. One required lower division course (4 units): EDU 05

B. Four lower division courses (16 units) from: EDU 20, 30, 22, 40, 41, 42, 50, 51

Upper-Division Requirements (28 units total)

A. Five upper division courses (20 units) from: EDU 109/S, 110/S, 114, 116/S, 118, 119, 122, 123, 141, 146, 160, 161, 181, 182, 183

A. Two additional electives (8 units) in Education courses numbered 100 to 199*, not including the following professional education courses: EDU 44, 100A, 100B, 101, 104, 120, 129, 130, 131, 133, 139, 172/S, 173, 174/S, 175/S, 176. Courses outside of Education may be allowed but they first must be approved by the advisor of the undergraduate major. At least 8 units of elective courses must be at the upper division level. A maximum of 8 units for any repeatable Education course (e.g., EDUC 190) may be used to satisfy this elective requirement.

Practicum Requirement (40 hours total)

A minimum of 40 hours of field experience or research in an education setting, satisfied in one of two ways:

A. Complete 40 hours of field experience or research in conjunction with one or more approved UCR courses that include a practicum. Consult the Education Student Affairs Office or School of Education Website for Undergraduate Academic Programs for a current list of approved practicum courses.

B. Or, submit a petition to the Education Student Affairs Office for approval of verifiable hours from courses that are not on the approved practicum course list or hours from educational fieldwork that is not linked to a UCR course (e.g., tutoring experience, instructional experience in a summer program for children, etc.)

Major Requirements for a concentration in Learning and Behavioral Studies


31



B. Four lower division courses (16 units) from: EDU 20, 30, 22, 40, 41, 42, 50, 51


A. Two development courses (8 units) selected from: EDU 160, 161, 172

a. Two learning courses (8 units) selected from: EDU 110/S, 116/S, 134, 181, 182, 183

B. One educational research methods/statistics course (4 units) selected from: EDU 118, 119

C. Two additional electives (8 units) in Education courses numbered 100 to 199*, not including the following professional education courses: EDU 44, 100A, 100B, 101, 104, 120, 129, 130, 131, 133, 139, 172/S, 173, 174/S, 175/S, 176. Courses outside of Education may be allowed but they first must be approved by the advisor of the undergraduate major. At least 8 units of elective courses must be at the upper division level. A maximum of 8 units for any repeatable Education course (e.g., EDUC 190) may be used to satisfy this elective requirement.





Major Requirements for concentration in Community Leadership, Policy, and Social Justice




32

B. Four lower division courses (16 units) from: EDU 20, 30, 22, 40, 41, 42, 50, 51.


A. Five upper division courses (20 units) selected from: EDU 109/S, 114, 122, 123, 141, 142

B. Two additional electives (8 units) in Education courses numbered 100 to 199*, not including the following professional education courses: EDU 44, 100A, 100B, 101, 104, 120, 129, 130, 131, 133, 139, 172/S, 173, 174/S, 175/S, 176. Courses outside of Education may be allowed but they first must be approved by the advisor of the undergraduate major. At least 8 units of elective courses must be at the upper division level. A maximum of 8 units for any repeatable Education course (e.g., EDUC 190) may be used to satisfy this elective requirement.





33


900 University Avenue

1207 Sproul Hall

Riverside, CA 92521

Tel 951.827.5255 ∙ www.education.ucr.edu

December 22, 2016

UC Riverside Academic Senate:

On December 6, 2016, the Faculty Executive Committee for the Graduate School of Education

voted to approve a new undergraduate major – Education, Society, and Human Development. All

members were available and the vote was: 8 in favor; 0 opposed; and 0 abstaining.

Sincerely,

Jan Blacher

Chair, Faculty Executive Committee

http://www.education.ucr.edu/

900 University Avenue Riverside, CA 92521

Tel 951.827.5034 Fax 951.827.4362

www.ucr.edu

Office of the Provost and

Executive Vice Chancellor

January 11, 2017

Dear Colleagues:

I write to express my full endorsement as to the Graduate School of Education (GSOE) for its

proposed major—Education, Society, and Human Development. The University of California

serves our society as a center of higher learning, which entails “transmitting advanced

knowledge, discovering new knowledge, and functioning as an active working repository of

organized knowledge”. Thus, every major and course needs to meet this requirement.

The field of Education remains a major issue at the national level, and for good reason. Our

country is experiencing a huge drop off in the number of educators and the effect on the future

quality of our K-16 education is currently debated. Moreover, educating leaders who deeply

understand the challenges of our current models, and the routes to improvement, is crucial.

The Education, Society, and Human Development major will help UCR do its part to educate

and the future workforce in teaching and learning, education policy, and social justice. In

addition, our administration hopes that the major will include innovative instructive programs

that give students direct, “real-world” experiences, towards bridging theoretical learning and

application. GSOE will be wise to take advantage of its existing and emerging partnerships

with local and regional organizations, such as Riverside Community College, Riverside

County Office of Education, and others.

This new major will not only broaden our range of curricular options, but will also increase

our capacity to serve students, facilitating time-to-degree rates and elevating student

satisfaction. The GSOE faculty has nearly doubled in the past four years, dramatically

increasing its capacity to teach, but its involvement in the undergraduate teaching mission has

been limited. At the same time, increased enrollment has put pressure on undergraduate majors

around campus. Therefore, apart from the curricular advantages of the new major, it will also

help to relieve stress on seat demand in over-enrolled courses and facilitate further

improvement in student success. While a majority of the proposed course offerings have been

taught previously, there are several brand new lower- and upper- division courses that have

been created and that will come. Thus, the timing as well as the substance of the proposal suit

UCR well.

It is with great pleasure that I endorse the Graduate School of Education's proposal for an

undergraduate major in Education, Society, and Human Development, as it clearly meets the

UC mission: it offers knowledge and the opportunity to discover and create new knowledge,

and can serve as a program of study to undergraduates that is not covered in any other

program. Equally important, this major will give UCR some distinction from other UCs (only

one other UC has an undergraduate major) and help to foster growth and positive change in

education and society.

Sincerely,

Paul D’Anieri

Provost & Executive Vice Chancellor

February 1, 2017

Academic Senate: Dylan Rodriguez

Dear Dylan

The English department is excited about the proposal for a new major in the area of education

administered by the graduate school of education (GSOE) because of the timing, addition to a

critical liberal arts program, and great service to our students. The major in Education, Society,

and Human Development is timely and absolutely necessary. Students will be able to explore learning inside and outside of schools across the life course as well as engage with our local

community to develop innovative practices around social justice.

A liberal arts education remains vital to society and our faculty is strong in innovative critical

practice. We see that GSOE is expanding its course offerings and faculty in critical studies and

there will be greater synergy, opportunities for collaboration, and continuity for our students.

California and the US is in the midst of a teacher shortage. This is a crucial time in our state and

nation's history and those persons interested in understanding education, working in the service of

all Americans, and developing new methods for learning will be needed. We give our full support

and are hopeful that the undergraduate major in Education, Society, and Human Development

can sharpen our collective mission watering seeds for continued social progress and greater equity and inclusion.

Sincerely yours,

George

George E. Haggerty

Department of English, Chair

January 27, 2017

Thomas M. Smith, Dean


University of California, Riverside

Riverside, CA 92521

Dear Dean Smith:

I am writing to express the unanimous support by the faculty of the Department of Psychology for the

BA in Education, Society and Human Development proposed by the Graduate School of Education. The

proposal envisions a major that will bring to the undergraduate level some of the research focus

commonly present in programs leading to the PhD in education. More specifically, the proposed major

will parallel the specific strengths present in the GSOE faculty, namely to focus on areas including

Educational Psychology; Special Education; School Psychology; Education, Society and Culture; Higher

Education and; Educational Policy and Leadership. As stated in the proposal, the goals of proposed

major are atypical in attempting to prepare “our undergraduates for life after college, including teaching,

research, educational advocacy and civic engagement, and community leadership in underserved

communities.” Importantly, the goals are distinct from credentialing programs designed to be a prepare

students for careers as teachers but instead are focused on “strengthen the field of education as an

academic pursuit… at the undergraduate level”.

The faculty of the Department of Psychology is strongly supportive in large part because of the need to

strengthen K-12 education nationally. At a time when the world is becoming increasing complex and

thus education is becoming increasing important, US high school students are underperforming in

international comparison examinations. Undergraduate training in education studies, education policy,

and education leadership should begin to create aware and capable advocates for policies that will

enhance educational outcomes. In addition to the need for such a program, it is likely that the proposed

major will be of strong interest to a significant and perhaps large number of UCR undergraduates and

might eventually serve as a magnet that will facilitate increase campus applications and enrollment.

While the proposed major may also draw significant number of students away from the psychology

major, that is seen as a reason to support the proposed major, as that outcome would suggest that it better

serves the interests of those students. For these reasons, the 39 eligible faculty of the Department of

Psychology on January 26, 2017 voted 26 approve, 0 disapprove, 0 abstain and 13 unavailable in support

of this proposed major.

Feel free to contact me at [email protected] or 951-827-5244 if you need further information.

Sincerely,

B. Glenn Stanley, Professor and Chair

Department of Psychology &

Professor, Department of Cell Biology & Neuroscience

B. Glenn Stanley, Professor and Chair

DEPARTMENT OF PSYCHOLOGY

RIVERSIDE, CA 92521-0128

TEL: (951) 827-5244, FAX: (951) 827-3985

[email protected]

mailto:[email protected]

UNIVERSITY OF CALIFORNIA, IRVINE

BERKELEY • DAVIS • IRVINE • LOS ANGELES • MERCED • RIVERSIDE • SAN DIEGO • SAN FRANCISCO SANTA BARBARA • SANTA CRUZ

School of Education 3200 Education Office of the Dean Irvine, CA 92697-5500 (949) 824-2534 (949) 824-9103 FAX [email protected]

November 17, 2016

Academic Senate:

The University of California, Irvine School of Education is pleased to support the proposal for a new major in the area of education administered by the Graduate School of Education (GSOE) at the University of California, Riverside. Our missions are very much the same: to promote educational success and achievement of ethnically and economically diverse learners of all ages through its research, teaching, and service activities that foster learning and development in and out of school. However, our focus differs and that is to the whole system's benefit.

The University of California has traditionally not offered an undergraduate major in the area of education. At Irvine, we developed an Education Sciences major because we saw a local, regional, state, and national need for preparing our graduates through the development of concepts and competencies that would enable them to respond to youth educational needs in formal and informal educational settings. The effort of one school is not enough. Riverside is a nationally-ranked, willing and capable school of education, with a prominent and growing faculty ready to meet the ongoing challenges and needs for a richer and critical understanding of the education sciences and civic engagement.

There is some obvious overlap, which is to be expected, however, there are several ways in which Riverside's proposed major stands distinct from Irvine. Riverside's core areas are: education, society, and culture; higher education; education policy and leadership; school psychology; education psychology, and special education. In line with their core research areas, Riverside's undergraduate major will have concentrations in learning and behavioral studies and community leadership and social justice. Top scholars in the fields of special education, higher education, education policy, and education psychology, as well as bright young faculty in all of their areas will make this major a win for the system.

California is facing a historic crisis in education and we are excited to share and collaborate with Riverside towards stemming the tide.

Sincerely yours,

Richard Arum

Dean, School of Education University of California, Irvine

mailto:[email protected]

UNIVERSITYOFCALIFORNIA,LOSANGELES UCLAGraduateSchoolofEducationandInformationStudies

MARCELO M. SUÁREZ-OROZCO

Wasserman Dean Graduate School of Education and Information Studies

Distinguished Professor of Education 2320 Moore Hall ⏐P.O. Box 951521

Los Angeles, CA 90095-1521 [email protected] ⏐ (310) 825-8308

November 5, 2016 Chair, the Academic Senate University of California, Riverside Riverside CA Dear Chair & Colleagues of the Academic Senate: The Graduate School of Education and Information Studies (GSEIS) at UCLA strongly endorses UC Riverside's proposal for an undergraduate major in the Graduate School of Education. The proposal is timely, credible and on point. I urge you to support it. California, as well as the rest of our country, is facing unprecedented challenges to our education systems. The University of California system must respond with deliberate, thoughtful, and strategic initiatives and programs at all levels – undergraduate, graduate and post-graduate. We have an obligation to build the pipeline of the next generation of education scholars and practitioners, as well as non-education professionals, for transformative work in an ever more diverse, interconnected, and miniaturized world. Following UC Irvine's lead, Riverside is answering the call and the GSE&IS at UCLA lends its full support. The field of Education is in the midst of a major transformation. We face new challenges and opportunities. Many of the leading Schools of Education in California and beyond are endeavoring to change the status quo, challenge traditional power dynamics, and interrupt gross inequities shaping education processes and outcomes. We are in the midst of fundamental changes in how we research, assess, and evaluate teaching and learning and how we educate ever more diverse populations to higher levels of skill and competence to throve as citizens and productive members of society. The UCs must be at the forefront of this work. UC Riverside's faculty has an impressive research record and their areas of expertise connect well with the leading movements for educational change.

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To reimagine the future of K-16 education, the University of California must push for innovative & rigorous programs of study and UC Riverside's new undergraduate major in Education Studies is at once timely, relevant, and forward looking. Most importantly, we are excited and hopeful that the production of undergraduate majors in the UCR GSOE deepens the pool of diverse students who can go on to pursue graduate education in Education and ultimately become education scholars, practitioners, and well-informed global citizens at this pivotal time in our nation's history. In sum, we offer our strongest endorsement of the proposal for an undergraduate major in education at UCR. In advance, I thank you very much for your consideration. All the best,

Marcelo M. Suárez-Orozco, Ph. D. The UCLA Wasserman Dean and Distinguished Professor

April 24, 2017 TO: Stephen Wimpenny Chair, Committee on Educational Policy VIA: Beth Beatty Academic Senate FROM: Jan Blacher Chair, GSOE Executive Committee SUBJ: GSOE Proposal for Undergraduate Education Major Please accept this memo as a “friendly amendment” to the GSOE proposal for a new undergraduate education major. We wish to add a note about the current name of our school, the Graduate School of Education. After much discussion and reflection about whether to change the name, and some excellent input from our colleagues in the Senate, we decided it may be premature to alter the name. We propose to monitor the new program over the next three years and to evaluate its impact on our students (both undergraduate and graduate). At that time, if not before, we will consider re-naming the School. Cc: Thomas Max Smith, Dean, GSOE Scott Brooks, Associate Dean, GSOE Executive Committee, GSOE Dylan Rodriguez, Chair, Academic Senate

EXECUTIVE COMMITTEE GRADUATE SCHOOL OF EDUCATION …senate.ucr.edu/agenda/2016-17/5-23-2017/10.H....

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