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Department of Education
Emphasis in Child and Adolescent Development
Degrees
Ph.D. Degree in Education with an Emphasis in Child and Adolescent Development
M.A. Degree in Education with an Emphasis in Child and Adolescent Development
M.A. Degree in Education with an Emphasis in Child and Adolescent Development - Specialization in Early Childhood Education Leadership
Optional Interdisciplinary Ph.D. Emphases: Applied Linguistics; Cognitive Science; Human Development; Language, Interaction, and Social Organization; Quantitative Methods in the Social Sciences
- Curriculum – Required Courses
- Residency
- Committee Membership
- Other Degree Requirements (Milestones)
- Research Apprenticeship
- Independent Research Project
- Qualifying Exam
- Dissertation
- Time to Degree
M.A. Requirements – Research Strand
- Curriculum– Required Courses
- Additional Units
- Residency
- Research Apprenticeship
- Committee Membership
- Master’s Thesis or Research Project
- Time to Degree
M.A. Requirements – Professional Strand
- Curriculum– Required Courses
- New Curriculum Option: Specialization in Early Childhood Education Leadership
- Additional Units
- Residency
- Committee Membership
- Comprehensive Exam
- Time to Degree
Faculty Associated With The Emphasis
The requirements as listed here are for students beginning in Fall 2008. Students who enrolled in prior years should follow the requirements in effect when they began the program.
The Emphasis in Child and Adolescent Development (ECAD), a component of the Ph.D. Degree Program in Education, specializes in the study of human development in the context of culture, family, school, community, and society. ECAD is the only emphasis that offers students the opportunity to use developmental theory to study the nexus of culture, pedagogy, and prevention science. Cultural contexts of development, adolescent, and early childhood development, cross-cultural and cross-national comparative studies, and gender studies are primary foci of faculty research. Students receive training in basic and applied research to explore educational and mental health issues, including cultural processes, family studies, intervention studies, and developmental research methods. The Emphasis is committed to an ecological model that examines change within multiple settings (cultural groups, historical periods, neighborhoods, and activities) to find human universals as well as context specific differences in human development. Students will be grounded in theory and research on the major domains of study such as cognitive, health, language, and social development.
Students will be presented with a variety of theoretical perspectives on human development. However, students are also expected to look both beyond core requirements and outside of the Department of Education for additional training in research and theories that address their particular research interest.
At time of admission to the program, doctoral students entering without a Master’s degree in education or a related field are expected to enroll in the M.A./Ph.D. program.
Students in the Child & Adolescent Development Emphasis (ECAD) take core courses that examine developmental changes in several domains of study. The core coursework is unique in the Education Department for its integration of developmental theory with an examination of the cultural, contextual, and biological influences that shape development. For example, this is the only emphasis that trains students to apply developmental theory to the study of research on cultural processes, intervention/prevention science, and pedagogical practice. Students also complete research methodology requirements, both qualitative and quantitative, that will prepare them to complete their dissertation research. As well, students take a personally tailored set of electives, including requirements outside the Department, to facilitate multidisciplinary learning opportunities. Students in ECAD are encouraged to participate in UCSB's Interdisciplinary Graduate Program in Human Development, a non-degree granting colloquium series attended by faculty and students across several campus departments.
Course Requirements
Basic Courses
ED 211A - Proseminar: Introduction to Human Development
ED 211B** - Development: Infancy and Early Childhood
ED 211C** - Development: Middle Childhood to Adolescence
ED 209D - Seminar in Human Development (three quarters or equivalent)
**These courses are required of students with no prior course work in Development. They can be waived with the consent of the faculty advisor.
Advanced Courses (Choose 3 courses)
ED 209A - Seminar in Language Development
ED 209B - Seminar in Social Development
ED 209C - Seminar in Cognitive Development
ED 209H - Physical Development and Health (new course)
The Interdisciplinary Program in Human Development, a six-quarter proseminar requirement, is strongly recommended |
Research Methodology. (5 courses required)
Three courses selected from one or the other of the following two primary areas: Quantitative Methodology and Qualitative Methodology. Potential elective courses include but are not limited to the following:
Primary Area #1 - Quantitative Methodology
ED 214A - Introductory Statistics
ED 214B - Inferential Statistics
ED 214C - Linear Models for Data Analysis
ED 215A - Introduction to Testing and Measurement
ED 215B - Psychometrics: Classical Test Theory
Primary Area #2 - Qualitative Methodology
ED 209E - Digital Tools for Systematic Observation Analyses
ED 221A - Introduction to Qualitative Research Methods
ED 221B - Qualitative Interviewing
ED 221C - Observation & Small Group Analysis
ED 221D - Classroom Ethnography
ED 221E - Analyzing Ethnographic and Sociolinguistic Data
ED 221F - Community Ethnography
ED 221G - Textual Analysis
Two additional courses selected from the other primary area listed above.
Electives
In consultation with the faculty advisor, the student will be required to identify and complete a conceptually integrated set of advanced courses that define a specialty area. The Child and Adolescent Development faculty must approve the sequence of elective coursework.
Potential elective courses include but are not limited to the following:
ED 207 - Sociolinguistics in Education
ED 209E - Seminar: Human Development
ED 209F - Gender Development and Socialization
ED 210D - Seminar in Cultural Perspectives of Education
ED 211D – Development: Adolescence to Adulthood
ED 219C - Motivating Students
ED 251 - Families, Schools, and Communities
ED 253D - Seminar: Teaching and Learning
ED 255A - Being a Student
ED 264D - Psychoeducational Strategies in the Schools
ED 269B - Counseling Children
ED 270D - Seminar in Crosscultural Education: Concepts and Theories
ED 292A - Mathematics Development in Early Years
ED 292B - Mathematics Development in Middle Years
ED 292C - Mathematics Development in Adolescents
Com 233 - Mass Communication and Children
Lin 237 - Introduction to First Language Acquisition
Psy 249 - Social Development
Psy 594 - Socialization Variations in Social Emotional Development
Soc 142 - Socialization, Self-Actualization, and Creativity
Soc 246 - Sociology on the Life Course
Complete 6 regular academic quarters of study as defined by the academic residence requirement of the University. This will include both research methodology courses and courses that constitute the prescribed core curriculum. Additionally students, in consultation with advisors, will develop a plan of study that will include other coursework within the Gevirtz Graduate School of Education, and in other disciplines whose theories and methods contribute to a conceptually integrated understanding and investigation of their area(s) of specialization. The minimum fulltime course load is 8 units per quarter, although it is strongly recommended that all students enroll for 12 units.
The Graduate Division states that a M.A. or Ph.D. committee must be comprised of at least three UC ladder faculty members. Two members of the committee must be ladder faculty members from the student’s UCSB major or department, one of whom is appointed as chair or co-chair. An exception memo is required if the student wants the third member who is not a ladder faculty for the committee.
OTHER DEGREE REQUIREMENTS (MILESTONES)
Students pursuing this Emphasis must complete the following activities under the supervision of their faculty advisor and designated faculty committee:
One of the most important goals of the Emphasis is to prepare students to conduct original research in the field of education. This training is provided continually throughout the graduate program and commences with a research apprenticeship upon a student's admission to the program. During the first year, each student is required to participate in a research apprenticeship under the guidance of his or her faculty advisor or another qualified faculty member. The purpose of the apprenticeship is to acquaint you with the hands-on conduct of research by having you participate in the research activities of a faculty mentor. The apprenticeship experience provides you with the opportunity to learn how educational research questions may be formulated and investigated and how the pursuit of research is tied to the needs of the educational community. As part of the apprenticeship experience, you will also learn how faculty researchers evaluate the substance and quality of their research through means such as peer review of research proposals, publications, and other forms of dissemination, and through feedback from educational practitioners and policy makers.
Students are expected to negotiate placement in a research apprenticeship with a faculty member during their first year of their enrollment in the Emphasis. This requirement can be fulfilled through work as a research assistant, through a joint project with a faculty member, or through a variety of other arrangements. Upon completion of this apprenticeship, you should insure that the Completion of the First Year Research Apprenticeship form is obtained from the Department of Education Program Office, signed by the supervising faculty member, and filed in the Student Affairs Office.
The Independent Research Project is sometimes referred to as the second-year paper because that is when it is generally conducted. Although it is carried out under the close supervision of the faculty advisor or other faculty member, it differs from the research apprenticeship typically completed during the first year. The Independent Research Project should involve a topic of interest to you and you should assume major responsibility for all aspects of the project from research review through data collection and analysis. Whenever possible, this project should be related to the area of expertise to be covered in the Qualifying Examination and/or serve as a pilot study for the dissertation.
Completion of the project should result in a paper that is appropriate for submission for publication. In the writing of the paper, unless otherwise agreed to by the faculty committee, you should adhere in all matters of style to the Publication Manual of the American Psychological Association (latest edition). Upon completion of the project, you should insure that the Completion of the Independent Research Project form is obtained from the Department of Education Program Office, signed by two supervising faculty members, and filed in the Student Affairs Office.
Students can choose to do a Master’s Thesis or Project to receive their Master’s degree. This entails different paperwork depending upon whether the student wants to obtain the Master’s degree through Master’s Plan 1 (thesis option) or Master’s Plan 2 (project option) as described in the Graduate Division’s Graduate Handbook. Students should discuss with their advisor which Plan they wish to pursue and the procedures that will be followed.
Master’s Plan 1 requires students to prepare a thesis that is signed by the three M.A. committee members and is filed with the Graduate Division. Prior to defending the thesis, the student should notify the Student Affairs Office about the composition of the Master’s committee for approval by Graduate Division’s Graduate Academic Services.
Master’s Plan 2 requires students to carry out a research project. The section on the Independent Research Project in the Ph.D. description describes the guidelines for doing the research project. Students must defend their project and obtain signatures from the three members of the M.A. committee on the Completion of the Independent Research Project form. This form can be obtained from the Department of Education Program Office. It is filed in the Student Affairs Office.
The Qualifying Examination serves to advance a student to doctoral candidacy. This is an important milestone since, among other things, it signals the completion of coursework, declaration of field of scholarship, and a possible reduction in registration fees, depending upon how long you have been enrolled. A Master’s exam, project, or thesis cannot serve as the qualifying exam. Completion of this milestone is accomplished with the following steps:
1. In conjunction with your faculty advisor, write a brief (3-5 pages) description of the areas of knowledge in which you will read and on which you invite examination. What are the major issues in these areas? Why are they important for education and/or schooling?
2. In conjunction with your faculty advisor, prepare a categorized reading list that speaks to the above issues.
3. In conjunction with a faculty advisor, students will form a committee of at least two additional members of the Academic Senate, one of whom must be from the Department of Education. You may have additional members from our department or other campus departments if you wish.
Once faculty have agreed to serve on your committee, inform the Student Affairs Office so appropriate paperwork can be processed.
4. Present your paper and preliminary reading list to the potential committee members. If they agree to serve, they then may add to your reading list, if they wish.
5. Decide with the committee whether to pursue Plan A or Plan B for the written portion of the Candidacy Examination.
Plan A |
Plan B |
A paper which includes a critical review of the literature. You submit this paper to the committee when you believe it is complete. If the advisor is to assist in the thinking and editing process here, the committee should agree to this procedure in advance. The paper must be of sufficiently high quality to be submitted for publication. In the writing of the paper, unless otherwise agreed to by the faculty committee, you will adhere in all matters of style to the Publication Manual of the American Psychological Association (latest edition). |
An examination of questions formed by the committee. A time limit is planned in advance by the committee for the completion of the exam - it can be 1 day, 10 days, or longer, but it must be pre-specified. |
6. A week or so after you have submitted the review paper (Plan A) or the answers to the examination questions (Plan B) to your committee, an oral defense of your project is scheduled. This oral examination is required across the UC system. Typically, two hours are scheduled.
A student who passes both the written and oral portions for the Qualifying Examination then advances to candidacy. If a student fails either portion, the committee will determine additional requirements. Again, appropriate forms (Doctoral Degree Form I & Doctoral Degree Form II) for establishing the Qualifying Examination committee and for registering that the student has passed the examination, may be obtained in the Student Affairs Office.
A doctoral dissertation is a document reporting a piece of original research conducted independently by the student. In the writing of the dissertation, unless otherwise agreed to by the faculty committee, the student will adhere in all matters of style to the Publication Manual of the American Psychological Association (latest edition). The student should read Filing a Doctoral Dissertation on the Graduate Division’s website www.graddiv.ucsb.edu/academic/ before beginning work. Completion of the dissertation is accomplished with the following steps:
1. In conjunction with your advisor, conceptualize the dissertation study and develop a detailed proposal for the work, including a description of the problem or issue to be addressed, a review of the pertinent literature, and a description of the procedures by which the study will be conducted. It is in your interest to be as explicit as possible.
2. The committee is normally nominated prior to advancing to candidacy although changes may be made. Students should submit any changes to that committee to the Student Affairs Officer for paperwork processing.
3. After giving them at least a week to read the proposal, meet with the committee to review it. You will be expected to give an oral presentation outlining the rationale, purpose, and method of the project. As a result of this meeting the committee will decide if the proposal may be approved in its current form or if changes must be made. When the proposal is accepted, the committee must sign the Approval of Dissertation Proposal form that can be obtained in the Department of Education Program Office and must be filed in the Student Affairs Office.
4. Conduct the additional work necessary to complete the dissertation in the accepted proposal. Continued interaction with your faculty advisor is advisable, both as you do data collection and analysis and as you compose drafts of components of the dissertation. It may also be appropriate to consult with other members of your committee on specific areas related to their expertise. Although the form of the dissertation, including chapters and/or sections where appropriate, is normally governed by the content and worked out with the advice of the dissertation committee, specific elements as described in the Graduate Division’s Guide must be included. When submitting the dissertation to the committee, all elements of the document should be included (e.g., figures, references, footnotes, appendices, etc.).
5. After giving them at least a week to review your final dissertation draft, meet with the committee to defend your dissertation. A dissertation defense involves a formal oral presentation of the project by the student and a series of questions by the faculty. The specific nature of the dissertation defense and its duration varies considerably according to members of the committee. Thus, prior to the defense, you may find it helpful to talk informally to members of the committee about their expectations. You should take responsibility for coordinating the establishment of the date, time, and location of the oral defense. At the end of this defense, the committee will determine whether your dissertation is "passed" or needs more work. Adopting an optimistic stance, you should take to the defense meeting 1) at least five copies of the "signature page" from your dissertation to be signed by the committee members, and 2) a Doctoral Degree Form III, obtained from the Student Affairs Office, signifying passage of the dissertation.
6. File your dissertation with the appropriate offices on campus, following instructions in Filing a Doctoral Dissertation. Deadlines to submit doctoral dissertations to the Graduate Division for graduation dates are listed in the University's schedule. If you are trying to meet specific deadlines, you should plan to conduct your dissertation defense on a date that offers sufficient time before the deadlines to allow revisions that the committee might require.
Students' life situations make the times necessary to complete their degrees vary greatly. However, the Graduate Division has established guidelines for key milestones in the Ph.D. program. All students are expected to take their Qualifying Examination and Advance to Candidacy by the end of their fourth year in the program. Students who do not make this deadline may be placed on academic probation. In addition, it is expected that most students in the Ph.D. Program in Education will complete their degrees within six years. This is called the normative time to graduation. Students should consult with their advisors about these deadlines; adjustments may be possible depending upon individual circumstances.
Milestone |
When Typically Completed |
Normative Time |
1. Research Apprenticeship |
3rd Quarter |
|
2. Independent Research Project |
6th Quarter-9th Quarter |
MA: 12th Quarter |
3. Residency |
6th Quarter |
|
4. Qualifying Examination |
9th Quarter-12th Quarter |
12th Quarter |
5. Dissertation Proposal |
10th Quarter-15th Quarter |
|
6. Dissertation Defense |
15th Quarter-18th Quarter |
18th Quarter |
The Emphasis in Child and Adolescent Development offers two Masters strands: one, the "Research M.A.", that serves students who are planning to pursue the Ph.D. either at UCSB or at another institution, and a second, the "Professional M.A.", that serves students planning to continue a professional career after their studies are complete. This latter strand also offers a new curriculum option - Specialization in Early Childhood Education Leadership.
Both Strands are tied directly to and represent a subset of the Ph.D. Emphasis in Child and Adolescent Development. Thus the Master’s degree curriculum also focuses on the integration of developmental theory with an examination of the cultural, social, and biological influences that shape development. The Department of Education faculty associated with the Ph.D. Emphasis in Child and Adolescent Development are also associated with our M.A. program. All required courses for either Strand of the M.A. program also meet requirements for the Ph.D. Completion of the Strand I Research Project or Master’s Thesis will fulfill the Ph.D.'s "Independent Research Project" requirement.
STRAND I: RESEARCH M.A. CURRICULUM REQUIREMENTS
Students must complete 36 graduate units selected in consultation with the student's faculty advisor. These must include:
1. Three courses required on research methodology (12 units), taken from the Department's methods course offerings, or an equivalent. Courses are typically four units each. Examples include:
ED 214A - Introductory Statistics
ED 214B - Inferential Statistics
ED 214C - Linear Models for Data Analysis
ED 215A - Introduction to Testing and Measurement
ED 221A - Introduction to Qualitative Research Methods
ED 221B - Qualitative Interviewing
ED 221C - Observation and Small Group Analysis
ED 221D - Classroom Ethnography
ED 221E - Analyzing Ethnographic and Sociolinguistic Data
ED 221F - Community Ethnography
ED 221G - Textual Analysis
2. Three required core courses (12 units) covering developmental milestones:
ED 211A - Proseminar: Introduction to Human Development
ED 211B - Development: Infancy and Early Childhood
ED 211C - Development: Middle Childhood to Adolescence
3. At least three substantive courses (12 units) in a defined topic area approved by the student's faculty advisor.
Additional units are recommended, including those 500-level courses appropriate for preparation for the thesis or research project.
Complete 3 regular academic quarters of study as defined by the academic residence requirement of the University. This will include both research methodology courses and courses that constitute the prescribed core curriculum. Additionally, students, in consultation with advisors, will develop a plan of study that will include other coursework within the Gevirtz Graduate School of Education, and in other disciplines whose theories and methods contribute to a conceptually integrated understanding and investigation of their area(s) of specialization. The minimum fulltime course load is 8 units per quarter, although it is strongly recommended that all students enroll for 12 units.
One of the most important goals of the Emphasis is to prepare students to conduct original research in the field of education. This training is provided continually throughout the graduate program and commences with a research apprenticeship upon a student's admission to the program. During the first year, each student is required to participate in a research apprenticeship under the guidance of his/her faculty advisor or another qualified faculty member. The purpose of the apprenticeship is to acquaint the student with the hands-on conduct of research by participating in the research activities of a faculty mentor. The apprenticeship experience provides the opportunity to learn how educational research questions may be formulated and investigated and how the pursuit of research is tied to the needs of the educational community. As part of the apprenticeship experience, the student will also learn how faculty researchers evaluate the substance and quality of their research through means such as peer review of research proposals, publications, and other forms of dissemination; and through feedback from educational practitioners and policy makers.
Students are expected to negotiate placement in a research apprenticeship with a faculty member during their first year of enrollment in the emphasis. This requirement can be fulfilled through work as a research assistant, through a joint project with a faculty member, or through a variety of other arrangements. Upon completion of this apprenticeship, students should insure that the Completion of Research Apprenticeship form is obtained from the Department of Education Program Office, signed by the supervising faculty member, and filed in the Student Affairs Office.
The Graduate Division states that a M.A. or Ph.D. committee must be comprised of at least three UC ladder faculty members. Two members of the committee must be ladder faculty members from the student’s UCSB major or department, one of whom is appointed as chair or co-chair. An exception memo is required if the student wants the third member who is not a ladder faculty for the committee.
MASTER’S THESIS OR RESEARCH PROJECT
Students can choose to do a Master's Thesis or Research Project to receive their Master’s degree. This entails different paperwork depending upon whether the student wants to obtain the Master’s degree through Master's Plan 1 (thesis option) or Master's Plan 2 (research project option) as described in the Graduate Division's Graduate Handbook. Students should discuss with their advisor which Plan they wish to pursue and the procedures that will be followed.
Master’s Plan 1 requires students to prepare a thesis that is signed by the three M.A. committee members and is filed with the Graduate Division. Prior to defending the thesis, the student should notify the Student Affairs Office about the composition of the Master’s committee for approval by Graduate Division’s Graduate Academic Services. Master's theses follow the guidelines established by the UCSB Graduate Division. An oral defense of the thesis is required (the M.A. Form I must be filed with the Student Affairs Office).
Master’s Plan 2 requires students to carry out a research project. The section on the Independent Research Project in the Ph.D. description describes the guidelines for doing a research project. Students must defend their project and obtain signatures from the three members of the M.A. committee on the Completion of the Independent Research Project form. This form can be obtained from the Department of Education Program Office. It is filed in the Student Affairs Office.
The Master’s degree is normally completed in 4 to 6 quarters by a full-time student who is not working outside of the University. Students who take fewer than 12 units per quarter or who work full-time off campus may require more time. The Graduate Council has established that students should complete the Master’s degree within 4 years. Students who combine the Research M.A. (Strand I) with a subsequent Ph.D. in the Department should complete their graduate studies in 6 years.
STRAND II: PROFESSIONAL M.A. CURRICULUM REQUIREMENTS
Students must complete 36 graduate units selected in consultation with the student's faculty advisor. These must include:
1. Two courses required on research methodology (8 units), taken from the Department's methods course offerings, or an equivalent. Courses are usually four units each. Examples include:
ED 214A - Introductory Statistics
ED 214B - Inferential Statistics
ED 214C - Linear Models for Data Analysis
ED 221A - Introduction to Qualitative Research Methods
ED 221B - Qualitative Interviewing
ED 221C - Observation and Small Group Analysis
ED 221D - Classroom Ethnography
ED 221E - Analyzing Ethnographic and Sociolinguistic Data
ED 221F - Community Ethnography
ED 221G - Textual Analysis
2. Two required core courses (8 units) covering developmental milestones:
ED 211B - Development: Infancy and Early Childhood
ED 211C - Development: Middle Childhood to Adolescence
3. Substantive courses (20 units) in a defined topic area approved by the student's faculty advisor. These may include an optional practicum experience (ED 211E - Practicum in Human Development, maximum of 6 units).
New Curriculum Option - Specialization in Early Childhood Education Leadership
Students must complete 36 graduate units selected in consultation with the student's faculty advisor. These must include:
1. Three required core courses (12 units):
ED 211B - Development: Infancy and Early Childhood
ED 250 - Intro to Organizational Behavior and Educational Administration (new course)
ED 245A - Finance and Evaluation
2. Substantive courses (16 units) in a defined topic area approved by the student's faculty advisor.
At least one course covering foundational topics in Child Development:
ED 210B - Children's Thinking
ED xxx - Theories in Human Development (new course)
At least one course covering foundational topics in Special Education:
ED 222A - Intro to Exceptional Children
ED 228E - Families and Disabilities
3. Two courses required on research methodology (8 units):
ED 200 - Research Methods in Education
A second methodology course can be selected from:
ED 201D - Single Case Experimental Design
ED 214A - Introductory Statistics
ED 214B - Inferential Statistics
ED 214C - Linear Models for Data Analysis
ED 221A - Introduction to Qualitative Research Methods
ED 221B - Qualitative Interviewing
ED 221C - Observation and Small Group Analysis
ED 221D - Classroom Ethnography
ED 221E - Analyzing Ethnographic and Sociolinguistic Data
ED 221F - Community Ethnography
ED 221G - Textual Analysis
4. Two elective courses. Examples include**:
ED 190 - Introduction to Autism
ED 222D - Law, Ethics, and History of Special Education
ED 222B - Acad/Cog Characteristics of Students With Mild Disabilities
ED 291 - Professional Issues in Severe Developmental Disabilities
ED 228F - Topics in Family and Disability Research
ED 228G - Interventions With Families and Children With Disabilities
ED 228H - Working With Stakeholders in Special Education
ED 202A - Bilingual Language Development
ED 209A - Language Development
ED 270H - Language, Culture, and Learning
ED 292A - Mathematics Development in Early Years
ED 270H - Theory, Practice, and Politics of 2nd Language Literacy Instruction
**Students may choose one course outside of the Department as an elective with approval from Advising Committee.
A 4-unit admin internship or practicum is required for students with no site managerial experience.
Additional units are recommended, including those 500-level courses appropriate for preparation for the comprehensive examination.
Complete 3 regular academic quarters of study as defined by the academic residence requirement of the University. This will include both research methodology courses and courses that constitute the prescribed core curriculum. Additionally, students, in consultation with advisors, will develop a plan of study that will include other coursework within the Gevirtz Graduate School of Education and in other disciplines whose theories and methods contribute to a conceptually integrated understanding and investigation of their area(s) of specialization. The minimum fulltime course load is 8 units per quarter, although it is strongly recommended that all students enroll for 12 units.
The Graduate Division states that a M.A. or Ph.D. committee must be comprised of at least three UC ladder faculty members. Two members of the committee must be ladder faculty members from the student’s UCSB major or department, one of whom is appointed as chair or co-chair. An exception memo is required if the student wants the third member who is not a ladder faculty for the committee.
A Comprehensive Examination which satisfies the Graduate Division’s requirement for Strand II Master’s degree must be completed. Appropriate paperwork should be obtained from the Department of Education Program Office and processed by the Student Affairs Office prior to taking the Comprehensive Exam. The committee, in conjunction with the student, will determine the nature of the Master’s Comprehensive Examination. An oral component of the Comprehensive Examination is required. The Comprehensive Exam form must be obtained from the Student Affairs Office, signed by the committee and returned to the Student Affairs Office.
The Master’s degree is normally completed in 4 to 6 quarters by a full-time student who is not working outside of the University. Students who take fewer than 12 units per quarter or who work full-time off campus may require more time. The Graduate Council has established that students should complete the Master’s degree within 4 years. Students who combine the Research M.A. (Strand I) with a subsequent Ph.D. in the Department should complete their graduate studies in 6 years.
PLEASE NOTE: INFORMATION SUBJECT TO CHANGE WITHOUT NOTIFICATION |
FACULTY ASSOCIATED WITH THE EMPHASIS
Cynthia Hudley
Brett Kia-Keating
Amy Kyratzis
Yukari Okamoto (Emphasis Leader)
Laura Romo