 |
|
- Research Focus Areas
- Prospective Students
- Current Students
- Faculty
- Faculty Office Hours
- Resources for Faculty
- Visiting Scholars
- Room Reservations
- FAQ
- Dept Contact
Department of Education
Emphasis in Cultural Perspectives & Comparative Education
The Emphasis in Cultural Perspectives and Comparative Education is a component of the Ph.D. Degree program in Education. The major purpose of the Cultural Perspectives and Comparative Education Emphasis is to provide students with frameworks to analyze how cultural processes influence learning, development, and education in both school and non-school settings. The emphasis offers a multidisciplinary perspective that brings anthropological, linguistic, psychological, and sociological theories to studies of cultural contexts of education. Areas of specific focus include studies of learning, development, and education in multilingual and multicultural populations, and in students from underrepresented groups, within national and/or international settings. Through research, teaching, and community service, the members of this Emphasis seek to improve educational opportunities at a local and national level.
Degrees
Ph.D. Degree with an Emphasis in Cultural Perspectives and Comparative Education
M.A. Degree with an Emphasis in Cultural Perspectives and Comparative Education-Research
M.A. Degree with an Emphasis in Cultural Perspectives and Comparative Education-Professional
Optional Interdisciplinary Ph.D. Emphases: Applied Linguistics; Black Studies; Cognitive Science; Feminist Studies; Global Studies; Language, Interaction, and Social Organization; Quantitative Methods in the Social Sciences, Technology and Society.
FACULTY ASSOCIATED WITH THE EMPHASIS
Linda Adler-Kassner
Charles Bazerman
Mary Betsy BrennerDorothy Chun
Jenny Cook-Gumperz - Emphasis Leader
Richard Durán
Judith Green
Hsiu-Zu Ho
Cynthia Hudley
Amy Kyratzis
Jin Sook Lee
Yukari Okamoto
Jason Raley
Laura Romo
- 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
- Additional Units
- Residency
- Committee Membership
- Comprehensive Exam
- Time to Degree
The requirements as listed here are for students who began in Fall 2012. Students who enrolled in prior years should follow the requirements in effect when they began the program.
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 MA/PhD program.
The Cultural Perspectives and Comparative Education Emphasis course curriculum is composed of three types of courses:
1. Research methodology courses;
2. Courses in four prescribed areas: anthropological/sociological studies, diversity and schooling, language and sociolinguistic studies, and psychological studies;
3. Research specialization courses.
Course Requirements
Research Methodology (5 courses) - all students will take
ED 214A - Introductory Statistics
ED 221A - Introduction to Qualitative Research Methods
Additionally, students will choose three advanced courses from one of the following research
sequences:
Qualitative and Interpretive Research
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
Educational Statistics and Measurement
ED 214B - Inferential Statistics
ED 214C - Linear Models for Data Analysis
ED 215A - Introduction to Testing Measurement
ED 215B - Psychometrics: Classical Test Theory
ED 215C - Psychometrics: Item Response Theory
ED 216A - Advanced Multivariate Statistics
ED 216B - Factor Analysis
ED 216C - Hierarchical Linear Models
Sources of Cultural Perspectives and Comparative Education (4 courses required, 1 from each of the following areas):
Anthropological and Sociological Studies
ED 205 - Anthropological / Sociological Perspectives on Education
ED 270A - Classrooms as Cultures
ED 271 - Cultural Studies in Education
Language and Sociolinguistic Studies
ED 202A - Bilingual Language Development
ED 207 - Sociolinguistics in Education
ED 224A - Discourse Analysis in Educational Settings
ED 259 - Tech and Second Language Acquisition
ED270F - Second Language Learning in Ed: Contexts
Diversity and Schooling
ED 270C - Race and Ethnicity in American Education
ED 270E - Educational Perspectives on Language Policy
ED 270H - Language, Culture, and Learning
ED 280 - Education in Diverse Societies
Psychological Studies
ED 210E - Foundations of Sociocultural Learning Theory
ED 210F - Cultural Psychology
ED 210G - Cross-Cultural Psychology
Area of Specialization (3 courses required with advisor approval)
All students will define an Area of Specialization, which will serve to identify their individual academic focus of study within the Cultural Perspectives and Comparative Education Emphasis. The student and his/her faculty advisor will agree upon all such Specialization definition and coursework selection. The student will develop a conceptually integrated plan of study that will include advanced seminar courses and other electives. Examples of areas of specialization include: Anthropological and Sociological Studies, Cross-Cultural Psychology, International Education, Language and Sociolinguistic Studies, and Sociocultural Studies.
Advanced Seminars
Courses in this area include the following Research Seminar courses that may be repeated for multiple quarters:
ED 209E - Seminar in Human Development
ED 210D - Seminar in Cultural Perspectives of Education
ED 253D - Seminar in Teaching and Learning
Electives
In consultation with the faculty advisor, the student will identify additional electives that further define the Area of Specialization. Examples of elective courses within the Department include the following (electives taken from other departments on campus are encouraged):
ED 205 - Anthropological/Sociological Perspectives on Education
ED 207 - Sociolinguistics in Education
ED 221D - Classroom Ethnography
ED 221F - Community Ethnography
ED 224A - Discourse Analysis in Educational Settings
ED 224B - Narrative Analysis
ED 270D - Seminar in Cross-Cultural Education: Concepts and Theories
ED 270H - Language, Culture, and Learning
ED 280 - Issues and Trends in Cross-cultural Education
ED 286B - Science Education in Sociocultural Context
ED 293 - Mathematics: Cultural Comparisons
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 (full, associate, or assistant professors). Two members of the committee must be ladder faculty members from the student’s UCSB major or department, one of whom is appointed as chair or co-chair. An exception memo is required if the student wants a 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 GGSE website under "Forms" or at the Department of Education Program Office, ED 3102, signed by the supervising faculty member, and filed in the Program 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 GGSE website under "Forms" or at the Department of Education Program Office, signed by two supervising faculty members, and filed in the Program 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. Most students choose Plan 2.
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 complete either an examination or 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. The examination option should be discussed with the advisor. In either case, students must defend their examination or 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 GGSE website or at the Department of Education Program Office and filed there.
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 eligibility for certain fellowships. 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 who are ladder faculty (assistant, associate, or professor) 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 SAO 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 from SAO and filed there.
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 Office for paperwork processing.
3. After giving them at least a week to read the proposal, meet with the committee to review it. You may 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 “Dissertation Proposal Approval ” form that can be obtained in the Department of Education Program Office and must be filed with SAO.
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 SAO 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 6 years. Students should consult with their advisors and the Student Affairs Office about these deadlines; adjustments may be possible depending upon individual circumstances such as certain leaves of absence.
Milestone |
When Typically Completed |
Campus Deadlines |
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 Cultural Perspectives and Comparative Education is a component of the Ph.D. Degree Program in Education. The major purpose of the Cultural Perspectives and Comparative Education Emphasis is to provide students with an understanding of how cultural processes influence learning, development, and education in both school and non-school settings. The emphasis offers a multidisciplinary perspective that brings anthropological, linguistic, psychological, and sociological theories to studies of cultural contexts of education. Areas of specific focus include studies of learning, development, and education in multilingual and multicultural populations, and in students from underrepresented groups, within national and/or international settings. Through research, teaching, and community service, the members of this Emphasis seek to improve educational opportunities at a local and national level.
Two Master's strands are provided: one that serves students who are interested in a research-oriented program, and a second strand that serves students planning to finish the M.A. and continue a professional career.
The research-oriented strand is tied directly to and constitutes a subset of the current Ph.D. Emphasis in Cultural Perspectives and Comparative Education. The Department of Education faculty associated with the Ph.D. Emphasis in Cultural Perspectives and Comparative Education are also associated with the M.A. program. Further, many required courses for either Strand of the M.A. program also meet requirements for the Ph.D. Completion of the Strand I Research Project or Thesis will fulfill the Ph.D.'s Independent Research Project requirement.
These strands will attract students from a variety of experiences in the areas of educational and cultural diversity. Many bring experience working in educational settings and share a commitment to understanding those settings and helping others understand and work with culturally diverse groups. Students may have an interest in particular cultural groups and cross-cultural contexts and settings. Undergraduate preparation for these students will be varied including a range of majors in the humanities and natural, mathematical and social sciences.
The strands are designed to meet the needs of students with both scholarly and applied interests. Graduates of Strand I will be prepared to enter a Ph.D. program either here or at another university and will subsequently fill research and academic positions. Strand II students may assume professional positions in school systems (where they might serve as cultural diversity experts) or in industrial or private sector educational settings.
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:
Three courses in Research Methodology, following one of the sequence options:
Statistical Research
ED 214A - Introductory Statistics
ED 214B - Inferential Statistics
ED 214C - Linear Models for Data Analysis
Qualitative Research
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
ED 236C - Case Study
(Note: this course can serve as a MA requirement, it does not serve as a Ph.D. requirement).
One course is required from each of the four following menu options:
Anthropological and Sociological Studies
ED 205 - Anthropological/Sociological Perspectives on Education
ED 270A - Classrooms as Cultures
ED 271 Cultural Studies in Education
Language and Sociolinguistic Studies
ED 202A – Bilingual Language Development
ED 207 - Sociolinguistics in Education
ED 224A - Discourse Analysis in Educational Settings
ED 259 - Tech and Second Language Acquisition: Adolescents and Adults
ED 270F - Second Language Learning in Ed: Contexts
Diversity and Schooling
ED 270C - Race and Ethnicity in American Education
ED 270E - Second Language Learning in Ed: Contexts
ED 270H - Language, Culture, and Learning
ED 280 – Education in Diverse Societies
Psychological Studies
ED 210E - Foundations of Sociocultural Learning Theory
ED 210F - Cultural Psychology
ED 210G - Cross-Cultural Psychology
Area of Specialization: (2 courses required with advisor approval)
Additional units are recommended, including those appropriate for preparation for the Thesis or 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.
RESEARCH APPRENTICESHIP (no unit credit)
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 with SAO.
The Graduate Division states that a M.A. or Ph.D. committee must be comprised of at least three UC ladder faculty members (full, associate, or assistant professors). Two members of the committee must be ladder faculty members from the student’s UCSB major or department, one of whom is appointed as chair or co-chair. An exception memo is required if the student wants a 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. Most students choose Plan 2.
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 and filed with SAO.
The Master’s degree is normally completed in 4 to 6 quarters by a full-time student who is not working outside of the University. Students who take fewer than 12 units per quarter or who work full-time off campus may require more time. The Graduate Council has established that students should complete the Master’s degree within 4 years. Students who combine the Research M.A. (Strand I) with a subsequent Ph.D. in the Department should complete their graduate studies in 6 years.
STRAND II: PROFESSIONAL M.A. CURRICULUM REQUIREMENTS
Students must complete 36 total units selected in consultation with their advisor. These must include:
Research Methodology, one course is required from the list below:
ED 200 - Research Methods in Education
ED 214A - Introductory Statistics
ED 215A - Introduction to Testing and Measurement
ED 221A - Introduction to Qualitative Research Methods
Cultural Perspectives and Comparative Education, three courses are required from the list below:
ED 202A - Bilingual Language Development
ED 205 - Anthropological/Sociological Perspectives on Education
ED 207 - Sociolinguistics in Education
ED 209G - Ethnic Identity
ED 210E - Foundations of Sociocultural Learning Theory
ED 210F - Cultural Psychology
ED 210G - Cross-Cultural Psychology
ED 224A - Discourse Analysis in Educational Settings
ED 270A - Classrooms as Cultures
ED 270C - Race and Ethnicity in American Education
ED 280 - Education if Diverse Societies
Area of Specialization: (20 units are required with advisor approval)
Additional units may be taken including those appropriate for preparation for the Master's 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 full time 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 (full, associate, or assistant professors). Two members of the committee must be ladder faculty members from the student’s UCSB major or department, one of whom is appointed as chair or co-chair. An exception memo is required if the student wants the third member who is not a ladder faculty for the committee.
A Comprehensive Examination (either a research project or content exam) that 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 SAO 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 SAO, signed by the committee and returned to SAO.
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 |
updated 9/20/12