School of Education

Donald N. Cardinal, Ph.D., Dean

Mary McNeil, Ed.D., Associate Dean

Joel Colbert, Ed.D., Director, Ph.D. Program in Education

E. Michael Madrid, Ph.D., Education Director

Professors: Brown, Cardinal, Ferguson, Hass, McNeil, Montgomery, SooHoo, Tye;

Associate Professors: Brady, Bryan, Busse, Colon-Muniz, Hunter, Wilson;

Assistant Professors: Bragg, Curwen, Graydon, Howard, Miller, Monzo, Thomas, White-Smith;

Instructor: Osborn.

Ph.D. in Education

Master of Arts in Counseling and Pupil Personnel Services Credential in School Counseling

Educational Specialist Degree in School Psychology/Master of Arts in Educational Psychology and Pupil Personnel Services Credential in School Psychology

Master of Arts in Education: Curriculum and Foundations, Reading and Literacy and Educational Leadership and Administration

Master of Arts in Teaching: Elementary Education (Multiple Subject Credential/Bilingual Emphasis Option)

Master of Arts in Teaching: Secondary Education (Single Subject Credential)

Master of Arts in Special Education

Multiple Subject Credential with Bilingual Emphasis Option

Single Subject Credential

Special Education Credentials Level I Mild/Moderate & Moderate/Severe

Special Education Credentials Level II Mild/Moderate & Moderate/Severe

Preliminary Administrative Services Credential (Tier I)

Ph.D. in Education

The Chapman University School of Education Ph.D. program is research intensive and intended primarily for individuals seeking a career in higher education or in other research-oriented leadership fields. The program focuses on the formulation of new ways to think about issues and solve problems in the field of education. Three emphasis areas are available: Cultural and Curricular Studies, Disability Studies, and School Psychology.

Admission to the Program and Prerequisites

To be considered for admission, applicants must submit the following:

• Application to the Chapman University Ph.D. in Education Program.
• Evidence of a master's degree from a regionally accredited institution of higher education.
• Official undergraduate and graduate transcripts.
• Graduate Record Examination results in the verbal, quantitative, and analytical writing sections.
• Three letters of recommendation, including one from a current employer, one from a current colleague, and one from a graduate-level professor who can describe the academic potential of the applicant. Letters from relatives will not be considered.
• A personal essay that will be used to assess the applicant's writing skills, career commitment, leadership potential, research interests, and professional goals.

After initial screening of the application materials, selected prospective students will be invited for an in-person interview with faculty.

To be considered for admission to the School Psychology emphasis, applicants are required to have an educational specialist (Ed.S) degree or it's equivalent from a NASP-approved school psychology program and must submit the following:

• Application to the Chapman University Ph.D in Education Program.
• Evidence of an educational specialist (Ed.S) degree or it's equivalent from an NASP-approved school psychology program.
• State certification as a school psychologist.
• Documentation of 1,500 hour internship, or internship plus one year experience as a practicing school psychologist.
• Official undergraduate and graduate transcripts.
• Graduate Record Examination results.
• Three letters of recommendation, including one from a current employer, one from a current colleague, and one from a graduate-level professor who describe the academic potential of the applicant. Letters from relatives will not be considered.
• A personal essay that will be used to assess the applicants writing skills, career commitment, leadership potential, research interests, and professional goals.

After initial screening of the application materials, selected prospective students will be invited for an in-person interview with faculty.

Demonstration of Mastery

The academic progress requirements for students include a minimum GPA of 3.500 and successful completion of department and program requirements, including admission to candidacy, advancement to and successful completion of qualifying exams, and the dissertation. A dissertation sets forth a proposition in which the student advances and maintains an argument. Students will conduct research in their emphasis under the direction of a dissertation advisor and committee, (see the Academic Policies and Procedures section for guidelines).

Continuous Enrollment Fee

Students who have previously registered for the dissertation, but who have not completed the requirements, are required to submit a continuous enrollment fee for each semester the dissertation remains outstanding. The fee for continuous enrollment is equal to three credits of tuition charged per semester and will allow students to remain in active status as well as enable them to utilize university resources for completion of the dissertation. The maximum time allowed for completion of the Ph.D. is seven years.

Requirements for the Degree

The course of study for the Ph.D. is 57 credits. Upon acceptance of a NASP approved education specialist degree or its equivalent (minimum of 60 semester credits) applicants to the School Psychology emphasis may have up to nine credits waived. The course of study includes the following: 36 credits in four areas of study (Foundations and Philosophy, Inquiry, Emphasis, and Dissertation) and 21 credit emphasis core in Cultural and Curricular Studies, Disability Studies, or School Psychology. The course of study has four core areas.

Internship in School Psychology for School Psychology Emphasis

In addition, National Association of School Psychologists (NASP) guidelines require 1500 clock hours of supervised internship, of which 600 hours must be completed in a school-based setting. 750 hours from a master's or education specialist level internship hours will be accepted with documentation.

Foundations and Philosophy Core

required courses (9 credits)

Inquiry Core

required courses (15 credits)

Dissertation Core

required courses (12 credits)

Emphasis Cores

Cultural and Curricular Studies Emphasis Core

seven of the following (21 credits)

Disability Studies Emphasis Core

seven of the following (21 credits)

required courses (18 credits)

elective

one of the following (3 credits)

*With an approved Ed.S. degree or its equivalent, 9 of the 57 required credits of the program may be waived.

Master of Arts in Counseling and Pupil Personnel Services Credential in School Counseling

The School of Education offers a master of arts degree in counseling with an emphasis in school counseling and a pupil personnel services credential in school counseling. The program prepares students to serve as counselors in public schools for grades K-12 and meets requirements for a California state credential authorizing service as a school counselor. Students with a previously earned master's degree in counseling or a related field may earn a California state credential in school counseling without enrolling in the master of arts program. Candidates who do not have a prior earned master's degree must concurrently enroll in the master of arts in counseling. The program is designed as a full time, two-year or four-semester program. Candidates may attend part time but must complete at least six credits of course work per semester of enrollment.

Admission to the Program and Prerequisites

Acceptance into the graduate programs in counseling is based on multiple criteria. These criteria include:

Previous Academic Achievement

Candidates are expected to hold a baccalaureate degree from a regionally accredited university and have a minimum grade point average of 3.000 in their most recent 60 semester or 90 quarter units. Candidates with an admissions GPA between 2.750 and 2.990 may be considered for admission, but are required to submit passing scores from the Graduate Record Examination (GRE): achieve a minimum score on any two of three sections; the minimum score is 550 for the Quantitative section, 490 for the Verbal section or 4.5 on the Analytical Writing section. A score at or above the 60th percentile on any one of the Graduate Subject Tests is also accepted.

Commitment to the Program Mission

Candidates are required to submit an autobiographical statement that describes the life experiences that have shaped their choice of counseling as a profession, and their commitment to the program mission as described below:

The mission of Chapman University is to provide a personalized education of distinction that leads to inquiring, ethical, and productive lives as global citizens. The counseling program at Chapman University builds on this mission by preparing knowledgeable, skilled, and reflective school counselors who are effective change agents for individuals, families, and communities. Graduates of the counseling program have strong interpersonal and collaborative skills and are prepared to be advocates for youth of varying abilities, cultural heritages and socioeconomic backgrounds. It is important that graduates are capable and committed to being leaders in the field of counseling.

Experience Working with Children and Families

Candidates must submit a current resume outlining their experiences working with children and families. The program has a special interest in candidates who have experience in multilingual and multicultural settings.

Admissions Procedures and Deadlines

In keeping with the university's mission, the pupil personnel services program is committed to providing a personalized education of distinction. To meet this goal, the school counseling program will enroll a limited number of students each academic year. To be considered for admission to the school counseling program, all candidates must submit the documents listed below and complete an intake interview with a full-time faculty member. Accurate annual deadline information is available on the program website.

1. Graduate Application.
2. Supplemental Application.
3. An autobiographical statement of approximately 750 words in length, double-spaced. It will be reviewed by faculty to assess the applicant's suitability for the program. Further description is provided in the Supplemental Application.
4. A current resume or vita that includes information on experiences working with children and/or families.
5. Official transcripts from all institutions of higher education.
6. Three letters of recommendation, two of which must be on Chapman University forms. At least one recommendation form must be from someone who has experience with the candidate in an academic setting and knowledge of the candidate's academic potential. A second recommendation form must be from someone who knows the candidate in a work setting, preferably one where the candidate works with children. Information from the recommendations is used to help make judgments regarding a prospective candidate's suitability and potential for professional success in the field of education, including the appropriate personal characteristics. Any candidate with "insufficient to function as a counselor", or comparable notation, on a form is denied admission to the program.
7. Documentation of having taken the California Basic Educational Skills Test (CBEST). Applicants for the PPS Internship Program must submit evidence of having passed the CBEST.

Program Prerequisites

Candidates must take the California Basic Educational Skills Test (CBEST) prior to enrollment in credential courses. Applicants for the PPS Internship Program must submit evidence of having passed the CBEST. All candidates must pass the CBEST prior to beginning their practicum field placement.

Students entering the program are also expected to complete the following 3 credit prerequisite course: EDUC 401/503 - Foundations of Education. Students who have a teaching credential may petition to have prior course work substituted for EDUC 401/503. Candidates without a prior earned credential must take EDUC 401/503 at Chapman University. Prerequisite course work need not be completed prior to entering the program.

Transfer Policy

Up to 6 credits may be transferred into the program from other regionally accredited graduate institutions upon approval of a petition by the program coordinator and the dean of the school. (See the Academic Policies and Procedures section for transfer guidelines.)

Demonstration of Mastery

In addition to the graduate catalog academic policies and procedures, all students in the school counseling program are required to earn a grade of B or better in all courses. Students who earn less than a B will be required to meet with an advisor and must repeat the course. Students who repeat a class and do not obtain a minimum of a B grade will be dismissed from the program. Faculty members also review students each academic year to determine if they demonstrate the skills, knowledge, and professional attitudes necessary to be successful school counselors. Students who demonstrate these qualities will be invited to continue in the program. If faculty members have concerns about students in any of these areas, they will be asked to meet with an advisor and may be dismissed from the program. Students are required to earn a score of 600 on the Education Testing Service Praxis Examination in Counseling and Guidance. Students who do not attain a score of 600 after two attempts may petition the program coordinator to take an alternative comprehensive examination. To earn the pupil personnel services credential in school counseling, students must also complete an oral exit interview and present a professional portfolio.

Fieldwork Requirement

Students in the school counseling program must complete a minimum of 100 hours of practicum fieldwork (CSP 515) and 600 hours of internship/final fieldwork (CSP 620 and 621). The majority of these hours must be completed in a K-12 public school setting. All hours must be under the supervision of an experienced professional with a pupil personnel services credential in school counseling. The school counseling internship credential is required for all pupil personnel services credential candidates who seek to be paid during their field experience. All students are expected to gain experiences with children and youth of a variety of ages, ability levels, cultural heritages, and socioeconomic backgrounds.

Requirements for the Degree:

Educational Specialist Degree in School Psychology/Master of Arts in Educational Psychology and Pupil Personnel Services Credential in School Psychology

The School of Education offers an educational specialist degree in school psychology and a master of arts degree in educational psychology. These degrees are earned concurrently. Candidates earn the MA in educational psychology after completing 51 credits and obtaining a passing score on the ETS Praxis examination in school psychology. Students earn the educational specialist degree in school psychology and the pupil personnel services credential authorizing service as a school psychologist after completing 15 more credits of coursework, preparing a professional portfolio and passing an oral exit interview. The program prepares students to serve as psychologists in schools for age preschool through high school. The program is designed as a full-time, three year or six semester program. Candidates may attend part time but must complete at least six credits of course work per semester of enrollment. The school psychology program is approved by the National Association of School Psychologists.

Admission to the Program

Acceptance into the school psychology program is based on multiple criteria. These criteria include:

Previous Academic Achievement

Candidates are expected to hold a baccalaureate degree from a regionally accredited university and have a minimum grade point average of 3.000 in their most recent 60 semester or 90 quarter credits.

Prospective candidates with a GPA between 2.750 and 2.990 may be considered for admission, but are required to submit passing scores from the Graduate Record Examination (GRE): achieve a minimum score on any two of three sections; the minimum score is 550 for the Quantitative section, 490 for the Verbal section or 4.5 on the Analytical Writing section. A score at or above the 60th percentile on any one of the Graduate Subject Tests is also accepted.

Commitment to the Program Mission

Candidates are required to submit an autobiographical statement that describes the life experiences that have shaped their choice of school psychology as a profession and their commitment to the program mission as described below:

The mission of Chapman University is to provide a personalized education of distinction that leads to inquiring, ethical, and productive lives as global citizens. The school psychology program at Chapman University builds on this mission by preparing knowledgeable, skilled, and reflective school psychologists who are effective change agents for individuals, families and communities. Graduates of the school psychology program have strong interpersonal and collaborative skills and are prepared to be advocates for youth of varying abilities, cultural heritages and socioeconomic backgrounds. It is important that graduates are capable and committed to being leaders in the field of school psychology.

Experience Working with Children and Families

Candidates must submit a current resume outlining their experiences working with children and families. The program has a special interest in candidates who have experience in multilingual and multicultural settings.

Admission Procedures and Deadlines

In keeping with the university's mission, the pupil personnel services program is committed to providing a personalized education of distinction. To meet this goal, the school psychology program will only enroll a limited number of students each academic year. To be considered for admission to the school psychology program, all candidates must submit the documents listed below and complete an intake interview with a full-time faculty member. Accurate annual deadline information is available on the program website.

1. Graduate Application.
2. Supplemental Application.
3. An autobiographical statement of approximately 750 words in length, double-spaced. It will be reviewed by faculty to assess the applicant's suitability for the program. Further description is provided in the Supplemental Application.
4. A current resume or vita that includes information outlining experiences working with children and/or families.
5. Official transcripts from all institutions of higher education.
6. Three letters of recommendation, two of which must be on Chapman University forms. At least one recommendation form must be from someone who has experience with the candidate in an academic setting and knowledge of the candidate's academic potential. A second recommendation form must be from someone who knows the candidate in a work setting, preferably one where the candidate works with children. Information from the recommendations is used to help make judgments regarding a prospective candidate's suitability and potential for professional success in the field of education, including the appropriate personal characteristics. Any candidate with "insufficient to function as a counselor," or comparable notation, on a form is denied admission to the program.
7. Documentation of having taken the California Basic Educational Skills Test (CBEST). Applicants for the PPS Internship Program must submit evidence of having passed the CBEST.

Program Prerequisites

Candidates must take the California Basic Educational Skills Test (CBEST) prior to enrollment in credential courses. Applicants for the PPS Internship Program must submit evidence of having passed the CBEST. All candidates must pass the California Basic Educational Skills Test prior to beginning their practicum field placement.

Fieldwork Requirement

Students in the school psychology program must complete a minimum of 450 hours of practicum fieldwork (CSP 534, 535) and 1,200 hours of internship/final fieldwork (CSP 622, 623). The majority of these hours must be completed in a K-12 public school setting. All hours must be under the supervision of an experienced professional with a pupil personnel credential in school psychology. The school psychology internship credential is required for all pupil personnel services credential candidates who seek to be paid during their field experience.

Transfer Policy

Up to 6 semester credits may be transferred into the program from other regionally accredited graduate institutions upon approval of a petition by the program coordinator and the Dean or Associate Dean of the School of Education. (See the Academic Policies and Procedures section for transfer guidelines.)

Demonstration of Mastery

In addition to the graduate catalog academic policies and procedures, all students in the school psychology program are required to earn a grade of B or better in all courses. Students who earn less than a B will be required to meet with an advisor and must repeat the course. Students who repeat a class and do not obtain a minimum of a B grade will be dismissed from the program. Faculty members also review students each academic year to determine if they demonstrate the skills, knowledge, and professional attitudes necessary to be successful school psychologists. Students who demonstrate these qualities will be invited to continue in the program. If faculty members have concerns about students in any of these areas, they will be asked to meet with an advisor and may be dismissed from the program. Candidates can earn the MA in educational psychology after completing 51 credits and obtaining a score of 600 on the ETS Praxis examination in school psychology. Students who do not attain a score of 600 after two attempts may petition the program coordinator to take an alternative comprehensive examination. Students earn the educational specialist degree in school psychology and the pupil personnel services credential authorizing service as a school psychologist after completing 15 more credits of course work, preparation of a professional portfolio and passing an oral exit interview.

requirements for the degree (66 credits)

one of the following (3 credits)

Pupil Personnel Services Credential in School Counseling for School Psychology Candidates

Graduates of the School of Education's school psychology program, who also wish to receive the pupil personnel services credential in school counseling must:

• Complete the following coursework:

• Prepare a professional portfolio.
• Pass an oral exit interview.

Master of Arts in Education

The mission of the program is the development of critical and ethical educator-citizens committed to the continual re-creation of a school culture characterized by the universal values of democracy, care, and justice. This degree program is designed primarily for individuals who are already employed in schools but who seek advancement opportunities within the field of education. Three emphasis areas are offered: curriculum and foundations, reading and literacy, and educational leadership and administration. It is possible to complete a degree with more than one emphasis.

Admission to the Program and Prerequisites

Admission to the program may be achieved by the completion of the following requirements:

1. Hold a baccalaureate degree from a regionally accredited institution.
2. Have achieved the required admission grade point average as specified in the Admission section. Applicants with a grade point average between 2.500 and 2.990 are required to submit passing scores from one of the following standard admission tests:
   • Graduate Record Examination (GRE): Achieve a minimum score on any two of three sections; the minimum score is 550 for the Quantitative section, 490 for the Verbal section or 4.5 on the Analytical Writing section. A score at or above the 60^th percentile on any one of the Graduate Subject Tests is also accepted.
   • Millers Analogies Test (MAT): achieve a minimum scaled score of 404.
   • California Subject Examinations for Teachers (CSET): achieve a passing score.
3. Complete the prerequisites for the program which consist of a minimum of six (6) credits in education, including EDUC 401/503 and one additional Education course. These prerequisites are automatically waived for applicants who hold a valid teaching or PPS credential.

Transfer of Course Work

Six credits of graduate transfer work is the maximum allowed. No transfer work is permitted for the core courses. (See the Academic Policies and Procedures section for transfer guidelines.)

Capstone Experiences

Curriculum and Foundations Emphasis: EDUC 678 Curriculum and Foundations Capstone Course

MAE/Curriculum and Foundations candidates will demonstrate mastery of program objectives through the preparation and presentation of a major project developed by the candidate during the course of his or her MAE program.

Reading and Literacy Emphasis: EDUC 611 Clinical Field Experience in Reading and Writing

MAE/Reading candidates will demonstrate mastery of program objectives by conducting a research project in a field setting, and presenting the findings to a panel of evaluators.

Educational Leadership and Administration Emphasis: EDUC 604 Scholarly Practitioner: Action Research I

MAE/Educational Leadership candidates must demonstrate mastery of the program elements through the successful completion of an approved culminating experience, typically through an action research project. This demonstration of mastery occurs at the end of the program, after the candidate has completed all course work, and includes a presentation before a panel of educators. Students must have a minimum cumulative GPA of 3.000 in all MAE course work prior to enrolling in EDUC 604 and/or the presentation of the project.

Note: the MAE comprehensive examination option is only available to students who enrolled under the 2006-07 catalog or earlier. It will no longer be administered after September, 2009.

Continuous Enrollment Fee

Students who have previously registered for EDUC 604, 611, 614, or 678 but who have not completed the requirements, are required to submit a continuous enrollment fee for each semester the Capstone Course remains outstanding.

The fee for continuous enrollment is equal to one credit of tuition charged per program and will allow students to remain in active status as well as enable them to utilize university resources for completion of the capstone requirements.

Requirements for the Degree

prerequisites (6 credits)

EDUC 401/503 and one additional Education course*

These prerequisites are waived for applicants who hold a valid teaching credential.

*For the reading emphasis, EDUC 500 or 532 are required prerequisites.

MAE Seminars (12 credits)

** EDUC 654 should be completed first in the core sequence.

emphasis and capstone (18 credits)

Emphasis in Curriculum and Foundations

EDUC 657, 658 required; select three from the following: 570, 571, 599, 625, 626, 634, , 652, 653. Capstone: EDUC 678.

Emphasis in Reading and Literacy

The reading emphasis conforms to the new California Reading certificate requirements. Prerequisites are EDUC 500, 532, or equivalent. Required courses are EDUC 612, 615, 616, 618, 657. Capstone: EDUC 611. Three years of teaching experience are required before the certificate can be issued.

Emphasis in Educational Leadership and Administration

The education specialist credential is embedded in the Education Leadership and Administration master's degree. Required courses are: EDUC 681, 683, 686, 687, 688. Capstone: EDUC 604. Fieldwork: EDUC 691

• Students who already have a master's degree can petition to waive six credits of comparable emphasis course work taken within the time frame acceptable by School of Education policy.
• EDUC 691 (Fieldwork component) will be waived for those students who hold a current Administrative Tier 1 credential or for those not pursuing the Administrative Tier 1 credential.

Three years under a full time teaching, counseling, librarian, or nursing contract are required before the Tier 1, Preliminary Administrative Services Credential Certificate of Eligibility can be issued by the state of California.

Second Emphasis Area

Students completing a second emphasis area within one master's degree program may not use previously completed course work for one emphasis to fulfill the requirements of a second emphasis. A second capstone project will not be required, but all of the course work required for the second emphasis must be completed.

California Reading Certificate

The reading courses for the MAE with reading emphasis also meet the requirements for a stand-alone California Reading Certificate. Students may wish this stand-alone certificate if they already have a master's degree or if they do not wish to pursue the requirements for a full master's degree.

Admission to the Program and Prerequisites

Requirements are the same as those for admission to the MAE. Prerequisites are EDUC 500, 532, or equivalent.

Transfer of Course Work

A maximum of three credits of graduate course work in reading are allowed.

Demonstration of Mastery

Demonstration of mastery is embedded in EDUC 611. In this course students will demonstrate, through an intensive clinical application, their mastery of the certificate standards and goals. Students will write fully developed case studies for the students with whom they work in a clinical setting.

Requirements for the Certificate

Required courses are EDUC 611, 612, 615, 616, 618. Three years of teaching experience are required before the certificate can be issued.

Master of Arts in Teaching

Admission to the Program

The MAT is a master's degree program where all graduate level credential courses are embedded as part of the program of study and completed prior to demonstration of mastery. It is designed for individuals who wish to begin their teaching careers with both a teaching credential and a master's degree. Students are not eligible to transfer to the MAT after beginning the credential program. Major themes found in both the credential and advanced core courses include teacher as constructivist, nurturer, moral educator, reflective practitioner, mediator of diversity and change agent. Students must apply for the program on their admission application.

MAT applicants must meet admissions requirements for the appropriate credential program in addition to master's level requirements.

Master of Arts in Teaching: Elementary Education (Multiple Subject Credential with Bilingual Emphasis Option*)

Admission to the program may be achieved by the completion of the following requirements:

1. Hold a baccalaureate degree from a regionally accredited institution.
2. Have a minimum admission grade point average of 3.000. Applicants with an admission grade point average between 2.750 and 2.990 are required to submit passing scores from one of the following standard admission tests:
   • Graduate Record Examination (GRE): Achieve a minimum score on any two of three sections; the minimum score is 550 for the Quantitative section, 490 for the Verbal section or 4.5 on the Analytical Writing section. A score at or above the 60^th percentile on any one of the Graduate Subject Tests is also accepted.
   • Miller Analogies Test (MAT): achieve a minimum scaled score of 404.
   • California Subject Examinations for Teachers (CSET): achieve a passing score.

Students with an admission grade point average between 2.750 and 2.990 can be admitted in provisional standing for a maximum of one semester; provisional standing for the MAT specifies that students can enroll only in 400 or 500 level courses and can complete a maximum of 12 credits. Students who are below a 2.750 grade point average will be denied admission to the MAT.

* Spanish/English bilingual/biliterate

Transfer of Course Work

Six credits of graduate transfer work is the maximum allowed. (See the Academic Policies and Procedures section for transfer guidelines.)

Demonstration of Mastery

MAT degree candidates must demonstrate mastery of the program elements through the successful completion of an approved culminating experience, typically a portfolio and an action research project. This demonstration of mastery occurs at the end of the program, after completing all course work and field work, and includes a presentation before a panel of educators. Students must have a minimum cumulative GPA of 3.000 in all MAT course work prior to enrolling in EDUC 604 and/or the presentation of the portfolio and project.

Requirements for the Degree

credential core

** Required for bilingual emphasis candidates only.

additional requirements for the credential core

All candidates must pass the CSET and any other required examinations. These examinations, with passing scores, must be on file in the education office by the deadline for application to student teaching. Six semester credits of a foreign language or equivalent experience is desired.

These credits must be completed before continuing with 600-level courses.

additional course work for the MAT advanced core (12 credits)

This coursework must be taken at a minimum, over two semesters. During the initial semester, following the completion of the credential program coursework, students enroll in:

The following semester, students enroll in:

Master of Arts in Teaching: Secondary Education (Single Subject Credential)

In California, the appropriate credential to teach a specific subject in a departmentalized classroom at the middle school or high school level is the single subject teaching credential. This credential authorizes public school teaching in a departmentalized classroom. To obtain a single subject credential, candidates must complete (1) an approved subject matter preparation program or pass the appropriate California Subject Examinations for Teachers (CSET) and (2) the single subject teacher credential program that includes the following course work.

Admission to the Program

Admission to the program may be achieved by the completion of the following requirements:

1. Hold a baccalaureate degree from a regionally accredited institution.
2. Have a minimum admission grade point average of 3.000. Applicants with an admission grade point average between 2.750 and 2.990 are required to submit passing scores from one of the following standard admission tests:
   • Graduate Record Examination (GRE): Achieve a minimum score on any two of three sections; the minimum score is 550 for the Quantitative section, 490 for the Verbal section or 4.5 on the Analytical Writing section. A score at or above the 60^th percentile on any one of the Graduate Subject Tests is also accepted.
   • Miller Analogies Test (MAT): achieve a minimum scaled core of 404.
   • California Subject Examinations for Teachers (CSET): achieve a passing score.

Students with an admission grade point average between 2.750 and 2.990 can be admitted in provisional standing for a maximum of one semester; provisional standing for the MAT specifies that students can enroll only in 400 or 500 level courses and can complete a maximum of 12 credits. Students who are below a 2.750 grade point average will be denied admission to the MAT.

Transfer of Course Work

Six credits of graduate transfer work is the maximum allowed. (See the Academic Policies and Procedures section for transfer guidelines.)

Demonstration of Mastery

MAT degree candidates must demonstrate mastery of the program elements through the successful completion of an approved culminating experience, typically a portfolio and an action research project. This demonstration of mastery occurs at the end of the program, after completing all course work and field work, and includes a presentation before a panel of educators. Students must have a minimum cumulative GPA of 3.000 in all MAT course work prior to enrolling in EDUC 604 and/or the presentation of the portfolio and project.

Requirements for the Degree

credential core

additional requirements for the credential core

All candidates who have not completed an approved subject matter preparation program must pass the CSET and any other required examinations. These examinations, with passing scores, must be on file in the education office by the deadline for application to student teaching.

additional course work for the MAT advanced core (12 credits)

This coursework must be taken at a minimum, over two semesters. During the initial semester following the completion of the credential program coursework students enroll in:

The following semester students enroll in:

Master of Arts in Special Education

The mission of the program is to develop change agents, professionals who will pursue social justice side-by-side with people with disabilities. Candidates should be prepared to believe in, and be advocates for, the absolute dignity of all people, including those with labels of disability.

The education specialist credential is embedded in the master's degree.

Admission to the Program and Prerequisites

Admission to the program may be achieved by completion of the following requirements:

1. Hold a baccalaureate degree from a regionally accredited institution.
2. Have achieved the required admission grade point average as specified in the Admission section. Applicants with a grade point average between 2.500 and 2.990 are required to submit passing scores from one of the following standard admission tests:
   • Graduate Record Examination (GRE): Achieve a minimum score on any two of three sections; the minimum score is 550 for the Quantitative section, 490 for the Verbal section or 4.5 on the Analytical Writing section. A score at or above the 60th percentile on any one of the Graduate Subject Tests is also accepted.
   • Miller Analogies Test (MAT): achieve a minimum scaled score of 404.
   • California Subject Examinations for Teachers (CSET): achieve a passing score.

Transfer of Course Work

Up to 6 credits may be transferred into the program. Requests for transfer are submitted on a petition to transfer graduate degree course work. Requests must meet transfer policies specified in the Academic Policies and Procedures section and must be approved by the program coordinator and the dean of the school.

Demonstration of Mastery

Option 1: Comprehensive Examination

Students must be advanced to candidacy, have a cumulative GPA of 3.000 and have completed all core courses, 38 credits, to meet the minimum eligibility requirements to take the comprehensive examination. The student must pass a written comprehensive examination that covers all of the required course work. The examination may be attempted upon completion of the program core courses (See the Academic Policies and Procedure section for additional guidelines).

Option 2: EDUC 599 Independent Study

Students must have a cumulative GPA of 3.000 to meet the minimum eligibility requirements to enroll in the Independent Study. (See the Academic Policies and Procedures section for additional guidelines).

The Independent Study focuses upon the creation, implementation, monitoring, and assessing of a field-based intervention designed to improve school functioning. While research methodology may be employed, the project's central purpose is to have the student become an agent in school change efforts. It is a means for the student to "project" himself/herself into educational reconstruction in a meaningful way. The writing style of the project must also comply with the American Psychological Association Style Manual, current edition. (See the Academic Policies and Procedure section for additional guidelines).

Continuous Enrollment Fee

Students who have previously registered for the thesis/project (EDUC 698) but who have not completed the requirements, are required to submit a continuous enrollment fee for each semester the thesis/project remains outstanding. The fee for continuous enrollment is equal to one credit of tuition charged per program and will allow students to remain in active status as well as enable them to utilize university resources for completion of the thesis/project.

Requirements for the Degree

education core (36 credits)

requirements (27 credits)

one of the following (3 credits)

one of the following (3 credits)

one of the following (3 credits)

general education core

requirements (8 credits)

general education elective

one of the following (3-4 credits)

special education electives

two of the following (6 credits)

* EDUC 590 and