Dissertation Projects

Collaborative video analysis to support pre-service teacher noticing and learning toward action-based orientations to language.

Instruction for students classified as English Learners (EL-classified) in the US has been dominated by formalist orientations to language development that view learners as blank slates and often focus instruction on acquiring decontextualized linguistic forms in segregated learning spaces. Many language scholars argue that these orientations are insufficient in promoting meaningful language and content learning and limit EL-classified students’ contributions and participation. In contrast, sociocultural and ecologically-informed scholarship proposes more equitable, action-based orientations to language development, where all learners are positioned to co-construct meaning in carefully scaffolded dialogic activity across the curriculum. This dissertation project explores the potential of collaborative video analysis to target Pre-Service Teacher (PST) noticing and learning towards these action-based orientations. This qualitative study follows a group of PSTs pursuing History-Social Science secondary teaching credentials and their Teacher Supervisor across multiple collaborative video analysis sessions in a US university-based teacher preparation program. In these sessions, participants worked together to narrate, re-narrate, and re-envision videos of PST teaching with a unique focus on noticing student language use and imagining more action-based language supports. Both interactional and individual data were collected including video recordings and field notes of the collaborative sessions and participant interviews and written reflections. I applied an ethnomethodological approach and Cross-Event Discourse Analysis to collecting and analyzing interactional data including video recordings, transcripts, and participant observations of video analysis sessions, together with individual data including interview transcripts and written reflections from participants. Findings suggest that structured collaborative discourse around classroom videos contributed to important shifts in participant noticing and reasoning toward more equitable action-based orientations to student language use and EL-classified learner contributions in their discipline. This study highlights the unique potential of video-embedded, interactive sense making across the PST learning ecosystem to prepare PSTs to notice and take up more effective and equitable action-based orientations to instruction for EL-classified students in their discipline.

Doctoral Candidate , UC Santa Cruz

Zoning out of Zoom and Zooming In towards Learning Experience Design to Support Undergraduate Teaching and Learning

My dissertation details three studies that will examine undergraduates online learning modalities through the COVID-19 pandemic. More specifically, my dissertation will first look across theories of mind-wandering and cognitive engagement and develop a model examining the social, cognitive, and behavioral impacts on students’ learning experiences while learning synchronously on Zoom. Then, I use this model and  mechanistic findings to conduct and inform a series of design-based research (DBR) studies in order to design, develop, and deploy an asynchronous online course grounded on the learning experience design (LXD) pedagogical paradigm. Finally, Study 3 will consider the affordances and constraints of Study 2 and further iterate on these designs to conduct a quasi-experimental study testing the efficacy of different interactive course elements (i.e. embedded video questions) in an online asynchronous undergraduate course grounded in LXD. Thus, across all three studies, I will critically examine how online course modalities and LXD pedagogies underlie social, cognitive, and behavioral factors influencing students’ learning experiences with the hope that such efforts will lead to the evidence-based implementation of pedagogical practices. The goal of this dissertation is to continue supporting a broad range of learners online, in-person, or hybrid learning modalities that address learners’ needs in a human-centered empathetic approach as the ever-changing landscape of teaching and learning in higher education continues to evolve.

Doctoral Candidate , UC Irvine

Alumni Dissertation Projects

Promoting equitable pathways in engineering and career technical education, the influence of immersive experiences on culturally responsive pedagogy: an explanatory sequential mixed methods study.

 My research examines the influence of a teacher intervention that focuses on the development of empathy and color consciousness, as a method to facilitate, motivate, and support the enactment of culturally responsive pedagogy. This study is an explanatory sequential mixed method design that uses a multitude of data including surveys, semi-structured interviews, classroom observations, and participant artifacts. I hope this research can help teachers feel supported and empowered in ways that promote the enactment of more culturally responsive teaching practices to meet the growing and shifting needs of students of color. The demographics of the United States’ public-school systems are becoming more diverse and culture is central to learning. Therefore, teachers must be prepared to take an asset-based approach that acknowledges, responds to, and celebrates students’ culture to design content, foster environments, and create opportunities that are equitable for a multicultural student demographic.

Designing Systems to Promote Collaboration and Systems Thinking in High School Science Group Discussion 

Preparation for the future workforce and citizenry requires students to learn collaborative skills to apply knowledge in new contexts and promote innovation. With the increasing integration of technology in learning environments, collaboration spans both human-human and human-technology relationships. In her dissertation, Ha designs collaborative chatbots, in collaboration with informal science educators, teachers, learners, and researchers, to scaffold collaboration and deeper learning of STEM content. The studies illustrate how multidimensional analyses of learner interactions can provide insights into social and cognitive processes guiding learning. They also illuminate how design tweaks can facilitate certain social and reasoning patterns, ones that enrich learning, human-human, and human-technology collaboration.

Learning to enact equitable mathematics teaching practices through critical self-reflection: a study of primary teacher candidates

My dissertation project examines the role of critical reflection in supporting teacher candidates to develop their identities as equitable mathematics teachers and enact equitable practices in mathematics classrooms. Unequal learning opportunities in mathematics classrooms for children, particularly those from marginalized backgrounds, continue to persist. Rigid ways of acknowledging mathematical participation and competency continue to dominate many classrooms and systematically categorizes children into a hierarchy of intelligence, excluding those perceived as incompetent from learning opportunities. This has implications for children’s mathematical identities and future careers. Teacher education can play a significant role in disrupting these injustices. My study aims to develop a theoretical mapping of candidates’ different learning trajectories when engaged in critical self-reflection work and a protocol that teacher educators can utilize to support candidates’ learning.

Civic engagement of marginalized youth: Friendship networks and motivation

Grounded in a long-term research-practice partnership, my dissertation investigates the role of social networks in the civic engagement of adolescents at a high school that serves primarily low-income Latinx students. First, I develop a novel model of youth civic motivation grounded in expectancy-value theory. Then, I apply longitudinal social network analysis techniques to distinguish between the effects of friendship formation and motivational antecedents on civic engagement. Through an asset-based approach that acknowledges agentic decisions regarding civic participation rather than framing behavior in terms of deficiency, I seek to understand psychosocial predictors of civic engagement for youth who are underrepresented in both research and policy. I aim to provide novel insight into the diverse manifestations of civic engagement in ways that inform practice, which I believe is especially important as our youth confront an increasingly contentious sociopolitical landscape.

The Latinx Male Teacher Pipeline

My research looks into how Latinx men conceptualize the teaching profession and how that functions to either motivate them to pursue a career as educators or dissuades them from the profession. This is done using semi-structured interviews of Latinx male high school students, teacher credential students and veteran teachers to track how this conceptualization changes throughout the leaky Latinx Male Teacher Pipeline. I hope this research can be used to recruit diverse educators by creating culturally responsive strategies that speak to what truly motivates these men to pursue a career as teachers, which is pivotal if our educators are to keep pace with our increasingly diverse student population.

Understanding the Practices and Processes of Doing Networked Improvement Science in a Teacher Preparation Network

This study focuses on examining how networked improvement communities (NICs) are enacted using a NIC run by the California Teacher Education Research and Improvement Network. The work of performing NICs is comprised of micropolitics and power relations that shape what improvement efforts focus on, what aims they seek to accomplish, and how they attempt to accomplish their aims. I seek to unveil these dynamics to understand how NICs operate and in what ways the processes can be improved, particularly for advancing equity and social justice.

[Re]imagining Student Mathematical Engagement through Problem Posing Pedagogy

Designing after school science programs to connect schools, homes, and communities.

The purpose of this study is to investigate how to develop science after school programs that support the deep and meaningful STEM engagement of girls of color. This project will focus on how to empirically test design features in a research practice partnership with a local school.

Participation in a Video Club: Influences on Teachers and Teaching, Students and Learning

This study investigates the critical discourses developed by high school science teachers engaged in a semester-long video club professional development series. The focus of the video club was to enhance participants’ abilities to facilitate students’ thinking and reasoning in science.

Appropriating and Enacting Literacy Teaching Practices in the Context of the Pathway Project Professional Development Program

In this study, I investigate the types of pedagogical tools middle school English teachers take up and adapt from literacy professional development. Moreover, I am also interested in how these tools shape their own learning as well as their students’ learning. Finally, I also seek to understand cognitive and contextual factors that may influence how teachers are enacting these tools in their classrooms.

Broadening participation in mathematics for students from non-dominant backgrounds: The relationship between teacher practice, noticing and pedagogical commitments

This study draws on the construct of teacher noticing to examine how teachers attend to and reason about classroom features that influence learning opportunities for non-dominant groups. Just as research examines how teachers’ knowledge, beliefs, and identities influence their practice, I use the lens of noticing to explain the cognitive processes teachers use engaging in these teaching practices. Through this work, I seek to make explicit the noticing of secondary mathematics teachers and the relationship between their noticing, practices and pedagogical commitments.

Physical Therapist Students’ Clinical Reasoning and Characterizations of Practice

This study investigates how doctor of physical therapy students engage in clinical problem solving. Specifically, I examine the types of problems students frame and solve during an encounter with a patient and how their perspectives on practice influence their clinical decision making.

A Model of Professional Development for Field-Based Teacher Educators: Addressing Historical Problems Through Local Collaboration

This dissertation examines a professional development intervention that brought together university supervisors of student teaching with partner classroom mentor teachers to develop a shared vision of mathematics instruction and shared approaches to mentoring pre-service teachers in the field. The study contributes to practice-based teacher education by offering a model design university-school collaborations aimed at supporting pre-service teachers in connecting learning across university and field site settings.

A Longitudinal Investigation of Beginning Teachers’ Conceptions and Enactments of Equity-Minded Mathematics Practices

This study examines the factors that impact the retention and attrition of culturally and linguistically diverse elementary school teachers and support or impede their development and implementation of reform-based, equity-minded mathematics practices.

Learning Affordances for Teachers and Students in a Summer Lab School

I examine an alternative teacher certification program aimed at preparing primarily Latinx and African American teacher candidates for instruction in segregated urban schools. In this project I work closely with first year teachers as they prepare and begin teaching in their own classroom to identify ways of improving urban science teacher preparation and opportunities for students to meaningfully engage with and learn science.

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The electronic version of the master’s thesis or doctoral dissertation must follow all formatting requirements set forth in the manual. It is the responsibility of the student to ensure that the thesis/dissertation appears as originally intended when it is accessed or printed.

The thesis/dissertation must be submitted as a single electronic Portable Document Format (PDF) file. If the original thesis/dissertation is a Microsoft Word or RTF file, you will be able to convert the thesis/dissertation to a PDF at the UCI Thesis/Dissertation Submission Site . If the doctoral dissertation is not in Microsoft Word, RTF, or PDF – e.g. LaTeX or WordPerfect – it must be converted to PDF before the student uses the Submission Site. Certain types of fonts and graphics work better with PDF, and special attention should be paid to creating equations for PDF conversions. Optional supplemental files (images, video, audio) that are an integral part of the thesis/dissertation but not part of the full text may also be submitted electronically

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Student submits final PDF version of thesis/dissertation to the ProQuest*/ETD website (see information on ProQuest website below) and completes entire on-line submission process at the link provided below. The UCI Libraries staff will send a verification e-mail stating your submission has been received and is under review. This e-mail confirms the initial submission has been received, it is not the final approval. Once the submission has been reviewed by UCI Libraries staff, the student will either receive the final confirmation e-mail that their submission has been accepted or an e-mail noting revisions that are needed before it can be accepted.


* When creating your ProQuest account and completing the submission process, please note there are no required fees for UCI students to pay. There is no need to pay for open access or copy right. Any fees for services provided by ProQuest are optional.   

Submit your complete final degree packet to the Graduate Division, using the official Graduate Division DocuSign form link:

Ph.D. Dissertation Checklist/final degree paperwork packet

Master’s Thesis checklist/final degree paperwork packet

Ph.D. Dissertation Required Items-(all items listed below are incorporated into the official Graduate Division DocuSign forms)

Ph.D. Submission Checklist

Ph.D. Form II/Signature Page – Report on Final Examination for the Ph.D. Degree serves as the official signature page.

Final confirmation e-mail from the Proquest/ETD website

The student will attach the confirmation e-mail to their DocuSign final degree paperwork.

Survey of Earned Doctorates

Upon completing the survey, students are given the opportunity to enter their e-mail address to which a confirmation e-mail will be sent. The student will attach the confirmation e-mail to their DocuSign final degree paperwork.

UCI Exit Survey

Upon completing the survey, students will receive a confirmation e-mail. The student will attach the confirmation e-mail to their DocuSign final degree paperwork.

Master’s Thesis Required Forms-(all items listed below are incorporated into the official Graduate Division DocuSign forms)

Master’s Thesis Submission Checklist

Master’s Thesis/Signature Page Report on Final Examination for the Master’s Degree

$55 Master’s Thesis Submission Fee must be paid with the proof of payment uploaded as an attachment to the DocuSign final degree packet before submitting the form to Graduate Division

Step Three:

Graduate Division

Completed DocuSign final degree packet is routed to Graduate Division for review and degree processing, a staff member will:

Verify all required items have been submitted.

If all the required items are present:

Graduate Division staff will begin the degree audit to confer the degree

Please note during peak business time of the quarter, degree processing may take 14 business days or more

If any of the required items are missing, the staff member will hault the degree audit and contact the student and/or department to submit the missing required items. If the required items are not submitting, Graduate Division staff will void or decline to sign the DocuSign form

UCI Libraries

Approves ETD submission to be sent to Proquest/UMI

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Graduate Placement & Dissertations

The UCI PhD Program in English has placed graduates in a wide range of careers, from tenure-track appointments at research universities to "alt-ac" positions in humanities education and university administration to opportunities in private-sector employment.  The placement information below offers detail on the positions obtained by our graduates alongside information about their dissertation research. (Dates refer to year of appointment rather than year of graduation.)

Nathan Allison English Instructor, Mt. San Jacinto College Dissertation:  “The Drama of Determinism”: The Evolution of Naturalism in Fiction and Social Thought"

Jean Little Adjunct Assistant Professor and Writing Specialist, Mt. Hood Community College Dissertation:  “Statistical Fictions: Nineteenth-Century Narrative and the Probability of Change”

Margaret Speer Lecturer in Composition, UCI Dissertation:  “Women Alone and Together in the British Cultural Imaginary”

Anna Finn Associate Chancellor, Chief of Staff, and Chief Ethics and Compliance Officer (CECO) at UC Santa Cruz Dissertation: "Changing Times: Kipling, Yeats, Eliot, and the Measure of Modernity"

Austin Carter Dissertation: "An Unoccupied Woman: American Women's Writing, The Literary Spinster, and Feminist Care"

Allison Dziuba Assistant Professor of English in the Composition, Rhetoric, and English Studies (CRES) Program at the University of Alabama Dissertation: "Feeling Like We Belong: College Students' Countercurricular Rhetorical Education"

Taylor McCabe Dissertation: Girls Never Grow Up: Generic Impossibility and Narrative Tension in the late-Nineteenth Century Maturation Serial"

Shyam Patel  Term Assistant Professor, George Mason University Dissertation: " More Like Life: Politics and the Organic Metaphor in Late-Victorian Aesthetic Cultures"

Andrew Shipley Academic Support Coordinator of the Writing Studio, Vanderbilt University Dissertation: "Still Hidden in the Future: Allegory and Metalepsis in British Fiction in the Long Nineteenth Century"

Franziska Tsufim Marion L. Brittain Postdoctoral Fellow in the Writing and Communication Program, Georgia Institute of Technology Dissertation: " Business and Belongingness: How the Female Entrepeneur Revised the Victorian Canon"

Danilo Caputo Assistant Professor, Irvine Valley College Dissertation : "Shakespearean Resilience: Disaster & Recovery in the Late Romances"

Devan Bailey Dissertation: " Kindred by Chance: Spontaneous Art and Neoliberal Order"

Jacob William Baumgartner Associate Director, Purdue Online Writing Laboratory (OWL).                                                        Dissertation:   "Literature in the Age of Wellness"

Christopher Dearner  Dissertation: " Tongues in Trees and Sermons in Stones: The Landscape of Affordances"

Andrew Hill Howard E. and Susanne C. Jessen Postdoctoral Instructor in English, Caltech Dissertation: " Of Shadow and Substance: Sadakichi Hartmann, Paul Laurence Dunbar, and Photo-Poetic"

Maureen Fitzsimmons Visiting Rhetorical Arts Fellow, Loyola Marymount University Dissertation:  "Raciolinguistic Ideologies in the Rhetoric of Early California Statehood"

Michael Mahoney Dissertation: " Crisis Tendencies: Contemporary Fiction and the Political Economy of Mental Health After 1980"

Miguel Ramon Professor of English at Santa Rosa Junior College  Dissertation:  "Advertising, Affect, and the Avant-Garde: The Aesthetics of Interruption and Identity Formation in American Fiction of the 1920s"

Scott Streitfeld Lecturer, UCI Composition Dissertation: "Return to Normalcy: Modernist Prose and the Quantification of Sexuality"

Loretta Ramirez Assistant Professor, California State University, Long Beach Dissertation: "Textual and Visual Rhetorics of the Generative Wound: A Historical Genealogy from Medieval Iberia to Contemporary Chicanx Self-Representation Strategies and Pedagogies."

Nicholas Joseph Lecturer in the University of Pennsylvania's Critical Writing Program Dissertation: "Finding Themselves By Two: Serial Poetics in Whitman, Oppen and Baraka"

Assistant Professor of English, Clemson University Dissertation: "Race Writing in the Internet Age" Sharon Kunde

ACLS Emerging Voices Post-Doctoral Fellowship at the John Hope Franklin Humanities Institute, Duke University UC Riverside Dissertation:  "Race, Place and Literary Practice in The United States from Thoreau to Ransom"

Tyler Dean Adjunct Professor of Writing, Whittier College Dissertation: "Distended Youth: Arrested Development in the Victorian Novel" Maia Krause Academic Counselor, HS2 Academy Dissertation: "Dangerous Investigations: Experiment as Deep Play in Eighteenth-Century British Literature" Lance Langdon Lecturer, UCI Dissertation: "Feeling Engaged: College Writers as Literacy Tutors" Daniel Matlock Lecturer, UCI Dissertation: "Viable Crimes and Victorian Gentlemen: Rhetorics of (In)Consistency and the 19th-Century Novel" Rachel Mykkanen English Field of Study Coordinator, Beijing Bayi School Dissertation: "Militarized Desires: Consumerism in American Literature, 1939-1955" Brent Russo Lecturer, Chapman University Dissertation: "Romantic Liberalism" Katherine Ryan Assistant Professor, San Jacinto College Dissertation: "Modernism's Suicidal Impulse: Psychic Contamination and the Crowd" Takahiro Sakane Assistant Professor, Kwansei Gakuin University Dissertation: "Manners of Contradiction: Economy and Gender in Early Twentieth-Century American Narrative" Tae Sung Assistant Professor, California Baptist University Dissertation: "Pragmatism and the Gift: Toward a Charismology of Dynamic Gifts in American Literature and Religion"

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Annual reviews.

  • Review of Research in Education Pubilshed annually, this journal provides a forum for analytic research reviews on selected education topics of significance to the field. Each volume addresses a topic of broad relevance to education and learning, and publishes articles that critically examine diverse literatures and bodies of knowledge across relevant disciplines and fields.

Cover Art

Reference sources are a great starting point for starting research on a new topic because they provide general information on a topic. They often include the following types of information to help you get started:

  • Get an overview of a new or complex topic
  • Find out the names of key players in a given area
  • Locate terms that you can use in your research
  • Help narrow (or expand) your topic
  • Locate a bibliography of sources to help you start your research

Reference sources include encyclopedias, handbooks, dictionaries, and other sources like them. Some reference sources for education-related topics are listed below.

  • Encyclopedias
  • Dictionaries & Glossaries
  • School Rankings

This is a small sample of encyclopedias and handbooks that address education topics. You can find even more overview-type resources in UC Library Search .

  • The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation (2018) Covers the basics of traditional theories and methods, as well as important sociopolitical issues and trends influencing the future of that research and practice.
  • The SAGE Handbook of Curriculum, Pedagogy and Assessment (2016) Focuses on examining how curriculum is treated and developed, and its impact on pedagogy and assessment worldwide.
  • Sociology of Education: An A-to-Z Guide (2013) The sociology of education is a rich interdisciplinary field that studies schools as their own social world as well as their place within the larger society. The field draws contributions from education, sociology, human development, family studies, economics, politics and public policy.
  • Encyclopedia of Diversity in Education (2012) Covers the full spectrum of diversity issues, including race, class, gender, religion, language, exceptionality, and the global dimensions of diversity as they relate to education.
  • The Sage Handbook of Educational Leadership (2nd ed.,2011) Offers an overview of the practical and theoretical issues facing educational leadership. Addresses the most fundamental and contested issues in the field, including culturally relevant and distributed leadership; critical policy and practice issues predicting the new century’s conflict; the paradox of changes; and the promises, paradoxes, and pitfalls of standards for educational leaders.
  • The SAGE Handbook of Developmental Psychology and Early Childhood Education (2019) Explores a range of issues in early childhood development and education, including an overview of current and future direction for the field. The Handbook combines research and practice to investigate emotional and social development, well-being and mental health, language, cultural environments, as well as the role of parents in a child's development.
  • Encyclopedia of Bilingual Education (2008) An encyclopedia crossing several disciplines, including applied linguistics, politics, civil rights, historical events, and classroom instruction.
  • Handbook of the Economics of Education (2006-2023) A multi-volume series that explores various branches of economics related to education. Each Handbook provides self-contained surveys of the current state of a branch of economics and summarize not only received results but also newer developments, from recent journal articles and discussion papers.
  • Encyclopedia of Education (2nd ed., 2003) Offers a complete view of the institutions, people, processes, roles, and philosophies in educational practice in the United States and throughout the world. Features biographies of influential educators; profiles of historic colleges and universities and of organizations active in the field; and an appendix of full text source documents, including education related legislation, international treaties, and testing methods.
  • Best Evidence Encyclopedia (BEE) A freely accessible website created by the Johns Hopkins University School of Education’s Center for Research and Reform in Education (CRRE). It is intended to give educators and researchers fair and useful information about the strength of the evidence supporting a variety of programs available for students in grades K-12. It mostly consists of systematic meta-analyses of research on effective programs in reading, mathematics, writing, science, early childhood education, and other topics. It also contains articles on review methods and on issues such as special education policy and evidence-based reform.
  • The SAGE Handbook of Early Childhood Research (2015) Provides an overview of the field of early childhood research and sets an agenda for early childhood research into the future.
  • ERIC Thesaurus Select the Thesaurus tab on ERIC and search a topic, phrase, concept, etc. ERIC will provide a scope note and related terms. These are all the tags ERIC uses to organize its database.
  • Oxford Dictionary of Education (2015) A UK-focused dictionary that provides definitions for the terms that anyone studying education or working in the field is likely to encounter – from A* to zero tolerance. Coverage includes all sectors of education: pre-school, primary, secondary, further and higher education, special needs, adult and continuing education, and work-based learning. It also includes major legislation, key figures and organizations, and national curriculum and assessment terminology.
  • Glossary of Instructional Strategies A glossary providing brief definitions for more than 1200 instructional strategies. It hasn't been updated since 2013, but can still be useful to browse.
  • Shambles Glossary Acronyms in education.

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  • Learning Theories Summarizes numerous learning theories in psychology, education, business and design.
  • Social Theory This database brings together a range of influential writings representing the most important trends of sociological thought from the eighteenth century to the present day.
  • U.S. News and World Report College Rankings Provides a variety of rankings and other information. Best national universities, best liberal arts colleges, best value colleges, etc. Some data is behind a paywall.
  • America's Best Graduate Schools (U.S. News & World Report rankings) The abbreviated online version of Best Graduate Schools. Provides rankings of graduate schools in business, education, engineering, law, medicine, and more.
  • Best College Rankings on The Princeton Review Search rankings by school or category. In 2023, the list ranked 388 colleges.
  • College and University Rankings Links to many different sources of college rankings -- from the most wired colleges to the most disability-friendly. Compiled by the University of Illinois Library.
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Campuswide Honors Research & Thesis Requirements

General overview.

The Campuswide Honors Collegium’s curriculum spans all four years of the undergraduate experience (or, all two years for transfer students and those admitted by application during their second year). The CHC’s capstone project, which students undertake independently in the form of the Research and Thesis project (R/Th), is meant to provide students an opportunity to take initiative in their undergraduate experience by engaging in independent research beyond the scope of any previous class experience, in a research field that is personally relevant and meaningful not only to their undergraduate experience, but to their career aspirations and beyond. This project can be creative, interdisciplinary, and allow students to pursue research in areas outside of their majors, or they can be more “traditional,” such as projects that begin in one of the world-renowned labs on UCI’s campus, literature reviews across fields, or extended research papers in the humanities and social sciences.

Most students will begin to think seriously about their capstone R/Th projects in their junior year, when they will meet with a Graduate Fellow or an honors advisor to discuss their ideas for research and receive personalized advising about the requirements and timeline of the project.

Some students will choose to participate in departmental, major, and school honors programs, which are also centered around a research project. In these cases, the students may use the same 2 quarters (or more!) of research conducted for departmental honors programs to satisfy CHC requirements, as well as any thesis produced for one of these programs. In the case where a departmental honors program does not require a written thesis, a CHC student will still need to write a thesis to satisfy their CHC requirements, and turn it in before graduation.

While students may opt to take independent study (199) courses for credit, or to participate in departmental/school/major honors programs which require research courses, CHC R/Th requirements do NOT include taking classes to receive unit credit for the 2 quarters of research under faculty supervision. When the faculty advisor approves the student’s final thesis, they will sign some paperwork indicating that the student has engaged in the required 2 quarters of research, at which point the research component of the requirements will be satisfied.

We do, however, encourage students to get unit credit for their courses if they have room on their schedule to accommodate the units.

What is research?

Research can be defined as the purposeful pursuit of new knowledge. No matter the discipline, all R/Th projects begin with a research “question,” which seeks an answer that does not already exist and has not previously been answered by other researchers in the same field. The method of this purposeful pursuit of knowledge differs per area of study; some methods, such as the scientific method, are tried and true, while other methods, such as, perhaps, artmaking, creative writing, and interdisciplinary approaches that blend the methodologies of various disciplines, are waiting to be discovered and implemented.

The CHC does not impose any externally-sourced requirements on the methodology that each student engages in for their 2 quarters of research. Rather, it is up to the student to determine which method of research works best for their project. Therefore, the faculty advisor is an invaluable resource when it comes to the actual methodology of research, and should be consulted regularly throughout the process of research as well as the writing of the thesis.

What is a thesis?

A thesis is a write-up of the process and findings of research. It may be called a report, a paper, or a project, depending on discipline. Similarly to research methodology, a thesis’s format varies depending on the scope and shape of each research project, so the CHC does not hold each individual thesis to an external set of formatting and content standards. Rather, it is up to the student, in concert with their faculty advisor, to determine the most appropriate form for their thesis, including questions such as exact format, page count, word count, headings, etc.

All CHC students will turn in a thesis to the CHC, regardless of different major/school honors programs requirements, before graduating. Specific due dates can be found on the Canvas page (for current students), but all due dates correspond to graduation quarter. Students who graduate in the Spring, for example, turn in their approved honors theses by the end of June.

Many of our past students report that their R/Th projects were one of the most rewarding experiences of their undergraduate experience, and many amongst them have gone into graduate programs and careers featuring a significant research component. The project should be uniquely meaningful and relevant to each student’s particular areas of interest, and thereby should not only be relevant to their CHC and UCI education, but to the trajectory of their lives as a whole.

The CHC is here to support students throughout their R/Th journey, from the very beginning and brainstorming steps to the polishing up and submission of the thesis, with mandatory meetings in students’ third years (or first year, for transfer students) to provide a thorough understanding of the requirements, process, and timeline.

Project Requirements

The CHC Research and Thesis project requires students to conduct at least 2 quarters of independent research under the supervision of a tenure or tenure-track faculty advisor. This research will culminate in an approved, honors thesis, to be turned in by graduation.

The nature of the research project must be independent in that the student takes responsibility for the formulation of a research question and takes action toward answering the question.

Over the course of the researching year, students will turn in:

  • A thesis proposal (at least two quarters before graduation)
  • An honors thesis (approved by faculty advisor)

Students usually complete their 2 quarters of research and write their thesis in their final, senior year, over the course of the entire academic year (Fall and Winter researching, and Spring writing up their thesis). However, students are encouraged to start research early if they wish, and arrangements can be made to complete the mandatory R/Th advising meeting in the sophomore year rather than the junior year on an individual basis. Some CHC students have also participated in multiple research opportunities across campus and have actually completed more than one R/Th project, though this is not the general expectation.

As mentioned in the General Overview, both the methodology of research and the format of the honors thesis are inextricable from the nature of the research and the standards of research/reporting in each research field. However, the thesis is expected to be publication-quality and beyond the scope of anything that might be completed during one quarter, in a class setting. For this reason many humanities/social science thesis projects end up being anywhere between 30 and 60 pages long, and theses in STEM might be anywhere from 10-25 pages long. Students should discuss the format of their thesis with their faculty advisor to make sure they understand the expectations of a publication-quality paper within their field of research, including formatting elements such as length, content (multi-modal elements, headers/footnotes, etc), and other relevant information.

Creative and interdisciplinary projects

The research and thesis project may be conducted in a more traditional sense, such as participating in a lab and writing a lab report for those in STEM and the social sciences, or it may be conducted in a creative fashion that melds disciplines or results in a creative project such as a collection of poetry or a theater performance. Students may engage in research projects outside of their major, including research projects that are extra-curricular in nature, such as the composition of a graphic novel, a photography exhibit, etc. Students may also choose to merge different areas of interest by engaging in research that employs methodologies from two or more disciplines, such as humanities/social sciences, biology/dance, art/literature, etc. Students may consult with an honors advisor to ascertain whether their ideas for a creative project are appropriate for the scope of the R/Th timeline, and work closely with their faculty advisor to make sure that they are setting attainable goals and parameters.

Brief Overview of Timeline

In their third year, continuing CHC students will have a mandatory R/Th advising meeting with an honors advisor or a Graduate Scholar. This advising meeting will take place in either Fall or Winter quarter and will acquaint the student with the R/Th project’s requirements, general timeline, possibilities, and equip the student with some action items to begin brainstorming and reaching out to potential faculty advisors. If students plan to join a lab, applications are often due in the Spring quarter of the junior year, so during the R/Th meeting students may be advised to begin preparing their applications to labs or departmental honors programs.

Transfer students will have this mandatory meeting in the Spring quarter of their first year.

Fall and Winter quarters of senior year are often spent engaging in research, though some students opt to begin preliminary research in the summer between their third and fourth years. Then, Spring quarter is often spent working with the faculty advisor to write and polish up the thesis.

For students who are not graduating in the Spring, the research component of the R/Th project is often begun three quarters before graduation, with the quarter of graduation being spent writing the thesis. For example, if a student is graduating in the Fall quarter, they will likely start research in the Winter quarter of the year preceding, research through the end of the Spring quarter, and spend Fall quarter writing their thesis.

The timeline of research and thesis writing can be further customized to individual situations and preferences as long as the basic requirements of 2 quarters of research and the production of an honors thesis are met.

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2023-24 edition, education (educ).

EDUC 10. Educational Research Design. 4 Units.

Designed to help students become intelligent consumers of research and independent researchers, and provides an introduction to the basic principles of educational research. Topics include research questions, literature reviews, and qualitative and quantitative research designs.

Overlaps with SE 10 .

Restriction: Education Sciences Majors have first consideration for enrollment.

EDUC 15. Statistics for Education Research . 4 Units.

Provides an introduction to the use of statistics in educational research. Focuses on testing and measurement, and provides basic tools to read, interpret, and draw conclusions from quantitative educational research.

Prerequisite: EDUC 10 or SE 10

Overlaps with SE 13 .

EDUC 25. Introduction to Education: Disciplinary Perspectives. 4 Units.

Provides insights into educational organizations and processes by developing understanding of concepts used by four different disciplines (economics, history, psychology, and sociology) to analyze key issues and phenomenon in the field of education that profoundly influence individual life course outcomes.

EDUC 30. 21st Century Literacies. 4 Units.

Provides an overview of literacies required for academic and career success in the 21st century. Issues addressed include reading, writing, academic language, research skills, media and technology skills, scientific literacy, critical thinking, communication, collaboration, and creativity.

EDUC 40. Theories of Development and Learning Applied to Education. 4 Units.

Provides an introductory examination of central theories of human development and learning in their application to contemporary educational settings.

EDUC 50. Origins, Purposes, and Central Issues in K-12 Education. 4 Units.

An introduction to the role of education in U.S. society and to central issues in K–12 education. Education is studied from four different perspectives: social, historical, philosophical, and political.

EDUC 52. Foundations of Bilingual Education and Bilingualism. 4 Units.

Provides a comprehensive overview of current issues in bilingual education and bilingualism. Topics include dimensions of bilingualism, the effects of bilingualism on children's linguistic and cognitive development, bilingual education programs, literacy, special needs, and assessment.

Same as LSCI 51B , HUM 52 .

EDUC 55. Knowing and Learning in Mathematics and Science. 5 Units.

Multidisciplinary study of knowing and learning in secondary school mathematics and science. Topics include standards for knowing, scientific epistemologies, mental representations, problem solving, expert-novice studies, assessment, and domain-specific thinking, learning, and teaching. Applied analysis of learning through clinical interviews.

Prerequisite: PS 5 or BIOL 14

EDUC 80. Interdisciplinary Topics in Education. 4 Units.

Analysis of issues in education from interdisciplinary perspectives. Topics covered vary with interests of instructor.

Repeatability: Unlimited as topics vary.

EDUC 100. Educational Strategies for Tutoring and Teacher Aiding. 4 Units.

Placement in a public elementary or secondary school to gain experience as a tutor or teacher aide. Emphasis on cognitive learning and the development of instructional strategies and resources which can be used in effective cross-age and cross-cultural experiences.

Grading Option: Pass/no pass only.

Repeatability: May be taken for credit 3 times.

EDUC 101. Strategies for Tutoring and Teacher Aiding in a Bilingual Classroom. 4 Units.

Placement in a dual immersion school setting to gain experience as a bilingual (Spanish) tutor or teacher aide. Emphasis on cognitive learning and the development of instructional strategies and resources which can be used in effective cross-age and cross-cultural experiences.

Prerequisite: Must be able to communicate in Spanish.

EDUC 104D. The Arts and Human Development. 4 Units.

Students use various arts disciplines (e.g. studio art, music, dance, drama, and media arts) to investigate how visual and performing arts support individual human development. Introduction to pedagogy for integrating the arts in K-12 settings. Materials fee.

EDUC 104E. Multimedia and the Arts in the Multicultural Classroom. 4 Units.

Multiculturalism and under-represented U.S. minorities and the visual and performing arts: perspectives in artistic perception, creative expression, historical and cultural context, aesthetic valuing, and media literacy in the interpretation and production of multimedia arts products and applications for K-12 classrooms.

EDUC 106. Early Childhood Education Curriculum and Instruction. 4 Units.

Designed to provide an introductory survey of the nature, needs, and education of young children. Explores questions such as "What should we teach young children?" and "How should we teach?".

EDUC 107. Child Development in Education. 4 Units.

Explores the pathways of normally developing children's growth and change over time. In particular, focuses on how cognitive and social development impact and are driven by educational contexts.

EDUC 108. Adolescent Development and Education. 4 Units.

Explores the physical, cognitive, emotional, and social development of adolescents, with an emphasis on the practical implications of developmental theory and research findings for teachers and other professionals who work with adolescents in middle or high school contexts.

EDUC 109. Reading and Writing in Mathematics and Science. 4 Units.

Emphasis is placed on understanding the literacy processes (listening, speaking, viewing, thinking, reading, and writing) as they relate to middle and high school mathematics and science. Students integrate literacy-related strategies with curriculum-based goals supported in the California State Frameworks.

Corequisite: EDUC 158

EDUC 120A. Introduction to Positive Psychology in Education. 4 Units.

Positive psychology is a recent focus area within the field of psychology that explores what is positive, creative, and fulfilling in human behavior. It is the scientific study of well-being and flourishing.

Same as PSCI 192X . Overlaps with PSCI 184S .

Restriction: Education Sciences Majors have first consideration for enrollment. Psychological Science Majors have first consideration for enrollment. Psychology and Social Behavior Majors have first consideration for enrollment.

EDUC 120B. Applied Positive Psychology in Education. 4 Units.

Covers select positive psychology topics, theories, and interventions at an advanced level. Students focus on developing an understanding of positive psychology evidence-based practices that can be applied in classrooms and schools to promote learning in an academic environment.

Prerequisite: EDUC 120A or PSCI 192X or PSCI 184S

EDUC 122A. Foundations of Elementary Mathematics Learning I. 4 Units.

Provides understanding of fundamental mathematics necessary to teach for conceptual understanding and higher-level reasoning and problem solving. Conceptual understanding of place value, fractions, proportionality, geometry, algebra, functions, probability, statistics, and measurement. Instructional applications of these concepts in grades K-8 teaching.

EDUC 122B. Foundations of Elementary Mathematics Learning II. 4 Units.

Prerequisite: EDUC 122A

EDUC 122C. Foundations of Elementary Mathematics Learning III. 4 Units.

Prerequisite: EDUC 122B

EDUC 124. Multicultural Education in K-12 Schools. 4 Units.

Provides a theoretical and empirical overview of educational issues affecting low-income immigrant and U.S. born minority student populations in an increasingly diverse and changing society.

Same as CHLT 183 .

EDUC 125. Children, Schools, and Cinema. 4 Units.

Through popular films, analyzes aspects of school dynamics and interaction of schools with students, teachers, and public. Melding educational studies and film studies provides deeper understanding of methods used to transmit information and attitudes about schools to the lay public.

EDUC 126. Ethics and Education. 4 Units.

Ethics in education and how ethicists frame moral problems. Presents major ethical themes that affect education. Analysis of models for dealing with ethical goals and developing morality for K–12 students. Models for solving ethical dilemmas within an educational context.

Prerequisite: EDUC 50

EDUC 127A. Moral Education for Youth Development I. 2 Units.

The first of a two-course series that examines research-based theories for how school settings and adult mentors contribute to the moral development of adolescents. Students examine theory in the context of real-world application in four program observations.

Prerequisite: EDUC 126

Restriction: Education Sciences Majors only.

EDUC 127B. Moral Education for Youth Development II. 2 Units.

Continuation of EDUC 127A . Allows students from 127A to experience the role of adults in the moral development of youth. Students receive training to deliver curriculum and apply research-based theories and methods in real-world youth settings.

Prerequisite: EDUC 126 and EDUC 127A

EDUC 128. Exceptional Learners. 4 Units.

An introductory survey of the nature, needs, and education of K–12 children with exceptionalities. Covers the categories and characteristics of exceptionalities, relevant state and federal legislation, and the role of general education teachers in special education.

EDUC 130. Children's Learning and Media. 4 Units.

Examines how popular media may impact how young people learn, develop, and communicate by looking at research related to the impacts of a wide range of popular media including television, video games, digital environments, mobile devices, and other multimedia.

Same as INF 164 .

Restriction: Education Sciences Majors only. Informatics Majors only. Informatics Minors only.

EDUC 131. Educational Technology. 4 Units.

Presents an overview of the types and uses of educational technology to support and enhance the K–12 learning experience. Familiarizes students with lesson planning, instructional design, learning theory, and integrating technology into the curriculum.

EDUC 132. Reading and Writing Enrichment for After-School Programs. 4 Units.

Examines literacy development and the implementation of research-based practices to enrich learners' reading and writing skills in after-school programs. A minimum of 20 hours of after-school program fieldwork is required in order to design and implement literacy enrichment activities.

EDUC 134. Teaching English Internationally. 4 Units.

Covers methods of teaching English as a foreign language, basic language knowledge for English teachers, the social context of English language teaching around the world, and essential information about securing international employment as an English teacher.

EDUC 137. Arts for Elementary Learners. 4 Units.

Theory and practice in art education for the elementary school classroom. Includes content and pedagogy for future teachers and others interested in the relationship between child development and the production of visual art. Materials fee.

EDUC 138. Children's Literature in the Elementary Classroom. 4 Units.

Explores the wealth of children's literature that can be integrated into the elementary classroom. Surveys traditional literature, fiction, nonfiction, and poetry that make curriculum accessible to all students. Focuses on literary elements for both reading and creating text.

EDUC 140. Courts, Classrooms, and Controversies in Education Policy . 4 Units.

Examines policies and laws defining the K-12 U.S. education system and the politics and controversies surrounding the political decision-making process at the federal, state, and local levels. Discusses original intent versus effects on organization of schools and educational equity.

EDUC 142. American History and Education Policy: An Intimate Relationship. 4 Units.

Examines the interplay between history, politics, and policy. Students examine the interactions between sociopolitical development and environmental contexts (e.g. familial, social, school, cultural) and contemplate the power of normative values in the formulation of education policy.

EDUC 143. Controversies in College. 4 Units.

Explores the fascinating world of postsecondary education. Every week students dive deeper into controversies that make college more than just where students attend class, but rather, one of the most important social institutions shaping our world.

EDUC 143AW. Classroom Interactions I. 4 Units.

Focuses on research-based instructional strategies for enhancing the learning of secondary mathematics and science. Students learn about adolescent and second-language development to assist them in developing analyzing, teaching, and critiquing lessons for secondary classrooms.

Prerequisite: ( PS 105 or BIOL 101 ) and EDUC 55 . Satisfactory completion of the Lower-Division Writing requirement.

EDUC 143BW. Classroom Interactions II. 4 Units.

Focuses on equity and multicultural education research, special education, and research-based instructional and assessment strategies to assist students in designing, teaching, and assessing lessons that meet the needs of all secondary mathematics and science students.

Prerequisite: ( PS 105 or BIOL 101 ) and EDUC 55 and EDUC 143AW and EDUC 148 . Satisfactory completion of the Lower-Division Writing requirement.


EDUC 144. The American Charter School. 4 Units.

Explores the legitimacy of the charter school as a viable educational reform movement. Critical themes include the role of choice and privatization in public education and charter schools as a vehicle for fulfilling the promise of educational equality.

EDUC 145. Theories and Pedagogies of Race in Education. 4 Units.

Introduces theoretical frameworks to examine the role of race in American education. Emphasis is placed on introducing students to different race and ethnicity paradigms.

EDUC 146. Education, Learning, and Culture. 4 Units.

Exploration of learning and development through a cultural lens, drawing from a range of research traditions and disciplines to broaden understandings of theories that inform teaching and learning in formal and informal settings.

EDUC 147. Poverty, Education, and Social Change. 4 Units.

Explores how institutional and demographic changes in the U.S. have shaped disparities in education, the mechanisms through which poverty and social class influence families, and students, and promising programs and interventions to address inequity. Includes community service.

EDUC 148. Complex Pedagogical Design. 6 Units.

In this Cal Teach capstone course, students design lesson plans and complex instructional units, using approaches such as mathematics and science integration, problem-based instruction, project-based learning, technology, representations, scientific and mathematical analysis/modeling, authentic assessment, contextualization, and designing equitable learning environments.

Prerequisite: ( PS 105 or BIOL 101 ) and EDUC 55 and EDUC 143AW

EDUC 149. Family, School, and Community in Early Childhood. 4 Units.

Focuses on the many socializing aspects of young children's social worlds. Through the use of ecological perspectives, explores the role of families, schools, and communities on children's social development, especially in early childhood.

EDUC 150. Changing the High School Experience. 4 Units.

Analysis of problems in high school education (e.g., student disengagement and underachievement of disadvantaged) and proposals for changing curriculum, instruction, and school organization. Students suggest own reforms and analyze effective/ineffective school practices.

Prerequisite: Recommended: 1 unit of EDUC 199 .

EDUC 151. Language and Literacy. 4 Units.

Addresses the linguistic principles and processes that underlie oral and written language proficiency. Emphasis is on how to use phonology, morphology, orthography, semantics, syntax, and pragmatics to support literacy and oral language development for K-12 students.

Same as PSCI 192V , LSCI 182V .

Restriction: Language Science Majors have first consideration for enrollment. Psychological Science Majors have first consideration for enrollment. Education Majors have first consideration for enrollment. Psychology and Social Behavior Majors have first consideration for enrollment. Psychology Majors have first consideration for enrollment. Social Ecology Majors have first consideration for enrollment.

EDUC 152. Theory and Practice of Reading Interventions for Students At-Risk for Reading Failure. 4 Units.

Examines the research concerning reading failure in young children and interventions used to support them. Topics include reading development and reading intervention. Students critically evaluate the relation between their fieldwork experience and the research and evaluation literature.

Repeatability: May be taken for credit 2 times.

EDUC 154. Latino Families and Youth. 4 Units.

Current issues in theory, methods, and research in U.S. Latino/a youth and families are examined. An advanced level study, with a particular focus on history, theories, methods, research, and applied social issues.

EDUC 156. Introduction to Field Methods in Education. 4 Units.

Introduces students to methods for studying human behavior in context. It prepares students for conducting applied educational research, including designing needs assessments; conducting observations, interviews and focus groups; organizing and analyzing data; and synthesizing and presenting research findings.

Prerequisite: EDUC 10

EDUC 157. Educational Research and Evaluation. 4 Units.

Covers qualitative and quantitative research methods relevant for the evaluation of educational programs. Students have the opportunity to plan, execute, and write-up a small evaluation project.

Prerequisite: EDUC 10 and EDUC 15

EDUC 158. Student Teaching Mathematics and Science in Middle/High School. 6 Units.

Student teaching includes orientation, seminars, preparation, and assumption of secondary school classroom instructional responsibilities in accordance with State credentialing requirements and in conjunction with the public school calendar. Five days/week and a minimum four hours/day over two quarters.

Corequisite: EDUC 109 Prerequisite: ( PS 105 or BIOL 101 ) and EDUC 55 and EDUC 143AW and EDUC 143BW and EDUC 148

EDUC 159. Experimental Research Methods. 4 Units.

Designed to help students to develop the ability to think critically about research, and to develop an understanding of how to design and conduct experiments. The overall goal is to prepare students to independently plan and implement a research study.

EDUC 160. Foundations of Out-of-School Learning. 4 Units.

Provides an overview of child and adolescent learning through participation in out-of-school activities and settings. Recognizes the importance of matching out-of-school experiences with the interests, needs, and development level of students. Observation-based fieldwork included.

Restriction: Education Sciences Majors have first consideration for enrollment. May be taken a second time if student is a candidate for Certificate in After-School Education, and the first time was prior to Fall 2008.

EDUC 161. Discovering Science in Out-of-School Hours. 4 Units.

Examines the design principles and teaching techniques that science museums and other out-of-school science programs use to motivate children and youth to learn science through discovery. Includes field experience at a science learning center or after-school program. Materials fee.

EDUC 170. Chicanx/Latinx Education. 4 Units.

Provides a historical and empirical overview of educational issues affecting diverse Latinx low-income, immigrant, and U.S. born student populations enrolled in American schools. Examines policies and issues such as DACA, generation, culture, racism, and gender on educational mobility.

Same as CHLT 181 , SOCL 172A , SSCI 164 .

Restriction: Upper-division students only.

EDUC 173. Cognition and Learning in Educational Settings. 4 Units.

Exploration of historical foundations of cognitive psychology and cognitive development, cognitive neuroscience in education, complex cognition, individual differences, and cognitive foundations of learning.

Same as PSCI 192T .

Restriction: Psychological Science Majors have first consideration for enrollment. Education Majors have first consideration for enrollment. Psychology and Social Behavior Majors have first consideration for enrollment. Psychology Majors have first consideration for enrollment. Social Ecology Majors have first consideration for enrollment.

EDUC 174. Education and the American Dream: Historical Perspectives on Democracy and Education. 4 Units.

Examines the relationship between public schooling and the promotion of democratic ideals in American society over the past two centuries.

Same as HIST 147 .

EDUC 175. Foundations of Education. 4 Units.

Foundational questions of education are viewed from newly emerging developmental perspectives which treat cognition as embodied action and learning as cultural recapitulation. Historical, sociological, psychological, and philosophical implications of views toward aspects of teaching, learning, curriculum, and pedagogy are considered.

EDUC 176. Psychology of Learning, Abilities, and Intelligence. 4 Units.

Overview of classic positions on the mind, human abilities, and intelligence, especially as related to academic achievement. Contrasting views: psychometric versus information processing; experimental versus correlational research.

Prerequisite: Recommended: PSYC 7A or PSCI 9 or PSCI 11A or PSCI 11B or PSCI 11C .

Same as PSCI 192U .

Restriction: Psychological Science Majors have first consideration for enrollment. Education Majors have first consideration for enrollment. Psychology and Social Behavior Majors have first consideration for enrollment. Social Ecology Majors have first consideration for enrollment.

EDUC 179W. Advanced Writing for Education Sciences. 4 Units.

Writing for multiple audiences and purposes about central concepts in education sciences, such as schools as organizations; social structures in education and stratification; individual decision making, government regulation and markets; human development and learning.

Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.

Restriction: Seniors only. Education Sciences Majors have first consideration for enrollment.

EDUC 180. Interdisciplinary Topics in Education. 4 Units.

EDUC 181A. Principles and Practices of Coaching Sports I. 4 Units.

Focuses on foundational theories and instructional practices in coaching sports from fourth grade to the collegiate level. Prepares students for the coach's mandatory state certification examination for high school sports in California.

EDUC 185. Social Development in Education. 4 Units.

Examination of contextual, psychosocial, and biological factors contributing to the social development of children and adolescents. Theoretical perspectives, empirical findings, and methodological issues are emphasized. Implications of the scientific evidence for practical and policy decision-making surrounding development are discussed.

EDUC 190. Principles and Practices of K–6 After School Sports and Fitness. 4 Units.

Focuses on foundational theories and instructional practices in after-school sports and fitness for K–6 students. Includes a 20-hour field experience in an after-school setting.

EDUC 191. Advanced Fieldwork in After-School Education. 4 Units.

Capstone fieldwork experience for students seeking to earn the Department of Education-sponsored Certificate in After-School Education. Students are required to complete 50 or more hours of fieldwork and related assignments at an instructor-approved after-school program.

Prerequisite: EDUC 160

EDUC 193. Directed Studies in Early Childhood Education. 2-4 Units.

Advanced study of early childhood education under the direction of a faculty member, coupled with a community-based practicum.

Repeatability: May be repeated for credit unlimited times.

EDUC 198. Directed Research in Education. 2-8 Units.

Individually or in small groups, students are exposed to or participate in work related to a faculty member's research. Students also attend a weekly seminar and complete a research paper or comparable project.

Repeatability: May be taken for credit for 12 units.

Restriction: Sophomores only. Upper-division students only.

EDUC 199. Individual Study. 1-4 Units.

Intensified advanced study in areas in which a student has considerable background, under the direction of a faculty member who guides and evaluates the study.

EDUC 202. Outcomes of Schooling/Student Assessment. 4 Units.

Focuses on establishment of learning goals and assessment tools that are valid for all students, inform educational decisions, and promote educational success. Provides critical examination of different forms of assessment used in K–12 schools, including developmental assessments and appropriate interventions.

Restriction: Graduate students only. Education-MA/PhD Majors only.

EDUC 206. Design of Learning Environments for Teachers in Secondary School Subjects. 4 Units.

Research on comprehension, conceptual understanding, reasoning, critical thinking, and problem solving with applications to pedagogy in secondary school subjects. Required for M.A.T. single subject students, unless substitution of Education 207 is authorized.

EDUC 208. Reading and Writing Development . 4 Units.

Covers major theories and evidence about mechanisms and factors that contribute to development and difficulties with reading and writing skills. These include language, cognition, biological and environmental factors, bilingual and second language acquisition, and educational implications.

Restriction: Graduate students only.

EDUC 211. Writing Theory and Practice. 4 Units.

Offers an overview of histories, theories, and research in the field of composition studies from 1950 to the present. Addresses the influences of theory and research on teaching practice at K–12 and college levels.

EDUC 212. Literacy and Technology. 4 Units.

Examines theoretical, historical, and contemporary relationships of technology and literacy. Topics include online communication, multimodality, video games, the use of technology for literacy instruction in schools, and research approaches for investigating literacy development with technology.

EDUC 217. Foundations of Digital Learning. 4 Units.

Students are introduced to historical, constructionist, instructionist, and new literacies perspectives through reading major works in educational technology and discussing how they apply to both teaching and research.

EDUC 218. Special Topics in Teaching, Learning, and Educational Improvement. 4 Units.

Advanced seminar designed to engage students in highly interactive examination of current issues in teaching and learning. Topics and content vary by quarter, depending upon research interests of the faculty and students.

Repeatability: May be taken for credit 10 times as topics vary.

EDUC 220. Developing Adolescent Literacy. 4 Units.

Examines how adolescents leverage vocabulary knowledge, word-reading skills, background understanding, and knowledge of content-specific text features to master an increasing range of texts both independently and for subject-area learning.

EDUC 221. Longitudinal and Advanced Structural Equation Modeling. 4 Units.

Covers advanced and longitudinal structural equation models. Topics include measurement invariance, growth curve models, measurement models, mixture models, and missing data.

Prerequisite: Recommended: EDUC 288B .

EDUC 222. Research Epistemologies and Methodologies. 4 Units.

Introduction to epistemological underpinnings of educational research and to a range of research methodologies in education. Includes examination of quantitative and qualitative studies through reading and analyzing contemporary research. Critique of selected research studies pertinent to educational practice and policy.

Restriction: Ed.D. Program students only.

EDUC 223. Oral Language Acquisition and Education. 4 Units.

Learn about research on domains of development in oral language (phonology, vocabulary, grammar, and extended discourse), bilingual development, and second language acquisition with attention to cognitive, biological, and environmental factors. Focus on learning in school settings and educational implications.

EDUC 224. Special Topics in Educational Research Methods. 4 Units.

An advanced seminar focused on innovative educational research methods and analytic techniques. Topics and content vary by quarter, depending upon the research interests of the faculty and students.

Repeatability: May be taken for credit 4 times as topics vary.

EDUC 224A. Learning Analytics Fundamentals. 4 Units.

Provides students with a survey of learning analytics (LA), emphasizing its application across educational contexts, rather than its underlying algorithmic details. A comprehensive overview orients students to this nascent field and prepares them for advanced research in LA.

EDUC 224B. Learning Analytics Practicum. 4 Units.

Helps students gain hands-on experience working as educational data scientists, while simultaneously learning some of the key guiding principles behind effectively using data to make predictions and decisions. Culminates in an interdisciplinary group research project.

Prerequisite: EDUC 288A . EDUC 288A with a grade of B- or better

EDUC 225. Learning, Development, and Culture. 4 Units.

Explores issues of learning and development through a cultural lens. The interplay between culture and learning and culture and development is analyzed through the discussion of relevant readings from both psychological and anthropological research traditions.

EDUC 226. University Teaching: Concepts and Practices. 4 Units.

Prepares doctoral students for course design and instruction at the university level. Addresses topics including the university teaching context, preparing a syllabus, and inclusive teaching and learning.

EDUC 228. Science Education for the 21st-Century Classroom. 4 Units.

Aims to develop foundational understanding about science education research. Contemporary research from early childhood through high school is introduced. Issues of equity, social justice, pedagogy, professional development, and innovation in and out of school settings are addressed.

EDUC 229A. Foundations of Human Development. 4 Units.

Examines seminal concepts, issues, and theories that underlie contemporary developmental science. Students develop an understanding of these concepts, and develop their skills in using theory as a guide in their own research and practice.

EDUC 230. The History and Culture of Schooling in the United States. 4 Units.

Considers the historical, cultural, and structural processes that contextualize American schooling. In particular, examines the roles of race, class, and gender in the context of public education in the United States.

Restriction: Master of Arts in Teaching Degree students only.

EDUC 231. Interrogating Race and Education. 4 Units.

Critically explores how race is a socially constructed concept and how it manifests itself in American society. Attention is given to African American, Asian, and Mexican communities throughout U.S. history, with particular emphasis on educational inequality.

EDUC 232. Mathematics Cognition and Learning. 4 Units.

Study of mathematical cognition, learning, and development. Combines readings from cognitive and developmental psychology, education, and learning sciences with the purpose of identifying the most useful applications of cognitive theory and methods for educational research and practice.

EDUC 233A. Special Topics in Atypical Development. 4 Units.

Includes advanced examination of current issues in theories of atypical development, assessment, and intervention as applied to special needs. Understanding physical and/or cognitive mechanisms of child development and disorders. Knowledge and skills for areas of disability.

Repeatability: May be taken for credit 5 times as topics vary.

EDUC 234. Measurement and Psychometrics. 4 Units.

Focuses on appraisal and development of measures, measurement theory, and its application using a classical test theory approach. Topics include scaling, construction, reliability and validity assessment, and item analysis; as well as cross-cultural and cross-linguistic considerations in test development.

EDUC 236. Applied Linguistics and Literacy. 4 Units.

Examines research in applied linguistics as related to teaching literacy. Overview of language knowledge required to understand development and instruction of literacy. Topics include English language structures, psychological processing of these structures, and methodologies to study language and literacy.

EDUC 237. Foundations of Teaching and Learning. 4 Units.

Situates learning in relation to teaching, content, and context. Locates the work of teaching and learning as a cultural practice and considers the limitations of existing theories for advancing learning opportunities for historically under-served and under-resourced communities.

EDUC 238. Special Topics in Human Development in Context. 4 Units.

An advanced seminar designed to engage students in highly interactive examination of current issues in human development. Topics and content vary by quarter, depending upon the research interests of the faculty and students.

EDUC 239. Cognitive Neuroscience and Human Development. 4 Units.

Focuses on the latest empirical work at the intersection of neuroscience, cognitive psychology, developmental science, and educational practice; explores how educational neuroscience fits within those fields; and discusses the main conceptual and practical challenges facing the field.

EDUC 241. Children’s Sense Making in Science. 2 Units.

Investigates elementary students as individuals who construct understanding of concepts through their interactions with others and the world around them. Observations of children in informal settings to analyze learning in context.

EDUC 243. The Policy Environment of Teaching. 2 Units.

Examines research and public perceptions about school-based educational processes, the influence of institutional structures and educational policy on the lives of teachers, and the challenges of school reform at the local and classroom levels.

EDUC 245. Learning Inside and Outside of School. 2 Units.

A field-based course focused on observing adolescents in out-of-school contexts to examine adolescent learning and development in a range of contexts, how out-of-school contexts motivate learning and development, and consider the implications for teaching.

EDUC 246. Teaching Investigations: Identifying Dilemmas of Practice. 4 Units.

Focuses on identifying problems of teaching practice that arise in student teaching, examining the theoretical foundations that underlie problems of practice, and developing approaches for inquiring into strategies to systematically address instructional challenges.

EDUC 247. Teaching Investigations: Exploring Dilemmas of Practice. 4 Units.

Focuses on exploring problems of teaching practice that arise in student teaching, drawing on research to examine the theoretical foundations that underlie problems of practice, and to propose courses of action to address and study educational interventions.

Prerequisite: EDUC 246 . EDUC 246 with a grade of B- or better

EDUC 248. Understanding Teacher Agency. 4 Units.

Considers how teachers can become agents of change within their school contexts, through their participation in professional organizations and via social media. Candidates experiment with using different avenues for sharing images of practice and action research.

EDUC 250. Research Practice Partnerships. 4 Units.

An introduction to research-practice partnerships (RPPs). It examines the distinctive characteristics of this approach to education improvement by discussing examples of established partnerships and inviting students to become familiar with methods and tools to advance RPP work.

EDUC 251. Educational Policy and Politics. 4 Units.

An in-depth study of topics relevant to educational reform and policy-making. Topics include: the policy-making process, the role of values and interest groups, policy analysis, equality of educational opportunity, systemic reform, implementation, and politics at the school site.

EDUC 252. Social Organization of Schools and Classrooms. 4 Units.

Examines how schools are organizations with ambiguous goals, faced with challenges around effective leadership and cooperation, part of loosely coupled systems, and subject to coercive, normative, and mimemtic pressures from organizational environments, shaping institutional practices and structures.

EDUC 253. Foundations of Educational Policy. 4 Units.

Reviews disciplinary models that economists and sociologists employ in approaching education-related policy issues, including markets as emergent systems, human capital, social and cultural capital, and rational choice and institutional models of administrators and teachers.

EDUC 254. College Access and Persistence. 4 Units.

Introduction to how social, political, and economic forces impact college access and persistence in the U.S. higher education system. Investigates historical perspectives and theoretical underpinnings of college access and retention research and the link between K–12 schooling and postsecondary stratification.

EDUC 255. Immigration and the New Second Generation. 4 Units.

Focuses on Asian, Latino, and Black children of immigrants. Investigates how today's second generation adapts, incorporates into the U.S. social structure, transforms the social and economic landscape. Explores assimilation, immigrant families/communities, language, racial/ethnic identities, gender, education, changing U.S. racial structure.

EDUC 258. Special Topics in Educational Policy and Social Context. 4 Units.

An advanced seminar designed to engage students in highly interactive examination of current issues in educational policy and social context. Topics and content will vary by quarter, depending upon the research interests of the faculty and students.

Repeatability: May be taken for credit 10 times.

EDUC 259. Community Research and Action. 4 Units.

Introduces the theoretical underpinnings and research approaches of the field of Community Psychology. Project-based course focused on research and action in communities, organizations, and other extra-individual units (e.g., schools).

EDUC 260. The Arts, Human Development, and Social Context. 4 Units.

Examines the state of empirical knowledge on the impact of visual and performing arts education on the development of academic, communication, and social-emotional skills. The role of the arts in forming personal and cultural identity is discussed.

EDUC 261. Social and Cultural Foundations of Education. 4 Units.

Provides a critical understanding of the social and cultural foundations of education through reproduction theory. Explores the unique ways in which culture and power intersect within schools and schooling systems to reproduce and resist educational inequality.

EDUC 264. Economic Foundations of Education and Social Policy. 4 Units.

Beginning/intermediate microeconomics course provides students with an introduction to how economists think about household decision-making, markets, benefit-cost analysis, social policy issues in general and education policy in particular.

EDUC 265. Applied Regression Analysis for Education and Social Scientific Research. 4 Units.

Provides students with a working knowledge of multiple regression and the statistical analysis of longitudinal data. Topics include a review of the OLS regression model, event-history methods, and various other techniques for analyzing longitudinal data.

Prerequisite: EDUC 288A . EDUC 288A with a grade of B or better

EDUC 266. Design-Based Implementation Research. 4 Units.

Explores design-based implementation research (DBIR) to organize research and improvement efforts in education. Delves deeper into different techniques of partnership development, design, implementation, and improvement science to build a repertoire of practices for students' studies.

EDUC 268. Out-of-School Learning and Development. 4 Units.

Examines theory, research, and policy concerning out-of-school time and youth development. Several out-of-school contexts are considered (e.g, unsupervised care, informal leisure activities, and organized activities). A range of developmental outcomes are considered (e.g., achievement, social-emotional competence, and physical health).

EDUC 274. Studies of Professional and Staff Development. 2-4 Units.

Research and theory of effective strategies for professional and staff development. Topics include: adult learning as related to professional growth of teachers, staff development as vehicle for systemic reform, reforms to enhance teacher professionalization and empowerment.

Restriction: Doctoral students only.

EDUC 276. Early Childhood Education Policy. 4 Units.

Covers core topics in the field of early education policy. Integrates research from the various perspectives relevant to child policy in a practical way to understand the mechanisms of intervention and to develop policy solutions.

EDUC 278. Experimental Designs in Educational Research. 4 Units.

Designed to enable students to think critically about experimental research, and to develop an understanding of how to design and conduct experiments. The overall goal is to prepare students to independently plan and implement an experimental research study.

Prerequisite: EDUC 222 . EDUC 222 with a grade of B- or better

EDUC 279. Advanced Qualitative Methods. 4 Units.

Further developing qualitative inquiry skills for examining human interaction and studying lived experiences of individuals and communities. Practices and techniques for collecting, working with, and analyzing qualitative data to develop and justify claims.

Prerequisite: EDUC 283A or EDUC 283B . EDUC 283A with a grade of B- or better. EDUC 283B with a grade of B- or better

EDUC 280. Research Methods: Hierarchical Linear Modeling. 4 Units.

Research data often have a hierarchical structure, which require multi-level models. Students learn to use HLM; conduct appropriate analyses; and write the methods and results section for a peer-reviewed journal article. Previous coursework in regression is required.

Restriction: Doctor of Philosophy Degree students only. Graduate students only.

EDUC 283A. Qualitative Research Methods in Education I. 4 Units.

Introduces students to qualitative research methodologies and methods and explores strengths and challenges of this research tradition. Topics include logistical and ethical issues, reliability, validity and generalizability, and the role of reflexivity. Students will also engage in fieldwork.

EDUC 283B. Qualitative Research Methods in Education II. 4 Units.

Provides methods for conducting and analyzing qualitative research in educational settings. Topics include data collection, coding, representing qualitative data, and using software for qualitative data analysis.

Prerequisite: EDUC 283A . EDUC 283A with a grade of B- or better

EDUC 287A. Quantitative Data Analysis in Education Research and Evaluation. 4 Units.

Statistical aspects of survey-based evaluations and quantitative research in education. Includes sampling, coding open-ended information, data management, scale construction, statistical analysis, and presentation of findings. Students analyze data sets - a district-based evaluation and a national survey - using SPPS.

Prerequisite: EDUC 281. EDUC 281 with a grade of B- or better

EDUC 287B. Causal Inference: Methods for Program Evaluation and Policy Research. 4 Units.

Provides students with a comprehensive overview of how to perform some more advanced statistical methods useful in answering policy questions using observational or experimental data.

EDUC 288A. Educational, Social, and Behavioral Statistics. 4 Units.

Designed for graduate students with previous course work in statistics, including experience with statistical software such as SPSS or Stata. The emphasis is on regression analysis and the general linear model. Students learn to analyze real data using Stata.

EDUC 288B. Structural Equation Modeling for Educ, Soc & Behavioral Analysis. 4 Units.

Rigorous introduction to structural equation modeling for students with strong prior course work in statistics. Topics include path diagrams, SEM with observed variables, factor analysis, SEM with latent variables. Maximum likelihood estimating, goodness-of-fit measures, nested models, related topics.

EDUC 289. Use of Video in Educational Research. 4 Units.

Provides students with conceptual and methodological tools for using video in educational research. Students work with their own video data or with publicly accessible databases.

EDUC 295. Pre-Dissertation Research. 1-12 Units.

Independent study course taken under the direction of a faculty member who guides the student's research. May include guidance on data collection, methodology, human subjects protocol, conference presentation, scholarly publication, program benchmark activities.

Grading Option: Satisfactory/unsatisfactory only.

EDUC 296A. Professional Writing in Educational Research I. 2 Units.

First of a two-course series designed to extend students’ knowledge of conducting and publishing educational research. Topics include the logic of research and how to effectively communicate research findings, with particular emphasis on proficient scientific writing.

EDUC 296B. Professional Writing in Educational Research II. 2 Units.

Second of a two-course series designed to extend students’ knowledge of conducting and publishing educational research. Topics include the logic of research and how to effectively communicate research findings, with particular emphasis on proficient scientific writing.

EDUC 298. Independent Study. 1-8 Units.

Independent research on topics related to education.

EDUC 299. Dissertation Reserach. 1-12 Units.

Specifically designed for students researching and writing their dissertations.

EDUC 301. Directed Elementary Field Experiences in Diverse Schools. 2 Units.

Fieldwork experiences and seminars to provide introduction to the California Teaching Performance Expectations, including guidelines for professional expectations, observation and participation in classrooms, instructional planning, classroom management, and formative experiences and preparation for the state-mandated Teaching Performance Assessment.

EDUC 302. Directed Secondary Field Experiences. 2 Units.

Field work experiences and seminars to provide introduction to the California Teaching Performance Expectations, including guidelines for professional expectations, observation and participation in classrooms, instructional planning, classroom management, and formative experiences and preparation for the State-mandated Teaching Performance Assessment.

Restriction: Master of Arts Degree students only.

EDUC 304. Student Teaching in the Elementary Schools. 8-12 Units.

Student teaching seminars prepare candidates for assumption of classroom instructional responsibilities in accordance with State credentialing requirements. Four full days a week of student teaching in public school elementary classrooms in winter quarter and five full days in spring quarter.

EDUC 305. Learning to Learn from Teaching in Secondary Schools. 4 Units.

Analytic tools for (1) observing and reflecting on observed instruction; (2) examining student thinking and the relationship between teaching and learning; (3) understanding particular components of the teaching/learning process; and (4) planning effective instruction including innovative teaching practices.

EDUC 306. Supervised Teaching in Bilingual Education, Elementary. 8-12 Units.

Student teaching experiences in bilingual public school classrooms to include orientation, regular seminars, and preparation for bilingual classroom instructional responsibilities in accordance with State credentialing requirements and in conjunction with the public school calendar.

EDUC 307. Student Teaching in Intermediate/Secondary School. 8-12 Units.

Student teaching includes orientation, seminars, and preparation for and assumption of secondary school classroom instructional responsibilities in accordance with State credentialing requirements and in conjunction with public school calendar. Five full days a week in both winter and spring quarters.

EDUC 320. Teaching Physical and Health Education in Elementary School. 4 Units.

Methods of teaching physical education for the elementary classroom teacher. Through an interactive environment, students experience the California Physical Education and Health content standards with appropriate pedagogy. Concepts address motor skills, physical fitness, and personal responsibility for lifelong health.

EDUC 322A. Curriculum and Methods for Elementary School Mathematics I. 4 Units.

Scope, sequence, and methods of teaching mathematics at all levels of elementary school. Presented through lectures, discussions, demonstrations, and exploration of a variety of materials. Covers how to plan lessons, motivate students, diagnose difficulties, and evaluate learning in mathematics.

EDUC 322B. Curriculum and Methods for Elementary School Mathematics II. 4 Units.

Part two of a course addressing pedagogical methods for elementary mathematics. Lectures, discussions, and exploration of instructional strategies and materials support preservice teacher development in the critical areas of planning, instruction, and assessment for conceptual understanding in mathematics.

EDUC 323A. Curriculum Methods in Elementary Science. 2 Units.

Prospective elementary teachers learn how to teach science in grades K-8. Covers state science requirements, a variety of teaching methods, and criteria for selecting science curriculum materials.

EDUC 323B. Curriculum Methods in Elementary Science. 2 Units.

Prospective elementary teachers learn how to teach science in grades K-8. Covers state science requirements, a variety of teaching methods, criteria for selecting science curriculum materials, and how to plan science lessons, units, experiments, projects, and demonstrations.

Prerequisite: EDUC 323A . EDUC 323A with a grade of B- or better

EDUC 325. Teaching the Visual and Performing Arts in Elementary School. 2 Units.

Introduction to the issues and practices — including student diversity, academic literacy, and interdisciplinary content — involved in integrating the California visual and performing arts curriculum framework and academic content standards with developmentally appropriate teaching strategies for the elementary classroom. Materials fee.

EDUC 326. Curriculum and Methods for Elementary School Reading. 4 Units.

Teaching an integrated reading/language arts program in the elementary classroom. Implementing theories, principles, and methods which are research and reality-based. Creating a child-centered, language-rich program to meet needs of children in multicultural/multilingual settings.

EDUC 336. Methods of Teaching Languages other than English in Secondary Schools. 4 Units.

Prepares future teachers of foreign language or primary/home language. Emphasizes hands-on, practical strategies for communication-based instruction and authentic assessment in reading, writing, listening, speaking, and culture.

EDUC 337. Methods of Teaching Social Science in the Secondary School. 4 Units.

Theories, strategies, and methodologies related to the teaching of history and social science in the secondary school. Emphasis on the planning, delivery, and assessment of lessons reflecting an understanding of the History-Social Science Framework for California.

EDUC 338. Methods of Teaching English in the Secondary School. 2-4 Units.

Introduction to teaching reading, writing, and speaking skills in secondary school. Emphasis upon integrative approach to teaching literature, composition, and grammar consistent with the California State Framework. Practice in the design of lesson plans that are both integrated and cumulative.

EDUC 339. Methods of Teaching Visual Arts in Secondary Schools. 4 Units.

Theory, curriculum, and strategies for teaching visual arts in the secondary school. Emphasis on the planning, delivery, and assessment of lessons consistent with California State Framework and content standards.

EDUC 340. Methods of Teaching Mathematics in Secondary School. 2-4 Units.

Theories, strategies, and methodologies related to the teaching of mathematics in the secondary school. Emphasis on the planning, delivery, and assessment of lessons reflecting an understanding of the Mathematics Framework for California and the recommendations of professional organizations.

Repeatability: May be taken for credit for 4 units.

EDUC 341. Teaching Science in Secondary School. 4 Units.

Prospective secondary science teachers learn how to teach science in grades 7-12. Covers State science requirements, a variety of teaching methods, criteria for selecting science curricular materials, and how to plan science lessons, units, experiments, projects, and demonstrations.

Same as EEB 341 .

EDUC 342A. Applied Instructional Strategies in Secondary Schools. 2 Units.

Application of pedagogy and research to practice teaching experiences in the secondary schools. A continuation of the methodology course series with an emphasis on the needs of students with culturally diverse backgrounds. Conducted in a five-week format.

Overlaps with EDUC 342.

Restriction: Master of Arts in Teaching Degree students only. EDUC 342 and EDUC 342A may not both be taken for credit.

EDUC 342B. Applied Instructional Strategies in Secondary Schools. 2 Units.

Restriction: Master of Arts in Teaching Degree students only. EDUC 342 and EDUC 342B may not both be taken for credit.

EDUC 346. Reading and Writing in Middle School and High School Classrooms. 4 Units.

Emphasis is placed upon understanding the literacy processes (listening, speaking, viewing, reading, and writing) as they relate to all Single Subject areas. Teachers are guided to integrate literacy-related strategies with curriculum-based goals supported in the California State Frameworks.

EDUC 347. Culture, Diversity, and Educational Equity . 4 Units.

Survey of the history of and social theories about the origins and consequences of U.S. racial, gender, and social inequality, and the effects of poverty and racism on the educational opportunities and outcomes of minority groups in the United States.

EDUC 348A. Educational Equity and the Exceptional Learner I. 2 Units.

Focuses on knowledge, skills, and strategies needed to teach special populations in general education secondary classrooms. Covers categories and characteristics of disability and exceptionality, state and federal legislation, and the role of general education teachers in the special education process.

Restriction: Master of Arts in Teaching Degree students only. Graduate students only.

EDUC 348B. Educational Equity and the Exceptional Learner II. 2 Units.

Emphasizes the use of differentiated instruction to meet special needs and the creation of a positive, inclusive learning environment that provides access to the core curriculum for special needs students.

EDUC 349. Theories and Methods of English Language Development Applied to Secondary Students. 4 Units.

Theories and methods of English language development and instruction of English language learners, with focus on secondary students. Includes language acquisition theory, language and content, assessment strategies, and preparation of curricula and instruction for grades 7–12 English language learners.

EDUC 358. Media and Information Literacy in the Secondary Classroom. 2 Units.

Focuses on how teachers can help their students to become critical, ethical, and effective users of technological resources in the secondary classroom. Students learn tools for evaluating, selecting, and incorporating appropriate learning technologies into the secondary classroom.

EDUC 359. Curriculum and Methods for Elementary Social Science and Information Literacy. 4 Units.

Methods of instruction for Social Science at the K–6 level. Includes integration of the use of technology, development of content literacy, and use of evidence to construct arguments.

EDUC 361. The Adolescent Learner . 4 Units.

Issues of adolescent development and learning in family, school, and community contexts from biological, psychological, cognitive, and social perspectives. Focuses on how adolescents learn, what motivates them to learn, and how schools and teachers contribute to adolescents’ growth.

EDUC 362. Curriculum and Methods for Elementary Language Arts and English Language Development. 4 Units.

Methods, instructional practices, and assessment strategies for teaching English-Language Arts, with a focus on instructional practices for supporting English Language Learners. Focuses on core language arts topics, including composition of persuasive, expository, and narrative texts; speaking; and listening.

EDUC 364. Instructional Design and Education Technology for the Elementary Classroom. 2 Units.

Focuses on how teachers can effectively integrate educational technologies for teaching and learning in the elementary school classroom. Students learn tools for evaluating, selecting, and incorporating appropriate technologies into their classroom activities.

EDUC 374. Learning and Child Development . 4 Units.

Issues of child development and learning in family, school, and community contexts from biological, psychological, cognitive, and social perspectives. Focuses on how young children learn and develop, how schools and teachers contribute to children’s growth, and implications for instruction.

EDUC 399. University Teaching. 1-4 Units.

Limited to teaching assistants.

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2023-2024 Catalogue

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  • © 2023

Key Competences and New Literacies

From Slogans to School Reality

  • Maria Dobryakova   ORCID: https://orcid.org/0000-0002-9475-5476 0 ,
  • Isak Froumin   ORCID: https://orcid.org/0000-0001-9228-3770 1 ,
  • Kirill Barannikov   ORCID: https://orcid.org/0000-0001-5182-9458 2 ,
  • Gemma Moss 3 ,
  • Igor Remorenko   ORCID: https://orcid.org/0000-0002-8775-4248 4 ,
  • Jarkko Hautamäki 5

Institute of Education, National Research University Higher School of Economics, Moscow, Russia

You can also search for this editor in PubMed   Google Scholar

Head of the Observatory of Higher Education Innovations, Jacobs University, Bremen, Germany

Moscow city university, moscow, russia, university college london, london, uk, university of helsinki, helsinki, finland.

Includes case studies from 8 countries on the competence-turn in the curriculum

Describes pedagogical approaches to foster 21st century skills

Outlines the components of environmental literacy

Part of the book series: UNIPA Springer Series (USS)

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Table of contents (15 chapters)

Front matter, introduction.

  • Maria Dobryakova, Isak Froumin

The World Is Changing, and Education Is Changing with It

A framework of key competences and new literacies.

  • Maria Dobryakova, Isak Froumin, Gemma Moss, Norbert Seel, Kirill Barannikov, Igor Remorenko

Canada (Ontario): A Unifying Theme for Canadian Education Is Equity

  • Michele Peterson-Badali, Elisabeth Rees-Johnstone, Evelyn Wilson, Bev Freedman, Denese Belchetz, Karen Grose et al.

China: Fostering Students with All-round Attainments in Moral, Intellectual, Physical and Aesthetic Grounding

  • Huanhuan Xia, You You

England: Knowledge, Competences and Curriculum Reform—Why the English Case Stands Out

  • Gemma Moss, Ann Hodgson, Susan Cousin

Republic of Korea: Cultivating Key Competences

  • Junehee Yoo, Euichang Choi, Dongil Kim, Kyunghee So, Chan-Jong Kim, Il Lee et al.

Finland: Improving Pupils’ Opportunities for Experiencing the Joy of Learning, for Deep Learning, and for Good Learning Achievement

  • Jarkko Hautamäki, Raisa Ahtiainen, Natalia Gustavson, Risto Hotulainen, Sirkku Kupiainen, Marja Tamm et al.

Poland: The Learning Environment that Brought About a Change

  • Maciej Jakubowski, Jerzy Wiśniewski

Twenty-First Century Skills and Learning: A Case Study of Developments and Practices in the United States

  • Michael Russell, Henry Braun, Binbin Zhu

Russian Federation: At a Conceptual Crossroads

  • Kirill Barannikov, Maria Dobryakova, Isak Froumin, Igor Remorenko

Pedagogical and School Practices to Foster Key Competences and Domain-General Literacy

  • Maria Dobryakova, Norbert Seel

A Modern Aspect of Instrumental Literacy: Coding

  • Suhas Parandekar, Eugeny Patarakin, Gulcan Yayla

How to Integrate New Literacy in the Curriculum—Example of Environmental Literacy

Maria Dobryakova

How Countries Reform Their Curricula to Support the Development of Key Competences

  • Kirill Barannikov, Igor Remorenko, Isak Froumin

This edited book is a unique comprehensive discussion of 21 st  century skills in education in a comparative perspective. It presents investigation on how eight very different countries (China, Canada, England, Finland, Poland, South Korea, the USA and Russia) have attempted to integrate key competences and new literacies into their curricula and balance them with the acquisition of disciplinary knowledge. Bringing together psychological, sociological, pedagogical approaches, the book also explores theoretical underpinnings of 21 st  century skills and offers a scalable solution to align multiple competency and literacy frameworks.

The book provides a conceptual framework for curriculum reform and transformation of school practice designed to ensure that every school graduate thrives in our technologically and culturally changing world. By providing eight empirical portraits of competence-driven curriculum reform, this book is great resource to educational researchers and policy makers.

  • Learning Objectives
  • New Literacies
  • Canadian Education
  • Education in China
  • Education in the UK
  • Cultivating Key Competences
  • Education in Republic of Korea
  • Education in Finland
  • Education in Poland
  • Twenty-First Century Skills and Learning
  • Education in USA
  • Education in Russia
  • Key competencies
  • 21st Century Curriculum
  • Curriculum Reform
  • Transversal Competences
  • Functional Literacy
  • Digital literacy
  • Competence-based Education
  • Critical Thinking

Isak Froumin

Kirill Barannikov, Igor Remorenko

Jarkko Hautamäki

Maria Dobryakova  graduated from the Moscow School of Social and Economic Sciences and Manchester University (M.A. in Sociology) and defended her Ph.D. in social stratification at the Institute of Sociology of the Russian Academy of Sciences. Since 2006 and until 2022 she worked at the National Research University Higher School of Economics, where she headed and coordinated a number of large-scale projects in education, social sciences, as well as publications and translation projects. Prior to that, she had worked at the Independent Institute for Social Policy (as head of publications) and the Ford Foundation (Higher Education and Scholarship program). 

Isak Froumin  headed the Institute of education at the National Research University Higher School of Economics in Moscow (Russia)—the first graduate school of education in Russia—from 2009 to 2021. After beginning his career as a principal of Kransnoyarsk University Laboratory School  (Russia), he worked as the Lead Education Specialist at the World Bank, and the advisor to the Minister of Education and Science of Russian Federation. He is a fellow of the International Academy of Education.

Kirill A. Barannikov  is the vice-rector for strategy, Moscow City University. He is working in MCU since 2015 and has led a number of projects over Moscow schools and the university development. Among the most striking projects are the online platform for teachers to create curricula (www.prok.edu.ru), the electronic platform for assessing the quality of the educational environment (www.ecers.ru, www.sacers.ru), internet service for supporting and developing initiatives  (www.zamisli.pro). Over the past ten years, he headed the center for distance education of children with disabilities of the Pedagogical Academy of Postgraduate Education, the center of curricula design and standards of the Academy of Social Management. He coordinated over 40 research projects of the Department of Education of the City of Moscow, the Ministry of Education and Science of Russia. The main areas of interest are competency models in school education, issues of standardization and curricula design in an international context, change management in schools and universities. 

Jarkko Hautamäki  graduated from University of Helsinki (majors in experimental psychology and social psychology) and defended his Ph.D. Dissertation (Measurement and Distribution of Piagetian Stages of Thinking) in University Joensuu. He became a full professor in Special Education in Helsinki University, served also the dean and founded and directed Helsinki University Center for Educational Assessment. He is the honorary professor of Faculty of Psychology at Moscow State University, member of the Finnish Academy of Science and Letters and member of The Russian Academy of Educational Sciences. His research interests include human development and schooling for thinking, interventions and special education and applying the science of development into schooling. He lives in Helsinki, Finland. 

Gemma Moss  is the professor of Literacy at UCL Institute of Education. She has been the president of the British Educational Research Association (2015–17), was a member of the European Education Research Association Council (2016–18), was director of the Centre for Critical Education Studies at the Institute of Education (2007–11) and was director of the International Literacy Centre at the Institute of Education, UCL (2017-22).  Her main research interests are in literacy as a social practice; literacy policy; knowledge transfer and knowledge exchange; evidence-informed practice and curriculum design; pedagogy and new technologies; primary assessment; and gender and literacy attainment.  Her research includes running multi-site ethnographic case studies, combining quantitative and qualitative methods in innovative ways and using rapid evidence assessment systematic review processes to bring knowledge to bear on contentious questions in education, where funders require rapid answers.  

Igor M. Remorenko  has been holding the post of the rector of the Moscow City University since 2013. He has a Ph.D. and full-doctor degree in Education. From 2009 to 2011, he held the post of the director of the Department of the State Policy and Legal Regulations in Education, Department of the State Policy in Education, Department of the Strategic Development of the Ministry of Education and Science of the Russian Federation; supervised the top-priority national project “Education” and programs to support the innovative development of the higher education institutes. From 2011 to 2013, he is the deputy minister of Education and Science of the Russian Federation. He is the author of a number of the scientific publications, two monographs. He participates in the researches in the field of educational policy, development of managerial approaches in education and multiple international and national projects in the sphere of education.

Book Title : Key Competences and New Literacies

Book Subtitle : From Slogans to School Reality

Editors : Maria Dobryakova, Isak Froumin, Kirill Barannikov, Gemma Moss, Igor Remorenko, Jarkko Hautamäki

Series Title : UNIPA Springer Series

DOI : https://doi.org/10.1007/978-3-031-23281-7

Publisher : Springer Cham

eBook Packages : Education , Education (R0)

Copyright Information : The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2023

Hardcover ISBN : 978-3-031-23280-0 Published: 23 August 2023

Softcover ISBN : 978-3-031-23283-1 Due: 06 September 2024

eBook ISBN : 978-3-031-23281-7 Published: 22 August 2023

Series ISSN : 2366-7516

Series E-ISSN : 2366-7524

Edition Number : 1

Number of Pages : VI, 426

Number of Illustrations : 18 b/w illustrations, 27 illustrations in colour

Topics : Curriculum Studies , Study and Learning Skills , International and Comparative Education , Educational Policy and Politics

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UCI Theses & Dissertations

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Why use a dissertation or a thesis.

A dissertation is the final large research paper, based on original research, for many disciplines to be able to complete a PhD degree. The thesis is the same idea but for a masters degree.

They are often considered scholarly sources since they are closely supervised by a committee, are directed at an academic audience, are extensively researched, follow research methodology, and are cited in other scholarly work. Often the research is newer or answering questions that are more recent, and can help push scholarship in new directions. 

Search for dissertations and theses

Locating dissertations and theses.

The Proquest Dissertations and Theses Global database includes doctoral dissertations and selected masters theses from major universities worldwide.

  • Searchable by subject, author, advisor, title, school, date, etc.
  • More information about full text access and requesting through Interlibrary Loan

NDLTD – Networked Digital Library of Theses and Dissertations provides free online access to a over a million theses and dissertations from all over the world.

WorldCat Dissertations and Theses searches library catalogs from across the U.S. and worldwide.

Locating University of Minnesota Dissertations and Theses

Use  Libraries search  and search by title or author and add the word "thesis" in the search box. Write down the library and call number and find it on the shelf. They can be checked out.

Check the  University Digital Conservancy  for online access to dissertations and theses from 2007 to present as well as historic, scanned theses from 1887-1923.

Other Sources for Dissertations and Theses

  • Center for Research Libraries
  • DART-Europe E-Thesis Portal
  • Theses Canada
  • Ethos (Great Britain)
  • Australasian Digital Theses in Trove
  • DiVA (Sweden)
  • E-Thesis at the University of Helsinki
  • DissOnline (Germany)
  • List of libraries worldwide - to search for a thesis when you know the institution and cannot find in the larger collections

University of Minnesota Dissertations and Theses FAQs

What dissertations and theses are available.

With minor exceptions, all doctoral dissertations and all "Plan A" master's theses accepted by the University of Minnesota are available in the University Libraries system. In some cases (see below) only a non-circulating copy in University Archives exists, but for doctoral dissertations from 1940 to date, and for master's theses from 1925 to date, a circulating copy should almost always be available.

"Plan B" papers, accepted in the place of a thesis in many master's degree programs, are not received by the University Libraries and are generally not available. (The only real exceptions are a number of old library school Plan B papers on publishing history, which have been separately cataloged.) In a few cases individual departments may have maintained files of such papers.

In what libraries are U of M dissertations and theses located?

Circulating copies of doctoral dissertations:.

  • Use Libraries Search to look for the author or title of the work desired to determine location and call number of a specific dissertation. Circulating copies of U of M doctoral dissertations can be in one of several locations in the library system, depending upon the date and the department for which the dissertation was done. The following are the general rules:
  • Dissertations prior to 1940 Circulating copies of U of M dissertations prior to 1940 do not exist (with rare exceptions): for these, only the archival copy (see below) is available. Also, most dissertations prior to 1940 are not cataloged in MNCAT and can only be identified by the departmental listings described below.  
  • Dissertations from 1940-1979 Circulating copies of U of M dissertations from 1940 to 1979 will in most cases be held within the Elmer L. Andersen Library, with three major classes of exceptions: dissertations accepted by biological, medical, and related departments are housed in the Health Science Library; science/engineering dissertations from 1970 to date will be located in the Science and Engineering Library (in Walter); and dissertations accepted by agricultural and related departments are available at the Magrath Library or one of the other libraries on the St. Paul campus (the Magrath Library maintains records of locations for such dissertations).  
  • Dissertations from 1980-date Circulating copies of U of M dissertations from 1980 to date at present may be located either in Wilson Library (see below) or in storage; consult Libraries Search for location of specific items. Again, exceptions noted above apply here also; dissertations in their respective departments will instead be in Health Science Library or in one of the St. Paul campus libraries.

Circulating copies of master's theses:

  • Theses prior to 1925 Circulating copies of U of M master's theses prior to 1925 do not exist (with rare exceptions); for these, only the archival copy (see below) is available.  
  • Theses from 1925-1996 Circulating copies of U of M master's theses from 1925 to 1996 may be held in storage; consult Libraries search in specific instances. Once again, there are exceptions and theses in their respective departments will be housed in the Health Science Library or in one of the St. Paul campus libraries.  
  • Theses from 1997-date Circulating copies of U of M master's theses from 1997 to date will be located in Wilson Library (see below), except for the same exceptions for Health Science  and St. Paul theses. There is also an exception to the exception: MHA (Masters in Health Administration) theses through 1998 are in the Health Science Library, but those from 1999 on are in Wilson Library.

Archival copies (non-circulating)

Archival (non-circulating) copies of virtually all U of M doctoral dissertations from 1888-1952, and of U of M master's theses from all years up to the present, are maintained by University Archives (located in the Elmer L. Andersen Library). These copies must be consulted on the premises, and it is highly recommended for the present that users make an appointment in advance to ensure that the desired works can be retrieved for them from storage. For dissertations accepted prior to 1940 and for master's theses accepted prior to 1925, University Archives is generally the only option (e.g., there usually will be no circulating copy). Archival copies of U of M doctoral dissertations from 1953 to the present are maintained by Bell and Howell Corporation (formerly University Microfilms Inc.), which produces print or filmed copies from our originals upon request. (There are a very few post-1952 U of M dissertations not available from Bell and Howell; these include such things as music manuscripts and works with color illustrations or extremely large pages that will not photocopy well; in these few cases, our archival copy is retained in University Archives.)

Where is a specific dissertation of thesis located?

To locate a specific dissertation or thesis it is necessary to have its call number. Use Libraries Search for the author or title of the item, just as you would for any other book. Depending on date of acceptance and cataloging, a typical call number for such materials should look something like one of the following:

Dissertations: Plan"A" Theses MnU-D or 378.7M66 MnU-M or 378.7M66 78-342 ODR7617 83-67 OL6156 Libraries Search will also tell the library location (MLAC, Health Science Library, Magrath or another St. Paul campus library, Science and Engineering, Business Reference, Wilson Annex or Wilson Library). Those doctoral dissertations still in Wilson Library (which in all cases should be 1980 or later and will have "MnU-D" numbers) are located in the central section of the third floor. Those master's theses in Wilson (which in all cases will be 1997 or later and will have "MnU-M" numbers) are also located in the central section of the third floor. Both dissertations and theses circulate and can be checked out, like any other books, at the Wilson Circulation desk on the first floor.

How can dissertations and theses accepted by a specific department be located?

Wilson Library contains a series of bound and loose-leaf notebooks, arranged by department and within each department by date, listing dissertations and theses. Information given for each entry includes name of author, title, and date (but not call number, which must be looked up individually). These notebooks are no longer current, but they do cover listings by department from the nineteenth century up to approximately 1992. Many pre-1940 U of M dissertations and pre-1925 U of M master's theses are not cataloged (and exist only as archival copies). Such dissertations can be identified only with these volumes. The books and notebooks are shelved in the general collection under these call numbers: Wilson Ref LD3337 .A5 and Wilson Ref quarto LD3337 .U9x. Major departments of individual degree candidates are also listed under their names in the GRADUATE SCHOOL COMMENCEMENT programs of the U of M, available in University Archives and (for recent years) also in Wilson stacks (LD3361 .U55x).

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How technology is reinventing education

Stanford Graduate School of Education Dean Dan Schwartz and other education scholars weigh in on what's next for some of the technology trends taking center stage in the classroom.

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Image credit: Claire Scully

New advances in technology are upending education, from the recent debut of new artificial intelligence (AI) chatbots like ChatGPT to the growing accessibility of virtual-reality tools that expand the boundaries of the classroom. For educators, at the heart of it all is the hope that every learner gets an equal chance to develop the skills they need to succeed. But that promise is not without its pitfalls.

“Technology is a game-changer for education – it offers the prospect of universal access to high-quality learning experiences, and it creates fundamentally new ways of teaching,” said Dan Schwartz, dean of Stanford Graduate School of Education (GSE), who is also a professor of educational technology at the GSE and faculty director of the Stanford Accelerator for Learning . “But there are a lot of ways we teach that aren’t great, and a big fear with AI in particular is that we just get more efficient at teaching badly. This is a moment to pay attention, to do things differently.”

For K-12 schools, this year also marks the end of the Elementary and Secondary School Emergency Relief (ESSER) funding program, which has provided pandemic recovery funds that many districts used to invest in educational software and systems. With these funds running out in September 2024, schools are trying to determine their best use of technology as they face the prospect of diminishing resources.

Here, Schwartz and other Stanford education scholars weigh in on some of the technology trends taking center stage in the classroom this year.

AI in the classroom

In 2023, the big story in technology and education was generative AI, following the introduction of ChatGPT and other chatbots that produce text seemingly written by a human in response to a question or prompt. Educators immediately worried that students would use the chatbot to cheat by trying to pass its writing off as their own. As schools move to adopt policies around students’ use of the tool, many are also beginning to explore potential opportunities – for example, to generate reading assignments or coach students during the writing process.

AI can also help automate tasks like grading and lesson planning, freeing teachers to do the human work that drew them into the profession in the first place, said Victor Lee, an associate professor at the GSE and faculty lead for the AI + Education initiative at the Stanford Accelerator for Learning. “I’m heartened to see some movement toward creating AI tools that make teachers’ lives better – not to replace them, but to give them the time to do the work that only teachers are able to do,” he said. “I hope to see more on that front.”

He also emphasized the need to teach students now to begin questioning and critiquing the development and use of AI. “AI is not going away,” said Lee, who is also director of CRAFT (Classroom-Ready Resources about AI for Teaching), which provides free resources to help teach AI literacy to high school students across subject areas. “We need to teach students how to understand and think critically about this technology.”

Immersive environments

The use of immersive technologies like augmented reality, virtual reality, and mixed reality is also expected to surge in the classroom, especially as new high-profile devices integrating these realities hit the marketplace in 2024.

The educational possibilities now go beyond putting on a headset and experiencing life in a distant location. With new technologies, students can create their own local interactive 360-degree scenarios, using just a cell phone or inexpensive camera and simple online tools.

“This is an area that’s really going to explode over the next couple of years,” said Kristen Pilner Blair, director of research for the Digital Learning initiative at the Stanford Accelerator for Learning, which runs a program exploring the use of virtual field trips to promote learning. “Students can learn about the effects of climate change, say, by virtually experiencing the impact on a particular environment. But they can also become creators, documenting and sharing immersive media that shows the effects where they live.”

Integrating AI into virtual simulations could also soon take the experience to another level, Schwartz said. “If your VR experience brings me to a redwood tree, you could have a window pop up that allows me to ask questions about the tree, and AI can deliver the answers.”


Another trend expected to intensify this year is the gamification of learning activities, often featuring dynamic videos with interactive elements to engage and hold students’ attention.

“Gamification is a good motivator, because one key aspect is reward, which is very powerful,” said Schwartz. The downside? Rewards are specific to the activity at hand, which may not extend to learning more generally. “If I get rewarded for doing math in a space-age video game, it doesn’t mean I’m going to be motivated to do math anywhere else.”

Gamification sometimes tries to make “chocolate-covered broccoli,” Schwartz said, by adding art and rewards to make speeded response tasks involving single-answer, factual questions more fun. He hopes to see more creative play patterns that give students points for rethinking an approach or adapting their strategy, rather than only rewarding them for quickly producing a correct response.

Data-gathering and analysis

The growing use of technology in schools is producing massive amounts of data on students’ activities in the classroom and online. “We’re now able to capture moment-to-moment data, every keystroke a kid makes,” said Schwartz – data that can reveal areas of struggle and different learning opportunities, from solving a math problem to approaching a writing assignment.

But outside of research settings, he said, that type of granular data – now owned by tech companies – is more likely used to refine the design of the software than to provide teachers with actionable information.

The promise of personalized learning is being able to generate content aligned with students’ interests and skill levels, and making lessons more accessible for multilingual learners and students with disabilities. Realizing that promise requires that educators can make sense of the data that’s being collected, said Schwartz – and while advances in AI are making it easier to identify patterns and findings, the data also needs to be in a system and form educators can access and analyze for decision-making. Developing a usable infrastructure for that data, Schwartz said, is an important next step.

With the accumulation of student data comes privacy concerns: How is the data being collected? Are there regulations or guidelines around its use in decision-making? What steps are being taken to prevent unauthorized access? In 2023 K-12 schools experienced a rise in cyberattacks, underscoring the need to implement strong systems to safeguard student data.

Technology is “requiring people to check their assumptions about education,” said Schwartz, noting that AI in particular is very efficient at replicating biases and automating the way things have been done in the past, including poor models of instruction. “But it’s also opening up new possibilities for students producing material, and for being able to identify children who are not average so we can customize toward them. It’s an opportunity to think of entirely new ways of teaching – this is the path I hope to see.”

How to write an undergraduate university dissertation

Writing a dissertation is a daunting task, but these tips will help you prepare for all the common challenges students face before deadline day.

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Grace McCabe

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Writing a dissertation is one of the most challenging aspects of university. However, it is the chance for students to demonstrate what they have learned during their degree and to explore a topic in depth.

In this article, we look at 10 top tips for writing a successful dissertation and break down how to write each section of a dissertation in detail.

10 tips for writing an undergraduate dissertation

1. Select an engaging topic Choose a subject that aligns with your interests and allows you to showcase the skills and knowledge you have acquired through your degree.

2. Research your supervisor Undergraduate students will often be assigned a supervisor based on their research specialisms. Do some research on your supervisor and make sure that they align with your dissertation goals.

3. Understand the dissertation structure Familiarise yourself with the structure (introduction, review of existing research, methodology, findings, results and conclusion). This will vary based on your subject.

4. Write a schedule As soon as you have finalised your topic and looked over the deadline, create a rough plan of how much work you have to do and create mini-deadlines along the way to make sure don’t find yourself having to write your entire dissertation in the final few weeks.

5. Determine requirements Ensure that you know which format your dissertation should be presented in. Check the word count and the referencing style.

6. Organise references from the beginning Maintain an alphabetically arranged reference list or bibliography in the designated style as you do your reading. This will make it a lot easier to finalise your references at the end.

7. Create a detailed plan Once you have done your initial research and have an idea of the shape your dissertation will take, write a detailed essay plan outlining your research questions, SMART objectives and dissertation structure.

8. Keep a dissertation journal Track your progress, record your research and your reading, and document challenges. This will be helpful as you discuss your work with your supervisor and organise your notes.

9. Schedule regular check-ins with your supervisor Make sure you stay in touch with your supervisor throughout the process, scheduling regular meetings and keeping good notes so you can update them on your progress.

10. Employ effective proofreading techniques Ask friends and family to help you proofread your work or use different fonts to help make the text look different. This will help you check for missing sections, grammatical mistakes and typos.

What is a dissertation?

A dissertation is a long piece of academic writing or a research project that you have to write as part of your undergraduate university degree.

It’s usually a long essay in which you explore your chosen topic, present your ideas and show that you understand and can apply what you’ve learned during your studies. Informally, the terms “dissertation” and “thesis” are often used interchangeably.

How do I select a dissertation topic?

First, choose a topic that you find interesting. You will be working on your dissertation for several months, so finding a research topic that you are passionate about and that demonstrates your strength in your subject is best. You want your topic to show all the skills you have developed during your degree. It would be a bonus if you can link your work to your chosen career path, but it’s not necessary.

Second, begin by exploring relevant literature in your field, including academic journals, books and articles. This will help you identify gaps in existing knowledge and areas that may need further exploration. You may not be able to think of a truly original piece of research, but it’s always good to know what has already been written about your chosen topic.

Consider the practical aspects of your chosen topic, ensuring that it is possible within the time frame and available resources. Assess the availability of data, research materials and the overall practicality of conducting the research.

When picking a dissertation topic, you also want to try to choose something that adds new ideas or perspectives to what’s already known in your field. As you narrow your focus, remember that a more targeted approach usually leads to a dissertation that’s easier to manage and has a bigger impact. Be ready to change your plans based on feedback and new information you discover during your research.

How to work with your dissertation supervisor?

Your supervisor is there to provide guidance on your chosen topic, direct your research efforts, and offer assistance and suggestions when you have queries. It’s crucial to establish a comfortable and open line of communication with them throughout the process. Their knowledge can greatly benefit your work. Keep them informed about your progress, seek their advice, and don’t hesitate to ask questions.

1. Keep them updated Regularly tell your supervisor how your work is going and if you’re having any problems. You can do this through emails, meetings or progress reports.

2. Plan meetings Schedule regular meetings with your supervisor. These can be in person or online. These are your time to discuss your progress and ask for help.

3. Share your writing Give your supervisor parts of your writing or an outline. This helps them see what you’re thinking so they can advise you on how to develop it.

5. Ask specific questions When you need help, ask specific questions instead of general ones. This makes it easier for your supervisor to help you.

6. Listen to feedback Be open to what your supervisor says. If they suggest changes, try to make them. It makes your dissertation better and shows you can work together.

7. Talk about problems If something is hard or you’re worried, talk to your supervisor about it. They can give you advice or tell you where to find help.

8. Take charge Be responsible for your work. Let your supervisor know if your plans change, and don’t wait if you need help urgently.

Remember, talking openly with your supervisor helps you both understand each other better, improves your dissertation and ensures that you get the support you need.

How to write a successful research piece at university How to choose a topic for your dissertation Tips for writing a convincing thesis

How do I plan my dissertation?

It’s important to start with a detailed plan that will serve as your road map throughout the entire process of writing your dissertation. As Jumana Labib, a master’s student at the University of Manchester  studying digital media, culture and society, suggests: “Pace yourself – definitely don’t leave the entire thing for the last few days or weeks.”

Decide what your research question or questions will be for your chosen topic.

Break that down into smaller SMART (specific, measurable, achievable, relevant and time-bound) objectives.

Speak to your supervisor about any overlooked areas.

Create a breakdown of chapters using the structure listed below (for example, a methodology chapter).

Define objectives, key points and evidence for each chapter.

Define your research approach (qualitative, quantitative or mixed methods).

Outline your research methods and analysis techniques.

Develop a timeline with regular moments for review and feedback.

Allocate time for revision, editing and breaks.

Consider any ethical considerations related to your research.

Stay organised and add to your references and bibliography throughout the process.

Remain flexible to possible reviews or changes as you go along.

A well thought-out plan not only makes the writing process more manageable but also increases the likelihood of producing a high-quality piece of research.

How to structure a dissertation?

The structure can depend on your field of study, but this is a rough outline for science and social science dissertations:

Introduce your topic.

Complete a source or literature review.

Describe your research methodology (including the methods for gathering and filtering information, analysis techniques, materials, tools or resources used, limitations of your method, and any considerations of reliability).

Summarise your findings.

Discuss the results and what they mean.

Conclude your point and explain how your work contributes to your field.

On the other hand, humanities and arts dissertations often take the form of an extended essay. This involves constructing an argument or exploring a particular theory or analysis through the analysis of primary and secondary sources. Your essay will be structured through chapters arranged around themes or case studies.

All dissertations include a title page, an abstract and a reference list. Some may also need a table of contents at the beginning. Always check with your university department for its dissertation guidelines, and check with your supervisor as you begin to plan your structure to ensure that you have the right layout.

How long is an undergraduate dissertation?

The length of an undergraduate dissertation can vary depending on the specific guidelines provided by your university and your subject department. However, in many cases, undergraduate dissertations are typically about 8,000 to 12,000 words in length.

“Eat away at it; try to write for at least 30 minutes every day, even if it feels relatively unproductive to you in the moment,” Jumana advises.

How do I add references to my dissertation?

References are the section of your dissertation where you acknowledge the sources you have quoted or referred to in your writing. It’s a way of supporting your ideas, evidencing what research you have used and avoiding plagiarism (claiming someone else’s work as your own), and giving credit to the original authors.

Referencing typically includes in-text citations and a reference list or bibliography with full source details. Different referencing styles exist, such as Harvard, APA and MLA, each favoured in specific fields. Your university will tell you the preferred style.

Using tools and guides provided by universities can make the referencing process more manageable, but be sure they are approved by your university before using any.

How do I write a bibliography or list my references for my dissertation?

The requirement of a bibliography depends on the style of referencing you need to use. Styles such as OSCOLA or Chicago may not require a separate bibliography. In these styles, full source information is often incorporated into footnotes throughout the piece, doing away with the need for a separate bibliography section.

Typically, reference lists or bibliographies are organised alphabetically based on the author’s last name. They usually include essential details about each source, providing a quick overview for readers who want more information. Some styles ask that you include references that you didn’t use in your final piece as they were still a part of the overall research.

It is important to maintain this list as soon as you start your research. As you complete your research, you can add more sources to your bibliography to ensure that you have a comprehensive list throughout the dissertation process.

How to proofread an undergraduate dissertation?

Throughout your dissertation writing, attention to detail will be your greatest asset. The best way to avoid making mistakes is to continuously proofread and edit your work.

Proofreading is a great way to catch any missing sections, grammatical errors or typos. There are many tips to help you proofread:

Ask someone to read your piece and highlight any mistakes they find.

Change the font so you notice any mistakes.

Format your piece as you go, headings and sections will make it easier to spot any problems.

Separate editing and proofreading. Editing is your chance to rewrite sections, add more detail or change any points. Proofreading should be where you get into the final touches, really polish what you have and make sure it’s ready to be submitted.

Stick to your citation style and make sure every resource listed in your dissertation is cited in the reference list or bibliography.

How to write a conclusion for my dissertation?

Writing a dissertation conclusion is your chance to leave the reader impressed by your work.

Start by summarising your findings, highlighting your key points and the outcome of your research. Refer back to the original research question or hypotheses to provide context to your conclusion.

You can then delve into whether you achieved the goals you set at the beginning and reflect on whether your research addressed the topic as expected. Make sure you link your findings to existing literature or sources you have included throughout your work and how your own research could contribute to your field.

Be honest about any limitations or issues you faced during your research and consider any questions that went unanswered that you would consider in the future. Make sure that your conclusion is clear and concise, and sum up the overall impact and importance of your work.

Remember, keep the tone confident and authoritative, avoiding the introduction of new information. This should simply be a summary of everything you have already said throughout the dissertation.

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  • News: IITE and partners in action

UNESCO IITE and Moscow City University join efforts to promote digital didactics


On the 5 th of March 2021, the UNESCO IITE delegation visited Moscow City University to sign the Memorandum of Understanding that will support cooperation between two organisations in the field of digital didactics and online technologies in education and human development. The delegation consisted of Mr. Tao Zhan, Director of UNESCO IITE, Ms. Svetlana Knyazeva, Chief of the Unit of Digital Pedagogy and Learning Materials , and Ms. Tatyana Murovana, Programme Specialist of the Institute.

Mr. Igor Remorenko, the Rector of MCU, delivered a welcome speech in which he introduced the MCU’s history and directions of academic and research activities. Mr. Kirill Barannikov, Vice-Rector for Strategy, Ms. Daria Milyaeva, Head of the International Relations Department, and Ms. Svetlana Shilkina, Head of the Innovation Policy Department, also took part in the meeting.

Mr. Tao Zhan expressed his gratitude for the hospitality provided and highlighted the importance of reinforcing the partnership with MCU:

We are glad that there are now more opportunities to cooperate with Moscow City University. Let us join our efforts to research, to organise events and launch projects that promote digital didactics, online technologies, as well as design of electronic courses. Tao Zhan, Director of UNESCO IITE

The Memorandum suggests the exchange of international experience on the issues of digital transformation of general and higher education, implementation of innovative learning and teaching technologies, and networking.

Moscow City University was founded by the resolution of the Moscow Government in 1995. Its mission is to provide a comprehensive educational system that trains students for life and work in a big city, combining educational practices with the objectives of the city development.

signing the Memorandum of Understanding 1


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  1. Electronic Theses and Dissertations

    The UCI Libraries provides formatting and submission support for graduate theses and dissertations. Theses and dissertations may be submitted electronically (via ProQuest), or on paper. Electronic submission best serves the majority of our graduate students and is highly encouraged.

  2. Books & Dissertations

    Below are two key resources to find books. UC Library Search Searches the collections of all UC campuses, including print books and journals, ebooks and ejournals, film, newspaper articles, book chapters, and more.

  3. Welcome to UCI Theses & Dissertations

    UCI Theses & Dissertations. Format, Submit, Discover. Site Search. Search. Articles, books, and more. Libraries Web. UC Search Library Search ... round-the-clock! Real-time, chat reference service is provided by reference staff from various academic libraries. UC Irvine librarians will follow up with additional information if needed. FAQ and ...

  4. Research Databases

    Journal articles, conferences, meetings, government documents, theses, dissertations, reports, audiovisual media, bibliographies, directories, books and monographs on education-related literature compiled by the U.S. Institute of Education Science but using the ProQuest search interface. more... Education Source

  5. PhD overview

    The UCI School of Education's Ph.D. in Education program advances educational sciences and contributes to improved educational outcomes for individuals across the entire lifespan.

  6. Dissertation Projects

    The goal of this dissertation is to continue supporting a broad range of learners online, in-person, or hybrid learning modalities that address learners' needs in a human-centered empathetic approach as the ever-changing landscape of teaching and learning in higher education continues to evolve.


    University of California policy requires three members for the dissertation committee. If committee membership has changed for any reason, an exception must be approved by the UCI Graduate Division before the defense takes place. Contact Geneva ([email protected]) to prepare an exception request for the Associate Dean of Graduate Program's signature.

  8. Theses & Dissertations

    Theses & Dissertations - General Science & Free Science Resources - Research Guides at University of California Irvine General Science & Free Science Resources Theses & Dissertations Australasian Digital Theses Program Australian Masters and PhD theses. Program started in 1998 - date of full text coverage varies for each participating university.

  9. Thesis Dissertation Electronic Submission

    Step One: Student Student submits final PDF version of thesis/dissertation to the ProQuest*/ETD website (see information on ProQuest website below) and completes entire on-line submission process at the link provided below. The UCI Libraries staff will send a verification e-mail stating your submission has been received and is under review.

  10. PDF UCI Thesis and Dissertation Manual

    UCI Thesis and Dissertation Manual Manuscript Preparation and Procedures for Electronic (ETD) Submission ... 2018-2019 Prepared by: University Archives, the UC Irvine Libraries University of California, Irvine . Acknowledgments We are indebted to similar manuals at UCLA, UCSB, and UCSD for ideas on presentation and content.

  11. Submission Process Overview

    Theses and dissertations submitted electronically will be available via UC Library Search, with a link to the full text in eScholarship. Dissertations are also published by ProQuest or another designated firm approved by UCI that makes dissertations available worldwide through an online index.

  12. Thesis / Dissertation Formatting Manual (2024)

    Your Master's thesis or Ph.D. dissertation is the permanent scholarly statement of your research. This manual describes the requirements for formatting your manuscript, as established by UCI's Graduate Division, the Graduate Council of the Irvine Division of the Academic Senate, and the University Libraries.

  13. Dissertation/Thesis Preparation

    From 1997 online fulltext access is available free to all dissertations for degrees awarded by any of the Univ of California campuses. Others can be requested by ILL. The major source is Dissertations and Theses Fulltext - the indexing and abstracting source of most submissions in North America and increasingly worldwide. Other sources include:

  14. Graduate Placement & Dissertations

    The UCI PhD Program in English has placed graduates in a wide range of careers, from tenure-track appointments at research universities to "alt-ac" positions in humanities education and university administration to opportunities in private-sector employment.

  15. Reference Resources

    Get an overview of a new or complex topic Find out the names of key players in a given area Locate terms that you can use in your research Help narrow (or expand) your topic Locate a bibliography of sources to help you start your research Reference sources include encyclopedias, handbooks, dictionaries, and other sources like them.

  16. Campuswide Honors Research & Thesis Requirements

    A thesis proposal (at least two quarters before graduation) An honors thesis (approved by faculty advisor) Students usually complete their 2 quarters of research and write their thesis in their final, senior year, over the course of the entire academic year (Fall and Winter researching, and Spring writing up their thesis).

  17. Education (EDUC) < University of California Irvine

    EDUC 15. Statistics for Education Research . 4 Units. Provides an introduction to the use of statistics in educational research. Focuses on testing and measurement, and provides basic tools to read, interpret, and draw conclusions from quantitative educational research. Prerequisite: EDUC 10 or SE 10.

  18. UCI School of Education

    The UCI School of Education is recognized as the nation's No. 4 public school of education, two years in a row, and No. 11 graduate school of education for 2023-24. ... Stories of Vietnamese Communities in the OC, sponsored by the UC Irvine School of Humanities. More upcoming events. Recent News. Feb 15. Professor Young-Suk Kim named 2024 AERA ...

  19. Key Competences and New Literacies

    This edited book is a unique comprehensive discussion of 21 st century skills in education in a comparative perspective. It presents investigation on how eight very different countries (China, Canada, England, Finland, Poland, South Korea, the USA and Russia) have attempted to integrate key competences and new literacies into their curricula and balance them with the acquisition of ...

  20. Submit

    Submit. Filing deadlines. Electronic Submission / Instructions. Paper Submission. Checklist for Master's Thesis. Checklist for Ph.D. Dissertation. Critique Service and Workshops. FAQ. Open Access Policy for Theses.

  21. Dissertations and theses

    Dissertations from 1940-1979 Circulating copies of U of M dissertations from 1940 to 1979 will in most cases be held within the Elmer L. Andersen Library, with three major classes of exceptions: dissertations accepted by biological, medical, and related departments are housed in the Health Science Library; science/engineering dissertations from ...

  22. How technology is reinventing K-12 education

    "Technology is a game-changer for education - it offers the prospect of universal access to high-quality learning experiences, and it creates fundamentally new ways of teaching," said Dan ...

  23. How to write an undergraduate university dissertation

    6. Organise references from the beginning Maintain an alphabetically arranged reference list or bibliography in the designated style as you do your reading. This will make it a lot easier to finalise your references at the end. 7. Create a detailed plan Once you have done your initial research and have an idea of the shape your dissertation will take, write a detailed essay plan outlining your ...

  24. UNESCO IITE and Moscow City University join efforts to promote digital

    On the 5 th of March 2021, the UNESCO IITE delegation visited Moscow City University to sign the Memorandum of Understanding that will support cooperation between two organisations in the field of digital didactics and online technologies in education and human development. The delegation consisted of Mr. Tao Zhan, Director of UNESCO IITE, Ms. Svetlana Knyazeva, Chief of the Unit of Digital ...

  25. Putin's dissertation and the revenge of RuNet

    Putin's dissertation. Vladimir Putin has a research degree, Kandidat of Economic Science, which he defended in 1997. Putin was actually a lawyer, and graduated from Leningrad State University in ...