The Bachelor in Education (BAEd) degree program is designed to prepare individuals for entry into careers in education. More specifically, its aim is to provide an opportunity for men and women to develop knowledge, abilities, attitudes, and understanding that will constitute a foundation for growth into position of responsibility.

 BACHELOR of ARTS in EDUCATION (BAEd) ADMISSION CATEGORY

Regular Degree Applicants – An applicant who has an Associate Degree or who has accumulated, with passing grades, at least sixty (60) college semester units of undergraduate work, including thirty (30) units of general education,, (54 of those substantive academic content) from a state-approved or regionally or nationally accredited institution.

BACHELOR OF ARTS IN EDUCATION (BAEd) - PROGRAM (60 UNITS)

 BACHELOR of ARTS in EDUCATION (BEd) GRADUATION REQUIREMENTS

Students must complete prescribed units with a cumulative G.P.A of 2.0 or higher. Students must apply for graduation and meet all academic and financial requirements.
 

 BACHELOR of ARTS in EDUCATION (BEd) COURSE DESCRIPTIONS

• EDU 100 Educational Psychology (6 units) This course covers basic educational psychology covering the characteristics of the learner, applications of learning theories, and the instruction process.
• EDU 110 The Art of Effective Teaching (6 units) This course is designed to orient elementary school teacher candidates to the world of urban education and their roles as quality educators. The course will introduce students to the basic pedagogical practices of teaching, the connection between theory and practice.
• EDU 120 Literacy Across the Content Areas (6 units) This course focuses on the theoretical, methodological, practical, and technological aspects of teaching literacy to primary school students with an emphasis on meeting the literacy needs of diverse student populations.
• EDU 130 Child Growth and Development (6 units) This course which examines the biological, cognitive, emotional, linguistic, moral, physical, and social aspects of development will be addressed with respect to their role in children's experiences in school.
• EDU 140 Social Foundations of Urban Education (6 units) This course examines contemporary issues and themes in the social foundations of childhood education viewed from an interdisciplinary perspective.
• EDU 150 Psychology of Teaching and Learning (6 units) The critical application of psychological theories and principles to classroom instruction: including learning styles, visual, kinesthetic, auditory, social instructional models, global, analytical, effective teaching, motivation, and student diversity.
• EDU 160 Adolescent Development (6 units) This course examines the process of cognitive, social/emotional, personality, and language development among youth who vary by gender, race and ethnicity,
• EDU 170 Building the Foundations of Literacy (6 units) This course examines the development of literacy across the curriculum, with a focus on under-prepared students, students with special education needs, and students who are English language learners; implications for working toward standards.
• EDU 180 Assessment of the Teaching and Learning Process (6 units) This course examines the basic principles and practices for the assessment of learning and teaching in the classroom. Includes instructional objectives, test construction, descriptive statistics, and interpretation of standardized test scores, performance outcome measures and alternative forms of assessment.
• EDU 190 Exceptional Students (6 units) The psychology and education of disabled children and an overview of characteristics, causes, needs, and teaching strategies for students with each exceptionality, including students with intellectual, emotional, behavioral, sensory, physical and learning differences.

The Master of Arts in Education program encourages the integration of personal and professional experience into the structure of graduate work. The program is based on the premise that much growth occurs in the context of self-directed learning and that rigorous, scholarly study must be balanced with experience and personal goals.

 MASTER of ARTS in EDUCATION (MAEd) ADMISSION CATEGORIES

1. Regular Degree Applicant - Student with a Bachelor degree from a state-approved or regionally or nationally accredited institution.
2. Transfer Applicants- Applicants who have earned units from a graduate school in a related field from a state-approved or regionally or nationally accredited institution may transfer up to six (6) semester units to Irvine University College of Liberal Arts subject to evaluation of grades and courses.

 MASTER of ARTS in EDUCATION ( MAEd) - Program (30 units)

 MASTER of ARTS in EDUCATION (MAEd) GRADUATION REQUIREMENTS

Students must complete thirty (30) prescribed units between Irvine University’s prescribed curriculum and transferred units with a cumulative G.P.A of 2.0 or higher. Students must apply for graduation and meet all academic and financial requirements.

 MASTER of ARTS in EDUCATION (MAed) COURSE DESCRIPTIONS

• EDU 500 Classroom Management/Conflict Resolution (5 units) Students will study the principles of effective classroom management and advanced techniques needed to manage increasingly active learning. Students will also learn conflict resolution techniques that can be applied to classroom and educational institutional situations.
• EDU 510 Authentic Assessment Strategies for the Classroom (5 units) This course links learning and assessment. It will provide emerging theory that encourages more performance-based assessment as well as considerable hands-on experience in developing performance assessments for the classroom.
• EDU 520 Cooperative Learning Techniques to Improve Instruction (5 units) This course will help students understand the basic elements of cooperative learning and how to apply them to teaching a content area. Students will learn the elements that must be present in cooperative learning and the specific group processing skills.
• EDU 530 Integrating Curriculum and Instruction (5 units) This course will familiarize participants with the rationale for integrating curriculum and provide methods for developing the process of integrating curriculum and instruction in the classroom.
• EDU 540 Leadership Theory and Group Performance (5 units) This course is an analysis of the development of various leadership theories and the practice of leadership. Profit and not-for-profit sectors are examined. The intellectual, psychological, political, and social sources of leadership are studied for their theoretical foundation and for practical application. The concept of transformational leadership, contrasted with transactional leadership, is stressed.
• EDU 550 Organizational Behavior (5 units) This course is an examination of the development of organizational theory, as well as individual and group motivation and behavioral factors within organization. Topics include organizational change, conflict, structure, communication, decision-making and leadership. (Education students will apply course concepts to the governance of schools and school districts.)

Irvine University’s Department of Education, Doctorate in Education degree program (Ed.D) is a 72 units program consisting of 8 core classes, Classroom Experience Exercise, &Dissertation. 1-unit requires 15 hours of university work or the equivalent in accelerated terms.

 DOCTORATE in EDUCATION (Ed.D) ADMISSION CATEGORIES

Applicants must satisfy the requirements stipulated in the “Application Procedures” section of the school catalog as well as meet the following:

Degree: Applicants must possess at least a Master’s Degree from a regionally accredited institution of higher education or the international equivalent and have demonstrated superior academic performance in the completion of their Master’s Degree.
Leadership: Applicants must have demonstrated superior academic performance in the completion of their Master’s Degree and possess outstanding leadership qualities. Recommendation: Each applicant must provide three written recommendation from persons who can attest to the applicant’s academic and professional abilities and proven accomplishments in education.
Tests: Doctoral applicants may submit scores on the Miller Analogies Test (MAT) or the Graduate Record Exam (GRE). (These tests are optional).
Transcripts: Official transcripts must be submitted from all accredited institutions of higher education attended by the candidate.
Goal statement: Applicants must submit a two-three page academic and professional goal statement.
Writing Test: Applicants will be required to read and submit a critical analysis of a journal article provided by the Education Faculty Admissions Committee. International Students are also required to have a 575 score (233 computer-based) on the Test of English as a Foreign Language (TOEFL) and a Test of Written English (TWE) score of 5 or over. Interview: Applicants will be interviewed by a GSOE Education Doctoral Admissions Committee.

Upon receipt and review of all documentation, the candidate will be considered for the final admissions. Final Admission decisions will be made by the program director and the GSOE/Education Doctoral Admissions Committee.
 

 DOCTORATE in EDUCATION (Ed.D) TRANSFER OF CREDIT

Transfer of Credit may be awarded on the following basis.
  1. A maximum of 18 semester units beyond the master’s degree may be transferred from a regionally accredited institution. All such coursework must have been earned in addition to the master’s degree required coursework.
  2. The request to accept credit to be transferred must be approved by the system-wide program director.
  3. Credit that has been used to complete a second master’s degree may be considered for transfer.
  4. Credits must have been earned within seven years prior to the request for transfer. Waivers of this requirement may be considered by program faculty on a case by case basis. All waivers must be approved by the Dean.
  5. Extension courses or continuing education courses are not, in standard cases, acceptable for graduate transfer. However, courses completed at high levels through an accredited university or local district program may be considered by the program director and approved by the Dean of Graduate School of Education for partial credit transfer.
  6. Coursework being considered for transfer must be equivalent to Alliant coursework for which it is being applied. Students are required to submit transcripts, catalog course descriptions and other documentation.
  7. All coursework must be completed successfully at Credit of B levels or higher.
 

 DOCTORATE in EDUCATION (Ed.D) - Program (72 units) including 30 units in MAed program and the following:

10 Elective units
Elective units may be taken during the academic year or summers.  They may be drawn from the proposal of Department of Education, Department of Linguistics, or Department of English Studies.  

Classroom Experience Exercise (10 units)
The students must be able to organize and instruct a class under the Department of Education in a subject that the student feels comfortable instructing.  Students are required to cover all aspects including, but not limited to, class participation, contribution of office hours, and administration of original exam questions.  The student will receive guidance from an advisory faculty member.  

Dissertation (20 units)
The dissertation is an original research project completed by the student.  Although advisory faculty guides the student, the student shall demonstrate research competency.  The study must ask an important and interesting research question relevant to current concerns in the scholarly literature, use sound and appropriate research method and analytical tools, and develop new knowledge that contributes to the existing base of knowledge.  Results of the study should be of sufficient merit to deserve publication.
 

 DOCTORATE in EDUCATION (Ed.D) GRADUATION REQUIREMENTS

Students entering the Education doctoral program are expected to have had master’s level courses in TESOL methodology and theory and linguistics. Students lacking in the background will be required to take prerequisite M.A.Courses.

 Doctorate in Education (EDD)

• EDU 600 The Learning Organization (4 units) This overview course examines how schools, universities, and other formal organizations built around learning have evolved, particularly in the United States.  Learners and learning processes, teachers and teaching processes, and leaders and leading processes will be discussed in the context of education as a discipline.  Professional development schools, basic schools, and the “new American university” will be addressed as forms of educational renewal.  Students will integrate theory into practice at an advanced level.  An individualized doctoral program plan and related portfolio of accomplishments will be developed in this course and will subsequently serve as the basic “road map” of each participant’s study through the rest of his or her doctoral program. 
• EDU 605 Educational Foundations (4 units) Foundations examine the social foundations of United States education from comparative and historical perspectives with attention to future trends. In particular, the course provides ample opportunities for participants to articulate and understand the presuppositions of “foundations” of their individual philosophy, knowledge base and valuation of education, schooling, the relationship between teacher and learner, and skills and knowledge. 
• EDU 610 The Classroom (4 units) This course focuses on the changing context of school and university classroom in relation to technology, distance education, access to information, the evolving role of teachers, and the changing needs of learners.  Application of new knowledge will focus on the philosophical and physical (facilities) and will result in a critical review of current practice, redesign of the classroom, and recommendation for practitioners.  The review, redesign, and recommendation can include any of the following curriculum development, teaching theories and practices, evaluation theories, group dynamics in classroom, communication skills, content areas, diversity, culture, aptitudes, and attitudes.  The educational settings may range from pre-kindergarten through college/university.
• EDU 615 Educational Organizations (4 units)  This course examines organizations that educate: their structures and processes, cultures, management of change processes, unions, productivity and effectiveness issues, their place in society, and organizational development techniques and theories.  Participants will explore the implications of social, cultural, and racial demographic changes on historically Euro-centric thinking about organizations.  This exploration will offer opportunities to rethink the social constructions.  Organizational theories from business and government will be studied for potential contributions to and limitations for educational settings.  The process will be a forum for cross-organizational comparison and theory development and application.
• EDU 620 Leadership (4 units) This course focuses on understanding and analyzing the aspects of leadership: theories, with special attention to constructivist leadership; change and transition; and communication and decision-making processes. Participants will apply their understanding and analysis to personal, professional, and organizational educational settings. The main processes for the leadership core strand include reflection on, articulation and analysis of leadership-related theories, perspectives, and experiences through dialogue, writing, inquiry, and presentations.
• EDU 625 Advanced Policy and Education (4 units)  In addition to and overview of policy formulation in public arenas, particular emphasis is placed on an policy development and the implications for K-16 education in the United States, and on a local, state, national, and transnational perspectives on educational policy, and public scholarship related to policy. Experts will engage participants in the design, development, and evaluation of policy related to current education policy issues (i.e., the Graduation Rule, charter schools, assessment, socio-cultural education contexts in the World-rural, suburban, urban). Two underlying principles of the course are policy activism and helping members of the Ed.D. learning community to recognized their influence on educational policy as citizens.  Through policy work they will contribute to public knowledge.
• EDU 630 Frameworks for Inquiry (4 units)  The major aim of this course is to develop and extend critical habits of mind via inquiry.   It is a survey of the two educational research paradigms, qualitative and quantitative.  Both paradigms require habits of mind that include: making sense of competing perspectives and points of view; being open to varying perspectives and points of view; making and testing hypothesis; respecting facts over prejudices; judging whether conclusions are supported by evidence; weighing evidence; and analyzing perspectives before drawing conclusions.  Habits of mind also include being aware of the research designs and tools from both paradigms which allow participants to engage in inquiry.
• EDU 635 Advanced Inquiry (4 units)  This course extends the knowledge and activities of Frameworks for Inquiry.  In particular, the course requires a more sophisticated understanding of quantitative and qualitative research methods, with attention to the intersection of the two paradigms.  The course will emphasize collaboration and mentorship in the active use and practice of research and scholarship. Participants will critique current research practices, analyze research findings related to current educational issues, and analyze and evaluate the implications of those findings. Participants will also formulate their dissertation prospectus/proposal.

Bachelor of Arts in Education