PhD About the Program
PhD Course Requirements
Course Prerequisite Methodology Courses = 8 units
EDU 114, Quantitative Methods in Educational Research, 4
units
EDU 200, Educational Research, 4 units
Professional Induction Course = 4 units
EDU 291, Professional Seminar in Education, 4 units
Methodological Core Courses = 8 units
EDU 201, Survey of Qualitative Methods, 4 units
EDU 204A, Quantitative Methods in Educational Research: Analysis
of Correlation and Design, 4 units
PhD Timeline and Milestones
There is no specific length of time associated with earning a PhD. Across disciplines and campuses, the average amount of time to earn the degree is between four and five years, although individual time varies widely.
PhD Advising & Mentoring
Each student in the program works with a graduate advisor, a faculty advisor, and a major professor.
PhD Mentoring Guidelines
Mentoring of graduate students by faculty is an integral part of the graduate experience.
Ph.D. Program in Education
Mentoring Guidelines
Updated & Revised by Ph.D. Policy Committee, 10/15/07
Adopted by vote of the faculty, Date 10/23/07
GGE Research Seminar Schedule
The GGE offers a weekly research seminar featuring our faculty,
students, and other speakers. We invite our community to
participate in these seminars. The seminars are held on
Mondays from 12:10 pm – 1:00 via Zoom.
Register to receive Zoom link: bit.ly/gge_spring21
Recorded sessions are added to the PhD Academic Programs Video website as they become available, and also linked below. Speakers from past quarters can be found here as well.
- Fall 2017 GGE Research Seminar Schedule
- Winter 2018 GGE Research Seminar Schedule
- Spring 2018 GGE Research Seminar Schedule
- Fall 2018 GGE Research Seminar Schedule
- Winter 2019 GGE Research Seminar Schedule
- Spring 2019 GGE Research Seminar Schedule
- Fall 2019 GGE Research Seminar Schedule
- Fall 2020 GGE Research Seminar Flyer
- Winter 2021 GGE Research Seminar Flyer
- Spring 2021 GGE Research Seminar Flyer
- Read more
2020 Graduates
Minahil Asim
How Effective are Education Programs and Policies in
Improving Access and Learning for Disadvantaged Students?
Evidence from Three Disparate Contexts
BernNadette Best-Green
Reframing Broken English as Counterhegemonic Linguistic Drip:
Investigating Ethnolinguistic Vitality Within My 6th Grade
Classroom
Kayce Mastrup
Storied Identities: Exploring the Beliefs, Values and Past
Experiences of Preservice Mathematics Educators and
Future-Oriented Practice
2019 Graduates
Sagit Betser
Under construction: identity development in a girls-only
maker program
Erin Bird
Driven by Data?: Youth Learning Science for Environmental and
Civic Action through Community and Citizen Science
JaNay Brown-Wood
Is there a relationship between the race of a character and
the story children tell: Exploring if the race of a picture book
character is associated with narrative quality of children’s
stores and books preference?
2018 Graduates
Bahareh Abhari
College readiness validation of common core standards in
mathematics
Kristine Calvo
Changing Pedagogies: Teacher Identity in the Context of
Technology Leveraged Classrooms
Orlando Carreon
Effective teaching of Chican@/Latin@ students: a community
responsive approach
Amanda Crump
Dialogue in an international agricultural development
introductory course
Financial Support
The Graduate Group in Education is committed to offering financial support to our PhD students for at least four years of study through employment and/or fellowships that include a monthly salary/stipend and fee remission.
Dr. Nancy Acevedo Presents on ‘The Chicana/o/x Dream’
The Graduate Group in Education hosted Dr. Nancy Acevedo to speak to speak on her book ”The Chicana/o/x Dream: Hope, Resistance, and Educational Success” as part of its Brown Bag Speaker Series on January 25, 2021.
Alexis Patterson Williams presents on Sustaining Disciplinary Literacy in Science
On November 23, 2020, the UC School of Education/Graduate Group in Education Brown Bag Speaker Series featured Dr. Alexis Patterson Williams presenting on “Sustaining Disciplinary Literacy in Science: A Transformative, Just Model for Teaching the Language of Science.”
Megan Welsh presents on why Average is Overrated
On November 16, 2020, the UC School of Education/Graduate Group in Education Brown Bag Speaker Series featured Dr. Megan Welsh presenting on “Average is Overrated: What factors affect means and variation in performance?”
