In an effort to move the Department toward a research mentorship-apprenticeship model for training Ph.D. students, the Chair encourages faculty to establish regular Research apprenticeship Courses (RACs) focused on assisting doctoral students in developing and conducting research. RACs are Departmental courses (Ed288) that students may enroll in more than once and may be required to do so by their Division. Divisions have flexibility in determining how RACs will fit into their Divisional requirements.
The following set of policies were established by the Committee on Degrees, Admissions and Standards (CDAS) to create consistency across Divisions and programs in terms of the scope and requirements of these courses, while still allowing faculty and students some flexibility to make these new training models work for them. These policies go into effect beginning Fall 1997 and apply to all students admitted to Ph.D. programs as of Fall 1996.
The goal of the RAC Ed288 seminars is to provide a structure that allows students to engage in research under the continuous supervision of a faculty member. The central focus of each RAC is on the research interests of the graduate students and their development as independent researchers.
1. Requirements and Student Course Credit
Each Division should decide haw RACs will fit into their Divisional curriculum and requirements.
Divisions, not individual faculty members, authorize RACs as part of their course
schedule for the coming year. The teaching needs of the Divisions
and the students take precedent over the request on any one faculty member to offer a RAC.
Division course schedules for each academic year should list each faculty member's 288 RAC as
being offered all three quarters.
Students enroll in a RAC for two credits each quarter and can earn a maximum of six credits for their participation in a RAC over the three quarters. Divisions may choose whether the RACs count for Divisional requirements. They may also require students to take a specified number of RACs in order to graduate, although no more than three RACs (or nine quarters of 288 at two units each) can count toward the required 18 courses for a doctoral degree.
Students who have not yet taken their qualifying exams will receive letter grades. Students who have already advanced to candidacy will receive "satisfactory" or "unsatisfactory" grades.
2. Student Access to RACs
Faculty can limit the enrollment of their RACs to no more than 10 students, but
they may not limit enrollment to only those students who work on paid research
projects with them. Faculty may, however, limit the enrollment to their advisees
only, if that number meets the course cap. A faculty member's student advisees
should have first access to his or her RAC. Faculty may require their advisees to
enroll in their RACs. Divisions should ensure that all Ph.D. students have an
opportunity to participate in a RAC. STudents should consult Division Heads or
Advisors regarding the availability of RACs and student access to them.
3. Content of RACs
The central focus of RACs will be on the research interests of the doctoral students.
While all students enrolled in a RAC must have 60 hours of faculty time over the course
of the three quarters, faculty may occasionally meet with subsets of students to discuss
specialized readings or work on student projects.
The goal of RACs is to assure that all Ph.D. students receive the necessary mentoring and guidance as they apprentice to become independent researchers. This mentoring will come not only from the faculty members but also from other students enrolled in RACs. Ideally, students enrolled in RACs will be at different stages if their doctoral programs, thus allowing for a layering of mentoring opportunities -- faculty to student and student to student. This layering distinguishes RACs from 299 courses.
UCLA Graduate School of Education & Information Studies
pbe: 26Aug97