ucla graduate school of education & information studies

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A Tradition of Challenging Traditional Thinking

The UCLA School of Education & Information Studies is positioned at the forefront of discovery, proving along the way that research and intellectual empowerment cultivate real-world praxis transformation.

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• Undergraduate An undergraduate degree from UCLA's Department of Education is often the beginning of a lifelong journey in excellence. Our students major in Education and Social Transformation or minor in Education Studies and graduate with heightened intellect and social integrity, fully prepared to take whatever their chosen next step may be. Learn More About Undergraduate Programs in Education
• Graduate The Department is known as a leader in the study and practice of urban education, student testing and assessment, teacher and continuing education and development–particularly in urban, multi-ethnic environments, early childhood development, and issues of access, equity, and quality facing K-12 and higher education. Here, faculty and students work together to solve the most pressing issues facing education today. This collaborative, dynamic environment helps students develop the skills they need to become leading education professionals in the 21st century. Learn More About Graduate Programs in Education
• Undergraduate Information Studies offers undergraduate students coursework that is a blend of conceptual and theoretical knowledge and practical, hands-on laboratory experiences where they can apply their theoretical insights and practical skills to real-world situations. Students learn foundational concepts in contemporary library and information studies theory, information seeking and retrieval skills, and information technology. Learn More About Undergraduate Programs in Information Studies
• Graduate The Department is home to UCLA’s iSchool and is dedicated to advancing the information fields. iSchools promote an interdisciplinary approach to understanding the opportunities and challenges of information management, with a core commitment to concepts like universal access and user-centered organization of information. The UCLA Department of Information Studies is a powerhouse in an increasingly vital field and a leading architect of the agenda for how information is disseminated and deployed in the 21st century. Learn More About Graduate Programs in Information Studies

The UCLA School of Education & Information Studies

One that invests in the potential in our city and beyond. We inspire curiosity and advance thinking in the classroom, at the library and in the community, because we believe in bringing education to life for all.

UCLA Ed&IS in Action

With over a century of experience championing bold new viewpoints in education and information, UCLA Ed&IS consistently produces research and practical results that redefine the field and advance knowledge as a pillar of society and culture.

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UCLA Graduate School of Education and Information Studies

UCLA Graduate School of Education and Information Studies is committed to supporting our community of students.

The rapid changes in the scope of COVID-19 have led students today to experience some major uncertainty in their daily lives. It has disrupted on-campus learning, created unexpected housing and food expenses, limited income revenues from jobs or work-study positions, and created other unforeseen challenges.

As in any time of crisis, the UCLA community responds by asking what they can do to help. Here’s how:

Help a GSE&IS Student in Need

A gift to a GSE&IS student emergency fund can help GSE&IS students meet their immediate needs due to the current crisis and help them stay on track to graduate.

Your gift will support:

• Lost student income
• The cost of medical care
• Remote learning needs
• Food and housing insecurity
• Other unexpected needs students encounter in this crisis

Mann UCLA Community School Students

Our educational community also includes our K-12 Partnership Schools with their own crisis needs. Mann UCLA Community School is the graduate school’s middle school/high school partner school in South Los Angeles, serving one of the city’s most underserved student and family populations, including a high percentage of students in foster care or who are homeless. We are raising funds in support of those students who rely heavily on the school as their community.

How You Can Help

A gift of any amount helps meet a student’s time-sensitive need. With your support, the UCLA GSE&IS team of staff and faculty who administer the fund can act quickly to support our students in need.

Your Gift's Immediate Impact

A gift of any amount is going to make meaningful and immediate difference to help Bruins overcome severe financial hardships they might be experiencing as result of COVID-19. Here are just a few of the students you can support:

“I understand many of these purchases are unusual and do not appear to be associated with my remote learning, but I hope that whoever is the deciding person will take into consider the unique position of parenting students -- even beyond paying for childcare, as it is much more multilayered experience. These expenses are directly related to UCLA switching to remote learning -- my children attended UCLA daycare, which relied on UCLA student workers for staffing. Once UCLA switched to online, the daycare was forced into closure.  Switching to remote learning has had many costs, some of which are difficult to monetize.”

Thank You. Together we are a community who cares. Together, we can act to support our members in need.

“We are a community of educators, researchers, librarians, information professionals, and scholars – individuals who have chosen careers that will serve our communities in important ways.

I am extremely grateful to our faculty, staff, and students in their collective endeavors to help find solutions and ameliorate the suffering of those most affected by this pandemic—thank you for everything you are doing during these challenging and uncertain times!

As a scholarly institution facing these circumstances, we must now reaffirm our commitment to every member of our community, including those who have travelled to UCLA from around the globe. The ethic of care must animate our shared work. Today more than ever kindness, respect, and compassion are of paramount importance. As we keep safe via the recommended proxemics, working together and embracing our diversity strengthens our community.”

-Marcelo Su árez-Orozco, Wasserman Dean, UCLA Graduate School of Education and Information Studies

Thank you for your support of UCLA students and thank you for being part of the UCLA GSEIS family. Together we rise to the challenge of supporting one another during these difficult and uncertain times.

If you are a student impacted by the Coronavirus (COVID-19) and are experiencing a financial hardship due to a loss of wages, please click here . 

For more information, updates, and available resources for students,  click here .

For the latest updates and advisories related to COVID-19 and UCLA's response,  click here .

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Graduate School of Education & Information Studies: Dean’s Circle

Doing fundamental work on what matters most in education and information in the 21st century: developing teachers, scholars and leaders.

New Ways to Teach and Learn

The Graduate School of Education & Information Studies (GSE&IS) is UCLA’s history and its destiny. The university began with the founders’ vision of a teacher’s college. With that legacy, we have built a dynamic school where people learn about learning—and so much more. Two departments comprise 16 research centers and institutes, including the Higher Education Research Institute, which conducts the largest ongoing national study of college students in the U.S.; Center X, dedicated to dramatically changing schooling for the underserved students of Los Angeles; The Center for Improving Child Care Quality and the UCLA Black Male Institute. In addition, our two partnership schools serve the community and advance groundbreaking work in education.

A public pilot school for LAUSD, the UCLA Community School enrolls a thousand neighborhood children from kindergarten through the senior year of high school. Many of these children have poor or immigrant parents; more than half are classified as “limited English proficient.” The Community School emphasizes multi-age and bilingual learning and enrichment programs to enhance curriculum. The result: 96 percent of the school’s Den 1 students were reading at grade level in Spanish or English at the end of 2012. The UCLA Community School is where teaching, research and service intersect for the faculty and students of GSE&IS.

UCLA Lab School at GSE&IS is a pioneering school for children and a laboratory for teachers and researchers. Here, following a curriculum aligned with state and national standards, teachers respond to children’s interests and learning needs to find new and better ways to teach and to transform lives.

The Department of Education in GSE&IS informs the theory and practice of education via 12 academic programs, including the Educational Leadership Program; Principal Leadership Institute; the Teacher Education Program and Urban Schooling.

The Department of Information Studies is the “IS” in GSE&IS. Its faculty educates future librarians, archivists, scholars, researchers and information professionals. Focusing on system design and end users of information and their needs, scholars study the ways people search for and use information.

The quest for better ways to learn and teach is ongoing. With your help, we will continue to provide the next generation with the tools, competencies and sensibilities vital to thriving in a global economy and society.

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Major Preparation in the School of Education and Information Studies

The UCLA School of Education and Information Studies ’ new B.A. in education and social transformation prepares students to analyze current issues in education through a social justice lens and to emerge as effective advocates for positive change.

The department is known as a leader in the study and practice of urban education, student testing and assessment, teacher and continuing education and development (particularly in urban, multi-ethnic environments), early childhood development, and issues of access, equity, and quality facing K-12 and higher education. Here, faculty and students work together to solve the most pressing issues facing education today. This collaborative, dynamic environment helps students develop the skills they need to become leading education professionals in the 21st century.

Transfer applicants interested in the education and social transformation major should apply to the pre-major listed under the College of Letters and Science in the UC application. Admitted transfer students must submit an additional application to the major and complete Education 10 or 11 and Education 35 during their first quarter at UCLA.  

• Minimum GPA: 3.2
• IGETC required:  No, but strongly encouraged
• Double-major possible: Yes
• Supplemental application required: No

Preparation for the Major

Transfer applicants interested in the education and social transformation major are admitted to the pre-major status and may apply to the major once they have completed (or in the process of completing) the two required lower-division courses. At this time, the minimum GPA for UCLA transfer is a 3.2 or higher. Transfer students will need to apply to the education major during their first quarter at UCLA and before they have completed 135 quarter units. While there are no specific major preparation courses currently articulated at this time, at the request of the department, students are encouraged to complete IGETC .

Department of Education Phone: (310) 825-8326 Email: [email protected]

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School of Education & Information Studies

• Majors: Education and Social Transformation
• Minors: Education Studies Minor, Information & Media Literacy Minor

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(310) 825-8326

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Graduation 2024

Innovation awaits, welcome to the graduate school of arts & sciences at wake forest university.

The Graduate School of Arts and Sciences is one of the engines of creativity of Wake Forest University. Our hallmark is world-class scholarship fueled by an interdisciplinary, collaborative environment. Whether it is a traditional liberal arts approach, or cutting edge training in biomedical innovation, our small size (~800 students in total) ensures that you will have individual attention, tailored advising and research opportunities well-matched to your interests.

As a student here, you won’t just be a face in a crowd but part of a world-class team of researchers and educators working on important, world changing problems in their respective fields of knowledge. We’re dedicated to preparing the next generation of independent, intellectual leaders in their fields – whether it’s academics, industry or your own unique career path.

In the various pages on our site you’ll find that our programs span the full range of the liberal arts and sciences and the biomedical sciences. Currently, we house 30 master and doctoral disciplinary or interdisciplinary programs, and sponsor 12 programs jointly with the schools of Medicine (MD/PhD, MD/MS, MD/MA & MMS/PhD), Business (MBA/PhD), Divinity (MA/MDiv), and College (BS/BA & MA).

We welcome you – our current and prospective students, faculty and friends – to our website. We invite you to explore this website, and the our  biomedical science graduate programs website , and let us know if you have any questions we can help answer.

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UCLA School Of Education and Information Studies Celebrates its Graduates

The UCLA School of Education and Information Studies will celebrate commencement Saturday, June 11, 2022

Commencement exercises for the School will be held on campus for the first time since the beginning of the COVID-10 pandemic in 2020. Ceremonies will recognize the accomplishments of the Class of 2022, and also celebrate the classes of 2020 and 2021, whose graduation ceremonies were held virtually due to the pandemic.

The Class of 2022 graduation begins at 5 p.m. at Wilson Plaza at UCLA.  The event honors a very diverse class of students who have earned doctoral degrees in Education, Education Leadership and Information Studies. The ceremony also recognizes those who have completed the requirements for master's degrees in Library and Information Sciences, and master's degrees in Education focused on Student Affairs, Teacher Education, Principal Leadership, Teacher Education, and Transformative Coaching and Leadership.  Forty-six undergraduates receiving bachelor’s degrees in the recently established Education and Social Transformation major, as well as UCLA students minoring in education, will also be recognized. 

Antonia Abigail Fabian, Jose Salvador Gallegos, Jr., and, María Elena Díez Esquer, will serve as student speakers for the 2022 Commencement. Christina Christie, Wasserman Dean of the UCLA School of Education and Information Studies will offer keynote remarks.

“I love the UCLA campus in June.  Our commencement ceremonies always cast the perfect spotlight on the hope and optimism that is so integral to our work,” Christie said.  “As we celebrate our 2020, 2021, and 2022 graduates,  I hope that our friends, alumni, faculty and staff  will join me in congratulating all of our graduates and wishing them all good things on the road ahead.”

A ceremony honoring the class of 2021 will take place at Wilson Plaza at 1:30 p.m. The event for the class of 2020 will be held at 10 a.m. in the Palisades Room in Carnasale Commons at UCLA.  Dean Christie will speak at each event. 

More information about UCLA’s Ed&IS commencement is available at  https://seis.ucla.edu/commencement

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School Psychology Virtual Information Session: 08/08/2024

Event Date and Time:    Thursday, August 8, 2024 - 4:00PM - 5:00PM  

Virtual:  

This information session will be hosted via Zoom Video Conferencing.  Reservations for these information sessions are required, please RSVP .  

Overview:  

The School Psychology Program Information Session will be an opportunity to learn about the application process, degree requirements, and exciting grant opportunities from current students in the program and Graduate Studies Office staff. Reservations for these information sessions are required, please RSVP .  

If you would like to request accommodations, please contact the Bob Murphy Access Center at least 72 hours in advance before the information session at 562.985.5401 or  [email protected]  

May 3, 2024

SMC Public Policy Institute Presents 2024 Spring Symposium May 20-23

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"The Promise and Peril of Artificial Intelligence" Featuring Keynote Address by MacArthur Grant Awardee Dr. Safiya Umoja Noble

SANTA MONICA, CA — The Santa Monica College Public Policy Institute (PPI) and the SMC Associated Students, in collaboration with the Santa Monica-Malibu Unified School District (SMMUSD), will present the 2024 PPI Spring Symposium May 20-23. The theme for this year’s community discussion is “The Promise and Peril of Artificial Intelligence.” Symposium activities will include discussions on how artificial intelligence (AI) creates challenges in governing, a screening of sci-fi film “The Creator” with an audience Q&A, a Pardee RAND -led world-building session, and a keynote speech by UCLA Professor Dr. Safiya Umoja Noble, co-founder and co-director of the UCLA Center for Critical Internet Inquiry .

All symposium events are free and open to the public. These events will be presented live on the main SMC Campus at 1900 Pico Blvd., Santa Monica . All presentations are subject to change without notice.

“The world’s attention is focused on artificial intelligence and its impact on all aspects of our lives. Now is the time to apply a public policy lens and imagine how we can best harness this transformative technology for positive change to the extent possible,” said PPI co-director and SMC adjunct professor Shari Davis. “We are fortunate to have such outstanding thought leaders to participate in and guide these discussions, and are thrilled to feature UCLA’s Dr. Safiya Umoja Noble, 2021 MacArthur “Genius Grant” recipient, as our keynote speaker.”

The 2024 PPI Spring Symposium events include:  

• Thursday, May 23, from 6:30 p.m. to 8 p.m.: Keynote Address: Dr. Safiya Umoja Noble: “The Promise and Peril of AI: How Search Engines and AI Reinforce Racism and What We Can Do About It”; followed by a book signing — The 2024 PPI Spring Symposium culminates with a keynote address by UCLA Professor of Gender Studies, African American Studies, and Information Studies Dr. Safiya Umoja Noble. She is the David O. Sears Presidential Endowed Chair of Social Sciences at UCLA and co-founder and co-director of the UCLA Center for Critical Internet Inquiry . Dr. Noble is the author of “Algorithms of Oppression” (NYU Press), examining the racist and sexist algorithmic harm in commercial search engines, and a co-editor of “The Intersectional Internet: Race, Sex, Class and Culture” and “Emotions, Technology & Design.” A board member of the Cyber Civil Rights Initiative , Dr. Noble was recognized in 2021 as a MacArthur Foundation Fellow, and received the NAACP-Archewell Digital Civil Rights Award in 2022. Free. SMC Student Services Center Orientation Hall (SSC 183), SMC Campus, 1900 Pico Blvd., Santa Monica.

Accommodation for Disability: Guests who need an accommodation due to a disability to participate in any of these events should send email to [email protected] or call 310-434-4173, at least 5 business days in advance.

The SMC Public Policy Institute provides nonpartisan community programs exploring key economic, social, and political issues. The 2024 PPI Spring Symposium marks the 13th anniversary of the popular community discussion. Santa Monica College offers an Associate in Arts Degree and Certificate of Achievement in public policy, and students can specialize in one of five public policy areas: arts and cultural affairs, education, environment and sustainability, public health, and urban/socioeconomic issues.

The SMC Public Policy Institute Spring Symposium is co-sponsored by a wide range of education, government, and community organizations and donors, including the Associated Students of Santa Monica College, SMC Associates, Santa Monica-Malibu Unified School District (SMMUSD), City of Santa Monica, and individuals from the Pardee RAND Graduate School.

More information is available at smc.edu/ppi or by calling 310-434-3541.

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Saint Francis High School

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Saint Francis High School is a Catholic, college prep, coed Holy Cross high school, located in Mountain View, CA.

The classroom teacher is responsible for planning, organizing and implementing an appropriate instructional program in a learning environment that guides and encourages student to develop and fulfill their academic potential. Work is performed under the supervision of the principal. Compensation is determined by higher education units and previous experience.

ESSENTIAL RESPONSIBILITIES & ACCOUNTABILITIES

• Actively support the Catholic, Holy Cross mission of the school in the classroom and throughout school programs
• Plan, prepare, and deliver lesson plans and instructional materials that facilitate active learning and are in accordance with school standards
• Establish and communicate clear objectives for all learning activities
• Provide a variety of instructional strategies and resources to address student learners
• Observe and evaluate student performance and development
• Use relevant technology to support and differentiate instruction
• Encourage and monitor the progress of individual students and use information to adjust teaching strategies
• Assign and grade class work, homework, tests, and assignments
• Provide appropriate feedback on student work in a timely manner
• Maintain accurate and complete records of student progress and development
• Collaborate with colleagues in developing common curriculum and assessments
• Willing to work outside the normal schedule periodically in collaboration with colleagues
• Maintain discipline in accordance with the riles and disciplinary systems of the school
• Prepare required reports on student and activities
• Participate in department, school, and parent meetings
• Communicate necessary information regularly to students, colleagues, administrators, and parents regarding student progress and student needs
• Communicate with colleagues, students, and parents in a manner commensurate with the relationship
• Return all emails and voicemails within 24 hours
• Demonstrate preparation and skill in working with students from diverse cultural, economic, and ability backgrounds
• Participate in appropriate professional activities
• Participate in extracurricular activities such as social services, sporting activities, clubs, and student organization as directed
• Fulfill supervisory and substitution obligations
• Other duties as assigned

Study Shows How Higher Education Supports Asian American, Native Hawaiian, and Pacific Islander Students Through Culturally Relevant Courses, Programs, and Research

Analysis of minority-serving institutions on the East and West Coasts demonstrates layered processes to build students’ capacities

The model minority myth paints a picture of Asian Americans as a monolithic group with unparalleled success in academics. A new NYU study unpacks this myth, exploring the needs of Asian American, Native Hawaiian, and Pacific Islander students and how higher education institutions support these populations.

In 2007, Congress established a federal designation for higher education institutions that enroll at least 10 percent of undergraduate Asian American, Native Hawaiian, and Pacific Islander (AA&NHPI) students, and who enroll a significant proportion of students from low socioeconomic backgrounds. This designation as an Asian American and Native American Pacific Islander Serving Institution (AANAPISI) was among one of the newest categories of minority-serving institutions that receive federal funding to advance educational equity and support for ethnic and racial minorities.

In a two-site case study, Mike Hoa Nguyen , assistant professor of education at NYU Steinhardt, collected data from interviews, internal and public university documents, and observations of activities, courses, and meetings to determine the process in which AANAPISI programs expand students’ capacities through culturally relevant coursework, mentorship, research, and civic engagement. His findings are published in The Review of Higher Education .

“AANAPISIs demonstrate a federal commitment to supporting the unique educational needs of AA&NHPI students, which are too often obscured by the model minority myth,” said Nguyen. “This myth dangerously asserts that Asian American students, and Native Hawaiian and Pacific Islander students by association, are universally successful and unparalleled in their academic achievements. AANAPISIs play a major role in addressing this problem, and in doing so, provide critical resources to uplift the students they serve. This study documents the process in which these colleges and universities engage in this important work.”

Nguyen's study centered on a large, public community college on the West Coast and a large, urban, regional public university on the East Coast. Nguyen’s findings related to the experiences of students in these programs.

He uncovered a five-tiered process that the two institutions use to build opportunities for learning, practice, and engagement:

AA&NHPI Focused Coursework At both institutions, courses focused on these populations are offered through the institutions’ Asian American Studies programs, where students are exposed to concepts connected to their racial and ethnic identities. One student shared her experience with a course, Asian Women in the United States, “Through my experience with that class I learned…for the first time, issues that affected my community. Specifically, me as an Asian American woman, specifically Vietnamese American…”

Teaching and Mentoring Students who had previously taken AA&NHPI coursework provided tutoring and mentoring to support new students with classwork, programs, books, and scholarship applications.  According to one mentor, “Cambodian Americans fall through the cracks, we’re just not in higher ed…It’s not a supportive space for us…[the AANAPISI faculty] understand…from their own community work, from being on campus, and [from] teaching for so long that…when they find students who fit these demographics it makes sense for them to mentor them.”

Advanced AA&NHPI Focused Coursework After serving as mentors, students often take more advanced courses focused on theoretical, historical, and contemporary issues regarding the AA&NHPI experience to continue their academics while gaining tools to make larger contributions toward their communities. 

Academic and Research Development Students who complete advanced coursework are provided opportunities to engage in academic projects and research with faculty and staff, presenting research at conferences or publishing in peer-reviewed journals. 

Professional and Community Experience The final step in the process offers opportunities for students to engage in community-based projects, internships, and employment with partner organizations, government offices, or other schools. A student shared that his research experience led to the creation of a Vietnamese American organizing and training program. “[Researchers] found out that Vietnamese Americans in [the neighborhood] don't participate in civics or politics…they basically feel disenfranchised, like their vote doesn’t matter…So, the research showed that there needs to be an organization to help push and provide opportunities to talk about politics in a Vietnamese American progressive context…”

“AANAPISIs are the backbone for AA&NHPI students in higher education. These institutions account for six percent of all colleges and universities, yet enroll over 40 percent of all AA&NHPI undergraduates,” said Nguyen. “This study offers new understandings of the critical role that AANAPISIs play to expand educational opportunity and enrich learning experiences—which can be adopted beyond AANAPISIs and for other students—as well as inform the work of policymakers as they seek new solutions to refine and regulate the administration of minority-serving institutions.”

Funding for this study was provided by the UCLA Institute of American Cultures and the UCLA Asian American Studies Center. 

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Conservation of Cultural Heritage Department

Conservation of Material Culture

Culture and Performance

Data Science in Biomedicine

Data Science in Health

David Geffen School of Medicine

Design | Media Arts

Earth, Planetary, and Space Sciences Department

East Asian Studies

Ecology and Evolutionary Biology Department

Economics - Master of Quantitative Economics

Economics Department

Educational Leadership Program

Electrical & Computer Engineering

Engineering - Master of Engineering

Engineering - MS in Engineering, Online

Engineering - MS in Engineering-Aerospace, Online

Engineering - MS in Engineering-Computer Networking, Online

Engineering - MS in Engineering-Electrical, Online

Engineering - MS in Engineering-Electronic Materials, Online

Engineering - MS in Engineering-Integrated Circuits, Online

Engineering - MS in Engineering-Manufacturing and Design, Online

Engineering - MS in Engineering-Materials Science, Online

Engineering - MS in Engineering-Mechanical, Online

Engineering - MS in Engineering-Signal Processing and Communications, Online

Engineering - MS in Engineering-Structural Materials, Online

Environment and Sustainability

Environmental Health Sciences

Environmental Health Sciences Department

Environmental Health Sciences MPH

Environmental Science & Engineering

Epidemiology

Epidemiology Department

Epidemiology MPH

Ethnomusicology

European Languages & Transcultural Studies Department

Executive Master of Public Health

Fielding School of Public Health

Film & Television

Film, Television, & Digital Media Department

French & Francophone Studies

Gender Studies

Genetic Counseling

Geochemistry

Geography Department

Geophysics & Space Physics

Germanic Languages

Health Management MPH

Health Policy & Management

Health Policy & Management MPH

Health Policy and Management Department

Health Policy MPH

Healthcare Administration

Henry Samueli School of Engineering and Applied Science

Herb Alpert School of Music

Hispanic Languages & Literatures

Human Genetics

Human Genetics Department

Indo-European Studies

Information Studies

Information Studies Department

Institute of the Environment & Sustainability

Integrative Biology & Physiology Department

International Institute

Islamic Studies

Latin American Studies

Library & Information Science

Library & Information Science Certificate

Life Sciences

Linguistics

Luskin School of Public Affairs

Management - Business Analytics MS

Management - Executive MBA

Management - Fully Employed MBA (FEMBA)

Management - Global Executive MBA for Asia Pacific

Management - Master of Financial Engineering

Management - MBA

Management - MS, PHD

Manufacturing Engineering

Master of Applied Geospatial Information Systems & Technologies

Master of Legal Studies

Master of Public Health for Health Professionals

Master of Quantum Science and Technology

Master of Social Science

Materials Science & Engineering

Mathematics

Mechanical & Aerospace Engineering Department

Mechanical Engineering

Molecular & Medical Pharmacology

Molecular Biology

Molecular Toxicology

Molecular, Cell, & Developmental Biology

Molecular, Cellular, & Integrative Physiology

Near Eastern Languages & Cultures

Near Eastern Languages & Cultures Department

Neuroscience

Nursing - Doctor of Nursing Practice

Oral Biology

Physical Sciences

Physics & Biology in Medicine

Physics and Astronomy Department

Physiological Science

Planetary Science

Political Science

Public Health

Public Policy

Scandinavian

School of Dentistry

School of Education and Information Studies

School of Law

School of Nursing

School of the Arts and Architecture

School of Theater, Film and Television

Slavic, East European, and Eurasian Languages & Cultures

Social Sciences

Social Welfare

Spanish and Portuguese Department

Special Education

Statistics - Master of Applied Statistics and Data Science

Statistics and Data Science Department

Teaching Asian Languages

Theater and Performance Studies

Theater Department

Urban and Regional Planning

Urban and Regional Planning - Institut d'Etudes de Paris

Urban Planning

Urban Planning Department

World Arts and Cultures/Dance Department

UCLA is accredited by the Western Association of Schools and Colleges and by numerous special agencies. Information regarding the University's accreditation may be obtain from the Office of Academic Planning and Budget, 2107 Murphy Hall.