This master's degree is offered to students preparing for initial teacher licensure, advanced teacher education, or ancillary educational programs.

Banner Code: E1-MED-CRIN

MEd with Concentration

Total credits: 30-45

Concentrations are listed within the subject areas listed below. Each concentration wholly describes the requirements for the degree and the concentration. Students should choose one concentration.

Advanced Studies in Teaching and Learning (ASTL)

The ASTL concentrations are for practicing teachers and other educators with one or more years of teaching experience who want to continue to grow professionally. The program offers advanced study in a specific concentration area; including Virginia's Standards of Learning content areas, cohort classes, an innovative schedule, and the use of technology. The courses, aligned with the National Board for Professional Teaching Standards, help teachers think and practice as board-certified teachers. The program develops teacher-leaders who take an inquiry stance on their educational practice and lead from the classroom as they contribute to ongoing school improvement and educational change. While developing expertise in a content area and increasing their understanding of culturally and linguistically diverse students and families, teachers in the program develop their critical reflective capacity through engagement in action research, self-study, and classroom-based inquiry.

Experienced teachers and other educators with or without a master's degree may apply for the master's degree program, which includes the 30- or 33- credit hour Core and areas of Concentration. The program also provides an option for teachers with master's degrees who want to gain a Reading Specialist or Gifted Childhood Education 21-credit graduate certificate.

MEd Requirements Common to all ASTL Concentrations

EDUC 606Education and Culture3
EDUC 612Inquiry into Practice2
EDUC 613How Students Learn3
EDUC 614Designing and Assessing Teaching and Learning2
EDUC 615Educational Change2
Total Credits12

Concentration in ASTL: Advanced International Baccalaureate (AIB)

This concentration provides advanced professional development for teachers on the philosophy, elements, and assessments of the Primary Years Programme (PYP), Middle Years Programme (MYP), and Diploma Programme (DP). The coursework focuses on the theory, pedagogy, and research undergirding the International Baccalaureate programs.

Coursework

EDUC 621Teaching and Learning in the International Baccalaureate Program3
EDUC 622Curriculum Development across IB Programs3
EDUC 623Models and Strategies for Teaching and Learning in IB Schools3
EDUC 624Assessment and Learning in IB Schools3
EDUC 626Inquiry into Action: IB Teachers, Learners, and Schools3
EDUC 627Contemporary Issues and Trends in IB3
Total Credits18

Concentration in ASTL: Designing Digital Learning in Schools (ADDL)

This concentration is offered to practicing teachers who wish to gain the necessary knowledge and skills for integrating digital learning and K–12 curricular knowledge outcomes. The concentration is framed by four learning outcomes: investigation of the theory and practice of digital learning, connection of digital learning and knowledge outcomes, use of design principles and processes to inform practice, knowledge of a range of technologies appropriate for PreK-12 learners.

Coursework

EDIT 780Principles of School-Based Design3
EDIT 781Designing for Information Using3
EDIT 782Designing for Literacy3
EDIT 783Designing for Problem Solving3
EDIT 784Designing for Community Participation3
EDIT 785Designing School-Based Digital Learning3
Total Credits18

Concentration in ASTL: Early Childhood Education (AECE)

This concentration provides advanced professional development in preschool through third grade content and includes two required courses and four electives. The concentration focuses on advancing the professional knowledge of practicing teachers who teach young children.

Coursework

ECED 601Frameworks for Early Childhood Education3
ECED 685Applied and Teacher Research in Early Childhood Education3
or ECED 691 Policy Perspectives in Early Childhood Education
Electives
Select four courses from the following:12
Bilingualism and Language Acquisition Research
Literacy Foundations and Instruction for Diverse Populations: Birth through Middle Childhood
Total Credits18

Concentration in ASTL: Elementary Mathematics (AEMA)

This concentration combines the study of mathematics content appropriate for kindergarten through eighth grade with the study of mathematics education research, curriculum, leadership, and assessment.

Coursework

MATH 610Number Systems and Number Theory for K-8 Teachers3
MATH 611Geometry and Measurement for K-8 Teachers3
MATH 612Probability and Statistics for K-8 Teachers3
MATH 613Algebra and Functions for K-8 Teachers3
MATH 614Rational Numbers and Proportional Reasoning for K-8 Teachers3
Electives
Select one from the following:3
Curriculum Development in Mathematics Education
Mathematics Education Leadership for School Change
Research in Mathematics Teaching
Total Credits18

Concentration in ASTL: Foreign Language French (AFLF)

This concentration provides advanced professional development and language study for practicing foreign language teachers. The 18 credits include a combination of modern language courses and targeted electives.

Coursework

Literature 1
Select 6 credits from the following:6
Topics in Medieval French Literature and Culture
Topics in Seventeenth-Century French Literature and Culture
Topics in Eighteenth-Century French Literature and Culture
Topics in Nineteenth-Century French Literature and Culture
Special Topics
Language and Linguistics
One advisor-approved 3 credit course in language and linguistics3
FREN 575Grammatical Analysis3
Electives
Select six credits from the following: 26
Bibliography and Research in Foreign Languages and Literature
Literary Translation
Special Topics
Theory of Translation
Integrating Technology into Language Learning
Basic Issues in Language Pedagogy
Internship and Seminar in Translation
Literary Theory and Criticism
Approaches to the Study of Language
Foreign Language Learning and Teaching
Total Credits18
1

Courses may be substituted with advisor-approved literature-related electives in French.

2

Courses may be substituted with advisor-approved language and literature-related electives.

Concentration in ASTL: Foreign Language Spanish (AFLS)

This concentration provides advanced professional development and language study for practicing foreign language teachers. The 18 credits include a combination of modern language courses and targeted electives.

Coursework

SPAN 502Hispanic Sociolinguistics3
SPAN 505Applied Spanish Stylistics3
SPAN 510Methods of Literary and Cultural Studies3
Electives
Select 9 credits from the following: 19
Bibliography and Research in Foreign Languages and Literature
Literary Translation
Special Topics
Theory of Translation
Integrating Technology into Language Learning
Basic Issues in Language Pedagogy
Internship and Seminar in Translation
Literary Theory and Criticism
The Teaching of Culture in Foreign Language Programs
Approaches to the Study of Language
Foreign Language Learning and Teaching
Applied Spanish Grammar
Studies in Medieval Spanish Literature
Studies in Renaissance Literature
Studies in the Literature of the Golden Age
Studies in 20th-Century Literature
Studies in Hispanic Literature
Special Topics in Spanish
Studies in Spanish American Poetry
Studies in Spanish American Drama
Advanced Translation
Contemporary Hispanic Institutions
Seminar in Don Quixote
Seminar in Twentieth-Century Drama
Seminar in Twentieth-Century Prose
Seminar in Spanish American Prose
Seminar in Literature and Art
Seminar in Literature and Society
Seminar in Literature and Ideas
Total Credits18
1

Courses may be substituted with advisor-approved language and literature-related electives.

Concentration in Gifted Child Education (AGCE)

This concentration provides advanced professional development through endorsement or master's degree for teachers of gifted students. The concentration meets NAGC/CEC graduate standards and focuses on culturally diverse, multilingual, twice exceptional, and traditionally defined gifted students and programs.

Students must earn a B- or higher in all coursework.

Coursework

EDCI 621Introduction to Gifted and Talented Learners3
EDCI 622Curriculum Differentiation for Diverse Learners3
EDCI 623Models and Strategies for Teaching Gifted Learners3
EDCI 624Assessment, Identification, and Evaluation of Gifted Learners3
EDCI 625Contemporary Issues and Trends in Gifted Education3
EDCI 626Action Research in Gifted Education3
EDCI 627Advanced Practicum in Gifted Education 13
Total Credits21
1

One year of successful full-time teaching in an accredited public or non-public school may be accepted in lieu of EDCI 627 Advanced Practicum in Gifted Education (VA Licensure Regulations for School Personnel, 1998). A 3-credit elective course must be chosen with advisor approval to meet the 21-credit requirement.

Concentration in ASTL: History (AHIS)

This concentration includes one geography and five history courses that are required. The concentration is designed for elementary, middle, and high school teachers who seek a foundation in the history courses that are taught within Virginia public schools.

Coursework

Courses below may be substituted with advisor-approved history electives.

GGS 520Geography for Teachers3
HIST 510Approaches to Modern World History3
HIST 601Themes in U.S. History I3
HIST 602Themes in U.S. History II3
HIST 605Themes in European History I3
Three credits of3
History Symposium
Total Credits18

Concentration in ASTL: Individualized (AATL)

This individualized concentration is developed in concert with a student’s advisor to provide coursework in a student’s specialized area that is not provided in other ASTL concentrations. The student works with the program director to design a program of study that provides individualized learning experiences in an area of expertise relevant to one’s professional educational setting.

Select 18 credits selected in consultation with advisor.18
Total Credits18

Concentration in ASTL: Literacy PK–12 Classroom Teachers (AP12)

This concentration includes three required literacy courses and three approved electives in ESOL, special education, psychology, secondary and elementary education, early childhood, writing, and other areas. The coursework includes theory and strategies in literacy and reading for teachers in any discipline, PK–12.

Coursework

EDRD 630Literacy Foundations and Instruction for Diverse Populations: Birth through Middle Childhood3
EDRD 631Literacy Foundations and Instruction for Diverse Populations: Adolescence Through Adulthood3
EDRD 632Literacy Assessments and Interventions for Groups3
Electives
Select 9 credits of electives from the following: 19
Assessment of Language Learners
Literacy Assessments and Interventions for Individuals
Supervised Literacy Practicum (Must register for 3 credits)
Consultation and Collaboration
Assessment
Total Credits18
1

Students may choose an alternate elective with advisor approval.

Concentration in ASTL: Literacy: Reading Specialist (ALRS)

This concentration is a state-approved sequence of courses leading to Virginia reading specialist licensure. Coursework includes foundational knowledge, instructional and assessment strategies for individuals and groups, and preparation as a literacy coach and staff developer. Students must earn a B- or higher in all licensure coursework. Licensure also requires a master's degree, passing of the Virginia Reading Assessment, and three years of teaching under contract.

Coursework

EDRD 630Literacy Foundations and Instruction for Diverse Populations: Birth through Middle Childhood3
EDRD 631Literacy Foundations and Instruction for Diverse Populations: Adolescence Through Adulthood3
EDRD 632Literacy Assessments and Interventions for Groups3
EDRD 633Literacy Assessments and Interventions for Individuals3
EDRD 634School-Based Leadership in Literacy3
EDRD 635School-Based Inquiry in Literacy3
Three credits of3
Supervised Literacy Practicum
Total Credits21

Concentration in ASTL: Secondary Mathematics Education, Grades 6-12 (AMT6)

This concentration provides advanced professional development in mathematics teaching and learning for practicing middle and high school mathematics teachers. The coursework focuses on current research in mathematics education, inquiry, technology, and a community of mathematics practice.

Coursework

EDCI 666Research in Mathematics Teaching3
EDCI 702Internship in Mathematics Education3
MATH 601Analysis I for Teachers3
MATH 604Geometry for Teachers3
or MATH 614 Rational Numbers and Proportional Reasoning for K-8 Teachers
MATH 607Algebraic Structure for Teachers3
MATH 608Problem Solving in Mathematics3
Total Credits18

Concentration in ASTL: Physical Education (APED)

This concentration provides coursework in research design, curriculum development, collaborative supervision, research in pedagogy, and advanced adapted content. It is designed for practicing PE teachers seeking to improve their professional knowledge and teaching performance for improving student learning.

Coursework

EDRS 590Education Research3
or SRST 623 Research Design and Statistical Reasoning
PHED 670Analysis of Teaching in Physical Education3
PHED 672Curriculum and Assessment in Physical Education3
PHED 673Motor Development for Special Populations3
PHED 680Mentoring and Supervising in Physical Education3
Electives
Select one course from the following: 13
Laban Movement Analysis
Bilingualism and Language Acquisition Research
Advanced Exercise Physiology
Movement and Fitness Assessment
Advanced Exercise Nutrition
Exercise and Sport Psychology
Program Development and Resources in Health Education
Total Credits18
1

Students may choose an alternate elective with advisor approval.

Concentration in ASTL: Science K-12 (AS12)

This concentration provides advanced professional development in science teaching and learning for practicing elementary, middle, or high school science teachers. 

Coursework

EDCI 663Research in Science Teaching3
EDCI 670Advanced Methods in Science Teaching3
EDCI 671Innovations in Science Teaching3
EDUC 547Scientific Inquiry and the Nature of Science3
Electives
Select six credits of science coursework with advisor approval.6
Total Credits18

Concentration in ASTL: Special Education (ASPE)

This concentration provides advanced expertise for educators, administrators, and other professionals providing services to individuals with special needs. Students select one of the following areas of emphasis: applied behavior analysis; assistive technology; students with disabilities who access the adapted curriculum; students with disabilities who access the general curriculum; teaching students with autism; visual impairments.

Coursework

Applied Behavior Analysis Emphasis
Select 18 credits from the following:18
Applied Behavior Analysis: Principles, Procedures, and Philosophy
Applied Behavior Analysis: Empirical Bases
Applied Behavior Analysis: Assessments and Interventions
Applied Behavior Analysis: Applications
Applied Behavior Analysis: Verbal Behavior
Ethical and Professional Conduct for Behavior Analysis
Total Credits18
Assistive Technology Emphasis
Select 18 credits from the following:18
Augmentative Communication
Assistive Technology for Individuals with Sensory Impairments
Accessibility and Input Modifications
Universal Design for Learning
Software and Mobile Applications for Individuals with Disabilities
Assistive Technology for Independent Living
Assistive Technology in the Workplace
Special Topics in Assistive Technology
Independent Study in Assistive Technology
Web Accessibility and Design
Total Credits18
Students with Disabilities who Access the Adapted Curriculum Emphasis
Select 18 credits from the following:18
Introduction to Special Education
Classroom Management and Applied Behavior Analysis
Transition and Community-Based Instruction
Positive Behavior Supports
Curriculum and Assessment in Severe Disabilities
Communication and Severe Disabilities
Medical and Developmental Risk Factors for Children with Disabilities
Foundations of Language and Literacy for Diverse Learners
Curriculum and Methods: Severe Disabilities
Consultation and Collaboration
Interdisciplinary Approach for Children with Sensory and Motor Disabilities
Total Credits18
Students with Disabilities who Access the General Curriculum Emphasis
Select 18 credits from the following:18
Introduction to Special Education
Classroom Management and Applied Behavior Analysis
Language Development and Reading
Characteristics of Students with Disabilities who Access the General Curriculum
Adapted Instructional Methods and Transition for Secondary Learners
Assessment
Elementary Reading, Curriculum, Strategies for Students Who Access the General Education Curriculum
Secondary Curriculum and Strategies for Students with Disabilities who Access the General Curriculum
Consultation and Collaboration
Total Credits18
Teaching Students with Autism Emphasis
EDSE 534Communication and Severe Disabilities3
EDSE 620Supporting the Behavior and Sensory Needs of Individuals with Autism3
EDSE 634Characteristics of Individuals with Autism3
EDSE 635Interventions for Individuals with Autism3
EDSE 665Families of Children with Special Needs3
One elective course (3 credits) selected from other ASTL Special Education emphases3
Total Credits18
Visual Impairments Emphasis
Select 18 credits from the following:18
Assistive Technology for Individuals with Sensory Impairments
Characteristics of Students with Visual Impairments
Braille Code
Medical and Educational Implications of Visual Impairments
Orientation and Mobility for Students with Visual Impairments
Curriculum and Assessment of Students with Visual Impairments
Positive Behavior Supports
Teaching Methods for Students with Visual Impairments
Braille Reading and Writing
Consultation and Collaboration
Total Credits18

Concentration in ASTL: Teacher Leadership (ATL)

This concentration provides advanced professional development in school leadership. The educational leadership coursework focuses on teachers as leaders in their classrooms, teams, departments, programs, and schools.

Coursework

EDLE 610Leading Schools and Communities3
EDLE 620Organizational Theory and Leadership3
EDLE 636Adult Motivation and Conflict Management in Education Settings: A Case Study Approach3
EDLE 690Using Research to Lead School Improvement3
Three credits of3
Special Topics in Education
Electives
EDEP 591Data-Driven Decision Making for Continuous Educational Improvement3
or EDLE 618 Supervision and Evaluation of Instruction
Total Credits18

Assistive Technology

The Assistive Technology program prepares educators and other professionals to work with individuals with disabilities, service providers, and family members. Graduates will use technology to assist individuals to function more effectively in school, home, work, and community environments.

Concentration in Assistive Technology (AT)

Coursework

EDAT 510Introduction to Assistive Technology3
EDAT 521Augmentative Communication3
EDAT 522Assistive Technology for Individuals with Sensory Impairments3
EDAT 523Accessibility and Input Modifications3
EDAT 524Universal Design for Learning3
EDAT 525Software and Mobile Applications for Individuals with Disabilities3
EDAT 527Assistive Technology for Independent Living and Employment3
EDAT 610Designing Adapted Environments3
EDAT 649Assistive Technology Assessment3
EDSE 590Special Education Research3
or EDIT 590 Educational Research in Technology
Total Credits30

Culturally & Linguistically Diverse & Exceptional Learners

Concentration in Teaching Culturally and Linguistically Diverse and Exceptional Learners (TCLD)

This concentration is designed to prepare teachers to work in highly diverse K-12 classrooms to support a variety of student needs with special emphasis on language learners. Students pursuing the MEd with this concentration must also complete a secondary certificate program to support completing initial licensure or advanced coursework in Elementary Education, English as Second Language Education, Foreign Language Education, Special Education, or Advanced International Baccalaureate Studies. The master's program also prepares international teachers interested in earning initial licensure in Elementary or English as a Second Language Education (formerly FAST TRAIN).

Coursework

EDCI 776Consultation Collaboration in Diverse K-12 Settings3
EDCI 777Research to Practice3
EDRD 515Language and Literacy in Global Contexts3
EDUC 511Child and Adolescent Development in Global Contexts3
EDUC 537Introduction to Culturally Linguistically Diverse Learners3
Electives
Select 15 credits from courses offered by the Graduate School of Education15
Total Credits30

Early Childhood and Elementary Education

Concentration in Early Childhood Education for Diverse Learners (ECDL)

This concentration leads to a master's degree for professionals who already hold an early childhood education teacher license or are interested in working in an early childhood education context outside the classroom. Students who wish to seek Early Childhood Education, PK-3 licensure are advised to consider completing the Early Childhood Education, PK-3 Licensure certificate program in conjunction with the MEd. Students may use their certificate coursework to fulfill the elective credits for the MEd program.

Coursework

ECED 501Developmental Pathways of Diverse Learners, Birth-Adolescence3
ECED 503Inclusive Curriculum for Young Learners: Planning Instruction and Guidance3
ECED 504Engaging Families of Diverse Young Learners3
ECED 511Assessment of Diverse Young Learners3
ECED 685Applied and Teacher Research in Early Childhood Education3
or ECED 691 Policy Perspectives in Early Childhood Education
Electives
Select 15 credits from graduate ECED courses or courses approved by an academic advisor15
Total Credits30

Concentration in Elementary Education (ELED)

This concentration and initial licensure component provides professionals with the specialized knowledge, skills, and dispositions needed to meet the educational needs of students attending today's elementary schools. Specific content and endorsement courses are required; all courses are taught in cohorts only. Two cohort models (one-or two-semester internships) provide flexibility for all students. The two-semester internship cohort begins each spring and fall semester; the one-semester internship cohort begins each summer semester. Contact the Elementary Program for additional information.

All students are required to submit and successfully complete a series of performance-based assessments. These assessments include content knowledge, pedagogical skills, and dispositions.

Grading Policy

Students enrolled in this degree program must earn a B or higher in all coursework. 

Coursework

EDCI 544Curriculum and Methods of Teaching in Elementary Education3
EDCI 545Assessment and Differentiation3
Three credits of3
Mathematics Methods for the Elementary Classroom
Three credits of3
Science Methods for the Elementary Classroom
EDCI 554Methods of Teaching Social Studies and Integrating Fine Arts in the Elementary Classroom3
EDCI 555Literacy Teaching and Learning in Diverse Elementary Classrooms I3
Three credits of3
Literacy Teaching and Learning in Diverse Elementary Classrooms II
EDCI 557Integrating Technology in PreK-63
EDCI 559Research and Assessment in Elementary Education3
Six credits of6
Internship in Education 1
EDUC 542Foundations of Education3
EDUC 543Children, Family, Culture, and Schools, 4-12 Year Olds3
Electives
Select 6 additional credits of EDCI 790 or two courses from the following:6
Bilingualism and Language Acquisition Research
Principles of Learner Motivation
Culture and Intelligence
Introduction to Special Education
Characteristics of Students with Disabilities who Access the General Curriculum
The Inclusive Classroom
Introduction to Culturally Linguistically Diverse Learners
Total Credits45
1

Year-long internship: students must register for 6 credits in the fall and 6 credits in the spring. Semester-long internship and intensive cohort: students must register for 6 credits during their internship and complete 6 credits of elective coursework.

Learning Technologies

Three concentrations with an instructional technology focus provide professionals the specialized knowledge and skills needed to apply a wide range of learning technologies to achieve educational and instructional goals in schools and communities, and in corporate, government or public settings. The concentrations combine current theoretical models and research-based practice with practical, hands-on experiences to cultivate the design of innovative and engaging learning opportunities and instructional applications using state-of-the-art technologies. The concentrations serve the various needs and interests of learning organizations and instructional technology clients including instructional design, user experience design, online learning, workplace learning, and the integration of technology in schools.

The School of Business, in collaboration with the College of Education and Human Development, offers an 18-credit Chief Learning Officer Graduate Certificate that prepares Chief Learning Officers and other senior level executives for success as learning and talent development leaders. Students complete 9 credits in educational technology and nine credits of business coursework.

Concentration in Designing Digital Learning in Schools (DDLS)

Coursework

EDIT 780Principles of School-Based Design3
EDIT 781Designing for Information Using3
EDIT 782Designing for Literacy3
EDIT 783Designing for Problem Solving3
EDIT 784Designing for Community Participation3
EDIT 785Designing School-Based Digital Learning3
Total Credits18

Emphasis

Select one of the following areas of emphasis:

ASTL Emphasis
EDUC 606Education and Culture3
EDUC 612Inquiry into Practice2
EDUC 613How Students Learn3
EDUC 614Designing and Assessing Teaching and Learning2
EDUC 615Educational Change2
Total Credits12
 Assistive Technology Emphasis
EDAT 510Introduction to Assistive Technology3
EDAT 610Designing Adapted Environments3
Select 6 credits from the following:6
Augmentative Communication
Assistive Technology for Individuals with Sensory Impairments
Accessibility and Input Modifications
Universal Design for Learning
Software and Mobile Applications for Individuals with Disabilities
Total Credits12
 Digital Learning and Teacher Leadership Emphasis
EDIT 786Design and Teacher Leadership3
EDIT 787Coaching Advocacy Digital Learning3
Three credits of3
Project Development Practicum I
Three credits of3
Project Development Practicum II
Total Credits12
 Integration of Online Learning in Schools Emphasis
EDIT 760Online Teachers and Learners1
EDIT 761Models of Online Learning2
EDIT 762Quality K-12 Online Learning1
EDIT 763Tools for K-12 Online Learning2
EDIT 764The ART of Online Communication3
EDIT 765Facilitating K-12 Online Learning2
EDIT 766Understanding Online Presence2
Total Credits13

Concentration in Instructional Design and Technology (INDT)

Coursework

EDIT 590Educational Research in Technology3
or EDRS 590 Education Research
EDIT 704Instructional Technology Foundations and Theories of Learning3
EDIT 705Instructional Design3
EDIT 706Business of Learning Design and Technologies3
EDIT 730Advanced Instructional Design3
EDIT 732Analysis and Design of Technology-Based Learning Environments3
EDIT 752Design and Implementation of Technology-based Learning Environments3
EDIT 601Instructional Design and Technology (IDT) Portfolio1
EDIT 701Advanced Instructional Design and Technology (IDT) Portfolio1
Electives
Select seven credits from any EDIT courses.7
Total Credits30

Concentration in Blended and Online Learning in Schools (BOLS)

Coursework

EDIT 760Online Teachers and Learners1
EDIT 761Models of Online Learning2
EDIT 762Quality K-12 Online Learning1
EDIT 763Tools for K-12 Online Learning2
EDIT 764The ART of Online Communication3
EDIT 765Facilitating K-12 Online Learning2
EDIT 766Understanding Online Presence2
EDIT 767Designing K-12 Online Learning3
EDIT 768K-12 Online Design I1
EDIT 769K-12 Online Design II1
Six credits of6
Project Development Practicum I
Six credits of6
Project Development Practicum II
Total Credits30

Literacy/Reading

A master's degree and one graduate certificate are available to teachers in grades K-12 who are interested in gaining additional expertise in literacy/reading instruction and leadership. Courses combine current theory with practical, hands-on experience. Literacy is also available as a specialization or secondary emphasis in the PhD in Education degree program.

Concentration in Literacy Leadership for Diverse Schools: K-12 Reading Specialist (LLDR)

This concentration includes a 21-credit sequence of courses in literacy/reading instruction and leadership, 3 credits in research methodology, and 9 credits in courses related to diverse learners (English as a second language [ESL], special education, or an individualized program). Completion of all requirements earns students a master's degree in curriculum and instruction plus eligibility for K-12 Reading Specialist License. (Additional licensure requirements include 3 years of teaching under contract and a passing score on state licensure exam). Some coursework in ESL and/or special education may be applied toward add-on licenses in those areas.

Grading Policy 

Students must earn a B- or higher in all licensure coursework.

Coursework

EDRD 630Literacy Foundations and Instruction for Diverse Populations: Birth through Middle Childhood3
EDRD 631Literacy Foundations and Instruction for Diverse Populations: Adolescence Through Adulthood3
EDRD 632Literacy Assessments and Interventions for Groups3
EDRD 633Literacy Assessments and Interventions for Individuals 13
EDRD 634School-Based Leadership in Literacy3
EDRD 635School-Based Inquiry in Literacy3
Three credits of3
Supervised Literacy Practicum 1
EDRS 590Education Research3
or EDSE 590 Special Education Research
Electives
Select three courses from the following: 29
Introduction to Assistive Technology
Universal Design for Learning
Linguistics for PreK-12 ESOL Teachers
Bilingualism and Language Acquisition Research
Methods of Teaching Culturally Linguistically Diverse Learners
Teaching Young Adult Literacy in a Multicultural Setting
Introduction to Special Education
Classroom Management and Applied Behavior Analysis
Computer Applications for Special Populations
Characteristics of Students with Disabilities who Access the General Curriculum
Applied Behavior Analysis: Principles, Procedures, and Philosophy
Elementary Reading, Curriculum, Strategies for Students Who Access the General Education Curriculum
Secondary Curriculum and Strategies for Students with Disabilities who Access the General Curriculum
Introduction to Culturally Linguistically Diverse Learners
Perspectives on Exceptl Tching
Total Credits33
1

Must be taken concurrently

2

Check course descriptions for prerequisites. Substitutions must be approved by your advisor.

Secondary Education (6–12)

The secondary education concentrations with a licensure component are designed to meet the needs of individuals who wish to be licensed or need to satisfy the requirements of a provisional license to teach at the secondary level. Specific endorsement areas are biology, chemistry, earth science, English, history and social science, mathematics, and physics. Note: only six credits (in total) may be taken as non-degree or transferred (with coordinator approval) from another accredited institution.

Grading Policy

Students enrolled in this degree program must earn a B or higher in all coursework.

Field Experience

Field experiences in public schools will be required throughout the program (a maximum of 15-30 clock hours per course or 45 clock hours per term). Arrangements will be made at the beginning of each term.

Internship Options

A 6-credit 16-week daytime internship (EDCI 790 Internship in Education) is required for completion of the state-approved licensure program.

Two options are available to meet the needs of most individuals:

  • Student teaching internship: A one-term daytime internship in the classroom of a mentor teacher. Teacher candidate assumes co teaching and independent teaching responsibilities.
  • On-the-job internship: Available only to students who are employed as full-time provisionally licensed teachers and teaching in their endorsement area in an accredited middle or secondary school and want to complete a master's degree. In lieu of an internship, provisionally licensed teachers may choose to use their full-time teaching to satisfy the experience requirement for a full license; however, the 35-credit master's degree requires that 6 credits of approved coursework be substituted for the internship.

Concentration in Secondary Education Biology (SECB)

Licensure Requirements
EDCI 573Teaching Science in the Secondary School3
EDCI 673Advanced Methods of Teaching Science in the Secondary School3
Six credits of6
Internship in Education
EDCI 791Internship Seminar in Secondary Teaching2
EDRD 619Literacy in Content Areas3
EDUC 522Foundations of Secondary Education3
EDUC 672Human Development and Learning: Secondary Education3
MEd Requirement
EDUC 675Research in Secondary Education3
Electives
Select nine credits from the following: 19
Innovations in Science Teaching
Principles of Learner Motivation
Culture and Intelligence
Introduction to Educational Technology
Introduction to Special Education
Classroom Management and Applied Behavior Analysis
The Inclusive Classroom
Scientific Inquiry and the Nature of Science
Total Credits35
1

Other courses may be considered with advisor approval.

Concentration in Secondary Education Chemistry (SECC)

Licensure Requirements
EDCI 573Teaching Science in the Secondary School3
EDCI 673Advanced Methods of Teaching Science in the Secondary School3
Six credits of6
Internship in Education
EDCI 791Internship Seminar in Secondary Teaching2
EDRD 619Literacy in Content Areas3
EDUC 522Foundations of Secondary Education3
EDUC 672Human Development and Learning: Secondary Education3
MEd Requirement
EDUC 675Research in Secondary Education3
Electives
Select nine credits from the following: 19
Innovations in Science Teaching
Principles of Learner Motivation
Culture and Intelligence
Introduction to Educational Technology
Introduction to Special Education
Classroom Management and Applied Behavior Analysis
The Inclusive Classroom
Scientific Inquiry and the Nature of Science
Total Credits35
1

Other courses may be considered with advisor approval.

Concentration in Secondary Education Earth Science (SECS)

Licensure Requirements
EDCI 573Teaching Science in the Secondary School3
EDCI 673Advanced Methods of Teaching Science in the Secondary School3
Six credits of6
Internship in Education
EDCI 791Internship Seminar in Secondary Teaching2
EDRD 619Literacy in Content Areas3
EDUC 522Foundations of Secondary Education3
EDUC 672Human Development and Learning: Secondary Education3
MEd Requirement
EDUC 675Research in Secondary Education3
Electives
Select nine credits from the following: 19
Innovations in Science Teaching
Principles of Learner Motivation
Culture and Intelligence
Introduction to Educational Technology
Introduction to Special Education
Classroom Management and Applied Behavior Analysis
The Inclusive Classroom
Scientific Inquiry and the Nature of Science
Total Credits35
1

Other courses may be considered with advisor approval.

Concentration in Secondary Education English (SECE)

Licensure Requirements
EDCI 569Teaching English in the Secondary School3
EDCI 669Advanced Methods of Teaching English in the Secondary School3
Six credits of6
Internship in Education
EDCI 791Internship Seminar in Secondary Teaching2
EDRD 619Literacy in Content Areas3
EDUC 522Foundations of Secondary Education3
EDUC 672Human Development and Learning: Secondary Education3
MEd Requirements
EDUC 675Research in Secondary Education3
EDCI 570Teaching Young Adult Literacy in a Multicultural Setting3
Electives
Select six credits from the following: 16
Bilingualism and Language Acquisition Research
Principles of Learner Motivation
Culture and Intelligence
Introduction to Educational Technology
Literacy Foundations and Instruction for Diverse Populations: Birth through Middle Childhood
Literacy Foundations and Instruction for Diverse Populations: Adolescence Through Adulthood
Introduction to Special Education
Classroom Management and Applied Behavior Analysis
The Inclusive Classroom
Introduction to Culturally Linguistically Diverse Learners
Total Credits35
1

Other courses may be considered with advisor approval.

Concentration in Secondary Education History and Social Science (SECH)

Licensure Requirements
EDCI 567Teaching Social Studies in the Secondary School3
EDCI 667Advanced Methods of Teaching Social Sciences in the Secondary School3
Six credits of6
Internship in Education
EDCI 791Internship Seminar in Secondary Teaching2
EDRD 619Literacy in Content Areas3
EDUC 522Foundations of Secondary Education3
EDUC 672Human Development and Learning: Secondary Education3
MEd Requirement
EDUC 675Research in Secondary Education3
Electives
Select nine credits from the following: 19
Linguistics for PreK-12 ESOL Teachers
Bilingualism and Language Acquisition Research
Methods of Teaching Culturally Linguistically Diverse Learners
Principles of Learner Motivation
Culture and Intelligence
Introduction to Educational Technology
Digital Audio/Video Design and Applications
Innovations in e-Learning
Literacy Foundations and Instruction for Diverse Populations: Birth through Middle Childhood
Literacy Foundations and Instruction for Diverse Populations: Adolescence Through Adulthood
Introduction to Special Education
Classroom Management and Applied Behavior Analysis
The Inclusive Classroom
Effective Collaboration for Teaching Diverse Learners in Secondary Social Studies
Total Credits35
1

Other courses may be considered with advisor approval.

Concentration in Secondary Education Mathematics (SECM)

Licensure Requirements
EDCI 572Teaching Mathematics in the Secondary School3
EDCI 672Advanced Methods of Teaching Mathematics in the Secondary School3
Six credits of6
Internship in Education
EDCI 791Internship Seminar in Secondary Teaching2
EDRD 619Literacy in Content Areas3
EDUC 522Foundations of Secondary Education3
EDUC 672Human Development and Learning: Secondary Education3
MEd Requirement
EDUC 675Research in Secondary Education3
Electives
Select nine credits from the following: 19
Principles of Learner Motivation
Culture and Intelligence
Introduction to Educational Technology
Educational Research in Technology
Introduction to Special Education
Classroom Management and Applied Behavior Analysis
The Inclusive Classroom
Scientific Inquiry and the Nature of Science
Total Credits35
1

Other courses may be considered with advisor approval.

Concentration in Secondary Education Physics (SECP)

Licensure Requirements
EDCI 573Teaching Science in the Secondary School3
EDCI 673Advanced Methods of Teaching Science in the Secondary School3
Six credits of6
Internship in Education
EDCI 791Internship Seminar in Secondary Teaching2
EDRD 619Literacy in Content Areas3
EDUC 522Foundations of Secondary Education3
EDUC 672Human Development and Learning: Secondary Education3
MEd Requirement
EDUC 675Research in Secondary Education3
Electives
Select nine credits from the following: 19
Innovations in Science Teaching
Principles of Learner Motivation
Culture and Intelligence
Introduction to Educational Technology
Introduction to Special Education
Classroom Management and Applied Behavior Analysis
The Inclusive Classroom
Scientific Inquiry and the Nature of Science
Total Credits35
1

Other courses may be considered with advisor approval.

Transformative Teaching

Concentration in Transformative Teaching (TTCH)

This concentration provides experienced school-based educators with valuable online and face-to-face professional development opportunities that help them to:

  1. continually surface and rethink the routines and assumptions that shape their work in schools;
  2. reflect upon their practice in the critical company of others;
  3. design thoughtful and constructive responses to the obstacles that inhibit teaching and student learning;
  4. develop the skills and dispositions to keep them in the classroom and in schools;
  5. be leaders in their schools, in their professional associations, and in their communities around the world as civically engaged advocates for educators and students.

Experienced educators with or without a master's degree may apply for the 30-credit master's degree program.

Coursework

EDUC 647Critical Reflective Practice1.5
EDUC 649Critical Dialogue in Education1.5
EDUC 651Critical Theories and Pedagogies3
EDUC 653Technology and Learning3
EDUC 655Teacher Research Methods3
EDUC 657Teaching for Democracy and Social Justice3
EDUC 659Teacher Leadership1.5
EDUC 661Teacher Empowerment and Policy1.5
EDUC 663Culturally Relevant Pedagogy3
EDUC 665Teacher Inquiry in Practice I3
EDUC 667Teacher Inquiry in Practice II3
EDUC 669Teaching and Learning in Practice3
Total Credits30

Biology, BA or BS/Curriculum and Instruction, Accelerated MEd (Secondary Education Biology concentration)

Overview

Highly-qualified undergraduates may be admitted to the bachelor's/accelerated master's program and obtain a BA or BS in Biology (degree without concentration) and an MEd in Curriculum and Instruction (concentration in secondary education biology) in an accelerated time-frame after satisfactory completion of 149 credits. See AP.6.7 Bachelor's/Accelerated Master's Degree for policies related to this program.

This accelerated option is offered jointly by the Biology Undergraduate Program and the Graduate School of Education.

Students in an accelerated degree program must fulfill all university requirements for the master's degree. For policies governing all graduate degrees, see AP.6 Graduate Policies.

Application Requirements

Applicants to all graduate programs at George Mason University must meet the admission standards and application requirements for graduate study as specified in Graduate Admissions Policies. For information specific to this accelerated master's program, see Application Requirements and Deadlines.

Accelerated Option Requirements

Students must complete the following courses in their senior year:

Senior
Fall SemesterCreditsSpring SemesterCredits
EDCI 5733EDCI 6733
EDUC 6723EDRD 6193
 6 6
Total Credits 12

While undergraduate students, accelerated master's students are able to apply two of the courses listed above to both the bachelor's and master's degrees. These courses are considered advanced standing for the MEd. A minimum grade of B must be earned to be eligible to count as advanced standing. The other two courses are taken as reserve graduate credit and do not apply to the undergraduate degree. Early in their final undergraduate semester, students must submit the Bachelor's/Accelerated Master's Transition Form to the CEHD Admissions Office and specify which of the four courses are to be designated as advanced standing and reserve graduate credit.

Chemistry, BA or BS/Curriculum and Instruction, Accelerated MEd (Secondary Education Chemistry concentration) 

Overview

Highly-qualified undergraduates may be admitted to the bachelor's/accelerated master's option and obtain a BA or BS in Chemistry (degree without concentration) and an MEd in Curriculum and Instruction (concentration in secondary education chemistry) in an accelerated time frame after completion of 149 credits. See AP.6.7 Bachelor's/Accelerated Master's Degree for policies related to this program.

This accelerated option is offered jointly by the Department of Chemistry and Biochemistry and the Graduate School of Education.

Students in an accelerated degree program must fulfill all university requirements for the master's degree. For policies governing all graduate degrees, see AP.6 Graduate Policies.

Application Requirements

Applicants to all graduate programs at George Mason University must meet the admission standards and application requirements for graduate study as specified in Graduate Admissions Policies. For information specific to this accelerated master's program, see Application Requirements and Deadlines.

Accelerated Option Requirements

Students complete the following courses in their senior year:

Senior
Fall SemesterCreditsSpring SemesterCredits
EDCI 5733EDCI 6733
EDUC 6723EDRD 6193
 6 6
Total Credits 12

While undergraduate students, accelerated master's students are able to apply two of the courses listed above to both the bachelor's and master's degrees. These courses are considered advanced standing for the MEd. A minimum grade of B must be earned to be eligible to count as advanced standing. The other two courses are taken as reserve graduate credit and do not apply to the undergraduate degree. Early in their final undergraduate semester, students must submit the Bachelor's/Accelerated Master's Transition Form to the CEHD Admissions Office and specify which of the four courses are to be designated as advanced standing and reserve graduate credit.

Earth Science, BS/Curriculum and Instruction, Accelerated MEd (Secondary Education Earth Science concentration)

Overview

Highly-qualified undergraduates may be admitted to the bachelor's/accelerated master's option and obtain both a BS in Earth Science and an MEd in Curriculum and Instruction (concentration in secondary education earth science) in an accelerated time-frame after satisfactory completion of 149 credits. See AP.6.7 Bachelor's/Accelerated Master's Degree for policies related to this program.

This accelerated option is offered jointly by the Department of Atmospheric, Oceanic and Earth Sciences and the Graduate School of Education.

Students in an accelerated degree program must fulfill all university requirements for the master's degree. For policies governing all graduate degrees, see AP.6 Graduate Policies.

Application Requirements

Applicants to all graduate programs at George Mason University must meet the admission standards and application requirements for graduate study as specified in Graduate Admissions Policies. For information specific to this accelerated master's program, see Application Requirements and Deadlines.

Accelerated Option Requirements

Requirements

Students complete the following courses in their senior year:

Senior
Fall SemesterCreditsSpring SemesterCredits
EDCI 5733EDCI 6733
EDUC 6723EDRD 6193
 6 6
Total Credits 12

While undergraduate students, accelerated master's students are able to apply two of the courses listed above to both the bachelor's and master's degrees. These courses are considered advanced standing for the MEd. A minimum grade of B must be earned to be eligible to count as advanced standing. The other two courses are taken as reserve graduate credit and do not apply to the undergraduate degree. Early in their final undergraduate semester, students must submit the Bachelor's/Accelerated Master's Transition Form to the CEHD Admissions Office and specify which of the four courses are to be designated as advanced standing and reserve graduate credit.

English, BA or Creative Writing, BFA/Curriculum and Instruction, Accelerated MEd (Secondary Education English concentration)

Overview

Highly-qualified Mason undergraduates may be admitted to the bachelor's/accelerated master's option and obtain both a BA in English or a BFA in Creative Writing and an MEd in Curriculum and Instruction (concentration in secondary education English) in an accelerated time-frame after satisfactory completion of 149 credits. See AP.6.7 Bachelor's/Accelerated Master's Degree for policies related to this program.

This accelerated option is offered jointly by the Department of English and the Graduate School of Education.

Students in an accelerated degree program must fulfill all university requirements for the master's degree. For policies governing all graduate degrees, see AP.6 Graduate Policies.

Application Requirements

Applicants to all graduate programs at George Mason University must meet the admission standards and application requirements for graduate study as specified in Graduate Admissions Policies. For information specific to this accelerated master's program, see Application Requirements and Deadlines.

Accelerated Option Requirements

Students complete the following courses in their senior year:

Senior
Fall SemesterCreditsSpring SemesterCredits
EDCI 5693EDCI 6693
EDUC 6723EDRD 6193
 6 6
Total Credits 12

While undergraduate students, accelerated master's students are able to apply two of the courses listed above to both the bachelor's and master's degrees. These courses are considered advanced standing for the MEd. A minimum grade of B must be earned to be eligible to count as advanced standing. The other two courses are taken as reserve graduate credit and do not apply to the undergraduate degree. Early in their final undergraduate semester, students must submit the Bachelor's/Accelerated Master's Transition Form to the CEHD Admissions Office and specify which of the four courses are to be designated as advanced standing and reserve graduate credit.

History, BA / Curriculum and Instruction, Accelerated MEd (Secondary Education History and Social Science Concentration)

Overview

Highly-qualified undergraduates may be admitted to the bachelor's/accelerated master's option and obtain both a BA in History and an MEd in Curriculum and Instruction (concentration in secondary education history and social science) in an accelerated time-frame after satisfactory completion of 149 credits. See AP.6.7 Bachelor's/Accelerated Master's Degree for policies related to this program.

This accelerated option is offered jointly by the Department of History and Art History and the Graduate School of Education.

Students in an accelerated degree program must fulfill all university requirements for the master's degree. For policies governing all graduate degrees, see AP.6 Graduate Policies.

Application Requirements

Applicants to all graduate programs at George Mason University must meet the admission standards and application requirements for graduate study as specified in Graduate Admissions Policies. For information specific to this accelerated master's program, see Application Requirements and Deadlines on the College of Education and Human Development web site.

Accelerated Option Requirements

Students complete the following courses in their senior year:

Senior
Fall SemesterCreditsSpring SemesterCredits
EDCI 5673EDCI 6673
EDUC 6723EDRD 6193
 6 6
Total Credits 12

Integrative Studies, BA (Social Science for Education Concentration)/Curriculum and Instruction, Accelerated MEd (Secondary Education History and Social Science Concentration)

Overview

Highly-qualified Mason undergraduates may be admitted to the bachelor's/accelerated master's option and obtain both a BA in Integrative Studies (concentration in social science for education) and an MEd in Curriculum and Instruction (concentration in secondary education history and social science) in an accelerated time-frame after satisfactory completion of 149 credits. See AP.6.7 Bachelor's/Accelerated Master's Degree for policies related to this program.

This accelerated option is offered jointly by the School of Integrative Studies and the Graduate School of Education.

Students in an accelerated degree program must fulfill all university requirements for the master's degree. For policies governing all graduate degrees, see AP.6 Graduate Policies.

Application Requirements

Applicants to all graduate programs at George Mason University must meet the admission standards and application requirements for graduate study as specified in Graduate Admissions Policies. For information specific to this accelerated master's program, see Application Requirements and Deadlines.

Accelerated Option Requirements

Students complete the following courses in their senior year:

Senior
Fall SemesterCreditsSpring SemesterCredits
EDCI 5673EDCI 6673
EDUC 6723EDRD 6193
 6 6
Total Credits 12

While undergraduate students, accelerated master's students are able to apply two of the courses listed above to both the bachelor's and master's degrees. These courses are considered advanced standing for the MEd. A minimum grade of B must be earned to be eligible to count as advanced standing. The other two courses are taken as reserve graduate credit and do not apply to the undergraduate degree. Early in their final undergraduate semester, students must submit the Bachelor's/Accelerated Master's Transition Form to the CEHD Admissions Office and specify which of the four courses are to be designated as advanced standing and reserve graduate credit.

Mathematics, BA or BS/Curriculum and Instruction, Accelerated MEd, (Secondary Education Mathematics concentration)

Overview

Highly-qualified undergraduates may be admitted to the bachelor's/accelerated master's program and obtain a BA or BS in Mathematics and an MEd in Curriculum and Instruction (concentration in secondary education mathematics) in an accelerated time-frame after satisfactory completion of 149 credits. See AP.6.7 Bachelor's/Accelerated Master's Degree for policies related to this program.

This accelerated option is offered jointly by the Department of Mathematical Sciences and the Graduate School of Education.

Students in an accelerated degree program must fulfill all university requirements for the master's degree. For policies governing all graduate degrees, see AP.6 Graduate Policies.

Application Requirements

Applicants to all graduate programs at George Mason University must meet the admission standards and application requirements for graduate study as specified in Graduate Admissions Policies. For information specific to this accelerated master's program, see Application Requirements and Deadlines.

Accelerated Option Requirements

Students complete the following courses in their senior year:

Senior
Fall SemesterCreditsSpring SemesterCredits
EDCI 5723EDCI 6723
EDUC 6723EDRD 6193
 6 6
Total Credits 12

Alternative course options are available for students who begin their program in the spring. Students should contact the coordinator for the Bachelor's/Accelerated Master's Degree program in the College of Education and Human Development.

While undergraduate students, accelerated master's students are able to apply two of the courses listed above to both the bachelor's and master's degrees. These courses are considered advanced standing for the MEd. A minimum grade of B must be earned to be eligible to count as advanced standing. The other two courses are taken as reserve graduate credit and do not apply to the undergraduate degree. Early in their final undergraduate semester, students must submit the Bachelor's/Accelerated Master's Transition Form to the CEHD Admissions Office and specify which of the four courses are to be designated as advanced standing and reserve graduate credit.

Physics, BS/Curriculum and Instruction, Accelerated MEd (Secondary Education Physics concentration)

Overview

Highly-qualified undergraduates may be admitted to the bachelor's/accelerated master's program and obtain both a BS in Physics and an MEd in Curriculum and Instruction, Secondary Education Physics Concentration in an accelerated time-frame after satisfactory completion of 149 credits. See AP.6.7 Bachelor's/Accelerated Master's Degrees for policies related to this program.

This accelerated option is offered jointly by the department of Physics and Astronomy and the Graduate School of Education.

Students in an accelerated degree program must fulfill all university requirements for the master's degree. For policies governing all graduate degrees, see AP.6 Graduate Policies.

Application Requirements

Applicants to all graduate programs at George Mason University must meet the admission standards and application requirements for graduate study as specified in Graduate Admissions Policies. For information specific to this accelerated master's program, see Application Requirements and Deadlines.

Accelerated Option Requirements

Students complete the following courses in their senior year:

Senior
Fall SemesterCreditsSpring SemesterCredits
EDCI 5733EDCI 6733
EDUC 6723EDRD 6193
 6 6
Total Credits 12

While undergraduate students, accelerated master's students are able to apply two of the courses listed above to both the bachelor's and master's degrees. These courses are considered advanced standing for the MEd. A minimum grade of B must be earned to be eligible to count as advanced standing. The other two courses are taken as reserve graduate credit and do not apply to the undergraduate degree. Early in their final undergraduate semester, students must submit the Bachelor's/Accelerated Master's Transition Form to the CEHD Admissions Office and specify which of the four courses are to be designated as advanced standing and reserve graduate credit.

Bachelor's Degree (any)/Curriculum and Instruction, Accelerated MEd (Early Childhood Education for Diverse Learners Concentration)

Overview

Highly-qualified undergraduates may be admitted to the bachelor's/accelerated master's program and obtain either a BA or BS in any degree area and an MEd in Curriculum and Instruction, (Early Childhood Education for Diverse Learners concentration) in an accelerated time-frame after completion of 144 credits. See AP.6.7 Bachelor's/Accelerated Master's Degree for policies related to this program.

Students in an accelerated degree program must fulfill all university requirements for the master's degree. For policies governing all graduate degrees, see AP.6 Graduate Policies.

Application Requirements

Applicants to all graduate programs at George Mason University must meet the admission standards and application requirements for graduate study as specified in Graduate Admissions Policies. For information specific to this accelerated master's program, see Application Requirements and Deadlines on the College of Education and Human Development web site.

Accelerated Option Requirements

Students complete up to 12 credits of ECED courses in their senior year12
Total Credits12

While undergraduate students, accelerated master's students are able to apply two of the courses taken above to both the bachelor's and master's degrees. These courses are considered advanced standing for the MEd. A minimum grade of B must be earned to be eligible to count as advanced standing. The other two courses are taken as reserve graduate credit and do not apply to the undergraduate degree. Early in their final undergraduate semester, students must submit the Bachelor's/Accelerated Master's Transition Form to the CEHD Admissions Office and specify which of the four courses are to be designated as advanced standing and reserve graduate credit.

Bachelor's Degree (any)/Curriculum and Instruction, Accelerated MEd (Elementary Education Concentration)

Overview

Highly-qualified undergraduates may be admitted to the bachelor's/accelerated master's option and obtain either a BA or BS in any degree area and an MEd in Curriculum and Instruction, (Elementary Education concentration) in an accelerated time-frame after satisfactory completion of 159 credits. See AP.6.7 Bachelor's/Accelerated Master's Degree for policies related to this option.

Students in an accelerated degree option must fulfill all university requirements for the master's degree. For policies governing all graduate degrees, see AP.6 Graduate Policies.

Application Requirements

Applicants to all graduate programs at George Mason University must meet the admission standards and application requirements for graduate study as specified in Graduate Admissions Policies. For information specific to this accelerated master's option, see Application Requirements and Deadlines on the College of Education and Human Development website.

Accelerated Option Requirements

Required Courses

Students complete the following courses in their senior year:

EDUC 542Foundations of Education3
EDUC 543Children, Family, Culture, and Schools, 4-12 Year Olds3
EDCI 544Curriculum and Methods of Teaching in Elementary Education3
EDCI 555Literacy Teaching and Learning in Diverse Elementary Classrooms I3
Total Credits12

While undergraduate students, accelerated master's students are able to apply two of the courses listed above to both the bachelor's and master's degrees. These courses are considered advanced standing for the MEd. A minimum grade of B must be earned to be eligible to count as advanced standing. The other two courses are taken as reserve graduate credit and do not apply to the undergraduate degree. Early in their final undergraduate semester, students must submit the Bachelor's/Accelerated Master's Transition Form to the CEHD Admissions Office and specify which of the four courses are to be designated as advanced standing and reserve graduate credit.