This master's degree is offered to students preparing for initial teacher licensure, advanced teacher education, or ancillary educational programs.
Degree Requirements
Total credits: 30-39
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.
Concentration Areas
- Advanced Studies in Teaching and Learning (ASTL)
- Assistive Technology
- Culturally & Linguistically Diverse & Exceptional Learners
- Early Childhood and Elementary Education
- Learning Technologies
- Literacy/Reading
- Secondary Education (6–12)
- Transformative Teaching
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 is comprised of two components: 12 credits in Education Core focused on advanced pedagogy and professional learning, plus 18-21 credits in an area of specialization, called the Concentration. The successful completion of these two program components comprises the master’s degree. All 18 Concentrations provide advanced, graduate-level coursework taught by experienced faculty in that specialization area. 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 and beyond 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 reflect critically on issues of equity and social justice and use systematic inquiry to inform decision-making and effect change.
Experienced teachers and other educators with or without a master's degree may apply for the master's degree program. The ASTL program also provides an option for teachers who hold master's degrees to earn a Literacy/Reading Instruction Graduate Certificate with a concentration in Reading Specialist (K-12) or a Graduate Certificate in Curriculum and Instruction with a concentration in Gifted Childhood Education.
MEd Requirements Common to all ASTL Concentrations
| Code | Title | Credits |
|---|---|---|
| EDUC 606 | Education and Culture | 3 |
| EDUC 612 | Inquiry into Practice | 2 |
| EDUC 613 | How Students Learn | 3 |
| EDUC 614 | Designing and Assessing Teaching and Learning | 2 |
| EDUC 615 | Educational Change | 2 |
| Total Credits | 12 | |
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. The combination of the ASTL IB Concentration coursework and the ASTL Core coursework result in the International Baccalaureate Advanced Award in Teaching and Learning Research.
Coursework
| Code | Title | Credits |
|---|---|---|
| EDUC 621 | Teaching and Learning in the International Baccalaureate Program | 3 |
| EDUC 622 | Curriculum Development across IB Programs | 3 |
| EDUC 623 | Models and Strategies for Teaching and Learning in IB Schools | 3 |
| EDUC 624 | Assessment and Learning in IB Schools | 3 |
| EDUC 626 | Inquiry into Action: IB Teachers, Learners, and Schools | 3 |
| EDUC 627 | Contemporary Issues and Trends in IB | 3 |
| Total Credits | 18 | |
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
| Code | Title | Credits |
|---|---|---|
| EDIT 780 | Principles of School-Based Design | 3 |
| EDIT 781 | Designing for Information Using | 3 |
| EDIT 782 | Designing for Literacy | 3 |
| EDIT 783 | Designing for Problem Solving | 3 |
| EDIT 784 | Designing for Community Participation | 3 |
| EDIT 787 | Teacher Leadership and Advocacy for Digital Learning | 3 |
| Total Credits | 18 | |
Concentration in ASTL: Diversity and Exceptionality in PK-12 Schools (ADEP)
This concentration joins graduate courses in Special Education, Gifted Education, and Second Language Learning. It is designed for general education teachers who seek to enhance their professional knowledge and skills related to students with disabilities, students who demonstrate advanced capabilities in various domains, and English Learners.
In consultation with advisor, choose 6 courses (18 credits) from among the following, with the goal of selecting at least one course from each area.
Coursework
Students with Disabilities who Access the General Curriculum
| Code | Title | Credits |
|---|---|---|
| EDAT 524 | Universal Design for Learning | 3 |
| EDSE 501 | Introduction to Special Education | 3 |
| EDSE 502 | Classroom Management and Applied Behavior Analysis | 3 |
| EDSE 503 | Language Development and Reading | 3 |
| EDSE 540 | Characteristics of Students with Disabilities who Access the General Curriculum | 3 |
| EDSE 628 | Elementary Reading, Curriculum, Strategies for Students Who Access the General Education Curriculum | 3 |
| EDSE 629 | Secondary Curriculum and Strategies for Students with Disabilities who Access the General Curriculum | 3 |
| EDSE 662 | Consultation and Collaboration | 3 |
Gifted
| Code | Title | Credits |
|---|---|---|
| EDCI 621 | Introduction to Gifted and Talented Learners | 3 |
| EDCI 622 | Curriculum Differentiation for Diverse Learners | 3 |
| EDCI 624 | Assessment, Identification, and Evaluation of Gifted Learners | 3 |
English for Speakers of Other Languages
| Code | Title | Credits |
|---|---|---|
| EDCI 630 | Supporting English Learners in PK-12 Schools | 3 |
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 and work with diverse young children and their families.
Coursework
| Code | Title | Credits |
|---|---|---|
| ECED 601 | Frameworks for Early Childhood Education | 3 |
| ECED 685 | Applied and Teacher Research in Early Childhood Education | 3 |
| or ECED 691 | Policy Perspectives in Early Childhood Education | |
| Electives | ||
| Select four courses from the following: | 12 | |
| Supporting English Learners in PK-12 Schools | ||
| Literacy Foundations and Instruction for Diverse Populations: Birth through Middle Childhood | ||
| Total Credits | 18 | |
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
| Code | Title | Credits |
|---|---|---|
| MATH 610 | Number Systems and Number Theory for K-8 Teachers | 3 |
| MATH 611 | Geometry and Measurement for K-8 Teachers | 3 |
| MATH 612 | Probability and Statistics for K-8 Teachers | 3 |
| MATH 613 | Algebra and Functions for K-8 Teachers | 3 |
| MATH 614 | Rational Numbers and Proportional Reasoning for K-8 Teachers | 3 |
| Electives | ||
| Select one from the following: | 3 | |
| Curriculum Development in Mathematics Education | ||
| Mathematics Education Leadership for School Change | ||
| Research in Mathematics Teaching | ||
| Total Credits | 18 | |
Concentration in ASTL: Foreign Language French (AFLF)
This concentration provides advanced professional development and language study for practicing foreign/world language teachers. The 18 credits include a combination of modern language courses and targeted electives.
Coursework
| Code | Title | Credits |
|---|---|---|
| Literature 1 | ||
| Select 6 credits from the following: | 6 | |
| Topics in Medieval French Literature and Culture | ||
| Topics in Renaissance 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 | ||
| Topics in Twentieth and Twenty-First-Century French Literature and Culture | ||
| Special Topics | ||
| Topics in Francophone Sub-Saharan Literature and Culture | ||
| Topics in North African Francophone Literature and Culture | ||
| Topics in Francophone Caribbean Literature and Culture | ||
| Special Topics related to Francophone Literature and Culture | ||
| Topics in Quebec and French-Canadian Literature and Culture | ||
| Special Topics related to French and Francophone Literature and Culture | ||
| Language and Linguistics | ||
| Select six credits from the following in consultation with an advisor: | 6 | |
| Stylistics | ||
| History of the French Language | ||
| Advanced Translation | ||
| Special Topics Related to the French Language | ||
| French and Francophone Cinema | ||
| Grammatical Analysis | ||
| Electives | ||
| Select six credits from the courses above or below in consultation with an advisor: 2 | 6 | |
| 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 | ||
| Heritage Language Education | ||
| Internship and Seminar in Translation | ||
| Literary Theory and Criticism | ||
| Approaches to the Study of Language | ||
| Topics in Language Learning and Teaching | ||
| Total Credits | 18 | |
| 1 | Courses may be substituted with advisor-approved literature-related electives in French. Courses must cover two different chronological periods or Francophone regions in consultation with an advisor. |
| 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
| Code | Title | Credits |
|---|---|---|
| SPAN 502 | Hispanic Sociolinguistics | 3 |
| SPAN 510 | Methods of Literary and Cultural Studies | 3 |
| Electives | ||
| Select 12 credits from the following: 1 | 12 | |
| Applied Spanish Grammar | ||
| Applied Spanish Stylistics | ||
| Mass Media and Popular Culture | ||
| Studies in Medieval Spanish Literature | ||
| Studies in Renaissance Literature | ||
| Studies in the Literature of the Golden Age | ||
| Studies in 20th-Century Literature | ||
| Spanish-Language Film, Television, and Digital Media | ||
| Studies in Hispanic Literature | ||
| Special Topics in Spanish | ||
| Studies in Spanish American Poetry | ||
| Studies in Spanish American Drama | ||
| Language Politics and Policy | ||
| Methods and Curriculum Design for Teaching Spanish | ||
| 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 | ||
| Heritage Language Education | ||
| Topics in Language Learning and Teaching | ||
| Total Credits | 18 | |
| 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
| Code | Title | Credits |
|---|---|---|
| EDCI 621 | Introduction to Gifted and Talented Learners | 3 |
| EDCI 622 | Curriculum Differentiation for Diverse Learners | 3 |
| EDCI 623 | Models and Strategies for Teaching Gifted Learners | 3 |
| EDCI 624 | Assessment, Identification, and Evaluation of Gifted Learners | 3 |
| EDCI 625 | Contemporary Issues and Trends in Gifted Education | 3 |
| EDCI 626 | Action Research in Gifted Education | 3 |
| EDCI 627 | Advanced Practicum in Gifted Education 1 | 3 |
| Total Credits | 21 | |
| 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.
| Code | Title | Credits |
|---|---|---|
| GGS 520 | Geography for Teachers | 3 |
| HIST 510 | Approaches to Modern World History | 3 |
| HIST 601 | Themes in U.S. History I | 3 |
| HIST 602 | Themes in U.S. History II | 3 |
| HIST 605 | Themes in European History I | 3 |
| Three credits of | 3 | |
| History Symposium | ||
| Total Credits | 18 | |
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.
| Code | Title | Credits |
|---|---|---|
| Select 18 credits selected in consultation with advisor. | 18 | |
| Total Credits | 18 | |
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
| Code | Title | Credits |
|---|---|---|
| EDRD 630 | Literacy Foundations and Instruction for Diverse Populations: Birth through Middle Childhood | 3 |
| EDRD 631 | Literacy Foundations and Instruction for Diverse Populations: Adolescence Through Adulthood | 3 |
| EDRD 632 | Literacy Assessments and Interventions for Groups | 3 |
| Electives | ||
| Select 9 credits of electives from the following: 1 | 9 | |
| Supporting English Learners in PK-12 Schools | ||
| Literacy Assessments and Interventions for Individuals | ||
| Supervised Literacy Practicum (Must register for 3 credits) | ||
| Consultation and Collaboration | ||
| Assessment | ||
| Total Credits | 18 | |
| 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
| Code | Title | Credits |
|---|---|---|
| EDRD 630 | Literacy Foundations and Instruction for Diverse Populations: Birth through Middle Childhood | 3 |
| EDRD 631 | Literacy Foundations and Instruction for Diverse Populations: Adolescence Through Adulthood | 3 |
| EDRD 632 | Literacy Assessments and Interventions for Groups | 3 |
| EDRD 633 | Literacy Assessments and Interventions for Individuals | 3 |
| EDRD 634 | School-Based Leadership in Literacy | 3 |
| EDRD 635 | School-Based Inquiry in Literacy | 3 |
| Three credits of | 3 | |
| Supervised Literacy Practicum | ||
| Total Credits | 21 | |
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
| Code | Title | Credits |
|---|---|---|
| EDCI 666 | Research in Mathematics Teaching | 3 |
| EDCI 702 | Internship in Mathematics Education | 3 |
| MATH 601 | Analysis I for Teachers | 3 |
| MATH 604 | Geometry for Teachers | 3 |
| or MATH 614 | Rational Numbers and Proportional Reasoning for K-8 Teachers | |
| MATH 607 | Algebraic Structure for Teachers | 3 |
| MATH 608 | Problem Solving in Mathematics | 3 |
| Total Credits | 18 | |
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
| Code | Title | Credits |
|---|---|---|
| PHED 660 | Research Reading Seminar in Physical Education | 3 |
| PHED 670 | Analysis of Teaching in Physical Education | 3 |
| PHED 672 | Curriculum and Assessment in Physical Education | 3 |
| PHED 673 | Motor Development for Special Populations | 3 |
| PHED 680 | Mentoring and Supervising in Physical Education | 3 |
| Electives | ||
| Select one course from the following: 1 | 3 | |
| Supporting English Learners in PK-12 Schools | ||
| Teacher Leadership for Professional Learning | ||
| Advanced Exercise Physiology | ||
| Movement and Fitness Assessment | ||
| Advanced Exercise Nutrition | ||
| Exercise and Sport Psychology | ||
| Program Development and Resources in Health Education | ||
| Total Credits | 18 | |
| 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
| Code | Title | Credits |
|---|---|---|
| EDCI 663 | Research in Science Teaching | 3 |
| EDCI 670 | Advanced Methods in Science Teaching | 3 |
| EDCI 671 | Innovations in Science Teaching | 3 |
| EDUC 547 | Scientific Inquiry and the Nature of Science | 3 |
| Electives | ||
| Select six credits of science coursework with advisor approval. | 6 | |
| Total Credits | 18 | |
Concentration in ASTL: Science, Technology, Engineering, and Mathematics (STEM) (ASTM)
This concentration provides advanced professional development in science, technology, engineering and mathematics teaching and learning for practicing elementary, middle, or high school science teachers.
Coursework
| Code | Title | Credits |
|---|---|---|
| EDCI 660 | Integrated STEM Teaching | 3 |
In consultation with advisor, choose an additional 5 courses (15 credits) from among the following, with the goal of selecting at least one course from each area:
Designing Digital Learning in Schools
| Code | Title | Credits |
|---|---|---|
| EDIT 780 | Principles of School-Based Design | 3 |
| EDIT 781 | Designing for Information Using | 3 |
| EDIT 782 | Designing for Literacy | 3 |
| EDIT 783 | Designing for Problem Solving | 3 |
Math Education Leadership
| Code | Title | Credits |
|---|---|---|
| EDCI 644 | Mathematics Learning and Assessment (K-8) | 3 |
| EDCI 645 | Curriculum Development in Mathematics Education | 3 |
| EDCI 646 | Mathematics Education Leadership for School Change | 3 |
| MATH 610 | Number Systems and Number Theory for K-8 Teachers | 3 |
| MATH 611 | Geometry and Measurement for K-8 Teachers | 3 |
| MATH 612 | Probability and Statistics for K-8 Teachers | 3 |
| MATH 613 | Algebra and Functions for K-8 Teachers | 3 |
| MATH 614 | Rational Numbers and Proportional Reasoning for K-8 Teachers | 3 |
Science
| Code | Title | Credits |
|---|---|---|
| EDCI 663 | Research in Science Teaching | 3 |
| EDCI 670 | Advanced Methods in Science Teaching | 3 |
| EDCI 671 | Innovations in Science Teaching | 3 |
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; autism spectrum disorders; visual impairments.
Coursework
Applied Behavior Analysis Emphasis
| Code | Title | Credits |
|---|---|---|
| Select 18 credits from the following: | 18 | |
| Principles and Procedures of Behavior Analysis | ||
| 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 Credits | 18 | |
Assistive Technology Emphasis
| Code | Title | Credits |
|---|---|---|
| Select 18 credits from the following: | 18 | |
| Introduction to Assistive Technology | ||
| 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 and Employment | ||
| Total Credits | 18 | |
Students with Disabilities who Access the Adapted Curriculum Emphasis
| Code | Title | Credits |
|---|---|---|
| Select 18 credits from the following: | 18 | |
| Introduction to Special Education | ||
| 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 | ||
| Collaborative Teamwork to Support Students with Significant Disabilities | ||
| Interdisciplinary Approach for Children with Sensory and Motor Disabilities | ||
| Total Credits | 18 | |
Students with Disabilities who Access the General Curriculum Emphasis
| Code | Title | Credits |
|---|---|---|
| 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 Credits | 18 | |
Autism Spectrum Disorders Emphasis
| Code | Title | Credits |
|---|---|---|
| EDSE 620 | Supporting the Behavior and Sensory Needs of Individuals with Autism | 3 |
| EDSE 634 | Characteristics of Individuals with Autism | 3 |
| EDSE 635 | Interventions for Individuals with Autism | 3 |
| EDSE 636 | Supporting Communication and Literacy for Individuals with Autism | 3 |
| EDSE 637 | Autism Across the Lifespan: Collaboration with Critical Partners | 3 |
| One elective course (3 credits) selected from other ASTL Special Education emphases | 3 | |
| Total Credits | 18 | |
Visual Impairments Emphasis
| Code | Title | Credits |
|---|---|---|
| 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 | ||
| Collaborative Teamwork to Support Students with Significant Disabilities | ||
| Total Credits | 18 | |
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
| Code | Title | Credits |
|---|---|---|
| EDLE 610 | Leading Schools and Communities | 3 |
| EDLE 620 | Organizational Theory and Leadership | 3 |
| EDLE 636 | Adult Motivation and Conflict Management in Education Settings: A Case Study Approach | 3 |
| EDLE 690 | Using Research to Lead School Improvement | 3 |
| EDEP 591 | Data-Driven Decision Making for Continuous Educational Improvement | 3 |
| or EDLE 618 | Supervision and Evaluation of Instruction | |
| EDUC 608 | Teacher Leadership for Professional Learning | 3 |
| Total Credits | 18 | |
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
| Code | Title | Credits |
|---|---|---|
| EDAT 510 | Introduction to Assistive Technology | 3 |
| EDAT 521 | Augmentative Communication | 3 |
| EDAT 522 | Assistive Technology for Individuals with Sensory Impairments | 3 |
| EDAT 523 | Accessibility and Input Modifications | 3 |
| EDAT 524 | Universal Design for Learning | 3 |
| EDAT 525 | Software and Mobile Applications for Individuals with Disabilities | 3 |
| EDAT 527 | Assistive Technology for Independent Living and Employment | 3 |
| EDAT 610 | Designing Adapted Environments | 3 |
| EDAT 649 | Assistive Technology Assessment | 3 |
| EDSE 590 | Special Education Research | 3 |
| or EDIT 590 | Educational Research in Technology | |
| Total Credits | 30 | |
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
| Code | Title | Credits |
|---|---|---|
| EDCI 776 | Consultation and Collaboration in Diverse K-12 Settings | 3 |
| EDCI 777 | Research to Practice | 3 |
| EDRD 515 | Language and Literacy in Global Contexts | 3 |
| EDUC 511 | Child and Adolescent Development in Global Contexts | 3 |
| EDUC 537 | Introduction to Culturally Linguistically Diverse Learners | 3 |
| Electives | ||
| Select 15 credits from courses offered by the Graduate School of Education | 15 | |
| Total Credits | 30 | |
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
| Code | Title | Credits |
|---|---|---|
| ECED 501 | Developmental Pathways of Diverse Learners, Birth-Adolescence | 3 |
| ECED 503 | Inclusive Curriculum for Young Learners: Planning Instruction and Guidance | 3 |
| ECED 504 | Engaging Families of Diverse Young Learners | 3 |
| ECED 511 | Assessment of Diverse Young Learners | 3 |
| Choose one of the following: | 3 | |
| Frameworks for Early Childhood Education | ||
| Applied and Teacher Research in Early Childhood Education | ||
| Policy Perspectives in Early Childhood Education | ||
| Electives | ||
| Select 15 credits from graduate ECED courses or courses approved by an academic advisor | 15 | |
| Total Credits | 30 | |
Concentration in Elementary Education (ELED)
The 39-credit 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 concentration must earn a B or higher in all coursework.
Coursework
| Code | Title | Credits |
|---|---|---|
| ELED 544 | Introduction to Elementary Methods and Management | 3 |
| ELED 545 | Differentiating Elementary Methods and Management | 3 |
| ELED 552 | Mathematics Methods for the Elementary Classroom | 3 |
| ELED 553 | Science Methods for the Elementary Classroom | 3 |
| ELED 554 | Methods of Teaching Social Studies and Integrating Fine Arts in the Elementary Classroom | 3 |
| ELED 555 | Literacy Teaching and Learning in Diverse Elementary Classrooms I | 3 |
| ELED 556 | Literacy Teaching and Learning in Diverse Elementary Classrooms II | 3 |
| ELED 559 | Research and Assessment in Elementary Education | 1-3 |
| ELED 790 | Internship in Elementary Education (Year-long internship: students must register for 3 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 3 credits of elective coursework. See below for elective course options) | 1-6 |
| ELED 542 | Foundations of Elementary Education | 3 |
| ELED 543 | Children, Family, Culture, and Schools, ages 4-12 Years | 3 |
| Three credits from the following: | 3 | |
| EDSE 501 | Introduction to Special Education | 3 |
| EDUC 537 | Introduction to Culturally Linguistically Diverse Learners | 3 |
| ELED 790 | Internship in Elementary Education (applicable for yearlong interns, 3 credits) | 1-6 |
| ELED 790 | Internship in Elementary Education (study abroad in Cambridge, 3 credits) | 1-6 |
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.
Concentration in Designing Digital Learning in Schools (DDLS)
Coursework
| Code | Title | Credits |
|---|---|---|
| EDIT 780 | Principles of School-Based Design | 3 |
| EDIT 781 | Designing for Information Using | 3 |
| EDIT 782 | Designing for Literacy | 3 |
| EDIT 783 | Designing for Problem Solving | 3 |
| EDIT 784 | Designing for Community Participation | 3 |
| EDIT 787 | Teacher Leadership and Advocacy for Digital Learning | 3 |
| Total Credits | 18 | |
Emphasis
Select one of the following areas of emphasis:
ASTL Emphasis
| Code | Title | Credits |
|---|---|---|
| EDUC 606 | Education and Culture | 3 |
| EDUC 612 | Inquiry into Practice | 2 |
| EDUC 613 | How Students Learn | 3 |
| EDUC 614 | Designing and Assessing Teaching and Learning | 2 |
| EDUC 615 | Educational Change | 2 |
| Total Credits | 12 | |
Assistive Technology Emphasis
| Code | Title | Credits |
|---|---|---|
| EDAT 510 | Introduction to Assistive Technology | 3 |
| EDAT 610 | Designing Adapted Environments | 3 |
| 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 Credits | 12 | |
Blended and Online Learning in Schools Emphasis
| Code | Title | Credits |
|---|---|---|
| EDIT 761 | Models of Blended and Online Learning | 2 |
| EDIT 762 | Quality K-12 Blended and Online Learning | 1 |
| EDIT 763 | Tools for K-12 Blended and Online Learning | 2 |
| EDIT 764 | Blended and Online Communication | 3 |
| EDIT 765 | Facilitating K-12 Blended and Online Learning | 2 |
| EDIT 766 | Understanding Blended and Online Presence | 2 |
| Total Credits | 12 | |
Concentration in Instructional Design and Technology (INDT)
Coursework
| Code | Title | Credits |
|---|---|---|
| EDIT 590 | Educational Research in Technology | 3 |
| or EDRS 590 | Education Research | |
| EDIT 704 | Instructional Technology Foundations and Theories of Learning | 3 |
| EDIT 705 | Instructional Design | 3 |
| EDIT 706 | Business of Learning Design and Technologies | 3 |
| EDIT 730 | Advanced Instructional Design | 3 |
| EDIT 732 | Analysis and Design of Technology-Based Learning Environments | 3 |
| EDIT 752 | Design and Implementation of Technology-based Learning Environments | 3 |
| EDIT 601 | Instructional Design and Technology (IDT) Portfolio | 1 |
| EDIT 701 | Advanced Instructional Design and Technology (IDT) Portfolio | 1 |
| Electives | ||
| Select seven credits from any EDIT courses. | 7 | |
| Total Credits | 30 | |
Concentration in Blended and Online Learning in Schools (BOLS)
Coursework
| Code | Title | Credits |
|---|---|---|
| EDIT 760 | Blended and Online Teachers and Learners | 1 |
| EDIT 761 | Models of Blended and Online Learning | 2 |
| EDIT 762 | Quality K-12 Blended and Online Learning | 1 |
| EDIT 763 | Tools for K-12 Blended and Online Learning | 2 |
| EDIT 764 | Blended and Online Communication | 3 |
| EDIT 765 | Facilitating K-12 Blended and Online Learning | 2 |
| EDIT 766 | Understanding Blended and Online Presence | 2 |
| EDIT 767 | Designing K-12 Blended and Online Learning | 3 |
| EDIT 768 | K-12 Online Design I | 1 |
| EDIT 769 | K-12 Online Design II | 1 |
| Six credits of | 6 | |
| Project Development Practicum I | ||
| Six credits of | 6 | |
| Project Development Practicum II | ||
| Total Credits | 30 | |
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. A graduate certificate focusing on literacy coaching is also available for current reading specialists or literacy leaders. Literacy is also available as a primary or secondary specialization 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
| Code | Title | Credits |
|---|---|---|
| EDRD 630 | Literacy Foundations and Instruction for Diverse Populations: Birth through Middle Childhood | 3 |
| EDRD 631 | Literacy Foundations and Instruction for Diverse Populations: Adolescence Through Adulthood | 3 |
| EDRD 632 | Literacy Assessments and Interventions for Groups | 3 |
| EDRD 633 | Literacy Assessments and Interventions for Individuals 1 | 3 |
| EDRD 634 | School-Based Leadership in Literacy | 3 |
| EDRD 635 | School-Based Inquiry in Literacy | 3 |
| Three credits of | 3 | |
| Supervised Literacy Practicum 1 | ||
| EDRS 590 | Education Research | 3 |
| or EDSE 590 | Special Education Research | |
| Electives | ||
| Select three courses from the following: 2 | 9 | |
| Introduction to Assistive Technology | ||
| Universal Design for Learning | ||
| Linguistics for PreK-12 ESOL Teachers | ||
| Bilingualism and Language Acquisition Research | ||
| Methods of Teaching Culturally and 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 | ||
| Principles and Procedures of Behavior Analysis | ||
| 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 Credits | 33 | |
| 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)
| Code | Title | Credits |
|---|---|---|
| Licensure Requirements | ||
| EDCI 573 | Teaching Science in the Secondary School | 3 |
| EDCI 673 | Advanced Methods of Teaching Science in the Secondary School | 3 |
| Six credits of | 6 | |
| Internship in Education | ||
| EDCI 791 | Internship Seminar in Secondary Teaching | 2 |
| EDRD 619 | Literacy in Content Areas | 3 |
| EDUC 522 | Foundations of Secondary Education | 3 |
| EDUC 672 | Human Development and Learning: Secondary Education | 3 |
| MEd Requirement | ||
| EDUC 675 | Research in Secondary Education | 3 |
| Electives | ||
| Select nine credits from the following: 1 | 9 | |
| 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 | ||
| Scientific Inquiry and the Nature of Science | ||
| Total Credits | 35 | |
| 1 | Other courses may be considered with advisor approval. |
Concentration in Secondary Education Chemistry (SECC)
| Code | Title | Credits |
|---|---|---|
| Licensure Requirements | ||
| EDCI 573 | Teaching Science in the Secondary School | 3 |
| EDCI 673 | Advanced Methods of Teaching Science in the Secondary School | 3 |
| Six credits of | 6 | |
| Internship in Education | ||
| EDCI 791 | Internship Seminar in Secondary Teaching | 2 |
| EDRD 619 | Literacy in Content Areas | 3 |
| EDUC 522 | Foundations of Secondary Education | 3 |
| EDUC 672 | Human Development and Learning: Secondary Education | 3 |
| MEd Requirement | ||
| EDUC 675 | Research in Secondary Education | 3 |
| Electives | ||
| Select nine credits from the following: 1 | 9 | |
| 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 | ||
| Scientific Inquiry and the Nature of Science | ||
| Total Credits | 35 | |
| 1 | Other courses may be considered with advisor approval. |
Concentration in Secondary Education Earth Science (SECS)
| Code | Title | Credits |
|---|---|---|
| Licensure Requirements | ||
| EDCI 573 | Teaching Science in the Secondary School | 3 |
| EDCI 673 | Advanced Methods of Teaching Science in the Secondary School | 3 |
| Six credits of | 6 | |
| Internship in Education | ||
| EDCI 791 | Internship Seminar in Secondary Teaching | 2 |
| EDRD 619 | Literacy in Content Areas | 3 |
| EDUC 522 | Foundations of Secondary Education | 3 |
| EDUC 672 | Human Development and Learning: Secondary Education | 3 |
| MEd Requirement | ||
| EDUC 675 | Research in Secondary Education | 3 |
| Electives | ||
| Select nine credits from the following: 1 | 9 | |
| 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 | ||
| Scientific Inquiry and the Nature of Science | ||
| Total Credits | 35 | |
| 1 | Other courses may be considered with advisor approval. |
Concentration in Secondary Education English (SECE)
| Code | Title | Credits |
|---|---|---|
| Licensure Requirements | ||
| EDCI 569 | Teaching English in the Secondary School | 3 |
| EDCI 669 | Advanced Methods of Teaching English in the Secondary School | 3 |
| Six credits of | 6 | |
| Internship in Education | ||
| EDCI 791 | Internship Seminar in Secondary Teaching | 2 |
| EDRD 619 | Literacy in Content Areas | 3 |
| EDUC 522 | Foundations of Secondary Education | 3 |
| EDUC 672 | Human Development and Learning: Secondary Education | 3 |
| MEd Requirements | ||
| EDUC 675 | Research in Secondary Education | 3 |
| EDCI 570 | Teaching Young Adult Literacy in a Multicultural Setting | 3 |
| Electives | ||
| Select six credits from the following: 1 | 6 | |
| 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 | ||
| Introduction to Culturally Linguistically Diverse Learners | ||
| Total Credits | 35 | |
| 1 | Other courses may be considered with advisor approval. |
Concentration in Secondary Education History and Social Science (SECH)
| Code | Title | Credits |
|---|---|---|
| Licensure Requirements | ||
| EDCI 567 | Teaching Social Studies in the Secondary School | 3 |
| EDCI 667 | Advanced Methods of Teaching Social Sciences in the Secondary School | 3 |
| Six credits of | 6 | |
| Internship in Education | ||
| EDCI 791 | Internship Seminar in Secondary Teaching | 2 |
| EDRD 619 | Literacy in Content Areas | 3 |
| EDUC 522 | Foundations of Secondary Education | 3 |
| EDUC 672 | Human Development and Learning: Secondary Education | 3 |
| MEd Requirement | ||
| EDUC 675 | Research in Secondary Education | 3 |
| Electives | ||
| Select nine credits from the following: 1 | 9 | |
| Linguistics for PreK-12 ESOL Teachers | ||
| Bilingualism and Language Acquisition Research | ||
| Methods of Teaching Culturally and 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 | ||
| Effective Collaboration for Teaching Diverse Learners in Secondary Social Studies | ||
| Total Credits | 35 | |
| 1 | Other courses may be considered with advisor approval. |
Concentration in Secondary Education Mathematics (SECM)
| Code | Title | Credits |
|---|---|---|
| Licensure Requirements | ||
| EDCI 572 | Teaching Mathematics in the Secondary School | 3 |
| EDCI 672 | Advanced Methods of Teaching Mathematics in the Secondary School | 3 |
| Six credits of | 6 | |
| Internship in Education | ||
| EDCI 791 | Internship Seminar in Secondary Teaching | 2 |
| EDRD 619 | Literacy in Content Areas | 3 |
| EDUC 522 | Foundations of Secondary Education | 3 |
| EDUC 672 | Human Development and Learning: Secondary Education | 3 |
| MEd Requirement | ||
| EDUC 675 | Research in Secondary Education | 3 |
| Electives | ||
| Select nine credits from the following: 1 | 9 | |
| 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 | ||
| Scientific Inquiry and the Nature of Science | ||
| Total Credits | 35 | |
| 1 | Other courses may be considered with advisor approval. |
Concentration in Secondary Education Physics (SECP)
| Code | Title | Credits |
|---|---|---|
| Licensure Requirements | ||
| EDCI 573 | Teaching Science in the Secondary School | 3 |
| EDCI 673 | Advanced Methods of Teaching Science in the Secondary School | 3 |
| Six credits of | 6 | |
| Internship in Education | ||
| EDCI 791 | Internship Seminar in Secondary Teaching | 2 |
| EDRD 619 | Literacy in Content Areas | 3 |
| EDUC 522 | Foundations of Secondary Education | 3 |
| EDUC 672 | Human Development and Learning: Secondary Education | 3 |
| MEd Requirement | ||
| EDUC 675 | Research in Secondary Education | 3 |
| Electives | ||
| Select nine credits from the following: 1 | 9 | |
| 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 | ||
| Scientific Inquiry and the Nature of Science | ||
| Total Credits | 35 | |
| 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:
- continually surface and rethink the routines and assumptions that shape their work in schools;
- reflect upon their practice in the critical company of others;
- design thoughtful and constructive responses to the obstacles that inhibit teaching and student learning;
- develop the skills and dispositions to keep them in the classroom and in schools;
- 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
| Code | Title | Credits |
|---|---|---|
| EDUC 647 | Critical Reflective Practice | 1.5 |
| EDUC 649 | Critical Dialogue in Education | 1.5 |
| EDUC 651 | Critical Theories and Pedagogies | 3 |
| EDUC 653 | Technology and Learning | 3 |
| EDUC 655 | Teacher Research Methods | 3 |
| EDUC 657 | Teaching for Democracy and Social Justice | 3 |
| EDUC 659 | Teacher Leadership | 1.5 |
| EDUC 661 | Teacher Empowerment and Policy | 1.5 |
| EDUC 663 | Culturally Relevant Pedagogy | 3 |
| EDUC 665 | Teacher Inquiry in Practice I | 3 |
| EDUC 667 | Teacher Inquiry in Practice II | 3 |
| EDUC 669 | Teaching and Learning in Practice | 3 |
| Total Credits | 30 | |
- Biology, BA or BS/Curriculum and Instruction, Accelerated MEd (Secondary Education Biology concentration)
- Chemistry, BA or BS/Curriculum and Instruction, Accelerated MEd (Secondary Education Chemistry concentration)
- Earth Science, BS/Curriculum and Instruction, Accelerated MEd (Secondary Education Earth Science concentration)
- English, BA or Creative Writing, BFA/Curriculum and Instruction, Accelerated MEd (Secondary Education English concentration)
- History, BA / Curriculum and Instruction, Accelerated MEd (Secondary Education History and Social Science Concentration)
- Integrative Studies, BA (Social Science for Education Concentration)/Curriculum and Instruction, Accelerated MEd (Secondary Education History and Social Science Concentration)
- Mathematics, BA or BS/Curriculum and Instruction, Accelerated MEd, (Secondary Education Mathematics concentration)
- Physics, BS/Curriculum and Instruction, Accelerated MEd (Secondary Education Physics concentration)
- Bachelor's Degree (any)/Curriculum and Instruction, Accelerated MEd (Early Childhood Education for Diverse Learners Concentration)
- Bachelor's Degree (any)/Curriculum and Instruction, Accelerated MEd (Elementary Education Concentration)
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 Semester | Credits | Spring Semester | Credits |
| EDCI 573 | 3 | EDCI 673 | 3 |
| EDUC 672 | 3 | EDRD 619 | 3 |
| 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 Semester | Credits | Spring Semester | Credits |
| EDCI 573 | 3 | EDCI 673 | 3 |
| EDUC 672 | 3 | EDRD 619 | 3 |
| 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 Semester | Credits | Spring Semester | Credits |
| EDCI 573 | 3 | EDCI 673 | 3 |
| EDUC 672 | 3 | EDRD 619 | 3 |
| 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 Semester | Credits | Spring Semester | Credits |
| EDCI 569 | 3 | EDCI 669 | 3 |
| EDUC 672 | 3 | EDRD 619 | 3 |
| 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 Semester | Credits | Spring Semester | Credits |
| EDCI 567 | 3 | EDCI 667 | 3 |
| EDUC 672 | 3 | EDRD 619 | 3 |
| 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 Semester | Credits | Spring Semester | Credits |
| EDCI 567 | 3 | EDCI 667 | 3 |
| EDUC 672 | 3 | EDRD 619 | 3 |
| 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 Semester | Credits | Spring Semester | Credits |
| EDCI 572 | 3 | EDCI 672 | 3 |
| EDUC 672 | 3 | EDRD 619 | 3 |
| 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 Semester | Credits | Spring Semester | Credits |
| EDCI 573 | 3 | EDCI 673 | 3 |
| EDUC 672 | 3 | EDRD 619 | 3 |
| 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
Application Requirements
Accelerated Option Requirements
| Code | Title | Credits |
|---|---|---|
| Students complete up to 12 credits of ECED courses in their senior year | ||
Bachelor's Degree (any)/Curriculum and Instruction, Accelerated MEd (Elementary Education Concentration)
Overview
Application Requirements
Accelerated Option Requirements
Required Courses
| Code | Title | Credits |
|---|---|---|
| ELED 542 | Foundations of Elementary Education | 3 |
| ELED 543 | Children, Family, Culture, and Schools, ages 4-12 Years | 3 |
| ELED 544 | Introduction to Elementary Methods and Management | 3 |
| ELED 555 | Literacy Teaching and Learning in Diverse Elementary Classrooms I | 3 |
| 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.