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
- Teaching Culturally & Linguistically Diverse & Exceptional Learners
- Early Childhood and Elementary Education
- Learning Technologies
- Literacy/Reading
- Mathematics Specialist Leader
- Secondary Education (6–12)
Advanced Studies in Teaching and Learning (ASTL)
The ASTL Concentrations are for practicing teachers and other educators who want to continue to grow professionally. The program is comprised of two components: 12 credits in Education Core focused on critical inquiry and reflection, learning theory, pedagogy, culture, and educational change, 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 ASTL 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 helps practicing teachers develop as equity-centered content and pedagogical leaders. ASTL helps develop teacher-leaders who take an inquiry stance on their educational practice and who lead from the classroom and beyond as they contribute to ongoing school improvement and educational change. While developing expertise in a content area and enhancing 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 to earn a Gifted Education Graduate Certificate.
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 Research (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 Programme | 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.
Coursework
In consultation with an advisor, choose 6 courses (18 credits) from among the following, with the goal of selecting at least one course from each area.
| Code | Title | Credits |
|---|---|---|
| Select 6 courses from the following: | 18 | |
| Students with Disabilities who Access the General Curriculum | ||
| Universal Design for Learning | ||
| Introduction to Special Education | ||
| Classroom Management and Applied Behavior Analysis | ||
| Language Development and Reading | ||
| Characteristics of Students with Disabilities who Access the General Curriculum | ||
| Instructional Strategies for Reading and Writing | ||
| Instructional Strategies for Math | ||
| Consultation and Collaboration | ||
| Gifted | ||
| Introduction to Gifted and Talented Learners | ||
| Curriculum and Instructional Strategies for Gifted Learners | ||
| Advanced Assessment and Evaluation of Gifted Learners | ||
| English for Speakers of Other Languages | ||
| Supporting English Learners in PK-12 Schools | ||
| Total Credits | 18 | |
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: Mathematics K-8 (AMTK)
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: French (AFRN)
This concentration provides advanced professional development and language study for practicing world language teachers of French. The 18 concentration 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 Early Modern French Literature and Culture | ||
| Modern and Contemporary French Literature and Culture | ||
| Special Topics | ||
| Topics in Francophone African Literature and Culture | ||
| Topics in Francophone Caribbean Literature and Culture | ||
| Special Topics related to Francophone Literature and Culture | ||
| Special Topics related to French and Francophone Literature and Culture | ||
| Language and Linguistics | ||
| Select 6 credits from the following in consultation with an advisor: | 6 | |
| History of the French Language | ||
| Advanced Translation | ||
| Special Topics Related to the French Language | ||
| French and Francophone Cinema | ||
| Grammatical Analysis | ||
| Electives | ||
| Select 6 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: Spanish (ASPN)
This concentration provides advanced professional development and language study for practicing world language teachers of Spanish. The 18 concentration 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 in Multilingual and Multimodal Contexts | ||
| 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 | ||
| 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, Linguistics or Culture | ||
| 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 ASTL: Gifted Education (AGIE)
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 and Instructional Strategies for Gifted Learners | 3 |
| EDCI 623 | Supporting the Social Emotional Needs of Gifted Learners | 3 |
| EDCI 624 | Advanced Assessment and Evaluation of Gifted Learners | 3 |
| Electives | 6 | |
| Select two courses (6 credits) from the following: 1 | ||
| Contemporary Issues and Trends in Gifted Education | ||
| Action Research in Gifted Education | ||
| Advanced Practicum in Gifted Education 2 | ||
| Supporting English Learners in PK-12 Schools | ||
| Integrated STEM Teaching | ||
| Teacher Leadership for Professional Learning | ||
| Total Credits | 18 | |
- 1
Courses may be substituted with advisor approval.
- 2
The EDCI 627 Advanced Practicum in Gifted Education or one year of successful full-time teaching with gifted students in an accredited public or non-public school is required for the Virginia Add-On Endorsement in Gifted Education (VA Licensure Regulations for School Personnel, 2018).
Concentration in ASTL: History/Social Science (AHSS)
This concentration is designed for educators at all grade levels who seek to strengthen their professional practice of teaching, while also deepening and broadening their content knowledge of history and/or the social sciences.
Coursework
| Code | Title | Credits |
|---|---|---|
| Choose 18 credit hours from advisor-approved electives in History, Geography, and/or Sociology/Anthropology. Courses may be substituted with advisor-approved elective. | 18 | |
| 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.
Coursework
| Code | Title | Credits |
|---|---|---|
| Select 18 credits selected in consultation with advisor. | 18 | |
| Total Credits | 18 | |
Concentration in ASTL: Literacy PK–12 (AL12)
This concentration focuses on literacy development and evidence-based literacy instruction for teachers in any discipline, PK-12. Additional electives may focus on ESOL, special education, psychology, secondary and elementary education, early childhood, and other areas.
Coursework
| Code | Title | Credits |
|---|---|---|
| EDRD 642 | Foundations of Literacy Instruction: Code-Based Skills | 3 |
| EDRD 643 | Foundations of Literacy Instruction: Meaning-Based Skills | 3 |
| Electives | 12 | |
| Select 12 credits from the following (including at least 6 credits of EDRD courses): 1 | ||
| Integrating Literacy and Technology for K-12 Learners | ||
| Writing Development and Instruction for K-12 Learners | ||
| Comprehension and Vocabulary Development for K-12 Learners | ||
| Word Analysis: Phonics, Vocabulary, and Spelling for K-12 Learners | ||
| Trajectory of Literacy Research | ||
| Trends and Issues in Literacy | ||
| Literacy Assessment and Intervention 2 | ||
| Supervised Literacy Practicum 2 | ||
| Introduction to Literacy Coaching | ||
| Universal Design for Learning | ||
| Introduction to Gifted and Talented Learners | ||
| Curriculum and Instructional Strategies for Gifted Learners | ||
| Supporting the Social Emotional Needs of Gifted Learners | ||
| Supporting English Learners in PK-12 Schools | ||
| Instructional Strategies for Reading and Writing | ||
| Teacher Leadership for Professional Learning | ||
| Total Credits | 18 | |
- 1
Students may choose an alternate elective with advisor approval.
- 2
Must be taken concurrently.
Concentration in ASTL: Literacy: Reading Specialist (ALRS)
This concentration is designed for teachers with at least 1 year of teaching experience. It provides a state-approved sequence of courses that can lead to eligibility for the K-12 Reading Specialist endorsement in Virginia. (Additional state licensure requirements include an initial teaching license, a satisfactory score on the state-mandated licensure exam, and at least 3 years of teaching experience under contract.) Coursework helps teachers develop an in-depth understanding of literacy development, scientifically-based literacy research, and evidenced-based instructional, assessment, and intervention strategies in literacy. It also provides opportunities to develop the leadership skills needed to serve as a Reading Specialist. Students must earn a B- or higher in all licensure coursework.
Coursework
| Code | Title | Credits |
|---|---|---|
| EDRD 640 | Trajectory of Literacy Research | 2 |
| EDRD 641 | Trends and Issues in Literacy | 2 |
| EDRD 642 | Foundations of Literacy Instruction: Code-Based Skills | 3 |
| EDRD 643 | Foundations of Literacy Instruction: Meaning-Based Skills | 3 |
| EDRD 644 | Literacy Assessment and Intervention 1 | 3 |
| EDRD 645 | Supervised Literacy Practicum 1 | 3 |
| EDRD 646 | School-Based Leadership in Literacy | 3 |
| EDRD 647 | Introduction to Literacy Coaching | 2 |
| Total Credits | 21 | |
- 1
Must be taken concurrently
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 | ||
| Up to 6 credits in graduate science course work may be applied to the ASTL Science K-12 concentration with advisor approval. | 6 | |
| Supporting English Learners in PK-12 Schools | ||
| Integrated STEM Teaching | ||
| Teacher Leadership for Professional Learning | ||
| 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 the following, with the goal of selecting at least one course from each area: | 15 | |
| Designing Digital Learning in Schools | ||
| Principles of School-Based Design | ||
| Designing for Information Using | ||
| Designing for Literacy | ||
| Designing for Problem Solving | ||
| Math Education Leadership | ||
| Mathematics Learning and Assessment (K-8) | ||
| Curriculum Development in Mathematics Education | ||
| Mathematics Education Leadership for School Change | ||
| Number Systems and Number Theory for K-8 Teachers | ||
| Geometry and Measurement for K-8 Teachers | ||
| Probability and Statistics for K-8 Teachers | ||
| Algebra and Functions for K-8 Teachers | ||
| Rational Numbers and Proportional Reasoning for K-8 Teachers | ||
| Science | ||
| Research in Science Teaching | ||
| Advanced Methods in Science Teaching | ||
| Innovations in Science Teaching | ||
| Scientific Inquiry and the Nature of Science | ||
| Total Credits | 18 | |
Concentration in ASTL: Special Education (ASPE)
This concentration provides advanced expertise for educators, administrators, and other professionals providing services to individuals with special needs.
Coursework
| Code | Title | Credits |
|---|---|---|
| Select 18 credits of Special Education (EDSE) and/or Assistive Technology (EDAT) coursework in consultation with advisor. | 18 | |
| 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 | Introduction to Data Literacy in Education | 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 526 | Adapted Positioning and Functional Mobility | 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 EDRS 590 | Education Research | |
| Total Credits | 30 | |
Teaching Culturally & Linguistically Diverse & Exceptional Learners
The Teaching Culturally and Linguistically Diverse and Exceptional Learners (TCLDEL) is a Master of Education (MEd) program in Curriculum and Instruction designed to prepare teachers to work with culturally and linguistically diverse learners in the U.S. and around the world. The TCLDEL concentrations focus on a variety of student needs with special emphasis on language learners. Whether you are entering the field of education or have been a teacher for a number of years, TCLDEL concentrations can provide you with the knowledge, skills, and dispositions to support learning effectively, respond to diverse learners’ needs, and create more equitable and socially just classrooms in U.S. and international contexts. TCLDEL has concentrations that lead to Virginia state licensure in ESOL, and foreign languages, as well as non-licensure options in the fields of IB and TESOL.
Initial Virginia state licensure concentrations include:
- PK-12 Virginia state licensure to teach English to Speakers of Other Languages (ESOL); and
- PK-12 Virginia state licensure to teach one of the following foreign languages: Arabic, Chinese, French, German, Japanese, Latin, Korean, and Spanish.
Non-licensure concentrations include:
- International Baccalaureate (IB) Education, which provides coursework for the IB certificate in teaching and learning (authorized by the IB). Upon completion of the coursework, teachers may apply to the IB organization for the IB certificate in teaching and learning.
- English to Speakers of Other Languages (ESOL) Education for licensed PK-12 teachers; and
- Teaching English to Speakers of Other Languages (TESOL) across the life span (PK-Adult) for diverse classrooms in the U.S. and around the world (100% online).
Concentration in English to Speakers of Other Languages (ESOL) Education (PK-12 Licensure) (ESLI)
Coursework
| Code | Title | Credits |
|---|---|---|
| EDCI 510 | Linguistics for PreK-12 ESOL Teachers | 3 |
| EDCI 516 | Bilingualism and Language Acquisition Research | 3 |
| EDCI 519 | Methods of Teaching Culturally and Linguistically Diverse Learners | 3 |
| EDCI 520 | Assessment of Language Learners | 3 |
| EDCI 776 | Consultation and Collaboration in Diverse K-12 Settings | 3 |
| EDCI 777 | Research to Practice | 3 |
| EDCI 793 | Internship in Education: PK-12 ESL/ESOL Education | 6 |
| EDRD 515 | Language and Literacy in Global Contexts | 3 |
| EDRD 610 | Content Literacy for English Language Learners, PK-12 | 3 |
| EDUC 511 | Child and Adolescent Development in Global Contexts | 3 |
| EDUC 537 | Introduction to Culturally Linguistically Diverse Learners | 3 |
| Total Credits | 36 | |
Concentration in English to Speakers of Other Languages (ESOL) Education (PK-12 Non-Licensure) (ESNL)
Coursework
| Code | Title | Credits |
|---|---|---|
| EDCI 510 | Linguistics for PreK-12 ESOL Teachers | 3 |
| EDCI 516 | Bilingualism and Language Acquisition Research | 3 |
| EDCI 519 | Methods of Teaching Culturally and Linguistically Diverse Learners | 3 |
| EDCI 520 | Assessment of Language Learners | 3 |
| 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 |
| EDRD 610 | Content Literacy for English Language Learners, PK-12 | 3 |
| EDUC 511 | Child and Adolescent Development in Global Contexts | 3 |
| EDUC 537 | Introduction to Culturally Linguistically Diverse Learners | 3 |
| Total Credits | 30 | |
Concentration in Arabic Foreign Language Education (PK-12 Licensure) (ARLE)
Coursework
| Code | Title | Credits |
|---|---|---|
| EDCI 516 | Bilingualism and Language Acquisition Research | 3 |
| EDCI 520 | Assessment of Language Learners | 3 |
| EDCI 560 | Methods of Teaching in Foreign/World Languages | 3 |
| EDCI 684 | Advanced Methods of Teaching Foreign/Second Languages in PK-12 Schools | 3 |
| EDCI 776 | Consultation and Collaboration in Diverse K-12 Settings | 3 |
| EDCI 777 | Research to Practice | 3 |
| EDCI 794 | Internship in Education: PK-12 Foreign/World Language Education | 6 |
| EDRD 515 | Language and Literacy in Global Contexts | 3 |
| EDRD 620 | Reading/Writing in Foreign/World Languages | 3 |
| EDUC 511 | Child and Adolescent Development in Global Contexts | 3 |
| EDUC 537 | Introduction to Culturally Linguistically Diverse Learners | 3 |
| Total Credits | 36 | |
Concentration in Chinese Foreign Language Education (PK-12 Licensure) (CHLE)
Coursework
| Code | Title | Credits |
|---|---|---|
| EDCI 516 | Bilingualism and Language Acquisition Research | 3 |
| EDCI 520 | Assessment of Language Learners | 3 |
| EDCI 560 | Methods of Teaching in Foreign/World Languages | 3 |
| EDCI 684 | Advanced Methods of Teaching Foreign/Second Languages in PK-12 Schools | 3 |
| EDCI 776 | Consultation and Collaboration in Diverse K-12 Settings | 3 |
| EDCI 777 | Research to Practice | 3 |
| EDCI 794 | Internship in Education: PK-12 Foreign/World Language Education | 6 |
| EDRD 515 | Language and Literacy in Global Contexts | 3 |
| EDRD 620 | Reading/Writing in Foreign/World Languages | 3 |
| EDUC 511 | Child and Adolescent Development in Global Contexts | 3 |
| EDUC 537 | Introduction to Culturally Linguistically Diverse Learners | 3 |
| Total Credits | 36 | |
Concentration in French Foreign Language Education (PK-12 Licensure) (FRLE)
Coursework
| Code | Title | Credits |
|---|---|---|
| EDCI 516 | Bilingualism and Language Acquisition Research | 3 |
| EDCI 520 | Assessment of Language Learners | 3 |
| EDCI 560 | Methods of Teaching in Foreign/World Languages | 3 |
| EDCI 684 | Advanced Methods of Teaching Foreign/Second Languages in PK-12 Schools | 3 |
| EDCI 776 | Consultation and Collaboration in Diverse K-12 Settings | 3 |
| EDCI 777 | Research to Practice | 3 |
| EDCI 794 | Internship in Education: PK-12 Foreign/World Language Education | 6 |
| EDRD 515 | Language and Literacy in Global Contexts | 3 |
| EDRD 620 | Reading/Writing in Foreign/World Languages | 3 |
| EDUC 511 | Child and Adolescent Development in Global Contexts | 3 |
| EDUC 537 | Introduction to Culturally Linguistically Diverse Learners | 3 |
| Total Credits | 36 | |
Concentration in German Foreign Language Education (PK-12 Licensure) (GELE)
Coursework
| Code | Title | Credits |
|---|---|---|
| EDCI 516 | Bilingualism and Language Acquisition Research | 3 |
| EDCI 520 | Assessment of Language Learners | 3 |
| EDCI 560 | Methods of Teaching in Foreign/World Languages | 3 |
| EDCI 684 | Advanced Methods of Teaching Foreign/Second Languages in PK-12 Schools | 3 |
| EDCI 776 | Consultation and Collaboration in Diverse K-12 Settings | 3 |
| EDCI 777 | Research to Practice | 3 |
| EDCI 794 | Internship in Education: PK-12 Foreign/World Language Education | 6 |
| EDRD 515 | Language and Literacy in Global Contexts | 3 |
| EDRD 620 | Reading/Writing in Foreign/World Languages | 3 |
| EDUC 511 | Child and Adolescent Development in Global Contexts | 3 |
| EDUC 537 | Introduction to Culturally Linguistically Diverse Learners | 3 |
| Total Credits | 36 | |
Concentration in Japanese Foreign Language Education (PK-12 Licensure) (JALE)
Coursework
| Code | Title | Credits |
|---|---|---|
| EDCI 516 | Bilingualism and Language Acquisition Research | 3 |
| EDCI 520 | Assessment of Language Learners | 3 |
| EDCI 560 | Methods of Teaching in Foreign/World Languages | 3 |
| EDCI 684 | Advanced Methods of Teaching Foreign/Second Languages in PK-12 Schools | 3 |
| EDCI 776 | Consultation and Collaboration in Diverse K-12 Settings | 3 |
| EDCI 777 | Research to Practice | 3 |
| EDCI 794 | Internship in Education: PK-12 Foreign/World Language Education | 6 |
| EDRD 515 | Language and Literacy in Global Contexts | 3 |
| EDRD 620 | Reading/Writing in Foreign/World Languages | 3 |
| EDUC 511 | Child and Adolescent Development in Global Contexts | 3 |
| EDUC 537 | Introduction to Culturally Linguistically Diverse Learners | 3 |
| Total Credits | 36 | |
Concentration in Korean Foreign Language Education (PK-12 Licensure) (KOLE)
Coursework
| Code | Title | Credits |
|---|---|---|
| EDCI 516 | Bilingualism and Language Acquisition Research | 3 |
| EDCI 520 | Assessment of Language Learners | 3 |
| EDCI 560 | Methods of Teaching in Foreign/World Languages | 3 |
| EDCI 684 | Advanced Methods of Teaching Foreign/Second Languages in PK-12 Schools | 3 |
| EDCI 776 | Consultation and Collaboration in Diverse K-12 Settings | 3 |
| EDCI 777 | Research to Practice | 3 |
| EDCI 794 | Internship in Education: PK-12 Foreign/World Language Education | 6 |
| EDRD 515 | Language and Literacy in Global Contexts | 3 |
| EDRD 620 | Reading/Writing in Foreign/World Languages | 3 |
| EDUC 511 | Child and Adolescent Development in Global Contexts | 3 |
| EDUC 537 | Introduction to Culturally Linguistically Diverse Learners | 3 |
| Total Credits | 36 | |
Concentration in Latin Foreign Language Education (PK-12 Licensure) (LALE)
Coursework
| Code | Title | Credits |
|---|---|---|
| EDCI 516 | Bilingualism and Language Acquisition Research | 3 |
| EDCI 520 | Assessment of Language Learners | 3 |
| EDCI 560 | Methods of Teaching in Foreign/World Languages | 3 |
| EDCI 684 | Advanced Methods of Teaching Foreign/Second Languages in PK-12 Schools | 3 |
| EDCI 776 | Consultation and Collaboration in Diverse K-12 Settings | 3 |
| EDCI 777 | Research to Practice | 3 |
| EDCI 794 | Internship in Education: PK-12 Foreign/World Language Education | 6 |
| EDRD 515 | Language and Literacy in Global Contexts | 3 |
| EDRD 620 | Reading/Writing in Foreign/World Languages | 3 |
| EDUC 511 | Child and Adolescent Development in Global Contexts | 3 |
| EDUC 537 | Introduction to Culturally Linguistically Diverse Learners | 3 |
| Total Credits | 36 | |
Concentration in Spanish Foreign Language Education (PK-12 Licensure) (SPLE)
Coursework
| Code | Title | Credits |
|---|---|---|
| EDCI 516 | Bilingualism and Language Acquisition Research | 3 |
| EDCI 520 | Assessment of Language Learners | 3 |
| EDCI 560 | Methods of Teaching in Foreign/World Languages | 3 |
| EDCI 684 | Advanced Methods of Teaching Foreign/Second Languages in PK-12 Schools | 3 |
| EDCI 776 | Consultation and Collaboration in Diverse K-12 Settings | 3 |
| EDCI 777 | Research to Practice | 3 |
| EDCI 794 | Internship in Education: PK-12 Foreign/World Language Education | 6 |
| EDRD 515 | Language and Literacy in Global Contexts | 3 |
| EDRD 620 | Reading/Writing in Foreign/World Languages | 3 |
| EDUC 511 | Child and Adolescent Development in Global Contexts | 3 |
| EDUC 537 | Introduction to Culturally Linguistically Diverse Learners | 3 |
| Total Credits | 36 | |
Concentration in International Baccalaureate (IB) Education (IBE)
| 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 |
| EDUC 621 | Teaching and Learning in the International Baccalaureate Programme | 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 |
| Total Credits | 30 | |
Concentration in Teaching English to Speakers of Other Languages (TESOL)(PK-Adult Non-Licensure) (TEOL)
| Code | Title | Credits |
|---|---|---|
| EDCI 580 | Human Development and Learning | 3 |
| EDCI 581 | Understanding Culturally and Linguistically Diverse Learners | 3 |
| EDCI 582 | Foundations in Language and Literacy | 3 |
| EDCI 583 | Research and Practice with Bi-Multilingual Learners | 3 |
| EDCI 584 | Linguistics for TESOL Professionals | 3 |
| EDCI 585 | TESOL Methodology | 3 |
| EDCI 586 | Assessment in English Language Teaching | 3 |
| EDCI 587 | Content Literacy in English Language Teaching | 3 |
| EDCI 588 | Consultation and Collaboration in Educational Settings | 3 |
| EDCI 589 | Cultural and Linguistic Inquiry in TESOL | 3 |
| Total Credits | 30 | |
Early Childhood and Elementary Education
Concentration in Early Childhood Education for Diverse Learners Non-Licensure (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.
Coursework
| Code | Title | Credits |
|---|---|---|
| ECED 501 | Developmental Pathways of Diverse Learners, Birth-Adolescence | 3 |
| or ECED 621 | Teacher Well-Being in Early Childhood Education | |
| ECED 503 | Inclusive Curriculum for Young Learners: Planning Instruction and Guidance | 3 |
| or ECED 623 | Creating Disciplinary Project-Based Learning Environments | |
| ECED 504 | Engaging Families of Diverse Young Learners | 3 |
| or ECED 624 | Building Strengths-Based Reciprocal Partnerships with Families of Young Children | |
| ECED 511 | Assessment of Diverse Young Learners | 3 |
| or ECED 685 | Applied and Teacher Research in Early Childhood Education | |
| ECED 601 | Frameworks for Early Childhood Education | 3 |
| or ECED 691 | 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 Early Childhood Education for Diverse Learners Licensure (ECLI)
This 30- to 36-credit concentration offers required coursework for teacher licensure in Early/Primary Education PreK-3. Students who have completed graduate or undergraduate coursework equivalent to concentration coursework prior to admission to this program may request that some courses in this concentration be waived. Students who are eligible to waive coursework must complete a minimum of 30 graduate-level credits to graduate. A grade of B- or better must be earned in all coursework.
In addition to the ECED concentration coursework, students must complete specific content area coursework in English, mathematics, science, and the social sciences as well as mandated state/accreditation assessments.
Coursework
| Code | Title | Credits |
|---|---|---|
| ECED 501 | Developmental Pathways of Diverse Learners, Birth-Adolescence | 3 |
| ECED 502 | Foundations of Language and Literacy for Diverse Young Learners, Birth-Age 5 | 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 |
| ECED 512 | Language and Literacy Assessment and Instruction for Diverse Primary Grade Learners | 3 |
| ECED 513 | Integrating Social Studies Across the Content Areas for Diverse Young Learners | 3 |
| ECED 515 | Mathematics for Diverse Young Learners | 3 |
| ECED 516 | Science for Diverse Young Learners | 3 |
| ECED 781 | Seminar in Early Childhood Education | 3 |
| ECED 788 | Internship in Early Childhood Education Prekindergarten-Third Grade | 6 |
| Total Credits | 36 | |
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.
Students enrolled in this concentration must earn a B or higher in all coursework.
Prior to internship, students must successfully complete:
- Emergency First Aid, CPR and AED certification
- Virginia Communication & Literacy Assessment (VCLA)
- Praxis Teaching Reading: Elementary
- Praxis Subject Assessment for Elementary Education
- Content Area Endorsement Coursework
Licensure testing requirements are determined by the Commonwealth of Virginia and may change at any time. If changes to these requirements occur, students must meet the current testing and licensure requirements as set forth in the legal Code of Virginia.
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 1 | 1-6 |
| ELED 542 | Foundations of Elementary Education | 3 |
| ELED 543 | Children, Family, Culture, and Schools, ages 4-12 Years | 3 |
| Select one course from the following: | 3 | |
| Introduction to Special Education | ||
| Introduction to Culturally Linguistically Diverse Learners | ||
| Internship in Elementary Education 2 | ||
| Internship in Elementary Education 3 | ||
| Total Credits | 32-39 | |
- 1
6 credits of 790 are required for licensure. Year-long internship students must register for 3 credits in the fall and 6 credits in the spring. Semester-long internship students must register for 6 credits during their internship and complete 3 credits of elective coursework. See above for elective course options.
- 2
applicable for yearlong interns, 3 credits
- 3
study abroad in Cambridge, 3 credits
Learning Technologies
The concentration with an instructional technology focus provides professionals the specialized knowledge and skills needed to apply a wide range of learning technologies to achieve educational and instructional goals in P12 schools. The concentration combines 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 concentration serves the various needs and interests of P12 teachers including blended learning, online learning, and the integration of technology in schools.
Concentration in Learning Technologies in Schools (LTSC)
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 |
| Select one course from the following: | 3 | |
| Designing K-12 Blended and Online Learning | ||
| Designing School-Based Digital Learning | ||
| Total Credits | 12 | |
Specialization
Select one of the following areas of specialization:
Blended and Online Learning in Schools Specialization
| Code | Title | Credits |
|---|---|---|
| EDIT 765 | Facilitating K-12 Blended and Online Learning | 2 |
| EDIT 766 | Understanding Blended and Online Presence | 2 |
| EDIT 768 | K-12 Online Design I | 1 |
| EDIT 769 | K-12 Online Design II | 1 |
| EDIT 791 | Project Development Practicum I | 6 |
| EDIT 792 | Project Development Practicum II | 6 |
| Total Credits | 18 | |
Designing Digital Learning in Schools Specialization
| 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 | |
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 or in preparing to work as a reading specialist. Courses combine current research and theory with practical, hands-on experience. A graduate certificate focusing on literacy coaching is also available for current reading specialists or literacy leaders. Literacy(ies), Culture, and Reading 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 is designed for teachers with at least 1 year of teaching experience and includes a 21-credit sequence of courses in literacy/reading instruction and leadership and 9 credits in courses related to diverse learners (e.g., English as a second language [ESOL], special education, gifted education). Coursework helps teachers develop an in-depth understanding of literacy development, scientifically-based literacy research, and evidence-based instruction, assessment, and intervention in literacy. It also provides opportunities to develop the leadership skills needed to serve as a Reading Specialist.
Completion of all requirements earns students a master's degree in curriculum and instruction plus eligibility for the K-12 Reading Specialist endorsement in Virginia. (Additional state licensure requirements include an initial teaching license, a satisfactory score on the state-mandated licensure exam, and at least 3 years of teaching experience under contract). Some coursework in ESOL, special education, and/or gifted education may be applied toward add-on licenses in those areas.
Students must earn a B- or higher in all licensure coursework.
Licensure Coursework
| Code | Title | Credits |
|---|---|---|
| EDRD 640 | Trajectory of Literacy Research | 2 |
| EDRD 641 | Trends and Issues in Literacy | 2 |
| EDRD 642 | Foundations of Literacy Instruction: Code-Based Skills | 3 |
| EDRD 643 | Foundations of Literacy Instruction: Meaning-Based Skills | 3 |
| EDRD 644 | Literacy Assessment and Intervention 1 | 3 |
| EDRD 645 | Supervised Literacy Practicum 1 | 3 |
| EDRD 646 | School-Based Leadership in Literacy | 3 |
| EDRD 647 | Introduction to Literacy Coaching | 2 |
| 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 | ||
| Introduction to Gifted and Talented Learners | ||
| Curriculum and Instructional Strategies for Gifted Learners | ||
| Supporting the Social Emotional Needs of Gifted Learners | ||
| Supporting English Learners in PK-12 Schools | ||
| Integrating Literacy and Technology for K-12 Learners | ||
| Writing Development and Instruction for K-12 Learners | ||
| Comprehension and Vocabulary Development for K-12 Learners | ||
| Word Analysis: Phonics, Vocabulary, and Spelling for K-12 Learners | ||
| 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 | ||
| Introduction to Culturally Linguistically Diverse Learners | ||
| Young Adult Literature in Multicultural Settings | ||
| Perspectives on Extraordinary Teaching | ||
| Total Credits | 30 | |
- 1
- 2
Check course descriptions for prerequisites. Substitutions must be approved by your advisor.
Mathematics Specialist Leader
Concentration in Mathematics Specialist Leader (K-8) (MSPL)
This 30-credit concentration is designed for working professionals. Students study mathematics content and pedagogy, teaching, curriculum and professional development. They also explore school-based leadership issues in mathematics education. The internship is an individual experience designed and developed in consultation with a faculty advisor or mentor. This program includes all coursework required for Virginia mathematics specialist (K-8) endorsement. Students must earn a B- or higher in all program coursework. Graduates who apply for this endorsement must have three years of successful teaching experience at the time of application.
Coursework
| 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 |
| EDCI 666 | Research in Mathematics Teaching | 3 |
| EDCI 702 | Internship in Mathematics Education | 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 |
| Total Credits | 30 | |
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, computer science, 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
Clinical 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 is required for completion of the state-approved licensure program. The internship can be completed in either a full-time 16-week experience in one semester or in a half-time 32-week experience in two consecutive semesters.
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 30-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 |
|---|---|---|
| EDRD 619 | Disciplinary Literacy | 3 |
| EDUC 547 | Scientific Inquiry and the Nature of Science | 3 |
| SEED 522 | Foundations of Secondary Education | 3 |
| SEED 540 | Human Development and Learning: Secondary Education | 3 |
| SEED 573 | Teaching Science in the Secondary School | 3 |
| SEED 673 | Advanced Methods of Teaching Science in the Secondary School | 3 |
| SEED 677 | Action Research Methods in Secondary Education | 1 |
| SEED 678 | Action Research Seminar in Secondary Education | 2 |
| Six credits of | 6 | |
| Internship: Secondary Education Science | ||
| Electives | ||
| Select 3 credits of 500-level or above education or concentration-related courses, with advisor and/or program coordinator approval. | 3 | |
| Total Credits | 30 | |
Concentration in Secondary Education Chemistry (SECC)
| Code | Title | Credits |
|---|---|---|
| EDRD 619 | Disciplinary Literacy | 3 |
| EDUC 547 | Scientific Inquiry and the Nature of Science | 3 |
| SEED 522 | Foundations of Secondary Education | 3 |
| SEED 540 | Human Development and Learning: Secondary Education | 3 |
| SEED 573 | Teaching Science in the Secondary School | 3 |
| SEED 673 | Advanced Methods of Teaching Science in the Secondary School | 3 |
| SEED 677 | Action Research Methods in Secondary Education | 1 |
| SEED 678 | Action Research Seminar in Secondary Education | 2 |
| Six credits of | 6 | |
| Internship: Secondary Education Science | ||
| Electives | ||
| Select 3 credits of 500-level or above education or concentration-related courses, with advisor and/or program coordinator approval. | 3 | |
| Total Credits | 30 | |
Concentration in Secondary Education Computer Science (SECO)
| Code | Title | Credits |
|---|---|---|
| EDRD 619 | Disciplinary Literacy | 3 |
| SEED 522 | Foundations of Secondary Education | 3 |
| SEED 540 | Human Development and Learning: Secondary Education | 3 |
| SEED 566 | Teaching Computer Science in the Secondary School | 3 |
| SEED 676 | Advanced Methods of Teaching Computer Science in the Secondary School | 3 |
| SEED 677 | Action Research Methods in Secondary Education | 1 |
| SEED 678 | Action Research Seminar in Secondary Education | 2 |
| Six credits of | 6 | |
| Internship: Secondary Education Computer Science | ||
| Electives | ||
| Select 6 credits of 500-level or above education or concentration-related courses, with advisor and/or program coordinator approval. | 6 | |
| Total Credits | 30 | |
Concentration in Secondary Education Earth Science (SECS)
| Code | Title | Credits |
|---|---|---|
| EDRD 619 | Disciplinary Literacy | 3 |
| EDUC 547 | Scientific Inquiry and the Nature of Science | 3 |
| SEED 522 | Foundations of Secondary Education | 3 |
| SEED 540 | Human Development and Learning: Secondary Education | 3 |
| SEED 573 | Teaching Science in the Secondary School | 3 |
| SEED 673 | Advanced Methods of Teaching Science in the Secondary School | 3 |
| SEED 677 | Action Research Methods in Secondary Education | 1 |
| SEED 678 | Action Research Seminar in Secondary Education | 2 |
| Six credits of | 6 | |
| Internship: Secondary Education Science | ||
| Electives | ||
| Select 3 credits of 500-level or above education or concentration-related courses, with advisor and/or program coordinator approval. | 3 | |
| Total Credits | 30 | |
Concentration in Secondary Education English (SECE)
| Code | Title | Credits |
|---|---|---|
| EDRD 619 | Disciplinary Literacy | 3 |
| SEED 502 | Young Adult Literature in Multicultural Settings | 3 |
| SEED 522 | Foundations of Secondary Education | 3 |
| SEED 540 | Human Development and Learning: Secondary Education | 3 |
| SEED 569 | Teaching English in the Secondary School | 3 |
| SEED 669 | Advanced Methods of Teaching English in the Secondary School | 3 |
| SEED 677 | Action Research Methods in Secondary Education | 1 |
| SEED 678 | Action Research Seminar in Secondary Education | 2 |
| Six credits of | 6 | |
| Internship: Secondary Education English | ||
| Electives | ||
| Select 3 credits of 500-level or above education or concentration-related courses, with advisor and/or program coordinator approval. | 3 | |
| Total Credits | 30 | |
Concentration in Secondary Education History and Social Science (SECH)
| Code | Title | Credits |
|---|---|---|
| EDRD 619 | Disciplinary Literacy | 3 |
| SEED 522 | Foundations of Secondary Education | 3 |
| SEED 540 | Human Development and Learning: Secondary Education | 3 |
| SEED 567 | Teaching Social Studies in the Secondary School | 3 |
| SEED 667 | Advanced Methods of Teaching Social Sciences in the Secondary School | 3 |
| SEED 677 | Action Research Methods in Secondary Education | 1 |
| SEED 678 | Action Research Seminar in Secondary Education | 2 |
| Six credits of | 6 | |
| Internship: Secondary Education Social Studies | ||
| Electives | ||
| Select 6 credits of 500-level or above education or concentration-related courses, with advisor and/or program coordinator approval. | 6 | |
| Total Credits | 30 | |
Concentration in Secondary Education Mathematics (SECM)
| Code | Title | Credits |
|---|---|---|
| EDRD 619 | Disciplinary Literacy | 3 |
| SEED 522 | Foundations of Secondary Education | 3 |
| SEED 540 | Human Development and Learning: Secondary Education | 3 |
| SEED 572 | Teaching Mathematics in the Secondary School | 3 |
| SEED 672 | Advanced Methods of Teaching Mathematics in the Secondary School | 3 |
| SEED 677 | Action Research Methods in Secondary Education | 1 |
| SEED 678 | Action Research Seminar in Secondary Education | 2 |
| Six credits of | 6 | |
| Internship: Secondary Education Math | ||
| Electives | ||
| Select 6 credits of 500-level or above education or concentration-related courses, with advisor and/or program coordinator approval. | 6 | |
| Total Credits | 30 | |
Concentration in Secondary Education Physics (SECP)
| Code | Title | Credits |
|---|---|---|
| EDRD 619 | Disciplinary Literacy | 3 |
| EDUC 547 | Scientific Inquiry and the Nature of Science | 3 |
| SEED 522 | Foundations of Secondary Education | 3 |
| SEED 540 | Human Development and Learning: Secondary Education | 3 |
| SEED 573 | Teaching Science in the Secondary School | 3 |
| SEED 673 | Advanced Methods of Teaching Science in the Secondary School | 3 |
| SEED 677 | Action Research Methods in Secondary Education | 1 |
| SEED 678 | Action Research Seminar in Secondary Education | 2 |
| Six credits of | 6 | |
| Internship: Secondary Education Science | ||
| Electives | ||
| Select 3 credits of 500-level or above education or concentration-related courses, with advisor and/or program coordinator approval. | 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)
- Computer Science, BS/Curriculum and Instruction, Accelerated MEd (Secondary Education Computer Science Concentration)
- English, BA or Creative Writing, BFA/Curriculum and Instruction, Accelerated MEd (Secondary Education English Concentration)
- Geology, BA or BS/Curriculum and Instruction, Accelerated MEd (Secondary Education Earth Science 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 (Arabic Foreign Language Education (PK-12 Licensure) Concentration)
- Bachelor's Degree (any)/Curriculum and Instruction, Accelerated MEd (Chinese Foreign Language Education (PK-12 Licensure) Concentration)
- Bachelor's Degree (any)/Curriculum and Instruction, Accelerated MEd (Early Childhood Education for Diverse Learners (Licensure) Concentration)
- Bachelor's Degree (any)/Curriculum and Instruction, Accelerated MEd (Early Childhood Education for Diverse Learners (Non-Licensure) Concentration)
- Bachelor's Degree (any)/Curriculum and Instruction, Accelerated MEd (Elementary Education Concentration)
- Bachelor's Degree (any)/Curriculum and Instruction, Accelerated MEd (English to Speakers of Other Languages (ESOL) Education (PK-12 Licensure) Concentration)
- Bachelor's Degree (any)/Curriculum and Instruction, Accelerated MEd (English to Speakers of Other Languages (ESOL) Education (PK-12 Non-Licensure) Concentration)
- Bachelor's Degree (any)/Curriculum and Instruction, Accelerated MEd (French Foreign Language Education (PK-12 Licensure) Concentration)
- Bachelor's Degree (any)/Curriculum and Instruction, Accelerated MEd (German Foreign Language Education (PK-12 Licensure) Concentration)
- Bachelor's Degree (any)/Curriculum and Instruction, Accelerated MEd (Japanese Foreign Language Education (PK-12 Licensure) Concentration)
- Bachelor's Degree (any)/Curriculum and Instruction, Accelerated MEd (Korean Foreign Language Education (PK-12 Licensure) Concentration)
- Bachelor's Degree (any)/Curriculum and Instruction, Accelerated MEd (Latin Foreign Language Education (PK-12 Licensure) Concentration)
- Bachelor's Degree (any)/Curriculum and Instruction, Accelerated MEd (Spanish Foreign Language Education (PK-12 Licensure) 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 (Secondary Education Biology concentration) in an accelerated time-frame after satisfactory completion of a minimum of 143 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 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.
BAM Pathway Admission 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 and Bachelor's/Accelerated Master's Degree policies. For information specific to this accelerated master's program, see Application Requirements and Deadlines.
Students will be considered for admission into the BAM Pathway after completion of a minimum of 60 credits, and additional unit-specific criteria.
Students who are accepted into the BAM Pathway will be allowed to register for graduate level courses after successful completion of a minimum of 75 undergraduate credits and course-specific pre-requisites.
Accelerated Master’s Admission Requirements
Students already admitted in the BAM Pathway will be admitted to the MEd program, if they have met the following criteria, as verified on the Bachelor’s/Accelerated Master’s Transition form:
- 3.0 overall GPA
- Completion of specific undergraduate coursework
- Successfully meeting Mason’s requirements for undergraduate degree conferral (graduation) and completing the application for graduation.
Accelerated Pathway Requirements
To maintain the integrity and quality of both the undergraduate and graduate degree programs, undergraduate students interested in taking graduate courses must choose from the following which can be taken as Advanced Standing or Reserve Graduate credit (to be determined by the student and their advisor):
| Code | Title | Credits |
|---|---|---|
| EDRD 619 | Disciplinary Literacy | 3 |
| EDUC 547 | Scientific Inquiry and the Nature of Science | 3 |
| SEED 522 | Foundations of Secondary Education | 3 |
| SEED 540 | Human Development and Learning: Secondary Education | 3 |
| SEED 573 | Teaching Science in the Secondary School | 3 |
| SEED 673 | Advanced Methods of Teaching Science in the Secondary School | 3 |
| SEED approved elective | ||
For more detailed information on coursework and timeline requirements, see AP.6.7 Bachelor's/Accelerated Master's Degree policies.
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 (Secondary Education Chemistry concentration) in an accelerated time-frame after satisfactory completion of a minimum of 143 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 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.
BAM Pathway Admission 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 and Bachelor's/Accelerated Master's Degree policies. For information specific to this accelerated master's program, see Application Requirements and Deadlines.
Students will be considered for admission into the BAM Pathway after completion of a minimum of 60 credits, and additional unit-specific criteria.
Students who are accepted into the BAM Pathway will be allowed to register for graduate level courses after successful completion of a minimum of 75 undergraduate credits and course-specific pre-requisites.
Accelerated Master’s Admission Requirements
Students already admitted in the BAM Pathway will be admitted to the MEd program, if they have met the following criteria, as verified on the Bachelor’s/Accelerated Master’s Transition form:
- 3.0 overall GPA
- Completion of specific undergraduate coursework
- Successfully meeting Mason’s requirements for undergraduate degree conferral (graduation) and completing the application for graduation.
Accelerated Pathway Requirements
To maintain the integrity and quality of both the undergraduate and graduate degree programs, undergraduate students interested in taking graduate courses must choose from the following which can be taken as Advanced Standing or Reserve Graduate credit (to be determined by the student and their advisor):
| Code | Title | Credits |
|---|---|---|
| EDRD 619 | Disciplinary Literacy | 3 |
| EDUC 547 | Scientific Inquiry and the Nature of Science | 3 |
| SEED 522 | Foundations of Secondary Education | 3 |
| SEED 540 | Human Development and Learning: Secondary Education | 3 |
| SEED 573 | Teaching Science in the Secondary School | 3 |
| SEED 673 | Advanced Methods of Teaching Science in the Secondary School | 3 |
| SEED approved elective | ||
For more detailed information on coursework and timeline requirements, see AP.6.7 Bachelor's/Accelerated Master's Degree policies.
Computer Science, BS/Curriculum and Instruction, Accelerated MEd (Secondary Education Computer Science Concentration)
Overview
Highly-qualified undergraduates may be admitted to the bachelor's/accelerated master's program and obtain a BS in Computer Science (degree without concentration) and an MEd in Curriculum and Instruction (Secondary Education Computer Science concentration) in an accelerated time-frame after satisfactory completion of a minimum of 143 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 Computer Science and the 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.
BAM Pathway Admission 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 and Bachelor's/Accelerated Master's Degree policies. For information specific to this accelerated master's program, see Application Requirements and Deadlines.
Students will be considered for admission into the BAM Pathway after completion of a minimum of 60 credits, and additional unit-specific criteria.
Students who are accepted into the BAM Pathway will be allowed to register for graduate level courses after successful completion of a minimum of 75 undergraduate credits and course-specific pre-requisites.
Accelerated Master’s Admission Requirements
Students already admitted in the BAM Pathway will be admitted to the MEd program, if they have met the following criteria, as verified on the Bachelor’s/Accelerated Master’s Transition form:
- 3.0 overall GPA
- Completion of specific undergraduate coursework
- Successfully meeting Mason’s requirements for undergraduate degree conferral (graduation) and completing the application for graduation.
Accelerated Pathway Requirements
To maintain the integrity and quality of both the undergraduate and graduate degree programs, undergraduate students interested in taking graduate courses must choose from the following which can be taken as Advanced Standing or Reserve Graduate credit (to be determined by the student and their advisor):
| Code | Title | Credits |
|---|---|---|
| EDRD 619 | Literacy in the Content Areas | 3 |
| SEED 522 | Foundations of Secondary Education | 3 |
| SEED 540 | Human Development and Learning: Secondary Education | 3 |
| SEED 566 | Teaching Computer Science in the Secondary School | 3 |
| SEED 676 | Advanced Methods of Teaching Computer Science in the Secondary School | 3 |
| SEED approved elective | ||
For more detailed information on coursework and timeline requirements, see AP.6.7 Bachelor's/Accelerated Master's Degree policies.
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 a BA in English or a BFA in Creative Writing and an MEd in Curriculum and Instruction (Secondary Education English concentration) in an accelerated time-frame after satisfactory completion of a minimum of 143 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 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.
BAM Pathway Admission 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 and Bachelor's/Accelerated Master's Degree policies. For information specific to this accelerated master's program, see Application Requirements and Deadlines.
Students will be considered for admission into the BAM Pathway after completion of a minimum of 60 credits, and additional unit-specific criteria.
Students who are accepted into the BAM Pathway will be allowed to register for graduate level courses after successful completion of a minimum of 75 undergraduate credits and course-specific pre-requisites.
Accelerated Master’s Admission Requirements
Students already admitted in the BAM Pathway will be admitted to the MEd program, if they have met the following criteria, as verified on the Bachelor’s/Accelerated Master’s Transition form:
- 3.0 overall GPA
- Completion of specific undergraduate coursework
- Successfully meeting Mason’s requirements for undergraduate degree conferral (graduation) and completing the application for graduation.
Accelerated Pathway Requirements
To maintain the integrity and quality of both the undergraduate and graduate degree programs, undergraduate students interested in taking graduate courses must choose from the following which can be taken as Advanced Standing or Reserve Graduate credit (to be determined by the student and their advisor):
| Code | Title | Credits |
|---|---|---|
| EDRD 619 | Disciplinary Literacy | 3 |
| SEED 502 | Young Adult Literature in Multicultural Settings | 3 |
| SEED 522 | Foundations of Secondary Education | 3 |
| SEED 540 | Human Development and Learning: Secondary Education | 3 |
| SEED 569 | Teaching English in the Secondary School | 3 |
| SEED 669 | Advanced Methods of Teaching English in the Secondary School | 3 |
| SEED approved elective | ||
For more detailed information on coursework and timeline requirements, see AP.6.7 Bachelor's/Accelerated Master's Degree policies.
Geology, BA or 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 program and obtain a BA or BS in Geology and an MEd in Curriculum and Instruction (Secondary Education Earth Science concentration) in an accelerated time-frame after satisfactory completion of a minimum of 143 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 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.
BAM Pathway Admission 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 and Bachelor's/Accelerated Master's Degree policies. For information specific to this accelerated master's program, see Application Requirements and Deadlines.
Students will be considered for admission into the BAM Pathway after completion of a minimum of 60 credits, and additional unit-specific criteria.
Students who are accepted into the BAM Pathway will be allowed to register for graduate level courses after successful completion of a minimum of 75 undergraduate credits and course-specific pre-requisites.
Accelerated Master’s Admission Requirements
Students already admitted in the BAM Pathway will be admitted to the MEd program, if they have met the following criteria, as verified on the Bachelor’s/Accelerated Master’s Transition form:
- 3.0 overall GPA
- Completion of specific undergraduate coursework
- Successfully meeting Mason’s requirements for undergraduate degree conferral (graduation) and completing the application for graduation.
Accelerated Pathway Requirements
To maintain the integrity and quality of both the undergraduate and graduate degree programs, undergraduate students interested in taking graduate courses must choose from the following which can be taken as Advanced Standing or Reserve Graduate credit (to be determined by the student and their advisor):
| Code | Title | Credits |
|---|---|---|
| EDRD 619 | Literacy in the Content Areas | 3 |
| EDUC 547 | Scientific Inquiry and the Nature of Science | 3 |
| SEED 522 | Foundations of Secondary Education | 3 |
| SEED 540 | Human Development and Learning: Secondary Education | 3 |
| SEED 573 | Teaching Science in the Secondary School | 3 |
| SEED 673 | Advanced Methods of Teaching Science in the Secondary School | 3 |
| SEED approved elective | ||
For more detailed information on coursework and timeline requirements, see AP.6.7 Bachelor's/Accelerated Master's Degree policies.
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 a BA in History and an MEd in Curriculum and Instruction (Secondary Education History and Social Science concentration) in an accelerated time-frame after satisfactory completion of a minimum of 143 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 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.
BAM Pathway Admission 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 and Bachelor's/Accelerated Master's Degree policies. For information specific to this accelerated master's program, see Application Requirements and Deadlines.
Students will be considered for admission into the BAM Pathway after completion of a minimum of 60 credits, and additional unit-specific criteria.
Students who are accepted into the BAM Pathway will be allowed to register for graduate level courses after successful completion of a minimum of 75 undergraduate credits and course-specific pre-requisites.
Accelerated Master’s Admission Requirements
Students already admitted in the BAM Pathway will be admitted to the MEd program, if they have met the following criteria, as verified on the Bachelor’s/Accelerated Master’s Transition form:
- 3.0 overall GPA
- Completion of specific undergraduate coursework
- Successfully meeting Mason’s requirements for undergraduate degree conferral (graduation) and completing the application for graduation.
Accelerated Pathway Requirements
To maintain the integrity and quality of both the undergraduate and graduate degree programs, undergraduate students interested in taking graduate courses must choose from the following which can be taken as Advanced Standing or Reserve Graduate credit (to be determined by the student and their advisor):
| Code | Title | Credits |
|---|---|---|
| EDRD 619 | Literacy in the Content Areas | 3 |
| SEED 522 | Foundations of Secondary Education | 3 |
| SEED 540 | Human Development and Learning: Secondary Education | 3 |
| SEED 567 | Teaching Social Studies in the Secondary School | 3 |
| SEED 667 | Advanced Methods of Teaching Social Sciences in the Secondary School | 3 |
| SEED approved elective | ||
For more detailed information on coursework and timeline requirements, see AP.6.7 Bachelor's/Accelerated Master's Degree policies.
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 a BA in Integrative Studies (concentration in social science for education) and an MEd in Curriculum and Instruction (Secondary Education History and Social Science concentration) in an accelerated time-frame after satisfactory completion of a minimum of 143 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 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.
BAM Pathway Admission 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 and Bachelor's/Accelerated Master's Degree policies. For information specific to this accelerated master's program, see Application Requirements and Deadlines.
Students will be considered for admission into the BAM Pathway after completion of a minimum of 60 credits, and additional unit-specific criteria.
Students who are accepted into the BAM Pathway will be allowed to register for graduate level courses after successful completion of a minimum of 75 undergraduate credits and course-specific pre-requisites.
Accelerated Master’s Admission Requirements
Students already admitted in the BAM Pathway will be admitted to the MEd program, if they have met the following criteria, as verified on the Bachelor’s/Accelerated Master’s Transition form:
- 3.0 overall GPA
- Completion of specific undergraduate coursework
- Successfully meeting Mason’s requirements for undergraduate degree conferral (graduation) and completing the application for graduation.
Accelerated Pathway Requirements
To maintain the integrity and quality of both the undergraduate and graduate degree programs, undergraduate students interested in taking graduate courses must choose from the following which can be taken as Advanced Standing or Reserve Graduate credit (to be determined by the student and their advisor):
| Code | Title | Credits |
|---|---|---|
| EDRD 619 | Literacy in the Content Areas | 3 |
| SEED 522 | Foundations of Secondary Education | 3 |
| SEED 540 | Human Development and Learning: Secondary Education | 3 |
| SEED 567 | Teaching Social Studies in the Secondary School | 3 |
| SEED 667 | Advanced Methods of Teaching Social Sciences in the Secondary School | 3 |
| SEED approved elective | ||
For more detailed information on coursework and timeline requirements, see AP.6.7 Bachelor's/Accelerated Master's Degree policies.
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 (Secondary Education Mathematics concentration) in an accelerated time-frame after satisfactory completion of a minimum of 143 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 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.
BAM Pathway Admission 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 and Bachelor's/Accelerated Master's Degree policies. For information specific to this accelerated master's program, see Application Requirements and Deadlines.
Students will be considered for admission into the BAM Pathway after completion of a minimum of 60 credits, and additional unit-specific criteria.
Students who are accepted into the BAM Pathway will be allowed to register for graduate level courses after successful completion of a minimum of 75 undergraduate credits and course-specific pre-requisites.
Accelerated Master’s Admission Requirements
Students already admitted in the BAM Pathway will be admitted to the MEd program, if they have met the following criteria, as verified on the Bachelor’s/Accelerated Master’s Transition form:
- 3.0 overall GPA
- Completion of specific undergraduate coursework
- Successfully meeting Mason’s requirements for undergraduate degree conferral (graduation) and completing the application for graduation.
Accelerated Pathway Requirements
To maintain the integrity and quality of both the undergraduate and graduate degree programs, undergraduate students interested in taking graduate courses must choose from the following which can be taken as Advanced Standing or Reserve Graduate credit (to be determined by the student and their advisor):
| Code | Title | Credits |
|---|---|---|
| EDRD 619 | Literacy in the Content Areas | 3 |
| SEED 522 | Foundations of Secondary Education | 3 |
| SEED 540 | Human Development and Learning: Secondary Education | 3 |
| SEED 572 | Teaching Mathematics in the Secondary School | 3 |
| SEED 672 | Advanced Methods of Teaching Mathematics in the Secondary School | 3 |
| SEED approved elective | ||
For more detailed information on coursework and timeline requirements, see AP.6.7 Bachelor's/Accelerated Master's Degree policies.
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 a BS in Physics and an MEd in Curriculum and Instruction (Secondary Education Physics concentration) in an accelerated time-frame after satisfactory completion of a minimum of 143 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 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.
BAM Pathway Admission 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 and Bachelor's/Accelerated Master's Degree policies. For information specific to this accelerated master's program, see Application Requirements and Deadlines.
Students will be considered for admission into the BAM Pathway after completion of a minimum of 60 credits, and additional unit-specific criteria.
Students who are accepted into the BAM Pathway will be allowed to register for graduate level courses after successful completion of a minimum of 75 undergraduate credits and course-specific pre-requisites.
Accelerated Master’s Admission Requirements
Students already admitted in the BAM Pathway will be admitted to the MEd program, if they have met the following criteria, as verified on the Bachelor’s/Accelerated Master’s Transition form:
- 3.0 overall GPA
- Completion of specific undergraduate coursework
- Successfully meeting Mason’s requirements for undergraduate degree conferral (graduation) and completing the application for graduation.
Accelerated Pathway Requirements
To maintain the integrity and quality of both the undergraduate and graduate degree programs, undergraduate students interested in taking graduate courses must choose from the following which can be taken as Advanced Standing or Reserve Graduate credit (to be determined by the student and their advisor):
| Code | Title | Credits |
|---|---|---|
| EDRD 619 | Disciplinary Literacy | 3 |
| EDUC 547 | Scientific Inquiry and the Nature of Science | 3 |
| SEED 522 | Foundations of Secondary Education | 3 |
| SEED 540 | Human Development and Learning: Secondary Education | 3 |
| SEED 573 | Teaching Science in the Secondary School | 3 |
| SEED 673 | Advanced Methods of Teaching Science in the Secondary School | 3 |
| SEED approved elective | ||
For more detailed information on coursework and timeline requirements, see AP.6.7 Bachelor's/Accelerated Master's Degree policies.
Bachelor's Degree (any)/Curriculum and Instruction, Accelerated MEd (Arabic Foreign Language Education (PK-12 Licensure) Concentration)
Overview
BAM Pathway Admission Requirements
Students who are accepted into the BAM Pathway will be allowed to register for graduate level courses after successful completion of a minimum of 75 undergraduate credits and course-specific pre-requisites.
Accelerated Master’s Admission Requirements
Students already admitted in the BAM Pathway will be admitted to the MEd program, if they have met the following criteria, as verified on the Bachelor’s/Accelerated Master’s Transition form:
- 3.0 overall GPA
- Completion of specific undergraduate coursework
- Successfully meeting Mason’s requirements for undergraduate degree conferral (graduation) and completing the application for graduation.
Accelerated Pathway Requirements
To maintain the integrity and quality of both the undergraduate and graduate degree programs, undergraduate students interested in taking graduate courses must choose from the following which can be taken as Advanced Standing or Reserve Graduate credit (to be determined by the student and their advisor):
| Code | Title | Credits |
|---|---|---|
| EDCI 516 | Bilingualism and Language Acquisition Research | 3 |
| EDCI 520 | Assessment of Language Learners | 3 |
| EDCI 560 | Methods of Teaching in Foreign/World Languages | 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 |
Bachelor's Degree (any)/Curriculum and Instruction, Accelerated MEd (Chinese Foreign Language Education (PK-12 Licensure) Concentration)
Overview
BAM Pathway Admission Requirements
Students who are accepted into the BAM Pathway will be allowed to register for graduate level courses after successful completion of a minimum of 75 undergraduate credits and course-specific pre-requisites.
Accelerated Master’s Admission Requirements
Students already admitted in the BAM Pathway will be admitted to the MEd program, if they have met the following criteria, as verified on the Bachelor’s/Accelerated Master’s Transition form:
- 3.0 overall GPA
- Completion of specific undergraduate coursework
- Successfully meeting Mason’s requirements for undergraduate degree conferral (graduation) and completing the application for graduation.
Accelerated Pathway Requirements
To maintain the integrity and quality of both the undergraduate and graduate degree programs, undergraduate students interested in taking graduate courses must choose from the following which can be taken as Advanced Standing or Reserve Graduate credit (to be determined by the student and their advisor):
| Code | Title | Credits |
|---|---|---|
| EDCI 516 | Bilingualism and Language Acquisition Research | 3 |
| EDCI 520 | Assessment of Language Learners | 3 |
| EDCI 560 | Methods of Teaching in Foreign/World Languages | 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 |
Bachelor's Degree (any)/Curriculum and Instruction, Accelerated MEd (Early Childhood Education for Diverse Learners (Licensure) Concentration)
Overview
BAM Pathway Admission 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 and Bachelor's/Accelerated Master's Degree policies. For information specific to this accelerated master's program, see Application Requirements and Deadlines.
Students will be considered for admission into the BAM Pathway after completion of a minimum of 60 credits, and additional unit-specific criteria (see Application Requirements and Deadlines).
Students who are accepted into the BAM Pathway will be allowed to register for graduate level courses after successful completion of a minimum of 75 undergraduate credits and course-specific pre-requisites.
Accelerated Master’s Admission Requirements
Students already admitted in the BAM Pathway will be admitted to the MEd program, if they have met the following criteria, as verified on the Bachelor’s/Accelerated Master’s Transition form:
- 3.0 overall GPA
- Completion of specific undergraduate coursework
- Successfully meeting Mason’s requirements for undergraduate degree conferral (graduation) and completing the application for graduation.
Accelerated Pathway Requirements
To maintain the integrity and quality of both the undergraduate and graduate degree programs, undergraduate students interested in taking graduate courses must choose from the following (to be determined by the student and their advisor):
Advanced Standing Courses (up to 12 credits)
| Code | Title | Credits |
|---|---|---|
| ECED 501 | Developmental Pathways of Diverse Learners, Birth-Adolescence | 3 |
| ECED 502 | Foundations of Language and Literacy for Diverse Prekindergarten and Kindergarten Learners | 3 |
| ECED 503 | Inclusive Curriculum for Young Learners: Planning Instruction and Guidance | 3 |
| ECED 504 | Engaging Families of Diverse Young Learners | 3 |
| ECED 512 | Language and Literacy Assessment and Instruction for Diverse Primary Grade Learners | 3 |
| ECED 513 | Integrating Social Studies Across the Content Areas for Diverse Young Learners | 3 |
| ECED 515 | Mathematics for Diverse Young Learners | 3 |
| ECED 516 | Science for Diverse Young Learners | 3 |
| ECED approved elective | ||
Reserve Graduate Credit Courses (up to 6 credits)
| Code | Title | Credits |
|---|---|---|
| ECED 504 | Engaging Families of Diverse Young Learners | 3 |
| ECED 511 | Assessment of Diverse Young Learners | 3 |
| ECED 512 | Language and Literacy Assessment and Instruction for Diverse Primary Grade Learners | 3 |
| ECED 513 | Integrating Social Studies Across the Content Areas for Diverse Young Learners | 3 |
| ECED 515 | Mathematics for Diverse Young Learners | 3 |
| ECED 516 | Science for Diverse Young Learners | 3 |
| ECED approved elective | ||
For more detailed information on coursework and timeline requirements, see AP.6.7 Bachelor's/Accelerated Master's Degree policies.
Bachelor's Degree (any)/Curriculum and Instruction, Accelerated MEd (Early Childhood Education for Diverse Learners (Non-Licensure) Concentration)
Overview
BAM Pathway Admission 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 and Bachelor's/Accelerated Master's Degree policies. For information specific to this accelerated master's program, see Application Requirements and Deadlines.
Students will be considered for admission into the BAM Pathway after completion of a minimum of 60 credits, and additional unit-specific criteria (see Application Requirements and Deadlines).
Students who are accepted into the BAM Pathway will be allowed to register for graduate level courses after successful completion of a minimum of 75 undergraduate credits and course-specific pre-requisites.
Accelerated Master’s Admission Requirements
Students already admitted in the BAM Pathway will be admitted to the MEd program, if they have met the following criteria, as verified on the Bachelor’s/Accelerated Master’s Transition form:
- 3.0 overall GPA
- Completion of specific undergraduate coursework
- Successfully meeting Mason’s requirements for undergraduate degree conferral (graduation) and completing the application for graduation.
Accelerated Pathway Requirements
To maintain the integrity and quality of both the undergraduate and graduate degree programs, undergraduate students interested in taking graduate courses must choose from the following (to be determined by the student and their advisor):
Advanced Standing Courses (up to 12 credits)
| Code | Title | Credits |
|---|---|---|
| ECED 501 | Developmental Pathways of Diverse Learners, Birth-Adolescence | 3 |
| ECED 502 | Foundations of Language and Literacy for Diverse Prekindergarten and Kindergarten Learners | 3 |
| ECED 503 | Inclusive Curriculum for Young Learners: Planning Instruction and Guidance | 3 |
| ECED 504 | Engaging Families of Diverse Young Learners | 3 |
| ECED 505 | Introduction to Early Childhood Special Education | 3 |
| ECED 506 | Medical and Developmental Aspects of Disabilities of Diverse Young Learners | 3 |
| ECED 512 | Language and Literacy Assessment and Instruction for Diverse Primary Grade Learners | 3 |
| ECED 513 | Integrating Social Studies Across the Content Areas for Diverse Young Learners | 3 |
| ECED 515 | Mathematics for Diverse Young Learners | 3 |
| ECED 516 | Science for Diverse Young Learners | 3 |
| ECED 522 | Developing Language, Literacy, and Communication of Diverse Infants and Toddlers | 3 |
| ECED 523 | Early Intervention for Infants Toddlers with Disabilities: Collaborative Consultative Approaches | 3 |
| ECED approved elective | ||
Reserve Graduate Credit Courses (up to 6 credits)
| Code | Title | Credits |
|---|---|---|
| ECED 505 | Introduction to Early Childhood Special Education | 3 |
| ECED 506 | Medical and Developmental Aspects of Disabilities of Diverse Young Learners | 3 |
| ECED 511 | Assessment of Diverse Young Learners | 3 |
| ECED 512 | Language and Literacy Assessment and Instruction for Diverse Primary Grade Learners | 3 |
| ECED 513 | Integrating Social Studies Across the Content Areas for Diverse Young Learners | 3 |
| ECED 515 | Mathematics for Diverse Young Learners | 3 |
| ECED 516 | Science for Diverse Young Learners | 3 |
| ECED 522 | Developing Language, Literacy, and Communication of Diverse Infants and Toddlers | 3 |
| ECED 523 | Early Intervention for Infants Toddlers with Disabilities: Collaborative Consultative Approaches | 3 |
| ECED 597 | Special Topics in Early Childhood Education | 1-3 |
| ECED approved elective | ||
For more detailed information on coursework and timeline requirements, see AP.6.7 Bachelor's/Accelerated Master's Degree policies.
Bachelor's Degree (any)/Curriculum and Instruction, Accelerated MEd (Elementary Education Concentration)
Overview
BAM Pathway Admission 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 and Bachelor's/Accelerated Master's Degree policies. For information specific to this accelerated master's program, see Application Requirements and Deadlines.
Students will be considered for admission into the BAM Pathway after completion of a minimum of 60 credits, and additional unit-specific criteria (see Application Requirements and Deadlines).
Students who are accepted into the BAM Pathway will be allowed to register for graduate level courses after successful completion of a minimum of 75 undergraduate credits and course-specific pre-requisites.
Accelerated Master’s Admission Requirements
Students already admitted in the BAM Pathway will be admitted to the MEd program, if they have met the following criteria, as verified on the Bachelor’s/Accelerated Master’s Transition form:
- 3.0 overall GPA
- Completion of specific undergraduate coursework
- Successfully meeting Mason’s requirements for undergraduate degree conferral (graduation) and completing the application for graduation.
Accelerated Pathway Requirements
To maintain the integrity and quality of both the undergraduate and graduate degree programs, undergraduate students interested in taking graduate courses must choose from the following:
Advanced Standing Courses (up to 12 credits)
| 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 |
Reserve Graduate Credit Courses (up to 6 credits)
| Code | Title | Credits |
|---|---|---|
| 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 556 | Literacy Teaching and Learning in Diverse Elementary Classrooms II | 3 |
Bachelor's Degree (any)/Curriculum and Instruction, Accelerated MEd (English to Speakers of Other Languages (ESOL) Education (PK-12 Licensure) Concentration)
Overview
BAM Pathway Admission Requirements
Students who are accepted into the BAM Pathway will be allowed to register for graduate level courses after successful completion of a minimum of 75 undergraduate credits and course-specific pre-requisites.
Accelerated Master’s Admission Requirements
Students already admitted in the BAM Pathway will be admitted to the MEd program, if they have met the following criteria, as verified on the Bachelor’s/Accelerated Master’s Transition form:
- 3.0 overall GPA
- Completion of specific undergraduate coursework
- Successfully meeting Mason’s requirements for undergraduate degree conferral (graduation) and completing the application for graduation.
Accelerated Pathway Requirements
To maintain the integrity and quality of both the undergraduate and graduate degree programs, undergraduate students interested in taking graduate courses must choose from the following which can be taken as Advanced Standing or Reserve Graduate credit (to be determined by the student and their advisor):
| Code | Title | Credits |
|---|---|---|
| EDCI 510 | Linguistics for PreK-12 ESOL Teachers | 3 |
| EDCI 516 | Bilingualism and Language Acquisition Research | 3 |
| EDCI 519 | Methods of Teaching Culturally and Linguistically Diverse Learners | 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 |
For more detailed information on coursework and timeline requirements, see AP.6.7 Bachelor's/Accelerated Master's Degree policies.
Bachelor's Degree (any)/Curriculum and Instruction, Accelerated MEd (English to Speakers of Other Languages (ESOL) Education (PK-12 Non-Licensure) Concentration)
Overview
BAM Pathway Admission Requirements
Students who are accepted into the BAM Pathway will be allowed to register for graduate level courses after successful completion of a minimum of 75 undergraduate credits and course-specific pre-requisites.
Accelerated Master’s Admission Requirements
Students already admitted in the BAM Pathway will be admitted to the MEd program, if they have met the following criteria, as verified on the Bachelor’s/Accelerated Master’s Transition form:
- 3.0 overall GPA
- Completion of specific undergraduate coursework
- Successfully meeting Mason’s requirements for undergraduate degree conferral (graduation) and completing the application for graduation.
Accelerated Pathway Requirements
To maintain the integrity and quality of both the undergraduate and graduate degree programs, undergraduate students interested in taking graduate courses must choose from the following which can be taken as Advanced Standing or Reserve Graduate credit (to be determined by the student and their advisor):
| Code | Title | Credits |
|---|---|---|
| EDCI 510 | Linguistics for PreK-12 ESOL Teachers | 3 |
| EDCI 516 | Bilingualism and Language Acquisition Research | 3 |
| EDCI 519 | Methods of Teaching Culturally and Linguistically Diverse Learners | 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 |
For more detailed information on coursework and timeline requirements, see AP.6.7 Bachelor's/Accelerated Master's Degree policies.
Bachelor's Degree (any)/Curriculum and Instruction, Accelerated MEd (French Foreign Language Education (PK-12 Licensure) Concentration)
Overview
BAM Pathway Admission Requirements
Accelerated Master’s Admission Requirements
Students already admitted in the BAM Pathway will be admitted to the MEd program, if they have met the following criteria, as verified on the Bachelor’s/Accelerated Master’s Transition form:
- 3.0 overall GPA
- Completion of specific undergraduate coursework
- Successfully meeting Mason’s requirements for undergraduate degree conferral (graduation) and completing the application for graduation.
Accelerated Pathway Requirements
To maintain the integrity and quality of both the undergraduate and graduate degree programs, undergraduate students interested in taking graduate courses must choose from the following which can be taken as Advanced Standing or Reserve Graduate credit (to be determined by the student and their advisor):
| Code | Title | Credits |
|---|---|---|
| EDCI 516 | Bilingualism and Language Acquisition Research | 3 |
| EDCI 520 | Assessment of Language Learners | 3 |
| EDCI 560 | Methods of Teaching in Foreign/World Languages | 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 |
Bachelor's Degree (any)/Curriculum and Instruction, Accelerated MEd (German Foreign Language Education (PK-12 Licensure) Concentration)
Overview
BAM Pathway Admission Requirements
Students who are accepted into the BAM Pathway will be allowed to register for graduate level courses after successful completion of a minimum of 75 undergraduate credits and course-specific pre-requisites.
Accelerated Master’s Admission Requirements
Students already admitted in the BAM Pathway will be admitted to the MEd program, if they have met the following criteria, as verified on the Bachelor’s/Accelerated Master’s Transition form:
- 3.0 overall GPA
- Completion of specific undergraduate coursework
- Successfully meeting Mason’s requirements for undergraduate degree conferral (graduation) and completing the application for graduation.
Accelerated Pathway Requirements
To maintain the integrity and quality of both the undergraduate and graduate degree programs, undergraduate students interested in taking graduate courses must choose from the following which can be taken as Advanced Standing or Reserve Graduate credit (to be determined by the student and their advisor):
| Code | Title | Credits |
|---|---|---|
| EDCI 516 | Bilingualism and Language Acquisition Research | 3 |
| EDCI 520 | Assessment of Language Learners | 3 |
| EDCI 560 | Methods of Teaching in Foreign/World Languages | 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 |
Bachelor's Degree (any)/Curriculum and Instruction, Accelerated MEd (Japanese Foreign Language Education (PK-12 Licensure) Concentration)
Overview
BAM Pathway Admission Requirements
Students who are accepted into the BAM Pathway will be allowed to register for graduate level courses after successful completion of a minimum of 75 undergraduate credits and course-specific pre-requisites.
Accelerated Master’s Admission Requirements
Students already admitted in the BAM Pathway will be admitted to the MEd program, if they have met the following criteria, as verified on the Bachelor’s/Accelerated Master’s Transition form:
- 3.0 overall GPA
- Completion of specific undergraduate coursework
- Successfully meeting Mason’s requirements for undergraduate degree conferral (graduation) and completing the application for graduation.
Accelerated Pathway Requirements
To maintain the integrity and quality of both the undergraduate and graduate degree programs, undergraduate students interested in taking graduate courses must choose from the following which can be taken as Advanced Standing or Reserve Graduate credit (to be determined by the student and their advisor):
| Code | Title | Credits |
|---|---|---|
| EDCI 516 | Bilingualism and Language Acquisition Research | 3 |
| EDCI 520 | Assessment of Language Learners | 3 |
| EDCI 560 | Methods of Teaching in Foreign/World Languages | 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 |
Bachelor's Degree (any)/Curriculum and Instruction, Accelerated MEd (Korean Foreign Language Education (PK-12 Licensure) Concentration)
Overview
BAM Pathway Admission Requirements
Students who are accepted into the BAM Pathway will be allowed to register for graduate level courses after successful completion of a minimum of 75 undergraduate credits and course-specific pre-requisites.
Accelerated Master’s Admission Requirements
Students already admitted in the BAM Pathway will be admitted to the MEd program, if they have met the following criteria, as verified on the Bachelor’s/Accelerated Master’s Transition form:
- 3.0 overall GPA
- Completion of specific undergraduate coursework
- Successfully meeting Mason’s requirements for undergraduate degree conferral (graduation) and completing the application for graduation.
Accelerated Pathway Requirements
To maintain the integrity and quality of both the undergraduate and graduate degree programs, undergraduate students interested in taking graduate courses must choose from the following which can be taken as Advanced Standing or Reserve Graduate credit (to be determined by the student and their advisor):
| Code | Title | Credits |
|---|---|---|
| EDCI 516 | Bilingualism and Language Acquisition Research | 3 |
| EDCI 520 | Assessment of Language Learners | 3 |
| EDCI 560 | Methods of Teaching in Foreign/World Languages | 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 |
For more detailed information on coursework and timeline requirements, see AP.6.7 Bachelor's/Accelerated Master's Degree policies.
Bachelor's Degree (any)/Curriculum and Instruction, Accelerated MEd (Latin Foreign Language Education (PK-12 Licensure) Concentration)
Overview
BAM Pathway Admission Requirements
Students who are accepted into the BAM Pathway will be allowed to register for graduate level courses after successful completion of a minimum of 75 undergraduate credits and course-specific pre-requisites.
Accelerated Master’s Admission Requirements
Students already admitted in the BAM Pathway will be admitted to the MEd program, if they have met the following criteria, as verified on the Bachelor’s/Accelerated Master’s Transition form:
- 3.0 overall GPA
- Completion of specific undergraduate coursework
- Successfully meeting Mason’s requirements for undergraduate degree conferral (graduation) and completing the application for graduation.
Accelerated Pathway Requirements
To maintain the integrity and quality of both the undergraduate and graduate degree programs, undergraduate students interested in taking graduate courses must choose from the following which can be taken as Advanced Standing or Reserve Graduate credit (to be determined by the student and their advisor):
| Code | Title | Credits |
|---|---|---|
| EDCI 516 | Bilingualism and Language Acquisition Research | 3 |
| EDCI 520 | Assessment of Language Learners | 3 |
| EDCI 560 | Methods of Teaching in Foreign/World Languages | 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 |
Bachelor's Degree (any)/Curriculum and Instruction, Accelerated MEd (Spanish Foreign Language Education (PK-12 Licensure) Concentration)
Overview
BAM Pathway Admission Requirements
Students who are accepted into the BAM Pathway will be allowed to register for graduate level courses after successful completion of a minimum of 75 undergraduate credits and course-specific pre-requisites.
Accelerated Master’s Admission Requirements
Students already admitted in the BAM Pathway will be admitted to the MEd program, if they have met the following criteria, as verified on the Bachelor’s/Accelerated Master’s Transition form:
- 3.0 overall GPA
- Completion of specific undergraduate coursework
- Successfully meeting Mason’s requirements for undergraduate degree conferral (graduation) and completing the application for graduation.
Accelerated Pathway Requirements
To maintain the integrity and quality of both the undergraduate and graduate degree programs, undergraduate students interested in taking graduate courses must choose from the following which can be taken as Advanced Standing or Reserve Graduate credit (to be determined by the student and their advisor):
| Code | Title | Credits |
|---|---|---|
| EDCI 516 | Bilingualism and Language Acquisition Research | 3 |
| EDCI 520 | Assessment of Language Learners | 3 |
| EDCI 560 | Methods of Teaching in Foreign/World Languages | 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 |
For more detailed information on coursework and timeline requirements, see AP.6.7 Bachelor's/Accelerated Master's Degree policies.