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

Banner Code: E1-MED-CRIN

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)

The ASTL Concentrations are for practicing teachers and other educators with one or more years of teaching experience who want to continue to grow professionally. The program is comprised of two components: 12 credits in Education Core focused on advanced pedagogy and professional learning, plus 18-21 credits in an area of specialization, called the Concentration. The successful completion of these two program components comprises the master’s degree. All 18 Concentrations provide advanced, graduate-level coursework taught by experienced faculty in that specialization area. The courses, aligned with the National Board for Professional Teaching Standards, help teachers think and practice as board-certified teachers. The program develops teacher-leaders who take an inquiry stance on their educational practice and lead from the classroom and beyond as they contribute to ongoing school improvement and educational change. While developing expertise in a content area and increasing their understanding of culturally and linguistically diverse students and families, teachers reflect critically on issues of equity and social justice and use systematic inquiry to inform decision-making and effect change.

Experienced teachers and other educators with or without a master's degree may apply for the master's degree program. The ASTL program also provides an option for teachers who to earn a Gifted Education Graduate Certificate.

MEd Requirements Common to all ASTL Concentrations

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

Concentration in ASTL: Advanced International Baccalaureate 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

EDUC 621Teaching and Learning in the International Baccalaureate Programme3
EDUC 622Curriculum Development across IB Programs3
EDUC 623Models and Strategies for Teaching and Learning in IB Schools3
EDUC 624Assessment and Learning in IB Schools3
EDUC 626Inquiry into Action: IB Teachers, Learners, and Schools3
EDUC 627Contemporary Issues and Trends in IB3
Total Credits18

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

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

Coursework

EDIT 780Principles of School-Based Design3
EDIT 781Designing for Information Using3
EDIT 782Designing for Literacy3
EDIT 783Designing for Problem Solving3
EDIT 784Designing for Community Participation3
EDIT 787Teacher Leadership and Advocacy for Digital Learning3
Total Credits18

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.

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
Elementary Reading, Curriculum, Strategies for Students Who Access the General Education Curriculum
Secondary Curriculum and Strategies for Students with Disabilities who Access the General Curriculum
Consultation and Collaboration
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 Credits18

Concentration in ASTL: Early Childhood Education (AECE)

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

Coursework

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

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

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

Concentration in ASTL: 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

Literature 1
Select 6 credits from the following:6
Topics in Medieval French Literature and Culture
Topics in Renaissance French Literature and Culture
Topics in Seventeenth-Century French Literature and Culture
Topics in Eighteenth-Century French Literature and Culture
Topics in Nineteenth-Century French Literature and Culture
Topics in Twentieth and Twenty-First-Century French Literature and Culture
Special Topics
Topics in Francophone Sub-Saharan Literature and Culture
Topics in North African Francophone Literature and Culture
Topics in Francophone Caribbean Literature and Culture
Special Topics related to Francophone Literature and Culture
Topics in Quebec and French-Canadian Literature and Culture
Special Topics related to French and Francophone Literature and Culture
Language and Linguistics
Select 6 credits from the following in consultation with an advisor:6
Stylistics
History of the French Language
Advanced Translation
Special Topics Related to the French Language
French and Francophone Cinema
Grammatical Analysis
Electives
Select 6 credits from the courses above or below in consultation with an advisor: 26
Bibliography and Research in Foreign Languages and Literature
Literary Translation
Special Topics
Theory of Translation
Integrating Technology into Language Learning
Basic Issues in Language Pedagogy
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 Credits18

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

SPAN 502Hispanic Sociolinguistics3
SPAN 510Methods of Literary and Cultural Studies3
Electives
Select 12 credits from the following: 112
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
Studies in Spanish American Poetry
Studies in Spanish American Drama
Language Politics and Policy
Methods and Curriculum Design for Teaching Spanish
Advanced Translation
Contemporary Hispanic Institutions
Seminar in Don Quixote
Seminar in Twentieth-Century Drama
Seminar in Twentieth-Century Prose
Seminar in Spanish American Prose
Seminar in Literature and Art
Seminar in Literature and Society
Seminar in Literature and Ideas
Heritage Language Education
Topics in Language Learning and Teaching
Total Credits18

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

EDCI 621Introduction to Gifted and Talented Learners3
EDCI 622Curriculum and Instructional Strategies for Gifted Learners3
EDCI 623Supporting the Social Emotional Needs of Gifted Learners3
EDCI 624Advanced Assessment and Evaluation of Gifted Learners3
Electives6
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 Credits18

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

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 Credits18

Concentration in ASTL: Individualized (AATL)

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

Coursework

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

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

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

Coursework

EDRD 630Literacy Foundations and Instruction for Diverse Populations: Birth through Middle Childhood3
EDRD 631Literacy Foundations and Instruction for Diverse Populations: Adolescence Through Adulthood3
EDRD 632Literacy Assessments and Interventions for Groups3
Electives
Select 9 credits from the following: 19
Supporting English Learners in PK-12 Schools
Literacy Assessments and Interventions for Individuals 2
Supervised Literacy Practicum 2
Consultation and Collaboration
Assessment
Total Credits18

Concentration in ASTL: Literacy: Reading Specialist (ALRS)

This concentration 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 Reading for Virginia Educators: Reading Specialist exam, and at least three years of teaching experience under contract.) Coursework helps teachers develop an in-depth understanding of literacy development across the lifespan, instructional and assessment strategies for individuals and groups of students, and provides preparation as Reading Specialist. Students must earn a B- or higher in all licensure coursework. 

Coursework

EDRD 630Literacy Foundations and Instruction for Diverse Populations: Birth through Middle Childhood3
EDRD 631Literacy Foundations and Instruction for Diverse Populations: Adolescence Through Adulthood3
EDRD 632Literacy Assessments and Interventions for Groups3
EDRD 633Literacy Assessments and Interventions for Individuals 13
EDRD 634School-Based Leadership in Literacy3
EDRD 635School-Based Inquiry in Literacy3
EDRD 637Supervised Literacy Practicum 13
Total Credits21

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

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

Coursework

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

Concentration in ASTL: Physical Education (APED)

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

Coursework

PHED 660Research Reading Seminar in Physical Education3
PHED 670Analysis of Teaching in Physical Education3
PHED 672Curriculum and Assessment in Physical Education3
PHED 673Motor Development for Special Populations3
PHED 680Mentoring and Supervising in Physical Education3
Electives
Select one course from the following: 13
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 Credits18

Concentration in ASTL: Science K-12 (AS12)

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

Coursework

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

Concentration in ASTL: 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

EDCI 660Integrated 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
Total Credits18

Concentration in ASTL: Special Education (ASPE)

This concentration provides advanced expertise for educators, administrators, and other professionals providing services to individuals with special needs. 

Coursework

Select 18 credits of Special Education (EDSE) and/or Assistive Technology (EDAT) coursework in consultation with advisor.18
Total Credits18

Concentration in ASTL: Teacher Leadership (ATL)

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

Coursework

EDLE 610Leading Schools and Communities3
EDLE 620Organizational Theory and Leadership3
EDLE 636Adult Motivation and Conflict Management in Education Settings: A Case Study Approach3
EDLE 690Using Research to Lead School Improvement3
EDEP 591Data-Driven Decision Making for Continuous Educational Improvement3
or EDLE 618 Supervision and Evaluation of Instruction
EDUC 608Teacher Leadership for Professional Learning3
Total Credits18

Assistive Technology

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

Concentration in Assistive Technology (AT)

Coursework

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

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, foreign languages, and elementary education as well as non-licensure options in the fields of IB and TESOL.

Initial Virginia state licensure concentrations include:

  • PK-6 Virginia state licensure in Elementary Education focused specifically on teaching in international school contexts; and
  • PK-12 Virginia state licensure to teach English to Speakers of Other Languages (ESOL);
  • 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

EDCI 510Linguistics for PreK-12 ESOL Teachers3
EDCI 516Bilingualism and Language Acquisition Research3
EDCI 519Methods of Teaching Culturally and Linguistically Diverse Learners3
EDCI 520Assessment of Language Learners3
EDCI 776Consultation and Collaboration in Diverse K-12 Settings3
EDCI 777Research to Practice3
EDCI 793Internship in Education: PK-12 ESL/ESOL Education6
EDRD 515Language and Literacy in Global Contexts3
EDRD 610Content Literacy for English Language Learners, PK-123
EDUC 511Child and Adolescent Development in Global Contexts3
EDUC 537Introduction to Culturally Linguistically Diverse Learners3
Total Credits36

Concentration in English to Speakers of Other Languages (ESOL) Education (PK-12 Non-Licensure) (ESNL)

Coursework

EDCI 510Linguistics for PreK-12 ESOL Teachers3
EDCI 516Bilingualism and Language Acquisition Research3
EDCI 519Methods of Teaching Culturally and Linguistically Diverse Learners3
EDCI 520Assessment of Language Learners3
EDCI 776Consultation and Collaboration in Diverse K-12 Settings3
EDCI 777Research to Practice3
EDRD 515Language and Literacy in Global Contexts3
EDRD 610Content Literacy for English Language Learners, PK-123
EDUC 511Child and Adolescent Development in Global Contexts3
EDUC 537Introduction to Culturally Linguistically Diverse Learners3
Total Credits30

Concentration in Arabic Foreign Language Education (PK-12 Licensure) (ARLE)

Coursework

EDCI 516Bilingualism and Language Acquisition Research3
EDCI 520Assessment of Language Learners3
EDCI 560Methods of Teaching in Foreign/World Languages3
EDCI 684Advanced Methods of Teaching Foreign/Second Languages in PK-12 Schools3
EDCI 776Consultation and Collaboration in Diverse K-12 Settings3
EDCI 777Research to Practice3
EDCI 794Internship in Education: PK-12 Foreign/World Language Education6
EDRD 515Language and Literacy in Global Contexts3
EDRD 620Reading/Writing in Foreign/World Languages3
EDUC 511Child and Adolescent Development in Global Contexts3
EDUC 537Introduction to Culturally Linguistically Diverse Learners3
Total Credits36

Concentration in Chinese Foreign Language Education (PK-12 Licensure) (CHLE)

Coursework

EDCI 516Bilingualism and Language Acquisition Research3
EDCI 520Assessment of Language Learners3
EDCI 560Methods of Teaching in Foreign/World Languages3
EDCI 684Advanced Methods of Teaching Foreign/Second Languages in PK-12 Schools3
EDCI 776Consultation and Collaboration in Diverse K-12 Settings3
EDCI 777Research to Practice3
EDCI 794Internship in Education: PK-12 Foreign/World Language Education6
EDRD 515Language and Literacy in Global Contexts3
EDRD 620Reading/Writing in Foreign/World Languages3
EDUC 511Child and Adolescent Development in Global Contexts3
EDUC 537Introduction to Culturally Linguistically Diverse Learners3
Total Credits36

Concentration in French Foreign Language Education (PK-12 Licensure) (FRLE)

Coursework

EDCI 516Bilingualism and Language Acquisition Research3
EDCI 520Assessment of Language Learners3
EDCI 560Methods of Teaching in Foreign/World Languages3
EDCI 684Advanced Methods of Teaching Foreign/Second Languages in PK-12 Schools3
EDCI 776Consultation and Collaboration in Diverse K-12 Settings3
EDCI 777Research to Practice3
EDCI 794Internship in Education: PK-12 Foreign/World Language Education6
EDRD 515Language and Literacy in Global Contexts3
EDRD 620Reading/Writing in Foreign/World Languages3
EDUC 511Child and Adolescent Development in Global Contexts3
EDUC 537Introduction to Culturally Linguistically Diverse Learners3
Total Credits36

Concentration in German Foreign Language Education (PK-12 Licensure) (GELE)

Coursework

EDCI 516Bilingualism and Language Acquisition Research3
EDCI 520Assessment of Language Learners3
EDCI 560Methods of Teaching in Foreign/World Languages3
EDCI 684Advanced Methods of Teaching Foreign/Second Languages in PK-12 Schools3
EDCI 776Consultation and Collaboration in Diverse K-12 Settings3
EDCI 777Research to Practice3
EDCI 794Internship in Education: PK-12 Foreign/World Language Education6
EDRD 515Language and Literacy in Global Contexts3
EDRD 620Reading/Writing in Foreign/World Languages3
EDUC 511Child and Adolescent Development in Global Contexts3
EDUC 537Introduction to Culturally Linguistically Diverse Learners3
Total Credits36

Concentration in Japanese Foreign Language Education (PK-12 Licensure) (JALE)

Coursework

EDCI 516Bilingualism and Language Acquisition Research3
EDCI 520Assessment of Language Learners3
EDCI 560Methods of Teaching in Foreign/World Languages3
EDCI 684Advanced Methods of Teaching Foreign/Second Languages in PK-12 Schools3
EDCI 776Consultation and Collaboration in Diverse K-12 Settings3
EDCI 777Research to Practice3
EDCI 794Internship in Education: PK-12 Foreign/World Language Education6
EDRD 515Language and Literacy in Global Contexts3
EDRD 620Reading/Writing in Foreign/World Languages3
EDUC 511Child and Adolescent Development in Global Contexts3
EDUC 537Introduction to Culturally Linguistically Diverse Learners3
Total Credits36

Concentration in Korean Foreign Language Education (PK-12 Licensure) (KOLE)

Coursework

EDCI 516Bilingualism and Language Acquisition Research3
EDCI 520Assessment of Language Learners3
EDCI 560Methods of Teaching in Foreign/World Languages3
EDCI 684Advanced Methods of Teaching Foreign/Second Languages in PK-12 Schools3
EDCI 776Consultation and Collaboration in Diverse K-12 Settings3
EDCI 777Research to Practice3
EDCI 794Internship in Education: PK-12 Foreign/World Language Education6
EDRD 515Language and Literacy in Global Contexts3
EDRD 620Reading/Writing in Foreign/World Languages3
EDUC 511Child and Adolescent Development in Global Contexts3
EDUC 537Introduction to Culturally Linguistically Diverse Learners3
Total Credits36

Concentration in Latin Foreign Language Education (PK-12 Licensure) (LALE)

Coursework

EDCI 516Bilingualism and Language Acquisition Research3
EDCI 520Assessment of Language Learners3
EDCI 560Methods of Teaching in Foreign/World Languages3
EDCI 684Advanced Methods of Teaching Foreign/Second Languages in PK-12 Schools3
EDCI 776Consultation and Collaboration in Diverse K-12 Settings3
EDCI 777Research to Practice3
EDCI 794Internship in Education: PK-12 Foreign/World Language Education6
EDRD 515Language and Literacy in Global Contexts3
EDRD 620Reading/Writing in Foreign/World Languages3
EDUC 511Child and Adolescent Development in Global Contexts3
EDUC 537Introduction to Culturally Linguistically Diverse Learners3
Total Credits36

Concentration in Spanish Foreign Language Education (PK-12 Licensure) (SPLE)

Coursework

EDCI 516Bilingualism and Language Acquisition Research3
EDCI 520Assessment of Language Learners3
EDCI 560Methods of Teaching in Foreign/World Languages3
EDCI 684Advanced Methods of Teaching Foreign/Second Languages in PK-12 Schools3
EDCI 776Consultation and Collaboration in Diverse K-12 Settings3
EDCI 777Research to Practice3
EDCI 794Internship in Education: PK-12 Foreign/World Language Education6
EDRD 515Language and Literacy in Global Contexts3
EDRD 620Reading/Writing in Foreign/World Languages3
EDUC 511Child and Adolescent Development in Global Contexts3
EDUC 537Introduction to Culturally Linguistically Diverse Learners3
Total Credits36

Concentration in International Baccalaureate (IB) Education (IBE)

EDCI 776Consultation and Collaboration in Diverse K-12 Settings3
EDCI 777Research to Practice3
EDRD 515Language and Literacy in Global Contexts3
EDUC 511Child and Adolescent Development in Global Contexts3
EDUC 537Introduction to Culturally Linguistically Diverse Learners3
EDUC 621Teaching and Learning in the International Baccalaureate Programme3
EDUC 622Curriculum Development across IB Programs3
EDUC 623Models and Strategies for Teaching and Learning in IB Schools3
EDUC 624Assessment and Learning in IB Schools3
EDUC 626Inquiry into Action: IB Teachers, Learners, and Schools3
Total Credits30

Concentration in International Elementary Education (PK-6 Licensure) (IEEP)

EDCI 776Consultation and Collaboration in Diverse K-12 Settings3
EDCI 777Research to Practice3
EDCI 792Internship in Education: PK-6 International Elementary Education6
EDRD 515Language and Literacy in Global Contexts3
EDUC 511Child and Adolescent Development in Global Contexts3
EDUC 512Teaching Elementary Social Studies in International Schools3
EDUC 513Teaching Elementary Math in International Schools3
EDUC 514Teaching Elementary Science in International Schools3
EDUC 516Language Across the Elementary International School Curriculum3
EDUC 520Elementary Curriculum, Instruction, and Assessment in International Schools3
EDUC 537Introduction to Culturally Linguistically Diverse Learners3
Total Credits36

Concentration in Teaching English to Speakers of Other Languages (TESOL)(PK-Adult Non-Licensure) (TEOL)

EDCI 580Human Development and Learning3
EDCI 581Understanding Culturally and Linguistically Diverse Learners3
EDCI 582Foundations in Language and Literacy3
EDCI 583Research and Practice with Bi-Multilingual Learners3
EDCI 584Linguistics for TESOL Professionals3
EDCI 585TESOL Methodology3
EDCI 586Assessment in English Language Teaching3
EDCI 587Content Literacy in English Language Teaching3
EDCI 588Consultation and Collaboration in Educational Settings3
EDCI 589Cultural and Linguistic Inquiry in TESOL3
Total Credits30

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

ECED 501Developmental Pathways of Diverse Learners, Birth-Adolescence3
ECED 503Inclusive Curriculum for Young Learners: Planning Instruction and Guidance3
ECED 504Engaging Families of Diverse Young Learners3
ECED 511Assessment of Diverse Young Learners3
Select one course from the following:3
Frameworks for Early Childhood Education
Applied and Teacher Research in Early Childhood Education
Policy Perspectives in Early Childhood Education
Electives
Select 15 credits from graduate ECED courses or courses approved by an academic advisor15
Total Credits30

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

ECED 501Developmental Pathways of Diverse Learners, Birth-Adolescence3
ECED 502Foundations of Language and Literacy for Diverse Prekindergarten and Kindergarten Learners3
ECED 503Inclusive Curriculum for Young Learners: Planning Instruction and Guidance3
ECED 504Engaging Families of Diverse Young Learners3
ECED 511Assessment of Diverse Young Learners3
ECED 512Language and Literacy Assessment and Instruction for Diverse Primary Grade Learners3
ECED 513Integrating Social Studies Across the Content Areas for Diverse Young Learners3
ECED 515Mathematics for Diverse Young Learners3
ECED 516Science for Diverse Young Learners3
ECED 781Seminar in Early Childhood Education3
ECED 788Internship in Early Childhood Education Prekindergarten-Third Grade6
Total Credits36

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. 

Coursework

ELED 544Introduction to Elementary Methods and Management3
ELED 545Differentiating Elementary Methods and Management3
ELED 552Mathematics Methods for the Elementary Classroom3
ELED 553Science Methods for the Elementary Classroom3
ELED 554Methods of Teaching Social Studies and Integrating Fine Arts in the Elementary Classroom3
ELED 555Literacy Teaching and Learning in Diverse Elementary Classrooms I3
ELED 556Literacy Teaching and Learning in Diverse Elementary Classrooms II3
ELED 559Research and Assessment in Elementary Education1-3
ELED 790Internship in Elementary Education 11-6
ELED 542Foundations of Elementary Education3
ELED 543Children, Family, Culture, and Schools, ages 4-12 Years3
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 Credits32-39

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

EDIT 760Blended and Online Teachers and Learners1
EDIT 761Models of Blended and Online Learning2
EDIT 762Quality K-12 Blended and Online Learning1
EDIT 763Tools for K-12 Blended and Online Learning2
EDIT 764Blended and Online Communication3
Select one course from the following:3
Designing K-12 Blended and Online Learning
Designing School-Based Digital Learning
Total Credits12

Specialization

Select one of the following areas of specialization:

Blended and Online Learning in Schools Specialization
EDIT 765Facilitating K-12 Blended and Online Learning2
EDIT 766Understanding Blended and Online Presence2
EDIT 768K-12 Online Design I1
EDIT 769K-12 Online Design II1
EDIT 791Project Development Practicum I6
EDIT 792Project Development Practicum II6
Total Credits18
Designing Digital Learning in Schools Specialization
EDIT 780Principles of School-Based Design3
EDIT 781Designing for Information Using3
EDIT 782Designing for Literacy3
EDIT 783Designing for Problem Solving3
EDIT 784Designing for Community Participation3
EDIT 787Teacher Leadership and Advocacy for Digital Learning3
Total Credits18

Literacy/Reading

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

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

This concentration is designed for teachers with at least 1 year of classroom experience and includes a 21-credit sequence of courses in literacy/reading instruction and leadership, 3 credits in research methodology, and 9 credits in courses related to diverse learners (English as a second language [ESL], special education, or an individualized program). Completion of all requirements earns students a master's degree in curriculum and instruction plus eligibility for the K-12 Reading Specialist endorsement in Virginia. (Additional state licensure requirements include an initial teaching license, a satisfactory score on the Reading for Virginia Educators: Reading Specialist exam, and at least 3 years of teaching experience under contract). Some coursework in ESL and/or special education may be applied toward add-on licenses in those areas.

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

Coursework

EDRD 630Literacy Foundations and Instruction for Diverse Populations: Birth through Middle Childhood3
EDRD 631Literacy Foundations and Instruction for Diverse Populations: Adolescence Through Adulthood3
EDRD 632Literacy Assessments and Interventions for Groups3
EDRD 633Literacy Assessments and Interventions for Individuals 13
EDRD 634School-Based Leadership in Literacy3
EDRD 635School-Based Inquiry in Literacy3
EDRD 637Supervised Literacy Practicum 13
EDRS 590Education Research3
or EDSE 590 Special Education Research
Electives
Select three courses from the following: 29
Introduction to Assistive Technology
Universal Design for Learning
Linguistics for PreK-12 ESOL Teachers
Bilingualism and Language Acquisition Research
Methods of Teaching Culturally and Linguistically Diverse Learners
Teaching Young Adult Literacy in a Multicultural Setting
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
Introduction to Special Education
Classroom Management and Applied Behavior Analysis
Computer Applications for Special Populations
Characteristics of Students with Disabilities who Access the General Curriculum
Principles and Procedures of Behavior Analysis
Elementary Reading, Curriculum, Strategies for Students Who Access the General Education Curriculum
Secondary Curriculum and Strategies for Students with Disabilities who Access the General Curriculum
Introduction to Culturally Linguistically Diverse Learners
Perspectives on Exceptl Tching
Total Credits33

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

EDCI 644Mathematics Learning and Assessment (K-8)3
EDCI 645Curriculum Development in Mathematics Education3
EDCI 646Mathematics Education Leadership for School Change3
EDCI 666Research in Mathematics Teaching3
EDCI 702Internship in Mathematics Education3
MATH 610Number Systems and Number Theory for K-8 Teachers3
MATH 611Geometry and Measurement for K-8 Teachers3
MATH 612Probability and Statistics for K-8 Teachers3
MATH 613Algebra and Functions for K-8 Teachers3
MATH 614Rational Numbers and Proportional Reasoning for K-8 Teachers3
Total Credits30

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.

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

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

Concentration in Secondary Education Biology (SECB)

EDRD 619Literacy in the Content Areas3
EDUC 547Scientific Inquiry and the Nature of Science3
SEED 522Foundations of Secondary Education3
SEED 540Human Development and Learning: Secondary Education3
SEED 573Teaching Science in the Secondary School3
SEED 673Advanced Methods of Teaching Science in the Secondary School3
SEED 675Research in Secondary Education3
SEED 791Internship Seminar in Secondary Teaching2
Six credits of6
Internship: Secondary Education Science
Electives
Select six credits from the following: 16
Special Topics in Education
Assessing Learning and Teaching in the Secondary School Classroom
Total Credits35

Concentration in Secondary Education Chemistry (SECC)

EDRD 619Literacy in the Content Areas3
EDUC 547Scientific Inquiry and the Nature of Science3
SEED 522Foundations of Secondary Education3
SEED 540Human Development and Learning: Secondary Education3
SEED 573Teaching Science in the Secondary School3
SEED 673Advanced Methods of Teaching Science in the Secondary School3
SEED 675Research in Secondary Education3
SEED 791Internship Seminar in Secondary Teaching2
Six credits of6
Internship: Secondary Education Science
Electives
Select six credits from the following: 16
Special Topics in Education
Assessing Learning and Teaching in the Secondary School Classroom
Total Credits35

Concentration in Secondary Education Computer Science (SECO)

EDRD 619Literacy in the Content Areas3
SEED 522Foundations of Secondary Education3
SEED 540Human Development and Learning: Secondary Education3
SEED 566Teaching Computer Science in the Secondary School3
SEED 675Research in Secondary Education3
SEED 676Advanced Methods of Teaching Computer Science in the Secondary School3
SEED 791Internship Seminar in Secondary Teaching2
Six credits of6
Internship: Secondary Education Computer Science
Electives
Select nine credits from the following: 19
Special Topics in Education
Assessing Learning and Teaching in the Secondary School Classroom
Total Credits35

Concentration in Secondary Education Earth Science (SECS)

EDRD 619Literacy in the Content Areas3
EDUC 547Scientific Inquiry and the Nature of Science3
SEED 522Foundations of Secondary Education3
SEED 540Human Development and Learning: Secondary Education3
SEED 573Teaching Science in the Secondary School3
SEED 673Advanced Methods of Teaching Science in the Secondary School3
SEED 675Research in Secondary Education3
SEED 791Internship Seminar in Secondary Teaching2
Six credits of6
Internship: Secondary Education Science
Electives
Select six credits from the following: 16
Special Topics in Education
Assessing Learning and Teaching in the Secondary School Classroom
Total Credits35

Concentration in Secondary Education English (SECE)

EDRD 619Literacy in the Content Areas3
SEED 502Young Adult Literature in Multicultural Settings3
SEED 522Foundations of Secondary Education3
SEED 540Human Development and Learning: Secondary Education3
SEED 569Teaching English in the Secondary School3
SEED 669Advanced Methods of Teaching English in the Secondary School3
SEED 675Research in Secondary Education3
SEED 791Internship Seminar in Secondary Teaching2
Six credits of6
Internship: Secondary Education English
Electives
Select six credits from the following: 16
Special Topics in Education
Assessing Learning and Teaching in the Secondary School Classroom
Total Credits35

Concentration in Secondary Education History and Social Science (SECH)

EDRD 619Literacy in the Content Areas3
SEED 522Foundations of Secondary Education3
SEED 540Human Development and Learning: Secondary Education3
SEED 567Teaching Social Studies in the Secondary School3
SEED 667Advanced Methods of Teaching Social Sciences in the Secondary School3
SEED 675Research in Secondary Education3
SEED 791Internship Seminar in Secondary Teaching2
Six credits of6
Internship: Secondary Education Social Studies
Electives
Select nine credits from the following: 19
Special Topics in Education
Assessing Learning and Teaching in the Secondary School Classroom
Total Credits35

Concentration in Secondary Education Mathematics (SECM)

EDRD 619Literacy in the Content Areas3
SEED 522Foundations of Secondary Education3
SEED 540Human Development and Learning: Secondary Education3
SEED 572Teaching Mathematics in the Secondary School3
SEED 672Advanced Methods of Teaching Mathematics in the Secondary School3
SEED 675Research in Secondary Education3
SEED 791Internship Seminar in Secondary Teaching2
Six credits of6
Internship: Secondary Education Math
Electives
Select nine credits from the following: 19
Special Topics in Education
Assessing Learning and Teaching in the Secondary School Classroom
Total Credits35

Concentration in Secondary Education Physics (SECP)

EDRD 619Literacy in the Content Areas3
EDUC 547Scientific Inquiry and the Nature of Science3
SEED 522Foundations of Secondary Education3
SEED 540Human Development and Learning: Secondary Education3
SEED 573Teaching Science in the Secondary School3
SEED 673Advanced Methods of Teaching Science in the Secondary School3
SEED 675Research in Secondary Education3
SEED 791Internship Seminar in Secondary Teaching2
Six credits of6
Internship: Secondary Education Science
Electives
Select six credits from the following: 16
Special Topics in Education
Assessing Learning and Teaching in the Secondary School Classroom
Total Credits35

Transformative Teaching

Concentration in Transformative Teaching (TTCH)

The Transformative Teaching program is a unique fully online, 30-credit master’s degree cohort program for working educators who want to further develop their anti-racist, social justice-oriented teaching and leadership skills. The program offers a seamless experience between your work as an educator and your engagement with the course material and participation in the cohort. We build a learning community through a thoughtful sequence of courses and a core faculty team that supports and scaffolds the development of cohort members throughout the 2-years. 

The program provides experienced educators with opportunities that help them to: (1) continually identify and rethink the routines and assumptions that shape their work;  (2) critically reflect upon and improve their practice with the support of a learning community of peers and faculty (3) design thoughtful and constructive responses to the obstacles that inhibit teaching and student learning; (4) develop the skills and dispositions to commit to a career as an educator; and (5) be leaders in their schools, their professional associations, and their communities as anti-racist, civically-engaged advocates for educators and students.

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

Coursework

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

EDRD 619Literacy in the Content Areas3
EDUC 547Scientific Inquiry and the Nature of Science3
SEED 522Foundations of Secondary Education3
SEED 540Human Development and Learning: Secondary Education3
SEED 573Teaching Science in the Secondary School3
SEED 673Advanced Methods of Teaching Science in the Secondary School3
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):

EDRD 619Literacy in the Content Areas3
EDUC 547Scientific Inquiry and the Nature of Science3
SEED 522Foundations of Secondary Education3
SEED 540Human Development and Learning: Secondary Education3
SEED 573Teaching Science in the Secondary School3
SEED 673Advanced Methods of Teaching Science in the Secondary School3
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):

EDRD 619Literacy in the Content Areas3
SEED 522Foundations of Secondary Education3
SEED 540Human Development and Learning: Secondary Education3
SEED 566Teaching Computer Science in the Secondary School3
SEED 676Advanced Methods of Teaching Computer Science in the Secondary School3
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):

EDCI 570Teaching Young Adult Literacy in a Multicultural Setting3
EDRD 619Literacy in the Content Areas3
SEED 522Foundations of Secondary Education3
SEED 540Human Development and Learning: Secondary Education3
SEED 569Teaching English in the Secondary School3
SEED 669Advanced Methods of Teaching English in the Secondary School3
SEED approved elective

For more detailed information on coursework and timeline requirements, see AP.6.7 Bachelor's/Accelerated Master's Degree policies. 

Geology, 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 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):

EDRD 619Literacy in the Content Areas3
EDUC 547Scientific Inquiry and the Nature of Science3
SEED 522Foundations of Secondary Education3
SEED 540Human Development and Learning: Secondary Education3
SEED 573Teaching Science in the Secondary School3
SEED 673Advanced Methods of Teaching Science in the Secondary School3
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):

EDRD 619Literacy in the Content Areas3
SEED 522Foundations of Secondary Education3
SEED 540Human Development and Learning: Secondary Education3
SEED 567Teaching Social Studies in the Secondary School3
SEED 667Advanced Methods of Teaching Social Sciences in the Secondary School3
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):

EDRD 619Literacy in the Content Areas3
SEED 522Foundations of Secondary Education3
SEED 540Human Development and Learning: Secondary Education3
SEED 567Teaching Social Studies in the Secondary School3
SEED 667Advanced Methods of Teaching Social Sciences in the Secondary School3
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):

EDRD 619Literacy in the Content Areas3
SEED 522Foundations of Secondary Education3
SEED 540Human Development and Learning: Secondary Education3
SEED 572Teaching Mathematics in the Secondary School3
SEED 672Advanced Methods of Teaching Mathematics in the Secondary School3
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):

EDRD 619Literacy in the Content Areas3
EDUC 547Scientific Inquiry and the Nature of Science3
SEED 522Foundations of Secondary Education3
SEED 540Human Development and Learning: Secondary Education3
SEED 573Teaching Science in the Secondary School3
SEED 673Advanced Methods of Teaching Science in the Secondary School3
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

Highly-qualified undergraduates may be admitted to the bachelor's/accelerated master's program and obtain a BA or BS in any degree area and an MEd in Curriculum and Instruction (Arabic Foreign Language Education (PK-12 Licensure) concentration) in an accelerated time-frame after satisfactory completion of a minimum of 144 credits.

See AP.6.7 Bachelor's/Accelerated Master's Degree for policies related to this program.

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

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 which can be taken as Advanced Standing or Reserve Graduate credit (to be determined by the student and their advisor):

EDCI 516Bilingualism and Language Acquisition Research3
EDCI 520Assessment of Language Learners3
EDCI 560Methods of Teaching in Foreign/World Languages3
EDRD 515Language and Literacy in Global Contexts3
EDUC 511Child and Adolescent Development in Global Contexts3
EDUC 537Introduction to Culturally Linguistically Diverse Learners3
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 (Chinese Foreign Language Education (PK-12 Licensure) Concentration)

Overview

Highly-qualified undergraduates may be admitted to the bachelor's/accelerated master's program and obtain a BA or BS in any degree area and an MEd in Curriculum and Instruction (Chinese Foreign Language Education (PK-12 Licensure) concentration) in an accelerated time-frame after satisfactory completion of a minimum of 144 credits.

See AP.6.7 Bachelor's/Accelerated Master's Degree for policies related to this program.

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

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 which can be taken as Advanced Standing or Reserve Graduate credit (to be determined by the student and their advisor):

EDCI 516Bilingualism and Language Acquisition Research3
EDCI 520Assessment of Language Learners3
EDCI 560Methods of Teaching in Foreign/World Languages3
EDRD 515Language and Literacy in Global Contexts3
EDUC 511Child and Adolescent Development in Global Contexts3
EDUC 537Introduction to Culturally Linguistically Diverse Learners3
                                                                                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 (Licensure) Concentration)

Overview

Highly-qualified undergraduates may be admitted to the bachelor's/accelerated master's program and obtain a BA or BS in any degree area and an MEd in Curriculum and Instruction (Early Childhood Education for Diverse Learners (Licensure) concentration) in an accelerated time-frame after completion of 144 credits.

See AP.6.7 Bachelor's/Accelerated Master's Degree for policies related to this program.

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

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)
ECED 501Developmental Pathways of Diverse Learners, Birth-Adolescence3
ECED 502Foundations of Language and Literacy for Diverse Prekindergarten and Kindergarten Learners3
ECED 503Inclusive Curriculum for Young Learners: Planning Instruction and Guidance3
ECED 504Engaging Families of Diverse Young Learners3
ECED 512Language and Literacy Assessment and Instruction for Diverse Primary Grade Learners3
ECED 513Integrating Social Studies Across the Content Areas for Diverse Young Learners3
ECED 515Mathematics for Diverse Young Learners3
ECED 516Science for Diverse Young Learners3
ECED approved elective
Reserve Graduate Credit Courses (up to 6 credits)
ECED 504Engaging Families of Diverse Young Learners3
ECED 511Assessment of Diverse Young Learners3
ECED 512Language and Literacy Assessment and Instruction for Diverse Primary Grade Learners3
ECED 513Integrating Social Studies Across the Content Areas for Diverse Young Learners3
ECED 515Mathematics for Diverse Young Learners3
ECED 516Science for Diverse Young Learners3
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

Highly-qualified undergraduates may be admitted to the bachelor's/accelerated master's program and obtain a BA or BS in any degree area and an MEd in Curriculum and Instruction (Early Childhood Education for Diverse Learners (Non-Licensure) concentration) in an accelerated time-frame after completion of 138 credits.

See AP.6.7 Bachelor's/Accelerated Master's Degree for policies related to this program.

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

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)
ECED 501Developmental Pathways of Diverse Learners, Birth-Adolescence3
ECED 502Foundations of Language and Literacy for Diverse Prekindergarten and Kindergarten Learners3
ECED 503Inclusive Curriculum for Young Learners: Planning Instruction and Guidance3
ECED 504Engaging Families of Diverse Young Learners3
ECED 505Introduction to Early Childhood Special Education3
ECED 506Medical and Developmental Aspects of Disabilities of Diverse Young Learners3
ECED 512Language and Literacy Assessment and Instruction for Diverse Primary Grade Learners3
ECED 513Integrating Social Studies Across the Content Areas for Diverse Young Learners3
ECED 515Mathematics for Diverse Young Learners3
ECED 516Science for Diverse Young Learners3
ECED 522Developing Language, Literacy, and Communication of Diverse Infants and Toddlers3
ECED 523Early Intervention for Infants Toddlers with Disabilities: Collaborative Consultative Approaches3
ECED approved elective
Reserve Graduate Credit Courses (up to 6 credits)
ECED 505Introduction to Early Childhood Special Education3
ECED 506Medical and Developmental Aspects of Disabilities of Diverse Young Learners3
ECED 511Assessment of Diverse Young Learners3
ECED 512Language and Literacy Assessment and Instruction for Diverse Primary Grade Learners3
ECED 513Integrating Social Studies Across the Content Areas for Diverse Young Learners3
ECED 515Mathematics for Diverse Young Learners3
ECED 516Science for Diverse Young Learners3
ECED 522Developing Language, Literacy, and Communication of Diverse Infants and Toddlers3
ECED 523Early Intervention for Infants Toddlers with Disabilities: Collaborative Consultative Approaches3
ECED 597Special Topics in Early Childhood Education1-3
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

Highly-qualified undergraduates may be admitted to the bachelor's/accelerated master's program and obtain a BA or BS in any degree area and an MEd in Curriculum and Instruction (Elementary Education concentration) in an accelerated time-frame after satisfactory completion of 138 credits.

See AP.6.7 Bachelor's/Accelerated Master's Degree for policies related to this program.

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

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)
ELED 542Foundations of Elementary Education3
ELED 543Children, Family, Culture, and Schools, ages 4-12 Years3
ELED 544Introduction to Elementary Methods and Management3
ELED 555Literacy Teaching and Learning in Diverse Elementary Classrooms I3
 
Reserve Graduate Credit Courses (up to 6 credits)
ELED 545Differentiating Elementary Methods and Management3
ELED 552Mathematics Methods for the Elementary Classroom3
ELED 553Science Methods for the Elementary Classroom3
ELED 554Methods of Teaching Social Studies and Integrating Fine Arts in the Elementary Classroom3
ELED 556Literacy Teaching and Learning in Diverse Elementary Classrooms II3
 
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 Licensure) Concentration)

Overview

Highly-qualified undergraduates may be admitted to the bachelor's/accelerated master's program and obtain a BA or BS in any degree area and an MEd in Curriculum and Instruction (English to Speakers of Other Languages (ESOL) Education (PK-12 Licensure) concentration) in an accelerated time-frame after satisfactory completion of 144 credits.

See AP.6.7 Bachelor's/Accelerated Master's Degree for policies related to this program.

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

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 which can be taken as Advanced Standing or Reserve Graduate credit (to be determined by the student and their advisor):

EDCI 510Linguistics for PreK-12 ESOL Teachers3
EDCI 516Bilingualism and Language Acquisition Research3
EDCI 519Methods of Teaching Culturally and Linguistically Diverse Learners3
EDRD 515Language and Literacy in Global Contexts3
EDUC 511Child and Adolescent Development in Global Contexts3
EDUC 537Introduction to Culturally Linguistically Diverse Learners3

 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

Highly-qualified undergraduates may be admitted to the bachelor's/accelerated master's program and obtain a BA or BS in any degree area and an MEd in Curriculum and Instruction (English to Speakers of Other Languages (ESOL) Education (PK-12 Non-Licensure) concentration) in an accelerated time-frame after satisfactory completion of 138 credits.

See AP.6.7 Bachelor's/Accelerated Master's Degree for policies related to this program.

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

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 which can be taken as Advanced Standing or Reserve Graduate credit (to be determined by the student and their advisor):

EDCI 510Linguistics for PreK-12 ESOL Teachers3
EDCI 516Bilingualism and Language Acquisition Research3
EDCI 519Methods of Teaching Culturally and Linguistically Diverse Learners3
EDRD 515Language and Literacy in Global Contexts3
EDUC 511Child and Adolescent Development in Global Contexts3
EDUC 537Introduction to Culturally Linguistically Diverse Learners3

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

Highly-qualified undergraduates may be admitted to the bachelor's/accelerated master's program and obtain a BA or BS in any degree area and an MEd in Curriculum and Instruction Instruction, (French Foreign Language Education (PK-12 Licensure) concentration) in an accelerated time-frame after satisfactory completion of a minimum of 144 credits.

See AP.6.7 Bachelor's/Accelerated Master's Degree for policies related to this program.

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

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 which can be taken as Advanced Standing or Reserve Graduate credit (to be determined by the student and their advisor):

EDCI 516Bilingualism and Language Acquisition Research3
EDCI 520Assessment of Language Learners3
EDCI 560Methods of Teaching in Foreign/World Languages3
EDRD 515Language and Literacy in Global Contexts3
EDUC 511Child and Adolescent Development in Global Contexts3
EDUC 537Introduction to Culturally Linguistically Diverse Learners3

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 (German Foreign Language Education (PK-12 Licensure) Concentration)

Overview

Highly-qualified undergraduates may be admitted to the bachelor's/accelerated master's program and obtain a BA or BS in any degree area and an MEd in Curriculum and Instruction (German Foreign Language Education (PK-12 Licensure) concentration) in an accelerated time-frame after satisfactory completion of 144 credits.

See AP.6.7 Bachelor's/Accelerated Master's Degree for policies related to this program.

Students in an accelerated degree option 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 (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 which can be taken as Advanced Standing or Reserve Graduate credit (to be determined by the student and their advisor):

EDCI 516Bilingualism and Language Acquisition Research3
EDCI 520Assessment of Language Learners3
EDCI 560Methods of Teaching in Foreign/World Languages3
EDRD 515Language and Literacy in Global Contexts3
EDUC 511Child and Adolescent Development in Global Contexts3
EDUC 537Introduction to Culturally Linguistically Diverse Learners3

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 (Japanese Foreign Language Education (PK-12 Licensure) Concentration)

Overview

Highly-qualified undergraduates may be admitted to the bachelor's/accelerated master's program and obtain a BA or BS in any degree area and an MEd in Curriculum and Instruction, (Japanese Foreign Language Education (PK-12 Licensure) concentration) in an accelerated time-frame after satisfactory completion of 144 credits.

See AP.6.7 Bachelor's/Accelerated Master's Degree for policies related to this program.

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

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 which can be taken as Advanced Standing or Reserve Graduate credit (to be determined by the student and their advisor):

EDCI 516Bilingualism and Language Acquisition Research3
EDCI 520Assessment of Language Learners3
EDCI 560Methods of Teaching in Foreign/World Languages3
EDRD 515Language and Literacy in Global Contexts3
EDUC 511Child and Adolescent Development in Global Contexts3
EDUC 537Introduction to Culturally Linguistically Diverse Learners3

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 (Korean Foreign Language Education (PK-12 Licensure) Concentration)

Overview

Highly-qualified undergraduates may be admitted to the bachelor's/accelerated master's program and obtain a BA or BS in any degree area and an MEd in Curriculum and Instruction (Korean Foreign Language Education (PK-12 Licensure) concentration) in an accelerated time-frame after satisfactory completion of 144 credits.

See AP.6.7 Bachelor's/Accelerated Master's Degree for policies related to this program.

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

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 which can be taken as Advanced Standing or Reserve Graduate credit (to be determined by the student and their advisor):

EDCI 516Bilingualism and Language Acquisition Research3
EDCI 520Assessment of Language Learners3
EDCI 560Methods of Teaching in Foreign/World Languages3
EDRD 515Language and Literacy in Global Contexts3
EDUC 511Child and Adolescent Development in Global Contexts3
EDUC 537Introduction to Culturally Linguistically Diverse Learners3

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

Highly-qualified undergraduates may be admitted to the bachelor's/accelerated master's program and obtain a BA or BS in any degree area and an MEd in Curriculum and Instruction (Latin Foreign Language Education (PK-12 Licensure) concentration) in an accelerated time-frame after satisfactory completion of 144 credits.

See AP.6.7 Bachelor's/Accelerated Master's Degree for policies related to this program.

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

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 which can be taken as Advanced Standing or Reserve Graduate credit (to be determined by the student and their advisor):

EDCI 516Bilingualism and Language Acquisition Research3
EDCI 520Assessment of Language Learners3
EDCI 560Methods of Teaching in Foreign/World Languages3
EDRD 515Language and Literacy in Global Contexts3
EDUC 511Child and Adolescent Development in Global Contexts3
EDUC 537Introduction to Culturally Linguistically Diverse Learners3

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 (Spanish Foreign Language Education (PK-12 Licensure) Concentration)

Overview

Highly-qualified undergraduates may be admitted to the bachelor's/accelerated master's program and obtain a BA or BS in any degree area and an MEd in Curriculum and Instruction (Spanish Foreign Language Education (PK-12 Licensure) concentration) in an accelerated time-frame after satisfactory completion of 144 credits.

See AP.6.7 Bachelor's/Accelerated Master's Degree for policies related to this program.

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

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 which can be taken as Advanced Standing or Reserve Graduate credit (to be determined by the student and their advisor):

EDCI 516Bilingualism and Language Acquisition Research3
EDCI 520Assessment of Language Learners3
EDCI 560Methods of Teaching in Foreign/World Languages3
EDRD 515Language and Literacy in Global Contexts3
EDUC 511Child and Adolescent Development in Global Contexts3
EDUC 537Introduction to Culturally Linguistically Diverse Learners3

For more detailed information on coursework and timeline requirements, see AP.6.7 Bachelor's/Accelerated Master's Degree policies.