MA in Education

This required gateway course introduces candidates to the Master of Arts Education program and the expectations of contemporary educational professionals. Students examine program learning outcomes, clarify their professional identity and career goals, and develop a personalized plan of study. Through critical exploration of learner-centered pedagogies, technology-centered learning, and practitioner research traditions, candidates design a relational research question that links their own growth and goals with the needs of students, schools and communities. This course establishes a foundation for sustained evidence-based inquiry, career-long self-development, and reflective practice throughout the program.

Prerequisite: EDUU 600.

This course helps students to develop an understanding of how people process information and learn; studies the history, content and educational applications pertaining to intelligence and thinking dispositions. Students study various learning theories and their implications for instruction. This includes the development of the mind and brain and their role in education.

Prerequisites: EDUU 626, EDUU 606, and all electives.

This culminating capstone course must be taken as the final course in the Master of Arts in Education program after completion of approved plan of study. Candidates synthesize learning from their core and elective coursework to design an action research proposal focused on a clearly defined, relational problem of practice in a professional context. Drawing on learning science, equity-minded pedagogy, and technology-enhanced practice, candidates refine a practitioner research question, develop a feasible action research design, and communicate how their proposed study can drive change and improvement in classrooms, school, and educational organizations.

Prerequisites: Multiple Subject-EDUU 510, EDUU 511, EDUU 512, EDMU 520; Single Subject-EDUU 510, EDUU 511, EDUU 512, EDSU 532; Ed Specialist: EDUU 510, EDUU 511, EDMU 520, EDUU 516; Early Childhood Special Ed: EDUU 639, EDUU 644, EDUU 665, EDUU 666; MMSN and ESN 2025-2026 catalog year and forward- EDUU 511, 512, EDMU 520, and EDSP 541.

**Exceptions will be determined on an individual basis and only when approved by Program Leadership. This course will provide candidates an opportunity to evaluate and synthesize diversity, equity, inclusion, and social justice in educational settings from the local, state, national and global perspectives. Candidates will apply authentic personal and work-related experiences to their coursework as they learn how to navigate different intersectional, cultural, and global educational dilemmas.

This course examines major theories of language acquisition and their practical application in bilingual and multilingual education settings. Students will analyze monolingual- and bilingual-oriented teaching methodologies and evaluate their effectiveness in supporting diverse learners. Emphasis is placed on designing learning environments informed by Krashen’s principles, as well as implementing differentiated instruction, scaffolded tasks, and culturally responsive teaching strategies to support bilingual learners.

Candidates are introduced to the philosophical, psychological, socio-cultural, legal, and historical foundations of School Counseling/Psychology. This course provides an introduction and overview of basic counseling and interpersonal relations skills and concepts. While several different theories will be discussed, this course will focus on the development of basic solution-building skills needed by individuals working in a variety of counseling, educational, and professional settings. Simulated experiences will seek to improve candidates' understanding of and ability to use these skills in professional settings. Also covered will be professional and ethical issues germane to candidates in various disciplines. A minimum of 10 hours of field-based experience (e.g. simulations, video observations, case studies, etc.) are required.