The M.Ed. program is designed to allow students to earn a graduate degree and advanced licensure in the area of Innovation in Education. The program is designed for experienced teachers who are graduates of accredited institutions and initially licensed to teach and is a total of 33 semester credit hours.
M.Ed. Courses (starting Summer 2021):
Core Courses (12 credit hours)
- MED 636 Foundations of Research: This course is designed to develop discriminating consumers of research. Candidates will develop the professional knowledge, skills, and dispositions for critical inquiry, analysis, interpretation, and evaluation of research. Credits 3 s.h. Offered fall.
- MED 761 Leadership and Advocacy: This course is designed for candidates to explore both formal and informal leadership roles for the purpose of constructing supportive learning environments for all learners. The course focuses on the complexities of communicating, negotiating, and planning for successful implementation of constructive change. It includes opportunities and expectations that candidates will advocate for meaningful change. Credits 3 s.h. Offered spring.
- MED 780 Master of Education Capstone I: Candidates will synthesize their learning across the M.Ed. Program and reflect on changes in their knowledge, skills, dispositions, and practice. As a culminating experience, candidates are expected to work collaboratively with colleagues, administrators, families, community partners, and/or others to design and start a project aimed at developing an equitable and supportive learning environment. Credits 3 s.h. Offered fall
- MED 781 Master of Education Capstone II: Candidates will continue to synthesize their learning across the M.Ed. Program and reflect on changes in their knowledge, skills, dispositions, and practice. As a culminating experience, candidates will continue their collaborative work with colleagues, administrators, families, community partners, and/or others to carry out and complete the project planned in M.Ed. Capstone I, which is aimed at developing an equitable and supportive learning environment. Credits 3 s.h. Offered spring.
Remaining Courses (21 credit hours)
- MED 611 Reimagining Education: The course examines contemporary theory and research on the need for systemic change in education. The purpose of this course is to challenge and disrupt common schooling practices and provide models of innovation that meet the needs of all learners in the 21st century. Credits 3 s.h. Offered summer.
- MED 621 Classroom Culture and Restorative Practices: This course emphasizes the importance of developing intentionally inviting and inclusive learning communities. A key theme of the course is the significance of learning about students’ lives and implications this knowledge may have on cultivating equitable learning environments. Candidates learn a range of restorative practices for promoting positive, supportive, empathetic learning environments. Credits 3 s.h. Offered summer.
- MED 625 Justice-Oriented Teaching: This course is designed to provide candidates with a consciousness of the impact of race, class, disability, and other categories on educational outcomes. The course promotes the development of learning environments that are socially just, diverse, inclusive and equitable. The course bridges theory and research with practical strategies for dismantling systemic inequalities in one’s own classroom as well as in educational policies and practices. Through intentional and deep critique of privilege and power, the course is designed to help candidates move beyond tolerance and towards equity and liberation; thus, motivating candidates to employ inclusive pedagogies and to create dynamic, thriving, and inclusive learning communities for the common good of all learners. Credits 3 s.h. Offered fall.
- MED 640 Place-Based Education: Place-based education is rooted in the unique history, culture, literature, and art of the local environment. Candidates will learn how to devise curriculum from the local neighborhood and community and carry out civic learning and service projects. The course will present examples of place-based education as a learner-centered, interdisciplinary approach rich in inquiry and advocacy that also allows PK-12 learners to meet state standards. Candidates will also explore tools, strategies, and assessments within place-based education. Credits 3 s.h. Offered spring.
- MED 712 Global Issues in Education: This course offers candidates an opportunity to examine various PK-12 educational systems and policies around the world in the context of history, social and cultural systems, economics, politics, and geography. Comparative policy issues related to accountability, literacy, STEM, gender and sexuality, diversity, and disability and equity will be explored. Credits 3 s.h. Offered summer.
- MED 740 Project-Based Learning: Project-based learning (PBL) is a dynamic pedagogical approach in which learners investigate authentic, engaging, complex problems over an extended time period, developing their critical thinking, problem-solving, and communication and technology skills. Candidates examine the research, history, and theory of PBL. Candidates will also explore tools, strategies and assessments within PBL. Credits 3 s.h. Offered fall.
- MED 746 Design Thinking: This course explores the role of curiosity, creativity, and imagination in transformative teaching and learning practices grounded in design thinking. Candidates will examine contemporary research and learning theories and explore how they can infuse self-reflexive practices, exploration, generative-thinking, and prototyping into teaching methods so as to enrich learning and assessment. Credits 3 s.h. Offered summer.
- MED 699 Independent Educational Research: Candidates engage in research at the graduate level with the guidance and support of a mentor. Credits 1 to 3 s.h. Offered fall, winter, spring, and summer. MED 699 is not a required course in the M.Ed. Program. This course is designed for candidates who wish to carry out additional research with a mentor, most especially those who intend to pursue a doctoral degree. Candidates may take 1, 2, or 3 s.h. of MED 699.