Master of Education

Terrell Peace, Stephen Holtrop, Evelyn Priddy, Cindy Steury, Paul Worfel

The Master of Education program is targeted primarily at classroom teachers who have demonstrated themselves to be competent, effective teachers as indicated by the criteria for Category I below.  The program will also be open to those who have graduated from a teacher education program at a regionally accredited college/university within five years of the date of application, are licensed or licensable, but are not currently teaching.  These applicants will be evaluated as indicated in Category II below.

Admission Criteria for Candidates, Category I:

• Degree in education from a regionally accredited college/university

• Expectation of two years teaching experience

• Current teaching license or proof of licensable status

• Recommendation from a teaching colleague

• Recommendation from a school, district, or corporation administrator

• Acceptable scores on GRE (Expectations:  400 Verbal, 400 Quantitative, 3.5 Analytical Writing)

Admission Criteria for Candidates, Category II:

• Degree in education from a regionally accredited college/university within the previous five years

• Current teaching license or proof of licensable status

• Recommendation from two college/university faculty

• Undergraduate gpa of 3.0

• Acceptable scores on GRE (Expectations: 400 Verbal, 400 Quantitative, 3.5 Analytical Writing)

The Master of Education program is designed so that qualified candidates may enroll for any classes being offered, except the Field Based Research Project, prior to formal application for admission to the Master of Education program.  Candidates wishing to take classes prior to applying for admission need to complete an abbreviated admissions form available from the Huntington University Registrar. 

The Master of Education program will include a yearly review of all candidates currently in the program by the graduate teaching faculty.  Each candidate accepted into the program will be assigned a faculty advisor whose responsibility will be to monitor candidate progress.  Candidates not maintaining academic standards or not making regular progress toward the completion of the program will meet with their faculty advisors to devise remediation plans.  Candidates on remediation plans will meet with their faculty advisors at the end of each semester to discuss progress.  Failure to achieve adequate academic standards after two consecutive semesters on a remediation plan may result in dismissal.

Candidates may be dismissed from the Master of Education program for the following:

• Violation of applicable college policies

• Failure to maintain a 3.0 gpa

• Failure to satisfactorily complete a field-based research project

• Conviction of any criminal offense which would preclude a teaching career

Candidates who are dismissed or facing dismissal may appeal their case to the Teacher Education Committee (TEC).  Beyond this, candidates should follow institutional guidelines for academic appeal as described in the catalog or the Huntington University Student Handbook.

Assessment

By the end of the second semester after gaining admission to the program, candidates will be required to submit to their advisors a Professional Development Plan outlining how they will use course work, professional activities, and the final research project to address the National Board for Professional Teaching Standards (NBPTS) propositions.  At the conclusion of each course, the instructor will meet with the candidates to complete a rubric assessing progress on each of the NBPTS propositions linked to that course.  The candidates will meet yearly with their advisors to update their professional development plans based on these rubrics, ongoing professional activities, and any changes related to the field based research project.  The candidates will assess their professional development plans based on NBPTS propositions.

The final evaluation of candidates will be the successful completion of a field based research project.  One of the criteria used to evaluate the appropriateness of a candidate’s proposal will be how well it links with the NBPTS propositions.  Candidates will identify within the proposal which of the NBPTS propositions are being addressed.  The supervising professors and candidates will each complete a rubric assessing the extent of linkage between the proposal and NBPTS propositions.  Approval of the completed research project will be based on the recommendation of the supervising professor and the TEC. 

Multicultural Field Experience

Appreciating and preparing for diversity is a core component of the conceptual model for the Master of Education program. Seasoned teachers may not have had significant experience in working with diverse populations in the classroom.  Candidates may complete the program requirement by providing documentation of field experience of at least 40 hours in a culturally or ethnically diverse classroom.  Requirements include:

• A letter of documentation from the principal stating school diversity characteristics (ethnic breakdown, free and reduced lunch percentages, special needs categories, and other information relevant to the issue of diversity)

• A letter of verification from the classroom teacher

• A journal or other evidences of reflection

The program requirement in diversity must be completed prior to the approval of the candidate’s action research project. To facilitate the field experience for current classroom teachers, arrangements may be made with the Director of Field Experiences for a summer school assignment in selected Fort Wayne schools.  These field experiences are reinforced by the intentional inclusion of diversity issues in courses such as the current issues series (ED 611, 621, 631, and 641) and ED 525 Differentiated Instruction.

Master of Education in Elementary Curriculum and Instruction

The Master of Education in Elementary Curriculum and Instruction program requires the completion of 32 semester hours including ED 599, 525, 520, 577, 611, 612, 613, 614, and 615.  ED 599 must be completed and the candidate must be accepted to the program before registering for ED 615.  ED 615 will typically be a continuous enrollment course over two to three semesters.

Master of Education in Elementary Reading

The Master of Education in Elementary Reading program requires the completion of 32 semester hours including ED 599, 525, 520, 577, 621, 622, 623, 624, and 625.  ED 599 must be completed and the candidate must be accepted to the program before registering for ED 625.  ED 625 will typically be a continuous enrollment course over two to three semesters.

Master of Education in Early Adolescent Education

The Master of Education in Early Adolescent Education program requires the completion of 32 semester hours including a common core of ED 599, 525, 520, 577, and 631. 

Students pursuing the Master of Education in Early Adolescent Language Arts will also complete 632la, 633la, 634la, and 635la. 

Students pursing the Master of Education in Early Adolescent Math will also complete 632m, 633m, 634m, and 635m. 

Students pursuing the Master of Education in Early Adolescent Science will also complete 632sc, 633sc, 634sc, and 635sc. 

Student pursuing the Master of Education in Early Adolescent Social Studies will also complete 632ss, 633ss, 634ss, and 635ss. 

ED 599 must be completed and the candidate must be accepted to the program before registering for ED 635xx.  ED 635xx will typically be a continuous enrollment course over two to three semesters.

Master of Education in Adolescent and Young Adult Education

The Master of Education in Adolescent and Young Adult Education program requires the completion of 32 semester hours including a common core of ED 599, 525, 520, 577, and 641.

Students pursuing the Master of Education in Adolescent and Young Adult Biology will also complete 642b, 643b, 644b, and 645b. 

Students pursuing the Master of Education in Adolescent and Young Adult Chemistry will also complete 642c, 643c, 644c, and 645c.

Students pursuing the Master of Education in Adolescent and Young Adult English will also complete 642e, 643e, 644e, and 645e.

Students pursuing the Master of Education in Adolescent and Young Adult Math will also complete 642m, 643m, 644m, and 645m.

Students pursuing the Master of Education in Adolescent and Young Adult Social Studies will complete 642ss, 643ss, 644ss, and 645ss

ED 599 must be completed and the candidate must be accepted to the program before registering for ED 645xx.  ED 645xx will typically be a continuous enrollment course over two to three semesters.

Courses in Master of Education

ED 520 Classroom Management                         (3)

Focuses on creating and maintaining effective learning environments.  Various approaches to preventing and changing disruptive classroom behavior will be emphasized.

ED 525 Differentiated Instruction for the Inclusive and Diverse Classroom       (3)

This course challenges teachers to evaluate the needs of individual students in the diverse and inclusive classroom.  Students will consider innovative possibilities for differentiating instruction to enhance learning for all students.

ED 577 Integration of Technology in the Classroom     (3)

The course focuses on knowledge, skill, and attitude necessary to use technology as both an instructional tool and a management tool in an educational setting.  Students will plan for integration of technology into the curriculum.

ED 599 Action Research Methods                       (3)

Students gain knowledge and skills needed for analyzing, preparing, applying, and reporting educational research.  This course will prepare students for their field based research project.

ED 611 Current Issues in Elementary Education (3)

Students examine current critical issues in the field of elementary education.  Focus will be on current or recent research, writing, and best practice in the field.

ED 612 Theory and Pedagogy in Elementary Content Instruction         (3)

Examines current strategies, materials, issues, and technology related to the teaching and learning in the elementary classroom.  Current literature is investigated.

ED 613 Critical Readings in Elementary Education (3)

This course includes individual readings on special topics related to teaching and learning in the elementary classroom.  The readings will typically involve significant classical or emerging works on the topic. (Books, theses, monographs, etc.)

ED 614 Curriculum Design and Content Standards in Elementary Education   (3)

Students examine the integration of current theories of curriculum design with state content standards in the planning of mathematics, language arts, science, and social studies instruction in the elementary classroom.

ED 615 Field Based Research Project in Elementary Education            (8)

Students will identify, plan, and implement a field based research project.  The focus of the project will be on current or proposed practices in the elementary classroom.  Prerequisite:  ED 599

ED 621 Current Issues in Elementary Reading    (3)

Students examine current critical issues in the field of elementary reading instruction.  Focus will be on current or recent research, writing, and best practice in the field.

ED 622 Theory and Pedagogy in Elementary Reading Instruction        (3)

Examines current strategies, materials, issues, and technology related to the teaching and learning of elementary reading.  Current literature is investigated.

ED 623 Critical Readings in Elementary Reading Theory and Instruction         (3)

This course includes individual reading on special topics related to the teaching and learning of reading in the elementary classroom.  The readings will typically involve significant classical or emerging works on the topic.  (Books, theses, monographs, etc.)

ED 624 Curriculum Design and Content Standards in Elementary Reading Instruction (3)

Students examine the integration of current theories of curriculum design with state content standards in the planning of reading instruction in the elementary classroom.

ED 625 Field Based Research Project in Elementary Reading   (8)

Students will identify, plan, and implement a field based research project.  The focus of the project will be on current or proposed practices in reading instruction in the elementary classroom.  Prerequisite:  ED 599

ED 631 Current Issues in Early Adolescent Education  (3)

Students examine current critical issues in the field of early adolescent education.  Focus will be on current or recent research, writing, and best practice in the field.

ED 632la Theory and Pedagogy in Early Adolescent Language Arts Instruction           (3)

Examines current strategies, materials, issues, and technology related to the teaching and learning of middle school language arts.  Current literature is investigated.

ED 632m Theory and Pedagogy in Early Adolescent Math Instruction  (3)

Examines current strategies, materials, issues, and technology related to the teaching and learning of middle school math.  Current literature is investigated.

ED 632sc Theory and Pedagogy in Early Adolescent Science Instruction         (3)

Examines current strategies, materials, issues, and technology related to the teaching and learning of middle school science.  Current literature is investigated.

ED 632ss Theory and Pedagogy in Early Adolescent Social Studies Instruction          (3)

Examines current strategies, materials, issues, and technology related to the teaching and learning of middle school social studies.  Current literature is investigated.

ED 633la Critical Readings in Early Adolescent Language Arts Education        (3)

This course includes individual reading on special topics related to the teaching and learning of language arts in the middle school classroom.  The readings will typically involve significant classical or emerging works on the topic.  (Books, theses, monographs, etc.)

ED 633m Critical Readings in Early Adolescent Math Education          (3)

This course includes individual reading on special topics related to the teaching and learning of math in the middle school classroom.  The readings will typically involve significant classical or emerging works on the topic.  (Books, theses, monographs, etc.)

ED 633sc Critical Readings in Early Adolescent Science Education     (3)

This course includes individual reading on special topics related to the teaching and learning of science in the middle school classroom.  The readings will typically involve significant classical or emerging works on the topic.  (Books, theses, monographs, etc.)

ED 633ss Critical Readings in Early Adolescent Social Studies Education       (3)

This course includes individual reading on special topics related to the teaching and learning of social studies in the middle school classroom.  The readings will typically involve significant classical or emerging works on the topic.  (Books, theses, monographs, etc.)

ED 634la Curriculum Design for Early Adolescent Language Arts Education    (3)

Students examine the integration of current theories of curriculum design and state content standards in the planning of language arts instruction in the middle grades classroom.

ED 634m Curriculum Design for Early Adolescent Math Education      (3)

Students examine the integration of current theories of curriculum design and state content standards in the planning of mathematics instruction in the middle grades classroom.

ED 634sc Curriculum Design for Early Adolescent Science Education (3)

Students examine the integration of current theories of curriculum design and state content standards in the planning of science instruction in the middle grades classroom.

ED 634ss Curriculum Design for Early Adolescent Social Studies Education   (3)

Students examine the integration of current theories of curriculum design and state content standards in the planning of social studies instruction in the middle grades classroom.

ED 635la Field Based Research Project in Early Adolescent Language Arts     (8)

Students will identify, plan, and implement a field based research project.  The focus of the project will be on current or proposed practices in language arts instruction in the middle school classroom.  Prerequisite:  ED 599

ED 635m Field Based Research Project in Early Adolescent Math        (8)

Students will identify, plan, and implement a field based research project.  The focus of the project will be on current or proposed practices in math instruction in the middle school classroom.  Prerequisite:  ED 599

ED 635sc Field Based Research Project in Early Adolescent Science   (8)

Students will identify, plan, and implement a field based research project.  The focus of the project will be on current or proposed practices in science instruction in the middle school classroom.  Prerequisite:  ED 599

ED 635ss Field Based Research Project in Early Adolescent Social Studies     (8)

Students will identify, plan, and implement a field based research project.  The focus of the project will be on current or proposed practices in social studies instruction in the middle school classroom.  Prerequisite:  ED 599

ED 641 Current Issues in Adolescent and Young Adult Education        (3)

Students examine current critical issues in the field of adolescent and young adult education.  Focus will be on current or recent research, writing, and best practice in the field.

ED 642b Theory and Pedagogy in Adolescent and Young Adult Biology Instruction    (3)

Examines current strategies, materials, issues, and technology related to the teaching and learning of high school biology.  Current literature is investigated.

ED 642c Theory and Pedagogy in Adolescent and Young Adult Chemistry Instruction (3)

Examines current strategies, materials, issues, and technology related to the teaching and learning of high school chemistry.  Current literature is investigated.

ED 642e Theory and Pedagogy in Adolescent and Young Adult English Instruction    (3)

Examines current strategies, materials, issues, and technology related to the teaching and learning of high school English.  Current literature is investigated.

ED 642m Theory and Pedagogy in Adolescent and Young Adult Math Instruction        (3)

Examines current strategies, materials, issues, and technology related to the teaching and learning of high school math.  Current literature is investigated.

ED 642ss Theory and Pedagogy in Adolescent and Young Adult Social Studies Instruction    (3)

Examines current strategies, materials, issues, and technology related to the teaching and learning of content areas licensed under social studies in the high school classroom (U.S. History, Psychology, etc.).  Current literature is investigated.

ED 643b Critical Readings in Adolescent and Young Adult Biology Education (3)

This course includes individual readings on special topics related to the teaching and learning of biology in the high school classroom.  The readings will typically involve significant classical or emerging works on the topic.  (Books, theses, monographs, etc.)

ED 643c Critical Readings in Adolescent and Young Adult Chemistry Education         (3)

This course includes individual readings on special topics related to the teaching and learning of chemistry in the high school classroom.  The readings will typically involve significant classical or emerging works on the topic.  (Books, theses, monographs, etc.)

ED 643e Critical Readings in Adolescent and Young Adult English Education (3)

This course includes individual readings on special topics related to the teaching and learning of English in the high school classroom.  The readings will typically involve significant classical or emerging works on the topic.  (Books, theses, monographs, etc.)

ED 643m Critical Readings in Adolescent and Young Adult Math Education    (3)

This course includes individual readings on special topics related to the teaching and learning of math in the high school classroom.  The readings will typically involve significant classical or emerging works on the topic.  (Books, theses, monographs, etc.)

ED 643ss Critical Readings in Adolescent and Young Adult Social Studies Education (3)

This course includes individual readings on special topics related to the teaching and learning of content areas licensed under social studies in the high school classroom.  (U.S. History, Psychology, etc.)  The readings will typically involve significant classical or emerging works on the topic.  (Books, theses, monographs, etc.)

ED 644b Curriculum Design and Content Standards in Adolescent and Young Adult Biology Education         (3)

Students examine the integration of current theories of curriculum design and state content standards in the planning of biology instruction in the high school classroom.

ED 644c Curriculum Design and Content Standards in Adolescent and Young Adult Chemistry Education      (3)

Students examine the integration of current theories of curriculum design and state content standards in the planning of chemistry instruction in the high school classroom.

ED 644e Curriculum Design and Content Standards in Adolescent and Young Adult English Education          (3)

Students examine the integration of current theories of curriculum design and state content standards in the planning of English instruction in the high school classroom.

ED 644m Curriculum Design and Content Standards in Adolescent and Young Adult Math Education (3)

Students examine the integration of current theories of curriculum design and state content standards in the planning of mathematics instruction in the high school classroom.

ED 644ss Curriculum Design and Content Standards in Adolescent and Young Adult Social Studies Education         (3)

Students examine the integration of current theories of curriculum design and state content standards in the planning of content areas licensed under social studies instruction in the high school classroom.  (U.S. History, Psychology, etc.)

ED 645b Field Based Research Project in Adolescent and Young Adult Biology          (8)

Students will identify, plan, and implement a field based research project.  The focus of the project will be on current or proposed practices in biology instruction in the high school classroom.  Prerequisite:  ED 599

ED 645c Field Based Research Project in Adolescent and Young Adult Chemistry       (8)

Students will identify, plan, and implement a field based research project.  The focus of the project will be on current or proposed practices in chemistry instruction in the high school classroom.  Prerequisite:  ED 599

ED 645e Field Based Research Project in Adolescent and Young Adult English           (8)

Students will identify, plan, and implement a field based research project.  The focus of the project will be on current or proposed practices in English instruction in the high school classroom.  Prerequisite:  ED 599

ED 645m Field Based Research Project in Adolescent and Young Adult Math (8)

Students will identify, plan, and implement a field based research project.  The focus of the project will be on current or proposed practices in math instruction in the high school classroom.  Prerequisite:  ED 599

ED 645ss Field Based Research Project in Adolescent and Young Adult Social Studies          (8)

Students will identify, plan, and implement a field based research project.  The focus of the project will be on current or proposed practices in instruction in the content areas associated with a social studies license in the high school classroom.  (U.S History, Psychology, etc.)  Prerequisite:  ED 599

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