The Master of Education program in Advanced Studies is designed for experienced teachers and other educational professionals. In the state of Ohio, a master’s degree is required for teacher’s advancement to the Senior Professional License.
The program is designed to encourage individual interest and to develop further the competencies of a professional educator. Students are able to choose from five areas of specialization.
- Reading – providing the classroom teacher an in-depth preparation in literacy, reading assessment and diagnosis of reading problems. This track may lead to recommendation for the State of Ohio Reading Endorsement;
- Child and Adolescent Health and Wellness – providing the classroom teacher with an overview of healthy development, and an exploration of some of the developmental issues and environmental obstacles which can interfere with optimum growth and development.
- Secondary Education – providing the classroom teacher with a more in-depth knowledge of their teaching field (English, Social Studies, Biology, Mathematics, Communications, Theology and Religious Studies)
- Specialized Sequence – providing the classroom teacher the opportunity to self-design a program of study in consultation with an advisor that meets current professional needs.
The Master of Education program consists of a minimum of 30 semester hours for degree completion including a combination of core education courses, a specialized sequence of courses, and electives. A Master of Arts course of study which includes a thesis is also available.
- National Council for the Accreditation of Teacher Education (NCATE): Initial and Advanced programs.
- North Central Association of Colleges and Schools.
- Ohio Department of Higher Education.
Learning Goals for Graduate Education Programs
- Understands the contexts of professional practices.
- Demonstrates accuracy, organization, and persistence in achieving intellectual and professional goals.
- Contributes to the school, district, and the broader professional community.
- Engages in systematic inquiry.
- Assumes responsibility in data-based decision-making and helps to ensure that decisions are based on the highest professional standards.
- Demonstrates knowledge of clients/students.
- Demonstrates knowledge of content and pedagogy.
- Demonstrates knowledge of resources.
- Designs coherent, evidence-based interventions.
- Establishes favorable conditions for instruction and intervention.
- Uses knowledge of communication techniques to foster collaboration and supportive interactions.
- Takes initiative in assuming leadership roles.
- Initiates activities that contribute to the profession.
- Seeks out opportunities for professional development and growth.
- Actively participates in professional events and projects.
- Challenges negative attitudes and practices; is proactive in serving clients/students/colleagues.
- Assists and supports fellow professionals.
- An undergraduate degree from an accredited institution with a major in education (equivalent to the training necessary for a teacher certificate) or the equivalent in training or experience. Candidates ordinarily are or have been certified teachers.
- An undergraduate cumulative GPA of at least 2.75.
- A completed application.
- A written statement indicating personal interests, goals, and expectations from the degree program.
- Two letters of recommendation with recommendation cover sheet from persons who are able to assess the applicant’s ability to succeed with graduate studies.
- Miller Analogies Test (MAT) or Graduate Record Examination (GRE) score.
General Course Requirements
- ED 500 Foundations of Education or ED 453 Multicultural Education (3 credits).
- ED 502 Research Methods (3 credits).
- ED 534 Learning‑Teaching (3 credits).
- 12 – 15 credit hours in one sequence.
- 6 -9 credit hours of electives (except where stated in specific sequences)
- Reading Teacher: ED 565 (Literacy Perspectives), 570 (Writing Theory and Process), 571 (Integrated Language Arts), 573 (Literacy
Internship), and 578 (Literacy Assessment and Intervention Models).
- Child and Adolescent Health and Wellness: CG 501 (Orientation to School Counseling), 570 (Psychopathology), ED 532
(Developmental Psychology) or CG 505 (Child and Adolescent Study); CG and/or ED electives
- Secondary Education: secondary and middle-level teachers may take graduate-level work in the teaching field. The following departments cooperate in this program: Biology, Communications, English, History, Mathematics, and Theology and Religious Studies. Teaching field electives are chosen on an individual basis by the student, the advisor, and a cooperating advisor from the academic department involved.
- Specialized Sequence: an individually designed track planned in consultation with the chair and/or an academic advisor.
Some sequences provide opportunity for elective course work. Candidates may choose any 500-level education course as an elective with approval from the department. Candidates seeking assistance with the National Board Certification should take ED 546. Some 400-level courses may be used as electives.
- Tuition scholarships are available to all licensed teachers. The scholarship will reduce tuition for graduate courses by 33%.
- A limited number of graduate assistantships are available. Graduate assistants are given a tuition waiver for up to 18 credit hours per year plus a stipend. Students are expected to spend 10-20 hours per week working for the department. Graduate assistants aid professors with courses and research.
- The University’s Office of Admissions and Financial Aid offers assistance on student loans.