Master of Arts in Education

A thirty (30) credit hour Master of Arts degree in the area of education is offered to educators interested in the study of education and society. The program invites professional practitioners seeking advancement and improved practice to enhance personal growth and strengthen organizational performance. The current enrollment includes educators from P-12 schools, from community colleges, and from corporate/business and military sectors. The diverse and inclusive student body allows for interaction and understanding among educational professionals from different organizational perspectives. Problems of practice are investigated within this collaborative and integrative context. While the coursework and related experiences lead to an advanced degree in education, candidates will not be eligible for initial teacher licensure based on the course of study.

The Master of Arts in education is developed on the graduate programs' conceptual framework that advocates educators as leaders in shaping change through research and reflective practice. The program follows the University of Saint Mary graduate education conceptual model: Knowledge in Action. By acquiring habits of mind aimed at examining and improving premises that ground action, practitioners improve their actions and results. While promoting a rigorous study of current educational research and critical analysis of practice through coursework and field experiences, the University of Saint Mary program also encourages the reflective examination of personal values. Such critical reflection involves contemporary issues and their relationship to instructional methodologies, leadership, program development, and performance assessment.

Education Program Outcomes

University of Saint Mary candidates will:

1. Draw from their knowledge of education theory and research to undergird the formal and informal education processes that impact P-20 students, learning, and the learning environment;
2. Demonstrate knowledge of diverse learners, including all forms of exceptionality; and create instructional opportunities that meet the needs of all learners;
3. Critically reflect on ethical and moral implications of actions as they relate to all learners;
4. Apply their knowledge of curriculum content and design to support learners’ construction of knowledge;
5. Implement appropriate instructional models, strategies, and technologies to enhance the learning of all students;
6. Utilize measurements and evaluation accurately and systematically to monitor and promote learning;
7. Apply quality principles of leadership, including skills of effective communication, collaboration, and motivation to shape change and improve the learning community; and
8. Demonstrate the ability to be reflective practitioners by identifying a problem, examining research, advocating solutions, implementing a plan, and measuring and evaluating outcomes.

Each candidate demonstrates the fulfillment of the outcomes through coursework, research, and related field experiences.

Education Graduate Program Dispositions

University of Saint Mary candidates will demonstrate their commitment to teaching and learning through (Aligned with graduate conceptual framework):

1. Fostering the learning of all students,
2. Dedicating themselves to life-long learning and professional training,
3. Providing leadership in shaping change within learning communities,
4. Respecting and honoring diversity and global perspectives,
5. Performing critical analysis and reflective practice,
6. Fulfilling professional responsibilities with honesty and integrity,
7. Encouraging and modeling self-assessment, and
8. Promoting learning utilizing assessments, technologies, and best instructional practices.

Candidates will demonstrate fulfillment of the dispositions through self-assessment surveys and documentation in a summary portfolio.

Admission Requirements

The following requirements must be met to be considered for full (regular) admission to the MA Education program:

• A bachelor’s degree from a regionally accredited institution.
• An undergraduate GPA of at least 2.75 on a 4.00 scale.
• Two letters of recommendation.
• An essay describing the candidate’s philosophy of teaching and learning.
• Copy of teacher licensure OR evidence of a role in education (higher education or adults in a corporate setting).
• An interview with the education program director or division chair.

Curriculum

The Master of Arts in education consists of eleven required courses (30 credit hours). All courses are three credit hours unless otherwise specified. Candidates may transfer in up to six credit hours. During the program, candidates will be expected to complete field experiences in an educational setting that are documented in the summary portfolio. This degree does not lead to teacher licensure.

Required Core (21 crs):

ED 720	Curriculum Design and Assessment	3
ED 723	Research In Education	3
ED 727	Legal Issues in Education	3
ED 732	Political and Ethical Structures in Education	3
ED 733	Diagnostic and Differentiation Approaches in Varied Classroom Settings	3
ED 737	Leadership and Change in Education	3
ED 738	Instructional Technology	2
ED 799	Seminar: Summary Portfolio	1

Concentration Area Curriculum

All students in the MA in Education select an area of concentration. A concentration is achieved by taking nine credit hours (three classes within a specific area) in addition to the required core courses. Candidates can select one of two concentrations: Education Interventionist or Instructional Coach.

Education Interventionist (9 crs):

ED 771	Multi-Age Educational Interventions	3
ED 772	Issues and Concepts for Interventions Reading Instruction and Assessment	3
ED 773	Strategies and Interventions in Mathematics Instruction and Assessment	3

Instructional Coach (9 crs):

ED 734	The Adult Learner	3
ED 741	Creating and Implementing Professional Development for Educators	3
ED 781	Peer Coaching, Professional Mentoring, and Collaborative Practices	3

Exiting Assessment

Candidates will complete and orally present a summary portfolio that demonstrates professional growth and reflection in relation to the graduate conceptual framework model, KSDE standards, program, and course outcomes.