Master of Education (M.Ed.)
Our Master of Education programs are designed for graduate students who want to advocate for and create change in education. We offer our students the opportunity to better understand the dynamics of working to improve the quality of education for all students.
Our Educating for Change program draws from the insights provided by a range of disciplines, thereby equipping our students to engage both through theory and practice about how to address social inequalities within educational systems, particularly those associated with gender, ethnicity, social class and disabilities.
Our Teaching of Reading program prepares experienced (and certified) classroom teachers for new roles by developing the skills they need to be effective school-based instructional leaders in reading.
These M.Ed. programs are all accredited by the National Council for Accreditation of Teacher Education (N.C.A.T.E.) and are approved or recognized by other local and national organizations.
Featured CoursesEDCI 607 Cultural Diversity and Global ConcernsExplores the issues related to diversity and equality in education. Stereotypes, biases, and prejudices in relation to power will be examined. Cultural attitudes, values, customs, worldview, spirituality, and learning styles will be addressed. Concrete activities for developing an appreciation of self and sensitivity to others will be introduced. Curriculum and pedagogy for diverse groups will be addressed. A grade of B or higher is required to advance.
3 credits EDCI 612 Conflict Management and ResolutionExamines causes of violence and its repercussion. Emphasis is on positive strategies and techniques of conveying anger, frustration, and doubt. Considers the influence of resolving conflicts creatively and stresses the importance of communication as a vehicle for conflict resolution and helping students work together to express feelings in a respectful atmosphere. Stepwise solutions will be offered and modeled for educators. This course also studies the contributions to peacemaking by Gandhi, Martin Luther King, Dorothy Day, and others. Formerly EDU 514L Peace Education.
3 credits EDCI 627 Language Acquisition and DevelopmentExplores the major language theories and systems involved in language development, cognition and learning the reading process. The psycholinguistic, and sociolinguistic, views provide the framework for exploring phonology, semantic, syntactic, and pragmatic systems related to language acquisition and development and their relation to the reading and writing process. The understanding that literacy can be a means for transmitting moral and cultural values through the interaction of the readers' existing knowledge. The role of metacognition in reading and writing, and listening will be explored. Formerly EDU 556B. A grade of B or higher is required to advance.
Prerequisites: EDCC 510, EDCC 530, and EDCC 541 EDCI 635 Literacy Across the CurriculumProficiency in learning from complex written text is a prerequisite to full civic participation and economic security in post-industrial societies. The instructional strategies teachers need to ensure their students attain proficiency with complex text form the focus of this class. Teacher candidates will develop a repertoire of instructional strategies that foster active learning with texts that can be used to meet the needs of students of differing cultures, interests, and levels of literacy development. Evidence-based instructional techniques that foster the ability to comprehend and learn from complex texts in conjunction with the development of content knowledge will be identified and practiced. Particular attention will be paid to techniques that address the unique demands of expository text and that promote learner independence. Reading program students will also develop peer coaching skills. Formerly EDU 522L Literacy Across the Curriculum. A grade of B or higher is required to advance.
3 credits EDCI 650 Glob & Ethical Persp of Diverse LearnersThis course defines the diverse learner and world views and global perspectives about the teaching methods that might be utilized to meet the needs of student in urban schools. Field experience is required. A grade of B or higher is required to advance.
- Classroom Teacher (K-12)
- Diversity Officer
- Curriculum Evaluator and Designer
- Reading Specialist/Teacher/Interventionist
- Literacy Coach
Dr. Deborah Litt, Associate Professor of Education, Director of Curriculum and Instruction, Program Chair for Reading
Dr. Bweikia Steen, Assistant Professor of Education and Coordinator of Early Childhood Programs