May 26, 2019  
Graduate Catalog 2010-2011 
    
Graduate Catalog 2010-2011 [ARCHIVED CATALOG]

Master of Science in Education, M.S.Ed.


Return to {$returnto_text} Return to: Degrees and Curricula

 

Goals and Objectives

The goal of the Master of Science in Education program is to facilitate the comprehensive development of educators as servant leaders in their communities.

This goal is realized by providing opportunities for candidates to become effective in the following roles: (a) a caring person, (b) an informed facilitator of learning, (c) a reflective decision-maker, and (d) a committed professional. These then lay the foundation for professional excellence and constitute the core objectives of the Master of Science in Education program.

Admission to the Program

In addition to the University and School of Education and Psychology admission requirements for graduate study, an applicant to the Master of Science in Education program will comply with the following requirements in order to be admitted in regular standing:

  1. Prerequisite Coursework: Completion of a minimum of nine semester credits in undergraduate education courses (or in a graduate education courses which will not be counted as a part of the graduate program). Applicants to the Master of Science in Education with an Outdoor Education emphasis are exempt from this requirement.
  2. Recommendations: Submission of two professional recommendations. Forms are available from the Graduate Studies Office.
  3. Educational Experience (Instructional Leadership Only): Verification of two years successful teaching experience in a public school or non-public school, preK-12, that is approved by a recognized accrediting agency or approved by a state department of education; an institution of higher education approved by a regional accrediting association; U.S. government teaching programs; teacher exchange programs; or teaching in the armed forces of the United States.

Admission to Candidacy

MSEd students cannot progress beyond the completion of 24 credit hours in their program requirements without being admitted to candidacy. In addition to the requirements for admission to candidacy are listed in the general section of the graduate School of Education and Psychology, the applicant to candidacy must receive an overall score of proficient or higher on the Professional Portfolio.

Field Experiences

Candidates in the MSEd programs are required to conduct research as a component of an internship or practicum. The proposal will typically be developed as part of the graduate research course. The results of the research study are to be made available as a resource for faculty and colleagues.

Candidates engaged in a MSEd internship or practicum must document impact on student learning, typically evidenced through analysis and reflections on pre- and post-assessments results. Furthermore, all candidates involved in field experiences are to complete the Diversity Form, available from the School of Education and Psychology. External supervisors of internship or practicum must meet the following criteria: (a) three years experience, (b) licensure in respective area, and (c) recommendation by the school or agency administration.

Program Completion

To graduate from a Master of Science program in counseling, a candidate must complete all Southern and School of Education and Psychology requirements. In addition, the candidate must:

  1. Portfolio: Submit and receive approval on a Professional Portfolio containing specific evidences as indicated in the Professional Portfolio Handbook for Advanced Programs. In order to be approved, the portfolio must receive a score of proficient or higher on each element of the Advanced Professional Portfolio Evaluation.
  2. Research Implementation: Receive a score of proficient or higher on each of the components of the Research Implementation Evaluation.
  3. Field Experience Diversity: Submit a completed Field Experience Diversity form. This form is available from the School of Education and Psychology.
  4. Comprehensive Questions: Successfully respond to comprehensive questions. Candidates will respond to a general question, as well as three questions specific to the area of emphasis. The responses to the comprehensive questions are incorporated into the Professional Portfolio and will be evaluated in terms of accuracy of information, breadth and depth of knowledge, and written communication skills.

Courses for the Master of Science in Education


 One of the following emphases is to be selected:

Emphasis in Inclusive Education


This Master of Science emphasis in Inclusive Education is designed to give classroom teachers expertise in differentiating instruction so that all learners will experience success. Students in this program will learn to recognize and respond in a sensitive manner to the differentiated needs of all learners. Skill will be developed in using assessments that will inform appropriate interventions, remediation, and strategies for addressing a broad range of student exceptionalities in the inclusive classroom.

Emphasis in Instructional Leadership


The emphasis in Instructional Design and Delivery seeks to prepare candidates to be exemplary teachers, while allowing the incorporation of content area knowledge. Candidates will be equipped with a wide repertoire of research-based teaching strategies and with the knowledge and skill to design and deliver instruction to meet the needs of diverse student populations.

Subtotal 21

Select eighteen (18) hours from an area


(e.g. EDAD, EDIE, EDLE, EDOE, or other content area, such as math, science, English, or history).  This program allows the transfer of up to 18 graduate credits in a specific content area from an accredited institution of higher education.  The candidate must present a rationale for the inclusion of these courses in his or her program of study, which must then be approved by the program coordinator.
 
The EDAD area is recommended for prospective superintendents and school  principals. These individuals should also complete the EDAD, rather than the EDCI, internship.

Subtotal 18

Total 39


Note: Availability of courses varies from year to year.

Emphasis in Literacy Education


The Master of Science emphasis in Literacy Education is designed to empower classroom teachers to keep learners at the heart of all literacy instruction, while responding to the demands of research-based pedagogical practice mandated by federal initiatives such as No Child Left Behind. The Literacy Education program focuses on enhancing classroom pedagogy with a goal of teaching differently. Because most courses contain a significant application component, teachers are given ample opportunities to translate theory into practice.

Subtotal 30

Select six (6) hours of electives from:


  • EDAD, EDCI, EDIE, EDLE, EDOE, or EDUC.
Subtotal 6

Total 36


Note: Availability of courses varies from year to year.

Emphasis in Outdoor Education


The emphasis in Outdoor Education is designed for outdoor professionals, youth workers, classroom teachers, or anyone who wants to more effectively use God’s book of nature in teaching and outdoor programming. Generally, the classes and field experiences involve examining, evaluating, developing, and implementing outdoor education programs. Activities, such as canoeing, kayaking, backpacking, and rock climbing, are included as part of many of the courses, but are not the primary focus. Students can complete their coursework in three to four semesters, and may choose from two attendance options.

Option 1: The Outdoor Professional Intensives


These intensive sessions are designed for outdoor professionals (camp directors, naturalists, etc.) who need to continue working while enrolled in classes. To accommodate the work schedules of such professionals, each semester requires attendance at a ten-day intensive, with additional projects and/or assignments to be completed individually in an outdoor setting after the session. Online coursework is also utilized. Participation in these intensive sessions represents a commitment to the outdoor education field and is an opportunity for students to test their skills, knowledge, desires, and career goals while sharing topics of discussion and interest with the instructors and each other. Students in this attendance option must be employed by or have access to an outdoor facility in order to complete the field experiences required.

Option 2: The Classroom Teacher Summer Field School


The summer field school attendance option is designed for K-12 teachers who would like to use outdoor laboratories to enrich the classroom curriculum. Typically the student will attend three consecutive summer field school sessions in order to complete the degree. Internships allow the teacher to network with outdoor professionals in their home community. Resources used for internships typically include nature centers, parks, zoos, aquariums, museums, and government agencies offering outdoor education programming for teachers and schools. Some students may also elect to do Independent Study. Independent Study allows the teacher to develop outdoor units of study for use in their classrooms. All students attending the summer field school should come prepared with outdoor appropriate clothing and basic camping gear. Suggested schedules for summer field school and a list of items typically required for classes are available from the School of Education and Psychology.

Subtotal 9

Subtotal 12

Electives


Select a minimum of fifteen (15) hours from any Master’s-level Business, Counseling, or Education courses (must have pre-approval of Outdoor Education adviser). Eight (8) hours must be EDOE courses.

Subtotal 15

Total 36


Note: EDUC 598  Master’s Thesis is recommended
Note: A Master of Science in Administration (MSA) with an Outdoor Education emphasis is available through the School of Business and Management

Suggested Schedules for Outdoor Professional Intensives


Return to {$returnto_text} Return to: Degrees and Curricula