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Masters Degrees (Elementary Education)

We have 76 Masters Degrees (Elementary Education)

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You must first be accepted into The University of Alabama, and then into a degree program in the College. For graduate admissions, visit the Graduate School home page. Read more
You must first be accepted into The University of Alabama, and then into a degree program in the College. For graduate admissions, visit the Graduate School home page.

A minimum of 30 hours of course credit must be earned, as follows: curriculum and teaching, 6 hours; foundations of professional studies, 3 hours; evaluation of teaching and learning, 3 hours; teaching field, 12 hours; electives (which may be specified), 6 hours. If the special education requirement has not been fulfilled, the student may be required to complete an additional 3-hour survey course in special education. Students may not count more than 6 hours in certain seminar/workshop/problems courses toward the completion of the degree. A maximum of 12 hours of transfer credit, if approved by the student’s advisor, may be applied toward the degree. Students should see their advisers regarding which courses are appropriate for transfer credit.

Visit the website http://education.ua.edu/academics/ci/elem/ma/

The Elementary Education program

The Elementary Education program at The University of Alabama emphasizes the contextual basis for learning, particularly within the ever-expanding global community that includes many diverse kinds of learners and educators. Our initial and advanced degree programs are dedicated to developing professionals and scholars who understand and can apply theories of teaching and learning. We seek to graduate accomplished educators who reflect through their teaching and scholarship a deep understanding of pedagogy, content, and the nature of the learner.

Find out how to apply here - http://graduate.ua.edu/prospects/application/

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A letter of intent written by the applicant expressing professional and educational goals as applied to the program. Submission of three letters of recommendation, using the required recommendation form. Read more
• A letter of intent written by the applicant expressing professional and educational goals as applied to the program.
• Submission of three letters of recommendation, using the required recommendation form.
• Résumé or curriculum vitae.

E-mail: • Phone: 315-267-2165

Visit http://www.potsdam.edu/graduate to view the full application checklist and online application.

The Master of Science for Teachers in Childhood Education has been designed to meet certification regulations of the New York State Education Department, as well as the standards of the National Council for the Accreditation of Teacher Education (NCATE). This program is also nationally recognized by the Association for Childhood Education International (ACEI) and leads to Initial/Professional Childhood certification (Grades 1-6). Program start dates: Summer, Fall, Spring; Program also available at Watertown JCC campus.

Required Program Courses
Minimum of 47 credit hours
(Prerequisite coursework may be required prior to, or concurrent with, program studies.)

GRED 530, Classroom Management and Discipline ................3 credits
GRED 558, Literacy I: Methods (Childhood) .........................3 credits
GRED 559, Literacy II: Methods (Childhood) ........................3 credits
GRED 565, Elementary Mathematics: Content and Methods ......3 credits
GRED 566, Elementary Science: Content and Methods .............3 credits
GRED 567, Elementary Social Studies: Content and Methods .....3 credits
GRED 607, Foundations of Education (B-6) .........................3 credits
GRED 664, Practicum in Childhood Education .....................3 credits

Education Elective: 3 credit hours

GRED 613, Teaching Internship, Grades 1–3 ........................6 credits
GRED 669, Professional Development Performance Portfolio ......3 credits
GRED 676, Student Teaching Seminar ................................2 credits
GRED 696, Teaching Internship, Grades 4–6 ........................6 credits

GRED 677 is required if the candidate’s undergraduate work does not include a course in developmental, adolescent, or educational psychology. This course may count as the education elective, with permission of the advisor.

The GRE Exam (or equivalent) is required for all teacher preparation program candidates who are seeking certification (for applicants seeking admission for Fall 2015 forward). All other graduate programs, including non-certification options, do not require this exam. More information on the GRE exam can be found by visiting http://www.gre.org. SUNY Potsdam’s code for sending score reports is 2545.

Uniqueness of Program

The MST Childhood Education program is both NCATE accredited and nationally recognized by the ACEI. Candidates may complete most, but not all, of their degree requirements in the Watertown area if they choose. Also, Canadian students who complete this program and all New York State teacher certification requirements are eligible to apply to the Ontario College of Teachers for Ontario certification at the primary/ junior divisions. This program is intended for candidates who do not hold a teaching certificate and seek to earn certification in Childhood Education (Grades 1-6). Candidates may begin enrollment in the fall, spring, or summer terms.

Testimonial

“Potsdam’s graduate program afforded me great opportunities that allowed me to excel as a future educator and stand out among a crowded field of job seekers.” —John Liquori ’14

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The Master of Arts - Science Education is a research degree that offers a wide range of opportunities to pursue interests in STEM Education with the emphasis on science education. Read more

Program Overview

The Master of Arts - Science Education is a research degree that offers a wide range of opportunities to pursue interests in STEM Education with the emphasis on science education. The program is ideal for those seeking leadership roles in order to make a difference in teacher education; learning and teaching at the elementary, secondary, and post-secondary levels; industry; teaching and research institutions; government and private sectors; museums; outdoor settings and other science-based organizations. The degree prepares graduates to pursue doctoral studies.

The program’s philosophy is that advances in educational theory influence practice to improve the quality of education. Educators are empowered by research collaboration across disciplines, countries, and contexts. Accordingly, this program values diverse expertise, experience, research collaborations, mentorship, and innovative ideas. Through individual and collective research, graduate students will develop and enhance their knowledge, theoretical understandings, and practice of Science Education. Graduate students will be mentored by experienced faculty members to conduct independent research studies driven by their own interests and contemporary issues and problems in the field.

The Program will prepare graduates to advance the quality of education at their institutions and is offered on-line with on-campus options to accommodate working professionals in British Columbia and worldwide.

Part-time and full-time study options are available.

Quick Facts

- Degree: Master of Arts (research-based), Master of Education (course-based)
- Specialization: Science Education
- Subject: Education
- Mode of delivery: On campus
- Faculty: Faculty of Education

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Many master’s candidates already teach in a secondary school but wish to improve their instructional abilities. If this describes you, this program will prepare you well to serve as a resource teacher, as a coordinator, or in another leadership role in an elementary or middle school mathematics program. Read more
Many master’s candidates already teach in a secondary school but wish to improve their instructional abilities. If this describes you, this program will prepare you well to serve as a resource teacher, as a coordinator, or in another leadership role in an elementary or middle school mathematics program. All courses are offered in the evenings or during the summer.

MEETS CREDIT REQUIREMENTS FOR INSTRUCTIONAL LEVEL II CERTIFICATION

This unique program, offered in highly convenient formats, meets the credit requirements for Instructional Level II certification. However, it does not provide initial certification or grades 7–12 certification for those who hold a K-6 Level I certificate.

HYBRID FORMAT BLENDS CLASSROOM AND ONLINE INSTRUCTION

The Elementary/Middle School Mathematics Education MEd track is offered in a hybrid format combining online and classroom instruction.

MED IN MATHEMATICS EDUCATION

-Gain confidence and invaluable insight into practical ways to teach math that are both appealing and effective for your students.
-Take advantage of the best and most current research for effective classroom practices at the elementary and middle school levels.
-Explore the real day-to-day challenges of teaching. Learn how to work with diverse learners and test standards and incorporate technology into the classroom.
-Learn from faculty members who have experience teaching at the K-12 level and who understand the joys and challenges of teaching.

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A letter of intent written by the applicant, discussing why you wish to develop your knowledge and skills in the field of special education, in addition to the personal attributes you possess that will help you meet the challenges of the graduate program. Read more
• A letter of intent written by the applicant, discussing why you wish to develop your knowledge and skills in the field of special education, in addition to the personal attributes you possess that will help you meet the challenges of the graduate program.
• Submission of three letters of recommendation, using the required recommendation form.
• Résumé or curriculum vitae.
• Submission of a teaching certificate, indicating preparation in general education curriculum at the level of the program for which application is being made.
• Certain coursework may be required as a component to individual admission, as determined at the time of application.

E-mail: • Phone: 315-267-2165

Visit http://www.potsdam.edu/graduate to view the full application checklist and online application.

The Master of Science in Education in Special Education is recognized by the Council for Exceptional Children and accredited by NCATE. All programs are registered with the New York State Education Department and lead to initial certification in one of the following three areas: Early Childhood (Birth-Grade 2), Childhood (Grade 1-6), or Adolescent (Grade 7-12). Please note that students may also receive certification at both the Early Childhood and Childhood levels. Program start date: Fall.

Required Program Courses
Minimum of 36 credit hours

SPED 601, Characteristics of Learners with Mild/Moderate Disabilities
SPED 607, Educational Research: Critical Issues in Special Education
SPED 609, Field Experience I
SPED 612, Technology in Special Education
SPED 637, Diagnosis and Assessment of Educational Disabilities
SPED 638, Teaching Reading for Students with Special Needs
SPED 640, Behavior Management for the Special Educator
SPED 649, Field Experience II
SPED 650, Collaborative Consultation with Professionals and Parents
SPED 669, Practicum
SPED 670, Culminating Experience

Program Specific Course Requirements: 6 credit hours

Early Childhood (Birth – Grade 2):
SPED 648, Strategies for Early Childhood Special Education
Elective Course selected with advisor approval

Childhood (Grades 1–6):
SPED 646, Strategies for Teaching Elementary Students with Disabilities
Elective Course selected with advisor approval

Adolescent (Grades 7–12):
SPED 646, Strategies for Teaching Elementary Students with Learning / Behavioral Disabilities
SPED 647, Strategies for Teaching Secondary Students with Disabilities

The GRE Exam (or equivalent) is required for all teacher preparation program candidates who are seeking certification (for applicants seeking admission for Fall 2015 forward). All other graduate programs, including non-certification options, do not require this exam. More information on the GRE exam can be found by visiting http://www.gre.org. SUNY Potsdam’s code for sending score reports is 2545.

Uniqueness of Program

Students enrolled in this selective program complete their course- work with the same peer cohort, affording them a unique opportunity to build relationships and collaborate with fellow students throughout the program. Small class sizes and a dedicated faculty fosters positive relationships. Students also have the opportunity to gain direct hands-on field experiences with students with disabilities under the mentorship of the classroom teacher and college supervisor. Part-time study is available.

Testimonials

“The thing I valued the most about the program was how the faculty treated us all like individuals. They knew us on a per- sonal level and worked to assist us all in gaining the knowledge and skills we need to work with the population of students we intended to teach. I felt that my opinions were respected. My personal experiences were valued and welcomed by the faculty to help our diverse group truly understand that we all had very different backgrounds and could learn so much from each other.”

“My favorite thing about the program was the small classes and the personal attention that I got in regards to my academics. Whenever I needed help, there was always someone there willing to help. I also really enjoyed how much technology is stressed in the program.”

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The Physical Education program will appeal to elementary, middle, and secondary school educators with interests in. Read more

Program Overview

The Physical Education program will appeal to elementary, middle, and secondary school educators with interests in: integrated and thematic approaches to curriculum and pedagogy; development and evaluation of outdoor environmental, leadership or experiential education programs; active living, health promotion and wellness; movement education concepts; teaching games for understanding; inclusive models of education and issues of equity and social justice.

Part-time and full-time study options are offered.

Quick Facts

- Degree: Master of Arts (research-based), Master of Education (course-based)
- Specialization: Physical Education
- Subject: Education
- Mode of delivery: On campus
- Registration options: Full or Part-time
- Faculty: Faculty of Education

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Scholars in the Department of Leadership, Higher and Adult Education (LHAE) are engaged in a range of theoretical and practical fields. Read more
Scholars in the Department of Leadership, Higher and Adult Education (LHAE) are engaged in a range of theoretical and practical fields: leadership and administration, policy and change, social diversity and community engagement. Themes running through our research and teaching include equity and social justice, professional education, policy studies, educational leadership and organizations, and adult learning within institutions and community settings. We develop and organize collaborative programs in support of particular research areas of interest including those in policy, international development education, and workplace learning. This field ties into work at multiple levels, elementary, secondary, ​and higher education systems, and extends into larger communities, both locally and internationally.

The Department of Leadership, Higher and Adult Education consists of three graduate programs representing the application of cognate scholarship to domains of practice. All programs offer courses of study leading to Master of Arts, Master of Education, and Doctor of Philosophy degrees. The Educational Leadership and Policy program and the Higher Education program also offer courses of study leading to Doctor of Education degrees. Applications must be made to one ​of the three programs and to one of the fields offered within each program according to the degree level of interest (see the list at the top of this entry).

This MA is a research-based degree and can be taken on a full-time or part-time basis. During their program of study, MA students are expected to have exposure to both qualitative and quantitative approaches to research.

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Scholars in the Department of Leadership, Higher and Adult Education (LHAE) are engaged in a range of theoretical and practical fields. Read more
Scholars in the Department of Leadership, Higher and Adult Education (LHAE) are engaged in a range of theoretical and practical fields: leadership and administration, policy and change, social diversity and community engagement. Themes running through our research and teaching include equity and social justice, professional education, policy studies, educational leadership and organizations, and adult learning within institutions and community settings. We develop and organize collaborative programs in support of particular research areas of interest including those in policy, international development education, and workplace learning. This field ties into work at multiple levels, elementary, secondary, ​and higher education systems, and extends into larger communities, both locally and internationally.

The Department of Leadership, Higher and Adult Education consists of three graduate programs representing the application of cognate scholarship to domains of practice. All programs offer courses of study leading to Master of Arts, Master of Education, and Doctor of Philosophy degrees. The Educational Leadership and Policy program and the Higher Education program also offer courses of study leading to Doctor of Education degrees. Applications must be made to one ​of the three programs and to one of the fields offered within each program according to the degree level of interest (see the list at the top of this entry).

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The Master of Arts in Child Study and Education Program is offered at the Dr. Eric Jackman Institute of Child Study, a centre of professional teacher training a​nd research in childhood and education, which includes a Nursery through Grade 6 Laboratory School. Read more
The Master of Arts in Child Study and Education Program is offered at the Dr. Eric Jackman Institute of Child Study, a centre of professional teacher training a​nd research in childhood and education, which includes a Nursery through Grade 6 Laboratory School.

The philosophy of this program is based on the belief that successful teaching requires an understanding of how children’s capacities, concerns, and behaviour change with age, how individual differences reflect developmental changes, and how social and physical environments influence children’s development.

The program introduces students to educational and developmental theory and research relevant to educational settings, showing how this research can inform classroom practice. Students also learn how to objectively study children, using both practical assessment and formal methods of inquiry. These areas of knowledge combined with knowledge of effective teaching methods (such as an inquiry-based approach) and learning environments result in educational practices that build on children’s current levels of development.

The non-thesis program requires two years of full-time study leading to a Master of Arts degree. Graduates are recommended to the Ontario College of Teachers for a Certificate of Qualification, which qualifies the holder to teach in the primary and junior divisions of Ontario schools.

This program offers two fields:
-Practice-Based Inquiry (PBI) in Psychology and Educational PracticeThe field is based on the use of collaborative inquiry and data-based decision-making to enhance teachers’ practice and student learning and success. This field will provide a foundation in the use of a broad range of information sources to address questions of practice using an inquiry cycle.

-Research-Intensive Training (RIT) in Psychology and Education
The field provides concurrent training in research methods and educational practice for elementary teacher certification. It supports the development of expertise in scientific examination of educational and psychological issues and highlights the integration between science and classroom practice.

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Go strong for education. The Meredith M.Ed. No matter how strong you are as a teacher, the Meredith M.Ed. will make you even stronger. Read more
Go strong for education. The Meredith M.Ed.

No matter how strong you are as a teacher, the Meredith M.Ed. will make you even stronger. Our renowned program – designed for licensed K-12 teachers – will deepen your knowledge or prepare you for a new role in education. You'll improve your classroom teaching effectiveness and develop professionally. You'll be ready to succeed in leadership positions within schools or school systems.

The Meredith Master of Education program in Raleigh is one of the region's best. Schools seek out and hire Meredith-trained educators. And graduates consistently receive local, state, and national educator awards.

With five specialized tracks – academically and intellectually gifted, elementary education, English as a second language, reading, and special education (general curriculum) – the men and women who complete the Meredith M.Ed. are well prepared to make an impact in their schools.

Program Quick Facts

- Accredited by NCATE (now CAEP)
- 33-36* credit hours (11-12 courses)
- Coeducational program open to men and women
- Classes blend in-person, hybrid, and online courses
- Courses are scheduled from 5-7:50 p.m. in the fall and spring semesters and 4:30-8 p.m. in the summer session. Courses meet once per week during the school year, twice per week in the summer
- Typical time to degree is 2.5 years
- Admission deadlines are July 1 for fall (classes begin in August), November 1 for spring (classes begin in January), and April 1 for summer (classes begin in May)
- 98% of students are currently employed as teachers
- Total tuition is $19,800** ($550 per credit hour) plus additional program fees
- Financial assistance is available

*Number of credit hours varies by specialty track.
** Based on 36 credit hours

Strong Reputation

As one of the strongest programs in the region, Meredith has a reputation for educating confident and capable teachers. That’s why so many schools seek out Meredith-trained educators who enter the classroom and make an immediate impact.

Convenient Scheduling

Because 98% of Meredith M.Ed. students are currently employed as teachers, the program offers a convenient course schedule to fit with working teachers' schedules. And for additional flexibility, some online and hybrid courses are offered.

Financial Assistance

Financial assistance is available to M.Ed. students. Options include the Federal TEACH Grant (ESL, reading and special education/general curriculum), financial aid, and need-based scholarships.

License Renewal

Current teachers who are interested in renewing a teaching license may take master’s level courses as a non-degree student.

Other admission requirements

Official report of scores of the Graduate Record Exam (GRE), mailed directly from the Educational Testing Service or official mailed scores from the Miller Analogies Test (MAT). Statement of Work Experience (resume or C.V.). Copy of teaching license. Responses to essay questions.

See website for more information on entry into this course: http://www.meredith.edu/academics/schools/education_health_and_human_sciences/graduate_programs/master_of_education/

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When you're ready to teach, go strong. The Meredith M.A. in Teaching. Meredith has long been known for educating outstanding and dedicated teachers. Read more
When you're ready to teach, go strong. The Meredith M.A. in Teaching.

Meredith has long been known for educating outstanding and dedicated teachers. The Meredith Master of Arts in Teaching is no exception, serving college graduates – both men and women – who do not hold a teaching license but want to become teachers. The program offers all of the benefits of a Meredith education. Small classes. A collaborative learning environment. Hands-on professional development.

Our Raleigh-based M.A.T. degree program is one of the region's strongest. Our graduates have a 100% pass rate on the Praxis exams. And schools are known to seek out and hire Meredith-trained teachers. Meaning all program graduates who pursue teaching positions get hired.

With concentrations in high-need areas – health and physical education, elementary education, English as a second language, and special education – the Meredith M.A. in Teaching will prepare you to enter the classroom and make an immediate impact.

Strong Reputation

As one of the strongest programs in the region, Meredith has a reputation for educating confident and capable teachers. That’s why so many schools seek out Meredith-trained teachers – and why our graduates make such a lasting impact in the classroom.

Unparalleled Support

Meredith's program is small, meaning students build lasting relationships with each other and expert faculty. Students benefit from the personalized nature of our program – the kind of individual attention that's not offered by larger or online programs. How do they benefit? Graduates of the Meredith M.A. in Teaching have a 100% pass rate on the Praxis exam. And all graduates who seek teaching positions get hired.

Culminating Experiences

During the last semester of study, students complete a semester-long practicum or internship in the public schools. Students also produce a professional reflections portfolio. Before applying for licensure, students must have earned the minimum score on required state licensure tests.

Financial Assistance

Financial assistance is available for Meredith M.A. in Teaching students. Options include scholarships, grants, and loans.

Convenient Scheduling

M.A. in Teaching courses are scheduled in the evening to accommodate working professionals' schedules. For additional convenience, two tracks – full- and part-time – are offered, allowing students to complete their degrees at their own pace. The full-time track takes 17 months to complete. The part-time track requires one additional year.

Program Quick Facts

-Accredited by NCATE (now CAEP).
-39 credit hours (13 courses).
-Coeducational program open to men and women.
-Classes meet in-person on Meredith’s campus.
-Courses are scheduled from 5-7:50 p.m. in the fall and spring semesters and 4:30-8 p.m. in the summer session. Courses meet one per week during the school year, twice per week in the summer.
-Full-time and part-time options available.
-Full-time degree seekers complete the degree in 17 months; Part-time degree seekers complete the degree in 28 months.
-Admission deadlines are March 1 for early decision, June 1 for regular decision. Classes begin in August. (Fall admission only).
-Total tuition is $21,450 ($550 per credit hour) plus additional program fees.

Other admission requirements

Official report of scores of the Graduate Record Exam (GRE), mailed directly from the Educational Testing Service, target score of 148 verbal and 150 quantitative, with analytical score of 4.0. Statement of Work Experience (resume or C.V.). Responses to essay questions.

See website for more information on entry into this course: http://www.meredith.edu/academics/schools/education_health_and_human_sciences/graduate_programs/master_of_arts_in_teaching/

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A letter of intent written by the applicant expressing professional and educational goals as applied to the program. Submission of two letters of recommendation, using the required recommendation form. Read more
• A letter of intent written by the applicant expressing professional and educational goals as applied to the program.
• Submission of two letters of recommendation, using the required recommendation form.
• Résumé or curriculum vitae.

E-mail: • Phone: 315-267-2165

Visit http://www.potsdam.edu/graduate to view the full application checklist and online application.

This program prepares students for technology leadership and management positions in business and organizations in private industry, the military, social service agencies, K-12 schools and higher education. For students holding an Initial certification, this degree program leads to recommendation for an additional New York certification as an Educational Technology Specialist. The program meets the standards established by the New York State Education Department (NYSED) and is NCATE certified. This program is also available for non K-12 students who are not seeking certification. Program start date: Summer, Fall, Spring.

Required Program Courses
Minimum of 36 credit hours

IT 614, Technology in Education .........................................3 credits
IT 625, History and Philosophy of Technology Utilization ...........3 credits
IT 635, Research and Theory on Comm and Performance ............3 credits
IT 647, Technology Coaching ..............................................3 credits
IT 651, Systematic Design for Performance Improvement ............3 credits
IT 654, Program Evaluation ...............................................3 credits
IT 657, Practicum in Technology ..........................................3 credits

Four electives focusing on web development, literacy, program- ming and authoring, and technology utilization: 12 credit hours

Culminating Experience: 3 credit hours

The GRE Exam (or equivalent) is required for all teacher preparation program candidates who are seeking certification (for applicants seeking admission for Fall 2015 forward). All other graduate programs, including non-certification options, do not require this exam. More information on the GRE exam can be found by visiting http://www.gre.org. SUNY Potsdam’s code for sending score reports is 2545.

Success Story

In the Fall 2012 semester, as part of a multimedia class for the MSED Educational Technology Specialist program, Trevor Dugan, Class of 2014, developed an app called PuzzleTopple. The app was published a year later and is available on both iOS and Android. Since the launch, the app has gone global, with 17,000 downloads in the Singapore region and over 25,000 downloads worldwide on iOS alone.

Uniqueness of Program

A teaching certificate is not required to enter this program; however, for those students who enter the program with an existing New York State teaching certificate, this degree may lead to an additional New York State certification.

Employment Diversity

Graduates of the program have obtained positions in, but not limited to, elementary education, secondary education, higher education, technology start-ups, and consulting firms.

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Many master’s candidates already teach in a secondary school, but wish to improve their instructional abilities. If this describes you, this program will prepare you well to serve as a resource teacher, as a coordinator, or in another leadership role in an elementary or middle school mathematics program. Read more
Many master’s candidates already teach in a secondary school, but wish to improve their instructional abilities. If this describes you, this program will prepare you well to serve as a resource teacher, as a coordinator, or in another leadership role in an elementary or middle school mathematics program. All courses are offered in the evenings or during the summer.

MEETS CREDIT REQUIREMENTS FOR INSTRUCTIONAL LEVEL II CERTIFICATION

This unique program, offered in highly convenient formats, meets the credit requirements for Instructional Level II certification. However, it does not provide initial certification or grades 7–12 certification for those who hold a K-6 Level I certificate.

CONVENIENT ONLINE FORMAT

The MEd in Mathematics Education, Secondary Track is offered entirely online.

MED IN MATHEMATICS EDUCATION

-Gain confidence and invaluable insight into practical ways to teach math that are both appealing and effective for your students.
-Take advantage of the best and most current research for effective classroom practices at the secondary school levels.
-Explore the real day-to-day challenges of teaching. Learn how to work with diverse learners and test standards and incorporate technology into the classroom.
-Learn from faculty members who have experience teaching at the K-12 level and who understand the joys and challenges of teaching.

Read less
Faculty have extensive experience in teaching health education in a school setting; expertise working with school districts in curriculum development, and… Read more

What are the strengths of your program?

Faculty have extensive experience in teaching health education in a school setting; expertise working with school districts in curriculum development, and staff development; they have received external grant funds for school health education; faculty with state and national recognition in school health education; faculty who have conducted, published and presented competencies for a school health educator; program has flexibility for students to select elective coursework (dependent in their academic background) in education and counselling.

Curriculum

A total of 33 credits are required for the degree. Each module carries 3 credits.

Core modules (6 credits):

HEA 620 School Health Programs (Spring)
HEA 622 Curriculum & Instruction in Health Ed. (Fall)

School Health Concentration Electives (18 credits):

HEA 500 Diseases
HEA 501 Integrative Health
HEA 510 Adolescent Medicine
HEA 511 Stress Management
HEA 512 HIV/AIDS and Public Health
HEA 527 Human Sexuality and Family Life
HEA 529 Mental Health issues in the CSHP
HEA 581 Special Topics in Health (no more than 6 credits permitted)
HEA 623 Substance Abuse Prevention
HEA 543 Transcultural Health
HEA 545 Mind/Body Medicine
NTD 504 Nutrition Education K-12

Education Electives (6 credits):

EDA 511 Inclusion and Collaboration
EDA 542 Foundations of Special Education
EDE 526 Professional Dimensions of Teaching & Learning
EDE 532 Teaching and Learning: Theory to Practice
EDE 533 Social Studies & Health Education in Elementary Schools
EDE 543 Creative Expression in the Elementary Classroom
EDE 544 Integrating Creativity and the Arts across the Curriculum
EDE 551 Child and Adolescent Behavior
EDE 552 The Middle School Child
EDE 554 The Reflective Teacher
EDE 557 Foundations of Cooperative Learning
EDE 563 Teacher as Leader
EDE 565 Effective Classroom Management
EDE 598 Workshops in Elementary Education
EDF 500 Methods and Materials of Research in Education
EDF 509 Contemporary Teaching Trends
EDF 510 Educational Foundations
EDF 511 Foundations of Transformative Education
EDF 520 Comparative Education
EDF 581 Philosophy of Education
EDF 583 The American School as Social Narrative
EDF 589 Sociological Foundations of Education
EDT 500 Integrating Educational Technologies
EDT 501 Using Internet Resources for Curriculum Development
EDT 503 Learning and Leading with Technology

Additional Degree Requirements:

After successful completion of ALL coursework, students must register for HEA 601 Research and Report Writing (3 credits).

What job opportunities exist for program graduates?

• There are limited job opportunities in teaching health education at the K-12 level in Pennsylvania. Many students are employed as health education teachers in other states.

• The majority of our M.Ed. students are teaching K-12 health education or working as a school nurse.

• You could be employed as a health educator for voluntary health agencies, state agencies, federal agencies, or health organizations (hospital, corporate, fitness centers).

• K-12 Health education teacher certification is not offered in this M.Ed. degree.

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The MSOE MBA in STEM Leadership is among the first of its kind in the world. It prepares STEM teacher-leaders to develop and support initiatives to improve student learning outcomes in STEM fields and generate greater community awareness for the importance of STEM education. Read more
The MSOE MBA in STEM Leadership is among the first of its kind in the world. It prepares STEM teacher-leaders to develop and support initiatives to improve student learning outcomes in STEM fields and generate greater community awareness for the importance of STEM education.

The MSOE MBA in STEM Leadership will provide PK-12 teachers and college instructors with the capabilities needed to drive higher levels of student achievement in STEM fields, engage colleagues and administrators in STEM initiatives, and foster community support for STEM in PK-12 schools. This innovative new program blends STEM education techniques, business knowledge, and leadership skills. The overall program objective is to support the transformation of STEM teachers into teacher-leaders to help grow STEM education at the elementary and secondary school levels, as well as within community colleges and universities.

MSOE is a leader in STEM teacher professional development. MSOE’s Project Lead The Way (PLTW) summer programs serve more teachers than any other PLTW location in the nation. In addition, MSOE is home to the Center for BioMolecular Modeling (CBM), which conducts grant-supported science outreach programs for teachers and post-secondary educators. Candidates for the MBA in STEM Leadership program will leverage their learning in the MSOE PLTW or CBM outreach program by completing guided field projects for graduate credit.

Program Features and Benefits

- Program graduates earn the MSOE MBA through completion of a 33 quarter-credit core; in addition graduates learn to effectively assimilate new teaching techniques into their schools and communities.
- The program is offered part-time and can easily integrate with a full-time work schedule, with classes delivered as either blended Internet or 100 percent online.
- Participation in PLTW and CBM science outreach programs is converted into graduate program credit through completion of guided field projects tailored to the unique needs of a student’s environment.
- Students complete a personal leadership inventory and receive one-to-one leadership development coaching throughout the program.
- Graduates are connected to a community of like-minded STEM teachers to share new ideas, disseminate effective practices, and provide support for change initiatives.

Program Objectives

1. Integrate understanding of all business functional areas to lead classroom and organizational initiatives to achieve a stated mission and strategic objectives.
2. Direct innovative initiatives and formulate policies using sound analytical skills and evidence-based practice.
3. Demonstrate the on-going integration of effective leadership traits and ethical principles into personal and professional personas.
4. Build and sustain relationships among diverse constituents, stakeholders, and policy makers that foster a culture conducive to strong student achievement and performance in STEM fields.
5. Build strong initiatives by identifying and motivating talented people, and helping guide their development.
6. Leverage existing and emerging technologies to enhance organizational efficiency and effectiveness.
7. Rise to significant leadership positions within the STEM education field.
8. Lead change efforts within courses and curriculum designed to enhance and support STEM education.
9. Lead efforts within school districts and regional communities to facilitate growth in STEM initiatives.
10. Apply evidence-based teaching practice to ensure STEM curriculum and pedagogy lead to high levels of student engagement and learning in the classroom.

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