Online Master of Education (M.Ed.)

Master of Education - General

This program is for anyone seeking to enhance their professional teaching skills. This includes individuals working in preK-12, adult education, community education, professional (e.g., nursing) education, and similar settings.

Candidates will study historical, philosophical, and political underpinnings of education, and examine the characteristics of highly effective teachers. Candidates will also plan and carry out a practitioner research study where they work. The M.Ed. includes 12 credits of elective coursework which allows for an emphasis of your choice.

Courses

Core Requirements (12 Credits)

EDUC 6740 - School Law 3 Credits

 

EDUC 6915 - Becoming a 21st Century Master Teacher 3 Credits

In the 21st Century, schools are tasked with offering students a holistic education that emphasizes life skills such as communication, cross-cultural collaboration, and critical thinking. This course provides teachers and administrators with opportunities to ponder, reflect and improve upon their professional practice and the learning environments they create for students. The implications of these changes for curriculum and instruction will help educators develop the skills and concepts necessary to provide just and equitable 21st century schooling for all students.

EDUC 6620 - Critical Pedagogy 3 Credits

This course examines key concepts and principles of critical theory, critical pedagogy, and social justice education. Different pedagogical models will be studied in order to examine and evaluate socialized ideas of what teachers are and how teaching should be conducted.

EDUC 6410 - Social Foundations of Education 3 Credits

History and philosophical foundations of curriculum and teaching in American schools emphasizing cultural influences and concepts shaping education in today’s society.

These classes are offered in 7 week sessions.

Elective Requirements (12 Credits)

Select 12 credits of electives (may be taken from graduate-level endorsement courses, the APPEL program, or from other SUU graduate programs with approval of the M.Ed. Program Director).

These classes are offered in 7 week sessions.

Capstone Requirements (9 Credits)

EDUC 6030 - Principles of Practitioner Research 3 Credits

The study of current psychological principles of teaching and learning as they apply to positivist and constructivist research paradigms. Principles and techniques for studying one’s professional practice. The use of educational measures for evaluation and planning processes.

EDUC 6650 - Practitioner Research I 3 Credits

This course builds upon the practitioner research proposal begun in EDUC 6030 - Principles of Practitioner Research by applying action research tools to classroom study. Candidates finalize research questions, conduct a literature review, determine their research methodology, and obtain IRB approval.

EDUC 6933 - Practitioner Research II 3 Credits

Student completes and presents a Practitioner Research Thesis based upon a previously selected topic and question. Advisor approval required and advisor will complete registration.

These courses are full semester classes.

Master of Education - Curriculum and Instruction

This major is for anyone seeking to study in-depth the foundations and principles of an effective school curriculum.

You will learn historical, philosophical, and political perspectives on curriculum, the role of curriculum in creating student-focused classrooms, how technology can enhance student learning, and the role of differentiation in creating equitable learning opportunities for all students.

Courses

Core Requirements (12 Credits)

EDUC 6740 - School Law 3 Credits

 

EDUC 6915 - Becoming a 21st Century Master Teacher 3 Credits

In the 21st Century, schools are tasked with offering students a holistic education that emphasizes life skills such as communication, cross-cultural collaboration, and critical thinking. This course provides teachers and administrators with opportunities to ponder, reflect and improve upon their professional practice and the learning environments they create for students. The implications of these changes for curriculum and instruction will help educators develop the skills and concepts necessary to provide just and equitable 21st century schooling for all students.

EDUC 6620 - Critical Pedagogy 3 Credits

This course examines key concepts and principles of critical theory, critical pedagogy, and social justice education. Different pedagogical models will be studied in order to examine and evaluate socialized ideas of what teachers are and how teaching should be conducted.

EDUC 6410 - Social Foundations of Education 3 Credits

History and philosophical foundations of curriculum and teaching in American schools emphasizing cultural influences and concepts shaping education in today’s society.

These classes are offered in 7 week sessions.


Curriculum and Instruction Core (12 Credits)

ELPP 6350 - Curriculum3 Credit(s)

Built upon the principles of the national ISLLC standards (2), this course focuses on the use of rigorous curricula, high expectations for students, and alignment to academic standards. A program/problem-based approach provides hands-on activities to develop skills to maximize students learning through authentic and differentiated pedagogy. (Spring - 1st Session, Spring - 2nd Session, Summer - 1st Session, Summer - 2nd Session) [Graded (Standard Letter)]

Registration Restriction(s): None

EDUC 6020 - Information and Technology in Education 3 Credit(s)

History and philosophical foundations of curriculum and teaching in American schools emphasizing cultural influences and concepts shaping education in today’s society. (As Needed) [Graded (Standard Letter)]

Registration Restriction(s): None

EDUC 6120 - Teacher-Led Instructional Programs 3 Credit(s)

This course examines current curriculum designs and teaching/learning models and the leadership processes of assessing, developing, implementing, and revising instructional programs to improve student learning. Students will learn how to effectively establish and maintain optimal learning environments conducive to student success. Students will develop skills necessary for understanding skills and dispositions required for effective communication as school leaders. (As Needed) [Graded (Standard Letter)]


Registration Restriction(s): None

EDUC 6034 - Computer Supported Collaborative Learning 3 Credit(s)

The Technology Pedagogy series will provide skills for planning and designing effective learning environments and experiences supported by technology. Participants will implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Individuals will also learn ways to apply technology to facilitate a variety of effective assessment and evaluation strategies. (As Needed) [Graded (Standard Letter)]

Registration Restriction(s): Administrative Licensure, Master of Education with Licensure, Master of Education, or non-degree seeking Master of Education majors only

These classes are offered in 7 week sessions.


Capstone Requirements (9 Credits)

EDUC 6030 - Principles of Practitioner Research 3 Credit(s)

The study of current psychological principles of teaching and learning as they apply to positivist and constructivist research paradigms. Principles and techniques for studying one’s professional practice. The use of educational measures for evaluation and planning processes. (As Needed) [Pass/Fail]

Repeatable for Add’l Credit? Yes - Number of Times: 2

Registration Restriction(s): None

EDUC 6650 - Practitioner Research I 3 Credit(s)

This course builds upon the practitioner research proposal begun in EDUC 6030 - Principles of
Practitioner Research by applying action research tools to classroom study. Candidates finalize research questions, conduct a literature review, determine their research methodology, and obtain IRB approval.


(As Needed) [Pass/Fail]
Prerequisite(s): EDUC 6030 - Prerequisite Min. Grade: B-
Registration Restriction(s): None

EDUC 6933 - Practitioner Research II 3 Credit(s)

Student completes and presents a Practitioner Research Thesis based upon a previously selected topic and question. Advisor approval required and advisor will complete registration.

(As Needed) [Graduate Thesis/Capstone Pass/Fail]
Prerequisite(s): EDUC 6650 and advisor permission - Prerequisite Min. Grade: P
Registration Restriction(s): None

These courses are full semester classes.


Additional Information

Students may ultimately earn more credits than listed below for the master’s degree. If the capstone cannot be completed within one (1) semester, students must be continuously enrolled until degree completion in:

EDUC 6931 - Capstone Master of Education Seminar 1 Credit(s)

Students must be continuously enrolled in at least one (1) credit hour of EDUC 6931 until their Capstone professional project, thesis, or portfolio is completed. Advisement of capstone chair is required. Advisor approval required and advisor will complete registration.

(As Needed) [Graduate Thesis/Capstone Pass/Fail]

Prerequisite(s): Advisor permission
Repeatable for Add’l Credit? Yes - Total Credits: 2
Registration Restriction(s): None

Master of Education - Educational Foundations & Policy

Students from all programs are welcome to enroll in the M.Ed. Educational Foundations and Policy program. This program is especially important for educators in today’s educational climate and individuals who want to learn more about historical, sociological, and philosophical principles in education.

An Educational Foundations and Policy major provides students from all disciplines a better understanding of history, sociology, philosophy, cultural studies, and political science applied to education and schooling. This program challenges students to critically examine the relationships between education and society and begin to utilize their sphere of influence to affect change. Students will utilize interpretive, normative, and critical perspectives throughout the program. Normative perspectives are examining issues, policies, and educational practices using a variety of beliefs and assumptions about education. Student reflection and personal development is key in this area. Interpretive perspectives are utilizing concepts and theories from the social sciences and humanities to examine education. Critical perspectives require students to question and examine various inconsistencies within educational policies, practices, and values.

Courses

Core Requirements (12 Credits)

EDUC 6740 - School Law 3 Credits

 

EDUC 6915 - Becoming a 21st Century Master Teacher 3 Credits

In the 21st Century, schools are tasked with offering students a holistic education that emphasizes life skills such as communication, cross-cultural collaboration, and critical thinking. This course provides teachers and administrators with opportunities to ponder, reflect and improve upon their professional practice and the learning environments they create for students. The implications of these changes for curriculum and instruction will help educators develop the skills and concepts necessary to provide just and equitable 21st century schooling for all students.

EDUC 6620 - Critical Pedagogy 3 Credits

This course examines key concepts and principles of critical theory, critical pedagogy, and social justice education. Different pedagogical models will be studied in order to examine and evaluate socialized ideas of what teachers are and how teaching should be conducted.

EDUC 6410 - Social Foundations of Education 3 Credits

History and philosophical foundations of curriculum and teaching in American schools emphasizing cultural influences and concepts shaping education in today’s society.

These classes are offered in 7 week sessions.

Educational Foundations & Policy Core (12 Credits)

EDUC 6600 - Sociology of Education 3 Credit(s)

This course provides an overview of the relationship between education and society, with a primary focus on its role in replication, reinforcement, and creation of inequality. Various sociological concepts, methods, and theories will be used to examine both historical and current issues in education such as inequity, social stratification, the “achievement gap,” and social and cultural capital.

This course is designed to challenge and expand what we think we know about education. We will critically engage research in topics such as sociology, education, economics, public policy, and more. Through structured analysis, we will bring academic materials into direct dialogue with structured experiences in community organizations [such as schools] to enrich our understanding of educational issues. The goal is to better understand how "education" works: what shapes educational achievement; where inequalities in educational achievements come from; how and why educational experiences and accomplishments result in better social and economic outcomes; and how educational institutions might be improved. Although this course is primarily created for current or future teachers, others who are engaged in other learning communities or professions will find the course material applicable to other institutions.

EDUC 6610 - Educational Policy Analysis and Advocacy 3 Credit(s)

This course examines the role of politics and public policy in education, focusing primarily on policy models and frameworks, and their application to current policy issues in K-12 schooling utilizing a historic perspective. Students will study theoretical frameworks necessary for understanding public policymaking and the roles that research plays in the policy process. The curriculum includes local, state and federal education policy.

It is important that teachers, pre-service teachers, and other individuals invested in education understand the role of politics in education, so they may feel empowered to become a change agent in education. We will examine federal, state, and local educational policy as it affects educators, parents, students, and society. We will also study political groups and their impact on teaching, learning, and education’s role in society. Our analysis of educational policy will be placed within the framework of the American political system, including federal and state constitutional frameworks, legislative, executive, and judicial decisions, the electoral process, public opinion, and the media. We will utilize multiple analytical frameworks to explore policy purposes, processes, contents and outcomes. Students will also gain experience in analyzing current educational policy through the lens of a chosen framework.

EDUC 6630 - Democracy and Education 3 Credit(s)

This course will explore the connections between democracy and education. The focus will be on critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, individuals engaged in community development, adult educators, community organizers, and others involved in educational endeavors. Students will engage in study of a range of conceptions and understandings of democracy and analyze implications of these different conceptions of democracy for the practical work of education.

The main goal of this course is to create an intellectual space in which connections between democracy and education can be critically examined and imagined. We will survey and critically analyze a range of competing conceptions of democracy, including classical, republican, liberal, radical, Marxist, neo-Marxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. The course will encourage students to deepen their understanding of the in which the concept of democracy has been and is currently theorized, explore the practical implications of different theories of democracy for the practice of education in both formal and non-formal settings (e.g., in schools and communities, and develop and critically analyze “practitioner profiles” that provide accounts of how educators pursue particular civic education curricula, programs and initiatives.

EDUC 6640 - History of American Education 3 Credit(s)

This course examines the role of schools and teaching throughout American history. A historical framework will be used to reflect on the relationship of schooling to other societal institutions, groups of people, and processes of social change.

These classes are offered in 7 week sessions.

Capstone Requirements (9 Credits)

EDUC 6030 - Principles of Practitioner Research 3 Credit(s)

The study of current psychological principles of teaching and learning as they apply to positivist and constructivist research paradigms. Principles and techniques for studying one’s professional practice. The use of educational measures for evaluation and planning processes. (As Needed) [Pass/Fail]

Repeatable for Add’l Credit? Yes - Number of Times: 2

Registration Restriction(s): None

EDUC 6650 - Practitioner Research I 3 Credit(s)

This course builds upon the practitioner research proposal begun in EDUC 6030 - Principles of
Practitioner Research by applying action research tools to classroom study. Candidates finalize research questions, conduct a literature review, determine their research methodology, and obtain IRB approval.


(As Needed) [Pass/Fail]
Prerequisite(s): EDUC 6030 - Prerequisite Min. Grade: B-
Registration Restriction(s): None

EDUC 6933 - Practitioner Research II 3 Credit(s)

Student completes and presents a Practitioner Research Thesis based upon a previously selected topic and question. Advisor approval required and advisor will complete registration.

(As Needed) [Graduate Thesis/Capstone Pass/Fail]
Prerequisite(s): EDUC 6650 and advisor permission - Prerequisite Min. Grade: P
Registration Restriction(s): None

These courses are full semester classes.

Master of Education - Higher Education and Student Affairs

This program is for higher education professionals seeking an advanced degree. Through the coursework, learners will acquire professional competencies in higher education administration and student development.

Courses

Foundational Core (12 Credits)

PADM 6540 - Higher Education Law and Policy

This course provides the background for understanding the law and policy of higher education in the United States, particularly in Utah. It covers policy topics including the governance of higher education as well as legal issues relating to college employees, faculty, and students.

PADM 6550 - Student Affairs in Higher Education

This course provides a comprehensive introduction to the Student Affairs profession. Historical, ethical, philosophical, and theoretical foundations are explored. Core competencies and functional areas within the profession, diversity of institutional type, student populations, characteristics of today’s college students, and contemporary issues are examined.

PADM 6560 - Organization and Administration in Higher Education

This course explores the types of learning environments and different models of organizational functioning that currently exist in American colleges and universities. Students analyze and examine the influence environments have on individual behavior and how environments can be shaped and created to encourage students learning and engagement.

PADM 6570 - Student Development in College, Theory, and Practice

Student Affairs Core (15 credits)

EDUC 6645 - History of Higher Education in the US

This course provides students with historical context for the present state and condition of colleges and universities in the United States of America. It addresses important developments and changes in how institutions of higher education have conceived of their purpose, crafted their curriculum and delivered instruction, structured their leadership and administration, interacted with their communities, responded to their student and campus cultures, and sought to influence industry through research and workforce development. The course also explores how governments, state and federal, have advanced and inhibited the growth of higher education. The history of higher education is enriched by examining these events and changes from different perspectives represented by the evolution of unique institutions such as Land Grants, Normal Schools, Tribal Colleges, Historically Black Colleges and Universities (HBCUs), Hispanic Serving Institutions (HSIs), and community colleges. Additionally, students will also experiment with historical methods for researching the past and practice examining.

EDUC 6590 Conduct leadership

An increasingly important responsibility among student affairs professionals is holding students accountable for their conduct while enrolled. This responsibility lies at the intersection of compliance with state and federal regulations, court opinions, and sound educational practices for helping students change their behavior. This course explores these intersections and how theories can be applied to the practice of facilitating student conferences, board hearings, and appeals. Students will learn about what constitutes due process in administrative proceedings and how those proceedings may differ by the nature of the misconduct including academic, non-academic, professional, and sexualized misconduct.

EDUC 6530 Fundamentals of Program Evaluation and Assessment

Student Affairs professionals are stewards of institutional resources intended to support student success. Effective stewardship requires an ability to assess and evaluate the effectiveness of practices, programs, and interventions that are designed to increase or improve student attainment, retention, and completion. This course introduces student affairs practitioners to theories, principles, and concepts associated with conducting well-designed assessments, analyzing data, interpreting evidence, and using results to inform the future of programs.

EDUC 6520 Student Success

This course explores the theories, strategies, and institutional practices that drive student retention, persistence, and success in higher education. Grounded in research and focused on application, the course examines the evolution of student success initiatives, the role of institutional culture and leadership, and the design of effective programs such as first-year experiences, academic advising, early alert systems, and student engagement initiatives. Students will learn how to collect and interpret retention data, assess program effectiveness, and implement strategies that promote degree completion. Through case studies, practitioner interviews, and reflection papers, participants will gain the knowledge and skills to lead student success and retention work that has measurable institutional impact.

EDUC 6570 Case Studies in Contemporary Student Development Issues

This course examines contemporary challenges in school leadership. The purpose of this course is to assist learners in identifying current issues within schools that principals are facing and learn effective ways of developing responses to current issues within the context of state and local expectations. This course emphasizes problem-based learning strategies such as case methods, review of research, and projects that link theory and practice and support reflection, all designed to provide a hands-on preparation for learners moving into school leadership.

Capstone in Student Affairs

EDUC 6781 Practicum in Student Affairs

The course provides learners with field experience that provides day-to-day practice. This course provides the opportunity to explore career work in student development, including residence life, student engagement and student support. This semester-long experience provides opportunities for analytical and reflective practice, professional writing, and front-line administration of programs under the supervision of professional staff.

EDUC 6785 Capstone in Student Affairs

This course provides the background for understanding the law and policy of higher education in the United States, particularly in Utah. It covers policy topics including the governance of higher education as well as legal issues relating to college employees, faculty, and students.

Master of Education - Special Education

The Master of Education in Special Education is designed to prepare high-quality special educators to teach students who have mild to moderate disabilities in grades K-12. Students successfully completing this degree program will receive a Master of Education and, if necessary, a Utah professional teaching license in mild/moderate disabilities for grades K-12. Licensed teachers, administrators, and other school professionals, as well as teachers who are seeking alternate routes to licensure, are encouraged to apply.

In order to earn an initial Utah professional teaching license in mild/moderate disabilities, students must:

APPEL-SPED learners may also apply to and earn an M.Ed. in special education. These students may transfer up to 12 credits of APPEL-SPED courses towards their M.Ed. SUU will not license APPEL-SPED learners; their licensing will be administered by their LEA and the Utah State Board of Education.

*Initial Utah professional teaching licenses cannot be earned through this program.

What Will I Learn?

Core special education courses fulfill all competency requirements of Utah’s Board Rule R-277-304-7 for special education teacher preparation programs. Students will learn evidence-based practices for teaching students with disabilities through rigorous coursework, practical classroom application, and collaboration with peers and instructors.

Courses

Core Special Education Requirements (21 Credits)

SPED 6100 - Programming and Management 3 Credit(s)

This course provides an overview of the service patterns, management needs, organizational variables, and instructional models necessary for success with students with mild/moderate disabilities.

SPED 6110 - History and Law 3 Credit(s)

This course reviews the role of federal, state, and local governments in special education issues with an emphasis on case and regulatory law. Focus will be placed on how the IDEA impacts education.

SPED 6120 - Creating and Managing a Learning Environment 3 Credit(s)

This course helps students understand how to create effective learning environments by establishing and implementing routines and procedures with consistent expectations. Students will learn how to implement personalized learning practices that consider the whole child, including function-based thinking, implementing least restrictive behavioral interventions, trauma-informed instructional practices, and restorative instructional practices.

SPED 6130 - Intervention Strategies in ELA for Students with Disabilities 3 Credit(s)

This course provides students with a comprehensive overview of the curricular and instructional needs of students with mild/moderate disabilities in the areas of reading and writing.

SPED 6145 - Assistive Technology, Collaboration, and Post-Secondary Transition 3 Credit(s)

This course reviews collaboration and communication skills necessary for special educators to conduct transition planning for a continuum of students with mild/moderate disabilities. Students will also gain the requisite knowledge in providing assistive technology support.

SPED 6160 - Assessment for Learning and Data-Driven Decisions for Special Education 3 Credit(s)

The focus of this course includes: Planning instruction and assessment in content-specific teams and in cross-curricular teams. Designing, administering, and reviewing educational assessments in a meaningful and ethical manner; formative and summative assessments results to inform and modify instruction; assessing students for competency for the purpose of personalized learning. Integrating technology to support and meaningfully supplement the learning of students, including the effective use of software for personalized learning. Knowledge of the Utah Educator Professional Standards (UETS); knowledge and skills in collaborating with parents and guardians; skills in providing tier one and tier two instruction and intervention on the Utah Core Standards and positive behavior supports to each student within a multi-tiered system of supports. Includes School Practicum.

SPED 6170 - Intervention Strategies in Math for Students with Disabilities 3 Credit(s)

These classes are offered in 7 week sessions.

Capstone Requirements (9 Credits)

EDUC 6030 - Principles of Practitioner Research 3 Credit(s)

The study of current psychological principles of teaching and learning as they apply to positivist and constructivist research paradigms. Principles and techniques for studying one’s professional practice. The use of educational measures for evaluation and planning processes.

EDUC 6650 - Practitioner Research I 3 Credit(s)

This course builds upon the practitioner research proposal begun in EDUC 6030: Principles of Practitioner Research by applying action research tools to classroom study. Candidates finalize research questions, conduct a literature review, determine their research methodology, and obtain IRB approval.

EDUC 6933 - Practitioner Research II 3 Credit(s)

These courses are full semester classes.

Electives (0-6 Credits)

*Please note that some students may ultimately earn more credits than listed above for the master’s degree. If the capstone cannot be completed within one (1) semester, students must be enrolled continuously in EDUC 6931 - Capstone Master of Education Seminar until completion.

Literacy Leveling Courses

In order to be recommended for professional licensure in special education, the literacy assessment requirement must be completed. Students who have not completed Utah’s literacy assessment requirement may elect to take literacy-related classes beyond SPED 6130 to help prepare for the Utah Foundations of Reading Assessment. 

Note that the following classes are 1) optional 14-week courses, and 2) cannot be counted towards your graduate degree since they are undergraduate courses.

Students can discuss the content of and potential need for these classes with their academic advisor and/or the director of the Graduate Studies in Education program.

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