Designed for early, middle, and secondary teachers, the Graduate Programs in Education offer students fresh perspectives on teaching and learning. Through personalized courses of study, students strengthen their classroom teaching, expand their knowledge of relevant content areas, and experience dynamic professional growth.
The Graduate Programs in Education at Bluffton University are composed of core courses and four possible concentrations: liberal arts and sciences, the Intervention Specialist (K-12 mild/moderate educational needs), the Literacy Specialist Endorsement*, and the Mathematics Specialist Endorsement*. Students pursuing a master’s degree (Master of Arts in Education) will choose one of the concentrations. Students who already have a master’s degree or do not wish to pursue a master’s degree may complete intervention specialist--mild/moderate educational needs courses for an intervention specialist (K-12) license or one of the endorsement programs for an endorsement to their teaching license.
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*Pending approval by the Ohio Department of Education -- anticipated fall 2007
Program characteristics
The Graduate Programs in Education enjoy these unique characteristics:
Program overview
The Master of Arts in Education degree program includes a minimum of 30 semester hours of coursework:
Required core: (21 semester hours)
EDU 620 The World of Art (3)*
or EDU 540 The World of Literature (3)*
EDU 630 American Studies (3)*
EDU 645 Educational Technology (3)
EDU 650 Research Methods in Education (3)
EDU 660 Classroom Assessment and Application (3)
EDU 680 The Historical and Philosophical Basis of American Education (3)
EDU 695 Teachers as Action Researchers (3)
Concentrations:
Humanities: (9 semester hours)
EDU 515 Non-Western Studies, alternate years (may be taken twice) (3)*
EDU 630 American Studies (must be taken twice) (3)*
EDU 640 Curriculum Integration (2)
EDU 530 Curriculum Exploration: Model for Integrating the Arts in the Curriculum (1)
(May be taken with EDU 640 and can be repeated for elective credit)
*Although course topics change each year, course objectives are maintained.
Mathematics and Science: (9 semester hours)
EDU 520 Inquiry-Based Science Instruction, alternate years (may be taken twice) (3)*
EDU 525 Discovery and Modeling in the Mathematics Classroom, alternate years (3)*
EDU 640 Curriculum Integration (3)
EDU 530 Curriculum Exploration: Model for Integrating the Arts in the Curriculum (1)
(May be taken with EDU 640 and can be repeated for elective credit)
*Although course topics change each year, course objectives are maintained.
Intervention Specialist License (K-12): (23 semester hours)
This is an initial licensure program and is not appropriate for teachers who already hold the Mild/Moderate License.
Prerequisites:
--Introduction to Students with Disabilities
--EDU 215 Human Growth and Development (or comparable course)
Required Courses:
SED 600 Students with Disabilities in a Diverse Society (may also fulfill EDU 630 American Studies in the core) (3)
SED 601 Instructional Strategies: Young Children with Mild/Moderate Educational Needs (2)
SED 602 Instructional Strategies: Young Adolescents with Mild/Moderate Educational Needs (2)
SED 603 Classroom Organization: IS (3)
SED 604 Advanced Diagnosis and Educational Planning (3)
SED 605 Reading and Language Arts for Diverse Learners (3)
SED 606 Issues in Special Education (1)
SED 607 Collaboration (3)
SED 608 Practicum (3)
Additional requirements for Ohio Department of Education licensure: 12 credits of teaching reading, including a 3 credit course in Teaching Phonics.
Literacy Specialist Endorsement: (20 semester credits)
Prerequisites:
--Introduction to Students with Disabilities
--EDU 215 Human Growth and Development (or comparable course)
--Professional license or certificate
--At least three years of successful teaching under a standard teaching certificate, provisional teaching license, or professional teaching license; and
--Reading Endorsement
Required Courses:
EDU 624 Reading and Writing Foundations (3)
SED 605 Language Development (3)
EDU 627 Curriculum and Instruction: Reading and Writing (3)
EDU 665 Advanced Reading Assessment, Diagnosis, and Evaluation (3) (may also count for EDU 660 in the MAEd core)
EDU 540 The World of Literature (3) (also part of the MAEd core)
EDU 628 Educational Coaching and Consultation (3)
EDU 626 Internship: Literacy Specialist (2)
P-6 Mathematics Specialist Endorsement: (17 semester credits)
Prerequisites:
--Introduction to Students with Disabilities
--EDU 215 Human Growth and Development (or comparable course)
--Early childhood license or certificate, middle childhood license or certificate, AYA mathematics license or secondary math certificate
--At least three years of successful teaching mathematics under a standard teaching certificate, provisional teaching license, or professional teaching license
Required Courses:
EDU 621 Math Content Knowledge I (3)
EDU 622 Math Content Knowledge II (3)
EDU 623 Curriculum and Instruction: Mathematics (3)
EDU 660 Classroom Assessment and Applications (3) (also part of the MAEd core)
EDU 628 Educational Coaching and Consultation (3)
EDU 625 Internship: Mathematics Specialist (2)
Education Courses
EDU 515 Non-Western Studies (3)
Provides an overview of history from a non-Western perspective. A survey course which examines the history, thought and contributions of Eastern civilizations, it also provides an opportunity for students to examine in depth a particular element, art form or feature of a non-Western culture. The course may be repeated. Offered alternate years.
EDU 520 Inquiry-Based Science Instruction (3)
Focuses on a particular strategy for teaching science. Classroom time is spent in the laboratory using an activity-based approach which includes experiments, small group interactions, and dialogues with the instructor. Content is used as a vehicle to illustrate the activity-centered, inquiry-based approach to teaching science. Topics change so that the course may be repeated. Offered alternate years.
EDU 525 Discovery and Modeling in the Mathematics Classroom (3)
Contains two major segments of mathematical activity suggested by the Curriculum and Evaluation Standards for School Mathematics published by the National Council of Teachers of Mathematics. One segment emphasizes the discovery-conjecture-proof theme in elementary mathematics learning and teaching. For the second segment, content is chosen from the areas of geometry, arithmetic, problem solving, and functions. Topics change so that the course may be repeated. Offered alternate years.
EDU 530 Curriculum Exploration: Model for Integrating the Arts in the Curriculum (1)
Aids students in the development of classroom learning activities based on the works, inspiration, and experience of the noted author, visual artist, composer, or performing artist directing the workshop. Because a different area of the arts is emphasized each time it is offered, the workshop may be repeated up to three times for elective credit. It is recommended that the workshop be taken simultaneously with EDU 640 and/or 620. Frequently the workshop is sponsored by The Lion and Lamb Peace Arts Center of Bluffton University.
EDU 532 Curriculum Workshop: Mathematics (1)
Combines mathematics content with classroom techniques, activities, methods, and discoveries. Emphasis is placed on making mathematics meaningful. Since a different area of mathematics is emphasized each time it is offered, the workshop may be repeated.
EDU 534 Curriculum Workshop: Science (1)
Combines mathematics content with classroom techniques, activities, methods, and discoveries. Emphasis is placed on making science meaningful. Since a different area of science is emphasized each time it is offered, the workshop may be repeated.
EDU 535 Graduate Workshop: Topics Vary (1-3)
Graduate workshops are offered through the master of arts in education program to provide workshop credit to area teachers seeking professional development hours. Topics vary according to interest or need. Each course is usually held on a single weekend or during the summer. Workshops offered under EDU 535 do not count toward the master's degree program at Bluffton University but can be used as professional development through a teacher's LPDC.
EDU 540 The World of Literature (3)
Designed for practicing teachers who are interested in integrating children’s and adolescent literature across the curriculum. Students read and review fiction and/or non-fiction children’s and adolescent books, work as a class on the creation of a book review journal, and develop materials for integrating literature from social studies across the curriculum. Picture books through novels are read, with art as well as text explored. Students uncover and investigate themes that surface again and again throughout history. Topics change so that the course may be repeated. Elective course.
EDU 590 Independent Study (3)
Permits students opportunities to investigate areas of interest in greater depth. Students apply for approval from the director of the MAEd program by completing an independent study form.
EDU 620 The World of Art (3)
Enhances students’ knowledge of and experience with the arts, as well as provides insight into the use of the arts across a variety of classroom settings and content areas. Course content rotates among visual art, music, and drama with specific topics changing as the course is offered. May be repeated.
EDU 621 Mathematics (P-6) Content Knowledge I (3)
This course is part of a two course sequence that meets Standard I: Mathematical Content Knowledge outcomes. This course focuses on P-3 Academic Content Standards.
EDU 622 Mathematics (P-6) Content Knowledge II (3)
This course is part of a two course sequence that meets Standard I: Mathematical Content Knowledge outcomes. This course focuses on Grades 4-6 Academic Content Standards.
EDU 623 Curriculum and Instruction: Mathematics (3)
This course provides candidates knowledge of a wide range of instructional practices, approaches, methods, and curriculum materials to support mathematics instruction. This course meets outcomes from Standards Two, Three, and Five: Knowing Students as Learners of Mathematics, Instructional Strategies and the Use of Materials and Technology, and Research for the Teaching and Learning of Mathematics.
EDU 624 Reading and Writing Foundations (3)
This course provides candidates knowledge of the foundations of reading and writing processes and instruction and meets Standard One: Foundational Knowledge and Dispositions for the Literacy Specialist Endorsement.
EDU 625 Internship: Mathematics Specialist (2)
The internship is the culminating activity supporting and integrating the accomplishment of Standards One--Six for the Mathematics Specialist Endorsement. The internship includes a school-based practicum in a professional development activity supporting colleagues in the continuous improvement of mathematics curriculum, instruction, and assessment, including diagnostic and clinical experiences. Candidates work with professionals to observe, analyze, reflect, and provide feedback on each other's practice. Prerequisite: All coursework for the endorsement.
EDU 626 Internship: Literacy Specialist (2)
The internship is the culminating activity supporting and integrating the accomplishment of Standards One--Six. The internship includes a school-based practicum in a professional development activity supporting colleagues in the continuous improvement of literacy curriculum, instruction, and assessment, including diagnostic reading/writing and clinical experiences. Prerequisite: All coursework for the endorsement.
EDU 627 Curriculum and Instruction: Reading and Writing (3)
This course provides candidates knowledge of a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing instruction. This course meets Standard Two: Curriculum, Instructional Strategies, and Materials for the Literacy Specialist Endorsement and Standard Four: Creating A Literate Environment.
EDU 628 Educational Coaching and Consultation (3)
This course provides candidates knowledge in collaboration and consultation to provide professional development to teachers for the purpose of high levels of student learning in reading, writing, and mathematics. Prerequisite: EDU 623 or EDU 627.
EDU 630 American Studies (3)
Provides an holistic understanding of an era or theme in American history. Students explore a selected era or theme in American history, delving into its political, social and cultural milieu with a particular focus on cultural expression. Through class discussions, lectures, readings, in-class presentations and films, students gain a thorough understanding of the particular era or theme under examination and come to form their own understandings of the intersection of American cultural, social and political history. May be repeated.
EDU 640 Curriculum Integration (2)
Promotes a model of curriculum integration which is both interdisciplinary and inclusive. Students identify and develop thematic studies based on the needs of their particular classrooms. Workshops, sponsored by The Lion and Lamb Peace Arts Center, utilize a noted author, visual artist, composer, or performing artist to aid the development of thematic units.
EDU 645 Educational Technology (3)
The intent of this course is to provide the candidate with skills necessary for using educational technology creatively in the classroom. Candidates work in small groups with defined responsibilities and create and use the class as a lab for practice teaching. Simple non-traditional tools are explored and used. The course focuses on hands-on teaching, exploring the literature on technology and education, and current technology tools used in the classroom.
EDU 650 Research Methods in Education (3)
Introduces research terminology, methods, purposes, and procedures. Specific attention is devoted to appropriate measurement concepts, quantitative and qualitative data collection techniques, and statistical and qualitative data analysis methods. Formal methods for writing research reports in APA style and the critical evaluation of research are discussed. By the conclusion of the course, each student proposes a plan of research for investigating a problem meaningful to classroom teachers. The proposal becomes a permanent part of the student’s file.
EDU 660 Classroom Assessment and Application (3)
Enhances students’ knowledge of tests and measurements for practicing classroom teachers and satisfies the Standards for Teacher Competence in Educational Assessment stipulated by the National Council of Assessment of the National Education Association and the American Federation of Teachers. Students become skilled in choosing, developing, administering, scoring and interpreting external and teacher-produced assessment methods. Emphasis is placed on developing skilled applications of principles and procedures.
EDU 665 Advanced Reading Assessment, Diagnosis, and Evaluation (3)
This course meets the International Reading Association Standard Three: Assessment, Diagnosis, and Evaluation outcomes at the Reading Specialist Level.
EDU 680 The Historical and Philosophical Basis of American Education (3)
Acquaints students with the cultural, historical, and philosophical bases of education. Each year the course focuses on a particular theme or a selected area of investigation. Offered alternate years.
EDU 695 Teachers as Action Researchers (3)
A continuation of research methods where students complete the approved research project developed in EDU 650. Final projects are presented to the Bluffton University community in an “Action Research Symposium.” The final project becomes a permanent part of the student’s file.
Special Education Courses
SED 600 Students with Disabilities in a Diverse Society (3)
This course is designed to enable educators to place students with exceptional learning needs (ELN) in the context of a diverse society. Prerequisites: Undergraduate or graduate level course in Introduction to Students with Disabilities (determined by transcript review).
SED 601 Instructional Strategies: Young Children with M/M Educational Needs (2)
This course is designed to develop educator competency, to analyze the young learner (ages 3 – 8) with exceptional learning needs (ELN), and to plan the “least restrictive environment” for the young child with ELN. Skills focus on designing, implementing and evaluating appropriate educational interventions in the areas of language, math, reading, social studies, science, the arts and movement. Fifteen field hours in an inclusive early childhood setting are required. Prerequisite: SED 600.
SED 602 Instructional Strategies: Young Adolescents with M/M Educational Needs (2)
This course is designed to develop educator competency, to analyze the young adolescent and AYA learner with exceptional learning needs (ELN), and to plan the “least restrictive environment” for the learner with ELN. Skills focus on designing, implementing, and evaluating appropriate educational interventions in the areas of language, math, reading, social studies, science, the arts and movement that are age and ability appropriate. Field experiences in a middle school and high school setting are required (21 hours total). Prerequisite: SED 600.
SED 603 Advanced Classroom Organization: Intervention Specialist (3)
This course is designed as an advanced course to assist prospective intervention specialists in understanding student and teacher behaviors as they apply to good classroom organization. Students explore techniques for maximizing learning in a variety of classroom settings, building students’ self concepts, and understanding the use and abuse of power. The focus is on building communities of respect that nurture and support high levels of student learning. Prerequisite: SED 600.
SED 604 Advanced Diagnosis and Educational Planning (3)
This course is designed as an advanced course and focuses on information and practical experiences relating to assessment and the development of academic and social planning for the learning of individuals with ELN. Fifteen hours of field experience required. Prerequisite: SED 600.
SED 605 Reading and Language Arts for Diverse Learners (3)
This course focuses on speech and language acquisition of the typically and atypically developing child. It also presents an overview of various disorders and their effects on receptive and expressive language functions and learning. Ten hours of field experience required. Prerequisite: SED 600.
SED 606 Issues in Special Education (3)
This course is designed to present current issues affecting the education of individuals with ELN. Students examine contemporary research, current federal and state regulations, and special education service delivery models. Students also reflect upon their role as a professional educator and life-long learner and how to access on-going professional development. Prerequisite: SED 600.
SED 607 Collaboration (3)
This course prepares the prospective special educator to work effectively with individuals with ELN, families, school and community personnel, and general educators to develop and implement individualized programs. Communication skills, methods to access support services, and team processes are covered with special emphasis on respect when working with individuals from differing cultural, socio-economic, and educational backgrounds. Prerequisite: SED 600.
SED 608 Practicum: Intervention Specialist (3)
This practicum provides supervised experiences in applying the principles techniques learned in the professional courses to actual classroom situations under the guidance and direction of a cooperating teacher. Practicum students spend full days in their assigned classroom for 10 weeks. Prerequisite: All courses in the intervention specialist program.
Admissions process
Applicants should submit the following materials to the director of the MAEd program:
The following are the criteria for admission to the MAEd program:
Conditional admission
When an applicant fails to meet the regular admission requirements and there is cause for significant concern about the student’s success in the program, the MAEd faculty committee (or the director/designee and a subgroup of two MAEd committee members during the summer) may choose to grant conditional admission to that applicant. A conditionally admitted student who fails to achieve a GPA of 3.0 during the first nine hours will be placed on academic suspension. At this point the regular suspension procedures apply.
Special student status
Special student status may be granted to applicants to permit them to complete nine semester hours of coursework prior to regular admission to the MAEd program. During the first nine semester hours, special students must demonstrate an ability to maintain a 3.0 grade point average (on a 4.0 scale) to be considered for regular admission.
As space allows, special student status also may be granted to non-degree-seeking students who hold a bachelor’s degree. Applicants should complete special student status forms as a part of the application process.
The MAEd program is designed for classroom teachers with experience. As space allows, however, a limited number of teachers without classroom experience may be admitted to the program.
Transfer of graduate credit
If completed within five years of the application date, up to six semester hours (or nine quarter hours) of graduate credit may be transferred to the MAEd program from another accredited institution. Credits transferred must be approved by a relevant MAEd instructor (for core courses) or the director of the MAEd program (for elective courses). Workshop credits are not transferable.
International students
International applicants are expected to have a minimum score of 565 on the TOEFL exam. This requirement can be waived at the discretion of the director and/or the admissions committee of the MAEd, provided satisfactory English proficiency on an alternative evaluative measure can be demonstrated. In addition, all foreign language documents accompanying the application must include notarized translations.
Admission to candidacy
Students who have completed 15 semester hours of coursework (including transfer credits) at a B level or above may apply for admission to candidacy for the degree. Eligible students should submit candidacy applications to the director of the MAEd program for review by the MAEd committee. Students not admitted to candidacy should meet with the director of the MAEd program to discuss the resubmission of candidacy applications. A 3.0 GPA is required to maintain candidacy.
Graduation requirements
Students must complete the MAEd program within four years of their admission to candidacy for the degree. Graduation requirements include:
