Graduate studies in education

Bluffton University is committed to making your success a priority through our cost-effective and convenient Master of Education program. We offer four concentrations to fit your interests. All classes are offered either online or through video-conference, which means you have access to all of Bluffton's resources no matter where you are. We have several start dates each year, which gives you the flexibility to determine when you can take on extra classes.

Our data-driven coursework is taught by faculty who have classroom experience. We understand how to combine the technical nature of your career while putting people first.

Earning your MAEd can truly pay off. According to the Digest of Education Statistics, on average, teachers with a master's degree make an additional $10,000 each year compared to teachers with a bachelor's degree alone.  

Master of Education (MAEd)

(30-41 hours)

Core:
(18 hours)
EDU 615 Differentiated Curriculum and Instruction (3)
EDU 629 Data-Driven Educational Leadership (3)
EDU 634 Special Topics (3)
EDU 645 Educational Technology (3)
EDU 650 Research Methods (3)
EDU 695 Teachers as Action Researchers (3)

 

Choose one concentration:

  Intervention Specialist Concentration
(23 hours)

Prerequisites:
12 credits of reading coursework (Blufton University offers online courses to meet this requirement); 
Teaching license

Required:
SED 600 Students with Disabilities in a Diverse Society (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)

Reading Concentration
(12 hours)

Prerequisites:
12  credits of reading coursework, 3 credits must be phonics (Blufton University offers online courses to meet this requirement); 
Teaching license

Required: 
EDU 285 Phonics and Word Identification (3) (bring in from undergraduate work)
EDU 627 Curriculum and Instruction: Reading & Writing (3)
EDU 642 Teaching Students with Reading Difficulties (3)
EDU 655 Instructional Design: Literacy across the Curriculum (3)
EDU 665 Advanced Reading Assessment, Diagnosis & Evaluation (3)

Leadership Concentration
(12 hours)

Prerequisite:
Teaching license

Required:
MGT 660 Assessing and Developing Leadership Skills (3)
MGT 661 Leading Innovation and Change (3)
MGT 662 Managing People in Organizations (3)

Electives:
3 credits from the MBA or Graduate Programs in Education

 

Sport Management Concentration
(12 hours)

Prerequisite:
Teaching license

Required:
MGT 655 Leadership in Sport Administration (3)
MGT 656 Sport Marketing and New Media (3)
MGT 657 Sport and Athletics Administration (3)

Electives:
3 credits from the MBA or Graduate Programs in Education

Education courses

EDU 615 Differentiated Curriculum and Instruction (3)
This course explores differentiated instruction for the mixed-ability/achievement classroom.  It includes the rationale for differentiated instruction, instructional strategies and assessment for the differentiated classroom, and ways to work collaboratively with colleagues, families and the community.

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. 20 field hours embedded in the course.

EDU 628 Educational Collaboration 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 627

EDU 629 Data-Driven Educational Leadership (3)
This course focuses on the data-driven educational environment. Topics include:  gathering and interpreting data, school-based data, district-based data, responses to data at the classroom, school, and district levels, and establishing and supporting cultures of inquiry. 

EDU 634 Special Topics (3)
This is a topical umbrella course for students in educational settings. Topics will be from a wide variety of disciplines.  This course may be repeated by the student.  

EDU 635 Nurturing Respectful Classrooms (3)
This course, part of the Instructional Leadership concentration, provides students research and practical application to a student centered classroom management approach using theories and techniques of conflict resolution. The course focuses on developing a model of classroom management that embraces a philosophy of discipline with dignity, including an understanding of peer mediation. Students will also be expected to attend training sessions on mediation. 

EDU 642 TEaching students with reading difficulties (3)
This course focuses on the dyslexia standards required by the state. It addresses multisensory strategies for reading, spelling and writing instruction. It provides the scientific definition of dyslexia, its common characteristics standardized by the International Dyslexia Association, and the most effective research-based methodologies to address the instructional needs of individuals with dyslexia. Multisensory structured language techniques based on the Orton-Gillingham approach for teaching the alphabetic principle, reading, spelling and writing will be the primary focus of the course, with a particular emphasis on phonological training/word-attack skills as well as systematic, explicit multisensory instruction relative to the structure of the English language. Mastery of sound/symbol correspondences is not an end in itself; the ultimate goal of instruction is the effective application of these skills for proficient reading and writing. 30 field hours embedded within the course.

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 (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 221 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 655 Instructional Design  (3)
This course, part of the Instructional Leadership concentration, provides students with theoretical concepts and practical applications for designing strategies and skills in the development of effective classroom teaching techniques, focusing on discipline specific content. Curriculum mapping, alignment of content to ODE Academic Content Standards and the inclusion of specialty professional association thematic strands will also be covered. The course focuses on developing a research based series of units and lessons for the classroom.  20 field hours embedded in the course.

EDU 665 Advanced Reading Assessment, Diagnosis, and Evaluation   (3)
This course focuses on the concepts and techniques of reading assessment with an emphasis on 1) Comparing/contrasting/using/interpreting/recommending a wide range of literacy assessment tools and practices including informal and standardized measures; 2) developing skills to support and train classroom teachers in using and interpreting appropriate assessments for individual pupils; 3) Using in-depth assessment information to plan individual instruction for struggling readers; 4) Collaborating with professionals to implement appropriate reading instruction; and 5) Communicating assessment information to various audiences for accountability and instructional purposes. This course meets the International Reading Association Standard Three: Assessment, Diagnosis and Evaluation outcomes at the Reading Specialist Level. 30 field hours embedded in the course. 

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

Please contact Nancey Schortgen at schortgenn@bluffton.edu or 419-358-3202.

Tuition and fees

The university reviews tuition and fees annually.

Application fee 
(non-refundable and waived if application is completed online)
 
$25

Tuition
per semester hour 

$453
Technology Fee   
(per semester for 6 hours or more)  
$100

 

April 2016