Education graduate programs

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 master of arts in education program at Bluffton University is composed of core courses and two possible concentrations: curriculum and instruction concentration, or intervention specialist (K-12 mild/moderate educational needs). Students pursuing a master's degree 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 add to their licenses by completing the intervention specialist mild/moderate educational needs courses for an intervention specialist (K-12) license.
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Program characteristics

The graduate programs in education courses enjoy these unique characteristics:

• Grounded in the historic peace church tradition of Bluffton University, instructors assist students to investigate issues of peace and justice.
• Involvement with The Lion and Lamb Peace Arts Center fosters a deeper appreciation of the arts and literature.
• A liberal arts core with specialized content area electives expands and strengthens classroom teaching.
• Students undertake classroom-relevant research projects.
• Both content and methodology receive substantial attention.
• Students can either earn an MAEd and/or can complete Ohio Department of Education credential programs to expand their teaching opportunities.
• Coursework delivered in multiple modes, including traditional classroom, hybrid or online.

 

Program overview

The master of arts in education degree program includes a minimum of 30 semester hours of coursework:

Required core: (18 semester hours)

EDU 540 The World of Literature (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:

Curriculum and Instruction:
(15 semester hours)

SED 600 Students with Disabilities in a Diverse Society (3)
EDU 628 Educational Collaboration and Consultation (3)
EDU 635 Nurturing Respectful Classrooms   (3)
EDU 655 Instructional Design  (3)
EDU 627 Curriculum and Instruction (3)

  Intervention Specialist License (K-12)
(23 semester hours)
This is an initial licensure program and is not appropriate for teachers who already hold the Current/Moderate License.

Prerequisites:
Introduction to Students with Disabilities
PSY 110 Introduction to Psychology (3)

Required Courses:
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)

Additional requirements for Ohio Department of Education licensure: 12 credits of teaching reading, including a 3 credit course in Teaching Phonics.

Education courses

EDU 511 Learning the Language of Community   (1)
An overview of key concepts critical to successful operation within the Mennonite Anabaptist community will be presented including an introduction to the people, the organizations and the vision of the church. Three key questions will be examined: What is the ethics base for Mennonite Education? What is discipleship within the Mennonite Anabaptist community? What do you believe and model about truth seeking? 

EDU 512 Understanding the Roots of Community   (1)
This course explores the theology and history of the Anabaptist movement, inviting students to articulate the significance of this movement for themselves as person and teacher. Who are the Anabaptists? Where do they come from? What is the story? What do Anabaptists believe? How do I fit into or respond to this story?

EDU 513 Building Caring Communities   (1)
This course will explore the essential components of a vibrant diverse community with attention to service, conflict transformation, respect, simplicity and social justice.

EDU 514 Shaping a Community of Learners   (1)
Personal values and beliefs form the integrity of the teachers soul and ultimately the learning environment. Teachers will be asked to reflect on their spiritual journey, to craft a personal mission statement for teaching, and to integrate faith seamlessly into their classroom instruction. Faith development for children and youth will inform teaching practice that is content and grade specific. Pedagogical methods will be introduced and/or reviewed for their congruence with Anabaptist Mennonite faith and practice.

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 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.

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 GPE program by completing an independent study form.

EDU 602 The Social Studies  (3)
This course develops knowledge and skills necessary to provide instruction based on national social studies standards and state curriculum models for students in the elementary grades, with an emphasis on the use of a variety of instructional approaches for culturally and developmentally diverse classrooms. The course will prepare students to utilize approaches to teaching and learning which integrate content relevant to students lives, honor individual differences, and teach basic skills of inquiry and communication, including the application of educational technology. 

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 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 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 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 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 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.

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

The following are the criteria for admission to the GPE program:

• Completed application materials.
• A bachelor's degree from an accredited institution.
• A 3.0 grade point average (on a 4.0 scale) in the last half of the bachelor's degree program.
• Satisfactory letters of recommendation.
• A satisfactory interview with the director of the GPE program (or a designee).
• Approval for admission by the GPE committee.

 

Applicants should submit the following materials to the director of the GPE program:

• Official transcripts from all previous college work.
• Two letters of recommendation from academic and/or professional references.
• An application (including a signed statement relative to the standards of campus conduct).
• A statement of personal and professional goals, relative to the degree being sought.
• A copy of current teaching license/ certificate and / or evidence of teaching experience.
• Praxis I scores (Reading 173, Math 172, Writing 172) or a comparable assessment of basic skills are required for the intervention specialist concentration and the endorsement programs. The graduate faculty advisor will discuss the need for taking the Praxis I with applicants during the informational and advising meeting.
• A nonrefundable application fee of $25.

 

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 GPE faculty committee (or the director/designee and a subgroup of two GPE 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 GPE 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 GPE 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 GPE program from another accredited institution. Credits transferred must be approved by a relevant GPE instructor (for core courses) or the director of the GPE 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 GPE, 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.
 

Graduation requirements

Students must complete the GPE program within four years of their admission to candidacy for the degree. Graduation requirements include:

• Completion of at least 30 semester hours of coursework (with a cumulative GPA of at least 3.0).
• Participation in an exit interview.
• Submission of an intent to graduate form by the end of the fall semester prior to graduation.

 

Tuition and fees

The university reviews tuition and fees annually.

Application fee  (non-refundable and waived for applicants who previously attended Bluffton University)	$25
Tuition per semester hour	$415
Technology Fee    (per semester for 3 hours or more)	$100
SED 608 Clinical Experience Fee	$100

 Cost of books will depend on the course taken.

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