One Year Masters in Education

The Curry School of Education and Human Development is proud to offer a Master of Teaching (MT) degree with licensure and endorsement in Science Education. This is a post-graduate program for those who have already completed an undergraduate degree.

In this program, prospective graduate students who have an undergraduate degree have the opportunity to earn a Master of Teaching (MT) degree from the Curry School of Education and Human Development. This one-year program of study allows you to earn licensure with endorsement in Science Education (6-12). Candidates choose an area of emphasis: biology, chemistry, earth science, or physics.

Public Health BS Community Health Health Behavior MS.

The MS in Community Health and Health Behavior positions you to:.

Education is research-based and takes approximately one to one-and-a-half years to complete.

We achieve this through collaborative approaches to education, research and service for populations and individuals.

AcademicsCollege of Health and EducationSchool of EducationSchool of Education Graduate ProgramsMaster of EducationMaster of Education Program OptionsEducation Graduate Certificate Programs.

The School of Education offers 15-credit graduate certificates in Special Education English as a Second Language and Science, Technology, Engineering, and Math (STEM) for those students who are not currently enrolled in a degree program. Each certificate is comprised of five (5) courses at three (3) credits each, for a total of 15 credits. A student may complete one of these three specific course sequences in order to earn a certificate. THIS IS NOT A LICENSURE PROGRAM. All coursework must be completed at Marymount within three (3) years of matriculation and only 3 credits or one course can count toward both your degree program and graduate certificate. Title IV federal financial aid is not available for these certificate programs but private and institutional aid may be available.

Upon completion of the non-licensure education programs, the students will be able to.

Research and write critically issues in education .

All Marymount University teacher education programs are approved by the Council for Accreditation of Educator Preparation (CAEP) and the Virginia Education. Program requirements are subject to revision based upon changes set forth by the Commonwealth of Virginia. English as a Second Language15 credits.

ED 509 Special Education: Foundation and Characteristics of Exceptional Learners.

ED 529 Collaboration and Consultation in Special Education Settings.

ED 539 Instructional Implementation of the Individualized Education Program.

Science, Technology, Engineering, and Math (STEM)15 credits Elementary Education Focus:.

ED 555 Literacy for Diverse Learners: Grades PK-2.

ED 566 Teaching Science in Secondary Schools or ED 569 Teaching Math in Secondary Schools.

Students who have not completed an introductory curriculum instruction course or one year of validated teaching experience will take a 3-credit prerequisite or co-requisite course.

The CHPR program recognizes that the Supreme Court issued a ruling in June 2023 the consideration of certain types of demographic information as part of an admission review. All applications submitted during upcoming application cycles will be reviewed in conformance with that decision.

Applications for the 2024-2025 academic year are closed.

Current Stanford graduate and professional schools students may program on a rolling admissions basis.

The Master of Science (M.S.) in Community Health and Prevention Research (CHPR) consists of a minimum of 45 units and is designed for students pursuing health-related careers focusing on chronic disease prevention, health and wellness promotion, and the pursuit of health equity. Most students complete the program in one academic year, from Autumn through Summer quarter.

The growing and increasingly recognized and valued fields of community health and prevention research are concerned with expanding and enhancing disease prevention and control efforts in communities at local, state, national, and international levels. The Stanford Prevention Research Center (SPRC), a world-renowned research center founded in 1972, recognizes that community health and prevention research play an increasingly vital role within the field of medicine, the study of global health, and population-level efforts to prevent and reduce chronic diseases. The purpose of this program is to:.

Prepare future public health professionals to responsibly and effectively address health challenges faced by diverse communities across the life course.

Students who complete the Master of Science in Community Health and Prevention Research will:.

Utilize translational research and applied science in a community-based research internship with the expectation that they design, implement, and assess health and wellness solutions addressing preventable community health challenges.

The Master of Science (M.S.) in Community Health and Prevention Research (CHPR) consists of a minimum of 45 units and is designed for students pursuing health-related careers focusing on chronic disease prevention, health and wellness promotion, and the pursuit of health equity.

Master of Science in Community Health and Prevention Research (CHPR).

MS PhD in Clinical and Translational Rehabilitation Health Science.

Masters or Certificate Programs in Clinical and Translational Science.

MD MS in Clinical and Translational Science Dual Degree Program.

Certificate of Advanced Qualifications in Human Subjects Protection.

The Certificate of Advanced Qualifications in Human Subjects Protection is co-sponsored by the Clinical and Translational Sciences Institute and the Medical College of Wisconsin Center for Bioethics and Medical Humanities. It provides advanced IRB members with additional training in human subjects protections, including ethics, regulations, current topics, and professional skills. Graduates can specialize in IRB work and research, potentially advancing the field of regulatory science and moving into leadership roles. The certificate will enroll a cohort of new students every other year, as the bioethics-based courses will only be offered every other year.

The certificate is designed to be completed within one (1) academic year, and students have up to two (2) calendar years to complete all requirements. Students completing the certificate will select from one of four emphasis tracks to complete: Translational Science, Population Science, Health Systems Science, and Community Based Science.

Clinical Translational Science Institute of Southeast Wisconsin.

These subjects have often been taught in isolation in STEM education, they are taught as an integrated curriculum instead.

The Master of Science in STEM Education is designed for those who seek to further their knowledge of the subject matter, educational theory, research, and practice in one of four specializations:.

Most graduates of these specializations have gone on to teach in K-16 institutions, usually in STEM areas, in the US and in other countries.

Education assumes that students are motivated by and focused on their professional development and career path.

All Education courses in this program engage students in projects that allow them to explore interests, as well as require them to expand, integrate, and apply their course material.

The MS in STEM Education is a 30-credit degree program. It typically takes at least 1.5 years to complete all degree requirements, including a final program examination (i.e., either a thesis defense or a comprehensive oral examination). However, students who work (e.g., teach) and take classes on a part-time basis often require additional time to complete their degree requirements.

Students who have selected each of these options have entered PhD degree programs either here at Florida Tech or at other universities in the US as well as in other countries.

STEM education has implications for workforce development, national security concerns, and immigration policy because of the perceived lack of qualified candidates for high-tech jobs. By cultivating an interest in the natural and social sciences in preschool or immediately following school entry, the chances of STEM success in high school can be greatly improved.

Many organizations in the US follow the guidelines of the National Science Foundation (NSF), which uses a broader definition of STEM subjects that includes subjects in the fields of chemistry, computer and information technology science, engineering, geosciences, the life sciences, mathematical sciences, physics and astronomy, the social sciences (anthropology, economics, psychology, and sociology), and STEM education and learning research.

Get the facts graduate studies at Florida Tech.

Advantages of pursuing this MS degree at Florida Tech:.

It has a lengthy tradition of strong academic programs in the sciences, mathematics, engineering, and computer science .

The specializations in this program been offered for than 30 years, and are well-known at the local, state, national, and international levels and.

Students are encouraged to enhance their knowledge and skills in both content and education.

This master of science program in STEM Education develops and enhances knowledge of subject matter and educational theory, research, and practice in one of four areas of STEM education (science education, mathematics education, educational technology, elementary science education). The program includes graduate coursework in STEM content, education, and research. Education coursework will complement previous educational experience.

The program can be taken on either a full or part-time basis. Graduate courses in education are offered in the evening to allow teachers and other working professionals to complete degree requirements.

Besides courses in the essentials of educational statistics, educational research, and theories and trends in education, the four specializations have different educational emphases. Science Education, for example, offers classes in the content and methods in science education for both lower-level and upper-level elementary grades, current topics in science education, methodologies in ecology and environmental science and issue investigation, while Educational Technology has courses in methods and management of middle and secondary school teaching, the use of computers in education, educational software evaluation and design, and current topics in computer education.

In this MS program, students have undertaken a variety of research projects, usually toward the end of their degree program. Projects have included:.

Many have done this for a specific program, both within our region and far beyond it.

Students in this program have participated in and presented their work at state conferences (e.g., the Florida Association of Science Teachers and the Florida Council of Teachers of Mathematics) and national international conferences (e.g., the National Science Teachers Association, The National Association for Research in Science Teaching, National Council of Teachers of Mathematics, and the Future of Education Technology Conference. Many have published their work.

Those with sufficient ability and experience have served as department heads and district curriculum specialists.

Many MS graduates have pursued doctoral study in our PhD in STEM Education.

Master of Arts in Education (Curriculum and Instruction).

School Nurse Credential Program + Masters in Nursing.

The program incorporates significant portions of the curriculum of the Chartered Financial Analyst (CFA®) curriculum.

Educators are critical. Earn your education degree and champion meaningful change.

Get the most out of your education and take advantage of a generous scholarship for Iowa teachers, online evening courses, nine start dates, and curriculums that offer built-in endorsements and many areas of emphasis to choose from.

Education should be a gift, not a hassle.

Our Master of Education programs are made flexible for working adults.

Both programs provide opportunities for growth and advancement.

This degree empowers you to advance your teaching career and reach your full potential. Achieve your goals by specializing your teaching with one of six areas of emphasis:.

Effective for all courses offered June 2023 to July 2025.

Yes, you may be eligible for scholarships and loan programs. The first step is to complete yourFAFSA, which helps determine state and federal aid available to you.

Our Master of Education School Counseling program is designed for current teachers or non-certified individuals who want to impact the lives of students through counseling or establishing new procedures.

Offered entirely online, with the exception of your internship, this cohort-based program is designed for those who are seeking career advancement.

You will be able to complete the program online, with exception of the internship.

Touro Nevada was established to help address critical needs in healthcare and education, and as a resource for community service in the state of Nevada. Come be a part of our family.

You are joining a community of motivated and successful leaders in healthcare and education fields.

Your goals are supported at Touro Nevada. You can receive academic and personal support, get involved in clubs and organizations, and enjoy life in Southern Nevada.

Students will evaluate a range of contemporary issues related to education from different leadership and worldview perspectives and develop a worldview and leadership philosophy. Students are equipped with a foundational understanding of worldviews and leadership so as to be informed catalysts for change in education environments.

This course is an of curriculum from the societal level to the classroom level and the experiences of the learner. Provides opportunity to explore development of the school curricula, K-12 to examine philosophical bases for curriculum development and to investigate procedures for organizing the curriculum for effective learning.

An introduction to research methods in education. Provides opportunity to develop skill in interpreting research literature to become acquainted with sources of research literature to develop an understanding of the methodology of educational research and to become a critical reader of research reports. An emphasis on the teacher as researcher will provide a basis for assignments.

This course examines K-12 educational systems in the global society. By examining different approaches to common problems, students will have a broad foundation upon which they can analyze and evaluate different strategies for problem solving educational issues. Students will develop their personal worldview of international education based on a Judeo-Christian worldview.

This course provides opportunities to investigate theories and models of intercultural competence in communication, relationship building and adaptation transition across cultures for the purpose of equipping students for service in multi-national school communities. This course provides the opportunity for students to read, think, talk and write broadly and deeply intercultural issues. Through exposure to a range of ideas and issues related to intercultural competencies you are prepared to navigate the barriers of successful intercultural interaction.

This course evaluates theories and methods for teaching and learning a second language, with an emphasis in cross cultural arenas. This course also prepares candidates to teach non-native speakers a second language and navigate the challenges of promoting learning in national or international language settings.

This course consists of the study of current best practice techniques and curriculum development used in teaching mathematics and science in the public schools. Emphasis is placed on effective instructional methods and evaluation procedures. A minimum of 20 hours of observation and participation in math and science classrooms is required with the purpose of providing students with opportunities to apply methods learned in this course to public school settings. Prerequisites: EDU 509 and Credential Program Acceptance.(3 units As offered).

This course will equip candidates to appraise the relationship between the theories and practices of human development and teaching learning methods. Specifically, candidates will examine the manner in which world view perspectives of developmental forces impact classroom policies and procedures. The role of assessment in determining student needs and designing appropriate pedagogical strategies will also be emphasized. This course will solidify understanding of the strengths-based approach to making the pedagogical decisions required in the TPA process. Four (4) hours of fieldwork is required. Prerequisite: Education Committee Acceptance.

This course examines various research-based instructional techniques, planning strategies, methods, and assessment practices for the elementary schools, both public and private. Structured observation hours are required, equally divided between primary and upper elementary grade classrooms. Pre or Co Requisite: EDU 509. (3 units Fall Spring).

This course will equip candidates with the theories and practices connected to working with diverse student populations. Candidates will examine the manner in which societal and cultural forces have impacted current perspectives of equity especially as they relate to special needs and English language learning students. The role of assessment in determining student needs and designing appropriate pedagogical strategies will also be emphasized. This course will solidify understanding of the strengths-based approach to making adaptations required in the TPA process. Ten (10) hours of fieldwork is required. Prerequisite: Credential Program Acceptance.

It is a study of the scope, the organization, and the instructional procedures used to teach social studies and language arts. Students learn design and develop interdisciplinary units of study, write and assess instructional objectives, and organize and integrate social studies and language arts instruction for diverse learners in the public classroom. Twenty (20) hours of fieldwork is required. Prerequisites: Credential Program Acceptance, EDU 509 and 511. (3 units As offered).

This course examines various research-based instructional techniques, planning strategies, methods, and assessment practices for the secondary schools, both public and private. Structured observation is required, equally divided between the middle school and high school classroom. This course will introduce the California TPA process. Prerequisite(s): EDU 509 and Credential program acceptance or declared major of English, MA English Pedagogy concentration. (3 units As offered).

Focusing on the attainment of skills as a teacher of literacy, this course requires students to demonstrate content reading and writing competencies, such as determining levels of reading achievement, applying readability formulas, evaluating textbooks, and developing strategies for vocabulary, critical thinking, and comprehension. Focus is placed on the preparation of lessons which integrate language arts standards with other content standards and provide for differentiated instruction for diverse students including English learners. Twenty (20) hours of fieldwork required. Prerequisites: EDU 509, 514, and Credential program acceptance or declared major of English, MA English Pedagogy concentration or Kinesiology, MS Physcal Education Pedagogy concentration. (3 units As offered).

This course consists of the study of current best theories and practices in the teaching and assessment of listening, speaking, reading and writing skills in the classroom. Cultural and linguistic differences will be examined as they pertain to literacy instruction and communication. Twenty (20) hours of fieldwork required. Prerequisite: Credential Program Acceptance. Pre or Co Requisites: EDU 509 and 511. (3 units As offered).

This course is a one (1) credit lab course that will prepare our multiple subject and education specialist credential candidates for the Reading Instruction Competence Assessment (RICA), which is a state-required exam. Prerequisite: EDU 516. (1 unit Fall Spring).

This course explores the context and best practices of teacher ethics and classroom management. The course equips students to navigate the implicit and explicit ethical dilemmas inherent in the routine decisions teachers make every school day in a manner consistent with the profession�s code of ethics. The course also equips students with a variety of classroom management and discipline strategies and techniques to optimize the learning environment for all students. Ten hours of fieldwork is required. Prerequisite: Credential Program Acceptance. Pre or Co Requisite: EDU 509. (3 units As offered).

Students learn research-based methodologies that are specific to the content area related to the single subject credential they are earning. Students engage with relevant information from textbooks, experts, and professional journals associated with the content area. In addition, students participate in fieldwork hours that take them into both middle and high schools.

The nature, determinants, adjustments, and problems of persons who have cognitive gifts and talents, cognitive delays, physical disabilities, learning disabilities, and who have emotional or behavior disorders will be studied in conjunction with appropriate educational interventions in the mainstream classroom and other settings. The course will acquaint students with (a) characteristics and needs of children with disabilities that affect learning, (b) methods of assessing disabilities, (c) components of the Individual Education Program (IEP), (d) instructional strategies and materials including those appropriate for English language learners, (e) positive behavior support, (f) special needs of families of learners with disabilities, (g) agencies and professional supporting learners with disabilities, and (h) legislation, including Public Law 94-142, IDEA (Part B and Part H), the American Disabilities Act (ADA), and the Rehabilitation Act of 1973 ( Section 504 ), as well as subsequent amendments relevant to special education. Ten hours of fieldwork is required.

Focuses on special subjects of interest to current teachers. May be repeated for credit. (1-3 units).

This course will focus on the application of linguistic theory in education. Students will be introduced to various teaching philosophies and methodologies, focusing on their application to language learning. Students will be familiarized with various movements in education and psychology such as behaviorism, cognitivism, social constructivism, and humanism. Students will be instructed as to how diverse language teaching methods have been informed by various educational movements and how these philosophies and methods take form in the second language classroom. This course will build on the concepts taught in ENG 563 but will focus on second language learners both in ESL and EFL settings. (3 units Fall).

This course prepares students to teach writing to second language learners, especially but not exclusively at the college level. Course materials and activities focus on current composition philosophy, research-based method and teaching techniques for collegiate level second language writing courses. At a minimum, this course is designed to introduce students to major theories, research, and practice in the teaching of English writing to second language learners. This course should train students to be reflective practitioners and researchers of collegiate level English composition (3 units Fall).

As the title indicates, this course will be reading in a second language, primarily, but not exclusively English. In particular, the class will emphasize teaching reading in English to learners whose native language is not English. Since research and theory inform sound pedagogical practice, we will also research and review research on a variety of relevant topics to teaching reading from both linguistic and educational perspectives. Finally, given the importance of literacy in so many contexts today, we will consider a multitude of variables which affect the teaching and learning of reading skills for both children and adults, in second and foreign language settings, and explore the implications of the research for all concerned. (3 units Spring).

This course is designed for future ESL teachers who are interested in current thinking and research in second language material development and assessment and in the application of such in classroom teaching. There are two major goals: one is developing a solid understanding of the core issues in these areas and the other, which requires students to design their own materials and assessment tools and to evaluate existing ones, is facilitating the application of such an understanding in classroom teaching. (3 units Spring).

Linguistic theory and methods. Includes the study of the five universal elements of language (phonology, morphology, semantics, syntax, and pragmatics) as well as the acquisition and use of language and its variants in culture. This course is required for both multiple subject and single subject credential candidates. Ten (10) hours of fieldwork required.(3 units).

Candidates will examine and apply various instructional theories and technologies to enhance student engagement and achievement. Candidates will demonstrate proficiency in various computer, web, and mobile device applications for the K-12 classroom and evaluate their relative effectiveness in relation to student achievement. Prerequisite: Program Acceptance 4 units As Offered).

Note: Students who wish to pursue a preliminary teaching credential should select concentration courses which single or multiple subject credentials.

Admission requirements for the credential program are additional to those for the degree.

The course focuses on developing an educational approach to supporting positive academic and social behaviors in the classroom and community using the principles of Applied Behavior Analysis (ABA). Specifically, students will be presented with the concepts of reinforcement, punishment, stimulus, control, shaping, and fading as they are applied to increasing or decreasing academic and social behaviors. Students will also be presented with information regarding functional assessment, behavior support and behavior intervention plans, and laws (federal and state) governing behavioral issues related to individuals with special needs. Fieldwork required.

This course will focus on the basic aspects of effective communication between special education professionals and others involved in the education and care of individuals with disabilities, including parents and family members. Special education teachers will acquire methods for effective team-building, knowledge of community resources, and advocacy. They will learn promote self advocacy for persons in special education. 10 hours of fieldwork is required for this course. Prerequisite: Education Committee Acceptance.

This course will equip candidates with the theories and skills related to assessment and intervention of students with Mild Moderate disabilities. Candidates will examine the relationship among assessment, disability, and intervention. Candidates will examine the basic concepts and thoeretical foundation of assessment as well as the range of assessments from informal to formal. Issues related to culture, language, faith and disability as they impact student learning are also emphasized. This course will provide candidates with opportunities to connect assessment to interventions that address the unique needs of students with Mild Moderate disabilities. Finally, this course is a clinical course requiring 20 hours of fieldwork that will occur at a designated school site.

This course will focus on the various causes of reading disabilities, including severe visual and phonological dyslexia formal and informal methods for diagnosing reading problems and the application of the results of assessment in IEP design. Instruments such as the Wide Range Achievement Test, Informal Phonics Inventory, Fry High Frequency Sight Word Test, the Johns Informal Reading Inventory, and the Woodcock Reading Inventory will be covered. Students will also examine various instructional procedures, strategies, and materials for remediating reading disabilities in students in special educational classrooms and mainstream classrooms. A clinical practicum of 20 hours is included in which students assess, plan, and tutor individuals with severe reading disabilities. Prerequisite: EDU 516 and Education Committee Acceptance.

Note: Students who wish to pursue a preliminary teaching credential should select specialization courses which preliminary education specialist instruction credential in mild moderate disabilities.

This course discusses the use of technology for education and support of students with moderate to severe disabilities. Particular focus will be placed on students with autism spectrum disorder. Completion of a college-level technology course is recommended.

Instructional strategies for students with moderate severe disabilities. Includes assessment, curriculum adaptations, curriculum delivery, and program evaluation. Topics include, functional academics, communication skills, behavioral issues, and accessing the core curriculum. Prerequisite: Education Committee Acceptance.

Integrating students with moderate severe disabilities into the community. Includes social networks, social skills, community based instruction, movement, mobility and specialized health care. Prerequisite: Education Committee Acceptance.

Note: Students who wish to pursue a preliminary teaching credential should select specialization courses which preliminary education specialist instruction credential in moderate severe disabilities.

This course equips students to lead from multiple theories and establish best practices in educational leadership and introduces students to the ethical, legal, fiscal and administrative knowledge and skills required for effective school leadership.

Note: Students who wish to pursue a preliminary teaching credential should select concentration courses which preliminary single or multiple subject credential.