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Master of Education Degree

The Master of Education at Virginia International University is designed to prepare future educators for leading roles in a variety of educational and education-related settings by equipping them with the knowledge, skills, and expertise required to excel in an array of education-related positions. VIU's Master of Education (M.Ed.) degree will enable professional educators to work in culturally diverse and technologically immersed environments by empowering students to become problem solvers, critical thinkers, and scholars.

Graduates from VIU's Master of Education (M.Ed.) degree will be able to successfully apply their understanding of teaching in a variety of educational settings locally, nationally, and globally. Upon graduation from VIU's M.Ed. degree, as educators, they will have the ability to build careers in K-12 settings, post-secondary educational settings, businesses, and non-profit organizations.

VIU's Master of Education (M.Ed.) degree maintains the university's mission of striving to embrace freedom of thought and diverse interpretations of human experiences, aspects that are vital in the field of education and in a global context. Our goal is to graduate students who display and make use of their moral, intellectual, and professional excellence to serve as role models for and educate future generations and make a difference in their communities.

Degree at a Glance


World Class Faculty & Staff
The Master of Education program boasts a history of highly skilled and dedicated faculty and staff who are ready to assist students along their journey through the program. The program's faculty offer expertise in various areas including math, science, and ESOL.

Delivery of the curriculum is only one aspect of the programs at VIU! Come experience the personalized, accessible, engaging, and fun classroom environment!

Program Overview
Benefits of a Master of Education degree from VIU:
  • Gain a solid understanding of teaching principles and practices for secondary education
  • Obtain practical experience through the practicum course
  • Gain experience from teachers with expertise in their content areas
  • Gain practical skills to foster a class/campus culture supportive of various backgrounds and learning styles
  • Learn how to develop a classroom that focuses on student needs and ultimate goals through outcome-based course and lesson development.
Program Features
Features of the Master of Education program:
  • Faculty with real-world teaching experience
  • A solid field-based curriculum built with feedback from employers
  • Receive a world class education in an engaging and supportive learning environment
  • Improve upon teaching abilities and qualifications
  • Faculty are available outside of the classroom for assistance
  • Program can be completed with courses taken online and on-ground
  • Dedicated program administrators for every student

Admission Requirements
Admission to the program does not require any previous course work in education. A bachelor’s degree or equivalent in any field is required for admission.

Candidates are required to submit a resume or curriculum vitae detailing current and previous work history and education, along with a minimum of 2 official letters of recommendation, written in English (or official translation), preferably from a current/former employer or instructor who can speak to the candidate’s academic abilities. Candidates are also required to submit a 500-word statement of purpose demonstrating an understanding of the program and VIU’s mission, and defining the applicant’s professional objectives, reasons for applying to the program, and areas of interest to be explored in the program.

Since the language of instruction at VIU is English, candidates will need to provide evidence of sufficient English language proficiency by obtaining academic-level scores on all components of the placement and exit test or submitting examination information from an approved standardized examination (examples: TOEFL, IELTS, etc.).

Accreditation
Virginia International University is an accredited institution of higher learning holding national accreditation through the Accrediting Council for Independent Colleges and Schools (ACICS) and is certified to operate by the Virginia State Council of Higher Education for Virginia (SCHEV). Additional information on accreditation can be found in the Accreditation and Certifications section of the academic catalog.

VIU’s programs are non-licensure track programs. Non-licensure track programs do not provide the initial licensure required to teach grades K-12 in American public schools. In order to obtain initial teacher licensure for such settings, interested applicants should consider their interest in and options for seeking teacher licensure to teach in K-12 American public schools. Licensure to teach can be earned by seeking the credentials in the state in which the student wishes to teach.

For current in-service teachers seeking an additional credential/add on to their licensure, it is important to discuss your options and the applicability of our program to your career goals with your school’s principal or other local licensure liaison before applying.

Information on the routes to licensure for the state of Virginia can be found here: Licensure in VA

Tuition and Fees
The current tuition and fees for this program can be found on VIU’s tuition and fees page.

NOTE: Please note that this program does not provide the licensure required to teach grades K-12 in American public schools. In order to obtain teacher licensure, please contact the respective state Department of Education to determine eligibility and requirements.

Program Outcomes

In working to achieve the mission of the program and those of the School of Education, the following outcomes will be achieved:

Program Outcomes

PO-1: Develop learner environments reflective of best practices for teaching and learning, secondary learners, and culturally responsive pedagogy creating optimal student achievement opportunities.
PO-2: Serve as independent researchers with the ability to action research as well as assess and implement research and best practices associated with effective pedagogical practices for secondary learners.
PO-3: Effectively collaborate with others as well as lead the collaborative process for the purpose of better meeting the needs of their student population and the communities in which they serve.
PO-4: Serve as leaders in developing and designing teaching and learning opportunities which are effective and generate learner motivation and academic success.
PO-5: Foster teaching and learning environments that are respectful and inclusive as well as reflective of the needs, feelings, and cultural values of the student population and communities they are serving.
PO-6: Develop, design, and implement assessment and evaluation strategies which are authentic and encompass student characteristics such as their cognitive abilities, cultural values, and academic abilities.
PO-7: Use community, institutional, and technological resources to demonstrate use of proper academic communication, ethics, and professionalism.

This program requires completion of a portfolio. You can find information here.

Students in this program will take part in a practicum experience. Information about the practicum experience can be found here.

Degree Requirements


The School of Education at VIU is designed to prepare future educators for leading roles in the growing field of education. Graduates from the M.Ed. programs will be able to effectively address challenges and possibilities in their roles as successful teachers, educators, and leaders of their communities worldwide. The Master of Education degree at VIU can be completed in two academic years.
Program of Study: Total 39 semester credit hours, 12 courses. 30 credit hours (9 courses) of core courses, 6 credit hours (2 courses) of content area concentration courses, and 3 credit hours (1 course) of specialization area courses make up the M.Ed. degree.
The Master of Education (M.Ed.) degree requires the completion of a capstone project, Educational Action Research Project/Portfolio, within the subject area. This portfolio or research project is worth six (6) credit hours of the core courses and is conducted in conjunction with the Education Capstone Experience (EDUC 600).
To qualify for the M.Ed. Degree, students must meet all credit requirements, as described below:
  1. Students enrolled in the graduate program must maintain a cumulative grade point average of at least 3.0 (B), out of 4.0, and a minimum of grade not less than 2.0 (C), out of 4.0, in all courses to qualify for the M.Ed. Degree to remain in good academic standing and to graduate. The maximum time frame permitted for the completion of any graduate program is 54 semester credits.
  2. Only graduate-level courses may be applied toward the degree. A master's student may transfer up to 12 semester hours of graduate credit earned at other accredited institutions.
  3. Beyond the prerequisites, the student must have completed 39 credit hours, consisting of 30 credit hours of required core courses, 6 content area credit hours and 3 credit hours of specialization area courses.
  4. No degree credit is earned by a graduate student for any grade below 2.0 (C), out of 4.0, received in a graduate-level course. However, any grades lower than 2.0 (C), out of 4.0, will be calculated in the grade point average.
The Master of Education Degree consists of nine (9) core courses, two (2) content area courses, and one (1) specialization area course, offered in both the online and residential formats.
Area # of Courses Credit Hours
Core courses 9 30
Content Area courses 2 6
Specialization Area courses 1 3
Total 12 39

Concentrations

Please note that this program does not provide the licensure required to teach grades K-12 in American public schools. In order to obtain teacher licensure, please contact the respective state department of education to determine eligibility and requirements. More information on licensure can be found here.


M.Ed. with concentration in ESOL Education

ESOL Education Core Courses (Must take all 9 courses)

Code Course Title Credits
EDUC 500

Prerequisite: None
As the initial course in the Masters of Education program, this course provides students with a comprehensive understanding of public education in the U.S. Through this course students will review the inception of public education through the 21st century. Additionally, students enrolled in this course will be introduced to educational research and the role quantitative and qualitative research serves in shaping the educational landscape. Students are required to perform literature searches and conduct reviews of a variety of educational topics, demonstrating a thorough understanding of said topics, while simultaneously demonstrating their research capabilities.
3
EDUC 503

Prerequisite: None
Through this course students will be presented with critical content regarding the human growth and development process. Content for this course includes information regarding genetics, heredity, conception, gestation, birth, and early development of young children. This course will also address cognition, motor skills, and the emotional, psychological, and social development of humans. Designed specifically for secondary teachers, a great deal of this course focuses on adolescence and the physical, emotional, psychological, and sexual development middle and high school students undergo as they move from youth to young adult. Other issues addressed in this course include brain development, male and female learner characteristics, and other important findings associated with teaching youth and young adults during this major transitional period of their lives.
3
EDUC 508

Prerequisite: None
This course examines classroom-management models and theoretical and empirical approaches to classroom management. The course helps students develop appropriate classroom-management skills, including decision-making and problem solving, exploring the merits and limitations of each classroom-management model, and examines when each approach to classroom management is most appropriate. The course also presents concepts of extrinsic and intrinsic motivation; the concept of self-motivation; assertive, positive, and cooperative discipline; and examines the relationships among classroom environment, classroom behavior, and learning. In this course, students will focus on implementing interventions for preventing and managing routine and disruptive discipline problems in a practical manner to include establishing effective classroom rules and procedures, relationships, role of parents, and helping students contribute to a positive learning environment relevant to their lives.
3
EDUC 511

Prerequisite: None
Through this course, students will be introduced to the issue of diversity and the implications of being a diverse learner in U.S. schools. Those enrolled in the class will be provided a clear and meaningful definition of diversity, which will serve as a major component of the operational paradigm for the course. Students will also be introduced to various aspects of diversity and educated regarding the complexity and nuances of these aspects, the ideas and ideals surrounding each aspect, and how these aspects are commonly made more challenging as they intersect and are commonly combined. Students enrolled in this course will be introduced to research-based strategies for teaching in a diverse setting.
3
EDUC 521

Prerequisite: None
Through this course, students will have the opportunity to explore the issues surrounding teaching students with identified exceptionalities. Initial content for this course includes a review of the history of special education, which leads to the inception of federal guidelines and practices protecting students with identified exceptionalities and ensuring equal access to education. This course provides an overview of the numerous exceptionalities currently identified and the traits and characteristics associated with each exceptionality, including intellectual, emotional, physical, social, and psychological diagnoses. Finally, this course provides students with a comprehensive understanding of their role as teachers in serving students with identified exceptionalities and provides research-based strategies for the inclusion and effective teaching of students with identified exceptionalities.
3
EDUC 532

Prerequisite: None
Through this course students will be introduced to a variety of pedagogical practices specific to teaching and learning for secondary students. Students enrolled in this course will be exposed to the two major philosophies of teaching and learning, namely teacher-centered instruction and student-centered instruction. Each of these philosophies will be independently investigated, revealing the various methods and strategies associated with each philosophy. Additionally, students will be required to demonstrate their understanding of the various approaches to teaching and learning through their development of unique and specific teaching and learning scenarios, allowing them the opportunity to implement a combination of select and appropriate methods and strategies.
3
EDSL 610

Prerequisite: None
This course is designed to introduce and train students on how to provide effective reading and writing instruction within their content teaching areas. As pre-service teachers, it is critical that all teachers have a strong appreciation for the importance of teaching reading to secondary students in all disciplines as well as in English and language arts classes. Cross-curricular literacy approaches are often an important catalyst in secondary students' engagement or disengagement in non-language-arts content areas and serve as a major indicator in their overall success in these classes. This course provides engagement strategies, various approaches to introducing challenging reading materials, and proven strategies for increasing literacy among secondary learners.
3
EDSL 620

Prerequisite: None
This course focuses on how to write, construct, and use assessments in the secondary classroom. The course provides a balanced approach to assessment, involving both traditional and innovative techniques. It includes the development and use of written tests, informal assessments, portfolios, and performance assessments. Prospective teachers will find this balanced approach to assessment incredibly useful once they enter the classroom. Additionally, this course provides students with the ability to review and select assessment strategies appropriate for the variety of learner characteristics commonly represented, including levels of cognition, learning styles, ability levels, and student interest, as well as culturally relevant assessment strategies. As a result, students in the course will have the ability to select and/or develop assessment strategies that motivate learners and increase the overall achievement for secondary learners.
3
EDSL 686

Prerequisite:EDUC 500, EDUC 503, EDUC 508, EDUC 511, EDUC 521, EDUC 532, Credit Hour Breakdown: 250 hours of practicum, 15 hours of seminar
This course requires that all students successfully complete a 225-hour supervised field experience. Through this supervised classroom experience, students will have the opportunity to implement the theory and practical knowledge they have gained throughout the Master's program in a functioning classroom setting appropriate to the content area and/or grade level they anticipate teaching upon graduating. The supervised classroom experience course provides an opportunity to work towards a Virginia State Department of Education requirement of all Masters of Education majors. The supervised classroom experience will be documented in part through weekly submission of timesheets and bi-weekly discussion forum posts.
Another major component of the practicum course requires students to develop a Teaching Portfolio reflective of their coursework from the program, issues they have identified during their supervised classroom experience, and plans of action for resolving the identified issues supported by empirical research associated with the issue. The portfolio is a culmination of the student's program of study and encompasses content covered throughout the program. Students will present their Teaching Portfolio to the VIU campus community. Mandatory sessions designed to assist students with their Teaching Portfolio are held throughout the term.
6

ESOL Education Concentration Courses (Must take 2 courses)

Code Course Title Credits
APLX 530

Prerequisite: None
This course is an introduction to the modern theories and current practices of second language pedagogy. Students will learn methodologies of lesson planning, skill integration techniques, course and program development and classroom management. This course provides students with a framework to develop course and programmatic curriculum defined by outcomes centered on an integrated approach to language teaching.
3
APLX 615

Prerequisite:None
Internship/CPT Qualified

This course provides an overview of the structure of language drawing upon the theoretical perspective of generative grammar, cognitive sciences, systemic-functional, and corpus linguistics to illuminate how grammar operates at the morphological, syntactic, and discourse levels. The course provides insight into the nature of the human capacity of language via means of a concentrated focus on the structure of language. Students will explore and analyze the internal structure of words, phrases and sentences as well as gain a foundation in understanding how language is structured but also how it is changeable over time.
3

M.Ed. with concentration in Mathematics Education

Math Education Core Courses (Must take all 9 courses)

Code Course Title Credits
EDUC 500

Prerequisite: None
As the initial course in the Masters of Education program, this course provides students with a comprehensive understanding of public education in the U.S. Through this course students will review the inception of public education through the 21st century. Additionally, students enrolled in this course will be introduced to educational research and the role quantitative and qualitative research serves in shaping the educational landscape. Students are required to perform literature searches and conduct reviews of a variety of educational topics, demonstrating a thorough understanding of said topics, while simultaneously demonstrating their research capabilities.
3
EDUC 503

Prerequisite: None
Through this course students will be presented with critical content regarding the human growth and development process. Content for this course includes information regarding genetics, heredity, conception, gestation, birth, and early development of young children. This course will also address cognition, motor skills, and the emotional, psychological, and social development of humans. Designed specifically for secondary teachers, a great deal of this course focuses on adolescence and the physical, emotional, psychological, and sexual development middle and high school students undergo as they move from youth to young adult. Other issues addressed in this course include brain development, male and female learner characteristics, and other important findings associated with teaching youth and young adults during this major transitional period of their lives.
3
EDUC 508

Prerequisite: None
This course examines classroom-management models and theoretical and empirical approaches to classroom management. The course helps students develop appropriate classroom-management skills, including decision-making and problem solving, exploring the merits and limitations of each classroom-management model, and examines when each approach to classroom management is most appropriate. The course also presents concepts of extrinsic and intrinsic motivation; the concept of self-motivation; assertive, positive, and cooperative discipline; and examines the relationships among classroom environment, classroom behavior, and learning. In this course, students will focus on implementing interventions for preventing and managing routine and disruptive discipline problems in a practical manner to include establishing effective classroom rules and procedures, relationships, role of parents, and helping students contribute to a positive learning environment relevant to their lives.
3
EDUC 511

Prerequisite: None
Through this course, students will be introduced to the issue of diversity and the implications of being a diverse learner in U.S. schools. Those enrolled in the class will be provided a clear and meaningful definition of diversity, which will serve as a major component of the operational paradigm for the course. Students will also be introduced to various aspects of diversity and educated regarding the complexity and nuances of these aspects, the ideas and ideals surrounding each aspect, and how these aspects are commonly made more challenging as they intersect and are commonly combined. Students enrolled in this course will be introduced to research-based strategies for teaching in a diverse setting.
3
EDUC 521

Prerequisite: None
Through this course, students will have the opportunity to explore the issues surrounding teaching students with identified exceptionalities. Initial content for this course includes a review of the history of special education, which leads to the inception of federal guidelines and practices protecting students with identified exceptionalities and ensuring equal access to education. This course provides an overview of the numerous exceptionalities currently identified and the traits and characteristics associated with each exceptionality, including intellectual, emotional, physical, social, and psychological diagnoses. Finally, this course provides students with a comprehensive understanding of their role as teachers in serving students with identified exceptionalities and provides research-based strategies for the inclusion and effective teaching of students with identified exceptionalities.
3
EDUC 532

Prerequisite: None
Through this course students will be introduced to a variety of pedagogical practices specific to teaching and learning for secondary students. Students enrolled in this course will be exposed to the two major philosophies of teaching and learning, namely teacher-centered instruction and student-centered instruction. Each of these philosophies will be independently investigated, revealing the various methods and strategies associated with each philosophy. Additionally, students will be required to demonstrate their understanding of the various approaches to teaching and learning through their development of unique and specific teaching and learning scenarios, allowing them the opportunity to implement a combination of select and appropriate methods and strategies.
3
EDMA 610

Prerequisite: None
This course is designed to introduce and train students on how to provide effective reading and writing instruction within their content teaching areas. As pre-service teachers, it is critical that all teachers have a strong appreciation for the importance of teaching reading to secondary students in all disciplines as well as in English and language arts classes. Cross-curricular literacy approaches are often an important catalyst in secondary students' engagement or disengagement in non-language-arts content areas and serve as a major indicator in their overall success in these classes. This course provides engagement strategies, various approaches to introducing challenging reading materials, and proven strategies for increasing literacy among secondary learners.
3
EDMA 620

Prerequisite: None
This course focuses on how to write, construct, and use assessments in the secondary classroom. The course provides a balanced approach to assessment, involving both traditional and innovative techniques. It includes the development and use of written tests, informal assessments, portfolios, and performance assessments. Prospective teachers will find this balanced approach to assessment incredibly useful once they enter the classroom. Additionally, this course provides students with the ability to review and select assessment strategies appropriate for the variety of learner characteristics commonly represented, including levels of cognition, learning styles, ability levels, and student interest, as well as culturally relevant assessment strategies. As a result, students in the course will have the ability to select and/or develop assessment strategies that motivate learners and increase the overall achievement for secondary learners.
3
EDMA 686

Prerequisite:EDUC 500, EDUC 503, EDUC 508, EDUC 511, EDUC 521, EDUC 532, Credit Hour Breakdown: 250 hours of practicum, 15 hours of seminar
This course requires that all students successfully complete a 225-hour supervised field experience. Through this supervised classroom experience, students will have the opportunity to implement the theory and practical knowledge they have gained throughout the Master's program in a functioning classroom setting appropriate to the content area and/or grade level they anticipate teaching upon graduating. The supervised classroom experience course provides an opportunity to work towards a Virginia State Department of Education requirement of all Masters of Education majors. The supervised classroom experience will be documented in part through weekly submission of timesheets and bi-weekly discussion forum posts. Another major component of the practicum course requires students to develop a Teaching Portfolio reflective of their coursework from the program, issues they have identified during their supervised classroom experience, and plans of action for resolving the identified issues supported by empirical research associated with the issue. The portfolio is a culmination of the student's program of study and encompasses content covered throughout the program. Students will present their Teaching Portfolio to the VIU campus community. Mandatory sessions designed to assist students with their Teaching Portfolio are held throughout the term.
6

Math Education Concentration Courses (Must take 2 courses)

Code Course Title Credits
EDMA 600

Prerequisite:None
This course provides a comprehensive review of selected topics focusing on instructional methods and best practices in secondary mathematics education reflective of learner characteristics and learner needs. Through this course, students will explore content- specific pedagogical approaches for teaching algebra, geometry, calculus, and trigonometry. Topics for this course focus on constructivist teaching and learning, including inquiry teaching and learning, concept mapping, scaffolding, student learning styles, authentic assessment, and a variety of approaches documented as effective strategies for increasing student achievement in secondary mathematics instruction.
3
EDMA 605

Prerequisite:EDMA 600
This course provides an advanced review of selected topics and the research focusing on the methods and theory for best practices in secondary mathematics education reflective of learner characteristics and learner needs. Through this course, students will explore content-specific pedagogical approaches for teaching algebra, geometry, calculus, and trigonometry. Topics for this course focus on constructivist teaching and learning including inquiry teaching and learning, concept mapping, scaffolding, student learning styles, authentic assessment, and a variety of approaches proven effective for increasing student achievement in secondary mathematics.
3

M.Ed. with concentration in Science Education

Science Education Core Courses (Must take all 9 courses)

Code Course Title Credits
EDUC 500

Prerequisite: None
As the initial course in the Masters of Education program, this course provides students with a comprehensive understanding of public education in the U.S. Through this course students will review the inception of public education through the 21st century. Additionally, students enrolled in this course will be introduced to educational research and the role quantitative and qualitative research serves in shaping the educational landscape. Students are required to perform literature searches and conduct reviews of a variety of educational topics, demonstrating a thorough understanding of said topics, while simultaneously demonstrating their research capabilities.
3
EDUC 503

Prerequisite: None
Through this course students will be presented with critical content regarding the human growth and development process. Content for this course includes information regarding genetics, heredity, conception, gestation, birth, and early development of young children. This course will also address cognition, motor skills, and the emotional, psychological, and social development of humans. Designed specifically for secondary teachers, a great deal of this course focuses on adolescence and the physical, emotional, psychological, and sexual development middle and high school students undergo as they move from youth to young adult. Other issues addressed in this course include brain development, male and female learner characteristics, and other important findings associated with teaching youth and young adults during this major transitional period of their lives.
3
EDUC 508

Prerequisite: None
This course examines classroom-management models and theoretical and empirical approaches to classroom management. The course helps students develop appropriate classroom-management skills, including decision-making and problem solving, exploring the merits and limitations of each classroom-management model, and examines when each approach to classroom management is most appropriate. The course also presents concepts of extrinsic and intrinsic motivation; the concept of self-motivation; assertive, positive, and cooperative discipline; and examines the relationships among classroom environment, classroom behavior, and learning. In this course, students will focus on implementing interventions for preventing and managing routine and disruptive discipline problems in a practical manner to include establishing effective classroom rules and procedures, relationships, role of parents, and helping students contribute to a positive learning environment relevant to their lives.
3
EDUC 511

Prerequisite: None
Through this course, students will be introduced to the issue of diversity and the implications of being a diverse learner in U.S. schools. Those enrolled in the class will be provided a clear and meaningful definition of diversity, which will serve as a major component of the operational paradigm for the course. Students will also be introduced to various aspects of diversity and educated regarding the complexity and nuances of these aspects, the ideas and ideals surrounding each aspect, and how these aspects are commonly made more challenging as they intersect and are commonly combined. Students enrolled in this course will be introduced to research-based strategies for teaching in a diverse setting.
3
EDUC 521

Prerequisite: None
Through this course, students will have the opportunity to explore the issues surrounding teaching students with identified exceptionalities. Initial content for this course includes a review of the history of special education, which leads to the inception of federal guidelines and practices protecting students with identified exceptionalities and ensuring equal access to education. This course provides an overview of the numerous exceptionalities currently identified and the traits and characteristics associated with each exceptionality, including intellectual, emotional, physical, social, and psychological diagnoses. Finally, this course provides students with a comprehensive understanding of their role as teachers in serving students with identified exceptionalities and provides research-based strategies for the inclusion and effective teaching of students with identified exceptionalities.
3
EDUC 532

Prerequisite: None
Through this course students will be introduced to a variety of pedagogical practices specific to teaching and learning for secondary students. Students enrolled in this course will be exposed to the two major philosophies of teaching and learning, namely teacher-centered instruction and student-centered instruction. Each of these philosophies will be independently investigated, revealing the various methods and strategies associated with each philosophy. Additionally, students will be required to demonstrate their understanding of the various approaches to teaching and learning through their development of unique and specific teaching and learning scenarios, allowing them the opportunity to implement a combination of select and appropriate methods and strategies.
3
EDSC 610

Prerequisite: None
This course is designed to introduce and train students on how to provide effective reading and writing instruction within their content teaching areas. As pre-service teachers, it is critical that all teachers have a strong appreciation for the importance of teaching reading to secondary students in all disciplines as well as in English and language arts classes. Cross-curricular literacy approaches are often an important catalyst in secondary students' engagement or disengagement in non-language-arts content areas and serve as a major indicator in their overall success in these classes. This course provides engagement strategies, various approaches to introducing challenging reading materials, and proven strategies for increasing literacy among secondary learners.
3
EDSC 620

Prerequisite: None
This course focuses on how to write, construct, and use assessments in the secondary classroom. The course provides a balanced approach to assessment, involving both traditional and innovative techniques. It includes the development and use of written tests, informal assessments, portfolios, and performance assessments. Prospective teachers will find this balanced approach to assessment incredibly useful once they enter the classroom. Additionally, this course provides students with the ability to review and select assessment strategies appropriate for the variety of learner characteristics commonly represented, including levels of cognition, learning styles, ability levels, and student interest, as well as culturally relevant assessment strategies. As a result, students in the course will have the ability to select and/or develop assessment strategies that motivate learners and increase the overall achievement for secondary learners.
3
EDSC 686

Prerequisite:EDUC 500, EDUC 503, EDUC 508, EDUC 511, EDUC 521, EDUC 532, Credit Hour Breakdown: 250 hours of practicum, 15 hours of seminar
This course requires that all students successfully complete a 225-hour supervised field experience. Through this supervised classroom experience, students will have the opportunity to implement the theory and practical knowledge they have gained throughout the Master's program in a functioning classroom setting appropriate to the content area and/or grade level they anticipate teaching upon graduating. The supervised classroom experience course provides an opportunity to work towards a Virginia State Department of Education requirement of all Masters of Education majors. The supervised classroom experience will be documented in part through weekly submission of timesheets and bi-weekly discussion forum posts. Another major component of the practicum course requires students to develop a Teaching Portfolio reflective of their coursework from the program, issues they have identified during their supervised classroom experience, and plans of action for resolving the identified issues supported by empirical research associated with the issue. The portfolio is a culmination of the student's program of study and encompasses content covered throughout the program. Students will present their Teaching Portfolio to the VIU campus community. Mandatory sessions designed to assist students with their Teaching Portfolio are held throughout the term.
6

Science Education Concentration Courses (Must take 2 courses)

Code Course Title Credits
EDSC 600

Prerequisite:None
This course provides a comprehensive review of selected topics focusing on instructional methods and best practices in secondary science education reflective of learner characteristics and learner needs. Through this course, students will explore content- specific pedagogical approaches for teaching biology, chemistry, earth science, and physics. Topics for this course focus on constructivist teaching and learning, including inquiry teaching and learning, concept mapping, scaffolding, student learning styles, authentic assessment, and a variety of approaches documented as effective strategies for increasing student achievement in secondary science instruction.
3
EDSC 605

Prerequisite:EDSC 600
This course provides an advanced review of selected topics and the research focusing on the methods and theory for best practices in secondary science education reflective of learner characteristics and learner needs. Through this course, students will explore content-specific pedagogical approaches for teaching biology, chemistry, earth science, and physics. Topics for this course focus on constructivist teaching and learning, including inquiry teaching and learning, concept mapping, scaffolding, student learning styles, authentic assessment, and a variety of research approaches documented as effective strategies for increasing student achievement in secondary science instruction.
3

Information for Students on an F-1 Visa
Please note that students on an F-1 Visa are responsible for maintaining their own visa status. Since an off-site practicum is an integral part of this program, all students on an F-1 Visa are required to complete their internship course (EDMA 686, EDSC 686, and/or EDSL 686) as Curricular Practical Training (CPT) and must meet all requirements of CPT as set forth by the International Student Services Office. CPT is employment pursuant to an internship requirement which is an integral part of the established curriculum of your school. Students with an F-1 Visa are required to take the practicum course (EDMA 686, EDSC 686, and/or EDSL 686) with at least one other on-ground course in the final semester of study in order to remain in-status.

Electives

The following is a sample schedule of the possible sequencing of courses in the M.Ed. Program:

M.Ed. Elective Course Options (Must take 1 course)

Code Course Title Course Prerequisite Credits
Educational Technology
EDTC 571 Instructional Technologies for Learning None 3
EDTC 573 Emerging and Assistive Technology EDTC 571 3
Curriculum, Instruction, and Assessment
EDUC 565 Contemporary Issues in Education and Assessment None 3
EDUC 567 Improving Instruction Through Inquiry Practices EDUC 565 3
Educational Leadership and Policy
EDUC 593 Introduction to Educational Policy None 3
EDUC 597 Partnerships for School Success EDUC 593 3