Prerequisite Courses

Admission to the Master of Education program is open to students from all disciplines. However, students who do not have a first degree in education and have less than one year teaching or practicum experience are required to complete a minimum of nine (9) credit hours or three of the following prerequisite courses or equivalents with no credit hours counted toward the MEd degree program:

  • EDUC 220 Educational Psychology
  • EDUC 270 Philosophical and Social Foundations of Education
  • EDUC 275 Introduction to Teaching
  • EDUC 284 Managing the Classroom Environment
  • EDUC 390 Classroom Testing and Evaluation
  • EDUC 430 Introduction to Curriculum Development
  • EDUC 431 Being a Professional Teacher

Required Courses

Plan A(2): 15 Credits 

  • EDUC 500 Educational Research Methodology (3 Credits)
  • EDUC 501 Advanced Research Methodology (3 Credits)
  • EDUC 506 Student Welfare (3 Credits)
  • EDUC 529 Curriculum Development (3 Credits)
  • EDUC 538 Information Technology in Education (3 Credits)

Plan B: 18 Credits

  • EDUC 500 Educational Research Methodology (3 Credits)
  • EDUC 506 Student Welfare (3 Credits)
  • EDUC 512 Values Issues and Moral Development (3 Credits)
  • EDUC 525 Legal and Policy Issues in Education (3 Credits)
  • EDUC 529 Curriculum Development (3 Credits)
  • EDUC 538 Information Technology in Education (3 Credits)
  • EDUC 570 Comprehensive Examination (1 Credits)

Elective Courses

A student may choose an elective area from clusters of elective courses listed in – Educational Administration, Curriculum and Instruction, and Teaching English to Speakers of Other Languages (TESOL). The courses and credit point requirements in each area are listed in the following sections.

Plan A(2): 9 Credits

Educational Administration Electives

  • EDUC 523 Educational Leadership (3 Credits)
  • EDUC 524 Supervision in Education (3 Credits)
  • EDUC 531 Quality Assurance in Education (3 Credits)

Curriculum and Instruction Electives

  • EDUC 531 Quality Assurance in Education (3 Credits)
  • EDUC 534 Integrated Instructional Models (3 Credits)
  • EDUC 542 Educational Measurement and Evaluation (3 Credits)

Teaching English to Speakers of Other Languages (TESOL) Electives

  • EDUC 540 Developments in English Language Teaching (3 Credits)
  • EDUC 541 Teaching English: Principles and Strategies (3 Credits)
  • EDUC 542 Educational Measurement and Evaluation (3 Credits)

Plan B: 12 Credits 

Educational Administration Electives

  • EDUC 523 Educational Leadership (3 Credits)
  • EDUC 524 Supervision in Education (3 Credits)
  • EDUC 531 Quality Assurance in Education (3 Credits)
  • EDUC 535 Learning Management Systems (3 Credits)

Curriculum and Instruction Electives

  • EDUC 531 Quality Assurance in Education (3 Credits)
  • EDUC 534 Integrated Instructional Models (3 Credits)
  • EDUC 536 Teaching and Learning in Higher Education (3 Credits)
  • EDUC 542 Educational Measurement and Evaluation (3 Credits)

Teaching English to Speakers of Other Languages (TESOL) Electives

  • EDUC 540 Developments in English Language Teaching (3 Credits)
  • EDUC 541 Teaching English: Principles and Strategies (3 Credits)
  • EDUC 542 Educational Measurement and Evaluation (3 Credits)
  • EDUC 544 Languages, Culture and Learning (3 Credits)

Independent Study

  • EDUC 593 Independent Study (6 Credits)

Research Project

  • EDUC 595 Thesis I (6 Credits)
  • EDUC 596 Thesis II (6 Credits)

First Year

First Semester

Course Title Credits
EDUC 500 Introduction to Research Methodology 3
EDUC 538 Information Technology in Education 3
Elective Course 3
Elective Course 3
Total 12

Second Semester

Course Title Credits
EDUC 501 Advanced Research Methodology 3
EDUC 506 Student Welfare 3
EDUC 529 Curriculum Development 3
Elective Course 3
Total 12

Second Year

First Semester

Course Title Credits
EDUC 595 Thesis I 6
Total 6

Second Semester

Course Title Credits
EDUC 596 Thesis II 6
Total 6

Second Year

First Semester

Code Course Title Credits
EDUC 595 Thesis I 6
Total 6

Second Semester

Code Course Title Credits
EDUC 596 Thesis II 6
Total 6

 

First Year

First Semester

Course Title Credits
EDUC 500 Introduction to Research Methodology 3
EDUC 538 Information Technology in Education 3
Elective Course 3
Elective Course 3
Total 12

Second Semester

Course Title Credits
EDUC 501 Advanced Research Methodology 3
EDUC 506 Student Welfare 3
EDUC 529 Curriculum Development 3
Elective Course 3
Total 12

Second Year

First Semester

Course Title Credits
EDUC 512 Values Issues and Moral Development 3
EDUC 538 Information Technology in Education 3
Total 6

Second Semester

Course Title Credits
EDUC 570 Comprehensive Examination 0
EDUC 593 Independent Study 6
Total 6

First Year

First Semester

Code Course Title Credits
EDUC 500 Introduction to Research Methodology 3
EDUC 538 Information Technology in Education 3
Elective Course 3
Elective Course 3
Total 12

Second Semester

Code Course Title Credits
EDUC 501 Advanced Research Methodology 3
EDUC 506 Student Welfare 3
EDUC 529 Curriculum Development 3
Elective Course 3
Total 12

Second Year

First Semester

Code Course Title Credits
EDUC 512 Values Issues and Moral Development 3
EDUC 538 Information Technology in Education 3
Total 6

Second Semester

Code Course Title Credits
EDUC 570 Comprehensive Examination 0
EDUC 593 Independent Study 6
Total 6

1. The Development of Special Characteristics in Students

Special Characteristics Strategy or Student Activity
Personality
  • There are topics such as socialization, negotiation techniques, communication, human relations, and working relations in some related courses.
Leadership, responsiveness, and self-discipline
  • There are projects and activities in which students have chances to take turns in the leader role in order to practice their responsiveness.
  • There are rules to create self-discipline such as coming to class on-time, a minimum of 80% class attendance, required class participation
Spirit of joyful service to others
  • There are field trips both within and outside the country in the areas of relief and community service
  • There is a Volunteer Development Club
  • There is a volunteer promotion retreat
  • There are academic and community service activities

2. The Development of Learning Outcomes

1. Moral and Ethical Standards

Learning Outcomes

  1. Students should understand and acquire values, ethics, and morals with respect to educational administration.
  2. Students should understand the importance of honesty and learn self- discipline with regards to time and responsibility to oneself, to one’s profession, and to society.
  3. Students should demonstrate personal skills that include respecting rules, regulations, and others.

Teaching Strategies

  1. Establish an educational environment that fosters the integration of faith and learning.
  2. Establish methods that fosters self-discipline in students, and encourages to take responsibility for their own learning.
  3. Prepare or select case studies that deal with moral and ethical issues.
  4. Establish rules that promote fairness and honesty.

Evaluation Methods

  • Include a variety of evaluation methods such as self-evaluation, observation, individual and group projects and assignments, class discussions, and examinations.

2. Knowledge Aspect
Learning Outcomes

  1. Students should acquire knowledge and understanding of the principles and theories pertinent to the field of studies.
  2. Students should understand the importance of becoming life-long learners.
  3. Students should show interest and be cognizant of recent and ongoing knowledge developments in the field of studies.

Teaching Strategies

  1. Emphasize participative learning.
  2. Use problems solving activities and case studies.
  3. Lecturing, discussion, active participation, and group assignments.
  4. Research, analysis, and independent study.

Evaluation Methods

  1. Comprehensive examination
  2. Student reports and assignments
  3. Case study analysis reports
  4. Independent study and projects
  5. Class presentations

3. Cognitive Skills
Learning Outcomes

  1. Establish an academic culture that fosters inquisitiveness, open-mindedness, and critical thinking.
  2. Students should demonstrate the ability to use the higher cognitive levels of learning.
  3. Be able to search, define, and evaluate information for solving-problems creatively.

Teaching Strategies

  1. Case studies and research paper.
  2. Give students practice in asking thought provoking and probing questions.
  3. Give students practice in metacognition and the use of reflective journals.
  4. Group discussion.
  5. Independent study and projects.

Evaluation Methods

  1. Formative evaluation: class discussions, assignments, case studies, formal presentations
  2. Summative evaluation: comprehensive examination, independent and group projects, research paper.
  3. Evaluate from problem solving processes, independent study, and analytical performance, such as case study analysis presentations, independent study reports, group discussion reports, and seminars

4. Interpersonal Skills and Shouldering of Responsibility
Learning Outcomes

  1. Be able to communicate effectively to different groups of people.
  2. Be able to assist and facilitate problem solving in different situations in individual or group contexts, both as a leader and a team member.
  3. Responsible for individual work and group work and professional development.

Teaching Strategies

  1. Emphasize interaction between student and student, student and teacher.
  2. Organize group activities to foster the roles of leader and follower.
  3. Organize learning from practical activities that promotes team work and leadership skills.
  4. Organize learning from practical activities that promotes team work in multicultural situations.

Evaluation Methods

  1. Evaluate learners on how they assume the roles of leader and follower.
  2. Evaluate leadership skills in different kinds of situations.
  3. Evaluate ability to work with others and as teams.

5. Quantitative Analytical, Communication, and IT Skills
Learning Outcomes

  1. Demonstrating skills in applying quantitative tools for problem solving.
  2. Demonstrate the ability to communicate effectively both orally and in writing.
  3. Be able to choose appropriate types of media for presentation.

Teaching Strategies

  1. Organize activities that emphasize communication skills in speaking, listening, and writing between two people and with groups.
  2. Provide learning experience in selecting and using information technology for communication.
  3. Provide learning experience in selecting, using information, and presenting information that is appropriate in terms of the audience, content, and channel employed.

Evaluation Methods

  1. Evaluation on learning activities by observation and assessment of speaking and writing skills.
  2. Listening assessment.
  3. Analysis of information by examining documents, case study analysis reports, research output, and independent study.