Educational Studies (MSEd)

Career direction: professional education, graduate study.

Educational Prerequisites: Admission to graduate studies

Student Learning Outcomes (Individualized Interdisciplinary Track)

• Graduate students will provide evidence of ongoing personal reflection, growth, and lifelong learning in examining and progressing toward conscious mindfulness.  
• Graduate students will demonstrate proficient reading and writing skills to communicate and collaborate in a variety of academic settings. 
• Graduate students will be able to demonstrate competence and ethical practices in designing and carrying out sound field research to address local or global needs. 
• Graduate students will create and support communities that are bases for sustainable change. 
• Graduate students will become an academic leader in the student’s area of specialization through the development of new ideas, theories, and best practices grounded in global and local contexts. 

Student Learning Outcomes (Secondary Education Track)

• Graduate students will provide evidence of ongoing personal reflection, growth, and lifelong learning in examining and progressing toward conscious mindfulness.  
• Graduate students will demonstrate proficient reading and writing skills to communicate and collaborate in a variety of academic settings. 
• Graduate students will be able to demonstrate competence and ethical practices in designing and carrying out sound field research to address local or global needs. 
• Graduate students will create and support communities that are bases for sustainable change. 
• Graduate students will become an academic leader in the student’s area of specialization through the development of new ideas, theories, and best practices grounded in global and local contexts. 

• Teacher candidates will understand how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and design and implement developmentally appropriate and challenging learning experiences.
• Teacher candidates will use understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
• Teacher candidates will work with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
• Teacher candidates will understand the central concepts, tools of inquiry, and structures of the discipline(s) they teach and create learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
• Teacher candidates will understand how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
• Teacher candidates will understand and use multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
• Teacher candidates will plan instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross- disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
• Teacher candidates will understand and use a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
• Teacher candidates will engage in ongoing professional learning and use evidence to continually evaluate their practice, particularly the effects of their choices and actions on others (learners, families, other professionals, and the community), and adapt practice to meet the needs of each learner.
• Teacher candidates will seek appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.