Duluth campus
 
Duluth Campus

Education M.Ed.

Education
College of Education and Human Service Professions
Link to a list of faculty for this program.
Contact Information
College of Education and Human Service Professions, 125 Bohannon Hall, 1207 Ordean Court, Duluth, MN 55812 (218-726-7156; fax: 218-726-7073)
Email: cehsp@d.umn.edu
Website: http://cehsp.d.umn.edu/departments-centers/department-education/programs/master
  • Program Type: Master's
  • Requirements for this program are current for Spring 2021
  • Length of program in credits: 30
  • This program does not require summer semesters for timely completion.
  • Degree: Master of Education
Along with the program-specific requirements listed below, please read the General Information section of this website for requirements that apply to all major fields.
The master of education (MEd) is a professional development degree for educational scholars, including teachers and professionals with leadership or training roles in the health sciences, social services, community education, and business or industry. Professional development is achieved through critical reflection, theoretical investigation, and application of theory and research to practice in communities. The curriculum is based on the roles that educational scholars play as teachers, leaders, and change agents in formal, non-formal, and community-based settings. Learners will develop skills in: • Critical reflection • Investigation and application of educational theory to practice • Evaluation, execution, and effective communication of educational research • Intercultural competence • The creation of, and participation in, communities of learners as professionals • Leadership for educational reform Core courses are delivered primarily online with one face-to-face weekend session during the first month of each semester. The required core courses are delivered over two years for professionals who wish to earn the graduate degree while maintaining full-time employment. Students are admitted to an identified cohort and register for two years of core curriculum with the same cohort.
Program Delivery
  • primarily online (at least 80% of the instruction for the program is online with short, intensive periods of face-to-face coursework)
Prerequisites for Admission
The preferred undergraduate GPA for admittance to the program is 2.80.
A bachelor's degree is required for admission.
Other requirements to be completed before admission:
Preferred candidates will have a GPA of 2.80 or higher and two years professional experience or demonstrated experience working with learners.
Special Application Requirements:
Please see the MEd application information found at: https://cehsp.d.umn.edu/departments-centers/department-education/programs/master-education-med/application
International applicants must submit score(s) from one of the following tests:
  • TOEFL
    • Internet Based - Total Score: 79
    • Internet Based - Writing Score: 21
    • Internet Based - Reading Score: 19
Key to test abbreviations (TOEFL).
For an online application or for more information about graduate education admissions, see the General Information section of this website.
Program Requirements
Plan C: Plan C requires 24 major credits and 6 credits outside the major. There is no final exam. A capstone project is required.
Capstone Project: Students work throughout the program to develop, research, and complete a final capstone project.
This program may not be completed with a minor.
Use of 4xxx courses towards program requirements is not permitted.
A minimum GPA of 2.80 is required for students to remain in good standing.
The MEd cohort program has a 24-credit core curriculum; remaining credits are electives. The sequence of core courses is designed so that they build and rely on each other in a way that integrates content from one semester to the next. The research component of the program builds through the two years and is structured to help cohort members complete the final project in that time. Specific products at the end of each term lead to a completed project. Each semester, students will be expected to complete the following. By the end of: Semester 1: Select a topic and complete a "mini" literature review. Semester 2: Write the question to be researched and complete literature review. Semester 3: Determine research method and write a proposal and submit IRB application. Semester 4: Gather and analyze data, and complete a final capstone project. All policies relating to degree requirements are detailed in the student handbook.
Required Courses (24 cr)
Take EDUC 5990 for 1 credit.
EDUC 5990 - Research Project (1.0-6.0 cr)
EDUC 7001 - Foundations of Education and Research (3.0 cr)
EDUC 7002 - Diversity and Social Justice (3.0 cr)
EDUC 7004 - Foundations of Educational Research (3.0 cr)
EDUC 7006 - Ethics and Professionalism in Education (3.0 cr)
EDUC 7008 - Curriculum Theory and Design (3.0 cr)
EDUC 7009 - Assessment of Learning (3.0 cr)
EDUC 7011 - Integrated Research in Practice (3.0 cr)
EDUC 7016 - Qualitative Methods for Educational Research (3.0 cr)
or EDUC 7018 - Statistics for Educational Research (3.0 cr)
Electives (6 cr)
Electives are determined in consultation with the director of Graduate Studies first year) and the graduate advisor (second year).
 
More program views..
View college catalog(s):
· College of Education and Human Service Professions

View future requirement(s):
· Fall 2022
· Fall 2021


View checkpoint chart:
· Education M.Ed.
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EDUC 5990 - Research Project
Credits: 1.0 -6.0 [max 36.0]
Grading Basis: S-N only
Typically offered: Every Fall, Spring & Summer
Faculty-supervised research project required for MEd prereq: Instructor consent
EDUC 7001 - Foundations of Education and Research
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall, Spring & Summer
Expectations of graduate study, scholarly writing and online learning. Develop skills in using the Internet for scholarly research and writing, culminating in writing of a literature review. prereq: MEd candidate or instructor consent; credit will not be granted if already received for EHS 7001
EDUC 7002 - Diversity and Social Justice
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall & Spring
Stresses the importance of diversity and exceptionality in educational settings, and its relevance to teaching and learning strategies, assessment, and professional community building. The concepts of privilege and power will be explored from the standpoint of the educator and his/her role in the educational setting. prereq: MEd candidate or instructor consent; credit will not be granted if already received for EHS 7002
EDUC 7004 - Foundations of Educational Research
Credits: 3.0 [max 4.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall & Spring
Provides foundational knowledge in being a consumer of and conducting scholarly educational research. Designed to provide an orientation to existing educational research and research methods, with a focus on defining a topic, writing a problem statement, and investigating current literature and research on that topic. Includes emphasis on ethical and responsible research protocol with underlying foundations in social justice and reform. prereq: M.SpEd student or MEd student or instructor consent; credit will not be granted if already received for EHS 7004
EDUC 7006 - Ethics and Professionalism in Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall & Spring
Offers a synthesis of previous courses, reviewed from the context of ethics and ethical dilemmas that touch on diversity, systems change, educators' roles, professional competencies, and leadership roles. prereq: MEd cand or instructor consent; credit will not be granted if already received for EHS 7006
EDUC 7008 - Curriculum Theory and Design
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall, Spring & Summer
Broad-based foundational course designed to study advanced learning theory and curriculum design, and develop skills in critical analysis of teaching application and student outcomes. Focuses on the importance of working in the context of a professional community. prereq: MEd student or instructor consent; credit will not be granted if already received for EHS 7008
EDUC 7009 - Assessment of Learning
Credits: 3.0 [max 12.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall, Spring & Summer
Focuses on the design and application of appropriate learning assessment strategies that consider the pedagogical intent, state, federal, and subject standards, and the diversity for all learners. Teaching theory and practice will be viewed in the context of learning assessment. prereq: MEd candidate; credit will not be granted if already received for EHS 7009
EDUC 7011 - Integrated Research in Practice
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall & Spring
Provides in depth knowledge and skills in quantitative, qualitative and mixed methods research methodology, and is designed to guide students through the process of designing and conducting a scholarly research project. prereq: 7004 or instructor consent
EDUC 7016 - Qualitative Methods for Educational Research
Credits: 3.0 [max 3.0]
Grading Basis: S-N or Aud
Typically offered: Every Fall, Spring & Summer
The course is designed to assist MEd and other graduate students in the use of qualitative data collection, analysis, and reporting methods in qualitative and mixed methods designs for research in education and related fields. The course is student project based, providing students support in completing data collection and analysis for their capstone or thesis projects. Students will review multiple methods for data collection and analysis, with a primary focus on the methods identified in their own project design. pre-req: instructor consent
EDUC 7018 - Statistics for Educational Research
Credits: 3.0 [max 3.0]
Grading Basis: S-N or Aud
Typically offered: Every Fall, Spring & Summer
The course is designed to assist MEd and other graduate students in the use of quantitative data collection, analysis, and reporting in quantitative and mixed methods designs for research in education and related fields. The course is student project based, providing students support in completing data collection and analysis for their capstone or thesis projects. Students will review multiple methods for data collection and analysis, with a primary focus on statistical analysis for quantitative data identified in their own project design. prereq: instructor consent