| MASTER OF ARTS IN EDUCATION |  |
Graduation
Requirements
A candidate must
1. Successfully complete an approved 36-credit-hour MAEd curriculum including
• 15 credit hours of required education core courses;
• 12 credit hours of liberal arts graduate courses from the following
areas: arts, literature, philosophy, religion, social science, and science
and culture; and
• 9 credit hours of approved graduate education electives.
2. Maintain a graduate GPA of 3.0 with no more than one course completed
with a “C”
grade. “D” and “F” grades are not acceptable;
3. Complete an MAEd portfolio (see portfolio description below) with
an evaluation“Proficient” or “Distinguished”;
4. Complete all course work within six years of the date of initial enrollment.
Extension of this timeframe must be approved by the Graduate Education
Committee (GEC);
5. Payment of all tuition and fees; and
6. Be approved by the SOE Professional Education Council (PEC).
Portfolio Program Requirement
The MAEd student is required to develop
a portfolio of educational artifacts and reflections addressing program
objectives. This portfolio ensures
excellence in education with tangible representation of individual achievements. The
portfolio serves as a learning resume and documents each student’s
personal growth and professional development. MAEd students attend an
orientation that explains the portfolio requirements. The portfolio
is a graduation requirement and must be submitted prior to graduation. Portfolio
presentations are built into the MAEd cohort schedule. Overland
Park open enrollment portfolio presentations are the first Monday in
May and the last Monday in November. To obtain information about
the portfolio, contact SOE Education Specialist in Overland Park or Wichita.
When a candidate fails to satisfy any one of the above program requirements, he or she is placed on probation and is not recommended for program completion until the probationary status is corrected. A candidate failing to meet the program criteria is notified in writing, and his or her situation is brought before the GEC. The GEC may recommend that the candidate be a) placed on probation or b) dropped from the program. In either case, the candidate is notified in writing of GEC’s decision. If the recommendation is to drop the candidate from the program, the candidate may petition the GEC in writing requesting continuance in the program. Any allowed exceptions to program requirements must be approved by the GEC.
Program Scheduling
There are seven enrollment periods in the MAEd program. Classes usually
meet once a week, evenings, during the fall and spring semesters. During
January interterm, classes meet twice a week. During the two summer terms,
some day classes may be scheduled along with the evening offerings. Time,
length, and credits of classes are noted in the enrollment schedule.
The MAEd degree program can be completed within two years.
Students are limited to a maximum enrollment
of 12 credits in the fall and spring semesters (6 credit hours in each
term) and 6 credits in each of the two summer terms. Requests for overload
should be directed to the Director of Student Services.
The University reserves the right to modify program requirements and
content as well as sequencing of curriculum, as necessary.
Course Descriptions
Based upon reasonable projections of faculty
availability and appropriate curriculum considerations, the following
courses can change as deemed
necessary by Baker University to fulfill its role and mission.
The courses listed below are the education core requirements, research
course options, and technology course options, but do not represent the
order in which a student must complete the courses.
Required Education Courses (12 credit hours + 3 credit hours of a research course)
EDU 5101 Learning Theories and Instruction
Past and present learning theories are examined. Participants expand
their awareness in the area of research-based instructional strategies
and effective lesson design. Beliefs about learning and best teaching
practices are reviewed. Students reflect on their learning and practice
of instruction and teaching. MAEd Core Course (3 credits)
EDU 5102 Assessment Strategies
This course expands awareness of multiple strategies for assessing the
progress of students and increases abilities to utilize standardized
tests, for both formal and informal modes of assessment. Students
design a project that outlines the use of varied modes of assessment.
MAEd and MASL Core Course (3 credits)
EDU 5103 Curriculum Development and Design
This course assists students in understanding and applying the rationale
for integrated studies. Current and projected styles of curriculum
are assessed and the course project features designing a model curriculum.
MAEd Core Course (3 credits)
EDU 5531 Today’s Learner
This course explores the changing face of classroom students through
current research on academic success. This course examines how classroom
diversity has implications for curriculum, instruction, and school
climate. Participants learn about building strengths in their
classroom students, fostering resiliency, and creating supportive environments
and relationships to encourage academic and social growth. MAEd and
MASL Core Course (3 credits)
Research Courses (3 credit hours)
EDU 5120 Action Research in the Classroom
This course provides students with tools to reflect on their teaching
practices, assess their performance, and make informed decisions about
their teaching. Through this process teachers create an environment
of improved student learning. (3 credits)
EDU 5121 – Inquiry and Research
This course gives educators a simple, practical, believable way to conduct
and interpret their research for the general betterment of both their
instructional practices and the profession of teaching. (3 credits)
EDU 5108 – Differentiated
Classroom Instructional Practices
The purpose of this course is to help teachers continue to learn, grow,
and improve as they practice the art of teaching. This course
helps teachers to examine the impact of instructional practices on
student understanding and learning. Students participate in an
action research project. Students reflect on their instructional
and teaching practices and the impact on student performance. (3 credits)
Instructional Technology Courses
EDU 5006 – Open Your Classroom to the World with the
Internet
This course combines presentation of concept, hands-on practice, discussion,
and reflection to introduce K-12 educators to the Internet via the Web
browser Netscape. The primary focus of this course is on the integration
of these tools into the classroom. Participants design a Web page or
an online project to use in their own classrooms. (3 credits)
EDU 5313 – Enhancing
Instruction with Technology
This course teaches computer applications that enrich classroom experiences. Students
learn to design newsletters and brochures, including graphics and clipart,
and they develop a slideshow using Microsoft PowerPoint. Techniques
for creating graphs, inventories, and grade books are presented. Previous
computer experience is necessary. (3 credits)
EDU 5318 – Advanced
Technology: Educational Leadership
In this course, students will develop skills, knowledge, and values needed
to understand and use technology in their leadership role in a school. Course
topics include basic terminology, important technology skills for teachers
and students, using the Internet in school settings, writing an Acceptable
Use Policy for the Internet, developing an action plan, funding, and
outline for a technology plan. (3 credits)
EDU 5503 – Computers
in the Classroom
This course is a combination of lecture, demonstration, and lab time.
Lectures focus on the role of technology in the classroom. Various software
and hardware are introduced and demonstrated throughout the class. Lab
time is provided for hands-on activities that demonstrate the use of
technology for instructional purposes. (3 credits)
EDU 5505 – Multimedia
in the Classroom
This course shows the awareness and appreciation for multimedia and its
impact in the classrooms of today and tomorrow. The course includes teacher
presentation, discussion, student presentation, lab work, and independent
practice. Lab time is provided for students to complete an authored multimedia
presentation. Implementation of digital pictures, graphics, audio, scanning,
and CDROM audio are included. (3 credits)
ETC 5299 Classrooms for the Digital Age
This course builds on the ISTE National Education Technology Standards
by considering meaningful ways that learners – children, youth,
and adults – and schools can benefit from the many new technology
applications. The course addresses the fundamental questions about how
learners can be empowered through technology integration in the classroom. Topics
will include video, distance, web-based, communication, and other applications.(3
credits)
ETC 5321 – Building Technology
Education and Skills
This course builds an understanding of the power of technology to enhance
teaching, create educational materials, manage classroom chores, assess
software, create presentations, and communication with and research online. This
course is designed for all teachers regardless of prior technological
experience or grade level. (3 credits)
ETC 5322 – Palm Pilot
for Educators
This course is designed to assist students in understanding the fullest
potential for the Palm Pilot in the classroom as a teaching and management
tool. Topics will include the basics of Palm Operation Systems
and add-on applications. (3 credits)
PHL 5015 – Issues
and Ethics in Technology
The
intent of this course is to provide participants with an awareness, understanding,
and appreciation for the issues and ethics involved with technology use. The
course will include presentations, readings, activities, student presentations,
lab work, and analysis of student/teacher learning environments and the
impact technology has made therein. (3
credits)
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