VIU Online Education Degree

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Master of Education

Program Highlights

Are you passionate about education? Do you dream of changing the world, one student at a time? Then, the online Master of Education (M.Ed.) program is the right fit for you. In their time at VIU Online, our students acquire an excellent grasp of technology in education, cutting-edge teaching methodologies and best practices in education policy.

The online degree program is designed to prepare future educators for leading roles in the growing field of education. Graduates from the online 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 online Master of Education degree at VIU is usually completed within two academic years.

VIU Online’s M.Ed. Program offers three Content Area Concentrations: Secondary Science, Secondary Mathematics, and Teaching of English for Speakers of Other Languages (ESOL).

Degree at Glance

The online Master of Education degree at VIU is earned by completing the program course requirements of 39 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 courses) of Specialization Area Elective courses make up the M.Ed. degree. The M.Ed. program at VIU School of Online Education also requires a Capstone: Educational Action Research Project/Portfolio within the subject area. This portfolio or research project is worth 6 credit hours of the core courses and is conducted in conjunction with the Virginia D.O.E. required Supervised Classroom Experience Course (EDUC 600). To qualify for the online 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 18 semester hours of graduate credit earned at other accredited institutions.
  3. Beyond the prerequisites, the student must have completed 39 credit hours, of which 30 credit hours of required core courses, and 6 credit hours of content area courses, and 3 credit hours of elective courses must have been earned
  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 program consists of nine (9) Core Courses, two (2) Content Area Courses, and two (1) Elective Course.

Area # of Courses Credit Hours
Core courses 9 30
Content Area courses 2 6
Elective courses 1 3
Total 12 39

World Class Faculty & Staff
The online 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 and evidence of sufficient English language proficiency are required for admission. Candidates are also required to submit a minimum of one official recommendation, an academic statement of purpose, and a résumé or curriculum vitae.

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.

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.

Degree Requirements








































MASTER OF EDUCATION: ESOL Concentration Core Courses (9 Courses – 30 Credit Hours)
* VIU’s M.Ed. Program provides a comprehensive core, which is required for all students enrolled in the degree and certificate programs. The M.Ed. degree consists of nine courses (30 credit hours) in the core program.
Course Code Course Name Credit Hours
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
[Old code: EDUC 520]
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
[Old code: EDUC 550]
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
[Old code: EDUC 530]
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
[Old code: EDUC 540]
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
[Old code: EDUC 510]
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
[Old code: EDUC 570]
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
[Old code: EDUC 560]
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
[Old code: EDUC 600]
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
Total Credit Hours Required 30
MASTER OF EDUCATION: ESOL Education Concentration Courses (2 Courses – 6 Credit Hours)
Course Code Course Name Credit Hours
APLX 530
[Old code: EDUC 610, LING 510, and TSL 510]
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
[Old code: EDUC 615, LING 515, and TSL 515]
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
Total Credit Hours Required 6
MASTER OF EDUCATION: Mathematics Education Concentration Core Courses (9 Courses – 30 Credit Hours)
* VIU’s M.Ed. Program provides a comprehensive core, which is required for all students enrolled in the degree and certificate programs. The M.Ed. degree consists of nine courses (30 credit hours) in the core program.
Course Code Course Name Credit Hours
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
[Old code: EDUC 520]
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
[Old code: EDUC 550]
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
[Old code: EDUC 530]
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
[Old code: EDUC 540]
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
[Old code: EDUC 510]
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
[Old code: EDUC 570]
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
[Old code: EDUC 560]
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
[Old code: EDUC 600]
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.
3
Total Credit Hours Required 30
MASTER OF EDUCATION: Math Education Concentration Courses (2 Courses – 6 Credit Hours)
Course Code Course Name Credit Hours
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
Total Credit Hours Required 6
MASTER OF EDUCATION: Science Education Concentration Core Courses (9 Courses – 30 Credit Hours)
* VIU’s M.Ed. Program provides a comprehensive core, which is required for all students enrolled in the degree and certificate programs. The M.Ed. degree consists of nine courses (30 credit hours) in the core program.
Course Code Course Name Credit Hours
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
[Old code: EDUC 520]
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
[Old code: EDUC 550]
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
[Old code: EDUC 530]
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
[Old code: EDUC 540]
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
[Old code: EDUC 510]
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
[Old code: EDUC 570]
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
[Old code: EDUC 560]
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
[Old code: EDUC 600]
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
Total Credit Hours Required 30
MASTER OF EDUCATION: Science Education Concentration Courses (2 Courses – 6 Credit Hours)
Course Code Course Name Credit Hours
EDSC 600
[Old code: EDUC 650]
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
[Old code: EDUC 655]
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
Total Credit Hours Required 6

* 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.

MASTER OF EDUCATION: Elective Course Options (1 Courses – 3 Credit Hours)
Course Code Course Name Credit Hours
Educational Technology
EDTC 571
[Old code: EDUC 680]
Prerequisite: None
This course provides an overview of the design, development, integration, and evaluation of instructional technologies and associated instructional strategies. Ethical and legal issues, communicating and accessing information, and evaluating hardware / software are reflected in course projects. This course provides students with opportunities to develop and use a wide variety of electronic resources in order to increase their understanding, knowledge, and skills with instructional technologies. This course ensures, through projects and discussions, that students are effective users of instructional technologies and are prepared to take leadership roles in various environment.
3
EDTC 573
[Old code: EDUC 682]
Prerequisite: EDTC 571
This course explores emerging and assistive technologies with appropriate application of learning theories. Students investigate and analyze innovative instructional technologies to determine their value in learning environments for all student populations. Assistive technology and its application within instructional programs to assist those with disabilities are examined in addition to emerging instructional technologies. Students identify, design and explore best practices associated with technology-based instruction and information as it relates to emerging and assistive technologies.
3
Curriculum, Instruction, and Assessment
EDUC 565
[Old code: EDUC 684]
Prerequisite: None
The course provides a theoretical foundation and framework to promote academic rigor, relevance, and relationships that support student learning. Through this course students will explore curricula issues such as planning, implementation, and evaluation of curriculum at all levels of learning. The course comprehensively addresses philosophies of education, teaching and learning, pedagogical practices, teacher supervision, and educational policy. Students in this course are required to explore various philosophical and educational frameworks, which are regarded as traditional and controversial, as they reflect on the implications of each paradigm and develop their unique view of public education and its future.
3
EDUC 567
[Old code: EDUC 686]
Prerequisite: EDUC 565
This course emphasizes the use of learning principles in developing strategies for creating and improving instruction through inquiry and assessments, while ensuring access and participation of all students to achieve high academic standards.
The purpose of this course is to develop students’ abilities to design and conduct classroom-based inquiry related to teaching and learning. It is also designed to make students knowledgeable consumers of academic research. Projects and class activities will enable students to narrow their research focus, formulate a research question, select an appropriate methodology, conduct a literature review, and begin to collect data as part of a pilot project designed to field-test their proposals. Emphasis will be given to different models for conducting research design, and the teacher’s role as researcher, investigator, and interpreter of educational research.
3
Educational Leadership and Policy
EDUC 593
[Old code: EDUC 688]
Prerequisite: None
This course provides a comprehensive examination of the policies, which shape, surround, and govern public education. Through this course, students will increase their understanding of the role politics and the various political constituents, including parents and students, play in the consistently changing education arena. This course also provides insight into the correlations between educational policy and the financing of education.
Additionally, this course examines various policy systems such as the school districts themselves, administrators and their roles in policy development and implementation. Lastly, it delves into the trickle-down implications of federal, state, and local policy as they are implemented in the classroom, thus impacting the provision of academic programs, funding and resources, and the professional lives of teachers.
3
EDUC 597
[Old code: EDUC 690]
Prerequisite: EDUC 593
This course is designed to provide a comprehensive understanding of the critical role community and school partnerships play in building effective, productive, and high- achieving learning communities. This course emphasizes techniques of improving instruction through application of research on effective schools and models of schools and teachers developing meaningful and collaborative relationships with the communities their schools serve. Topics covered include community building and shared decision-making, consensus building, establishing group buy-in, collaborative professionalism, and intentionally creating schools that demonstrate respect and value for the students, their families, and the community. Additional topics include instruction regarding the foundations of leadership, collaborative curriculum and instructional design practices, authentic assessment strategies, professional development for leadership and supervision, leadership for communication and community partnerships, and leadership for organizational management.
3
Total Credit Hours Required 3

Program Objectives

The program objectives for VIU’s Online Masters of Education Degree (M.Ed.) Program are designed to enable professional educators to effectively serve in culturally diverse and technologically enhanced educational environments by empowering them with the skills and attributes associated with problem solvers, critical thinkers, and scholars in order to facilitate learning and academic achievement for secondary students others they may serve.

Upon completion of the program, the graduates will be able to:

  • Develop learner environments reflective of best practices for teaching and learning, secondary learners, and culturally responsive pedagogy creating optimal student achievement opportunities
  • 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.
  • 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.
  • Serve as leaders in developing and designing teaching and learning opportunities which are effective and generate learner motivation and academic success
  • 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
  • Develop, design, and implement assessment and evaluation strategies which are authentic and encompass student characteristics such as their cognitive abilities, cultural values, academic abilities

Tuition

Number of Credits 39
Cost per Credit $409.00
Total Tuition* $15,951.00
*The estimated tuition does not include additional fees, supplies, scholarships, or transfer credits. The estimate reflects tuition for the 2014-2015 academic year. For full and current tuition information, please visit the Tuition and Fees page.
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