M.A. in Education
Program Overview |
Admission Requirements |
Application Process
Program Overview
The Master of Arts in Education program has been a vital part of Saint Mary’s University of Minnesota Twin Cities campus since 1989. The program consists of 33 credits, 28 required and five elective. Delivery of the program is course-based, engaging the adult learner in a rigorous and relevant learning experience. The courses focus on providing students with the attitudes, skills, and knowledge to become better teachers and leaders in their classrooms, schools, and districts. Students examine educational theory and research and are guided through the development of applications to enhance their current educational practices.
Program Structure
The core of the program consists of nine required courses and one seminar which total 28 semester credits. The remaining five credits may be earned in a variety of ways. In most cases cohorts select electives from a large variety of courses designed specifically for the Master of Arts in Education program. Students are allowed to take electives from several other master degree programs such as Educational Leadership, Counseling and Psychological Services, and Human Development.
Up to five elective credits taken prior to the start of the program may be transferred into the program. During the program, students may enroll in elective courses offered through the M.A. in Education or other Saint Mary’s programs. For example, students may complete courses and apply the credits to the M.A. in Education program from other Saint Mary’s master’s degree programs, such as the Gifted and Talented Instruction Certificate, the K-12 Reading Teacher Certificate Program, Educational Leadership and/or GPDE courses.
Program Delivery
Classes are scheduled at locations in and near the seven county metropolitan area and in a number of locations outside the metropolitan area. Cohorts of 15-20 people each attend classes at facilities near their workplace. Most class sessions are held in the late afternoon and early evening weekly with a few Saturday morning classes scheduled each semester.
Degree Requirements
To complete the graduate degree, students are required to present and substantiate conclusions of the action research paper and their competency portfolio. They present their paper and portfolio to a faculty committee and respond to questions about their work. They will demonstrate effective oral and written communication skills, critical thinking and effective use of technology.
Required Courses
Elective Courses
Total
28 credits
5 credits
33 credits
Click on the courses below to expand their descriptions.
EDMA600 Orientation Session (0)This orientation session provides an introduction to the outcomes for the Master of Arts in Education program. As reflected in the LaSallian philosophy, self-evaluation leads to setting personal goals and the establishment of a plan for life-long learning. The initial expectations for academic writing, APA style, and portfolio development are presented. A sample of academic writing is evaluated.
EDMA604 Reflections and Resiliency (2)In this seminar, processes for critical thinking are applied to current educational issues. Strategies for maintaining personal resiliency in a field of rapidly continuing change are explored. The purpose, criteria, and methods of reflection for the competency portfolio are introduced and applied.
Prerequisites:
- EDMA620 Curriculum Design
EDMA610 Child Growth and Development (3)The educational theories, including those of Maslow, Piaget, Kohlberg, Gesell, Jensen, Erickson, and Vygotsky, are studied to describe the typical and abnormal development patterns of children from birth to adolescence. These theories are used to describe students in the current work environment. Early warning signs of mental health disorders, abuse and/or addiction are identified.
EDMA612 Engaging Learning Environment (3)Effective classroom management methods which establish positive environments focused on learning are studied. Principles of child growth and development, brain compatible learning, and cultural competence are applied to create an equitable student-centered environment.
Prerequisites:
- EDMA610 Child Growth and Development
EDMA614 Communication and Collaboration (3)Skills of written and oral communication for a variety of purposes and audiences are reviewed and practiced. Effective collaboration skills to facilitate consensus and promote conflict resolution are developed. Processes of academic writing using the APA style are learned and applied.
EDMA620 Curriculum Design (3)National and state standards, selected curriculum design models, knowledge of content, and child development are used as tools to develop curriculum with considerations for diversity in culture, gender, and aptitude/achievement. Course and unit plans are developed/refined within a student's specific academic area.
Prerequisites:
- EDMA612 Engaging Learning Environment
EDMA622 Assessment and Evaluation (3)Methods and tools for diagnosis, evaluation, and grading of student learning are studied. Strengths and limitations of various types of assessments are examined. Classroom assessments that are aligned to standards, curriculum, and instruction are planned, created, and used. Assessment data to monitor student progress, inform continuing instruction, and assign grades are analyzed and interpreted.
Prerequisites:
- EDMA620 Curriculum Design
EDMA624 Effective Instruction (3)This course focuses on researched-based “best practice” principles for meeting the needs of diverse learners. Methods of planning and designing differentiated instruction based on pre-assessment and achievement indicators are applied. Unit lessons are designed using information on student readiness, interest, and ability to be appropriate to the outcomes of content and a variety of best practice techniques. Methods to foster creative and critical thinking skills among all students are explored and applied.
Prerequisites:
- EDMA622 Assessment and Evaluation
EDMA630 Educational Research (3)This course focuses on recognizing, designing, and conducting valid, reliable, and ethical educational research for improving teaching and learning. Published studies are critiqued by identifying strengths and limitations of the methodology and evaluating potential impact on educational practice. Action research design, evaluation of literature and published studies, decision analysis, and methods for communicating and implementing results will be practiced through several experiences.
Prerequisites:
- EDMA614 Communication and Collaboration
- EDMA622 Assessment and Evaluation
EDMA632 Ethics and Law (3)The focus of this course is on the laws and ethics that govern school districts and their employees. Key federal and state laws and case law are studied in relation to current educational issues. Distinctions are made among personal beliefs, cultural norms, ethical codes and legal standards in the educational environment. The role of an ethical educational leader in a school community is explored.
EDMA634 Action Research Project (2)In this summative course students apply research skills relevant to professional settings. The action research project results in a written paper which includes an introduction, a review of current literature, research questions, a description of the methodology and means of evaluation, the findings and interpretation of results, and possible questions for further study.
Prerequisites:
- EDMA630 Educational Research
EDMA603 Summative Presentation (0)To complete the graduate degree, students are required to present and substantiate conclusions of the action research paper and their competency portfolio. They present their paper and portfolio to a faculty committee and respond to questions about their work. They will demonstrate effective oral and written communication skills, critical thinking and effective use of technology.
Program Staff
Education - Adjunct Program Instructor, Master of Arts in Education Program - Associate Director
Master of Arts in Education - Associate Director, Education - Adjunct Program Instructor