Educational Foundations and Policy (M.Ed.)

Location(s): Online Campus

Print Degree Planner (opens a new window) |

Program Overview

By studying Educational Foundations and Policy (EFP), students will expand their understanding of education in a diverse society and educational policy. Students in this program will learn how to be change agents in their school districts and communities through examination of the historical, sociological, and philosophical aspects of education.

Program Admission

See Admissions Requirements for this program.

Program Information

Graduate students must complete their program within six (6) years of matriculation.
All required courses must be passed with a “B” (3.0) or better to be counted in the degree. If a student earns a “B-” (2.7) or below in a course, the course must be retaken. NO OTHER courses may be taken (even concurrently) until the grade has been raised to the minimum “B.” Failure to raise the grade in two (2) subsequent attempts will result in the student being dropped from the program. Students dropped from the program may apply for readmission after a period of five (5) years has passed.
Graduate students must earn a 3.0 GPA each semester. If the overall GPA falls below 3.0, the student will be placed on probation for one (1) semester. At the end of the probationary semester, if the GPA is not at or above 3.0, the student will be dropped from the program.

Educational Foundations and Policy Curriculum (33 Credits)

Total Credits, M.Ed. Degree: 33

Note

Please note that some students may ultimately earn more credits than listed above for the master’s degree. If the capstone cannot be completed within one (1) semester, students must be enrolled continuously in EDUC 6931 - Capstone Master of Education Seminar until completion.

Program Learning Outcomes

Based on principles from the Standards for Academic and Professional Instruction in Foundations of Education, Educational Studies, and Educational Policy Studies, the student learning outcomes include:

understand and apply disciplinary knowledge from the humanities and social sciences to interpret the meaning of education and schooling in diverse cultural contexts;
understand and apply normative perspectives on education and schooling;
understand and apply critical perspectives on education and schooling;
understand how moral principles related to democratic institutions can inform and direct schooling practice, leadership, and governance;
understand the full significance of diversity in a democratic society and how that bears on instruction, school leadership, and governance;
understand how philosophical and moral commitments affect the process of evaluation at all levels of schooling practice, leadership, and governance;
critically analyze current educational policies and practices at national, state, and local levels and their impacts on teaching, learning, and the assessment of P-16 students.