Master of Arts in Education

15 Credit Hours | Choose five courses from the following:

EDU 5299 Classroom Transformation Through Digital Applications
Candidates evaluate and use a variety of digital tools and design activities to promote student learning, higher order thinking skills, and communication and collaboration in a digital-age learning environment. Candidates review the ISTE’s NETS for Teachers and Students and increase awareness of current research and theories on how 21st century students learn in a digital world. Candidates examine how to empower learners through effective technology integration and design an online portfolio of technology-rich activities and resources for classroom use. (3 credits)

EDU 5312 The Connected Educator
Candidates exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Candidates use social media and personal learning networks to create, promote, and sustain a dynamic, digital-age learning culture. Candidates use digital tools and resources to enhance their personal productivity, organizations, and professional practice and model lifelong learning. (3 credits)

EDU 5313 Enhancing Instruction with Technology
Candidates explore and experiment with multiple types of technologies to facilitate and inspire student learning and creativity. Candidates research and evaluate current trends and tools that can enhance instruction and engage the 21st Century Learner. Candidates develop technology-enriched learning environments that encourage learners to facilitate and take ownership in the learning process. (3 credits)

EDU 5322 Issues and Ethics with Technology Integration
Candidates increase awareness of national standards, copyright laws, and district policies governing technology and show understanding of the meaning of digital citizenship and the effect on today’s students. Candidates address ethical behavior and etiquette in the integration of technology in their classrooms and show an understanding of safe, legal, and responsible technological social interactions. Candidates use digital tools to create educational activities through technology for a diverse student population and to promote student learning, higher order thinking skills, and communication and collaboration with the larger digital society. (3 credits)

EDU 5323 Technology as Intervention
In this course, the candidate explores various forms of assistive technology, Universal Design for Learning (UDL), differentiated instruction, blended learning, the flipped classroom and educational technology trends to determine the role of technology as intervention. Through teacher guided, student centered learning, candidates integrate technology into instruction based on a student’s needs. Candidates research the various levels of assistive technology and use their learning to create lesson-plans and work collaboratively in projects. (3 credits)

EDU 5325 Google Tools for Educators
Today’s Google tools can be implemented in meaningful ways in the classroom, increasing curriculum efficiency, collaboration, and student engagement. Candidates learn how to use the following tools and application to research, create, and share a variety of classroom projects: Google Drive, Google Calendar, Google Earth & Maps, Google Sites, Google Search Engine, YouTube, Chrome Browser and more. (3 credits)

EDU 5326 Technology Trends, Tools, and Media
Candidates explore, identify, and implement innovative technology trends, tools, and media that supports pk-12 online learning. Candidates examine the International Society for Technology in Education (ISTE) National Educational Standards and Indicators that will lead to effective online teaching practices and student success. (3 credits)

EDU 5506 Classroom Management and Student Engagement
Candidates review proactive classroom management strategies that improve student learning. Candidates practice strategies that increase student motivation and student engagement and explore ways to increase student self-control and problem solving skills. (3 credits)

15 Credit Hours | Choose five courses from the following:

EDU 5033 School Improvement in the Classroom
Candidates examine school improvement research and relevant educational trends that influence the achievement of all student populations. Candidates turn research into action as they adapt the classroom environment to help PreK-12 students become active participants in their learning. Candidates find ways to increase their students’ lifelong ability to think critically and problem solve. (3 credits)

EDU 5208 Fostering Conscientious, Courageous Global Citizens
To build a conscientious citizenry, teachers must encourage each student to see the world through the lens of a global citizen with a responsibility to interact with and react to world events. Twenty-first century teachers must translate current global events of persecution or genocide into relevant lessons for students. Using the Holocaust as a springboard for discussion, students consider the ramifications of prejudice, stereotyping, hatred, and genocide in the past as well as in today’s world. Students apply the lessons of the course to their own classrooms, schools, or districts by implementing an outreach project focused on global understanding that may impact the local community. (3 credits)

EDU 5254 Teacher as Counselor
Candidates learn to recognize how the uniqueness of each student’s personality style, different life experiences, and physical and emotional development increases or decreases learning in the classroom. Candidates learn to motivate students by improving oral/verbal communication and increasing affirmation skills. Candidates practice counseling techniques such as listening, questioning, and reflecting emotions with feedback from peers and instructor. Candidates examine crisis intervention, policies and procedures for reporting abuse, and when and how to refer students to a professional therapist. (3 credits)

EDU 5255 Multicultural Literature for the Adolescent
Students are introduced to the world of adolescent literature and explore works by authors and about characters from diverse cultures and different ethnicities. Through a multicultural lens, students examine adolescent literacy and its implications in the classroom. Students focus on common themes in multicultural adolescent literature, on adolescent learning theory, on the needs of struggling adolescent readers, and on the latest research of instructional methods in adolescent literacy. (3 credits)

EDU 5258 Teacher and Para Collaboration to Promote Student Learning
Candidates research teaching and learning in a collaborative classroom environment and examine effective strategies, techniques, and best practice in co -teaching with a para educator. Candidates focus on finding ways to increase access of the general education curriculum to students with disabilities in the regular classroom. The candidate completes the course with a long range plan for initiating a co-teaching model or improving an existing co-teaching model in his/her school building or district. (3 credits)

EDU 5261 Differentiated Literacies for English Language Learners
Candidates explore differentiated reading strategies for English Language Learners. Candidates analyze instructional strategies in the areas of phonemic awareness, phonics, vocabulary development, comprehension and fluency. Candidates will investigate the impact of culture and language in reading, writing, and assessment. (3 credits)

EDU 5323 Technology as Intervention
In this course, the candidate explores various forms of assistive technology, Universal Design for Learning (UDL), differentiated instruction, blended learning, the flipped classroom and educational technology trends to determine the role of technology as intervention. Through teacher guided, student centered learning, candidates integrate technology into instruction based on a student’s needs. Candidates research the various levels of assistive technology and use their learning to create lesson-plans and work collaboratively in projects. (3 credits)

EDU 5506 Classroom Management and Student Engagement
Candidates review proactive classroom management strategies that improve student learning. Candidates practice strategies that increase student motivation and student engagement and explore ways to increase student self-control and problem solving skills. (3 credits)

15 Credit Hours | Choose five courses from the following:

EDU 5031 Enhancing Meaningful Learning
This course is designed to challenge students to reflect on current strategies, innovations, and philosophies that are impacting education and the classroom today. Participants create learning activities to enhance classroom learning. (3 credits)

EDU 5033 School Improvement in the Classroom
Candidates examine school improvement research and relevant educational trends that influence the achievement of all student populations. Candidates turn research into action as they adapt the classroom environment to help PreK-12 students become active participants in their learning. Candidates find ways to increase their students’ lifelong ability to think critically and problem solve. (3 credits)

EDU 5254 Teacher as Counselor
Candidates learn to recognize how the uniqueness of each student’s personality style, different life experiences, and physical and emotional development increases or decreases learning in the classroom. Candidates learn to motivate students by improving oral/verbal communication and increasing affirmation skills. Candidates practice counseling techniques such as listening, questioning, and reflecting emotions with feedback from peers and instructor. Candidates examine crisis intervention, policies and procedures for reporting abuse, and when and how to refer students to a professional therapist. (3 credits)

EDU 5286 Focus on Comprehension Instruction
This course emphasizes the relationship between reading comprehension and student learning. Readings and discussions focus on effective comprehension strategy instruction across the curriculum. Candidates look loosely at utilizing schema, making inferences, using effective questioning, visualizing for understanding, prioritizing information, and summarizing main points. Lesson planning, lesson reflection/evaluation, and comprehension assessment are addressed. (3 credits)

EDU 5313 Enhancing Instruction with Technology
Candidates explore and experiment with multiple types of technologies to facilitate and inspire student learning and creativity. Candidates research and evaluate current trends and tools that can enhance instruction and engage the 21st Century Learner. Candidates develop technology-enriched learning environments that encourage learners to facilitate and take ownership in the learning process. (3 credits)

EDU 5373 Balanced Literacy: Reading and Writing in the Classroom
Students are introduced to the components of Balanced Literacy for all students. Topics included are the organization of a classroom to facilitate balanced literacy, implementation of reading workshops and writing workshops, and development of reading and writing calendars and units of study. (3 credits)

EDU 5506 Classroom Management and Student Engagement
Candidates review proactive classroom management strategies that improve student learning. Candidates practice strategies that increase student motivation and student engagement and explore ways to increase student self-control and problem solving skills. (3 credits) Required text: See My Baker Portal at least 30 days prior to the course start date.

EDU 5530 Validating Student Achievement
Candidates research common characteristics of high achieving schools, examine truths about the achievement gap, craft assignments for student learning, and validate practice that results in student success. Candidates examine their district’s mission and school improvement plan and incorporate understanding of the plan into practice in their classrooms. (3 credits)

Students choose five courses from any of the following concentration areas:

• Instructional Technology
• Student Diversity
• Curriculum and Instruction

Apply Now by Submitting the Following

• Completed application form
• $20 application fee
• Official transcript indicating a bachelor’s degree conferred from a regionally accredited institution of higher education**
• Copy of a teaching certificate
• One year of teaching experience
• Three professional references (as part of your application)
• For international students, contact us for more information at education@bakerU.edu

*How to send transcripts to Baker.

**If you already have a master’s degree, we require only your master’s transcripts.

The Master of Arts in Education curriculum is comprehensive and relevant.

21 Credit Hours of Core Education Courses

• Enhancing Communication and Embracing Understanding
• Learning Theories and Instruction
• Assessment Strategies
• Curriculum Development and Design
• Today’s Learner
• Action Research in the Classroom
• Inclusion: Students with Exceptionalities

15 Credit Hours of Education Electives

Choose electives from one of the following concentration areas:

• Instructional Technology
• Student Diversity
• Curriculum and Instruction
• Teacher of Distinction (choose five courses from any of the other three concentration areas)

Capstone Project

The capstone project is a portfolio that reflects your growth and development throughout the program. Portfolios are required and must be submitted to the faculty before graduation.

MAEd Graduation Requirements

• Completion of the approved 36-credit-hour MAEd curriculum
• A minimum graduate grade point average of 3.0 with no more than one course completed with a grade of  C (D and F grades are not acceptable.)
• Completion an MAEd portfolio with an evaluation of proficient or distinguished
• Completion of all coursework within six years of the date of initial enrollment
• Submission of intent to graduate form six months before anticipated degree completion
• Payment all tuition and fees

Graduate courses taken before application to the MAEd program will be evaluated upon request at the time of application to the MAEd program. Transfer credits may not satisfy the 21-semester-credit education core requirement.

Up to 6 graduate semester credits may be considered for transfer into the MAEd degree program, provided these courses meet the following criteria:

1. Were taken for graduate credit from a regionally accredited institution of higher education
2. Received a grade of A or B
3. Are germane to the MAEd curriculum
4. Were not used in acquiring another degree
5. Are not outdated in content (usually not older than six years)
6. Were not earned through correspondence study or independent study.

Additionally, a course description from the catalog in effect at the time the course was taken must be on file, and an official transcript sent directly from the granting institution must be received. Courses taken before starting the degree program that were offered through Baker University’s continuing education program may also be requested to apply toward the education electives. The total number of transfer credits from another institution, Baker continuing education, or a combination of the two may not exceed 6 credits.