Elementary Education: Online Master of Education in Curriculum & Instruction (M.Ed.)

Program Description

The online Master of Education (M.Ed.) with an emphasis in Elementary Education enhances excellence in teaching by encouraging individual growth and application of research-based techniques and emerging theory in the classroom. In addition, the program builds on basic-level preparation that teachers have received and requires more in-depth study, reading, and research.

This 30-hour online degree program is designed for completion in five semesters. Students graduating from this program will earn a master’s degree in Elementary K-6. All courses offered in this program are selected from our approved M.Ed. in Elementary Education program and are taught by School of Education faculty. Students are required to complete 45 clock hours of field-based learning opportunities, as well as a capstone project during their final semester.

Admissions Requirements

Applicants to the program must meet these requirements:

• 3.0 GPA on last 60 hours of undergraduate work
• Results from a national standardized achievement/aptitude test predictive of the ability to complete a graduate program successfully. These include but are not limited to: Passing Score on Praxis II Content Field, or Passing Score on Praxis II PLT, or competitive Graduate Record Examination scores (GRE: all sections) or a teaching license.
• Undergraduate degree in (Elementary, Secondary, Special, Early Childhood) Education or a closely related field.

(Completion of the M.Ed. does not lead to initial licensure for programs in the Department of Teacher Education.)

Priority application deadlines:

• April 1 (summer admission)
• May 1 (fall admission)
• November 1 (spring admission)

Career Opportunities

M.Ed. graduates are professionals committed to becoming master teachers who facilitate learning by modeling appropriate practices based on research and emerging theory. As a result of their experiences in the program, interactions with colleagues and faculty, and continued study, they think reflectively about classroom practice and ways to enhance it.

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