Master of Arts in Education
If you’re a passionate educator looking for growth and advancement, pursue a Master of Arts in Education from Berkshire. This program expands knowledge and opportunities. Candidates will learn about historical, philosophical, psychological, and social foundations of education. It will also analyze issues of educational equity and diversity, develop understanding of students with learning differences, examine the foundations of curriculum, assessment, and instruction, and use educational research to deepen critical-thinking skills.
Areas of emphasis may include advanced teaching practices, early childhood education, technology, higher education administration, special education, or inspired teaching.
Required Introduction Courses
MAE 610 Plan of Study & Prac Research – 4.50
Required first course in the MAE program. Course participants are presented with essential experiences and exercises to a) select MAE emphasis courses that align with MAE Program Learning Outcomes (PLOs) and b) evaluate practitioner research paradigms and effective research designs used in education by practitioner researchers.
Emphasis Requirements
ARL 645 Dev. Fluency in Reading – 4.50
Research-based analysis of English phonology, morphology and orthography, with attention to teaching students to become proficient readers through recognizing sound-print relationships. Incorporates current approaches to phonemic awareness, explicit phonics instruction, recognition of high-frequency words and spelling patterns for both English speakers and English language learners.
ARL 646 Comprehension Strategies – 4.50
Provides an investigation of meaning-making at both the local (discourse) and global (general knowledge) levels. Covers research-based models of discourse processing and representation construction. Introduces strategies to promote guided reading, independent reading, and study skills in all content areas, using the concepts of connecting background experience and applying self-monitoring strategies.
ECE 650 The Early Childhood Educator – 4.50
Prerequisite: ATP 600, or MAE 610
Examines the critical role of the early childhood teacher leader. Analysis of beliefs and ethics on quality care. Explore history of social policy on the field of early childhood. Develop plan to support professional growth as an ECE Leader. Addresses NAEYC Advanced Standard 6: Growing as a professional.
ECE 651 Current Issues in ECE – 4.50
Prerequisite: ATP 600, or MAE 610
Focuses on current issues in early childhood education and implications for the field. Conduct a literature review and develop a research agenda
ECE 652 ECE Learning & Development – 4.50
Prerequisite: ATP 600, or MAE 610
Focus is on current research in early childhood learning and development. Deepen understanding of young children thinking skills. Examine impact on curriculum and the educational community from multiple perspectives.
ECE 653 Best ECE Teaching Practices – 4.50
Prerequisite: ATP 600, or MAE 610
Focus on research based effective teaching strategies for young children. Examines opportunities for integrating curriculum across content areas. Close attention paid to balancing standards and Developmentally Appropriate Practice.
ECE 654 Collaborative Partnerships – 4.50
Prerequisite: ATP 600, or MAE 610
Examines interpersonal communication skills required for early childhood teachers and leaders. Examines strategies for enhancing parent-professional partnerships, consultation skills and issues relating to interactive teaming and the larger community.
ECE 655 Inclusive ECE Practices – 4.50
Prerequisite: ATP 600, or MAE 610
Emphasis on variations in child development, identification of disabilities and the implications of cultural and linguistic diversity. Examines inclusive early childhood programs, strategies for adaptions and accommodations to meet the social, emotional, and academic needs of all children who are at-risk or have special needs.
ECE 656 Foundations of Adult Learners – 4.50
Prerequisite: ATP 600, or MAE 610
Focus on adult learning theories and principles of personal leadership to meet the specific needs of ECE leaders. Foundational knowledge and best practices for working with diverse learners in various capacities covered. Particular attention paid to the different roles and responsibilities for effectively facilitating adult learners in the field of ECE.
ECE 657 Foundations of ECE Advocacy – 4.50
Guide to setup and configuration. You can present below a guide and a description of how your system configuration works and add some animated screens.
EDA 640 Introduction to H.E. Admin – 4.50
Overview of the basic aspects of higher education including issues, policies, operations, financial management, strategic planning, enrollment, student services, and regional accreditation. A brief examination of the history and functions of colleges and universities in the United States and the world as well as an introduction to educational philosophy, curriculum and instruction provide the candidate a foundation of understanding of the role of the academe in today’s society.
EDA 641 Leading and Managing Change – 4.50
This course examines theory and practice regarding resistance to and acceptance of change initiatives, including the impact on organizational culture. Learn to initiate and implement change in organizations through problem-solving experiences and exercises.
EDA 642 Policy & Accountability – 4.50
This course familiarizes students with assessment, policy-making, and accountability in higher education. Practical and theoretical approaches are explored. Power influences will be identified and examine, both inside and outside institutions including university hierarchy, state, and federal entities. Student learning and assessment’s impact on the present and future of higher education will be explored, including the roles of state and regional accreditors.
EDA 643 Community Development in HE – 4.50
This course is an examination of the literature on theories related to interaction with the cultures found within a higher education community and the community in which the institution sits. Strategies for effective communication with various entities within the organization such as students, faculty, staff, and administration are gained, as well as engaging with the external community—local, state, and regional.
EDA 644 Higher Education Law/Politics – 4.50
This course examines the legal aspects of higher education, sources of law and authority presented; impact on, interaction with, and implications of the administration of higher education are discussed. The course provides an overview of the legal issues that arise in public and private college and universities and the policy implications of those issues. Pertinent federal and California statutes and case law will inform students of the legal rights and responsibilities of higher education students, faculty, and the administration.
EDA 645 Managing Finances & Operations – 4.50
This course provides a survey of how higher educational institutions are funded: private, non-profit/private, and public. Trends in higher education finance will be examined. Students will engage in case studies of institutions in financial crises and examine solutions to these crises.
EDA 646 Strategic Planning & Analysis – 4.50
This course will examine the processes of institution-wide planning that examines internal and external variables. An analysis of all relevant data provides a crucial element in these processes. Data include those pertaining to student learning and learning assessment.
EDA 648 Student Svcs & Enrollment Mgt – 4.50
Overview of Student Services and Enrollment Management in Higher Education institutions. Practical advice and theoretical frameworks to inform planning and problem solving are explored. Professional practice is summarized in the areas of students, human resources, interpersonal dynamics, skills and competencies, and services offered.
EID 600 Technology Foundations – 4.50
Technology Foundations serves as MSDIET program introduction. Course format forecasts program expectations, introduces the five lenses of educational technology evaluation (theory, tools, practice, design & assessment). Key concepts defined. Hands on project-based instructional design practices introduced and scholarly research begins
EID 610 Instructional Design – 4.50
Recommended Preparation: EID 600 with a minimum grade of C.
Overview of instructional tools and design processes used to create robust learning objects and dynamic learning environments. Relevant theories applied to creation of instructional strategies, learning objectives, and assessment of outcomes. Students continue scholarly research and hands-on projects.
EID 620 Education, Theory & Technology – 4.50
Recommended Preparation: EID 600 with a minimum grade of C.
Students explore relationship between extant theory and instructional. Technology viewed as a value-neutral tool applied to enhance communication and cognition.
EID 630 Media Based Learning Objects – 4.50
Recommended Preparation: EID 600 with a minimum grade of C.
Media Rich learning objects, supported by learning theory created for real world application. Emphasis on UX.
EID 640 Developing Online Courseware
Recommended Preparation: EID 600 with a minimum grade of C.
Learners step into the role of course designer as they explore the affordances and constraints of distant learning modalities. Tools, theory, and calibrated learner needs are considered as original learning environments are crafted and evaluated for their efficacy as tools of teaching, learning, engaging and community building.
EID 650 Media Rich Instruction – 4.50
Recommended Preparation: EID 600 with a minimum grade of C.
Overview of audio and video tools. Introduces techniques and design skills for craft engaging, comprehensible learning objects. Emphasis on audience. Media choice supported by theory. Emphasis on narrative-supported learner-engagement.
EID 660 Simulated Realities & Learning – 4.50
Recommended Preparation: EID 600 with a minimum grade of C.
Deep dive into the tools, theory, and practice of using simulation, games, virtual spaces (AR, MR, & MR), and representational avatars to enhance interactive learning environments. Instructor return on investment considerations explored.
EID 670 Technology and Leadership – 4.50
Recommended Preparation: EID 600 with a minimum grade of C.
Program graduates prepared for roles as educational technology subject-matter experts and institutional change agents. Emphasis on issues surrounding the choosing, adoption, rollout and sustainability of new educational technologies. Teams of students conduct needs assessment as basis for drafting technology plan.
EID 680 Instructional Eval. & Devl – 4.50
Prerequisite: EID 600 with a minimum grade of C. ; EID 610 with a minimum grade of C. ; EID 620 with a minimum grade of C. ; EID 630 with a minimum grade of C. ; EID 640 with a minimum grade of C. ; EID 650 with a minimum grade of C. ; EID 660 with a minimum grade of C. ; EID 670 with a minimum grade of C.
Prospectus for capstone (the final course in the program) developed. Students review efficacy of previous work, evaluate continuous improvement strategies. Emphasis on UX, learning outcomes and assessment.
ITI 660 Identity, Inclusion and Equity
Typologies and characteristics of English Learners; grounded knowledge of learners and their families in schooling contexts. Research focused on inclusion and equity practices for English Learners.
ITI 662 Linguistics- Academic Language – 4.50
Prerequisite: ITI 660
Language, language structure and linguistics as related to English Learners. Language conventions, academic content obligatory/compatible vocabulary, effective expression and wide reading/writing of multiple texts.
ITI 664 EL Achievement in Content Area – 4.50
Prerequisite: ITI 662
Cognitive load and language challenge(s) for K-12 English Learners. Content area learning informed by disciplinary and multidisciplinary knowledge. Academic achievement for English Learners using multiple assessment measures. Alignment with the CA-CCSS and the California ELA/ELD framework.
ITI 670 Introduction to SEL – 4.50
Prerequisite: ITL 600; ITL 604; ITL 606
Analyze the components of social emotional learning (SEL). Compare theoretical orientations regarding the development of SEL in school aged children. Assess own level of social emotional functioning to improve their ability to provide comprehensive and effective services to students. Evaluate evidence base for social emotional learning interventions within an MTSS framework.
ITI 672 SEL in Action – 4.50
Prerequisite: ITI 670 minimum standards
An inquiry project focused on the support of current research on social emotional learning strategies, interventions, and practices for various age and grade levels will be completed. Collaboration strategies and partnerships within the school system, support staff, and community will be analyzed as a part of the inquiry process.
ITI 674 Research in SEL – 4.50
Prerequisite: ITI 672
Explore research designs that measure social emotional learning at the individual and school levels. Finalize a research proposal to investigate a current issue or problem related to social emotional learning. Evaluate strategies to apply social emotional learning research in everyday classroom teaching and practice.
ITI 681 Interdisciplinary STEAM/STEM – 4.50
Prerequisite: ITL 600; ITL 604; ITL 606; ITL 608
Focuses on STEAM (PK-6) and STEM (7-12) education issues and challenges. Candidates assess their own thinking about interdisciplinary STEAM (PK-6) and STEM (7-12) education, analyze STEAM (PK-6) and STEM (7-12) education research and practice, select an action research topic in the interdisciplinary STEAM (PK-6) and STEM (7-12) field, and create a research question in STEAM (PK-6) and STEM (7-12) related field.
ITI 683 Inst Strategies STEAM/STEM – 4.50
Prerequisite: ITI 681
Focuses on the interdisciplinary STEAM (PK-6) and STEM (7-12) education in the classroom. Candidates evaluate lesson plans from a theoretical perspective of teaching STEAM (PK-6) and STEM (7-12), study instructional strategies, create lesson plans that support the learning STEAM (PK-6) and STEM (7-12) in their students.
ITI 685 Action Research in STEAM/STEM – 4.50
Prerequisite: ITI 681; ITI 683
Focuses on the STEAM (PK-6) and STEM (7-12) interdisciplinary action research. Candidates share and verify their research questions, develop appropriate research methods, finalize their literature review, and develop their research proposals.
ITI 690 Inspired Teaching Inquiry – 4.50
Prerequisite: ITL 600; ITL 604; ITL 606
Covers current theories and applications of evidence-based Inspired Teaching Practices in PK-12 education and includes developing a repertoire of technology-enhanced curricular tools. Candidates explore the process and application of action research resulting in the development of framing an instructional practices-based research topic and question through writing a literature review.
ITI 692 Inspired Student Learning – 4.50
Prerequisite: ITI 690
Increases student achievement by differentiating and matching each learner’s unique characteristics and various curriculum components; how student-centered learning is enhanced through appropriate classroom management and effective curricular practices. Candidates finalize their research question, expand the literature review., and offer a rationale for their final proposal.
ITI 694 Inspired Learning Technology – 4.50
Prerequisite: ITI 692
Explores and incorporates Information Communication Technologies (ICT) into instructional practices including curricular tools, apps, and web-based resources. Working collaboratively in teams, candidates create a multidisciplinary unit incorporating appropriate learning technologies. The Action Research Proposal is finalized and presented in video and written formats.
ITL 600 Becoming a Teacher – 4.50
Graduate level credential program requirements; K-12 school and classroom experiences; and observational skills in K-12 classrooms. Principles sustaining an inspired teacher mindset. Electronic showcase reflecting professional growth throughout the program.
ITL 604 Learners and Learning I
Examines psychological, socio-cultural, linguistic, and other factors influencing development, learning, and the full range of learners, including English Learners, standard-English learners, students with exceptionalities, and students with other needs. Considers a variety of data to identify appropriate strategies and community-based resources to support all learners and their families.
ITL 606 Learners and Learning II – 4.50
Prerequisite: ITL 604
Examines theories and research regarding typical and atypical child and adolescent development and learning. Considers various data collection and assessment techniques guiding the selection of effective instructional strategies, practices, resources, and technologies needed to create environments supporting the full range of learners and provide equitable access to the curriculum.
ITL 608 Design and Process of Teaching – 4.50
Prerequisite: ITL 606
Candidates integrate principles of learning theories and factors influencing human development when designing instruction and evaluating instructional effectiveness. Candidates will utilize a four-stage cyclical model of planning, teaching, analyzing and reflecting in the process of learning-and-teaching to ensure all students equitable access to the curriculum.
Research Course
MAE 670 App Prctnr Rsrch & Cust Study – 4.50
Presents course participants with experiences and exercises to: a) develop a practitioner research proposal based on a relational practitioner research question and b) produce a reflective presentation that evaluates plan of study digital portfolio artifacts alignment to MAE Program Learning Outcomes.
Guided Study Option
MAE 691 Soc Emtnl Lrng & Relationship – 0.50
Provides an overview of social and emotional learning (SEL), the impact of SEL on academics and how SEL practices can lead to healthy growth and human development and help build positive and dynamic relationships.
Degree and Course Requirements
To receive a Master of Arts in Education students must complete 45 quarter hours of graduate work. A total of 4.5 quarter units of transfer graduate credit may be granted if not used earning another advanced degree. An additional 11.25 units of graduate level credit may also be transferred through prior learning experience. All prior learning experience will be reviewed by the Sanford College of Education Prior Learning Experience Assessment Committee before accepted for transfer. Students must complete all courses with a minimum grade of B-. Students shall not select more than four (4) courses from any subject to fulfill the MAE course requirements. Students in a credential program, who no longer desire to earn the credential, may transfer courses into the MAE upon approval from the Academic Program Director.
Program Learning Outcomes
Analyze diversity issues in education to support equity in educational contexts and learning practices.
Integrate foundational theory and skills to make subject matter comprehensible to all learners.
Analyze the application of educational research, evidence-based practices, and academic writing.
Integrate advanced approaches to instruction, assessment, and learning using digital tools and skills.
Design learning experiences that include learner characteristics, principles of customized learning, and assessment as learning.
Develop reflective practices that are grounded in current learning science research, professional ethics, and include pathways to continuous growth.
Apply practitioner research methods to study and inform instruction in traditional and digital learning environments.
Admissions
Enrolling in a university is a big decision. That’s why our dedicated admissions team is here to guide you through the admissions process and help you find the right program for you and your career goals.
To that end, we’ve simplified and streamlined our application process, so you can get enrolled in your program right away. Because we accept and review applications year round, you can begin class as soon as next month, depending on your program and location of choice.
Learn more about undergraduate, graduate, military, and international student admissions, plus admissions information for transfer students. You can also learn more about our tuition rates and financial aid opportunities.