Interdisciplinary Studies, Master of Education

Master of Education

Admission

Please refer to “The Graduate Admissions Process” section for general graduate admission information. For full admission to the Master of Arts Interdisciplinary degree program, applicants are expected to provide or complete the following: 

  1. Complete and submit the Graduate Application for Admission, accompanied by a non-refundable application fee. The application can be downloaded here
  2. Provide an official transcript or transcripts from a regionally accredited college, university, or other degree-granting institution, verifying completion of a bachelor’s degree. Transcripts and all application documents should be sent directly to Wilmington University Office of Graduate Admissions. With official transcripts, submit a copy of your Immunization Records.
  3. Although not required a part of the Admissions, Licensed Educators are asked to provide a copy of their teaching license. NOTE: selection of some of the certificate bundles may require proof of a teaching certification and/or additional credits/fieldwork hours.
  4. Schedule a program planning conference with the Program Chair or Graduate Program Advisor.  Registration for classes is not possible until this step is completed and documented. 

***In addition to general admissions requirements, admission to this program/certificate requires applicants to have a Grade Point Average (GPA) of at least 3.0 on a 4.0 scale for coursework completed during the most recent two years of the applicant’s general education, whether secondary or post-secondary, OR approval from the Program Chair.

After all of the above requirements have been completed, register for MED 6102 (E-Folio) and other appropriate course(s) in the degree program.

Program Purpose

The Master of Education: Interdisciplinary Studies in Education degree program is designed for educators who are interested in distinguishing themselves as accomplished, effective educators who have met the most robust standards in the profession. Innovation in teaching has become one of the most sought after skills in the teaching profession. This personalized degree program will undoubtedly enhance the pedagogical skills of the graduate. This degree program consists of two15 credit Areas of Distinction/Certificates* of the candidate's choice and interest, culminating with a Capstone Portfolio.

*If a candidate chooses the Reading Specialist, additional coursework will be required.

These “Areas of Distinction” serve to build in-demand skills with personalized learning experiences leading to more effective teaching practices in the field. Candidates actively engage in applying new skills and knowledge, sometimes within their own classroom settings, while earning an Area of Distinction. While completion of a certain degree, a course of study, or coursework may provide the opportunity to earn a salary supplement based aligned to the content or area in which the educator is employed, increments are based on Delaware’s Code 728. Candidates are encouraged to consult with their HR office for more details prior to enrollment.

Program Design (Choose Two 15-Credit Areas of Distinction/Certificates to make up the degree program)

  • Digital Education (15 credits)
  • Diversity, Equity, and Inclusion (15 credits)
  • E-Learning Design and Technology (15 credits)
  • ESOL Literacy (15 credits; requires an initial teaching license)
  • National Board Certified Teacher (15 credits; requires an initial teaching license)
  • Reading Specialist (23-26 credits depending on pathway chosen; requires an initial teaching license)
  • Special Education: Autism/Severe Intellectual Disabilities (15 credits; requires an initial teaching license)
  • Special Education: Early Childhood Exceptional Children (15 credits; requires an initial teaching license)
  • Special Education: K-12 Teachers of Students with Disabilities (15 credits; requires an initial teaching license)
  • STEM Education (15 credits)
  • Trauma and Resilience (15 credits)

Program Competencies*

The program competencies adopted for the Master of Arts Interdisciplinary Studies in Education degree program are the Model Standards for Teacher Licensing, Assessment, and Development from the Interstate New Teacher Assessment and Support Consortium (INTASC) (2011) by the Council of Chief State School Officers. The degree program is designed to enable candidates to demonstrate their knowledge and skills in the following program competency standards:

Program Competency Standard 1. Learner Development The teacher understands how children learn and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Program Competency Standard 2. Learning Differences The teacher uses understanding of individual differences and diverse communities to ensure inclusive learning environments that allow each learner to meet high standards.

Program Competency Standard 3. Learning Environments The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

Program Competency Standard 4. Content Knowledge The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to ensure mastery of the content.

Program Competency Standard 5. Applications of Content The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Program Competency Standard 6. Assessment The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

Program Competency Standard 7. Planning for Instruction The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Program Competency Standard 8. Instructional Strategies The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Program Competency Standard 9. Professional Learning and Ethical Practice The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, and other professionals in the community), and adapts practice to meet the needs of each learner.

Program Competency Standard 10. Leadership and Collaboration The teacher seeks appropriate leaderships roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, and other school professionals, and community members to ensure learner growth, and to advance the profession.

*Some of the Areas of Distinction are aligned to additional program competency standards.  See specific Areas of Distinction for more information.

Outcomes Assessment

Multiple assessments are used to determine candidate growth toward achievement of the knowledge and skills described in the Master of Arts Interdisciplinary Studies in Education degree program competencies and the college-wide graduation competencies. Performance-based assessments are used to evaluate learning activities. Goals, learning outcomes, external assignments, and assessment strategies are linked directly to program and graduation competencies as stated on each course syllabus. Other assessment strategies may include mentoring sessions and observations of candidate performance in authentic settings.  

No matter how candidates personalize their degree when choosing two Areas of Distinction, they must complete MED 8804 Action Research, unless one of the Areas of Distinction chosen is E-Learning Design and Technology that houses its own capstone portfolio. This capstone course emphasizes the role of Teacher-as-Researcher and the value of conducting classroom and school-based action research. This will result in the creation of a personalized research portfolio, directly involving candidates in the process of educational improvement, a hallmark of the College of Education.

Core Requirements

Core Requirements

Candidates must first enroll in E-folio so that the College of Education may document mastery of program competencies. Candidates upload core program assessments into efolio and faculty determine whether a candidate has met, not met, or reached the target for the identified elements/standards. The College is held accountable for ensuring that candidates meet these standards in their education programs.

 

Candidates must also document teaching knowledge, performances, and dispositions through outcome assessments and the creation of a personalized capstone portfolio in MED 8804.

MED 6102E-Folio

0

MED 8806Data in Action

3

Candidates selecting the E-Learning Design and Technology Area of Distinction may replace MED 8804 with DTL 8000.

Course Requirements (Choose Two Areas of Distinction/ Certificates for the degree program)

 

E-Learning Design and Technology

Purpose

Course Requirements

E- Learning Design and Technology Course Requirements
DTL 6000Foundations of E-Learning Theory and Planning

3

DTL 6010Universal Design in E-Learning

3

MHR 7506Training and Development

3

DTL 6020E-Learning Technologies and Multimedia

3

DTL 8000Portfolio and Experiential Project in E-Learning

3

Total Credit Hours:15
Select one elective from the following:
IST 7020Analysis, Modeling, and Design

3

OR

MGT 6503Leadership Development and Change Management

3

OR

MOL 7500High Performance Teams

3

Total Credit Hours:3

ESOL Literacy

Purpose

Course Requirements

Clinical Course
MLL 7403Assessment of Second Language Learners

3

Offered in summer under special circumstances
ESOL Teacher Course Requirements
MLL 7401Structure of English Language in ELL

3

MLL 7402Second Language Acquisition in ELL

3

MLL 7405Teaching Literacy for ELLs

3

MLL 7406Methods of Teaching Language Arts/English to Second Language Learners (Grades K-12)

3

Delaware Certification - ESOL Teacher

National Board Certified Teacher

Purpose

Course Requirements

National Board Certified Teacher Course Requirements

MED 8000Foundations of National Board Certification

3

MED 8001Content Knowledge

3

MED 8002Differentiated Instruction

3

MED 8003Teaching Practice and Learning Environment

3

MED 8004Effective and Reflective Practitioner

3

Reading Specialist

Purpose

Course Requirements

Clinical Courses: All clinical courses are semester courses
MRD 7815Application of Strategies for Teaching Content Area Reading

5

MRD 7903Diagnosis and Correction of Reading Difficulties

6

MRD 7920Practicum in Reading

6

MRD 7903: This course requires a final grade of “B” or higher         

Reading Specialist Course Requirements
MLL 7402Second Language Acquisition in ELL

3

MRD 7802Process and Acquisition of Literacy

3

OR

MRD 7930Coaching Adult Learners (Cert Candidates, only)

3

MRD 7806Writing Assessment and Instruction (Cert Candidates, only)

3

Delaware Certification - School Reading Specialist

Special Education: Autism/Severe Intellectual Disabilities

Purpose

Course Requirements

Teacher of Students with Autism Severe Intellectual Disabilities Course Requirements
If you select Autism and Special Education:  K-12 Teachers of Students with Disabilities, you will need to take three electives from the Special Education:  K-12 Teachers of Students with Disabilities in place of MSE 7402 in this certificate.
MSE 7501Introduction to Autism & Severe Disabilities

3

MSE 7402Applied Behavior Analysis

3

MSE 7506Functional Communication for Individuals with Autism and Severe Intellectual Disabilities

3

MSE 7409Methods of Instruction in Academic Standards and Functional Skills

3

MSE 7507Competency-Based Practicum in Behaviorally-Based Teaching Techniques

3

Special Education: Early Childhood/Exceptional Children

Program Purpose

Course Requirements

Early Childhood/Exceptional Children Course Requirements
MSE 7502Educating Preschoolers with Special Needs

3

MSE 7603Assessment of Young Children

3

MSE 7605Differentiation of Instruction for Young Children

3

MSE 7607Emergent Literacy for Young Children

3

MSE 7407Teaming/Collaboration with Families & Communities

3

Special Education: K-12 Teachers of Students with Disabilities

Program Purpose

Course Requirements

Special Education Teacher of Students with Disabilities Courses Requirements

If selecting Autism for a second certificate (Area of Distinction), select three electives rather than two since MSE 7402 is taken in the Autism certificate.  A course cannot count for two certificates. 

If selecting Early Childhood Exceptional Children for a second certificate (Area of Distinction), candidates may not choose MSE 7407 as an elective.

MSE 7403Diagnosis/Assessment/IEP Development for Exceptionalities

3

MSE 7405Curriculum in Special Education

3

MSE 7402Applied Behavior Analysis

3

MSE 7901Diagnosis/Assessment of Reading Difficulties for Non-Reading/Literacy Majors

3

and one of the following:
 If selecting ECE for the second certificate, do not choose MSE 7407 because a course cannot count for two certificates. 
MSE 8102Legislation and Implementation of Policy and Procedure

3

MSE 7407Teaming/Collaboration with Families & Communities

3

MSE 7406Transition Planning & IEP Implementation for Students with Disabilities

3

MSE 7404Assistive Technology

3

*MSE 8102 Legislation and Implementation of Policy and Procedure is recommended.

STEM Education

Purpose

Course Requirements

STEM Education Course Requirements

MED 7712Curriculum Development

3

MED 7814Problem-based Learning

3

MED 7815Innovations in Teaching

3

MED 7817Professional Studies

3

MED 7819Design, Build, and Test

3

Trauma and Resilience

Program Purpose

Course Requirements

Trauma and Resilience Core Courses (12 credits)
PSY 6100Trauma and the Brain

3

PSY 6200Resilience and Self-Care

3

PSY 6300Leadership in Trauma-Informed Approaches

3

MED 6801Building a Responsive Classroom

3

Education Elective Courses (Choose 1 Course)
MEC 6607Ethical Issues in School Counseling

3

OR

MEC 7501Family Counseling

3

OR

MEC 7502The Counselor as Consultant

3

OR

MEC 8015Mental Health Seminar

3

 


Qualification for Degree

To qualify for the Master of Arts Interdisciplinary Studies degree, a candidate must successfully complete a minimum of 33 credit hours with a GPA of at least 3.0. The program must be completed within five years.