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:
- Complete and submit the Graduate Application for Admission, accompanied by a non-refundable application fee. The application can be downloaded here.
- 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.
- 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.
- 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 and Liberal Arts.
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 8806.
Candidates selecting the E-Learning Design and Technology Area of Distinction may replace MED 8806 with DTL 8000.
Course Requirements (Choose Two Areas of Distinction/ Certificates for the degree program)
Digital Education
Purpose
Course Requirements
Digital Education Course Requirements
| EDT 6005 | Applications in Educational Technology | 3 |
| EDT 6010 | Instructional Applications of Technology | 3 |
| EDT 6020 | Emerging Trends in Educational Technology | 3 |
| EDT 6035 | Ethical, Legal, and Social Issues in Educational Technology | 3 |
| EDT 6045 | Special Topics in Educational Technology | 3 |
Diversity, Equity, and Inclusion
Purpose
Course Requirements
Diversity, Equity, and Inclusion Course Requirements
| MAS 7601 | Education of Diverse Populations and Exceptional Children | 3 |
| MAS 7602 | School in a Multicultural Society | 3 |
| MAS 7701 | Classroom Culture and Student Behavior | 3 |
| MED 7704 | Education for Equity and Social Justice | 3 |
| MED 7820 | Engaging All Student in Virtual Learning Environments | 3 |
E-Learning Design and Technology
Purpose
Course Requirements
E- Learning Design and Technology Course Requirements
| DTL 6000 | Foundations of E-Learning Theory and Planning | 3 |
| DTL 6010 | Universal Design in E-Learning | 3 |
| MHR 7506 | Training and Development | 3 |
| DTL 6020 | E-Learning Technologies and Multimedia | 3 |
| DTL 8000 | Portfolio and Experiential Project in E-Learning | 3 |
| Total Credit Hours: | 15 |
Select one elective from the following:
| IST 7020 | Analysis, Modeling, and Design | 3 |
| | OR | |
| MGT 6503 | Leadership Development and Change Management | 3 |
| | OR | |
| MOL 7500 | High Performance Teams | 3 |
| Total Credit Hours: | 3 |
ESOL Literacy
Purpose
Course Requirements
Clinical Course
| MLL 7403 | Assessment of Second Language Learners | 3 |
Offered in summer under special circumstances
ESOL Teacher Course Requirements
| MLL 7401 | Structure of English Language in ELL | 3 |
| MLL 7402 | Second Language Acquisition in ELL | 3 |
| MLL 7405 | Teaching Literacy for ELLs | 3 |
| MLL 7406 | Methods of Teaching Language Arts/English to Second Language Learners (Grades K-12) | 3 |
Delaware Certification - ESOL Teacher
Foundations in Higher Education
Purpose
Course Requirements
Foundations in Higher Education Course Requirements
| MHE 7100 | History of American Higher Education | 3 |
| MHE 7001 | Academic Research and Writing | 3 |
| MHE 7101 | Equity and Inclusion in Higher Education | 3 |
| MHE 7102 | Leadership and Ethical Decision Making in Higher Education | 3 |
| MHE 7103 | Current Issues and Financial Trends in Higher Education | 3 |
Students interested in the Foundations in Higher Education Certificate may start classes at any time.
National Board Certified Teacher
Purpose
Course Requirements
National Board Certified Teacher Course Requirements
| MED 8000 | Foundations of National Board Certification | 3 |
| MED 8001 | Content Knowledge | 3 |
| MED 8002 | Differentiated Instruction | 3 |
| MED 8003 | Teaching Practice and Learning Environment | 3 |
| MED 8004 | Effective and Reflective Practitioner | 3 |
Reading Specialist
Purpose
Course Requirements
Clinical Courses: All clinical courses are semester courses
| MRD 7815 | Application of Strategies for Teaching Content Area Reading | 5 |
| MRD 7903 | Diagnosis and Correction of Reading Difficulties | 6 |
| MRD 7920 | Practicum in Reading | 6 |
MRD 7903: This course requires a final grade of “B” or higher
Reading Specialist Course Requirements
| MLL 7402 | Second Language Acquisition in ELL | 3 |
| MRD 7802 | Process and Acquisition of Literacy | 3 |
| MRD 7930 | Coaching Adult Learners (Cert Candidates, only) | 3 |
| MRD 7806 | Writing 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 7501 | Introduction to Autism & Severe Disabilities | 3 |
| MSE 7402 | Applied Behavior Analysis | 3 |
| MSE 7506 | Functional Communication for Individuals with Autism and Severe Intellectual Disabilities | 3 |
| MSE 7409 | Methods of Instruction in Academic Standards and Functional Skills | 3 |
| MSE 7507 | Competency-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 7502 | Educating Preschoolers with Special Needs | 3 |
| MSE 7603 | Assessment of Young Children | 3 |
| MSE 7605 | Differentiation of Instruction for Young Children | 3 |
| MSE 7607 | Emergent Literacy for Young Children | 3 |
| MSE 7407 | Teaming/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 7403 | Diagnosis/Assessment/IEP Development for Exceptionalities | 3 |
| MSE 7405 | Curriculum in Special Education | 3 |
| MSE 7402 | Applied Behavior Analysis | 3 |
| MSE 7901 | Diagnosis/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 8102 | Legislation and Implementation of Policy and Procedure | 3 |
| MSE 7407 | Teaming/Collaboration with Families & Communities | 3 |
| MSE 7406 | Transition Planning & IEP Implementation for Students with Disabilities | 3 |
| MSE 7404 | Assistive Technology | 3 |
*
MSE 8102 Legislation and Implementation of Policy and Procedure is recommended.
STEM Education
Purpose
Course Requirements
STEM Education Course Requirements
Trauma and Resilience
Program Purpose
Course Requirements
Trauma and Resilience Core Courses (12 credits)
Education Elective Courses (Choose 1 Course)
To qualify for the Master of Education 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.