Education and Innovation (MA)


2014-2015 GRADUATE STUDIES CATALOG
Effective June 1, 2014

Current catalog information can be found in the 2013-14 Catalog (PDF)

This program offered by School of Education

Program Description

Webster University’s master of arts (MA) in education and innovation provides educators and other professionals with the knowledge, skills and “personal power tools” for citizenship and leadership in this global century. The program enables candidates to work in current and emerging learning environments which are increasing interconnected (locally and globally), interdisciplinary, and technology-embedded. The program emphasizes teacher performance and competence, not just at the local and national level but at the world-class level. As part of Webster University’s mission, the MA in education and innovation aims “to transform students for global citizenship and individual excellence.” Candidates in the MA in education and innovation have the option of completing the major on a Thesis track or a Non-Thesis track. The emphasis in Education for Global Sustainability is optional in either track. , or with a program of study with a program strand / specialization area such as those listed below. For Thesis-Track candidates, the Masters Thesis topic is required to relate to the candidate’s program specialization area coursework.

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Program Tracks

Candidates in the non-emphasis MA in education and innovation program select courses for their programs of studies that include a specialization or program theme. (Note: This “specialization” or track is not transcripted.) For example, students may complete program strands in the areas such as Teacher Leadership (including professional learning communities; instructional leadership); Adult Learning (professional development programming); Assessment and Evaluation (including evidence-based decision making; school systems analysis); Internationalism (including comparative education; global studies); Creativity Studies (including constructivist learning systems; interdisciplinary learning systems); Instructional Systems (social networking learning systems; new media/virtual learning systems; ); Interdisciplinary Learning; and Educational Equity and Justice (including educational change management; educational reform).

Learning Outcomes

The master of arts (MA) in education and innovation embraces Webster University’s mission to “transform students for global citizenship and individual excellence” through the School of Education goals and dispositions: Candidates completing the MA in education and innovation will be able to:

  1. Facilitate and inspire student learning and creativity: They will be able to use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
  2. Design and develop student-centered learning experiences and assessments: They will be able to design, develop, and evaluate authentic (“real-world”), student centered learning experiences and evidence-based assessments incorporating contemporary tools and re-sources to maximize content learning and to develop students’ knowledge, skills, and attitudes.
  3.  Model 21st Century Work and Learning: Educators exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. 4. Promote and model global/digital-age citizenship and responsibility: Educators under-stand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices
  4. Engage in Professional Growth and Leadership: Educators continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community.

Summary of Assessment Plan

The assessment plan for the MA in education and innovation will include four transition points and key assessments in courses. The key assessment standards are based on the National Educational Technology Standards for Teachers (NETS-T, 2008) and NCATE’s Candidate knowledge, skills, and professional dispositions Standards #1a, #1b, #1c, #1d, #1e,#1f, #1g and #3c. The transition points in the program are:

1. Admission into the program: (a) A minimum 2.5 GPA from accredited college or university; and (b) satisfactory completion of an admissions essay describing the candidates’ professional goals.

2. Requisite Competencies are assessed in the following courses:

    1. EDUC 5001 Foundations of Global Citizenship (NETS-T 2008: 4a,b,c,d; 5a,b)
    2. EPSY 5461 Curriculum and Creativity (NETS-T 2008: 1 a, b, c; 2a, b, c; NCATE 3c Impact on PK-12 learners)
    3. EDTC 5631 Literacies and Technology (NETS-T 2008: 3a, b, c, d)

3. Advancement to candidacy: Students are advanced to candidacy status after: (a) successfully completing 12 credit hours of required or core courses in the program, with grades of B– or better; and (b) approval of declaration of Non-Thesis (with proposed speciali-zation or emphasis area), or Thesis Track (with proposed Thesis topic). A student who receives one NC or two C’s before advancement is dismissed. Students may not enroll for courses beyond 21 hours until both 3(a) and 3(b) above have been successfully completed.

4. An overall program competencies review is included in the capstone course (EDUC 6000 Integrated Studies in Education); and the Thesis course (EDUC 6250  Thesis). (NETS-T2008: 1d, 3d, 4a,b,c,d, 5c,d; NCATE 3c Impact on PK-12 learners)

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Requirements (non-emphasis)

Required Courses (9 hours)

  • EDUC 5001 Foundations of Global Citizenship (3 hours)
  • EPSY 5461 Curriculum and Creativity (3 hours)
  • EDTC 5631 Literacies and Technology (3 hours)

Specialization Area and Elective Courses (21-24 hours)

  • EPSY 5800 Applied Research (Required for Thesis Track Only) (3 hours)
  • Additional Electives
    Elective courses include additional hours of advisor-approved graduate School of Education courses pertinent to the student’s emphasis area, specialization area, or Master’s Thesis topic.

    Up to 9 hours of approved transfer graduate courses from other universities or in-service courses may be included in the program (6 credit hours maximum from other universities and 6 credit hours maximum in-service courses).

Capstone or Thesis (3 hours)

  • EDUC 6001 Integrated Studies in Education (For Non-Thesis Track) (3 hours)
    -OR-EDUC 6250 Thesis (For Thesis Track) (3-6 hours)

TOTAL: 33 hours for Non-Thesis Track; 36 hours for Thesis Track

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Emphasis in Education for Global Sustainability

The emphasis in Education for Global Sustainability (EFGS) provides professionals in education and other disciplines the knowledge, skills, and tools necessary to model and lead with the principles and practices of sustainability. The emphasis includes theory, research, and action planning for global environmental, economic, political, human rights and social justice issues in the P-12 context.

Required Courses (9 hours)

  • EDUC 5001 Foundations of Global Citizenship (3 hours)
  • EPSY 5461 Curriculum and Creativity (3 hours)
  • EDTC 5631 Literacies and Technology (3 hours)

Emphasis Area Courses (15-21 hours)

Choices to be approved by program coordinator. EFGS 5000 Education for Global Sustainability is required. Candidates must have one course each in economics, environmental issues and social sustainability.

  • EFGS 5000 Education for Global Sustainability (3 hours) [required]
  • EFGS 5200 Independent Study (1-3 hours) [by permission of program coordinator]
  • EFGS 5220 Teaching Sustainability Through Literature (3 hours)
  • EFGS 5240 Creating Sustainable Schools (3 hours)
  • EFGS 5250 Child as Naturalist (3 hours)
  • EFGS 5260 Topics in Sustainability (3 hours) [may be repeated with different topics]
  • EFGS 5410 In-Service (limit of up to 6 hours)
  • EFGS 5430 Sustainability Leadership: Transitions and Change (3 hours)
  • ENMG 5000 Environmental Science
  • ENMG 5400 Principals of Sustainability
  • SOCS 5740 Economics: Choices and Challenges (3 hours)

The following courses are available for the emphasis electives:

(additional courses are available with the approval of the program coordinator)

  • EFGS 5250 Child as Naturalist (3 hours)
    (Environmental)
  • EFGS 5260 Topics—Sustainability (1-3 hours)
    (All three legs of Sustainability, TBD; May be repeated for credit when topic varies)
  • EFGS 5270 Exploring Regions (2-3 hours)
    (Environmental, Social Equity)
  • SOCS 5740 Economics: Choices and Challenges (3 hours)

Capstone or Thesis (3-6 hours)

  • EDUC 6001 Integrated Studies in Education (For Non-Thesis Track)
    or EDUC 6250 Thesis (For Thesis Track) (3 hours)

Total: 33 hours for Non-Thesis Track; 36 hours for Thesis Track

Emphasis in Positive Behavioral Interventions and Supports (PBIS)

The emphasis in PBIS is designed to provide educators with the knowledge and expertise to design, implement and evaluate individual, small group, and systematic strategies that improve social behavior and learning out comes for K-12 students. The conceptual framework for PBIS is based in "Tiered Systems" approaches to improving academic and social outcomes for all students. This program is targeted to educators who are interested in pursuing careers as behavior specialists and/or school-wide PBIS team members or consultants.

The following coursework is required for an emphasis in PBIS:

  • SPED 5700 School-Based Prevention/Intervention: RtI and PBIS (3 hours)
  • SPED 5701 Universal School-Wide PBIS** (3 hours)
    (may substitute for SPED 5413, with permission of advisor)
  • SPED 5702 Secondary Prevention: Targeted Group Interventions (3 hours)
  • SPED 5703 Applying PBIS: Functional Behavior Assessment/ and Behavior Support Planning/Implementation (3 hours)

 

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Admission

Students who are interested in applying to this degree program should see the Admission Section of this catalog for general requirements.

Admission Requirements

  • Receipt of official transcripts from the baccalaureate-granting institution.
  • Undergraduate cumulative GPA of 2.5 or higher.
  • Essay: Describe your professional goals.

Send all required documents to:

Office of Admission
Webster University
470 East Lockwood Avenue
St. Louis, MO 63119-3141

Completed application files will be reviewed by the Multidisciplinary Studies Department

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