MAT in Multidisciplinary Studies
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.
Multidisciplinary Studies Goals
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 resources to maximize content learning and to develop students’ knowledge, skills, and attitudes.
3. Model the effective use of technology resources, tools and processes for working and learning: They will be able to 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 understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.
5. Build and participate in professional learning communities; and demonstrate leadership in them: They will be able to 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 Innovationeducation 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:
A. EDUC 5001 Foundations of Global Citizenship (NETS-T 2008: 4a,b,c,d; 5a,b)
B. EPSY 5461 Curriculum and Creativity (NETS-T 2008: 1 a, b, c; 2a, b, c; NCATE 3c Impact on PK-12 learners)
C. 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 specialization 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 6000Integrated 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)
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 3 hours
(Required for Thesis Track Only) - Additional Electives
Elective courses include additional hours of advisor-approved graduate School of Education courses pertinent to the student’s emphasis area or Master’s Thesis topic area.
Up to 9 total hours of approved transfer graduate courses from other universities or MAT in-service courses may be included in the program (6 credit hours maximum from other universities and 6 credit hours maximum MAT in-service courses)
Capstone or Thesis (3 hours)
EDUC 6001 Integrated Studies in Education 3 hours
(For Non-Thesis Track)
OR
EDUC 6250 Thesis 3-6 hours
(For Thesis Track)
TOTAL: 33 hours for Non-Thesis Track; 36 hours for Thesis Track
Multidisciplinary majors may choose to specialize in one of 16 emphasis areas. If one of the emphasis areas listed below is selected, 12 credit hours (not including the core courses) must be taken in the area. Special emphasis area requirements supersede the content area requirements ("Electives" section) above. Not all emphasis areas are available at all sites.
- aesthetic education
- communication arts
- early childhood education
- education for global sustainability
- educational psychology
- educational technology
- humane education and character development
- immigrant and refugee studies
- inclusive education
- international languages and cultures (French German, Spanish)
- language arts- elementary
- language arts- secondary
- mathematics
- science
- social science
- teaching English as a foreign language
- teaching English as a second language
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 PK-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)
- EFGS 5000 Foundations: Education for Global Sustainability (required) 3 hours
- Emphasis area electives 12 hours
Emphasis area electives must include at least one course in each of the following topics of sustainability:
1) economics,
2) environmental issues, and
3) human rights, global issues, or social responsibility.
The following courses are available for the emphasis electives:
| Social Equity | EDUC 5111 Applications of International Experiences (3) |
| Social Equity | EDUC 5490 Seminars in Education (3) |
| Environmental | EFGS 5250 Child as Naturalist (3) |
| All three legs of Sustainability | EFGS 5260 Topics—Sustainability (1-3) May be repeated for credit when topic varies |
| Environmental, Social Equity | EFGS 5270 Exploring Regions (2-3) |
| Economics, Environmental | SCIC 5080 Energy Conservation (3) |
| Environmental | SCIC 5270 Field and Forest Ecology (3) |
| Environmental | SCIC 5260 Fresh Water Ecology for School Personnel (3) |
| Environmental | SCIC 5280 Selected Topics in Biological Science (3) |
| Environmental | SCIC 5240 Animal Form and Function for School Personnel (3) |
| Social Equity | SOCS 5040 Modern Asian Civilization: Global Issues in China (3) |
| Economics | SOCS 5740 Economics: Choices and Challenges (3) |
EDUC 6001 Integrated Studies in Education for EFGS (for Non-Thesis Track) 3 hours
or
EDUC 6250 Thesis (for Thesis Track) 3 hours
TOTAL: 33 hours (Non-Thesis Track); 36 hours hours for Thesis Track
Emphasis in Educational Psychology
12 credit hours (3 credits of required coursework, and 9 elective credits)
Teaching is both an art and a science. It is the field of psychology that provides a significant source of scientific insights into teaching. Through the study of psychology applied to education, MAT students learn about theory and research pertaining to learning, development, and motivation. Educational psychology coursework develops skills in several areas including self-assessment, reflective teaching, interpreting and evaluating research studies in education, and conducting educational research.
The study of educational psychology helps current and future teachers to appreciate differences in learning and to adapt teaching to individual learner's needs. In keeping with the mission of Webster University, MAT students with an emphasis in educational psychology are encouraged to gain "international perspectives" and to develop "a life long desire to learn and a commitment to contribute actively to their communities and the world."
Goals for Educational Psychology Emphasis
- Demonstrate knowledge of psychology applied to education.
- Understand, apply, and conduct educational research.
- Demonstrate respect for diversity through responsive teaching that values individual differences and international understanding.
- Develop self-assessment skills and the ability to reflect on roles educators can take as leaders of change.
Students seeking an emphasis in educational psychology should select EDUC 5800 Applied Research to fulfill the Multidisciplinary Studies major requirement.
Required course
- EPSY 5130 (formerly SOCS 5130) Educational Psychology 3 hours
Electives
Three courses (minimum of 3 credit hours per course) pertaining to educational psychology from the following list:
- EPSY 5060 (formerly SOCS 5060) Assessment and Evaluation of Academic Performance 3 hours
- EPSY 5110 (formerly SOCS 5110) Social and Personality Development 3 hours
- EPSY 5150 (formerly SOCS 5150) Self-Concept Development 3 hours
- EPSY 5160 (formerly SOCS 5160) Advanced Child Development 3 hours
- EPSY 5170 (formerly SOCS 5170) Behavioral Management 3 hours
- EPSY 5180 Advanced Educational Psychology 3 hours
- EPSY 5290 (formerly SOCS 5290) Family Counseling 3 hours
- EPSY 5370 (formerly SOCS 5370) Counseling 3 hours
- EPSY 5510 (formerly SOCS 5510) Psychosocial Aspects of Migration 3 hours
- EPSY 5520 (formerly SOCS 5520) Children, Culture, and Violence 3 hours
- EPSY 5540 (formerly SOCS 5540) Psychology of Early Adolescence 3 hours
- EPSY 5810 (formerly SOCS 5810) Adolescent Psychology 3 hours
- SPED 5830 Evaluation 3 hours
- EPSY 5880 (formerly SOCS 5880) Psychology of Memory and Learning 3 hours
- EPSY 5890 (formerly SOCS 5890) Psychology of Stress 3 hours
- EPSY 5980 (formerly SOCS 5980) Motivation in the Classroom for the 21st Century 3 hours
Emphasis in Educational Technology
Twelve credit hours, using at least two different course numbers from the following courses, are required:
- EDTC 5100 Teaching with Technology: Methods and Materials 2-3 hours
- EDTC 5250 Programming Languages (any topic) 3 hours
- EDTC 5290 Media Applications (any topic) 2-3 hours
- EDTC 5330 Theoretical Perspectives (any topic) 2-3 hours
- EDTC 5560 Internet Applications (any topic) 2-3 hours
- EDTC 5630 Advanced Topics in Classroom Technologies (any topic) 2-3 hours
Emphasis in Humane Education and Character Development
The emphasis in humane education and character development provides educators with coursework in the history, philosophy, and practice of humane education, character development, and environmental education. These movements have aimed to promote values such as empathy for all living beings and an appreciation and sense of stewardship for the natural environment.
The emphasis is designed to provide educators with the knowledge and skills necessary for instructional leadership in humane education and character development. Students will design, present, and evaluate curricula that integrates humane and environmental principles.
Twelve credit hours, using 6 credit hours from the required list below and 6 credit hours from the elective courses listed below.
Required Courses
- EDUC 5230 Foundations of Humane Education 3 hours
- SOCS 5050 Studies in Character Education 3 hours
Electives
- COMM 5051 The Role of Narrative in Humane Education 3 hours
- EPSY 5110 Social and Personality Development 3 hours
- EFGS 5000 Foundations for Global Sustainability 3 hours
EDUC 5010 Introduction to Online Graduate Studies (3)
This course provides (a) the technical vocabulary and skills for successfully participating in online (Internet-based) graduate courses; and (b) professional/academic library research skills. Participants learn to search and locate articles in electronic databases in professional education. They learn to conduct online collaboration through virtual teaming, discussion, and chat tools.
EDUC 5020 Foundations of Education (3)
This course provides an overview of social, historical, and philosophical bases of current school practice and organization. Analysis of issues and problems in schools is a focus of this course. This course is recommended for individuals with limited classroom experience and will include an embedded practicum.
EDUC 5100 Multidisciplinary Education (3)
Students select a curriculum area in which they wish to improve their skills; they proceed to examine ways in which the subject could be taught using ideas from mathematics, science, social studies, and language arts. This is followed with explanations and demonstrations that indicate the student is capable of teaching his or her selected curriculum using a multidisciplinary approach.
EDUC 5111 Classroom Applications of International Experiences (1-3)
This course enables teachers to build curriculum and instructional materials on the history, culture, language, literature, arts, religion, science, or politics of an international culture or country. Traditional sources (including books, journal articles and library resources), multimedia resources (web resources, photos, videos) as well as first hand immersion experiences (observations, interviews, travel journal experiences) at an international destination are integrated into curriculum units, multimedia presentations and other instructional materials. The course may be repeated for credit if the topic or international destination differs.
EDUC 5200 Independent Study (1-3)
MAT students with special interests or needs that are not met by existing curricula may request that a member of the faculty supervise an independent study. Together the student and faculty member decide the content of the independent study and the criteria for evaluation. In no case can an independent study be set up when an existing course already covers the subject.
EDUC 5210 In-Service Education (1-4)
Webster offers various graduate in-service courses that are not part of the existing MAT curricula but provide experiences important to the academic and professional development of educators. Consult the semester course listings for specific topics. Prerequisite: prior approval of the MAT advisor.
EDUC 5220 Contemporary Educational Issues (3)
This foundation course is an overview of important educational topics. It is designed to identify and analyze current educational issues through reading, writing, discussing, and presenting ideas. Individuals explore historical perspectives, philosophical theories, and sociologic influences that are related to contemporary educational concerns.
EDUC 5230 Foundations of Humane Education (3)
This course focuses on the foundation of humane education including the definition, history, psychology, and development of the movement. The scope of humane education will be broadened by the study and appreciation of all animals (both human and non-human) and the environment. Students also integrate principles of humane education into classroom instruction.
EDUC 5300 Methods of Teaching Elementary School Students (3)
This course focuses on multiple factors affecting the elementary curriculum, including lesson planning, organizational strategies, instructional techniques, and student assessment. Competencies in the content areas of physical education, health, art, and music are addressed as well. Prerequisites: EDUC 5220 or COMM 5670 or EDUC 5020 (recommended for those individuals who have limited classroom experience)
EDUC 5410 In-Service Topics (3)
In-service courses are designed to provide MAT degree-seeking students with practical applications of contemporary research and methodology to improve classroom effectiveness. These courses may be approved for the MAT with prior written approval of the student’s advisor. May be repeated for credit if content differs.
EDUC 5460 Curriculum Design (3)
This course is designed to help individuals plan learning experiences. Topics included are technology in the classroom, research regarding learning, models of curriculum design, and methods of evaluation. Each student develops a curriculum package that has direct application to his or her particular teaching situation.
EDUC 5490 Seminars in Education (1-3)
Seminars are designed to focus on contemporary research and classroom application of these data. Different topic designations may be repeated for credit.
EDUC 5750 Special Institute (1-3)
Webster offers various institutes to provide a wide range of workshop experiences and contemporary topics within the multidisciplinary program. For more specific and current information, contact the MAT Office. May be repeated for credit if content differs.
EDUC 5800 Applied Research (3)
This course enables students, through action research projects, to develop strategies for problem solving within their classrooms and procedures for conducting self-study as it relates to, but is not limited to, teacher behaviors, learning outcomes, curriculum, policy development, and behavior management. Prerequisites: advancement to candidacy and permission of the instructor. This course may be substituted for EDUC 5460 Curriculum Design.
EDUC 6000 Advanced Graduate Certificate Project (3)
The advanced graduate certificate (AGC) project is the culminating experience in the AGC program. The student chooses a faculty member to supervise this final project. Examples include a presentation or demonstration for an MAT class, a school district, a local board of education, or a community group; a paper or research project which might be published or distributed within an appropriate school, community group, or for a large audience; or an action project designed and implemented within the student's place of employment.
EFGS 5000 Foundations: Education for Global Sustainability (3)
This course will provide an understanding of Global Sustainability and guide participants in ways to incorporate the information into their classrooms. EFGS 5000 should be taken within the first 9 hours of the program. Content will provide understanding in addressing environmental issues and the relationship between the environment, economy and global community. Crucial for today’s PK12 students, this framework will also provide candidates with the tools to go beyond identifying environmental problems and prepare them to envision the path towards a healthier future for all sentient beings.
EFGS 5250 Child as Naturalist (3)
This course examines the phenomena of humanity’s disconnection from nature, how this affects children, the ramification of this global attitude, and ways to reverse the trend. Outdoor education methodology will be included. Through activities and discussions, the instructor will introduce techniques and experiences that encourage a conservation ethic and nurture environmental awareness in children. While a survey of environmental themes will be key, emphasis will be placed on the importance of nature experiences for children.
EFGS 5260 Topics in Education for Global Sustainability (1-3)
This course provides candidates with practical applications of contemporary research and methodology to improve classroom effectiveness while considering the goals and concepts of sustainability. The specific topic of this course will change depending on the instructor, but will always help teachers to better under-stand the relationships between a healthy natural environment, economic stability, and social justice. Different topic designations may be repeated for credit.
EFGS 5270 Exploring Regions (3)
This course introduces students to techniques and resources for learning specifics about the natural history (nature, geography, and indigenous people) of a specific region. After learning these approaches, the group meets in a designated natural environment and spends a week applying the methods to unravel the mysteries and treasures of that region. This is an online course with one week face-to-face in the field.
EFGS 5900 Reflections and Next Steps (0)
After 18 hours of a variety of courses, the EFGS emphasis student will be eligible for university certification by taking this final course.
SCIC 5010 Contemporary Strategies for Elementary and Middle School Science (3)
This course enables students to understand the major content and principles of the sciences and to apply them in the teaching of the sciences in the elementary and middle school. Emphasis is on examining and designing curriculum to help pupils discover the connections of science to real-world situations, to investigate patterns through inquiry, and to use the patterns to predict the answers to new questions about our world and sustainability. Participants become familiar with and apply state and national standards.
SCIC 5020 Adventure Education: Personal Development (2)
This course recognizes that personal development is a prerequisite to professional growth. Intensive challenge using both natural and urban environments is the vehicle for students to look at themselves; to learn to trust themselves and a group; to learn that some tasks require more than normal effort; and to learn that they have the resources to give.
SCIC 5080 Energy Conservation (3)
A field-based course, this intensive workshop provides a behind-the-scene look at energy providers in Missouri. The experiences of the course challenge participants to synthesize the information they gather and develop curricula that share concepts and build understanding about our choices and responsibilities as energy consumers.
SCIC 5100 Adventure Education: Cooperation and Initiative Tasks (3)
This course focuses on group initiative games, ropes initiative courses, and orienteering. Students design and use group initiative games. They experience and develop group leadership skills on ropes initiative courses. The course includes the opportunity to earn Level I and Level II certification for use of ropes initiative courses in St. Louis area parks. (This certification involves an additional $5.00 fee.) Basic skills in orienteering will be emphasized. Students increase their abilities to take initiative, make decisions, and work cooperatively. NOTE: This course can be taken for CR/NC only.
SCIC 5120 Geology for School Personnel (1-3)
Students in this course look at a particular land area and the kinds of tools a geologist would use to gather information about the area. The emphasis is on the kinds of tools the geologist uses so that the teacher is able to use these tools on a land area near the classroom.
SCIC 5240 Animal Form and Function for School Personnel (3)
This course covers the physiological processes as they concern the whole animal. Animals chosen are those that can be kept in elementary school classrooms. The experiments deal with animals and humans, and many are applicable to the student’s classroom.
SCIC 5260 Fresh Water Ecology for School Personnel (3)
This course is designed to acquaint teachers with the fresh water environments of this area and how they may be used in the classroom. There are six required field trips (one all-day), with others optional. The emphasis is on making equipment, learning to use it, identifying organisms, field trip experiences, and human beings’ effects on the fresh water environment.
SCIC 5270 Field and Forest Ecology (1-3)
This course is a field study of plant and animal organisms found in fields and forests. Students consider relationships to environment and population changes, and develop specific activities applicable to their classrooms.
SCIC 5280 Selected Topics in Biological Science (3)
Materials and content selected from the biological sciences apply directly to the PK12 classroom. The specific topics to be studied during any particular semester depend on the instructor’s background, current interest, and materials available from curriculum projects. May be repeated for credit if content differs.
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