Master of Arts in Education

Dr. Jeannie DeFazio, Chair
Dr. David Brobeck, Graduate Program Director

Division of Education Mission Statement

Mission guided by the vision of the Brothers of Christian Instruction, the Division of Education develops educators who serve all learners with a willing spirit in a global society.

Three distinctive features characterize the Division of Education at Walsh University:  The commitment to Judeo-Christian ideals in professional practices; respect for the dignity of all learners and the potentials they represent; and the critical importance of service learning.  These commitments are evident in all aspects of the activities and services offered by the Division of Education.

The faculty and students enjoy close connections that represent the best ideals of the Judeo-Christian traditions. The small student/faculty ratio enables students to develop caring, compassionate, and supportive relationships in the interest of accommodating each student’s unique life experiences and academic needs.  Intra-community relationships provide a foundation in which open communication, collaboration, and creativity manifest in the professional practices that students apply and demonstrate in field and clinical experiences.

Believing that ALL learners have special needs, the Division of Education fosters the positive development of each student’s knowledge, skills, and dispositions to enable each one to teach a diverse learning population effectively.  Each Walsh University student is exposed to a wide variety of models of teaching, curriculum designs, and diverse community connections in classroom practices and in field experiences.

The commitment to service learning is evident in the number and variety of field placements, which are carefully structured throughout the Teacher Preparation Program.  These experiences enable each student to provide tutorial support, intervention service, and enrichment instruction through partnerships with community programs and schools.

The Walsh University graduate program in Education seeks to provide superior educational service to its students and the communities it serves. The program curriculum enhances the professional growth of practicing educators and, as a result of the improved instruction they then provide in their own schools, furthers the growth and development of their pupils and students. The school systems and communities mutually benefit from these professional educators because of their leadership, enhanced abilities, increased knowledge, effective modeling of the best in the profession, and expanded resources.  The program also prepares students to respond to the call of leadership as teachers, teacher leaders or principals.

The Master of Arts in Education degree is designed for in-service school personnel.

Program Objectives

  • Provide opportunities for improved instruction through the acquisition of new or more highly developed skills and abilities.
  • Develop new attitudes or reinforce currently held beliefs that result in a productive learning climate.
  • Address the needs of educators as lifelong learners.
  • Provide resources and growth opportunities for counselors, administrators, and other school personnel.
  • Establish a network of mutually beneficial interaction and communication with school systems and communities that provide students for the program.
  • Provide information and courses to extend or enhance teacher knowledge in content areas and/or grade levels.
  • Provide opportunities to aid teachers in assisting their students in adjusting to life in an increasingly diverse world.
  • Provide a strong foundation in leadership for teacher leaders and principals.

Program Student Learning Outcomes (PSLOs)

The Graduate of the Master of Arts in Education Program will:

  1. Critique research and theories related to pedagogy, learning, and leadership
  2. Create intervention and teaching strategies, based on research and literature in the field, to meet the needs of all learners
  3. Demonstrate the knowledge and skills in his or hers track.
  4. Analyze current professional teaching, leadership, and learning practices to determine those most appropriate for application
  5. Use data to make decisions and inform their teaching and/or leadership practice in a transformative learning environment.
  6.  Engage in or facilitate professional learning and leadership as a lifelong effort and responsibility.

The Master of Arts in Education Program (MAED)  has five program tracks to address the ever-changing educational landscape. These tracks include:  Traditional , Reading Literacy, Educational Leadership, Learning Designs and Technologies, and Teaching English to Speakers of Other Languages (TESOL).

Areas of Concentration

  1. Master of Arts in Education
    The Master of Arts is Education Traditional Program addresses the needs of educators in their own journeys as lifelong learners. Candidates will be with other teachers in an environment that promotes learning from each other. Working with faculty with expertise in the K-12 environment, candidates will extend their knowledge of providing better instruction for their students.
  2. Master of Arts in Education - Reading Literacy Track
    Teachers who are highly qualified in the area of language arts are in high demand as literacy expectations continue to increase. The Reading Literacy Track serves to strengthen a teacher’s competency, making them extremely valuable and in the area of reading proficiency. The Reading Literacy track serves to strengthen a candidates’ competency, making them extremely valuable in the area of reading proficiency.
  3. Master of Arts in Education - Education Leadership Track with optional Principal Licensure
    The Leadership Track is designed for current teachers seeking to enhance their leadership potential with an educational organization. Candidates will be taught by experienced leaders in education to prepare them for current issues affecting educators. Candidates in this program can complete 12 hours of course work post-master's to add the principal license.
  4. Master of Arts in Education - Computer and Technology
    Licensed educators who complete the Walsh University’s Computer and Technology Endorsement program may teach computer science or technology (STEM) courses in K-12 schools.  Additionally, teachers holding this credential provide leadership in technology for local, state, or national education initiatives, technology/curriculum integration, and professional development coaching.   .  

  5. Masters of Arts in Education - Teaching English to Speakers of Other Languages (TESOL) Track 
    The Teacher English to Speakers of Other Languages (TESOL) track prepares licensed/certificated educators to work effectively with English Language Learners.  Candidates will be provided with real- world understanding and practical strategies to address the academic, cultural, and linguistic issues facing English Language Learners and their teachers in schools.
  6. Learning Design and Technologies Track 

Transition Points in the Master of Arts in Education Program

In the MAED there are four major transition points about which candidates should be knowledgeable.  The first occurs at admission with entry into the graduate program; the second occurs at entrance to the graduate practicum; the third is at the exit from graduate capstone experience; and the last point is at graduation with program follow-up.  This follow-up occurs through the use of surveys to candidates and their employers.

Data is collected at each gate to measure program effectiveness and to determine adjustments in the curriculum to ensure each MAED candidate adequately meets the minimum standard for the six candidate proficiencies. Candidates should be aware of deadlines and program requirements for each transition point and should work closely with their advisors to ensure all pre-conditions are met in a timely basis.

Transition Point #1 Entry Into The Graduate Program

Transition Point #1 for students in the MAED program occurs during the admissions process. Candidates pursuing admission to the MAED should refer to the Admission Policy.

Educator Early Credentialing Program:  BA/BS to MAED

The Early Credentialing Program is available to qualified seniors who meet the Division of Education Graduate admissions requirements for graduate endorsement courses.  Qualifying students must meet admissions requirements and be accepted prior to the semester in which they intend to begin endorsement classes. Qualifying students who meet the following criteria will be able to enroll in graduate endorsements courses:

  • Completion of 96 credit hours, including transfer credits.

  • Minimum 3.0 Undergraduate GPA for admission and continuation in endorsement programs.

  • Prior acceptance into the Walsh University Teacher Preparation Program.

  • Written approval of the student’s undergraduate academic advisor and Division Chair.
  • Seniors must submit the following application materials to the Graduate Education Program Director for admission to the Early Credentialing Program
  • Graduate Education Program writing sample.

  • Copy of Walsh University Unofficial Transcript for review.

  • Complete successful interview with Graduate Education Program Director.
  • Seniors must maintain a 3.0 average in the Endorsement coursework.  Upon completion of the bachelor’s degree, the student must complete an Official Change of Status to move from undergraduate to graduate status. 

Transition Point #2 Entry Into Candidacy

In order to move into the next phase of the MAED program, the candidate must successfully fulfill the following requirements:

  • Have a 3.0 GPA in accepted graduate work
  • Complete 18 hours of courses with 9 credits coming from foundation (EDF) courses and assigned assignments (minimum grades B)
  • Be presented to and approved by the Graduate Faculty

Transition Point #3 Exit From Graduate Practicum

  • Completion of EDF 701 course (minimum grade of B)
  • Passage of the Comprehensive Exam, My Journey: Reflections and Connections, or Action Research Project for candidates who started the program prior to Fall 2016. 
  • Passage of the Action Research Project  or My Journey: Reflections and Connections for candidates who started the program after Fall, 2016. .

Transition Point #4 Program Follow-Up

  • Focus groups with alumni or
  • Alumni surveys
  • Employer survey

Title II Information

On the Ohio Assessments for Educators  for the 2016/2017 academic year, Walsh University candidates achieved a pass rate of 93% on the Principles of Learning and Teaching Assessment of Professional Knowledge and Content Assessments.

For additional data on the Ohio Assessments for Educators scoring, please contact the university’s Office of Admissions or visit the Walsh University website at www.walsh.edu/ed-data.

MAED Academic Guidelines

Admission Policy for Graduate Education Program

Persons with bachelor’s degrees from accredited colleges, with promising scholastic standing, and with personal and professional potential, will be considered for admission to the Division of Education Graduate Program. New students planning to take graduate courses should contact the Director of Graduate Education or Graduate Admissions (pmerrell@walsh.edu) at least six weeks before classes begin.

Requirements for admission as a matriculated student in the Master of Arts in Education Program:

  • Complete application form.
  • Official transcript(s) from an accredited college  or university of undergraduate (must be completed prior to beginning MAED coursework) and other graduate study sent directly from the applicant's college(s) to Graduate Admissions at Walsh University.  Transcripts are not necessary for Walsh University graduates.
  • Recommendations by three unrelated persons qualified to appraise scholastic aptitude and personal and professional promise.
  • Minimum cumulative GPA of 3.0 on a 4.0 scale on the baccalaureate transcript. Applicants who meet this criterion do not need to submit results from the Graduate Record Examination (GRE) or Miller Analogies Test (MAT).
  • Applicants with a minimum cumulative GPA of 2.99 or less may be considered for conditional admission once they have submitted their results from the Graduate Record Examination (GRE) or the Miller Analogies Test (MAT) in addition to all required admissions documents.
  • Minimum scores for applicants required to take GRE (290) and MAT (396).
  • Individuals who hold a Master’s degree from an accredited college or university are not required to provide GRE or MAT results.
  • Affirmation of alignment to mission. 
  • Copy of Teaching License (If a licensed teacher)
  • Interview with the Director of Graduate Education Studies in the Division of Education
  • Evidence of proficiency in written English on writing sample (minimum score of 2 [of 3]).

With permission of the Associate Dean of Graduate Affairs and/or Graduate Education Program Director in the Division of Education, a maximum of three courses or nine semester credits of graduate work may be allowed to transfer from other accredited institutions, provided the work is "B" quality or better. The remainder of the course work for the Master’s degree must be earned at Walsh University. Usually no transfer of credit will be allowed for courses taken more than five years prior to matriculation in the graduate program.

Permission to register for a course without formal admission to the Master of Arts in Education program may be granted to a non-matriculated college graduate by the Director of Graduate Education in the Division of Education.

A maximum of six graduate credit hours may be taken prior to admission to the M.A. program. Once application is complete and approved, student may continue course work.

Registration Procedures

New students are given instructions on how to register (including their Alternate PIN number) in an email from the admission’s office. Before or during the first half of the first semester, students are encouraged to meet with their faculty advisors to map out a curriculum plan.

Students are responsible for registering for their own classes and can use one of the following registration procedures:  

  • Register on-line via the MyWalsh University Portal (https://portal.walsh.edu/public/) >Cav Center (upper right corner) using the alternate PIN number previously provided. The student must first resolve any holds that may prevent registration.
  • Obtain a form from the MyWalsh University portal (https://portal.walsh.edu/public/). Select the Student Services tab>Forms> Graduate Registration Form.  Download a copy and follow the instructions on the top of the form.

Categories of Students

  • Non-Matriculated
    A non-matriculated student is a student enrolled in a graduate course who has not completed admission requirements or who does not intend to pursue a graduate degree but wishes to enroll in graduate coursework for professional development. A non-matriculated student may apply for transfer as a matriculated student. Not more than 6 semester hours taken as a non-matriculated student may be applied toward the master’s degree.
  • Matriculated
    A matriculated student is a degree-seeking student who has met all admission requirements for the degree program.
  • Candidate
    A candidate is a matriculated student who has successfully completed at least one half of the coursework for the degree program with a cumulative quality point average of 3.0 or higher and has received the recommendation of advancement to candidacy status from the Graduate Faculty.

Academic Advising

Graduate students in all categories are to consult with advisors. The advisors’ duties are to serve as a consultant in planning the student’s program, and arrange for required culminating activity comprehensive exam, or action research project or My Journey: Reflections and Connections.

An interview with the advisor or graduate director is required prior to the first registration for graduate courses.  After the first semester, the students should meet with their assigned advisors.   and before each subsequent registration.

The following options are available for candidates as a requirement for program completion.

My Journey: Reflections and connections

The candidate will complete and submit a paper in which he or she reflects on and makes connections among core and elective courses and how these apply to current professional practice.  My Journey is due in either October or March during the candidate's final semester.   The dates will be established by the Director of Graduate Education Studies.  Candidates must make application by the date established by Director or Graduate Education Studies.  Application can be obtained through the Division of Education Secretary.  Candidates must either include a $60 check payable to Walsh University or charge to a credit card at the time of application.  

This option is available to all candidates enrolled in the program. 

Action Research/Impact Project

Candidates can choose to complete the Action Research Project in lieu of the comprehensive examination, or the My Journey: Reflections and Connections.

The candidate will also have to apply and receive approval from the Internal Review Board (IRB) prior to beginning research. Candidates must complete the tutorial for the IRB proposal by going to the Walsh website (www.walsh.edu/irb). The candidate must complete the tutorial, obtain the certificate, complete the proposal and submit the proposal with the certificate to the IRB. Candidates need to obtain the approval from the Division of Education and the IRB the semester prior to completing the research. Any candidate who begins research before receiving approval from the Director of Graduate Education and IRB will NOT be able to continue research until all requirements and permissions/approvals have been met. Data collected prior to approval would not be valid.  Candidate will work with an advisor assigned by the Director of Graduate Education Studies

The dates for submission of the proposal to the Division of Education are November 1st for candidates completing the action research in Spring semester and April 1st for candidates completing the action research in Fall semester.  Candidates must either include a $60 check payable to Walsh University or charge to a credit card at the time of submission of the proposal.

Student Retention Policy

Both the Master of Arts in Education Graduate Student Handbook and the Division of Education Student Handbook: Essential Information for LEAD Students state the policies and processes for remediation and retention.

A student must earn a grade of B- or higher in each course required for graduation from the MAED program.  If an earned grade is lower than a B-, the student may repeat the course one time.  Failure to receive a B- or higher in the second and final attempt will result in dismissal from the MAED program. 

PROGRAM REQUIREMENTS (36 semester hours) 

Those interested in pursuing a Master of Arts in Education degree who already have a valid teaching certificate/license or who do not intend to teach follow the guidelines listed below. A total of 36 semester hours are necessary for graduation.

SCHEDULE OF CLASSES

Graduate courses are offered predominantly during evening hours or online to allow students who work access to classes. Courses are offered in a three semester format through summer, fall, and spring. Courses will be offered in an accelerated format with two, 8-week sessions in Fall, Spring, and Summer Semesters. Course rotation allows for an alternating format, which offers students easy access to the courses needed to complete their programs of study. Courses are offered online.

COURSE ROTATION

Courses are offered on a regular rotation, and students are encouraged to attend to this rotation. A student may find this rotation by reviewing the course descriptions which indicated the semesters each course is offered.  Fall, Spring, and Summer semester offerings are scheduled online to accommodate in-service educators and students with other obligations. Those identified as occurring during the "May" term usually meet from the first week in May through the first week in June, during evening class sessions.  Those classes meeting during the "June/July" term begin in mid-June and continue through mid- to late-July.  These classes will meet during daytime periods and are scheduled so that students may enroll in multiple offerings during the same summer term.  Online course offered in May/June and June/August are eight weeks long.  Special Topics in Education (EDT 662) is offered in response to identified needs, interests, and new developments in the profession. (Rotation of courses may change based on increases/decreases in enrollments.)

Clinical/Field Hours Requirements are listed with the course descriptions.

PROGRAM CONCENTRATIONS

Master of Arts in Education Requirements

Core 1
Psychology of Learning
Acc Learn w/Special Needs
Pupil Services
Research Methods
Teaching and Learning
Legal/Ethical Issues in Educ
Philosophy of Education
Capstone Course 2
Capstone Experience
Electives 3
Select 15 sem. hrs. from the following:
Creat Approach Individ Instruc
Information and Communications
Implementing Content Area Curr
Mentoring and Supervision
School-Community Relations
Hist Perspectives in Education
Multicultural Educ: Curr/Instr
Instructional Leadership
Learning & Design Technologies
App Instruc Des and Developmen
Design,Develop/Deliv of elearn
Learn Des & Tech Practicum
Dev Language/Literacy
Meth Teach Dev Reading
Prin/Pract of Teach Phonics
Reading Assess/Intervention
Reading in Content Area
Clinical Practicum in Reading
Independent Study in Educ
Positive Strat in Discipline
Soc Stud Content/Meth grd 4-5
Math Content/Methods grd 4-5
Science Content/Method grd 4-5
Assess Student Performance
Special Topics in Educ
Sec Lang Aquisition & Tech
TESOL Instructional Methods
Educ Policies & Iss in TESOL
TESOL Assess & Prof Practice

Reading Literacy

Core 1
EDF 601Psychology of Learning3
EDF 607Research Methods3
EDF 620Teaching and Learning3
EDF 621Legal/Ethical Issues in Educ3
EDF 622Philosophy of Education3
Capstone Course 2
EDF 701Capstone Experience3
Reading Literacy Required Courses
EDT 650Dev Language/Literacy 33
EDT 651Meth Teach Dev Reading3
EDT 652Prin/Pract of Teach Phonics3
EDT 653Reading Assess/Intervention3
EDT 654Reading in Content Area3
EDT 655Clinical Practicum in Reading 33
Total Hours36

Leadership with Principal License

Core 1
EDF 601Psychology of Learning3
EDF 705Pupil Services3
EDF 607Research Methods3
EDF 620Teaching and Learning3
EDF 621Legal/Ethical Issues in Educ3
EDF 622Philosophy of Education3
Capstone Course 2
EDF 701Capstone Experience3
Leadership Required Courses
EDT 602Implementing Content Area Curr3
EDT 603Mentoring and Supervision 33
EDT 605School-Community Relations 33
EDT 614Instructional Leadership 33
EDT 710Assess Student Performance 33
Total Hours36
Principal Licensure - Required Courses (Post-Master's)
EDF 706Principalship3
EDF 707Personnel Mgmt & Leadership3
EDF 708Internship I1.5
EDF 709School Fin for Sch Adm & Treas3
EDF 710Internship 21.5
Total Hours12

Learning Designs and Technologies

EDF 601Psychology of Learning3
EDF 606Acc Learn w/Special Needs3
EDF 607Research Methods3
EDF 620Teaching and Learning3
EDF 621Legal/Ethical Issues in Educ3
EDF 622Philosophy of Education3
Captstore Course 2
EDF 701Capstone Experience3
Learning Designs and Technologies Required Courses
EDT 601Information and Communications 33
EDT 616Learning & Design Technologies 33
EDT 617App Instruc Des and Developmen 33
EDT 618Design,Develop/Deliv of elearn 33
EDT 619Learn Des & Tech Practicum 33
Total Hours36

The Teaching English to Speakers of Other Languages (TESOL)

EDF 601Psychology of Learning3
EDF 606Acc Learn w/Special Needs3
EDF 607Research Methods3
EDF 620Teaching and Learning3
EDF 621Legal/Ethical Issues in Educ3
EDF 622Philosophy of Education3
Capstone Course 2
EDF 701Capstone Experience3
TESOL Required Courses
EDT 730Sec Lang Aquisition & Tech3
EDT 731TESOL Instructional Methods3
EDT 732Educ Policies & Iss in TESOL3
EDT 733TESOL Assess & Prof Practice3
One elective the student selects3
Total Hours36

Candidates may apply a maximum of six credit hours from workshops or alternative format courses to their program of graduate studies. The Division of Education at Walsh University, the Ohio Department of Education, and other accredited institutions offer these opportunities to in-service educators. The candidate's advisor, the Director of Graduate Education, and Registrar should be consulted PRIOR to workshop or course enrollment at another institution to confirm that the content is of sufficient rigor to warrant the University’s acceptance of the credits. Additionally, through a collaborative agreement with Walsh University, the Communicate Institute regularly offers the courses listed below. Only Communicate Institute courses listed in this catalog may be applied toward fulfillment of the MAED requirements at Walsh University. For a complete schedule of these offerings, visit their Web site at www.communicateinstitute.com.

IQ-EQ Connections
Strat Reduc Educ & Stud Stress
Read/Writing Across Curriculum
Character Education
Creativity to Teach Standards
Res:Strength-Based Int for Stu
Hands-On Math K-8
Engag 21st Cen Learn Thru Tech
Bringing Out Best in Students
Future of Learning & Technolgy
Brain Power
Courage for the Discouraged
The Teacher's Toolbox
Succeeding w/Studen of Poverty
The Well-Informed Educator
The Digital Student
Differentiated Teach & Learn
Healthy Pathways to Auth Learn
Google Tools in Education
Next Generation Literacy
Reach & Teach Gifted Learners
Mod Resilience/Schl & Classroo
Assessing for Achievement