Department of Education. Masters Degree Handbook

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1 Department of Education Masters Degree Handbook

2 Department of Education MA Handbook

3 SANTA CLARA UNIVERSITY Department of Education Masters Degree Handbook Table of Contents Program Offerings...5 Recent Changes...5 MA Pathways...5 Requirements for Earning a Master s Degree...6 Masters Program Committee...6 General Information...6 Student Classification...7 Address...7 Time to Completion...8 Leave of Absence...8 Student Awards and Financial Assistance...8 Academic Integrity...9 Support for Candidates Who Are Non-Native English Speakers...9 Writing Support for All Candidates...10 Support for Candidates with Documented Disabilities...10 Student Association for Graduate Education (SAGE)...10 E-Campus Web registration tips...12 PROGRAM DETAILS...13 Master of Arts in Interdisciplinary Education: Combination Credential-Master s Program...13 MA in Interdisciplinary Education: Curriculum and Instruction Emphasis...14 Master of Arts in Interdisciplinary Education: Science, Technology, Environmental Education, and Mathematics (STEEM) Emphasis...15 Master of Arts in Educational Administration...15 Culminating Project Options...17 Human Subjects Review...17 Graduation Requirements...17 Program Degree Plans...18 Appendix A: Sample Program Degree Plans...19 Appendix B: Curriculum Project Approval Plan...26 Appendix C: Sample Petition to Graduate Form...27 Appendix D: Course Descriptions...28 Department of Education MA Handbook

4 Department of Education MA Handbook

5 WELCOME TO THE MA PROGRAMS AT SANTA CLARA UNIVERSITY! This student handbook is your guide to the Master of Arts (MA) degree in Education at Santa Clara University (SCU). You have received it because you have been admitted to one of the Master s degree programs offered through the Department of Education. We have created this resource to answer questions that you may have about graduate studies. This handbook should be considered an additional resource complementing the School of Education and Counseling Psychology s Graduate Bulletin, your assigned Academic Advisor, and other Education faculty members. Program Offerings Santa Clara University offers Master s degree programs in two primary areas. Under each area appear specific program emphases available to students. Currently these two areas and the emphases within each are: Interdisciplinary Education Curriculum and Instruction Science, Technology, Environmental Education, and Mathematics (STEEM) Educational Administration Educational Administration (K-12) Recent Changes During the academic year, the Department stopped accepting new students to the following Master s programs: Interdisciplinary Education: Reading emphasis Special Education: Mild/Moderate Special Education: Early Childhood Education Educational Administration: Higher Education Administration Students still working toward their degrees in the above emphasis areas should be in close contact with their academic advisor, and/or the department chair, and ECP s director of student services to monitor their progress toward completing all requirements for graduation in a timely manner. MA Pathways There are two main paths for students pursuing their MA degree: Credential / MA combination program: For students who have already earned a teaching credential from Santa Clara University Department of Education MA Handbook

6 Full (stand-alone) MA program: For students with a teaching credential from an institution other than Santa Clara University, Each of these program options is described in detail later in the Handbook. IMPORTANT NOTE Please review the description for the MA program you are enrolled in because the course requirements and expectations for completion of the degree vary across programs. Requirements for Earning a Master s Degree 1) Successful completion of all courses and field work, and 2) Successful completion of the Comprehensive Exam, Action Research Project (for Educational Administration); or the EDUC 444 and EDUC 445 course sequence for the MA-IDE, Under an advisor s supervision, the student will establish a degree plan to meet the requirements for the degree. This Program Degree Plan will specify the courses, options, and other requirements that must be satisfactorily completed. The Program Degree Plan is the official record of understanding between the student and the department about a course of studies. Masters Program Committee The Department of Education s Masters Program Committee developed this Handbook for use by the students. The committee advises students, faculty, the Department, and the School on issues related to the Masters programs. Members of the Masters Program Committee are available to students as faculty advisors. General Information The faculty advisors for the different MA programs and emphasis areas are: Curriculum & Instruction o Pedro Hernández-Ramos o Sara García STEEM o Sara García o Melissa Gilbert o Marco Bravo o Pedro Hernández-Ramos Educational Administration o Susan Charles Department of Education MA Handbook

7 Student Classification Applicants will be admitted to the program according to the following classifications: Full Graduate Standing Applicants with a GPA of 3.0 or higher in courses in the student s undergraduate major (or in any post baccalaureate courses) and who have completed all the necessary prerequisites may be admitted as students with full graduate standing. Provisional Graduate Standing Applicants with a GPA below 3.0 or with prerequisite deficiencies may be admitted on a provisional, non-degree basis but must: Maintain a 3.0 GPA for two quarters (or two courses, whichever comes first), Address prerequisite deficiencies within the first two quarters of enrollment, and Have the recommendation of the appropriate graduate Program Director in order to attain full graduate standing. Enrollment without matriculation into a credential or degree-seeking program Graduate students may be permitted to enroll for up to three courses (or nine units) before being accepted for admission to the graduate program. Permission of the appropriate graduate program Director or Admissions Committee is required. Enrollment in these classes does not guarantee or imply later admission to the program, but credit for these courses may be counted toward graduation requirements following admission to the program. Admission to the degree program is required before the student is permitted to enroll in more than nine credit hours. address Upon admission to Santa Clara University, graduate students are assigned an address (i.e., an account with extension). Students may then either (a) go to the University s Information Technology Department and get a password or (b) use a preferred (home, business). When registering for the first time for a graduate course, students must establish a preferred address with the Graduate Services Office. Students wishing to rely on a non- SCU address must set a forward for all their SCU because all official communications from the department, the School of ECP, and the university are only mailed to the students SCU address. In addition, it is the student s responsibility to change the forward to address whenever they change their preferred addresses. This is critical in order to receive information regarding registration for each quarter, information about graduation deadlines, and to share with faculty to contact students that appear on course rosters. Department of Education MA Handbook

8 Time to Completion All candidates for the MA degree must complete their program of studies, including the culminating project, within five years from initial enrollment. Leave of Absence The Graduate Bulletin states that a leave of absence will be granted only for a specified period of time and normally not for more than one year. A leave of absence is not required for those students who do not attend summer quarter. Any student who will not be continuously enrolled in Fall/Winter/Spring quarters must file a request for a Leave of Absence with the ECP Dean s office. Also, students who enrolled in Spring quarter but are not planning to enroll in the subsequent Fall quarter should file for a Leave of Absence prior to the start of Fall quarter. Students who do not enroll continuously and for whom the ECP Dean s office does not have a Leave of Absence petition on file will be placed in Discontinued status and may have to re-apply for admission to the program. Student Awards and Financial Assistance The Student Association for Graduate Education (SAGE) routinely provide financial awards to students to allow them to attend local professional conferences, to make presentations at national conferences, and for other specific needs. Please inquire directly to SAGE. The SAGE website is at this URL: Department of Education MA Handbook

9 Academic Integrity All students admitted to Santa Clara University are expected to abide by the university s ethical standards and expectations for academic integrity. The university s web page on academic integrity (http://www.scu.edu/studentlife/resources/integrity.cfm) includes the following information: Academic integrity is applying honesty and responsibility while learning and broadening your knowledge in higher education. These two important ethical values assist in abiding by a code of academic values towards learning. Academic integrity is essential in establishing good study habits and researching skills enabling you to develop and convey your own ideas. Your own ideas effectively mean respecting others intellectual property, thus trusting that you are submitting your own personal work. It involves regulating your own behavior without requiring the professor s close supervision. In essence, academic integrity entails being aware of your own decisions and accepting both positive and negative outcomes that may arise as a result of your actions. Candidates for the MA degree who are guilty of academic dishonesty or other acts judged by the faculty and/or administrators as unacceptable in our academic and professional communities, including but not limited to plagiarism and cheating, will be subject to disciplinary action, up to and including expulsion from the university. The Bulletin of the School of Education and Counseling Psychology (available online at in its section on Academic Integrity and Confidentiality, provides details of the Periodic Professional Review process to be followed when students are suspected of academic integrity violations. Outcomes of the review include, but are not limited to, counseling the student, temporary involuntary leave of absence that may include completion of designated remedial activity(ies) prior to or concurrent with the return to class, or dismissal of the student from the program. Dismissal may come at any point of the student s academic program and will not be impacted by the number of units completed (2011/12 Graduate Bulletin, School of Education and Counseling Psychology, p. 16). Support for Candidates Who Are Non-Native English Speakers Although non-native English speakers who are admitted to our MA programs score in the upper range of the Test of English as a Foreign Language (TOEFL), it is possible that course participation, coursework, or other situations could reveal weaknesses in English comprehension and expression that were not identified by the TOEFL. If any faculty member in the MA programs has concerns about a candidate s English proficiency (reading comprehension, listening comprehension, verbal production, accent (?), or writing skills), the candidate may be recommended for additional testing that will provide us with objective data about his/her English skills. When this occurs, faculty hold a Periodic Professional Review (PPR) to examine the evidence and determine an appropriate course of action. Outcomes of the PPR include (but are not limited to) a recommendation that the candidate enroll in English as Second Language (ESL) courses, receive tutoring aimed at improving verbal fluency (including accent reduction, if Department of Education MA Handbook

10 needed), or complete one or more standardized, diagnostic assessments that will provide additional information about his/her English proficiency. Dismissal from the program is also a possible outcome of the PPR process. Writing Support for All Candidates Any MA candidates who are experiencing difficulty meeting the program s expectations for written work can receive support at SCU s Writing Center, called The HUB. The Writing Center is located in Room 22 of the Benson Center. Drop-in tutoring is available Sundays Thursdays from 3:00 p.m. to 11:00 p.m. Some of the writing tutors at The HUB have experience and/or specialized training in working with non-native English speakers. Please see the Writing Center website at for more information. Support for Candidates with Documented Disabilities To request accommodations for a disability, MA candidates must be registered with Disabilit Resources, located in Benson 216. You will need to register and provide professional documentation of a disability prior to receiving academic accommodations. To register with Disability Resources, please visit the office of call them at (408) For additional information about campus resources for students with disabilities, please see the Disability Resources website at Student Association for Graduate Education (SAGE) The Student Association for Graduate Education (SAGE) exists as a student-run and studentfunded branch of the University governance structure. All graduate education students are members of SAGE. The elected SAGE board members represent, advocate for, and act on behalf of the collective graduate education student body. In order to enhance the missions of the University and of the School of Education and Counseling Psychology, the purpose of SAGE is to enrich the student educational experience and facilitate a community that values personal and professional growth, supports scholarly pursuits, and is committed to social justice and inclusive excellence. In pursuit of these goals, SAGE actively promotes improved communication between students, alumni, administration, faculty, and staff; provides educational and professional development opportunities; and coordinates social and networking opportunities. More information about SAGE s activities is available online at the following URL: Department of Education MA Handbook

11 Very Important People and Offices to Know Graduate Admissions and Financial Aid in Loyola Hall, (408) , should be contacted for: Fulfilling admissions requirements/supplying items for your file such as missing transcripts, test scores, etc. Changing address, telephone number, or name. Applying to another graduate program for a new credential or degree. Financial Aid and Scholarships applications Shelly Wolf, Senior Administrative Assistant, Department of Education, in Loyola Hall 120, (408) should be contacted for: General information. Event information Academic forms General questions about advising, programs, etc. Quarterly Course calendars (also available at the department s website) Minh Virasak, Student Records, in Loyola Hall, (408) should be contacted for: Enrollment concerns and issues. Withdrawing from the university. Taking a leave of absence. Filing the Petition to Graduate (required for all master s degree students) ecampus information. Please go to the Schott Admissions building for any matters related to: Registrar s Office: (408) Official Transcripts requests Checking if degree has been posted Bursar s Office: (408) Statement of Accounts due Billing issues/concerns Making payments/account adjustments Financial Aid office: (408) FAFSA forms/financial Aid awards Department of Education MA Handbook

12 E-Campus Web registration tips The office of the Registrar (http://www.scu.edu/registrar) has created a special Enrollment Training Guide to assist students in their use of the ecampus system for registration and other information management needs. The Enrollment Training Guide is available at this URL: Below is a screenshot of the first page of the guide. Department of Education MA Handbook

13 PROGRAM DETAILS In this section of the Handbook you will find the requirements for each of the degree program options. There are some common features across all programs, but there are unique elements as well so be sure to refer only to the requirements of the program you are enrolled in. Each student is responsible for completing a Degree Plan with their academic advisor. This Degree Plan will outline the specific courses you have chosen for a concentration area and be used to track progress in the program as you successfully complete each program requirement. See the DEGREE PLAN section of this Handbook for more information. The Programs are presented in the following order in this section: Interdisciplinary Education (45 units): Credential (27 units)/ MA (18 units) combination program Interdisciplinary Education (45+ units) MA program: o Curriculum and Instruction o Science, Technology, Environmental Ethics, and Math (STEEM) Education Administration: K-12 (45+ units) MA program Master of Arts in Interdisciplinary Education: Combination Credential-Master s Program Students who receive SCU s recommendation for a teaching credential after successful completion of the program can enroll in this program, which requires a minimum of 18 units of MA courses. This course of study is intended for those who have a Multiple Subjects or Single Subject credential from Santa Clara University and who are interested in a Master of Arts (M.A.) Degree. (Note: Starting in the academic year, students enrolled in the teacher credential program at SCU (also known as the MATTC program) upon successful completion of all requirements are both recommended to the State of California for the teacher credential and granted a Master of Arts in Teaching (M.A.T.) degree from Santa Clara University. Students who complete the MATTC program are also eligible for the Combination Credential-Master s Program if they are interested in earning the Master of Arts degree in addition to the Master of Arts in Teaching degree.) Multiple Subjects Credential Courses Applied toward the MA Degree (27 Units) EDUC 252 (3) Social and Ethical Foundations in K-12 Teaching EDUC 253 (3) Psychological Foundations of K-12 Education EDUC 254 (3) Teaching Diverse Learners in Inclusive Elementary Classrooms EDUC 257 (3) First and Second Language Acquisition EDUC 258 (3) Elementary Classroom Management EDUC 259 (3) Elementary Mathematics Methods 1 EDUC 260 (3) Elementary Mathematics Methods 2 EDUC 261 (3) Teaching Reading in Elementary Schools EDUC 262 (3) Elementary Language Arts Methods Single Subject Credential Courses Applied toward the MA Degree (27 Units) Department of Education MA Handbook

14 EDUC 277 (3) Social and Ethical Foundations in K-12 Teaching EDUC 278 (3) Psychological Foundations of K-12 Education EDUC 279 (3) Teaching Diverse Learners in Inclusive Elementary Classrooms EDUC 282 (3) First and Second Language Acquisition in Adolescents EDUC 283 (3) Secondary Classroom Management EDUC 287 (3) Secondary Mathematics Methods 1* EDUC 288 (3) Secondary Mathematics Methods 2* EDUC 293 (3) Teaching Nonconventional Youth EDUC 294 (3) Adolescent Literacy Development * = EDUC 287 and EDUC 288 are substituted for the appropriate emphasis courses in other subjects: EDUC 285 and EDUC 286 for English/World Languages Methods; EDUC 289 and EDUC 290 for Science Methods; EDUC 291 and EDUC 292 for Social Science Methods. MA in Interdisciplinary Education: Curriculum and Instruction Emphasis This program requires 45 units of coursework (15 courses, 3 units each). The course numbers and titles are: EDUC 441 Behavioral Support and Interventions EDUC 442 Advanced Study of Teaching Special Populations EDUC 443 Advanced Study of Methods and Assessment for English Language Learners EDUC 444 Academic English Language Development and Expression EDUC 445 Poverty and Effective Teaching Practices EDUC 446 Working Within Diverse Communities EDUC 447 Advanced Instruction in Academic Reading and Writing EDUC 448 Literacy Interventions K-12 EDUC 449 Quantitative Literacy EDUC 450 Technology-Enhanced Strategies Effective with Target Populations EDUC 451 Motivation and Student Achievement EDUC 452 Educational Ethics EDUC 453 Assessment and Interpretation of Student Learning EDUC 454 Action Research EDUC 455 Teacher Research Project. EDUC 454 is a prerequisite Students can enter the program at any point during the academic year, and follow any sequence of courses as approved by their advisor. The only restrictions are that (1) the student should not enroll in EDUC 454 Action Research without first consulting with his/her advisor, and (2) students cannot enroll in 455 until they have successfully completed EDUC 454. In this twocourse sequence candidates plan and then carry out the culminating project for the MA program. With advisor approval, EDUC 410 (Special Topics Seminars) may also be included in a student s course of studies. Please see Appendix D for the course descriptions. Department of Education MA Handbook

15 Master of Arts in Interdisciplinary Education: Science, Technology, Environmental Education, and Mathematics (STEEM) Emphasis Students admitted to the MA in Interdisciplinary Education can declare the STEEM emphasis, signaling their intent to take at least four of the six courses offered. Students who completed their teaching credential at SCU only need to take six courses (18 units) to be eligible for the MA degree. Students who did not earn their teaching credential at SCU must complete 15 courses (45 units), including the EDUC 454/EDUC 455 sequence for the culminating requirement. The STEEM course numbers and titles are: EDUC 450 Technology-Enhanced Strategies Effective with Target Populations EDUC 465 Advanced Theory and Practice of Science Teaching and Learning EDUC 466 Advanced Theory and Practice of Mathematics Teaching and Learning EDUC 467 Integrating Language and Literacy into Mathematics Instruction EDUC 470 Advanced Theory and Practice of Environmental Education EDUC 473 Connecting Science and Mathematics to the Real World Students who did not earn their teaching credential at SCU must complete a program of study that allows them to earn the 45 units required for the MA degree with their advisor s help and approval. Courses from the MA in Interdisciplinary Education Curriculum and Instruction emphasis (see above) are preferred. Candidates in the STEEM emphasis must complete the EDUC 454/EDUC 455 culminating project sequence as part of their program. Please see Appendix D for the course descriptions. Master of Arts in Educational Administration Susan Charles, Program Director Preliminary Administrative Services Credential Program This 36-unit professional program of professional preparation is a program designed to prepare a student to obtain a Preliminary Administrative Services Credential. With an additional nine units, the candidate may also obtain a Master's degree in Educational Administration. The program includes three 3-unit foundation courses in leadership, instruction, and management, and five 3- unit courses in law and politics, finance, human resources, community relations, communications, and technology. Students are also expected to complete (or have completed) or have relevant experience working with individuals who exhibit differences in learning abilities. Candidates are further required to enroll in 6 units of administrative field experiences (practicum), in which they undertake projects and activities where they will have a related direct experience in leadership and decision-making. Professional Administrative Services Credential Program Once an individual receives an administrative position, a state-mandated 36-unit advanced program in school administration is offered to further prepare imaginative and dynamic Department of Education MA Handbook

16 individuals as the tone-setters at their schools for high expectations of learning. Course work includes Organizational Theory; Law, Policy, and Political Relations; Instructional Leadership; Human and Fiscal Resources; and Cultural and Socioeconomic Diversity; an induction and monitoring plan; assessment, field activities, and contributions; and 120 hours of professional development. Candidates desiring a Master s degree in Educational Administration must complete an additional nine units of work in consultation with the program director. Department of Education MA Handbook

17 Culminating Project Options The basic expectations for each of the following culminating project options is a scholarly literature review of a minimum of 7-10 research articles published within the past 10 years. Some projects may require longer literature reviews, as indicated by the candidate s academic advisor. All of these options require the candidate to follow the style guidelines for academic writing of the American Psychological Association s (APA), currently in the 6 th edition. Culminating project options include: (a) Curriculum Project OR Action Research Project (b) Grant proposal Curriculum OR Action Research project. Requires completion of EDUC 454 and EDUC 455. Students may choose to sign up for three additional units of independent study (EDUC 310) if needed to complete their projects (i.e., projects were not completed by the end of EDUC 455). Students present a literature review that includes at least 7-10 research articles published within the past 10 years. Students then define how this literature can be translated into a teaching unit, state how they plan to execute the unit, including information related to assessment of objectives, and anticipated findings (positive and negative). A connection back to the research literature, and insights as to how the unit may inform or influence the work of practicing educators is expected in the conclusions chapter. Grant proposal. Requires individual advisement to identify a funding source and apply for funds to execute a project at the candidate s place of work or employment. Human Subjects Review Santa Clara University requires that all research activities involving people be approved by the Human Subjects Committee before the project starts. Students complete the Human Subjects Application in EDUC 454 as part of course requirements if they will be conducting an Action Research project. Details about the process to apply for project review are available at the Research with Human Subjects web page (http://www.scu.edu/provost/research/human- Subjects.cfm). Graduation Requirements The Graduate Bulletin of the School of Education and Counseling Psychology contains important information regarding minimum number of graduate quarter units, maximum length of study, and minimum overall grade average. In general, students file a petition to graduate, and request an informal transcript from ECP s director of student services to review with their faculty advisor. Diplomas. Diplomas will be awarded during the commencement ceremonies. If you do not attend the June commencement, your diploma will be mailed shortly thereafter to your Department of Education MA Handbook

18 permanent address. Details concerning participation in the commencement exercises are handled by Karrie Grasser, Event Planning Office, (408) Program Degree Plans Each student should make an appointment with their academic advisor (or as last resort, the department chair, Dr. Pedro Hernández-Ramos, (408) , and complete a Program Degree Plan. Appendix A includes sample Program Degree Plan forms that address the needs of students in the different MA programs, according to the year (pre- or post 2012) they started their program. Department of Education MA Handbook

19 Appendix A: Sample Program Degree Plans Department of Education MA Handbook

20 Department of Education MA Handbook

21 Department of Education MA Handbook

22 Department of Education MA Handbook

23 Department of Education MA Handbook

24 Department of Education MA Handbook

25 Department of Education MA Handbook

26 Appendix B: Curriculum Project Approval Plan CURRICULUM PROJECT APPROVAL PLAN Department of Education Santa Clara University Name: Local Address: Home Phone #: Work Phone #: Proposed Topic: Project Director: Second Reader: HSC Application Completed? (circle) Yes No Date HSC Approval Received: Planned quarter to enroll in EDUC 454 or 455 (indicate course): Planned quarter for completing the literature review: Planned quarter for completing materials: Planned quarter for readers to receive final unit: Planned date for graduation: Deadline for filing with district regarding completion of MA: Note. Two faculty signatures on this form are needed to show approval for the plan. Department of Education MA Handbook

27 Appendix C: Sample Petition to Graduate Form Sample Petition to Graduate Form Department of Education MA Handbook

28 Appendix D: Course Descriptions Course Descriptions MA in Interdisciplinary Education Curriculum & Instruction Courses EDUC 441 Behavioral Support and Interventions This course focuses on strategies of intervention and support that educators use to improve classroom learning and behavior, primarily through the principles and procedures of applied behavior analysis and the application of behavioral theory to effective teaching. MA students learn strategies for increasing individual learning, providing school-wide positive behavioral support, and teaching students to be successful, self-advocating self-managers. Course includes exercises to assess, analyze, document, prevent, and select interventions for disruptive and aggressive behaviors. MA students will learn to promote student success with effective, efficient, and socially valid strategies. EDUC 442 Advanced Study of Teaching Special Populations In this course, MA students will develop specialized knowledge and skills that will increase their effectiveness with (a) students with disability diagnoses; (b) students with identified special learning needs/504 plans; and (c) students with learning challenges that are apparent but not diagnosed or identified. EDUC 443 Advanced Study of Methods and Assessment for English Language Learners In this course MA students will learn to administer and interpret informal assessments of students English language skills, to connect informal assessment results to data from formal (district/school adopted) assessments, and to use the results of informal and formal assessment to shape instructional decisions that will maximize student learning outcomes. EDUC 444 Academic English Language Development and Expression This course presents instructional strategies intended to increase literacy learning outcomes for English learners and all K-12 students, and develops MA students ability to support students acquisition and use of academic language across the curriculum. Strategies for strengthening students oral, reading, and writing proficiency in all content areas, for supporting their awareness and use of appropriate academic registers, and attending to the roles of language in learning are also central to this course. EDUC 445 Poverty and Effective Teaching Practices Through critical examination of the myths and realities of the relationship between poverty and student learning and thoughtful consideration of the multiple contexts, dimensions, and faces of poverty, this course enables MA students to identify and to practice a range of instructional strategies proven to be effective and appropriate for students who live in poverty. EDUC 446 Working Within Diverse Communities MA students will develop their understandings of the interactions among biological, psychological, and social dynamics in students lives and examine the impact of these interactions on student learning. This course emphasizes MA students responsibility to identify Department of Education MA Handbook

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