Master of Science in Education (M.S.E.)
The Hannibal-LaGrange College Master of Science in Education (M.S.E.) degree is designed to provide a program for professional growth for elementary and secondary teachers holding current teacher certification. Aligned with the mission of Hannibal-LaGrange College and the Hannibal-LaGrange College Division of Education, the M.S.E. degree program is designed to provide an excellent graduate education in a distinctively Christian environment preparing reflective practitioners for both personal and career effectiveness.
PROGRAM GOALS
Integrating research from the National Board for Professional Teaching Standards, the goals for graduates will include the ability to:
- utilize concepts, theories, and research to enhance student learning
- effectively plan and implement classroom instruction and assessment
- expand the knowledge base of teaching and learning
- exemplify professionalism as lifelong learners
These goals will be met through ten program outcomes. Graduates will demonstrate accomplishment of program outcomes through required portfolio documents completed in each course. The completed portfolio will be part of the program review and the graduate’s exit interview.
PROGRAM OUTCOMES
- Knowledge of Learners - Graduates will be able to describe how students develop and learn and plan appropriate instruction
- Respect for Diversity - Graduates will be able to analyze issues related to culture, language, exceptionalities, and gender that impact the classroom environment and plan appropriate learning opportunities for students
- Knowledge of Assessment - Graduates will be able to identify and use appropriate instruments for individual and whole class assessment and apply a variety of methods for measuring student growth and understanding
- Knowledge of Curriculum - Graduates will be able to describe the curriculum taught at their grade/subject level and plan ways to help students make connections through real-world applications of their learning
- Significance of Learning Environments - Graduates will be able to design an effective physical, cognitive, and affective learning environment that keeps students motivated, engaged, and focused
- Instructional Decision-Making - Graduates will be able to organize instruction that meets learning goals, incorporating principles of effective teaching
- Teaching Strategies for Meaningful Learning - Graduates will be able to identify a variety of instructional strategies for a learning goal and integrate these strategies into lessons to enhance student learning
- Professional Collaboration - Graduates will be able to describe effective collaboration techniques to improve student learning and document the application of these techniques when working with colleagues, parents, and community members
- Professional Responsibility - Graduates will be able to define what it means to be an educated person and will document their increased teaching expertise and proficiency
- Reflection on Practice - Graduates will be able to identify relevant issues in education and examine their practice to apply research principles to locate potential solutions to educational problems
TUITION
Graduate Studies Tuition Fee Schedule (Fall 2007 / Spring 2008)
$250 per credit hour. Other fees may also apply.
ADMISSION REQUIREMENTS
Prior to the end of their first semester of course work, persons seeking admission to the Hannibal-LaGrange College graduate program must submit:
- Official transcripts, mailed directly from each regionally accredited college/university attended, showing completion of a baccalaureate degree in education with a minimum cumulative grade point average of 2.75 on a 4.0 scale
- Official transcripts, mailed directly from each regionally accredited college/university attended, showing any previous graduate course work (no grade lower than “B” accepted)
- Copy of current teaching certificate
- Completed Graduate Program Application form
- $ 25 non-refundable application fee
Following review of application materials by the Graduate Advisory Committee, written notification of program status will be sent. Status will be “Admitted,” “Not Admitted,” or “Conditionally Admitted” (listing specific conditions with deadlines to be met for “Admitted” status).
DEGREE REQUIREMENTS
- Complete “Core Requirements”
- Complete “Program Requirements” (program of study approved by Graduate Advisory Committee), including portfolio exit interview.
- Complete “Core Requirements” and “Program Requirements” within 5 years of admittance to the program with no grade lower than “B” (Courses with grades lower than “B” may be repeated one time)
- A graduate student is considered “full-time” when enrolled in 9 hours per semester. The maximum load for a full-time graduate student is 12 semester hours per semester.
- No more than 6 semester hours of graduate study (completed within the past 5 years) will be accepted in transfer if they meet core/program requirements; hours will be accepted only after approved by the Graduate Advisory Committee
PROGRAM OPTIONS
The Master of Science in Education (M.S.E.) program is designed for working adults. Courses meet one evening per week. Courses are scheduled for either eight weeks or the full semester during the school year with block courses offered each summer. The M.S.E. program has two tracks from which to choose:
- Teaching and Learning emphasis (30 semester hours)
This track emphasizes elements of effective curricular/instructional planning and assessment to enhance student learning. It is intended for those who have early childhood, elementary, or secondary teacher certification and want to study principles of effective instruction.
- Literacy emphasis (30 semester hours)
This track emphasizes the research-based components of effective literacy instruction and assessment (phonemic awareness, phonics, vocabulary, fluency, comprehension, and writing). It is intended for those who have early childhood, elementary, or secondary teacher certification and want to study the science of literacy.
Track 1 – Teaching and Learning Emphasis
(Early Childhood/Elementary/ Secondary)
Core Requirements:
EDU 5001: Character Education (3 semester hours)
EDU 5002: Cognition (3 semester hours)
EDU 5003: Introduction to Research (3 semester hours)
EDU 5004: Classroom Action Research Project (3 semester hours)
Program Requirements:
EDU 5101: Instructional Strategies (3 semester hours)
EDU 5102: Differentiated Learning (3 semester hours)
EDU 5103: Technology Applications (3 semester hours)
EDU 5104: Diversity in the Classroom (3 semester hours)
EDU 5202: Content Area Reading (3 semester hours)
Approved Electives: 3 semester hours
Track 2 – Literacy Emphasis (Early Childhood/Elementary/Secondary)
Core Requirements:
EDU 5001: Character Education (3 semester hours)
EDU 5002: Cognition (3 semester hours)
EDU 5003: Introduction to Research (3 semester hours)
EDU 5004: Classroom Action Research Project (3 semester hours)
Program Requirements:
EDU 5201: (ECE/EED) Phonemic Awareness and Phonics Concepts (3 semester hours) or
EDU 5202: (EED/SED) Content Area Reading (3 semester hours)
EDU 5203: Vocabulary and Fluency Development (3 semester hours)
EDU 5204: Writing To Enhance Learning (3 semester hours)
EDU 5205: Comprehension (3 semester hours)
EDU 5206: Literacy Assessment and Prescriptive Teaching (3 semester hours)
Approved Electives: 3 semester hours
NOTE: Hannibal-LaGrange College reserves the right to cancel any course for which there is not sufficient enrollment as established by the Graduate Advisory Committee.
Course Descriptions
EDU 5001: Character Education - This course examines character formation by studying theories and principles of moral development. Ideas will be generated to help teachers promote character development in students, support character education in the classroom learning environment, and extend character practices into the community. (3 semester hours)
EDU 5002: Cognition - This course is designed to provide an introduction to the mental process of knowing and ways to structure information delivery so learning is enhanced in the classroom. Current neurological research on pattern recognition, memory, concept formation, knowledge, imagery, language, decision making, problem solving, and creativity will be explored. (3 semester hours)
EDU 5003: Introduction to Research - This course is designed to facilitate the development of the educated person who can interpret and evaluate research literature. Qualitative and quantitative research methodologies will be studied. A research proposal will be developed. To be taken within the first 12 hours of coursework. (3 semester hours)
EDU 5004: Classroom Action Research Project - This course provides an opportunity for students to examine educational practice and apply research principles to design, conduct, and analyze an approved action research project. Findings will be presented in a public forum. To be taken at the conclusion of the graduate program (3 semester hours)
EDU 5101: Instructional Strategies – This course emphasizes principles of research-based effective teaching to plan and organize instruction and to assess student learning. Attention is given to strategies that will encourage problem-solving, active participation, and real-world applications of learning. (3 semester hours)
EDU 5102: Differentiated Learning – This course examines the challenges that educators face in creating inclusive classrooms for all students. Theory and practice will be studied to help educators design effective strategies for working with gifted students and supporting IEP goals for disabled and handicapped students. Assessment instruments, both group and individual, will be identified along with a variety of methods for measuring student growth and understanding. (3 semester hours)
EDU 5103: Technology Applications – This course is designed to enable teachers to become familiar with and fully utilize media and technology to enhance learning and assessment in the classroom. (3 semester hours)
EDU 5104: Diversity in the Classroom – This course examines human diversity in today’s schools. Social, cultural, ethnic, socioeconomic, religious, age, gender, and linguistic diversity will be explored for better understanding, to identify risks related to learning, and to plan provisions for student success. (3 semester hours)
EDU 5201: Phonemic Awareness and Phonics Concepts – This course provides foundational knowledge related to linguistic principles as a basic component of literacy instruction and assessment. Emphasis is given to teaching and assessing manipulation of phonemes in spoken syllables and words through phonemic awareness and systematic and explicit phonics instruction and assessment. (3 semester hours)
EDU 5202: Content Area Reading – This course links reading skills across the curriculum through the use of instructional strategies and assessments. The use of textbooks, trade books, and electronic texts are explored with a focus on integrating a variety of strategies to enhance student understanding in content areas. (3 semester hours)
EDU 5203: Vocabulary Development and Fluency – This course examines indirect and direct vocabulary instruction and the use of guided repeated oral reading strategies as effective means to develop reading fluency and overall reading achievement. Attention is given to using appropriate instruments for assessing fluency. (3 semester hours)
EDU 5204: Writing To Enhance Learning – This course examines ways to design an effective writing environment and to integrate writing in the classroom to increase and assess literacy skills, and to develop critical thinking, deeper understanding, and more effective written communication. (3 semester hours)
EDU 5205: Comprehension – This course is designed to examine comprehension monitoring, cooperative learning, graphic and semantic organizers including story maps, question answering, question generation, and summarization as well as discernment of when and how to teach them. Methods for measuring student growth and understanding will be emphasized. (3 semester hours)
EDU 5206: Literacy Assessment and Prescriptive Teaching – This course is a study of the causes of reading and writing disabilities, diagnostic procedures and methods for correction. It is designed to provide graduate students with instruction and experience in diagnosing reading and writing performance and prescribing and implementing teaching strategies that will remediate weaknesses and encourage an appreciation for reading and writing as means of personal growth, enjoyment, and lifelong learning in a diverse and constantly changing world. Graduate students will be required to assess and provide a minimum of 15 sessions (at least 30 minutes per session) of literacy tutoring to an elementary-age student. (3 semester hours)
Electives:
EDU 5301: Science Inquiry for the K-8 Teacher - This course is a study of principles and methods related to the enhancement of teaching science, deepening the conceptual understanding of selected Grade Level Expectations science topics in biology, chemistry, physics, and earth science. Students will experience the effect of learning environments and experimental inquiry in stimulating new approaches to learning science. There will be $40.00 lab fee to cover the cost of the materials used in class. (3 semester hours)
EDU 5302: Problem-Based Learning – This course is designed to help professional educators use problem solving as the central focus of the mathematics curriculum. Strategies will be designed to help develop early childhood and elementary students’ problem solving abilities. Special attention will be given to the building of mathematical skills, thinking processes and assessment. (3 semester hours)
EDU 5303: Topical Studies in Education – Focusing on a curricular topic, structured literature study groups will examine current research for best practices and their implementation in today’s classrooms. (1 semester hour—maximum for 3 hours credit)
CONTACT INFORMATION
Jane Schafer
Department of Education
573-629-3108
