Frequently Asked Questions about the M.Ed. delivery
What is the structure and length of the program?
The program is designed for delivery over two years, allowing students to maintain full-time employment. Core courses are started each semester (fall and spring) and students progress as a cohort.
Is the online component asynchronous?
Asynchronous threaded discussions comprise the majority of the online component. There is also an online syllabus which evolves throughout the semester (with input from students), and communication through email. Students have the option of forming small group synchronous discussions (chats) from time to time, but typically these are not required.
What elective options or "tracks of study" will the students have?
UMD faculty are in the process of defining concentrations that will be available to students. The mix of elective courses that will make up concentrations and that will be delivered either online or on the Morris campus will depend on an interest survey to be administered.
Do you have to be online at specific times or is it on your own time?
The online assignments are typically in "units" of 7-14 days in length. For example, you will be asked to read chapters from the text, respond to questions in an asynchronous format during the first week of the unit; then in the second week of the unit, you will be asked to discuss with each other in small groups (again asynchronously) the issues and questions that arise from your initial posts. So yes, it's on your own time, but within a space of a week or two.
How will the course include reasonable amount of interaction with the instructor and other students?
Each semester's coursework includes a 2-day in-person meeting at the beginning of the semester. The remainder of the course is facilitated through asynchronous online discussions which the instructor facilities and engages in with the students. Students may expect to spend an average of 8-10 hours a week online, discussing the readings and other assignments, and posting links to relevant websites, as assigned. The instructor responds to the discussion postings and also responds individually to students through email and phone conversations. Each discussion typically lasts one week; students are expected to post initial comments early in the week, and respond to other students' posts as well as respond to the feedback on their own comments throughout the rest of the week. In addition, individual course assignments are emailed to the instructor and feedback is given through email or telephone.
Feedback from past students reveals that they consistently feel like they have easier access and more interaction with the instructor and other students than in a face-to-face classroom, and the feedback on their work and to their questions is more immediate.
How will the M.Ed. apply to my career in social work/human service professions?
We have had several people in our M.Ed. program who are not teachers, but work in related fields. They have told us that there are job opportunities in many areas, including social service agencies that require a masters degree, and accept M.Eds. In our degree program, the course content is not so much about concrete teaching methods as it is about critical reflection on the philosophy and values around teaching and learning--whether it's life skills, high school social studies, organizational systems, or seeing the world as a researcher/activist.
We have people in our programs from a wide variety of professions--athletic trainers and coaches, K-12 teachers, police officers, educational administration staff, social workers, staff development trainers, etc. This blend offers so much in terms of perspectives that people bring to teaching and learning...and when you mix this with the program's underlying philosophy, people come away with a rich set of skills, obtained as much from each other as from the content of the program.