Graduate Program Handbook
The following links provide graduate program information and can be printed in PDF format (coming soon). This handbook supports three distinct plans: Master of Education, Master of Special Education, and Master of Education in Environmental Education. Where policies among the programs differ, distinctions will be noted within the pertinent section.
Degree components (Curriculum)
- M.Ed.
- Educational Administration Concentration
- Educational Computering and Technology Concentration
- Unified Early Childhood Studies Concentration
- M.Sp.Ed.
- M.Ed. in Environmental Education
- Proposal Description
- Thesis
- Field Project
- Curriculum Development
- Literature Review
- Portfolio
- Refereed Journal Article
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Program Admission
International students must submit a TOEFL score of 500 or above.
Master of Education program
Students are admitted to an M.Ed. cohort that begins each fall and spring semester. Deadline for application for the fall semester cohort is April 1, and for the spring semester cohort, October 1. Admission decisions will be made approximately one month after application deadline.
- Bachelors Degree
- 2.8 undergraduate GPA (exceptions may be granted) or current teaching license
- Official transcripts from the institution granting the bachelor´s degree. OFFICIAL means they must be sent DIRECTLY to the Collegiate Graduate Program Office from the undergraduate institution. (see address below)
- two letters of recommendation - addressed to the Collegiate Graduate Programs Committee (see address below)
- Resume documenting education and work experience
- A two-to-three page goal statement
- $30.00 Application Fee - make checks payable to UMD
- Application form
Desired qualifications:
- 3.0 undergraduate GPA
- Minimum of two years professional experience or demonstrated experience working with learners.
Mail application and related materials to:
Collegiate Graduate Program Office
College of Education and Human Service Professions
Attn: Lynn Velander
125 Bohannon Hall
1207 Ordean Ct
Duluth, MN 55812
Master of Special Education
The M.Sp.Ed. is a summer-only cohort program. Students interested in joining the 2008 cohort should email the program coordinator, Dr. Joyce Strand.
- Bachelors Degree
- 2.8 undergraduate GPA (exceptions may be granted) or current teaching license
- Official transcripts from the institution granting the bachelor´s degree. OFFICIAL means they must be sent DIRECTLY to the Collegiate Graduate Program Office from the undergraduate institution. (see address below)
- Three letters of recommendation - addressed to the Collegiate Graduate Programs Committee (see address below)
- 1 - 2 page paper describing your professional goals and the importance of reflection in educational practice.
- $30.00 Application Fee - make checks payable to UMD
- Application form
Mail application and related materials to:
Collegiate Graduate Program Office
College of Education and Human Service Professions
Attn: Lynn Velander
125 Bohannon Hall
1207 Ordean Ct
Duluth, MN 55812
M.Ed. in Environmental Education
Students are admitted to the M.Ed. in Environmental Education program each fall and spring semester. Application deadline for the fall semester is February 1, application deadline for the spring semester is October 1. Admission decisions will be made approximately one month after application deadline.
- Bachelors Degree
- minimum 2.8 undergraduate GPA ; minimum 3.0 for transferred graduate courses.
- Official transcripts from the institution granting the bachelor´s degree. OFFICIAL means they must be sent DIRECTLY to the Collegiate Graduate Program Office from the undergraduate institution. (see address below)
- Students whose first language is not English must submit a TOEFL score above 500.
- Resume
- A letter of application that: describes your motivation behind pursuing this field and degree, your career goals, and your goals for graduate study.
- Three examples of your work (examples might include curriculum or lessons developed; descriptions of teaching experience or work in professional organizations; copies of grant proposals, articles, or research results, etc.)
- Three letters of recommendation that speak to your potential as a graduate student and environmental educator.
- Students interested in receiving a graduate assistantship position must also include a brief letter of intent indicating your interest in a graduate assistantship (GA). Receiving a GA is dependent upon your qualifications and are available on a limited basis depending upon grant monies. Students are encouraged to seek their own opportunities for support in an appropriate thesis/field project area, with faculty assistance.
- Application form
Mail application and related materials to:
Collegiate Graduate Program Office
College of Education and Human Service Professions
Attn: Lynn Velander
125 Bohannon Hall
1207 Ordean Ct
Duluth, MN 55812
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Credit Requirements
Exceptions must be recommended by the graduate committee and approved by Graduate Program Council.
- Candidates must complete a minimum 30 semester credits, 5000-level or above, which have not been used to fulfill an undergraduate requirement, or 4000-level that have been approved for graduate credit through the Graduate School. All courses toward a graduate degree must have been taken after the awarding of the baccalaureate degree and must have been registered for graduate credit.
- At least 20 credits must be completed at UMD including core courses as specified by the program.
- No more than 12 semester degree credits may be taken prior to admission in the program, and such credit must be earned within five years prior to admission to the program.
- Use of credit earned more than five years prior to admission must be (1) validated; (2) recommended by the Committee; and (3) approved by CGPC.
- All credit must be completed within seven years of admission. Any course completed more than seven years before completion of the program must be validated by a CEHSP / UMD faculty member in the content area, recommended by the Committee, and approved by the Director.
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Credit validation process
Candidates who petition to use credit in the program that was completed more than five years before admission, or seven years prior to graduate date must have the course content validated. The student writes a paper about the course, with three parts:
- the content of the course and what was learned, retained;
- how the learning has been applied and continues to be applied;
- and what the student has done to stay current, or update the original content.
The paper is evaluated and approved/disapproved by a faculty member with expertise in the content area. Paper and action become part of the student´s graduate file.
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Required degree components (Curriculum)
Master of Education
The Master of Education curriculum is aligned with core propositions of the National Board for Professional Teaching Standards (NBPTS). The objective of the program is to provide competence in critical pedagogy and reflective practice. The curriculum will meet the needs of practicing teachers, as well as community educators, training specialists, or those seeking teaching careers in community and regional state colleges.
Core Courses (All 20 credits required; no substitutions will be considered.) [This core curriculum is effective Fall 2007. Cohorts beginning in Fall 2005 will continue to follow the Core outlined further down.]
- Educ 7001, Introduction to Graduate Study (2)
- Educ 7002, Human Diversity and Exceptionality (2)
- Educ 7004, Educational Action Research and Inquiry (4)
- Educ 7006, Ethics and Professionalism in Education (2)
- Educ 7008, Foundations of Teaching and Learning: Curriculum Theory and Design (4)
- Educ 7009, Assessment of Student Learning (3)
- Educ 7010, Current Issues and Practices in Educational Technology (3)
The sequence of the core courses is designed so courses build and rely on each other in a way that integrates content from one semester to the next. The first semester's coursework (7001 and 7008) lays the philosophical groundwork for the remainder of the program, and introduces students to the writing and research requirements of the program. The second semester's coursework (7004 and 7002) covers methods of research and diversity issues that will be woven throughout the program. The third and fourth semesters focus on assessment, educational technology, ethics, professionalism, and the capstone project.
[Note: Students in cohorts which began in Fall 2005 will complete the Core Curriculum (below) in place when they entered the program.]
- Educ 7001, Educational Innovations and Technology (1)
- Educ 7002, Human Diversity and Exceptionality (3)
- Educ 7004, Educational Action Research and Inquiry (3)
- Educ 7006, Ethics and Professionalism in Education (2)
- Educ 7008, Foundations of Teaching and Learning: Curriculum Theory and Design (4)
- Educ 7009, Assessment of Student Learning (2)
The sequence of the core courses is designed so courses build and rely on each other in a way that integrates content from one semester to the next. The first semester's coursework (7001 and 7008) lays the philosophical groundwork for the remainder of the program. The second semester's coursework (7004 and 7009) provides research and assessment approaches used in the final project. The third semester's course content (7002) is intended to be integrated into the final project, and extends the philosophical framework from the first semester into a multicultural context. The final semester (7006) synthesizes and integrates all previous coursework and projects it into a future plan for professional development.
Elective Courses
Electives are selected by the candidate and approved by the graduate committee to support career goals and objectives. Transfer courses may be used to meet this component of the program. No more than 3 credits of credit earned for professional development courses may be used in the program.
Final Project
The M.Ed. will culminate with a final project for 2-6 credits depending on the scope of the project or the depth of the investigation. Options include:
- A thesis that includes literature review, methodology, analysis, results, discussion, and bibliography (6 credits).
- A research/fieldproject that includes literature review, question or problem statement, and description of how the question was answered (4-6 credits);
- A curriculum development project that includes literature review and a completed curriculum (4-6 credits);
- A conceptual paper providing a theoretical integration of findings from a literature review (2-4 credits);
- A reflective practice portfolio (4 credits).
When students propose to complete a final product cooperatively, the proposal must delineate and document each student´s responsibility and effort, and must include a statement of how the scope of the project will be expanded as a result of the cooperation.
Master of Special Education
The Master of Special Education program is a three-year, summer-only cohort, designed for licensed special educators who apply theory and content gained in summer study to their classrooms each subsequent year of the program. The curriculum begins once every three years.
Summer I (2008)
- SPED 7800, Special Education Law (3)
- SPED 7100, Professional Issues in Special Education (3)
- Educ 7004, Research Methods (4)
Summer II (2009)
- SPED 7200, Advanced Behavior Management Principles and Practices (3)
- SPED 7912, Special Education Administration and Supervision (3)
- SPED 7710, Practice, Research, & Leadership I (3)
Summer III (2010)
- Educ 7444, Principles of Program Evaluation in Educational Settings (3)
- Educ 7XXX, Advanced Statistics (3)
- SPED 7720, Practice, Research & Leadership II (3)
- SPED 7730, Practice, Research, & Practice III (3)
Master of Education in Environmental Education
This program is a unique version of the Master of Education degree that prepares environmental education specialists.
Core Courses (22 credits)
- EnEd 4315, Operations and Management (4)
- EnEd 5998, Seminar (1)
- Psy 5051, Research Methods and Measurement (3); or Educ 7004, Educational Action Research and Inquiry (3); or Soc 5xxx
- EnEd 5165, Theories and Models in Outdoor Education(2)
EnEd 5560, Current Research & Issues in Science Education(2)- EnEd 5163, Outdoor Education Methods(3)
EnEd 5850, Classroom Applications (2) - EnEd 5855, Programming for School Systems (2)
- EnEd 5625, Program Development and Evaluation (3)
Students who show proficiency in the subject area may have any of these coursers waived, pending committee approval. If waived, the credit requirement will be made up in some other elective course.
Specialty Courses (9 credits)
Specialty coursers are selected by the candidate and approved by the graduate committee to support career goals and objectives. Suggested list.
Research Project in Education (4-6 credits)
Educ 5990 - Research Project in Education (4-6)
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Continuous Enrollment
Once admitted, students must maintain continuous enrollment in every fall and spring semester until the degree is conferred. There is no minimum number of credits, but you must be enrolled in at least one course. To implement this policy for students who have already registered in all required courses, or who elect to stop out for a term, students can maintain continuous enrollment with EHS 0799, CEHSP Masters Active Status. This is a zero-credit class; no tuition will be charged. However, you will be assessed the internet/email access fee. UMD email is the official mode of communication for the University, you should check it regularly so you don't miss important deadlines. Tuition bills (including fees) are no longer sent to you through the mail, you can view & pay your tuition at:
http://www.d.umn.edu/umdbo/umpay.html
In order to avoid late registration fees, you must register in course work, or EHS 0799, BEFORE the first day of the semester. Initial registration on or after the first day of a semester results in a late registration fee.
You must be enrolled in regular course work, or EHS 0799, by the end of the second week of the semester or you will be discontinued from the program. If you become inactive, re-entry to
the M.Ed. program will require a new application, application fee, and new program plan.
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Minimum Grade Requirements
- A minimum of 20 credits must be taken for A-F grades.
- A minimum 2.8 cumulative grade point average is required for the M.Ed. to be conferred.
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Required Forms
Required forms are used to document progression through the program. They are required to assist students, and to prevent any misunderstanding at the point at which a degree should be conferred. All forms indicated below can be found on our Forms page.
Program Plan
Signed by the student and all graduate committee members, the Program Plan outlines all course work that will be completed for the degree. If independent study is part of the program, at least a general topic area must be indicated in the program plan. The Program Plan must be filed with the Collegiate Graduate Programs Office by the end of the second semester of enrollment following admission to the program. Failure to file a program Plan will result in a hold on registration.
Project Proposal
A Project Proposal form must be submitted and approved prior to registration in EHS 5990 or Educ 7099. The form must be signed by the student and all members of the Graduate Committee. Permission numbers for enrollment will be released by the Graduate Program Office only after the Project Proposal has been filed. The following must be attached:
- For thesis or research project: Full statement of the problem; Brief literature review; Description of methodology (sufficient for submission of IRB)
- For curriculum project: Full statement of the problem; Brief literature review; Description of the curriculum and how it will be evaluated.
- For literature review: Full statement of the problem; Background and significance
Recommendation for Degree
A Recommendation for Degree must be signed and filed in the Graduate Program Office for degree clearance. This must be the original form with signatures, not faxed or emailed; this is the only form that is permanently archived. The degree clearance process verifies that all credits approved as the student´s program plan (or addendums) have been completed, the minimum g.p.a. has been met, all independent study has been documented, and official transcripts for all transfer work are on file. Student will be advised of any discrepancies that must be resolved before the degree is cleared with the Registrar.
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Other Forms
All required forms are available on our Forms page.
Pre-Approval of Electives
Students applying to the program whose matriculation depends on whether transfer credit is accepted, or students who want to enroll in elective courses before the graduate committee is formed, may seek pre-approval of electives.
Program Plan Addendum
Any changes to the Program Plan, prior to or at the time of submission of degree clearance papers, must be documented by addendum, signed by the student, and approved by all members of the Committee.
Independent Study Contract
An Independent Study Contract must be filed for any independent study or readings course that is part of the program plan for a CEHSP graduate degree. It must be submitted before permission numbers (from the Graduate Program Office) for registration are released.
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Advising
Advising Process for Master of Education Students
Advising for the two-year program includes two distinct roles and processes: the Advisor during the first year, and the Committee during the second year.
Advisor: Each cohort will have a designated faculty person who will serve as the Advisor for all cohort members during the first year of their program. The primary role of this person will be to advise students on their overall Program Plan. It will include:
- Pre-approval of transfer credits prior to or during time of admission to the program.
- Planning elective credits during the two-year program, and submitting these for approval in the form of the Program Plan.
- Forming the two-person faculty committee (Committee Chair and Committee Member) for the final research project and second-year advising.
The Program Plan needs to be submitted by the end of the second semester and can be signed by the Advisor or by the Committee Members. It is then submitted to the M.Ed. Director for final approval.
Committee: The Committee consists of the Committee Chair and one Committee Member. The role of the Chair is to provide:
- Input into and final approval of the proposal for the final research project which is usually submitted at the end of the second semester or early in the following summer.
- Advising the completion of the final research project.
- General advising during the second year of the program related to program plans.
The role of the Committee Member is that of a reader who will provide:
- Advising of the final research project as needed, e.g., content, methodological, or technological support.
- Reading and endorsement of the final written draft of the project.
Advising Process for Masters of Special Education Students
Advising for the three-year program includes two distinct roles and processes: the Advisor during the first summer (replaced by the Committee Chair at the end of the first summer), and the Committee during the second and third year.
Advisor: Each cohort will have a designated faculty person who will serve as the Advisor for all cohort members during the first summer of their program. The primary role of this person will be to advise students on their overall Program Plan. It will include:
- Pre-approval of transfer credits prior to or during time of admission to the program
- Advising and forming the two-person faculty committee (Committee Chair and Committee Member) for the thesis.
The Program Plan needs to be submitted by the end of the first summer and will be signed by the Committee Chair and Committee Members. It is then submitted to the Graduate Program Director for final approval.
Committee: The Committee consists of the Committee Chair and one Committee Member. The role of the Chair is to provide:
- Program Plan approval and signature.
- Input into and final approval of the proposal for the thesis due at the end of the beginning of the second summer.
- Advising the completion of the thesis.
- General advising during the second and third year of the program related to program plans.
The role of the Committee Member is that of a reader who will provide:
- Advising of the thesis as needed, e.g., content, methodological, or technological support.
- Reading and endorsement of the final written draft of the project.
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Research Guidelines
The options available to candidates for the final project depend on the degree program. Master of Special Education candidates and M.Ed. Environmental Education candidates must complete a thesis. All other candidates have several options (described below). The candidate and his/her committee chair should plan a capstone project which is appropriate for the professional development needs and goals of the candidate. The quality of the project must meet the expectations routinely required for graduate study. It is the responsibility of the candidate and the committee to ensure that the project meets these standards.
Electronic copies of portfolio and literature review projects will be maintained in the Graduate Program Office. Thesis, curriculum, and field projects must be submitted bound in black, hard cover bindings which are available from the UMD Bookstore. A title page (format guide) must accompany all projects, including portfolios and literature reviews which are not bound. Papers must be formatted using the latest edition of Publication Manual of the American Psychological Association. Bound papers must be printed on at least 20 lb., good quality office paper.
A written proposal describing the planned project must be developed by the candidate and must be approved by the M.Ed. committee members and the Director before the project is started. An approved proposal must be on file in the M.Ed. Degree Program office before the candidate can register for the credits for the field project. Please note that many types of capstone projects require prior approval by the Institutional Review Board (IRB) related to informed consent and the use of "human subjects." The IRB application must be submitted after proposal approval and prior to any methodology implementation.
Proposal Guidelines
The proposal for your capstone project will be due in draft form at the end of the second semester; this draft is one of the requirements of the Research class. The final draft of this proposal will need to be reviewed and signed by your committee chair and signed by your Committee members , then approved by the Graduate Program Director.
A proposal for a research thesis, curriculum project, or other field project should be 6-8 pages in length and include the following sections:
- an introduction with reference to the significance and/or background of the research or project
- a problem or purpose statement
- a brief literature review introducing the range of previous research on the topic
- a description of the methodology, setting and participants, when applicable
- a description of the curriculum design and content, when applicable
- integration of diversity/inclusion perspectives in content and methodology
- a reference list of at least 10 sources
A proposal for a literature review should include the introduction, purpose statement, brief literature review, and reference list described in the bullets above. It should be 3-4 pages in length and include at least 8 references.
A proposal for a portfolio capstone project should include the following sections:
- an introduction of the project, including a list of the 3 Core Propositions to be addressed
- a one-page description for each Proposition, outlining the setting, the issue being addressed, and a description of the topic, problem, and solution.
- a reference list with a minimum of 6 references (at least 2 literature references should be incorporated into each description
A proposal for a refereed journal article should include the following sections:
- an introduction of the topic with reference to the significance and rationale of the article
- a brief literature review introducing the range of previous research on the topic
- a description of methodology, setting, and participants, when applicable
- a description of the curriculum design and content, when applicable
- a reference list of at least 10 sources
- the author guidelines from the targeted journal for publication
Format requirements:
- APA format, including headings, subheadings, citations and reference page
- Double-spaced, 1 1/2 inch margin on the left, 1 inch on the right
- Running head and page numbers upper right corner
- Final Project Proposal cover sheet (found at www.d.umn.edu/cehsp/GradProg/resources/ under Other Forms)
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Thesis
A thesis is the most traditional format for investigation of a project by means of data gathering and analysis. Students must enroll for six (6) credits of EHS 5990 or SPED 7720 and SPED 7730 on approval of the project proposal. American Psychological Association (APA) format is required. A research thesis contains the following sections:
- Cover page, dedication (optional), abstract, table of contents, table of figures and tables if needed, table of appendices.
- Chapter 1: Introduction and Statement of the Problem: Informs the reader what research topic you are studying, the significance of your project or research, the scope of the study, and describes the setting and participants and research methodology.
- Chapter 2: Literature Review: Provides an overview of what other researchers have determined in relation to your topic.
- Chapter 3: Methods: Describes everything you did to conduct your research.
- Chapter 4: Results and Discussion: Presents your data and discusses your data´s relevance in the context of the literature you reviewed.
- Chapter 5: Summary and Conclusions: The "Reader´s Digest" version of your study. It briefly summarizes all aspects of the research project, discusses the educational implications or your results, and suggests topics for further study.
- References
- Appendices, as needed
Typically, 50-60 text pages (chapters and references) are required, plus appendices.
See Chapter descriptions (word file) for helpful ideas about the focus of each chapter.
Field Project
A field project may be investigation of a problem that requires data gathering and analysis, but on a smaller scale than a thesis; or it can be a creative project in writing, web development, video, program evaluation, etc. Students may enroll for four-six (4-6) credits depending on the scope of the project. American Psychological Association (APA) format is required. A field project will contain the following sections:
- Cover page, dedication (optional), table of contents, table of appendices.
- Chapter 1: Statement of the Problem or Purpose Statement: Informs the reader what topic you are studying and its purpose or intended outcome, the significance and scope of your project or research, and describes the setting and participants (or audience).
- Chapter 2: Literature Review: Provides an overview, background, and/or foundation for your topic. For example, if your project is on poetry writing, the literature review might cover what others have written about the creative writing process-how the art and skill are developed in a person, how the process evolves over time, the significance of the art in cultures, etc. The purpose of this section is to give the reader a broader foundation from which to read, view, or listen to your contribution.
- Chapter 3: Depending on your project, this may take the form of a compilation of poems or stories, a video, a website, etc. When appropriate, include a written description of people or participants involved and a description of the IRB (informed consent) process.
- Chapter 4: If your project has an audience, include a description of how you evaluated the intended outcomes of the project with this audience (or with a smaller pilot group); include the results of this evaluation. If it´s more of an internal process such as creative writing, without an identified audience, include a reflective piece, e.g., tie your experience of this process to the background you´ve provided in the literature review. Conclude the paper with a brief summarizing section.
- References
- Appendices, as needed
See Chapter descriptions (word file) for more detailed descriptions about Chapters 1 and 2. Please note that you and your committee will determine the content of the remaining chapters, following the guidelines above.
Curriculum Development
Curriculum development projects include designing new courses or units of instruction. They may include new instructional techniques and/or teaching materials. These projects must be described, evaluated, and documented in such a way as to be useful to other educators. Curriculum development projects usually include a statement of desired outcomes, specification of objectives, criteria for assessment of learning, teaching materials, and teaching strategies. A pilot test of the curriculum materials must be carried out with an appropriate target population, an evaluation plan implemented, and revisions made based on evaluation results.
A curriculum development results in lessons that can be utilized in a classroom or training environment. American Psychological Association (APA) format is required for the first three chapters. The curriculum itself can be formatted in any way necessary to make it accessible and user-friendly (but still requires the 1 ½ inch left margin). The following sections are required:
- Chapter 1: Introduction and Statement of Purpose (3-5+ pages): Describes the purpose and objectives of your curriculum, the background or history of the topic and its significance, and describes the setting and participants.
- Chapter 2: Literature Review (10-12+ pages): Provides an overview of what other researchers have determined in relation to your topic. In addition, this chapter includes literature that supports the educational methods you incorporate into your curriculum design.
- Chapter 3: Design (3-7 pages): Describe the steps you took to develop
and pilot your curriculum. Suggestions:
- Include an advisory group in the definition of your curriculum content and process; ask for input initially and for feedback during the development phases.
- Build in a pilot of some aspect of your curriculum; describe who is in the pilot, the results, and any additions or revisions you make as a result of the pilot.
- Describe any other steps you took to build/design the curriculum.
- Curriculum. The curriculum should be created as a stand-alone product, with enough information and content for a person with your background and experience to use it. It should include a brief introduction, a table of contents, and a series of lesson plans with content and teaching processes outlined, as well as the resources needed to teach the material (e.g., PowerPoint slides, handouts, detailed descriptions of activities). The curriculum should consist of enough content for a minimum of 12 contact hours of instruction. (This is a guideline only, and will vary depending on the topic and the audience.)
- References. You may want to do two separate reference lists - one in APA format listing the references you used in the first 3 chapters, and one at the end of your curriculum, formatted in a more user-friendly manner. There should be a minimum of 30 references between the two lists.
See Chapter descriptions (word file) for more details in planning your first two chapters.
Literature Review
A literature review provides an opportunity for in-depth review of research and literature related to a specific question or topic. Students may enroll for two, three, or four credits; minimum expectations are 10 pages of text and 10 references for each credit enrolled. American Psychological Association (APA) format is required. The following sections are required:
- Chapter 1: Introduction and Statement of Purpose (3-5+ pages): Informs the reader what research topic you are studying, the significance of the focus, and the history or background, if appropriate, of the topic.
- Chapter 2: Literature Review (15-18+ pages): Provides an overview of what other researchers have determined in relation to your topic. Concludes with a summary of what was learned from the review and to what extent it answers the problem that initiated the review.
See Chapter descriptions (word file) for helpful ideas on each of these chapters.
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Portfolio
The portfolio of reflective practice should present evidence of accomplished teaching, in the case of teachers; or accomplished human service in the case of other human service providers. The portfolio consists of three (3) of the following entries which integrate reference to relevant literature and research that supports action taken by the teacher or human service professional. In the description below, substitute human service professional for "teacher", client for "student", and words like development or improvement for "learning." The teacher/professional will include student/client artifacts and video to support goals and purposes of instruction, reflections on what occurred and the effectiveness of the practice, and the rationale for the candidate´s professional judgment. The videos accompanying each paper will be 30 minutes in length of unedited interaction reflective of the focus of the paper. The papers will include 5-7 literature references each, supporting the methods or bests practices used in addressing the topic. A Reference list in APA format should accompany each paper.
- An entry of 11-13 pages based on the Core Proposition: Teachers Are Committed to Students and Their Learning (Human Service Professionals Are Committed to Clients and Their Development). Using descriptive, analytical, and reflective writing a teacher will describe one student, what s/he knows about that student and what the teacher does in teaching to address the individual needs of the student. This entry will be written over four month´s time because it is designed to cover an extensive period of time.
- An entry of 11-13 pages based on the Core Proposition: Teachers Know the Subjects They Teach and How To Teach Those Subjects To Students (Human Service Professionals Know About the Service They Deliver and How to Deliver the Service to Clients). In this entry, following a similar format as above, candidates will address how they convey and reveal command of specialized knowledge. How is it that they know when to change and adjust their teaching/services in order to reach desired results? They will discuss the use of strategies that are considered current best practice used in adapting to the individual needs of students/clients.
- An entry of 11-13 pages based on the Core Proposition: Teachers Are Responsible for Managing and Monitoring Student Learning (Human Service Professionals Are Responsible for Managing and Monitoring Client Development). In this entry, the teachers and other professionals will describe the methods, tools, strategies they use to assess students/clients. How are students/clients involved, and how are students/clients and parents and other stakeholders informed? Teachers/professionals will describe how assessment loops are built into programs, curriculum, services, and standards´ delivery. They will describe how they assess learning and how they assess for learning. They will describe a specific situation where assessment was used to alter, modify, and/or inform teaching and other services.
- An entry of 11-13 pages based on the Core Proposition: Teachers Are Members of Learning Communities (Human Service Professionals Are Members of Professional Communities) . In this entry, following a similar format as above, the candidate will describe effective methods for communicating with parents and other stakeholders interested in students´/clients´ progress and learning. They will analyze how to connect the school/service program with community needs, resources, and interests; how to promote partnerships with the community, especially parents. Teachers/professionals will include an example of participation in and leadership of a data driven, student/client-centered learning community.
Refereed Journal Article
The refereed journal article may provide an opportunity to investigate and write an article about a problem that includes data gathering and analysis using a specific journal's authoring guidelines. The refereed journal article may also be a writing project for a journal that addresses curricula, pedagogy, program evaluation, etc. The scope of the problem is expected to be in line with a thesis, but the results are written in the format of a journal article. Students will enroll for 6 credits. The format for the project is dictated by the specific journal selected. The following sections are required:
- Cover page.
- An abstract of your article following author guidelines of specific journal. This is typically a ½ page single-spaced overview of your article which may include setting, participants, and results. If there are no author guidelines, then you will be required to use APA format for your project.
- The article which includes:
- An introduction which informs the reader about your topic and the purpose of your article. The introduction provides an overview for your article and rationale.
- A review of literature pertinent to your topic. This may include background and/ or significance. For example, if your article is on a specific pedagogy, your literature review might address the historical perspective of the pedagogy, what has been written about the pedagogy, and the significance to practitioners. The purpose of this section is to provide the reader with a foundation from which to read your journal article.
- The main section of your article may take many directions. It may include a description of methodology, setting and participants of a field based project, a summary of results and implications if a study was done, or a description of a curriculum development project, or full literature review or other topic pertinent for publication. This will be guided by your committee chair and the author guidelines.
- Each journal article will include a summary and conclusion section. This section is brief and typically is a reflection of the content of your article and recommendations for future study.
- Author guidelines from the targeted refereed journal. (See list below for examples of author guidelines.)
The following links will take you to examples of author guidelines for journals in several different fields:
- Journal of Research in Childhood Education
- Journal of Research on Technology in Education
- The American Journal of Distance Education
- Health Education Research
- National Consortium for Specialized Secondary Schools of Mathematics, Science, and Technology
- Journal of Applied Behavioral Science
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