Take the next step in inspiring future generations
A Master of Education (M. Ed.) degree from Susquehanna will make you a better teacher by deepening your understanding of teaching and learning. In as few as five semesters (34 semester hours), you’ll become a more productive, creative, and reflective educational leader.
With classes in curriculum design, research methods, critical media literacy, and inclusive classroom strategies, you’ll be prepared to lead students and be a resource to peers. You’ll be paired with professors based on your research and content interests, so your studies will have the most applicable impact on your teaching.
Beyond the satisfaction of becoming a better teacher, public school teachers will see a significant raise in pay from their districts. Locally, teachers with master’s degrees earn, on average, $1,700 per year more than their bachelor’s degree holding counterparts.
Closer and cheaper than other options
Bettering yourself is easier than ever. For most teachers in the Susquehanna Valley area, pursuing a master’s degree meant fighting traffic, traveling late at night, and paying tuition up front and waiting for their district to reimburse them.
We’ve made it easier to earn your master’s degree. We’re closer than other options, and we offer a hybrid teaching format that includes a combination of both online and face-to-face class meetings. For employed teachers, we also accept a promissory letter from your district to directly pay us for your classes.
SU students can complete a Master of Education in as little as one year after graduation using the 4+1 Master’s Pathway. Eligible students with a 3.5 GPA and are ahead in earning their 130 credits can take an M.Ed. course in the spring of the junior year and the fall of their senior year, before applying to the M.Ed Program. These two courses count toward the nine courses of SU’s M.Ed. program.
There are so many options! Fifth-year master’s students take courses in the evening and apply their learning in local classrooms as substitute teachers. Students who are hired full-time can choose to complete the program in up to five years of being accepted.
These documents are required. They can be uploaded with your application or emailed to email@example.com at a later date.
- Three letters of recommendation from former professors and/or recent employers
- Statement of purpose addressing your desire to earn an advanced degree
- The following clearances, not more than one year old:
- Act 126 (within last three years)
- TB test results (not more than one year old)
- Graduate Records Examination (GRE)—optional
Official transcripts from former college(s)/universities are also required but must be sent electronically to firstname.lastname@example.org or mailed to:
Office of the Registrar
514 University Ave.
Selinsgrove, PA 17870-1164
4 Graduate-level Elective
4 Graduate-level Elective
|4 EDUC-710 Social Foundations of Education|
|4 EDUC-711 Curriculum Development|
|4 EDUC-712 Research Methods|
|4 EDUC-750 Critical Media Literacy in the K-12 Classroom|
|4 EDUC-755 Inclusive Classroom Strategies|
|4 EDUC-760 Critical Literature and Trends in Education|
|2 EDUC-799 Master’s Paper|
Electives - choose from:
K-12 ESL Program Specialist Certification:
|EDUC-740 ELL Language and Literacy Development|
|EDUC-741 Sociocultural Contexts of Teaching and Learning Language|
|EDUC-742 Foundations for Teaching English Language Learners|
|EDUC-743 Understanding Second Language Acquisition for Educators|
Special Education Courses:
|EDUC-715 Assessment in Special and Inclusive Education|
|EDUC-720 Teaching Students with Moderate and Severe Disabilities|
|EDUC-725 Teaching Students with Mild Disabilities|
|EDUC-745 Behavior Interventions|
EDUC-710 Social Foundations of Education
The historical, philosophical, and sociological foundations that form a basis for the development, organization, and role of US public education and other social institutions will be examined. Students will analyze the preparation of teachers, the cultural environments within which teachers are trained, and how social, cultural, political, and economic forces shape schools. A critique of the literature will include cultural identity formation and construction, teaching philosophies, and schools as political and bureaucratic structures. The goal of the course is to challenge assumptions about how schools are organized and stratified and how both are linked to mobility of and reproduction of the prevailing social order. 4 SH.
EDUC-711 Curriculum Development
This course examines theory, research, and practice of K-12 school curriculum. Students will evaluate past and current processes of curriculum development in relation to standards, learning objectives, assessment, instructional methods, and student needs. 4 SH.
EDUC-712 Research Methods
This course introduces students to a variety of research methods common to the field of education. Quantitative, qualitative, and mixed methods approaches will be examined. The course will focus on the research process from identifying research problems through the creation and report of original research. Students will locate, analyze, and interpret educational research and use these skills to identify areas of inquiry for the completion of their Master’s Paper. 4 SH.
EDUC-715 Assessment in Special and Inclusive Education
This graduate-level course analyzes the methods and materials necessary to accurately assess students within inclusive classroom settings and students who may be eligible for special education. Through experiential learning activities, students will apply the language and terminology required to assess and evaluate students to the creation of assessment tools. This course includes technical prerequisites of understanding standardized assessment and the rationale for using curriculum-based measurement (CBM) within the broad context of special education programming. Students will develop competencies in utilizing norm-referenced, criterion-referenced, curriculum-based, and teacher-made assessment for instructional and placement decisions. Students will also be required to track the performance of a child with special needs and explain the rationale for the application of particular student performance goals based on interpretation of collected data sets. 4 SH.
EDUC-720 Teaching Students with Moderate and Severe Disabilities
Educators will learn the knowledge and skills needed to plan Individualized Education Programs (IEPs) for students with moderate and severe disabilities in this graduate-level course. Moderate and severe disabilities include those with physical and cognitive impairments as well as autism. Emphasis will be on teaching and supporting students within both special education classrooms and typical school settings, based on a vision of adult participation in typical community activities. Associated topics of discussion include the history/treatment of individuals with moderate and severe disabilities in our society, learning characteristics of students with moderate and severe disabilities, program planning and IEP development, assessment and instructional planning in foundation skills, communication, assistive technology, supporting participation and progress in the general education curriculum, social skills and facilitating peer relationships, and transition planning. 4 SH.
EDUC-725 Teaching Students with Mild Disabilities
This graduate-level course emphasizes research-based practices to provide effective instruction in inclusive and special education classroom settings. Students will learn how to meet the diverse learning needs of individuals with mild disabilities. Students will learn how to develop and implement appropriate and individualized standards-aligned instruction for learners who have Individualized Education Plans (IEPs). Students will identify and implement research-based learning/teaching strategies to promote learners’ progress (focusing on both those with high incidence disabilities). Students will also select strategies for instructional differentiation and universal design for learning principles for use within their appropriate content areas in both inclusive and special classroom settings based upon learner characteristics and interpretation of assessment data. 4 SH.
EDUC-740 ELL Language and Literacy Development
This course focuses on the academic language needed for ELLs to be successful in U.S. schools. The course begins with an emphasis on foundational knowledge of language structures (i.e., English phonology, morphology, and syntax) as well as a thorough review of key theories and principles in first and second language acquisition. The course looks at the particular issues faced by students at different points in their education: elementary, middle and high school, as well as the role of literacy in content area learning. Students will understand the complexities associated with reading and writing development in more than one language. The tutoring component of the course will give students an opportunity to apply theoretical knowledge to practice and conduct hands-on analyses and diagnostic assessments. 4 SH.
EDUC-741 Sociocultural Contexts of Teaching and Learning Language
Sociocultural and political dimensions of teaching and language learning are explored in this graduate-level course. Learning a language is not a politically neutral enterprise: Issues of power are related to who is encouraged to learn a language and who is prevented from accessing linguistic resources. The course emphasizes the interplay between the macro-level relations of power in society and the micro-level experiences of language learners by focusing on sociocultural, political, racial, and economic perspectives. Students will analyze the influence of nonverbal communication skills within intercultural contexts and explain how research on language learning should inform teacher planning, instruction, and assessment. Throughout the semester, students will make connections between theory and practice through completion of a 20-hour field experience. 4 SH.
EDUC-742 Foundations for Teaching English Language Learners
This graduate-level course will examine current research-based methods, strategies, frameworks, and resources in schools for teaching English Language Learners, with an emphasis on both curriculum and assessment. ESL teaching methods will be analyzed and critiqued. Particular emphasis will be placed on the recent developments in content-based, task-based, and critical pedagogies, as well as appropriate assessment principles and techniques. Students will also acquire skills in using technology for instructional purposes. The course includes a concurrent, required field experience (20 hours) where candidates will work with an ELL student to identify their instructional needs through assessment, apply research-based methods to address the student’s needs, and then work with the learner to meet instructional goals. 4 SH.
EDUC-743 Understanding Second Language Acquisition for Educators
This graduate-level course analyzes how languages are learned. Students will analyze, interpret, and track scholarly debate of concepts related to second language acquisition and apply this knowledge to plan and teach individuals who are not native English speakers. The role of language in teaching and learning is explored throughout the term. The relevant implications for effective instruction in culturally and linguistically diverse classrooms is also emphasized. Students will track the historical development of language acquisition theories and explain how they have led to modern hypotheses on language learning and classroom practices. By the end of the course, students will create action plans that explain their understanding of language acquisition and its effective application to classroom environments. There is no required field experience for this course. 4 SH.
EDUC-745 Behavior Interventions
This course will focus on having students develop a foundational understanding of behavior modification principles and classroom management strategies in order to be able to most effectively teach any type of student in an inclusive setting. Special attention will be given to individuals with emotional and behavior disorders and a variety of techniques for implementing specific behavior intervention strategies at the school-wide and classroom levels will be discussed in addition to appropriate assessment procedures and behavior plan writing. Students will also learn evidence-based methods for providing academic instruction in core content areas for this population of students. 4 SH.
EDUC-750 Critical Media Literacy in the K-12 Classroom
This course prepares educators to teach K-12 students to critically read and create media. Critical media literacy combines theoretical foundations of cultural studies and critical pedagogy with practical classroom applications of new digital media as well as traditional print-based means of communication. Educators will analyze media formats and technology and question their purposes and use for communication inside and outside of the classroom. 4 SH.
EDUC-755 Inclusive Classroom Strategies
This course will study the systematic approach to planning curriculum and instruction for academically diverse learners within inclusive classroom settings. Background information tracing how special education and policies affecting general education teachers will be reviewed. Participants will learn concepts and strategies to promote successful social and academic integration of children with various abilities. Emphasis will be placed on classroom elements the educator can modify to increase learning opportunities and efficiency for students. 4 SH.
EDUC-760 Critical Literature and Trends in Education
This course will examine critical issues in education over time. It will focus on the social, political, cultural, and economic struggle to control education and delve into the present and possible future trajectories of debate through a review of seminal and contemporary educational literature. Students will analyze particular interests served by schools, what should be taught in schools, who should have access to schooling, and what environments are most conducive to student learning. 4 SH.
EDUC-790 Independent Study
A detailed exploration of a selected educational topic or problem under faculty direction. Projects may be related to the development of a significant skill in teaching, learning, or research. Requires approval of supervising professor and department head. 1-4 SH.
EDUC-799 Master’s Paper
The Master’s Paper is the capstone requirement of the program. The Master’s Paper will be question-oriented and analytically investigate an aspect relevant to the student’s interests and/or career goals. The composition must reflect proficiency of program learning goals. Successful completion and evaluation of the Master’s Paper by department faculty is required prior to graduation. Prerequisites: Completion of four (4) core courses required for the Master of Education degree. 2 SH.