Overview of Program

Overview & Learning Outcomes

This program is designed to help certified teachers and other practicing educators become outstanding effective teachers and teacher leaders of the culturally and linguistically diverse students in the schools of this region. This is not a credential program; it is designed for people who have already completed their credential, or who are working in an education-related field that does not require a teaching credential (such as pre-K teacher or community college level). (If you would like information about our credential programs at CSUMB, click here.)

Coursework is framed within a social justice and pluralism paradigm. Core program learning outcomes are as follows:

Critical Questioner. Students will express a critical, questioning perspective (i.e., identify, describe, and analyze) about diverse theoretical paradigms about teaching, learning and school reform, including those generated by marginalized groups, which situate schooling in a larger historic and political context.

Scholar: Students will search, navigate, and critically consume (read, analyze, and use) educational research.

Action Researcher: Students will use, apply, design, and implement research to bring about change and make improvements in their own professional environment.

Educator: Students will demonstrate their knowledge of and ability to use the most appropriate culturally responsive practices that support complex and challenging learning.

Bilingual Communicator: Students will communicate with native speakers of a language other than English. To complete the program, you need to be proficient in a language other than English through fourth university semester proficiency level; many students enter the program at or exceeding that level.

Technological Navigator: Students will use technology critically to access information, to communicate, and as a means of curricular and pedagogical support for higher level thinking.

Communicator: Students will communicate clearly and effectively both orally and in writing, in a manner that commands professional attention.

Social Justice Collaborator: Students will work with communities of practice on behalf of social justice.

Requirements

The program is generally completed in 32 credits. Students can complete the program through a Curriculum and Instruction track , or a Special Education track.

Regardless of which track you select, three core courses are required. These core courses help graduate students develop a theoretical and research foundation for successful teaching in pluralistic contexts.

Proseminar (MAE 600),
a research methods course (MAE 621 or MAE 622),
and the Capstone Seminar (MAE 670).

To complete the program, students must also demonstrate competence in a language other than English.

Students also select specialty area coursework, which will consist of 4-5 courses; the entire package will add up to 32 credits. Specialty area coursework combines theory with practical classroom curriculum and instruction, and will include analysis of teacher's own classroom instruction. Students in the Special Education emphasis will complete 6 credits of Level 1 coursework, SPED 680 (Level II Induction Planning) and one additional 3 credit course before taking MAE 600.

Specialty area coursework may lead to additional Certification which can be added onto a teaching credential. Transfer graduate courses may be accepted; inquire.

Students also complete a Master's Action Thesis. Through the action thesis, the student uses research to transform something in her or his own work environment. The main focus of the Capstone seminar will be completing and polishing this project.

California State University Monterey Bay
100 Campus Monterey, Seaside CA, 93955, U.S.A.
Telephone: (831) 582-4094

this site updated 8-25-02 cathy_white@csumb.edu