Graduate School of Education
- Faculty
- Course Work
- Graduate Degree Programs
- Counseling and Development, MEd
- Curriculum and Instruction, MEd
- Adult Education
- Advanced Studies in Teaching and Learning (ASTL)
- Early Childhood Education (Unified Transformative Early Education Model—UTEEM) Initial Teacher Licensure
- Educational Psychology
- Elementary Education (PK-6)
- English as a Second Language (PK-12)
- FAST TRAIN (Elementary PK-6)
- FAST TRAIN (ESL PK-12)
- Foreign Language (PK-12)
- Instructional Technology
- Multilingual/Multicultural Education
- Secondary Education (6-12)
- Education Leadership, MEd
- New Professional Studies: Teaching, MA
- Special Education, MEd
- Graduate Certificate Programs
- Certificate in Advanced Studies in Teaching and Learning (ASTL)
- Certificate in Alternative Education
- Certificate in Applied Behavior Analysis
- Certificate in Assistive Technology
- Certificate in E-Learning
- Certificate in Early Childhood Education
- Certificate in Early Childhood Special Education Licensure
- Certificate in Emotional Disturbance/Learning Disabilities Licensure
- Certificate in English as a Second Language (ESL) Licensure
- Certificate in English as a Second Language/Special Education
- Certificate in FAST TRAIN Special Education
- Certificate in Foreign Language Licensure
- Certificate in Gifted Child Education
- Certificate in History
- Certificate in Instructional Technology
- Certificate in Integration of Technology in Schools
- Certificate in Learning Disabilities/Emotional Disturbance/ Mental Retardation Licensure
- Certificate in Literacy
- Certificate in Mathematics
- Certificate in Mental Retardation Licensure
- Certificate in Physical Education
- Certificate in Post-Master’s Counseling Licensure
- Certificate in Science
- Certificate in Secondary Education Licensure
- Certificate in Severe Disabilities Licensure
- Admission
- Application Deadlines
- Admission Requirements for Graduate Programs
- Education, PhD
Phone: 703-993-2010
Web: gse.gmu.edu
Faculty
Professors:Behrmann, Bemak, Brozo, Earley, Ford, Galluzzo, Goor, Gorrell, Isenberg, Kelly, Mastropieri, Mellander (dean emeritus), Norton, Scruggs, Shaklee, White, M. Williams
Associate professors: Bannan-Ritland, Bauer, Burns, Chung, Colley, Dabbagh, DeMulder, Dimitrov, Duck, Dunklee, Dzama, Haley, Kitsantas, Maxwell, McDonald, Moyer-Packenham, Osterling, Pierce, Razeghi, Samaras, Sanchez, Sprague, Sterling, Sturtevant, Thomas, Thorp, Upperman, Werner
Assistant professors: Berger, Brazer, Castle, Clark, Cozart, Dunlap, Fox, Frazier, Gagnon, Gordon, Groth, Hicks, Jackman, Kaffenberger, Kalbfleisch, Kayler, Kidd, Mirochnik, Murphy, Pieterse, Shockley, Strawn, Talleyrand, Weller, K. Williams
Instructors: Kinas-Jerome, Rioux-Bailey, Warrick
Administrative faculty: Anderson, Bublitz, Deppe, Fontana, Ford, Fulcher, Ganley, George, Goor, Gorrell, Hall, Isenberg, Klein, Landeros, Levy, Lindstrom, McCreadie, Miller, Neuber, Ok, Parker, Reynolds, Rioux-Bailey, Shahrokhi, Sharp, Spencer, Wiley
Research faculty: Wang
Course Work
GSE programs offer all course work designated EDAE, EDAL, EDCD, EDCE, EDCI, EDEP, EDIT, EDLE, EDRD, EDRS, EDSE, EDUC, EDUT, IETT, and MNPE.
Graduate Degree Programs
Counseling and Development, MEd
The master’s program offers concentrations in school counseling (state licensure) and community agency counseling. It emphasizes the integration of theory and practice, and culminates with an internship in an appropriate setting. Those with a master’s degree in education or a related profession who are seeking licensure either as a school counselor or professional counselor may apply to the post-master’s counseling licensure graduate certificate program. A graduate certificate is also available in school counseling leadership. For more information, see the “Graduate Certificate Programs” section of this chapter.
Course Work
| Credits | |
|---|---|
| Core Courses | 37 |
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| Community Agency Concentration | 15 |
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| School Counseling PK–12 Concentration | 8 |
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Curriculum and Instruction, MEd
This degree is offered for those preparing for initial teacher licensure, advanced teacher education, and ancillary educational programs. Concentrations are as follows:
Adult Education
The master’s degree program prepares skilled and critically reflective professionals through knowledge development about adult learners and conditions for adult learning, and through strengthening students’ competence within their specialized field of practice. The program reflects a flexible and cross-disciplinary focus to appeal to a widely diverse group of professionals. For information, call the Office of Adult Learning and Professional Development at 703-993-3675, or consult the web site at gse.gmu.edu.
Course Work
| Credits | |
|---|---|
| Core Courses | 12 |
Required Courses
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| Individual Specialization | 18 |
Required Courses:
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| Specialization Courses: Approved concentration of courses (12 credits, usually 4, 3-credit courses) |
Advanced Studies in Teaching and Learning (ASTL)
The master’s program is for teachers and other educators with three or more years of teaching or education-related experience who want to continue to grow professionally. The program offers advanced study in Virginia’s Standards of Learning (SOL) content areas, cohort classes, an innovative schedule, and the use of technology. The courses, aligned with the National Board for Professional Teaching Standards (NBPTS), help teachers think and practice as board-certified teachers. The program develops teacher-leaders who practice reflection through action research, problem-based learning, and self-inquiry, and develops teacher expertise in a concentration that will identify the teacher as a potential leader in that area.
The ASTL program has a 12-credit education core, and an 18- to 21-credit concentration in alternative education, early childhood education, elementary mathematics, gifted child education, history, instructional technology, literacy and reading specialist, mathematics, physical education, science, special education, or an individualized concentration . The concentrations are also available as stand-alone graduate certificates. See the “Graduate Certificate Programs” section for courses.
Program Options
The program provides experienced teachers and other educators with three options. Educators without a master’s degree may apply for a master’s degree program, core and concentration area; an 18- to 21-credit graduate certificate program for advanced study in a particular area; or a 12-credit graduate certificate in the NBPTS preparation core, for advanced study in teacher leadership or applying for NBPTS certification
Course Work
| Credits | |
|---|---|
| Masters Degree Core Courses | 12 |
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| Concentration Courses | 18–21 |
| Complete one concentration below for the MEd: | |
| Alternative Education | 18 |
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| Early Childhood Education | 18 |
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| Elementary Mathematics | 18 |
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| Gifted Child Education | 21 |
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| History | 18 |
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| Instructional Technology | 18 |
Choose two of the following:
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| Literacy/Reading Specialist | 21 |
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| Mathematics | 18 |
Middle Education, Grades 6–8
Secondary Education, Grades 9–12
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| Physical Education | 18 |
Elective (Choose one 1 below or a course preapproved by advisor)
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| Science | 18 |
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| Special Education | 18 |
Complete 18 credits from one or more areas: Applied Behavior Analysis
Emotional Disturbance/Learning Disabilities (ED/LD) L–12
Emotional Disturbance/Learning Disabilities/Mental Retardation (ED/LD/MR) K–12
Mental Retardation (MR) K–12
Severe Disabilities (SD) K–12
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Early Childhood Education (Unified Transformative Early Education Model—UTEEM) Initial Teacher Licensure
The master’s program prepares students to apply for triple teacher licensure. It provides professionals with the skills to work with culturally, linguistically, and ability-diverse young children and their families in schools and diverse community settings. Participation in the program requires a full-time, primarily daytime commitment for one summer; and two academic years of integrated study and ongoing practice in four different internships. The program is designed to provide professionals with the specialized knowledge, skills, and dispositions needed to meet the developmental and educational needs of young children. The MEd must be completed within six years of admission.
Portfolio
A professional portfolio is required. The portfolio reflects the student’s professional development throughout the program, and contains examples of performance assessments associated with standards.
Course Work
| Credits | |
|---|---|
| Year One, Fall Term | 15 |
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| Year One, Spring Term | 15 |
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| Year One, Summer Term | 6 |
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| Year Two, Fall Term | 15 |
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| Year Two, Spring Term | 12 |
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Educational Psychology
This master’s program is designed to offer professionals and students the opportunity to apply principles of learning, cognition, and motivation to vital problems in the area of education; develop a solid understanding of research, assessment, and evaluation methodologies; and develop an analytical and scholarly approach to critically assessing theoretical perspectives, research, and practice within and across content domains. By creating a supportive and collegial environment with faculty from numerous educational disciplines and expertise, prospective students are expected to develop skills to meet the needs of diverse populations, and design and implement effective educational programs appropriate for a broad range of cultural contexts.
Course Work
| Credits | |
|---|---|
| Educational Psychology Core | 9 |
Elective (Prerequisites: EDEP 550 and 551), choose from the following:
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| Research Methodology Core | 9–12 |
Elective (Prerequisites: EDRS 620 and 621), choose from the following:
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| Areas of Concentration | 9 |
Complete one concentration area from below. Learning, Cognition, and Motivation
Assessment, Evaluation, and Testing
Teacher Preparation Any 9 credits within one teacher licensure certificate program including emotional disturbance/learning disabilities, severe disabilities, mental retardation, early childhood special education, ED/LD/MR, severe disabilities, secondary education, foreign language, or English as a second language. |
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| Supervised Project or Thesis | 3–6 |
Choose from:
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Elementary Education (PK-6)
The master’s program with initial licensure component provides professionals with the specialized knowledge, skills, and dispositions needed to meet the educational needs of students attending today’s elementary schools. Specific content and endorsement courses are required. Full- as well as part-time program options are available; both require a student-teaching internship. Full-time students are admitted for the spring term; part-time students are admitted for the fall term.
Performance-Based Assessment
All students are required to submit and successfully complete a series of performance-based assessments. These assessments include content knowledge, pedagogical skills, and dispositions.
Course Work
| Credits | |
|---|---|
| Professional Development Schools (PDS): Full-time Program | |
| Required Sequence: Licensure Component | 32 |
Spring Term
Summer Term, condensed schedule
Fall Term
Spring Term
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| Additional Course Work | 15 |
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| Required Sequence: Licensure Component | 32 |
Fall Term
Spring Term
Summer Term, condensed schedule
Fall Term
Spring Term
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| Additional Course Work | 15 |
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English as a Second Language (PK-12)
The master’s program with initial licensure component prepares professionals with the specialized knowledge, skills, and professional dispositions required to meet the educational needs of culturally and linguistically diverse populations. Students whose first language is not English are required to pass an oral and written proficiency assessment in English. Also, 6 credits of a foreign language are required.
Licensure Component
The first 21 credits of course work and a 6-credit internship make up the licensure component for individuals who are pursuing a full, initial license or who need to satisfy the state’s requirements of a provisional license.
Internship Options
A 6-credit, 15-week daytime internship is required for completion of the state-approved licensure program. Both an elementary and a middle school or secondary school placement are required. Two options are available to meet the needs of most individuals:
- Internship: One-term, daytime internship in the classroom of a cooperating teacher.
- Intern assumes co-teaching and independent teaching responsibilities.
- On-the-job internship: Available only to students who are employed as full-time, provisionally licensed teachers, and who are teaching in their endorsement area in an accredited school. In addition to a fall or spring experience, this option includes a summer or some other appropriate experience. In lieu of an internship, provisionally licensed teachers may use their full-time teaching to satisfy the experience requirements for a full license. However, the 42-credit master’s degree requires that 6 credits in approved courses be substituted for the internship.
Field Experience
Field experiences in public schools are required throughout the program: a maximum of 15 clock hours per course, or 30 clock hours per term. Arrangements are to be made at the beginning of each term.
Course Work
| Credits | |
|---|---|
| Licensure Course Work | 27 |
Prerequisite: Foreign language (6 credits, undergraduate or graduate level; do not count in master’s degree)
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| Additional Course Work | 15 |
Prerequisites: All licensure coursework listed above
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FAST TRAIN (Elementary PK-6)
The master’s program is an alternative teacher licensure program that prepares educators for international teaching assignments. The curriculum for licensure in elementary education PK-6 consists of six required education courses offered over one year. Upon successful completion of course work and passing scores on the Praxis exams, participants receive a statement of eligibility. After completion of an internship requirement overseas, either one term of student teaching or one year of full-time teaching in an international school abroad, students are eligible to receive the elementary PK-6 Virginia license. The program can be completed part or full time, though either schedule requires a year of enrollment.
Course Work
| Credits | |
|---|---|
| Licensure Course Work | 18 |
Note: All licensure course work and general education courses must be finished, or may also be completed by teaching for one full year overseas or student teaching for one semester overseas. |
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| Additional Course Work | 15 |
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FAST TRAIN (ESL PK-12)
The master’s program is specifically designed for licensed teachers, educators who are working abroad or who plan on teaching overseas, or individuals living outside of the Washington, D.C., area who want a license and master’s degree in ESL/ESOL. The convenient schedule enables participants to complete the program through on-campus study during two summers, and online study during the academic year.
Course Work
| Credits | |
|---|---|
| Licensure Course Work for Preservice Teachers (for those who have never held a teaching license) |
18 |
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| Additional Course Work | 12 |
ESOL Endorsement Requirements for Licensed (In-service) Teachers The following courses are required for a licensed teacher who wants to add on an endorsement in ESOL: EDCI 516, 519, 520, and 521; EDRD 615; EDUC 537; and LING 520. Note: These courses are required for the Commonwealth of Virginia endorsement in ESOL. Students should check with the state where they presently hold a license to see if these courses will meet their requirements. No other internship is required for licensed teachers. |
Foreign Language (PK-12)
The master’s program with initial licensure component prepares professionals with the knowledge, skills, and professional dispositions needed to teach specific foreign languages, including Spanish, German, French, Russian, Japanese, Chinese, or Latin, to students in PK through 12. The program has a licensure component of 27 credits, and requires an additional 15 credits for completion of the MEd. Internships at the elementary and middle or secondary levels are required. A language proficiency test is also required. Students are admitted each term. The graduate certificate licensure program offers required course work for teacher licensure to students currently enrolled in non-licensure graduate programs at Mason.
Licensure Component
The first 21 credits of course work and a 6-credit internship make up the licensure component for individuals who are pursuing a full, initial license, or who need to satisfy the state’s requirements for a provisional license.
Internship Options
A 6-credit, 15-week daytime internship is required for completion of the state-approved licensure program. Both an elementary and a middle school or secondary school placement are required. Two options are available to meet the needs of most individuals:
- Internship: One-term, daytime internship in the classroom of a cooperating teacher; intern assumes co-teaching and independent teaching responsibilities
- On-the-job Internship: Available only to students who are employed as full-time, provisionally licensed teachers and are teaching in their endorsement area in an accredited school. In addition to a fall or spring experience, this option includes a summer or some other appropriate experience. In lieu of an internship, provisionally licensed teachers may choose to use their full-time teaching to satisfy the experience requirements for a full license. However, the 42-credit master’s degree requires that 6 credits in approved course work be substituted for the internship.
Field Experience
Field experience in public schools is required throughout the program: a maximum of 15 clock hours per course, or 30 clock hours per term. Arrangements will be made at the beginning of each term.
Course Work (Recommended Sequence)
| Credits | |
|---|---|
| Licensure Course Work | 27 |
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| Additional Courses | 15 |
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Instructional Technology
The master’s program provides professionals with the specialized knowledge and skills needed to apply a wide range of computer and telecommunications technologies in achieving educational goals within school, community, and corporate or public settings. The program concentrations combine current theoretical foundations of technology development and integration with practical, hands-on experiences in using state-of-practice and state-of-the-art technologies. Four concentrations serve the various needs and interests of specific types of instructional technology clients: instructional design and development, integration of technology in schools, technology innovations in education, and assistive and special education technology.
Course Work
| Concentration: Immersion Instructional Design and Development | Credits |
|---|---|
| Master’s Degree | 30 |
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| Concentration: Part-Time Instructional Design and Development | Credits |
| Master’s Degree | 30 |
| Required Courses | 23 |
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| Electives | 7 |
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| Concentration: Integration of Technology in Schools | Credits |
| Master’s Cohort Program | 36 |
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| Concentration: Assistive and Special Education Technology | Credits |
| Masters Degree | 30 |
| Required Courses | 17 |
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| Electives 8 credits from the following: |
13 |
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Multilingual/Multicultural Education
The master’s program prepares professionals to work with a diverse population of individuals. It provides courses for licensed teachers, and the required courses for an add-on endorsement in English as a Second Language (ESL) PK-12, also known as English for Speakers of Other Languages (ESOL). The program is appropriate for individuals who are not licensed and wish to complete a master’s degree. Six credits of a foreign language are required.
Course Work
| Credits | |
|---|---|
| Recommended Sequence | 30 |
| Foreign language (undergraduate or graduate level; do not count toward master’s degree) |
6 |
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| Add-On Endorsement in ESL PK–12 (plus foreign language): |
21 |
| For Licensed Teachers Only | |
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Secondary Education (6-12)
The master’s program with licensure component is designed to meet the needs of individuals who wish to be licensed or who need to satisfy the requirements of a provisional license to teach at the secondary level. Specific endorsement areas are biology, chemistry, Earth science, English, history and social science, mathematics, and physics. Add-on endorsements are available in speech communications, English as a second language, and algebra I.
The Career Switcher program is an alternative licensure route that prepares experienced professionals for licensure as secondary school teachers with endorsements in biology, chemistry, Earth science, English, history and social science, mathematics, or physics. Successful applicants must have at least five years of work experience, and passing scores on the Praxis I and II exams. Additionally, they must have completed all required endorsement courses. The program consists of six months of course work and fieldwork, followed by a closely mentored year of full-time, paid classroom teaching.
Licensure Component
The first 15 credits of course work and a 6-credit internship make up the licensure component for individuals who are pursuing a full, initial license, or who need to satisfy state requirements of a provisional license.
Internship Options
A 6-credit, 15-week daytime internship is required for completion of the state-approved licensure program. Three options are available to meet the needs of most individuals:
- Professional Development School (PDS) internship: a one-term, daytime internship as a PDS intern or substitute with a small monthly stipend
- Student teaching internship: one-term, daytime internship in the classroom of a cooperating teacher. Intern assumes co-teaching or independent teaching responsibilities.
- On-the-job internship: Available only to students who are employed as full-time, provisionally licensed teachers, and who are teaching in their endorsement area in an accredited middle or secondary school and want to complete a master’s degree. In lieu of an internship, provisionally licensed teachers may choose to use their full-time teaching to satisfy the experience requirement for a full license. However, the 33-credit master’s degree requires that 6 credits of approved course work be substituted for the internship.
Field Experience
Field experiences in public schools will be required throughout the program: maximum of 15 clock hours per course, or 30 clock hours per term. Arrangements will be made at the beginning of each term.
Course Work (Recommended Sequence)
| Credits | |
|---|---|
| Licensure Course Work | 21 |
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| Additional Courses | 12 |
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Education Leadership, MEd
The master’s program with licensure component prepares candidates for leadership and management positions in a variety of educational settings. The program emphasizes an understanding of the complexities of change in schools, communities, and organizations. Participants are expected to develop and demonstrate the knowledge, skills, and dispositions necessary to create and maintain learning environments that value diversity, continual knowledge acquisition, instructional leadership, innovative and ethical decision-making, reflective practice, and successful achievement of all school-aged youth. Programs are also available in the mathematics or science education leadership concentration for those who desire to be specialists in the teaching of mathematics (K-8) or science (K-12).
Course Work
| Credits | |
|---|---|
| Required Sequence | 30 |
* Internship experiences are required in a variety of administrative settings with the guidance of professionals on site and at Mason. Some field activities are integrated into the first 18 hours of the program. The focus of all internships is to prepare leaders who understand and demonstrate the following types of leadership: professional and ethical, strategic, instructional, organizational, and political and community. |
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| Licensure Component | 21 |
After being admitted into the program, participants who already have a master’s degree and have completed three years of teaching may complete only the licensure course work for the administration and supervision PK-12 license. The licensure course work is the first 21 credits of the master’s degree program, and must be taken in the required sequence shown above. The mathematics or science education leadership program offers a 30- to 33-credit master of education leadership degree with concentrations in mathematics education leadership (K-8), math specialist leader (K-8), or science education leadership (PK-12). The concentrations are unique, three-year programs for those who desire part-time study to become specialists in the teaching and leadership of school mathematics (K-8) or science (PK-12). Students in the program study teaching, curriculum, and professional development programs for teachers. They also explore school-based leadership issues in mathematics or science education. The concentration in mathematics education leadership prepares individuals for master teacher, lead teacher, or school-wide leadership positions in elementary or middle school mathematics. Course work includes study or experiences in education leadership, mathematics teaching and learning, instructional technology, and curriculum development. Program participants study and use research that has significant positive effects on professional development, and teaching and learning mathematics. Program experiences prepare students to select, develop, and implement school-based curricula and teaching and learning materials, as well as in-service, professional development programs for teachers. The internship is an individual experience designed and developed in consultation with a faculty advisor or mentor. The math specialist leader concentration includes the required course work for state licensure as a K-8 mathematics specialist. Students study mathematics content and mathematics pedagogy in the program. Students who apply for math specialist licensure must have three years of successful teaching experience and a master’s degree. The concentration in science education leadership is a PK-12 program that focuses on education leadership, and science teaching and learning. It includes the required course work for the administration and supervision PK-12 license in the Commonwealth of Virginia. Students study the changing nature of science, science teaching, assessment, curriculum, technology, safety, and meeting the diverse needs of learners. Students also develop skills in science teaching and learning, data-driven decision making, systematic and continual improvement, and leading dynamic organizations. Internship experiences include working with a practicing scientist in a research setting, and interacting with school leaders at the state and local levels who directly and indirectly impact science education. The science education leadership concentration includes the required course work for state licensure in administration and supervision PK-12. Students who apply for licensure must have three years of successful classroom teaching experience and a master’s degree. |
Course Work
| Concentration: Mathematics Education Leadership (K–8) | Credits |
|---|---|
| Master’s Degree | 33 |
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| Concentration: Mathematics Specialist Leader (K–8) | |
| Master’s Degree | 33 |
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| Concentration: Science Education Leadership (K–8) | |
| Master’s Degree | 30 |
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New Professional Studies: Teaching, MA
A teaching track of the New Professional Studies program is offered to teams of experienced teachers. Participants follow a two-year, three-summer, integrated program of school-based research linked to a subject specialization. Specific information is available from the Initiatives in Educational Transformation administrative office at the Prince William Campus, Manassas, Va. 20110. For more information, call 703-993-8320, or e-mail iet@gmu.edu.
| Credits | |
|---|---|
| Course Work | 30 |
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Special Education, MEd
This program leads to a master of education degree for professionals who already hold a special education teacher license, or who are interested in working in a special education context outside the classroom. Students may also earn a master’s degree by completing initial licensure course work in addition to the master’s core.
The teacher licensure program offers required course work through five graduate certificate programs that vary from 15 to 36 credits, depending on the endorsement area and prior course work. It prepares professionals with the knowledge, skills, and dispositions needed to teach children with special needs. The endorsement areas are early childhood special education, emotional disturbance and learning disabilities, learning disabilities/emotional disturbance/ mental retardation, mental retardation, and severe disabilities. Individuals who are seeking both licensure and a master’s degree must apply to a graduate certificate program as well as to this program. For required course work, see the “Graduate Certificate Programs” section.
Course Work
| Concentration: Special Education (Nonlicensure program) | Credits |
|---|---|
| Master’s Degree | 30 |
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| Electives from EDSE courses | 13 |
| Concentration: Early Childhood Special Education (Nonlicensure program) | Credits |
| Master’s Degree | 30 |
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Graduate Certificate Programs
Certificate in Advanced Studies in Teaching and Learning (ASTL)
This certificate includes a common core of courses aligned with the National Board for Professional Teaching Standards. It offers advanced preparation for instructional leadership, and is designed to prepare teachers to apply for national board certification.
| Credits | |
|---|---|
| Course Work | 12 |
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Certificate in Alternative Education
This certificate is designed for professionals who are interested in or are currently working in alternative education settings. It offers the knowledge and skills necessary to work effectively with at-risk students, their families, and involved agencies.
| Credits | |
|---|---|
| Course Work | 18 |
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Certificate in Applied Behavior Analysis
This certificate is designed to increase the professional training of individuals responsible for designing, implementing, and monitoring behavioral treatment programs in schools, agencies such as psychiatric hospitals, and training centers for people with mental retardation.
| Credits | |
|---|---|
| Course Work | 15 |
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Certificate in Assistive Technology
This certificate provides supplemental training for practitioners, families, and caregivers who use assistive technology while working with people with disabilities. The certificate is appropriate for general and special educators, related service personnel, adult service providers, and families and caregivers who need to apply assistive technology solutions within their specific discipline or school, work, home, or community setting.
| Credits | |
|---|---|
| Course Work | 15 |
| Required Courses | 5 |
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| Electives | 10 |
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Certificate in E-Learning
This 15 credit graduate certificate provides professionals with the specialized knowledge and skills needed to apply today’s Internet and web-based technologies to educational and training goals within school, community, and corporate settings. Courses are delivered in online, face-to-face, and blended formats that model e-learning delivery modes.
Credits
| Credits | |
|---|---|
| Course Work | 15 |
| Required Courses | 9 |
| EDIT 526 Web Accessibility | 3 |
| EDIT 705 Instructional Design | 3 |
| EDIT 611 Innovations in Distance Learning | 3 |
| Electives | 6 |
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Certificate in Early Childhood Education
This certificate is designed for early childhood professionals who work in various roles with young children and their families. It focuses on the practice and study of early childhood education, and is based on the early childhood generalist standards of the National Board for Professional Teaching Standards.
| Credits | |
|---|---|
| Course Work | 18 |
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Certificate in Early Childhood Special Education Licensure
This certificate offers the required course work for teacher licensure in early childhood special education.
| Credits | |
|---|---|
| Course Work | 15–36 |
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Certificate in Emotional Disturbance/Learning Disabilities Licensure
This certificate offers the required course work for teacher licensure in emotional disturbance and learning disabilities.
| Credits | |
|---|---|
| Course Work | 15–30 |
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Certificate in English as a Second Language (ESL) Licensure
This certificate offers course work for teacher licensure to students currently enrolled in nonlicensure graduate programs at Mason, or who already hold a master’s degree.
| Credits | |
|---|---|
| Course Work | 21–27 |
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Certificate in English as a Second Language/Special Education
This certificate offers course work for students and professionals seeking crossover training in ESL and Special Education.
| Credits | |
|---|---|
| Course Work | 18 |
| ESL Courses | 9 |
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| Special Education Courses | 9 |
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Certificate in FAST TRAIN Special Education
This certificate is designed for preservice and inservice international teacher educators who desire additional training in special education.
| Credits | |
|---|---|
| Course Work | 18 |
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Certificate in Foreign Language Licensure
This certificate offers course work for teacher licensure to students currently enrolled in nonlicensure graduate programs at Mason.
| Credits | |
|---|---|
| Course Work | 21–27 |
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Certificate in Gifted Child Education
This certificate program is designed for professionals who are interested in working with gifted children. It offers course work for an add-on endorsement in gifted education for currently licensed teachers.
| Credits | |
|---|---|
| Course Work | 21 |
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Certificate in History
This certificate is designed for PK-12 classroom teachers who wish to gain depth in history content to become building leaders in their discipline.
| Credits | |
|---|---|
| Course Work | 18 |
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Certificate in Instructional Technology
This certificate is designed for PK-12 classroom teachers who wish to gain depth in instructional technology content to become leaders in their discipline.
| Credits | |
|---|---|
| Course Work | 18 |
Choose two below:
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Certificate in Integration of Technology in Schools
This certificate is offered to teachers who wish to gain the necessary knowledge and skills for integrating technology into the K-12 curriculum. It is designed to fulfill the state-mandated technology competencies for teachers.
| Credits | |
|---|---|
| Course Work | 12 |
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Certificate in Learning Disabilities/Emotional Disturbance/ Mental Retardation Licensure
This certificate offers required course work for teacher licensure in learning disabilities, emotional disturbance, and mental retardation.
| Credits | |
|---|---|
| Course Work | 15-36 |
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Certificate in Literacy
This certificate is designed for teachers who have a master’s degree and are seeking a Virginia reading specialist license. Training is provided in literacy foundations from birth to adulthood, and literacy assessments for groups and individuals. An advanced seminar focuses on literacy program supervision, staff development, and research-based inquiry.
| Credits | |
|---|---|
| Course Work | 21 |
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Certificate in Mathematics
This certificate is designed for PK-12 classroom teachers who wish to gain depth in math content to become leaders in their discipline.
| Credits | |
|---|---|
| Course Work | 18 |
Middle Education, Grades 6-8:
Secondary Education, Grades 9-12:
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Certificate in Mental Retardation Licensure
This certificate offers the required course work for teacher licensure in mental retardation.
| Credits | |
|---|---|
| Course Work | 15-33 |
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Certificate in Physical Education
This certificate program is designed for professionals who are interested in enhancing and promoting teacher knowledge, abilities and status as educators and professional leaders in physical education.
| Credits | |
|---|---|
| Course Work | 18 |
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| Elective | |
Choose one of the following or a course preapproved by advisor:
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Certificate in Post-Master’s Counseling Licensure
This certificate offers courses toward school counseling and community agency counseling licensure for post-master’s degree students.
| Credits | |
|---|---|
| Course Work | 15 |
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Certificate in Science
This certificate provides course work in the area of science related to the Virginia Standards of Learning. Students are prepared to be lead teachers on either of two levels: K-6 or 6-12.
| Credits | |
|---|---|
| Course Work | 18 |
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Certificate in Secondary Education Licensure
This certificate offers course work for teacher licensure to students currently enrolled in nonlicensure graduate programs at Mason, or those who already have a master’s degree.
| Credits | |
|---|---|
| Course Work | 15-21 |
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Certificate in Severe Disabilities Licensure
This certificate offers required course work for teacher licensure in severe disabilities.
| Credits | |
|---|---|
| Course Work | 15-33 |
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Admission
Information about the MEd in counseling and development, curriculum and instruction (including initial teacher licensure), education leadership, or special education; and graduate certificate programs can be obtained in the GSE Admissions Office in Robinson Hall A, Room 103; 703-993-2010. Information about the MA in new professional studies: teaching can be obtained from the Initiatives in Educational Transformation Office at 703-993-8320. For information about the adult education concentration in the MEd in curriculum and instruction, contact Adult Learning and Professional Development at 703-993-3675.
Application Deadlines
Generally, the application deadlines are April 1 for fall, November 1 for spring, and March 1 for summer. Some programs have different application deadlines. For more information, go to gse.gmu.edu, or contact the GSE Admissions Office in Robinson Hall A, Room 103, at 703-993-2010.
Admission Requirements for Graduate Programs
Applicants must hold a baccalaureate degree from an accredited institution of higher education. They must have attained a GPA of 3.00 or higher on a 4.00 scale on the last 60 credits of undergraduate study or successful post-baccalaureate course work. Some programs may offer provisional admission to applicants with a lower GPA if there is sufficient evidence of potential success. Candidates should submit a completed Application for Graduate Study, including a Virginia Domicile Classification form, and a nonrefundable application fee payable by check, money order, or credit card. Other requirements are as follows; the application contains the necessary forms:
- Three professional letters of recommendation
- Statement of goals
- Two official copies of transcripts from each institution attended. Unofficial copies of Mason transcripts are acceptable. Applicants with degrees from abroad must have transcripts officially translated and evaluated; organizations providing this service are listed in the application.
Additionally, some programs require standardized test scores, departmental forms, evidence of experience or licensure, and an interview and writing sample.
Education, PhD
The PhD in education provides advanced professional education for experienced educational practitioners pursuing or planning careers in educational settings. The program requires a minimum of 85 credits beyond the baccalaureate degree, or a minimum of 55 credits beyond the master’s degree. A limited number of graduate credits taken previously may be applied. However, a student’s total program typically requires 10 more credits than those minimum requirements, depending on goals, program requirements, and previous preparation. With the guidance of faculty, students develop individual programs of study in concert with their goals, program requirements, and self-assessed skills and knowledge. Each student’s program must include study in a professional field such as education administration, educational psychology, instructional technology, special education, curriculum, instruction, international education, bilingual education, counseling and development, early childhood education, or literacy. The specific nature of courses is determined by the student in conjunction with a faculty doctoral advising committee after completing two semesters. Students also complete a minor area of study consisting of 12 credits.
To complete the PhD program, each student must demonstrate competence in oral and written English; computer literacy; mastery of knowledge and skills in the area of professional expertise; and the ability to apply general and specific knowledge and skills to significant educational problems. Students demonstrate these competencies by successfully completing courses, seminars, and a doctoral portfolio; and preparing and orally defending a doctoral dissertation. Students have five years from the time they enroll in their first class to complete all course work and the doctoral portfolio. Five additional years, starting with the date on which students are advanced to candidacy, are allowed to complete the dissertation.
Course Work
| Credits | |
|---|---|
| General Culture | 8 |
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| Research Methods | 12 |
One of the following:
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| Professional Specialization | 21 |
| These courses differ according to a student’s major specialization but always include 3 internship credits. Professional specialization fields of study include counseling and development, curriculum and instruction, early childhood education, education leadership, educational psychology, secondary education, international education, instructional technology, literacy and reading, mathematics or science education leadership, multilingual or multicultural education (English as a second language), research methodology, and special education. | |
| Minor Area | 12 |
| Students have several options including minors within the Graduate School of Education or other Mason departments, interdisciplinary minors, or using the master’s degree as part of the minor requirements. | |
| Dissertation | 12 |
| EDUC 998 Doctoral Dissertation Proposal | 3 |
| EDUC 999 Doctoral Dissertation Research | 9 |
| Internships | |
| Students enroll in at least one and up to three internships designed to broaden their professional expertise. One internship must be taken in a setting that differs from the student’s work setting. |
Admission Requirements
Candidates are admitted to study by GSE; admission is highly selective. Applicants must fulfill the following admission requirements:
- A minimum of three years of successful experience as a practitioner in an educational setting
- Baccalaureate or master’s degree from an accredited institution
- Demonstrated high intellectual capability
- Demonstrated leadership potential
- Three letters of recommendation
- GRE general test scores and the writing assessment
- Written goals statement relating study in the PhD program to educational and career plans
For more information, contact the PhD in Education Program Office at 703-993-2011. Completed applications must be submitted to the GSE Graduate Admissions Office by February 1 for admission for the following summer or fall, or by September 1 for admission for the following spring.