Learning, Teaching and Educational Transformation (non-licensure), MEd
- This program is not accepting applications at this time. A Transformative Education concentration in the Critical & Creative Thinking (CCT) graduate program (see http://bit.ly/CCTTE) has been designed to accommodate students interested in LTET in the current form, which is not being continued. For more information about CCT please visit http://www.cct.umb.edu or email email@example.com to request a phone meeting.
The Master's in Education track in Learning, Teaching, and Educational Transformation allows students to pursue diverse inquiries and practical projects building on a foundation in curriculum development, research and writing, and collaborative action for change and social justice through education. Because this track is designed for individuals who do not wish to be certified in Massachusetts (or who are already certified), it helps students work in a broad range of education-related professions including those outside of classroom teaching, such as adult- and community-based education, educational research, policy analysis, philanthropy, and advocacy. With assistance from a faculty advisor, students design a sequence of education-related courses to support their specific interests. The current faculty advisors have special interests and experience in Asian American Studies, ethnic studies, urban studies, curriculum studies, teachers as writers, applied behavior analysis, critical and creative thinking, science in its social context, and education in technology-mediated environments.
Students in the MEd Track in Learning, Teaching, and Educational Transformation (non-Licensure) will complete a program composed of thirty-three credits of course work and a final capstone. Information is available on suitable upcoming courses at http://candi.wikispaces.umb.edu/LTETPartnerships. Requirements are as follows:
Four core courses (12cr.), seven courses (21 cr.) in an area of focus, and a capstone (two options). Core courses are drawn from four areas–
One in curriculum organization and innovation (e.g., EDC G 630, 642, 660; CRCRTH 601, 602, 630, 640, 645, 652; BWPEDU 510)
One in research and writing for reflective practice (e.g., EDCG 621, 689, 690; CRCRTH 692, 693; BWPEDU 501, 530)
One in mediation, dialogue, and collaboration (e.g., CONRES 624; CRCRTH 616, 618)
One in urban and social justice education (e.g., EDC G 606, 672; CRCRTH 627).
The choice of core courses must be recommended by the student's advisor and approved by the Program Director.
Two upper-level undergraduate courses from UMass Boston may be approved by the Program Director to be counted toward this requirement.
Students may transfer credits from a UMass Boston Certificate program into the non-licensure M.Ed. track (subject to the usual condition for transfer credits that the grade must be B or higher). This option is especially relevant for students from the following Certificate programs:
Under a regular Learning, Teaching & Educational Transformation concentration, students can choose the area of focus for their electives to be the same as a Graduate Certificate they are taking (such as ABA). Alternatively, as has been the case since the track began in the 1990s, students can formulate a focus that prepares them for work in a broad range of education-related professions, such as adult- and community-based education, educational research, policy analysis, philanthropy, and advocacy. Four other concentrations are designated for students who include in their LTET courses seven (21cr.) that are required for the corresponding licensure or CAGS tracks: Elementary Education, Middle School Education, Secondary Education, Teacher Leadership.
The concentrations in Elementary, Middle, or Secondary Education ensure that students address the educational issues deemed important by the licensure programs. The concentration in Teacher Leadership ensures that, in addition to the four core areas of LTET, students address some or all of the following: Organizational Change; Special Education or English Language learner expertise; Content Knowledge (depending on student's content specialty); and Technologically-mediated learning design (which emphasizes learning theory).
The Capstone is a final written paper or comprehensive take-home examination addressing significant issues in contemporary education and reflecting the study and research each student has carried out in pursuit of the degree. Students, after consultation with their advisors, choose which option to take.
1. Comprehensive examination
This option is a take-home essay examination. Students are given 30 days (from start of April or November) to complete the assigned questions and return them for evaluation by faculty members. Students complete this during their final semester in the program. The exam currently consists of three questions, which require short essay answers "addressing significant issues in contemporary education and reflecting the study and research each student has carried out in pursuit of the degree."
2. Written paper with oral presentation.
This option for the capstone project is an opportunity for students to integrate into their professional lives the ideas and theory, skills and strategies, experiences and collaborations from their studies and associated activities. Students are invited to combine an essay with "exhibits" from their work during the program. The exhibits can take a variety of forms, such as original curriculum materials, a professional development workshop series, a video case study, a practitioner's portfolio, an implemented teacher inquiry project, other excerpts from coursework, or a proposal for action research. The essays are expected to locate the exhibits in relation to what others have written and done in the relevant area as well as to integrate students' reflections on their own professional practice, changes while studying in the program, and future directions. The forms and length of the essays will depend on the particular nature of the projects. For example, if the exhibit were a 2-4 page action research proposal, an extended essay (20-40 pages) that reviews and critiques literatures appropriate to the research questions would be expected to accompany it; a shorter essay (10-20 pages) would be appropriate to accompany a video case study.
Students wishing to pursue the option of a written paper with oral presentation for their capstone project are advised to enroll in a course designed for intensive research and writing appropriate to the forms of the project (e.g., EDCG 689, 690, CrCrTh692, 694). The course instructor and an LTET faculty member then serve as readers (i.e., graders) for the project. Note: The paper that fulfills the course requirements should be thought of as an exhibit; as described above, an additional essay, even if quite short, is needed to locate this and any other exhibits. The arrangement for undertaking the capstone project (within a course or outside of it) and the form of the capstone project must be approved by the LTET coordinator before the start of the semester in which it is undertaken. Approval will be contingent on a) the proposal showing that the student recognizes the requirements above (as formalized in the rubric for evaluation of these capstones) and b) the student having made good progress on the capstone beyond what the course requires by the time the capstone exam is to be sent out. (Students not making enough progress at that point will be asked to shift to the capstone exam.) Oral presentations before the readers and peers are arranged toward the end of that semester. (Students who do not complete the requirements or who do not pass by the times grades are due must take the capstone exam the following semester.)
In order that interactions with LTET advisors can focus on educational more than routine administrative matters, prospective and current students should first consult http://candi.wikispaces.umb.edu/LTET for information, upcoming courses, procedures and forms, and then use http://bit.ly/LTETInfo to submit up-to-date information for advising.
The LTET Coordinator (firstname.lastname@example.org) is the advisor for all LTET students, unless a student specifically requests a different advisor from the LTET core faculty (email addresses = email@example.com):
Peter Kiang (Asian-American Education)
Peter Taylor (Critical & Creative Thinking; Science in a Changing World)
Mary Brady (Applied Behavioral Analysis)
Denise Patmon (Teaching of Writing; Global and Social Justice Education)
Eunsook Hyun (Curriculum Studies)
Donna DeGennaro (Teaching and learning in Technology-mediated environments).
LTET students are also welcome to contact he College of Education and Human Development Student Services office (Wheatley 1-50; phone: 617-287-7625; email: firstname.lastname@example.org) about new student orientations and routine administrative matters.