Master of Arts in Education Program Outcomes

Go to Goals & Outcomes

Mission Statement:
The mission of the Master of Arts in Education and the Graduate Education Non-degree Program at EMU is to increase educators’ professional knowledge and competence in one of three tracks and to enhance reflective teaching among practitioners, enabling them to develop leadership by becoming agents of change who advocate for children and youth; create a climate of caring and learning; initiate and respond to change; and value service to others.

The teacher education program envisions preparing informed lifelong leaders and learners who value the dignity of all persons and are ready and willing to share a pilgrimage of openness and continuous growth as they invite others to join them. These reflective educators will offer healing and hope in a diverse world.

Scholarship: to acquire advanced knowledge through core curriculum and to organize and integrate that knowledge into professional practice.

• define and provide a rationale for constructivist practice from both professional and theoretical bases
• plan for learning environments, including the use of technology, using constructivist practice
• enact constructivist practice through plan-act-observe-evaluate cycle
• create centers of inquiry in the classroom that support reflective practice
• examine assumptions, purposes and the nature of schooling, recognizing the controlling personal and environmental factors involved
• define the difference between qualitative and quantitative research
• design and implement an action research project
• discover, create and use conflict resolution resources and skills informed by research and ecological assessment to effectively manage classroom environments
• develop an integrated peace curriculum appropriate for an identified socio-cultural context

Inquiry: to generate questions and to use critical thinking to self-assess, to view problems from multiple perspectives, to make informed decisions and to engage in action research for educational change.

Professional Knowledge: to acquire advanced pedagogical and specialty area knowledge in order to create cultures of change and manage environments conducive to learning, setting high expectations and implementing appropriate instructional and assessment practices.

Communication: to develop communication strategies (verbal, nonverbal, and technological) which support collaboration and resourcefulness to empower self and others.

Caring: to develop a nurturing spirit that advocates for students, encourages social and ethical responsibility, and promotes peacebuilding in diverse settings.

Leadership: to act as social change agents by working collaboratively to bring about fair and just systemic change within educational contexts.

Approved by Committee on Teacher Education November 18, 2004