Learning, Teaching, and Educational Transformation track
(previously called: "Non-licensure Track in M.Ed.")
last update 4 October '09
Description
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.
Upcoming courses to note
See WISER for full listing of courses offered by UMB graduate programs. Any of the courses listed as a core course may also be taken as an elective (if not taken as a core course).
Winter 10:
- CrCrTh 616, Dialogue Processes (counts for mediation, dialogue, and collaboration core course)
Spring 10:
curriculum organization and innovation
- EDCG 610, Computers, Technology & Education [online and face2face sections]
- EDCG 642, Organization of School Curriculum
- CrCrTh 601, Critical Thinking
- CrCrTh 602, Creative Thinking [online]
research and writing for reflective practice
- EDCG 689, Teacher Research
- CrCrTh 692, Processes of research & Engagement [face2face and online]
mediation, dialogue, and collaboration
- CrCrTh 616, Dialogue Processes [online]
- CrCrTh 618, Creative Thinking, Collaboration & Organizational Change [online]
social justice and urban education
- EDCG 606, Sociocultural perspectives
electives
for old core requirements
curriculum organization
- EDCG 642, Organization of School Curriculum
critical & creative thinking
- see CrCrTh options above and full list at http://www.cct.umb.edu/spring10.html. take note of
- CrCrTh 612%, Invention and Innovation (Seminar in Creativity)
- CrCrTh 649, Scientific and Political Change
- CrCrTh 688%, Reflective Practice
dispute resolution
urban education
Course requirements
Four core courses (12cr.)
New (for students matriculating in or after Spring '09 and others if they elect this option)
One in curriculum organization and innovation
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e.g., EDC G 642; CrCrTh 601, 602, 630, 640, 645, 652; BWPEDU 510
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One in research and writing for reflective practice
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e.g., EDCG 621, 689, 690; CrCrTh 611, 692, 693; BWPEDU 501, 530
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One in mediation, dialogue, and collaboration
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e.g., DisRes 624; CrCrTh 616, 618
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One in urban and social justice education
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e.g., EDC G 606, 672; CrCrTh 627
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The choice of core courses must be recommended by the student's advisor and approved by the Program Director.
(Course descriptions for
CrCrTh courses;
BWPEDU; EDCG courses, DisRes, see
Graduate Bulletin
Old Core (for students who matriculated before Spring '09)
One in curriculum organization and innovation
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EDC G 642
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One in critical and creative thinking
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any CrCrTh course
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One in dispute resolution
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any DisRes course
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One focused on urban education
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e.g., EDC G 606, 672
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Alternatives to these core courses can be recommended by the student's advisor and must be approved by the Program Director.
Seven additional courses, focused on a specific area of interest (21cr.)
Two upper-level undergraduate courses may be approved by the Program Director to be counted toward this requirement.
Students with specific areas of interest that match another Masters Program or Graduate Certificate listed in the Graduate Bulletin are encouraged to contact that Program for advice and to be assigned an advisor.
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:
Downloadable
NonlicensureTrackflowsheet.doc to plan courses
Capstone options
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 to complete the assigned questions and return them for evaluation by faculty committee. Students complete this during their final semester in the program.
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 one other LTET faculty member then serve as advisors for the project, but this arrangement and the form of the capstone project must be established before the start of the semester in which it is undertaken. Oral presentations before the advisors and peers are arranged toward the end of that semester.
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