The 36-credit Master of Education (MEd) Degree program is designed to meet the Standards for Professional Educators issued by the Massachusetts Department of Elementary Education for Initial Licensure in teaching in the elementary level (grades 1-6).
The 30-credit non-licensure Master of Education (MEd) concentration focuses on the teaching and learning process in educational contexts where students customize their educational research or concentration to meet their career goals.
Required core courses (6)
Elementary Licensure Track courses (4)
Student Teaching Practicum
The Master of Education (MEd) Degree program culminates with the Student Teaching Practicum EDUC 5467. Attendance in a practicum seminar is required. Students must complete all degree requirements and pass the appropriate Massachusetts Tests of Educator Licensure (MTEL) to receive initial license. This practicum is designed to culminate the student’s degree program and represents a key opportunity for program assessment.
M.Ed. Non-licensure candidates take six (6) required core courses, three (3) electives, and complete a (1) capstone experience.
Required core courses (6)
Candidates choose three (3) electives and a (1) capstone experience from the following concentrations:
Research - The Research electives focuses on the teaching and learning processes in educational contexts where students customize their educational research to meet their career goals.
Instructional Technology (IT)- The IT electives prepares educators to integrate technologies into teaching and learning. All courses are offered online.
Moderate Disabilities- The Moderate Disability electives focus on advanced pedagogy, assessment, and current curriculum strategies in working with students with exceptionalities.
English Language Learners / ELL focuses on the current foundational and pedagogical strategies needed to effectively serve those who are learning English as a second language.
Candidates must pass the following Massachusetts Tests for Educator Licensure (MTEL) prior to formal acceptance into the student teaching practicum:
This is an initial licensure program. As such, the program of study, for our Master Of Education degree, is subject to change to reflect implementation of new Massachusetts licensure requirements.
Nick grew up in a family of medical professionals—his mother and grandmother are both nurses and his father is a paramedic. “I’ve always been surrounded with medical jargon and stories of health incidents, crises, and the rewarding benefits of providing care,” he said.
For Nadel, the stage is her “second home,” and the community she’s found within Emmanuel’s Theater program, a second family. While she originally thought she would pursue college theater as a hobby, she soon realized the work would define her student experience and provide a foundation for life beyond Emmanuel.
Prior to coming to Emmanuel, Gianna had never heard of the field of sociology, but was very familiar and passionate about issues of crime and justice. Her time at Emmanuel helped her to not only put a name—but also, a purpose—to that passion.
Propelled by a National Science Foundation (NSF) grant, students and faculty in the Mathematics Department are studying the rate of evolution in spatially structured populations using evolutionary graph theory, which may inform the estimation of important events in our evolutionary past, such as when humans split from our closest primate relatives.
Assistant Professor of Communications and Media Studies Mark Flynn and Tristyn Suprenant ’20 take a look at food advertisements and the effects of mindfulness on television binge watching.
In collaboration with Emmanuel graduate, Kierstin Giunco ’17, Associated Professor of Education Christine Leighton and current student Kayla Balthazar '20 are working with local elementary students to deepen reading engagement and comprehension.
As her research in economics education has focused on innovation in the classroom and finding ways to help students apply economic theories to real-world situations, students are vital in every aspect to Associate Professor of Economics Rebecca Moryl’s work.
When choosing a college, Eileen knew two things for sure—that she would be able to get to know her professors and peers and that she wanted to be in an area in which she would have myriad opportunities in the research and medicine.
Growing up in a suburban town outside of Boston, going to college in the city had always been a goal for Jake. After touring Emmanuel's campus he felt it had the perfect mixture of “small campus feel and big city appeal.”
When Melissa started at Emmanuel, she chose what she believed to be two separate and distinct majors—studio art and history—to fulfill her both her personal and professional interests.
Kai has always had the inclination to try to make any situation better. When he was searching for colleges, Emmanuel's social justice mission resounded deeply with his ideals of supporting those who need the help.
Robert’s interest in the workings of the wider world grew in 2011 as the Arab Spring became international news. “I love history,” he said, “so knowing the history of the states as well as their current affairs made their actions and interactions much more interesting to me.”
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