Equity, Leadership Studies, and Instructional Technologies (ELSIT)
Graduate College of Education
Interim Dean: Elizabeth Kean
Department of Equity, Leadership Studies, and Instructional Technologies (ELSIT)
BH 239
Phone: 415-338-1653
Fax: 415-338-0568
Interim Chair: David Hemphill
Faculty
Professors: Benton, Curtis, Dubin, Flowers, Hemphill, Lee, Perea, Pogrow
Associate Professors: Duncan-Andrade, Hyun, Stepney
Assistant Professors: Celoria, Donohue
Programs:
Master of Arts in Education:
Concentrations in:
Program Scope and Career Outlook
The thrust of the Department of Equity, Leadership Studies, and Instructional Technologies is to respond actively to the changing needs of schools, communities, and other institutions and to provide creative professional leadership.
The department attracts students from a variety of backgrounds with diverse career goals. Through faculty advisement, a program is planned for each student to match prior training and experience, current interests, and career aspirations. These programs lead to professional roles in public and private schools, government agencies, social agencies, and industry. Possible career opportunities include leadership positions in elementary and secondary schools and community colleges; staff training positions; adult education leadership or practitioner roles; and positions in research, measurement, and evaluation.
The department offers three credentials: (a) Preliminary Administrative Services; (b) Professional Clear Administrative Services; (c) Designated Subjects Credential in Adult Education. See Credential Programs for more information. Students must submit a CSU Mentor graduate application and a department application.
Master of Arts in Education: Concentration in Adult Education
Graduate Advisors: Flowers, Lee
The program is designed for graduate students who wish to pursue advanced studies on adult learning and educational processes. Program graduates work as leaders in a wide variety of contexts addressing the increasing need for adult education activities in literacy programs, community colleges, the workplace, community-based organizations, and many other settings.
Admission to Program
Entry into the program is open to people with a bachelor’s degree from an accredited institution and a 3.0 grade point average in the last 60 units of college course work. Prospective students must submit a CSU graduate application and a department application. In addition to the department application, applicants must also submit to the department two letters of recommendation, a statement of purpose and transcripts. Applications for admission are reviewed by a faculty committee. Students are admitted in both fall and spring semesters.
Written English Proficiency Requirement
Level One: During the first semester in a program and before filing an Advancement to Candidacy (ATC) form, each student must demonstrate graduate-level English writing ability. If remedial work is necessary, the student shall be expected to complete prescribed courses in English, or other corrective work, at a level acceptable to the department. Level Two: The second assessment occurs within the Culminating Experience course (i.e. either ISED 895, 897, or 898) and by the time an ATC is approved and filed.
Enrollment Requirement
Students who were admitted to the MA program before Fall 2008 are required to be enrolled in the university during the semester of anticipated graduation. to meet this requirement, many students choose to enroll in a zero-unit designated College of Extended Learning course established for this purpose.
Students admitted Fall 2008 and beyond have the semester they enroll in the Culminating Experience and the following semester to complete their degree requirements. Those who need additional time beyond the two semesters to complete their Culminating Experience must enroll in a zero-unit designated College of Extended Learning course every subsequent semester until the Culminating Experience is completed.
Students admitted fall 2013 and beyond have the semester they enroll in the Culminating Experience to complete their degree requirements. Those who need additional time beyond that semester must enroll in ISED 897 (Directed Research Advising and Support), a 3-unit course, for each additional semester, until the Culminating Experience is completed.
For more information, please contact the department or the Credential and Graduate Services Center (BH 244).
Courses are 3 units unless otherwise indicated. Online course descriptions are available.
| Course | Title | Units |
|---|---|---|
| ISED 706 | Seminar in Principles and Methods of Adult and Workplace Education | 3 |
| ISED 707 | Planning and Funding Education and Community Programs | 3 |
| ISED 735 | Seminar on the Adult Learner | 3 |
| ISED 736 | Leadership and Policy for Community and Non-formal Education | 3 |
Research Methods
| Course | Title | Units |
|---|---|---|
| ISED 797 | Seminar in Educational Research | 3 |
Electives
Units selected that reflect student’s individual goals. May be chosen from courses below or from other departments or colleges. 12 units
| Course | Title |
|---|---|
| ISED 738 | Critical and Postmodern Pedagogies |
| ISED 739 | Education and Community Development: Equity and Diversity |
| ISED 740 | Education and Globalization: Issues in Comparative and International Education |
| ISED 747 | Culture, Language, and Society in Education |
| ISED 748 | Culture, Cognition, and Power Issues in Education |
| ISED 780 | Adult Literacy and Basic Education |
| ISED 781 | Teaching Improvement Process in Adult and Workforce Education |
| ISED 782 | Practicum in Adult Learning |
| ISED 891 | Educational Practices in Transnational Spaces |
Culminating Experience
(Prerequisite: ISED 797)
One of the following options: 3 units
| Course | Title |
|---|---|
| ISED 895 | Field Study |
| ISED 898 | Master’s Thesis |
Minimum total Concentration in Adult Education: 30
Master of Arts in Education: Concentration in Educational Administration
Graduate Advisors—Celoria, Dubin, Pogrow, Stepney
The program in educational administration is staffed by an excellent faculty, all of whom have held leadership positions in school systems, higher education, or private and governmental organizations. Each has developed an individual specialization, designed to implement the program and support other activities of the department.
The program in educational administration has been revised to reflect knowledge base and skills requirements of emerging leadership roles. The curriculum generally includes the following activities: theory and practice under simulated conditions in the classroom; application and analysis of theory in a real situation, usually the candidate’s school or district; and application and performance supervised by a school or district supervisor or administrator.
The Master of Arts is regarded as the professional degree for educational administrators. It is possible for the candidate to enroll in a program of studies leading to either a credential or a master’s degree only or both.
Admission to Program
Entry into the master’s program is open to people with a bachelor’s degree from an accredited institution and a 3.0 grade point average in the last 60 units of college course work. Prospective students must submit a CSU graduate application and a department application. In addition to the department application, applicants must also submit to the Department two letters of recommendation, a statement of purpose and transcripts. Applications for admission are reviewed regularly by a faculty committee. Students are admitted in both fall and spring semesters.
Written English Proficiency Requirement
Level One: During the first semester in a program, each student must demonstrate graduate-level English writing ability. If remedial work is necessary, the student shall be expected to complete prescribed courses in English, or other corrective work at a level acceptable to the department. Level Two: The second assessment occurs within EDAD 892.
Enrollment Requirement
Students who were admitted to the MA program before fall 2008 are required to be enrolled in the university during the semester of anticipated graduation. To meet this requirement, many students choose to enroll in a zero-unit designated College of Extended Learning course established for this purpose.
Students admitted fall 2008 and beyond have the semester they enroll in the Culminating Experience and the following semester to complete their degree requirements. Those who need additional time beyond the two semesters to complete their Culminating Experience must enroll in a zero-unit designated College of Extended Learning course every subsequent semester until the Culminating Experience is completed.
Students admitted fall 2013 and beyond have the semester they enroll in the Culminating Experience to complete their degree requirements. Those who need additional time beyond that semester must enroll in EDAD 897 (Directed Research Advising and Support), a 3-unit course, for each additional semester, until the Culminating Experience is completed.
For more information, please contact the department or the Credential and Graduate Services Center (BH 244).
Courses are 3 units unless otherwise indicated. On-line course descriptions are available.
| Course | Title | Units |
|---|---|---|
| EDAD 713 | Administrative Processes | 3 |
| EDAD 714 | Practicum--Site Administration | 3 |
| EDAD 723 | School Administration | 3 |
| EDAD 733 | Curricular Leadership for Multicultural Education | 3 |
| EDAD 743 | Educational Planning, Technology, and Evaluation | 3 |
| EDAD 753 | Human Resource Administration in Education | 3 |
| EDAD 763 | Law and Education | 3 |
| EDAD 774 | Change Processes and Education | 3 |
| EDAD 784 | Special Education Administration | 3 |
| ISED 797 | Seminar: Educational Research | 3 |
| EDAD 892 | Internship--Site Administration | 3 |
Minimum total for Concentration in Educational Administration: 33
Master of Arts in Education: Concentration in Equity and Social Justice in Education
Graduate Advisors: Flowers, Hemphill, Lee
The program is designed to address current issues in culture, language, ethnic, and gender diversity in education. The program focuses on the theoretical, historical, and political perspectives of race, class, gender, language, and sexual orientation as they apply to the theory and practice of education. In so doing, equity and social justice become key end goals for the educational process. Graduates of this program are able to work on related issues in public education, non-profit groups, public service, and private organizations.
Admission to the Program
Entry into the Master’s program is open to people with a Bachelor’s degree from an accredited institution and a 3.0 grade point average in the last 60 units of college course work. Prospective students must submit a CSU Graduate Application and a Department Application. In addition to the Department Application, applicants must also submit to the Department two letters of recommendation, a statement of purpose and transcripts. Applications for admission are reviewed regularly by a faculty committee. Students are admitted in both fall and spring semesters.
Written English Proficiency Requirement
Level One: During the first semester in a program and before filing an Advancement to Candidacy (ATC), each student must demonstrate graduate-level English writing ability. If remedial work is necessary, the student shall be expected to complete prescribed courses in English, or other corrective work, at a level acceptable to the department. Level Two: The second assessment occurs within the Culminating Experience course (i.e. either ISED 895, 897, or 898) and by the time an ATC is approved and filed.
Enrollment Requirement
Students who were admitted to the MA program before fall 2008 are required to be enrolled in the university during the semester of anticipated graduation. To meet this requirement, many students choose to enroll in a zero-unit designated College of Extended Learning course established for this purpose.
Students admitted fall 2008 and beyond have the semester they enroll in the Culminating Experience and the following semester to complete their degree requirements. Those who need additional time beyond the two semesters to complete their Culminating Experience must enroll in a zero-unit designated College of Extended Learning course every subsequent semester until the Culminating Experience is completed.
Students admitted fall 2013 and beyond have the semester they enroll in the Culminating Experience to complete their degree requirements. Those who need additional time beyond that semester must enroll in ISED 897 (Directed Research Advising and Support), a 3-unit course, for each additional semester, until the Culminating Experience is completed.
For more information, please contact the department or the Credential and Graduate Services Center(BH 244).
Program Requirements
Students are expected to complete at least 24 units in the Department of Equity, Leadership Studies, and Instructional Technologies (courses designated by the prefix ISED). These courses include all core and required classes. In addition, pursuant to Graduate Division requirements, a minimum of one-half the total number of units taken for the degree must be at the 700-899 level.
Courses are 3 units unless otherwise indicated. Online course descriptions are available.
Core
Units selected from the following: 18
| Course | Title |
|---|---|
| ISED 715 | Equal Justice in Education |
| ISED 716 | Literacy and Cross-cultural Issues in Education |
| ISED 717 | Social Foundations for Culture and Equity in Education |
| ISED 736 | Leadership and Policy for Community and Non-formal Education |
| ISED 738 | Critical and Postmodern Pedagogies |
| ISED 739 | Education and Community Education: Equity and Diversity |
| ISED 740 | Education & Globalization: Issues in Comparative and International Education |
| ISED 747 | Culture, Language, and Society in Education |
| ISED 748 | Culture, Cognition, and Power Issues in Education |
| ISED 891 | Educational Practices in Transnational Spaces |
Total for core: 18
| Course | Title | Units |
|---|---|---|
| ISED 797 | Seminar in Educational Research | 3 |
Electives on Advisement
Electives may be selected from the courses above or from ethnic studies, women studies, or other related disciplines upon approval by program advisor.
Culminating Experience
(Prerequisite: ISED 797)
Select one of the following:
| Course | Title |
|---|---|
| ISED 895 | Field Study |
| ISED 898 | Master’s Thesis |
Total for Concentration in Equity and Social Justice in Education: 30
Master of Arts in Education: Concentration in Instructional Technologies
Graduate Advisors: Benton, Donohue
The Department of Equity, Leadership Studies, and Instructional Technologies offers the Master of Arts in Education with a concentration in Instructional Technologies and a certificate in Training Systems Development. The program provides three areas for graduate study: e-learning design and development, including multimedia development; training design and development; and technology integration for teachers. In addition, the program offers a supplementary authorization in instructional computing for K - 12 teachers who complete twelve units of course work in that area.
The department offers most of its courses in a hybrid format, called HyFlex, which allows students to choose between attending class in person in the classroom, or attending class online using a combination of online technologies. Other classes may use fully online or traditional hybrid formats combining classroom and online delivery methods.
The program prepares students for careers as instructional designers, trainers in corporations and public service agencies, instructional multimedia designers and producers, specialists in instructional computing and instructional software design, and computer-resource teachers. Graduates of the program include corporate trainers, training consultants, instructional materials designers, computer instructors, multimedia developers, instructional software developers, video producers, and classroom and laboratory computing teachers. The program emphasizes the instructional systems approach, instructional message design, practical design experience, design-learning instructional pedagogy, technical skills development, and studio-based/project-based instruction. During their studies, students develop portfolios that may include computer-based instruction, print-based, video and e-learning, or mobile technology-based instructional programs. For further information, contact the department chair.
Admission to the Program
Admission to the program in is a two-step process that should be completed simultaneously:
- Apply to the University: Complete the on-line CSU Mentor application. Follow all other requirements for admission to the University by accessing www.sfsu.edu/~gradstdy/.
- Meet department requirements as noted:
Applicants must schedule an interview with the department chair in order to review the applicant’s interest and preparation in the field. Two letters of recommendation and a two-page (500 - 1,000 word) statement of purpose are also required. Letters of recommendation should come from professionals who can attest to the applicant’s promise as a graduate student and professional educator. The statement of purpose should clearly explain the applicant’s educational and career goals, and how the M.A. degree will help achieve those goals. The statement of purpose should be a representative sample of the quality of an applicant’s English-language writing ability.
Applicants must demonstrate basic computer literacy, whether through academic preparation or practical experience.
Written English Proficiency Requirement
Level One: Applicants must submit a writing sample in the form of a two-page (500 - 1,000 word) statement of purpose that will be evaluated by the department admissions committee. Students who receive an unsatisfactory evaluation of their written application materials may be admitted conditionally and required to earn a B or better in an English skills development course within the first two semesters. The course will be selected in consultation with an advisor.
Level Two is satisfied by the successful completion of the culminating experience (ITEC 894 or ITEC 895).
Enrollment Requirement
Students who were admitted to the MA program before fall 2008 are required to be enrolled in the University during the semester of anticipated graduation. To meet this requirement, many students choose to enroll in a zero-unit designated CEL course established for this purpose.
Students admitted fall 2008 and beyond have the semester they enroll in the culminating experience and the following semester to complete their degree requirements. Those who need additional time beyond the two semesters to complete their culminating experience must enroll in a zero-unit designated CEL course every subsequent semester until the culminating experience is completed.
For more information, please contact the department or the Credential and Graduate Services Center (BH 244).
Core Requirements
During the first year of study, students are advised to take ITEC 700, Strategic Approaches for Instructional Technologies; and must take the two core courses: ITEC 800 Theoretical Foundations of Instructional Technologies; and ITEC 801 Instructional Systems Design. Based on their interests, students must also take one of the following courses before completion of the program:
- Students can take ITEC 830, Design of Learning Environments with Emerging Technologies, for their third core requirement.
- Students can take ITEC 850, Design and Management of Training Projects, for their third core requirement.
- Students can take ITEC 816, Computer Resource Specialist, for their third core requirement.
- Students must receive a grade of B or higher in each of the required core courses in order to advance to candidacy.
Electives
Students choose 15 units of electives within the department or in related disciplines. Electives are divided into three groups: (1) E-Learning and Multimedia Design and Development, (2) Training Design and Development, and (3) Technology Integration for Teachers. Students should select electives in consultation with an advisor.
Courses are 3 units unless otherwise indicated. Online course descriptions are available.
Program
Core Requirements
| Course | Title | Units |
|---|---|---|
| ITEC 800 | Theoretical Foundations of Instructional Technologies | 3 |
| ITEC 801 | Instructional Systems Design | 3 |
Research Requirement
| Course | Title | Units |
|---|---|---|
| ISED 797 | Seminar in Educational Research | 3 |
3 Units chosen from the following seminars:
| Course | Title | Units |
|---|---|---|
| ITEC 816 | Computer Resource Specialist | 3 |
| ITEC 830 | Design of Learning Environments with Emerging Technologies | 3 |
| ITEC 850 | Design and Management of Training Projects | 3 |
15 units of Electives (see below)
Culminating Experience Requirement
(see below for portfolio submission)
| Course | Title | Units |
|---|---|---|
| ITEC 894 or ITEC 895 |
Creative Work Field Study |
3 |
Minimum total: 30 units
The minimal requirement for graduation is 30 units. Based on individual student needs, background, and interest, the department may require some students to complete more than 30 units for the attainment of the degree.
Electives
Elective Group One: E-Learning and Multimedia Design and Development
| Course | Title | Units |
|---|---|---|
| ITEC 715 | Foundations of Instructional Multimedia | 3 |
| ITEC 740 | Computer Design of Instructional Graphics I | 3 |
| ITEC 745 | Instructional Web Authoring I | 3 |
| ITEC 770 | Instructional Videography I (may be repeated twice for credit) | 3 |
| ITEC 823 | Instructional Multimedia Tools: Flash I | 3 |
| ITEC 830 | Design of Learning Environments with Emerging Technologies | 3 |
| ITEC 835 | Instructional Multimedia Tools: Flash II | 3 |
| ITEC 840 | Computer Design of Instructional Graphics II | 3 |
| ITEC 845 | Instructional Web Authoring II | 3 |
| ITEC 860 | Distance Education | 3 |
| ITEC 865 | E-Learning Design and Development | 3 |
Elective Group Two: Training Design and Development
| Course | Title | Units |
|---|---|---|
| ITEC 700 | Strategic Approaches for Instructional Technologies (may be required for some students) |
3 |
| ITEC 720 | Fieldwork in Educational Technology | 3-5 |
| ITEC 805 | Needs Assessment in Training Design | 3 |
| ITEC 825 | Formative Evaluation and Usability Testing | 3 |
| ITEC 850 | Design and Management of Training Projects | 3 |
| ITEC 852 | Instructional Technologies in Organizations | 3 |
Elective Group Three: Technology Integration for Teachers
| Course | Title | Units |
|---|---|---|
| ITEC 815 | Integration of Instructional Computing | 3 |
| ITEC 816 | Computer Resource Specialist | 3 |
| ITEC 842 | Cognition, Mind, and Learning for Educators | 3 |
Culminating Experience
Portfolio Submission. Before undertaking a culminating experience, students must submit, for departmental review and approval, a portfolio of three instructional projects that demonstrate their technical skill and instructional design competencies.
The culminating experience may be completed by one of two options: ITEC 894, Creative Work Project; or ITEC 895, Field Study.
Creative Work Project Requirements. In order to complete the creative work, students must design, develop, and produce an instructional product or work. The instructional unit may be in any medium -- print, video, multimedia, or web-based. The instructional design process must be documented in writing, and include a review of the instructional significance of the product, description of the design and production process, and product usability review. Students must provide a CD-ROM that contains the instructional product and the design documents.
Field Study Requirements. In order to complete the field study, students must design, develop, and produce an instructional design project, using the instructional systems process, from needs analysis to formative evaluation. The instructional unit may be in any medium -- print, video, multimedia, or web-based. The instructional design process must be described in writing and include a review of the instructional need and significance of the project, research review, description of the design process, formative evaluation, and conclusions. Students must provide a CD-ROM that contains the instructional unit and the design documents.
Certificate in Training Systems Development
This 18-unit graduate certificate program is designed for students who do not wish to earn a masters degree, or for those who have already earned a master's degree in a related field. The purpose of the certificate is to develop and update skills and knowledge in the training design and development area in order for students to advance to new positions in corporate or public agency training departments. It offers professional training program developers an opportunity to strengthen and augment their skills. This program is especially useful to students who already hold a masters degree in a related field, such as industrial psychology, broadcast and communication arts, or human resource development, or for those who need documentation in training competencies to meet governmental requirements.
Admission to the Program
Applicants to the program must meet the university requirements for all graduate majors. In addition, the department requires that applicants schedule an interview with the department chair in order to review the applicant's interest and preparation in the field. In order for students to advance to this status, they must indicate that they have the following academic preparation or practical experience. Applicants must also submit a two page (500 - 1,000 word) statement of purpose. The statement of purpose should clearly explain the applicant’s career goals, and how the certificate will help achieve those goals. The statement of purpose should be a representative sample of the quality of an applicant’s English-language writing ability.
Students should have foundation competency in computer skills.
Written English Proficiency Requirement
Students must meet Level One written English proficiency by submitting a two page (500 - 1,000 word) page statement of purpose that will be evaluated by the department admissions committee. Students who receive an unsatisfactory evaluation of their written application materials will be required to pass an English skills development course with grade of B or better. The course will be selected in consultation with an advisor.
Program Requirements
Students are required to take nine units of core requirements and nine units of electives. The selection of electives is based on student interest and needs and are chosen in consultation with an advisor.
Core Requirements
During the first year of study, all students must take ITEC 800, Theoretical Foundations of Instructional Technologies; ITEC 801, Instructional Systems Design; and ITEC 850, Design and Management of Training Programs. Students must receive a grade of "B" or higher in each of the required core courses in order to receive the certificate.
Electives
Students choose nine units of electives. Since the certificate is focused on training design and development, it is strongly suggested that students choose from that group. However, the choice of electives will depend on the students' interests, needs, and backgrounds.
Program
Core Requirements
| Course | Title | Units |
|---|---|---|
| ITEC 800 | Theoretical Foundations of Instructional Technologies | 3 |
| ITEC 801 | Instructional Systems Design | 3 |
| ITEC 850 | Design and Management of Training Projects | 3 |
Electives
9 Units chosen from the following:
| Course | Title | Units |
|---|---|---|
| ITEC 805 | Needs Assessment in Training Design | 3 |
| ITEC 825 | Formative Evaluation and Usability Testing | 3 |
| ITEC 830 | Design of Learning Environments with Emerging Technologies | 3 |
| ITEC 852 | Instructional Technologies in Organizations | 3 |
| ITEC 860 | Distance Education | 3 |
| ITEC 865 | Emerging Technologies in Instruction | 3 |
Minimum total: 18 units
The minimal requirement for completion of the certificate is 18 units. Based on individual student needs, background, and interests, students may complete more than 18 units.
Award of Certificate
When all requirements have been met, the student must complete the certificate approved program form. The form, along with transcripts indicating satisfactory completion of all certificate requirements, must be submitted to the chair of the Department of Equity, Leadership Studies, and Instructional Technologies. The chair will then initiate issuance of a certificate to be signed by the department and the dean of graduate studies. Award of the certificate will be entered on the student's transcript.
Supplementary Authorization to the Teaching Credential
Teachers who have earned a single or multiple subject credential can receive a supplementary authorization in instructional computing by completing 12 graduate units in appropriate courses in the department. Course must be selected from any of three focus areas:
- Software evaluation and selection: ITEC 715, ITEC 815, ITEC 830, ITEC 860, or ITEC 865
- Hardware operation and functions: ITEC 715, ITEC 815, or ITEC 816
- Classroom uses of computers: ITEC 815, ITEC 816, ITEC 830, or ITEC 860
The supplementary authorization can be used to verify competencies as a computer laboratory manager or for computer-based teaching. For further information, contact the department.
Master of Arts in Education: Concentration in Special Interest Area
Graduate Advisors: Curtis, Hemphill, Hyun, Perea
The program is designed to allow graduate students to design and complete, under advisement, a program of specialized study that emphasizes a particular issue or problem in education. It is expected that students' programs will be interdisciplinary in nature, and that students will display considerable independence in identifying appropriate courses that will comprise their area of specialization. Applicants to the program must specify their area of interest and confer with a program advisor about objectives, study plans, and procedures prior to admission.
Admission to Program
Applicants to the program must specify their area of interest and confer with a program advisor about objectives, study plans, and procedures prior to admission. Entry into the Master’s program is open to people with a Bachelor’s degree from an accredited institution and a 3.0 grade point average in the last 60 units of college course work. Prospective students must submit a CSU Graduate Application and a Department Application. In addition to the Department Application, applicants must also submit to the Department two letters of recommendation, a statement of purpose and transcripts. Applications for admission are reviewed regularly by a faculty committee. Students are admitted in both fall and spring semesters.
Written English Proficiency Requirement
Level One: During the first semester in a program and before filing an Advancement to Candidacy (ATC) form, each student must demonstrate graduate-level English writing ability. If remedial work is necessary, the student shall be expected to complete prescribed courses in English, or other corrective work, at a level acceptable to the department. Level Two: The second assessment occurs within the Culminating Experience course (i.e., either ISED 895, 897, or 898) and by the time an ATC is approved and filed.
Students are required to take a minimum of fifteen units of course work in the Department of Equity, Leadership Studies, and Instructional Technologies. Nine of these units correspond to required course work (ISED 747, ISED 797, and either ISED 895, ISED 897, or ISED 898). The remaining six units are elective course work to be selected in conjunction with the advisor.
Enrollment Requirement
Students who were admitted to the MA program before fall 2008 are required to be enrolled in the university during the semester of anticipated graduation. To meet this requirement, many students choose to enroll in a zero-unit designated College of Extended Learning course established for this purpose.
Students admitted fall 2008 and beyond have the semester they enroll in the Culminating Experience and the following semester to complete their degree requirements. Those who need additional time beyond the two semesters to complete their Culminating Experience must enroll in a zero-unit designated College of Extended Learning course every subsequent semester until the Culminating Experience is completed.
Students admitted fall 2013 and beyond have the semester they enroll in the Culminating Experience to complete their degree requirements. Those who need additional time beyond that semester must enroll in ISED 897 (Directed Research Advising and Support), a 3-unit course, for each additional semester, until the Culminating Experience is completed.
For more information, please contact the department or the Credential and Graduate Services Center (BH 244).
Courses are 3 units unless otherwise indicated. Online course descriptions are available.
Core requirements
| Course | Title | Units |
|---|---|---|
| ISED 747 | Culture, Language, and Society in Education | 3 |
| ISED 797 | Seminar in Educational Research | 3 |
Professional Education Courses
Units selected on advisement (6 units must be ISED or EDAD courses)
Recommended DAIS Elective Courses (6-9 units)
| Course | Title |
|---|---|
| ISED 706 | Principles and Methods of Adult Education |
| ISED 707 | Planning and Funding Education and Community Programs |
| ISED 715 | Equal Opportunity Education |
| ISED 716 | Literacy and Cross-cultural Issues in Education |
| ISED 717 | Social Foundations for Multicultural Education |
| ISED 735 | Seminar on the Adult Learner |
| ISED 736 | Leadership and Policy for Community and Nonformal Education |
| ISED 738 | Critical and Postmodern Pedagogies |
| ISED 739 | Education and Community Development: Equity and Diversity |
| ISED 740 | Education & Globalization: Issues in Comparative and International Education |
| ISED 744 | Curriculum for Bilingual Cross-cultural, and Second Language Development |
| ISED 745 | Practicum in Multicultural Education Setting |
| ISED 748 | Culture, Cognition, and Power Issues in Education |
| ISED 749 | Second Language Acquisition in the Elementary Schools |
| ISED 750 | Language and Culture: Second Language Acquisition in the Schools |
| ISED 780 | Adult Literacy and Basic Education |
| ISED 781 | Teaching Improvement Process in Adult and Workforce Education |
| ISED 782 | Practicum in Adult Learning |
| ISED 891 | Educational Practices in Transnational Spaces |
| ISED 899 | Independent Study (1-3) |
Area of Specialization
Units selected in an area of specialization (12 - 15 units)
Culminating Experience
(Prerequisite: ISED 797 and completion of 24 units of MA coursework)
One of the following options: (3 units)
| Course | Title |
|---|---|
| ISED 895 | Field Study |
| ISED 898 | Master’s Thesis |
Minimum total for Concentration in Special Interest Area: 30
Note: ISED 749 is cross-listed with the Department of Elementary Education as E ED 749. To meet the 6-unit departmental electives requirement, however, students must enroll in the course using the ISED course prefix.
