Master of Science in Education (MSEd)

Choose your specialization, 100% online

Course DescriptionsInteractive Certification MapUNE Academic Catalog |  Admission Requirements

UNE Online offers this 30-credit Master of Science in Education 100% online with timely, relevant classes and optional focus areas for professionals looking to advance their education careers. All students take the five core courses of the curriculum, and then each student is able to select their own five electives to complete the Master of Science in Education degree.

This flexible offering allows you to customize your course plan based on your specific career goals. If you are looking into the MSEd program with the intention of applying for certification, use our interactive map to check with your state’s Department of Education.

Program Highlights

  • 30-credit hour program
  • Complete your degree in just under two years
  • 100% online – no campus visits required
  • Learn anytime from any place
  • No GRE Required
  • Dynamic faculty of practitioners, researchers and educators
  • Regionally accredited by the New England Association of Schools & Colleges (NEASC)

Curriculum

Core courses

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EDU 600: Teacher as Leader (Credits: 3)

This course will enhance your classroom-based experiences by linking those experiences with professional research skills. Teachers will learn how to locate and critically review a wide range of professional resources. Teachers will take significant steps toward becoming teacher leaders by combining their classroom based knowledge, articulating that knowledge from a research-based framework, successfully navigating school cultures, and learning from their seasoned peers. Exposure to this information will instill in teachers an understanding of their leadership potential and responsibilities in the school setting.

EDU 610: Differentiation Theory & Strategies (Credits: 3)

This course explores the theories of differentiated instruction and the associated models. Within the course, teachers design units and lessons incorporating differentiated strategies. Teachers share lessons and reflect with colleagues in their school and in the course. Requirements include lessons incorporating differentiation strategies, collegial reflection regarding lessons, and the creation of a final project that establishes teachers’ commitment to differentiation in their classrooms.

EDU 615: Motivational Theory & Class Management (Credits: 3)

This course examines significant theories of student motivation in the classroom, classroom management, and the connections therein. Teachers taking this course create a program to address classroom management within their classroom and techniques for sharing their understanding with other teachers.

EDU 690: Action Research (Credits: 3)

Research is the foundation for the improvement of teaching and learning in the classroom. Teachers taking this course research a classroom or school issue relevant to improving student learning. Requirements include conducting the research and preparing a formal report suitable for presentation at a state, regional, or national conference on educational research. The work submitted throughout this course will be graduate-level work, using the American Psychological Association (APA) Publication Manual for organization, language, and citations.

EDU 695: Portfolio (Credits: 3)

This course develops reflective practices that assist participants to explore both professional and personal growth that has occurred throughout the University of New England’s MSE program. Participants will learn organizational tools that help formalize their working portfolios to a final presentation e-portfolio that reflects self-directed learning within their program experiences. The work submitted throughout this course will be graduate-level work; using American Psychological Association (APA) formatting for organization, language, and citations. As a prerequisite to this course, students should have successfully completed all MSE courses.

Elective courses

Choose any five 3-credit courses from the focus areas below, for a total of 15 credits, to complete your Master of Science in Education. 


Focus area: Career & Technical Education

This focus area is designed for practicing Career and Technical Education (CTE) professionals learning to refine their skills. The focus of the online CTE graduate education program is on improving instructional and curricular competencies as well as the development of leadership skills.

EDU 707: Instructional Leadership (Credits: 3)

School leaders must also be “lead teachers.” To effectively instill motivation and creativity in teachers, participants learn current models for curriculum design to ensure that instructional materials meet appropriate mandates for content and learning goals, and which also address students’ diverse needs, abilities, and experiences. Learning theories and styles are included, as are topics relating to curriculum theory and assessment.

EDU 723*: Teaching and Learning in Inclusion Settings (Credits: 3)

This course focuses on methods and strategies for teaching students with special needs. Current issues of concern, learning standards, promising practices, behavioral strategies, and methods for individualizing, differentiating, creating, and providing universally designed instruction are covered. Participants will be expected to conduct observations in schools and plan and implement instructional activities with students with disabilities. Participants can pursue an elementary or secondary strand.

*EDU 723 meets the “Teaching Exceptional Students in the Regular Classroom” requirement for the State of Maine. Read more.

EDU 757: Health and Safety Implementation for CTE (Credits: 3)

Health and Safety Standards for CTE offers essential content and background for those responsible for overseeing the safety and hygiene in a CTE schools. Participants will develop an understanding of safety and industrial hygiene terminology and principles and practices by examining four key processes in an effective industrial hygiene model — anticipation, recognition, evaluation, and control. Discussions on when to utilize various qualified and certified safety protocols are held throughout the course. Coursework focuses current best practices for school and workplace safety and exploration of industrial hygiene hazards and controls found in many industries.

EDU 759: Preparing Students for College, Careers, & Citizenship (Credits: 3)

The initiation, building and continuation of educational, business and community partnerships and collaborations are critical to the success of CTE schools. Vital and active partnerships provide ground for unique collaborations that serve students by fostering business apprenticeships, post-secondary articulations and dual enrollments, parental and community support, grants/scholarships/donations, curricula content expertise and the overall understanding of macro trends and opportunities Course participants will develop a Comprehensive CTE Outreach Plan for their school.

And your choice of one of the following:

EDU 742: Study Skills & Content Literacy  (Credits: 3)

This course will provide teachers with the foundational knowledge of how to meaningfully integrate content area literacy into their classrooms. Teachers will be immersed in the most current research surrounding teaching our students to be active consumers of a variety of texts in the content area classroom. Each learning module will be devoted to answering an inquiry question that is based in research and best practice. Teachers will be expected to engage with this material as well as be active learners themselves by demonstrating how this would look in their practice as they deliver effective literacy instruction.

EDU 743: Connecting Reading with Writing for Success (Credits: 3)

This course will immerse teachers in the theoretical and evidence-based reading and writing connection. Teachers will have the opportunity to explore this connection by examining and applying successful instructional strategies and activities. In addition, teachers will engage with the research that drives effective writing instruction. Each learning module will be devoted to answering an inquiry question that is based in research and best practice. Teachers, regardless of the level or content they teach, will be provided with tools that will help to maintain learners’ literacy development as they read and write to learn or learn to read and write.


Focus area: Curriculum & Instruction Strategies

For those K-12 educators who wish to strengthen their classroom practice. Challenging areas of literacy, inclusion, and educational leadership build skills to implement solutions in and beyond the classroom. The Master of Science in Education program with a focus in CIS is designed to ensure that materials meet appropriate content and learning goals.

EDU 707: Instructional Leadership (Credits:3)

School leaders must also be “lead teachers”. To effectively instill motivation and creativity in teachers, participants learn current models for curriculum design to ensure that instructional materials meet appropriate mandates for content and learning goals, and which also address students’ diverse needs, abilities, and experiences. Learning theories and styles are included, as are topics relating to curriculum theory and assessment.

EDU 721: Using Technology within Inclusion Education (Credits:3)

This course introduces students to the use of technology in the education of individuals with special needs. Methods and techniques for evaluation and determination of appropriate uses of technology are included. A range of assistive technologies are covered as well as teaching strategies that support the implementation of technologies. Using technology in universally-designed educational environments is examined. Participants will be expected to have access to and use selected teaching and learning technologies with students with disabilities.

EDU 723*: Teaching and Learning in Inclusion Settings (Credits:3)

This course focuses on methods and strategies for teaching students with special needs. Current issues of concern, learning standards, promising practices, behavioral strategies, and methods for individualizing, differentiating, creating, and providing universally designed instruction are covered. Participants will be expected to conduct observations in schools and plan and implement instructional activities with students with disabilities. Participants can pursue an elementary or secondary strand.

*EDU 723 meets the “Teaching Exceptional Students in the Regular Classroom” requirement for the State of Maine. Read more. 

EDU 742: Study Skills & Content Literacy Instruction for All (Credits:3)

This course focuses on research-based study skills and strategies for providing literacy instruction within the classroom content area. Teachers will learn to integrate literacy and study skills instruction in their classrooms while designing reading assignments that afford students access to the concepts in the text. Concepts and strategies presented are relevant to the needs of ESL students.

EDU 743: Connecting Reading with Writing for Success (Credits:3)

The reading-writing connection will be the focus of the course. Teachers will have the opportunity to explore the connection through examining and applying successful instructional strategies and activities. Teachers, regardless of the level or content they teach, will be provided with tools that will help to maintain learners’ literacy development as they read and write to learn, or learn to read and write.


Focus area: Literacy (K-12)

Designed for K-12 educators with an interest in reading and writing to ensure student success. The Master of Science in Education with a concentration in Literacy (K-12) is for K-12 educators who wish to delve deeper into the importance of reading and writing for all students to be successful.

EDU 740 — Supporting Literacy Development (Credits: 3)

This course will address the foundational knowledge that teachers of literacy need in order to understand the reading and writing process for students. In this course, teachers will be exposed to major theories, research, and best practices in the literacy field. Teachers will be asked to draw upon this theoretical and practical knowledge to think about issues of instructional practice. Through engaging inquiry experiences, teachers will become active participants in developing a strong foundational base for literacy instruction for all learners in their classrooms.

EDU 741 Literacy Assessments (Credits: 3)

This course focuses on the use of assessments in determining a student’s reading and/or writing skills. Teachers will examine, create, evaluate, and reflect on a variety of literacy assessments as they are directly connected to data-driven instruction and student literacy achievement. Each course module will engage teachers in becoming familiar with a range of assessments and how to use data from these assessments in developing lessons and activities that will allow students to learn subject content as well as develop and deepen literacy skills. Teachers will be engaged in the research around assessments as well as how to modify assessments and instruction based on assessments to meet the needs of diverse learners.

EDU 742 Study Skills & Content Literacy (Credits: 3)

This course will provide teachers with the foundational knowledge of how to meaningfully integrate content area literacy into their classrooms. Teachers will be immersed in the most current research surrounding teaching our students to be active consumers of a variety of texts in the content area classroom. Each learning module will be devoted to answering an inquiry question that is based in research and best practice. Teachers will be expected to engage with this material as well as be active learners themselves by demonstrating how this would look in their practice as they deliver effective literacy instruction.

EDU 743 Connecting Reading with Writing for Success (Credits: 3)

This course will immerse teachers in the theoretical and evidence-based reading and writing connection. Teachers will have the opportunity to explore this connection by examining and applying successful instructional strategies and activities. In addition, teachers will engage with the research that drives effective writing instruction. Each learning module will be devoted to answering an inquiry question that is based in research and best practice. Teachers, regardless of the level or content they teach, will be provided with tools that will help to maintain learners’ literacy development as they read and write to learn or learn to read and write.

EDU 744 Meeting Student Literacy Challenges (Credits: 3)

This course will address how to engage in differentiated literacy practices to meet the needs of all diverse learners in current and future classrooms. Teachers will be immersed in the foundational knowledge that will assist them creating effective instruction that will assist students who need support in their literacy development. This class will deal with how to approach literacy challenges from the classroom and school levels in a systematic way. In addition, it will address diverse learners both in terms of learning differences (such as struggling readers, English Language Learners, and gifted learners) as well as incorporating a culturally responsive approach to pedagogy.


Focus area: Educational Leadership

Designed for K-12 educators considering school administration. These courses are matched to the national standards set by the Professional Standards for Educational Leaders (formerly ISLLC). The Master of Science in Education program with a concentration in Educational Leadership introduces the theories and practices of effective leadership centering on the importance of team building, decision making, problem solving and strategic planning.

EDU 701: Educational Leadership (Credits:3)

This course provides the overarching context for the entire curriculum in educational leadership. Participants consider theories and practices relating to effective leadership in educational settings. Topics include team building, diagnosing the work environment, decision-making, problem solving, and strategic planning and human resource development. Students will reflect on their own leadership, observe and analyze other leaders, and explore how the theories and practices relate to the Professional Standards for Educational Leaders (formerly ISLLC).

EDU 702: School Law (Credits:3)

In today’s complex society, educational administrators must possess a working knowledge of federal and state statutory and case law impacting education. This course will provide a foundation of the legal underpinnings of the American education system and how the “law” has had an effect on schools. Specific legal principles relating to church/state issues, tort liability, teachers’ responsibilities, students’ rights, and administrative concerns such as contracts and collective bargaining will be covered. Students will be required to apply these legal principles to analyze actual case scenarios. Assignments will be included to acquaint students with their state’s laws that will affect them as future educational leaders.

EDU 704: Supervision and Evaluation of Instructional Personnel (Credits:3)

Supervision and evaluation strategies need to support teachers’ growth into strong, competent professionals. This course examines requirements of educational leaders engaged in supervising and evaluating educational personnel, and explores new directions and procedures currently under development. Emphasis is given to understanding the theory behind the practice, strengths and weaknesses of varying methods, and hands-on applications. Drawing on knowledge of developmental stages and multiple styles of learning and teaching, participants consider such practices as peer evaluations, self-evaluations, portfolios, and mentoring.

EDU 709: School Finance (Credits:3)

The course traces the historical background and development of school finance acts, and examines the intent, concepts and relationship inherent in these acts. Processes by which state subsidies are computed, allocated and distributed are considered. Budget and expenditure practices in relation to these acts are illustrated. Emphasis is placed on helping students develop a clear conceptual understanding of the overall methods by which state aid is provided to local school systems. Readings, research, and other assignments are designed to acquaint students with school finance practices in their respective states.

EDU 715: Organizational Theory & Strategic Planning (Credits:3)

This course will include: an overview of organizational theories and systems; the inclusion of organizational theory in the educational change process; the functions, objectives, development, and assessment of strategic plans; and the relationship between strategic planning and budget development.


Focus area: Inclusion Education

Provides K-12 classroom teachers and administrators with critical theory and practice related to special education inclusion. The online Master of Science in Education program with a concentration in Inclusion Education offers you the opportunity to study, reflect and improve professional practice based on the most recent educational research related to instructional techniques and leadership strategies. Learn more about how UNE’s Inclusion Education Degree program compares to a Special Education Degree.

EDU 720: Special Education Law for the Classroom (Credits: 3)

Laws, regulations, and judicial decisions relating to the education of students with special needs are discussed. Methods of conflict resolution, mediation, and ethical standards are examined. Students will be required to apply what they learn as they analyze real-life case scenarios.

EDU 721: Using Technology within Inclusion Education (Credits: 3)

This course introduces students to the use of technology in the education of individuals with special needs. Methods and techniques for evaluation and determination of appropriate uses of technology are included. A range of assistive technologies are covered as well as teaching strategies that support the implementation of technologies. Using technology in universally-designed educational environments is examined. Participants will be expected to have access to and use selected teaching and learning technologies with students with disabilities.

EDU 722: Special Education Assessment in Inclusion Settings (Credits: 3)

Assessment approaches for identifying students with disabilities and assessing progress toward learning goals and standards are addressed. Students examine a variety of formal and informal procedures for use in the assessment of the instructional and behavioral needs including curriculum-based assessment, observations, and continuous and periodic assessments of instruction and behavior. Participants will be expected to have access to and administer selected standardized formal and informal instruments to K-12 students with disabilities.

EDU 723*: Teaching and Learning in Inclusion Settings (Credits: 3)

This course focuses on methods and strategies for teaching students with special needs. Current issues of concern, learning standards, promising practices, behavioral strategies, and methods for individualizing, differentiating, creating, and providing universally designed instruction are covered. Participants will be expected to conduct observations in schools and plan and implement instructional activities with students with disabilities. Participants can pursue an elementary or secondary strand.

*EDU 723 meets the “Teaching Exceptional Students in the Regular Classroom” requirement for the State of Maine. Read more. 

EDU 724: Collaboration in Inclusion Settings (Credits: 3)

Students will complete co-teaching experiences in inclusion settings. Activities are tailored to insure field application of concepts, models, practices, and skills as students apply effective co-teaching instructional practices, participate in interdisciplinary planning meetings, and collaborate as team members. These co-teaching experiences reinforce the acquisition of ethics and standards. During the course, participants are expected to spend considerable time in K-12 inclusive classrooms, plan and implement teaching and learning activities, research and reflect on practices, and work collaboratively with educational teams. Some course requirements may be modified during summer sessions for participants without access to students during summer school breaks.

 

*Approved exceptionality course: EDU 723

The State of Maine requires, based on federal mainstreaming regulations, an approved course that meets the “Teaching Exceptional Students in the Regular Classroom” requirement. The three-credit course, EDU 723: Teaching and Learning in Inclusion Settings is pre-approved by the State of Maine Certification office for initial credentialing. To view the comprehensive list of approved courses, please visit: http://www.maine.gov/doe/cert/initial/exceptionalitycourses.html


Reading Specialist/Literacy Coach K-12

This MSEd program prepares you to become a Reading Specialist/Literacy Coach in a K-12 setting. Because this program is approved preparation for Literacy Specialist Certificate (092) in the State of Maine, please click here to view the full MSEd Reading Specialist program description


After completing the MSEd program, students should be able to:

  • Address the full range of student motivation and differentiation issues encountered in today’s school systems.
  • Analyze and conduct research relevant to their teaching or administrative interests.
  • Document professional development in the program via an electronic portfolio of course work.
  • Demonstrate a high degree of specialized knowledge and skills about their chosen concentration area.
  • Exhibit leadership in their classroom and/or school system.
  • Develop online collaborative relationships with peers.

This Master’s degree is designed to help you advance your teaching abilities and cover a range of educational and leadership topics. There are several areas that you may choose to focus on. All are comprised of high quality and innovative curricula that will teach you skills that you can immediately apply in your classroom. You will gain the tools necessary to make a difference in your community as well as in your career.

Graduates of the MSEd program will receive a diploma stating “Master of Science in Education.” Focus areas are not declared on your diploma or transcript. If you need additional documentation or verification of your focus area, please contact an enrollment counselor.

US News and World Report Ranking

Best Online Programs 2016US News and World Report 2016 Best Colleges Regional Universities North

The University of New England claimed a spot in U.S. News & World Report’s 2016 rankings for Best Online Graduate Education Programs. UNE placed 66th out of 250 public and private colleges and universities listed in the report. UNE is one of only 25 private universities appearing in the top 100, and is one of just two Maine institutions included in the ranking. 

Click here for more information on UNE's Rankings.


Suggested next steps:

  1. Admissions Requirements – Master’s of Science in Education
  2. Explore the MSEd Reading Specialist program
  3. Commonly asked questions for the online Master’s program
  4. International admissions requirements
  5. Certification requirements by state
  6. Fun interactive U.S. map of certification requirements

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