Education Programs

Master of Education 2 Emphases

Program Core and Emphasis

The Master of Education (M.Ed.) program at Shiloh University is designed to propel dedicated educators to higher levels of professional and personal development by deepening commitment to humanitarian values, enhancing professional skills, and creating a culture of thriving.

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This program will greatly benefit those called to teach, develop curriculum, or lead educational institutions. Those involved in private or public schools, colleges, church bible institutes, or business-professional development can all receive an impartation of attitudes and skills that will support their calling.    

Overview

Master of Education (M.Ed.)

Admission Requirements

Master of Education

Accredited Degree Program

  • At least a bachelor’s degree or educational equivalent from an accredited school (a master’s degree from an accredited school will substitute for a bachelor’s degree)
  • Grade point average (GPA) of 2.50 on undergraduate work
  • Applicants who are not native English language speakers must demonstrate English proficiency

Required Application Documents 

Applicants must submit the following:

  • Completed application form (including an applicable resume or CV)
  • Official college transcripts
  • A personal essay
  • Two recommendation forms:
    • One recommendation from an overseeing pastor, board member, or similar position
    • One recommendation from a peer
  • A copy of a government-issued photo identification card

Personal and Professional Development

Personal enrichment students may take classes on a credit/no-credit basis. Courses taken may not be applied to a degree program.

Prerequisites:

  • No scholastic prerequisites 
  • Must be at least 18 years old

Applicants must submit the following:

  • Completed application form 
  • Personal Statement (on the application form)

Transcript Evaluation for Foreign Students

Students whose previous education did not take place in the United States will need to work with the WES (World Education Services) to have their educational experience evaluated. For information on the evaluation process refer to the World Education Services website.

Core Program Goals

The program rests upon a foundation of core values, rooted in a humanitarian philosophy, that reflects the wisdom of the world’s great religious and philosophical traditions:

  • To honor the sanctity of every human being and to treat everybody, without exception, with absolute justice, equity, and respect.
  • To refrain consistently and empathically from inflicting pain on others and to restore compassion to the center of morality.
  • To value the unique gifts and abilities of every student and educator in our educational settings so as to create and sustain a culture of thriving.
  • To act courageously and creatively in challenging systems of oppression that may exist within our organizational cultures.
  • To embrace innovation, reform, entrepreneurship, and creativity in devising new solutions for the educational problems we face.

Core Program Learning Outcomes

Upon completion of the program, graduates should be able to:

  • Describe how their personal and cultural values have been disrupted and transformed to better align with the goals of student thriving and success;
  • Apply the philosophical foundations of education into their unique cultural contexts;
  • Transform their educational environments through effective instructional design, pedagogy, leadership, and technological innovation.
  • Contribute to knowledge creation and the development of theory by applying an action research model to their work as practitioners/scholars.
  • Improve the quality of educational organizations and systems by “leading up” and effecting change in their spheres of influence.

Tuition

 

Master of Education: (Total Program Cost)

Tuition ($600 x 30 credits)

$

18,000

Textbook costs ($100 per course estimate) *

$

1,000

Program total cost

$

19,000

*Students may purchase textbooks from the vendor of their choice. Therefore, the cost listed above is only the best estimate.

The program length is 24-months. Students can choose the following payment method:

  1. Pay annually, will enjoy a 3% tuition deduction
  2. Pay monthly, there will be an additional 3% processing fee

 

Program Emphasis

The M.Ed. program offers two tracks or emphases:

  • Instructional Design and Technology (30 units)
  • Educational Leadership (30 units)

 

Both emphases share the same core curriculum of five courses; five additional courses are specific to each emphasis.

Unit Requirements

The M.Ed. is a two-year program consisting of 30 units (semester hours).

Graduation Requirements

To graduate with the M.Ed. degree the student will:

  • Complete the minimum number of units required.
  • Successfully complete all courses in the degree program.
  • Complete and pass the written comprehensive exam.
  • Earn a minimum cumulative grade point average of 3.0.
  • Fulfill any outstanding school financial obligations.
Emphasis

M. Ed - Instructional Design and Technology

The M.Ed. program in instructional design and technology is designed to assist experienced educators in becoming leaders of new and innovative technology-driven instructional methods in a variety of educational settings.

Emphasis Program Learning Outcomes

Upon completion of the program, graduates should be able to:

  • Implement multiple digital communication tools and web-based resources in educational environments;
  • Evaluate the effectiveness of technology-embedded instruction and online learning in educational environments;
  • Critically examine emerging trends in instructional design and technology;
  • Use effective instructional design principles to create learning environments in which students can thrive;
  • Implement an innovative digital learning project that reflects the core values of the program.

Course List

Core Courses (15 units)

EDU 501 – Philosophical Foundations of Education

Philosophical Foundations of Education provides a study of the implications of various schools of philosophical thought for educational practice, particularly as it relates to the nature of the learner, the role of the teacher, curriculum development, and instructional methods. Students identify and describe their own philosophy of education.

EDU 502 – Learning Theory and 21st Century Learners

Learning Theory and 21st Century Learners examines the roles of educators and students in the learning process and the impact of the interactive classroom environment on learning. Major theories concerning the learning process and their implications for the instructional process are investigated.

EDU 503 – Compassion, Thriving, and the Ethic of Care

Compassion, Thriving, and the Ethic of Care examines the moral and humanistic dimensions of educational leadership by exploring how ideas about compassion, thriving, and happiness have emerged from both Western and Eastern traditions. Students will explore how emotions, an ethic of care, and stress affect students and teachers in educational environments

EDU 504 – Leading Change in Education

Leading Change in Education serves to help educators better understand change in educational and organizational settings. Because of the varying contexts that comprise education systems, this course seeks to broaden perspectives on change so that educators may be better prepared for meeting the needs of diverse groups of learners in an ever-changing educational landscape.

EDU 505 – Introduction to Practice-Based Research 

An Introduction to Practice-Based Research, students will explore their roles as change agents and examine how their actions as leaders influence people, systems, and themselves. They will be given the opportunity to enhance their skills in locating and evaluating the literature of the field and designing and implementing a practice-based change project.

Instructional Design and Technology (15 units)

EDU 510 – Foundations of Educational Technology

Foundations of Educational Technology introduces the broad issues guiding professional instructional design and technology practice. Students will explore the definitions and applications of technology as they relate to instruction and consider whether specific technologies are reserved for certain people, certain subjects, and certain educational ends. Students will investigate the relationships between technology, learning, and power, examining the consequences of linking learning theories to the Internet and other Communication Technologies (ICTs).

EDU 511 – Digital Communications

Digital Communications introduces students to a variety of digital communication platforms and the creative techniques and technical skills used in digital communication production. Students will explore ethical issues related to digital media production as well as the historical, economic, and social contexts within which contemporary digital platforms operate.

EDU 512 – Instructional Design and Development

Instructional Design and Development focuses on the instructional design behind the creation of websites, apps, webinars, online courses, workshops, or interactive exhibits. Students will explore the creative process that uses learning theories and frameworks, project-planning, content expertise, communication, writing, and technology to architect experiences for today’s learners.

EDU 513 – Emerging Trends in Technology

Emerging Trends in Technology is designed to introduce students to current trends and issues in educational technology and how these trends affect curriculum and instructional settings. Students will take a constructivist approach to develop a leadership vision for implications of past, current, and future developments in educational technology.

EDU 514 – Capstone Project in Instructional Design and Technology

The Capstone Project in Instructional Design and Technology provides students the opportunity to apply, integrate, and synthesize key concepts learned from courses in the program of study by developing an integrative electronic portfolio of signature assignments, critical self-reflection, and digital storytelling.

Total for the program – 30 Units

Emphasis

M. Ed - Educational Leadership

The M.Ed. program in educational leadership is designed to assist educational leaders in deepening their skills in analyzing, developing, and influencing the practices and structures of teaching, schools and organizations, and educational systems.

Emphasis Learning Outcomes

Upon completion of the program, graduates should be able to:

  • Critically evaluate trends in the constantly changing nature of education and society;
  • Work ethically towards more socially just and compassionate educational policies;
  • Use effective leadership principles to create learning environments in which both students and teachers can thrive;
  • Identify and pursue opportunities for educational innovation through an interdisciplinary approach in the context of education and training; and
  • Implement an innovative change project that reflects the core values of the program.

Online Course List

Core Courses (15 units)

EDU 501 – Philosophical Foundations of Education

Philosophical Foundations of Education provides a study of the implications of various schools of philosophical thought for educational practice, particularly as it relates to the nature of the learner, the role of the teacher, curriculum development, and instructional methods. Students identify and describe their own philosophy of education.

EDU 502 – Learning Theory and 21st Century Learners

Learning Theory and 21st Century Learners examines the roles of educators and students in the learning process and the impact of the interactive classroom environment on learning. Major theories concerning the learning process and their implications for the instructional process are investigated.

EDU 503 – Compassion, Thriving, and the Ethic of Care

Compassion, Thriving, and the Ethic of Care examines the moral and humanistic dimensions of educational leadership by exploring how ideas about compassion, thriving, and happiness have emerged from both Western and Eastern traditions. Students will explore how emotions, an ethic of care, and stress affect students and teachers in educational environments

EDU 504 – Leading Change in Education

Leading Change in Education serves to help educators better understand change in educational and organizational settings. Because of the varying contexts that comprise education systems, this course seeks to broaden perspectives on change so that educators may be better prepared for meeting the needs of diverse groups of learners in an ever-changing educational landscape.

EDU 505 – Introduction to Practice-Based Research 

An Introduction to Practice-Based Research, students will explore their roles as change agents and examine how their actions as leaders influence people, systems, and themselves. They will be given the opportunity to enhance their skills in locating and evaluating the literature of the field and designing and implementing a practice-based change project.

Educational Leadership (15 units)

EDU 520 – Leadership Theory and Practice in Education

In Leadership Theory and Practice in Education, students examine multiple leadership theories and analyze their key principles, including the qualities, characteristics, and traits of effective leaders; the purpose and goals of leadership; the roles and responsibilities of leaders; the nature of people; and
techniques, methods, and strategies for effective leadership. Students will develop an individualized philosophy of leadership that communicates their values and beliefs.

EDU 521 – Educational Ecology: Creating Environments for Thriving

Educational Ecology explores the theories and practices of school culture and change by analyzing the school as a dynamic organism reflecting a system of values, ideology, and relationships. The goal of the course is to enhance school communities as environments in which students, teachers, and administrators can thrive.

EDU 522 – Leadership for Access and Equity in Education

In Leadership for Access and Equity in Education, students will explore how education can help create more fair and equitable societies, ultimately contributing to high-performing educational systems. Students will examine multiple efforts and perspectives on equity at local, state, national, and global levels. Students will focus on actions they can take in their school communities to create more accessible and equitable environments for all.

EDU 523 – Educational Entrepreneurship

In Educational Entrepreneurship, students will critically examine the contributions of social entrepreneurs to expanding educational opportunities throughout the world. Students will explore and develop an appreciation of the way social entrepreneurs steer innovations in a social and political process, generate and mobilize resources, negotiate partnerships with the public sector, and create and sustain organizations to support the innovation and transition toward institutionalization and long-term sustainability.

EDU 524 – Capstone Research Project in Educational Leadership

The Capstone Project in Educational Leadership provides students the opportunity to apply, integrate, and synthesize key concepts learned from courses in the program of study by developing an integrative electronic portfolio of signature assignments, critical self-reflection, and digital storytelling.

 

Total for the program – 30 Units

Student Testimonials

I am eternally grateful to God for providing Shiloh University. I could not find this level of education in the area of theology in my country. I always get excited when I am taking a new course and I always share the things I learn with my family, my friends, my church.”

Janneth Saveedra

Shiloh University has fanned the flame of my desire, and equipped me to share God’s hope and redemption with a needy world.” 

John Isoka

I have loved every bit of my experience with Shiloh University! The faculty provided a personal touch that is too often lost in other universities. The level of academics is top-notch and presented in a sound and meaningful way.”

Joshua Wheeler

Having instructors who could challenge me and question me on specific topics forced me to dig in and really understand the foundations of what I believe.”

Jeremy Richardson

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The School of Education is committed to equipping those who are called to be educators, encouraging them in their profession, and igniting in them the Divine creativity to impact the lives of students.