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.
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.
Accredited Degree Program
Required Application Documents
Applicants must submit the following:
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:
Applicants must submit the following:
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.
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:
Upon completion of the program, graduates should be able to:
|
Master of Education: (Total Program Cost) |
||
|
Tuition ($390 x 30 credits) |
$ |
11,700 |
|
Textbook costs ($100 per course estimate) * |
$ |
1,000 |
|
Program total cost |
$ |
12,700 |
*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:
The M.Ed. program offers two tracks or emphases:
Both emphases share the same core curriculum of five courses; five additional courses are specific to each emphasis.
The M.Ed. is a two-year program consisting of 30 units (semester hours).
To graduate with the M.Ed. degree the student will:
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.
Upon completion of the program, graduates should be able to:
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
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.
Upon completion of the program, graduates should be able to:
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
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.”
Shiloh University has fanned the flame of my desire, and equipped me to share God’s hope and redemption with a needy world.”
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.”
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.”
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.
