University of Vermont

The Curriculum & Instruction Program

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Multicultural & Global Studies

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Specialization Description

The 30 credit-hour M.Ed. in Multicultural & Global Studies may be achieved by completing:  24 credit hours in Multicultural & Global Studies courses and 6 credit hours in Foundation courses.

A minimum of 30 credit hours of approved graduate level coursework must be successfully completed.  Specific program requirements are planned in collaboration with the program adviser.  Course work is offered during fall and spring semesters of the academic years as well as during the summer session.  If background in professional education is limited, additional courses will be required beyond the 30-hour program.

Requisite Skills

  1. Bachelor's degree from an accredited institution of higher education and demonstrated academic competence.

  2. For endorsement, candidates need a Level I or Level II Vermont teaching license and successful present or previous teaching experience (or other relevant experience).

  3. Commitment to the teaching profession.

  4. Demonstration of academic preparedness for graduate study.  This includes a transcript review and recommendations from appropriate individuals.

  5. Three letters of recommendation.

Program of Study

EDFS 206. D2:Comparative Education. 3 Credits.

Examines educational challenges confronting countries around the world. Explores issues related to sustainable development, diversity, citizenship, and justice in formal and non-formal educational contexts.

EDFS 255. School as Social Institution. 3 Credits.

Looking back over the last thirty years, we see a fairly long stretch of time during which public education has been under siege.  Yet the challenges we face are much more deeply rooted than may be apparent, and can, many researchers believe, be traced to some basic contradictions and tensions in our societal structure.  In Vermont, we have seen some fairly substantial attempts to restructure, revision, and transform schools; some of these efforts have included service learning and internships, individualized learning plans for all students, professional learning communities for faculty, differentiated instruction, and discussions about the Common Core and standards.  Strangely though, when one enters a school, one is likely to find the environment very familiar, echoing our own school experiences from years past.  Even though some of the tones have been altered, the language become more specialized, and the funding less certain and more complex, the school still seems like the school. The goals of this course is to increase awareness and understanding of the relationships among selected educational purposes, policies, and practices, and the forces operating in this society; gain understanding and knowledge of different sociological perspectives, and the ability to apply these perspectives to the analysis of education;and develop and articulate an understanding of social class and other issues affecting societal and educational challenges, and an understanding of courses of action possible to work towards a social vision.

EDFS 320. Technology, Schooling, Society. 3 Credits.

This course explores influences of technology on schooling and society. Using sociological, historical, and philosophical frameworks, participants examine equity, cultural diversity, student empowerment, and community.

EDFS 322. D1:Chall Multicult/Ed&Soc Inst. 3 Credits.

Critical analysis of social, historical, and philosophical dimensions of multiculturalism. Examination of identity, empowerment, and justice and their relationships to educational/social policies and practices.

EDFS 377. Seminar Educational Psychology. 3 Credits.

The Twentieth Century saw the rise of Educational Psychology as an enterprise that sought its various truths through the development of more scientific means of study and analysis. Across the span of the century, psychologists continued to search for experimental findings that could be used to improve both ends of the teaching/learning continuum. Regardless of the methodologies employed or the perspectives in which various methodologies were grounded, certain basic questions framed the research: What is learning? How do people learn? Why do people learn? How do subsets of individuals learn best given certain conditions of instruction? How do certain conditions of knowing require different instructional settings?

The work of this seminar will be to read, synthesize, interpret, and share primary and secondary sources of literature that highlight the development of the field from the late 19th Century to present day. Additionally, each participant will be asked to become familiar with particular persons and framing questions, paying particular attention to the historical context within which the persons and questions reside. Assignments will be adjusted for individuals who wish to approach course content from a more applied perspective.

Application Information

Individual or a series of courses can be taken. One does not need to be enrolled in a specific program of study. However, for those interested in applying to a degree program, please contact Alan Tinkler for advisement information. For an application to the Masters Degree you must apply through the graduate college website.

Integration with C & I Program

For an application to the Masters Degree in Curriculum and Instruction you must apply through the graduate college. You can find an application and other relevant information on the graduate college website.

Contact Information:

C&I Program Support

Department of Education
University of Vermont
533 Waterman Building
Burlington, Vermont 05405



Last modified December 21 2015 10:15 AM

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