The Curriculum & Instruction Program
Multicultural & Global Studies
- Specialization Description
- Requisite Skills
- Program of Study
- Application Information
- Integration with C & I Program
- Contact Information
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
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.
Bachelor's degree from an accredited institution of higher education and demonstrated academic competence.
For endorsement, candidates need a Level I or Level II Vermont teaching license and successful present or previous teaching experience (or other relevant experience).
Commitment to the teaching profession.
Demonstration of academic preparedness for graduate study. This includes a transcript review and recommendations from appropriate individuals.
Three letters of recommendation.
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
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?
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.
Department of Education
Last modified December 21 2015 10:15 AM