Master of Arts

http://www.pacific.edu/Academics/Schools-and-colleges/Gladys-L-Benerd-School-of-Education/Academics/Masters
Location: Gladys L. Benerd School of Education

Degree Program

Master of Arts in Education

Concentrations are offered in the following areas:

Counseling and School Psychology

  • Counseling Psychology

Learning, Leadership, and Change

  • Innovative Education in Health Professions

Teacher Education

  • Special Education
  • Teaching (Credential Option)

Master of Arts in Leadership

  • Organizational Learning and Effectiveness
  • Leading for Social Impact

Admissions Requirement

  1. A cumulative GPA of 3.0 or better for the last 60 units of college or post-baccalaureate work
  2. A Bachelor's degree from an accredited university
  3. A complete application portfolio to the Graduate School, essay(s) following program guidelines; official transcripts from all college-level coursework including official verification of the awarding of degrees; and three letters of recommendation that attests to the candidate's ability to undertake graduate studies
  4. Departmental interview, if required.
  5. Evidence of qualities and character in keeping with the philosophy and standards of this University and Benerd College

Credentialing and Licensing

Credential programs may be combined with the master’s degree or the doctorate in education.  The MA in Education, Teaching concentration, or Special Education concentration, offers programs for earning a Multiple Subject, Single Subject, in selected content areas, and Education Specialist, Mild-Moderate; Moderate/Severe Disabilities credentials. The Counseling Psychology Concentration includes an optional track (beyond the 32 unit minimum) to become eligible for the Licensed Professional Clinical Counselor (LPCC). 

Pacific Undergraduate to Master's Pathway

The Licensed Professional Clinical Counselor (LPCC) track within the Counseling Psychology Concentration reserves six admissions spots for Pacific undergraduates who earn a 3.5 GPA or higher in upper division courses at Pacific and complete the application requirements. Pacific students who earn a 3.0 GPA or higher in upper division courses at Pacific will be guaranteed an interview upon completion of the application.

Master of Arts in Education

The Master of Arts (MA) in Education requires a minimum of 32 units, of which 18 units must be in courses 200 or above and from the Benerd College, with a Pacific cumulative grade point average of 3.0.  Based upon state and federal laws, additional units and requirements may be necessary for those students electing to earn a credential, certification or license along with the graduate degree (e.g., teaching credential, and administration credential).  Students interested in earning a credential, certification or license should work closely with their advisor and the credential staff.  The requirements of some concentration options may also be guided by external standards that direct completion of specified courses and achievement of specific learning outcomes.

For students entering the Licensed Professional Clinical Counselor (LPCC) track within the Counseling Psychology Concentration (see above), . EDUC 201 and EDUC 216 may be taken during the student's senior year at Pacific, which will be counted toward the master's and the bachelor's degree.

Unit Requirement: 32

I.  Theoretical Core:

Select one of the following:2-4
Transformational Teaching and Learning
Theories of Multicultural Family Therapy and Collaboration
Education for a Diverse Democracy
Seminar: Social Class Effects in Education
Leading in Diverse Contexts
Select one of the following:2-4
Curriculum Theory
Nature and Conditions of Learning
Teaching Assessment
Teaching in the Content Areas I
Organizational Learning
Curriculum and Instruction for Students with Mild/Moderate Disabilities
C & I/SPED Students

II.  Field Experience and/or Research:

Select 4-6 units from the following:4-6
Research Course Options:
Techniques of Research
Statistical Thinking and Communication
Research in Second Language Acquisition
Teaching as Reflective Inquiry I
and Transformational Teaching & Learning
and Teaching as Reflective Inquiry III
Action Research
Integrative Capstone in Innovative Leadership
Program Evaluation
Other approved research courses
Field Experience Course Options:
Professional Practice
Professional Practice Music
Directed Teaching: Mild/Moderate
and Directed Teaching: Special Education (Mild/Moderate)
Directed Teaching: Moderate/Severe
Internship: Mild/Moderate
Internship: Moderate/Severe

Note:  1.) Students will not receive credit for EDUC 170 /EDUC 270 and EDUC 171/EDUC 271.  2.)  Students will not receive credit for SPED 198M/SPED 298M  and SPED 198S/SPED 298S.

III.  Capstone Experience

Students will be required to complete a capstone experience (e.g., oral exam, portfolio, thesis, action research project and/or written comprehensive exam).  The capstone experience will be determined within each concentration.  Some concentrations integrate the Field Experience and Capstone into a course (e.g. EDUC 296, EDUC 296T). Other concentrations have courses with integrative teacher research experiences, which fulfill the capstone requirement (e.g. EDUC 276, or SPED 295A). For students who do not elect not to earn a concentration, his or her advisor will select an appropriate capstone experience.

IV.  Concentration

Students may elect to concentrate in one or more specific areas.  In order to earn a concentration, students must fulfill the general requirements listed above as well as specific concentration requirements listed below.  A single course may be used to fulfill requirements in two or more concentrations, but the units will not count twice.

Core Area Concentrations

Innovative Education in Health Professions
Select 12 units of the following:12
Creativity and Ideation
Innovation in Education
Digital and Blended Learning
Trends in Health Professions Education
Seminar: Learning Design
Teaching and Assessment in Health Professions Education
Program and Organization Evaluation
Learning, Innovation, and Design
Select 12 units of the following:12
Principles of Design in Education
Models of Learning
Creativity and Ideation
Innovation in Education
Digital and Blended Learning
Seminar: Learning Design
Innovative Learning Environments
Counseling Psychology
Select 12 units of the following:12
Program Evaluation
Advanced Human Development I
Advanced Human Development II
Advanced Human Development III
Theories of Multicultural Family Therapy and Collaboration
Psychotherapeutic Interventions
Group Counseling
Crisis Intervention
Consultation Methods
History and Systems in Psychology
Law and Professional Ethics for Mental Health Professionals
Psychopathology and Wellness Promotion
Behavior Assessment and Intervention
Academic Assessment and Intervention
Psychological Assessment
Behavior and Personality Assessment
Neuropsychology
Psychopharmacology for Mental Health Professionals
Social Psychology
Seminar: Leadership in Diverse Organizations
Spousal and Partner Abuse, Detection, and Intervention
Alcoholism and Chemical Substance Abuse Dependency
Child Abuse Assessment and Reporting
Human Sexuality
Counseling Practicum
Or any Special Topics course (EDUC 393)
Undergraduate students who plan to pursue Licensed Professional Clinical Counselor may take EDUC 201 and EDUC 216 during their senior year at UOP, which will be counted toward the MA in Education with a concentration in Counseling Psychology
Teaching (Credential Option)
Select 12 units of the following:12
Technology Enhanced Learning Environments *
Teaching Science, Technology, Engineering, and Mathematics *
Teaching Science, Technology, Engineering and Mathematics (STEM)
Productive Learning Environments for Diverse Classrooms *
Productive Learning Environments for Diverse Adolescents
Literacy Development (Multiple Subject) *
Literacy Development
Teaching English Learners
Teaching English Learners
Teaching English Learners, Single Subject
Teaching English Learners - Single Subject
Professional Practice Seminar
Professional Practice Seminar
Teaching as Reflective Inquiry I
Productive Learning Environments for Diverse Adolescents
Teaching in the Content Areas I
Content and Disciplinary Literacy Development in Secondary Schools
Productive Learning Environments for Diverse Classrooms
Teaching in the Content Areas II
Transformational Teaching & Learning
Understanding Adolescents in School Contexts
Teaching in Content Areas III
Teaching as Reflective Inquiry III
Music in Elementary School
Music Experiences, K-6
Music in Secondary School
Music Experiences, 7-12
The Exceptional Child
Teaching Exceptional Learners
Teaching Exceptional Learners
Building Family & Professional Partnerships
Assessment of Special Education Students *
Advanced Programming for Students with Disabilities
Evidence Based Practices in Autism Spectrum Disorder
Curriculum and Instruction for Students with Mild/Moderate Disabilities *
C & I/SPED Students
Seminar: Crucial Issues in Special Education
Positive Behavioral Support in the Classroom
Special Education
Select 12 units of the following:12
Building Family & Professional Partnerships
Assessment of Special Education Students
Advanced Programming for Students with Disabilities
Evidence Based Practices in Autism Spectrum Disorder
Juvenile Biplor Disorder
Curriculum and Instruction for Students with Mild/Moderate Disabilities
C & I/SPED Students
Seminar: Crucial Issues in Special Education
Positive Behavioral Support in the Classroom
Directed Teaching: Special Education (Mild/Moderate)

Note:  1.) Specific courses are subject to change as per state requirements.  Students must meet all state requirements in order to earn a credential.  2.) Minimum of required 12 units with specific courses determined by state credential requirements and advisers' approval required.  Although the Master of Arts in Education requires a minimum of 12 units, credential programs may require additional units.  3.)  *If these courses were taken in the undergraduate program, then electives will be required as substitutions.

V.  Of the required 32 units a minimum of 18 units must be from the Benerd College

VI.  Of the required 32 units a minimum of 18 units must be taken at the 200 or 300 level

Master of Arts in Leadership

The Master of Arts (MA) in Leadership requires a minimum of 32 units, with a Pacific cumulative grade point average of 3.0. Students can take a LEAD 202 during their senior year at Pacific and transfer it into this program. The course can be counted toward both the master's and the bachelor's degree.

Unit Requirement: 32

1. Leadership Core

LEAD 200Leading in Diverse Contexts3

2. Inquiry Core

LEAD 210Action Research3

3. Capstone

Students will be required to complete a capstone experience, which includes an integrative portfolio and field experience. This experience is completed as part of one of the LEAD 296 courses:
Integrative Capstone in Innovative Leadership
Integrative Capstone for Social Impact

4. Core Area Concentrations

Students may elect to concentrate in one or more specific areas. To earn a concentration, students must fulfill the general requirements listed above and specific concentration requirements listed below. A single course may be used to fulfill requirements in two or more concentrations.

Leading for Social Impact
LEAD 201The Ethical Leader3
LEAD 260How to Change the World3
LEAD 261Design Thinking for Social Impact3
LEAD 265Reflective Practice for Leadership and Social Impact3
Organizational Learning and Effectiveness
LEAD 255Design Thinking for Performance Improvement3
LEAD 256Organizational Change and Innovation3
LEAD 258Organizational Consulting3
LEAD 259Organizational Learning3

5. Remaining Units

Of the required 32 units, 23 units must be from Benerd College. Cohorts will have more prescriptive requirements.

Research

  1. Students will be able to locate appropriate resources of and critically evaluate educational research literature.

Diversity

  1. Students will be able to critically analyze how the presence of diverse populations influences policy and practice.

Teaching and Learning

  1. Students will be able to develop learning outcomes (e.g. individual group, organizational, or system) by synthesizing knowledge, skills, and reflective practice of human learning processes.

Program Purpose: To Develop Creative, Flexible, and Caring Leaders

  1. Lead in an ethical and socially responsible manner
  2. Utilize inquiry-based approaches to fostering change
  3. Identify, understand, and utilize cultural differences and perspectives of all stakeholders
  4. Develop and integrate a critically reflective lens on leadership development

Concentration-specific Outcomes

Leading for Social Impact: Develop skills and perspectives needed to enact ethical and sustainable change in one’s community, organization or beyond.
Organizational Learning and Effectiveness: Develop skills to lead the development of people, performance, and organizations