The request to add a Concentration in Science, Technology, Engineering, and Mathematics (STEM) Education to M.Ed. in Elementary Education
Date: March 12, 2014
To: College of Education
From: Office of Academic Affairs
Approved On: February 10, 2014
Approved by: Graduate Council
Implementation Date: Summer 2014
Note: Deletions are strikethroughs. Insertions are underlined.
Catalog Copy
Master of Education (M.Ed.) in Elementary Education
Description of Program
The M.Ed. in Elementary Education is designed for experienced teachers who wish to become instructional leaders, advanced practitioners, and global educators. Upon completion of the program, students will qualify for the North Carolina advanced Standard Professional II teaching license in Elementary Education.
1) Instructional Leader
This degree program enables graduates to develop leadership skills as well as specialized content knowledge to effectively impact elementary education. Graduates of this program will also be advocates for students’ cultural and academic needs as well as advocates for effective and relevant educational practices and policies.
2) Advanced Practitioners
Completion of this degree program will enable graduates to acquire deep theoretical and content knowledge to become advanced practitioners in specific emphasis areas. Graduates will have the capacity to facilitate student learning through inquiry-based practices. Graduates will also possess knowledge and practice that will prepare them to enter Ph.D. programs throughout the country and world.
3) Global Educators
Graduates of this degree program will contribute to a rigorous and critical analysis of learning in their classroom, the school, and global society. The program enables graduates to promote an educational milieu that values culture, reflective practice, and multiple worldviews.
Program Goals
- Master teachers are self-directed and ethical in their personal and professional growth as educators.
- Master teachers are responsive to children’s differences as influenced by development, exceptionalities, and diversity.
- Master teachers are well-grounded in the technology, content, and pedagogy of the elementary curriculum and emphasis area.
- Master teachers are effective in urban, rural, and suburban cultural contexts
- Master teachers are self-reflective, educational advocates, and educational researchers.
- Master teachers are collaborative and impactful educational leaders.
Master teachers are globally aware of the impact of local education.
General Requirements for Admission to the Graduate School
Please refer to the information found in The Graduate School section of this Catalog.
Additional Admission Requirements
- Official transcripts of all previous academic work beyond high school with a minimum undergraduate GPA of 2.75
- Completion of a Bachelors in Elementary Education from an approved program
- Official reports of GRE or MAT examination
- An essay describing statement of purpose for undertaking graduate study
- Apply online: graduateschool.uncc.edu
Degree Requirements
The M.Ed. in Elementary Education is a 33‐hour program. The Programs of Study include 18 hours of required courses and 11-15 hours of courses from one of the following concentrations: Academically or Intellectually Gifted, Elementary Mathematics, Instructional Systems Technology, Literacy, Science Technology Engineering and Mathematics Education (STEM), Special Education, and Teaching English to Second Language Learners.
Core Courses (18 hours)
Phase I. Developing Perspectives (9 hours)
ELED 6200 Current Issues in Global and Urban Elementary Schools (3)
ELED 6201 Theories of Human Development and Learning in Cultural Contexts (3)
ELED 6202 Classroom Management and Leadership for Diverse Learners (3)
Phase II. Collaborative Inquiry (6 hours)
ELED 6203 Instructional Differentiation for 21st Century Learners (3)
RSCH 6101 Research Methods (3)
Phase III. Investigative Leadership (3 hours)
ELED 6303 Teacher Inquiry and Data Analysis in the Elementary Classroom (3)
Concentrations (11-15 hours)
Academically or Intellectually Gifted*
SPED 5211 Nature and Needs of Gifted Students (3)
SPED 6124 Methods of Instructing Gifted Students (3)
SPED 6161 Social and Emotional Needs of Gifted Students (3)
SPED 6224 Adapting Curriculum Material and Classroom Differentiation (3)
Elementary Mathematics*
ELED 6311 Number Systems and Operations: K-5 Mathematical Tasks (3)
ELED 6312 Geometry and Spatial Visualization: K-5 Assessment (3)
ELED 6313 Algebraic Reasoning: K-5 Discourse and Questioning (3)
ELED 6314 Rational Numbers and Operations: K-5 Learning Trajectories (3)
ELED 6315 Data Analysis and Measurement: K-5 Classroom Interactions (3)
Note: ELED 6316 (Mathematical Modeling: K-5 Leadership) must also be completed in order to earn the North Carolina Add-On License
Instructional Systems Technology (Technology Integration)*
EIST 6101 The Adult Learner (3)
EIST 6100 Readings in EIST (3)
EIST 6110 Instructional Design (3)
EIST 6135 Learning, Media, Resources, & Technology (3)
Literacy
READ 6100 Current Issues and Practices in Literacy Education (3)
READ 6252 K-12 Writing Development and Instruction (3)
READ 6265 Multi-literacies in a Global World: Reading and Writing Texts in New Times (3)
READ 6250 Emergent and Elementary Literacy (3)
READ 6204 Teaching Reading to English Language Learners (3)
NOTE: PENDING APPROVAL
Special Education
EDUC 6254 Individualizing Instruction for Diverse Learners (3)
SPED 6502 Advanced Classroom Management (3)
SPED 6503 Instructional Design in Special Education (3)
SPED 6690 Consultation and Collaboration (2)
Teaching English as a Second Language*
ENGL 6161 Introduction to Linguistics (3)
TESL 5104 Authentic Assessment (3)
TESL/FLED 5130 Second Language Methods (3)
TESL 6205 Second Language Acquisition in K-12 Settings (3)
Science, Technology, Engineering, and Mathematics (STEM)
ELED 6210: Current Issues in STEM Education (3)
ELED 6211: Integrating Engineering into the Elementary School Curriculum (3)
ELED 6212: Integrating Digital Learning and STEM with Elementary School Learners (3)
ELED 6213: Global Awareness in STEM Education (3)
ELED 6214: Designing and Developing STEM Curricula (3)
Elective (3 hours)
Elective may include any non-required course selected from a variety of course offerings designed to support concentration, additional research courses, and advanced knowledge in specific content.
*This concentration leads to the North Carolina Licensure if the student successfully completes all of the related licensure requirements.
Admission to Candidacy
The Candidacy form supplied by the Graduate School must be received no later than the eighth instructional day of the semester in which completion of all degree requirements is expected.
Application for Degree
The Application for Degree/Graduation form supplied by the Graduate School must be received early in the last semester of your program.
Clinical Field Experiences
Students in the M.Ed. program participate in structured field experiences that require them to apply coursework in their classroom settings, analyze K-6 student learning, and reflect on their practice in the context of theories on teaching and learning. Students deepen their understanding of the knowledge, skills, and professional dispositions that foster student learning. These experiences broaden their ability to help all students learn, including children with exceptionalities and students from diverse ethnic/racial, linguistic, gender, and socioeconomic groups. These structured field experiences are designed to take place in multiple settings within the candidate’s school community or districts, after-school programs, alternate youth centers, or in the schools and classrooms in which the candidates work.
Capstone Requirements
The capstone experience for the M.Ed. will be fulfilled by successfully completing the Teacher Inquiry Project in the ELED 6303 course.
Advising
All students are assigned an advisor upon formal admission to the program. Students are required to attend the advising seminar at the start of each semester.
Assistantships
The Program typically has a limited number of graduate assistantships with salaries starting at $8,000/academic year. Applications are available from the Department of Reading and Elementary Education.
Licensure
The master’s (M.Ed.) program in Elementary Education is a K-6 instructional degree that leads to the “M” level teaching license.
Research Opportunities/Experiences
Faculty members in the Department of Elementary Education faculty are deeply committed to research in urban schools. As a result, candidates will have opportunities to become involved in classroom-based research.
Financial Aid/Financial Assistance
Information is available from the Office of Teacher Education Advising, Licensure, and Recruitment (TEALR). See education.uncc.edu/TEALR for details. Additional information is available from the Office of Student Financial Aid at finaid.uncc.edu.
Program Approval
All teacher education programs at UNC Charlotte are accredited by the National Council for Accreditation of Teacher Education. The M.Ed. in Elementary Education is awaiting approval by North Carolina State Board of Education.
Course Catalog Descriptions
Courses in Science, Technology, Engineering and Mathematics
ELED 6210: Current Issues in STEM Education. (3). Examination of current issues related to Science, Technology, Engineering, and Mathematics (STEM) Education. Students will (3). This online 3-credit course requires approximately 8-9 hours each week for approximately 15 weeks. Out-of-class work may include but is not limited to: required reading, critical analysis of literature, research papers, and projects related to STEM issues related to elementary school learners. (Fall).
ELED 6211: Integrating Engineering into the Elementary School Curriculum. (3). An analysis of engineering concepts related to the science standards taught in Grades K-6 in North Carolina Public Schools. The Engineering is Elementary curriculum and other related resources will be examined in depth. Analysis of how science, technology, and mathematics can be integrated with engineering will be emphasized. (Spring).
ELED 6212: Integrating Digital Learning and STEM with Elementary School Learners. (3). Examination of digital learning (e.g., web-based tools, digital videos) to support the teaching of STEM education. Students will analyze a real-world problem, analyze digital learning tools, plan and implement a lesson around the real-world problem using digital learning tools. (Fall).
ELED 6213: Global Awareness in STEM Education. (3). Examination of global awareness, humanities and the environment in the context of STEM Education. Students will research, reflect on, and apply knowledge related to Earth and the environment in relationship to issues and trends related to STEM. (Spring).
ELED 6214: Designing and Developing STEM Curricula. (3). Analysis of critical components of designing, developing, and implementing a multi-lesson unit related to a real-world issue in STEM education. Candidates will design, teach, and assess the impact of STEM curricula that they develop. Candidates will also design professional development around the curricula they developed. (Fall).