ED-MA - Education (MA)
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Program Overview
Master of Arts and Master of Science Degrees in Education
The Graduate School of Education offers Master of Arts degrees in the following specializations:
Curriculum and Teacher Education (CTE) (This is not a credentialing program; see STEP below.)
Global and Comparative Education (GCE)
International Education Policy Analysis (IEPA)
Joint Degree with Graduate School of Business (MA/MBA)
Joint Degree with Law School (MA/JD)
Joint Degree with Public Policy Program (MA/MPP)
Policy, Organization, and Leadership Studies (POLS)
The Graduate School of Education offers Master of Science degrees in the following specializations:
Education Data Science (EDS)
Learning, Design, and Technology (LDT)
In addition, an MA degree with a teaching credential is offered in the Stanford Teacher Education Program.
Stanford Teacher Education Program (STEP)
STEP is a 12-month, full-time program leading to a Master of Arts and a preliminary California teaching credential. STEP offers a Master of Arts in Education that prepares program graduates for careers as teachers in single or multiple-subject classrooms. STEP Elementary prepares students to become teachers in multiple-subject classrooms. STEP Secondary prepares students to become teachers of English, World Languages (French, Mandarin, Spanish), Mathematics, Science (biology, chemistry, earth science, physics), and History/Social Science. STEP seeks to prepare and support teacher candidates to work with diverse learners to achieve high intellectual, academic, and social standards by creating equitable and successful schools and classrooms.
The 12-month STEP year begins in June with a summer quarter of intensive academic preparation and placement in a local summer school. During the academic year, students continue their coursework and begin year-long field placements under the guidance of expert teachers in local schools. The Master of Arts and teaching credential require a minimum of 45 quarter units, taken during four quarters of continuous residency.
Admissions Information
Coterminal Master’s Program in Education
The Graduate School of Education admits a limited number of students from undergraduate departments within the university into a coterminal master’s program. For information about the coterminal option through the Stanford Teacher Education Program (STEP), see the details under STEP. Students in a coterminal program receive a bachelor’s degree in their undergraduate major and a master’s degree in Education. Approval of the student’s undergraduate department and admission to the Graduate School of Education’s master’s program are required. Undergraduates may apply after completing at least 120 units toward graduation (UTG). The number of units required for the MA degree depends on the program requirements; see the Master’s Handbook for additional information.
Applicants may learn more about the GSE’s coterminal application process from the Graduate School of Education’s website. All coterm programs accept online applications. Information regarding university rules about application and eligibility for coterm admission can be found on the Registrar’s website.
University Coterminal Requirements
Coterminal master’s degree candidates are expected to complete all master’s degree requirements as described in this Bulletin. See Coterminal Master's Degrees for university requirements for the coterminal master’s degree. See Graduate Degrees for university requirements for the master’s degree.
After accepting admission to this coterminal master’s degree program, students may request a transfer of courses from the undergraduate to the graduate career to satisfy the requirements for the master’s degree. Transferring courses to the graduate career requires review and approval of both the undergraduate and graduate programs on a case-by-case basis.
In this master’s program, courses taken three quarters before the first graduate quarter or later are eligible for consideration for transfer to the graduate career. No courses taken before the first quarter of the sophomore year may be used to meet master’s degree requirements.
Course transfers are not possible after the bachelor’s degree has been conferred.
The university requires that the graduate advisor be assigned in the student’s first graduate quarter even though the undergraduate career may still be open. The university also requires that the Master’s Degree Program Proposal be completed by the student and approved by the department by the end of the student’s first graduate quarter.
Stanford Teacher Education Program (STEP)
All students entering STEP must hold a bachelor’s degree conferred before beginning the STEP year. STEP students graduate with a Master of Arts in Education and a recommendation for a preliminary California teaching credential.
Applicants applying to both the STEP Elementary and Secondary program are required to meet the basic skills requirement by one of the following methods:
Pass the California Basic Educational Skills Test (CBEST) or an approved out-of-state basic skills exam
Achieve a qualifying score on an SAT, ACT, or AP examinations
Complete undergraduate coursework.
The CSET: Writing Skills, achieve qualifying scores on the SAT, ACT or AP examinations, or undergraduate coursework.
Holding a Bachelor's Degree
Additionally, applicants to both the STEP Elementary and Secondary program must demonstrate subject matter competence in one of or a combination of the following ways:
Pass the California Subject Examination for Teachers (CSET) in their content area
Complete a California state-approved subject matter preparation program
Complete a degree that matches the content area
Complete collegiate level coursework that meets the domains of their content area
The GRE is not required for STEP applicants.
Stanford Teacher Education Program website provides further information regarding admission requirements, coursework, and credential requirements.
Minimum Units in the Program
Minimum University Units
The MA and the MS degrees are conferred upon fulfillment of degree requirements and by recommendation of the Graduate School of Education faculty. Depending on the specialization (please see below), students must complete a minimum of 45-51 units at Stanford and 23-31 units in the Graduate School of Education (EDUC units) to receive a master’s degree in Education. All master’s students must maintain a grade point average (GPA) of 3.0 or better in courses applicable to the degree. Master’s students should obtain detailed program requirements from the Master’s Handbook. Additional information regarding program content and degree requirements is available on the Graduate School of Education’s website.
All courses must be at or above the 100 level; courses numbered below 100 do not count toward the MA degree
At least 23 units must be at or above the 200 level (course or course count toward this requirement)
At least 27 units must be from courses offered by the Graduate School of Education (EDUC units)
At least 15 units must be taken for a letter grade (as opposed to Credit/No Credit)
A 3.0 GPA must be maintained for all courses applied to the master’s degree
Students must enroll in at least 11 units during autumn, winter, and spring quarters and cannot exceed 18 units in any quarter
English for Foreign Students (EFSLANG 600 level) and Athletics, Physical Education and Recreation (ATHLETIC) courses cannot be applied toward the master’s degree
See the Coterminal Degree section for unit requirements for students admitted through the coterminal degree program.
course *
*In autumn and winter quarter, CTE students have second enrollment priority for EDUC 200B. See the Enrollment in the Methodology Courses section of the MA Handbook for more information.
Note: Other courses may be taken to fulfill these requirements. Your advisor will need to approve any course substitutions and notify the MA Programs Officer via email. All course information is subject to change. Please consult ExploreCourses and Axess for the most updated course offering and scheduling information.
Units for the Master’s project/thesis can be taken through course or course, or course. Students can enroll in 1-3 independent study units during autumn quarter and 1-5 units during Winter and Spring quarters.
Note that the university’s deadline to turn in your project/thesis and Thesis Submission Form to your advisor. Your advisor may set an earlier deadline. If you would like your final project/thesis to be bound and cataloged in the Cubberley Library, a few additional steps need to be taken: (
Update the signature and title page available from the MA Programs Officer
Obtain your advisor’s signature
Print out a copy of your final project/thesis and submit it to the Cubberley library
Students must complete at least 48 units at Stanford to receive a master’s degree in GCE or IEPA. The following constraints are placed on those 48 units:
All courses must be at or above the 100 level – courses numbered below 100 do not count toward the MA degree
At least 24 units must be at or above the 200 level (course and course count toward this requirement)
At least 30 units must be from courses offered by the Graduate School of Education (EDUC units)
At least 16 units must be taken for a letter grade (as opposed to Credit/No Credit)
A 3.0 GPA must be maintained for all courses applied to the master’s degree
Students must enroll in a minimum of 8 units during Autumn, Winter, and Spring quarters and cannot exceed 18 units in any quarter
GCE/IEPA students must choose one of the following unit plans. Combinations, alterations, or exceptions to these unit plans are not allowable.
Enroll in at least 11 units Autumn and Winter quarter, at least 8 units Spring quarter and exactly 6 units in Summer quarter OR
Enroll in at least 11 units Autumn, Winter, and Spring quarter and exactly 3 units in Summer quarter
Note: Students must enroll in at least 6 units during all quarters (including Summer) in which they wish to maintain eligibility to receive financial aid (such as loans)
English for Speakers of Other Languages (EFSLANG 600 level) and Athletics, Physical Education and Recreation (ATHLETIC) courses cannot be applied toward the master’s degree.
All courses taken outside the GSE must be approved by the Program Director.
See the Coterminal Degree section for unit requirements applying to students admitted through the coterminal degree program
Note: All course information is subject to change. Please consult ExploreCourses and Axess for final course offerings
Students in the program must take the EDUC 206 series to complete their Master’s (MA) Paper requirement. By enrolling in EDUC 206A, B, C, and D, students are advised through the process of developing their projects through to the completion of their papers at the end of Summer Quarter. To make satisfactory academic progress in the GCE/IEPA program, students must have their MA Paper proposals approved by the start of Spring quarter. Failure to do so means the student is not making satisfactory progress and will trigger an academic review.
Choose two from the following (others must be approved by the Program Director).
Students who plan to collect their own data for their MA Papers are required to enroll in course for 3 units and take no more than three additional courses in Winter and Spring quarters. In addition, they must enroll in a Directed Research (course) with one of their advisors in Winter or Spring quarters.
Students who plan to use qualitative methods for their MA Papers must take course (or the equivalent) and course.
For those who plan to conduct quantitative data analyses, in addition to (or in place of) course, students have the option of enrolling in one or more of the quantitative data analysis courses listed above, or an equivalent with approval from the Program Director. Students often take more than one of these courses and are highly encouraged to take a mini course in methodology (e.g., course).
Students who plan to collect their own quantitative data using survey methods (interviews, questionnaires) for their MA Papers are required to take course.
Students enrolling in course can apply up to 6 units toward their degree; students may enroll in 3 units (max.) per quarter.
Students are encouraged to enroll in one of the following policy courses.
Choose one of the following (students are encouraged to enroll in at least two).
Enroll in one of the following (students are encouraged to enroll in both).
Due Friday, July 31, 2026
Students must complete at least 45 units of instruction for the MA portion of their MA/MBA joint degree. The following constraints are placed on those 45 units:
All courses must be at or above the 100 level - courses numbered below 100 do not count toward the MA degree
At least 23 units must be at or above the 200 level (course and course can count toward this requirement)
At least 15 units must be completed for a letter grade (as opposed to Credit/No Credit or Pass/Fail)
At least 35 of the 45 units must be from courses offered by the Graduate School of Education (EDUC units). If a student wishes to earn the remaining 10 units outside of the Graduate School of Education (non EDUC units), the student is expected to submit a petition by the end of week one of the quarter during which the student enrolls in the course, explaining how these units relate to and support the student’s educational goals. GSB courses are not eligible for approval by petition
All petitions for non-EDUC units must be finalized by the final study list deadline of spring quarter in the second year
A maximum of 10 cross-listed units may count toward both degrees
A maximum of 6 independent study units (e.g., internship, directed reading, directed research) from the Graduate School of Education may be applied toward the MA degree
A 3.0 GPA must be maintained for all letter-graded courses applied to the MA degree
Students may not enroll in Stanford Teacher Education Program (STEP) courses
Any other course policies outlined in the MBA Student Handbook apply
Students are required to enroll in EDUC 393 in winter quarter of their first year.
The two schools will offer a menu of cross-listed courses particularly suited to the program, and students can earn up to 10 of their Education units from cross-listed courses. These 10 cross-listed units will count towards both degrees as long as the student enrolls in the GSB listing and their GSB career in Axess. Students who enroll in cross-listed courses which add up to more than 10 units should indicate their plan to count up to 10 units of their cross-listed courses on their Master’s Program Proposal form.
It is imperative that students pay close attention and register for courses under the correct career:
Students should register for courses counting toward the MA under the Grad career and courses counting toward the MBA under the GSB career.
Students wishing to count up to 10 cross-listed units toward the MA and MBA degrees must register for them under the GSB course number in the GSB career.
Beginning in their first year, students are expected to discuss a coherent program of study with Academic Advisor Geoff Cox (gcox@stanford.edu) and must complete their Preliminary Program Proposal during the Autumn quarter of their second year of study. The Preliminary Program Proposal is due no later than the end of the second week of Autumn Quarter of the second year at 5 p.m., and students will schedule individual meetings with Geoff Cox to discuss their plans the following week. Students may deviate from their Preliminary Program Proposal during the academic year, but must be careful to fulfill all requirements. The Final Program Proposal, indicating courses actually taken, is due no later than the end of the second week of spring quarter of the second year at 5 p.m.
Students may take up to 6 units of independent study (including course, course, and course) from the Graduate School of Education, which may be applied toward the 45 units needed for the MA in Education. Students interested in an internship during the academic year should consult the EdCareers database for opportunities and review the MA/MBA Internship Guidelines.
All courses must be at or above the 100 level; courses numbered below 100 do not count toward the MA
At least 48 units must be at or above the 200 level, of which 23+ units must count toward POLS (course or course count toward this requirement)
At least 27 units must be from courses offered by the Graduate School of Education (EDUC units)
At least 65 units must be taken for a letter grade (as opposed to Credit/No Credit), of which 15 units must count toward POLS
A 3.0 GPA must be maintained for all courses applied to the joint degree
Students must enroll in a minimum of 8 units during Autumn, Winter, and Spring Quarters and cannot exceed 18 units in any quarter
No more than 40 units may be counted toward both degrees
English for Foreign Students (EFSLANG 600 level) and Athletics, Physical Education and Recreation (ATHLETIC) courses cannot be applied toward the master’s degree
See the Coterminal Degree section for unit requirements applying to students admitted through the coterminal degree program
Beginning in their first year, students are expected to discuss a coherent program of study with Ann Jaquith. They must complete their Preliminary Program Proposal during the autumn quarter of their second year of study. The Preliminary Program Proposal is due no later than the end of the second week of autumn quarter of the second year at 5 p.m. Students may deviate from their Preliminary Program Proposal during the academic year but must carefully fulfill all requirements. The Final Program Proposal, indicating courses taken, is due no later than the end of the second week of spring quarter of the second year at 5 p.m.
Each POLS student will identify and work with an organization for approximately 150 hours over the Winter and Spring quarters. Students’ field projects will culminate in a defined “deliverable” by the end of the spring quarter. The deliverable can be a research report, a policy paper, a curriculum, or other output that effectively demonstrates accomplishment while bringing tangible value to the site. Students will present a synthetic summary of deliverables in a public presentation at the end of the academic year.
The POLS Seminar is a required course for all POLS students in autumn, winter, and spring quarters.
One policy course is required.
Students may choose from the list above or seek permission from the Program Director for a different policy course to satisfy this requirement.
One organization course is required.
Students may choose from the list above or seek permission from the Program Director for a different organization course to satisfy this requirement.
One methods course is required; two methods courses are recommended.
This requirement may not be waived. Select from the list above. Students with prior experience may enroll in more advanced coursework to satisfy this requirement.
The following section pertains to the Graduate School of Education’s requirements for the MA portion of the MA/JD joint degree. In addition to the following guidelines, students should consult the academic requirements specified by the Stanford Law School (SLS) for the JD portion of the joint degree and the Stanford Bulletin.
Students are strongly encouraged to begin courses for the joint degree program at SLS and must be enrolled full time in SLS for the first year of law school. After that time, enrollment may be in either school or both simultaneously as long as students maintain full-time status.
The faculty advisor, currently Professor Bill Koski, will participate in the planning and supervising of the student’s joint program of study. The proposed program of study, also known as the Program Proposal, must be established as part of the student’s application to the GSE and reviewed by the end of the first quarter in which the student begins to take GSE courses.
Students must complete at least 45 units of instruction at Stanford for the MA portion of their MA/JD joint degree. The following constraints are placed on those 45 units:
All courses must be at or above the 100 level - courses numbered below 100 do not count toward the MA degree.
At least 23 units must be at or above the 200 level (course and course count toward this requirement).
No more than 40 quarter units may be counted toward both degrees as follows:
Up to 9 quarter units of SLS courses may count as part of the MA.
Up to 31 quarter units of Graduate School of Education courses may count as part of the JD. (See the list of pre-approved cross-creditable courses below. In addition, all required/core courses and the inquiry courses are cross-creditable.) Please note that any SLS units of directed research, directed writing, externship, moot court, practicum, senior thesis, or research track reduce the number of non-law units on a one-for-one basis.
A 3.0 GPA must be maintained for all letter-graded courses applied to the master’s degree.*
* MA/JD students can take all MA courses for Credit/No Credit. In this case, the minimum GPA does not apply.English for Speakers of Other Languages (EFSLANG 600 level) and Athletics, Physical Education and Recreation (ATHLETIC) courses cannot be applied toward the master’s degree.
In rare cases, students may be permitted to petition for course requirements (NOT unit requirements). To petition course requirements, students must contact the Faculty Director of the program, Professor Bill Koski, and provide approval of the petition to the MA Programs Officer at the Graduate School of Education.
Rules concerning pass-fail courses, independent study, grade point average, and so forth, will match those set for students in the Law program, and in the Graduate School of Education’s Master's Student Handbook in the year of matriculation in the joint degree program.
2 courses required. Students must take one course from two of the the three categories: Organizations, Policy, and History.
Please consult ExploreCourses and Axess for the most updated course offering and scheduling information.
Students are strongly encouraged to take a course in inquiry in education. The following courses satisfy this area.
Core and inquiry courses (see above) may count as cross-creditable courses towards both MA and JD degrees within the constraints mentioned under Program Requirements above. In addition, several courses at the Graduate School of Education may count towards both degrees. These courses are:
Each of the following activities requires pre-approval from the Director of the MA/JD program:
A practicum or field-based internship
Directed reading tied to a Graduate School of Education research project
Other directed reading
All courses must be at or above the 100 level; courses numbered below 100 do not count toward the MA degree
At least 23 units must be at or above the 200 level (course or course count toward this requirement)
At least 27 units must be from courses offered by the Graduate School of Education (EDUC units)
A minimum of 15 units must be completed for a letter grade
A 3.0 GPA must be maintained across all courses applied to the master’s degree
Students must enroll in a minimum of 11 units and a maximum of 18 units each quarter of the POLS program (autumn-spring)
English for Foreign Students (EFSLANG 600 level) and Athletics, Physical Education and Recreation (ATHLETIC) courses cannot be applied toward the master’s degree
See the Coterminal Degree section for unit requirements applying to students admitted through the coterminal degree program
Each POLS student will identify and work with an organization for approximately 150 hours over the Winter and Spring quarters. Students’ field projects will culminate in a defined “deliverable” by the end of the spring quarter. The deliverable can be a research report, a policy paper, a curriculum, or other output that effectively demonstrates accomplishment while bringing tangible value to the site. Students will present a synthetic summary of deliverables in a public presentation at the end of the academic year.
The POLS Seminar is a required course that all POLS students take in autumn, winter, and spring quarters.
One policy course is required. Students may choose from the list above or seek permission from the Program Director for a different policy course to satisfy this requirement.
One organization course is required. Students may choose from the list above or seek permission from the Program Director for a different organization course to satisfy this requirement.
One methods course is required; two methods courses are recommended
This requirement may not be waived. Select from the list above; students with prior experience may enroll in more advanced coursework to satisfy this requirement
All courses must be at or above the 100 level – courses numbered below 100 do not count toward the MA degree
At least 23 units must be at or above the 200 level (course and course count toward this requirement)
At least 27 units must be from courses offered by the Graduate School of Education (EDUC units)
At least 15 units must be taken for a letter grade (as opposed to Credit/No Credit)
A 3.0 GPA must be maintained for all courses applied to the master’s degree
English for Foreign Students (EFSLANG 600 level) and Athletics, Physical Education and Recreation (ATHLETIC) courses cannot be applied toward the master's degree
A statement of purpose indicating the relevance of a MA in Education to the student’s doctoral degree
A preliminary program proposal outlining the proposed coursework for the master’s degree
If admitted to the program, a Graduate Program Authorization Petition must be submitted via Axess and be approved by the student’s home department
The Associate Dean of Educational Affairs will appoint a program advisor for the student. The advisor will develop the final program proposal in consultation with the student and subject to the approval of the Associate Dean of Educational Affairs.
Students are expected, in their selection of GSE courses, to present a coherent, individualized program of study that pursues a specific topic (e.g., education reform).
Students also have the option to write a master’s thesis to further develop and apply their learning in a focused research study. This can be done by enrolling in a maximum of 15 independent study units, as part of their 45-unit requirement. Students will work under the supervision of their MA program advisor and an additional Stanford faculty member who can be outside the GSE. Students are encouraged to discuss this option with the Assistant Director of Degree Programs and their MA program advisor.
The Master of Arts and the California preliminary multiple subject teaching credential require a minimum of 45 quarter units of graduate work. These courses are distributed over a four-quarter sequence. The distribution of these units is determined by course schedule, accreditation requirements, and a specially designed tuition plan.
STEP teacher candidates are admitted into the program in a specific subject area in which they wish to be credentialed. Teacher candidates attend the corresponding C&I class sequence and are assigned a teaching position in that content area
Courses must be at or above the 100 level and not be activity classes in order to be counted towards the minimum 45 units required for conferral of the master’s degree.
Optional elective course recommended for students pursuing the Bilingual Authorization pathway in addition to their California Preliminary Credential, which is not a part of the degree requirements for Elementary Education.
Students must complete at least 45 units to complete a Master's degree in Teaching of Biology. The courses are distributed over a four-quarter sequence. The distribution of these units is determined by course schedule, accreditation requirements, and a specially designed tuition plan.
Elective courses are optional for students who may wish to pursue an additional content area for the California Preliminary Credential, which is not a Teaching of Biology Requirement.
• Candidates have the option to take one to five elective units in education or in their academic subject area. It is recommended that teacher candidates take academic electives that strengthen their subject matter background. Teacher candidates with strong subject matter preparation, may arrange to take one or more School of Education classes as electives. Any academic electives must be related to the teacher candidate’s area of concentration or must focus on education issues. Teacher candidates should be able to provide a rationale for how the courses they select for the Master’s degree make coherent sense. Some examples of classes that do not fit the academic criteria are photography or physical education.
• Courses must be at or above the 100 level and not be activity classes in order to be counted towards the minimum 45 units required for conferral of the Master’s degree.
Students must complete at least 45 units to complete a Master's degree in Teaching of Physics. The courses are distributed over a four-quarter sequence. The distribution of these units is determined by course schedule, accreditation requirements, and a specially designed tuition plan.
Elective courses are optional for students who may wish to pursue an additional content area for the California Preliminary Credential, which is not a Teaching of Physics Requirement.
• Candidates have the option to take one to five elective units in education or in their academic subject area. It is recommended that teacher candidates take academic electives that strengthen their subject matter background. Teacher candidates with strong subject matter preparation, may arrange to take one or more School of Education classes as electives. Any academic electives must be related to the teacher candidate’s area of concentration or must focus on education issues. Teacher candidates should be able to provide a rationale for how the courses they select for the Master’s degree make coherent sense. Some examples of classes that do not fit the academic criteria are photography or physical education.
• Courses must be at or above the 100 level and not be activity classes in order to be counted towards the minimum 45 units required for conferral of the Master’s degree.
Students must complete at least 45 units to complete a Master's degree in Teaching of Chemistry. The courses are distributed over a four-quarter sequence. The distribution of these units is determined by course schedule, accreditation requirements, and a specially designed tuition plan.
Elective courses are optional for students who may wish to pursue an additional content area for the California Preliminary Credential, which is not a Teaching of Chemistry Requirement.
• Candidates have the option to take one to five elective units in education or in their academic subject area. It is recommended that teacher candidates take academic electives that strengthen their subject matter background. Teacher candidates with strong subject matter preparation, may arrange to take one or more School of Education classes as electives. Any academic electives must be related to the teacher candidate’s area of concentration or must focus on education issues. Teacher candidates should be able to provide a rationale for how the courses they select for the Master’s degree make coherent sense. Some examples of classes that do not fit the academic criteria are photography or physical education.
• Courses must be at or above the 100 level and not be activity classes in order to be counted towards the minimum 45 units required for conferral of the Master’s degree.
Students must complete at least 45 units to complete a Master's degree in Teaching of Earth Science. The courses are distributed over a four-quarter sequence. The distribution of these units is determined by course schedule, accreditation requirements, and a specially designed tuition plan.
Elective courses are optional for students who may wish to pursue an additional content area for the California Preliminary Credential, which is not a Teaching of Earth Science Requirement.
• Candidates have the option to take one to five elective units in education or in their academic subject area. It is recommended that teacher candidates take academic electives that strengthen their subject matter background. Teacher candidates with strong subject matter preparation, may arrange to take one or more School of Education classes as electives. Any academic electives must be related to the teacher candidate’s area of concentration or must focus on education issues. Teacher candidates should be able to provide a rationale for how the courses they select for the Master’s degree make coherent sense. Some examples of classes that do not fit the academic criteria are photography or physical education.
• Courses must be at or above the 100 level and not be activity classes in order to be counted towards the minimum 45 units required for conferral of the Master’s degree.
Students must complete at least 45 units to complete a Master's degree in Teaching of Social Science. The courses are distributed over a four-quarter sequence. The distribution of these units is determined by course schedule, accreditation requirements, and a specially designed tuition plan.
Elective courses are optional for students who may wish to pursue an additional content area for the California Preliminary Credential, which is not a Teaching of Social Science Requirement.
• Candidates have the option to take one to five elective units in education or in their academic subject area. It is recommended that teacher candidates take academic electives that strengthen their subject matter background. Teacher candidates with strong subject matter preparation, may arrange to take one or more School of Education classes as electives. Any academic electives must be related to the teacher candidate’s area of concentration or must focus on education issues. Teacher candidates should be able to provide a rationale for how the courses they select for the Master’s degree make coherent sense. Some examples of classes that do not fit the academic criteria are photography or physical education.
• Courses must be at or above the 100 level and not be activity classes in order to be counted towards the minimum 45 units required for conferral of the Master’s degree.
Students must complete at least 45 units to complete a Master's degree in Teaching of World Languages. The courses are distributed over a four-quarter sequence. The distribution of these units is determined by course schedule, accreditation requirements, and a specially designed tuition plan. Current World Language offered is Spanish.
Elective courses are optional for students who may wish to pursue an additional content area for the California Preliminary Credential, which is not a Teaching of World Languages Requirement.
• Candidates have the option to take one to five elective units in education or in their academic subject area. It is recommended that teacher candidates take academic electives that strengthen their subject matter background. Teacher candidates with strong subject matter preparation, may arrange to take one or more School of Education classes as electives. Any academic electives must be related to the teacher candidate’s area of concentration or must focus on education issues. Teacher candidates should be able to provide a rationale for how the courses they select for the Master’s degree make coherent sense. Some examples of classes that do not fit the academic criteria are photography or physical education.
• Courses must be at or above the 100 level and not be activity classes in order to be counted towards the minimum 45 units required for conferral of the Master’s degree.
Students must complete at least 45 units to complete a Master's degree in Teaching of Math. The courses are distributed over a four-quarter sequence. The distribution of these units is determined by course schedule, accreditation requirements, and a specially designed tuition plan.
Elective courses are optional for students who may wish to pursue an additional content area for the California Preliminary Credential, which is not a Teaching of Math Requirement.
• Candidates have the option to take one to five elective units in education or in their academic subject area. It is recommended that teacher candidates take academic electives that strengthen their subject matter background. Teacher candidates with strong subject matter preparation, may arrange to take one or more School of Education classes as electives. Any academic electives must be related to the teacher candidate’s area of concentration or must focus on education issues. Teacher candidates should be able to provide a rationale for how the courses they select for the Master’s degree make coherent sense. Some examples of classes that do not fit the academic criteria are photography or physical education.
• Courses must be at or above the 100 level and not be activity classes in order to be counted towards the minimum 45 units required for conferral of the Master’s degree.
Students must complete at least 45 units to complete a Master's degree in Teaching of English. The courses are distributed over a four-quarter sequence. The distribution of these units is determined by course schedule, accreditation requirements, and a specially designed tuition plan.
Elective courses are optional for students who may wish to pursue an additional content area for the California Preliminary Credential, which is not a Teaching of English Requirement.
• Candidates have the option to take one to five elective units in education or in their academic subject area. It is recommended that teacher candidates take academic electives that strengthen their subject matter background. Teacher candidates with strong subject matter preparation, may arrange to take one or more School of Education classes as electives. Any academic electives must be related to the teacher candidate’s area of concentration or must focus on education issues. Teacher candidates should be able to provide a rationale for how the courses they select for the Master’s degree make coherent sense. Some examples of classes that do not fit the academic criteria are photography or physical education.
• Courses must be at or above the 100 level and not be activity classes in order to be counted towards the minimum 45 units required for conferral of the Master’s degree.