Master of Arts in Education (MAE)

The goal of the MAE program is the development of knowledgeable, thoughtful and ethical educators committed to the universal values of democracy, care and justice. The program is designed for individuals seeking career or advancement opportunities in education as a teacher or administrator. All students complete six MAE core courses. In addition, candidates complete one emphasis area. Five emphasis areas are offered: curriculum and instruction, reading, educational leadership and administration, professional teaching standards or instructional technology*. It is possible to complete a degree with more than one emphasis. Students completing a second emphasis area within one masters degree program may not use previously completed emphasis coursework for one emphasis to fulfill the requirements of a second emphasis.

The curriculum instruction and the instructional technology emphases are available at all California campuses. Other emphases may not be available at every campus.

Admission to the Program

Admission to the program may be achieved by meeting the following requirements:

1. Satisfactorily fulfill graduate admission requirements for University College as stated in the catalog (see the Graduate Admissions section).
2. Students using CUC Admissions Option Two must possess a GPA between 2.75 and 2.99 in the last 60 semester credits (90 quarter units) of their baccalaureate degree and are required to submit a passing score on one of the examinations below:

   Graduate Record Examination (GRE): any two of the three GRE scores (Verbal, Quantitative, or Analytical Writing) may be used to meet graduate admissions standards for the MAE in University College. The minimum acceptable score for the Verbal and Quantitative sections is 450. The minimum acceptable score for the Analytical Writing is 4.5.

   Miller Analogies Test (MAT): achieve a minimum scaled score of 403.

   State Teacher Examinations: successfully complete the appropriate California Subject Examinations for Teachers (CSET), or Single Subject Assessments for Teaching (SSAT) and/or Praxis Examination.

3. Complete the prerequisites for the program that consist of a minimum of six (6) credits in education, including coursework in Foundations of Education and Teaching Methods. These prerequisites will have been met if the applicant holds a valid teaching credential or has previous coursework that meets this requirement. Other students will be required to meet the prerequisites in addition to the specified degree program requirements. If these courses are not completed at the time of admission, they must be completed within the first sessions of enrollment prior to enrollment in any 600-level coursework. There is no time limit on the prerequisite courses.
4. Graduates from Chapman University College's Preliminary Credential programs who have passed the CSET, MSAT, SSAT or PRAXIS examination automatically qualify for admission to MAE program.
5. Candidates for the MAE/Educational Leadership & Administration must submit a resume.

Professional Standards

Because the graduate programs in Education involve preparing students to work within the public schools, the Education faculty assumes the responsibility for reasonably assuring that individuals who complete a program are not only academically competent but are aware of and capable of functioning within the established ethical and professional standards of the profession.

According to the California Commission on Teaching Credentialing (CCTC) regulations, Chapman University College has an obligation to public schools to dismiss candidates who are unsuited to be teachers. Therefore, the institution reviews each candidate competence throughout the program in all aspects, including written and oral communication skills and attitude, and informs candidates of their strengths and weaknesses, provides opportunities for corrective learning, places marginal candidates on probation, dismisses candidates who are determined to be unsuited as teachers, and considers candidates' appeals.

The university has both the right and obligation to evaluate continually, and if necessary to sessioninate the student's participation in the graduate programs at any point for ethical violations and/or personal unsuitability for the profession.

Scholarship

Masters degree candidates must maintain a cumulative GPA of 3.0 of higher in all degree coursework. A student whose GPA falls below 3.0 for one session may be placed on probation; continued poor performance may result in dismissal from the program. No grade below "C" is acceptable toward a masters degree.

Second Emphasis Area

It is possible to complete the MAE Degree with more than one emphasis. Candidates completing a second emphasis area within one master's degree program may not use coursework from one emphasis area to fulfill the requirements of the second. Further, students completing a second emphasis must successfully complete the Demonstration of Mastery task associated with that emphasis area.

If the second area of emphasis is completed after the initial degree has been awarded, the student will not be issued an updated diploma, nor will it be considered appropriate for them to walk in commencement a second time, but the second emphasis will appear as such on their official Chapman University College transcript.

Transfer of Coursework

A total of six semester or nine quarter credits of credit can be transferred into the program. These must be graduate level courses and a grade of "B" or higher must have been earned in each course being transferred. Transferred courses can only be applied to emphasis area; no transfer work is permitted for the six core courses.

Time Limitations

With the exception of prerequisites, all requirements for a Masters degree, including courses accepted for transfer credit, must be completed within a consecutive SEVEN year period immediately prior to the awarding of the degree.

Demonstration of Mastery

Candidates for the Master of Arts in Education degree with an emphasis in Curriculum and Instruction or Educational Leadership and Administration must successfully take a written comprehensive examination. The examination will cover both the required core courses and the emphasis area(s) selected by the candidate. Candidates may sit for the examination upon completion of all prerequisites, the six core courses, at least two of the elective courses, and are currently enrolled in their remaining two elective courses. Students must have a cumulative GPA of 3.00 or better for all of the courses completed. It is necessary to register for the examination prior to the deadlines posted at each campus.

Candidates for the Master of Arts in Education degree with an emphasis in Professional Teaching Standards must successfully pass the Core Portion of the MAE Comprehensive Examination. The successful preparation of a National Board for Professional Teacher Standards portfolio is required for demonstration of mastery for the emphasis area.

Candidates for the Master of Arts in Education degree with an emphasis in Reading Education must complete and present an Action Research Project. Candidates submit their project upon completion of all prerequisites, the six core courses and the elective courses. A cumulative GPA of 3.00 or better must be maintained for all of the courses completed.

Candidates for the Master of Arts in Education degree with an emphasis in Instructional Technology must successfully complete and present an Action Research Project. Candidates submit their project upon completion of all prerequisites, the six core courses and the elective courses. A cumulative GPA of 3.00 or better must be maintained for all of the courses completed.

This degree program is designed for a group of educators who have created a learning community defined as a group who

• Share a common vision;
• Are interested in enhancing their professional practice;
• Engage each other in thinking and learning about their professional practice;
• Have agreed upon a set of values that will make the learning experience successful for everyone;
• Have agreed upon a mutual learning plan that allows for individual learning needs while at the same time developing the professional growth of the community; and
• Whose goal is to work collaboratively to enhance their effectiveness as professionals in order to positively impact student learning.

Candidates for an MAE with an emphasis in Professional Learning Community must, as a group, do the following in order to qualify to pursue the emphasis:

• Develop a values statement that address the values that will govern the action of the community and their learning, The statement will say, "We believe, . . . therefore, we will . . .";
• Develop a Professional Development Plan that does the following:
  • Communicates the professional development vision of the community and its members;
  • Articulates the goals of the learning community;
  • Provides a cohesive curriculum, including the core courses and the elective courses selected, that develops the vision of the community, helps it to reach its goals, and provides an in-depth approach to learning.

Candidates must progress through the program as a cohort, with candidates completing their coursework and demonstration of mastery at approximately the same time.

All candidates in this emphasis program will do the following as a Demonstration of Mastery:

• Develop a portfolio that documents their personal growth within the learning community. The portfolio would include artifacts, reflections, collaborative learning, best practices, and documentation of action research conducted as a part of the degree;
• Develop and conduct a major action research project that is based on problems and issues that have been enunciated by the learning community. The research project may be done collaboratively with other members of the community, must have a continuing life after the program and positively affect students in the community members' work setting;
• Individually write a synthesis paper or a publishable article based on their action research; and,
• Orally present their research findings either individually or with collaborators to the other members of their Learning Community as well as a panel of University faculty.