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. Eight emphasis areas are offered: curriculum and instruction*, reading, professional teaching standards, educational leadership and administration, instructional technology*, leadership in early childhood education, teaching and learning, and professional learning community. It is possible to complete a degree with more than one emphasis. Candidates completing a second emphasis area within one master's degree program may not use previously completed emphasis coursework for one emphasis to fulfill the requirements of a second emphasis.

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

Admission Requirements

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

1. Satisfactorily fulfill graduate admission requirements for Chapman University College as stated in the catalog (see the Graduate Admission section).
2. Applicants using Admission Option Two must possess a GPA between 2.75 and 2.99 in the last 30 semester credits (45 quarter credits) in either a baccalaureate or post baccalaureate program including credits earned toward a credential to be admitted to the Master of Arts in Education degree program and must have a passing score on one of the examinations noted 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 this program. The minimum acceptable score for the Verbal and Quantitative sections is 450. The minimum acceptable score for the Analytic 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. Applicants who have successfully completed any of the Chapman University College Preliminary Credential programs and have passed the CSET, MSAT, SSAT or PRAXIS examination automatically qualify for admission to MAE program.
4. Applicants to the MAE/Educational Leadership and Administration must submit a resume.
5. Two letters of recommendation from individuals who are familiar with the applicant's academic/professional ability to undertake graduate study.
6. Applicants to the MAE/Leadership in Early Childhood Education emphasis must hold one of the following certifications: California Child Development Associate Teacher Permit, Multiple Subject Credential, Single Subject Credential-Home Economics, Child Development Associate Credential or a comparable credential.
7. Applicants to the MAE/Teaching and Learning emphasis must hold a valid California Multiple or Single Subject Professional "Clear" Teaching Credential earned though a California Commission on Teacher Credentialing (CTC) approved 2042 BTSA Induction Program.

Program Requirements

Scholarship

Master's degree candidates must maintain a cumulative GPA of 3.0 or 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 master's 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 the student be allowed to participate in the commencement ceremony a second time. However, the second emphasis will appear on the student's official Chapman University transcript.

Transfer of Coursework

Generally, a total of six semester or nine quarter credits 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 credit is permitted for the six core courses.

Time Limitations

With the exception of prerequisites, all requirements for a master's 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, and at least two of the elective courses. Also, students must be currently enrolled in their remaining two elective courses. Students must have a cumulative GPA of 3.0 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 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 Teaching and Learning must successfully take a written comprehensive examination covering the required core courses only. Candidates may sit for comprehensive exams upon completion of the six core courses. A cumulative GPA of 3.0 or better must be maintained for all of the courses completed.

Candidates for the Master of Arts in Education degree with an emphasis in Leadership in Early Childhood Education must successfully conduct a program evaluation of a local preschool or infant/ toddler program. Candidates present and submit their program evaluations in EDUU 643 and must earn a B or better in the course. Candidates A cumulative GPA of 3.0 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 Instructional Design Project in EDUU 566 and earn a B or better in the course. A cumulative GPA of 3.0 or better must be maintained for all of the courses completed.

Emphasis Area Elective Courses

Master of Arts in Education- Curriculum and Instruction (12 credits)

Master of Arts in Education- Educational Leadership and Administration (12 credits)

Master of Arts in Education- Reading Education (12 credits)

Master of Arts in Education- Professional Teaching Standards (12 credits)

Master of Arts in Education- Instructional Technology (12 credits)

Master of Arts in Education- Leadership in Early Childhood Education (12 credits)

Master of Arts in Education- Teaching and Learning (12 credits)

Master of Arts in Education- Professional Learning Community

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.