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2021-2022 General Catalog [ARCHIVED CATALOG]
Education, M.A.
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 Return to: School of Education
Description of M.A. in Education Programs Sonoma State University’s School of Education offers two advanced credential programs and five concentrations within the Master of Arts in Education degree. Each of these programs reflects the philosophy, purpose, and goals of the School of Education. In our M.A. programs, students critically examine educational theories and research through a variety of empirical, theoretical, and cultural lenses to develop an informed educational vision and innovative pedagogy in a variety of educational settings. Students have the opportunity to collaborate with faculty and colleagues to examine and influence current educational practice through research, project development, and advocacy. We expect graduates to emerge from their work at Sonoma State University as leaders in their field and agents of change. The five M.A. in Education areas of concentration offered at Sonoma State University are: - Curriculum, Teaching, and Learning (see Department of Curriculum Studies and Secondary Education);
- Early Childhood Education (see Department of Early Childhood Studies);
- Educational Leadership (see Department of Educational Leadership and Special Education);
- Reading and Language (see Department of Literacy Studies and Elementary Education);
- Special Education (see Department of Educational Leadership and Special Education); and
Throughout their years in an M.A. program, students are required each semester to meet with the graduate advisor in their area of concentration to plan collaboratively their progress in the M.A. program Students may also confer with other graduate program faculty and the Director of Graduate Studies for advice and guidance in their coursework and professional development. Students must maintain a 3.00 grade point average in all coursework in the approved M.A. program as well as in all coursework taken subsequent to admission in conditionally classified standing. For more information about the M.A. in education, read our M.A. handbook. Prerequisites for the M.A. in Education Program - A bachelor’s degree from an accredited institution;
- A cumulative upper-division and graduate grade point average of at least 3.00 and a grade point average of at least 3.00 for previous work in education; and
- A valid basic teaching credential (except in Curriculum, Teaching, and Learning, Early Childhood Education,
Procedures for Applying to the M.A. in Education Program - Apply to the University as a graduate student;
- Apply to the School of Education; and
- Submit the following:
- A professional goals statement;
- One set of official transcripts (note: official transcripts are also needed for the university application);
- One photocopy of a valid teaching credential, when required; and
- Two current (within 12 months) letters of reference attesting to academic potential and professional promise (except where otherwise noted).
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Program Learning Outcomes
- Students can articulate how the MA coursework has contributed to their personal, intellectual, and professional growth in relationship to the social justice framework of the School of Education.
- Students demonstrate how their breadth and depth of knowledge about advancing social justice in schools and communities has changed in regard to reading and applying educational research.
- Students demonstrate their ability to critically analyze multiple historical, philosophical and theoretical perspectives in relationship to issues of educational and social inequities.
- Students can explain how the MA program has contributed to their understanding of equity and access for all learners.
- Students can explain how the MA program has contributed to their ability to be an advocate for social justice in education.
- Students demonstrate the ability to write at a graduate level.
- Students complete a culminating activity in which they cogently demonstrate:
- their ability to draw from appropriate and adequate peer-reviewed research
- connections between their project and their work as an educator
- the significance of the project to the local educational context
Pathways to Program Completion
The M.A. program of study requires 30-36 semester units of course work, depending on the M.A. pathway a student selects. There are three pathways to program completion: the thesis/project, cognate, or individualized examination. We encourage students to become knowledgeable about each of the pathways in order to pursue a program of study that meets their professional goals within their preferred style of learning. In all three pathways, graduate students take 18 units in the program area of concentration and at least 6 units ( EDUC 570 - The Reflective Educator and EDUC 571 - Research Paradigms in Education ) of M.A. core courses. All M.A. students work with a three-member committee, most closely with the committee chair, to complete a culminating activity, which is presented to the committee in a public forum. In addition to these points in common, there are distinct differences among the three pathways to program completion. The graduate advisor and committee chairs work with students individually to help them choose between the thesis, cognate, or individualized exam. PLEASE NOTE: None of the M.A. core courses may be taken through Extended Education. The Program Portfolio
In order to advance to candidacy, all students must complete a satisfactory program portfolio and present it to their committee. In most cases, this presentation occurs at the same meeting where the student presents a proposal for the culminating activity. The program portfolio contains artifacts (papers, projects, etc.) produced by the student throughout the M.A. program which demonstrate the student’s proficiency and growth in the areas listed below. The portfolio should be reflective in nature and should show personal, professional, and intellectual growth. It should also demonstrate how the student’s M.A. program has prepared the student to undertake the culminating activity (thesis/project, cognate project, or individual examination). In the program portfolio, students are expected to demonstrate: - Personal, intellectual, and professional growth over the course of the M.A. program;
- Written language proficiency; Breadth and depth of knowledge in educational research;
- Breadth and depth of knowledge in the program area of concentration;
- Critical analysis of multiple historical, philosophical, and theoretical perspectives in education;
- and Evidence of planning toward the completion of the culminating activity (thesis/project, cognate project, or individualized examination).
Requirements for Advancement to Candidacy: - Completion of M.A. core courses EDUC 570 and EDUC 571, and of M.A. area of concentration courses;
- Presentation and approval of program portfolio;
- Presentation of culminating activity proposal;
- and Filing of Advancement to Candidacy form (GSO 1) with School of Education Director of Graduate Studies.
Requirements for the M.A. Degree in Education M.A. students must complete all requirements as established by the School of Education, the SSU Graduate Studies Council, and the University, to include: - Completion of an approved program consisting of a minimum of 30 units of upper-division and 500-level courses, as follows:
- a maximum of 12 units of upper-division courses not more than 9 semester units of transfer and/or extension credit
- Filing of an Advancement to Candidacy form that verifies approval of the program portfolio, verifies writing proficiency, and describes the culminating project;
- and Completion and final approval of culminating activity (thesis/project, cognate project, or individualized examination).
All requirements listed above must be completed within seven years (14 semesters) of the initiation of graduate study. Students have three semesters after taking their final course (EDUC 599 or EDUC 572 or EDUC 573 ) to complete the culminating activity. Concentrations and Emphasis
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Return to: School of Education
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