2018-2019 Bulletin 
    Feb 26, 2020  
2018-2019 Bulletin [ARCHIVED BULLETIN]

Education, MA

The Master of Arts in Education is an individually designed program with concentrations of study in the following areas.

  • Educational Policy, Evaluation, and Reform
  • Higher Education/Student Affairs (effective Fall 2018 the title of this concentration is Student Affairs & Educational Justice)
  • Special Education (not accepting applications in 2017-2018)
  • Teaching, Learning, and Culture 
  • Educational Evaluation & Data Analysis (effective Fall 2018)

Admission policies are detailed in the Admission  section of this Bulletin.

Degree Requirements

Coursework.  The master’s degree requires 32 semester units of coursework.

Transfer Credit.  The University’s policy on transfer credit  applies.  The Education program permits a maximum of 6 semester units of transfer credit and stipulates that prior graduate coursework must have been taken within the last five years.

Degree Completion Option.  With advisor approval, students select writing either a thesis or a critique.

  • Thesis.  Two faculty readers and formal submission to the Registrar’s Office is required.  See the Master’s Degree Regulations  section of the Bulletin for additional information about thesis formatting and submission.
  • Critique.  Only one faculty reader is required.  A final version of the critique must be submitted to the program office.

University Policies.  University policies detailed in the Academic Policies  section of the Bulletin apply.

Master’s Degree Along the Way to the PhD

CGU offers students the option of earning a Master’s degree along the way to the doctoral degree.  Education students qualify by meeting all of the following criteria.

  • Must be enrolled in the doctoral program with the intention of completing 72 units of coursework at CGU
  • Completion of 32 units of study
  • Passing one approved qualifying exam in lieu of the thesis or critique
  • Degree completion requirements  for the Master’s degree must be followed

Emphasis in Higher Education/Student Affairs (Student Affairs & Educational Justice as of Fall 2018)

CGU’s diverse and experienced student body is comprised mainly of education professionals. Study is based on a multidisciplinary view of theory and research, and a commitment to developing educational environments that are just, relevant, and rigorous. Collectively, the faculty is knowledgeable and grounded in education as well as sociology, cultural studies, philosophy, psychology, law, gender/sexuality studies, politics, religion, literature, and leadership.

The doctoral program is designed for individuals with a commitment to applying a multidisciplinary view of theory and research. As diverse as the programs they design, CGU education students are generally mature professionals who bring a wealth of personal and professional experience to their studies, as well as a commitment to scholarly endeavors.

This degree is highly individualized and designed to meet the career and personal goals of each student. Doctoral and master’s level studies in higher education lend themselves to emphases in the following areas.

  • Community College Leadership
  • Organization and Management
  • Human Development/Adult Development
  • History and Philosophy
  • Public Policy Analysis
  • Student Affairs

Emphasis in Teaching, Learning, and Culture

There is an urgent need for highly educated professionals to understand research and best practices in order to assist schools and practicing educators in increasing overall achievement in the U.S. and closing the persistent achievement gap between students from different socioeconomic and ethnic groups. To that end, the faculty who work in the areas of Teaching, Learning and Culture offer classes and research experiences aimed at merging accountability in education with a focus on justice.

Doctoral and Master’s degree candidates who focus on Teaching, Learning and Culture often have professional goals such as the following.

  • To become professors in universities and colleges educating future K-12 teachers and administrators
  • To become researchers and/or policy makers in public and private arenas focused on K-12 schooling
  • To become principals, superintendents, or administrators, such as directors of curriculum or professional development, in public or private schools
  • To develop curricula for public or private organizations such as schools, universities or materials publishers
  • To become university educators in related fields such as nursing, speech therapy, and educational psychology