Master of Education

• Graduate Certificate

  Students completing the Educational Leadership, Elementary Teaching, Secondary Teaching, and Special Education Certificates

  • Knowledge of the history and philosophy of education.
  • Knowledge the issues related to differences among groups of people and individuals and the impact on teaching and learning.
  • Knowledge of important theories of learning and development and the implications for education.
  • Knowledge of principles of curriculum development and assessment.
  • Knowledge of instructional strategies and practices that facilitate effective learning.
  • Ability to use writing to meet scholarly and professional goals.
  • Ability to use highly developed verbal communication in presentations, questioning, and discussions.
  • Ability to analyze, critique, and summarize educational research.
  • Ability to find and report on a significant educational question that has usefulness and applicability in educational settings.
  • Ability to critically and reflectively synthesize personal and professional experiences.
• Associate Degree (Not Applicable)

   

• Graduate Degree

  Critical Analysis -- Critically analyze key theories, issues, trends, and/or concepts affecting the education/family system.

  • 1. Issues, theories, and/or concerns are critically considered, clearly stated, and comprehensively described.
  • 2. Information is incorporated with interpretation and/or evaluation to develop a comprehensive analysis or synthesis. Viewpoints of experts are thoroughly questioned and/or analyzed.
  • 3. Complex issues are analyzed in-depth. Limits of the analysis, perspective, and/or thesis are acknowledged.

  Research -- Design and/or implement research or evaluation related to current issues.

  • 1. Specific research/evaluation question(s) and/or aims of the study are clearly stated and described in the context of previous studies relevant to education.
  • 2. Research/evaluation design and methods for data collection and analysis are clearly explained and analyzed for their strengths and weaknesses in relation to the research question.
  • 3. Results are clearly and accurately discussed in the context of the research/evaluation question, and limits of the study’s findings are identified and discussed in relation to the question and methods.

  Writing -- Model professional-level writing skills in academic and non-academic settings.

  • 1. The written work includes an introduction and conclusion that clearly state and explain the thesis, position, or purpose of the work.
  • 2. Information is organized in a logical and easy to understand format that makes effective use of transitional statements between ideas. The writing is mostly free of errors relative to effectively communicating ideas.
  • 3. The tone and style of writing is appropriate to a professional/academic and/or non-academic audience.

  Evaluation -- Create and/or defend an evidence-based argument regarding effective models within education contexts.

  • 1. Evaluation of arguments contains thorough and insightful explanation, reviews logic/reason, examines feasibility of solution(s), and weighs impacts of solution(s).
  • 2. Proposes one or more solutions/hypotheses that indicates a deep comprehension of the problem/issue. Solution/hypotheses are sensitive to contextual factors as well as ethical, logical, and cultural dimensions of the problem/issue.
  • 3. Studies/reports used are appropriate to the topic and are from current and professional sources.
     

The Master of Education (MED) Program is the oldest master’s program on the WSU campus.  It began in 1978 as collaboration between WSU and Utah State University; although, all the courses were taught by WSU Teacher Education faculty. In 1988, it became the first stand-alone master’s degree on campus, three years before Weber became a university.  The program caters to practicing teachers, on-campus personnel wishing to pursue a master’s degree, and to people in business and medical fields who teach as part of their jobs.
 
Contact Information:
Dr. Louise R. Moulding
1351 Edvalson St., Dept. 1306
Ogden, UT 84408
McKay Education Bldg, Rm 224
(801) 626-7665

Graduate Certificates in Teaching:

• In an effort to help those who already had bachelor’s degrees and wanted to teach, the department added a licensure track for secondary education in 2007 at the post-baccalaureate level. This part of the program was immediately successful.  The following year, due to popular demand, an elementary licensing track and a special education (mild/moderate) licensing track began.  It is estimated that approximately two-thirds of the students admitted each semester are seeking a teaching license. By summer, 2015 all three post-baccalaureate licensing programs were accepted by the Utah Board of Regents as Graduate Certificate programs.
• The licensing portion of the program gained accreditation through the Teacher Education Accreditation Council (TEAC) arm of the Council for the Accreditation of Educator Preparation (CAEP) on May 21, 2015.  The program is also approved by the Utah State Office of Education.
• Because the GCT is a licensing program, all assessment data will be reported in the Teacher Education Department’s annual report. These data are also part of the CAEP report.

Contact Information:
Dr. Nadia Wrosch 
1351 Edvalson St., Dept. 1306
Ogden, UT 84408
McKay Education Bldg, Rm 224
(801) 626-7410

Assessment of outcomes will rely on the culminating experiences in the MEd program: 1) final project for Curriculum and Instruction and Family Life Education; 2) internship for Higher Education Leadership; and 3) the culminating experience for Educational Leadership is the internship and Praxis score used to report to AAQEP, the national accreditor for licensing programs.
 

Project rubrics can be viewed beginning on page 6 of the 2022 report.

• 2021-2022

   

• 2019-2020
   
• 2017

  No Annual report submitted.

• 2016

  1) Based on your program’s assessment findings, what subsequent action will your program take?

  • Revisit the program outcomes as a department to assure that these outcomes are still the focus of those instructors who are currently teaching the courses.

   

  2) We are interested in better understanding how departments/programs assess their graduating seniors. Please provide a short narrative describing the practices/curriculum in place for your department/program. Please include both direct and indirect measures employed.

  In the MED program, our master’s candidates are summatively assessed two ways:

  • (a) the final project/thesis.
  • (b) the portfolio which summarizes each individual’s journey through the program. These two items are deemed our summative assessments. All other assessments are formative for the entire program.

   

  The full report is available for viewing. 

• 2015

  1) Reflecting on this year’s assessment(s), how does the evidence of student learning impact your faculty’s confidence in the program being reviewed; how does that analysis change when compared with previous assessment evidence?

  • The outcomes for the program have always been exceptional. It is a great program with a long standing history. The post-baccalaureate licensing programs have created an additional burden on the program and the faculty, yet the outcomes remain strong.The learning by individuals has not been compromised at any time.It must be noted that none of the recommendations from the 5-year program review, nor the national TEAC audit, had concerns about the learning outcomes of the program.
  • With that said, we are a faculty who is committed to continuous improvement. When something new is coming into the k-12 system, such as the Common Core State Standards, we modify our teaching objectives to reflect those changes. We are committed to preparing teachers who have the knowledge, skills, and ethical behaviors that align with the Utah Effective Teaching Standards.
  • Our “regular” master’s students are prepared to be better teachers and are tapped by schools and school districts to be teacher leaders.  They read, understand, and dissect the educational research. They conduct their own research and write a project/ thesis on their chosen topic. It is a rigorous program.

   

  2) With whom did you share the results of the year’s assessment efforts?

  • The assessment results were shared with the MED Policy Committee, faculty members in the Teacher Education Dept., the dean and associate dean of the Moyes College of Education, and various staff members. The results will also be available as a link on the appropriate page of the Office of Institutional Effectiveness which anyone can access.

   

  3) Based on your program’s assessment findings, what subsequent action will your program take?

  • The program will follow through on the creation of the graduate certificates for the post-baccalaureate licensing programs. We will continually monitor new policies and rules that come from the Utah State Board of Education and modify our admission process, educational outcomes, and assessments accordingly. 

   

  The full report is available for viewing.

• 2014

  1) Reflecting on this year’s assessment(s), how does the evidence of student learning impact your faculty’s confidence in the program being reviewed; how does that analysis change when compared with previous assessment evidence?

  • The outcomes for the program have always been exceptional. It is a great program with a long standing history. The post-baccalaureate licensing programs have created an additional burden on the program and the faculty, yet the outcomes remain strong.  The learning by individuals has not been compromised at any time.  It must be noted that none of the recommendations from the 5-year program review, nor the national TEAC audit, had concerns about the learning outcomes of the program. With that said, we are a faculty who is committed to continuous improvement. When something new is coming into the k-12 system, such as the Common Core State Standards, we modify our teaching objectives to reflect those changes. We are committed to preparing teachers who have the knowledge, skills, and ethical behaviors that align with the Utah Effective Teaching Standards.  Our “regular” master’s students are prepared to be better teachers and are tapped by schools and school districts to be teacher leaders.  They read, understand, and dissect the educational research. They conduct their own research and write a project/thesis on their chosen topic. It is a rigorous program.

   

  2) With whom did you share the results of the year’s assessment efforts?

  • The assessment results were shared with the MED Policy Committee, faculty members in the Teacher Education Dept., the dean and associate dean of the Moyes College of Education, and various staff members. The results will also be available as alink on the appropriate page of the Office of Institutional Effectiveness which anyone can access.  
     

  3) Based on your program’s assessment findings, what subsequent action will your program take?

  • The program will follow through on the creation of the graduate certificates for the post-baccalaureate licensing programs. We will continually monitor new policies and rules that come from the Utah State Board of Education and modify our admission process, educational outcomes, and assessments accordingly.

   

  The full report is available for viewing. 

• 2013

  The Teacher Education Department conducted a 5 year program review with full self-study during the spring of 2013. Those results are presented in place of the Annual Assessment. Please reference those documents for information that includes data for the 2012/13 academic year.

2023-24

2018-19

2013-14