The Curriculum
The Curriculum
The M.Ed. program is designed to allow students to earn a graduate degree and advanced licensure in the areas of elementary education (K-6), gifted education (K-12) or special education general curriculum (K-12). All three programs require a total of 33 semester hours. The M.Ed. program is designed for experienced teachers who are graduates of accredited institutions and initially licensed to teach.
Summer Cohort Program
Beginning each summer, students have the opportunity to enroll in an intensive and concentrated three-year summer program leading to the Master of Education degree. The program involves two sessions each summer for three years and one online course each fall and spring semester during the two intervening academic years.
Elementary Education (K-6)
Graduate Core:
| MED 515 | Educational Assessment and Evaluation | 3 sh |
| MED 516 | Educational Research | 3 sh |
| MED 523 | Instructional Technologies in the Classroom | 3 sh |
| MED 532 | Consultation and Collaboration Skills | 3 sh |
| MED 561 | Advanced Masters Seminar, II & III | 1.5 sh each |
| PSY 515 | Advanced Psychological Theory in the Classroom | 3 sh |
Elementary Education Core:
| MED 521 | Critical Issues in Elementary Education | 3 sh |
| MED 522 | Advanced Literacy Development | 3 sh |
| MED 530 | Curriculum & Instructional Design in Elementary Education | 3 sh |
| MED 550 | Educating Diverse Learners | 3 sh |
Electives:
Select one course from the following:
| MED 540 | Literature for Children & Youth: Analysis and Application | 3 sh |
| MED 588 | Studies in International Education | 3 sh |
| MTH 521 | Mathematical Concepts and Connections | 3 sh |
| SCI 565 | Integrated Science | 3 sh |
Gifted Education (K-12)
Graduate Core:
| MED 515 | Educational Assessment and Evaluation | 3 sh |
| MED 516 | Educational Research | 3 sh |
| MED 523 | Instructional Technologies in the Classroom | 3 sh |
| MED 532 | Consultation and Collaboration Skills | 3 sh |
| MED 561 | Advanced Masters Seminar, II & III | 1.5 sh each |
| PSY 515 | Advanced Psychological Theory in the Classroom | 3 sh |
Gifted Education Core:
| MED 562 | Foundations of Education of Gifted Students | 3 sh |
| MED 564 | Curriculum & Instructional Design in Gifted Education | 3 sh |
| MED 567 | Social and Emotional Needs of Gifted Students | 3 sh |
Electives:
Select two courses from the following:
| MED 540 | Literature for Children & Youth: Analysis and Application | 3 sh |
| MED 588 | Studies in International Education | 3 sh |
| MTH 521 | Mathematical Concepts and Connections | 3 sh |
| SCI 565 | Integrated Science | 3 sh |
Special Education (K-12)
Graduate Core:
| MED 515 | Educational Assessment and Evaluation | 3 sh |
| MED 516 | Educational Research | 3 sh |
| MED 523 | Instructional Technologies in the Classroom | 3 sh |
| MED 532 | Consultation and Collaboration Skills | 3 sh |
| MED 561 | Advanced Masters Seminar, II & III | 1.5 sh each |
| PSY 515 | Advanced Psychological Theory in the Classroom | 3 sh |
Special Education Core:
| MED 534 | Curriculum & Instructional Design in Special Education | 3 sh |
| MED 542 | Foundations of Special Education | 3 sh |
| MED 544 | Language and Literacy Methods in Special Education | 3 sh |
| MED 545 | Classroom Management for Exceptional Learners | 3 sh |
Electives:
Select one course from the following:
| MED 540 | Literature for Children & Youth: Analysis and Application | 3 sh |
| MED 588 | Studies in International Education | 3 sh |
| MTH 521 | Mathematical Concepts and Connections | 3 sh |
| SCI 565 | Integrated Science | 3 sh |
Program Objectives
The goal of the graduate program in teacher education is to prepare teachers to meet the advanced standards set by the state of North Carolina for teacher leaders as shown below. Emphasis throughout is on empowering teachers with the knowledge, skills and dispositions necessary to become informed leaders, reflective practitioners and outstanding contributors to their profession.
Standard 1: Teaching Leadership
Teacher leaders assume the roles and responsibilities of collaborative leaders in schools and communities. They demonstrate leadership in their classrooms, schools and professional organizations; they advocate for students and effective educational practices and policies; and they are role models for ethical leadership.
Standard 2: Respectful Educational Environments
Teacher leaders establish a positive and productive environment for a diverse population of students, their families and the community. They are knowledgeable about cultures and global issues and how they are contextualized locally. They help colleagues develop effective strategies for students with special needs and encourage positive, constructive relations among colleagues and students.
Standard 3: Content and Curriculum Expertise
Teacher leaders have a deep knowledge of the subjects they teach and understanding of curriculum theory and development. They value collaboration and the interconnectedness of disciplines. They understand the importance of curriculum relevance in engaging students in content.
Standard 4: Student Learning
Teacher leaders facilitate student learning through evidence-based practice informed by research. They understand and apply research in child and adolescent development, cognitive development, and general and specialized pedagogy. They encourage critical reading, writing and thinking in the learning process. They foster instructional and evaluation methods that embrace variety and authenticity.
Standard 5: Reflection
Teacher leaders contribute to systematic, critical analysis of learning in their classrooms and beyond. They are lifelong learners who model and support ongoing professional development. They embrace critical thinking, problem solving and innovation.
The Faculty
Graduate faculty have a well-earned reputation for being active in their respective professional organizations and in the educational community at large. Faculty make presentations and deliver papers at professional meetings, write and publish in professional journals, act as consultants and serve on local, state and national advisory committees. Additionally, graduate faculty maintain a realistic picture of the changing classroom environment through active participation in the public schools. This meshing of academic and clinical activity enables faculty to provide graduate students with the optimum blend of theory and practice.
Elon’s classes are small, and the graduate faculty is accessible. This atmosphere of personal attention combined with dedication to teaching sets the Elon M.Ed. program apart from others.
Costs
The cost of the M.Ed. program at Elon is reasonable considering the high quality of the program.
| Graduate tuition (per credit) |
$513 |
| Miscellaneous: |
|
Late payment
|
$30 |
| Late registration/re-enrollment during term |
$25 |
| Payment plan fee |
$10 |
| Returned check fine |
$25 |
| Transcripts |
$8 |
The Summer Cohort Program, which offers three paths, Elementary Education, Gifted Education and Special Education, is offered at a fixed reduced price. The cost of the Summer Cohort Program for Cohort XIV (2016-2018) totals $10,445. A payment plan is available. The cost will be broken down over the course of the three summers (2016-2018):
Summer 1 - $4,017
Summer 2 - $4,017
Summer 3 - $2,411
Information about the Summer Cohort program is also available on through Elon Graduate Admissions (Please note that student teaching vouchers are not redeemable for the summer cohort program.)
In addition, Elon offers a deferred payment plan, and some loans are available. Please see Forms of Financial Assistance for Graduate Students for more information.
Grades, diplomas and transcripts will be withheld until financial obligations to the university are settled. A student cannot register for coursework until financial obligations to the university are paid.
Refunds
Summer Cohort Refund Policy
The refund policy for cohort students reflects the policy stated below for summer sessions; however, there will be no refunds after the second summer session of each year.
Summer Sessions
In the summer sessions, enrollment dropped by 4 p.m. on the days listed below will warrant the corresponding refund
| 1st day of class |
100% |
| 2nd day of class |
90% |
| 3rd, 4th, 5th day of class |
50% |
| 6th, 7th, 8th, 9th day of class |
25% |
| 10th day of class |
no refund |