Gain In-Depth Knowldedge

and Interdisciplinary Understanding

Education is a complex undertaking and understanding its various elements demands an interdisciplinary approach.  Students in the M.A. in Educational Transformation (MAETS) program take four courses that integrate disciplinary perspectives and skills, and six courses that focus intently on one aspect of educational transformation. Initially, we are launching the program with two concentrations — ‘Learning & Teaching’ and ‘Advocacy & Policy’ — and we plan to add two more concentrations — ‘Educational Design & Technology’ and ‘Leadership & Innovation’ — within the next several years.  As we expand our offerings, we will remain committed to ensuring that students master the central dynamics of educational transformation to ensure their success — whether in the classroom or in the broader field of education.

As an MAET program graduate, you will gain the in-depth and interdisciplinary knowledge needed to be an effective professional.   Your coursework is anchored in a set of research-based practices that advance the learning of students and the transformation of schools and educational policies.

Course of Study

The M.A. in Educational Transformation (MAET) program embraces four foundational principles: 1) An integrative, interdisciplinary approach to education that stresses systemic thinking; 2) A commitment to an asset-based, culturally relevant approach to children’s learning that reflects the University’s focus on “educating the whole child”; 3) A commitment to education as a central component of social justice and 4) an emphasis on graduate learning anchored in both experiential learning and research, and the utilization of “knowledge in action” through residency programs.

The MAET program degree will require 30 credit hours over four semesters (and additional credential-related coursework for the Learning and Teaching concentration in Year 2). Below are the Core and Concentration course titles, with the anticipated sequence of courses for each concentration.

Core Courses

Education and Social Justice (Summer I)

This course will apply a systems thinking approach to the exploration of the relationship between education and social justice in a democratic society. In this course students will examine historical and contemporary research and theoretical frameworks for education as a tool for addressing social inequality and structures of power as they relate to the purpose of education, access to educational opportunity and disparities in outcomes. Examining the frame of education as a public good, particular attention will be paid to the education of diverse student populations and the potential of education to address both individual and societal needs. As a result of the course, students will begin to situate themselves with the intersection of education and social justice while articulating a professional identity and purpose.


Culturally Relevant Approaches in Education 1 (Summer I)

In this course students will examine, learn and apply research and theory about culturally relevant practices in education. Focusing on an asset-based stance toward working with students, families, communities, and colleagues, students will learn strategies that recognize and value K-12 students’ identity and culture in order to cultivate a classroom community that supports student autonomy, motivation, self-regulation and achievement and that facilitates effective, respectful partnerships with with families and community members.


Data, Technology and Innovation in Education (Summer II)

In this course students will develop the foundational knowledge needed to analyze a broad range of data on student learning, growth and development and use that data to make formative and summative evaluations that inform instructional practices with an emphasis on technology enabled instruction. This course will integrate the use of data to inform instruction and the use of technology to facilitate learning. Through this course, students will evaluate emerging technology in dynamic learning environments and how to employ technology in data-informed ways that serve learners’ growth and achievement. Students will analyze research on technology-enabled learning and teaching and explore the literature on digital inequalities.


Advocating for Learning and Learners (Summer II)

This course serves as the capstone experience for the MAET program. In this course, students will synthesize their learning experiences throughout the program and develop the skills and dispositions needed to develop as teacher leaders and advocates. Students will examine the role of teachers in education advocacy efforts and develop a professional identity as it relates to advocacy and leadership. Using a project-based learning format, students will work collaboratively in cross-track groups to address inequity in education from a systems-thinking perspective.