Admission decisions are made by full-time faculty in the School of Education using a combination of factors, including academic degree(s), records and experiences. Applicants will be admitted to the program based upon enrollment availability, match for program, and their ability to meet the following minimum recommended entrance requirements.

Download the M.A.Ed Admissions Requirements PDF

M.A.Ed. | Master’s of Arts in Education

Accepting applications for May 2017

The M.A.Ed. is designed to develop leaders who are scholar practitioners. Graduates of this program will know how to effectively lead change in their respective fields and understand how to conduct and connect educational research to practice that improves student learning.

We believe effective educators are leaders. They are constantly teaching with the goal of improving student learning opportunities and outcomes. Student populations might include K-12, university, academic faculty, industry peers, those on the mission field, and/or professionals seeking training and/or development.  The M.A.Ed. provides educational leaders with the skills and abilities to make a difference in their world!

Quick Facts

Credits Time to Complete Format Admissions Cost Accreditation
32 UNITS The M.A.Ed. is a 32 unit, five semester, one-night-a-week, cohort program which can be completed in as few as 20 months.
  • Classroom Cohort
  • Hybrid-Cohort
No GMAT Required, GPA > 3.0 $600 per unit (Financial Aid available. Yellow Ribbon College for Veterans) WASC Senior College & University Commission

M.A.Ed Sample Schedule

Possible Careers

  • Career Counseling
  • Corporate Training & Consulting
  • Curriculum & Instruction Development
  • Curriculum & Education Policy Development
  • Higher Education, Academic Leadership
  • Preparing for a Doctoral Program
  • Professional Development
  • Research & Development

Message from the Dean


I am excited to announce the School of Education is launching a Master of Arts in Education (M.A.Ed.) program. The demand for educational leaders is growing regionally, nationally and globally! Jessup is keeping up with that demand, creating programs that equip generations to answer that call.

Educational leaders serve in education institutions and the associations, organizations, government agencies, foundations, and corporations that make up the broader higher education landscape. The program’s objective is to develop self‐motivated leaders who can communicate effectively, work collaboratively, and affect change within the broadest context of a transformative higher education community.

Graduates of the M.A.Ed. will know how to effectively lead change in their respective fields and understand how to conduct and connect educational research to practice.

This program leads graduates to advanced opportunities in:

  • Career Counseling
  • Corporate Training & Consulting
  • Curriculum & Education Policy Development
  • Education, PK-12 and Higher Education
  • Preparing for a Doctoral Program
  • Research & Development

The M.A.Ed. is offered year‐around as a 32 unit program with accessible classes that meet only one night a week. Jessup’s knowledgeable, invested faculty will challenge and support you every step of the way in a relational, personalized and Christ‐Centered environment.

I invite you to explore how to expand your reach, impact and opportunities with a Master of Arts in Education. Visit our website or call 844‐JESSUP‐U. Feel free to share this good news with your friends and colleagues.

Tim Gillespie
Dean, School of Education

EDU 501 Education Foundations

Education Foundations is a course designed to introduce and explore the educational paradigm historically and philosophically. Students survey curriculum practices, teacher effectiveness and the concepts and issues related to K-12 education. Development of personal knowledge base and understanding of the following areas will be enhanced: 1) the competing purposes and values of schools in our society, 2) the nature of the teaching profession, 3) the related impact of local, state, and federal government policies on schools, 4) current educational issues related to health, safety, laws, and protection and 5) effective instructional design. Field experience will be required in the area of observation. The candidates will be introduced to the vital character traits associated with effective teachers.

EDU 572 Research methods (3 units)

This course is designed to provide an in-depth view of quantitative and qualitative research methods in the social sciences. Topics covered include (1) hypothesis formulation and theory construction (2) the measurement and evaluation of sociological variables (3) data collection techniques – experimental, survey, and observational (4) and data analysis using sophisticated tools. By the end of this course, you should be able to conceptualize a research problem and develop a number of complementary design, measurement, and data collection approaches to bring evidence to bear on the problem. You should be able to prepare a research proposal, and critically evaluate the quality of evidence in published research. Furthermore, candidates should appreciate both the strengths and the limitations of sociological research techniques, and will hopefully have a solid foundation for beginning to conduct research on their own.

EDU 507 Social Cultural Foundations of Education (3 units)

This course enables future teachers and leader-educators to examine a broad overview of concepts and in the history, philosophy, and social theories underlying North American educational development. It includes issues of multicultural education and the instructional implications in a pluralistic society. Candidates will learn concepts and strategies for infusing socio-cultural understanding in all content and learning environments. Candidates will reflect upon the new information and develop a multicultural perspective in the role of leader-educator. This course prepares teachers and leader-educators to provide content specific and developmentally appropriate instructional practices that create equal access for all.

EDU 506 Psychological Foundations of Education (3 units)

This course focuses on explanations of how people learn, including people of ethnic and cultural diversity. Theories and research are included with emphasis on practical applications, such as methods used to improve learning and teaching, and how learning relates to motivation, personality, development, creativity, and perception. The appropriate developmental needs associated with child, adolescent, and young adult years within grades PreK-12 will be evaluated. Current brain-based research and its application are reviewed.

EDU 520 Leader-Educator in a Global Community (3 units)

Master educators equipped at WJU are being prepared to serve not only across the USA, but internationally, as well. This course will survey organizational structure for both public (government run) and private educational organizations. Styles and functions of various leadership roles will be synthesized into a philosophy for educational leadership, regardless of professional role (i.e. administrator, teacher, teacher-mentor etc). Financing of the educational organization will be presented and processed. Education law in the USA will be introduced.

EDU 650 Curriculum Development, Design, and Assessment (3 units)

This master’s degree core course is designed to prepare candidates with both practical and theoretical understanding of curriculum in schooling. The course offers a study of the various approaches of curriculum construction and organization in the schools by examining the principles of curriculum improvement, change, and evaluation. The focus will be on theories, research, and best practice related to planning and developing curriculum and its implementation in schools and classrooms in order to address the needs of students in diverse communities.

EDU 510 Innovative Education Design and Technology (3 units)

The ISTE Educational Technology Standards for Students and Teachers will be the cornerstone of this course. Learner will explore teaching with technology in synchronous and asynchronous settings from classrooms and teacher-casting virtual offices. Curriculum delivery will include the areas of creativity and innovation, communication and collaboration, research and information fluency, critical thinking, problem-solving, decision-making, digital citizenship and technology operations and concepts. Educators will develop the capacity to identify and implement best practices in educational setting-wide or institution-wide use of instructional technology in ways that are proven to help learners master educational course content.

EDU 584 Instructional Leadership, Coaching, and Mentoring (3 units)

Teaching is not an act performed in isolation, but is best performed in collaboration with other professionals as well as with the learners themselves. This course reviews the strongest rationales for teaching in collaboration with others as instructional coaches, serving other teachers and being served by them, as well as by school administrators, in promoting the best practices of learning in classrooms.

EDU 675 Data Analysis and Statistics (3 units)

This course is designed to provide an understanding of quantitative and qualitative data analysis techniques in the social sciences. Topics covered include (1) organizing and cleaning data for analysis, (2) descriptive and inferential statistics, (3) data analysis using sophisticated tools (SPSS), (4) data interpretation, and (5) presenting and describing results. The course covers basic statistical tests: z-test, t-test, correlation, regression, analysis of variance, and nonparametric tests. During this course, candidates will simultaneously finalize chapters one and two of the thesis in coordination with their Thesis Mentor as part of the Thesis course. By the end of this Data Analysis and Statistics course, you will complete your thesis methodology (chapter three) and be prepared to defend your thesis proposal.

EDU 676 Thesis

In this course candidates will complete the thesis, collaborate with their research site, and coordinate with their Thesis Mentor. In coordination with the Data Analysis and
Statistics course, this independent study course guides students through the process of designing and defending their thesis research proposal (at the mid-semester mark). After successfully defending the Thesis Proposal (chapters 1-3), Candidates will complete chapters 4 and 5 of the thesis, and successfully defend their completed thesis project and paper. Working directly with the assigned Thesis Mentor and structured on each candidates’ individual abilities, topics may include idea organization and development, research methodology, data analysis and statistics, and writing techniques (word choice, advanced grammar). Plagiarism and citation of sources are also covered. Individualized attention is an integral part of the course.

Frequently Asked Questions

Q: At the end will there be a thesis required, or final project?
A: Candidates will complete a Thesis. The M.A.Ed. coursework and faculty purposely and sequentially prepares a candidate to complete his/her Thesis.

Q: How long will it take to complete?
A: Five semesters, one-night-a-week, which can be completed in as few as 20 months.

Q: What is the cost of tuition?
A: The M.A.Ed. costs is $600 per unit. The total program is 32 units.

Q: Is there financial aid available?
A: Yes. Federal loans are available to qualified individuals who complete the FAFSA and are enrolled in a minimum of three units per semester.

Q: How many units am I required to take each semester?
A: Typically you will take 6 units. See Sample M.A.Ed. Schedule.

Q: How many units is each course?
A: typically 3 units. See Sample M.A.Ed. Schedule.

Q: How long is each course?
A: Each course runs for seven weeks and meets one evening each week.

Q: How much homework will there be each week?
A: Courses are designed for 18 – 20 hours per week of work. Some students may work more quickly. Others may require additional time.

Q: Who do I contact if I need help during a course?
A: For most questions your first point of contact will be your instructor. For technical support questions, please contact our IT department at helpdesk [at] jessup [dot] edu.

Admission Requirements

  • Baccalaureate degree from regionally accredited college or university
  • Minimum GPA 3.0 (official transcripts)
  • Resume/Curriculum Vitae – Document work, professional, and community experiences
  • Completed Graduate Application
  • Personal Statement – Why are you pursuing a Masters of Arts in Education at WJU? Please include your professional goals, and what attributes make you a good candidate for the program?
  • 2 Letters of Recommendation (at least 1 from a professional in your field)
  • Interview if requested by admissions committee


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