M.A.Ed. | Master’s of Arts in Education Program Rocklin and Sacramento, CA

The Master of Arts in Education is designed for educators in universities and a variety of educational settings, including those seeking a Doctorate. Graduates will know how to conduct and connect educational research to practice and professional writing. The program prepares self motivated leaders who communicate effectively, work collaboratively and desire to be agents of change. The M.A.Ed. provides educational leaders with the skills and abilities to make a difference in their world!

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!

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.

If you are seeking a teaching credential, you will want to explore our Master of Arts in Teaching program.

Download the MAED Admissions Requirements PDF

What can a Master of Arts in Education do for you?

A Master’s in Education offers the broadest possible graduate opportunities for those seeking to develop as educators and influencers. The Jessup M.A.Ed. Program is perfect for those interested in:

1. Advancing in an education or teaching career
Become a Master Teacher
Move up on your Payscale
Receive a stipend for completing your Graduate Degree
Earning an M.A.Ed. provides graduates with vastly expanded career options & opportunities from mentoring younger teachers to leadership opportunities to district positions that otherwise might not be available.

2. Those interested in Administration can earn a PASC Credential (optional)
Assistant/Vice Principal
District Superintendent
Program Director
Take advantage of educational Leadership/Administration opportunities and openings.
In just 3 one-unit Field Experiences, you will work with administrators for hands-on practical training in budget planning, leading staff meetings, developing programs, etc. (Field Experience runs concurrent with program classes for 20 month total completion = M.A.Ed. + PASC option.)

3. University Employment, Published Writer, Research/Conference Leadership Opportunities
Minimum requirement to teach at a college/university is a Master’s degree.
Preparation for and experience in writing research papers and articles.
Positions graduates for a possible Doctoral Program.
Write research and speak at conferences/events/workshops.
As you progress throughout your courses, you will research and write towards your eventual chosen Thesis topic which typically becomes your first published work. You will become an expert in the area you choose to research/publish. The first time you are cited by others in their academic papers is an amazing feeling!

4. Corporate & Non-profit Sector
Organizational/Corporate training & consulting
Education, Academia, and Career opportunities
Start/lead a non-profit para-educational institution
Research & Development
Curriculum & Education Policy Development
Corporate opportunities are vast, including being a business/regional trainer, military instructor, working in R&D departments, and consulting. Non-profit opportunities include leadership areas in churches, private/charter schools, para-church, and para-educational organizations. Education is important to anyone leading a volunteer team, staff, or business enterprise. All leaders are teachers/educators.

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.

Nathan Herzog
Dean, School of Education


EDU501. Educational Foundations (3)

Educational Foundations is a course designed to introduce and explore the educational paradigm, historically and philosophically. Candidates will be introduced to pedagogy, andragogy, and heutagogy. They will develop their personal knowledge base and understanding in the following areas:

  1. The purposes and values of schools in our society;
  2. The purposes and values of ongoing training and lifelong learning in our society and globally;
  3. The related impact of local state, and federal government policies on K-12 schools, and on training programs for adults in a variety of venues, including non-profit, public, for profit, corporate and church-connected opportunities;
  4. Current educational issues related to health, safety, legal requirements, and personal rights and protections;
  5. Effective instructional designs relevant to teaching and training children and adults.
  6. The connections between teaching, training and learning in a changing globally-focused environment

Observations will be required related to course content. Candidates will be introduced to the vital character traits associated with effective teachers, trainers, and presenters.

EDU 504. Curriculum Development, Design, and Assessment (3)

This foundational course is designed to prepare candidates with both a practical and a theoretical understanding of curriculum design and assessment. The course offers a study of the various approaches to curriculum construction and organization in educational contexts by examining the principles of curriculum improvement, change, and evaluation. The focus will be on theories, research, and best practice relate to planning and developing curriculum, and its implementation in learning environments, in order to best address the needs of learners in diverse communities.

EDU 506. Psychological Foundations (3)

This course focuses on explanations of how people learn, including people representing ethnic and cultural diversity. Learning theories and research are included with an emphasis on practical applications, such as methods used to improve learning and teaching, and how learning relates to motivation, personality, development, creativity, and perception. Consideration of developmental needs associated with childhood, adolescence, and the young adult years within grades PreK-12 will be examined. Additionally, application of learning theories and practice to adult learning and motivation will be explored. Connections to current brain-based research and its application to learning are incorporated throughout the course.

EDU 507. Social Cultural Foundations (3)

This course enables future teachers to examine a broad overview of concepts and issues related to multicultural education and the implications for teachers in a pluralistic society. Candidates will learn concepts and strategies for infusing cultural understanding into the learning environment, across all subject areas, grade levels, and learning contexts. Candidates will reflect upon the new information and develop a multicultural perspective in their role as a leader-educator. This course prepares teachers and leader-educators to provide content-specific and developmentally-appropriate instructional practices that create equal access for all learners within a variety of learning contexts.

EDU 510. Innovative Education Design and Technology (3)

Candidates will explore teaching and presenting with technology in both synchronous and asynchronous settings. Design models will include topics linked to the ISTE Standards for Administrators, Teachers and Students, as well as to designs which support technology learning in other venues such as higher education, missions, and non-profit and for-profit educational settings. Topics will include digital citizenship, uses of technology to facilitate creativity and communication, ways to maximize content learning in context, and strategies to develop computational thinkers, innovative designers, and global collaborators Using technology to assess and address multiple learners’ needs will be a major topic as well. Candidates will develop the capacity to identify and implement innovative practices proven to help learners in multiple educational settings master content and skills. Application of innovative practices will include venues ranging from one-on-one tutoring to large institution-wide venues.

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

Leader-educators equipped at WJU are being prepared to serve not only across America, but internationally, as well. This course will survey organizational structures 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, higher education faculty, missionary, and others). Financing of the educational organization will be presented and discussed. Education law in America will be introduced, in conjunction with discussion on international and global issues pertaining to educational pursuits.

EDU508. Curriculum and Instruction I: Designing and Assessing Instruction (3)

This course is designed for teaching candidates to learn methods and curriculum planning for teaching and learning in public/private elementary, middle, and high schools. The primary focus will be placed on learning best practices with designing instruction, universal access, and evaluation. Each candidate will be required to demonstrate how language arts will be taught across the curriculum. Multiple subject candidates will focus their curriculum and content design in math and science (including statistics and probability). Single subject candidates will focus their curriculum and content design in their selected credential area.

EDU509. Curriculum and Instruction II: Creating and Maintaining Effective Environments (3)

This course is designed for teaching candidates to learn methods and curriculum planning for teaching and learning in public/private elementary, middle, and high schools. The primary focus will be placed on learning best practices with maintaining effective learning environments and classroom management within the subject area(s). Each candidate will be required to demonstrate how language arts will be taught across the curriculum. Multiple subject candidates will focus their curriculum and content design in visual and performing arts, social science, history, physical education, and health. Single subject candidates will focus their curriculum and content design in their selected credential area.

EDU 521. Instructional Leadership, Coaching, and Mentoring (3)

Learners 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-wise use of instructional technology in ways that are proven to help learners master educational course content. Discussion, application, and evaluation of the ISTE Educational Standards for Administrators, Teachers, and Students will be embedded throughout the course.

EDU 572. Research Methods (3)

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, candidates should be able to conceptualize a research problem and develop a number of complementary designs, measurement, and data collection approaches to bring evidence to bear on the problem. Candidates 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 have a solid foundation for beginning to conduct research on their own.

EDU 670. Data Analysis and Statistics (3)

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 including 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. Candidates will also complete their thesis methodology (Chapter Three) and be prepared to defend their thesis proposal.

EDU671. Thesis (5)

In this course, candidates will complete the thesis, collaborate with their research site, and coordinate with their thesis mentor. In coordination with EDU670 Data Analysis and Statistics, 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 (Chapter One, Chapter Two, & Chapter 3), candidates will complete Chapters Four and Five of the thesis and successfully defend their completed thesis project and paper. Working directly with the assigned thesis mentor and structured on each candidate’s individual abilities, topics may include idea organization and development, research methodology, data analysis and statistics, and writing techniques (word choice, advanced grammar, etc.). 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: 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@jessup.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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