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So you're a teacher who wants to become even more effective? The Masters in Education (MEd) degree at North Greenville University will provide you with the knowledge and skills you need to advance in your career or even change your career path to a different element of teaching. But more than that, NGU's Graduate School of Education faculty members are prepared and willing to help you succeed in impacting the world for Christ as a teacher.

 

QUICK FACTS

 

  • 36 - Credit hours in the MEd degree at NGU
  • 18 - Months to complete your degree
  • 5 - Start dates throughout the year
  • 3 - Formats for your study: on-campus, online, and hybrid
  • 0 - Years of teaching experience required

 

Degree Description

 

The 36-hour MEd program at NGU at North Greenville University is a research-based degree designed to equip individuals with effective pedagogy and knowledge of current social issues, while providing a Christ-centered learning environment to maximize personal growth. The degree takes currently licensed educators to a higher understanding of effective teaching. However, the degree can also be utilized by professionals who have opportunities in the education sector that do not hold current licensure.

 

Tracks / Concentration

 

  • Reading Endorsements

Career Opportunities

 

  • Early Childhood Education Teacher
  • Elementary Education Teacher
  • Secondary Education 

To apply to NGU’s MEd program, complete the following steps:

  1. Fill in the online graduate school application.
  2. Send the following documents to NGU’s Office of Adult and Graduate Admissions at 405 Lancaster Ave., Greer, SC 29650:
    1. A self-reflective essay of 500 words, relating your personal goals to education
    2. A check for the $30 application fee
    3. A copy of your teaching certificate
  3. Download, print, fill in, and share the required reference forms:
    1. Two Employer / Professional Reference Forms
    2. One Personal Reference Form
  4. Download, print, and fill in the College Transcript Request Form, and then send it to the registrar of any colleges or universities you have previously attended. (They will then send your official transcripts directly to NGU.)

Curriculum Structure

 

The MEd program prepares educators to become collaborative and reflective practitioners who are sensitive to the diverse needs in their classroom utilizing a Christ-centered curriculum. While the degree has several matriculation options, the MEd consists of 12 courses.

This 36-hour degree program offers rolling enrollment, with five 8-week online terms and two 16-week on-campus terms available per year. The format of study is blended, with both on-campus and online learning.   

 

Example Course Sequence

 

If you would like to complete your MEd degree in the suggested time frame of 36 months, then we recommend taking a full-time load of courses each term in this order:

 

Master of Education (Straight Degree)

 

To earn the Master of Education (straight degree), complete the following courses:

 

Core Courses

 

EDU 5000 Current Issues in K-12 Schools (3 credit hours)

EDU 5200 Intervention Strategies and Techniques (3 credit hours)

EDU 5250 Best Current Teaching Practices (3 credit hours)

EDU 5350 Diversity and Social Issues in Education (3 credit hours)

EDU 5500 History and Philosophy of Education (3 credit hours)

EDU 5450 Issues in Professional Ethics (3 credit hours)

EDU 5700 Principles of Curriculum Development (3 credit hours)

EDU 5850 School and Community Relations (3 credit hours)

EDU 6050 Assessment of Learners (3 credit hours)

EDU 6100 Educational Leadership (3 credit hours)

EDU 6200 Theories of Learning (3 credit hours)

EDU 6500 Educator as Researcher (3 credit hours)

 

Reading Endorsements

 

If you’re a certified teacher wishing to obtain a South Carolina Department of Education state-required reading endorsement, then complete the following courses:

 

Elementary Education Courses

 

To earn the reading endorsement for elementary education, supplement specific core courses (EDU 5850, EDU 6050, EDU 6100 and EDU 6200) with the following courses:

  • EDU 5720 R2S Foundations of Reading (3 credit hours)
  • EDU 5740 R2S Instructional Practices (3 credit hours)
  • EDU 5760 R2S Assessment of Reading (3 credit hours)
  • EDU 5780 R2S Content Area Reading and Writing for ECE and Elementary (3 credit hours)

 

Secondary Education Courses

 

To earn the reading endorsement for secondary education, supplement specific core courses (EDU 6200) with the following course:

  • EDU 5750 Reading in Content Areas (3 credit hours) 

 

Course Descriptions

 

These are the relevant MEd courses offered at NGU and their respective course descriptions, listed alphabetically:

EDU 5000 Current Issues in K-12 Schools (3 credit hours) – Policies, programs, and trends that directly or indirectly impact K-12 schools are examined and evaluated using research, analysis, and assessment in order to determine their relevance to teaching and learning in diverse school settings.

EDU 5200 Intervention Strategies and Techniques (3 credit hours) – This course will focus on examination of the educational literature regarding effective teaching practices and behavior change strategies for students with special educational needs. It provides an opportunity to explore, design, implement, and evaluate school-based interventions for students with high incidence disabilities.

EDU 5250 Best Current Teaching Practices (3 credit hours) – Strategies for effectively using and accommodating best current teaching procedures that have been proven by research to enhance classroom teaching and learning will be examined and assessed in terms of the integration of content areas, use of technology, national and state standards, the needs of diverse school populations, and policies/directives aimed at accountability issues.

EDU 5350 Diversity and Social Issues in Education (3 credit hours) – A study of the social, cultural, and political issues that affect decision-making and student achievement in schools, this course will examine the role of school in the enculturation or "Americanization" of students; the effects of student background and culture on achievement; and the different socio-cultural groups with a political stake in the curriculum and how these groups work to further their interests.

EDU 5450 Issues in Professional Ethics (3 credit hours) – A detailed study of ethical issues encountered by professionals in the contemporary cultural setting.  Traditional Judeo-Christian values and teachings will be explored as they relate to practical applications in the educational field.   Questions related to truthful communication, conflict resolution, power relations, professional integrity, and poverty as well as ethnic, cultural, and racial differences are addressed in the context of Christian leadership and decision-making.

EDU 5500 History and Philosophy of Education (3 credit hours) – This course addresses the relationship between philosophy of education and how various philosophies have historically affected the practice of schooling, in the United States. It will examine how different philosophical schools answer questions related to the nature and purpose of schooling, and how these philosophies have been incorporated and modified to deal with social and cultural changes in United States history.

EDU 5700 Principles of Curriculum Development (3 credit hours) – Study of K-12 school curriculum that includes a development of the philosophical and historical perspective of curriculum in the United States, the current relationship of curriculum to societal needs and policies governing learning and teaching, use and impact of technology, and strategies to equip teachers in the development and implementation of curriculum to meet the needs of today's learners.

EDU 5720 R2S Foundations in Reading (3 credit hours) – In this course teachers will deepen their understanding of major theories and research that describe the foundations of reading and writing development, the processes, and the components of reading, including word recognition, language comprehension, strategic knowledge, and reading-writing connections. The South Carolina Literacy Competencies for PreK - 5th Grade Classroom Teachers will serve as the foundation for the course. Standard 1, Foundational Knowledge and Standard 6, Professional Learning and Leadership will be addressed. Teachers will gain an understanding of the theoretical and evidence-based foundations of reading and writing processes and instruction. They will also learn the importance of professional learning and leadership as a career-long effort and responsibility and will be given opportunities to demonstrate these skills.

EDU 5740 R2S Instructional Practices (3 credit hours) – In this course teachers will deepen their understanding of how to use instructional approaches and materials within an integrated, comprehensive, balanced curriculum to support student learning in reading and writing. The South Carolina Literacy Competencies for PreK - 5th Grade Classroom Teachers will serve as the foundation for the course. Standard 2, Curriculum and Instruction will be addressed. Teachers will gain an understanding of the theoretical and evidence-based instructional practices that foster reading, writing, listening, and speaking. 

EDU 5750 Reading in the Content Areas (3 credit hours) – Research-based teaching methods, study strategies, and technology focusing on the abilities to use language processes (reading, writing, speaking, listening) to learn subject matter across the curriculum.  This course shares essential techniques to support independent reading and learning and identifies opportunities for students to summarize ideas, take notes, and reflect on their learning.

EDU 5760 R2S Assessment of Reading (3 credit hours) – In this course teachers will deepen their understanding of how to use a variety of assessments and evaluations within a comprehensive, balanced curriculum to assess, inform, and monitor students' progress in reading and writing. The South Carolina Literacy Competencies for PreK - 5th Grade Classroom Teachers will serve as the foundation for the course. Standard 3, Assessment and Evaluation, will be addressed. Teachers will gain an understanding of the theoretical and evidence-based assessment and evaluation practices that foster reading, writing, listening, and speaking.

EDU 5780 R2S Content Area Reading and Writing for Early Childhood and Elementary (3 credit hours) – In this course teachers will deepen their understanding of research-based principles and practices that support content area literacy as described in the South Carolina Literacy Competencies for Early Childhood and Elementary Teachers as part of the Read to Succeed Initiative. The following standards will be addressed: Standard 4: Diversity, Standard 5: Literate Environment, and Standard 7: ELLs. Teachers will learn how to create a literate environment that fosters reading and writing for the diverse students in South Carolina schools. Special emphasis will be placed on implementing content area literacy standards across curriculum, instruction, and assessment within the content areas. Teachers will read and respond to professional text on literacy instruction to gain the necessary background knowledge that will help them create a literate environment and prepare instruction based on assessment to reach the diverse needs of learners in their classrooms.

EDU 5850 School and Community Relations (3 credit hours) – Using inquiry, research, and evaluation strategies regarding school and community relations the interdependence of school and community is identified and defined in terms of societal expectations of America's schools and the effects of these expectations on educational political, economic, and demographic changes on educational policy.

EDU 6050 Assessment of Learners (3 credit hours) – This course is a study of how to use assessment results to improve student learning. The course will consider test validity and reliability so that test results can be interpreted to indicate learners' proximity to learning targets. Topics include test planning and formatting, strategies for learners' involvement in the testing process, communication with caregivers, portfolios, and scoring instruments.

EDU 6100 Educational Leadership (3 credit hours) – A study of administrative theory leadership principles, including the conceptual and structural organization of public education as well as educational governance at the federal, state, and local levels. It is also a study of administrative theory, leadership principles, the conceptual and structural organization of the environment, and the processes involved in educational leadership. The course is to provide an initial understanding of the nature and specific characteristics of educational leaders, the varied roles of educational leaders and the relevant theories and practices of effective educational leaders to improve student learning.

EDU 6200 Theories of Learning (3 credit hours) – This course provides an analysis of contemporary and historically important learning theories and their applications to K-12 settings. Emphasis is placed on developing the knowledge and ability to apply learning theory to instruction and assessment designed to make learning accessible to all learners.

EDU 6500 Educator as Researcher (3 credit hours) – This course is a study of methods and design in quantitative and qualitative research in education. The primary objective of the course is to conduct action research in schools.  A structure will be provided for systematically finding answers to questions that arise from practice. Techniques will be taught for individuals to identify problems in the school setting and then to select appropriate research methods from which they will collect and analyze data while drawing conclusions from the results.


For more information on our upcoming terms, course offerings, and the textbooks you’ll need, follow the links below:

All Graduate School of Education faculty members at NGU hold doctoral degrees in various educational areas. Additionally, faculty members are experienced teachers who are seasoned leaders. 

Students in NGU’s Ed.D program are taught and mentored by these highly credentialed faculty, who not only possess years of experience in their respective fields of study, but also enable students to think critically and develop into more effective and impactful leaders in the field of education.

Dr. Shelley Dugle

Dean of the Graduate School of Education

Dr. Shelley Dugle has served as the dean of the Graduate School of Education at NGU since 2010, where she has developed the MEd and MAT programs with her team of faculty members. She enjoys both administrative tasks and teaching graduate courses. Prior to this, Dugle taught K-8 students with mild to moderate disabilities in the public school setting and also undergraduate education majors at an Ohio institution. Dugle enjoys spending time with her two daughters, three dogs, and family/friends. She currently serves as a Merge ministry small group leader at Fellowship Greenville and is thankful for every day God has given her to enjoy love and life.

 

Dr. Michael Butler

Professor of Education

Dr. Michael Butler served as the Secondary Education Coordinator for the North Greenville University undergraduate Teacher Education programs from 2007-2011. While serving on the undergraduate campus, Butler co-founded the NGU Student Chapter of Association for Supervision and Curriculum Development and was an NCATE Standard writer for the accreditation renewal process. Butler currently serves in the graduate school college of education, where he co-authored the Master of Art in Teaching program and the Educational Leadership Doctoral program. Butler’s specializations are the social and historical foundation of education, educational public policy, applied research, and assessment.

 

Dr. Harold Long

Associate Professor and Director of Supervised Student Teaching

Dr. Harold Long is a professor with the Graduate School of Education and directs student teaching. He has earned degrees in Psychology (B.S.), Elementary Education (M.A.), and Educational Administration (EdD). Prior to joining NGU, he spent his career in public education working at every level including elementary, high school and coordinating educational research at Clemson University. In addition to his duties at the graduate school, he conducts educational research, writes and has consulted with several schools and districts. In his free time, Long particularly enjoys traveling the United States with his family in their RV.


Dr. Mary Ann Solesbee

Read to Succeed Specialist

Dr. Mary Ann Solesbee served as chair of the Education Department at North Greenville University from 1995-2005, where she led the team to develop the inaugural undergraduate teacher education program. She has also worked in public education as a teacher, literacy coach, and director of the Teaching American History Grant, Teaching American History Right Under Our Feet. She is the author of the Sal and Amanda book series for children, which highlights South Carolina history with a bit of mystery. She is presently serving as the Read to Succeed Specialist for the Graduate School of Education at NGU .

If you’re a prospective student who’s interested in this degree at NGU, then you can contact our Office of Adult and Graduate Admissions directly to learn more:

Justin J. Pitts
Director of Adult and Graduate Admissions
Local: (864) 663-7507
Toll Free: 1-844-333-4566
Justin.Pitts@ngu.edu

 

 

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