Curriculum and Teaching, Non-Licensure, Online/Accelerated Program

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Graduate Program Chair

Michael Hanna

Graduate Curriculum Committee

Nermin Bayazit, PhD
Lyndsey Benharris, PhD
Anne Howard, PhD
Laurie Link, EdD
Margaret O’Hearn-Curran, PhD
Phillip Saisa, EdD
Robert Shapiro, PhD, BCBA-D
Annette Sullivan, EdD

Program Objectives

The Online/Accelerated MEd in Curriculum and Teaching is a non-licensure degree program designed for individuals who wish to pursue advanced levels of reflection, knowledge, skill and professionalism in the field of education. The specially-selected content courses are offered 100% online, in a 7-week accelerated format.

Program Description

It is intended that the individual will continue to develop as a reflective, student-centered individual who is able to effectively articulate and apply educational theory and research in the field of education. Many courses in this program involve participation in embedded experiential/field experiences in fulfilling course requirements. This program seeks to enhance knowledge and skills of practitioners in an accessible format, leading to an advanced degree. To this end, graduate students will:

Reflect on current educational issues and practices
Examine research and engage in the research process
Acquire and apply advanced knowledge, educational theory and research in the design and implementation of appropriate educational curricula, practices and environments
Apply knowledge of how students develop as thinkers and learners
Acquire and apply advanced knowledge of emerging, research-based, educational principles in the planning, implementation and evaluation of the educational environment and instructional programs
Demonstrate awareness of the impact of societal issues on the curriculum as they relate to meeting the diverse needs of individuals
Demonstrate an understanding of educational partnership models which effectively focus on family strengths, circumstances and cultural experiences
Demonstrate effective strategies and techniques for working with diverse individuals in inclusive learning environments
Examine the shared values, ethics, purposes and commitments that bond the educational community (e.g. teachers, families, administrators, specialists, etc.)
Demonstrate a disposition of collegiality, respect and support that fosters future improvement of education through research and reflection
Be prepared to pursue further graduate studies

Program Learning Outcomes

Demonstrate understanding of, and proficiency in, best practice instruction for students PK-12, including best practice for online learning
Create instructional units that maximize student engagement and achievement, anchored to the Understanding by Design and Universal Design for Learning frameworks
Apply best practices for assessing student progress and make adjustments to instruction in response to data
Generate effective accommodation and modification plans in response to individual student needs
Develop habits of accessing, evaluating and applying current research to improve instructional practices, including foundational elements of educational law
Exhibit a commitment to respond to achievement gaps caused by institutional racism and societal inequities

Required Courses

Total for Degree: 36 credits

Admission Requirements

You must meet the following requirements to be eligible for admission.

Submit graduate application and $50 application fee
Bachelor’s degree from a regionally accredited institution, with official transcripts from all institutions attended
Minimum GPA of 2.8 in prior coursework; a letter of recommendation is required for students with a GPA below 2.8
Professional resume
Essay (no more than one page in length) on one of the following topics:

- Tell us about a positive situation in which you helped a person and made a significant difference in that person’s life
- What are the most important factors in establishing a long-term working relationship with students, friends, etc.
- Tell us about a significant event that involved you in a teaching or helping mode

To submit official documents by mail, send them to:

Fitchburg State University
Admissions Office
160 Pearl Street
Fitchburg, MA 01420

International Students:

An English Proficiency test is required for natives of non-English speaking countries (see options below)
Official transcripts from all colleges and universities attended*
General Foreign Credit Evaluation for degrees and coursework taken outside of the United States
GPA of not less than 2.5
Application fee ($50)
Personal Statement/Statement of Purpose (300 word minimum)

*All foreign transcripts must be formally evaluated before we are able to make an admissions decision. Graduate applicants are required to submit a “general” evaluation. We accept international evaluations from any NACES or AICE members or the Center for Educational Documentation (CED).

(https://www.naces.org/members or https://aice-eval.org/endorsed-members)

The following are suggested organizations which provide foreign credential evaluation services:

English Language Proficiency - Applicants can demonstrate English proficiency by submitting official test scores from one of the following approved exams:

TOEFL - minimum score requires TOEFL iBT 79, paper based-TOEFL 550
IEFLTS - minimum score required 6.5 overall band score
Duolingo English Test - minimum score required 105
PTE Academic Test - minimum score required 58

You are encouraged to contact the Fitchburg State International Admissions department if additional information is needed at 978-665-4399 or intladmissions@fitchburgstate.edu.

U.S. citizens with foreign education (from a non-English speaking country) will need to follow the international admission requirements (English proficiency testing excluded). Students in the U.S. on an F-1 student visa are not eligible for the program. I-20s are not issued for online programs.

TOEFL Code: 3518

IELTS Code: No code; please select Fitchburg State as a recipient.