Dr. Robert London Pgm. Coordinator

The MA in Education, Integrative Studies Option, is an innovative program for creative educators.  It is designed for educators interested in entering a dialogue with a cohort of master's students and a team of professors to explore how to develop and implement innovative and meaningful curriculum.  Our major objective is to help each teacher become clearer about their vision of education and how to implement that vision in their classroom and professional life.

Program

M.A. in Interdisciplinary Studies: Integrative Studies in Education

Additional Information

• Characteristics of the program

 

The program requires 48 quarter units (12 courses), including the successful completion of a project or thesis.  Twenty-four required units are specifically designed for the program and will be restricted to students admitted into the program (the courses are described below).  Students in the program will take the courses as a cohort over a two-year period, one course per quarter. Core courses are offered on selected weekends and Saturdays involving four to five weekends per quarter.  This portion of the program will be developed as themes rather than courses and, whenever possible, will be team-taught.  Each theme will emphasize a strong theoretical framework and how to apply the theory in your actual classroom or professional context.

In addition to the program courses, you complete twelve units for the required MA core courses, and twelve units based on a personalized plan (including a master's project) that allows units outside the field of education and independent study. An adviser and faculty committee will guide the student's development of a personalized plan and project.

 Our pedagogy includes the following major components:

1. A focus on helping each student developing a holistic and transformative vision of education and clarifying how to implement that vision in their professional context. This focus is an integral component of each of the six program courses.
2. A focus on collaboration, facilitated by the fact that students take six courses as a cohort and that they are required to work in smaller groups between classes.
3. Establishment of a supportive learning environment and community.
4. Emphasis on in-depth reflection on their assumptions concerning education and the implications of those assumptions, resulting in the creation of meaning for each student.
5. Emphasis on applying the course work in substantial and meaningful ways.
6. A focus on program faculty “demonstrating” pedagogy in the program courses consistent with the philosophies being emphasized; e.g., constructive post-modernism, constructivism, and transformative models.

The six program courses are:

• Foundations of Integrative and Holistic Models of Education

EDUC 611 (4): This course provides an introduction to constructive post-modernist paradigms, systems theory, theories of meaning, constructivism and holistic theory. Students explore the importance of an engaging learning environment, a facilitative learning community and open-ended processes of problem solving.

    2. Integration and Meaning in Education EDUC 613  (4): This course organizes around the theme Integration and Meaning. Within this context, students investigate instructional applications of the neuro-sciences, holistic learning and constructivist principles, as well as an elaboration of the content of EDUC 611. The course emphasizes group processes, collaborative action research, integrating technology, implementing cooperative groups, and developing cultural sensitivity and awareness of social justice issues.

    3.    Exploring Arts, Creativity and Sign Systems EDUC 615  (4): This course applies the research and processes of art and creativity to learning. It explores the use of multiple modalities and somatic approaches to teaching, and semiotic understandings of disciplines. Examining the metaphor of teacher as artist, the course introduces intuitive development into the teaching/learning process.

 

    4. Exploring Integrative and Holistic Curriculum Theory

EDUC 617 (4): This course explores the dominant perspectives on curriculum and introduces constructive post-modernist curriculum theory as an intellectual foundation for integrative and holistic curriculum design. This course requires students to develop and field-test substantive and engaging curriculum projects.

5. Seminar in Holistic Education EDUC 619 (4): There are three major components to this course: (1) exploration of a variety of selected topics in Holistic Education through readings, class presentations and discussions, and reflective writing assignments; (2) each student selects an approved topic for in-depth exploration, and presents that topic to the class, as well as submitting an in-depth review of the literature on the topic; and (3) the class plans a mini-conference in Holistic Education that includes presentations by each student, as well as outside speakers.

6. Assessment and Research: Holistic Perspectives EDUC 621: This course focuses on the skills, understandings and methodologies of assessment and research design from a holistic perspective. The course includes both quantitative and qualitative models, evaluation design and scholarly writing.

 

WHO SHOULD APPLY?

Any educator who sees teaching as an ongoing, creative process may be interested in this program.  Educators involved in subject matter frameworks, school restructuring, integrated curriculum, process-oriented curriculum or experiential learning may find this program particularly relevant.  We seek educators from all grade levels and subject matter specialties.  We seek persons of diverse interests, backgrounds, ethnic and cultural heritages.  We are interested in creating a learning community in which we engage in dialogue, sharing, personal and professional growth.

ADMISSION PROCESS AND GRADUATION REQUIREMENTS

General: You complete a CSUSB graduate admissions application indicating that you are interested in the MA program in Education, Integrative Studies Option.  In addition, you need to arrange for an interview with the program coordinator. We are currently admitting students for the ninth cohort, which starts in the fall quarter of 2005. FOR FURTHER INFORMATION PLEASE CONTACT:Dr. Bob London, Program Coordinator: 909-537-5678 or rlondon@csusb.edu