Master of Arts in Education | National University (2022)

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Program Overview

If you’re a passionate educator looking for growth and advancement, pursue a Master of Arts in Education from National University. This program expands knowledge and opportunities. Candidates will learn about historical, philosophical, psychological, and social foundations of education. It will also analyze issues of educational equity and diversity, develop understanding of students with learning differences, examine the foundations of curriculum, assessment, and instruction, and use educational research to deepen critical-thinking skills.

Areas of emphasis may include advanced teaching practices, early childhood education, technology, higher education administration, special education, or inspired teaching.

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The Western Association of Schools and Colleges (WASC) accredits public and private schools, colleges, and universities in the U.S.


Course Details

Course Listing

Required Introduction Courses

  • 1 courses; 4.5 quarter units

Course Name

MAE610 Plan of Study & Prac Research – 4.50

Required first course in the MAE program. Course participants are presented with essential experiences and exercises to a) select MAE emphasis courses that align with MAE Program Learning Outcomes (PLOs) and b) evaluate practitioner research paradigms and effective research designs used in education by practitioner researchers.

Emphasis Requirements

  • 8 courses; 36 quarter units

MAE program courses may be selected from any SCOE graduate level, non-credential course from the following list of courses. Students shall not select more than four (4) courses from any subject.

Course Name

ARL645 Dev. Fluency in Reading – 4.50

Research-based analysis of English phonology, morphology and orthography, with attention to teaching students to become proficient readers through recognizing sound-print relationships. Incorporates current approaches to phonemic awareness, explicit phonics instruction, recognition of high-frequency words and spelling patterns for both English speakers and English language learners.

ARL646 Comprehension Strategies – 4.50

Provides an investigation of meaning-making at both the local (discourse) and global (general knowledge) levels. Covers research-based models of discourse processing and representation construction. Introduces strategies to promote guided reading, independent reading, and study skills in all content areas, using the concepts of connecting background experience and applying self-monitoring strategies.

ECE650 The Early Childhood Educator – 4.50

Prerequisite:ATP600, orMAE610

Examines the critical role of the early childhood teacher leader. Analysis of beliefs and ethics on quality care. Explore history of social policy on the field of early childhood. Develop plan to support professional growth as an ECE Leader. Addresses NAEYC Advanced Standard 6: Growing as a professional.

ECE651 Current Issues in ECE – 4.50

Prerequisite:ATP600, orMAE610

Focuses on current issues in early childhood education and implications for the field. Conduct a literature review and develop a research agenda

ECE652 ECE Learning & Development – 4.50

Prerequisite:ATP600, orMAE610

Focus is on current research in early childhood learning and development. Deepen understanding of young children thinking skills. Examine impact on curriculum and the educational community from multiple perspectives.

ECE653 Best ECE Teaching Practices – 4.50

Prerequisite:ATP600, orMAE610

Focus on research based effective teaching strategies for young children. Examines opportunities for integrating curriculum across content areas. Close attention paid to balancing standards and Developmentally Appropriate Practice.

ECE654 Collaborative Partnerships – 4.50

Prerequisite:ATP600, orMAE610

Examines interpersonal communication skills required for early childhood teachers and leaders. Examines strategies for enhancing parent-professional partnerships, consultation skills and issues relating to interactive teaming and the larger community.

ECE655 Inclusive ECE Practices – 4.50

Prerequisite:ATP600, orMAE610

Emphasis on variations in child development, identification of disabilities and the implications of cultural and linguistic diversity. Examines inclusive early childhood programs, strategies for adaptions and accommodations to meet the social, emotional, and academic needs of all children who are at-risk or have special needs.

ECE656 Foundations of Adult Learners – 4.50

Prerequisite:ATP600, orMAE610

Focus on adult learning theories and principles of personal leadership to meet the specific needs of ECE leaders. Foundational knowledge and best practices for working with diverse learners in various capacities covered. Particular attention paid to the different roles and responsibilities for effectively facilitating adult learners in the field of ECE.

ECE657 Foundations of ECE Advocacy – 4.50

Prerequisite:ATP600, orMAE610

Examines a variety of strategies to advocate for and advance the Early Childhood Education profession. Includes grant writing skills, awareness of public policy issues, and effective political action strategies.

EDA640 Introduction to H.E. Admin – 4.50

Overview of the basic aspects of higher education including issues, policies, operations, financial management, strategic planning, enrollment, student services, and regional accreditation. A brief examination of the history and functions of colleges and universities in the United States and the world as well as an introduction to educational philosophy, curriculum and instruction provide the candidate a foundation of understanding of the role of the academe in today’s society.

EDA641 Leading and Managing Change – 4.50

This course examines theory and practice regarding resistance to and acceptance of change initiatives, including the impact on organizational culture. Learn to initiate and implement change in organizations through problem-solving experiences and exercises.

EDA642 Policy & Accountability – 4.50

This course familiarizes students with assessment, policy-making, and accountability in higher education. Practical and theoretical approaches are explored. Power influences will be identified and examine, both inside and outside institutions including university hierarchy, state, and federal entities. Student learning and assessment’s impact on the present and future of higher education will be explored, including the roles of state and regional accreditors.

EDA643 Community Development in HE – 4.50

This course is an examination of the literature on theories related to interaction with the cultures found within a higher education community and the community in which the institution sits. Strategies for effective communication with various entities within the organization such as students, faculty, staff, and administration are gained, as well as engaging with the external community—local, state, and regional.

EDA644 Higher Education Law/Politics – 4.50

This course examines the legal aspects of higher education, sources of law and authority presented; impact on, interaction with, and implications of the administration of higher education are discussed. The course provides an overview of the legal issues that arise in public and private college and universities and the policy implications of those issues. Pertinent federal and California statutes and case law will inform students of the legal rights and responsibilities of higher education students, faculty, and the administration.

EDA645 Managing Finances & Operations – 4.50

This course provides a survey of how higher educational institutions are funded: private, non-profit/private, and public. Trends in higher education finance will be examined. Students will engage in case studies of institutions in financial crises and examine solutions to these crises.

EDA646 Strategic Planning & Analysis – 4.50

This course will examine the processes of institution-wide planning that examines internal and external variables. An analysis of all relevant data provides a crucial element in these processes. Data include those pertaining to student learning and learning assessment.

EDA648 Student Svcs & Enrollment Mgt – 4.50

Overview of Student Services and Enrollment Management in Higher Education institutions. Practical advice and theoretical frameworks to inform planning and problem solving are explored. Professional practice is summarized in the areas of students, human resources, interpersonal dynamics, skills and competencies, and services offered.

EID600 Technology Foundations – 4.50

Technology Foundations serves as MSDIET program introduction. Course format forecasts program expectations, introduces the five lenses of educational technology evaluation (theory, tools, practice, design & assessment). Key concepts defined. Hands on project-based instructional design practices introduced and scholarly research begins

EID610 Instructional Design – 4.50

Recommended Preparation:EID600with a minimum grade ofC.

Overview of instructional tools and design processes used to create robust learning objects and dynamic learning environments. Relevant theories applied to creation of instructional strategies, learning objectives, and assessment of outcomes. Students continue scholarly research and hands-on projects.

EID620 Education, Theory & Technology – 4.50

Recommended Preparation:EID600with a minimum grade ofC.

Students explore relationship between extant theory and instructional. Technology viewed as a value-neutral tool applied to enhance communication and cognition.

EID630 Media Based Learning Objects – 4.50

Recommended Preparation:EID600with a minimum grade ofC.

Media Rich learning objects, supported by learning theory created for real world application. Emphasis on UX.

EID640 Developing Online Courseware

Recommended Preparation:EID600with a minimum grade ofC.

Learners step into the role of course designer as they explore the affordances and constraints of distant learning modalities. Tools, theory, and calibrated learner needs are considered as original learning environments are crafted and evaluated for their efficacy as tools of teaching, learning, engaging and community building.

EID650 Media Rich Instruction – 4.50

Recommended Preparation:EID600with a minimum grade ofC.

Overview of audio and video tools. Introduces techniques and design skills for craft engaging, comprehensible learning objects. Emphasis on audience. Media choice supported by theory. Emphasis on narrative-supported learner-engagement.

EID660 Simulated Realities & Learning – 4.50

Recommended Preparation:EID600with a minimum grade ofC.

Deep dive into the tools, theory, and practice of using simulation, games, virtual spaces (AR, MR, & MR), and representational avatars to enhance interactive learning environments. Instructor return on investment considerations explored.

EID670 Technology and Leadership – 4.50

Recommended Preparation:EID600with a minimum grade ofC.

Program graduates prepared for roles as educational technology subject-matter experts and institutional change agents. Emphasis on issues surrounding the choosing, adoption, rollout and sustainability of new educational technologies. Teams of students conduct needs assessment as basis for drafting technology plan.

EID680 Instructional Eval. & Devl – 4.50

Prerequisite:EID600with a minimum grade ofC.;EID610with a minimum grade ofC.;EID620with a minimum grade ofC.;EID630with a minimum grade ofC.;EID640with a minimum grade ofC.;EID650with a minimum grade ofC.;EID660with a minimum grade ofC.;EID670with a minimum grade ofC.

Prospectus for capstone (the final course in the program) developed. Students review efficacy of previous work, evaluate continuous improvement strategies. Emphasis on UX, learning outcomes and assessment.

ITI660 Identity, Inclusion and Equity

Typologies and characteristics of English Learners; grounded knowledge of learners and their families in schooling contexts. Research focused on inclusion and equity practices for English Learners.

ITI662 Linguistics- Academic Language – 4.50


Language, language structure and linguistics as related to English Learners. Language conventions, academic content obligatory/compatible vocabulary, effective expression and wide reading/writing of multiple texts.

ITI664 EL Achievement in Content Area – 4.50


Cognitive load and language challenge(s) for K-12 English Learners. Content area learning informed by disciplinary and multidisciplinary knowledge. Academic achievement for English Learners using multiple assessment measures. Alignment with the CA-CCSS and the California ELA/ELD framework.

ITI670 Introduction to SEL – 4.50


Analyze the components of social emotional learning (SEL). Compare theoretical orientations regarding the development of SEL in school aged children. Assess own level of social emotional functioning to improve their ability to provide comprehensive and effective services to students. Evaluate evidence base for social emotional learning interventions within an MTSS framework.

ITI672 SEL in Action – 4.50

Prerequisite:ITI670minimum standards

An inquiry project focused on the support of current research on social emotional learning strategies, interventions, and practices for various age and grade levels will be completed. Collaboration strategies and partnerships within the school system, support staff, and community will be analyzed as a part of the inquiry process.

ITI674 Research in SEL – 4.50


Explore research designs that measure social emotional learning at the individual and school levels. Finalize a research proposal to investigate a current issue or problem related to social emotional learning. Evaluate strategies to apply social emotional learning research in everyday classroom teaching and practice.

ITI680 Self as a Critical Thinker – 4.50


Focuses on critical thinking theory and pedagogy. Candidates reflect on and evaluate their own thinking about teaching, analyze critical thinking theory and research, select an action research topic within the area of critical thinking as applied to education, and create a research question within their topic of interest.

ITI682 Critical Thinking – Classroom – 4.50


Candidates focus on critical thinking within the classroom. Candidates evaluate lesson plans/learning maps from the perspective of critical thinking theory, create lesson plans that support their students’ critical thinking skills, and use their literature review research to create an action research hypothesis and explore methodology.

ITI684 Applied Critical Thinking – 4.50


Candidates reflect on their own growth as teachers based on what they have learned about critical thinking. Candidates share their research proposals, critique peers’ proposals, finalize their choices of methodology and data collection, and write a formal research proposal.

ITI690 Inspired Teaching Inquiry – 4.50


Covers current theories and applications of evidence-based Inspired Teaching Practices in PK-12 education and includes developing a repertoire of technology-enhanced curricular tools. Candidates explore the process and application of action research resulting in the development of framing an instructional practices-based research topic and question through writing a literature review.

ITI692 Inspired Student Learning – 4.50


Increases student achievement by differentiating and matching each learner’s unique characteristics and various curriculum components; how student-centered learning is enhanced through appropriate classroom management and effective curricular practices. Candidates finalize their research question, expand the literature review., and offer a rationale for their final proposal.

ITI694 Inspired Learning Technology – 4.50


Explores and incorporates Information Communication Technologies (ICT) into instructional practices including curricular tools, apps, and web-based resources. Working collaboratively in teams, candidates create a multidisciplinary unit incorporating appropriate learning technologies. The Action Research Proposal is finalized and presented in video and written formats.

ITL600 Becoming a Teacher – 4.50

Graduate level credential program requirements; K-12 school and classroom experiences; and observational skills in K-12 classrooms. Principles sustaining an inspired teacher mindset. Electronic showcase reflecting professional growth throughout the program.

ITL604 Learners and Learning I

Examines psychological, socio-cultural, linguistic, and other factors influencing development, learning, and the full range of learners, including English Learners, standard-English learners, students with exceptionalities, and students with other needs. Considers a variety of data to identify appropriate strategies and community-based resources to support all learners and their families.

ITL606 Learners and Learning II – 4.50


Examines theories and research regarding typical and atypical child and adolescent development and learning. Considers various data collection and assessment techniques guiding the selection of effective instructional strategies, practices, resources, and technologies needed to create environments supporting the full range of learners and provide equitable access to the curriculum.

ITL608 Design and Process of Teaching – 4.50


Candidates integrate principles of learning theories and factors influencing human development when designing instruction and evaluating instructional effectiveness. Candidates will utilize a four-stage cyclical model of planning, teaching, analyzing and reflecting in the process of learning-and-teaching to ensure all students equitable access to the curriculum.

Notes: Courses with pre-requisites may not be taken without prior faculty permission.

Research Course

  • 1 courses; 4.5 quarter units
MAE670 App Prctnr Rsrch & Cust Study – 4.50

Presents course participants with experiences and exercises to: a) develop a practitioner research proposal based on a relational practitioner research question and b) produce a reflective presentation that evaluates plan of study digital portfolio artifacts alignment to MAE Program Learning Outcomes.

Guided Study Option

  • 0.5 – 6.0 quarter units

Students who transfer prior learning credit course work may take a variable unit course to help meet the total degree unit requirements. This course is only offered as an independent study request. Please contact your academic advisor for additional information.

MAE691 Soc Emtnl Lrng & Relationship – 0.50

Provides an overview of social and emotional learning (SEL), the impact of SEL on academics and how SEL practices can lead to healthy growth and human development and help build positive and dynamic relationships.

Degree and Course Requirements

To receive a Master of Arts in Education students must complete 45 quarter hours of graduate work. A total of 4.5 quarter units of transfer graduate credit may be granted if not used earning another advanced degree. An additional 11.25 units of graduate level credit may also be transferred through prior learning experience. All prior learning experience will be reviewed by the Sanford College of Education Prior Learning Experience Assessment Committee before accepted for transfer. Students must complete all courses with a minimum grade of B-. Students shall not select more than four (4) courses from any subject to fulfill the MAE course requirements. Students in a credential program, who no longer desire to earn the credential, may transfer courses into the MAE upon approval from the Academic Program Director.

Program Learning Outcomes

  • Analyze diversity issues in education to support equity in educational contexts and learning practices.
  • Integrate foundational theory and skills to make subject matter comprehensible to all learners.
  • Analyze the application of educational research, evidence-based practices, and academic writing.
  • Integrate advanced approaches to instruction, assessment, and learning using digital tools and skills.
  • Design learning experiences that include learner characteristics, principles of customized learning, and assessment as learning.
  • Develop reflective practices that are grounded in current learning science research, professional ethics, and include pathways to continuous growth.
  • Apply practitioner research methods to study and inform instruction in traditional and digital learning environments.



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