Advanced Studies is a Master of Education (M.Ed.) degree program that is available for currently licensed teachers who want in-depth study in a particular area of interest. This program offers a flexible option for highly motivated individuals who are seeking advanced study with specific professional objectives, such as expanding knowledge or skills in a specified area, and/or who are seeking to earn an endorsement, along with the Master's degree.
Candidates in the Advanced Studies program are required to hold, at minimum, a provisional teaching license. Candidates will be required to complete 16 hours of Core coursework. These courses are offered on campus (not online) in the evenings. Candidates will also be required to complete 18 hours of Concentration Area coursework. This concentration area may focus on a specific pedagogy, content area, and/or endorsement program. Each candidate will work with a faculty member to develop an appropriate set of courses to be included in the Concentration Area.
In order for candidates to successfully complete a portion of their Core coursework, they must be in a P-12 classroom. Candidates who are in-service teachers may use their own classrooms as needed to complete their coursework. Candidates who are not teaching will have to discuss placement options with their advisors upon entering the program.
Nimisha Patel, Ph.D., Program Director
For General Program Information
Andy Baker, Program Coordinator
- Bachelor’s degree
- Current teaching license
- 2.7 Cumulative minimum GPA and GRE score or MAT score in the 50th percentile or better
- 3.0 Cumulative minimum GPA
Apply to Graduate School.
Program Key Assessments
As part of the accreditation for teacher education process, all programs must have key assessments. Key assessments are those assessments that all candidates in the program complete, regardless of instructor. Below are brief descriptions of each key assessment and the classes in which they will be required for all candidates.
Unit Portfolio: The portfolio is used to showcase the knowledge and skills candidates have attained during their experience in the program. Candidates are required to have a total of 15 reflections and corresponding pieces of evidence, one for each specific criterion across each of the six strands of the CEHS conceptual framework. Candidates will work on this portfolio in each of the three seminar courses. *Important Note: If a candidate is in earning an endorsement/license via the advanced studies program, he/she may have to complete TWO portfolios – one for the advanced studies program and one for the specific endorsement/license area.
Dispositions Check: All candidates will have a dispositions check at different points within the program
Contextual Analysis: The contextual analysis is essentially a very thorough lesson plan that includes connections to educational psychology theory. Candidates are required to implement this lesson in a classroom and reflect on the strengths and weaknesses of the lesson. This is completed in ED 7990.
External Review: The external review is a formal observation of the lesson implemented from the contextual analysis (see directly above). Candidates are required to have a licensed colleague or administrator observe the lesson, conduct a pre- and post-conference and complete the review form. The reviewer also completes a dispositions check. This is completed in ED 7990.
Impact on Student Learning: Candidates are required to examine their impact on student learning via data collection and analysis. This is completed in ED 7990.
Summative Assessment: The summative assessment is a paper for which candidates will make specific connections between the content they learned in their Core and Concentrations areas with their instruction, assessment, and dispositions. This is completed in ED 8200.
Capstone Project: The capstone project is a masters’ level project that requires students to develop a line of inquiry/research, conduct a literature review, collect data, and analyze the data. Candidates will write a formal paper including all of these components. Candidates will develop a proposal for this project in ED 7990. They will then implement the proposal, collect and analyze data, and write a formal paper in ED 8200.
Below is a list of and links to the endorsement programs offered in the Teacher Education Department. The credit hours for each endorsement program varies. Keep in mind that the Advanced Studies program requires candidates to complete 18 hours in the Concentration Area. Candidates who complete an endorsement program as partial fulfillment of the Concentration Area will work with their advisors to determine which remaining courses they will take in order the meet the 18-hour requirement.
The state of Ohio requires that all candidates pass a State of Ohio mandated standardized exam in order to attain the endorsement. Typically, the exam is not part of the endorsement program. However, candidates will have to earn a passing score on the exam prior to applying for the endorsement at the state level.
Note: The endorsement programs are considered independent programs. As such, you will also need to apply for admission to the endorsement program in addition to applying to the Advanced Studies program.
Below is a list of links to some of the key national teaching organizations.
- National Board of Professional Teaching Standards
- National Council of Teachers of English
- National Council of Teachers of Math
- National Council for the Social Studies
- National Science Teachers Association
- Association for Middle Level Educators
- National Association for the Education of Young Children
- Council for Exceptional Children
National Board for Professional Teaching Standards
Five Core Propositions
Proposition 1: Teachers are Committed to Students and Their Learning
1.1 They are dedicated to making knowledge accessible to all students. They believe all students can learn.
1.2 They treat students equitably. They recognize the individual differences that distinguish their students from one another and they take account for these differences in their practice.
1.3 They understand how students develop and learn.
1.4 They respect the cultural and family differences students bring to their classroom.
1.5 They are concerned with their students’ self-concept, their motivation and the effects of learning on peer relationships.
1.6 They are also concerned with the development of character and civic responsibility.
Proposition 2: Teachers Know the Subjects They Teach and How to Teach Those Subjects to Students.
2.1 They have mastery over the subject(s) they teach. They have a deep understanding of the history, structure and real-world applications of the subject.
2.2 They have skill and experience in teaching it, and they are very familiar with the skills gaps and preconceptions students may bring to the subject.
2.3 They are able to use diverse instructional strategies to teach for understanding.
Proposition 3: Teachers are Responsible for Managing and Monitoring Student Learning.
3.1 They deliver effective instruction. They move fluently through a range of instructional techniques, keeping students motivated, engaged and focused.
3.2 They know how to engage students to ensure a disciplined learning environment, and how to organize instruction to meet instructional goals.
3.3 They know how to assess the progress of individual students as well as the class as a whole.
3.4 They use multiple methods for measuring student growth and understanding, and they can clearly explain student performance to parents.
Proposition 4: Teachers Think Systematically about Their Practice and Learn from Experience.
4.1 They model what it means to be an educated person – they read, they question, they create, and they are willing to try new things.
4.2 They are familiar with learning theories and instructional strategies and stay abreast of current issues in American education.
4.3 They critically examine their practice on a regular basis to deepen knowledge, expand their repertoire of skills, and incorporate new findings into their practice.
Proposition 5: Teachers are Members of Learning Communities.
5.1 They collaborate with others to improve student learning.
5.2 They are leaders and actively know how to seek and build partnerships with community groups and businesses.
5.3 They work with other professionals on instructional policy, curriculum development and staff development.
5.4 They can evaluate school progress and the allocation of resources in order to meet state and local education objectives
5.5 They know how to work collaboratively with parents to engage them productively in the work of the school.
When should I take my Core coursework?
Candidates should take ED 7000: Seminar I as soon as possible; this course is an introduction to the program. Candidates can also take ED 7840, ED 7830, or any of their Concentration courses in the first half of their program. It is highly recommended that candidates take ED 7850 after they have completed about half of their program of study. Additionally, candidates need to wait until they earn 24 hours before taking ED 7990 and then ED 8200.
**The Core Course Description in the Overview Tab specifies pre-requisites for each class.
Do I have to be a practicing teacher to complete the coursework?
If a candidate is not a practicing teacher with access to his/her own group of students, he/she must go through the Office of Professional Field Experiences (OPFE) on the 3rd floor of Allyn Hall for ED 7990 and ED 8200. Candidates may also have to use OPFE to complete other assignments for other Core Courses.
What if I want to earn another license as part of the advanced studies program?
Candidates who seek to earn another license as part of the program are required to set up a meeting and attain approval from Dr. Patel, the program director, for such a request. In most cases, it is not feasible or appropriate to seek another license through the advanced studies program.
When are the Concentration courses offered?
The course offerings of the Concentration area courses vary depending on the respective department. The advanced studies program has no control over the offerings of these courses.
Can I transfer courses taken at another institution?
Students may transfer courses (credits) completed at another academic institution to their Wright State academic record and apply those courses toward the requirements of graduate degree programs. The courses must have prior approval from the Wright State program accepting the transferred credits and must have been completed at an appropriately accredited academic institution or at an academic institution with high academic standards deemed appropriate and acceptable by the Wright State academic program accepting the transferred credits. The Graduate School puts limitations on what credits may be transferred. Refer to the Graduate School website for details.
How long can I maintain my non-degree seeking status?
Candidates must take at least 50% of their courses as a degree-seeking student. If candidates take more than 50% of their courses as a non-degree seeking student, they may transfer only 50% of those courses into the advanced studies program, as applicable.