Multidisciplinary Studies, M.S.
To be successful in meeting the needs of students in today’s public schools requires an educator to have a “toolbox” much larger than what was needed in past generations of teachers. A Multidisciplinary Studies Master’s degree will satisfy many early career needs of today’s educator by:
- Providing the essential knowledge and in-demand skills needed for today’s most demanding and diverse classrooms.
- Increasing the candidates’ knowledge in designing curriculum, implementing research-based instructional strategies, and developing leadership capacity.
- Providing flexibility in designing a plan of study suited to one’s individual academic and professional goals.
Along with core courses, a candidate for a multidisciplinary studies master’s degree will pursue courses focusing on a wide realm of academic subjects—educational leadership, reading specialization, and curriculum and instruction—as well as courses from other graduate programs that align with the educator’s career goals and as approved by the program adviser.
All graduate students in the Curriculum and Instruction and Multidisciplinary Studies in Education programs are required to have regular access to a U.S. PreK-12 classroom throughout their program in order to successfully complete course assignments and the capstone action research project. Students who are not currently teaching must submit evidence of regular access to a classroom in the form of an approval letter from the school principal. Letters must be submitted annually to the student’s advisor. Applicants are responsible for meeting all requirements for school volunteers, as determined by the individual school and/or district, and for meeting any school and/or district requirements for conducting research in the school setting.
Hood’s education faculty and adjunct instructors are professional educators in the very fields in which they teach. They know, from everyday experience in community schools, how the Common Core State Standards and PARCC affect content delivery and learning. They understand what effective inquiry-based learning, co-teaching and inclusion look like in a high-performing class. As a direct result, students have the advantage of relevant activities that put current theory into practice.
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