Multidisciplinary Studies In Education (M.S.)

Graduate

Master's

About this Program

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.

Program Overview

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.

Program Contact

Rebecca Grove, Ph.D.

Program Director

301-696-3172

grove@hood.edu

Christian DiGregorio

Director of Graduate Admission

301-696-3604

digregorio@hood.edu

Degrees Offered

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For students applying to the M.S. in education multidisciplinary studies, please submit the following to the Graduate School:

One copy of official transcripts from the institution where the highest degree was conferred
Interview with program director
Writing sample to be completed during the interview
A short essay (approx. 500 words) describing how you anticipate Hood College’s Multidisciplinary Studies in Education graduate program will benefit you and your professional goals.

Earn Hood graduate credits as a non-degree student or apply them toward a related master's degree in education while completing the FCPS Vanguard program.

This partnership program between the Frederick County Public School System and Hood College will teach, lead and coach others to create a blended learning environment in the classroom, while building capacity within schools and across the district.

Mindset

Mindset competencies include the core values or beliefs that guide an individual’s thinking, behaviors, and actions, and that align with the goals of educational change and mission. Educators need to commit to mindsets that help them shift toward new forms of teaching and learning.

Instructional Technology

Instructional technology skills help educators utilize technology in their lessons. The goal is to transform learning experiences so they result in higher levels of achievement for students. These skills are acquired and mastered through instruction, training and practice.

Teaching Practices

Teaching practice competencies are personal characteristics and patterns of behavior that help educators make the transition to new ways of teaching and learning. These qualities include integrating digital content, small group instruction, opportunities for student reflection and data-driven decision making.

Professional Learning and Networking

Professional learning and networking skills are general skills that apply across roles and subject areas. These skills—which include collaboration and problem solving—are complex; they help practitioners tackle new tasks or develop solutions in situations that require organizational learning and innovation.