For inquiries about the admissions process or to have information on any of these programs sent to you, please contact the Enrollment Center at (630) 829-6300, submit an information request or visit www.ben.edu/admissions/graduate (will open in a new window).

Master of Education (M.Ed.) and Master of Arts in Education (M.A.Ed.)

Introduction
School of Education Home Page
The M.A.Ed. and M.Ed. degrees provide opportunities for students to explore issues in education, to develop and examine enduring and innovative instructional approaches, to utilize technology, and to apply knowledge in diverse educational settings.

Overview
The School of Education offers two degree programs that are designed for individuals at different stages of professional growth. The Master of Arts in Education (M.A.Ed.) program leads to Illinois State Certification in elementary, secondary or special education (Learning Behavior Specialist I). The second degree program, the Master of Education (M.Ed.), provides a course of study with a number of options that will enhance a teacher's understanding of children's differences, personal systems of communication and the social or political issues that affect the field of education. In both programs, students take an active role in their own learning process and are prepared for shaping the lives of tomorrow's generation.

The M.A.Ed. program prepares liberally educated teachers to assume leadership roles in the schools. This program provides an in-depth understanding of curriculum development and implementation while affording ample opportunities for developing innovative teaching strategies and process-oriented assessment techniques. Moreover, the program includes a field-based component in public, parochial and/or private school sites. Students are enabled to implement effective teaching strategies under the guidance of master teachers and university faculty.

The M.Ed. program is designed for teachers seeking enhancement of their leadership potential and their understanding of methods of teaching to individual needs. The program options familiarize students with models for collaboration, effective communication strategies, methods for addressing unique learning styles and technological advancements in education and school administration. The M.Ed. program requires 33 semester hours of graduate coursework including 11 to 17 semester hours of professional core courses and 16 to 22 semester hours of specialized courses. M.Ed. programs include Leadership and Administration, Curriculum and Instruction, Special Education/Collaborative Teaching, and Reading and Literacy (learning team program only).

With either program, students will learn the skills necessary to shape the lives of those involved in the educational system. From first-grade teachers to administrators in the front office, Benedictine University's School of Education prepares students for the challenges that lie ahead. A master's degree from Benedictine University does not just inform you today; it gives you the power to transform tomorrow.

Master of Arts in Education:

The Master of Arts in Education (M.A.Ed.)program offers three tracks: one for adults seeking a Type 03 teaching certificate in elementary education; a second for those seeking a Type 09 teaching certificate in secondary education; and a third for adults seeking a Type 10 (K-12) special certificate leading to the Illinois Learning Behavior Specialist I (LBS I) teaching certificate. The program to teach Spanish is also a Type 10 (K-12) program.

The elementary education track requires a total of 38 semester hours; 37 semester hours are required for secondary education and a total of 57 semester hours is required for the special education option. The additional coursework in the special education track is required for certification as a LBSI (unlimited) teacher.

Elementary track:
25 semester hours of professional core courses
13 semester hours of specialized courses
120 clock-hours of practicum experiences
12 weeks of student teaching

Secondary track:
25 semester hours of professional core courses
12 semester hours of specialized courses
120 clock-hours of practicum experiences
12 weeks of student teaching

Special Education track:
25 semester hours of professional core courses
32 semester hours of specialized courses
205 clock-hours of practicum experiences
12 weeks of student teaching

Students in the Elementary Education track also must have completed 71 semester hours of general education coursework to meet certification requirements for Benedictine's approved program with the Illinois State Board of Education (ISBE). This includes an 18 semester hour concentration or a major in a single academic discipline. Nine of the 18 semester hours must be in upper-division coursework.

The secondary track requires 47 semester hours of general education coursework. An additional prerequisite for a secondary certificate is a baccalaureate degree in Biology, Chemistry, Physics, Mathematics, Social Science, English/Literature, Spanish or Business.

Students in the special education option must have completed 47 semester hours of general education coursework.

Any of the required general education courses that have not been completed as part of an undergraduate degree program must be completed prior to application for certification.

Middle-grade Endorsements:

Students seeking an elementary or secondary certificate may qualify for middle grade endorsements by completing a minimum of 18 semester hours in the subject area of their major teaching assignment. In addition, coursework relating to early adolescent development, middle school philosophy and methodology is required. These areas are integrated with existing coursework in the program options.

Curriculum
Master of Arts in Education (M.A.Ed.)
Professional Core
(semester-hours):

EDUC 400 Preclinical Experience (1)
EDUC 517 Introduction to Technology (1)
EDUC 540 Survey of Exceptional Children (3) or EDUC 660 Preparing Teachers for Inclusion (3)*
EDUC 605 Ethics, Education and Social Change (3)
EDUC 610 Learning and Development (3)
EDUC 630 Research Methods (3)
EDUC 640 Assessment Measures (3)
*This course can be substituted for EDUC 540 if a three semester-hour course in the Survey/Characteristics of Exceptional Children was completed at the undergraduate level.

Culminating experiences:
EDUC 670 or 671/672 or 673 Student Teaching (6)
EDUC 699 Master's Thesis/Project (2)

Elementary Education
Certification in K-9 (13 semester-hours):
EDUC 520 Holistic Reading Strategies (3)
EDUC 525 Teaching Mathematics: An Interactive Process (with preclinical 425) (3)
EDUC 530 Assessment and Corrective Reading (with preclinical 430) (3)
EDUC 620 Instructional Strategies across the Curriculum (4)

Special Education
Certification in K-12 (32 semester-hours):
EDUC 520 Holistic Reading Strategies (3)
EDUC 525 Teaching Mathematics: An Interactive Process (with preclinical 425) (3)
EDUC 530 Assessment and Corrective Reading (with preclinical 430) (3)
EDUC 550 Working with Families of Persons with Disabilities (3)
EDUC 555 Classroom Management (with preclinical 455) (3)
EDUC 560 Learning Behavior Characteristics of Individuals with Physical and Mental Retardation Disabilities (3)
EDUC 565 Learning Behavior Characteristics of Individuals with Learning Disabilities (3)
EDUC 570 Learning Behavior Characteristics of Individuals with Emotional/Behavioral Disorders (3)
EDUC 625 Learning Behavior Methods of Teaching Individuals with Learning Disabilites and Emotional/Behavioral Disorders (with preclinical 426) (4)
EDUC 635 Learning Behavior Methods of Teaching Individuals with Physical Disabilities and Mental Retardation (with preclinical 460) (4)

Secondary Education
Certification in 6-12 (12 semester-hours):
EDUC 531-536 Content Area Methods (with preclinical) (3)

Select one course from the following:
EDUC 531 Curriculum and Instructional Methods in Mathematics (3)
EDUC 532 Curriculum and Instructional Methods in English and Language Arts (3)
EDUC 533 Curriculum and Instructional Methods in Social Science (3)
EDUC 534 Curriculum and Instructional Methods in Science (3)
EDUC 535 Curriculum and Instructional Methods in Spanish K-12 (3)
EDUC 536 Curriculum and Instructional Methods in Business, Marketing and Computer Education (3)
and
EDUC 543 Middle School Philosophy, Curriculum, and Instruction (with preclinical 443) (3)

Electives for secondary education: 6 credits:

Select 6 semester-hours of elective coursework from the following:
EDUC 512 Reading, Writing and Thinking in the Middle and Secondary School Curriculum (3)
EDUC 518 Survey of Instructional Technology (1)
EDUC 520 Holistic Reading Strategies (3)
EDUC 530 Assessment and Corrective Reading (with preclinical 430) (3)
EDUC 552 Leadership (1)
EDUC 555 Classroom Management (with preclinical 455) (3)
EDUC 557 Organizational Culture (1)
EDUC 565 Learning Behavior Characteristics of Individuals with Learning Disabilities (3)
EDUC 570 Learning Behavior Characteristics of Individuals with Emotional/Behavorial Disorders (3)
EDUC 573 Performance Appraisal (1)
EDUC 581 Team Building (1)
EDUC 582 Conflict Management (1)
EDUC 583 Organizational Assessment (1)
EDUC 592 Managing Diversity (1)
EDUC 615 Curriculum Development (3)
EDUC 625 Learning Behavior Methods of Teaching Individuals with Learning Disabilities and Emotional/Behavioral Disorders (4)
EDUC 650 Leadership and Motivation (3)

Requirements - Other:
Teacher Education Program Application and Matriculation:

Candidates seeking a teaching career must have a sincere desire to teach, show intellectual promise, and display personal, professional and academic characteristics indicative of competent teachers.

The School of Education's major goal, according to it's conceptual framework, is to create effective practitioners who are committed to scholarship, lifelong inquiry, leadership and social responsibility. These enduring outcomes are developed and nurtured through the curriculum. Educators develop scholarship by acquiring a breadth and depth of knowledge in the field. As scholars, they develop lifelong inquiry by immersing themselves in a process of on-going questioning and reflection that results in informed thinking and decision-making. They assume leadership roles in a variety of venues where they can affect change and improve practice. Their leadership is guided by a sense of social responsibility to create fair and equitable environments that support and enhance learning in order to maximize each individual's potential.

As candidates progress through the program they will develop an understanding of the Illinois Professional Teaching Standards, the Language Arts Standards for All Illinois Teachers, the Technology Standards for All Illinois Teachers, and the Content-Area Standards for Educators. In addition to successful completion of their course work, they will also develop a professional portfolio that demonstrates their growth in teaching and service to education as well as their understanding of the Illinois standards. Similarly, technology will be an integral part of their development through the use of LiveText as a part of their course work along with the preparation of their portfolio. Their preparedness to teach will also be demonstrated through passage of the Illinois Certification Testing System's (ICTS) Basic Skills Test, Content-Area Test, and Assessment of Professional Teaching Test.

Candidates desiring to enter the program for teacher education should consult with their academic advisors early in their academic career to ensure that they enroll for the appropriate courses needed for admission to teacher education. The initial courses are EDUC-400(1), Preclinical Experience, and EDUC-605(3), Ethics, Education and Social Change. Candidates, at this time, should also take the ICTS Basic Skills Test if they have not already passed this test. Likewise, secondary education (graduate) program students need to pass their content area test at this time.

Candidates must successfully meet the requirements through six (6) checkpoints to (a) be admitted to the Teacher Education Program (TEP), (b) to maintain enrollment in the TEP, and (c) to successfully complete the program with Illinois teacher certification. A seventh checkpoint is utilized by the School of Education to follow-up with teacher candidates in their first year of teaching in reference to the Illinois Teaching Standards. This provides the SOE with valuable information for on-going assessment of the program. The seven (7) checkpoints (with their requirements) are as follows:

Checkpoint #1: Admission into the Teacher Education Program

Acceptance into Benedictine University Graduate Program
EDUC 605, Ethics, Education and Social Change. Completed with minimum grade of "B".
EDUC 400, Pre-clinical Experience. Completed with minimum grade of "B".
Successful completion of portfolio artifacts and rationale statements for three of the Illinois Professional Teaching Standards via LiveText.
Successful Ratings on all Professional Dispositions/Behaviors for Teacher Preparation as evidenced in EDUC 605 via LiveText.
Minimum Cumulative Grade Point Average of 3.0 based on Benedictine University courses.
Successful completion of ICTS Basic Skills Test.
Three Supportive Letters of Recommendation.
Background Check (clearance).
Completion of Undergraduate Basic Skills Courses ("C" or higher in Written and Oral Communication, 9 sh, Mathematics, 3 sh).
For Secondary Education Only: Successful completion of ICTS Subject-Matter Knowledge Test.

Checkpoint #2: Application to Student Teaching

Successful completion of Pre-clinical Experiences.
Successful completion of graduate education coursework.
3.0 Cumulative GPA.
Successful completion of 18 Semester Emphasis (Elementary); Subject Area Specialization (Secondary); and General Education Requirements.
Approved for Admission into the Teacher Education Program
For Elementary and Special Education Students: Successful completion of ICTS Content Area Test/s.
Successful Ratings on all Professional Dispositions/Behaviors for Teacher Preparation as evidenced in all Methods courses via LiveText.
Successful completion of portfolio artifacts for six of the Illinois Professional Teaching Standards via LiveText.

Checkpoint #3: Admission into Student Teaching

Completion of portfolio artifacts for all eleven Illinois Professional Teaching Standards via LiveText.
Successful completion of all requirements for Checkpoint #2.


Checkpoint #4: Completion of Student Teaching

Successful completion of student teaching, including the presentation portfolio, with a "B" or higher.
Presentation Portfolio includes at least 6 artifacts from student teaching via LiveText.

Checkpoint #5: Completion of Degree/Program Requirements

No program deficiencies for certification.
Successful completion of Checkpoint #4

Checkpoint #6: Completion of Certification Requirements*

Successful completion of the Assessment of Professional Teaching (APT) Test
*The candidate for a certificate must also be a U.S. citizen (or declaration of intent); be 19 years of age; no felony conviction

Checkpoint #7: First Year Teaching

Successful performance on IPT standards as assessed by first year teachers and their respective supervisor(s).



Master of Education (M.Ed.)
Professional Core
(11 to 17 semester-hours):

Select courses in A or B to total 11 to 17 semester hours, as per program requirement:
A. EDUC 605 Ethics, Education and Social Change (3)
OR
B. EDUC 522 Ethics and Social Responsibility in Management (1)
EDUC 557 Organizational Culture (1)
EDUC 592 Managing Diversity (1)

A. EDUC 640 Assessment Measures (3)
OR
B. EDUC 573 Performance Appraisal (1)
EDUC 583 Organizational Assessment (1)
Approved elective as needed (1)

A. EDUC 610 Learning and Development (3)
OR
B. EDUC 516 Adult Learning Strategies (1)
EDUC 517 Introduction to Technology (1)
EDUC 518 Survey of Instructional Technology (1)

A. and B. EDUC 630

Culminating experiences (as required):
EDUC 680 Seminar/Research in Education (3)
EDUC 681 Administrative Internship (3)
EDUC 699 Master's Thesis/Project (2)
*EDUC 630 and 699 are not required for the Leadership and Administration option.

Leadership and Administration
Administrative certificate
(22 semester hours):

EDUC 501 Organization and Administration of Schools (2)**
EDUC 509 School Law (2)**
EDUC 511 School Finance (2)**
EDUC 548 Issues and Trends in School Improvement (2)**
EDUC 552 Leadership (1)
EDUC 557 Organizational Culture (1)
EDUC 581 Team Building (1)
EDUC 582 Conflict Management (1)
EDUC 584 Strategies for Change (1)
EDUC 591 Family, School and Community (3)**
EDUC 615 Curriculum Development (3)
EDUC 650 Leadership and Motivation (3)
**Students may transfer up to 12 semester hours of coursework completed through Benedictine University's Teacher Inservice for DuPage Educators/TIDE program.
This option leads to a Type 75 administration certificate (general administrative endorsement), which requires a minimum 100 clock-hour internship (EDUC 681).

Curriculum and Instruction
(19 semester hours):

EDUC 552 Leadership (1)
EDUC 581 Team Building (1)
EDUC 582 Conflict Management (1)
EDUC 591 Family, School and Community (3)**
EDUC 615 Curriculum Development (3)
EDUC 620 Instructional Strategies Across the Curriculum (4)
EDUC 645 Collaborative/Consultative Teaching (3)
EDUC 660 Preparing Teachers for Inclusion (3)
**Students may transfer up to six semester hours of related coursework completed through Benedictine University's Teacher Inservice for DuPage Educators/TIDE Program. Additional coursework is available (EDUC 501 and EDUC 515) for persons who hold a special certificate and want to add a supervisory endorsement.

Special Education/Collaborative Teaching
(19 semester hours):
Recommended for teachers certified in elementary or secondary education.


EDUC 625 Learning Behavior Methods of Teaching Individuals with Learning Disabilities and Emotional/Behavioral Disorders (4)
EDUC 645 Collaborative/Consultative Teaching (3)
EDUC 650 Leadership and Motivation (3)
EDUC 660 Preparing Teachers for Inclusion (3)
Select two courses from the following:
EDUC 560 Learning Behavior Characteristics of Individuals with Physical Disabilities and Mental Retardation (3)
EDUC 565 Learning Behavior Characteristics of Individuals with Learning Disabilities (3)
EDUC 570 Learning Behavior Characteristics of Individuals with Emotional/Behavioral Disorders (3)
EDUC 635 Learning Behavior Methods of Teaching Individuals with Physical Disabilities and Mental Retardation (4)
*Students may transfer up to nine semester hours of related coursework completed through Benedictine University's Teacher Inservice for DuPage Educators/TIDE program.
**This program can be integrated into a Type 10 (K-12)Learning Behavior Specialist I certificate for certified teachers.

Preclinical experiences for certified teachers enrolled in this program will be individually determined based on the teacher's background and experience in consultation with the academic advisor.

Field-Based Graduate Programs:

Margaret and Harold Moser College of Adult and Professional Studies College Homepage offers three M.Ed. programs for teachers who are interested in an accelerated master's degree in a learning team format. The following programs of study are available:

-Leadership and Administration (Type 75 certificate)
-Reading and Literacy (Type 10 certificate)

All M.Ed. degree programs are 33 semester hours, are completed in 15 to 17 months, and are designed for teachers seeking enhancement of their leadership potential and their understanding of methods of teaching to individual needs. Programs also are technology-integrated and based on constructivist learning perspectives. Students must have ongoing access to a computer equipped with Microsoft Office Suite.

Leadership and Administration: Type 75

General Administrative Certificate:

This program is based on the Illinois Professional School Leader Standards and the Illinois Principals Standards and leads to the Type 75 General Administrative Certificate. The faculty in this program are recognized as being among the finest in the Chicago area and are practicing superintendents, assistant superintendents, principals and other full-time administrators. Students are required to complete a (minimum)100 hour internship and a professional portfolio based on the standards.

Leadership Administration Course List

EDUC 682 Internship in Leadership and Administration*

*Total for all seminars 3 credits

EDUC 651 Leadership Theory (3)
EDUC 503 Schools as Organizations (3)
EDUC 682 Internship Seminar #2*
EDUC 617 Curriculum, Assessment and Instruction (3)
EDUC 559 School Improvement Trends (3)
EDUC 632 Supervision and Staff Development (3)
EDUC 682 Internship Seminar #3*
EDUC 519 Financing Education (3)
EDUC 586 School and Community Stakeholders (3)
EDUC 508 Legal Issues in Education (3)
EDUC 682 Internship Seminar #4*
EDUC 562 Educational Policy and Politics (3)
EDUC 608 Ethical Issues and Social Change (3)
EDUC 682 Internship Seminar #5*

Reading and Literacy:
Type 10 Reading Specialist Certificate:

The M.Ed. in Reading and Literacy is based on the Illinois Content Standards for a Reading Specialist and leads to a Type 10 K-12 certificate. The reading specialist endorsement is valid not only for teaching reading to students but also for providing technical assistance and/or professional development to other teachers. The program offers students a focus on reading as a process and a strong research/inquiry base as technology is integrated throughout the curriculum. Completion of a thesis, a practicum, and a professional portfolio is required.

Reading and Literacy Course List

EDUC 631 Action Research and Inquiry (3)
EDUC 524 Emergent Literacy (3)
EDUC 564 Content Area Literacy and Learning (3)
EDUC 558 Integration of the Language Arts (3)
EDUC 567 Literacy and the English Language Learner (3)
EDUC 553 Multicultural Literature for Children and Adolescents (3)
EDUC 578 Literacy Assessment (K‐12) (3)
EDUC 602 Assessment for Diagnosis (3)
EDUC 603 From Diagnosis to Instruction (3)
EDUC 611 Literacy Coaching and Collaboration (3)
EDUC 616 Curriculum Design and Instruction (3)

Alternative Certification:

Benedictine University offers an alternative route to teacher certification program in the areas of mathematics and science. This program is designed for individuals who have earned at least a bachelor's degree in science, math, or related fields; who possess five years of related work experience; and who are interested in teaching in grades 6 through 12.

The program is 12-14 months in duration and includes an orientation, an intensive course of study in educational theory, instructional methods and teaching practices during an eight-week summer session, and a yearlong paid internship in a middle school or high school. Successful completion of the program leads to an Illinois type 09 High School certificate and 24 semester hours of graduate course credit toward a master's degree in education at Benedictine University.

Alternative Certification Program Course List

EDUC 665 Alternative Certification Program Pre‐Service Summer Term (18)
EDUC 675 Alternative Certification Program/Internship Fall Term(3)
EDUC 675 Alternative Certification Program/Internship Spring Term(3)

Faculty
Richard Campbell, Ed.D.
Certification Officer/School Administration
B.A., M.A., Eastern Illinois University;
Ed.D., Illinois State University

Alan Gorr, Ph.D., M.P.H.
Professor and Chair, Public Health
Dean of the College of Education and Health Services
B.A., University of Iowa; M.A., University of Toronto; M.P.H., University of Illinois; Ph.D., University of Iowa

MeShelda Jackson, Ph.D.
Associate Professor/Special Education, Department Chair
B.S., Alabama A&M University; M.S., Nova South Eastern University; Ph.D., University of Pittsburgh

Joyce Jeewek, Ed.D.
Assistant Professor/Elementary/Reading
B.S., Northern University; M.S. Ed., Northern University; Ed.D., Northern University

Eileen Kolich, Ph.D.
Professor, Dean of the College of Adult and Professional Studies
B.S., Rutgers University; M.S., Chicago State University; Ph.D., Pennsylvania State University

James Pelech, Ed.D.
Assistant Professor/Math Education
B.A., St. Norbert College; M.B.A., Governors State University; C.A.S./Math, Concordia University; Ed.D., National Louis University

Fr. David Turner, O.S.B., Ph.D.
Associate Professor, Assistant to the Provost
A.B., St. Procopius College (now Benedictine University); M.A., Ph.D., University of Minnesota; M.Div., Mount Angel Seminary; D.Min., Princeton Theological Seminary

Alandra Weller-Clarke, Ph.D.
Associate Assistant Professor/Educational Psychology, Special Education
B.A., Elmhurst College; M.Ed., Benedictine University; Ph.D., Loyola University

Ovid Wong, Ph.D.
Associate Professor/Science Education
B.S., University of Alberta; M.Ed., University of Washington; Ph.D., University of Illinois

John Zigmond, Ed.D.
Secondary Education/Director of Alternative Certification
B.A., St. Procopius College (now Benedictine University); M.A.T., John Carroll University; Ed.D., National Louis University

Certificate Programs
Benedictine University offers a certificate program in advanced studies in education. This program has been developed for those individuals who:
1) Already have a master's degree and wish to do further graduate work without committing to another degree program
or
2) Wish to engage in graduate study beyond the baccalaureate degree with no commitment to a master's degree program.

This program is especially suited for educators who wish to enhance previously gained skills, acquire new skills and keep abreast of the latest educational theory and practice. There are no specific course requirements. Rather, a program of study specific to the needs of each student is developed (15 semester hours for Certificate I, 30 semester hours for Certificate II). All coursework for the certificate must be at the graduate level. Up to six semester hours of transferred graduate credit can be applied to the certificate program.

Career Opportunities
State of Illinois Reports Demand for Teachers
According to the Illinois State Board of Education, through 2008, it is estimated that Illinois will need 37,000 regular and 8,500 special education teachers. Historically, re-entries have filed more than 40 percent of teacher vacancies each year, so Illinois schools will need approximately 18,400 re-entries and 27,500 first-time teachers over the next four years. In that same period, Illinois is expected to need about 2,700 administrators and 3,500 other certified staff.

The information contained on this page is from the 2008‐2009 Graduate Catalog
and is valid until August 1, 2009.

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