Graduate Studies

Educational Studies
2024-2025

Admission | Courses | Program | Requirements | Integrated Program | Certificate | Profile

Director:  James LaPrad
Graduate Committee Coordinator: Carla Paciotto
Office: Horrabin Hall 115
Telephone: (309) 298-1183 Fax: (309) 298-2222
E-mail: education@wiu.edu
Program Coordinator E-mail: c-paciotto@wiu.edu
Website: wiu.edu/coehs/education/grad/mses
Location of Program Offering: Online

Graduate Faculty

Professors

  • Katrina Daytner, Ph.D., Indiana University
  • Gloria Delany-Barmann, Ed.D., Northern Arizona University
  • Yuki Hasebe, Ph.D., University of Illinois-Chicago
  • Andrea Hyde, Ph.D., University of Pittsburg
  • James LaPrad, Ph.D., University of Virginia
  • Eric Mansfield, Ph.D., University of Northern Colorado
  • Carla Paciotto, Ed.D., Northern Arizona University
  • Eric Sheffield, Ph.D., University of Florida
  • Sharon Stevens, Ph.D., Arizona State University

Associate Professor

  • Gary Daytner, Ph.D., Indiana University

Learning Outcomes

For student learning outcomes, please see wiu.edu/provost/learningoutcomes.

 Program Description

The primary aim of the Western Illinois University Educational Studies graduate program is to assist in the development of highly competent, flexible, and empowered practitioners who will have a positive impact on student learning, their immediate professional setting, and their profession as a whole. Graduates of the ES program currently work as teachers, instructors, educational consultants, policy analysts, and academic advisors in schools, colleges, and other professional settings.

The ES program faculty are comprised of scholar-practitioners representing several core disciplines including educational psychology, sociocultural studies, philosophical/historical studies and college student personnel. Faculty members utilize their distinctive disciplinary orientations and accompanying methodologies to collectively address pressing educational, intellectual, and social concerns. It is the union of an unusually diverse faculty and an uncommon approach to inquiry that makes the department and its degree options interdisciplinary.

With the assistance of their advisor students are able to pursue a specific option of their own choosing designed to enhance their professional preparation and expertise and affording them the opportunity to explore, understand, critically examine, and solve problems pertaining to their lives as professional practitioners thereby enabling them to impact and empower the lives of their students, peers, and others in positive, productive and powerful ways.

 Integrated Baccalaureate and Master's Degree Program

Please visit Integrated Programs for details and program offerings.

 Admission Requirements

  • A minimum cumulative GPA of 2.75
  • Interview

 Degree Requirements

The 33 hour M.S.Ed. in Educational Studies requires all learners complete 21 semester hours of core coursework offered by the program as specified by the student’s selected option: Professional Education or Language, Culture and Education. The options are intended to serves as the basic framework for a program of study. Substitutions of coursework will only be permitted with the approval of the program coordinator or the department chairperson.

Professional Education Option

I. Educational Foundations Core: 15 s.h.

EDS 501 Educational Philosophy, Ethics and Policy (3)
EDS 502 Cognition and Instruction (3)
EDS 507 Equity and the Socio-Cultural Contexts of Education (3)
EDS 523 Educational Assessment and Evaluation (3)

Choose from any one of the following:

EDS 512 The Adult Learner (3)
EDS 535 Adolescent Psychology for Educators (3)
EDS 587 Human Development Throughout the Lifespan (3)

II. Electives: 9 s.h.

Electives to be selected in consultation with the student's advisor.

III. Educational Research Core: 6 s.h.

EDS 500 Methods of Research (3)
EDS 503 Decision Making with Quantitative Data (3)
or
EDS 504 Decision Making with Qualitative Data (3)

IV. Select one of the following exit options: 3 s.h.

EDS 601 Thesis (3)
or
EDS 602 Educational Studies Portfolio (0)
EDS Directed Electives (3)

TOTAL PROGRAM: 33 s.h.

Language, Culture and Education Option

I. Educational Foundations Core: 15 s.h.

EDS 427G Foundations of Education for Multilingual Learners (3)
EDS 435G Cultural Studies in Education (3)
EDS 453G Assessment of Multilingual Students (3)
EDS 501 Educational Philosophy, Ethics, and Policy (3)
EDS 502 Cognition and Instruction (3)

II. Electives: 9 s.h.

Electives to be selected in consultation with the student's advisor.

III. Educational Research Core: 6 s.h.

EDS 500 Methods of Research (3)
EDS 503 Decision Making with Quantitative Data (3)
or
EDS 504 Decision Making with Qualitative Data (3)

IV. Select one of the following exit options: 3 s.h.

EDS 601 Thesis (3)
or
EDS 602 Educational Studies Portfolio (0)
EDS Directed Electives (3)

TOTAL PROGRAM: 33 s.h.

Regardless of the track chosen, each learner will conclude their program with a thesis or portfolio. Students must complete the program within six consecutive years.

Note that no more than 50% of the degree plan may be at the 400G level.

A Degree Plan must be developed in consultation with the student’s advisor and approved by the Department Graduate Committee no later than completion of 15 semester hours of course work. Any substitutions for courses on the degree plan must have the approval of the advisor prior to enrollment in the course. Substitutions must be proposed by petitions, approved by the advisor, and submitted to the Departmental Graduate Committee for final approval.

A maximum of nine hours of graduate course work completed before a student is admitted to the M.S.E.d. in Educational Studies program may count toward meeting the requirements of this master’s degree, subject to approval by the Departmental Graduate Committee. Only nine total hours of transfer credit from another institution will be accepted.

Students in the M.S.Ed. Educational Studies degree program must complete all requirements in an incomplete course in accordance with Graduate School policies.

Students who have taken courses, but have not been actively enrolled in course work in the last three years, will be placed on inactive status and will be required to petition the Graduate Committee for reactivation.

Post-Baccalaureate Certificate Program

The department offers a post-baccalaureate certificate in Teaching English to Speakers of Other Languages (TESOL). For program details, go to the post-baccalaureate certificates page.

 Course Descriptions  

Educational Studies (EDS)

401G Educational Law and Policy. (2) An analysis of formal legal and ethical problems that will allow students to critique contemporary debates in educational policy, law, and ethics. The course will examine the tension between competing philosophical theories and the construction and function of educational policy. Prerequisites: Special permission required.

405G Designing/Managing Learning Environments. (3) Examines the elements that foster an effective learning environment. Emphasis is placed on strategies that promote student engagement and a sense of community in educational settings. Prerequisite: Prior or concurrent prestudent teaching instructional field experience, concurrent student teaching, or permission of the instructor.

427G Foundations of Education for Multilingual Learners. (3) An introduction to the historical, philosophical, political, social, and educational contexts that contribute to language education policies for multilingual learners nationally and internationally. Clinical experience-15 hours required.

430G Methods and Materials for Teaching in Multilingual Programs. (3) Acquaints students with methodology and materials, preparation of content-based language instruction, lesson plans, behavioral, language and content objectives, and inquiry teaching for the multilingual/ESL classroom. Portion of content presented in Spanish. All methods sections are for k-12 unless otherwise specified. Clinical experience-15 hours required.

435G Cultural Studies in Education. (3) The study of culture, identity, and intercultural interaction in society/classrooms, with specific focus on anti-bias and anti-racist pedagogies combating discriminatory ideologies and social policies. Clinical experience-15 hours required.

440G Sociolinguistics. (3) Exploration of foundational work in the field of sociolinguistics and current issues in the field. This course will emphasize the culture-language interface at the level of social relationships with special emphasis on educational settings. Clinical experience-15 hours required. Prerequisite: ANTH 110 or EDS 202 or equivalent.

447G Teaching Listening, Speaking, and Pronunciation to English Language Learners. (3) Students examine the articulation of English sounds, the rules that govern their use in speech, and explore ways of applying this knowledge to the teaching of pronunciation. Additional emphasis will be on teaching listening/speaking strategies in the TESOL environment. Prerequisite: EDS 458.

453G Assessment of Multilingual Students. (3) Selection, administration, and interpretation of measurement instruments. Description of testing: multicultural, bilingual, ESL, language competency tests; language proficiency/achievement testing; linguistic/cultural aspects of assessment; assessment in classroom. Clinical experience-20 hours required.

457G Methods and Materials for Teaching English Language Learners. (3) Analysis of language learning processes of multilingual students. Strategies for teaching listening, speaking, reading, and writing; and techniques of teaching English as an additional language will be analyzed and practiced. All methods sections are grade levels k-12 unless otherwise specified. Clinical experience-15 hours required.

458G Linguistics for the Teacher of Multilingual Learners. (3) The study of linguistics applied to teaching multilingual students. Includes English phonology, phonetics, morphology, syntax, analysis, and application of linguistic theories in the multilingual classroom. Clinical experience-20 hours required.

500 Methods of Research. (3) An introduction to the nature and techniques of contemporary social scientific research (including educational and human service). Emphasis placed on developing research literacy through critically reading, examining, and evaluating the characteristics of both quantitative and qualitative research. Additional emphasis on the critical issue of the nature of the relationship between research and its application to practice.

501 Educational Philosophy, Ethics and Policy. (3) Incorporating philosophical, ethical, and legal perspectives this course examines educational dilemmas including educational aims, reform, academic freedom and educator professional development. Emphasis is placed on how these influence professional decisions and practice in educational settings.

502 Cognition and Instruction. (3) Designed to examine our current understanding of processes involved in human cognition and its application to educational settings. Emphasis is placed on information processing, critical thinking, self-regulation, and developmental aspects of learning.

503 Decision Making with Quantitative Data. (3) An introduction to making decisions using quantitative data. The emphasis is on applying both descriptive and inferential methods to inform the decision making process in educational settings.

504 Decision Making with Qualitative Data. (3) An introduction to making decisions using qualitative data. The emphasis is on using qualitative inquiry to inform the decision making process in educational settings.

507 Equity and the Socio-Cultural Contexts of Education. (3) Provides in-depth examination and evaluation of societal change as it relates to education. Emphasis is placed on developing an awareness and the skills that enable educators to recognize and address conditions that may deny equitable access to educational opportunities.

512 The Adult Learner. (3) The study of psychological development and instructional theory applied to adult learners. Emphasizes cognitive, affective, and social characteristics of learners throughout the adult years.

523 Educational Assessment and Evaluation. (3) Covers the application of assessment principles (validity, ethics, professional responsibilities, etc.). Emphasis is on the role of assessment in decision making in educational settings, including assessment for assisting learning, documenting and communicating student achievement, teacher evaluation, and program evaluation.

535 Adolescent Psychology for Educators. (3) Studies developmental theory focusing on specific issues and concerns facing adolescents. Areas of emphasis include biological, social, and cognitive transitions throughout adolescence that have an impact on the educational process.

536 Seminar in Cognition. (3) An examination of contemporary cognitive models of learning, problem solving, and cognitive factors (beliefs, ability, strategies, etc.) that mediate learning and problem solving, including their application to the design and delivery of classroom instruction.

547 TESOL Listening, Speaking and Pronunciation Methodologies. (2) Designed to allow students to examine the articulation of English sounds, the rules that govern their use in speech, and explore ways of applying this knowledge to the teaching of pronunciation. Additional emphasis will be placed on teaching listening/speaking strategies in the Teaching of English to Speakers of Other Languages (TESOL) environment.

548 Computer Assisted Language Learning for TESOL. (1) Students explore how the use of technology can enhance language learning and use online tools to design language learning lessons in Teaching English to Speakers of Other Languages (TESOL). Prerequisite or corequisite: EDS 547.

550 Professional Workshop. (1–3, repeatable to 6) Workshops deal with topics in broader areas of educational studies. Students will participate in a variety of activities such as reading, research, reports, etc.

570 Seminar in College Teaching. (3) Designed to prepare those interested in higher education instruction. Topics will address ethical issues, instructional strategies, and other components for effective practices.

584 Applied Project. (1-3, repeatable to 3) Applied project that integrates the knowledge and skills gained through the program by investigating a problem or extending the current state of knowledge, employing theoretical, quantitative, qualitative, or mixed-methodology. Prerequisite: Completion of 24 hours and permission of the graduate coordinator.

585 Seminar in Social Foundations of Education. (3) An examination of the social foundations of education in relation to democratic society, social change and the evolution of the educational enterprise.

587 Human Development Throughout the Lifespan. (3) Examines contemporary developmental theory in psychology with an emphasis on how development impacts students, teachers, and the educational process.

592 Field Experience in Education. (1–4, repeatable to 4) Supervised field experience in off‑campus education situations including public or private school or alternative education programs. Prerequisites: Permission required. Prior or concurrent course work appropriate to the assignment.

599 Independent Study. (1–4, repeatable to 4) Offers students the opportunity to independently investigate an educational topic related to the student’s area of interest. Assignments and evaluation criteria will be decided upon by the instructor based on the student’s educational goals.

600 Internship in Teaching. (1-16, repeatable to 16) School-based graduate capstone experience completed under the supervision of a mentor teacher and university faculty member in which candidates increase classroom responsibilities and demonstrate teaching competency. Graded S/U. Prerequisites: Acceptance into WIU’s Teacher Education Program and successful completion of EDS 592.

601 Thesis. (1-3, repeatable to 3) An original conceptual or applied project that integrates the knowledge and skills gained through the program by investigating a problem or extending the current state of knowledge. Prerequisite: Completion of 24 hours and permission of the graduate coordinator.

602 Educational Studies Portfolio. (0) Upon the completion of at least 24 graduate credit hours, Educational Studies students will submit examples of work completed in the program with accompanying narratives to demonstrate mastery towards the program objectives. Graded S/U. Prerequisite: Approval of the Program Coordinator.

607 Implications of Diversity for Educational Leaders. (3) Rapidly changing demographic patterns hold implications for school policy. Effective educational leaders understand diverse cultures and communication styles, and practice collaboration and dialogue. This course will provide resources necessary for administrators to establish themselves as facilitators who offer an inclusive educational vision for the community. Prerequisites: EDL 600 and admission to candidacy in the Education Specialist, or superintendent licensure program, or permission of the instructor.

702 Quantitative Research and Statistics II. (3) This course builds upon students’ knowledge and skills in Quantitative Research and Statistics I. The courses addresses factorial ANOVA, repeated measures of ANOVA, multiple regression, and reliability analysis to prepare students for reading research and for conducting doctoral research. Prerequisite: Acceptance into the Ed.D. program in Educational Leadership.

747 Education for Social Justice: Politics, Ethics and Policy. (3) Explores the complexities of social justice and intercultural competence related to educational organization. Students will acquire knowledge of political forces and ethical issues that impact social justice and intercultural competence along with skills to address social and intercultural issues. Prerequisites: EDL 711 or permission of the instructor.