Master of Education (M.Ed.)

Wesleyan's unique Master's of Education program invites practicing classroom teachers who believe in the power of authentic learning, who desire a shift from mundane educational trends, and who wish to become active inquirers to join us in a journey of self discovery, organic learning experiences, and active research around timeless and proven classroom practices.

The program is designed around 5 foundational beliefs:

1. The classroom as a community of inquiry.
2. The power of play and creativity in the learning process.
3. The importance of interacting with the natural world.
4. The value of building literacy through oral language skills.
5. The benefits of integration of content across the curriculum.

 

M.Ed. Learning Outcomes

Through course work and experiences in this program, the student will be able to:

  1. Develop the values, commitments, and ethics that positively impact the educational community as well as the educator's own professional growth.
  2. Develop an understanding of the relationship between content and content-specific pedagogy, instructional strategy, and teaching techniques.
  3. Develop meaningful learning experiences that improve student learning and achievement, collaborate with other education professionals, and reflect on their practices.
  4. Make data-driven decisions about student learning and achievement, continuous school improvement, and professional practice through the design and implementation of an action-research project implemented in their classrooms.
  5. Align educational objectives to content and the Common Core Curriculum/Georgia Performance Standards.
  6. Defend the effectiveness of their practices through student outcome and achievement and justify instructional choices in regard to the five foundational beliefs.
  7. Demonstrate awareness through establishing a level of consciousness, connectedness, and understanding pertaining to a chosen area of expertise.This includes a candidate's ability to evaluate and analyze current research in this area and to contribute to this body of knowledge.
  8. Convey the concept of agency by actively engaging in the educational process as change agents. Having agency implies that the candidate realizes she has the power to act within her classroom, school and community.Also, implicit in such a concept of agency is recognition of expertise on the part of the teacher. Being able to claim expertise strengthens agency as it equips an educator with a base of knowledge from which to speak with authority and conviction. Having agency means educators have the tools to fight against the de-skilling of teachers.
  9. Demonstrate competence in articulating and advocating for sound professional practices and public policies for the positive development and learning of all children.
  10. Demonstrate the process or state of acting or of being active through both physical and mental activity.By processing the theoretical concepts, research, and outcomes candidates ultimately take action toward implementing effective changes in the classroom, schools, districts, and ultimately the chosen area of expertise ultimately connected to the 5 foundational beliefs.

Program of Study. The M.Ed. program is designed to allow a cohort of candidates to earn a graduate degree in the area of early childhood education (P-5). This summer-to-summer program requires a total of 35 semester hours taken in the sequence outlined .

Summer-to-Summer Program Leading to the M.Ed. in Early Childhood Education

Year 1: Summer

EDU 521: The Art of Inquiry

3 hours

 

EDU 532: Creative Expressions in the Early Childhood Classroom

4 hours

 

EDU 533: Developing the Early Childhood Learning Community

5 hours

     
     

Year 1: Fall

EDU 522: The Art of Inquiry: Action Research

1 hour

 

EDU 536: Advanced Reading and Writing Workshop Methods

4 hours

  EDU 536: Advanced Pedagogy and Methods in STEM Content 4 hours
     

Year 1: Spring

MAT 513: Probability, Statistics and Data Analysis (hybrid)

3 hours

 

EDU 530: Stories Make the World

4 hours

  EDU 523: The Art of Inquiry: Analyzing Data 1 hour
     

Year 2: Summer

EDU 524: The Art of Inquiry: Publishing and Presenting

4 hours

 

EDU 544: Exploring Educational Venues

2 hour

     
 

Total

35 hours


The courses in the M.Ed. program do not build upon each other in any type of sequential content hierarchical way. The major outcome for the program is the publication of an educationally focused action research question. The candidates formulate, research, implement, and assess this question within their classrooms throughout the program therefore the EDU 521, 522, 523, and 524 sequence of research classes are spread across several semesters to provide the necessary support for this final requirement.

The course that introduces candidates to the rigor required in graduate level research is at the beginning of the program along with the development of learning communities and creative expressions class. This sequence provides candidates immediate exposure to some of the most current research in the field in specific content areas and in regard to current best practice and pedagogy. Being exposed to this research early in the program allows the candidate to formulate the question they intend to use as the foundation for the action research paper based on current issues and trends that are applicable to their interests and needs and supported by our foundational beliefs.

The probability and statistics course is purposefully placed in the spring semester to provide support for the candidates during the most probable time in which they will be collecting the data from the action research question. The data analysis section of the final paper is completed as part of the course requirements.

The final sequence of courses at the end of the program is meant to allow the candidate an opportunity to demonstrate what they've gained from the program. The research class is designed to provide the support the candidates need to pull together rest of the action research conducted throughout the year into a publishable format. The exploring educational venues course puts candidates in a real instructional settings with real children and asks them utilize or analyze best practices observed or attained throughout the program in a meaningful way.

The Cohort. The candidate will enter and complete the program as part of the same cohort. Candidates will follow the prescribed course calendar along with their cohort members during the 14 month period of their degree program.

Deviations from the prescribed course calendar are not allowed except in cases of emergency. These will be decided on a case-by-case basis by majority vote of the Graduate Admissions Committee with the approval of the Provost of the College. Candidates are required to participate in all cohort activities, including the two travel/study experiences and occasional cohort meetings.

Admission Requirements

1. Complete all parts of the application form and mail to: Wesleyan College; Office of Enrollment Services; 4760 Forsyth Road; Macon, GA 31210-4462. We prefer that you apply online.

2. Applicants must provide the following:
a. three letters of professional reference
b. official transcript from the institution from which a Bachelor's degree was earned
c. a copy of a valid professional teaching certificate or evidence of having been the teacher of record in a classroom for at least two years.

3. Applicants must have earned a bachelor's degree from a regionally-accredited institution of higher education with a minimum cumulative grade point average of 3.00 on a 4 point scale. Students from foreign universities will be considered on a case-by-case basis.

4. Applicants must pass an assessment of graduate writing skills to be administered by Wesleyan College faculty.

5. An interview with each applicant will be conducted by the Director of the M.Ed. Program or the director's representative as early in the application process as possible.

Course Load. The student will enter the program with a cohort. A student starting with a cohort is expected to graduate with that same group. If for any valid reason (determined by the Graduate Council and the Provost of the College) a student temporarily leaves the group, the student, upon reinstatement, will be placed in a new cohort. Students who enroll in at least 6 credit hours during the program's specified period of enrollment will be considered full-time. Students who enroll in less than 6 credit hours during the program's specified period of enrollment will be considered part-time. Refer to the cohort calendar for periods of enrollment.

Tuition and Fees. Tuition and fees may change each year.

Application fee $60
Tuition $15,000
Graduation fee $150


Tuition for the M.Ed. is a total amount for the entire program and is not computed by cost per semester hour. The tuition may be made in two payments. The first payment is due the day before orientation classes begin; the second payment due date will be announced at the first orientation session of each cohort. No adjustment of charges will be made after the first day of classes. The M.Ed. program does not provide tuition reimbursement. The full tuition includes the cost of all textbooks, and 2 trips (1 self-planned, and 1 2-day trip to the Ron Clark Academy in Atlanta).

Advising. The director of the graduate education program will serve as advisor to each M.Ed. student.

Graduate Grades. The basic unit of credit at Wesleyan College is the semester hour. At the end of each term, candidates receive a grade report for their performance in each course.

  1. All graduate candidates are required to maintain a 3.00 grade point average. A candidate may have a grade of "C" in no more than one course in this program. Any candidate who receives more than one "C" grade or receives one "F" grade will be reviewed for continuance in the program and may be suspended or dismissed from the program.
  2. A candidate who repeats the same course (in which a grade of "C" or "F" was earned) and cannot achieve a cumulative grade point average of 3.00 after the repeat of the course will be academically dismissed from the program.
  3. Students may not receive credit for graduate courses through course challenge or credit for prior learning.
Following are the grades used in the M.Ed. program:

A Superior (4 quality points)
B Outstanding (3 quality points)
C Passing (2 quality points)
F Failing (0 quality points)
W Withdrawal from a course (not computed in the grade point average)
I Incomplete (not computed in the grade point average)

Students are expected to remain in their cohorts until the end of the program. Students who find it necessary to consider withdrawal from a course must have approval from the Provost of the College.
 
The grade of I is given only when a student has been absent from the final work in a course due to illness or other causes acceptable to the instructor and to the Provost of the College. Permission from the instructor and from the Provost of the College must be requested and given before an I may be recorded, following the same procedures as for undergraduate students. Instructors must remove I grades within six weeks from the last day of class for that course.


Complaints of an academic nature: Complaints of an academic nature, including grade appeals, will follow the same procedures as those outlined for undergraduate students, with the exception that appeals for a change in the final course grade must be initiated no later than five days after the final course grade is posted on the Wesleyan Portal (See "Grade Appeals" and "Complaints of an Academic Nature" in the College Catalogue).

Honor Code. All students are expected to uphold the Honor Code of Wesleyan College.

The Graduate Honor Council. The Graduate Honor Council is convened on an as-needed basis by the Graduate Judicial Officer (GJO).

The Graduate Judicial Officer. (GJO) The Graduate Judicial Officer is a full-time faculty member on the Graduate Program Council. She/he is elected by the Graduate Program Council for a period of two years. The GHC is comprised of:

  1. The GJO
  2. One full-time faculty member who teaches in one of the graduate programs.
  3. One full-time faculty member who does not teach in one of the graduate programs.
  4. One MBA student who has completed at least 15 semester hours of coursework.
  5. One M.Ed. student who has completed at least 15 semester hours of coursework.

Procedures for Action

  1. Students are highly encouraged to self report. The Graduate Honor Council considers self-report as an act of integrity.
  2. A hearing will enable both the accuser and accused to provide accounts of the incident. If the accused does not attend the hearing, it will be held in his/her absence, and the student will forfeit the right to appeal.
  3. The Graduate Honor Council will deliberate, decide on a verdict and sanction.
  4. Students will be notified in writing of the hearing outcome.
  5. Appeals can be made to the Provost of the College, at which time they can be upheld, amended or returned to Graduate Honor Council to be heard. All appeal decisions are considered final.

Reporting a Violation

  1. Any member of the faculty, administration, staff, or student community should, when possible, confront a student for an honor offense at the time of the offense. If unable to confront the student at the time of the offense, the violation should be reported to the appropriate college faculty or staff members who will then notify the accused of the alleged charge.
  2. The accused has 24 hours from that time to report the incident to the GJO.
  3. The accuser will report the charges to the GJO or the Provost of the College.
  4. The GJO will notify the accused in writing of the charges, the procedures, and the date and time of the hearing at least 48 hours before the scheduled hearing. In emergency situations, 48 hours may not be provided.
  5. The GJO or the Provost of the College can discuss cases of academic dishonesty with the professor prior to a Graduate Honor Council hearing.
  6. Cases will be heard as soon as possible after the accused has been officially notified of the charges, with the exception of extenuating circumstances.
  7. If charges are brought during the week of final exams, the Graduate Honor Council will make every effort to hear the case before the end of the semester. If this is not possible, the case will be held over until the next semester.

Accused Student Information

A student who has been accused of a Graduate Honor Council violation:

  • Will have the case heard without undue delay.
  • Will receive written notice of the charges, procedures, and date and time of the scheduled hearing no less than 48 hours before the scheduled hearing with the exception of extenuating circumstances.
  • May testify or remain silent.
  • May question the accuser and/or any witnesses appearing against the student.
  • Can present witnesses and/or evidence on own behalf.
  • May be present at the accuser's case presentation.
  • May appeal to the Provost of the College only if she/he attended the initial hearing and has ground for the appeal as described below.

Hearing Procedures

  1. The accused will be called into the Graduate Honor Council room at which time the Graduate Judicial Officer will explain the hearing procedure and state the student's name and the charges being brought against her or him. The accused will be informed that the proceedings will be tape recorded to insure accuracy and for appeal purposes.
  2. The accused will be reminded that he/she is bound by the Honor Code and is required to tell the truth and given the opportunity to present his/her case.
  3. The accuser will be asked to present her or his account of the incident and to present any witnesses about any matter logically relevant to the charge against the student. The accused has the right to be present during this testimony and can question the accuser or any witnesses without being questioned.
  4. After the accuser presents all testimony, the accused has the right to present a defense and to offer testimony and that of any witnesses (maximum of 3).
  5. The GJO may limit unproductively long, repetitive, or irrelevant questioning.
  6. After the case has been presented, the Council will hold confidential deliberations. A decision will be rendered and the accused will be notified in writing within twenty-four (24) hours of the conclusion of the hearing, typically via fax or email according to the preference of the accused. Students are responsible for checking their mailbox for hearing notifications and completion of sanctions (when applicable).

Note: Students are required to represent themselves. Legal or parental representation is not permissible in Honor Council proceedings or appeal hearings.

Possible Sanctions - Any sanction imposed by the Graduate Honor Council is independent of academic sanctions levied by the course instructor.The following are possible sanctions available to the Graduate Honor Council; others may be used if deemed appropriate by the board.

Campus/Community Service - Performing relevant services for the college or off-campus agencies.

Demerits - A notation that becomes a part of the student's permanent college record. The accumulation of 10 will be grounds for a recommendation for suspension or removal to the Provost of the College.

Educational Endeavor - Completing educational projects relevant to the violation.

Fines - Graduate Honor Council may assess fines (up to $100) which are appropriate for the violation.

Non-Academic Probation - A period of time, as determined by Graduate Honor Council, during which another Honor Code violation will be subject to further penalty. When a student is placed on non-academic probation, if the student comes before Graduate Honor Council again during the probationary period, any previous violations will be taken into account when assessing a sanction.

Removal from the College - Removal from the College, with loss of visitation privileges for on-campus and College sponsored events, at which time, no refund of fees will be given and full payment of tuition is required to be paid for the current semester. A student may be considered for readmission if outlined at the time of removal. The Provost of the College may consider readmission.

Suspension - The immediate or deferred exclusion from classes and other privileges (as set forth in the notice of suspension) for a period of time (one semester/session minimum) at the end of which the student may be considered for re-admission by the Provost of the College. No refund of fees will be given and full tuition is required to be paid for the current semester.

Warning - A written statement to the individual that the individual has violated a college regulation or policy and that repetition of the same offense or any other violation may be cause for more severe disciplinary action. All previous violations will be taken into account when assessing a sanction if a student comes before Graduate Honor Council again during the probationary period.

Appeals. A formal, typed appeal must be presented to the Provost of the College, within 72 hours after the notification of the sanction has been delivered to the student. Appeals will not be accepted in cases where the student has not attended his or her Graduate Honor Council hearing. The student must state the reasons for the appeal and present evidence to support the claim, the verdict (responsible or not responsible), the sanction, or both. The Provost reserves the authority to uphold or amend the sanction or to have Graduate Honor Council and rehear cases when deemed appropriate. In the case of student appeals, the action taken will be administered but can be reversed after the appeal has been heard. Appeal decisions are final.

Grounds for Appeal. The following are the only grounds for appeal regarding Graduate Honor Council cases:

  • Evidence was not available at the time of the Graduate Honor Council decision but is now available and is directly related to the case.
  • The Graduate Honor Council did not follow proper procedure.
  • The sanction is extreme in relation to the violation.

Confidentiality. The Graduate Honor Council will maintain confidentiality related to cases and all surrounding circumstances. Hearings are open to relevant parties only as designated by the Provost of the College. All college judicial cases are confidential. Cases, students involved, outcomes, or any related circumstances will not be discussed. Exceptions include relevant persons associated with the case on a need to know basis as defined by the designated College official. Accusers may inquire as to whether or not cases have been processed by Graduate Honor Council, however verdicts remain confidential.

Records. Copies of the official correspondence related to all cases will be placed in the student's permanent file by the Registrar. Student files are kept confidential and released only with an official request (see the FERPA section for more information regarding privacy rights).

Policy on Satisfactory Academic Progress. Satisfactory Academic Progress (SAP) is measured at the conclusion of each semester to determine whether candidates are eligible to receive aid for the next group of classes.

  1. Any candidate who receives more than one "C" or one "F" will be placed on academic probation and classified as making unsatisfactory academic progress.
  2. Unsatisfactory academic progress may adversely affect financial aid.

Graduation Requirements. The candidate must complete the ten courses required for the M.Ed. with a minimum 3.00 cumulative grade point average on all work attempted. All ten courses must be taken at Wesleyan College.

Withdrawal. Candidates in the M.Ed. program should recognize that, in a cohort-format program, withdrawal from a course is equivalent to withdrawal from a cohort. Candidates are strongly encouraged to consult with their advisor when making a decision on withdrawal. A student may withdraw from a course only in the case of serious illness or emergency with the approval of the Graduate Council and the Provost of the College no later than one week past the mid-term point of the current term. Exceptions regarding the withdrawal deadline are made only in cases of illness and emergency when a "W" may be granted past this date at the discretion of the Provost of the College. Withdrawal from a class must be accomplished through the Registrar's Office, Tate 120.

Academic Renewal. Academic Renewal is designed for graduate students who have withdrawn or who have been academically excluded from the College. A student is eligible for academic renewal upon a three-year absence from the College and after submitting an application for readmission to Wesleyan. Once accepted for readmission into the College, previous graduate courses attempted at Wesleyan with a "C" or better grade will be counted for credit, while all "F" grades will be forgiven. In order for the academic renewal policy to apply, the following criteria and considerations must be met: (1) Graduate courses with "F" grades must be repeated at Wesleyan College if they are required in the student's degree program. (2) The transcript of a student will include ALL graduate courses taken at Wesleyan. (3) A graduate student who is readmitted must complete the curriculum that is in place at the time of readmission. (4) A graduate student is eligible to apply for Academic Renewal only once. Note that courses taken under previous Wesleyan Master of Arts in Early Childhood Education and Master of Arts in Middle Grades Math and Science Education programs do not transfer to the current M.Ed. program.

The Statement of Policy. Wesleyan College admits students of any race, color, national and ethnic origin to all the rights, privileges, programs and activities generally accorded or made available to students at the college. Wesleyan does not discriminate on the basis of race, color, national and ethnic origin in administration of its educational policies, admissions policies, scholarship and loan programs, and athletic and other school-administered programs. No handicapped person is, on the basis of the handicap, excluded from participation in, denied benefits of, or otherwise subjected to discrimination under any program, employment, or activity at Wesleyan College.

Wesleyan College complies with the Family Educational Rights and Privacy Act of 1974, as Amended (FERPA). The Registrar should be consulted for details and procedures.

Course Descriptions

EDU 521: The Art of Inquiry.
Hybrid course. Half of class work is face-to-face. Half is online.
Vital elements expected of and required within graduate level research will explored, explained, and practiced. Utilizing search engines, APA style formatting, in-text citations, academic writing style, and various other elements pertaining to research will be incorporated into this class. Establishing the question and a timeline for implementation for the final thesis paper will be a vital outcome of this course.
(Learning Outcomes 2, 4, 6 & 7-10).
Prerequisite: Admission to M.Ed. program.
Co-requisites: EDU 532, EDU 533.
Credit: 3 hours.
 
EDU 522: The Art of Inquiry: Action Research.
Hybrid course. Half of class work is face-to-face. Half is online.
Putting the plan established in EDU 521 into practice in a realistic action research oriented method within personal classrooms will be the focus of this research supportive course. Collecting and maintaining data collections and meeting for individual checkups regarding progress will be essential components of this course.
(Learning Outcomes 2, 4, 6 & 7-10).
Prerequisite: EDU 521, EDU 532, & EDU 533.
Co-requisites: EDU 535, EDU 536.
Credit: 1 hour.
 
EDU 523: The Art of Inquiry: Analyzing Data.
Hybrid course. Half of class work is face-to-face. Half is online.
Summarizing and analyzing the data collected in EDU 522 will be the focus of this research supportive course. Candidates will also be taking MAT 513 to assist them during this period in the statistical analysis aspects required to correctly interpret and report on the results yielded by their data. Producing the data analysis section of the final thesis paper will be the focus of this course.
(Learning Outcomes 2, 4, 6 & 7-10).
Prerequisite: EDU 521, 532, 533, 522, 535, & 536.
Co-requisites: EDU 530, MAT 513.
Credit: 1 hour.
 
EDU 524: The Art of Inquiry: Publishing and Presenting.
Hybrid course. Half of class work is face-to-face. Half is online.
Demonstrating expertise in reading, analyzing, critiquing, and synthesizing research the candidate will work to pull together the full year experiences from EDU 521, 522 & 523 to produce a graduate thesis paper suitable for a peer-reviewed publication. The paper will be presented to the candidate's peers and venues for possible publication, and presentation of the content to larger audiences will be explored.
(Learning Outcomes 2, 4, 6 & 7-10).
Prerequisite: EDU 521, 532, 533, 522, 535 & 536, 523, 530, & MAT 513.
Co-requisites: EDU 544.
Credit: 4 hours.
 
EDU 530: Stories Make the World.
Hybrid course. Half of class work is face-to-face. Half is online.
Theories of social studies pedagogical content knowledge (history, geography, social education, democracy, cultural studies) are explored with the intent of synthesizing personal pedagogical styles with proven constructivist practices. Various PK-5 social studies content themes are examined. Special attention is given to the role of story telling in elementary social studies instruction.
(Learning Outcomes 1-10).
Prerequisite: EDU 521, 532, 533, 522, 535, & 536.
Co-requisites: MAT 513, EDU 523.
Credit: 4 hours.

EDU 532: Creative Expressions in the Early Childhood Classroom.
Instruction is grounded in the Discipline-Based Arts Education model. Students learn to use the various creative expressions such as Art, Theatre, Dance, Music, etc. to enhance teaching and learning in the other disciplines. Skills and theory based. (Learning Outcomes 1, 3, 4, 6, 7, 10 & 11).
Prerequisite: Admission to M.Ed. program.
Co-requisites: EDU 521 & EDU 533
Credit: 4 hours.
 
EDU 533: Developing the Early Childhood Learning Community.
Introducing the 5 foundational beliefs; the classroom as a community of inquiry, the power of play and creativity, the importance of interacting with the natural world, building literacy through oral language skills, and the benefits of integrating content across the curriculum will be focus of this class. Candidates will actively Explore ways to break the mundane patterns to create unique and engaging learning communities. (Learning Outcomes 1-10).
Prerequisite: Admission to M.Ed. program.
Co-requisites: EDU 521 & EDU 532.
Credit: 5 hours.
 
EDU 535: Advanced Pedagogy and Methods in STEM Content.
Hybrid course. Half of class work is face-to-face. Half is online.
This course conducts an in-depth study of various theories and models of teaching STEM-based content (Science, Technology, Engineering, and Math) in the early childhood setting. Early childhood teachers draw from their broad understanding of these connections and ideas as they plan and implement integrative activities. Modules to support STEM initiatives will be explored and created.
(Learning Outcomes 1-11).
Prerequisites: EDU 521, 532, & 533.
Co-requisite: EDU 522 & EDU 536.
Credit: 4 hours.
 
EDU 536: Advanced Reading and Writing Workshop Methods.
This course is designed to enhance the advanced candidate's reading and writing content and pedagogical strategies in the early childhood classroom specifically pertaining to the Workshop method of instruction (P-5). Candidates will participate in in-house versions of both methods and establish plans for implementing these techniques and procedures within their own classrooms for the coming school year.
(Learning Outcomes 1-11).
Pre-requisite: EDU 521, 532, & 533.
Co-requisite: EDU 522 & 535.
Credit: 4 hours.
 
EDU 544: Exploring Educational Venues.
The cohort will participate in three educational venues specifically chosen to support and advance the skills, dispositions, and theoretical applications of the courses taken throughout the program. The cohort will travel to participate in a two-day Educational Conference at the Ron Clark Academy in Atlanta, Georgia. The cohort will plan, teach, and assess integrated art, environmental science, and literacy lessons with onsite summer camp attendees during the last summer of the program. Finally each cohort will work together to plan and design an thematic and unique learning opportunity to support an area of interest or study that has emerged from the concerted research efforts throughout the program. This final trip will take place during the final summer of the program. (Learning Outcomes 1, 2, 3, 4, 6, 7, 9, 10 & 11).
Prerequisites: EDU 521, 532, 533, 522, 535 & 536, 523, 530, & MAT 513.
Co-requisite: EDU 524.
Credit: 2 hours.

MAT 513: Probability, Statistics, and Data Analysis.
This course is designed for middle grades and early childhood teachers. Emphasis is placed on the practical implications of content, structure, processes, and technology related to data collection, probability, and statistics, and associated critical thinking skills. Each candidate will be expected to utilize knowledge of various research designs in educational and social science research to develop and implement her or his own educational research project incorporating the basic concepts of probability, statistics, data collection, and analysis. All candidates will learn and master the material and tasks represented in the EDU 521, 522, 533 sequence of Inquiry based research classes. (Learning Outcomes 3, 5, 7, 8, 10 & 11).
Prerequisites: EDU 521, 532, 533, 522, 535, & 536.
Co-requisite: EDU 523 & 530.
Credit: 3 hours.
 
Accreditation. Wesleyan College is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) to award the baccalaureate degree, the Master of Business Administration, and the Master of Education in early childhood education.
 

Master of Education Graduate Faculty

Patrick Pritchard, Alumnae Chair of Education, Professor of Education. B.A., B.S., Eastern Mennonite College; M.Ed., Ph.D., Clemson University.

Wendy Hamm, Assistant Professor of Education, Eds, Georgia college and State University

Virginia Wilcox, Associate Professor of Education. B.A., Wesleyan College; M.Ed., Ph.D., Auburn University.

Master of Education Adjunct Faculty

Kristen Applebee, Adjunct Instructor of Education. B.F.A., Brigham Young University; M.F.A., Ohio State University.

Barbara Rowan, Adjunct Professor of Psychology. B.A., Hampton University; M.A., Ph.D., University of Michigan.

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