Master of Education – Course Descriptions

  • This program is undergoing revisions, and not currently accepting applications. For more information about education-related graduate programs at IUP, contact the IUP admissions office at

  • The MEd in Education is designed for in-service and substitute teachers holding an Instructional I or II certificate (or the equivalent if certified to teach in a state other than Pennsylvania) and/or other professionals who are teaching at places like Head Start, alternative and charter schools, or community colleges, where certification is not required.

    • Experience an intensive, part-time program that is focused on teaching and learning, with an emphasis on integrated curriculum and instructional technology.
    • Impact the lives of those in your classroom and school by 1) actively working to improve student achievement and confidence, 2) keeping abreast of the field of education, and 3) using your research skills to strengthen classroom instruction and management.


    Build and maintain a supportive professional and academic network by moving through your sequence of classes as a group. Courses offered during the fall and spring semesters meet one day a week from 5:15 to 8:45 p.m. (Cohorts that begin in even-numbered years meet on Mondays, and cohorts that begin in odd-numbered years meet on Wednesdays.) Summer classes meet two nights per week during a five-week period.

    Program Format Options

    You may tailor the Master in Education program to meet your needs by choosing one of the options listed below:

    1. Customary Cohort Approach: Once students are accepted to the program, they matriculate though it by taking a six-credit-hour course each semester with the same cohort of students. Students who complete all course requirements graduate in two years.
    2. Flexible Approach: Once students are accepted to the program, they matriculate though it at their own pace by taking courses with different cohorts each semester, in a sequence and location (Indiana or Pittsburgh East) of their choice. Coursework must be completed over a period of five years. Students who take two courses a semester could complete the program in one year.
    3. Needs-Based Approach: Acceptance to the Master in Education program is not required. Students may take one or more six-credit-hour MEDU courses to meet their professional development needs or the requirements of other programs.


    MEDU-761 Community and Culture
    MEDU-762 Instruction in the Inclusive Classroom
    MEDU-763 Teacher as Researcher
    MEDU-764 Educational Change and Technology
    MEDU-765 Curriculum and Instruction
    MEDU-766 Teacher as Leader

    Total credits: 36

    See IUP’s Graduate Catalog for complete course descriptions.

    Students who successfully complete the MEd program may apply for IUP’s Principal Certification Program, which is offered at IUP’s main campus in Indiana, Pa.

    MEDU 761 Community and Culture

    This team-taught thematic unit is designed to prepare graduate students with a strong theoretical and practical knowledge base of the community and the culture in which the school resides. The unit also emphasizes indirect educational variables such as community, cultural, and language diversity that directly affect all public school learners. Upon completion of this thematic unit, students will possess higher levels of self-efficacy and will be empowered to engage with the school, the community, and the culture in an educational and societal context.

    MEDU 762 Instruction in the Inclusive Classroom

    This team-taught thematic unit is designed to prepare graduate students with a strong theoretical and practical knowledge base which supports instruction of all diverse learners included in a general education classroom. Research proven strategies, especially those that relate to cognitive, humanist, and behavioral views of instruction, classroom management, and motivation of diverse learners included in elementary, middle, and secondary classroom will be explored. Students will learn how to use a model of reflective thinking to assess the effectiveness of instruction and improve the outcomes for all students.*

    *This course has been redesigned to meet PDE’s new Inclusive Classroom requirements.

    MEDU 763 Teacher as Researcher

    This team-taught thematic unit will provide educators with the ability to use various research methods that will help them obtain practical knowledge that can be incorporated into their daily educational practices. These research skills are intended to (a) improve educators’ awareness of and relationships to students’ lives and (b) stimulate the formation of relevant and sound educational strategies that incorporate their findings into the classroom in ways that recognize, validate, and build upon their students’ prior socialization, knowledge, and “meaning-making” strategies. This thematic unit will familiarize educators with the conceptual frameworks, methods, and research traditions from both quantitative and qualitative perspectives.

    MEDU 764 Educational Change and Technology

    This team-taught thematic unit is designed to prepare graduate students with a strong theoretical and practical knowledge base focusing on a number of educational changes occurring in twenty-first century schools. Topics include (but are not limited to) the possibilities and challenges of technology and the information highway, school organization, program design, instructional strategies, assessment practices, and the roles and relationships of educators, families, and communities.

    MEDU 765 Curriculum and Instruction

    This team-taught thematic unit is designed to prepare graduate students with a strong theoretical and practical knowledge base of a variety of instructional design and delivery strategies. Through critical inquiry, students will explore the organizational, academic, political, and social issues of curriculum and instruction. This thematic unit fosters and supports the concept of the teacher as a reflective practitioner. Students will be encouraged to link theory and practice through the relationship of projects and actual day-to-day classroom practice. The many facets of instructional design and delivery will also invite and support development of various individual and group projects.

    MEDU 766 Teacher as Leader

    What are the attributes of a teacher leader? What impact does adult development have on classroom teaching strategies? These two questions provide the overall focus for this team-taught thematic unit. It will present a variety of teacher leadership models as well as the theories related specifically to teachers and adult development. Where practical, students will plan and implement short-term projects in an educational setting that relate to these two variables and/or will develop simulations to enhance their understanding of these theories and models.