The MA in Education is offered with emphases in the areas of Curriculum and Instruction, Educational Administration, Instructional Technology, Library Administration, Religious Education, and Teaching English to Speakers of Other Languages (TESOL).
The emphases of Curriculum and Instruction,
Educational Administration, and Teaching English to Speakers of Other
Languages (TESOL) are also offered online (see p. 93 for details). Estimated completion time for the MA in Education program is 18-24 months (approximately 15 months for coursework and 3-9 months for the culminating phase). Prerequisites may increase this estimate.
Curriculum and Instruction
Program Director: Rita Henriquez – Green
The Curriculum and Instruction emphasis is intended to prepare outstanding teachers and curriculum specialists, providing knowledge and developing skills in innovative methods of instruction, curriculum, evaluation, classroom management, and the integration of faith and learning in order to create a pervasively Christian learning environment.
Program Director: Samuel Gaikwad
The Educational Administration emphasis is intended primarily to equip educational superintendents and elementary and secondary school principals. The emphasis includes the knowledge and skills needed by Christian school administrators to lead teachers, students, parents, and church members in creating positive learning environments.
Program Director: Raimond Luntungan
The Instructional Technology emphasis is designed to provide classroom educators with technological tools for teaching and learning. This emphasis focuses on the knowledge and skills that are most useful to educators, including graphics and web design, teaching and learning utilizing technology, and a basic understanding of curriculum issues. Graduates with this degree will not primarily be technicians, but rather, educators with some technical ability, and an understanding of how to use their skills for educational purposes.
Program Director: Samuel Gaikwad
The Religious Education emphasis focuses on the preparation of effective Bible teachers who can dynamically present the gospel of Jesus Christ in an attractive, compelling way. This emphasis also seeks to equip religious educators so that they might provide services in the areas of youth ministry, campus chaplaincy, and pastoral counseling.
Teaching English to Speakers of Other Languages (TESOL)
Program Director: Safary Wa-Mbaleka
Teaching English to Speakers of Other Languages (TESOL) is designed primarily for preparing teachers who will teach the English Language, as well as those who will use English as a medium of instruction, especially in bilingual or immersion settings. This emphasis focuses on the theoretical foundations of language and language learning and practical methods and techniques of language teaching, as well as providing hands-on experience in teaching English to language learners.
- A baccalaureate degree or its equivalent, with a minimum GPA of 3.00 (four-point scale). A prospective student who does not meet the entry-level GPA requirement may be admitted under probationary status and given opportunity to meet this requirement by earning a 3.00 GPA at AIIAS during the first 12 semester hours.
- Demonstrated English proficiency (see p. 19). All students taking the TESOL emphasis are required to take one of the standard English proficiency tests prescribed by AIIAS. The minimum passing score for the test is higher than for other programs—IELTS 7.0 or equivalent. The limit of attempts in IELTS exam is up to three. The prerequisite should be accomplished before 50% of the coursework is completed.
- Adequate undergraduate preparation in education to include a minimum of 8 semester hours of professional education, with at least one class from each of the following four areas:
- Philosophy of Adventist Education
- Educational Psychology
- Methods of Teaching
- Testing and Evaluation
The following courses are offered on campus at the graduate level self-study modules to meet these prerequisites:
- EDFN 501 Methods of Learning and Instruction (2)
- EDFN 518 Educational Psychology (2)
- EDFN 520 Philosophy of Adventist Education (2)
- EDFN 525 Instructional Evaluation (2)
In order to fulfill the prerequisite requirements, these courses must have a minimum grade of B. A student who has not met these requirements may take courses at the graduate level. The credit earned for graduate courses used as prerequisites, however, will not apply toward the MA degree.
2. Teaching experience, normally a minimum of 1 year. A letter of verification is required. Those specializing in Educational Administration are required a minimum of 2 years of teaching experience.
3. Those taking an emphasis in Religious Education must have an undergraduate degree in Religion or Religious Education.
4. Those taking an emphasis in TESOL must have at least 10 undergraduate units in English language (at least 4 credits of which are in addition to basic English skills courses).
5. At least one religion course (undergraduate or graduate), with a minimum grade of C, from each of the following areas:
- Adventist Beliefs
- Adventist History or Spirit of Prophecy
- Biblical Studies
The following courses are offered as graduate level self-study modules to meet these prerequisites:
- CHIS 501 Spirit of Prophecy (2)
- NTST 502 Life and Teaching of Jesus (2)
- THST 501 Adventist Doctrines (2)
To complete the program and be awarded the degree of Master of Arts in Education, a candidate must meet satisfactorily the following requirements:
- Complete a minimum of 38 semester hours of coursework, excluding the culminating phase.
- Complete the culminating phase of the degree program in one of the following three modalities:
- MA Project (3 semester hours.)
- MA Thesis (6 semester hours.)
- A comprehensive examination plus one additional elective course (3 semester hours).
- Maintain a minimum cumulative GPA of 3.00.
The curriculum for the MA in Education includes a total of 41-44 semester hours and is configured as follows:
A student may opt to take a double emphases in the MA program. In such a case, the student must take five (six for TESOL) additional courses (15-18 credits) from the second area of emphasis. When the student selects the comprehensive examination as the culminating phase, one elective is still required. A double emphasis in an online program requires that the student’s bulletin offers multiple emphases.