School of Education and Psychology
Debbie Muthersbaugh, Dean; Brian Hartman, Linda Ivy, Amanda Ramoutar, Maria Bastien Valenca.
The School of Education and Psychology offers two master’s degree programs - the Master of Education (M.Ed.) and the Master of Initial Teaching (M.I.T.).
The Master of Education (M.Ed.) degree is designed for educators whose goal is to improve or expand the area of their professional performance, and to provide leadership in teaching or administrative roles at the K-12 level.
The M.Ed. includes applied or research-based routes to be selected in consultation with an advisor. The applied route is primarily coursework-based yet provides opportunities for application through a practicum and an application project. The research route combines coursework and practicum with the opportunity to conduct a full research-based project.
The Master of Initial Teaching (M.I.T.) program is intended for those with a bachelor’s degree that want teaching certification in either elementary or secondary.
GRADUATE DEGREES
Master of Education (M.Ed.) with concentrations in the following areas:
- Teaching and Learning
- Educational Leadership
- Literacy Instruction
- Special Education
- *Individualized Area
Master of Initial Teaching (M.I.T.) in the following areas:
- Instruction with Certification (Elementary)
- Instruction with Certification (Secondary)
- Instruction with Certification (Secondary) 1-year
*Individualized Area Description
Most options sufficiently meet individual needs. However, an applicant wishing to pursue an area other than those listed above may submit an individualized program proposal to the School of Education and Psychology and to Graduate Council. The proposed program should consist of 45 credits or more, depending on the focus of study and the advisor’s recommendation. At least 24 quarter hours must be core courses that support the area selected in consultation with the student’s graduate advisor. It is recommended that the program include no more than 3 courses below the 500 level. However, exceptions may be made for unusual program needs. Additional credits needed for completion of the degree shall be selected in harmony with the degree requirements specified in this bulletin. An individualized program must be approved by vote of the School of Education and Psychology and Graduate Council before it is implemented. To avoid confusion with existing degree programs, the graduate student and his or her advisor must devise a unique name for the individualized degree program.
Admission to Graduate Programs in Education. In addition to the general admission requirements listed earlier in this bulletin, the School of Education and Psychology requires three professional references and a personally prepared statement of philosophy and purpose (see guidelines below). An interview with one or more School of Education and Psychology faculty members may also be required. The quality of the statement of philosophy and the three professional references are significant factors in the decision process.
Educational Philosophy. In one page, summarize your beliefs and views on the following topics in education: the purpose of education, the role of teachers, students, and curriculum, as well as classroom management and discipline.
Statement of Purpose. Address the areas described below in 2 pages or less.
- Briefly address your motivation to pursue graduate study in education.
- What career goals and experiences will contribute to your success as a graduate student and professional educator? What professional contributions to do you hope to make in the field of education, including that of your own teaching and learning practice?
- Share some of the characteristics that demonstrate your potential as a graduate student in education. For example, skills in, and experiences with: collaboration with others; leadership ability; communication and language skills; awareness of personal biases and privileges, as well as the ability to empathize with others; and your overall teaching and learning experience as a P-16 educator (and/or other non-traditional teaching and learning practice).
- What do you see as your strengths and areas for growth? How might graduate study be supported by your strengths and provide opportunities for growth?
Prerequisites Applicable to All Programs. In addition to general admission requirements described elsewhere in this bulletin, candidates for degrees in the School of Education and Psychology must meet the following prerequisites: courses in both educational philosophy and child development, and a minimum of one year classroom experience and/or additional information regarding non-traditional experience with school-aged (P-16) children and adolescents. Deficiencies may be removed after admission to graduate study, but any credit earned thereby will not apply to minimum degree requirements. A plan for the removal of all deficiencies, must be approved by the School of Education and Psychology faculty. All deficiencies and program requirements must be satisfied before the degree is granted.
Requirements. A Program of Study prepared on an official form must be approved by the dean or program director and submitted to Graduate Council at least two quarters prior to completion of the program. Official approval of this program will be acknowledged by a letter from the Dean of Graduate Studies. Forms for this purpose are available in the School of Education and Psychology office. All courses included in the degree program must be approved by an advisor assigned by the School of Education and Psychology. Any changes in the study program must be documented on a Program Change Form and require the signatures of the advisor, program director and the Dean of Graduate Studies. Unless specifically approved by Graduate Council, courses numbered below 350 will not apply for graduate credit.
Second Master's Degree. If degree requirements overlap with work already taken, a student seeking a second master's degree may petition Graduate Council for some reduction in the total number of required credits. A second degree must contain a minimum of 30 quarter hours, and include a professional project originated and completed within this School of Education and Psychology.
Teacher Certification. Walla Walla University is a state and denominationally approved teacher education institution; and, as such, is authorized to recommend students for initial certification in the State of Washington and provides support in application to the North American Division of Seventh-day Adventists. The School of Education and Psychology can also assist students who seek to renew their certificate or wish to apply in another state or province. Since certification requirements are subject to frequent change, students seeking to qualify for either residency or continuing/professional certification should consult with their advisors, the Certification Officer, or the Dean of the School of Education and Psychology early in their programs. Information on teacher certification requirements, including appropriate check sheets and other aids, is available from the Certification Officer.