| As of March 2015, admissions to LTET are closed and a new non-licensure program is being developed. Existing LTET students will be advised through to graduation under the requirements on this wiki. A Transformative Education concentration in the Critical & Creative Thinking (CCT) graduate program (see http://bit.ly/CCTTE) has been designed to accommodate new students interested in LTET. For more information about CCT please visit http://www.cct.umb.edu or email cct@umb.edu to request a phone meeting. |
Learning, Teaching & Educational Transformation
(non-licensure M.Ed. track)
"providing students with knowledge, tools, experience, and support so they can become constructive, reflective agents of change in education within traditional and non-traditional roles and settings, from a social justice perspective and by embedding reflection within their practice"| Upcoming Courses, Requirements & Graduation, Joining from/with other tracks, Transfering credits, Capstone Options, Advisors, Checklist for students, Profiles of LTET Graduates, Program developments |
| Welcome to new and prospective LTET students -- and Hi to current students. The description to follow conveys the goals of the LTET track* and its openness to a broad vision of education. Upcoming courses may be taken by prospective students as well as those who have matriculated or transferred into the track. Please take time to read requirements for courses and capstone options -- and for transferring into the track if that is what you are considering -- so that your interactions with LTET advisors can focus on educational more than bureaucratic matters. (Printable student handbook) Indeed, please bookmark this webpage so you can refer back to it. (If you do not know your faculty advisor, follow the instructions to arrange this -- or to be reminded who the person is.) (* previously called: "Non-licensure Track in M.Ed." or "Track A") |
Catalog Description
The Master's in Education track in Learning, Teaching, and Educational Transformation allows students to pursue diverse inquiries and practical projects building on a foundation in curriculum development, research and writing, and collaborative action for change and social justice through education. Because this track is designed for individuals who do not wish to be certified in Massachusetts (or who are already certified), it helps students work in a broad range of education-related professions including those outside of classroom teaching, such as adult- and community-based education, educational research, policy analysis, philanthropy, and advocacy. With assistance from a faculty advisor, students design a sequence of education-related courses to support their specific interests. The current faculty advisors have special interests and experience in Asian American Studies, ethnic studies, urban studies, curriculum studies, teachers as writers, applied behavior analysis, critical and creative thinking, science in its social context, and education in technology-mediated environments.Students in the MEd Track in Learning, Teaching, and Educational Transformation (non-Licensure) will complete a program composed of thirty-three credits of course work and a final capstone. Requirements are as follows:
Four core courses (12 cr.):
One in curriculum organization and innovation (e.g., EDC G 630, 642, 660; CRCRTH 601, 602, 630, 640, 645, 652; BWPEDU 510)
One in research and writing for reflective practice (e.g., EDCG 621, 689, 690; CRCRTH 611, 692, 693; BWPEDU 501, 530)
One in mediation, dialogue, and collaboration (e.g., DISRES 624; CRCRTH 616, 618)
One in urban and social justice education (e.g., EDC G 606, 672; CRCRTH 627, APLING 665).
The choice of core courses must be recommended by the student‘s advisor and approved by the program director.
Seven additional courses, focused on a specific area of interest (21 cr.)
Information is available on suitable upcoming courses at http://www.ci.umb.edu/ltet.
Two upper-level undergraduate courses may be approved by the program director to be counted toward this requirement.
Students may transfer credits from a UMass Boston Graduate Certificate program into this MEd track (subject to the usual condition for transfer credits that the grade must be B or higher). This option is especially relevant for students from the following certificate programs:
Applied Behavioral Analysis, Critical and Creative Thinking, Science in a Changing World Teaching Writing in the Schools, Technology, Learning and Leadership (formerly, Instructional Technology for Educators).
- (new text to appear in '12-14 Graduate Catalog) Under a regular Learning, Teaching & Educational Transformation concentration, students can choose the area of focus for their electives to be the same as a Graduate Certificate they are taking (such as ABA). Alternatively, as has been the case since the track began in the 1990s, students can formulate a focus that prepares them for work in a broad range of education-related professions, such as adult- and community-based education, educational research, policy analysis, philanthropy, and advocacy. A popular concentration is Out-of-School Time education. Four other concentrations are designated for students who include in their LTET courses seven (21cr.) that are required for the corresponding licensure or CAGS tracks: Elementary Education, Middle School Education, Secondary Education, Teacher Leadership.
- The concentrations in Elementary, Middle, or Secondary Education ensure that students address the educational issues deemed important by the licensure programs. The concentration in Teacher Leadership ensures that, in addition to the four core areas of LTET, students address some or all of the following: Organizational Change; Special Education or English Language learner expertise; Content Knowledge (depending on student's content specialty); and Technologically-mediated learning design (which emphasizes learning theory).