Educational Studies

Master’s Program Handbook

When policy changes occur at the University or College level, they supersede the information contained in this handbook. Please consulttheUC Graduate School Handbookfor the university-level policies and theCECH Graduate Policies for the college-level policies. International students should consult the UC International Services.

Educational Studies Graduate Program

Section 1: Program Overview

Program Mission

Program Concentrations

Educational Psychology and Child Study

Foundations of Education and Social Change

Applied Research Methods

Section 2: Admission Requirements and Application Procedures

Section 3: Financial Aid and Scholarship Opportunities

Types of Awards

Criteria for Termination of Financial Aid

Section 4: Coursework

Program Core Courses

Concentration Specific Required Courses

Master’s Thesis/Project

Section 5: Graduation Information

Section 6: Faculty

Section 1: Program Overview, Mission Statement and Program Concentrations

Program Overview:

The MA in Educational Studies is a 30 credit hour program.The program has a 15 credit hour common core and 15 credit hours of guided electives within one of three concentrations, Educational Psychology and Child Study, Foundations of Education and Social Change or Applied Research Methods (note: students may take courses across tracks if supported by an academic advisor).The core includes foundation coursework in introductory statistics, research methods, human learning, and foundations of education and social change.All students must successfully complete either a master’s project or formal master’s thesis to graduate.

Program Mission:

The Master of Arts in Educational Studies is a multi-disciplinary graduate degree program designed to provide students with greater understanding of the foundations of education, learning, development, and research in education and social change.Students may choose between three concentrations, Educational Psychology and Child Study, Applied Research Methods, and Foundations of Education and Social Change.

Program Concentrations

A.)Educational Psychology and Child StudyConcentration

The Educational Psychology and Child Study concentrations focus on an interdisciplinary approach to understanding human development and learning that includes theory and research from the fields of developmental psychology, cognitive science, neuroscience, and early childhood education. Course workofferstheoreticalandpracticalexaminationsofage-related andindividualdifferencesthat emergeinfactors affecting physical, behavioral,social-emotional,cross-cultural,biological, cognitive,and personality developmentandlearning.Theinfluencesoffamily,community,andsocial environmentsarealso examined.

B.)Foundations of Education and Social Change Concentration

The Foundations of Education and Social Change concentration reflects the interdisciplinary, community-engaged, and problem-focused nature of action research with a mission to “promote social justice and strengthen communities, locally and globally, by advancing research, education, and action through participatory and reflective practices.”

C.)Applied Research Methods Concentration

Within the Applied Research Methods concentration, students will learn the understanding, application and development of quantitative methodologies and/or mixed research as tools to gather evidence in the field of education and other social and behavioral sciences. Students may also acquire certificates in Assessment and Evaluation, Developmental and Learning Sciences, or others depending on academic interests.Note: certificates may require additional coursework.

Section 2: Admission Requirements and Application Procedures

Admission Requirements

  1. Official transcripts: Official transcripts documenting completion of a Baccalaureate Degree from an accredited college or university.
  2. GPA: A preferred minimum undergraduate grade point average of3.0 [on a 4.0 scale]. Note: undergraduate GPA’s below 3.0 require a waiver from the Graduate School.
  3. TOEFL: The Test of English as a Foreign Language (TOEFL), or successful completion of ELS Level 112, is required of all applicants whose native language is not English. A minimum TOEFL score of 550 (paper test), 213 (computer--based test), or 79--80 (internet--based test); or a minimum score on the Test of Written English (TWE) of 4.5; or a minimum score of 50 on the Test of Spoken English.
  4. Letters of Recommendation: Three external recommendations addressing academic and professional background and accomplishments.
  5. Goal Statement: A goal statement describing academic credentials and professional experiences relevant to a degree in Educational Studies; interests and experiences that match expertise available among Educational Studies faculty; and a commitment to education, and diversity.

Application Procedures

An Application for Graduate Study must be completed and returned in accordance with the directions and must be accompanied by the appropriate application fee. The first step in application for graduate study is to complete the online application at:

Official transcripts must be sent to the School of Education:

Ms. Beverly Reese, Administrative Secretary

School of Education

College of Education, Criminal Justice, & Human Services

University of Cincinnati

P. O. Box 210022

Cincinnati, OH 45221-0002

The application is not complete, and cannot be reviewed, until the School of Education has received all of the following:

  1. A cover letter clearly stating to which program concentrationthe application is being made.
  1. A statement of the applicant's academic and professional goals, approximately two pages long. This writing sample will be used as one of the criteria for evaluating the application. The applicant should explain specifically what areas s/he would like to study so that an appropriate advisor may be assigned to the applicant if admitted into the program.
  1. A resume relevant to academic and professional data. It should include the applicant's name; address; phone; email; colleges attended with degrees, dates conferred, and grade point average; employment history; professional experience; present employer; and names of references.
  1. Three letters of recommendation from people familiar with the applicant’s academic and professional abilities. If possible, at least one letter should be from a faculty member in higher education. Those writing letters should explain who they are, their relationship to the applicant, and what they know of the applicant’s academic and professional abilities. The applicant should be prepared to provide the recommenders e-mail addresses in the electronic application. Since recommenders are not prompted to submit their letters until the electronic application has been submitted, and application fee paid, it is wise to encourage recommenders to prepare their letters in advance so that they can upload them immediately upon receipt of the prompt.
  1. Official transcripts showing all undergraduate and graduate course work completed, including degrees granted and dates of degrees. Applicants whose previous degrees were earned at the University of Cincinnati may substitute "on-campus" transcripts.

International student applicants are required to provide specific information about their transcripts or degree programs to facilitate the applicant review process, including transcript translation and evaluation by a recognized translation/evaluation agency. The Test of English as a Foreign Language (TOEFL), or successful completion of ELS Level 112, is required of all applicants whose native language is not English. Expectations for TOEFL scores are a minimum of 550 (paper test), 213 (computer--based test), or 79--80 (internet--based test); a minimum score on the Test of Written English (TWE) of 4.5; and a minimum score of 50 on the Test of Spoken English. The TOEFL must have been taken within the two--year period preceding admission. The University of Cincinnati maintains an International Student Services Office (ISSO), which serves international students attending the University.

For questions regarding international student information, contact the International Student Services Office at (513) 556-4278, .

Application Deadlines

Applications open one year in advance of commencement of the term to which one applies and will be reviewed per the following timeline:

If your completed application is received by this date / Then your application will be reviewed during this month / For admission in this semester (or later) / And a decision letter will be sent to you on or near this date:
October 15th / November / Spring Semester or later / November 30th
March 15th / April / Fall Semester or later / April 30th

*International students are encouraged to apply for fall admissions.

Notification

The program reviews the applicant's materials and informs the applicant of its decision after completing the review. If the applicant is accepted, applicants must notify the program in writing of their intent to enroll. An academic advisor will be assigned and it will be the applicant's responsibility to set up an appointment with his/her advisor prior to registering for courses. If the applicant is not accepted, the program will notify the applicant by letter of this decision.

PLEASE NOTE: APPLICATION MATERIALS WILL NOT BE RETURNED TO THE APPLICANT. THIS INCLUDES, BUT IS NOT LIMITED TO, GRE AND TOEFL SCORES, TRANSCRIPTS, AND RECOMMENDATION LETTERS.

INCOMPLETE APPLICATIONS WILL NOT BE PROCESSED.

In addition, various policies may change at the University and/or College level. The Educational Studies Graduate Program will do its best to update the information provided in this document, but it is always the students’ responsibility to consult their advisors and the School, College, and University policies for any possible changes and additional information. Each student is assigned an advisor. Important websites to check regularly are: and .

Section 3: Financial Aid and Scholarship Opportunities

Financial Aid and Scholarship Opportunities

The Graduate School awards University Graduate Scholarships, Graduate Assistantships and several special scholarships and fellowships to graduate students each year. Many of our graduate students receive significant financial aid in the form of stipends and tuition scholarships. For more detailed information about financial aid and scholarships, please visit the UC Graduate School website:

On a limited basis, financial awards are available to students through the School of Education. Applications are available by calling or visiting the School of Education, 615 Teachers College Building, (513)556-3599.

Graduate Incentive Scholarship Awards (GIA)

The GIA offers tuition scholarship and is available to both full and part-time students during the academic year and summer. These scholarships are competitive, dependent on availability of funds, and are awarded on a year-to-year basis.

Graduate Assistant Scholarships (GAS)

The GAS award generally provides full tuition and a monthly stipend. GA positions are limited and highly competitive. Awards are based on merit and are offered to full-time students at advanced levels of doctoral and master’s study. GAs may be associated with research, teaching, or administrative responsibilities within the School of Education, for a total of up to 20 hours per week.

*Criteria for the Termination of Financial Aid:

According to University policy, termination of financial aid may be justified for substandard academic performance, lack of satisfactory progress in your program, or academic misconduct, including plagiarism. In the School of Education, substandard academic performance is defined as follows:

1.More than three I’s, IP’s, and N’s on a transcript. Students who have more than three such grades will have to provide the reasons in writing. A determination will then be made regarding continuation of financial aid.

2.Any grade below a C.

3.A grade point average below 3.0 by the end of the academic year prior to their application for financial aid.

Please note that acceptance and retention of financial aid awards is contingent on satisfactory academic performance and progress toward the degree

Section 4: Program Curricula

Educational Psychology and Child Study Concentration Curriculum

  • EDST7003Introduction to Educational Studies
  • EDST7000Introduction to Research Methodology
  • EDST7010Statistical Data Analysis I
  • EDST6060Human Learning
  • Students will complete a Master's Project OR Master's Thesis, 1 – 6

1 of the following required Human Development courses:

  • EDST 7031 Human Development: Early & Middle Childhood OR
  • EDST 7032 Human Development: Adolescence OR
  • EDST 7034 Human Development: Lifespan

Or course approved by advisor

1 of the following Child Study courses:

  • ECE 7092 Contemporary Issues in Child Study
  • ECE 7097 Learning Through inquiry

Or course approved by advisor

AND

  • EDST 6099 Applied Research in Developmental and Learning Sciences
  • EDST 7030 Childhood to Adolescent Development
  • EDST 7031 Human Development: Early & Middle Childhood
  • EDST 7032 Human Development: Adolescence
  • EDST 7074 Human Development: Lifespan
  • EDST 7094 Self-Concept and Achievement
  • EDST 7095 Motivation and Cognition
  • EDST 8035 Introduction to Cognitive and Learning Sciences
  • EDST 8036 Brain Development, Cognition, & Learning
  • EDST 8037 Cognitive Development
  • EDST 8038 Cognition and Culture
  • EDST 8039 Mathematics Cognition
  • EDST 8061 Guided Research Experience
  • EDST 8071 Individual Study in Educational Studies
  • EDST 9089 Seminar in Educational Studies (with DLS core faculty)
  • ECE 7032 Environments as the Third Teacher
  • ECE 7066Nature Playscapes: Designs for Play and Learning
  • ECE 7086 Readings in Early Childhood Education
  • ECE 7087 Individual Study in Early Childhood Education
  • EDST 6061 Ed Sex-Roles Stereotypes
  • EDST 6062 Liberation Philosophy
  • EDST 7001 Politics of Education
  • EDST 7020 History of Education
  • EDST 7021 Philosophy of Education
  • EDST 8048 Research seminar Oral History
  • Courses from the Educational and Social Change and Applied Research Methods concentrations may also be selected with advisor approval.

Education and Social Change Concentration Curriculum

  • EDST7003Introduction to Educational Studies
  • EDST7000Introduction to Research Methodology
  • EDST7010 Statistical Data Analysis I
  • EDST6060 Human Learning
  • Students will complete a Master's Project OR Master's Thesis, 1 – 6

1 of the following required Theoretical Framework courses:

  • UEL 9010 Theoretical Foundations of Urban Educational Leadership
  • EDST 7046 Critical Pedagogy

Or course approved by advisor

2 of the following required Practice Oriented courses:

  • EDST 7045 Community-Based Participatory Research
  • EDST 7043 Practitioner Action Research
  • EDST 7093 Learning in Groups

Or course approved by advisor

AND

At least 2 guided elective courses(offered on a rotational basis – check with advisor for scheduling)

  • EDST7040 Relational Context of Teaching and Learning
  • EDST7041 First-person Action Research
  • EDST7042 Appreciative Inquiry
  • EDST7043 Practitioner Action Research I
  • EDST 7053 Practitioner Action Research II
  • EDST7044 Action Research and Feminist Theory
  • EDST7045 Community-Based Participatory Research
  • EDST7046 Critical Pedagogy
  • EDST7047 Arts-based Action Research
  • EDST 7093 Learning in Groups
  • EDST8001 Ethics in Education and Community Research
  • EDST8017 Organization Development in Education
  • EDST 8053 Feminist Qualitative Methodologies
  • EDST8021 Action Research I
  • EDST 8022 Action Research II
  • EDST 7021 Philosophy of Education
  • EDST 7001 Politics of Education
  • EDST 8048 Research seminar Oral History
  • EDST 6061 Ed Sex-Roles Stereotypes
  • EDST 4089 EDST Directed Study
  • EDST 6062 Liberation Philosophy
  • EDST 7020 History of Education

Or course approved by advisor

Applied Research Methods Concentration Curriculum

  • EDST7003 Introduction to Educational Studies
  • EDST6060 Human Learning
  • EDST7000 Introduction to Research Methodology
  • EDST7010, Statistical Data Analysis I
  • EDST 7011 Statistical Data Analysis II
  • EDST 8034 Measurement and Assessment
  • Students will complete a Master's Project OR Master's Thesis, 1 – 6

At least 3 guided elective courses; minimum of 2 must be taken within QMRM area:

  • EDST 8041Multivariate Data Analysis
  • EDST8043 Reading Advanced Quantitative Research
  • EDST8051 Qualitative Research 1
  • EDST8052 Qualitative Research 2
  • EDST8080 Quantitative Research Synthesis
  • EDST8081 Mixed Methods Research 1
  • EDST8082 Mixed Methods Research 2
  • EDST8086 Experimental and Quasi-Experimental Research
  • EDST8087 Multilevel Modeling in Education
  • EDST8088 Item Response Theory
  • EDST8089 Structural Equation Modeling
  • EDST9089 Seminar in Educational Studies (with QMRM core faculty)
  • EDST8091 Quantitative Research Seminar I: Design
  • EDST 8092 Quantitative Research Seminar II: Data Collection and Analysis
  • EDST 7021 Philosophy of Education
  • EDST 7001 Politics of Education
  • EDST 8048 Research seminar Oral History
  • EDST 6061 Ed Sex-Roles Stereotypes
  • EDST 4089 EDST Directed Study
  • EDST 6062 Liberation Philosophy
  • EDST 7020 History of Education
  • (Select Education and Social Change courses)
  • (Select Educational Psychology and Child Studies courses)

M.Ed. Culminating Experience Information

Option 1: Master’s Degree in Educational Studies Project

The Master’s Project is an option for candidates who view the MA as a terminal degree. Most candidates are involved in on-going professional development, and many candidates hold positions in which they are responsible for curriculum development, program design, or policy development for their programs, schools, or districts. The Masters Project option allows candidates to use the culminating experience to demonstrate and improve their expertise in these areas.

Step 1: Consult with your Advisor. You should consult with your advisor well in advance of registration regarding your choice of a project as a culminating experience. You will need to have an initial discussion with your advisor to determine the general parameters of the project.

Step 2: Form a Master’s Project Committee. A Master’s Project Committee is comprised of at least two faculty members. After discussing your project idea with your advisor, select another faculty member from your program (in consultation with your advisor) to form your Master’s Project Committee. You will need to discuss the proposed project with the potential Committee member so that he or she can make an informed decision regarding Committee membership. Normally the candidate’s advisor chairs the Project Committee unless the Committee makes other arrangements.

Step 3: Write the Master’s Project Proposal. Using any feedback you receive from your Committee members, and using the format outlined below, provide your Committee with a formal Master’s Project Proposal, which includes a tentative calendar for project completion.

The guide below describes the structure / components of a project proposal.

Master’s Project Proposal Format

Introduction, Background, and Statement of the Focus / Intent of your Master’s Project:

Provide your readers with an introduction and some pertinent background information. Describe the focus or intent of your Master’s Project and/or identify a specific issue, problem, or concern you will address.

Theoretical Framework and Review of the Related Research:

(a)What will you use as a theoretical framework?

(b)Review (rather than summarize) the research literature that is relevant to the specific focus of your Master’s Project. Demonstrate the relationship between your literature review and the issue, problem, or concern you will address in your Master’s Project. Are you aware of any research that is contradictory to this perspective?

Methods, Procedures & Timeline: Describe the procedures you will follow to complete your Master’s Project. Outline what you will do in detail. As appropriate, include information on the setting or context, participants, procedures, data sources, and any analysis / reflection you intend to complete. Will you conduct any interviews? What artifacts will you collect and examine? How are the various artifacts and documents related? How will each set of artifacts be analyzed or examined? Help your reader understand how your project focus, data sources, artifacts, participants, and the nature of your analyses are linked. Provide a timeline for the Master’s Project.