Secondary Education (Teaching Advanced Academics) (MEd) Online

Secondary Education (Teaching Advanced Academics)

Innovative program designed to help individuals and organizations meet the increasing demand for college transitional programs in high schools.

Program Overview

Many school districts offer advanced academic programs that allow students to receive college credit while still in high school (e.g., Advanced Placement, International Baccalaureate, Early College High School models). This concentration is designed for certified teachers who want the credential to teach and lead in these programs. Graduate students in this program complete curricular coursework in advanced academics and in a specific content area.

Course Work

Graduate students in this program complete 18 hours of coursework in advanced academics and 18 hours in a specific content area. Advanced academics courses address:

• Preparing educators to teach college courses to high school students who are developmentally in a different place than college students by:
• Comparing characteristics of postsecondary learners with those of secondary learners
• Exploring how postsecondary institutions actively teach learning strategies and develop critical thinking skills
• Identifying teaching practices that can effectively develop postsecondary critical thinking skills in a high school setting 
• Knowledge and skills for teaching excellence in dual credit/early college high school teaching and learning by:
• Examining factors creating racial, ethnic, socioeconomic, and other barriers to equitable participation in dual credit classes
• Supporting high school experiences that accurately reflect instructors’ abilities to deliver college-level content and skills
• Systems, organizational, and advisory expertise of how dual credit teaching fits into the P-16 ecosystem by:
• Understanding the role and influence of P-12 and postsecondary relationships
• Analyzing policies and best practices that inform the way students are advised through dual credit programs
• Developing leadership skills essential for successful dual credit programs at the campus and district levels

The remaining 18 hours of coursework are dedicated to a specific content area (e.g., Math, Political Science, History, or English). These courses are content-based rather than curriculum-based, satisfying the current accreditation requirements for post-secondary instructors.

Program Details

The degree programs do not require teacher licensure or prior courses in specific areas for admission.

Program Mission

The mission of the graduate secondary education program is to prepare culturally responsive educators at an advanced level to meet the challenges of the 21st century by:

• enhancing instructional, leadership, inquiry and collaborative expertise
• expanding knowledge, understanding and application of current research
• using technology to make advancements in the teaching-learning process

Career Options

Graduates are well-positioned for teaching college courses at both the high school and postsecondary level. While the focus of the program is to prepare teachers to become dual credit/dual enrollment instructors, graduates will also be positioned to fill adjunct or per course faculty positions at community colleges and undergraduate programs at four-year universities. Graduates will be credentialed to teach postsecondary courses in the content area they choose (e.g., Math, History, etc.) as well as education courses. This program also prepares graduates to succeed in campus and district administrative positions related to dual credit/enrollment or advanced academics.

Program Faculty

Graduate secondary education faculty are nationally recognized leaders and scholars in education. Through their peer-reviewed publications and presentations at national and international conferences, grant writing and awards, and service as officers and board members of professional associations, they bring a wealth of academic and professional experience to the program. They engage in advanced academics research on teacher identity, liminal pedagogies, and student supports in the secondary classroom.