MASTER'S DEGREE, M.ED.

M.Ed. Environmental Literacy (32 units)

Responding to the California Department of Education’s document, "A Blueprint for Environmental Literacy: Educating Every Student In, About, and For the Environment" (see the CDE Website for more information), the graduate department at TCSJ has developed a new master's degree in education: Environmental Literacy. The concentration will prepare educators who are ready to assume leadership roles in STEM with particular expertise in Environmental Literacy. Further, we will prepare educational leaders who are able to address SB720 which was signed into law September 13, 2018 relating to environmental education.

PROGRAM DESCRIPTION

The Environmental Literacy M.Ed. coursework provides a close examination of the intersection between peoples, societies, and natural systems, and how to relate within those systems in a humble, sustainable manner. Educators learn to develop integrated curricula and learning opportunities that nurture PK-12 students' understanding of the natural world outside the classroom, expand critical thinking skills, and prepare engaged citizens. Graduates have expertise in developing, implementing, and sustaining capacity building plans for an Environmental Literacy program within an organization, such as a school district.

Coursework

  • CURR341 Preparing Students for the 21st Century (3)
  • STEM320 Research in the STEM Classroom (3)
  • CURR345 Teacher Action Research (3)
  • CURR384 Writing a Literature Review (2)
  • STEM387 Masters Project in Environmental Literacy (4)

STEM351: Environmental Phenomenology (3)
Place-based investigations to discover and model local environmental phenomena provide opportunities to build capacity and non-deficit thinking. The Environmental Principles and Concepts (EPCs) are introduced and used to help design inquiry-based activities that take students outside the classroom. Useful community and everyday resources are identified which enhance the quality of environmental education, with emphasis placed on opportunities to participate in community science and impact local and global environments.

STEM370: History: Environmental Influences (3)
Examination of historical evidence from multiple sources regarding environmental policies and practices is the focus of the course. Why and how the Earth's topography and humans' access to natural resources have influenced inequities and biases within societies, and how humans have impacted the environment over time frame the coursework. The Environmental Principles and Concepts (EPCs) and the K-12 California History and Social Science framework also helps inform the study of relationships between humans and the natural environment.

STEM344: Lesson Study Environmental Principals and Concepts (2)
The purpose of this course is to build knowledge and expertise related to the theory and components of effective lesson design. Educators work with peers to co-design, teach, and reflect upon an integrated lesson designed to address Environmental Principles and Concepts, National Wildlife Federation (NWF) Pathways to Sustainable Development, and/or the United Nations Educational, Scientific and Cultural Organization (UNESCO) Sustainable Development Goals.

STEM343: Curriculum for Developing Environmental Literacy (3)
Educators learn to develop and assess integrated curricula and learning opportunities that nurture PK-12 students' understanding of the natural world outside the classroom and expand critical thinking skills. Beginning with local challenges in the environment, candidates create units that connect human and environmental systems. The units focus on enhancing learning outside the classroom, they are tied to Environmental Principles and Concepts, National Wildlife Federation Pathways to Sustainable Development, and/or UNESCO Sustainable Development Goals, and they integrate the history of local land use.

STEM375: Actions for Change: Environmental Solutions (3)
"They wanted to bury us, but they didn't know that we were seeds" ~ Mexican Proverb.

Development of engaged citizens prepared to navigate and influence the local, national, and global landscape is the purpose of this course. Candidates will be challenged to learn how to engage their PK-12 students to act collectively for shared outcomes, analyze and use social media to examine science with a social justice perspective, and understand the impacts of individual beliefs about land. Educators learn to use Design Thinking with their PK-12 students as they engage with their community to create solutions to local environmental concerns. PK-12 students' Environmental Literacy is fostered as they wrestle with questions such as: How do we assess the health of the environment? What is the capacity of our natural systems? How might we adjust to pollution?

STEM380: Building Capacity for Sustainability (3)
"It's amazing what you can get done if you don't care who gets the credit." ~ H. Truman

Organizational and systems theories that identify structures needed for sustainability of initiatives within school districts provide a focus for this course. Students build a Plan of Action that addresses leadership strategies for rollout, establishes community support, includes strategies for dealing with local, state, and national political stressors, identifies grant opportunities, builds capacity throughout the district, and develops a shared vision statement. Ensuring that PK-12 students have access to equitable learning focused on local, relevant and actionable environmental concerns requires teachers who are empowered with resources, supported to take learning outside, and have access to local partnerships.

2018/2019 Tuition

Master's Degree Program Fees as of June 1, 2018


Application Fee (non-refundable)

Waived for IMPACT candidates.

$50

Environmental Literacy
$460 per unit x 32 Units

$14,720

Admissions Criteria

Masters Project

M.Ed. Candidates: Candidates pursuing their M.Ed. in Early Education, Educational Inquiry, Educational Leadership and School Development without an Administrative Services Credential, Special Education, or Science, Technology, Engineering, and Mathematics (STEM); are required to complete a Masters Project as their capstone assignment for the masters program. Each candidate will work with an advisor to determine an appropriate culminating project. The project will culminate in a written document suitable for an educational audience. This project will be presented to his/her masters committee for evaluation prior to graduation. The masters committee will include the candidate’s advisor, two faculty members, a member of the greater educational community, and at least one fellow student.

Candidates in the Educational Leadership and School Development with an Administrative Services Credential M.Ed. are required to complete a Literature Review (CURR384) on a related topic appropriate for administrators, as well as an Administrative Portfolio, as their culminating project.

Continuous Enrollment for the Masters Project: It is expected that most students will complete the Masters Project in 1-2 semesters. Enrollment in CURR385, EADM385, ECED385, SPED385, or STEM385 (4 units) is for those semesters. Students who require more time must pay for and enroll in CURR385a, EADM385a, ECED385a, SPED385a, or STEM385a (1 unit) for each additional semester needed to complete the Masters Project. Enrollment must be continuous. This option is not available for students who received a failing score on a completed project. In the event of a failure, students may re-enroll in CURR385, EADM385, ECED385, SPED385, or STEM385 and complete a new project.

Candidates in the Educational Leadership and School Development with an Administrative Services Credential M.Ed. are required to complete a Literature Review (CURR384) on a related topic appropriate for administrators, as well as an Administrative Portfolio, as their culminating project.

Joel Blomenkamp, Ed.D.

Joel has a BA in Social Science, M.A. in Educational Leadership and an Ed.D. in Instructional Leadership. He holds a single subject credential and an administrative credential. Joel has professional expertise in establishing and implementing CTE academies and all the implications to designing and implementing integrated curriculum (CTE and core academic content). His research interests include career academies, curriculum design and teacher effects on student engagement and achievement. Joel helped design the masters core courses at TCSJ and has taught at the college from it’s inception.Joel helped design the masters core courses at TCSJ and has taught at the college from it’s inception.


Katherine Burns, M.Ed.

Katie has a BA in Sociology, M.Ed. in Educational Inquiry and STEM, and is currently pursuing her Ed.D. at UOP. She holds multiple subject and science credentials, as well the MIAA. Her professional interests and expertise include STEM, PBL, middle school students, charter and rural school settings, and PLCs. Katie has a wide research background that includes under-served student populations, equity, goal-setting, inquiry learning, impacts of poverty on learning, and the effects of professional learning on teacher performance.


Shane Conklin, Ed.D.

Shane has a BS in Cultural Anthropology, M.Ed. in Educational Leadership, and studied Autism in Early Education for his Ed.D. in Curriculum and Instruction. He holds a single subject credential in social science. His professional interests and expertise include K-12 principal positions, Positive Behavior Intervention Support (PBIS), and Autism in elementary education. Shane’s research interests also include action research, autism, and the effects of teachers’ professional learning.


Natalie Dragoo, M.Ed.

Natalie has a BA in Liberal Studies with a concentration in Special Education, and a M.Ed. in Educational Inquiry. She holds Educational Specialist credentials in Early Childhood as well as in mild/moderate and moderate/severe. Her expertise and professional interests are focused on early childhood autism and the current evidence based practices. She avidly follows current research regarding blending structured and naturalistic evidence based interventions with young children with autism.


Amanda Gomez, M.Ed.

Amanda has a BA in History from UC Davis, and M.Ed in Educational Leadership. She holds Education Specialist credentials for both Mild/Moderate and Moderate/Severe. Her professional interests and expertise consist of working with students with Emotional Disturbance, curriculum development, PBLs, technology, and professional development/learning. She has experience researching administrative strategies and helping TCSJ students hone their research and writing skills.


Andrew Griggs, M.Ed.

Andrew has a BS in Food Management and a M.Ed. in Educational Inquiry. He holds a CTE credential and is keenly interested in research focused on school reform, CTE, personalized learning, and authentic assessment. Andrew has expertise in designing curriculum that integrates CTE and core academic content, and long term success with increasing students’ reading comprehension using expository text.


Sheila Harrison, Ed.D.

Sheila has a BS in physical education and biology, M.S. in Educational Administration, and Ed.D. in Organizational Leadership. She has taught science, P.E., and dance, served as a high school principal, and held several high level positions at the district level (Personnel, Instruction, and Educational Services). Sheila enjoys teaching our literature review and personnel courses. Her research interests include pedagogy for teaching science and effective leadership in education.


Elizabeth Jara, M.A.

Elizabeth has a BA in Liberal Studies with a concentration in Special Education, a MA in Special Education, and is currently working on her doctorate in Specialized Educational Leadership with a cognate in Curriculum and Instruction. She has multiple subject and education specialist credentials and is currently in her 20th year of teaching in a special education setting. Her professional expertise includes working with emotional disturbance and mental health diagnoses for grades 7 – 12 students. She has can support and advise candidates who are studying all implications and considerations of an education specialist. Beth’s research interests include reflexivity, analysis and change of philosophical and theoretical programming practices for students with emotional disturbance, resilience building, academic and social-emotional outcomes for ED students, effects of education specialist teacher training and preparation, systems theories for student outcomes and retention of quality teachers, SWPBIS, and MTSS.


Crescentia Thomas, Ed.D.

Crescentia has a BA in Psychology, M.A. in Education, with an emphasis on Special Education, and Ed.D. in Educational Administration. She holds an education specialist credential. Her professional interests and expertise include special education design and curriculum interventions, teacher efficacy, cultural proficiency, group processes/ collaboration, special education law, and teacher leadership. Crescentia’s research interests include peer mentoring, curriculum interventions, social capital, cultural capital, teaching minority and disadvantaged youth, and addressing equity and access for all students.


Yvonne Thornton, M.Ed.

Yvonne has a BA in Mathematics and M.Ed. in Educational Leadership. She holds Education Specialist credentials for both Mild/Moderate and Moderate/Severe. Her professional interests and expertise include working with the ED student population, instructional technology. Yvonne has research background in social-emotional learning and developing mathematical mindsets in students.


Sylvia Turner, Ed.D.

Sylvia has a BA in mathematics, M.Ed. in Educational Leadership, and Ed.D. in Mathematics Education. She holds single subject credentials in mathematics and music, as well as a multiple subject credential. Her professional interests and expertise include curriculum design, PBL, action research, program evaluation, STEM, and professional learning. Sylvia’s research interests include effects of interventions, effects of poverty on learning, professional learning impacts, impacts from teacher action research, and discourse.


Sharon Wieland, Ph.D.

Sharon has a BA in English and a Ph.D. in English. She taught for many years and her professional interests and expertise include teaching writing, qualitative research methods, second language learning, and professional learning for teachers, administrators, and non-profit organizations. Sharon’s research interests and studies include teacher as researcher, whole school improvement, teaching writing, author authority in k-12 students, English language development and migrant education.


Logan Williams, Ed.D.

Logan has a BA in Business Information Systems, a M.A. in Educational Leadership, and an Ed.D. in Curriculum and Instruction. She was a Special Education para and a multiple subject teacher for many years. Logan has also served as the Title One Teacher at a K-6 school, vice-principal at a middle school and is currently an elementary site principal. Logan’s research interests and studies include at-risk youth, early intervention, family engagement, and the effects of social and emotional health on achievement and engagement in school. Logan has a keen interest in helping at-risk K-8 students realize their potential.

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