209 Morrill Hall
62 College Road
Educational Studies - fully or partially online - Master of Education
The Master of Education in Educational Studies is a master’s degree program that can be completed fully or partially online. Details for the fully online program can be found at the UNH Online website:
Partially and Fully Online Program Description
This program is designed for educators who wish to expand their knowledge of education, improve their educational practice, and positively impact public and private schools. The M.Ed. is also intended to provide a foundation in educational studies for individuals broadly interested in education in a variety of settings, including business, educational and research centers, and national and state agencies. The program provides a context in which participants can develop tools of inquiry to investigate questions about teaching, mentoring, learning and school reform, and to inspire others to work toward educational change. This program does not lead to a teaching or administrative credential.
The 30 – 32 credit program is structured around a knowledge and application core (12 credits) that includes a course on contemporary issues in education, a course on the analysis of teaching, mentoring and learning, and a course on educational research methods. Program participants will also complete four electives (14 - 16 credits), designed to provide depth or breadth to their course of study. Finally, program participants will complete an inquiry project course in which they develop a literature review on an educational issue of their choice, conduct research, and present their findings in the context of the course (4 credits). The program includes flexible options for study, including a fully online option.
Three Core Courses in Education (12 credits)
EDUC 959 Issues in Education (4 credits)
This course replaces the curriculum course with a more general overview of issues in public education, including an examination of the following questions: (1) When and why was public schooling created? (2) Why is public schooling under attack and what are the alternatives? (3) Among those committed to public schooling, what are the competing “schools of thought” on its purposes? (4) Who should decide what children learn in public schools? (5) What are the arguments for and against our nation’s current education reform plan?
EDUC 958: Analysis of Teaching and Learning (4 credits)
This course provides an examination of and reflection on the nature of teaching and learning in both formal and informal contexts. Different theories of teaching and learning are introduced and connected with practice.
EDUC 882: Introduction to Research Methods (4 credits)
This course provides an introduction to research methods in education and the social sciences. Issues from a wide variety of perspectives on research are covered, including the formal procedures employed by experimental psychologists, qualitative perspectives, mixed methods research, as well as techniques used by researchers involved in exploratory investigations in schools and other real-life settings. The design and implementation of research studies is contextualized in current educational and social science issues.
Four Elective Courses
(14 - 16 credits)
Electives (14 -16 credits): Program participants choose a set of four elective courses in consultation with their advisor, reflecting their personal, professional, and academic interests, needs, and goals. The electives are intended to provide breadth and depth to each participant’s course of study. At least two electives must be courses in the Education Department at UNH (8 credits). The other two elective courses may be taken in education, another department at UNH, or another approved institution with the appropriate permission and consistent with Graduate School transfer credit policies (6 – 8 credits, depending on school / department). Electives can be online, hybrid, or face-to-face courses.
Concluding Experience (4 credits)
Inquiry Project (4 credits)
EDUC 884: Educators as Researchers
With the guidance and support of the instructor, program participants will select an issue in education to explore in detail. They will articulate question(s) for inquiry, conduct a literature review related to their question(s), design and undertake their research study, and report their findings. Program participants will present their work within the context of the course. This course should be taken towards the end of your studies.
Students may, with their advisor, develop a concentration (14-16credits) from their electives that provides depth in a selected area. In addition to individual students developing a concentration with support from their advisor, students may choose from a list of suggested concentrations provided below.
List of Suggested Concentrations:
Educational Leadership (Select four courses from the following)
- EDUC 960 Curriculum Development
- EDUC 962 School Finance and Budgeting
- EDUC 965 Educational Supervision
- EDUC 967 School Law
- EDUC 972 Introduction to Educational Evaluation
Core Courses (12 credits)
- EDUC 970 Foundations for Leadership in Higher Education (4 credits)
- EDUC 976 Policy and Governance in Higher Education (4 credits)
- EDUC 897 Students and Higher Education Law (2 credits, online)
- EDUC 897 Faculty and Higher Education Law (2 credits, online)
One choice from the following for the fourth course (4 credits)
- EDUC 964 Human Resources in Education
- EDUC 968 Collective Bargaining
- EDUC 974 Internship (Higher Education)
NOTE: These concentrations have been approved by the Curriculum and the Faculty (2017).
209 Morrill Hall