Concordia University online M.Ed
Anyone here have experience with, or a strong opinion of, the Master of Education in Curriculum & Instruction: English to Speakers of Other Languages (ESOL ) offered online by Concordia University in Portland?
Well, let me rephrase my question.
Concordia says their online M.Ed program is designed for busy working people who don't have any more than 20 hours a week to devote to their studies. And yet it is a one-year program. Rather than your choosing how many courses to take at a time, you're put on a schedule to be done in one year (one course at a time for five weeks each, I believe). I see other online programs that seem similar to me saying that students typically finish them in two or two-and-a-half years.
How does that strike you? Is it reasonable to expect to be able to finish an M.Ed in one year? Does that sound like a more grueling pace than they advertise? Does it make you question the quality of the program?
this university have good reviews about course if you are interested then you can took admission
I know this is a bit late, as the initial post was made a few months ago.
I'm currently enrolled in the CU-Portland M.Ed. fast track (1 year) program and I'm currently on my 7th class. While I'm in a different specialization than the OP asked about (I'm in eLearning/Technology, not ESOL ) the course progression is set up the same and I had a couple people in my cohort for my general studies who were ESOL specialization. It's had its ups and downs, but I'm *mostly* pleased with the program so far.
The program is divided into two parts. The first part, which is 5 classes, covers general teaching theory, character education (it is a Lutheran School after all), educational research, and contemporary issues. The second part covers 4 specialization courses and, depending on what you choose, either a Research project or thesis (which is counted as the fifth course).
In my experience, the courses are all set up pretty much the same way. There's usually two discussions (with replies) and either a third discussion (with replies) or larger paper/project due at the end of each week covering the topics for that week. Each class culminates with a (larger) final project or paper at the end of week five. The classes themselves range from 'ok' to 'pretty good' as far as the instructional design but I have run into a few silly errors that nag the heck out of me. The key for me has been the level of interaction from the instructor. I had one hellish course where the 'instructor' didn't do anything to facilitate the class but acted as a grader and that was it. It was kinda sad, because according to my online research, they were supposed to be a fairly competent teacher ; they just treated the class as a second job that wasn't worth their time, in my opinion.
I'm in my second specialization course right now, and the spec courses seem to be a lot more project driven. In my last course, Teaching in an Online Curriculum, we had to create our own online unit on a topic and then progressively flesh it out by adding technological enhancements and implementing best practices. While there wasn't a lot of actual 'classwork' (sometimes only one discussion in the week) the advancing project took a decent amount of time and attention and I feel that the learning experience I got from the creation process was pretty good.
I've been teaching at the college level (traditional/in-class) for going on two years now and one of the biggest surprises that I've had going through the program is how much I'd learned already about teaching through trial and error. There were a few classes that pinpointed methods I'd had to adopt in a sink or swim situation and finding out how and why they worked was great. And of course, I'm happy to get any additional tools in my teaching toolbox.
So, TLDR: As a CU student in the program with a different spec track, I'm getting a lot out of it, but that's not to say you won't hit bumps in the road with the faculty or instructional design . YMMV.
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| Post University |
Post offers online Associateís Degrees
in Accounting, Marketing, Management, and Legal Studies; Bachelorís Degrees
in Accounting, Business Administration, Criminal Justice, Finance, Legal Studies, Management, Management for Registered Nurses, and Marketing; Masterís Degrees
in Education - Instructional Design & Technology, Education - Teaching & Learning, and Human Services; and Certificate Programs
in Accounting CPA Exam Preparation, Finance, Homeland Security, H.R. Management, Legal Nurse Consulting, and Paralegal/Legal Studies.
The school is regionally accredited, the most widely recognized accreditation.
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| Education Degrees |
Teachers play an important role in fostering the intellectual and social development of children during their formative years. The education that students acquire is key to determining the future of those students. Whether in elementary or high schools or in private or public schools, teachers provide the tools and the environment for their students to develop into responsible adults.
Teachers act as facilitators or coaches, using classroom presentations or individual instruction to help students learn and apply concepts in subjects such as science, mathematics, and English. They plan, evaluate, and assign lessons; prepare, administer, and grade tests; listen to oral presentations; and maintain classroom discipline. Teachers observe and evaluate a student's performance and potential. They are increasingly asked to use new assessment methods
ēPublic school teachers must be licensed, which typically requires a bachelor's degree and the completion of an approved teacher education program; private school teachers do not have to be licensed but may still need a bachelor's degree.
ēJob prospects are best for teachers in high-demand fields, such as mathematics, science, and bilingual education, and in less desirable urban or rural school districts.
ēTeachers must have the ability to communicate, inspire trust and confidence, and motivate students, as well as understand students' educational and emotional needs.
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