The graduate catalog should answer most questions students have about Augsburg College graduate education and the curriculum. Although information was current at the time of publication, it is subject to change without notice. The written policies in the catalog are the College policies in force at the time of publication. It is the responsibility of each student to know the requirements and academic policies in these publications. If you have questions about anything in the catalog, consult the MAE Program Director.
Master of Arts in Education
We are pleased with your interest in the Master of Arts in Education (MAE) program. Augsburg has a long history in teacher education with alumni of our programs teaching throughout Minnesota and elsewhere. We know that Augsburg College is an excellent choice for you to pursue your teaching dreams and goals—and here’s why.
The Education Department program themes include relationships, reflection and inquiry, diversity and equity, and leadership. You can read about each theme on the following page, but for the MAE program, I want to highlight one of the program themes—leadership. As this program theme suggests, we expect our students to leave our programs as responsive, knowledgeable teachers prepared to exercise leadership in the classroom and, eventually, the school and community.
Our urban setting provides yet another dimension to our programs through a combination of course content, field experiences, and classroom instructors. Our goal is that students will leave our programs as collaborative and capable teachers committed to educating all learners in a diverse and changing world.
Augsburg faculty members who teach in the MAE program are a mix of full-time and adjunct instructors, all of whom have K-12 teaching experience. Many adjunct instructors are currently teaching in K-12 settings; all full-time faculty members are frequent visitors to K-12 settings through student teaching and field experience supervision, volunteer work, and/or in-service education. We understand the importance of what we do and what you hope to do. We value good teaching and, most especially, we value good teachers.
We realize that although teaching is your dream, your reality most likely includes work, family, and personal responsibilities. Because we understand the demands adult students face, we offer flexible scheduling. A majority of licensure and graduate-level courses are taught in the evenings and weekends to allow you to manage these responsibilities while pursuing your goals. You will need to be available during the weekday for the challenge and responsibility of field experiences, but education coursework is accessible through the weekend and evening schedules. As a student in Augsburg’s Master of Arts in Education licensure and degree program, you will find yourself among interesting students and dedicated professors who believe that all children deserve a good, highly-qualified teacher—the teacher you can become.
Vicki L. Olson, PhD
Director, Master of Arts in Education
Education Department Mission
The mission of the Augsburg Education Department is to develop responsive, knowledgeable teachers committed to educating all learners in a diverse and changing world.
Responsive, knowledgeable teachers understand the dynamic interaction among relationships, reflection and inquiry, diversity and equity, and leadership. These four interrelated program themes provide lenses through which we filter our practice.
Learning is relational and communal. Responsive teachers create significant relationships with their students, colleagues, and community partners by developing learning communities. These nurturing learning communities provide a safe, trustworthy place where challenging and engaging questions can be considered. We model the kinds of learning communities that we expect our graduates to create. We share with our students a learning model that connects content, theory, and practice in an ongoing cycle. Students and their learning are the focus for responsive teachers. Therefore we embrace and foster a progressive and constructivist orientation.
Reflection and Inquiry
Responsive teachers are reflective practitioners who are students of teaching and learning. Providing numerous frameworks through which to filter our experience encourages intentional and thoughtful inquiry. Through field placements, service learning, generative questions, and classroom experiences, students and faculty develop their perspectives about teaching and learning. Critical reflection allows us to examine content, theory, and practice in ways that transform our practice. We think it is important to understand and learn how to manage the many polarities inherent in the teaching and learning process.
Diversity and Equity
Responsive teachers embrace diversity and intentionally work to ensure that all learners, especially those who for some reason have been marginalized, learn and develop in powerful ways. We continually reflect on what it means to be a “school in the city.” We recognize that each student is unique, shaped by culture and experience; therefore, differentiating instruction is essential. The perspective of multiple intelligences, learning style theory and teaching for understanding help us differentiate and enable us to provide choice, variety, and flexibility. Responsive teachers believe that all students can learn. They also have a sense of efficacy and believe that they can help all students learn.
Responsive teachers recognize that becoming a learning leader is a developmental process, which begins in pre-service education and continues throughout one’s career. Teachers serve as leaders within the classroom, and with experience, increased confidence, and professional development become leaders within the school, the district, and the community. Teacher leaders view themselves as lifelong learners. They become role models committed to their profession as a vocation rather than a job. Emerging teacher leaders keep student learning at the center of their work while advocating for instructional innovation, constructivist curricular development, and systemic change.
Master of Arts in Education Conceptual Framework
Teacher leadership is the theme that threads through our graduate licensure and degree completion program. The Augsburg Education Department believes that teachers are leaders in their classrooms and should be leaders in their institutions and communities.
The leadership focus plays out in three ways. First, the additional work required in the graduate versions of the combined undergraduate/graduate courses focuses on providing graduate students the chance to exercise leadership as well as extend their knowledge beyond the basic requirements. Second, in the degree completion component, students are required to include coursework focused on leadership and study aspects of leadership as part of their degree program. Third, the final project—be it an action research, a leadership application project, or the performance assessment option—gives students the opportunity to study an issue of concern and, supported by research, define a means for addressing it.
Three Teacher Leadership Aspirations inform our program. They are as follows:
Aspiration 1: Teacher leaders value learning for personal and professional growth. Teacher leaders share knowledge effectively with colleagues. We believe that teacher leaders are comfortable with their knowledge and expertise, neither flaunting it nor hiding it, but sharing it with others generously. They work to build bridges with a full range of colleagues, but they don’t let recalcitrant colleagues stop their own development. They see learning as a continuous endeavor and seek it throughout their careers.
Aspiration 2: Teachers leaders think big—beyond the classroom to the broader context of education and community. We believe that teacher leaders see systems and the “big picture” and are able to put their classrooms, schools, and communities into a broader context. They understand the link between policies, politics, and education and participate in change efforts at the macro and micro levels. They seek to work with administrators to establish school and district policy that improves life for everyone. If this involves political action, they are prepared to engage in it. Teacher leaders also understand that teaching and learning are dynamic and that change within school systems is an ever-present phenomenon. They are informed decision-makers predisposed to take on the challenge of change when they think it benefits students, teachers, and/or community.
Aspiration 3: Teacher leaders possess courage and an orientation to action. We believe that teacher leaders help others not be afraid. They are able to help people to take warranted risks and step outside their comfort zones. They have the courage to bring people together to see the bigger picture and then help people get there. Teacher leaders accept both power and accountability. They understand that responsibility without power diminishes potential for effectiveness. They believe that accountability is a fair trade for the power to take effective action. They operate from a foundation of self-efficacy.
The Master of Arts in Education (MAE) is designed to provide a teaching license as part of a master’s degree program. K-12 initial teaching licenses offered at Augsburg include:
- Elementary education (K-6), with or without a middle school content area endorsement in math, communication arts, social studies, or science. Also available is the pre-primary endorsement to the elementary license.
- Secondary education (5-12 and K-12) in social studies, communication arts/literature, visual arts, health, mathematics, music, and physical education; and 9-12 in biology, chemistry, and physics.
- K-12 English as a Second Language*
- K-12 Special Education: Academic Behavior Strategist
Teachers who are already licensed can work towards the MAE degree through the following four licensure endorsement options:
- K-12 English as a Second Language*
- K-12 Special Education: Academic Behavior Strategist
- K-12 Reading
All teachers seeking licensure through Augsburg must take and pass all tests required by the state of Minnesota for licensure. The MAE degree is also available without a license but with an education core. See the MAE program director for details.
Accreditations and Approvals
Augsburg College Teacher Education programs are accredited and approved by:
- National Council for the Accreditation of Teacher Education (NCATE)
- Minnesota Board of Teaching. (MN BOT)
Augsburg College is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the
Accreditation, Approvals, and Memberships section of this catalog.
The Master of Arts in Education (MAE) program is made up of a core of education licensure courses coupled with a degree completion option. Courses in the degree completion phase are drawn from the Master of Arts in Leadership (MAL) and graduate courses in education. Most students in the MAE program pursue a K-12 teaching license as part of their program plan. The MAE degree is also open to students who do not want a teaching license but do want a background in education and leadership.
The MAE degree requires ten or eleven Augsburg graduate level courses, depending on the degree completion option. In addition, several courses at the undergraduate level are required for licensure. Only courses taken at the graduate level apply towards the MAE degree.
MAE graduate level courses are offered for 3 semester credits. Each course is comprised of 37.5 instructional hours with the expectation of about 75 hours of independent study outside of class.
The majority of the education courses in the MAE licensure and degree programs are offered through the weekend schedule. Courses during the weekend meet face to face every other weekend with online instruction during the alternate weeks. Some education courses and many undergraduate content area courses are offered on a weekday evening schedule. These typically meet weekly face-to-face. The MAL degree completion courses are offered primarily through the weekend schedule through a mix of face-to-face and online instruction. Summer session courses are offered primarily weekdays and weekday evenings with a few on weekends during the first summer session. Summer courses are offered in a mix of formats from all online to all face-to-face.
The following teaching licenses are available entirely through the evening, weekend, and summer schedule: elementary education, most middle school and pre-primary specialty area endorsements, 5-12 social studies, 5-12 communication arts, K-12 art, K-12 special education, K-12 English as a second language, and K-12 reading.
Additional licenses in the following areas are available through a combination of weekday, weekday evening, weekend, and summer schedules: biology, chemistry, health, mathematics, music, physical education, and physics. For these licenses, the education and degree completion courses are taken during the weekend, weekday evenings, and summer while some, if not all, of the content area courses are taken during the weekday.
The weekend schedule is comprised of two semesters spread from early September through late April. In general, classes are held every other weekend. The weekday schedule is also comprised of two semesters spread from early
September through late April. Classes offered during the weekday meet one to three times per week. Classes offered jointly between weekday and weekend meet on a weekly basis in the evening. The official academic calendars can be found at www.augsburg.edu/registrar.
Students are required to complete student teaching for initial and additional licenses (unless otherwise indicated). In the MAE program, student teaching is generally completed before finishing the degree. Students can apply for licensure at this point and finish the degree later. Student teaching for elementary, secondary, and K-12 initial licenses lasts 12-14 weeks, depending on licensure scope. During that time, students work full-time as student teachers and are supervised by an Augsburg faculty member. Students register for eight to twelve semester credits of student teaching and a two semester credit TPA and student teaching seminar. They meet at Augsburg College for student teaching seminars several times during the term. Most student teaching placements are in the Minneapolis/St. Paul metropolitan area and Rochester. However, students do have the opportunity to student teach abroad, where students complete a 10-week student teaching experience in the metro area and then complete another student teaching experience abroad. Opportunities to teach abroad are available around the world, and it is a wonderful way to build a global perspective in education. Additional information is available through the Education Department.
Student teaching for special education is 12 weeks in length for initial licenses and 7 weeks for those who already hold a license. For students who are working in a special education setting appropriate to the ABS license, a student teaching placement at that site may be possible, pending district approval. Additional information is available through the Education Department.
Student teaching for ESL is 14 weeks in length and requires two placements, elementary and secondary. A single seven week placement is required for those who already hold a license. See the Education Department for more information.
Student teaching is required for the preprimary endorsement and middle school endorsements. See the Education Department for more information.
Curriculum—Graduate Degree Completion Options
Students take graduate coursework as part of the licensure program. This coursework forms the Master of Arts in Education licensure core, with between four to seven Augsburg graduate-level licensure courses fulfilling master’s
requirements. Students bringing fewer than seven graduate-level licensure courses or 21 semester credits into the degree program must complete additional Master of Arts in Leadership (ML) or education graduate courses to reach the required 30-33 semester credits for the MAE degree. To finish out the master’s degree, students will need to complete one of the following options.
Action Research Degree Completion Option (Minimum 30 credits)
This degree completion option requires a minimum of three classes totaling at least nine semester credits: a Master of Arts in Leadership (ML) elective, EDC 592 Action Research 1, and EDC 593 Action Research 2. The action research courses guide the student through completion of a long-term action research project, typically conducted in the student’s classroom and focused on a question or concern identified by the student. The research is presented at an action research symposium and a formal written report of the research is placed in Lindell Library. The coursework for action research is designed to be completed in two semesters; the project itself is done once the research is presented at an action research symposium and the paper is accepted for placement in Lindell Library. Additional terms beyond those in which the courses are completed are available through continuing registration and require payment each term of a campus access fee.
Leadership Application Project (LAP) Degree Completion Option (Minimum 30 credits)
This degree completion option requires a minimum of three classes totaling at least nine semester credits: an ML elective, EDC/ML 514 Research Methods – Education focus or ML 514 – Research Methods and EDC 585 – Leadership Application Project. Students electing this degree completion option do so because they are interested in developing an educational product that meets an identified need or because they are interested in conducting an independent research project with the assistance of a faculty advisor. To be successful in this option, students must be self-directed and able to maintain momentum without the structure of an actual course. The goal for the project varies, depending on the type of LAP. There are two options within the LAP.
- The goal for those developing an educational product is to identify an issue or problem related to their practice, and after researching available literature, develop a solution to the problem or issue. The solution might be developed in the form of a curriculum, a workshop, a set of informational materials, a website, an article for publication or other appropriate educational product.
- The goal for those conducting independent research is also to identify an issue or problem to investigate; but in this case, the investigation is through an independent research project. For those conducting independent research, it is especially important to have a clear vision in mind for the research and have an advisor who is willing to provide support throughout the project. Students need a research background beyond what is provided within the MAE program to be successful with this option.
Both options are completed through a final oral presentation and placement of the final paper in the Lindell Library. Additional terms beyond those in which initial course registration occurs are available through continuing registration and require payment each term of a campus access fee.
Performance Assessment/Teacher Leadership Degree Completion Option (Minimum 33 credits)
This degree completion option focuses on the theme of the MAE degree program -teacher leadership – and requires a minimum of the following four classes:
EDC 570 – Teacher Leadership
EDC/ML 514 – Research Methods (ML 514 can be substituted if necessary)
EDC 594 – Performance Assessment Project
One ML leadership-focused course from this list:
ML 510 – Visions of Leadership (when taught with an emphasis on leadership rather than literature)
ML 531 -Dynamics of Change
ML 535 -Organizational Theory and Leadership
ML 540 – Political Leadership: Theory and Practice
ML 545 -Decision Making and Leadership
ML 565 -Women and Leadership
Additional courses may also be used with approval of the MAE Director.
Students electing this degree completion option do so because they are especially interested in considering leadership within the context of education and themselves as potential change agents. EDC 594 must be taken as the last course in this sequence. Students finish their degree through this option with the successful completion of these four classes.
Alternate Settings—MAE in Rochester
In step with Augsburg College’s excellent reputation in the field of education, the Master of Arts in Education program is also offered in Rochester, MN. Licenses are available in elementary education and special education: ABS. Classes primarily meet weekday evenings and summer at Bethel Lutheran Church in Rochester.
The K-6 elementary education license allows students to teach in grade K-6. Augsburg College offers this license at the graduate level to students who already hold a bachelor’s degree and meet admissions requirements. Courses for this license are available in Rochester.
The K-12 Academic Behavior Specialist (ABS) program is designed for students currently working with or planning to work with students with mild to moderate special needs. The program leads to Minnesota teaching licensure in special education and the ability to work with students whose special needs are categorized as EBD, LD, DCD, ASD, and/or OHI. All courses for these licenses are available in Rochester.
MAL Elective Courses
At least one elective must be taken from the Master of Arts in Leadership courses. The following are recommended, but others may also be used. Course descriptions can be found in the MAL portion of the graduate catalog.
ML 510 – Visions of Leadership: A Historical and Literary Journey
ML 511 – Creativity and the Problem-Solving Process
ML 520 – Self-Identity, Values, and Personal Growth
ML 530 – Ethics in Communication
ML 531 – The Dynamics of Change
ML 545 -Decision Making and Leadership
ML 550 – Communication, Decision Making, and Technology
ML 560 -Developing a Multicultural Perspective
ML 565 -Women and Leadership
ML 599 – Topics
For a complete list of courses and descriptions, see the Course Description Search.
Admission to MAE
Students admitted into the MAE licensure and degree programs must have:
- Bachelor’s degree from a regionally-accredited four-year institution
- Cumulative grade point average of 3.0 or higher (required for full admission for the graduate licensure option and degree program). Students with a cumulative grade point average of 2.5-2.99 may be admitted conditionally into the graduate licensure program. To be admitted to the MAE degree completion program, all students must have a 3.0 or better Augsburg GPA.
The following items must be sent to the Augsburg Office of Admissions:
- Completed application form – www.augsburg.edu/admissions/mae/admissions
- $35 non-refundable application fee
- Personal summary outlining your tentative educational objectives and reasons for wanting to attend Augsburg
- Official academic transcripts from all previously attended post-secondary institutions (including colleges, universities, vocational/technical schools, and PSEO institutions) sent directly to the Admissions Office.
Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students.
Acceptance of previous education coursework completed at institutions other than Augsburg College is limited. Most courses that have not been completed in the last seven years are considered to be too old to transfer and need to be completed as part of one’s program at Augsburg. EDC 310/533 – Learning and Development, EDC 220 – Education Technology, and ESE 3XX – K-12/5-12 Special Methods in Content Area are courses which may have a shorter acceptance time frame. Additional information on the transfer policy is available through the Education Department.
Credit Evaluation: An official transfer credit evaluation of previous academic work will be completed as part of the admissions process. Education coursework is evaluated by the Education Department. For secondary licenses, content area coursework is evaluated by the content area department. This process is initiated as part of the admissions process. Generally, the requirement is that two or more classes in the content area must be taken at Augsburg, even with an undergraduate major in the field. In all cases, previous undergraduate courses must have received a grade of C or better to be eligible for transfer. Previous graduate coursework must have received a grade of B or better to be considered. Content area departments determine when courses are too old to be counted towards licensure.
Acceptance into the MAE Program
Application files are reviewed by the MAE director. Applicants are notified of the admission decision by the Office of Admissions, usually within one to two weeks after the application file is complete. Applicants whose cumulative undergraduate GPA is below 2.5 will not be admitted into the MAE program; however, these applicants can be reconsidered when additional undergraduate coursework raises the cumulative undergraduate GPA to 2.5 or above. An exception to this occurs when the applicant has completed an advanced degree with a cumulative GPA of 3.0 or better. Under these circumstances, the applicant can be considered for full admission into the MAE degree and licensure programs.
Advising and Registration
Admitted students are able to participate in academic advising and the registration process. Typically, first-term registration occurs with intake advising. After the first term, students generally are able to register online through
Records and Registration. All students are assigned an Education Department advisor early in the first semester of courses.
Application to the Education Department
Once accepted to the College and the MAE program, students may take designated courses in education and content areas. Prior to beginning the methods courses within a program, students must be admitted to the Education
Department. This admissions process is outlined in the EDC 200/522 -Orientation to Education and in admissions handbooks, which are available through the Education Department.
All MAE students are expected to achieve and maintain 3.0 or better GPA in their Augsburg course work. Students whose cumulative GPA falls between 2.5 and 2.99 at the end of their licensure program are able to complete the license but are not eligible for the degree.
In all cases, a cumulative GPA on the Augsburg graduate transcript must be at 3.0 or better to be admitted to the degree completion component of the MAE degree. Students who are ready to begin the degree completion component must file an Intent to Complete form (available through the MAE coordinator) at which point a transcript review is completed to confirm the 3.0 or better GPA and to determine the completed courses that apply to the degree and the courses that remain.
Minimum Grade Policy
Students who fail to maintain a cumulative 3.0 GPA in a given term are notified that they must raise their GPA to the required level. Students who receive below a 2.0 in any undergraduate course or 2.5 in any graduate course required for licensure are expected to repeat the course as soon as possible and raise the grade to the appropriate level.
Dismissal from Licensure and Degree Program
Students may be dismissed from the licensure program prior to and during student teaching for failure to maintain appropriate academic and teaching-based performance standards, for gross violation of College policy, and/or for conduct in violation of professional ethics. Dismissal occurs within the context of established department procedures described in the Education Department Handbook available through the Education Department. Students have the right to appeal dismissal from the licensure program on the grounds of procedural error, using the College’s program dismissal appeals process. Information about the program dismissal appeals process is available in the Augsburg Student Guide. Students who fail to complete the license may have the option to finish the degree.
Students may be dismissed from the MAE degree program for failure to maintain an appropriate GPA or for gross violation of College policy. Students have the right to use the College’s academic grievance procedure as they feel
necessary. The full academic grievance policy is available in the Augsburg Student Guide.
Fieldwork experiences are tied to several licensure courses. In most cases, these experiences are conducted within a service-learning framework, providing service to the school and classroom while also providing students opportunities for focused reflection linked back to course objectives. In general, students should plan for a minimum of 20 hours field experience per term. When multiple courses with field experience are taken in the same term, the requirements expand accordingly. Students in field experiences are evaluated by their host K-12 teachers on the basis of criteria drawn from the Minnesota Standards of Effective Practice. Evaluations are kept in the students’ Education Department files and used in decisions regarding progress through the program and student teaching. A full description of field experience requirements is available in the Education Department Handbook.
Readmission and Withdrawal
Students in good standing who fail to register for courses for three terms are withdrawn from the MAE program. To be readmitted to the College and the MAE program, students file a Readmission form through the Registrar’s Office.
In addition to tuition, students in this program can expect to pay a data maintenance fee upon admission to the department, as well as liability insurance at the student rate during student teaching and the cost of a background check for licensure and, possibly, field experience. In addition, optional international travel courses have associated costs above and beyond the charge for tuition.