Contact Us: studentsuccess@sandiego.edu
Master of Education (MEd)
As an online student, most of your interactions with the university will be done through various websites. For example:
Our number one goal is for your success in this program so we have created the following checklist items of everything you need to complete and review before classes start.
This webinar will go over a comprehensive look at your program and what to expect as an online learner including resources and tips for success. Each webinar should last around 30-40 minutes. Please RSVP for your Welcome Webinar as soon as possible.
If you’ve already viewed the webinar or are unable to attend any of the listed timeslots, you can view a recording of the Welcome Webinar.
In this call, you’ll “meet” a member of your Student Success Team for your program. Once you attend the welcome webinar, you will be given the link to schedule your new student check-in call. This will be a chance for us to answer any additional questions you have before you start your first term. Please be sure to have any Blackboard-related, program-related, or finance-related questions prepared.
Once you have been registered in your classes, you will be able to access your New Student Orientation Course on Blackboard within 24 hours. When accessing Blackboard, please make sure to use Firefox or Chrome as your browser.
The New Student Orientation course is designed to help you navigate your way around Blackboard prior to beginning your first class. You will learn where to find the syllabus, course schedule, assignments, and the discussion board.
Your Orientation is mandatory, and must be completed before the first day of class—so we encourage you to get started! Please plan to spend about 16-20 hours completing the Orientation course. You can move through the Orientation at your own pace, so schedule your time accordingly.
Looking for assistance? View the guide for navigating your Blackboard Orientation course.
We recommend that students start this planning early as some funding sources can take some time to process. Tuition payments should be completed in full by the first day of the semester. Visit the “Tuition & Payment Methods” section for more information.
Please make sure to review your student handbook prior to the first day of class, and reference it as needed throughout your program. The handbook is where you can find information on academic expectations, drop and refund policy, technology requirements, curriculum, frequently asked questions, and more.
Below is a list of significant dates regarding the registration process, payment deadlines, and other important academic and program deadlines.
Spring 2023 Dates & Deadlines
Important Dates | Date |
---|---|
Application Deadline | December 2, 2022 |
Registration Opens | November 2, 2022 |
Registration Deadline | December 16, 2022 |
Orientation Course Due Date | January 6, 2023 |
Last Day to Drop with 100% Refund | January 9, 2023 |
Payment Due Date | January 10, 2023 |
Semester Begins | January 10, 2023 |
First Course Start Date | January 10, 2023 |
Last Day to Drop with 95% Refund/ Drop Deadline | January 13, 2023 |
Last Day to Withdraw from Course A | February 6, 2023 |
First Course End Date | February 27, 2023 |
First Course Final Grade Submission Due Date | March 13, 2023 |
Second Course Start Date | February 28, 2023 |
Last Day to Withdraw from Course B | March 27, 2023 |
Second Course End Date | April 17, 2023 |
Semester Ends | April 17, 2023 |
Second Course Final Grade Submission Due Date | May 1, 2023 |
Summer 2022 Dates & Deadlines
Important Dates | Date |
---|---|
Registration Opens | March 7, 2022 |
Registration Deadline | April 22, 2022 |
Orientation Course Due Date | May 6, 2022 |
Last Day to Drop with 100% Refund | May 9, 2022 |
Payment Due Date | May 10, 2022 |
Semester Begins | May 10, 2022 |
First Course Start Date | May 10, 2022 |
Last Day to Drop with 95% Refund/ Drop Deadline | May 13, 2022 |
First Course End Date | June 27, 2022 |
First Course Final Grade Submission Due Date | July 11, 2022 |
Second Course Start Date | June 28, 2022 |
Second Course End Date | August 15, 2022 |
Semester Ends | August 15, 2022 |
Second Course Final Grade Submission Due Date | August 29, 2022 |
Fall 2022 Dates & Deadlines
Important Dates | Date |
---|---|
Registration Opens | July 5, 2022 |
Registration Deadline | August 15, 2022 |
Orientation Course Due Date | September 2, 2022 |
Last Day to Drop with 100% Refund | September 5, 2022 |
Payment Due Date | September 6, 2022 |
Semester Begins | September 6, 2022 |
First Course Start Date | September 6, 2022 |
Last Day to Drop with 95% Refund/ Drop Deadline | September 9, 2022 |
Last Day to Withdraw from Course A | October 3, 2022 |
First Course End Date | October 24, 2022 |
First Course Final Grade Submission Due Date | November 7, 2022 |
Second Course Start Date | October 25, 2022 |
Last Day to Withdraw from Course B | November 21, 2022 |
Second Course End Date | December 12, 2022 |
Semester Ends | December 12, 2022 |
Second Course Final Grade Submission Due Date | December 26, 2022 |
You have most likely already filled out an Enrollment Agreement, which enables our team to register you for classes each term. No further action is required on your part.
If you are not able to register for both of your courses in a given term, please contact your program coordinator immediately. This often happens for students who need to take a leave of absence.
Students are required to have their textbooks on hand by the first day of class. Unless otherwise specified, students may select any vendor they prefer (such as Amazon.com, Half.com, Alibris.com, etc.) to purchase their course materials. In the event a specific vendor is required, it will be specified in the course materials list. The best way to ensure that you have the correct book is to search by the ISBN number(s) listed on the book list.
Physical copies of books are not on hand at the USD Torero Store. The USD Torero online store does offer price comparisons for different online vendors for some books.
Although all textbooks for all courses are listed, students only need to purchase the items for the classes they are taking for the semester.
Tuition at USD is billed per semester, not per course. Payment (or enrollment in an official USD payment plan) is always due by the first day of the semester. Students may not carry balances from one semester to the next.
Accounts with outstanding balances after the official payment due date may be subject to course cancellations/removal or a student account hold during the semester; related holds can prevent upcoming registration, graduation, or obtaining transcripts.
Remember: tuition is always due by the first day of each semester.
Once you have been registered for your courses, your student account will reflect the appropriate tuition costs according to your program. Your program’s tuition is the following:
Students who need to re-take or withdraw from a course may need to pay additional fees according to the Refund/Drop Deadline policies listed in your Student Handbook.
If you have any questions about your Student Account, please reach out to the One Stop Center via email at onestop@sandiego.edu or phone at 619-260-2700. All costs and fees are subject to change and are based on the academic year of enrollment.
Students will be registered for their prescribed courses each semester. All courses must be dropped prior to the first day of the semester to receive a 100% tuition refund and within the first three days of the start date of the semester to receive a 95% tuition refund. No refund (reversal of tuition) will be provided after the third day of the semester for any class.
You can track your progress toward earning your degree using the Degree Works feature in your MySanDiego student portal. Degree Works shows you which courses you have completed, grades, cumulative GPA, any outstanding graduation requirements, and more!
To access Degree Works:
Submitting your petition to graduate is a requirement for every student. About a semester before your final term, you will be reminded by your Program Coordinator to submit your petition to graduate. Once completed, your Academic Coordinator will review your academic record and contact you if there are any outstanding requirements or issues.
If you are planning on participating in the commencement ceremony (which means walking in your cap and gown here on campus), you will be invited to come to the University of San Diego in the month of May to participate in the ceremony. Commencement details and information will be sent from your Student Success Team around the month of February. Please note, there is only one commencement ceremony each academic year. Fall graduates will be invited to the commencement ceremony the May after they graduate, while Summer graduates will be invited to the commencement ceremony the May before they graduate.
The registrar will process their final audit of the degrees 6-8 weeks after grades are posted for your final semester. Once the degree is conferred in the system, the Registrar will order your diploma from the vendor and the vendor will send it to you directly to the address that was listed on your petition to graduate. Mailing time is an additional 6-8 weeks from the date of order, and you will likely receive your diploma in the mail in 3-4 months after you have completed your degree requirements. *Please note, if your mailing address changes after you submit your Petition to Graduate, please notify the Graduate Records office at (619) 260-2217 or usdgradrec@sandiego.edu.
University of San Diego Masters Degree in Education consists of 10 courses (3-units each) for 30 units of coursework. Your Masters in Education online program consists of five foundation courses including a capstone action research project as well as five specialization courses. You may begin your study in any semester with any of the courses offered. The Capstone Seminar is the final course in the program and builds on the knowledge gained in the research and specialization courses.
This course focuses on the structure, common elements, and impact of successful and effective family, school, and community partnerships. It is designed to encourage the development of teachers’ and other educators’ awareness of students’ family and community histories, funds of knowledge and sociocultural capital, and it requires a close examination of attitudes, misconceptions, and expectations that impact relationship building with families and communities. This course exposes candidates to different types of home-school-community partnerships, current knowledge on community-based frameworks, and programs serving families who traditionally do not participate in schools. Additionally, this course facilitates and guides the analysis and development of instructional approaches and programs that foster relationship building, communication, student achievement, and families’ knowledge of the school/classroom curricula and educational system.
This course addresses the development, implementation, and assessment of rigorous and coherent systems of curriculum, instruction, and assessment designed to promote each student’s academic success. Targeted focus on effective strategies to develop the professional capacity of teachers and other school personnel through effective hiring, coaching, mentoring, and accountability structures.
This course is a rigorous exploration of how school leaders use data, including standardized and school-based assessments, to drive continuous improvement through site-based decision-making for the express purpose of promoting equitable and culturally responsive opportunities for all students.
Examination of points of convergence and divergence in the creative processes of artists, scientists, mathematicians and engineers. Candidates will develop a strong foundation of theoretical and applied STEAM knowledge, practical guidance in the development of their own unique STEAM toolkits and opportunities to experience and experiment with STEAM learning in their classrooms.
An exploration of educational strategies and classroom approaches that leverage the multi-dimensional connections between artistic and scientific observation, inquiry and investigation to strengthen students’ content knowledge, critical thinking skills and capacity for innovation.
Investigation of the intersection between conceptual understanding and real-world application. Candidates will explore strategies for using creative representation, exhibition and project-based learning to enhance student understanding and ensure knowledge transfer.
Contextualized within the evolving high stakes accountability context of public K-12 education, this course will consider the challenges and opportunities facing educational leaders. The course will examine the history and impact of national, state, and local reform movements, and explore how educational leaders develop, advocate for, and enact a shared mission and vision for excellence and equity within schools and districts. The course will include a focus on ethical and professional norms for school leaders and address legal rights and responsibilities.
This course will address virtual learning by using technology and digitized learning education material that is accessible for all types of learners. Students will learn the foundations and frameworks of educational technology. Students will learn how to use digital content via the Internet and technology tools to transform traditional instruction. Students will also investigate professional development opportunities to keep them current with their profession and the ever-changing technology field.
Changemaking involves taking creative action to solve a social problem. Schools and companies are incorporating emerging technologies (e.g., coding, robotics, 3D printing, Virtual Reality, Design Thinking, and interest/strengths exams such as the RIASEC) to enhance learning opportunities and transform instruction. This course provides students with meaningful learning experiences using technology to promote social change. Students will be challenged to think about how technology impacts our daily lives, the way we learn, and how we utilize it in our day-to-day lives. Students will also gain an understanding of how technology can be leveraged to personalize learning for all types of learners including adults. This course is for students to gain innovative and engaging teaching methods for developing 21st-century skills and digitized learning.
This course addresses the systematic design of learning experiences and environments. Students analyze, apply, and evaluate principles of instructional design to develop education and training materials spanning a wide range of knowledge domains and instructional technologies. Students learn about the use of instructional design (ID) models and predominant learning theories (behaviorist, cognitive, and constructivist) to create effective learning experiences. Learners explore various elements of the instructional design process, including needs assessment, instructional problems, learner characteristics, instructional objectives, content sequencing, instructional strategies, instructional delivery, evaluation instruments, instructional resources, media selection, and formative evaluation.
Analysis of the American educational system with a particular focus on issues of diversity, inequity, conflict and social justice within a school context. Historical case studies, contemporary policies and practices, and international comparisons compel consideration of the social construction of education.
Explore key cognitive studies on human cognition and learning. You will critically discuss research and contemporary debates on cognitive processes, learning, memory, reasoning, problem-solving, developmental mechanism, cognitive styles, motivation, and the socio-cultural foundations of learning with an emphasis on the implications for educators and educational researchers.
Introduction to the major educational research methods and paradigms with an emphasis on reflective, practitioner-directed inquiry. The course encompasses quantitative methods, qualitative methods, mixed methods, and action research frameworks. Particular emphasis is placed on action research as a reflective and collaborative inquiry for improving educational practices.
Applied exploration of qualitative research methodologies such as ethnography, grounded theory, case-study and cross-case comparisons, surveys, observations, document analyses, focus groups and interviews. Opportunity to learn and apply a variety of techniques to analyze data and interpret findings.
Universal Design for Learning (UDL) is a teaching approach that helps provide an equal opportunity for all different types of learners. UDL through technology offers flexibility for instruction, accessibility of educational material, and mastery of content using multimedia. Students will learn the “what” of learning, relating to the need to present material in multiple formats. Students will also examine the “how” of learning, by expressing the understanding of content and concepts through assessment options. And finally, students delve into the “why” of learning by studying learning styles and using multi-modalities. Students in this course will use the UDL framework to plan, develop, and evaluate technology-based on various learning styles. This is accomplished by using technology and UDL framework to promote inclusion and equity in the classroom.
Theoretical and practical exploration of instructional design principles and their application to STEAM teaching and learning. Candidates will design STEAM-based units for their classrooms and develop evaluation tools to assess students’ content learning, skill development and creative processes.
Investigation of classroom practices that contribute to historical and contemporary inequities in learning outcomes in STEM subjects for students based on gender, race, language and need. Exploration of how STEAM methodologies provide opportunities to increase equity and improve outcomes for all students.
Theoretical and practical exploration of the principles of Universal Design for Learning (UDL). Investigation of brain research into recognition networks, strategic networks and affective networks and consideration of how these networks can inform instructional design decisions.
Examination of the variability of ability and experience among students. Investigation and application of assessment tools and instructional design strategies that provide differentiated support for the success of all students.
The capstone seminar is the final course in the online MEd program sequence. This course supports candidates as they engage in an action research project appropriate to their area of specialization and responsive to the needs of their classroom. The AR project is a requirement to earn a degree in this program. Prerequisites: EDUC 520, 521, 522, 523.
Candidates will better understand the critical role they play in creating a climate of continuous, systemic improvement in schools through the establishment of professional learning communities and the concurrent development of teacher leadership. Candidates will develop the capacity to communicate and lead others in continuous improvement and monitoring of school improvement efforts based on student and school data including developing strategies for designing data collection, organizing data analysis, and developing instructional improvements strategies based on data trends.
An examination of important new media literacy skills and their application in the K-12 classroom. Candidates will actively consider, analyze, construct and synthesize digital content while considering issues of identity, ethics and privacy.
Exploration of digital texts, online comprehension skills, multimodal annotation and other new literacy practices required in digital reading environments. Candidates will investigate their own pedagogy, integrating new literacies pedagogies into their practices and closely studying the impact on student learning.
Consideration of the ways in which young people leverage digital media for composing, accessing information, finding new audiences and creating communities or practice and purpose. Examination of implications of youth practices with digital media on content instruction, schooling and learning in and out of school.
Investigation of theories about how and why we write and how we teach writing in 21st-century classrooms. Exploration of how these theories inform pedagogy, professional learning and research.
Theoretical and practical foundation to consider what it means to teach and learn within participatory networks and affinity groups. Topics explored include motivation, assessment, collaboration and creativity.
Emphasizes strategic planning and management as requisite to the growth and survival of health care systems. Acquaints students with the language, processes, tools, and techniques of strategic planning and marketing that will enable them to contribute effectively to strategic thinking and action in health care systems.
Exploration of our evolving understanding of autism in the research literature, educational practice and popular imagination. Examination and application of instructional strategies for supporting autistic students in communication, organization and social interaction.
Examination of research, policy and practice of co-teaching and collaboration models that support general education and special education students in inclusive classrooms.
Investigation of the historical, philosophical, legal, political and sociological constructions of disability in education. Analysis of the application of current law to the classroom and school policies and practices.
This list is helpful resources that will set you up for success. Haven’t written in APA formatting since your undergraduate program? We’ve got you covered! Want to know what type of computer you will need? No problem. We have listed helpful resources below.
You must own or have unrestricted access to a computer for this program. A fast Internet connection is also mandatory.
Courses will utilize a variety of technologies and multimedia. To complete course activities and to access course content, please verify that you have the following technologies and plug-ins available:
All writing assignments must be formatted according to APA standards. Discussion posts must contain the appropriate APA citations. If you want additional writing support, we recommend Purdue Online Writing Lab (OWL@Purdue). In addition to general writing support, the website includes a special section dedicated to APA formatting guidelines.
Another helpful writing resource is the School of Leadership and Education Sciences (SOLES) Graduate Student Writing Center. Enrolled students can submit assignments for review by a writing professional.
Students at the University of San Diego are able to download Microsoft Office 365 for free! If you don’t have it already, you can download the Microsoft Office 365 suite using your USD student email.
TimelyCare is a provider of 24/7, no-cost telehealth services for USD students to address common conditions that can be safely diagnosed and treated remotely. TimelyCare services are available at no cost to the student. Services include:
It is the policy of the University of San Diego to adhere to the rules and regulations as announced in this brochure or other University Publications. The University nevertheless hereby gives notice that it reserves the right to expand or delete or otherwise modify this online publication whenever such changes are adjudged by it to be desirable or necessary. Changes will be made periodically as needed.
In your program, you can think of Blackboard as your virtual tool to share information with professors and peers. You will use Blackboard to access your course content, find course syllabi, review your assignments, and more. Be sure to use your USD login credential to log in. If you have any difficulty logging into your course, be sure to contact ITS at (619) 260-7900 or help@sandiego.edu.
The concept of netiquette covers proper communication online. Read our guidelines to help cultivate a supportive and productive online environment.
At USD, you join a community of individuals who are all committed to one common goal: your success. As you familiarize yourself with your team, take the opportunity to virtually meet and connect with the resources available to you as a student. Click on the profiles below to learn more about each office or staff member and watch a brief video about their role in supporting you through graduation.
Tuition for the MEd program is $710 per unit.
The MEd program is a total of 30 units.
Students will enroll in two prescribed courses each semester for a total of 6 semester units.
The University of San Diego considers 9 or more units as full-time student status. Your program is designed to be part-time, and students enroll in just 6 units per semester. There is no full-time option for this program.
All students are manually enrolled each semester by the USD Student Success team. If you are not able to enroll for a term or if you need to drop your courses, it is your responsibility to notify your Program Coordinator. All students will be held to the respective drop deadlines and refund schedule detailed in your Student Handbook.
Login to your my.sandiego.edu student portal. Under the “My Student Account” tab, review the tutorials for directions on how to view and pay your bill, set up a payment plan, and enroll in eRefund (Direct Deposit). View the “Tuition & Payment Methods” on your Student Success Center for further details.
Log into your my.sandiego.edu student portal and navigate to the “Torero Hub” section on the sidebar. Click on the “My Academics” tab and locate the “View My Grades” link in the top-middle section. Alternatively, you can view your program progress at a glance using the “Degree Works” link.
If you notice a grade inconsistency between Blackboard and your MySanDiego portal, please email your instructor to verify what the final grade should be. Your instructor has the ability to update the posted grade.
Log into your my.sandiego.edu student portal and then use the “Degree Works” link to view your degree audit.
You can find the “Degree Works” link in the Torero Hub under the “My Academics” page. If you are interested in requesting a tailored degree plan, please email studentsuccess@sandiego.edu.
If you need to take time off from your program, please email your Program Coordinator or the Student Success team at studentsuccess@sandiego.edu. Since you have submitted your enrollment agreement, our team will automatically register you in courses each term unless you have previously notified the team about taking a break.
To order your official, unofficial, or e-transcript(s), view the transcript ordering options page. Otherwise, you can view unofficial/order official transcripts through your MySanDiego portal. Under the “Torero Hub” sidebar option, click on the “My Academics” page, then click on “Request Official Transcript” under the “My Classes” section.
Congratulations on finishing your program! Diplomas are mailed about 6-8 weeks after the degree requirements have been met and processed. Diplomas are mailed to the current address on file at the time degree requirements are completed. (To check your address information, login to your my.sandiego.edu student portal and view your personal information under My Torero Services.)
You will first be emailed a copy of your e-diploma from Parchment prior to receiving your mailed physical diploma.
Throughout your program and after graduation, your Student Success team is here to help! We recommend contacting your Program Coordinator directly, but you can also email our team address at studentsuccess@sandiego.edu.
In addition to our team, your Academic Director is a great resource!
All writing assignments must be formatted according to APA standards. Discussion posts must contain the appropriate APA citations. If you are unfamiliar with APA formatting, or simply require additional writing support, we recommend referencing the Purdue Online Writing Lab (also called OWL@Purdue). In addition to general writing support, the website includes a special section dedicated to APA formatting guidelines.
To further support your writing, we highly recommend using the School of Leadership and Education Sciences (SOLES) Graduate Student Writing Center. Students are encouraged to submit written course assignments via the digital submission form for online feedback from a professional writing coach. See site for details.
This course moves very quickly, and it is important that you turn in all assignments on or before their due dates. If, because of an emergency, you have missed a week or more of course work, please contact your professor immediately to inform them. While there is no guarantee that you will be allowed to make up your work, informing your professor early is the best way to get back on track and finish your course successfully.
Please do not wait more than a week without informing your professor. If your instructor’s email is not already visible on the Blackboard course, please use the USD directory to find their contact information.