Student Success Center
Master of Education (MEd)
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Welcome!
As an online student, most of your interactions with the university will be done through various websites. For example:
- You’ll use your USD Email Address for all university-related communications.
- You’ll use Blackboard for all of your coursework and assignments.
- You’ll use your MySanDiego Portalfor tuition payments and to access most campus resources.
- You’ll use this site, your Student Success Center, to get specific information about textbook information, deadlines, and more!
(619) 260-4749
C0MPLETE YOUR MANDATORY NEW STUDENT CHECKLIST
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.
1. View Your Mandatory New Student Welcome Webinar
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.
2. Schedule Your New Student Check-in Call
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.
3. Complete Your Blackboard Orientation Course – Due May 6, 2022
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.
4. Make Your Tuition Payment Plan
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.
5. Review your Student Handbook
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.
IMPORTANT DATES
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 |
Download a pdf of your academic calendar
Class Registration Directions
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.
Textbook information
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.
PAYing for your program
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.
Program Tuition
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:
- Per Unit (classes are typically 3-units) = $710
- Per Semester (assuming 6-units per semester) = $4,260
- Total Program Cost (including 5 semesters) = $21,300
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.
Refund Policy
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.
DEGREE PROGRESS & COMMENCEMENT
DegreeWorks
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:
- Log in to your MySanDiego student portal.
- Under the “Torero Hub” tab, click on “My Academics.”
- On the right-hand side under “My Academic Resources”, click on “Degree Works.”
Petition to Graduate
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.
Commencement and Diploma Details
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.
Course Requirements
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.
Your Program’s Course Carousel
Course Titles and Descriptions
Family, School and Community Partnerships (EDUC 501)
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.
Instructional Leadership (EDUC 503)
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.
Data Driven Decision Making (EDUC 506)
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.
Creativity and Innovation in Science, Technology, Engineering, Arts and Math (EDUC 507)
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.
Artistic Modeling and Representation in Science and Math Education (EDUC 508)
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.
Engineering Design Process in Math and Science Education (EDUC 509)
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.
Ethical Leadership in an Era of School Reform (EDUC 515)
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.
Digitized Learning with Technology (EDUC 517)
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 with Technology (EDUC 518)
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.
Instructional Design for Teacher Leaders (EDUC 519)
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.
Social Justice and Educational Equity (EDUC 520)
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.
Learning Cognition (EDUC 521)
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.
Educational Research Methodology (EDUC 522)
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.
Qualitative Methods in Educational Research (EDUC 523)
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 Through Technology (EDUC 524)
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.
Communication, Technology and Curriculum Design (EDUC 527)
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.
STEAM and Special Student Populations (EDUC 528)
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.
Designing Learning Environments for All (EDUC 533)
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.
Identifying and Responding to the Needs of Diverse Learners (EDUC 538)
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.
Capstone Seminar (EDUC 550)
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.
Leading Professional Learning Communities (EDUC 555)
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.
Critical Media Literacy in the Classroom (EDUC 561)
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.
Teaching Digital Readers (EDUC 562)
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.
Youth and Digital Media (EDUC 563)
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.
Teaching Digital Writers (EDUC 565)
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.
Participatory Learning in 21st Century Classrooms (EDUC 566)
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.
Strategic Planning and Management of Health Systems (ENLC 557)
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.
Teaching Students on the Autism Spectrum (EDUC 586)
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.
Co-Teaching: Collaborating in an Inclusive Environment (EDUC 587)
Examination of research, policy and practice of co-teaching and collaboration models that support general education and special education students in inclusive classrooms.
Disability in Education Policy and Law (EDUC 588)
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.
Student Resources
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.
Technical Requirements
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:
- Browser Plug-ins – Windows Media Player, QuickTime, Flash, Shockwave, Adobe Reader, and Java.
- Mozilla Firefox is the recommended browser. Google Chrome is the second preferred browser.
- Microsoft Office is required. If you are using Office 2003 or earlier, download and install the Microsoft Office Compatibility pack.
- Speakers or headset – to listen to multimedia.
- Webcam – for recording video.
- Email – To contact your faculty.
- High-speed internet connection strongly encouraged (DSL or better)
Graduate Writing Expectations and Tips
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.
Download Microsoft Office 365 (Free for USD Students)
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 – Telehealth for USD Students
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:
- Live and on-demand self-care sessions (yoga, breathing, stretching)
- Access to on-demand counselors for emotional health support
- Access to schedule a session with a licensed counselor (up to 12 times per year)
Student Code of Rights and Responsibilities for Graduate Students
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.
Blackboard (Bb) @ USD
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.
Netiquette Guidelines
The concept of netiquette covers proper communication online. Read our guidelines to help cultivate a supportive and productive online environment.
your partners toward success
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.
