The University’s Directed Independent Study modality recognizes that education is an individual process where individuals with different learning needs and study schedules can be accommodated. It emphasizes learning that is meaningful, where individuals enjoy the learning process, and acquire knowledge to better understand and manage their own careers. The Program’s faculty members support the student’s independent-study learning role by guiding and stimulating the learning process in one-on-one interaction. Our faculty members recognize individual learning styles and needs, and emphasize the relevance of the material to the individual’s situation.
Each course in the Program contains a series of lesson assignments generally consisting of reading requirements and research projects. Students are evaluated through examinations and/or research assignments which are submitted for faculty evaluation. All assignments are submitted electronically. As set forth in the University’s General Catalog, Internet access and minimum computer requirements and skills are required as a condition of admittance.
To earn the Master of Education (M.Ed.) degree, a student must complete a minimum of 30 Semester units from the courses outlined below with a cumulative grade point average of at least 3.00. The requirements may be completed in as little as twelve months, and must be completed within five years from the date of initial enrollment.
Social and Philosophical Foundations of Education
Psychological Foundations of Education
Teaching & Learning
Assessment and Evaluation
Curriculum Design and Instructional Practices
Early Childhood Education
Introduction to Educational Administration
Montessori Classroom Leadership
Application of Montessori Philosophy at the Early Childhood Level
Application of Montessori Philosophy at the Elementary Level
Total Minimum Semester Units Required for Graduation: 30 Students taking the Montessori Elective Track will complete a total of 34 Units.
Applicants who have earned a bachelor’s degree from a college or university accredited by an accrediting agency recognized by the United States Department of Education and are currently employed in public or private education at the elementary, secondary or higher education level may apply to the Program. The majority of applicants to this Program are mature adults working in a variety of professional settings. Many have not attended college for several years. Consequently, prior class rank and grade point average are not significant factors in the admission process. An applicant may be conditionally admitted into the Program based on a completed Application for Admission, receipt of the $75.00 Application Fee, student copies of transcripts reflecting the applicant’s highest relevant degree, and documentation of the applicant’s professional work experience.
It is not necessary to submit official transcripts at the time of application. (However, official transcripts must be received by the University within 60 days of enrollment. The University provides students with a form which may be used for this purpose.) Should additional information be required the applicant will be contacted. All payments must be payable in U.S. dollars. Payments may be made by MasterCard®, Visa®, American Express®, or Discover® .
It may be necessary for applicants who have attended colleges or universities outside of the United States to obtain an evaluation of their education from a credential evaluation service approved by the University. Upon request, the Admissions Office will provide a list of approved evaluators. In addition, applicants whose native language is not English and who have not earned a degree from an appropriately accredited institution where English is the principal language of instruction must receive a minimum score of 530 on the paper-based Test of English as a Foreign Language (TOEFL), or 71 on the iBT, or its equivalent. For more information on TOEFL visit the website: www.ets.org/toefl
The acceptance of transfer credits between academic institutions lies within the discretion of the receiving college or university. Credits earned at William Howard Taft University may or may not be accepted by another institution depending upon its own programs, policies, and regulations. The University is committed to providing students the greatest opportunity to apply previously earned credit toward their chosen degree program. Subject to the limitations of state and accreditation regulations and academic comparability, students may apply to have credit awarded through completion of:
M.Ed. students may apply to transfer up to a total of 15 units of Transfer Credit (or a combination of transfer credit and experiential or equivalent credit). A maximum of 7 units may be awarded for adequately documented and validated Experiential or Equivalent Credit.
The tuition for the Program is $275.00 per Semester unit. Tuition rates are “locked” for two years at the time of matriculation. An enrolled student will be protected from future tuition increases during this period of time. Additional information on financial aid and tuition financing can be found under Tuition, Financial Aid and Financing. The cost of books and materials, other than each course syllabus, is not included in the tuition. The University does not sell books or materials. Most books and materials may be purchased at local colleges, retail bookstores, directly from publishers or over the Internet. The cost is estimated to average approximately $150.00 per course. Students are always provided with a mail or Internet source for acquiring all required materials.
[The following information applies to California Residents only.] *
California Student Tuition Recovery Fund
The Student Tuition Recovery Fund (STRF) is a fund administered by the Bureau for Private Postsecondary Education (Bureau) that relieves or mitigates economic loss suffered by a student while enrolled in a qualifying institution – generally one that is approved or registered by the Bureau. At the time of his or her enrollment, the student must have been a California resident or enrolled in a California residency program, prepaid tuition, and suffered economic loss.
Transfer Credit Evaluation Fee
Portfolio Credit Evaluation Fee
Graduation Check/Diploma Fee
Computer Library Fee
(Two Provided at No Cost)
Late Payment Fee
(Returned Check/Declined Credit Card/ACH) (Per Item)
Student Tuition Recovery Fund *
(California Residents Only)
If the applicant is accepted for admission to the Program, a formal enrollment agreement will be prepared and sent to the applicant for review and signature. Students may elect to begin the Program on the 15th of any month. All payments submitted for tuition and fees must be payable in U.S. dollars. Payments may be made by MasterCard® / Visa® / American Express® / or Discover® . Applicants are encouraged to call the Admissions Office if there are any questions regarding enrollment procedures.
This course deals with systematic philosophies, with attention to individual philosophers who developed important philosophical and educational ideas and with a critique of each philosophy to present its strengths and weaknesses. We also review major social influences as they are applied to current movements in educational instruction, research and curriculum. Prerequisites: None.
This course studies psychological principles as related to learning. Discussion on learning theory, motivation and quantitative methods will be explored. Prerequisites: None.
This course explores models of teaching and learning theories, cognition and curriculum design compatible with brain research. Prerequisites: None.
This course introduces the comprehensive assessment and accountability systems and explores the role of multiple measures for increased student learning. Prerequisites: First Semester Courses.
In this course, the concepts of leadership and leadership styles will be examined. This course also explores the various concepts of effective management such as vision, shared leadership, collaboration, facilitation, and communication. Prerequisites: First Semester Courses.
This course examines diversity in society and in schools. Emphasis is on understanding the similarities and differences in culture, economic backgrounds and academic diversity, which highlights the need for differentiation of instruction. Prerequisites: First Semester Courses.
This course studies the theories of curriculum design with emphasis on contemporary structures. Various program evaluation methods will be explored. Prerequisites: Second Semester Courses.
This course provides an overview of the stages of development and the learning strategies and assessment methods appropriate for the young learner. Prerequisites: Second Semester Courses.
This course provides an overview of the economic theories of institutional finance. Emphasis is on the management and evaluation of fiscal operations in an institutional setting. Prerequisites: Second Semester Courses.
This course provides an introduction to instructional design for electronic learning by providing a study of current practices and emerging technologies. Prerequisites: Second Semester Courses.
This course provides an overview of the knowledge, skills, and conceptual awareness as related to current and future leadership roles. Course objectives underscore a belief in the value of informed “reflection on practice” both individually and collectively. Prerequisites: Second Semester Courses.
This course places an emphasis on types of research designs and the skills in reviewing researched based programs and practices. Prerequisites: Second Semester Courses.
This course explores the interrelated components of language arts regarding listening, speaking, reading and writing. Emphasis will be placed on research based key elements for successful readers. Prerequisites: Second Semester Courses.
This course focuses on the work of Maria Montessori (1870-1952), the first female to graduate from Italian medical school (1896). Her work as a physician led her to study children who were housed in asylums at the time. From observations of these “deficient” children she devised exercises that allowed them to perform on an academic par with normal children. During this course students will read extensively from Montessori’s own works. Although these are published in book form, many are compilations of lectures presented during public exhibitions and training courses. Contemporary educational practices often echo much of Montessori’s philosophy without giving credit to the woman who originated the method. During this course, students will become familiar with Montessori’s philosophy of education and integrate ways to implement it in the contemporary setting.
This course explores the integrated factors leading to effective management of a Montessori classroom, with special emphasis on the Montessori approach to discipline, observation, and communication. Students will read from original publications by Montessori as well as auxiliary material for developing and teaching effective communication skills. Students will also have the opportunity to devise a template for practicing observation and apply it to videos of an actual Montessori classroom. During the course students will analyze current systems for formal record keeping in a Montessori classroom in order to develop a personal record-keeping method. Prerequisites: Second Semester Courses.
This course will focus on practical application of the Montessori approach with children aged three through six years old. The student will examine the scope and sequence of each curricular area of the Montessori Early Childhood Classroom, learn the basic types of lesson presentations utilized by Montessori teachers, and create appropriate activities to incorporate in the approach. Students will read extensively from original works by Montessori.
This course will focus on practical application of the curriculum of a Montessori program at the elementary level for children aged six through twelve years. Students will examine the scope and sequence of each curricular area of the Montessori Elementary classroom. Students will analyze Montessori’s concept of “Cosmic Education,” which is the organizing principle of learning at the elementary level. Students will read extensively from original works by Montessori.