Master of Education

(Apply online at:  https://mayvillestate.edu/future-students/graduate-students/

M.Ed. Factsheet

M.Ed. Program Overview

Thank you for your interest in Mayville State University! Mayville State University was approved to offer the Master of Education (M.Ed.) program by the North Dakota Education Standards and Practices Board in April 2021 and by the Higher Learning Commission in September 2021.

Please contact Teresa Agnes in the Division of Education for further information or to ask program admissions questions: (education@mayvillestate.edu); 701-788-4710.  

The Master of Education courses will provide online courses for licensed teachers wanting to pursue graduate level instruction, to achieve a higher educational preparation level. It also provides a degree option for professionals outside of the K-12 teaching arena to prepare for teaching and learning within an organization.    

Arranged in 8-week blocks, graduate students may enroll in one to three courses simultaneously with the opportunity for degree completion as early as one year. The courses are set in a rotation model and are designed so that the graduate student may choose either a part-time or full-time plan of study.  

The start date for Adult Teaching and Learning and Innovative Teaching Practices Tracks is Spring 2022.

The start date for the Special Education Track is Fall 2022.

Priority Admissions Deadline for Fall 2022-August 5, 2022, at 11:59 PM CST

Adult Teaching and Learning Track - 32 SH Credits

Innovative Teaching Practices Track - 32 SH Credits

        Graduate Core comprised of 6 courses (16 SH Credits) in both Adult Teaching and Innovative Teaching Practices Track.

Special Education Track - 34 SH Credits

Summer 2022 Courses:

EDUC 501- Topics and Trends in Education Dr. Brittany Hagen (2 SH Credits). Online Asynchronous. May 23-July 17, 2022.  Class # 10198

EDUC 510 - Diversity and Societal Change  Dr. Pam Johnson (3 SH Credits). Online Asynchronous, May 23-July 17, 2022. Class #: 10199 

EDUC 545 - Grant Writing Dr. Pam Johnson/Sarah Kallock (3 SH Credits). Online Asynchronous. May 23-July 17, 2022. Class #: 10200

Fall 2022 Courses: 

EDUC 502-Introduction to Blended Learning Dr. Pam Johnson (2 SH Credits). Online Asynchronous. August 22-October 16, 2022. Class #: 16119

EDUC 503-Online K12 Instructional Methodology Dr. Brittany Hagen (3 SH Credits). Online Asynchronous. October 17-December 11, 2022. Class #: 16120

EDUC 507-Research Methods Dr. Yvonne Cannon (3 SH Credits). Online Asynchronous. August 22-October 16, 2022. Class #: 16115 

EDUC 508-Organizational Leadership Dr. Pam Johnson (3 SH Credits). Online Asynchronous. October 17-December 11, 2022. Class #: 16116

EDUC 512-Adult Learning Theory Dr. Yvonne Cannon (3 SH Credits). Online Asynchronous. August 22-October 16, 2022. Class #: 16117 

EDUC 513-Active Adult Learning Strategies Dr. Yvonne Cannon (4 SH Credits). Online Asynchronous. October 17-December 11, 2022. Class #: 16118

EDUC 589-Foundations of Special Education Sarah Kallock and Dr. Pam Johnson (3 SH Credits). Online Asynchronous. August 22-October 16, 2022. Class #: 15768 

SPED 569-Action Research Staff (2 SH Credits). Online Asynchronous. October 17-December 11, 2022. Class #: 15176

SPED 582-Intellectual Disabilities Dr. Carly Theis (3 SH Credits). Online Asynchronous. August 22-October 16, 2022. Class #: 15174. 

SPED 583-Intellectual Disabilities Practicum Dr. Carly Theis (2 SH Credits). Online Asynchronous. October 17-December 11, 2022. Class #: 15175. 

SPED 586-Learning Disabilities Dr. Carly Theis (3 SH Credits). Online Asynchronous. August 22-October 16, 2022. Class #: 15172

SPED 587-Learning Disabilities Practicum. Dr. Carly Theis (2 SH Credits). Online Asynchronous. October 17-December 11, 2022. Class #: 15173. 

M.Ed. Adult Teaching and Learning Track Plan of Study (32 SH Credits)

The M.Ed. core will provide foundational study and application of concepts in Topics and Trends in Education, Organizational Leadership, Diversity and Societal Change, Grant Writing, Law and Ethics, and Research Methods (General).  

M.Ed. Adult Teaching and Learning track meets the need of the recognition that teachers continue to learn after they are licensed. Schools have continual professional development and graduates of this track will be ready to design and lead professional development which varies with many types and styles for adults of all ages and occupations. Graduates of this track will be prepared to obtain leadership roles such as Professional Development Coordinator, leadership roles in institutions which support public schools, or work in higher education. 

M.Ed. Graduate Core (16 SH Credits)

EDUC 507      Research Methods (3 SH Credits)
EDUC 501      Topics and Trends in Education (2 SH Credits)
EDUC 506      Educational Law and Ethics (2 SH Credits)
EDUC 508      Organizational Leadership (3 SH Credits)
EDUC 510      Diversity and Societal Change (3 SH Credits)
EDUC 545      Grant Writing (3 SH Credits)

Adult Teaching and Learning Core (16 SH Credits)

EDUC 512     Adult Learning Theory (3 SH Credits)
EDUC 513     Active Adult Learning Strategies (4 SH Credits)
EDUC 520     Program Development (3 SH Credits)
EDUC 515     Program Evaluation (3 SH Credits)
EDUC 569     Action Research (3 SH Credits)

M.Ed. Innovative Teaching Practices Track Plan of Study (32 SH Credits)

The M.Ed. core will provide foundational study and application of concepts in Topics and Trends in Education, Organizational Leadership, Diversity and Societal Change, Grant Writing, Law and Ethics, and Research Methods (General).  

M.Ed. Innovative Teaching Practices meets the need of developing leadership to design and shape curriculum, professional development, and instructional improvement.  Graduates of this track will be prepared to obtain leadership roles such as Curriculum Coordinator, Instructional Specialist, or the team lead for campus learning communities.  Action research projects, such as STEM activities, coding, blended and hybrid learning, will support development and implementation of innovative and highly needed skills directly impacting the P12 classrooms.  

M.Ed. Graduate Core (16 SH Credits)

EDUC 507      Research Methods (3 SH Credits)
EDUC 501      Topics and Trends in Education (2 SH Credits)
EDUC 506      Educational Law and Ethics (2 SH Credits)
EDUC 508      Organizational Leadership (3 SH Credits)
EDUC 510      Diversity and Societal Change (3 SH Credits)
EDUC 545      Grant Writing (3 SH Credits)

Innovative Teaching Practices Core (16 SH Credits)

EDUC 521      Robotics and Artificial Intelligences in the K-12 Classroom (3 SH Credits)
EDUC 525      Developing Computational Thinking and Coding in the K-12 Classroom (3 SH Credits)
EDUC 502      Introduction to Blended Learning (2 SH Credits)
EDUC 503      Online K-12 Instructional Methodology (3 SH Credits)
EDUC 504      Learning Management Systems, Student Information Systems, and Online Curriculum (2 SH Credits)
EDUC 505      Online Teaching Field Study (3 SH Credits)

M.Ed. Special Education Track Plan of Study

The Special Education track plan of study will be available for currently licensed teachers in Elementary Education or Secondary Education. There is a requirement for secondary-level educators to add a reading and elementary math methods course to the plan of study. 

The Special Education track (34 semester hour credits) will include courses that will prepare teachers to seek licensure in Special Education and provide them with the professional knowledge and skills to practice safely, ethically, and effectively with a multi-categorical population of students with special needs.   

The Special Education track consists of 34 SH credits with 14 courses aligned to CEC Standards all unique to the requirements for obtaining strategist licensure. 

M.Ed. Special Education meets the need of developing leadership to design and shape services for students with special needs on campuses or districts with a limited number of teachers who are licensed in special education.  A graduate from the M.Ed. Special Education track at Mayville State University will be ready to apply for special education licensure added to their current teaching licensures and will be able to assist with the leadership of current special education teachers and paraprofessionals. Graduates may obtain roles such as Special Education Coordinator. 

Graduate students are responsible for understanding the licensure laws and requirements in the state that they are licensed for any additional courses required. 

M.Ed. Special Education Core (34 SH Credits) 

EDUC 589       Foundations of Special Education (3 SH Credits)
EDUC 593       Inclusive Classroom (2 SH Credits)
SPED 530       Behavioral Strategies for Students with Disabilities (3 SH Credits)
SPED 569       Action Research (2 SH Credits)

SPED 582       Intellectual Disabilities (3 SH Credits)

SPED 583       Intellectual Disabilities Practicum (2 SH Credits)

SPED 584       Emotional Disturbances (3 SH Credits)
SPED 585       Emotional Disturbances Practicum (2 SH Credits)

SPED 586       Learning Disabilities (3 SH Credits)

SPED 587       Learning Disabilities Practicum (2 SH Credits)
SPED 590       Transitions (2 SH Credits)
SPED 595       Capstone Project (1 SH Credit)

SPED 596       Assessment of Students with Disabilities (3 SH Credits)

SPED 598       Special Education Law and Ethics (3 SH Credits)

MSU M.Ed. Application for Admission

  1. Application for graduate admission to Mayville State University. Submit an online application at https://mayvillestate.edu/future-students/apply-now/ 
  2. An application fee of $35.00 U.S. dollars must accompany each first-time application for admission to the university at time of application submission. The application fee is not refundable. 
  3. Current Teaching License required for the Innovative Teaching Practices Track and SPED Track
  4. Official transcripts verifying all undergraduate coursework and degrees earned from accredited institutions indicating a 3.0 cumulative grade point average. 
  • Bachelor's Degree in Education required for the SPED track or Innovative Teaching Practices Track 
  • Bachelor's Degree required for Adult Teaching and Learning Track

Transcripts and Current Teaching License can be mailed directly to:

Office of Admissions 
Mayville State University 
Attention: Mindy O’Connor 
330 Third Street NE 
Mayville, ND 58257 

Or electronically to Mayville State University through the National Student Clearinghouse or Parchment.

Please contact Mindy O’Connor for assistance with graduate application to Mayville State University: mindy.oconnor@mayvillestate.edu; 701.788.4635.   

Admission to the M.Ed. Program 

Admission to the M.Ed. program is completed in conjunction with, or after admission to MSU. 

Applicants will be provided with all necessary information to complete the items for admission to the M.Ed. program listed below. Students will upload some of the items to TaskStream, a software system purchased by students upon admission to the university that will be used throughout the M.Ed. program. Information on the purchase of TaskStream and the following M.Ed. admission requirements will be provided by email 

Applicants will be provided all necessary information, forms and processes to complete and submit the items below.

 

Innovative Teaching Practices 

Adult Learning 

Special Education  

University Admission 

GPA 3.0 final on transcript 

GPA 3.0 final on transcript 

GPA 3.0 final on transcript 

Bachelor's degree from an accredited university 

Bachelor's degree from an accredited university  

Bachelor's degree from an accredited university 

Current Teacher license from a state OR proof of successful completion of a certified teacher education prep program 

 

Current Teacher license  

 

Program Admission 

Admission Interview

Admission Interview  

Admission Interview  

3 Letters of reference 

3 Letters of reference 

3 Letters of reference 

Purchase TaskStream  

Purchase TaskStream 

Purchase TaskStream 

Transfer in up to 9 credits only and must be at graduate level  

Transfer in up to 9 credits only and must be at graduate level 

Transfer in up to 9 credits only and must be at graduate level 

Liability insurance 

 

Liability insurance 

Resume or CV

Resume or CV

Resume or CV

Code of Conduct  

Code of Conduct 

 

Code of Conduct 

 

Score reports on previously taken exams for teacher preparation or licensure

 

Score reports on previously taken exams for teacher preparation or licensure

Financial Aid Eligibility

Education graduate tuition and fees for 2022-2023 are $454.05 per graduate credit, regardless of residency.  

Qualified students may be eligible for federal loans for graduate studies.  Please contact the Mayville State Financial Office for more information.   

MSU M.Ed. Program Course Descriptions 

M.Ed. Graduate Core (16 SH Credits)

EDUC 507  Research Methods (3 SH Credits)
This course covers the methodology of design and research study. Students will outline an action research project relevant to their own interests and practice.

EDUC 501  Topics and Trends in Education (2 SH Credits)
A broad range of educational issues including government funding; technology in education; diversity and cultural competency; standards, testing, and accreditation; roles of administrators, faculty, staff; teacher shortage; tenure; and graduation rates will be explored for K-12 and Higher Ed. Students will investigate common themes and patterns of trends from K-12 through Higher Education.

EDUC 506  Educational Law and Ethics (2 SH Credits)
This course examines how changes in law and society directly impact decision-making for schools and organizations. Legal issues for leaders, administrators, school boards, and teachers are included in this comprehensive course of study.

EDUC 508  Organizational Leadership (3 SH Credits)
This course provides preparation from a management perspective in which students will develop skills to set strategic goals based on the mission of the school or organization; create and promote positive culture and climate; motivate and provide leadership; plan for training and implementation of initiatives; and create partnerships with stakeholders within the community.

EDUC 510  Diversity & Societal Change (3 SH Credits)
This course provides students with a broad perspective of diversity concerning inclusive multicultural educational practices.  Students will examine current instructional delivery models for diverse populations while increasing responsiveness and awareness of personal attitudes and biases. This course aims to provide students with resources to develop skills to advocate for equity and inclusion.

EDUC 545  Grant Writing (3 SH Credits)
This course will help students locate sources for grants and provide proper education and guidance for submitting an effective proposal. Content will include reviewing the grant writing terminology, the application process, writing tips, budget development, and specific techniques for developing and submitting a proposal. Students will complete a grant proposal that is ready for submission.

Adult Teaching and Learning Track

(Total 32 SH Credits including the M.Ed. Graduate Core)

EDUC 512  Adult Learning Theory (3 SH Credits)
This course focuses on adult learning rooted in androgogical principles inclusive of adult behavior, mental health, motivation, and engagement. A critical analysis of adult learning theories will be explored and applied to current practice.

EDUC 513  Active Adult Learning Strategies (4 SH Credits)
In this course, students will focus on instructional methods that involve active learning strategies for adult learners from both practical and theoretical perspectives.  Students will learn to apply components of active learning that support the adult learner's motivation and engagement.

EDUC 515  Program Evaluation (3 SH Credits)
Through an Appreciative Inquiry framework, students will learn how to complete evaluation processes focusing on the positives and strengths of individuals and organizations to support change, continuous improvement, and growth. 

EDUC 520  Program Development (3 SH Credits)
This course examines the necessary components linked to program planning and development. Students will explore specific goals related to global competencies, the positionality of academic content, refinement and alignment of course offerings, revisions to existing programs, and the development, review and approval of new program proposals in relation to academic soundness and fiscal viability.

EDUC 569 Action Research (3 SH Credits) Students will engage in a disciplined inquiry process to design and complete an action research project relevant to the students' work and interests. Students will select a focus of study, clarify theory, identify research questions, collect and analyze data, and report results that lead to informed action.

Innovative Teaching Practices Track

(Total 32 SH Credits including the M.Ed. Graduate Core)

EDUC 521  Robotics and Artificial Intelligences in the K-12 Classroom (3 SH Credits)
This course provides students with a foundation in the essential components of robotics and artificial intelligence. Students will learn the evolution of robotics and AI integration in K-12 schools and how robotics and gaming are utilized as effective collaborative instructional strategies to support college and career readiness.

EDUC 525  Developing Computational Thinking and Coding in the K-12 Classroom  (3 SH Credits)
This course includes an introduction to computational thinking and a broad definition of each concept (decomposition, pattern recognition, abstraction, and algorithms) in the k-12 classroom. Students will work through a series of real-world cases that illustrate how computational thinking and coding are used to solve complex problems.  This course touches on the basics of various programming languages.

EDUC 502  Introduction to Blended Learning (2 SH Credits
This course is designed to provide teaching professionals and pre-professionals with an introduction to blended learning, and the skills they will need to create a hybrid learning environment in their current or future classrooms. Students will utilize face-to-face instructional strategies and combine them with digital and project-based learning strategies.  Participants will discover the benefits of facilitating learning through a constructivist approach to classroom instruction and will have an opportunity to compare this methodology to the more well-known instructivist model.  Face-to-face sessions will occur via electronic medium and participants will be required to model, provide evidence (record, demonstrate, etc.) the development of a blended learning environment and to demonstrate their 21st Century teaching skills.

EDUC 503  Online K-12 Instructional Methodology (3 SH Credits)
This course introduces K-12 online instruction to allow learners to acquire the perspective of both K-12 students and instructors in an online environment.  Learners will use tools and resources to explore the critical components of being an effective online instructor. This course includes a focus on ethical issues and practices for online teaching and learning using the ND approved Code of Ethics in additional to areas such as online security, instructional feedback, and brain-based learning.

EDUC 504  Learning Management Systems, Student Information Systems, & Online Curriculum (2 SH Credits)
In this course, students will evaluate Learning Management Systems (LMS's) and Student Information Systems (SIS's). Students will learn to use functions of an LMS to create an engaging course that is adaptive and responsive for K-12 learners. Students will understand basic construction of an online course designed for grades K-12 and evaluate online course content and navigation, quality, levels of student engagement, and use of social or group activities. Students will create a module in an LMS and design their own course.

EDUC 505  Action Research Online Teaching Field Study (3 SH Credits
This field study provides students experience teaching online with active enrollments.  Students will use their school's LMS, SIS, and follow school protocol.  Students demonstrate their understanding of how K-12 students learn in an online environment during this 16-week course. *If a student does not have their own classroom, arrangements for the field study will be made.

Prerequisites: 502, 503, 504, and 507 Research Methods.

Special Education Track

Total of 34 SH credits

EDUC 530  Foundations of Special Education  (3 SH Credits)
This course is designed to provide historical and foundational knowledge and understanding of characteristics of the disability experience, a variety of disability types under IDEA law, their implications, associated conditions and the impact of disability on physical, cognitive, and psychosocial development. Effective communication and collaboration between the members of the IEP team are empathized through a culturally responsive lens. The course provides a model for understanding individuals with disabilities, appropriate decision making, facilitating educational programs, accommodations and modifications, and collaboration with families, professional roles, and outside agencies. Students will identify and research one issue in special education and present this issue with a solution to colleagues in the field. A goal of the course is to provide training for education and service providers who serve exceptional children, youth, and adults in a variety of settings. 

EDUC 593  Inclusive Classroom  (2 SH Credits)

This course assists teachers when identifying children, youth and young adults with special needs as outlined in PL 108-446 (i.e., learning disabilities, intellectual disabilities, physical impairments, other health impairments, sensory impairments, communication disorders, emotional/behavior disorders, autism, and traumatic brain injury) and PL 95-561 (i.e., gifted and talented). Students will research concepts of inclusion, teaming approaches, assessment techniques, certification requirements, individual education plans, and the use of modifications and adaptations within an inclusive environment in general education classrooms. Students will research the roles and responsibilities of a general education teacher on a special education team.  A focus on collaborative processes, organizational support services for students and families, and the individualization of learning plans that support students with disabilities guides research and learning for the course.

SPED 530  Behavioral Strategies for Students with Disabilities  (3 SH Credits)
Course content of theory, conceptual approaches, and practice in the application of operant and classical conditioning procedures to children, youth and adults in applied settings allow course participants to develop skills in the application behavior modification & management to various forms of behavioral, psychological, and social-emotional development. Students will research, design, implement and evaluate an effective behavior modification used in the classroom to change an individual's behavior. Students will learn principles, procedures, and practical how-to skills such as observing and recording behavior; recognizing instances of reinforcement, extinction and punishment and their likely long-term effects; and design, implement and evaluate behavioral programs.

SPED 586  Learning Disabilities  (3 SH Credits)
This course will include identification, characteristics, and delivery of services for children, youth, and other individuals with learning and related disabilities. A heavy emphasis will be placed on creating and modifying learning environments and adapting instructional strategies to meet the needs of students in inclusive early childhood, elementary and secondary settings. Students will identify and research an area of professional practice they would like to improve and use course concepts, content knowledge, and research practices to create an action intervention plan for use in the associated practicum. Students will focus on best practices and methods related as well as computer assisted instruction and technological equipment appropriate to varied learning needs. 

SPED 584  Emotional Disturbances  (3 SH Credits)
This research-based course will provide comprehensive information on characteristics, methods and materials for children, youth, and young adults with emotional and behavioral disorders. Course instruction will focus on definitions, prevalence, causes, assessment, education service placements, functional behavior assessment, basics of applied behavior analysis and Positive Behavior Supports, advocacy, and current issues in the field. Students will identify and research an area of professional practice they would like to improve and use course concepts, content knowledge, and research practices to create an action intervention plan for use in the associated practicum. Course content supports study for educational personnel and related service providers.

SPED 582  Intellectual Disabilities  (3 SH Credits)
This course is designed to focus on the characteristics of and researched strategies for teaching children, youth, and young adults with intellectual disabilities (also known as developmental or cognitive disabilities). Areas of study include terminology and etiological factors, legal parameters, assessment techniques, influence of cultural variables, current issues, and effective methods and materials of instruction. Students will learn to accommodate and modify curriculum to meet the needs of the students in their classroom. Through this course students will identify and research an area of professional practice they would like to improve and use course concepts, content knowledge, and research practices to create an action intervention plan for use in the associated practicum.

SPED 596   Assessment of Students with Disabilities  (3 SH Credits)
In this course, students develop skills in formative and summative evaluation methods for children, youth, and young adults with mild, moderate, or severe disabilities in an academic or functional curriculum. Students will learn how to administer, interpret and report in a nondiscriminatory manner: observations, work sample, task and error analysis, file review, inventories, diagnostic probes, checklists, rating scales, questionnaires, error analysis, curriculum-based measurements and formal achievement tests. Emphasis is on screening, pre-referral, eligibility determination, instructional assessment with on-going evaluation (progress monitoring) and data-based decision making. Case studies will be used for analysis and assessment decisions. Students will engage in independent research and analysis of summative assessments.

SPED 598   Special Education Law and Ethics  (3 SH Credits)
Throughout this course an in-depth study of the laws and regulations that govern special education and related areas of education law will be conducted. The course will focus on key concepts of special education law, emphasizing the relationship between legal and practical considerations. Formal statutes and regulations that govern special education will be covered, but most of the emphasis will focus on how these laws are implemented in the real world, by looking at legal decisions, case studies and practical scenarios. Student will engage in an interactive, professional presentation project.

SPED 585   Emotional Disturbances Practicum  (2 SH Credits)
This clinical course is designed for students who are earning a degree in special education and compliment coursework on emotional and behavioral disorders. The course is a 60-hour field experience in a regional school or outside agency that serves individuals with emotional disturbances. Students will apply methods with a student with an emotional disturbance. Students will implement the action research intervention plan and other course assignments as outlined in their accompanying methods course concerning emotional disturbances.

This course requires students to have an approved background check and liability insurance prior to the field experience.

SPED 590   Transitions  (2 SH Credits)
In this course, students will research practices and problem areas in special education specifically related to transition services for students with disabilities occurring from adolescence through early adulthood. This course is designed to prepare special education teachers to address issues associated with transitioning students from school to postsecondary choices. Students will learn about assessments and transition program planning for individuals with disabilities that will include interagency communication and career awareness. National and state laws governing the transition process will be used in the plan to support transition services, goal setting, assessments, instructional strategies for transition, school and community-based resources, transition to employment or vocational training, postsecondary education, sexuality, living in the community and life-long disability. Students will write a transition IEP connecting agencies and school services.

SPED 587   Learning Disabilities Practicum   (2 SH Credits)
This clinical course is designed for students who are earning a degree in special education and compliment coursework on a variety of learning disabilities. The course is a 60-hour field experience in a regional school or outside agency that serves individuals with learning disabilities. Students will apply course instruction with an individual with a learning disability. Students will implement the action research intervention plan and other course assignments as outlined in their accompanying methods course concerning learning disabilities.

This course requires students to have an approved background check and liability insurance prior to the field experience.

SPED 583   Intellectual Disabilities Practicum  (2 SH Credits)
This clinical course is designed for students who are earning a degree in special education and compliment coursework on individuals with intellectual disabilities. The course is a 60-hour field experience in a regional school or outside agency that serves individuals with intellectual disabilities. Students will apply concepts and methods in a special education setting to individuals with intellectual disabilities. Students will implement the action research intervention plan and other course assignments as outlined in their accompanying methods course concerning learning disabilities. This course requires students to have an approved background check and liability insurance prior to the field experience.

SPED 569      Action Research   (2 SH Credits)
This course introduces students to action research by exploring research methods with an emphasis on action research. Students will identify an area of personal interest that can improve classroom instruction and/or school practices or processes. Students will complete a literature review, collect and analyze data, and develop the first cycle of an action plan that will provide support, improvement or change in an educational setting.

SPED 595      Capstone Project   (1 SH Credit)
This course is the final course for the M.Ed. in Special Education. Students will complete and present their action research project.