Overview of M.Ed. Programs

The Master of Education programs are for individuals interested in developing knowledge and skills that promote learning, communication, and best organizational leadership practices as a way to create innovation and transformation into any professional setting. The program is 30 - 36 credit hours long and culminates in a thesis or project.

The Master of Education programs at Belmont University are based on a common twelve-hour core followed by a fifteen to twenty-one hour focus area. There are four core courses plus a thesis that will usually be completed with a topic that matches the content of the focus area.  The current options for areas of focus in the M.Ed. include:

M.Ed. (Organizational Leadership and Communication). 
This option provides a focus on communication both inside and outside an organization.

M.Ed. (Non Profit Leadership).
Provides students with an excellent understanding of leadership within non profit organizations and will broaden the knowledge base on what makes non profit organizations different.

M.Ed. (Learning and Organizational Change). 
This option allows students to create their own focus area. Within this structure candidates may also select the following special foci in Reading Specialist, English Language Learners, and Teacher Leaders.

Goals of the M.Ed. programs:

The goals for the Master of Education degree are:

1. To develop graduates who are scholars, skillful communicators, and competent practitioners.
2. To integrate theory and practice.
3. To facilitate the development in students of the qualities of effective leaders with an emphasis on: critical thinking, clear communication, strong academic understanding, leadership of a learning community, and high ethical standards.

Master of Education Organizational Leadership and Communication

Belmont’s Masters Program in Organizational Leadership and Communication (OLC) is designed to build skills and knowledge for practical application in the workplace. Students completing the program will develop their leadership potential and explore leadership styles and models. The central aim of the program is the development of organizational leaders as reflective practitioners who are skilled in observation, analysis, synthesis and dialogue. The role of ethical decisions and practices is central to these goals and is explicitly addressed in a variety of contexts in the OLC program.

 Non Profit Leadership

The Non Profit Leadership (NPL) emphasis in the M.Ed. will provide graduate preparation for students who are seeking to move into leadership positions in non-profit organizations. This program emphasizes the critical linkages between leadership, communication, and learning in order to facilitate the development of the skills and understanding necessary for success in all types of organizations.  The central aim of the program is the development of organizational leaders as reflective practitioners who are skilled in observation, analysis, synthesis, and dialogue.

Master of Education (Learning and Organizational Change)

Students in this program may self design an approved focus area such as: Reading Specialist. English Language Learners, and Teacher Leader.

Reading Specialist Focus

M.Ed. candidates may complete an add-on Endorsement for Reading Specialist K-12. This program is designed for any licensed teacher who wishes to focus more heavily on development of their student’s reading skills. This program may be completed as a stand-alone endorsement or as part of Learning and Organizational Change Masters in Education program. For the M.Ed. with this endorsement the student takes the standard M.Ed. core courses (12 hrs.) plus the courses below.

English Language Learners Focus

M.Ed. candidates may complete a focus area in English Language Learners, as part of the Learning and Organizational Change program.

Teacher Leaders Focus

^{1 All M.Ed. candidates are expected to complete a thesis. Under exceptional circumstances, with the approval of the M.Ed. Program Director and Chair of the Department of Education, a student may substitute the thesis with an approved substantive culminating project (using the 6900 number), or a course that has professional relevance to the program emphasis. A substitution form is required with an explanation.}