MEd in Secondary Education - Humanities (Licensure)
What is Humanities Education and Why is it Important at the Secondary Level?
Grand Canyon University’s Master of Education in Secondary Education with an Emphasis in Humanities ITL degree program prepares students to become a licensed junior high or high school teacher (grades 6–12) who has a specialty in humanities education. The study of humanities and social sciences varies widely in scope and may include the areas of history, geography, civics, fine and performing arts, cultural and sociological influences, languages and English literature.
Humanities educators help students:
- Ask questions about the world
- Analyze human behavior
- Understand diversity and the human experience
- Contemplate contemporary society
- Cultivate writing and reading skills
- Learn to think creatively
- Become informed and critical citizens
Humanities educators impact their students by not only developing them into knowledgeable citizens, but into individuals who understand social equality, how to think critically and form their own thoughts while respecting others. Graduate students learn to combine grade 6–12 subjects that cover English, social studies, history and education psychology. The program emphasizes technology and diversity in education, as well as provides modern teaching methods and strategies to improve student achievement in the 21st century classroom.
Why Earn Your Masters in Secondary Education for Humanities at GCU?
This regionally accredited and Arizona State Board of Education approved program is designed specifically for adult learners and builds on their knowledge to deepen understanding in education. Experts in their respective fields lead courses and develop humanities teachers by sharing their knowledge and experiences in secondary education, humanities and educational psychology.
All courses meet the standards from the Interstate Teacher Assessment and Support Consortium (InTASC) and the International Society of Technology Educators (ISTE). They also participate in secondary education field experiences that guide students through 100 hours of practice-based and observational experiences with the opportunity to apply their concepts, theories and research in real classroom settings.
The master’s in teaching secondary education degree program concludes with a full-time, 15-week student teaching course. Also, the values-based curriculum integrates a Christian worldview, which cultivates an ethical and moral approach to education.
What is the Difference between Initial Licensure and Non-Licensure Programs at GCU?
In this program, candidates who seek the non-licensure (NITL) do not have to complete the 15-week student teaching component. Therefore, this program may better apply to those who cannot complete this requirement. In addition, program completion will be a semester shorter because this pathway has 33 total credits, as opposed to 41 credits with the licensure pathway.
Please note that candidates who take this pathway cannot obtain an Institutional Recommendation (IR) from GCU. This program does lead to teacher certification. Practicum hours, state exams, student teaching and an institutional recommendation from GCU are required.
What Can You Do with a Masters in Humanities Education Degree?
Graduates may pursue teaching in one or more subjects, such as language arts or social studies, in public or private schools. Teachers may be designated to a certain area based on their subject matter specialty. Potential career opportunities include a language arts teacher, social studies teacher, art teacher, music teacher and secondary teacher.
Core Courses
Course Description
Teacher candidates will survey the philosophical, historical, and sociological influences upon which secondary educational theories and practices are constructed and explore a variety of the common issues, trends, and opportunities that professional educators face in the field. Candidates will prepare for the graduate learning experience at Grand Canyon University by developing and strengthening the skills necessary to succeed as graduate students in the College of Education. Practicum/field experience hours: None. Fingerprint clearance not required.
Course Description
Candidates examine the United States Constitution, and the constitution of the State of Arizona. From this foundational review, candidates will explore application of the United States Constitution and the constitution of the State of Arizona in educational contexts. Practicum/field experience hours: 3. Fingerprint clearance not required.
Course Description
Teacher candidates will survey how early adolescents and adolescents grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, social/emotional, and physical areas. This survey of the seminal concepts, principles, theories, and research related to development of adolescents will allow candidates to build foundational knowledge for constructing learning opportunities that support individual students’ development, acquisition of knowledge, and motivation. Practicum/field experience hours: None. Fingerprint clearance not required. Prerequisite: SEC-501 or SEC-502.
Course Description
Teacher candidates are introduced to the educational needs of students with mild to moderate disabilities and their families, including the definitions, characteristics, prevalence, causes and educational approaches to these disabilities and disorders. Teacher candidates will identify cognitive, linguistic, social and emotional patterns of learning and development for students with mild to moderate disabilities. Teacher candidates also survey the special education process involving the application of various laws and regulations. Practicum/field experience hours: 6. Fingerprint clearance not required.
Course Description
This course is designed to allow the teacher candidate the opportunity to learn techniques involved in the successful engagement and management of a learning environment. Major emphasis is placed to the establishment of a realistic discipline plan to manage student behavior, as well as engagement and management techniques and strategies to maximize instructional time, classroom procedures, and physical space. Practicum/field experience hours: 15. Fingerprint clearance required. Prerequisite: SEC-501 or SEC-502.
Course Description
Various orientations to curriculum development and assessment are investigated and elements of model curricula are examined specific to the areas of Humanities. Emphasis is placed on understanding current structures and trends in middle and high schools, as well as critical issues, as these relate to curriculum and assessment. Course content is strategically planned to enable participants to make informed curriculum decisions in Humanities classrooms to meet the needs of a diverse student population. Also emphasized is the alignment of educational objectives to standards and building both formative and summative assessments, including rubrics to analyze student learning. This course focuses on the principles and practices involved in curriculum design for Humanities classrooms. Teacher candidates develop their own curriculum unit. Practicum/field experience hours: 10. Fingerprint clearance required.
Course Description
Teacher candidates will investigate multiple methods of assessment that support student engagement, monitor student progress, and guide decision-making, specifically to Humanities classrooms. Candidates will build foundational knowledge regarding formal and informal assessment strategies for planning, evaluating, and strengthening instruction to promote continuous intellectual, social, emotional, and physical development of each student. Practicum/field experience hours: 10. Fingerprint clearance required.
Course Description
This course is designed to foster application of proven teaching and learning methodologies for both instructor and student in order to make appropriate and data-driven decisions about all aspects of teaching. Major emphasis is focused on planning instructional objectives and lessons, assessing objectives, and developing teaching methodology that encourages problem solving, active participation, and assessment. Practicum/field experience hours: 15. Fingerprint clearance required. Prerequisite: SEC-515 or SEC-516 or SEC-517.
Course Description
This course is designed to develop a broad range of research-based reading methodologies to enhance the learning strategies of middle and secondary school students. Major emphasis is placed on the use of reading strategies for culturally and socially diverse classrooms, including the use of literacy-based instruction in all content areas and understanding, evaluating, and promoting effective pedagogy in adolescent literacy. The development and use of integrated and thematic approaches of instruction are addressed. Teacher candidates are expected to observe and assist in a grade 5-12 classroom while taking this course. Practicum/field experience hours: 15. Fingerprint clearance required.
Course Description
In this course, teacher candidates examine the fundamentals of the legal, historical, and educational foundations of Structured English Immersion (SEI) and other instructional programs for English language learners. Theoretical principles of language acquisition and the role of culture in learning are examined. Methods of assessment are identified and analyzed. Teacher candidates identify strategies to promote English language development and improve student achievement. Through Universal Design for Learning they plan, deliver, and evaluate standards based instruction for English language learners. Practicum/field experience hours: 15. Fingerprint clearance required.
Course Description
Teacher candidates examine a variety of instructional strategies to encourage students to develop a deeper understanding of the major concepts contained within Social Studies, English Language Arts, and the Arts through modes of inquiry from the integrated study of history, geography, the social sciences, reading, writing, oral language, and their influences that build skills to apply knowledge in meaningful ways. Teacher candidates integrate instructional content, academic functions, formative and summative assessments, media and technology to engage learning. Teacher candidates apply their foundational knowledge of reading, language, and child development to teach reading, writing, speaking, viewing, listening, and comprehension skills to middle and high school students. Candidates also help these students successfully apply their developing skills to different situations, materials, and ideas. Practicum/field experience hours: 12. Fingerprint clearance required.
Course Description
Teacher candidates are engaged in the student teaching experience that includes practical classroom experiences, research, analysis, and teaching to support the creation of a Student Teaching Evaluation of Performance (STEP). Fingerprint clearance required. Fingerprint clearance required.
Pursue a next-generation education with an online degree from Grand Canyon University. Earn your degree with convenience and flexibility with online courses that let you study anytime, anywhere.
Grand Canyon University’s evening programs cater to the demands of working professionals who prefer an in-person learning environment. Our night classes meet just once per week and offer the interaction and discussion of a typical college classroom.
* Please note that this list may contain programs and courses not presently offered, as availability may vary depending on class size, enrollment and other contributing factors. If you are interested in a program or course listed herein please first contact your University Counselor for the most current information regarding availability.
* Please refer to the Academic Catalog for more information. Programs or courses subject to change.