Overview: Master’s in Secondary Humanities Education
Grand Canyon University’s Master of Education (MEd) in Secondary Humanities Education degree prepares individuals who are interested in becoming middle school or high school humanities teachers. The coursework is designed to ensure that graduates of this program are qualified to teach classes related to language arts, social studies and the arts. In addition to the necessary content knowledge, master’s in secondary humanities education grads will learn and practice everything they need to know about teaching strategies and classroom management.
This master’s in humanities education degree is designed to provide teaching candidates in Nevada an Alternative Route to Licensure (ARL). Teachers can complete this program while working in the classroom. Upon graduation of this master’s of secondary humanities education program, students are eligible for a standard teaching license in Nevada.
What are the Benefits of a MEd in Secondary Humanities Education?
The MEd in Secondary Humanities Education program is perfect for teachers who want to work and also attend school. In Nevada, teachers under the ARL program are looking for ways to achieve standard licensing. This program helps working teachers stay in the classroom while also earning a master’s degree and licensure.
Job stability is increasing for teachers as over 76,000 high school teaching jobs will be added in the next ten years according to The Occupational Outlook Handbook. Teachers who earn their MEd in humanities education will be prepared to teach long into the future.
Obtaining teacher licensure and a master’s degree are both big benefits of this program. However, there are many perks of being a teacher with a master’s degree, including:
- Better pay than bachelor’s degree
- Knowledge of modern teaching practices
- Continuing professional development opportunities
- Job growth
Earn Your Online Master’s in Humanities Education From GCU
Students earning a master’s degree in secondary humanities education at Grand Canyon University complete their coursework online and are able to keep their day jobs. The online classes are taught by full-time faculty and experienced adjuncts. While teachers’ lives will always be busy, this master’s in secondary humanities education online degree helps individuals to juggle work and school responsibilities.
Graduates of this master’s degree will be qualified to teach multiple subjects within the humanities fields. They will study current educational research and modern teaching techniques in order to run engaging classrooms. Students also study adolescent development and psychology in order to plan and create classroom experiences that best meet the needs of their students. Coursework from the master’s degree in humanities education includes:
- Family and community engagement
- Classroom management skills
- Methods of curriculum planning
- Adolescent literacy
- Arts education
- Supporting English language learners
- Special education strategies
For those teachers in Nevada looking for a way through the ARL process, your search is over. By earning your MEd in Secondary Humanities Education Degree at GCU, you can remain in the classroom, earn an advanced degree and become eligible for standard licensing.
Program Core Courses
Teacher candidates will survey the philosophical, historical, and sociological influences upon which 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: 2. Fingerprint clearance not required.
In this course, candidates explore how issues related to family relationships and community environments influence classroom dynamics. Emphasis is placed on promoting an equal partnership between families and schools to make collaborative decisions that support student learning outcomes and school policies, practices, and programs. Candidates explore how to create a welcoming classroom and school atmosphere where families feel valued, connected to the school staff, and engaged in the education of their children. Candidates also investigate strategies for collaborating with community resources that can assist families and schools to foster a healthy home and school connection. Practicum/field experience hours: None. Fingerprint clearance not required.
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.
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.
Teacher candidates will survey how 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: 15. Fingerprint clearance not required. Prerequisite: SEC-501.
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.
Teacher candidates will investigate multiple methods of assessment that support student engagement, monitoring student progress, and guiding decision-making. 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: 15. Fingerprint clearance required.
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.
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.
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.
In this course, teacher candidates continue to examine the fundamentals of the legal, historical, and educational foundations of Structured English Immersion 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. They plan, deliver, and evaluate instruction for English language learners. Practicum/field experience hours: 15. Fingerprint clearance required.
Various orientations to curriculum development and assessment are investigated and elements of model curricula are examined. Emphasis is placed on understanding current structures and trends in 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 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. Teacher candidates develop their own curriculum unit. Practicum/field experience hours: 15. Fingerprint clearance required. Prerequisite: SEC-540.
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.