Maestría en Artes en Educación

EDU 3001 – Foundations of Process-Relational Education

This course introduces the major philosophical, historical, and sociological foundations of education. Students explore enduring questions about why societies educate, how education has evolved, and what values and visions of humanity it serves. Attention is given to diverse cultural perspectives, including Western and Eastern traditions, and to shifting worldviews that have shaped educational aims—from authority and standardization toward creativity, relationship, and holistic development.

EDU 3002 – Whole-Person Development

This course explores human growth and learning as multidimensional processes involving intellect, emotion, imagination, and moral awareness. Students examine major theories of development and consider how educational environments can nurture balanced, integrated growth. Emphasis is placed on the formation of character, creativity, and relational awareness across the lifespan, highlighting the role of teachers in cultivating environments that support the flourishing of the whole person. 

EDU 3003 – Learning Theory and Imaginative Pedagogy

This course surveys major theories of learning and their implications for creative and holistic education. Students explore cognitive, constructivist, and experiential approaches alongside Whitehead’s vision of learning as a rhythmic process of romance, precision, and generalization. Emphasis is placed on imagination as the bridge between curiosity and disciplined understanding, and on designing learning experiences that move from wonder to mastery to meaningful application. Through reflection and practice, students develop a dynamic view of teaching that integrates intellect, creativity, and lived experience.

EDU 3004 – Curriculum and Instructional Design

This course introduces the principles of curriculum development and instructional design. Students learn how educational aims, cultural values, and learning theories shape what and how we teach. Topics include goal setting, content organization, instructional strategies, and evaluation of learning outcomes. Emphasis is placed on designing creative, coherent, and inclusive learning experiences that connect theory with classroom practice.

EDU 3005 – Relational Teaching and Classroom Community

This course focuses on teaching as the practice of relationship. Students explore how trust, empathy, and mutual respect create the foundation for effective learning. Topics include communication, classroom climate, collaboration, and inclusive practices that honor diversity and belonging. Emphasis is placed on building participatory learning communities where students and teachers learn with and from one another.

EDU 3006 – Technology, Creativity, and Educational Innovation

This course explores how technology can inspire creativity and expand learning opportunities. Students examine emerging tools and digital practices that support collaboration, design thinking, and inclusive learning. Emphasis is placed on using technology ethically and imaginatively to enhance, rather than replace, human connection in education. Projects invite students to experiment with innovative approaches that integrate technology into whole-person and community-centered learning environments.

EDU 3007 – Assessment and Evaluation in Whole-Person Education

This course examines the principles and practices of assessing learning in ways that honor intellectual, emotional, and moral development. Students study both traditional and alternative methods of evaluation, including formative and summative assessment, portfolios, and performance-based approaches. Emphasis is placed on designing fair and meaningful assessments that support growth, inform instruction, and reflect the aims of whole-person education.

EDU 3010 – Introduction to Culture-Based Education (Frank Rogers)

This course examines how culture shapes teaching, learning, and educational systems. Students explore the ways values, traditions, and worldviews influence classroom practices, communication, and conceptions of knowledge. Attention is given to both Western and non-Western perspectives, with an emphasis on intercultural understanding, equity, and culturally responsive pedagogy. The course invites reflection on one’s own cultural assumptions and how education can build bridges across differences to foster inclusive and life-affirming learning communities.

EDU 3011 – Comparative Education: US and Chinese Perspectives

This course examines the philosophies, structures, and cultural values that shape education in China and the United States. Students compare historical developments, policy frameworks, and classroom practices, exploring how each system reflects different understandings of knowledge, individuality, and community. Emphasis is placed on cross-cultural dialogue, mutual learning, and the search for models of education that promote equity, creativity, and human flourishing in a global context.

EDU 3012 – Field Internship

This course provides supervised professional experience in an educational or community setting. Students apply program concepts in real-world contexts while developing skills in observation, planning, communication, and reflective practice. Regular supervision and peer dialogue support integration of theory and practice, emphasizing ethical and relational dimensions of professional life.

EDU 3013 – Narrative Pedagogy (Frank Rogers)

This course explores story as a vital medium for teaching and learning. Students examine how narrative shapes identity, moral imagination, and community within educational settings. Readings and practices draw from diverse traditions that use storytelling to convey values, cultivate empathy, and make meaning of experience. Emphasis is placed on designing learning environments where story deepens reflection, fosters belonging, and connects knowledge to life.

EDU 3014 – Higher Education for the 21st Century

This course examines the changing role and purpose of higher education in the twenty-first century. Students explore how universities can respond to global challenges such as ecological crisis, social inequality, and the search for meaning in an interconnected world. Topics include educational reform, liberal learning, sustainability, and the integration of knowledge across disciplines. Emphasis is placed on reimagining higher education as a community of inquiry that prepares students for responsible citizenship and creative participation in a rapidly evolving society.

EDU 3020 – Research Methods and Inquiry in Education

This course introduces qualitative and quantitative approaches to educational research with emphasis on action research and reflective inquiry. Students learn to frame research questions, collect and interpret data, and apply findings to improve practice. Attention is given to ethical issues, cultural context, and the use of research for transformative change.

EDU 3021 – Educational Leadership and Organizational Change

This course introduces leadership theories and practices relevant to educational and community settings. Topics include vision building, ethical decision-making, systems thinking, and collaborative change. Students reflect on their own leadership style and learn strategies for guiding innovation that promotes equity, sustainability, and whole-person growth.

EDU 3088 – Education for Ecological Civilization (Andrew Schwartz)

This course explores the role of education in shaping sustainable and life-affirming societies. Students examine ecological, philosophical, and cultural foundations for rethinking human relationships with the Earth. Topics include systems thinking, environmental ethics, and models of ecological education from around the world. Emphasis is placed on cultivating ecological awareness, community responsibility, and creative imagination as essential capacities for building an ecological civilization.

EDU 3099 – Summative Exercise (Staff)

This capstone course allows students to synthesize and demonstrate their learning through a final integrative project. Options may include a thesis, practicum, comprehensive exam, major paper, or case study developed in consultation with a faculty advisor. Each project should connect theory and practice, demonstrate competence in educational research or application, and articulate a clear philosophy of whole-person education.