Summer 2022
Schedule of Classes Published: Tuesday, January 25, 2022
Registration Begins: Tuesday, March 1, 2022
Session I Begins*: Tuesday, May 31, 2022
Session II Begins: Monday, July 11, 2022
View Full Summer Academic Calendar
*Note: Summer Session dates vary by the length of the course.
View the Summer 2022 Schedule of Classes
Fall 2022
Schedule of Classes Published: Monday, March 28, 2022
Advanced Registration Begins: Monday, April 4, 2022
Registration for Newly Admitted Students Begins: Wednesday, June 1, 2022
Non-Degree Registration Begins: Wednesday, August 24, 2022
Semester Dates: August 31, 2022 to December 13, 2022
Last Day to Add/Drop a Class: Wednesday, September 14, 2022
View Full Fall Academic Calendar
Sample Open Enrollment Courses
Computer Science
CSED 527: Culturally Responsive Instruction in Computer Science
Culturally Responsive Instruction is a dynamic form of teaching which considers students’ culture to choose and implement instruction in a way that builds and supports the culture and individual characteristics of all students in the computer science classroom. Culturally Responsive Instruction includes but is not limited to the following instructional strategies: relating Computer Science to real-life experiences, creating a safe and supportive learning community within the classroom which is student-centered and teacher facilitated, and helping students develop the language and concepts of Computer Science.
EDUC 771: Analyzing Educational Research
This course provides an overview of designs used in educational research. Topics include, but are not limited to, experimental, quasi-experimental, historical, ethnographic and phenomenological modes of inquiry. Emphases are on the assumptions, applications, tools and procedures associated with each of the varied designs. For example, study of experimental and quasi-experimental design will attend to issues such as validity, randomization and multivariate statistics.
Prerequisites: EDUC 601, EDUC 602 and/or consent of department
Mathematics
MAED 527: Culturally Responsive Teaching in Mathematics
Culturally responsive instruction is a dynamic form of teaching which considers students’ culture to choose and implement instruction in a way that builds and supports the culture and individual characteristics of all students in the mathematics classroom. Culturally responsive instruction includes but is not limited to the following instructional strategies: relating mathematics to real-life experiences, creating a safe and supportive learning community within the classroom which is student-centered and teacher facilitated, and helping students develop the language and concepts of mathematics.
Prerequisites: Consent of department and admission to M.A.E. program.
MAED 551: Inquiry I: Patterns, Functions and Algebra
This course uses an inquiry approach to investigate essential and advanced algebraic concepts. Topics include but are not limited to patterns, functions, relations, variables, equality, algebraic representation, justification, and proof. Course participants learn how to use manipulatives graphing calculators, and other visual technologies to create active learning classroom communities. Research on learning and teaching algebra, with emphasis on linear, quadratic, and exponential functions is the foundation for developing research-based teaching practices in algebra. Course participants assess student work samples in algebra, and design intervention strategies to deepen students’ algebraic understanding.
Prerequisites: Consent of department and admission to M.A.E. program.
EDUC 771: Analyzing Educational Research
This course provides an overview of designs used in educational research. Topics include, but are not limited to, experimental, quasi-experimental, historical, ethnographic and phenomenological modes of inquiry. Emphases are on the assumptions, applications, tools and procedures associated with each of the varied designs. For example, study of experimental and quasi-experimental design will attend to issues such as validity, randomization and multivariate statistics.
Prerequisites: EDUC 601, EDUC 602 and/or consent of department
STEM
STEM 506: The Designed World
Drawing upon the idea that the natural world is understandable and predictable, and that science is durable but cannot provide complete answers to all questions, students will examine their own world views of science. This course will assist students with the fundamental abilities and concepts to understand the relationship between science and engineering to implement the design process to solve problems , including gathering relevant data through scientific inquiry, designing a solution or product, implementing a proposed design, evaluating completed technological designs or products, and communicating the process of technological design.
Prerequisites: Consent of department and admission to M.A.E. program.
STEM 533: Culturally Responsive Teaching in STEM
Culturally responsive teaching is based on the belief that culture is central to student learning. Culture refers to the “ integrated patterns of human behavior that include language, thoughts, communication, actions, customs, beliefs, values, and norms of racial, ethnic, religious, or social groups” (Educational Leadership Project, 2005). This course provides the theories and research related to culturally responsive teaching and examines the classroom practices, such as interdisciplinary units, using real-world connections, creating safe, respectful environments and use of explicit instruction, to assist course participants to understand their own cultural identity and be able to make teaching and learning more relevant and effective in their classrooms. The students in this course will be able to identify and examine issues pertinent specifically to STEM-content related issues relating to gender, race, ethnicity and English Language Learners as well as other social groups.
STEM 550: Emerging Technologies and Their Applications
In this course, teachers will investigate technological innovation, its products, and the effects of those products on society. The teachers will evaluate curricula developed to study technology with respect to its efficacy, cultural and diversity responsibility, and use of instructional technology. The teachers will use their knowledge of technology to modify a standard board game to be used in a STEM classroom and incorporate appropriate instructional technology
Featured Event

Thursday, October 21, 2021 @ 7:00 pm
Join us for our upcoming Open House to explore how our MA in Education can help you meet your goals and equip you with skills specific to critical academic areas. You’ll have the opportunity to meet with faculty and staff, gain information on financial aid and career opportunities, and find out why UMBC is the perfect place to expand your education.
Unable to attend? See our full event listing for more opportunities to connect with us!
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At a Glance
Locations & Delivery
- Online
- Hybrid (for partnership programs)
- Location-based cohorts
Programs Offered
Average Completion Time
- 2-4 years (part-time)
Credit Hours
- 36 graduate credits (12 courses)
Tuition & Scholarship
- $12,000 total including all courses and fees
- Books and other instructional materials are not included
Start Date
- Fall/Spring/Summer
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