Pathways Requirements 

The graduate program of study will require 30-36 semester units of coursework, depending on the MA in Education pathway selected.  There are three pathways to program completion:

• Thesis or thesis project
• Cognate
• Individualized examination 

We encourage you to become knowledgeable about each of the pathways so that you can pursue a program of study that meets your professional and intellectual goals.

In all three pathways, graduate students take at least 18 units in the program area of concentration + electives and at least 6 units (EDUC 570 and 571) of graduate core courses.  All graduate students work with a three-member committee, and most closely with the committee chair, to complete a culminating activity that is presented to the committee in a public forum.  In addition to these points in common, there are distinct differences among the three pathways to program completion, as briefly described below. Additional information about each culminating pathway is offered later in this handbook.

Thesis/Project

The thesis/project pathway is a 30-unit course of study, including 12-18 units in students’ program area of concentration + electives and 12 units of core courses (EDUC 570, 571, 598, and 599).  In order to prepare for the thesis/thesis project, students must take Education 598 (Developing a Thesis/Project) and 599 (Supervised Study for the Thesis/Project) as their final two courses in the MA program.

The thesis is a written product of a systematic study of a significant question, problem, or issue in education.  The thesis project is also a written document describing a significant undertaking appropriate to education and requiring a great deal of independence and self-direction on the part of the student.  The thesis/project option requires an extensive write-up, including an in-depth literature review.  Students must also present their thesis/project to their three-member committee in a public forum.  A thesis could be based on a quantitative research study, a qualitative research study or a mixed methods research study. Examples of a thesis project include curriculum design,creating and implementing professional development experiences, program design, or various types of creative activities.

Cognate

The cognate pathway is a 36-unit course of study, including 18 units in the students’ program area of concentration (with electives), 9 units of core courses (EDUC 570, 571, and 572), and a 9-unit cognate course of study.  The cognate course of study is a group of courses, which students choose in consultation with a committee chair that allows students to examine areas of interest related to their MA concentration and culminating activity.  In order to work with their three-member committee on the cognate project, students must take Education 572 (Supervised Study for the Cognate Project) as their final course in the MA program.

The cognate project (e.g., professional article, video, website, field-based product) is a significant undertaking through which students connect their cognate course of study with the program concentration, and/or work in the field. Projects should arise out of candidates' goals and professional interests and may take virtually any form. The project may address, for example, implications of the cognate course of study for the classroom, or be reflections on teaching practices involving the use of new technologies, or the application of scholarly research and educational theory in a particular setting. A written reflection that includes the theoretical context and literature review for the project must be included.  Students must present the completed project to their three-member committee in a public forum.

Individualized Examination 

The individualized examination pathway is a 33-unit course of study, including 24 units in the students’ program area of concentration + electives, and 9 units of core courses (EDUC 570, 571, and 573).  For the electives, students, in consultation with their committee chair, choose courses that allow them to examine areas of interest related to the MA concentration and to focus on for the examination area(s) of study they have chosen.  In order to work with their three-member committee as they prepare for the examination, students must take Education 573 (Supervised Study for the Individualized Examination) as their final course in the MA program.

The individualized examination addresses areas of study identified by the student in consultation with the student’s examination committee.  The exam is written by the student’s committee (a chair plus two other members) and consists of three questions related to the student’s area(s) of study, including one question selected from questions submitted in advance to the committee by the student.  When the student is ready to take the examination, he/she receives the questions from the chair and has 72 hours to complete the written examination and to return it to the chair.  Within two weeks of completing the examination, the student must meet with the committee for an oral examination in which the committee asks follow-up questions for clarification and elaboration.

Program Checklist 

Beginning Your MA Program

• Apply and be admitted to MA Program in one of the five program areas
• Read MA Handbook
• Attend Orientation
• Meet with Program Advisor to develop a Program Plan
• During first semester, begin collecting artifacts for program portfolio

Throughout MA Program 

• Meet regularly (at least once per semester) with Program Advisor
• Update Program Plan if you make changes in your program plan
• Notify School of Education about any change of address or other contact  information
• Take MA core courses EDUC 570 (early in your program) and EDUC 571 (preferably after EDUC 570) 
• Take program courses
• Continue to develop program portfolio by collecting artifacts from classes
• Begin thinking about ideas for culminating activity: thesis/project, cognate project, or individualized examination

Preparation for Program Completion 

Regardless of your pathway, toward the end of the MA program, all candidates must:

• Constitute a committee
• Schedule an Advancement to Candidacy (GS01) meeting at which you will:
  • Present program portfolio 
  • Present culminating project proposal
  • Bring the appropriate forms
    • GSO1 form
• • File for Graduation, according to university deadlines
• • Schedule a Final Presentation meeting at which you will:
  • Publicly present your final project
  • Bring the appropriate forms
    • GSO2: Completion of Requirements
• Make any required revisions in your final project. If completing a thesis/project, submit the final copy to the University Graduate Studies Office by the university deadline. 
• Complete Online Exit Survey

Thesis/Project Checklist

• Take MA core course EDUC 598 in final semester of coursework, offered in spring only.
• Read brochure, Working with Human Subjects, if your thesis/project will involve working with human beings 
• Complete online training in Responsible Conduct of Research
• Take EDUC 599 and work on thesis
• Meet with committee chair regularly
• Enroll in EDUC 578 (Project Continuation), if neccessary, until thesis/project completed (see Continuous Enrollment Policy)
• Complete and present thesis/project at Final Presentation
• Bring Thesis/Project Title Page to Final Presentation
• Work with Graduate Studies Office on thesis formatting and submission 

Cognate Checklist 

• Work with committee chair to solidify cognate course of study and complete coursework
• Read brochure, Working with Human Subjects, if your cognate project will involve working with human beings
• Complete online training in Responsible Conduct of Research, if necessary
• Take EDUC 572 and work on cognate project
• Meet with committee chair regularly
• Enroll in EDUC 578 (Project Continuation), if neccessary, until cognate project completed (see Continuous Enrollment Policy)
• Complete and present cognate project at Final Presentation

Individualized Examination Checklist 

• Work with committee chair to determine exam foci and plan elective courses
• Take EDUC 573, work with committee to develop exam questions, and study for exam
• Enroll in EDUC 578 (Project Continuation),if neccessary, until exam taken and passed (see Continuous Enrollment Policy)
• Take written exam
• Meet with committee for follow-up oral exam

The Committee 

Your committee consists of three individuals whose purpose is to advise you on your culminating activity.  The committee also evaluates the final product.  Your committee chair must be a tenured or tenure-track faculty member in the SSU School of Education. A following section of this Handbook contains a list of School of Education tenured and tenure-track faculty and their areas of interest. 

You should consider a chair who has interests and/or expertise in areas related to your culminating project; this person need not necessarily be someone you have had as an instructor in the MA program. 

Your second committee member should also teach at SSU, although that person may teach in any SSU department—within or outside the School of Education.  The third member may be someone from outside the university, but he/she must hold at least a master’s degree. An outside committee member must submit a curriculum vita or resume to the School of Education in order to serve on a committee. It is your responsibility to relay this information to the potential committee member. In special cases, subject to approval by the SSU Graduate Studies Office and the SSU Graduate Studies Office, the second committee member may also be from outside the university.

Students seeking approval to include two community members on their committees should submit a proposal, signed by the committee chair, to the School of Education Graduate Studies Committee.  The proposal should include a convincing rationale for this request.  An acceptable proposal would need to demonstrate that both community members have expertise that cannot be found among Sonoma State University faculty.

Whom should you ask to serve on your committee?

First, understand that you will be asking busy faculty members whether they are willing to work with you. It may not be possible for a particular professor or instructor to accept your invitation to be on a master’s committee. 

You will invite the chair from the list of tenured and tenure track faculty members in the School of Education.  Consider someone who understands your topic, someone you trust, and with whom you are comfortable.  Your chair will be an important person to guide you through the culminating project.  Your chair may help you set up timelines, assist you in developing your portfolio, and will be your first point of contact when you have questions about completing your MA degree.

Then, discuss other potential committee members with the chair.  It is usually a good idea to get the chair’s approval before asking anyone else to serve on the committee.  Third members may be from outside the university and can add a perspective that you might not find among SSU faculty.

When should you form your committee?

You should form your committee a few months before you advance to candidacy.  You need to be far enough along in your MA program so that you will have met many of the School of Education faculty; at the same time, you want to ask people to work as members of your committee in time to work with them in planning your culminating activity.

How should you approach prospective committee members?

If you would like to invite someone to serve on your committee, you should contact the person and ask if he/she would be interested.  You should write a 1-2 page tentative plan of your culminating activity and include that plan with your invitation. 

How often should you meet with committee members?

Usually, graduate students meet a minimum of two times with their entire committee: When they present their portfolio and proposal to advance to candidacy (GSO1 form) and at the end when they present their thesis/project or cognate project, or have their oral exam(GSO2).  Some committees meet one or two times in between.  In addition, students often meet informally with their chair or other committee members for input throughout the process.  Many graduate students audio record these meetings in order to aid their recollection of the rich discussions that characterize these meetings.

The Thesis/Project

The thesis documents a systematic study of a significant and researchable question in education. In writing a thesis, the student learns about the existing state of the research in the chosen area, then selects an area for further study. This study is usually undertaken through conducting qualitative and/or quantitative research.

The thesis project is also a significant undertaking appropriate to education. The student who selects the thesis project will also conduct an extensive literature review, but will follow the review by developing curriculum, a website, a video, or some other original item that is grounded in the research that exists.  The student who selects the thesis project does not need to conduct a research study to evaluate the educational piece that has been created. The work of the thesis project is in the creation of the project, which is grounded in the research. The thesis/project requires an extensive written product that will be housed in the SSU Library. 

All theses/projects share the same foundation with these opening chapters:

1. Introduction: overview of the study, including research question(s)
2. Literature Review: comprehensive review of theory and research relevant to the study that illuminates candidate’s theoretical framework or captures what is already known about the topic

The research thesis, in which the student replicates previous research, conducts his/her own study, or in some way explores the topic in a novel way, continues with the following chapters:

3. Methods: description of research design, including methodological framework, research sample/participants, and methods of data collection and analysis
4. Results: Analysis of data
5. Discussion: implications, conclusions, and suggestions for further research

The thesis project is a way for the student to systematically review the existing research on a topic, then develop an original piece of curriculum, a practice, a handbook, or some other informative and original work. Your committee chair can guide you on the structure, but typically chapters 3, 4, and 5 include the following:

• Description of procedure for developing the project
• The project itself: the curriculum, website, video, etc.
• Reflections and conclusions: e.g. results of project implementation, suggestions for further work in this area, etc.

Thesis/Project Proposal 

In most cases, the proposal will have been written as part of the student’s portfolio prior to enrolling in EDUC 598. In the proposal, the candidate should include the following:

• Rationale for thesis/project
• Thesis question(s) or project goals
• Proposed areas of study for literature review
• Tentative research methodology for thesis or procedure to complete project
• Timeline for completion of thesis/project
• Significance of this thesis/project

1. After receiving the committee’s approval and, when necessary, approval for conducting research with human subjects, the candidate conducts the research study for the thesis or develops the project. 
2. Throughout the process, the candidate regularly seeks the advice and approval of the committee chair and, as appropriate, the other committee members.  In some cases, the committee will meet as a whole with the candidate one or more times before the thesis/project is completed.  For candidates conducting research studies, it is imperative that they discuss their data with their committee chair as they are collecting and analyzing it.
3. When the thesis/project is completed, the candidate and committee members schedule the thesis/project presentation (GSO2 meeting).  A draft of the thesis/project must be submitted to committee members at least two weeks prior to the final meeting. At this presentation, the candidate provides an overview of the thesis/project and responds to questions posed by the committee and others attending the presentation.

Thesis/Project Criteria  

1. Candidate submits thesis/project to committee two weeks prior to scheduled final meeting.
2. Committee members evaluate the thesis or project according to the criteria listed on the Thesis or Project Review form.
3. If all committee members agree that the thesis/project meets all the criteria, the presentation will proceed as scheduled.
4. If some criteria are not met, the chair will meet with the candidate to explain the problems with the thesis/project and to instruct the candidate to revise as needed.
5. Candidates have three opportunities to complete the thesis/project satisfactorily.
6. Once the committee has determined that the thesis/project is satisfactory, the committee will meet with the candidate for the final meeting.
7. At the conclusion of the final meeting, the committee meets privately to make one of the following recommendations:
8. Thesis/Project is finished and ready to be submitted to the University Graduate Studies Office.
9. Thesis/Project will need certain minor revisions before being submitted to University Graduate Studies Office.

Cognate Pathway

The cognate is a 9-unit course of study which students pursue in order to augment or complement their program concentration and MA core courses.  The three courses cannot be a random set of classes; rather, they must be somehow related to one another and together constitute a coherent course of study. These courses may be within or outside the School of Education, and they may be upper division (300 or 400 level) or graduate (500) level, as long as the total number of upper division units in the MA degree program does not exceed 12.  The cognate course of study must be documented and signed on the MA Degree Program Plan form, with a short rationale for this course of study attached to the form. 

There are many potential cognate courses of study. Often, students use the cognate pathway to take courses in educational fields outside their program area of concentration.  Students may also choose to take courses in SSU departments outside the School of Education.  Students must consult with their committee chair to discuss ideas and plan for the cognate course of study.

The culmination of this pathway is a significant undertaking through which students synthesize their 9-unit cognate course of study with the MA core courses, program concentration, and/or fieldwork.  Most students who choose the cognate pathway create products directly related to their work in the field and which directly contribute to their professional growth. 

The culminating experience can take less time to complete than a thesis: it is expected the student will lay the groundwork for the activity through the 9-unit cognate course of study.

Examples of cognate activities—all of which must be informed by program and cognate courses—are educational websites; in-service videos; professional presentations; creation, analysis, assessment, and/or implementation of curriculum; and other applications of ideas explored in program and cognate courses. 

A 10-20 page written reflection, which includes the theoretical context for the work, must accompany whatever product the student has created.

Elements of the Cognate Culminating Experience

• Ties together candidate’s cognate and program area courses
• Illuminates the theoretical and research basis of the project
• Includes a written reflection on what was learned and how the project potentially advances social justice in education

Cognate Proposal

The cognate proposal must include the following:

• Rationale for cognate culminating activity and connection of cognate course of study to the activity
  • A short review of the literature is appropriate in this section
  • A discussion of how courses selected for the cognate are related to the final project is also necessary.
  • A discussion about the relationship between the project and social justice in education.
• Goals for the activity
• Description of proposed activity
• Educational significance of proposed activity (to the candidate and to the profession)
• Action plan and timeline for completing the activity

During the semester when the candidate is registered for 572, he/she meets regularly with the committee chair to discuss progress with the activity.

Cognate Final Reflection 

After completing the activity, the candidate writes a double-spaced 10 – 20 page reflection on the cognate experience. This reflection should:

• demonstrate a professional knowledge base in the areas addressed
  • draws deeply from peer-reviewed and other appropriate research
  • articulates connections between research literature and culminating activity
• draw connections between cognate course of study, program area coursework, and culminating activity, clearly showing how the three aspects of the cognate pathway informed each other
• describes cognate activity effectively
  • evaluates the experience of developing the cognate project.  What happened?  How did the project change over the time of implementation?
  • discusses the results of the project.
  • provides examples of what has occurred and/or what might follow from the culminating activity
• demonstrates activity’s value relative to candidate’s work as an educator and to the local educational context and its application to social justice in education

Cognate Project Criteria

1. The candidate submits the cognate product and reflection to committee members for their consideration. 
2. When the committee chair and other committee members agree that the product and written reflection are satisfactory, the final presentation is scheduled.
3. The culminating activity and written reflection are evaluated according to the criteria listed on the Cognate review form. Each criterion must be met for successful completion of the MA degree.
4. If any of the criteria are not met, the chair will meet with the candidate to explain the problems with the project and/or written reflection and to instruct the candidate to revise as needed. The GS02 form is not signed until another meeting is scheduled. 
5. Candidates have three opportunities to complete the project and written reflection satisfactorily. 
6. Once the committee has determined that the project and written reflection are satisfactory, the committee will meet with the candidate for another final presentation.  

Note: If the culminating activity that the candidate has developed is a formal presentation (i.e. inservice, workshop, scholarly presentation), then the committee may evaluate the activity at the presentation itself—which could, in some cases, also function as the final presentation meeting.  

The Individualized Examination 

The individualized examination is the culmination of a candidate’s independent in-depth study of a number of educational theories and issues.  The exam consists of three questions and addresses areas of study identified by the candidate in consultation with his/her examination committee.  Within two weeks of turning in a satisfactory written exam, candidates meet with their committee to take an oral exam to discuss and clarify issues addressed in the written exam.

Individualized Exmination Propsal

Prior to taking EDUC 573, the candidate composes an individualized exam proposal and presents it to the committee, which must include the following:

1. Proposed areas of focus for individualized examination
2. Rationale for chosen areas of focus and their connection to issues of social justice in education
3. Plan for exam preparation (remaining courses to take, research to conduct, etc.)

While registered for EDUC 573, the candidate meets regularly with his/her committee chair to discuss the areas of focus and to become familiar with the pool of questions from which the three exam questions will be selected.

The candidate, in consultation with the committee chair, may submit three potential questions, from which the committee will select one for the exam.  The chair, in consultation with the rest of the exam committee, develops a pool of 3 - 5 questions from which the committee will select two for the exam.  This pool of questions will be given to the candidate at least one month prior to the exam date.

On the date previously selected by the candidate and committee chair, the candidate will receive the three exam questions.  The candidate will have 72 hours to answer the three questions and return the completed exam to the committee chair.  The exam must be word-processed.

Individualized Exam Evaluation 

1.  Committee members meet to decide who will read each question.   Each question must be read and evaluated by two committee members.
2.  Committee members read and evaluate assigned questions according to the nine criteria listed on the review form. Each question is graded “PASS” or “NO PASS.”
3. Committee members meet to compare evaluations of questions.  If members disagree on whether or not a candidate’s response is satisfactory, the third member will read it to help resolve the disagreement.
4.  If one or more responses are unsatisfactory, the committee will meet with the candidate to explain the problems with the response(s) and to instruct the candidate to rewrite as needed.
5. Candidates have three opportunities to complete all responses satisfactorily. Candidates who do not pass the examination may petition to take a new examination after completing a period of study of no less than one semester (specifics determined by the committee).
6.  Once the committee has determined that all responses are satisfactory, the exam is returned to the candidate prior to the oral exam, which must take place no later than two weeks after the candidate completed the written exam.
7. At the oral exam, committee members again evaluate the candidate’s responses according to the same criteria as were used for the written responses.  The committee may either evaluate each question individually or consider them all together. 

MA Core Courses

EDUC 570: The Reflective Educator (3 units)

The focus of this course is on philosophical, historical, social, and psychological perspectives in education and how these perspectives have informed the struggle for social justice in education.  Students will examine these perspectives while being encouraged to examine and reflect upon their own professional practices in education.  Grade only. Prerequisite: admission to MA in Education program. School of Education graduate students are encouraged to take EDUC 570, The Reflective Educator, early in their MA graduate program.

EDUC 571: Research Paradigms in Education (3 units)

This course focuses on students as critical consumers of research and includes among its goals the development of skills in the analysis and critique of educational research.  The course addresses research areas for practicing educators as opposed to the needs of professional researchers, and serves to acquaint students with basic principles and techniques of educational research. Grade only. Prerequisite: admission to MA in Education program. EDUC 571, Research Paradigms in Education, may not be taken during the first semester of a graduate student’s MA program except with the permission of the instructor and the appropriate department graduate advisor. Decisions regarding all EDUC 571 enrollment exceptions shall be based on the student’s previous experience and knowledge of research methods and the student’s progression/advancement in their MA program.

EDUC 572: Supervised Study for the Cognate Project (3 units)

This supervised independent study provides students with guidance in the completion of their cognate project.  Under the direction of the committee chair, and in consultation with all committee members, students will complete 1) a project that synthesizes their cognate coursework and connects it to their MA Program Concentration, and 2) a scholarly reflection that accompanies the project. It is not a class that meets. You work with your committee chair and other committee members. Cr/NC.  Prerequisite: advancement to candidacy.

EDUC 573: Supervised Study for the Individualized Examination (3 units)

This supervised independent study provides students with guidance in preparing for the individualized examination.  Under the direction of the committee chair, and in consultation with all committee members, each student will determine the areas of study to be addressed in the examination, choose relevant readings, and conduct a concentrated study of those areas to prepare for the exam.  Following completion of the written exam, students will take an oral exam in which committee members ask follow-up questions to the written responses. It is not a class that meets. You work with your committee chair and other committee members. Cr/NC.  Prerequisite: advancement to candidacy.

EDUC 598: Developing a Thesis/Project (3 units)

This course develops students’ abilities to carry out a thesis or project and provides basic information for writing the thesis/project proposal and/o implementing the thesis/project. The main goal is to provide students with knowledge to begin their thesis/project.  Grade only. Prerequisite/co-requisite: completion of all MA coursework (except EDUC 599).

EDUC 599: Supervised Study for the Thesis/Project (3 units)

This supervised independent study provides students with guidance in the completion of their thesis/project. Under the direction of the committee chair, and in consultation with all committee members, students will complete the thesis or project that was developed in EDUC 598 (Developing a Thesis/Project). It is not a class that meets. You work with your committee chair and other committee members. Cr/NC.  Prerequisite: advancement to candidacy.