Updated August 2023
The online Master of Arts degree in Education (MAED) is designed for all educators who want to enhance their professional practice through advanced study related to teaching, learning, and leadership. This online master’s degree in education is relevant to a broad range of P-12 and postsecondary careers both inside and beyond the classroom, including teachers, school administrators, coaches, and adult educators. Through elective sequences of learning opportunities, the student may develop one or two concentrations that focus on selected areas such as special education, technology and learning, P-12 school and postsecondary leadership, literacy education, athletic coaching, athletic administration, and science and mathematics education.
Learning Outcomes:
The MAED will enrich and extend students’ capabilities to:
The online MAED is a planned program of study and can be used to support your effort to update, maintain, or advance your teaching credentials. However, this program does not lead to a State of Michigan endorsement or initial teacher certification.
The College of Education has not determined whether the Masters of Education (MAED) online program satisfies licensure, endorsement, or certification requirements in all states. Licensure and certification is regulated individually by states and no two are exactly alike. Some states have different levels of licensure and/or certification requirements. For example, in Michigan, the MAED online program alone does not lead to State of Michigan endorsement or initial teacher certification. Students who wish to use this program for renewal, endorsement, or certification in their home state should contact their bachelor’s certification institution or their home state department of education for applicable requirements, rules, and regulations of their home state. Students are responsible for determining whether the MAED online program will meet their home states’ requirements for certification, licensure, or otherwise advancing a student’s teaching credentials. Contact MSU’s Online MAED academic advisor with questions or, for state department of education contact information, please visit http://www2.ed.gov/about/contacts/state/index.html
Michigan teachers who intend to use the MAED to meet requirements for the Professional Certificate will need to take TE 846 to satisfy the reading requirement for the Professional Certificate. Please see the State of Michigan Reading Requirements page on the College of Education’s website for more information.
The online MA program in Education is available only online and only under Plan B (without thesis). The online format provides optimum flexibility for students who wish to engage in inquiry and learning that will contribute to exemplary educational practice.
The MAED program is comprised of the following components: the required ED 800 Concepts of Educational Inquiry, a core issues course, areas of concentration, an elective, and ED 870 Capstone seminar in lieu of a certifying exam. These components are explained in greater detail below.
Students may focus in-depth on two areas of concentration, or select one area for close examination and explore broadly across two or more other areas. This is covered in greater detail in the degree requirements section. Several areas of concentration drawing from strengths within and across departments in the College of Education are offered. They include special education, technology and learning, P-12 school and postsecondary leadership, literacy education, athletic coaching, athletic administration, and science and mathematics education.
The MAED is a regular MSU M.A. program, meets all MSU requirements for Master’s level study, and carries a regular diploma. The title of the degree is “Master of Arts in Education.” There is no reference made to online delivery. A student’s primary concentration area will be noted on their transcript when the requirements for the degree have been completed. MSU and its academic programs are accredited by the North Central Association of Colleges and Schools.
The Special Education Concentration is designed for educators who want to know more about working with students with mild disabilities in K-12 schools. This concentration focuses on policies and practices that will help students with learning and behavioral difficulties succeed in the general education classroom. You can choose three courses from the following list. You are encouraged to select courses that are most relevant to your current position and future career goals. If you have no prior experience in special education, you should start the concentration by taking CEP 840.
CEP 801A* Collaboration and Consultation in Special Education
CEP 802A Reflection and Inquiry in Teaching Special Education I: Mild Impairment
CEP 804B** Advanced Diagnosis and Remediation for Students with Literacy Disabilities
CEP 840*** Policies, Practices, and Perspectives in Special Education
CEP 841 Classroom & Behavior Management in the Inclusive Classroom
CEP 842 Content Area Instruction for Students with Mild Disabilities
CEP 843**** Autism Spectrum Disorders: Characteristics and Educational Implications
CEP 850 Technology for Students with Disabilities
Note: This concentration area is not designed to meet special education endorsement requirements.
*This course requires access to schools and to students with disabilities.
**To successfully complete this course, you must be teaching, have the chance to teach literacy, and have a student identified with a learning disability (LD) in your class or on your caseload
***It is recommended, but not required, that students take CEP 840 prior to CEP 842 or CEP 850.
****Students need to have access to a child with autism spectrum disorder (ASD) to complete required coursework.
Sometimes it is necessary to receive an override to enroll in these courses. If you need one, please contact Missy Davis at davisme@msu.edu.
Students interested in the Special Education Concentration may also be interested in related courses that may be taken as elective or core issues courses.
CEP 802 Developing Positive Attitudes toward Learning
CEP 832 Educating Students with Challenging Behavior
CEP 883 Psychology of Classroom Discipline
The Technology and Learning Concentration prepares teachers, administrators, and other educational professionals for the thoughtful use of technologies to support teaching and learning in a range of educational environments. Coursework focuses on stimulating deeper understanding of the role of technology, as well as projects designed to enhance students’ technology skills. Students are encouraged to select courses that are most relevant to their current position and future career goals. Students will choose three courses from the following list to fulfill this concentration.
CEP 805 Learning Mathematics with Technology
CEP 813 Electronic Assessment for Teaching and Learning
CEP 815 Technology and Leadership
CEP 816 Technology, Teaching & Learning Across the Curriculum
CEP 817 Learning Technology through Design
CEP 818 Creativity in Teaching and Learning
CEP 820 Teaching Students Online
Students may take more than three of the courses listed above, as well as electives from any other courses in the online master’s program that are consistent with their goal statement and objectives. Advisor approval is required.
The P-12 School and Postsecondary Leadership Concentration enhances educational and leadership skills of those currently working in schools or higher and adult education settings. It emphasizes experiences that aim to promote depth and breadth of knowledge, skills, and dispositions in P-12 education and higher and adult education leadership. Students will choose three courses from the following list to fulfill this concentration. It is strongly suggested that students consider taking additional course work in this area in order to deepen their knowledge of school or postsecondary leadership.
EAD 801 Leadership & Organizational Development
EAD 822 Engaging Diverse Students and Families
EAD 830 Issues in Urban Education: Racial Achievement Gap
EAD 850 Issues & Strategies in Multicultural Education
EAD 860 Concept of a Learning Society
EAD 861 Adult Learning
EAD 863 Training & Professional Development
EAD 864 Adult Career Development
EAD 866 Teaching in Postsecondary Education
EAD 867 Case Studies in Educational Leadership
EAD 870 Foundations of Postsecondary Education
EAD 876 Budgeting and Finance in Higher Education
EAD 877 Program Planning and Evaluation in Postsecondary Contexts
EAD 878 Education in the Digital Age
*Note: This concentration area is not designed to meet your local/state school administrative certification requirements.
The Literacy Education Concentration focuses on reading, writing, listening and speaking– central concerns in elementary and secondary schooling. This concentration is comprised of three required courses, which cover various components of literacy learning and provide innovative examples of different aspects of the teaching of literacy. Students will complete three of the following courses to fulfill this concentration.
TE 836 Awards & Classics of Children’s Literature
TE 838 Children’s Literature in Film
TE 842 Elementary Reading Assessment and Instruction
TE 843 Secondary Reading Assessment and Instruction
TE 845 Language Diversity and Literacy Instruction Assessment
TE 846* Accommodating Differences in Literacy Learners
TE 848 Writing Assessment and Instruction
TE 849 Methods and Materials for Teaching Children’s and Adolescent Literature
TE 850 Critical Reading for Children and Adolescents
*This course is required for all Michigan teachers who apply for the Professional Certificate after July 1, 2009.
The Science and Mathematics Education Concentration is designed to help practicing educators enrich the knowledge and skills needed to improve student learning in these two academic areas. The five courses in this concentration are designed to expand and update teachers’ knowledge and practices by introducing recent research on approaches to teaching and learning in mathematics and science. The courses also utilize teachers’ experiences by providing structured opportunities to implement new practices in their classrooms and reflect on the outcomes. Students will choose three courses from the following list to fulfill this concentration.
TE 831 Teaching Subject Matter with Technology
TE 855 Teaching School Mathematics
TE 861A* Teaching Science for Understanding
TE 861B* Inquiry, Nature of Science and Science Teaching
TE 861C* Action Research in K-12 Science and Mathematics Classrooms
*Note that it is not necessary to take these courses sequentially.
In Fall 2024 this concentration area was replaced by the Athletic Coaching and Athletic Administration concentrations.
The Sport Coaching and Leadership Concentration is designed for individuals who work (or plan to work) in school, university, or community sports programs. This concentration focuses on the psychological, sociological, physical, legal, administrative, leadership, and ethical issues involved with coaching and leadership in amateur athletics. Coursework provides essential knowledge that will enable coaches and administrators to deliver positive and safe sport programs for youth and student-athletes. Students are encouraged to select courses that are most relevant to their current position and future career goals. Students who successfully complete this concentration area, and KIN 852, which is a 1-credit course that cannot count toward the MAED, will qualify for the Graduate Certificate in Coaching and Leadership. For complete information on this certificate, please visit the Graduate Certificate in Sport Coaching and Leadership website.
To fulfill this concentration, students must complete 9 credits from the following courses:
The Athletic Coaching Concentration is designed for individuals who coach (or plan to coach) in school, university, or community sport programs. This concentration provides students with the skills and knowledge of the sociological, psychological, and physical aspects of being an effective coach. Students will choose three of the courses from the following list to fulfill this concentration.
KIN 829: Safety and Injury Control
KIN 846: Sociocultural Issues for Sport Practitioners
KIN 849: Theory and Practice of Modern Sport Leadership
KIN 850*: Special Topics in Sport Coaching, Leadership, and Administration
KIN 855: Psychosocial Bases of Coaching Athletes
KIN 856: Physical Bases of Coaching
KIN 857: Promoting Positive Youth Development Through Sports
KIN 865: Stages of Athlete Development
KIN 868: Skill Development in Athletes
*With advisor approval
The Athletic Coaching Concentration is designed for individuals who certificate program is best suited individuals seeking to gain knowledge and skills related to administrative and leadership practices at all levels (for instance, scholastic athletic directors, or employees of collegiate athletic departments). Students will choose three of the courses from the following list to fulfill this concentration.
KIN 829: Safety and Injury Control
KIN 846: Sociocultural Issues for Sport Practitioners
KIN 849: Theory and Practice of Modern Sport Leadership
KIN 850*: Special Topics in Sport Coaching, Leadership, and Administration
KIN 851: The Sport Enterprise
KIN 853: Athletic Administration and Governance
KIN 854: Legal Aspects of Sport
*With advisor approval
Elective courses are advisor approved and non-required courses. They may be chosen from other courses not selected for the student’s concentration area(s) or up to nine transfer credits completed prior to the student’s admission to the MAED.
Program coherence, impact, and completion assessments are demonstrated through the public exhibition and faculty/peer assessment of an online portfolio begun during the first course and finalized in the capstone/synthesis course by each graduating student. The portfolio is the primary vehicle for formative and summative evaluation of student learning. The organization of the portfolio is patterned after the increasingly widespread use of portfolios in a variety of professions (see, for example, the National Board for Professional Teaching Standards). All students are encouraged to design their portfolios not merely to meet the requirements of the program but as a tool for their continuing professional growth.
The quality and substance of the master’s portfolio is evaluated through a rubric designed to provide students with a clear understanding of the required and recommended elements. The portfolio is an authentic task for students, focusing on work that enhances their professional development, educational practice, and career aspirations. The portfolio process provides a supportive structure that enables students to demonstrate their perceptions of the coherence of their program. Displaying their work in progress in a public fashion invites dialogue between the student and faculty aimed at enhancing that coherence. Such public displays also stimulate dialogue among students, encouraging them to be active members of a community of learners, all of whom are working to construct a coherent program of study. Finally, the program emphasizes educational outcomes for students and places the burden on faculty for sharing responsibility with students to determine the appropriate characteristics of on-line learning that differ dramatically from such things as seat time and attendance as minimal marks of participation in conventional classroom settings.
The requirements for the online program must be completed within five years. In order to meet the requirements of the University and of the College of Education, students must complete all requirements specified below.
The program is available only online and only under Plan B (without thesis). The student must complete a total of 30 credits approved by the MAED academic advisor distributed as follows:
Applications for admission to the online MAED are reviewed by a committee of faculty members who look for evidence of preparation for advanced professional study at the master’s level and the likelihood of academic success, as indicated by an applicant’s educational record, work experience, statement of professional goals, and letters of recommendation from persons familiar with the applicant’s academic and professional experience and potential.
The GRE (Graduate Record Exam) or Miller’s Analogy is not required for application but may be used as supporting materials if available.
Applicants must possess a U.S. bachelor’s degree or its equivalent from an accredited institution with a minimum 3.0 overall grade point average. All other materials required for application are considered by a committee of faculty members.
Students whose resident address is in Kentucky are not eligible to apply to the MAED.
The College reserves the right to make a provisional acceptance to the program in the case of any student whom they perceive has deficiencies that preclude an outright acceptance decision, but which are not so great that rejection would be the appropriate admissions decision. At the time of provisional acceptance, the manner in which the student can meet the provisions will be clearly outlined. Applicants who do not make the 3.0 overall grade point average requirements may be considered for provisional admittance.
To complete your university application, you will need to provide the following information and materials:
Letters of Recommendation
In the application portal, provide contact information for three persons who are familiar with your academic and professional accomplishments and potential for success. The portal will then send out recommendation requests to the people you listed. The requests come from admissions@admissions.msu.edu. It is strongly recommended that one letter is from a current or past professor, academic advisor, or field instructor. If possible, the other two letters should be from current or past supervisors. Letters from friends or colleagues will not be considered. The letters must be current and specifically for the MAED. Letters previously used for other purposes cannot be accepted.
Resume or Vita
Be sure to submit this as a PDF.
Professional Goal Statement
Be sure to submit this as a PDF. The statement should not exceed 750 words (but no less than 500 words). The professional goal statement should explain the following:
Official Transcripts
Request the registrar of each college or university attended to send one copy of each official transcript. We cannot accept transcripts sent by applicants. Colleges and universities generally require both fees and time to process requests for transcripts. To be considered “official” the transcripts must have a university seal or notarization mark and be sent directly by the institution to electronically to onlineed@msu.edu or the following address:
Master of Arts in Education
Michigan State University
Erickson Hall
620 Farm Lane, Room 145
East Lansing, MI 48824
Complete your application on MSU’s application management system. Follow the steps listed below:
Once you have finalized your application, you will receive a confirmation email. You can then login to the application portal to upload and track your application materials. If you cannot submit the required materials in PDF format or have any questions, please contact the MAED Admissions Coordinator at onlineed@msu.edu and (517) 355-1825.
Master of Arts in Education
Michigan State University
Erickson Hall
620 Farm Lane, Room 145
East Lansing, MI 48824
MAED courses are offered in a fully online format. Therefore residency in the US is not required to complete this program. If you are an international applicant interested in the program, please note that the MAED program does not fulfill the academic requirements to apply for an F-1 or J-1 visa.
All international applicants and applicants whose first language is not English must be proficient in English as a condition for regular admission to MSU. Such applicants will be required to demonstrate their proficiency by meeting certain minimum standards. Find the most up-to-date information on accepted English language tests for international students on The Graduate School’s website.
English language tests must have been taken within two years of a student’s application. Achieving an acceptable score on one of the tests does not, by itself, guarantee an applicant’s admission to the program.
Applicants should have all test scores sent directly from the testing agency electronically or to:
Office of Admissions
Michigan State University
Hannah Administration Building
426 Auditorium Road, Room 250
East Lansing, MI 48824
International transcripts must be submitted as official documents directly from each post-secondary institution. In most cases, these documents will need to be sent in official, sealed, issuing institution envelopes. Records must show courses taken, grades earned, and must be translated into English if the original records are in another language. Translations must be done by the issuing institution, a certified translator in the country of study, or by an American Translator’s Association certified translator in the US. The original record should be also included. See information on the Academic Programs website.
You should know that we expect to learn much about you from the required application materials. However, if you wish, you may submit up to two (2) additional pieces of evidence that you believe will help the admissions committee understand your unique strengths or promise as a graduate student in this program. Examples of additional materials include:
For courses to transfer:
Transfer credits are evaluated by your academic advisor after you have been admitted to the program. To begin this process, send a copy of the course description, syllabus, and an official transcript to:
Michigan State University
Online Master of Arts in Education
Erickson Hall
620 Farm Lane, Room 145
East Lansing, MI 48824
As stated in the Guidelines for Graduate Student Advising and Mentoring Relationships, graduate education, research, and creative activities take place within a community of scholars where constructive relationships between graduate students and their advisors and mentors are essential for the promotion of excellence in graduate education and for adherence to the highest standards of scholarship, ethics, and professional integrity. The effective advising and mentoring of graduate students is the joint responsibility of the graduate degree-granting and program units the faculty advisors, and the students.
Upon admission to the MAED program, students are assigned an academic advisor. Students are expected to consult with their advisor via email to complete their program plans, request transfer credit approval, select courses, and discuss matters related to program, College, and University policies. To ensure that courses taken satisfy program requirements, students should submit their program plan to their advisor as soon as possible after entry into the program.
According to University policy, the minimum grade for credit to be awarded at the graduate level is 2.0. In addition, students are expected to maintain a minimum 3.0 cumulative grade-point average or above to continue matriculation in the MAED. If a student’s cumulative grade point average falls below 3.0, the student will be designated as being on academic probation. Any student so designated will be required to discuss his/her circumstances with his/her advisor and to develop a plan to address his/her academic problems. The university will remove the student from probation when his/her cumulative average rises to 3.0 or above.
College policy states “If, upon completion of 18 or more graduate credits, the student has not attained a grade–point average of 3.00 or higher, they become ineligible to continue work toward the master’s degree in the college.”
Students must earn a grade of 3.0 or higher in all courses in their primary concentration for the courses to count toward their primary concentration.
Attainment of the minimum GPA is in itself an insufficient indicator of potential for success in the program and beyond in educational settings. The advisor and the Program Director are jointly responsible for evaluating a student’s academic progress. Written evaluations are communicated to the student at least once a year by the advisor, and a copy of such evaluations are placed in the student’s file. The annual evaluation should be viewed as a positive occasion to foster student/advisor dialogue and to help students think through where they’ve been during the year, where they’re going next, and what they need to get there. The process of student evaluation should permit considerable advisor latitude and professional judgment rather than require extensive College rules and regulations. The minimum academic standards and resulting consequences are provided for the rare cases in which standards may not be met. In such cases, the policy is designed to assure equitable consequences for all students. A student whose performance does not meet the standards of quality will not be permitted to continue to enroll in the degree program, and appropriate action will be taken by the college.
Once a year, students should complete and submit the annual review and an updated version of their Program Planning form (available on the MAED website as a PDF) to their academic advisor.
Written evaluations will then be communicated via email to the student by the advisor and a copy of such evaluations will be placed in the student’s file. Graduate students who wish to appeal any part of the advisor’s evaluation may do so in writing to the Program Director and this appeal will be filed together with the annual progress report.
In compliance with federal regulations governing financial aid and veterans education benefits, instructors are required to report students who stop attending or who have never attended class. After the first week of classes, through the middle of the term of instruction, instructors who identify a non-attending student should notify their departmental office. Upon receiving a report of non-attendance, departmental representatives are encouraged to initiate an administrative drop.
Students must notify the Admissions Coordinator of their decision to defer their enrollment. According to University policy, if a person files an application for admission to a graduate program for a specific semester and is accepted but does not enroll for that semester, that person may renew his or her application within a period of one year. If after one year that person still has not registered at Michigan State, that person must file a new application for admission.
According to University policy, graduate students whose enrollment at Michigan State University is interrupted for any reason so that they have not been enrolled for three consecutive semesters, including the Summer Sessions, must apply for readmission via the Web at the Office of the Registrar at least one month prior to the first day of registration for the semester in which the student expects to resume graduate studies.
Research integrity is so important to our development as scholars and creators that the Graduate School has developed minimum education requirements for all graduate students regarding the Responsible and Ethical Conduct of Research, Scholarship, and Creative Activities (RECRSCA, or RECR for short). RECR training is a University and federal requirement for all graduate students.
In Year 1 it is necessary to complete the following four Collaborative Institutional Training Initiative (CITI) modules:
In Year 2 it is necessary to complete 6 hours of Discussion-Based (Instructor-Led) Training to be completed before graduation.
The following page has instructions on how to create an account, log in, and add courses. https://michiganstate.sharepoint.com/sites/AbilityTrainingSystemHelpFAQ/SitePages/CITIprograms.aspx.
To complete the 6 hours of Discussion-Based Training, complete workshops through the Graduate School. Most workshops count for 1.5 hours. The deadline for registering for a workshop is one week before the workshop is offered. To see the workshop topics and register for the workshops, go to https://grad.msu.edu/recr.
According to GSRR 3.2.3, Graduate students shall have the right to inspect any of their own educational records, except as waived by the graduate student (e.g., confidential letters of recommendation). Student educational records include official transcripts, student disciplinary records, and records regarding academic performance. Students shall have the right to provide a written explanation for documents in their files. The explanation shall be included in the graduate student’s educational records file. Students wishing to access their educational records should make the request to the Program Director, who will then schedule an appointment when the students can review the documents. This review will be monitored by a member of the College’s staff.
Students are expected to follow University requirements for academic integrity. Students are further expected to conduct themselves in appropriate ways, intellectually, professionally, and socially, by adhering to acceptable standards for graduate student participation in online programs. According to the MSU Privacy Statement, “MSU expects that you will respect the rights of faculty and other students as you participate in the educational process. Participating in a Desire2Learn course means that you may have access to personal information and academic work produced by other students and faculty members, such as discussion board postings, drafts of papers and other work produced in the course. Academic norms and MSU policy require that you must not reveal any information about classmates, course work content, or its authors to anyone outside the course.”
Students should be aware that their use of Desire2Learn materials and communication tools in a particular course may be observed and recorded by the instructor of that course. These observations and records may include a student’s access to online library materials linked through the Desire2Learn course website. Use of these observations and records must conform to the use and release of confidential student records as described in MSU’s Guidelines Governing Privacy and Release of Student Records.
Additional information about student rights under the Family Educational Rights and Privacy Act (FERPA) in their website.
Occasionally, a student may wish to register concerns, complaints, or grievances with the administration of the Program, College, or University. Whenever possible, we hope to handle these concerns in an informal and timely manner. In the event of a concern, the student should contact the MAED Program Director. The matter may then be resolved through informal negotiation and contact with the involved parties. However, if the concern is of a more serious nature and the student is not satisfied with the resolution determined through this process, the student may wish to file a formal complaint with the Assistant Dean for Student Affairs. The matter will then be handled through the Assistant Dean’s office or referred to the Dean of the College of Education or the University Provost’s Office.
Office of the University Ombudsperson.
Conflicts, disagreements, and issues sometimes arise during the course of a graduate program. If you find yourself in this situation and have exhausted the internal resources for resolving the issue, you may contact the Office of the University Ombudsperson.
The Office of the University Ombudsperson provides assistance to students, faculty, and staff in resolving University-related concerns. Such concerns include: student-faculty conflicts; communication problems; concerns about the university climate; and questions about what options are available for handling a problem according to Michigan State University policy. The University Ombudsperson also provides information about available resources and student/faculty rights and responsibilities. The office operates as a confidential, independent, and neutral resource. It does not provide notice to the University – that is, it does not speak or hear for the University.
Contact the Ombudsperson at any point during an issue when a confidential conversation or source of information may be needed. The Ombudsperson will listen to your concerns, give you information about university policies, help you evaluate the situation, and assist you in making plans to resolve the conflict.
Contact information:
Office of the University Ombudsperson
129 N. Kedzie Hall
(517) 353-8830
ombud@msu.edu
See the Graduate Student Academic Grievance Hearing Procedures.
As stated in the Spartan Life Handbook, “Academic honesty is central to the educational process and acts of academic dishonesty are serious offenses within the University community. Suspension from the University could be the consequence for acts of academic dishonesty. Students should be familiar with G.S.S 1.00 on Scholarship and Grades, and with the allUniversity policy on Integrity of Scholarship and Grades…In addition, it is important that students clearly understand the specific expectations of their individual instructors with regard to this important matter. The process for adjudicating cases of academic dishonesty is outlined in Section 2.4 of Academic Freedom for Students at Michigan State University.”
The following are examples of reasons that a student may be dismissed from the program: violations of academic integrity guidelines, academic deficiencies, misconduct, felony convictions, violations of professional standards, and falsification of admission and academic records.
If a student is on probationary status and his or her cumulative grade point average does not rise to 3.0 or above within one year or nine additional credits, he/she will be subject to dismissal. Students who fail to meet the provisional requirements will be dismissed from the program
Set Up Your MSU Net ED and Email Account
Accessing an online course after enrollment in the program:
Please know that you will not be able to access your class(es) prior to the first day of class. At that time, go to D2L and enter your MSUNetID and password.
Students apply for graduation in the Student Information System (SIS) at student.msu.edu. After logging in, students should select the Academic Progress tile and expand the Graduation folder in the left navigation and choose “Apply for Graduation. Students should apply to graduate the first week of the semester you expect to graduate.
All courses for the MAED are delivered via Desire2Learn (D2L), the course delivery system. Virtual University Design and Technology recommends students have access to:
You will also find help and support on the following pages on Desire2Learn’s website