The Master of Education Degree (M.Ed.) at Utah Valley University is an applied master’s program aimed at building the instructional skills and professional competency of teachers. Currently there are eight emphases for participants: Applied Behavioral Analysis; Educational Technology, Elementary Mathematics; Elementary STEM, English as a Second Language (ESL), Reading I, Teacher Leadership, and Secondary Teaching. Please see information for each emphasis area below.

Core coursework in research methods is required of participants in all options, however, students select a topic for a culminating project according to their interest or area of licensure in K-12 education.

Admission to the Master of Education program is a requirement for enrollment in the following courses.

Core Courses: 12 Credits

Course # Course Name Credits
EDUC 6100 Research Methodology 3
EDUC 6110 Applied Statistics for Education 3
EDUC 6200 Master's Project 3
EDUC 6910 Project I 1
EDUC 6920 Project II 1
EDUC 6930 Project III 1


Program Emphases

Students enrolled in the M.Ed. degree program complete 30-36 credits of study. Twelve of these credits will be earned in core courses in research methods, statistics, and project classes. In addition to the core classes, students choose from one of several specialized emphases:

*These options provide the coursework requirements for endorsements from the State of Utah on current Utah teaching licenses. 


Applied Behavior Analysis

Utah Valley University’s 30 credit, face-to-face graduate degree will prepare students to become practitioners of Applied Behavior Analysis (ABA) and to work with individuals with Autism Spectrum Disorder and other neurodevelopmental disabilities.

The Behavior Analyst Certification Board, Inc.® has approved the following course sequence as meeting the coursework requirements for eligibility to take the Board Certified Behavior Analyst Examination®. Applicants will havetomeetadditional requirements to qualify.

Teacher Leadership

UVU’s School of Education will offer students the opportunity to complete a Master of Education in Curriculum and Instruction, with an option to focus on a program of Teacher Leadership with a new cohort beginning in every Summer.

Secondary Teaching

UVU’s School of Education will offer students the opportunity to complete a Master of Education in Curriculum and Instruction, with an option to focus on a program of Secondary Teaching.

Students choosing to complete their M.Ed. with an emphasis in secondary teaching will only be admitted to the Master of Education program upon completion of the Graduate Certificate in Secondary Teaching and verification of an existing teaching license in secondary teaching. Students will not be admitted to this emphasis if they have not received their USBE Secondary Teaching license.

Endorsement Emphases 

Students who have already completed requirements for and received an endorsement from the Utah State Board of Education in

      • Educational Technology
      • English as a Second Language
      • Elementary Mathematics
      • Elementary STEM
      • Reading 1

to their Utah teaching license might be able to apply up to 12 earned credits toward a UVU MEd degree subject to an evaluation of acceptable credits earned. For more information on how this might apply to your situation, please contact the Graduate Advisor for the School of Education,  Leslie Hudson.

Educational Leadership Emphasis 

The Educational Leadership emphasis will allow educators with workplace experience and knowledge to pursue the coursework and practicum experiences required to apply for a USBE Leadership Area of Concentration License. Candidates are required to complete 400 hours of structured, supervised internship in addition to 50 hours of clinical fieldwork embedded within coursework.


The MEd emphasis in Educational Leadership is based on the Utah Educational Leadership Standard Revisions (October 2017) and the Professional Standards for Educational Leaders (PSEL 2015). It prepares educational leaders for elementary and secondary schools, and for district administration. The leadership program is aligned with Utah Board of Education rules and meets requirements for the Educational Leadership License Area of Concentration.  In addition to program courses, learning outcomes will be developed during field experiences throughout the program as listed below.



The M.Ed. program is guided by well-defined and appropriate educational objectives that differ substantially from undergraduate goals in their depth and complexity, and in their requirements for intellectual commitment and professional application. Graduate students are expected to know and be able to perform the following skills.

  • Plan curriculum and design instruction to enhance student learning.
    • Participants demonstrate content knowledge, practice age-appropriate pedagogy, and design curriculum based on standards and knowledge of students’ achievement, development, and background.
  • Engage and support all students in learning.
    • Participants are able to engage all students in the learning process by the use of research-validated instructional strategies.  They accommodate individual student’s needs and differentiate instruction to meet these needs.  
  • Assess and evaluate student learning.
    • Participants use multiple sources of formal and informal assessments to verify student learning, inform instruction, and communicate findings to appropriate individuals.
  • Demonstrate professionalism to support student learning
    • Participants practice professional reflection regarding their own instruction.
    • Participants understand and act consistently with education laws and uphold the ethical policies of the University.  They establish professional goals, reflect on teaching, and pursue opportunities to grow professionally.



Key program elements are further defined in order to establish a purpose and scope for course work, as listed below.

  • Participants build professional competence that will allow them to design and evaluate curriculum at the school, district, or state level.
  • Participants build competencies for teaching by researching, implementing, and reflecting on models of instruction and instructional strategies.
  • Participants develop proficiencies in selecting appropriate instructional models and methods to address specific learning objectives through lesson design.
  • Participants understand how current research informs educational practice, including student assessment at the school, district, or state level.
  • Participants build fluency in critically evaluating educational research, theory, and practice used in their daily professional work.
  • As a result of maturing through these processes, students identify themselves as scholar educators and reflective practitioners.