Master of Arts in Education from the Fingerhut School
The William and Freda Fingerhut School of Education is committed to preparing the future educational leaders of the Jewish community through our MAEd track.
Students pursuing an MAEd participate in a comprehensive program that combines courses in pedagogy, curriculum, administration and Judaica with fieldwork and mentoring. Graduates typically take leadership roles in the Jewish community as day school teachers and administrators, religious school principals, bureau and agency directors, Hillel professionals, camp directors, museum educators, youth directors and Jewish community professionals.
The two-year graduate program consists of five semesters (two years plus the intervening summer) of coursework, as well as supervised field experience in teaching and educational administration. Graduates receive a Master of Arts in Education (MAEd). Students matriculating in 2013 and beyond will earn a Concentration in Jewish Studies as a co-requisite of the MAEd.

MAEd Degree Requirements
Students are expected to be familiar with credit requirements and to keep an accurate check on their progress toward completing degree requirements. They are also responsible for ensuring that they have completed all degree requirements in the course of their studies.

Required Courses
The curriculum includes 40 credits of education coursework and 28 credits of Judaica coursework.
Students must take all of the following courses to complete the MAEd: EDU 400 (4 semesters) EDU 430  EDU 432  EDU 434  EDU 446  EDU 447  EDU 448  EDU 449  EDU 420  EDU 410  EDU 415  EDU 450  EDU 451  EDU 466  EDU 438  EDU 440  EDU 442  EDU 444 
Students must take the following courses to complete Judaic Concentration: BIB 401  PHL 451  HIS 460  EDU 490  PHL 414  BIB 410  RAB 408  RAB 424  RAB 407  EDU 455  EDU 457  Deans may substitute Judaica courses at their discretion based on the needs of a particular cohort.
Students who enter with a prior advanced degree in Judaics (masters, doctorate or rabbinate) may petition to waive the Judaic Concentration.

Additional Requirements for MAEd candidates

Hebrew
In the daytime MAEd program, students are required to take a minimum of two years of Hebrew or until they complete Hebrew level IV. Students who place into Hebrew I in their first semester are encouraged to pursue additional Hebrew enrichment. A detailed description of Hebrew courses appears in the Hebrew Department's section of the academic catalog.
Students take up to 16 units of Hebrew coursework. Students can petition to waive all or part of the Hebrew requirement by demonstrating their competency on an exam administered by the Hebrew Department.
Liturgy
In order to graduate, students must demonstrate proficiency in leading and/or participating in essential prayers, including Hebrew pronunciation and nusach (melodies). Focus is on weekday and Shabbat prayers and the chanting of Torah and Haftarah.
Capstone Projects
Candidates for the MAEd degree must successfully complete a culminating project or thesis in conjunction with an accompanying seminar (EDU 466). This project is due in the final semester of the program.
Fieldwork
The fieldwork program provides students with supervised field experiences in both teaching and administration. The teaching internship is a two-year sequence. The field experience is paired with a four-course sequence in Reflective Practice.
Students complete two semesters of administrative fieldwork in their second year, working alongside a professional administrator in the areas of personnel management, resource management, communications, and program development.
Colloquium
The School of Education Colloquium is a regular meeting of the entire daytime program. It provides opportunities for interaction among students and faculty, discussion of issues not covered in specific courses, synthesis of themes that cross between different courses, and exposure to important people and ideas in the field of Jewish Education.
Residency Requirement
Students must complete all units required for the degree at American Jewish University; however, certain course requirements may be waived based on courses previously completed. In that case, the student may be required to take approved supplementary courses. At the discretion of the Dean, up to 9 graduate credits may be transferred in towards the degree.
Advisor
Each student is assigned a faculty advisor with whom he/she must confer at registration time for program approval. Students should also meet with their advisors at least once during each semester; advisors are available by appointment throughout the academic year.
Program in Jewish Experiential Education
It is our belief that experiential education, done effectively, consists of good educational practices that are of use to all educators in any setting. To that end, all MAEd students are introduced to theories and practices of experiential education in all of the core coursework. Students who want to specialize in experiential education in order to advance their careers in camps, youth work, museums, arts-based programming and school-based experiential programs may enroll in a specialized track to deepen their study and hands-on experience in this niche of the field. Students should inform their advisor of their intent to complete the requirements of the program, which are:

• At least one year of Teaching Fieldwork in an approved experiential program
• One additional approved Administrative Fieldwork experience (e.g. planning and staffing a significant festival, retreat, holiday program, service learning, etc.)
• Create an experiential curriculum unit (part of EDU 434, Teaching and Learning III)
• Elective Course, EDU 465 Practicum in Experiential Education
• Plan and Lead an experiential colloquium for fellow students (second year)
• Capstone Project/Thesis on a topic in experiential education

Master of Arts in Teaching from the Fingerhut School

Dedicated to the preparation of teachers for Jewish schools, the MAT program is designed primarily for working professionals.  The MAT is six-semester program that includes 36 credits of coursework in education, and Concentration in Judaic Studies consisting of 28 credits, as well as supervised field experience in teaching. Students attend classes for two years: one evening per week, on occasional Sundays and during two intensive, five-week, summer semesters.
Students who enter with a prior advanced degree in Judaics (masters, doctorate or rabbinate) may request to waive the Judaic Concentration. Students who waive the Judaic Concentration complete the program in two academic years without the summers (four semesters instead of six).
MAT Degree Requirements
Students are expected to be familiar with credit requirements and to keep an accurate check on their progress toward completing degree requirements. They are also responsible for ensuring that they have completed all degree requirements in the course of their studies.
Required Courses for the MAT
The curriculum includes 36 credits of education coursework and 28 credits of Judaic coursework.
Students are required to take all of the following courses to complete the MAT: EDU 430  EDU 432  EDU 434  EDU 449  EDU 410  EDU 415  EDU 450  EDU 451  EDU 439  EDU 441  EDU 443  EDU 445  EDU 400 (4 semesters)  EDU 490  BIB 401  PHL 451  HIS 460  EDU 490  PHL 414  BIB 410  RAB 408  RAB 424  RAB 407  EDU 455 
Deans may substitute Judaic courses at their discretion based on the needs of a particular cohort.

Additional Requirements for MAT candidates
Hebrew
Hebrew courses are not offered in the evening program. Students in this program who do not come in with Hebrew fluency must pass the equivalent of Hebrew II in order to graduate, at the discretion of the dean.
Capstone Projects
Candidates for the MAT degree must successfully complete a culminating project. This project will be developed during the final semester as part of course work in EDU 466. In order to enroll in this course, students must have completed or be in the process of completing all coursework.
Fieldwork
The fieldwork program provides students with supervised field experience in teaching. The teaching internship is a two-year sequence. Students are required to teach a minimum of ten hours per week and meet with an assigned mentor six times each year.
Residency Requirement
Students must complete all units required for the degree at American Jewish University; however, certain course requirements may be waived based on courses previously completed. In that case, the student may be required to take approved supplementary courses.  At the discretion of the Dean, up to 9 graduate credits may be transferred in towards the degree.
Advisor
Each student is assigned a faculty advisor with whom he/she must confer at registration time for program approval. Students should also meet with their advisors at least once during each semester; advisors are available by appointment throughout the academic year.

Joint Programs

BA/MAEd
The joint BA/MAEd program enables committed and industrious undergraduate students to complete a BA and a Master of Arts in Education (MAEd). Undergraduate students must meet the regular standards for admission to the MAEd program by demonstrating the following in their application: professionalism, maturity, commitment to the field of Jewish education, demonstrated intellectual capacity to do graduate-level academic work and relevant professional experience. The Fingerhut School will only review applications from undergraduates who have successfully completed 75 credits.
Once accepted into the BA/MAEd program, students may begin MAEd coursework and take required graduate level courses. Students in the joint program must complete all of the MAEd course requirements and proficiency requirements of the program as listed in the academic catalog. An undergraduate student can apply 12 MAEd credits toward his/her CAS requirements, in consultation with the undergraduate advisor.  Those credits can be picked from the following MAEd courses, taken in the first year of the MAEd:

EDU 410 Sociology of Education
  EDU 415 Educational Psychology
EDU 432 Teaching and Learning I
EDU 433 Teaching and Learning II
EDU 434 Teaching and Learning III
HIS 460 Modern Jewish History* (taken concurrently with EDU 432)
BIB 401 Survey of Tanakh*
BIB 410 Chumash with Commentaries*
RAB 407 Introduction to Midrash*
RAB 408 Introduction to Talmud*

*Note: As of FA 13, these courses will have prefix EDJ.
Transfer students applying for joint admission will go through both the regular undergraduate admission process and an admissions process for the MAEd program. Transfer students must meet the same grade point and other requirements as continuing students who are applying for the program. Transfer students must complete at least 15 credits in residence in the College of Arts and Sciences before their application will be considered.
Students who enter the College of Arts and Sciences with the intention of applying for the MAEd program should plan their course selection carefully with their undergraduate advisor so as not to delay completion of the BA or MAEd degree. Students intending to apply to the joint program should plan to complete their undergraduate core requirements as well as Hebrew coursework through level one before their senior year.

MAEd/MBA
Students with a particular interest in leadership and management may complete a joint education/Nonprofit Management program leading to either an M.A. in Nonprofit Management or a Master of Business Administration in Nonprofit Management along with their education degree. This joint program is typically completed in three years. Students must apply and gain admission to each program separately.
MAEd/ZSRS
Students in the Ziegler School of Rabbinic Studies may apply to complete the MAEd degree prior to or after ordination.  This program can generally be completed in one academic year of full-time study and a few additional courses in a subsequent or prior academic year, depending on the student's schedule. Students in the MAEd/ZSRS Program must complete the following courses: EDU 400 (2 semesters)  EDU 430  EDU 432  EDU 434  EDU 446  EDU 447  EDU 448  EDU 449  EDU 420  EDU 410  EDU 415  EDU 450  EDU 451  EDU 466  EDU 438  EDU 440 


Course Descriptions

EDU 430 Teaching and Learning I
The first in a sequence of courses on the fundamentals of teaching and learning, this class introduces some of the essential skills and conceptual thinking used by educators today. Students will emerge with a toolbox of skills which they can flexibly adapt to a variety of educational contexts, as well as a solid foundation of concepts which will inform the rest of their coursework and their practice as educators.  Topics explored include lesson planning, classroom community and behavior management, differentiated instruction, and assessment.

EDU 432 Teaching and Learning II
In this course we explore specific strategies for teaching several subject areas commonly taught in Jewish settings and consider the impact of teacher and student beliefs and knowledge on teaching and learning. Students are introduced to and experiment with a variety of classical and contemporary teaching models.

EDU 434 Teaching and Learning III
This course provides an introduction to the theory and practice of curriculum design. Together we will explore the factors that influence curriculum design decisions, some classic and contemporary ideologies and theories of curriculum design, as well as some practical design tools commonly used in the field.  The course features practice in Understanding by Design, models of curriculum integration, and curriculum applications to a variety of educational settings.

EDU 446 Reflective Practice I
(MAEd only)The first in a series of classes that engage students in reflecting on their developing practice as educators, this course gives an introduction to individual and collaborative reflective practices.  Students will learn to get the most out of mentoring relationships, practice techniques for observing teaching and learning and develop shared language for discussing those experiences.

EDU 447 Reflective Practice II
(MAEd only) Students form a professional learning community centered around structured, professional conversations about their teaching practice.  We participate in a variety of "protocols" designed to spur reflection on teaching through careful focus on student work, enduring dilemmas, and samples of teacher-generated materials.  Students continue to articulate their ongoing goals for development as an educator.

EDU 448/449 Reflective Practice III/IV
(MAEd only) Building on the reflective tools of Reflective Practice I and II, in the second year of the program MAEd students choose an issue in teaching and learning or administration about which they are passionate, and engage in a year-long practitioner research project to investigate it.

EDU 449.02 Reflective Practice
(MAT only) As a capstone to their two year-long exploration of teaching and learning, MAT students choose an issue or question of personal interest in their teaching to investigate in-depth. Students learn the skills to conduct credible practitioner research, including observation, field notes, surveys and interviews, document analysis and literature review, in order to produce a semester-long study of their own teaching which can enhance their own reflection and contribute new knowledge to the field.

EDU 420 Philosophy of Education
This course takes students on a journey from classical philosophy to contemporary educational vision, unpacking the various aims of education that determine educational practice.  Students will develop an appreciation for John Dewey's adage that "there is nothing more practical than a good philosophy," by examining numerous philosophies of education both in theory and practice, and practice using the tools that enable us to articulate our own visions. We also meet visionary educators and see the translation from theory to practice in their institutions.

EDU 410 Sociology of Education
"Community" is the theme of our study together. We will begin by experiencing educational strategies designed to create a sense of community in the classroom - the smallest, and one of the most important, communities that make up the broader phenomenon of "community." We will look at the development of the American Jewish community in the twentieth century and how the institutions of Jewish education we know today evolved. We will learn about successful afternoon religious schools, day schools and family education,  and explore the growing field of experiential education, focusing on summer camps and Israel trips.

EDU 415 Educational Psychology
This course is an introduction to the field of Human Development focusing on major issues, theories and developmental benchmarks that impact learners from birth through adolescence and adulthood. Attention will be directed to the physical, cognitive, social/emotional and moral/spiritual development of students. There will be opportunities to examine how to incorporate insights and knowledge of human development when planning and working with individual students and groups of Jewish learners, including those at different ages and developmental stages. In addition, students will be asked to reflect about their own experiences and how those experiences may impact their interactions and values as Jewish educators.

EDU 450 Educational Administration I
(MAEd only) This course, first in a year-long sequence in the MAEd program, explores key leadership and organizational theories as they relate to Jewish educational institutions.  Students consider practical applications vis-à-vis topics including faculty management and evaluation, lay-professional relations, vision and mission statements, budgeting and other important topics for leaders of Jewish institutions. This course trains students in the tools to implement the visions they develop in Philosophy of Education.

EDU 451 Educational Administration II
(MAEd only) The second semester of the administration sequence covers job-search related issues, student management, parent relationships, marketing, fundraising, special programming and other important topics for leaders of Jewish institutions.  Students continue to apply and learn from Bolman and Deal's four "frameworks" and delve even more deeply into the remaining "key constituencies" of an educational administrator.

EDU 450.02/451.02 Educational Leadership I and II
(MAT only) Mirroring the Educational Administration sequence but tailored for the MAT program, this sequence examines leadership and organizational theories as they apply to the leadership roles that teachers typically assume. Students study topics in philosophy of education to explore the importance of vision in educational institutions as well as the practical realm of implementation.

EDU 465 Practicum in Experiential Education elective
Among the many ways to learn, "experience" is by far the most powerful.  "Jewish experiential education" can be the framework for the transformation of Jewish education in North America, particularly in the supplemental schools and so-called "informal" settings of summer camp, youth group and trips to Israel. We will ask "What is an experience?"  "What are the principle components of an ‘effective,' ‘memorable' experience?" "What is the cognitive and affective ‘content' of an experience?"  What can educators learn about "experiential learning" from the analysis of "experiences" we have in our everyday lives, such as shopping, synagogue or church attendance, even a Dodgers game? How are these "experiences" organized, presented, marketed and analyzed for effectiveness? How do we talk about our personal experiences through the medium of storytelling?

EDU 400 Colloquium
Colloquium is an opportunity for all students to convene on a regular basis as a community to explore cutting edge topics in Jewish education and Jewish life and connect with influential and engaging guest speakers.

BIB 401 Survey of Tanakh
Students read the entire Tanakh in this course, studying theories of the Bible's origins, the various literary structures of the books, and the major themes of the Tanakh that have shaped the history and identity of the Jewish people.  This foundational survey serves as an overview for future courses in which students examine Biblical texts and commentaries in depth.

PHL 451 Survey of Jewish Prayer
Tracing the evolution of Jewish worship from its ancient beginnings to the present day, students discover the influences that shaped Jewish prayer in every major time period, explore how traditions developed and often underwent radical changes, and interact with the worship experience on a personal level and as emerging Jewish professionals.

HIS 460 Modern Jewish History
This course unpacks Jewish historical consciousness by delving into the key themes, patterns and events that have shaped the Jewish experience historically, focusing on the modern period. Students will examine what it means for Jews to "think historically," integrating the study of Jewish history with exploring how to use historical texts and content in teaching.

EDU 490: Special Topics in Judaics: Holidays and Life Cycle
Through readings, lecture, discussion and experiential activities, this course introduces sophisticated lenses to students' understanding of Jewish holidays and life cycle events, with an eye toward translations to teaching. The course provides a conceptual framework for educators to use when navigating the complex intersection of tradition and modernity in Jewish life and Jewish practice.

PHL 480 Modern Jewish Philosophy
"God, Torah, and the Jewish Educator" The focus of this course is to develop an understanding of the complex intersection of theology and educational practice.  Our exploration will include 1) an introduction to the major Jewish theological themes and thinkers of modernity; 2) a consideration of the practical factors involved in implementing theology into the classroom; 3) a personal inventory of the theological themes with a conscious effort toward constructing and/or further developing a personal Jewish theology. The goal of the course is to practice engaging with issues of God and Torah, and to inspire such practice in the field of Jewish education.

BIB 410 Chumash with Commentaries
A focused, in-depth examination of Chumash texts which develops interpretive skills as well as an understanding of the interpretive lenses of key commentators.

RAB 408 Introduction to Talmud
An educator's dip into the Sea of Talmud, focusing on skills and content that can inform and expand educators' professional practice and personal study.

RAB 424 Introduction to Midrash
An educator's journey through Midrash while developing an understanding of the uses of midrash, focusing on selections that can inform and expand educators' professional practice and personal study.

RAB 407 Survey of Jewish Law
Students gain an understanding of the how the halachic process functions by examining sets of ancient, rabbinic and modern texts on selected issues addressed by Jewish law.

EDU 455 Teaching Contemporary Israel
In this course, we will understand, analyze, and evaluate key research and thinking about American Jewish relationship(s) to Israel today, and about Israel education, particularly in the context of North American Jewish educational institutions. Students will be exposed to and analyze a variety of educational and curricular resources available for teaching Israel, while exploring their own relationship to Israel and to teaching Israel.

EDU 457 Essential Texts for Jewish Educators/Judaic Capstone
Jewish educators need access to foundational texts to serve as springboards for teaching and conversation about fundamental Jewish ideas.  Each unit in this course will explore foundational texts related to a range of subjects.  We will ‘unpack' the methodologies and rationales for studying these texts in relation to the subject, and explore different opportunities to teach these and other related texts.  By the end of the course we will create a ‘curriculum' for these subjects to be presented in five distinct learning environments.