The EdS is a graduate degree designed especially for directors of education, education superintendents, school principals, curriculum specialists, and other practitioners. An EdS degree is recognized as an intermediate professional degree, between a master’s and a doctoral degree. The focus of the EdS program is on preparing Christian educators who can provide effective leadership, promoting and improving Christian education in their areas of responsibility.
The EdS program is offered with specialization in the areas of Curriculum and Instruction and Educational Administration. The available cognates for the EdS degree are Curriculum and Instruction, Educational Administration, and TESOL. A customized cognate is also available for those who have another particular area of interest. See more about a customized cognate in the EdS curriculum section.
The estimated time for completing the EdS program is approximately 18 months (approximately 12 months for coursework beyond the MA in Education and approximately 6 months for the EdS Project).
Prerequisites may increase this estimate. The EdS degree may lead to the PhD or may be used as a terminal degree itself. For this reason, credit transfer from an AIIAS EdS to an AIIAS PhD do not have the normal limitations, regardless of whether the EdS was completed or abandoned.
August or January
1.Graduate education courses, to include the following courses, regardless of the area of emphasis:
Note: Those who earned their bachelor’s and/or master’s degree from an AAA-accredited Adventist higher educational institution may not need to take this course.
Additional prerequisite graduate courses for the emphasis in Curriculum and Instruction:
Additional prerequisite graduate courses for the emphasis in Educational Administration: Administrative Finance (or any finance course in the tertiary level)
2. Teaching experience, normally a minimum of 2 years. A letter of verification is required.
3. At least one religion course (undergraduate or graduate), with a minimum grade of C, from each of the following areas:
The following courses are offered as graduate level self-study modules to meet these prerequisites:
Note: Other Seminary courses may also apply (ask your academic advisor)
4. For those taking a cognate in TESOL. A pass in one of the standard English proficiency tests prescribed by AIIAS. The required passing score for the test is IELTS 6.5 or equivalent.
A total of 34 semester hours is required for the EdS degree, distributed in the following manner:
A critical comparison of secular systems of Western philosophy and Christian and educational thought, with
special reference to the Seventh-day Adventist Church and the writings of Ellen White. This course is based on
an extensive survey of secular philosophical documents and consideration of theological, educational, and
practical issues arising from the readings. Position/reaction papers and extensive discussion allow students to
explore the Adventist perspective.
One of the following
A study designed to develop understanding of and experience in the spiritual life. The classic disciplines are
examined, biblically and historically, with special reference to the responsibilities of ministry. Emphasis is on
the development and maintenance of vital faith, habits of spiritual discipline, self-renewal, and personal
devotion in the face of the pressures and problems of contemporary Christian service. The course explores
spiritual vitality programs, both for the minister and the local congregation.
This course seeks to enable doctoral students to (1) appraise how their own vocational calling can best assist
the local church in fulfilling its mission; (2) clearly grasp and understand the concept of Christian leadership;
(3) have a beginning overview of the dynamics of resistance, change, and transformation of an entire
congregational system; and (4) be able to articulate the primary values the student desires to hold in
leadership. Note: The 1-credit version of this course is available to Graduate School students but does not
count toward Seminary programs.
Complete the following four courses:
A course designed to prepare subject matter specialists to teach at the tertiary level. It focuses on characteristics
of adult learners and methods of teaching which are appropriate to higher education. It addresses topics such
as curriculum planning with focus on creating course outlines and lesson planning, instructional planning with
focus on teaching processes and preparation of learning materials and evaluation. The use of technology in
teaching, as well as research on best practices in adult learning, are also discussed.
Open to students only on a limited basis with departmental approval. Provides graduate students with
opportunities to deepen and apply their learning in real-life settings not before experienced and expands
horizons through new types of professional interactions. Courses designated as fieldwork entail on-site
experiences and activities in a setting appropriate to the degree being sought. Fieldwork courses may only be
taken after half of the total number of credits for the respective degree program have been completed.
Students are expected to spend a minimum of 60 clock hours in practicum activities for each semester hour of
credit.
Streams of curricular thought based on extant literature. Consideration is given to the shifts of perspective in
curricular theory over time, primarily throughout the twentieth century, leading to the present; the relationship
of curriculum theory to major philosophical frameworks and assumptions; the interaction of the commonplaces
of curriculum, and the dominant models of curriculum. Prerequisite: EDCI 640 Process of Curriculum.
Educational issues specific to online learning, both as a supplement to or a substitute for face-to-face
interaction. Attention is given to principles and strategies of teaching and learning online and how they differ
from traditional methods, curriculum and instructional design issues relating to online environments, online
assessment strategies and tools, and an introduction to administrative and technical support, together with
actual course development applications. The course provides students with hands-on experience in an online
environment. Prerequisites: a graduate course in curriculum and EDCI 625 Instructional Media.
Complete the following four courses:
An analysis of the financial and economic aspects of the administration of educational institutions, including
sources of long-term financing, resource management, planning the use of funds, internal control, capital
budgeting, risk and return analysis, and cost control. Prerequisite: EDAD 640 Administrative Finance. Credit
may not be earned in both EDAD 730 and FNCE 646.
Educational issues specific to online learning, both as a supplement to or a substitute for face-to-face
interaction. Attention is given to principles and strategies of teaching and learning online and how they differ
from traditional methods, curriculum and instructional design issues relating to online environments, online
assessment strategies and tools, and an introduction to administrative and technical support, together with
actual course development applications. The course provides students with hands-on experience in an online
environment. Prerequisites: a graduate course in curriculum and EDCI 625 Instructional Media.
A study of governance in higher educational institutions and current trends for higher education in developing
and developed countries. The course emphasizes leadership roles and principles in establishing administrative
structures and processes for distinctive futures in academic programs and learning outcomes, instructional
resources, student services, financial support, staffing, professional development, and evaluation.
Open to students only on a limited basis with departmental approval. Provides graduate students with
opportunities to deepen and apply their learning in real-life settings not before experienced and expands
horizons through new types of professional interactions. Courses designated as fieldwork entail on-site
experiences and activities in a setting appropriate to the degree being sought. Fieldwork courses may only be
taken after half of the total number of credits for the respective degree program have been completed.
Students are expected to spend a minimum of 60 clock hours in practicum activities for each semester hour of
credit.
At least one of the following cognate areas, distinct from the area of specialization:
Complete the following two courses:
Designed to increase the teaching repertoire of teachers and other instructional leaders interested in improving
instruction. The power and usefulness of research-based teaching models are presented. The emphasis is on
developing a repertoire of complex teaching models or strategies of teaching/learning through guided practice
and feedback. Participants develop their ability to reflect on their own teaching performance and provide
effective feedback and support to others.
A comprehensive introduction to the components of curriculum development. This course examines the process
and product aspects of curriculum for schools. Students learn the basic theory and skills of conceptualizing,
designing, constructing, implementing, and evaluating curriculum. The course includes issues of curriculum
change and the roles of curriculum participants and specialists in all curriculum activities. Students create
original curriculum documents within a limited scope.
Complete the following two courses:
Basic concepts of accounting and reporting, analysis, and interpretation of financial statement (working capital and liquidity), variance analysis of income statements and expenditure, principles of time value of money, and budgeting, an introduction to costing principles, and issues in strengthening the financial condition of an institution or a business. (Not applicable to the MBA degree).
The study of leadership and its dynamics as it applies to the administration of elementary and secondary schools, highlighting planning and implementing change for school improvement. The course explores the principal’s role in providing moral, relational, instructional, and administrative leadership within the context of a school’s culture and in the management of the school’s resources such as human resources, financial resources, instructional resources, and others.
Complete the following course:
An overview of theories of first and second language acquisition, including comprehensible input, the monitor hypothesis, and order of acquisition. The role of linguistics in understanding language acquisition; the differences between learning and acquisition, EFL, ESL, and ESP, pedagogy and andragogy, integrative and instrumental motivation; and traditional and current approaches to language teaching including grammar/translation approaches, and communicative language teaching are discussed.
One of the following courses:
A study of the role of content courses in the development of reading and writing, grammar, vocabulary, and thinking skills. Emphasis is placed on the integration of writing and study skills in order to enhance retention in all content areas. The course includes a survey of appropriate teaching aids suitable for all learners, incorporating critical evaluation of numerical data, technology, and media literacy, including underlying issues such as bias, power, and culture. Experiences in the class include observation and teaching practice at various ages and levels of language ability.
An introduction to concepts of phonetics and phonology for language teachers. Techniques for teaching pronunciation and assisting learners in gaining fluency and grammatical accuracy in real-time oral language production; developing general and specific listening skills; selection of instructional materials; testing; and individual, group, and laboratory techniques for oral skills development are included.
If the students have taken the above courses in their MA, they will be required to take other courses within their
area as advised by the academic advisor and approved by the Education Department.
Students who have a particular area of interest, may design a cognate in consultation with their
academic advisor and upon approval of the Education Department. This cognate may include courses
from other departments at AIIAS, transfer credits, online courses, or independent research. To fulfill the
customized cognate requirement students must take two courses in the chosen cognate area.
Complete the following two courses:
An introduction to the theory and applications of multivariate statistics. Topics in the course include pre-data analysis screening, advanced multiple regression, canonical correlation analysis, exploratory factor analysis, multivariate analysis of variance, discriminant function analysis and binary logistic regression. Presentation of a research project involving the application of advanced statistical procedures is expected.
Prerequisite: RESM 615 or equivalent.
Application of specific qualitative research design, collection of data, analysis, reporting and interpretation. Students are expected to present a research paper. Prerequisite: RESM 740 Qualitative Research.
Complete the following:
The EdS Project is an advanced educational application of theory learned in the program studied. It may involve
data collection and should serve some useful educational purpose. See Departmental Guidelines, p. 125, for
details.
Program Structure | Credits |
|---|---|
Philosophy | 4 |
Specialization | 12 |
Cognate | 6 |
Research | 6 |
Project | 6 |
TOTAL | 34 |
Philosophy | 4 |
|---|---|
Complete the following two courses: | |
CHPH 872 Philosophy: An Adventist Perspective | 3 |
GSEM 731 Seminar in Worldview and Worldview Change | 1 |
Specialization in Curriculum and Instruction | 12 |
|---|---|
Complete the following four courses: | |
EDCI 720 Teaching and Learning in Higher Education | 3 |
EDCI 792 Advanced Fieldwork in Curriculum and Instruction | 3 |
EDCI 730 Advanced Curriculum Theory and Practice | 3 |
EDCI 785 E-Learning | 3 |
Specialization in Educational Administration | 12 |
|---|---|
Complete the following four courses: | |
EDAD 730 Financial Management for Educational Institutions | 3 |
EDAD 785 E-Learning | 3 |
EDAD 786 Administration in Higher Education | 3 |
EDCI 792 Advanced Fieldwork in Curriculum and Instruction | 3 |
Cognate in Curriculum and Instruction | 6 |
|---|---|
Complete the following two courses: | |
EDCI 614 Instructional Models | 3 |
EDCI 640 Process of Curriculum | 3 |
Cognate in Educational Administration | 6 |
|---|---|
Complete the following two courses: | |
EDAD 640 Administrative Finance | 3 |
EDAD 651 Principalship and School Improvement | 3 |
Cognate in TESOL | 6 |
|---|---|
Complete the following course: | |
EDTE 620 Second Language Acquisition | 3 |
Complete one of the following courses: | |
EDTE 622 TESOL Methods for Content-Area Reading and Writing | 3 |
EDTE 628 TESOL Methods in Speaking and Listening | 3 |
If the students have taken the above courses in their MA, they will be required to take other courses within their area as advised by the academic advisor and approved by the Education Department. |
Customized Cognate | 6 |
|---|---|
Students who have a particular area of interest, may design a cognate in consultation with their academic advisor and upon approval of the Education Department. This cognate may include courses from other departments at AIIAS, transfer credits, online courses, or independent research. To fulfill the customized cognate requirement students must take two courses in the chosen cognate area. |
Research | 6 |
|---|---|
Complete the following two courses: | |
RESM 715 Advanced Statistics | 3 |
RESM 740 Qualitative Research | 3 |
Culminating Project | 6 |
|---|---|
Complete the following: | |
EDAD/EDCI 796 EdS Project | 6 |
Tuition, required fees, books. Not including prerequisites.
This includes housing, utility, food & miscellaneous, refundable deposit. For a couple with 2 children in a 2-bedroom unit.
This includes housing, utility, food & miscellaneous, refundable deposit.
Monday to Thursday 8 am to 5 pm;
Friday 8 am to 12 nn
