For full a description of all the ELSIT’s MA Degree programs, please see the University Bulletin.
This program is designed for graduate students who wish to pursue advanced studies on adult learning and educational processes. Program graduates work as leaders in a wide variety of contexts addressing the increasing need for adult education activities in literacy programs, community colleges, the workplace, community-based organizations, and many other settings.
The Educational Administration program is designed to help candidates acquire knowledge and skills that are essential for effective performance in leadership, supervisory or administrative positions. The curriculum generally includes the following activities: theory and practice under simulated conditions in the classroom; application and analysis of theory in a real situation, usually the candidate’s school or district; and application and performance supervised by a school or district supervisor or administrator. The Master of Arts is regarded as the professional degree for educational administrators. It is possible for the candidate to enroll in a program of studies leading to either a credential or a master’s degree only or both.
This program addresses issues in culture, language, ethnic, and gender diversity in education. A major component is social activism. The program focuses on theoretical, historical and political perspectives of race, class, gender, language, and sexual orientation as they apply to the theory and practice of education. The pedagogies and teaching philosophies modeled in the classes are facilitative, interactive, and participatory utilizing critical thinking, critical reflection, demonstrations, simulations, dialogue, and other methods of instruction to gain insight into issues related to equity and social justice.
Students pursuing this degree are interested in social change that will not only affect the educational direction of our schools (both, public and private) but will also impact policy changes necessary to the pursuit of equity and justice in all sectors of society. Career opportunities may include but are not limited to advanced study (Ph.D. or Ed.D.) in higher education, research work, non-profit work, specialists within public school systems, or community-based work. This program does not offer a teaching credential; therefore if students are interested in teaching in public schools, they must obtain a teaching credential in either multiple or single subject areas.
The program provides three areas for graduate study: e-learning design and development, including multimedia development; training design and development; and technology integration for teachers. In addition, the program offers a supplementary authorization in instructional computing for K-12 teachers who complete twelve units of course work in that area. The program offers most of its courses in a hybrid format, called HyFlex, which allows students to choose between attending class in person in the classroom, or attending class online using a combination of online technologies. Other classes may use fully online or traditional hybrid formats combining classroom and online delivery methods.
The program prepares students for careers as instructional designers, trainers in corporation ad public service agencies, instructional multimedia designers and producers, specialists in instructional computing and instructional software design, and computer-resource teachers. Graduates of the program include corporate trainers, training consultants, instructional materials designers, computer instructors, multimedia developers, instructional software developers, video producers, and classroom and laboratory computing teachers. The program emphasizes the instructional systems approach, instructional message design, practical design experience, technical skills development, and project-based instruction. During their studies, students develop portfolios that may include computer-based instruction, print-based, video and e-learning, or mobile technology-based instructional programs.
The program is designed to allow graduate students to design and complete, under advisement, a program of specialized study that emphasizes a particular issue or problem in education. It is expected that students’ programs will be interdisciplinary in nature, and that students will display considerable independence in identifying appropriate courses that will comprise their area of specialization. Applicants to the program must specify their area of interest and confer with a program adviser about objectives, study plans, and procedures prior to admission.
People who have completed the MA degree in Education with a Special Interest Concentration have found work in a variety of settings, including: (1) public school district settings, where graduates work as curriculum developers, specialized mentor teachers, resource teachers, and school reform leaders; (2) non-profit organizations, where graduates work as community service coordinators; (3) public non-formal school settings, where graduates work as environmental center leaders, museum educators, public parks and recreation educators, and education specialists for philanthropic foundations; (4) government agencies, where graduates work in county, state and federal education-oriented agencies in fields such as migrant education and Title I education; and (5) the private sector, where graduates work as staff developers, human resource specialists, media specialists, and conflict mediators.
Community Outreach Program
The mission of the Step to College program is work to empower underrepresented high school students with the belief that knowledge available through higher education is necessary to accomplish their educational goals. The program was first instituted in 1986 in San Francisco, designed to promote higher education among underrepresented minorities and low-income students who would otherwise not have the opportunity or the means to attend college. The program is a collaborative effort between public high schools and the ELSIT Department to motivate young people in realizing the educational goals.
In 2010, Step to College received the President’s Higher Education Community Service Award, the highest federal recognition a college or university can receive for its commitment to community service. In the past 25 years, the program has grown to serve over 13,000 students who achieve academic success throughout the Bay Area.
For further information, go to: Step to College Program
Transfer Articulation Bridge Program
The TAB program is designed to ease students' transition between City College of San Francisco and SF State, particularly for those from low-income, first generation, and underrepresented backgrounds. The program allows City College students to concurrently enroll in an SF State class that introduces them to the campus and its student support services. The class, which is free of charge and takes place on the SF State campus, also allows students to earn three units of college credit before they transfer to the University. It is a proactive approach to retention.
First established in 1985, the program helps students get acclimated to the university before they officially enroll. When they do transfer to the university, they quickly get connected. Each class typically includes about five formerly incarcerated students. Nearly 400 students have taken part in TAB in the past decade, and more than 50 percent have successfully transferred to SF State or other four-year colleges.