M.Ed. Educational Design and Inquiry Curriculum

The M.Ed. in Educational Design and Inquiry provides a thoughtfully designed curriculum centered on Equity in Education, Design Thinking, and Teacher Inquiry. Through a cohort-based model, students engage in collaborative learning experiences that foster deep connections with peers and faculty mentors. Courses blend theory with hands-on practice, equipping educators with the skills to design inclusive, innovative learning environments.

Curriculum

The M.Ed. in Educational Design and Inquiry offers a cohesive and practice-centered curriculum grounded in the principles of Design Thinking, Teacher Inquiry, and Equity in Education. Courses such as Design Thinking in Education, Equity in Education, Classroom Climate and Culture, and Place-Based Learning invite educators to reimagine teaching through innovative, inclusive, and evidence-based approaches. A culminating capstone project anchors the program, allowing students to design and implement new pedagogical initiatives or address pressing educational challenges in their own classrooms. Throughout their studies, participants apply theory to practice—developing original instructional strategies and materials that lead to meaningful, lasting change in their schools and communities.

Program Format

This two-year program is designed for the realities of full-time educators. Students complete ten total courses—one each during the fall and spring terms (14 weeks each), and one during each of two intensive summer sessions (5 weeks each). This schedule allows teachers to maintain balance during the school year while still reserving several weeks each summer for rest and renewal. All coursework is completed within a close-knit cohort of 8–10 K–12 educators, fostering sustained collaboration and professional growth. The fully online format offers flexibility alongside rich, synchronous engagement, with optional in-person opportunities available through Gettysburg’s Innovation and Creativity Lab. For a detailed view of term dates and pacing, see the M.Ed. Program Calendar.

Learning Outcomes

Teachers who complete the Gettysburg College M.Ed. in Educational Design & Inquiry will be equipped to:

1. Design, implement, and advocate for innovative, research-informed pedagogical practices.
2. Demonstrate deep understanding of the theories, histories, and empirical foundations that shape educational design.
3. Analyze cognitive and motivational mechanisms of human learning to inform instructional decisions.
4. Create learning environments that advance equity through accessibility, inclusion, and responsiveness to diversity.
5. Use assessment, reflection, and research as iterative tools for professional growth and instructional improvement.
6. Demonstrate a professional mindset of creative optimism, adaptability, and sustained commitment to improvement.
7. Utilize rigorous, interdisciplinary inquiry to analyze urgent, real-world challenges in one’s own educational setting—and respond to these challenges through bold and creative design.

Courses

M.Ed. Educational Design and Inquiry Course Descriptions

Course Number	Course Title	Course Description
MEDU 600	Design Thinking in the Curriculum	This course explores the principles and practices of design thinking and their application within educational settings. Students will learn how to integrate design thinking into the curriculum to foster creativity, problem solving, and innovation among students. The course emphasizes a hands-on, experiential approach, where participants will engage in collaborative projects that model the design thinking process, including empathizing with learners, defining challenges, ideating solutions, prototyping, and testing. *This course will include an ICL orientation so that candidates have the skills that are necessary for success in the program. **Possible minimal lab fee
MEDU 610	Reflective Inquiry	This course delves into the practice of reflective inquiry as a critical tool for educators to examine and enhance their teaching practices. Reflective inquiry involves the systematic exploration of one’s own teaching experiences, beliefs, and outcomes to gain deeper insights into effective pedagogy and student learning. *This course will include information literacy skills that are necessary for success in the program.
MEDU 620	Classroom Climate & Culture	This course examines the development of a positive, inclusive classroom culture through the implementation of restorative practices. "Classroom Climate & Culture" focuses on building strong, respectful relationships among students and between students and educators, fostering a community-centered approach to classroom management and conflict resolution.
MEDU 630	Cognitive Science & Learning	This course offers an interdisciplinary exploration of Cognitive Science, the study of the mind and its processes, drawing from psychology, neuroscience, linguistics, philosophy, artificial intelligence, and anthropology. Students will investigate how humans perceive, think, learn, and remember, as well as how these cognitive processes are influenced by biological, social, and technological factors.
MEDU 640	Equity in Education	This course examines the principles and practices of equity in education, focusing on strategies to create inclusive, fair, and supportive learning environments for all students. "Equity in Education" addresses the systemic inequalities that affect students’ access to and success in educational settings, and explores ways to dismantle barriers related to race, ethnicity, gender, socioeconomic status, disability, and other factors.
MEDU 650	Place-Based Education	This course explores the principles and practices of place-based education, an approach that connects learning to the local environment and community. Place-based education leverages the unique cultural, historical, and ecological resources of a specific place to create meaningful, relevant learning experiences for students. The course emphasizes experiential, hands-on learning that fosters a deeper connection to the local community and environment, while also promoting academic achievement and social responsibility. **Possible minimal lab fee
MEDU 660	Reimagining Education	This course challenges traditional educational paradigms and explores innovative approaches to teaching and learning in the 21st century. "Reimagining Education" invites educators, administrators, and policymakers to critically examine the current education system and envision transformative changes that can better meet the needs of diverse learners in a rapidly evolving world. **Possible minimal lab fee.
MEDU 670	Action Research	Building on the foundational knowledge and skills acquired in previous courses, "Action Research" offers an in-depth exploration of research methodologies that empower educators to systematically investigate and improve their own practices. This course focuses on the design and implementation of action research projects aimed at addressing specific challenges or opportunities within educational settings. *Must be taken before Capstone I or II.
MEDU 680	Capstone I	In Capstone Project I, students will begin the process of developing a comprehensive research or practical project that synthesizes and applies the knowledge and skills gained throughout their program. This first part focuses on defining the project scope, creating a detailed proposal, and designing the research or implementation plan. **Possible minimal lab fee
MEDU 690	Capstone II	Capstone Project II builds on the work completed in Capstone Project I, focusing on the execution, analysis, and reflection of the capstone project. This second part involves carrying out the research or practical activities as outlined in the proposal, analyzing results, and reflecting on the project’s impact. **Possible minimal lab fee

Admissions Policies and Deadlines

Applicant Eligibility

Eligible applicants must have a bachelor’s degree to be considered for admission to the program.

Graduate Application for Admission.

The program application requires that applicants submit:

• Transcripts from all post-secondary degree-granting institutions attended. Unofficial transcripts may be submitted for admission, but all admitted students must submit official documents by the end of the first semester
• Letter of Intent
• Resume listing all completed education, degrees conferred, and current and past work experience

Applicants who have not completed a degree at an institution where English was the primary language of instruction must submit English-proficiency test scores.

Conditional Admission and Matriculation

Students submitting unofficial transcripts are conditionally admitted, and official transcripts must be received by the end of the first course. Holds will be placed on the student’s account without official transcripts, affecting registration and transcript issuance.

Terms and Deadlines

Students may apply for admissions in the following terms: Summer I or Summer II. Applications for Summer I are due April 15th. Applications for Summer II are due May 12th. No extensions are available.

Payment Options

Standard Payment

Payment for each course is due one week prior to the start of the academic term. Details for payment submission will provided upon acceptance into the program.

Deferred Payment

To make graduate study more accessible for working educators, Gettysburg College offers a deferred payment option for teachers who receive tuition reimbursement from their districts. This option allows eligible students to defer payment until after each course is completed and final grades are issued, avoiding the need to pay tuition upfront. To qualify, teachers simply submit a verification letter from their employer confirming eligibility for tuition reimbursement benefits.