Masters Programs

Program Introduction

Our Master of Science in Education degree is designed to help career classroom teachers upgrade their skills, become informed about new ideas in elementary teaching, and prepare for leadership roles within schools, school districts and other organizations. This printable PDF is a great starting point for an introduction to our Master's program. Download our Introduction to Our Graduate ProgramsPDF File  for more information. 


Program Options

The Department of Elementary and Bilingual Education offers the following options for our Master's program:

Masters of Science  in Educational Technology 

The Department of Elementary and Bilingual Education at California State University, Fullerton offers a graduate program of study that leads to the Master of Science in Education with a concentration in Educational Technology. This program is designed to help meet the demand for individuals with advanced training in integrating innovative technologies into curriculum and instructional multimedia development. Learn more about the Online M.S. in Educational Technology.

Elementary Curriculum and Instruction: 21st Century TEACHING and Learning focus

The Common Core State Standards suggest that teachers need to increase their knowledge and understanding of a new set of competencies that includes “21st century skills”. The program strives to incorporate these competencies. Through a cohort model, teachers in the program engage in small learning communities that encourage collaboration, problem-solving, and the development of knowledge and skills that will help prepare teachers for leadership roles. The program focuses on core concepts of equity, educational technology integration, and the 4 Cs (critical thinking, creativity, communication, and collaboration) to prepare transitional kindergarten (TK) through 12th grade teachers to foster and use a student-centered approach to better meet the needs of all their students.


Elementary Curriculum and Instruction: Education for Social Justice

The newly revised emphasis is designed to meet the needs of educators working in today’s highly culturally and linguistically diverse schools and communities. This program examines education and schooling with a focus on social justice, addressing a broad range of socio-cultural dimensions and historical and current contexts. Candidates explore and articulate interdisciplinary strategies to create educational equity and inclusion in their educational settings, particularly with regard to ethnicity/race, class, gender, (dis)ability, sexual orientation, language, nationality, and migration status of our students, families, teachers and communities.  Contact Heather Terry ( for information about our 100% online and hybrid cohorts.

  • 100% Online Program


NOTE: For more information on the following programs, please contact Heather Terry at (657)278-4736 or


Elementary Curriculum & Instruction: Emphasis in Math and Science 

The Math and Science emphasis was designed in response to the urgent nationwide call for excellence in mathematics and science teaching at all levels, including pre-K through grade 8. The emphasis enriches and deepens teachers’ understanding of mathematics and science curriculum and pedagogy, provides the opportunity to promote problem solving specifically through the use of technology, and prepares teachers for leadership roles in their schools and districts in math and science.

Elementary Curriculum & Instruction: Emphasis in Early Childhood Education

This emphasis is designed to meet the greater community and professional need for quality education during the critical early years of school. The educational demand for sound planning and instruction in preschool, kindergarten, and the primary grades has increased the need for effective specialists in Early Childhood Education.

Elementary Curriculum & Instruction: Emphasis in Professional Inquiry & Practice

This PIP emphasis is designed to help career classroom teachers become informed about appropriate curriculum and instruction for public school students in the state of California. This emphasis serves the candidates who are striving for greater professionalism in education by developing reflective and analytical thinking and initiating cycles of goal setting, professional practice, and reflection. This base of skills and knowledge will support their growing involvement in school reform, including systemic reforms, thus improving student learning and serving the community as well.

Elementary Curriculum and Instruction: Emphasis in Staff Development

This program is designed to enable educators to assume leadership roles in staff development in school districts. The sequence of courses is also designed to help mentor and master teachers and potential mentor teachers to understand contemporary trends and research findings in elementary curriculum and instruction.

Elementary Curriculum & Instruction: Emphasis in Technology in Education

This emphasis has been designed to provide elementary school teachers with a broad understanding of the applications of microcomputers in the elementary classroom. Competencies will enable participants to become computer curriculum specialists who will guide the integration of computers into the elementary school curriculum, their uses in instruction, and their applications in instructionally-related activities.

Bilingual/Bicultural Education (Spanish-English)

This program is designed to develop qualified bilingual/bicultural instructors who can work as classroom or resource teachers and teacher trainers. It will help individuals teach others how to provide experiences in the cultural heritage of the target population and develop specific teaching techniques and methods in teaching reading and English as a second language (ESL). The program will also help individuals to interpret and implement research related to bilingual, bicultural children. Individuals will become skilled in their abilities to diagnose learning problems for such students and to develop and implement sound educational strategies.


Frequently Asked Questions

We've assembled some of our most asked questions - odds are the answer you need is here.


What is the Graduate Program Orientation?

Upon admission to the program, candidates will receive detailed information about the online program orientation.  The University also hosts an “All University Graduate Orientation” which is typically held on the Saturday before the semester begins.  The University orientation is optional while the program orientation is mandatory.


Why do candidates meet with an adviser prior to classes beginning?

Candidates meet with an adviser to develop a study plan and receive information about the program.  The study plan guides candidates through the program.

Can a candidate receive a grade of C and still remain in the program? 

Candidates must maintain a 3.0 to remain in the program.  As long as earning a grade of C in a course does not drop the GPA below 3.0 candidates may still remain in the program.

Where should candidates go to get help with writing on campus?

Candidates in need of writing assistance can make an appointment with the graduate learning specialists in the University Learning Center. For an appointment with a graduate learning specialist, please email They can assist with graduate-level academic skills, studying, writing, and making presentations.

Where should candidates go to find out about financial aid and scholarship opportunities?

The CSUF Financial Aid Office assists candidates with loans, grants and scholarships to help fund their education. Call (657) 278-3125 or email Check the financial aid website for the latest fee information. Be sure to apply for financial aid early. If eligible, complete the online FAFASA application after January 1st (for the following fall semester). The earlier candidates apply, the more likely the funds will be available during the first week of the semester. Candidates should not wait until acceptance into the university to apply for aid. Learn more about our scholarships.

Is it possible for a candidate to change his/her adviser?

Candidates may meet with any faculty member that teaches in the program.  He or she can assist with the study plan or questions.

What is the difference between EDEL 594, 597 and 598?

The majority of candidates take EDEL 594.  If candidates have a special interest area and have a faculty member who is interested and willing to work with them on the topic, they can take EDEL 597 or 598.  Candidates must consult with an adviser before signing up for EDEL 597 or 598.  Candidates may only take these courses with special permission. Please note:  Faculty members do not get unit credit for teaching 597 or 598 classes so many faculty members are unable to take on this work load.

EDEL 594    Research Seminar

Description: Prerequisite: consent of instructor. The preparation, evaluation, development, and presentation of curriculum research proposals culminating in a graduate project. Individuals and groups will participate in critiquing proposals, curriculum projects, and research results.Units: (3)

EDEL 597    Project

Description: Prerequisite: consent of instructor. Individual research on an empirical project, with conferences with the instructor, culminating in a project.
Units: (1-3)

EDEL 598    Thesis

Description: Prerequisite: consent of instructor. Individual research with conferences with the instructor, culminating in a thesis.
Units: (1-3)

When should candidates file for a Grad Check?

It is essential that candidates complete a Grad Check no later than the week prior to the final semester because it could alter the graduation date. Specific information regarding Grad Checks, along with the necessary forms, can be found at the CSUF Admissions’ Graduation Process page or by calling the Admissions and Records office at 657-278-2300.

What should candidates do to prepare to take EDEL 594 (final project)?

The expertise and interests that candidates will develop throughout the program will shape the final project.  Candidates are encouraged to discuss their ideas with instructors, as well as continually deepen their knowledge of related theories, research, and practical application of the literature. The formal preparation for the project will begin one year before taking EDEL 594.  The three activities below support the preparation for this course.  Attendance at each is required, and it is the candidate’s responsibility to confirm when the orientations will be held.

Project Orientation:  All candidates must attend the Project Orientation two semesters prior to taking EDEL 594.  The purpose is to provide an overview of the project, discuss the range of possible topics and formats, and present the Project Proposal guidelines.  One orientation is held each semester, typically during the second half of the term. The orientations are typically held online. Be sure to check course syllabi for details.
Project Proposal Due:  All candidates are required to submit a project proposal the semester prior to taking EDEL 594.  The proposal is due within the first month of the semester and will be reviewed by faculty from the graduate program.  Feedback will be provided at the Project Workshop.

Project Workshop:  All candidates must attend the workshop one semester prior to taking EDEL 594.  During the workshop candidates will receive feedback on the Project Proposal from faculty who teach in the graduate program.  Additional information about the project will be provided to support candidates’ preparation for the first class session. The Project Workshop is typically held online. Be sure to check course syllabi for details.

Sample Timeline Based on Taking EDEL 594 in Fall. 

  1. Project Orientation – Fall – two semesters prior to taking EDEL 594 (November)
  2. Project Proposal Due – Spring- one semester prior to taking EDEL 594 (February)
  3. Project Workshop – Spring – one semester prior to taking EDEL 594 (March or April)
  4. EDEL 594 – Fall – two semesters after the project orientation (class begins)

Note: The information about the EDEL 594 Final Project does not apply to candidates who are enrolled in the Educational Technology Concentration. These candidates will be given information about how to prepare for EDEL594 during the first semester of the program.