Gifted and Talented Education


The Master of Arts in Gifted and Talented Education program provides advanced training for instructional strategies to enrich, accelerate and extend the curriculum to provide challenging learning opportunities for diverse populations of gifted and talented learners.

Teacher kneeling next to a student at a desk smiling

Additional Study Options



  • Foundations of Gifted and Talented Education: EDGT-500 (3 credits)

    Provides an understanding of the historical foundations of gifted education in the United States and the key philosophies that shaped the field.  Students will become familiar with the cognitive characteristics of gifted children, including those from special populations and students who are twice-exceptional. Various definitions of giftedness will be explored as well as methods of identification. Research and current conceptions of intelligence and talent development are discussed as well as related policies. [ 3 credits ]

  • Affective Characteristics and Needs of Diverse Gifted and Talented Learners: EDGT-501 (3 credits)

    Examines the social and emotional development, characteristics, traits, and needs of gifted and talented learners. The role of families, communities and environment and the ways in which they address the needs of the gifted is explored. Counseling, collaboration, strategies and other supports for special populations of gifted learners are discussed. [ 3 credits ]

  • Curriculum for the Gifted and Talented: EDGT-502 (3 credits)

    Graduate students will examine the ways in which appropriately challenging curricula are planned and developed for gifted students using the NAGC-CEC PK-12 Gifted Education Program Standards and above-level Maryland State College and Career Readiness Standards. Attention is given to such issues as acceleration and enrichment, use of various assessments, building a philosophical framework for curriculum, important design features for curriculum for the gifted, scope and sequence, and unit development.  Research-based curriculum models in gifted and talented education are explored.  This course builds on knowledge gained in EDGT 500, EDGT 501, and EDGT 505.[ 3 credits ]

  • Research Seminar in Gifted and Talented Education: EDGT-503 (3 credits)

    Graduate students will apply previous course learning from EDGT 500, EDGT 501, EDGT 505, and EDGT 502  to in-depth study and discussion of current trends and research in the field of gifted education. Students will research current literature on a variety of issues surrounding the identification and education of the gifted and share their findings. Students will identify an issue or need related to gifted and talented students in their school or district and then design an action research project to be implemented during the Practicum. Students will gain greater knowledge about the Maryland State Gifted Education Criteria for Excellence, NAGC-CEC PK-12 Gifted Education Program Standards, and NACG-CEC Gifted Education Teacher Preparation Standards. [ 3 credits ]

  • Practicum in Gifted and Talented Education: EDGT-504 (3 credits)

    The practicum experience serves as the capstone course in the master's program. Graduate students must draw on what they have learned in previous coursework as they work in area schools with gifted and talented or advanced learners. Students will observe, assess, plan, teach, and reflect on the effectiveness of their teaching. Students will assess their abilities and dispositions and develop a personal philosophy of gifted and talented education. [ 3 credits ]

  • Strategies for Gifted and Talented Education: EDGT-505 (3 credits)

    Addresses appropriate strategies for gifted and talented students from PK- grade 12. Course participants consider critical thinking skills, creative thinking skills, technology integration, problem-based learning, metacognition, research techniques, and problem solving skills. Students explore ways to modify existing curriculum and develop their own lessons for gifted and talented learners that modify content, process, product and learning environments.  Students should complete EDGT 500 prior to enrolling in EDGT 505. [3 credits ]

  • Theory and Development of Creativity: EDGT-506 (3 credits)

    This course allows graduate students to explore the theory and development of creativity. They will develop an understanding of the concept of creativity, its factors (fluency, flexibility, originality, and elaboration) and measurement, and application to gifted and talented education. Graduate students will explore barriers to creativity, tools to assess creativity and apply both convergent and divergent thinking strategies designed to generate new ideas and nurture creative productivity in their students. They will design, implement, and reflect on lesson plans that apply Creative Problem Solving models and other strategies designed to foster creativity in the elementary and secondary classroom. 

  • Educational Assessment: EDU-544 (3 credits)

    Focuses on student assessment and the relationship of assessment practices to instructional decision making. Students will consider, analyze and apply a variety of approaches for interpreting individual and group behavior based on relevant research and best practices. Traditional assessment techniques, using standardized and criterion instruments, will be explored, as well as direct performance and portfolio assessments. Both classroom and clinical practice assessment strategies will be explored. [ 3 credits ]

  • Leadership Seminar I: EDU-557 (3 credits)

    Analyzes various models of leadership and explores societal and personal assumptions about leadership. Students investigate key elements of effective leadership and raise questions from several cultural viewpoints. Participants will be encouraged to integrate and apply diverse leadership perspectives in order to enhance their leadership abilities and strengthen their capacity to lead as educational professionals. [ 3 credits ]
  • Learning Theory and Practice: EDU-567 (3 credits)

    Evaluates theories of learning from cognitive, physiological and affective perspectives as a basis for effective instructional practice. Research into the theoretical basis for learning and higher level thinking skills is applied to educational planning, implementation, and evaluation. [ 3 credits ]
  • Digital Game-Based Learning and Design: EDU-665 (3 credits)

    This course provides an overview of the learning theories, best practices, and classroom application models involved with incorporating educational games and simulations into learning environments. The use of current and emerging technologies found in the gaming arena will be explored and documented for classroom application. This course brings together cultural, business, government and technical perspectives on developing and integrating electronic gaming techniques and technologies to enhance and enrich learning. Course participants will develop an understanding of the current trends (technical and sociological) in computer and console gaming, and what can be learned and applied from the world of gaming to positively affect teaching and learning. They will also experience an authentic creative process when they explore the game design process. [ 3 credits ]
  • Educational Applications of Multimedia: EDU-676 (3 credits)

    Provides an introduction to designing and planning multimedia projects in the K-12 setting through collaborative inquiry. Topics to be introduced include storyboarding, photo editing, and incoprorating multimedia elements into selected software programs. Throughout the course, presentation best practices that transcend the selection of a multimedia tool will be the focus. Students will read some of the latest research covering the impact of multimedia development and its implementation for 21st century teaching, learning and assessment. [ 3 credits ]


Required Courses

EDU 557 - Leadership Seminar I (3)
EDU 567 - Learning Theory and Practice (3)
EDU 676 - Educational Application of Multimedia (3)
EDGT 500 - Foundations of Gifted and Talented Education (3)
EDGT 501 - Affective Characteristics of Diverse Gifted and Talented Learners (3)
EDGT 502 - Curriculum for the Gifted and Talented (3)
EDGT 503 - Research Seminar in Gifted and Talented Education (3)
EDGT 504 - Practicum in Gifted and Talented Education (3)
EDGT 505 - Strategies for Gifted and Talented Education (3)
EDU 665 - Digital Game Based Learning and Design (3)

Total Credits: 36

What to Expect Studying at Notre Dame of Maryland University

With award-winning teacher certification programs nationally recognized by the National Council for Accreditation of Teacher Education, you can expect to benefit from small class sizes, expert faculty, and practical field experiences.

Notre Dame offers the only NCATE- and MSDE-approved program in Maryland.

Flexible Class Schedules

Work with an advisor to develop a personalized program plan: 

  • Courses offered in the evenings at times convenient for working adults.
  • Occasional courses available on Saturdays or online.

Student Outcomes

As a student in this program, you will be able to:

  1. Apply the historical and philosophical foundations of gifted education, cognitive characteristics, affective needs, and appropriate strategies to best implement curricula that consider the social and emotional characteristics, needs and well-being of gifted and talented learners.
  2. Design instructional environments that accommodate inquiry-based pedagogies, critical thinking skills, research techniques, creativity, problem solving skills and support interdisciplinary collaborations to serve the unique abilities of gifted and talented/advanced learners.
  3. Develop a critical understanding of identification procedures and GT program evaluation techniques, including a variety of issues surrounding identification such as twice-exceptionality, cultural, intellectual and linguistic differences, as well as underachievement and under-identification.
  4. Demonstrate a variety of skills necessary to conduct original research using sampling protocols and technology, as well as the ability to apply quantitative and qualitative approaches involved in data analysis and in interpreting various types of information.

Program Outcomes

At the completion of the program, you will be able to:

  1. Pass all national testing requirements, as applicable, achieving a 100% pass rate for NDMU.
  2. Enhance career and professional development opportunities for employment pathways in the profession, e.g., GT Teacher, GT Intervention Resource Teacher, GT Identification Resource Teacher, GT Program Coordinator, GT Curriculum Specialist, GT District Coordinator.
  3. Design and conduct action research studies in their particular field of expertise and interest in the area of gifted and talented education.
  4. Create interdisciplinary and differentiated curricula to deliver services that support student learning and the specialized needs of gifted and talented/advanced learners.

Education Careers

Notre Dame is one of the state’s largest and most significant private providers of teacher education.

Graduates of our program have assumed positions as teachers of the gifted and talented, coordinators of district programs for advanced learners, and curriculum writers.

See Our Award-Winning Teachers