Curriculum and Instruction (M.Ed.)
Master of Education. Major in Curriculum and Instruction.
Students completing a Master of Education in Curriculum and Instruction must satisfy a minimum of 30 credit hours. A minimum of 18 credit hours must be completed at the 5000 level. Programs of study are customized for each student and include the following EDCI core courses1, along with the required 2-credit non-thesis master’s research project (18 credit hours). The remaining credits are fulfilled through elective courses. Students are recommended to complete electives from the suggested focus areas.
| Code | Title | Hours |
|---|---|---|
| EDCI 5110 | Planning and Administering the Curriculum | 3 |
| EDCI 5240 | Models of Teaching | 3 |
| EDCI 5120 | Current Topics in Education (Current Topics in Education) | 3 |
| EDCI 5020 | Directed Study | 1 |
| EDCI 5700 | Introduction to Research in Curriculum and Instruction | 3 |
| EDCI 5720 | Measurement and Evaluation | 3 |
| EDCI 5990 | Non-thesis Master's Research | 2 |
| Elective Courses - Focus Areas | 12 | |
| Language and Culture in Learning | ||
| Indigenous Pedagogies | ||
| Language, Culture, and Power in Education | ||
| Decolonizing, Indigenous, and Action-Based Research Methods | ||
| Culturally Responsive Pedagogy | ||
| Working with Native American Students and Communities | ||
| Educational Technology | ||
| Special Topics | ||
| Instructional Design with Technology | ||
| Technology & Society | ||
| Research | ||
| Decolonizing, Indigenous, and Action-Based Research Methods | ||
| Survey Design for Social Science Research | ||
| Single Subject Design Research | ||
| History of Educational Thought | ||
| Curriculum Development/Mentoring/Coaching | ||
| Leading Standards Driven Instruction | ||
| Instructional Design with Technology | ||
| Special Topics | ||
| Universal Design in Learning | ||
| Diverse Learners | ||
| Educating for Exceptionalities | ||
| Introduction to English as a Second Language | ||
| Indigenous Pedagogies | ||
| Cognitive and Motivation in Human Learning | ||
| Gender and Sexual Diversity in Schools | ||
| Racial and Ethnic Diversity in Schools | ||
| Socio-Economic Diversity in Rural Schools | ||
| Working with Native American Students and Communities | ||
| ESL Endorsement | ||
| Introduction to English as a Second Language | ||
| Teaching Culturally Diverse Learners | ||
| Second Language Teaching Methods | ||
| Studies in Linguistics | ||
| History of the English Language | ||
| Career and Technical Education | ||
| Leadership and Student Organizations | ||
| Supervising CTE Career and Technical Student Organizations | ||
| Career Guidance and Transitioning to Work | ||
| Principles and Philosophy of Career and Technical Education | ||
| Diverse Populations and Individual Differences | ||
| Adult Learners: Foundations and Characteristics | ||
| Adult and Transformational Learning | ||
| Facilitating Learning in Organizations with Technology | ||
| Total Hours | 30 | |
- 1
The core courses are offered at least once during the spring or fall semester. All core courses are offered in the summer.
Please see the Graduate Student Handbook for details and program requirements on earning this degree.
- Graduates will demonstrate understanding of the philosophical, historical, social, political and cultural foundations of organizations.
- Graduates will demonstrate how to develop curriculum that is relevant, engaging, challenging, and integrative for the learner. They will know how to select, adapt, and reflect on theories and engage in reflective practices in light of curriculum standards, theories, models, and learners.
- Graduates will apply the principles of instruction and know a wide variety of teaching strategies and learning theories. They will incorporate relevant technologies while teaching core concepts, skills of inquiry, problem posing/solving, collaboration, and communication to facilitate student learning.
- Graduates will use and interpret multiple types of assessments for monitoring, evaluating, and responding to student learning; they will understand, use, and critique formal, informal, and performance assessment techniques, including local, state, and national assessment systems to improve student learning.
- Graduates will, as critical consumers of educational research, use educational research to inform practice. They will demonstrate the skills to conduct classroom research and, as producers of educational research, will demonstrate their abilities to collect and analyze data, and to formally share their research findings.
- Graduates will demonstrate their knowledge of human diversity as a valued component of educational systems and will effectively engage with and structure learning experiences for diverse populations of students, parents, and colleagues.
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Graduates will demonstrate their knowledge of the content that they teach. This goal may also be met through either previous coursework or experience or through content coursework included in the degree.