Master of Education in Curriculum and Instruction
Admission to the ME in Curriculum and Instruction
In addition to admission requirements of the College of Graduate Studies, admission to the master's program requires the following:
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A baccalaureate degree from an accredited four-year institution
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A well-written statement of purpose describing your background and goals as well as the importance of this degree in achieving those goals
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Three letters of recommendation regarding your potential for doing master's level work from professionals such as an undergraduate major advisor, current employer, school principal or others who are knowledgeable about your ability to engage in graduate work in this degree program
The master's program has selective admissions and may admit a limited number of students. Thus, meeting all formal criteria does not guarantee admission.
What to Submit with Your application
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Official transcripts from all institutions of higher education
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Statement of purpose
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Three letters of recommendation
Requirements for the ME in Curriculum and Instruction
For the Master of Education degree, students must complete the following program requirements:
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A minimum of 30 semester credit hours of approved graduate course work
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6 credit hours of curriculum and instruction core courses that includes two of CI 6800, CI 6810, CI 6830 or CIEC 6310
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12 credit hours of of specialization in curriculum and instruction courses
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6 credit hours of supporting area courses
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3 credit hours of a theory and research course
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3 credit hours of a thesis, project, or research seminar
Note that courses may only apply to one category (i.e., core, specialization, or supporting area).
In addition, no more than six semester hours of credit from any combination of workshops (5950), problems or special topics courses (5980 or 6980), and independent studies (5990 or 6990) may be included in the degree program.
All coursework and requirements of the master's degree must be taken within a six-year period immediately preceding the date the degree is awarded.
Guide for Developing a Plan of Study
Below is a guide for developing a Plan of Study for the Master of Education in Curriculum and Instruction. Students should review their degree audit and work with their faculty advisor to identify specific courses to fulfill program requirements.
Note that courses may only apply to one category (i.e., core, specialization, or supporting area).
Code | Title | Hours |
---|---|---|
Curriculum and Instruction Core | ||
Select two of the following: | 6 | |
Teacher Learning and Education | ||
Curriculum Development: K-12 | ||
Curriculum Trends And Issues | ||
Pre-K/Primary Curriculum | ||
Specialization in Curriculum and Instruction | ||
Select 12 credits from the following | 12 | |
Teacher Learning and Education | ||
Foundations Of Curriculum & Instruction | ||
Curriculum Development: K-12 | ||
Curriculum Trends And Issues | ||
Trends In Literacy Acquisition | ||
Content Area Literacy | ||
Diagnosis Of Reading Disability | ||
Remediation Practicum | ||
Language And Concept Development | ||
Supporting Area | ||
Select 6 credits from one supporting area | 6 | |
Early Childhood Supporting Area | ||
Pre-K/Primary Curriculum | ||
Meaning And Development Of Play Behavior | ||
Language And Concept Development | ||
Theory And Research In Early Childhood | ||
Educational Psychology Supporting Area | ||
Advanced Educational Psychology | ||
School Violence Theory, Prevention, and Intervention | ||
Self and Identity | ||
Seminar In Educational Psychology | ||
Parenting: Theory And Research | ||
Literacy Supporting Area | ||
Trends In Literacy Acquisition | ||
Content Area Literacy | ||
Diagnosis Of Reading Disability | ||
Remediation Practicum | ||
Research & Measurement Supporting Area | ||
Quantitative Methods I | ||
Educational Testing And Grading | ||
Understanding and Consuming Research | ||
Introduction to Research and Measurement (RESM) and Graduate Studies | ||
Qualitative Research I: Introduction And Basic Methods | ||
Measurement I | ||
Special Education Supporting Area | ||
Issues In Special Education | ||
Atypical Development In Early Childhood: Implications For Development | ||
Team Models And Community Networking In Early Intervention | ||
Curriculum Models And Intervention Strategies In Early Childhood Special Education | ||
Theory and Social Foundations Supporting Area | ||
Introduction to Educational Theory and Social Foundations | ||
Modern Educational Controversies | ||
Sociology of Education | ||
History of Education | ||
Foundations of Peace Education | ||
Theory and Research | ||
Select one of the following: | 3 | |
Theory And Research In Literacy | ||
Theory And Research In Mathematics Education | ||
Theory And Research In Science Education | ||
Theory And Research In Social Studies | ||
Theory and Research in Learning and Teaching Content | ||
Master's Thesis, Project, or Research Seminar | ||
Select one of the following: | 3 | |
Master's Culminating Seminar In Teacher Education | ||
Masters Research Project In Curriculum And Instruction | ||
Masters Thesis In Curriculum And Instruction | ||
Total Hours | 30 |
- PLO 1: Plan and successfully complete a culminating project or publishable article/fundable grant.
- PLO 2: Identify effective assessment strategies and link them to their curriculum and instructional designs.
- PLO 3: Determine how social foundations concepts and social forces influence educational decisions.
- PLO 4: Identify major concepts in teaching and learning that are applicable to P-12 classrooms.
- PLO 5: Utilize best instructional practice in their classrooms.
- PLO 6: Create curriculum designs and apply them in their own classrooms.
- PLO 7: Use content standards from their teaching field(s) in both their curriculum and instructional designs.
- PLO 8: Utilize technology appropriately in their classrooms.
- PLO 9: Differentiate instruction to meet individual learner needs.