Students enrolled in the Methods and Curriculum program must complete:
- Four core courses required for the Curriculum & Instruction degree
- Foundation courses for the specific concentration
MEd in Curriculum & Instruction - Core Courses
EDGR 502 (3)
Developing Character Through the Curriculum
This course will provide teachers with the resources and skills necessary to integrate character themes and character development into their school curriculum. It provides a forum in which to discuss and develop one's own moral perspectives on the basis of generally accepted criteria.
EDGR 535 (3)
Theories of Teaching and Learning
This course is designed to provide leaders with the latest psychological research about learning and guide them in exploring ways to directly apply these precepts to their current work setting. Topics will include cognitive science, learning theory, and relevant teaching theories that utilize this information. The course will fuse the latest biological and psychological understanding of how the brain learns so candidates can harness this knowledge and apply it directly to learning situations.
EDGR 595 (3)
Community of Learners
Relationships constructed on trust are critical for an efficient, collegial, collaborative workplace. This course challenges candidates to confront the tremendous diversity in their current environment and develop strategies to build community in the midst of the social, ethnic, economic and alternative lifestyle differences that permeate today's 21st century workplace. In sum, this course stresses the critical importance of creating community in the workplace and illustrates how that community, once established, can generate an efficient, supportive, and positive work place.
EDGR 602 (3)
Contemporary Educational Thought
Candidates identify, review, and analyze major trends and issues impacting the contemporary state and national educational scenes. Each class session provides students with an opportunity to evaluate the advantages and liabilities of current educational reforms and issues from the perspective of prevailing educational research as well as from their own personal beliefs and current work environment. Candidates will also consider how they can impact and influence change in their own workplace.
MEd in Curriculum & Instruction - Methods and Curriculum
EDGR 520 (3)
Curriculum Design and Assessment
This course will provide students with an intensive study of pedagogical approaches and materials for teaching in schools, curricular recommendations of professional associations, recommendations that have emerged from recent educational research, and recommendations of recent reform movements. Specific emphasis will be given to the study of alternative approaches to curriculum theory, design, practice, and evaluation. Educators will have the opportunity to apply theory to either their own classroom and school settings at the early childhood, elementary, middle school, or high school levels as well as other work environments.
EDCI 561 (3)
Foundations of STEAM Education
Candidates will gain an in-depth understanding of the historical and contemporary practices of integrating the principles and skills of STEAM (STEM + Fine Arts: Science, Technology, Engineering, Arts and Mathematics) content into and across the PreK-12 curriculum as they understand the importance of developing critical thinkers in the classroom who value and promote investigation, inquiry, exploration, questioning, and testing. The specific principles and skills to be addressed as essential to comprehensive STEAM education throughout this concentration are presented in the new Next Generation Science Standards and include:
- Asking questions and defining problems
- Developing and using models
- Planning and carrying out investigations
- Analyzing and interpreting data
- Using mathematics and computational thinking
- Constructing explanations and designing solutions
- Engaging in argument from evidence
- Obtaining, evaluating, and communicating information
EDEL 533 (3)
Language and Culture in the Classroom
This course introduces the student to the theories and practice of multicultural counseling and intercultural communication by examining the cultural diversity in our classrooms and communities, defining similarities and differences in perceptual and communication style, and investigating cultural adaptation and intercultural communication skills. It examines parent and community involvement as resources that enhance the multicultural counseling and education processes.
EDCI 528 (3)
Foundation Concepts for Inclusive Teaching
The general education classroom teacher’s role in identifying and teaching a growing population of students with other special needs in the general education classroom is the major focus of the Foundation Concepts for Inclusive Teaching. This course presents the fundamental concepts related to teaching students with disabilities and students with other special needs in transformative general education classrooms. Information on the history of special education and the federal policies related to serving students with disabilities in public schools is reviewed in the initial phase of the course. Included in this review is an analysis of the general education teacher’s role in the various phases of serving students with disabilities in the general education classroom including the implementation of an Individualized Education Program (IEP) or a 504 plan. The second phase of the course will examine: the characteristics and needs of students with persistent academic disabilities, students with significant cognitive disabilities, and the categories of disabilities (high incidence and low incidence disabilities) as they relate to teaching students with disabilities in general education classrooms and are defined within the Individuals with Disabilities Improvement Act of 2004 (IDEA). A similar analysis of the characteristics and needs of students with other special needs who are served in general education classrooms will also be conducted. Accommodations, modifications and adaptations that support the success of students with disabilities and students with other special needs in transformative general education classrooms will conclude this course of study.
EDGR 601 (3)
This course provides students with the basic competencies necessary to understand and evaluate the research of others, and to plan their own research with a minimum of assistance. This course includes the basics of both qualitative and quantitative research.
The Master of Education culminates with one of three additional research courses:
Any of the above options provide candidates with an understanding of the role of research in the field of education as a tool to solve problems and as a way to improve student learning.