Students enrolled in the Social Studies program must complete:
- Four core courses required for the Curriculum & Instruction degree
- Foundation courses for the specific concentration
M.Ed. in Curriculum & Instruction - Social Studies
EDCI 572 (3)
This course is an opportunity for teachers to explore the work that is being done through incorporating Historical Thinking activities within the K-14 curriculum. Course participants will be challenged to examine their present content and assess where they could improve their practice through the inclusion of primary source materials, civic discourse protocols, or critical thinking schemes. Participants will engage in close reading of contemporary scholarship in history education.
EDCI 573 (3)
The Social Studies Toolkit
Tired of only using the textbook? This course will teach you not only about the wide range of resources that have become available by the web that should augment your teaching, it will also teach you how to access community programs like state historic sites and national museums in order to create engaging lessons. Through this course, you will acquire a rationale on integrating the web into your social studies curriculum while building a usable database of websites and lesson plans.
EDCI 574 (3)
Global Citizenship: Teaching for an Interconnected World
Social Studies classes should be the place where students explore the world around them, both locally and globally. In this course, social studies teachers will explore the larger dynamics and questions regarding both the history of global inequality and the current, inter-connected global society of the 21st century. This course, which will integrate anthropology, geography and civics, will improve social studies instruction in K-14 by providing more engaging lessons while integrating the latest theory and knowledge regarding culture and globalization. After taking this course, teachers will be able to enable their students to understand and appreciate diverse cultural groups while embracing the concept of global citizenship.
EDCI 575 (3)
Project-Based Learning and K-14 Social Studies
In this course, participants will learn how to enliven their Social Studies curriculum and meet the needs of a diverse group of participants. By integrating required benchmarks and standards, and using their students' interests and natural curiosity, they will not only create an active learning community, but will also raise academic expectations. Over the course of the class, participants will complete hands-on activities that mirror what they will be doing in their own classrooms. They will leave with a concrete understanding of both Social Studies curriculum integration, and Project Based Learning.
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 courses
EDGR 698 (3)
Action Research (CAPSTONE)
Action research is one of the capstone projects for the Master of Education program. During this five-week course, candidates will learn more about the action research methodology, complete final edits of the Literature Review, and design a complete Action Research proposal including data collection methods and analysis approaches. (During this course, the proposal will NOT be implemented with students/participants.)
This design provides students with the requisite skills and means to pursue the transformative practice called "Action Research" in their classroom, school, district or other work environment. The design method for the capstone project closely aligns with current classroom realities, with district and school requirements, and the needs of teachers and students.
EDGR 699 (3)
The Thesis offers the graduate student the opportunity to investigate, in depth, a topic in the field of education. The student, working with his or her thesis instructor, will explore relevant literature and present a thesis following the procedure established by the College of Education.
EDGR 696 (3)
Practitioner Inquiry (CAPSTONE)
Practitioner Inquiry focuses on the reflective acts of the candidate as an educator seeking to improve teaching practice. Premised in the self-study research methodological traditions (Samaras, 2011), Practitioner Inquiry provides the opportunity to reflect on teaching practice and generate improvements based on classroom observation. Practitioner Inquiry focuses on the educator and her/his own practices, developing skills of inquiry, observation, reflection, and action in teachers. Prerequisite: Successful completion of EDGR 601 Educational Research
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.