MEd in Curriculum & Instruction: STEAM

The MEd in Curriculum & Instruction: STEAM (STEM + Arts) program is designed to provide PreK-12 teachers with the ability to connect their transformative education practices with the scientific and mathematical principles of critical thinking, problem solving, and inquiry for their students.

This program also examines best practices for integrating STEAM principles across the curriculum, Common Core State Standards (CCSS) in Math and Language Arts, and the Next Generation Science Standards (NGSS).

The Next Start Date is October 9th

MEd in Curriculum & Instruction: STEAM Program Goals

In addition to meeting the objectives and requirements for the MEd in Curriculum & Instruction: Science, Technology, Engineering, Arts and Mathematics (STEAM) online degree program, successful candidates will also demonstrate:

  • Expertise in the utilization of new methods of authentic assessment and strategies as tools to evaluate student learning progress in relation to Oregon's Common Core State Standards and specific district standards
  • Effective instructional skills in planning, implementing, and assessing instruction in settings that include diverse cultural populations and special needs students
  • An understanding of the ways that the specific curricular/instructional area has the potential to be responsive to classroom diversity
  • A clear understanding of the moral leadership required of them as advanced scholars in the chosen area of curriculum and instruction
  • The ability to modify instructional plans and promote alternative goals and strategies when necessary, particularly in relation to assessment results

Course Descriptions

Students enrolled in the STEAM program must complete:

  • Four core courses required for the Curriculum & Instruction degree
  • Foundation courses for the specific concentration

MEd in Curriculum & Instruction - Core Courses
12 credits
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.

*This course is offered in a seminar format online, which consists of three one-week (1 credit) courses that are taken throughout the program.

MEd in Curriculum & Instruction - STEAM
12 credits
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
EDCI 562 (3)
STEAM Integration in the PreK-12 Classroom

The use of scientific, technological, engineering, and mathematical skills and principles more naturally occurs in those specific content area courses when the focus is solely STEM education. However, throughout this course, candidates will more intentionally focus on STEAM education, developing their integration of Liberal Arts (to include Language Arts and Social Studies) and Fine Arts in the PreK-12 classroom.

EDCI 563 (3)
From Theory to Practice: Developing a STEAM-Enhanced Curriculum

Candidates will further apply their knowledge of STEAM education whereby the implementation and assessment of STEAM principles and skills in both the teaching and learning process will be emphasized. Best practices in STEAM education will be discussed in order to improve student learning as they pertain to state and national standards. This course will culminate in the creation of a distinct year-long plan study that incorporates the eight NGSS science and engineering principles, STEAM content standards, best practices, and assessment across the curriculum and into each unit of study.

EDCI 564 (3)
STEAM Program Leadership

Candidates will engage in critical dialogue about what it means to begin, develop, and lead STEAM initiatives at the classroom, school, district, state, and/or national levels. Candidates will focus on becoming STEAM program leaders by recognizing their important role as change agents, program administrators, curricular leaders, and advocates for comprehensive STEAM education.

Research Course 1
3 credits
EDGR 601 (3)
Educational Research

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.

Research Course 2
3 credits
The Master of Education culminates with one of three additional research courses:

Research Course 2
3 credits   Select one of the following:
EDGR 696 (3)
Practitioner Inquiry

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

EDGR 698 (3)
Action Research

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.

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.

Earning Your Curriculum & Instruction: STEAM Master's Degree Online

Using cutting-edge curriculum and easy-to-use online learning tools, Concordia University-Portland’s experienced faculty will provide you with the best in theory and practice to prepare you as an instructional leader. Concordia Portland's five-week classes can be accessed via the Internet at the times and locations most convenient for you.


Career Opportunities

  • Teacher with STEAM Specialty (PreK-12)
  • Higher Education Instructor: STEAM Learning and Teaching (PreK-12)
  • Consultant/Advisor in Teaching STEAM (PreK-12)
  • Professional Development, STEAM (PreK-12)
  • STEAM Program Grant Proposal Writer & Program Director, STEAM (PreK-12)
  • Learning & Teaching STEAM (PreK-12) Advisor to Policymakers (Local, State, National)
  • Curriculum director, STEAM (PreK-12)
  • Division or Department Chair, STEAM (PreK-12)

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