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MEd in Curriculum & Instruction: Science, Technology, Engineering, Arts, and Mathematics (STEAM)

Right now, the push to integrate arts into the fearsome foursome that is science, technology, engineering, and math is gaining momentum. Proponents reason that arts education better positions students for STEM success, that it makes them more well-rounded — with creativity and interpretive skills — to meet the needs of 21st-century employers, and that it improves students’ attitudes toward school. Hungry to introduce or enhance STEAM lessons in your class? This is the program for you.

Concordia’s MEd in Curriculum & Instruction: Science, Technology, Engineering, Arts, and Mathematics (STEAM) online program teaches you to connect PreK–12 education practices with the scientific and mathematical principles of critical thinking, problem-solving, and inquiry for your students. You’ll examine 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).

Accredited, nonprofit, and taught by practitioners, all of Concordia’s online MEd programs reflect the same meaningful experience we’ve been delivering on campus since 1905. The convenience of 100 percent online, clearly defined coursework — paired with realistic deadlines and the ability to immediately apply what you learn in your classroom — makes our programs ideal for busy lifestyles. And the potential career benefits — from higher pay to promotions — are second only to the reward of having an everlasting impact on the lives of your students.

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September 23rd
Program Length 1 Year
Credits 30 Credit Hours
Accreditation NWCCU
SCHOLARSHIPS* Up to $3,000
100% online
100% online (no in-person field work required)
One year
Earn your MEd in one year, one class at a time, with built-in breaks
Updated curriculum
Curriculum is up-to-date and relevant
Accredited by the Northwest Commission on Colleges and Universities (NWCCU)
Concordia is one of the most respected names in learning today
Positive career benefits
87% of our online MEd grads report positive career benefits as a result of their degree
20,000-strong alumni
20,000-strong alumni network
93% of our online MEd grads say they are satisfied with their overall academic program experience

MEd in Curriculum & Instruction: STEAM Program Goals

In addition to meeting the objectives and requirements for the MEd in Curriculum & Instruction: STEAM online degree program, successful candidates will also demonstrate:
Expertise in Evaluating Progress

Expertise in Evaluating Progress

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

Effective Instructional Skills

Effective instructional skills in planning, implementing, and assessing instruction in settings that include diverse cultural populations and special needs students

Classroom Diversity Skills

Classroom Diversity Skills

An understanding of the ways that the specific curricular/instructional area has the potential to be responsive to classroom diversity

Moral Leadership

Moral Leadership

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


The Master of Education in Curriculum & Instruction: STEAM is a 30 credit-hour program

MEd in Curriculum & Instruction - Core Courses
12 credits

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.

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.

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.

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.


Please note: Completing a Master of Education degree program does not lead to state certification or licensure. The MEd is not designed or intended to lead in any way toward a teaching license, endorsement, or administrative credential.

MEd in Curriculum & Instruction - STEAM
12 credits

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

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.

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.

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.

Please note: Completing a Master of Education degree program does not lead to state certification or licensure. The MEd is not designed or intended to lead in any way toward a teaching license, endorsement, or administrative credential.

Research Course 1
3 credits

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 the choice of either EDGR 698-Action Research or EDGR 696-Practitioner Inquiry. Either option provides 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.


Research Course 2
3 credits   Select one of the following:

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

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.

Prerequisite: Successful completion of EDGR 601.

Please note: Completing a Master of Education degree program does not lead to state certification or licensure. The MEd is not designed or intended to lead in any way toward a teaching license, endorsement, or administrative credential.


In addition to fully online, Concordia offers several Master of Education programs in an on-campus or hybrid format. See the options here.

Is the MEd in STEAM concentration right for me?

Consider choosing this path if:

  • You’re looking to boost your confidence in teaching STEAM subjects
  • You’d love for your students to participate in more hands-on, creative projects
  • You believe in the value of integrating arts into STEM and want to advocate for STEAM

Still unsure? We know we offer a lot of programs! Let’s talk more about your professional and personal goals.

Child Learning
I’ve been teaching for seven years and I always try to change something around to make sure that my students are getting the best education that they can. Watching the growth within my own students as I’ve gone through my program at Concordia University-Portland has been amazing.
DEBBIE DOYLE, MEd in Curriculum &amp Instruction:


What makes this program so relevant today

Years ago, we used to offer a concentration in STEM. But since art is just as important as science, technology, engineering, and math, a national movement started to add the “A” and turn STEM into STEAM—and we followed suit. And keep in mind that “A” means more than painting and drawing. It means integrating the fine arts, language arts, and humanities into everyday learning. Statistics show that the earlier students are exposed to STEAM projects, the better:

  • Four out of five STEM college students said they decided to study STEM in high school or earlier, and one in five decided in middle school or earlier, according to a study by the Microsoft Corporation.
  • The number of STEAM jobs in the United States will grow by 14% between 2010 to 2020, the Department of Education predicts. This job growth, according to the Bureau of Labor Statistics, is “much faster” than the national average for all job sectors.

All types of learners benefit from STEAM lessons because they’re able to use their different strengths and skillsets to solve a particular problem. As an educator, you know that no two students are the same—one may learn best by listening and taking notes, and another may retain more information by looking at diagrams and other visual representations.

That’s what makes STEAM education so valuable—students are empowered to answer questions by exploring different paths to an answer. They’ll learn how to think critically and creatively, making them more well-rounded and better prepared for whatever lies ahead.

From the military to health care, your fellow classmates could be from any number of industries—and you don’t have to be a teacher to take the program. The majority of students in each course are classroom teachers at various levels, but we’ve had several professionals in both education and non-education fields take our STEAM concentration. A few examples include:

  • An Air Force officer taking it for enrichment and best practices
  • A children’s museum worker who was developing STEAM-enhanced summer programming
  • An environmental scientist whose company was exploring outdoor education and outreach programming options
  • A dental hygienist looking for information on how to do lead workshops with fellow hygienists

Room 241 blog posts about STEAM


See where a Master's in education focused on STEAM could take you

Planning to stay in your current teaching job? Many MEd graduates do! But in addition to potential benefits like increased salary and more self-confidence, an MEd could also expand your career opportunities within the education industry.

Potential careers include:

  • 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)

(Some states may require specific licensure for some of these positions. Check with your state’s Department of Education for more details.)

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