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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MEd in Curriculum & Instruction: STEAM Program Goals
COURSE DESCRIPTIONS
The Master of Education in Curriculum & Instruction: STEAM is a 30 credit-hour program
This course will provide teachers with the resources and skills necessary to integrate character themes and character development into their school curriculum. Course 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 include cognitive science, learning theory, and relevant teaching theories that utilize this information. The course fuses the latest biological and psychological understanding of how the brain learns so candidates can harness this knowledge and apply it directly to learning situations.
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. Course stresses the critical importance of creating community in the workplace and illustrates how that community can generate an efficient, supportive, and positive workplace.
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.
Candidates will gain an in-depth understanding of the historical and contemporary practices of integrating the principles and skills of STEAM (STEM plus Arts: Science, Technology, Engineering, Arts, and Mathematics) content into and across the curriculum as they understand the importance of developing critical thinkers in the classroom who value and promote investigation, inquiry, exploration, questioning, creating and testing.
The application of scientific, technological, engineering, and mathematical skills and principles naturally occurs in those specific content area courses when STEM education is the focus. 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 learning environment.
Candidates will apply knowledge gained in the area 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 in relation to state and national standards.
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.
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.
SELECT ONE CAPSTONE COURSE:
Practitioner Inquiry focuses on the reflective acts of the candidate as an educator seeking to improve teaching practice. Premised on the self-study research methodological traditions, Practitioner Inquiry provides the opportunity to reflect on teaching practice and generate improvements based on classroom observation. Practitioner Inquiry is focused on the educator and her/his own practices, developing skills of inquiry, observation, reflection, and action in teachers.
Prerequisites: EDGR 601 with a B- or higher
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 candidates with the requisite skills and means to pursue the transformative practice called Action Research in their classroom, school, district or other work environment.
Prerequisites: EDGR 601 with a B- or higher
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.
ON-CAMPUS/HYBRID OPTIONS
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.
MEd Programs
- Administration
- Career and Technical Education
- Curriculum and Instruction
- Adolescent Literacy
- Community Engagement
- Early Childhood Education (ECE)
- Educational Technology Leadership
- English for Speakers of Other Languages (ESOL - Online)
- English for Speakers of Other Languages (ESOL - OR/WA Residents)
- Environmental Education
- Health and Physical Education
- The Inclusive Classroom
- Leadership
- Mathematics
- Methods and Curriculum
- Reading Interventionist (Online)
- Reading Interventionist (OR/WA Residents)
- Science
- Social Studies
- STEAM (Science, Technology, Engineering, Arts, and Mathematics)
- Trauma and Resilience in Educational Settings
- Educational Leadership
- Educational Technology and Learning Design
- Higher Education Administration
MORE ON THE TOPIC OF STEAM
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
CAREER OUTCOMES
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)