Curriculum and Instruction (M.Ed.)
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Faculty
Dr. Cynthia Greer, Associate Professor of Counseling, Educating for Change
Degree Description
The School of Education offers the Master of Education degree (M.Ed.) in curriculum and instruction to currently certified classroom teachers or educators who do not have certification who want to pursue advanced study in Curriculum and Instruction (Educating for Change) . Certification is not a requirement, and the program does not grant certification.
Concentration Descriptions and Requirements
Educating for Change
This concentration provides an opportunity for practitioners in education and those who will serve as advocates for students in K-12 education, particularly in urban environments, to better understand the dynamics of working for change to improve the quality of education for all students. Therefore this program has a specific focus on the impact of adverse childhood experiences (ACEs) and trauma and the educational interventions that must be integrated in schools to ensure equality and equity. Candidates in this program will become ACEs and trauma informed and responsive and will be taught in a multidisciplinary context. This advanced degree program draws from the insights provided by a range of disciplines, including sociology, psychology, history, political science, economics, and education. This interdisciplinary perspective equips students to engage both intellectually and through practice, while addressing social inequalities within educational systems, associated with gender, ethnicity, social class, and disabilities. Another unique aspect of this program is that there are courses that are cross-listed with the Counseling program, providing an opportunity for candidates who will be school counselors to work with and interact with teachers so that each has a better understanding of diverse educational prospectives and roles with the shared goal of advocating for children.
Students in the program work together to understand the political, social, and economic factors and processes that impact learning opportunities and educational processes; students learn to become leaders and educational change agents. The uses of instructional technology are integrated into all classes; therefore, students matriculating into this program are expected to demonstrate functional computer skills.
Within this 36-credit program, students learn about models for curriculum change and implementation, current research and best practices in teaching and learning, and equitable methods of assessment. Experiential learning is a central component of the learning process and fosters student interaction with the community.
Required Courses (36 credits)
ALL of the following courses:
EDCC 601 Orientation: Tools for Graduate SchoolNon-credit seminar for students in their first semester of any School of Education graduate program. Information will be provided to students on general education, certification and graduation requirements. Surveys and writing samples that are data requirements for accreditation of the department will be gathered. Academic policies, APA writing style requirements and university-provided resources will be reviewed. Formerly EDCC 601 - Transition to Graduate School Seminar.
0 credits
EDCI 505 Psychology of Children and Youth Facing PovertyProvides a diagnostic and descriptive profile of the impact that poverty in the United States has on psychology and emotional growth of children in general, and particularly children in the inner city and rural environment. Invited speakers broaden the scope of the course by sharing current trends, information, and programs. This course informs educators of the need for understanding and sensitivity and discusses program designs that offset environmental and social poverty.
3 credits
EDCC 600 Research in Education and CounselingExamines qualitative and quantitative educational research methodologies. Students learn to read, analyze, and interpret the current literature in teaching and learning. Topics include defining the research process, writing a review of the literature, exploring methods of gathering quantitative and qualitative data, developing a research design, and examining ethical issues related to the research process. The skills developed in this course will be important for the development of the capstone topic in the Capstone course. Candidates will be able to interact and share research ideas with the other candidates from the other education programs such as Teacher Education, and Counseling.
3 credits
EDCI 607
EDCI 611 Role of Social, Economic, and Political Systems in EducationExplores the issues related to diversity and equality in education. Stereotypes, biases, and prejudices in relation to power will be examined. Cultural attitudes, values, customs, worldview, spirituality, and learning styles will be addressed. Concrete activities for developing an appreciation of self and sensitivity to others will be introduced. Curriculum and pedagogy for diverse groups will be addressed.
3 credits
EDCI 612 Conflict Management and ResolutionThe examination of conflict and violence and its repercussions will be explored in depth in this course. Emphasis will be placed on developing communication skills and techniques that effectively and appropriately convey feelings and emotions. The course considers the influence of resolving conflicts creatively and stresses the importance of communication as a vehicle for conflict resolution and helping people work collaboratively to express feelings respectfully. Conflict management programs and models, such as restorative justice, will be presented, reviewed and models for educators and mental health practitioners. Harassment and bullying issues will be sub-topics of this course. Positive psychology, restorative justice and strength based and peacemaking theories and philosophies will be presented along with the presentations of historical contributors of effective peacemaking and conflict resolution. This course is cross-listed with Counseling, so that candidates have the opportunity to interact with those candidates who will be school counselors.
3 credits
Prerequisites: None
EDCI 650 Global and Ethical PerspectivesThis course defines the diverse learner and world views and global perspectives about the teaching methods that might be utilized to meet the needs of student in urban schools. Field experience is required. A grade of B or higher is required to advance.
3 credits
EDCI 651 Education LeadershipThis course defines the diverse learner and world views and global perspectives about the teaching methods that might be utilized to meet the needs of student in urban schools. Explores the historical issues related to diversity and equity/equality in education. Stereotypes, biases, and prejudices in relation to power will be examined. Cultural attitudes, values, customs, worldview, spirituality, and learning styles will be addressed. Concrete activities for developing an appreciation of self and sensitivity to others will be introduced.
3 credits
EDCI 655 Spanish Language & CultureThis course is specifically designed for candidates who must be able to demonstrate skill, knowledge, and awareness of diversity issues impacting educational communities that are culturally and linguistically diverse. Specifically, this course will focus on developing beginning communication skills in Spanish with a major emphasis on understanding the culture of Spanish speaking communities.
3 credits
Prerequisites: None
EDCI 652 Literacy Issues in Urban EducationThis course provides an overview of the literacy issues confronting teachers and schools. Specific attention will be given to different literacy programs that have been implemented nationwide. A field experience is required.
3 credits
EDCI 653 Current Issues in Urban EducationThis course serves as a culmination of the best practices examined for education for change. With the approval of their advisor students begin the review of the literature for their final capstone project.
3 credits
EDCI 654 Curriculum and Program DesignThis course prepares candidates to review, evaluate, and develop curricula for use in urban settings, with an emphasis on the transformational leadership styles needed to effect change in the learning environment of urban settings and growing academic rigor.
3 credits
ONE Capstone Project:
EDCI 699 Capstone in Curriculum and InstructionProvides students with the opportunity to explore an area of particular interest within their specialization. Under the direction of their faculty advisor, candidates design a project and develop a research topic that transforms to a capstone. A capstone topic usually encompasses the development of a model or intervention that addresses the identified research problem. Candidates will write a thesis like paper and make and oral presentation to their peers in the program and faculty. Candidates can receive an "In Progress" (IP) designation, if they are unable to complete the major assignment in one semester. A grade of B or higher is required to meet the graduation requirements for the degree.
3 credits
Course Descriptions
Explanation of Course Prefixes and Numbers
Courses designated EDCC are education core and common courses across various programs in the School of Education. The Curriculum and Instruction Program directly sponsors courses prefixed by EDCI. Courses designated EDTE are largely specific to the M.A.T. teacher education program, although students in other programs may be required to take some of these courses. Undergraduates with at least junior status may enroll in courses at the 500-level, with permission of their academic advisor. Only graduate students may enroll in courses numbered 600 and above.
EDCC – Education Core and Common Courses
EDCC 601 Orientation: Tools for Graduate SchoolNon-credit seminar for students in their first semester of any School of Education graduate program. Information will be provided to students on general education, certification and graduation requirements. Surveys and writing samples that are data requirements for accreditation of the department will be gathered. Academic policies, APA writing style requirements and university-provided resources will be reviewed. Formerly EDCC 601 - Transition to Graduate School Seminar.
0 credits
EDCC 600 Research in Education and CounselingExamines qualitative and quantitative educational research methodologies. Students learn to read, analyze, and interpret the current literature in teaching and learning. Topics include defining the research process, writing a review of the literature, exploring methods of gathering quantitative and qualitative data, developing a research design, and examining ethical issues related to the research process. The skills developed in this course will be important for the development of the capstone topic in the Capstone course. Candidates will be able to interact and share research ideas with the other candidates from the other education programs such as Teacher Education, and Counseling.
3 credits
EDCI – Curriculum and Instruction Courses
EDCI 505 Psychology of Children and Youth Facing PovertyProvides a diagnostic and descriptive profile of the impact that poverty in the United States has on psychology and emotional growth of children in general, and particularly children in the inner city and rural environment. Invited speakers broaden the scope of the course by sharing current trends, information, and programs. This course informs educators of the need for understanding and sensitivity and discusses program designs that offset environmental and social poverty.
3 credits
EDCI 607
EDCI 611 Role of Social, Economic, and Political Systems in EducationExplores the issues related to diversity and equality in education. Stereotypes, biases, and prejudices in relation to power will be examined. Cultural attitudes, values, customs, worldview, spirituality, and learning styles will be addressed. Concrete activities for developing an appreciation of self and sensitivity to others will be introduced. Curriculum and pedagogy for diverse groups will be addressed.
3 credits
EDCI 612 Conflict Management and ResolutionThe examination of conflict and violence and its repercussions will be explored in depth in this course. Emphasis will be placed on developing communication skills and techniques that effectively and appropriately convey feelings and emotions. The course considers the influence of resolving conflicts creatively and stresses the importance of communication as a vehicle for conflict resolution and helping people work collaboratively to express feelings respectfully. Conflict management programs and models, such as restorative justice, will be presented, reviewed and models for educators and mental health practitioners. Harassment and bullying issues will be sub-topics of this course. Positive psychology, restorative justice and strength based and peacemaking theories and philosophies will be presented along with the presentations of historical contributors of effective peacemaking and conflict resolution. This course is cross-listed with Counseling, so that candidates have the opportunity to interact with those candidates who will be school counselors.
3 credits
Prerequisites: None
EDCI 650 Global and Ethical PerspectivesThis course defines the diverse learner and world views and global perspectives about the teaching methods that might be utilized to meet the needs of student in urban schools. Field experience is required. A grade of B or higher is required to advance.
3 credits
EDCI 651 Education LeadershipThis course defines the diverse learner and world views and global perspectives about the teaching methods that might be utilized to meet the needs of student in urban schools. Explores the historical issues related to diversity and equity/equality in education. Stereotypes, biases, and prejudices in relation to power will be examined. Cultural attitudes, values, customs, worldview, spirituality, and learning styles will be addressed. Concrete activities for developing an appreciation of self and sensitivity to others will be introduced.
3 credits
EDCI 652 Literacy Issues in Urban EducationThis course provides an overview of the literacy issues confronting teachers and schools. Specific attention will be given to different literacy programs that have been implemented nationwide. A field experience is required.
3 credits
EDCI 653 Current Issues in Urban EducationThis course serves as a culmination of the best practices examined for education for change. With the approval of their advisor students begin the review of the literature for their final capstone project.
3 credits
EDCI 654 Curriculum and Program DesignThis course prepares candidates to review, evaluate, and develop curricula for use in urban settings, with an emphasis on the transformational leadership styles needed to effect change in the learning environment of urban settings and growing academic rigor.
3 credits
EDCI 655 Spanish Language & CultureThis course is specifically designed for candidates who must be able to demonstrate skill, knowledge, and awareness of diversity issues impacting educational communities that are culturally and linguistically diverse. Specifically, this course will focus on developing beginning communication skills in Spanish with a major emphasis on understanding the culture of Spanish speaking communities.
3 credits
Prerequisites: None
EDCI 699 Capstone in Curriculum and InstructionProvides students with the opportunity to explore an area of particular interest within their specialization. Under the direction of their faculty advisor, candidates design a project and develop a research topic that transforms to a capstone. A capstone topic usually encompasses the development of a model or intervention that addresses the identified research problem. Candidates will write a thesis like paper and make and oral presentation to their peers in the program and faculty. Candidates can receive an "In Progress" (IP) designation, if they are unable to complete the major assignment in one semester. A grade of B or higher is required to meet the graduation requirements for the degree.
3 credits