Curriculum and Instruction (M.ed) All Academic Programs
The Master of Education degree program requires thirty-six (36) semester hours of course work for completion. Since each course is designed to build upon previously learned information and skills, courses must be taken sequentially; each course is a prerequisite for the next. Students typically take at least two (2) courses per semester.
The course content in this Master’s program is presented through multi-learning modalities. The Master of Education in Curriculum and Instruction is based upon a framework that provides for the professional growth of the teacher practitioner. This framework includes a cyclical process of inquiry, reflection, application, evaluation, and additional reflection. These five (5) elements are incorporated into the activities and assignments in each course of the program through a combination of collaborative and individual work.
The goal of the Master of Education in Curriculum and Instruction degree program is to provide a learning environment for the professional teacher in which collaborative efforts between college faculty and practicing teachers result in positive change in the classroom. The program is designed to promote a quality graduate education experience in the convenience of home or school. Every aspect of this program has been created with the working professional in mind.
In addition to the general requirements for admission to the School of Graduate Studies, an applicant for the Master of Education must be a certified practicing teacher. Students must select a primary mode of instruction: on-campus or on-line. This will impact cohort placement.
Requests to transfer credit must be submitted in writing at the time of application, along with a course description and syllabus. The Graduate Record Exam (GRE) or Miller Analogy Test (MAT) is required. A combined score of eight hundred (800) is required for the GRE. A 3.0 cumulative grade point average (cGPA) is required for admission. Students must maintain a 3.0 cGPA to continue in the program. Applicants having a cGPA of 2.5-2.9 who meet other requirements may be considered for admission to enroll in six (6) credits and must attain a GPA of 3.0 or higher. In addition, students must have access to a classroom for application of concepts and strategies.
TRANSFER CREDIT (APPLY STANDARD POLICY)
The course content must be comparable to the program course content. Submission of the request to transfer credit must be submitted and approved by the coordinator during the first semester of enrollment. Only the portfolio assignments for the course must be completed. A grade of PS is assigned to indicate that Portfolio assignments have been completed.
Program participants will:
- Demonstrate and apply knowledge of current research and practice.
- Promote intellectual growth and acquire the skills and strategies to become lifelong learners.
- Create an environment that encourages collaboration with colleagues, administrators, parents, and the community to promote and support student learning.
- Develop and implement teaching strategies to meet the needs of learners from diverse populations.
- Reflect on practices to extend knowledge, improve teaching, and refine teaching strategies.
- Demonstrate appropriate strategies for accommodating the inclusion of disabled students.
- Assist students in developing a multicultural and global perspective on issues, and model, as well as reward, appropriate behaviors.
- Employ a variety of assessment strategies to obtain useful information about student learning and development and use the information to modify practice.
REQUIRED COURSE SEQUENCE
|1. CUIN 560: Theoretical Bases for Teaching and||3|
|2. CUIN 605: Philosophical, Sociological and Political Aspects of the Education Process||3|
|3. CUIN 504: Best Practices in Teaching||3|
|4. SPED 587: Teaching Learners with Exceptionalities in the Regular Classroom||3|
|5. CUIN 606: Instructional Strategies and Methods for Effective Teaching||3|
|6. CUIN 690: Collaborative Action Research Part I||3|
|7. CUIN 691: Collaborative Action Research Part II||3|
|8. EDUC 603: Assessing Student Performance||3|
|Semester V (Elementary Education)|
|9. REED 504: Processes and Acquisition of Reading Skills||3|
|10. REED 505: Strategies and Materials for Reading Instruction||3|
|Semester V (Secondary Education)|
|9. REED 501: Teaching Reading in the Content Area I||3|
|10. REED 502: Teaching Reading in the Content Area II||3|
|Semester VI (Elementary Education)|
|11. REED 508: Reading and Literacy Instruction in Early Childhood/Elementary Grades||3|
|12. REED 603: Diagnostic Teaching of Reading||3|
|Semester VI (Secondary Education)|
|11. CUIN 554: Models of Effective Teaching||3|
|12. CUIN 604: Helping Students Become Self Directed Learners||3|