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M.Ed. in Curriculum & Instruction2018-10-29T16:41:07+00:00

DEVELOP SKILLS MOST VALUED BY SCHOOL EMPLOYERS.

Our 36-credit Curriculum & Instruction (C&I) M.Ed. program covers an array of education-related topics and situations, including diversity and social justice, special education, and English language learning, all culminating in a self-designed capstone project.

Our C&I program is ideal if you:

  • have a strong interest in education or are pursuing a career in an education setting that does not require formal licensing or certification
  • already hold a teaching license, but want to earn a master’s degree (M.Ed.)
  • seek Master’s Plus credit hours (we will work with you to customize your program)
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The Curriculum & Instruction program is non-licensure and MTELs are not required for program completion. Please note: The Curriculum & Instruction program does not lead to a Professional License.

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Key features of our Curriculum & Instruction M.Ed. program include:

What Skills Will You Develop?

To earn your M. ED. In Curriculum and Instruction, you will complete the 8 courses + capstone project below for a total of 36 credit hours. Classes are offered through 8-week online courses with opportunities for immersion gatherings.

CORE COURSES

The core of our program emphasizes social justice and the role that education plays in a democratic, pluralistic, and complex society. Required courses for all students are as follows:

This course provides an overview of the challenges that students with moderate disabilities encounter in their lives.  The class will explore how disabilities are identified, what necessary steps are taken to refer students for evaluations in the Special Education process, characteristics of students with disabilities, general issues of evaluation approaches, and research-based accommodations and interventions including the use of assistive technology devices and behavioral interventions.  State and federal laws as well as an overview of local and national support agencies are also reviewed.

This course uses a social justice framework to explore issues of power and privilege with respect to diverse populations. Historical and contemporary oppression based on race, gender, ability, and other differences are explored. Self-reflection is used to examine students’ own biases and prejudices. This course offers aspiring community activists the opportunity to learn about social change through social justice education, advocacy, and outreach initiatives.

This course is designed to engage graduate level students in critical analysis of current research and issues in education through the lens of research development and design. Students will come away from this course with the ability to design research for application in the educational environment that will inform and contribute to their field of study.

ELECTIVES

Students may be able to choose electives in consultation with their academic advisor.

CAPSTONE PROJECT

Students complete a self-designed capstone project — an original research project that can be practice- or policy-focused. Each student will choose an area of interest related to their career goals, and focused on creating change in Education. The capstone course is the culminating experience of the master’s program in Curriculum & Instruction. For those students who are adding a license, the Capstone is replaced with an Internship to provide the required in-school hours for endorsement.

The capstone serves as the culminating academic project within the Masters of Education pathway. It offers an opportunity to explore a key educational issue (PK-16) through an in-depth research paper wherein prior coursework or classroom-based experiences allow the author to synthesize and deepen his or her understanding on that topic. The capstone project may be theoretical, practical or action research-based.

CONCENTRATION COURSES

Students may choose from any of the following concentrations, or consult with their academic advisor to create a track based on individual personal and professional goals. Concentrations can be in any of the licensure areas, or a self-designed concentration.

Moderate Disabilities, with add-on license:

This course provides an overview of the challenges that students with moderate disabilities encounter in their lives. The class will explore how disabilities are identified, what necessary steps are taken to refer students for evaluations in the Special Education process, characteristics of students with disabilities, general issues of evaluation approaches, and research-based accommodations and interventions including the use of assistive technology devices and behavioral interventions. State and federal laws as well as an overview of local and national support agencies are also reviewed.

This course provides an introduction to the significant theories, practices and programs for developing literacy skills in children with learning challenges. Beginning with an introduction to literacy development, the focus will be on planning assessment, designing instruction, and selecting research-based interventions for children with disabilities, students from diverse linguistic and cultural backgrounds, and students with limited educational experiences. Topics will include linking assessment to instruction, research-based methods and strategies, accommodations, modifications, and the use of assistive technology devices to support literacy success.

This course in classroom assessment and instruction examines how effective instruction depends on ongoing, meaningful assessment. Instructional and behavioral assessment, as well as techniques, are addressed. This course will study how models of instruction in different content areas depend on how teachers can collect and use assessment data. Further, this data will be used to inform effective instruction to enable all students to produce great learning outcomes regardless of their learning disabilities and challenges.

English as a Second Language, with add-on license

This foundational course in the graduate teacher education program for English as Second Language provides an overview of the state and federal laws pertaining to the education of English language learners as well as the background, history and philosophies surrounding instruction. The role of community, families and schools in English language learner education will also be explored.

The course provides an overview of the emergence of language and literacy in typical development as well as issues that may arise with the existence of language-based disabilities. Challenges for English Language Learners will also be addressed. Significant theories related to language development in childhood will be reviewed, as well as the topic of Augmentative and Alternative Communication (AAC).

This course will examine a variety of assessment approaches. It will include those associated with Massachusetts-mandated state testing programs, as well as other formal and informal assessment instruments used for placement, progress monitoring, and summative evaluations. Students will select, administer and interpret assessment results and will understand normal variations in proficiency.

Co-requisite (0 credits):

  • ED 6505G – Pre-Practicum Field-Based Experience II

In this course, students will learn and apply teaching strategies that support ELL’s linguistic and academic development in science, mathematics, and social studies. They will also learn how to plan and execute content-based lessons in kindergarten-grade six classrooms. The course will address the development of ELLs’ academic vocabulary and language skills, application of academic content knowledge, and higher order thinking skills. Lesson planning, implementation, and assessment occur within the sheltered content instructional model, providing extensive scaffolding strategies for comprehension and proficiency. Field experience may be required.

Co-requisite (0 credits):

  • ED 6507G – Pre-Practicum Field-Based Experience III

What Our Students Are Saying

“With the online competency-based format, I have the ability to progress at my pace through the course objectives. As a full-time teacher and mom with two teenage boys, life is pretty busy. Without question this program has provided the most flexibility of any program I have ever taken.”

Suzette DiTonno, M.Ed., Ed.S

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