MS in Education, Curriculum and Instruction
School of Public Service and Education
Learners in the master’s Curriculum and Instruction specialization
develop and demonstrate the research-based knowledge, skills, and
attitudes necessary for effective classroom, building, and
district-level leadership in curriculum and instruction. The
specialization is designed for teachers interested in
teaching-improvement initiatives supported by current theory and
research in curriculum design and instructional models, and assessment
strategies focused on increasing student achievement. Teachers
participate in course discussions and activities that provide
practical experiences and projects that demonstrate innovative and
timely theory, research, and practice. These specialization
requirements are not designed or intended to meet professional
licensure requirements for the education profession.
Practicum/Internship Experience Requirement(s):
Minimum of 45 practicum hours. See the Practicum/Internship Experience section below for more information.
Core courses:
ED5010 |
Foundations of Master’s Studies in Education
This course provides learners with opportunities to acquire and use graduate-level skills, including the ability to critically examine and apply relevant educational theory to professional practice. Learners develop expertise in scholarly writing as well as explore the importance of multicultural perspectives and diversity in professional contexts. Finally, learners articulate and examine their professional purpose and its alignment with their specialization and career aspirations. Must be taken during the first quarter by learners who have been admitted to the MEd in Teaching and Learning, MS in Education, MS in Education Innovation and Technology, and MS in Higher Education degree programs and the Adult Education and Higher Education Leadership and Administration graduate certificate programs. Cannot be fulfilled by transfer or credit for prior learning. | 4 quarter credits |
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ED5006 |
Survey of Research Methodology
This course is an overview of graduate research methodology. Learners
examine fundamental research methodologies and their respective
quantitative and qualitative approaches to rigorous scholarly
inquiry. | 4 quarter credits |
ED5500 |
Standards-Based Curriculum, Instruction, and Assessment
In this course, learners examine national and state learning
standards related to their content area or grade level.
Learners utilize research-based curriculum to craft assessments that
are aligned to standards, and implement instruction that is meaningful
to students and supports their academic achievement.
This course requires access to a P–12 classroom and/or
educational stakeholders in a P–12 school or district.
| 4 quarter credits |
-or- | ||
EDT5130 |
Understanding Competency-Based Curriculum and Instruction
Learners in this course gain an understanding of the differences
between standards, outcomes, and competencies and how they can be
integrated into the curriculum. Learners build on this understanding,
mapping competencies to outcomes and aligning standards to
competencies and outcomes. Learners integrate competency- based
curriculum and lesson planning with best-practice teaching approaches
and develop competency-based classroom management techniques.
This course requires access to an educational setting, students
or learners, and/or classroom practitioners.
| 4 quarter credits |
ED5501 |
Assessment and Improvement of Instruction
In this course, learners examine instruction and learning improvement
strategies and collaborate with students’ families, the community, and
other professionals for the purpose of improving instruction. Learners
also evaluate instruction to determine how well it promotes
professional teaching standards and dispositions.
This course requires access to a P–12 classroom and/or
educational stakeholders in a P–12 school or district.
| 4 quarter credits |
---|---|---|
ED5503 |
Classroom Management Strategies
Learners in this course apply strategies for managing diverse and
challenging student behaviors and develop the skills needed to create
classroom environments that maximize the opportunity for each student
to learn. This course emphasizes the roles, rights, and
responsibilities of all stakeholders under The Individuals with
Disabilities Education Act (IDEA), The Americans with Disabilities Act
(ADA), and Section 504 legislation.
This course requires access to a P–12 classroom and/or
educational stakeholders in a P–12 school or district.
| 4 quarter credits |
ED5504 |
Strategies for Eliminating the Achievement Gap
Learners in this course examine the origins and complexities of
student achievement gaps within the contexts of gender, race, culture,
ethnicity, socioeconomic status, and language difference. Learners
also explore current student achievement research and best practices
and identify instructional strategies most likely to eliminate
achievement disparities.
This course requires access to a P–12 classroom and/or
educational stakeholders in a P–12 school or district.
| 4 quarter credits |
Specialization courses:
ED5533 |
Curriculum Mapping: Reflection and Practice
Learners in this course formulate a research-based professional vision for curriculum design and develop a curriculum for a specific content and grade-level application using computer-based curriculum mapping applications. Learners who have taken ED8533 should not take ED5533. Rather, they should choose any other graduate-level education course to fulfill their specialization requirements. | 4 quarter credits |
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ED5538 * |
Program Evaluation of Curriculum and Instruction
Learners in this course examine theories, concepts, definitions, and
models associated with the improvement of curriculum and instruction.
Learners collect and organize research, analyze and report data, and
complete a program evaluation that demonstrates the integral role of
program evaluation in curriculum and instruction improvement.
This course requires access to a P–12 classroom and/or
educational stakeholders in a P–12 school or district.
Prerequisite(s): ED5533.
| 4 quarter credits |
ED5546 * |
Curriculum and Instruction Practicum for Master’s Learners
This course serves as the capstone course for the Curriculum and Instruction specialization and constitutes the last course in the Curriculum and Instruction master’s program. The purpose of this capstone course is to consolidate and link content and concepts from various courses in the Curriculum and Instruction specialization. Learners serve 45 practicum hours in a site-based setting, demonstrating their proficiency by designing a project which incorporates the five course competencies. Throughout the course, learners maintain a reflection journal and activity log to document progress and challenges in their practicum. Learners also populate and organize their Professional Showcase Portfolio. For MS Curriculum and Instruction learners only. Grading for this course is S/NS. This course requires access to a P–12 classroom and/or educational stakeholders in a 12 school or district. Prerequisite(s): A cumulative GPA of 3.0 or better and the completion, submission, and approval of a practicum application. Please refer to practicum and internship Campus resource pages for information regarding application due dates and site and supervisor guidelines. ED5006; ED5010; ED5500 or EDT5130; ED5501; ED5503; ED5504; ED5533; ED5538; EDT5126; EDT5142. Cannot be fulfilled by transfer or credit for prior learning. | 6 quarter credits |
EDT5126 |
Collaborative Learning Environments
Learners analyze systems for building, supporting, and sustaining collaborative learning by evaluating structures and systems that leverage technology to provide opportunities for collaborative learning and professional collaboration. Learners identify theories, research, and models that support collaborative learning and professional learning communities and investigate how to create opportunities for students and teachers to work collaboratively within live and virtual settings. | 4 quarter credits |
EDT5142 |
Adaptive Instruction and Assessment
In this course, learners analyze theories of constructivism and
cognitive flexibility and implement adaptive learning approaches to
meet the needs of diverse learners. Further, learners apply the
Universal Design framework to instructional design and evaluate
adaptive learning dashboards that provide continuous assessment of
mastery-based learning. Learners also analyze facilitator-driven and
assessment-driven systems and evaluate the effectiveness of
mastery-based learning in student needs, including those of students
with disabilities, English-language learners, and students who are
gifted or talented. The course includes an emphasis on the purpose and
impact of computer-aided instruction and assessment on student
achievement in competency-based education (CBE).
This course requires access to an educational setting, students
or learners, and/or classroom practitioners.
| 4 quarter credits |
Total
At least 46 quarter credits
* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.
Learners who do not complete all program requirements within quarter credit/program point minimums will be required to accrue such additional quarter credits/program points as are associated with any additional or repeat coursework necessary for successful completion of program requirements.
This specialization is not designed to lead to license, endorsement, other professional credential, or salary advancement. Contact your school district for a determination on qualifications for salary advancement.
Kentucky residents are not eligible to enroll in this specialization.
Practicum/Internship Experience
Learners enrolled in the MS in Education, Curriculum and Instruction degree program must complete 45 practicum hours in a site-based setting as a requirement of their program. Learners apply the skills developed through the course of the program at an approved site and develop a final portfolio that demonstrates proficiency in curriculum and instruction. The practicum course (ED5546) serves as the capstone of their program.
Practicum and/or Internship hours are considered complete once all program required practicum/internships hours have been successfully achieved. Partial completion of practicum/internship requirements/hours can't be verified for licensure or transfer of hours.
Multiple specializations available (must be
within the same degree program)