Curriculum and Instruction
Master of Education (MEd)
Online Degree Program

Integrating Technology into Teaching reflects the need for a new kind of teaching resource in which the perspective is not just on the electronic technologies, which change rapidly, but on the principles underlying the teaching strategies they make possible, which are more stable. The emphasis is on learning both the skills in using equipment and software, as well as on how to integrate such resources into daily classroom activities. In addition, this examination of technology integration strategies is linked to both learning theories and effective classroom practices.

Course Objectives

Upon successful completion of this course, students will be able to:

• Describe the theoretical foundations for effective technology integration in education.
• Examine instructional software and technology tools for 21st century teaching.
• Analyze technology tools, strategies, and best practices utilized in web-based development, curriculum development, and distance education.
• Examine trends and changes in technology integration that have emerged in the field.
• Analyze policies and legal and ethical issues related to technology and technology use in education.
• Demonstrate proficiency with academic writing related to integrating technology into teaching.

Cultural Issues in Education focuses on essential questions and theoretical concepts about becoming a multicultural educator. Specifically, this course will address the impact of diversity in education that goes beyond race to include gender, sexual orientation, poverty, class, and religion.

Course Objectives

Upon successful completion of this course, students will be able to:

• Define multicultural education, its evolution, common misconceptions, and the process of becoming a multicultural educator.
• Discuss the historical perspectives of multicultural education and best practices for culturally responsive teaching.
• Assess the importance of understanding cultural identities and developing awareness of humans as cultural beings.
• Examine the skills and components required for culturally responsive teaching.
• Demonstrate an understanding of the actions and best practices required to create a multicultural classroom and school.
• Demonstrate proficiency with academic writing related to cultural issues in education.

Models of Teaching explores a variety of teaching models and curriculum theories to help increase student capacity for personal growth, social growth, and academic learning. Application of theories to classroom utilization is emphasized to help educators be able to construct vital and effective learning environments for their students.

Course Objectives

Upon successful completion of this course, students will be able to:

• Discuss the importance of teaching specific content and the factors to teaching and writing measurable objectives.
• Examine best practices for developing critical teaching skills and using instructional interventions in teaching.
• Evaluate the context for teaching and learning, including the development of critical teaching skills for a variety of targeted goals.
• Analyze the components involved in: writing lesson and activity plans; direct instruction and informal presentation; structured discovery; and teaching specialized content.
• Demonstrate proficiency with academic writing related to effective instruction.

Psychology Applied to Teaching provides an overview of theories and research in educational psychology. Students will develop an understanding of the personal paradigms of teachers and students. Learning theories, stages of human development, educational opportunities, and teaching strategies that support a diverse student population are covered in detail.

Course Objectives

Upon successful completion of this course, students will be able to:

• Define educational psychology and analyze the role of educational research in informing classroom practice.
• Examine the issues of culture, language barriers, and socioeconomic status that affect student learning.
• Analyze the use of social, emotional, and moral development in considering how to solve problems in the classroom.
• Describe best practices for effective lesson planning and creating effective learning environments.
• Demonstrate an understanding of behavioral, social, and cognitive theories of learning, as well as theories on motivation.
• Demonstrate proficiency with academic writing related to psychology applied to teaching.

Strategic Issues Management focuses on the process of change. It provides methods for administrators to identify the needs of society and their implications for schooling. This course incorporates the use of theoretical and research based knowledge of instruction and evaluation into practical applications.

Course Objectives

Upon successful completion of this course, students will be able to:

• Examine education from a variety of perspectives including sociological, functional, and theoretical approaches.
• Examine the equality of educational opportunities in regard to social class, gender differences, and racial and ethnic differences.
• Evaluate the school as an organization, the formal roles within the education system, and the role of the students within the organization.
• Examine the elements of schooling as a system of higher education.
• Describe educational movements and reform, and examine global comparisons and future trends in education.
• Demonstrate proficiency with academic writing related to strategic issues management.

Curriculum Design and Evaluation provides a comprehensive analysis of the process of curriculum development. It begins with an examination of the theoretical dimensions of curriculum development, looks at the roles of various personnel who have primary responsibility for developing curriculum, and describes a number of models of curriculum development. The process of curriculum development is examined beginning with stating the philosophical beliefs and broad aims of education, specifying curriculum and instructional goals and objectives, implementing curriculum and instruction, and evaluating curriculum and instruction.

Course Objectives

Upon successful completion of this course, students will be able to:

• Define curriculum and instruction and identify the theoretical dimensions of curriculum development.
• Explain the components of the curriculum development process, and analyze the role of personnel and trends related to the process.
• Examine best practices for establishing instructional goals and evidenced-based instruction.
• Examine processes of evaluation for both instruction and curriculum.
• Demonstrate proficiency with academic writing related to curriculum design and evaluation.

Supervision of Instruction reviews ways to improve educational programs in diverse classrooms through the use of supervision and leadership. Basic concepts of curriculum development, measurement, policies of inclusion, the achievement gap, and the effects of culture are explained. Administrative skills that promote equal learning opportunities in the classroom are also reviewed.

Course Objectives

Upon successful completion of this course, students will be able to:

• Define and examine instructional supervision and the prerequisite knowledge for supervision.
• Evaluate the interpersonal skills necessary for effective supervision.
• Describe the technical skills and technical tasks required for effective supervision.
• Examine cultural tasks of supervision.
• Demonstrate proficiency with academic writing related to supervision of instruction.

Ethics in Education provides tools and concepts for understanding and dealing with significant ethical issues within education and society. Students will learn how to evaluate the philosophical ideas of others, as well as develop their own way of approaching ethical issues within educational leadership. The following are overarching concepts of this course: ethical leaders, ethical practices, equity issues, and human communication.

Course Objectives

Upon successful completion of this course, students will be able to:

• Discuss the relevance of ethics to educational leadership and examine the ethical guidelines that must be followed.
• Describe the ethical and legal considerations in educational leadership.
• Examine the role of equity in ethical educational leadership.
• Demonstrate an understanding of the fundamentals of human communication and the ethics of educational leadership.
• Demonstrate proficiency with academic writing related to ethics in education.

Leadership and Technology explores various ways in which teachers and students can utilize technology to create a more interactive, inquiry-based teaching and learning experience. This course will focus on day-to-day classroom objectives in elementary and secondary schools with thoughtful perspectives, instructional examples, and descriptions of technology tools and apps useful to the teacher-leader.

Course Objectives

Upon successful completion of this course, students will be able to:

• Discuss the role of 21st century teachers and how they incorporate technology in the classroom.
• Examine issues, developments, and trends in the field of educational technology.
• Describe ways to support individualized and group learning utilizing educational technology.
• Examine best practices for engaging learners through the use of digital tools and technology.
• Demonstrate proficiency with academic writing related to leadership and technology.

Public Policy addresses the broader public policy environment in which educational policy functions. The course examines the larger governmental context in order to provide a holistic approach to understanding not just the policy process, but also the use of policy analysis. The course offers a concise review of institutions, policy actors, and major theoretical models, and explains the nature of policy analysis and its practice through evaluative criteria in key policy areas.

Course Objectives

Upon successful completion of this course, students will be able to:

• Define public policy and examine the importance of understanding public policy.
• Examine the process for analyzing public policy and assessing policy alternatives at various levels.
• Discuss major areas, issues, and controversies in public policy.
• Evaluate best practices for policy analysis, citizen participation, and policy change.
• Demonstrate proficiency with academic writing related to public policy.

Legal Aspects of Education details the principles underlying school law and provides essential guidelines for school personnel to follow in their everyday work. Descriptive scenarios of landmark cases and concepts aid in understanding the context of legal principles as they apply to a range of school issues. This course explores how basic legal principles apply to educational questions and emerging legal issues, policies, and judicial decisions that affect classroom teachers, leaders, and students.

Course Objectives

Upon successful completion of this course, you will be able to:

• Examine aspects of school law related to the federal, state, and local governments, religious freedom, and legal generalizations related to the field.
• Describe instructional and student issues related to the law (i.e., curriculum, copyright compliance, proficiency testing, privacy rights, freedom of speech, clubs, and student appearance).
• Discuss legal issues related to student classifications, the rights of students with disabilities, and student discipline.
• Evaluate employee rights regarding collective bargaining, termination, and discrimination.
• Discuss alternative educational choices.
• Demonstrate proficiency with academic writing related to legal aspects of education.

Global Perspectives in Curriculum emphasizes diversity within and across ethnic groups to help educators understand the interactions between students’ cultural and individual differences. This course will include discussions about diversity theory, history, and social science in order to provide a more inclusive and comprehensive look at what multicultural education is—and could be—in the United States.

Course Objectives

Upon successful completion of this course, students will be able to:

• Define multicultural education and examine why it is essential.
• Examine the roots of cultural diversity in the United States.
• Demonstrate an understanding of the perspectives on culture, gender, class, and disabilities in reaching all learners.
• Describe the aspects of teaching in a multicultural society.
• Demonstrate proficiency with academic writing related to global perspectives in curriculum.

The Research Process is a required course for all of the master’s degree programs offered at the University. This course provides an overview of the various research methods, research design, guidance in planning research strategy, and documentation of research data. It also explores and analyzes examples of research from many different disciplines, the development and use of computer-aided research, writing skills, and logical argumentation techniques required in the research field.

Course Objectives

Upon successful completion of this course, students will be able to:

• Define research methods, analyze its importance, and examine how it informs policy and practice.
• Discuss the various research strategies for description.
• Examine the statistical tools and interpretations used in quantitative research.
• Demonstrate an understanding of the various strategies for causation in research.
• Evaluate the role of research as it relates to political and ethical issues.
• Demonstrate proficiency with academic writing related to the research process.

Students enrolled in the Master of Education in Curriculum and Instruction program will complete a Final Comprehensive Examination. The Final Comprehensive Examination consists of a combination of four writing assignments and one multiple-choice examination, requiring students to integrate knowledge acquired across the educational program. The Final Comprehensive Examination is sent to students after all the coursework has been successfully completed. The examination is graded on a pass/no pass basis. Students may repeat any portion until they receive a passing score.