Concordia University, Nebraska’s Master of Education in Curriculum and Instruction (C&I) is a 36 credit-hour online degree program with the following structure:
- A common core of required coursework designed to increase graduate students’ skill levels and knowledge base (12 credit hours)
- Professional development coursework, including best practice in curriculum instruction and design (12 credit hours), and assessment analysis and application, leadership development, and educational research (9 credit hours), totaling 21 credit hours.
- A capstone design project in each student’s interest area meeting goals of their personalized professional development plan (3 credit hours)
Curriculum and Instruction Courses
EDUC 534 (3)
Empowering Teachers as Leaders
This course introduces the concept of teacher leadership and its value in the field of education today. This course will explore what it means to be a teacher leader in various environments, to be advocates for students, to participate meaningfully in school reform and/or renewal processes, and to articulate knowledge of content, pedagogy, and other teaching/learning.
EDUC 594 (3)
Research Evaluation and Design
This course emphasizes the development of skills in qualitative and quantitative research methods, and the evaluation of various forms of existing information, with emphasis on the ability to relate this information to personal professional practice.
EDUC 501 (3)
Contemporary Thought in Education
This course provides an examination of the theoretical and philosophical bases for contemporary educational patterns; and current educational issues. Interests of the participants will determine the areas of application to private and public education.
EDUC 531 (3)
Differentiating Instruction to Increase Student Achievement
This course will review theory-based differentiated models of instruction that will provide practitioners with a strong background in a variety of instructional modalities. In this course students will discover what is old and what is new. They will learn how to determine important differences in their students' points of entry to their classroom and uncover implications for class management; for working with students and parents; and for creating fair and appropriate assessments. This course balances information with practical applications and includes material for teachers across grade levels, personal styles and philosophies of teaching.
EDUC 551 (3)
Curriculum Design and Evaluation
This course will begin with a review of major educational philosophies and their respective approaches to curriculum development. The focus of the course will include basic principles and practices in the curriculum planning and development cycle; aligning standards to curriculum; issues surrounding curriculum design and implementation, and the link between curriculum, instruction, and evaluation for an elementary, middle or secondary school. Theory will be linked to real-life problems utilizing a variety of active learning exercises.
PSY 511 (3)
Psychological Foundations of Teaching and Learning
A study of selected theories of learning and their implications for the classroom setting. Applications of psychological principles and research to instructional situations with an emphasis on those that involve a Christian setting.
EDUC 514 (3)
Analyzing and Applying Assessment Data
Gain an in-depth understanding of formal and informal student assessment including assessment design and analysis. Emphasis on analyzing assessment data to improve instruction, and incorporating effective student assessment into the planning and delivery of instruction.
EDUC 506 (3)
Integrating Technology into the Classroom
This course is designed to provide students with a practical understanding of educational technology, computer use and applications, integration of technology in classroom curriculum, and use of the World Wide Web as an information repository and learning tool. This hands-on course will provide teachers with opportunities to use and explore existing hardware, software and Internet resources in order to incorporate them into the design process. Each teacher will be expected to use course information to design an instructional unit that effectively integrates technology as a tool for enhancing the learning environment.
EDUC 552 (3)
Processes in Elementary and Secondary School Administration
This course deals with processes in educational administration with emphasis on administrative organization and the role of the curriculum supervisor and principal in leadership and management responsibilities in the elementary, middle or secondary school.
EDUC 532 (3)
Enhancing Learning Through Linguistic and Cultural Diversity
This course explores teachers' views on the value of linguistic and cultural diversity and the powerful learning opportunities it affords today's classrooms and schools. Teachers examine their attitudes, beliefs, and biases regarding linguistically and culturally diverse students, families, and communities and learn approaches for working together to ensure high levels of learning for all students. Strategies for ensuring equitable access to high-quality learning experiences are presented. Effective practices such as cultural responsiveness, anti-bias curriculum, differentiated instruction, and developing academic vocabulary are explored.
SOC 565 (3)
Serving and Leading in the Community and World
This course provides an in-depth examination of vocation, professional and organizational development and the ways educators, building on their personal beliefs and values, enact authentic service and leadership in a variety of contexts. Using the framework of evangelical Lutheran Christianity, participants explore, analyze and clarify, and apply vocation to their community and to the world.
EDUC 540 (3)
Curriculum and Instruction Capstone
The capstone course is an opportunity for students to demonstrate that they have achieved the goals for learning established in their professional development plan. This project should take into consideration all of the courses leading to this degree and focus on a student's personal interest area(s) as they relate to professional development in the student's understanding and application of the InTASC (Interstate Teacher Assessment and Support Consortium) Model Core Teaching Standards.
Note: this program also offers a Curriculum Supervisor certification which requires an additional 3 credit-hour practicum (EDUC 590) in addition to the 36 program credits. The Curriculum Supervisor certification is not a requirement of the M.Ed. program; candidates choosing to pursue this certification must declare their intent on entering the program.
Curriculum Supervisor Certification Requirements
EDUC 590 (3)
Curriculum and Instruction Practicum
(Note: This is an 8-week practicum to be taken at the end of the Curriculum & Instruction track.)
The Curriculum and Instruction Practicum is an in-the-field experience (100 hours) under the guide of a mentor, which must be completed for the Curriculum Supervisor certification.
All degrees and certifications are accredited by the Nebraska Department of Education and the National Council for Accreditation of Teacher Education. The Nebraska Department of Education requires two years of teaching for the certification.
*Students seeking Curriculum and Instruction certification in states other than Nebraska should determine the licensure requirements in the state(s) in which they will be seeking certification. Written approval that this program will be acceptable for licensure by their state’s educational department should be obtained prior to beginning the program.