Requirements for the Master s Degree in Curriculum and Instruction

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1 Requirements for the Master s Degree in Curriculum and Instruction The requirements for the Master s Degree in Curriculum and Instruction are twofold: 1) Thirty-six credits of graduate coursework as described below. 2) A completed thesis or final project approved by one s graduate thesis/project advisor and the chair of the education department. Course Requirements CATALOG NUMBER COURSE TITLE CORE EDUCATION COURSES (9) CURRICULUM AND INSTRUCTION CORE COURSES (21) CREDIT HOURS CURRICULUM AND INSTRUCTION CORE REQUIREMENTS EDUC 518 (CI) Supervision and Mentoring of Pre-Service and New Teachers 3 EDUC 519 (CI) Understanding Diverse Learners 3 EDUC 521 (CI) Integrating Technology Into Teaching and Learning 3 EDUC 522 (CI) Principles of Curriculum Development and Assessment 3 EDUC 523 (CI) The Art and Science of Leadership 3 EDUC 524 (CI) Models of Learning and Instruction 3 EDUC 580 (CI) Practicum in Curriculum and Instruction 3 Total Credits Required in Curriculum and Instruction 21 EDUCATION CORE REQUIREMENTS EDUC 500 (CE) Psychological Foundations of Education 3 EDUC 525 (CE) Professional Character and Ethics 3 EDUC 526 (CE) Introduction to Research and Evaluation in Education 3 Total Credits Required in Education 9 THESIS OR PROJECT AND CONTINUING ENROLLMENT EDUC 599 Final Project or 3 EDUC 600 Master s Thesis 3 EDUC 597 Continuing Enrollment 1 Total Credits Required for Thesis/Project 3 1

2 CATALOG NUMBER COURSE TITLE CREDIT HOURS INDEPENDENT STUDY AND SPECIAL TOPICS/READINGS EDUC 596 Independent Study 1-3 EDUC 598 Special Topics/Readings 1-3 SUGGESTED SPECIAL TOPICS/READINGS Contemporary Issues in Curriculum and Instruction 1-3 Multicultural Perspectives 1-3 Teaching the Gifted 1-3 Group Processes in the Classroom 1-3 Accommodation/Differentiation 1-3 Other Topics Chosen with Approval of Advisor 1-3 Total Credits Required for Special Topics/Readings 1-3 Total Credits Required for Degree 36 Thesis or Final Project A research-based thesis or a more practice-based final project is required for graduation. The thesis or final project will be determined in consultation with the advisor and the chair of the education department. The completed thesis/project must be approved by the advisor and the chair of the education department by April 1 st of the intended graduation year. 2

3 Course Descriptions EDUC 518(CI): Supervision and Mentoring of Pre-Service and New Teachers (3 Credit Hours) Supervision and Mentoring Preservice and Beginning Teachers focuses upon the methods, background, and techniques for working with and providing supervision and mentoring to preservice and new teachers. closely address ND ESPB standard and Other standards may also apply. EDUC 519(CI): Understanding Diverse Learners (3 Credit Hours) This course examines various issues concerning school, community, and student diversity. Interrelated concepts of culture, language, race, demography, and ethnicity are also covered. closely address ND ESPB standard and (1-3). EDUC 521(CE): Integrating Technology into Teaching and Learning (3 Credit Hours) The course focuses upon current and emerging technologies and how they impact student learning. User experiences, computer awareness, family and societal impact, classroom applications, hardware and software, and curriculum development are topics to be covered. Copyright, selection, utilization, design, and evaluation of educational software are important aspects of this course. closely address ND ESPB standard EDUC 522(CI): Principles of Curriculum Development and Assessment (3 Credit Hours) The course is an introduction to the development of instructional systems. Topics surveyed include needs assessment, learner analysis, instructional analysis, specification of instructional objectives, selection of instructional strategies, and media. The course will survey theoretical positions in learning and cognition with emphasis on their relevance to the design of classroom learning environments. Contemporary curriculum theories and Curriculum as an interrelated agent of conceiving and effecting change will be stressed. Trends and practices, instructional and resource materials, and methods and techniques in elementary education will be covered. closely address ND ESPB standard , , (1-3). 3

4 EDUC 523(CI): The Art and Science of Leadership (3 Credit Hours) The course defines the foundation of modern leadership with emphasis placed on what it takes to be an effective leader. Leadership characteristics and traits will be discussed in detail. Based on the premise that all teachers and trainers have a leadership role, this course is designed to meet the professional development needs of teachers, senior and middle managers, and others who may have an educational and/or training role within organizations. The course is intended as part of an initial program in advanced teacher education. Components of the class most closely address ND ESPB EDUC 524(CI): Models of Teaching and Learning (3 Credit Hours) The course looks at the effective principles and models of teaching and learning as they relate to classroom practices in elementary schools. Curriculum components of philosophy, principles, practices, problems, and evaluation in an integrated educational program are central to this course. The related topics of organization, planning, and implementing developmentally appropriate educational practices are also covered. closely address ND ESPB standard , , and (1-3). Other standards may also apply. EDUC 525(CE): Professional Character and Ethics (3 Credit Hours) This course examines professional character and ethics from a philosophical and educational perspective. Moral development, ethical reasoning, and ethical decision making provide a framework for examining the importance of character and ethics in the education profession. The course is intended as part of an initial program in advanced teacher education. Components of the class most closely address ND ESPB standard B.2 and B.3. EDUC 526(CE): Introduction to Research and Evaluation in Education (3 Credit Hours) Students will be introduced to the vocabulary, theory, principles, methods, and techniques of educational research and evaluation. Students will read and review a variety of research articles related to qualitative and quantitative methods. Topics of study include student assessment and program evaluation related to state and Federal legislation, technical writing, and software used in data collection, analysis, and reporting. An individual research project is also required. closely address ND ESPB standard

5 EDUC 560(CE): Psychological Foundations of Education (3 Credit Hours) This course is designed to take the educator beyond familiarity with basic psychological theories and principles to a level in which they can apply and use these theories to inform and improve their classroom performance. The course is intended as part of an initial program in advanced teacher education. Components of the class most closely address ND ESPB standard B.1. EDUC 580(CI): Clinical Practicum in Curriculum and Instruction (3 Credit Hours) The course is designed to enable the candidate to observe and practice those skills developed through prior C&I coursework. The practicum requires 70 contact hours in a field setting working with students, staff, and community members. It is anticipated that the practicum will precede the thesis or project and occur near the end of studies. closely address ND ESPB standard Other standards may also be addressed. EDUC 596: Independent Study (1-3 Credit Hours) Independent Study is a student initiated course under the direction of faculty advisor. Course Independent Study is intended to meet the individual interests of students and may be used to prepare thesis or project proposals or other requirements of the department. EDUC 597: Continuing Enrollment (1 Credit Hour) Continuing Enrollment is required of students previously enrolled in thesis or project credits who have not completed the credits by the end of the semester enrolled. The course is repeatable up to 3 credits. Continuing Enrollment credits will not count toward the requirement for the degree. Continuous Enrollment enables the student to maintain full-time status while completing their thesis or project. EDUC 598: Special Topics/Readings (1-3 Credit Hours) Special Topics or Readings courses are designed to allow the Teacher Education Unit to meet the needs and interests of students and to provide program innovations as needed. Consultation with advisor or instructor is required. Special Topics/Readings courses enable the Teacher Education Unit to remain flexible and to respond to changing needs of students, faculty, and the college. 5

6 EDUC 599: Masters Project (3 Credit Hours) The Masters Project is a research project conducted in the classroom or school with a report of the project or is a school-related project that will benefit the schools. All projects conducted in the school setting require approval of the Institutional Review Board (IRB) and graduate advisor. The project report must meet Graduate Committee guidelines. The Masters Project is designed as an alternative to the thesis. The focus of the project is to meet the interests of the candidate. The project is focused in the candidate s classroom or school and will meet a specific need there. If done outside the classroom, the project will provide some findings or benefit to the school or schools at large. EDUC 600: Thesis (3 Credit Hours) The Thesis is an extensive research project conducted in an area of interest to the student related to his or her particular area of expertise. All theses related to specific classroom research will meet the approval of the Institutional Review Board (IRB) and graduate advisor. The thesis must meet Graduate Committee guidelines. The Thesis is designed to further the research-base of the discipline. The Thesis focuses on research topics related to advanced knowledge, skills, or dispositions of teachers, curriculum and instruction, or other related fields. 6

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