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Coursework for the MS in Education in Curriculum and Instruction

This 18-month, 30-credit program provides you with essential knowledge to incorporate social justice issues and K-12 STEM education into your role within modern curriculum — two key topics now proven to develop successful learners.

The program offers four concentrations in Gifted, Creative and Talented Studies, English Language Learning, Mathematics Education, and Educational Technology.


Core Coursework

The core of the C&I program consists of 15 credits over 7 courses.

EDCI 59100*: C&I Seminar I (Orientation/boot camp)
(1 credit hour)

This “boot camp” seminar is designed to help you to understand the knowledge and skills necessary for your successful online learning in the C&I Online MS program. In this orientation, you will explore what online learning entails and reflect on how you can best set yourself up to succeed in your studies. You will also learn about various learning strategies and online resources that you can utilize in your courses.


EDCI 59100*: C&I Seminar II
(1 credit hour)

This seminar is designed to help you to understand the knowledge and skills necessary for your success throughout the Curriculum and Instruction program. In addition to providing you with information that will help you succeed in the program, you are also asked to think about ways to make yourself more marketable to future employers. You will also practice group project skills and group work.


EDCI 59100*: Theories and Trends in Curriculum and Instruction
(3 credit hours)

This course focuses on current trends influencing curriculum and instruction. Trends include recent theories, policies, histories, and research that are pivotal in education. Focus on understanding sources of current trends and how they may influence work in curriculum and instruction.


EDCI 59100*: Capstone: Inquiry into Practice
(3 credit hours)

In this course, students will engage in systematic, self-critical inquiry of their own practice using methodologies of action research, lessons learned from previous course work, and observational experiences. Students will apply content area knowledge to contemporary theory through the development of artifacts and reflective pieces related to praxis. Students will engage in discourse related to emerging social and philosophical issues in teaching, assessment, and school administration to prepare them to be informed practitioners.


EDCI 58500: Multicultural Education
(3 credit hours)

Words like culture, difference, diversity, and equity permeate discussions about education in our contemporary, global moment. Simultaneously, however, there has been increasing political and popular pressure to produce an educational system rooted in accountability via standardized curricula and assessments – artifacts that ostensibly suggest that identity and culture are not crucial factors in educational development. This course invites students to explore the complimentary concepts of identity and culture in order to foster an ethical educational disposition and practice in regards to people unlike ourselves. We will explore the concepts of race, gender, sexuality, nationality, belief, and ability as elements that comprise culture – and in doing so to develop critical questions around our own identities, perceptions of others, and roles as educators. When you complete this course, you will have developed capacities to situate your teaching, research, and comprehension of our relationships to one another within an ethical framework that extends from your own identity and cultural context(s).

Note: Students in the Mathematics Education concentration will not take this course.


EDCI 59100*: Teachers as Leaders
(3 credit hours)

The course will examine the critical role they play in creating conditions for their continuous and systematic improvement by conducting a case study while concurrently developing their teacher leadership. Participants will gain understanding of how relationships fostered through various coaching and leadership models can improve teacher practices. Students will develop products representing their growth in understanding of teacher leadership and school improvement.


EDCI 59100*: C&I MS Portfolio
(1 credit hour)

This one credit course was created to help guide students near completion of their coursework to develop their competency portfolio. A competency portfolio reflects the depth and breadth of a student’s educational growth since entering the graduate program. The purpose of the competency portfolio is to demonstrate that students have mastered the graduate competencies for the online Master’s program. The portfolio will contain student projects aligned with competencies and will be reviewed by committee members. The competencies are based on the Curriculum & Instruction departmental competencies. The competency portfolio is a requirement for graduation from the Master’s program.



Choose From Four Concentrations

Choose one of the following concentrations to expand your role, or the role you want, in education.

English Language Learning (ELL) Concentration

The ELL concentration consists of 5 courses (15 credit hours) that address the specific curriculum needs of students who are learning English as an additional language in the U.S. and around the world.

Specific Coursework:

EDCI 51900*: Teaching English Language Learners
(3 credit hours)

This course addresses second language instruction and subject-matter instruction in English for ELL students. You’ll be provided with information necessary to design materials and instructional strategies for English language learners P-12. The course considers the nature of immigrants’ experiences of a new country and school context while focusing on the current issues and techniques in instruction for students who are at the beginning or intermediate stages of English language acquisition in the school context. This course requires field experiences in schools.


EDCI 52600: Language Study for Educators
(3 credit hours)

You will gain information about central concepts from descriptive and applied linguistics, applying these to analyze language and interaction between teachers and ELs for effective teaching. The major assignments for the course are two classroom observations and the planning, teaching, and evaluation of two lessons conducted with small groups of ELs. This course requires field experiences in schools.


EDCI 53000: English Language Development
(3 credit hours)

Learn how second languages are learned so you can link English-language development to teaching and learning strategies. In addition to a case study and final report, students will collaborate in small groups to create online multimedia poster presentations that summarize key points and issues. This course requires field experiences in schools.


EDCI 55700: Assessment of Culturally and Linguistically Diverse Students
(3 credit hours)

This course provides a critical review of research and practice in language proficiency and content-area assessment of English Language Learners (ELLs) and other culturally and linguistically diverse (CLD) students in K-12 education. We will explore the sociocultural dimensions of standardized testing, academic achievement, and accountability. Students will conduct critical analyses of standardized testing instruments and learn to develop alternative classroom-based language, literacy and content-area assessments appropriate for ELL and CLD students.


EDCI 55900: Academic Language and Content Area Learning
(3 credit hours)

This course focuses on the linguistic challenges faced by English language learners in the content areas of science, language arts, mathematics, and the social studies. The course links these challenges to English language instruction and subject-matter instruction in English for ELLs. The course emphasizes assessment tools designed to assess content knowledge and links these to issues of language development. This course requires field experiences in schools.



Gifted, Creative, and Talented Studies Concentration

The Gifted concentration consists of 4 courses (12 credit hours) and focuses on meeting the academic and social-emotional needs of gifted, creative and talented youth.

Specific Coursework:

EDPS 54000: Gifted, Creative, and Talented Children
(3 credit hours)

Explore the foundational principles and philosophies of gifted education, including characteristics and identification of students with gifts and talents. Learn about talent development strategies that support various conceptions of giftedness, including intellectual, academic, creative, artistic, and leadership. Learn how to select high-quality instructional materials and use research-supported methods, to design challenging learning experiences for your most capable students.


EDPS 54200: Curriculum and Program Development in Gifted Education
(3 credit hours)

Learn established program and curriculum models, as well as the nuts and bolts of developing curricular plans, materials, and specialized programs that support the advanced learning needs of gifted students.


EDPS 54500: Social and Affective Development of Gifted Children
(3 credit hours)

Gain an understanding of the social-emotional characteristics and needs of gifted students and explore twice exceptionality, underachievement, diversity issues, and family/parenting concerns as well as an introduction to current educational approaches and counseling interventions.


EDPS 69500: Practicum in Gifted Education
(3 credit hours)

Apply theories to practice through individualized assignments relevant to your instructional setting so you develop an advanced ability to support gifted, creative, and talented students. This course requires students to work with high-ability children in an educational setting.



Educational Technology Concentration

The Educational Technology concentration consists of 4 courses (12 credit hours) and focuses on integrating technology into curriculums and classrooms. Students can choose between EDCI 52800 or EDCI 56400 as well as EDCI 51300 or EDCI 58800.

Specific Coursework:

EDCI 57200: Introduction to Learning Systems Design
(3 credit hours)

Design effective learning strategies that are motivating, efficient and effective. Practical aspects of designing instructional learning systems in the classroom and workplace are addressed while completing project work.


EDCI 53100: Learning Theories and Instructional Design
(3 credit hours)

Focuses on the theoretical principles that contribute to the field of Instructional Design and how they can be applied to make the process more efficient, effective and appealing.


EDCI 52800 - Human Performance Technology*
(3 credit hours)

This course provides an introduction to the field of human performance technology (HPT). It examines basic concepts and principles of human performance, the theoretical underpinnings of the field, research and application literature, and various approaches to solving human performance problems. A systematic approach to the analysis, design, development, implementation and evaluation of performance improvement interventions within organizations is emphasized. Note: EDCI 528 is a 6 weeks course.

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EDCI 56400 - Integration and Management of Computers in Education*
(3 credit hours)

This course is intended for pre-service teachers, in-service teachers, administrators, trainers, and others who use or intend to use computers in educational settings. This course focuses on techniques for and issues related to integrating computers in educational environments. Topics covered stem from literature in the field and include: educational reform, popular computer applications, management issues, information and security issues, and designing educational applications for use in educational settings. Note: EDCI 564 is a 6 weeks course.

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EDCI 51300 - Foundations of Learning Design and Technology
(3 credit hours)

This course provides an historical overview of the field and delineates the foundational knowledge, skills, and attitudes needed by professionals in the field of educational technology and instructional design. Students explore the field by engaging in collaborative projects along with thinking and writing about various aspects of educational technology and the underlying instructional design theories.

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EDCI 58800 - Motivation and Instructional Design
(3 credit hours)

This course has been designed to provide an in-depth study of motivation as one of the fundamental variables underlying human learning, behavior and instructional design. The focus of the course is on two areas: 1) theories of motivation and the general principles that have contributed to the field of instructional design, and 2) how those principles are selected and applied within practical design settings.

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Mathematics Education Concentration

The Math concentration consists of 5 courses (15 credit hours) that focus on developing math education. Students can choose between EDCI 53400 or EDCI 53600.

Specific Coursework:

EDCI 54800: Teaching Math to Diverse Learners
(3 credit hours)

In-service teachers engage in issues surrounding equity in mathematics education — learning to provide meaningful opportunities for all students to learn in mathematics classes. You’ll learn to consider the learning needs of particular groups of students while at the same time avoiding reducing differences among students to stereotypes. Issues of diversity here include, ace, culture, gender, disabilities, language, SES, and sexual orientation.


EDCI 54900: Assessment in STEM Education
(3 credit hours)

Teachers of STEM will recognize the link between productive assessment and productive instruction, using STEM education standards for teacher competence in educational assessment. This course also helps you meet professional standards, and understand the public pressure as well as instructional need for effective formative and summative assessment.


EDCI 53300: Teaching and Learning Number and Operations
(3 credit hours)

Develop models of learner’s understandings of different facets of number and operation and then combine those models and our emergent understanding of curriculum to explore challenges in teaching and learning.


EDCI 53500: Teaching and Learning Algebra and Functions
(3 credit hours)

Explore ways of teaching algebra, focusing on concerns related to student performance in algebra and increasing algebraic reasoning skills in the classroom. The course includes experiences with inquiry-based learning by engaging participants in algebra activities from two secondary National Council of Teachers of Mathematics (NCTM) standards-based curricula. The course will provide opportunities for participants to collaborate on the development of algebraic thinking in mathematics classrooms.


EDCI 53400: Teaching and Learning Geometry and Measurement
(3 credit hours)

Explore research in the teaching and learning of geometry and measurement. A synthesis of select literature will inform our efforts to develop models of learners’ geometric reasoning and understanding of measurement. We will move past the development of models to the design of instruction meant to support understandings of concepts that utilizes technology.


EDCI 53600: Teaching and Learning Data Analysis and Probability
(3 credit hours)

This course will provide middle-school mathematics teachers a larger understanding of data analysis and probability as a way to analyze and interpret experienced events while teaching various methods of instruction. The course will teach you to select and use appropriate statistical methods to analyze data, develop and evaluate inferences and predictions from data, and understand and apply the basic concepts of probability.



Elective Options

Choose 1 of the following to fulfill the Gifted, Creative and Talented Studies, Educational Technology, or Mathematics Education concentrations.

EDPS 53300 - Introduction to Educational Research
(3 credit hours)

An introductory course in educational research and evaluation methodology which considers the various methods of educational research, the formulation of research hypotheses, and the preparation of research reports.

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EDCI 56000 - Educational Technology for Teaching and Learning
(3 credit hours)

This course addresses the fundamentals of educational/learning technologies within both the traditional classroom, as well as the corporate/business training environments. Students will explore and evaluate various tools/technologies and determine how, when, and why such technologies can/should be infused into normal, hybrid, or fully online learning situations. The goal of the course is to help the student plan, implement, and evaluate technology for teaching and learning.

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EDCI 56600 - Educational Applications of Multimedia
(3 credit hours)

This course examines educational applications of multimedia tools. Fundamentals in the design, development and evaluation of open-ended, nonlinear computer-based applications in educational settings will be addressed. Incorporation of digitized media in multimedia will be explored. Students will create multimedia instructional materials. Research findings as well as theoretical approaches supporting the use of multimedia in teaching and learning activities will be examined.

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EDCI 57500 - Foundations of Distance Education
(3 credit hours)

An introduction to the field of distance learning/education. Examination of basic concepts and principles of distance learning, the theoretical underpinnings of the field, research and application literature, and distance education delivery technologies. A systematic approach to the design, development, delivery, and evaluation of instruction for learners at a distance is emphasized. Special attention is given to course management systems.

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