Request Info

Online MS in Education in Curriculum and Instruction — Courses

Use Social Justice and STEM Education to be Effective

Request Information
Ready to Learn More About The
Master of Science in Education in Curriculum & Instruction?
Request Information

Choose a Career-Based Learning Track

The curriculum in Purdue University’s MS in Education in Curriculum and Instruction prepares you to incorporate key topics proven to develop successful learners and offers five concentrations that speak directly to your career focus.

Prepare for Specialized Areas of 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 areas that are proven to develop successful learners when they’re incorporated correctly.

5 Concentrations Available

English Language Learning

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. Each course also requires students to complete field experiences in a K-12 classroom that enrolls English Language Learners.

Gifted, Creative and Talented Studies Concentration

The Gifted concentration consists of 4 courses (12 credit hours) and the choice of an elective (3 credit hours) and focuses on meeting the academic and social-emotional needs of gifted, creative and talented youth.

Educational Technology Concentration

The Educational Technology concentration consists of 4 courses (12 credit hours) and the choice of an elective (3 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.

Mathematics Education Concentration

The Math concentration consists of 4 courses (12 credit hours). Students will take either EDCI 53400 or EDCI 53600 depending on program scheduling and availability.

Integrated STEM Education Concentration

The Integrated STEM Education concentration consists of 4 courses (12 credits) and the choice of an elective (3 credit hours) and focuses on the skills necessary to teach STEM disciplines effectively by leveraging the integration of engineering and technology design.

MS in Education in Curriculum and Instruction Courses

Take these 7 core courses for 15 credits.

  • EDCI 59100*: C&I Seminar I (Orientation/Boot Camp)

    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.

    Total Credits: 1

    *Official course number will be assigned upon approval from the Graduate School.

  • EDCI 59100*: C&I Seminar II

    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.

    Total Credits: 1

    *Official course number will be assigned upon approval from the Graduate School.

  • EDCI 59100*: Theories and Trends in Curriculum and Instruction

    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.

    Total Credits: 1

    *Official course number will be assigned upon approval from the Graduate School.

  • EDCI 59100*: Capstone: Inquiry into Practice

    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.

    Total Credits: 3

    *Official course number will be assigned upon approval from the Graduate School.

  • EDCI 59100*: Teachers as Leaders

    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.

    Total Credits: 3

    *Official course number will be assigned upon approval from the Graduate School.

  • EDCI 59100*: C&I MS Portfolio

    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.

    Total Credits: 1

    *Official course number will be assigned upon approval from the Graduate School.

  • EDCI 54800: Teaching Math to Diverse Learners
    (MathEd concentration only)

    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.

    Total Credits: 3

  • EDCI 58500: Multicultural Education
    (All concentrations except MathEd)

    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).

    Total Credits: 3

English Language Learning (ELL) Concentration

Take these 5 courses for 15 credits.

  • EDCI 51900*: Teaching English Language Learners

    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.

    Total Credit: 3

    *Official course number will be assigned upon approval from the Graduate School.

  • EDCI 52600: Language Study for Educators

    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.

    Total Credit: 3

  • EDCI 53000: English Language Development

    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.

     Total Credits: 3

  • EDCI 55700: Assessment of Culturally and Linguistically Diverse Students

    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.

    Total Credits: 3

  • EDCI 55900: Academic Language and Content Area Learning

    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.

    Total Credits: 3

Gifted, Creative and Talented Studies Concentration

Take these 4 courses for 12 credits.

  • EDPS 54000: Gifted, Creative and Talented Children

    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.

    Total Credits: 3

  • EDPS 54200: Curriculum and Program Development in Gifted Education

    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.

    Total Credits: 3

  • EDPS 54500: Social and Affective Development of Gifted Children

    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.

    Total Credits: 3

  • EDPS 69500: Practicum in Gifted Education

    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.

    Total Credits: 3

Educational Technology Concentration

Take 4 courses — choose between 51300 or 58800.

  • EDCI 57200: Introduction to Learning Systems Design

    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.

    Total Credits: 3

  • EDCI 53100: Learning Theories and Instructional Design

    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.

    Total Credits: 3

  • EDCI 56400: Integration and Management of Technology for Learning

    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 56400 is a 6 weeks course.

    Total Credits: 3

  • EDCI 51300: Foundations of Learning Design and Technology

    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.

    Total Credits: 3

  • EDCI 58800: Motivation and Instructional Design

    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.

    Total Credits: 3

Mathematics Education Concentration

Take 4 courses — students will take either EDCI 53400 or EDCI 53600 depending on program scheduling and availability.

  • EDCI 54900: Assessment in STEM Education

    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.

    Total Credits: 3

  • EDCI 53300: Teaching and Learning Number and Operations

    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.

    Total Credits: 3

  • EDCI 53500: Teaching and Learning Algebra and Functions

    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.

    Total Credits: 3

  • EDCI 53400: Teaching and Learning Geometry and Measurement

    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.

    Total Credits: 3

  • EDCI 53600: Teaching and Learning Data Analysis and Probability

    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.

    Total Credits: 3

Integrated STEM Education Concentration

Take 4 courses for 12 credits.

  • EDCI 539: Intro to K-12 Integrated STEM Education

    Explore the implications for teaching, learning and teacher education through an evaluation of integrated approaches to STEM, national teaching standards and current research. This course introduces common learning theories and integrated STEM pedagogies, including project/problem-based (PBL), design-based and inquiry-based approaches to teaching. Learn to plan and create integrated STEM instruction for K-12 classrooms. In this course, you will also critically examine current trends in the research, policy and practices of STEM education to identify sources of inequities across classrooms, schools, districts and communities.

    Total Credits: 3

  • EDCI 558: Methods of Integrated STEM Education – Secondary

    This methods course focuses on operationalizing the theoretical pedagogical approaches to integrated Science, Technology, Engineering, Mathematics and Agriculture (STEM) education. Collaboratively and cooperatively investigate, plan and deliver integrated learning experiences appropriate for secondary education through coursework that blends philosophical considerations with practical application.

    Total Credits: 3

  • EDCI 591: Introduction to Teaching K-12 Engineering and Technology Design

    Learn the fundamentals of teaching engineering and technology design in K-12 classrooms. This course will also help you develop knowledge and skills for using engineering and technology tools and principles to design, develop, prototype, deliver and assess authentic integrated STEM learning experiences.

    Total Credits: 3

  • EDCI 549: Assessment in STEM Education

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

    Total Credits: 3

Elective Options

All concentrations except ELL, choose one elective.

  • EDPS 53300: Introduction to Educational Research

    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.

    Total Credits: 3

  • EDCI 55700: Assessment of Culturally and Linguistically Diverse Learners

    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.

    Total Credits: 3

  • EDCI 56000: Educational Technology for Teaching and Learning

    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.

    Total Credits: 3

  • EDCI 56400: Integration and Management of Technology for Learning

    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 56400 is a 6 weeks course.

    Total Credits: 3

  • EDCI 56600: Educational Applications of Multimedia

    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.

    Total Credits: 3

  • EDCI 57500: Foundations of Distance Education

    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.

    Total Credits: 3

  • EDPS 59100: Differentiating Curriculum and Instruction

    This course provides a solid foundation and set of principles for differentiating curriculum and instruction in any classroom at any level. Major components include:

    • Creating positive learning environments that support high-quality curriculum; diagnostic, formative, and summative assessments to inform teacher decision-making; and flexible grouping
    • Addressing student differences in readiness, interest, and learning profile (including learning preference, intelligence preference, gender, culture, language preference, locale, and opportunities to learn) and appreciating how these differences influence the ways in which students learn
    • Understanding that the process of differentiation involves modifying content, process, product, and/or affect
    • Incorporating higher-order thinking skills, creative problem solving, project-based learning, authentic/respectful tasks, and collaborative learning
    • Understanding how differentiation of curriculum and instruction fits within specific educational interventions, such as scaffolding, cluster grouping, Response to Intervention (RtI), and Mulit-Tiered System of Support (MTSS)

    Total Credits: 3

Get Started Today

To learn more about about the online MSEd in Curriculum and Instruction at Purdue call 877-497-5851 to speak with an admissions advisor or request more information.