Is the master's in Curriculum and Instruction program for me?
If you're a teacher who wants to earn master's degree, CityU's M.Ed. in Curriculum and Instruction program
gives you options. You can add a Technology Emphasis or create a customized program of Specialized Study.
You set the goal - we'll help you meet it.
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What will I learn in the master's in Curriculum and Instruction program?
You'll focus not just on your customized areas of interest, but also on best practices for personal learning,
multicultural perspectives in education, how to increase family and community engagement, and current issues in education.
Technology emphasis:
Learn how to use technology to help students get the most out of their education
Specialized study:
Choose an area of interest and work with an admissions advisor to develop a study plan and track progress
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What can I do with my master's degree in Curriculum and Instruction?
With your M.Ed. from CityU, you'll earn more recognition for your skills as a teacher, expand your career options, and improve your chances of advancement.
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Why CityU?
- Because you want an education that's relevant to what's happening in the real world, right now.
- Our faculty teach what they do for a living, not just what's in the book. They're smart, successful people who can help you get there, too.
- You'll go through the program with the same group of students. We call it cohort learning. It's like a built-in support group.
- You can get an education without sacrificing your lifestyle.
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How to get started:
Do you have a bachelor's degree and a teaching certificate? If so, you're eligible to apply. Here's how:
Be sure to talk with an admissions advisor to see if there are other requirements for your program.
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| Total Required Credits: |
49 |
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| Graduate Foundation Core: |
20 |
| ECU 511 | Tools for Academic Inquiry | 3 |
This course introduces candidates to the language, expectations, and tools for academic discourse, research and reflective professional educator practice. Candidates will critically evaluate research findings as they begin the academic inquiry process. |
| ECU 516 | Best Practices for Personalized Learning | 4 |
This course provides candidates with opportunities to examine the elements of effective instructional design and assessment for application to curriculum units and other projects in a school setting. Best practices identified through research, academic discourse, and collaboration will be supported by the integration of emerging discoveries in neuro-science, with an emphasis on brain development and its impact on learning and culture. The candidates will produce units of instruction that they can use as practitioners. |
| ECU 521 | Academic Inquiry in the Classroom | 3 |
This course deepens the candidate's understanding, language, expectations, and tools for academic discourse, research and reflective professional educator practice. The candidate implements an inquiry project and concludes the process with a presentation. |
| ECU 526 | Current Issues in Education** | 3 |
This course examines current issues in education that have and continue to emerge within the context of the philosophical, historical and recent legislation impacting the standards for student learning and assessment, and teacher and professional certification. Candidates will analyze educational practice from multiple perspectives and consider how to communicate essential elements to diverse audiences. Issues of Child Abuse, anti-bullying legislation, and requirements for maintaining certification and highly qualified status will be integrated into opportunities for academic discourse. |
| ECU 531 | Professional Learning Communities | 4 |
This course explores the many facets of Professional Learning Communities and the ways in which they impact teacher efficacy and student achievement. It emphasizes best practices for community-building, teacher leadership and advocacy. Learning opportunities will synthesize the school learning goals from the candidates' K-12 setting. |
| ECU 535 | Multicultural Perspectives: Increasing Family/Community Engagement and Student Achievement (non-cert only) | 3 |
This course provides candidates with the skills, perspectives and strategies to engage family and community members for the purpose of increasing K-12 student academic achievement. Candidates will collaborate with a variety of individuals and organizations to deepen understanding of access and barriers for parents and their children. Through the development of a proposed Family/Community Engagement Plan, candidates will apply skills and strategies that are consistent with cultural competence, academic inquiry and K-12 school improvement goals within the context of the candidate's Professional Growth Plan (for Teacher Professional Certificate if applicable). Course Entry Requirements: This course is open to graduate-level candidates in education programs. |
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Specialized Study*:
Consists of courses taken to equal 26 credits in a specific focus/content area. Coursework may be
completed through independent study and/or current course offerings and may be developed for an
organizational setting. Coursework must be approved by Program Coordinator.
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26 |
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Technology Emphasis*:
Note: A laptop is a requirement of the MEd C&I Technology Emphasis program.
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26 |
| TCI 508 | Technology Leadership in Education | 3 |
Please check back soon for the full description of this course. |
| TCI 512 | Using Technology to Support Student Learning | 3 |
Candidates gain practical experience integrating technology into the classroom to enhance and extend learning. State academic standards and national technology standards are used to make decisions about curriculum content and to plan technology-based activities. Writing and presentation software is used for communication; multimedia and web-tools are used to design engaging learning environments. Candidates use classroom productivity software and hardware to support and enhance inquiry learning. |
| TCI 513 | Staying Current with Emerging Technologies | 3 |
Please check back soon for the full description of this course. |
| TCI 517 | Fundamentals of Computers | 2 |
This course investigates technical aspects of the computer, balanced between hardware and operating system. Methods of maintenance, troubleshooting and repair are demonstrated and experienced. The goal is to demystify the computer, not create technicians. Candidates learn basic technical language and concepts to communicate about, prevent, and solve basic technical problems, enabling them to function more effectively in educational settings with computers. This includes being able to make technically informed decisions regarding the purchasing and upgrading of computers. |
| TCI 537 | Bridging Technology Gaps | 3 |
Please check back soon for the full description of this course. |
| TCI 540 | Technology Issues in Education | 3 |
In this course, educators will research, analyze, and synthesize current issues in education and how these issues may be addressed with technology. Local, state, and national standards; diversity and gender concerns; grant writing and technology funding; and high stakes testing will be examined. Educators will consider integrated learning systems, adaptive technologies, and computer aided instruction as means to facilitate student learning. |
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Program approved electives:
(course work must be approved by program coordinator)
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9 |
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Master of Education Project:
Class taken in this section will depend on your specialty area and will be approved by the program director.
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3 |
| ECU 600 | Curriculum and Instruction Specialized Study | 3 |
Please check back soon for the full description of this course. |
| OR: |
| TCI 600 | Master's Degree Project and Presentation | 3 |
Project And Presentation. |
| OR: |
| TCI 610 | Master's Degree Thesis and Presentation | 3 |
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| OR: |
| EPC 503 | Culminating Seminar** | 3 |
This course is field-based as the teacher completes the analysis and refinement of evidence for the professional portfolio. The university facilitator continues to provide guidance, coaching, and support for this phase of the certification process, meeting with the teacher at his or her site. After reviewing the evidence collection with the members of the professional growth team, the teacher presents the finished portfolio to a formal audience comprised of selected colleagues. Teachers who successfully complete this process are recommended to the Washington State Office of the Superintendent of Public Instruction for the Professional Certificate. |
*Choose either Professional Certification, Technology Emphasis, or Specialized Study.
