Study Format

  • Online
  • On Campus
  • Hybrid

Program Length

  • 30 Credit Hours
  • 24 Months

Application Deadlines

Apr, 29

Domestic Students

Summer 2024 Application Due | Classes Start May 6,2024

Mar, 13

International Students

Summer 2024 Completed File Due | Classes Start May 6, 2024

The Department of Teaching, Learning & Diversity has created a MA Curriculum & Instruction program with a concentration in Trauma & Resilience. The program will allow students to take the traditional core courses in our MA Curriculum & Instruction as well as taking a suite of three electives focused on how best to support students experiencing trauma and how to cultivate school communities of resilience.

Program Objectives

The Master's Degree in Curriculum and Instruction prepares master classroom teachers.

This program will enable candidates to:

  • Develop a knowledge base in curriculum theory and practice and develop a capacity to design, implement and evaluate instructional programs
  • Become familiar with current research on and theory on instructional practices
  • Understand the practical facets of conducting applied classroom research including the collection and assessment of data
  • Develop an understanding of teacher leadership and effective teacher advocacy
  • Develop an understanding of enduring ethical, philosophical and educational issues
  • Engage in critical analysis of current educational issues and policies
  • Explore how to address the needs of students experiencing trauma

Areas of Study

  • Foundations in Curriculum & Instruction
  • Curriculum Construction
  • Assessment, Evaluation, and Data-Driven Decision-Making Teacher as Practitioner
  • Teacher as Leader
  • Social Emotional Learning & Resilience
  • Trauma-Informed Pedagogy
  • Creating a Trauma-Sensitive Environment
  • Teacher as Researcher
  • Seminar in Reflective Practice

Program Information

Core: 15 hours

Foundations of Curriculum and Instruction

The course examines the philosophical, historical, social, and psychological foundations in education and their impact on teacher practice in curriculum, instruction, and assessment.

Curriculum Construction

Educational objectives and the selection and organization of learning experiences. Investigation and analysis of curriculum development. Enhanced theoretical perspectives as they relate to the process of curriculum. A thorough explanation of pertinent research, curricula issues, and the completion of a curriculum project.

Assessment, Evaluation, and Data-Driven Decision Making

This course will enable teacher leaders to examine assessment as a system of integrated assessment practices in various educational settings. Integrity is fostered as students learn about the elements necessary for an assessment system to be one of high fidelity. This course lays the foundation of a school-improvement conceptual framework upon which assessment systems are designed. Students become competent in the purposes of assessment, assessment cycles, data analysis and how assessment and data can be used to make academic decisions to enhance and improve student achievement. Servant Leadership skills are developed and nurtured as students become more aware of their roles in fostering the assessment literacy of teachers, staff, and other stakeholders in education settings.

Teacher as Practitioner

Knowledge and skills regarding effective teaching and instruction. Analysis of current and emerging research in pedagogy.

Teacher as Leader

This course promotes effective teacher leadership in classrooms, schools and other social institutions. Course content examines comparative educational systems, organizational theory, and school change and reform processes.

Electives: 9 hours (select 3)

Instructional Methods of the Differentiated Classroom

Candidates will develop the knowledge and skills of how to build a democratic learning community inclusive of a broad set of effective teaching strategies. Through this process, the candidates will learn to shape and maintain learning conditions that facilitate effective differentiated instruction, including effective classroom management as an ongoing, maintenance-oriented process which involves motivating students to learn, providing appropriate instruction and feedback, and managing student work. 

Instructional Coaching and Mentoring 

Teacher Leadership In this course students will investigate coaching models and principles of teacher mentorship. This course will examine the critical role the teacher leader has in improvement of instruction and in the professional development of faculty.

Providing Instructional Support 

This course aims to instruct teacher leaders about the distributed nature of professional development; provide a theoretical understanding about concepts of induction, retention and resilience; help manage the anxiety common to new teachers; and develop and apply a teacher support plan based on a case study of their choosing among several case studies provided in the course. These theories and strategies will be practically implemented through the development of an individual action plan that focuses on providing instructional support for teachers.

Integrating Technology Across the Curriculum 

This course is an introduction to the disciplined practice of integrating technology into teaching and learning. It provides an overview of current instructional technologies and theory-based design strategies for effectively using these technologies. 

Assistive Technology: Principles and Practices

This course will address the use of assistive technology within a teaching and learning environment. It will present research and trending developments on how specific technologies address the academic and access needs of individuals with cultural/linguistic, 03/18/20 sensory, social, emotional, cognitive and physical disabilities. Topics include defining and differentiating assistive and educational technologies; identifying the legislative policies connected with such technologies; exploring ethical and legal ramifications of assistive technology usage; and collaboration and implementation of assistive technology-enhanced materials and teaching/ learning opportunities for all learners.

Studies in Literacy and Multiliteracies

Examination of the correlates of effective literacy instruction. Emphasis on application of current theory and research in literacy and multiliteracies as it applies to P-12 classrooms. Not open to candidates in the M.A. Reading program.

Socially, Culturally, & Linguistically Diverse Students 

This course seeks to prepare teachers for teaching culturally and linguistically diverse students and to explore issues of language and culture involved in teaching diverse and/or marginalized students in American schools. 

Special Education Curriculum & Pedagogy

Information and skills necessary to develop and organize curriculum to facilitate acquisition, maintenance and generalization of skills for students with special needs. Instructional planning and design based on knowledge of the disability, pedagogy and curriculum goals.

Capstone Experience

A master’s capstone is required for all master of arts candidates. This culminating project highlights the candidate’s mastery of content throughout his or her studies. Capstones are traditionally a summary of work demonstrating overall growth and specific understandings of the professional standards. The capstone serves as a performance-based evaluation and promotes reflective practice. It also demonstrates the professional’s proficiency in integrating technology and his or her ability to interpret theory into practice.

Teacher as Researcher

Principles of teacher research. Focus on development of basic research skills to carry out action research, self-study, or other practitioner research projects with the goal of improved teacher practice. Skills for interpreting published research are also emphasized.

Seminar in Reflective Practice

A capstone seminar that explores teaching as a reflective practice. Reflection on one's own beliefs and assumptions as they relate to teaching and learning.

Seminar in Higher Education (EDU 6015)

In addition to the base program curriculum, international students attending face-to-face classes on the CUC campus are required to take the Seminar in Higher Education, a 3-credit course. This requirement will not apply to international DBA students studying exclusively online.

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