Study Format

  • Online
  • On Campus

Program Length

  • 30 Credit Hours
  • 12 or 24 Months

Application Deadlines

Aug, 19

Domestic Students

Fall 2020 Completed File Due. Classes start August 24, 2020.

Jul, 06

International Students

Fall 2020 Completed File Due. Classes start August 24, 2020.


The master of education in teaching and learning at Concordia University Chicago is designed for current educators who desire to deepen their understanding of curriculum, instruction and assessment theory through a practitioner’s lens. This program provides innovative teaching strategies with respect to technology in the classroom, diverse student populations, disciplinary literacy, and an increasingly complex assessment environment that responsibly melds national standards and assessment.

Learning Objectives

Candidates will:

  • Integrate foundational theories with sophisticated lesson and curriculum design, exemplary instruction and responsible assessment.
  • Develop an understanding of how to respond to the needs of all learners using differentiation, effective instruction and assessment.
  • Apply an understanding of diversity in learning to classroom instructional practices.
  • Recognize the critical role technology plays in teaching and learning.

 


Program Information

Curriculum

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.

Addressing Diverse Populations in the Classroom

This course prepares teachers to develop instructional strategies and assessments that are appropriate for all learners, while exploring the knowledge, skills and dispositions necessary to meet their learning needs. Investigating the impact of educational policies on diverse learners will be a focus.

Teacher as Practitioner

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

Fundamentals of Learning Theory

Learning facilitators will develop an understanding of cognitive development in K-12 children and adult learners. This course will focus on cognitive functioning, brain research and critical thinking as they relate to research-based, best practices for teaching and learning.

Studies in Literacy and Multiliteracies

Examination of the correlattion of effective literacy instruction. Emphasis on application of current theory and research in literacy and multiliteracies as it applies to P-12 classrooms.

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.

Assessment of Student Learning

This course enables teachers to develop an understanding of how to create, implement and evaluate classroom assessment effectively and efficiently. A variety of assessment tools and types will be explored. Understanding the alignment of assessment to curriculum and teaching practices will be a focus.

Providing Instructional Support

Examining school and teacher practices that enhance student achievement.

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.

 

Capstone Experience

The capstone experience for the master’s degree in teaching and tearning is embedded in the final course, Seminar in Reflective Practice. Candidates will be required to develop and implement a research project based on their interests related to teaching and learning.

Seminar in Reflective Practice

Implementation of an action research, self-study or other practitioner research projects. Data collection and analysis to inform researchers' perspective as it relates to pertinent educational issues. As a result, the research will be presented in a final formal format to serve as the project capstone.

 

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.

Course Description

This course will serve as an introduction to the U.S.-based higher education learning environment. Students will work to understand Concordia University Chicago’s academic conventions, technological systems and communication culture while developing English grammar, reading, writing, speaking and listening skills.

The Seminar in Higher Education is an excellent opportunity for students to further develop critical skills to help them to be successful in their academic program. This 3-credit course is mandatory for international students attending face-to-face classes on the CUC campus. 

Course Objectives

  • Developing knowledge about local and academic culture
  • Building grammar, reading, writing, speaking and listening skills
  • Conducting graduate-level research with the use of electronic and library resources
  • Developing note-taking strategies for coursework
  • Reflecting on the U.S.-based education system

Academic support for work in students’ current coursework will also be provided during or after class. Guest speakers include representatives from the campus library, writing center and technology services.

Student feedback for the Seminar in Higher Education

  • After taking the Seminar, I have the ability to perform more professionally in my assignments.

  • The instructor was very dynamic and a good listener. He gave feedback and made sure all the students understood.

  • The hands-on activities after the lessons helped my learning experience.

  • The professor truly cares for the students. He helps students individually and encourages us to support our peers.


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