Curriculum and Instruction (M.Ed.)
Master of Education. Major in Curriculum and Instruction.
Students completing a master’s degree in curriculum and instruction must satisfy a minimum of 30 credit hours. Programs of study are customized for each student, and usually include the following EDCI core courses1 (15 credit hours), and must include the required variable credit non-thesis master’s research project:
| Code | Title | Hours |
|---|---|---|
| EDCI 511 | Planning and Administering the Curriculum | 3 |
| EDCI 513 | History of Educational Thought | 3 |
| EDCI 524 | Models of Teaching | 3 |
| EDCI 570 | Introduction to Research in Curriculum and Instruction | 3 |
| EDCI 572 | Measurement and Evaluation | 3 |
| EDCI 599 | Non-thesis Master's Research | 2-5 |
| Total Hours | 17-20 | |
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The core courses are offered at least once during the spring or fall semester. All core courses are offered in the summer.
Career and Technical Education Emphasis
General M.Ed. requirements apply. A career and technical education emphasis is available by completing the following requirements:
| Code | Title | Hours |
|---|---|---|
| CTE 430 | Leadership and Student Organizations | 2 |
| CTE 431 | Supervising CTE Career and Technical Student Organizations | 1-3 |
| CTE 464 | Career Guidance and Transitioning to Work | 3 |
| CTE 551 | Principles and Philosophy of Career and Technical Education | 3 |
| Select one of the following: | 3 | |
| Adult Learners: Foundations and Characteristics | ||
| Adult and Transformational Learning | ||
| Strategies for Facilitating Adult Learning | ||
| Diverse Populations and Individual Differences | ||
| Total Hours | 12-14 | |
Note: There are additional requirements for obtaining a CTE teaching credential at the secondary and post-secondary levels in the state of Idaho. See a CTE advisor for details.
Teacher Certification Emphasis
An emphasis leading to secondary teacher certification is available following demonstration of mastery of a secondary school content area and the following:
| Code | Title | Hours |
|---|---|---|
| EDSP 300 | Educating for Exceptionalities | 3 |
| EDCI 401 | Internship Seminar | 1 |
| EDCI 511 | Planning and Administering the Curriculum | 3 |
| EDCI 513 | History of Educational Thought | 3 |
| EDCI 524 | Models of Teaching | 3 |
| EDCI 563 | Literacy Methods for Content Learning | 3 |
| EDCI 570 | Introduction to Research in Curriculum and Instruction | 3 |
| EDCI 572 | Measurement and Evaluation | 3 |
| EDCI 598 | Internship | 1-16 |
| Content-Specific Methods Course | 3 | |
| Content-Specific Methods Practicum | 1 | |
| Total Hours | 27-42 | |
Note: There are additional requirements for obtaining a CTE teaching credential at the secondary and post-secondary levels in the state of Idaho. See a CTE advisor for details.
- Graduates will demonstrate understanding of the philosophical, historical, social, political and cultural foundations of organizations.
- Graduates will demonstrate how to develop curriculum that is relevant, engaging, challenging, and integrative for the learner. They will know how to select, adapt, and reflect on theories and engage in reflective practices in light of curriculum standards, theories, models, and learners.
- Graduates will apply the principles of instruction and know a wide variety of teaching strategies and learning theories. They will incorporate relevant technologies while teaching core concepts, skills of inquiry, problem posing/solving, collaboration, and communication to facilitate student learning.
- Graduates will use and interpret multiple types of assessments for monitoring, evaluating, and responding to student learning; they will understand, use, and critique formal, informal, and performance assessment techniques, including local, state, and national assessment systems to improve student learning.
- Graduates will, as critical consumers of educational research, use educational research to inform practice. They will demonstrate the skills to conduct classroom research and, as producers of educational research, will demonstrate their abilities to collect and analyze data, and to formally share their research findings.
- Graduates will demonstrate their knowledge of human diversity as a valued component of educational systems and will effectively engage with and structure learning experiences for diverse populations of students, parents, and colleagues.
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Graduates will demonstrate their knowledge of the content that they teach. This goal may also be met through either previous coursework or experience or through content coursework included in the degree.
Career and Technical Education Emphasis
- Graduates will demonstrate their understanding of the philosophical, historical, social, political, and cultural foundations of organizations.
- Graduates will demonstrate how to develop curriculum that is relevant, engaging, challenging, and integrative for the learner. They will know how to select, adapt, and reflect on theories and engage in reflective practices in light of curriculum standards, theories, models, and learners.
- Graduates will apply the principles of instruction and know a wide variety of teaching strategies and learning theories. They will incorporate relevant technologies while teaching core concepts, skills of inquiry, problem posing/solving, collaboration, and communication to facilitate student learning.
- Graduates will, as critical consumers of educational research, use educational research to inform practice. Graduates will also demonstrate the skills to conduct classroom research.
- Graduates will use and interpret multiple types of assessments for monitoring, evaluating, and responding to student learning; they will understand, use, and critique formal, informal, and performance assessment techniques, including local, state, and national assessment systems to improve student learning.
Teacher Certification Emphasis
- Graduates will demonstrate their understanding of the philosophical, historical, social, political, and cultural foundations of organizations.
- Graduates will demonstrate how to develop curriculum that is relevant, engaging, challenging, and integrative for the learner. They will know how to select, adapt, and reflect on theories and engage in reflective practices in light of curriculum standards, theories, models, and learners.
- Graduates will apply the principles of instruction and know a wide variety of teaching strategies and learning theories. They will incorporate relevant technologies while teaching core concepts, skills of inquiry, problem posing/solving, collaboration, and communication to facilitate student learning.
- Graduates will use and interpret multiple types of assessments for monitoring, evaluating, and responding to student learning; they will understand, use, and critique formal, informal, and performance assessment techniques, including local, state, and national assessment systems to improve student learning.
- Graduates will, as critical consumers of educational research, use educational research to inform practice. They will demonstrate the skills to conduct classroom research and, as producers of educational research, will demonstrate their abilities to collect and analyze data and to formally share their research findings.
- Graduates will understand human diversity as a valued component of educational systems; understand how to appropriately engage with diverse populations; effectively structure learning experiences with diverse populations; and effectively engage with diverse populations of students, parents, and colleagues.
- Graduates will demonstrate their knowledge of the content that they teach. This goal may also be met through either previous coursework or experience or through content coursework included in the degree.