Master's in Curriculum and Instruction: Course Descriptions

EDGCI 513 Educational Research, Design, and Development (3 Credits)
This course initiates the graduate study research requirement. Course content differentiates the foundational assumptions, elements, methods and designs of educational research through both qualitative and quantitative paradigms. A statement of original research inquiry, a literature review, and a plan for investigating a research problem are developed.

EDGCI 521 Principles of Curriculum and Instructional Methods (3 Credits)
The goal of this course is to provide a forum for educators to examine their beliefs, ideas and practices about curriculum and instruction. Much of the course will involve comparing the beliefs, ideas and practices of professional educators and instructional theorists related to the following fundamental questions of schooling: 1) How do children learn? 2) How should we teach? 3) What knowledge is of most worth? 4) How should subject matter be organized? 5) How should we assess what children know and understand?

EDGCI 522 Curriculum Integration of Educational Technology (3 Credits)
This course is designed to introduce practical and theoretical integration of technology into the P-12 curriculum, with an emphasis on content-appropriate planning, teaching, assessment and management strategies, evaluation of educational technology tools, and the design of technology-enhanced environments for new teaching and learning roles.

EDGCI 523 Movements in Education (3 Credits)
The goal of this course is to examine the beliefs, idea and practices of the major educational movements and how these movements continue to influence contemporary practices in curriculum and instruction. The course will also evaluate the influence of political, social and economic forces on major movements in education and the response of "critical pedagogues" to contemporary trends in schooling.

EDGCI 524 Advanced Human Growth and Development (3 Credits)
An examination of the interaction among biological, psychological, social, and cultural factors that influence human development and learning over the life span. The implications of developmental differences across the lifespan for educators are discussed.

EDGCI 525 Anthropology and Sociology of Education (3 Credits)
The anthropological approach to the study of schools; how an anthropological framework can provide insight into the nature of education and classroom interaction in cultural, economic, political, religious and social contexts. In addition, this course will examine the sociological foundations of the development of education. Special consideration will be given to schools as communities of learners. This course examines theory and research in educational anthropology and sociology.

EDGCI 526 Literacy Issues for Curriculum Leaders (3 Credits)
This course provides an overview of the contemporary issues related to literacy instruction in K-12 settings. Topics examined include theory into practice, literacy learning for culturally and linguistically diverse populations, supporting use of paraprofessionals, professional developments, research-based strategies, and literacy assessment.

EDGCI 527 Assessment of Instruction and Learning (3 Credits)
This course is designed to address the assessment and evaluation of student progress toward meeting targeted standards, learning objectives, and competencies. The development of interpretive skills across learning objectives will be stressed. Topics addressed include: standards-based assessment, standardized tests and interpreting their results, performance assessment, portfolio assessment, self-evaluation, and dissemination of assessment results.

EDGCI 528 Curriculum Development and Instructional Design (3 Credits)
The focus of this course is on the effective development of curriculum and design of instruction for curriculum leaders. Participants will explore various tools to enhance student understanding and achievement as well as designs for effective curricula and assessments to achieve those ends. Topics will include, but are not limited to: backward design, curriculum mapping, effective assessment design, models of teaching and research-based instructional strategies.

EDGCI 529 Leadership, Collaboration, and Change (3 Credits)
This course is a continuation of EDUG 528: Curriculum Development and Instructional Design, and extends the study of curriculum development and instructional design into the theoretical application of pedagogical practices and skills necessary for working effectively as curricular leaders responsive to local, state, and national initiatives and current issues in education. Candidates are introduced to various theoretical constructs related to teacher leadership and, within this process, explore personal leadership attributes designed to initiate professional, collaborative agency in developing comprehensive support systems for the continuous improvement of teaching and learning. Of particular relevance is effective problem-solving in response to the various social, political, and economic factors influencing pedagogy in a variety of educational settings. To accomplish this goal, candidates learn to identify relevant issues related to problems encountered and practice skills in collecting, analyzing, interpreting and reporting data to make informed pedagogical decisions.

EDGCI 530 Graduate Seminar: Integrating Curricular Theory into Practice (3 Credits)
Integration of the theories of curriculum and instruction, learning, growth and development, the implementation of technology and research, and the application of assessment into the practice of developing and delivering an effective curriculum for K-12 classroom, college and other educational arena.