Master of Education in Curriculum and Instruction
Department of Learning and Teaching
Please note that the MEd in Curriculum and Instruction is now only accepting new students for the online program (for experienced teachers) or for the Master's Credential Cohort: Elementary or Master's Credential Cohort: Secondary (for aspiring teachers).
Students in the MEd in Curriculum and Instruction are often working teachers returning to graduate school part-time after at least 3 years of teaching experience. Our students also include trainers, curriculum specialists and educators from non-school settings.
Outcome 1: Candidates demonstrate specialized field knowledge asthey integrate knowledge and technology across content areas and use differing perspectives to engage all learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. (InTASC Standards 4 and 5).
Outcome 2: Candidates apply theories of learning, instruction, and motivation relating to the cognitive, linguistic, social, emotional, physical, and moral development of all learners; evidenced by developmentally appropriate and challenging learning experiences implemented in an inclusive learning environment. (InTASC Standards 1 & 2).
Outcome 3: Candidates incorporate assessment and technology in their planning and instructional strategies as a means of obtaining continual feedback used to improve student learning, classroom management strategies, and pedagogical approaches. (InTASC Standards 6, 7 & 8).
Outcome 4: Candidates utilize and generate meaningful research on pedagogical practices, student learning, and educational issues and policies to actively investigate and consider new ideas that will improve teaching and learning and advance the profession. (InTASC Standards 9 & 10).
Outcome 5: Candidates explore effective approachesfor creating inclusive learning environmentsthat are welcoming and accepting of diverse learners and students with learning differences who, because of gender, language, cultural background, differing ability levels, disabilities, learning approaches, and/orsocioeconomic status may have academic needs that require varied instructional strategies to ensure their learning. (InTASC Standards 2, 3 & 10).
Outcome 6: Candidates engage in critical reflection on how their own frames of reference and potential biases impact expectations for and relationships with learners and their families.
Graduates of this program go on to teach in K-12 public and private schools or may work as educators or trainers in museums, nonprofits, education centers or other settings.
"My experience at SOLES gave me foundation I needed to be successful in the 'real world' of teaching. I owe a debt of gratitude to the SOLES faculty -- my team of mentors -- for shaping how I teach, what I teach, and the way in which I participate in the professional community. The Learning and Teaching program at SOLES is a balanced one that made me feel both grounded in critical theory, and supported in bringing those theories into the classroom through my practicum and student teaching experiences.
I loved the opportunity to learn about the principles behind how we design curriculum, and the ways in which we can re-invent the 21st Century classroom to meet the needs of all of our students. But even more than that, I valued the opportunity to engage in an ongoing dialogue with professors and students alike to help process what worked and what didn't, to test out models in the classroom, and bring the results back to campus. Perhaps the best part of my experience at SOLES is that is isn't over. Five years after graduating, I still regularly connect with the faculty at the University to challenge and energize my teaching."
- Diana Combs Neebe '08
"The opportunities to work closely with faculty and innovate were particularly valuable to me. Accompanying Dr. Spencer to Ghana in order to conduct research was truly a life-changing experience. The lens this type of original research provided me will change my practice as an educator forever."
- Jennifer Edstrom '12