Curriculum Studies Courses

  • EDUC-J 500 Instruction in the Context of Curriculum (3 cr.) First course for the master's degree in curriculum and instruction. Extends concepts introduced in undergraduate teacher preparation. Topics include conceptions and definitions of curriculum and instruction and their impact on social contexts, learning theories, and schooling practices. Elementary and secondary contexts are studied.
  • EDUC-J 511 Methods of Individualizing Instruction (3 cr.) Students will critically examine several approaches to individualizing instruction. Emphasis is on developing strategies for determining characteristics of the learner and on creating a variety of classroom strategies designed to individualize learning (K-12). Course project is development of classroom instructional materials, in-service program design or proposal for research.
  • EDUC-J 538 M.S. Practicum/Internship (1-6 cr.) Supervised practice in a school or other approved agency. Includes performance in such roles as curriculum development, program evaluation, action research, staff training and development, consultation, or program development. A comprehensive report involving a systematic analysis of the practicum activity must be completed.
  • EDUC-J 602 Introduction to Curriculum Studies (1-3 cr.) P: Admission to doctoral program or consent of instructor. This seminar will introduce students to the field of curriculum studies. Students will investigate its history, become familiar with the structures that support ongoing discourses, and explore a variety of conversations currently taking place among curriculum study scholars. S/F grading.
  • EDUC-J 605 Independent Research Experience in Curriculum and Instruction (3 cr.) P: Y520 or equivalent.  Provides doctoral students an opportunity to work closely with faculty in pursuing an individual research project early in their program.
  • EDUC-J 610 Staff Development Issues and Principles (3 cr.) P: Y 520 or equivalent Examines staff development issues and practices in elementary and secondary schools, especially as they relate to improvements in curriculum and instruction. Included is a discussion of needs assessment of teachers, goals for staff development programs, models and strategies, obstacles to implementation, and the evaluation of such programs.
  • EDUC-J 620 Leadership Models and Strategies (3 cr.) P: Doctoral or specialist candidate standing or permission of instructor. Includes a comprehen­sive study of the theory base for leadership, an analysis of leadership processes, an exploration of individual assets and liabilities of leaders, and an examination of leadership in groups.
  • EDUC-J 630 Curriculum Theory and Practice (3 cr.) P: J500 or doctoral student status, or consent of instructor. Explores fundamental dimensions of curriculum theory, such as the social construc­tion of knowledge, curriculum as cultural mind set, political reality, and scholarly discourse. Examines varied ideological orientations to curriculum studies. Introduces basic concepts of curriculum design and provides opportun­ities for curriculum development.
  • EDUC-J 636 Educational Futures/Curriculum (3 cr.) Investigates the concept of "futures research" and the significance of the future for education. Topics include major problems of the future, probable developments with a bearing on curriculum, curriculum designs and models for the future, and related innovation techniques.
  • EDUC-J 637 Curriculum Development Process (3 cr.) The analysis and appraisal of goals and procedures used in creating, evaluating, and improving curricula. Critical consideration of theories, practices, and products of curriculum development.
  • EDUC-J 638 Curriculum/Instruction Practicum (3 cr.) P: Major or cognate field in curriculum or permission of instructor. Small-group or individual problem-oriented experiences in curriculum and instruction research, develop­ment, and evaluation. May be repeated once.
  • EDUC-J 650 Independent Study in Curriculum (1-3 cr.) Independent study of a selected topic under the guidance of a faculty member.
  • EDUC-J 655 Seminar in Multicultural and Global Education (1-3 cr.) P: Instructor approval. Offers students the opportunity to (1) examine major concepts, theoretical frameworks and educational responses associated with multicultural/global education; (2) heighten cross-cultural awareness; (3) explore possibilities of integrating multicultural/global education into a unified approach for curriculum development and research; (4) become leaders of multicultural/global education in their area of expertise.
  • EDUC-J 660 Seminar in the Evaluation of School Programs (3 cr.) P: Y520, Y535, or consent of the instructor. Explores the theoretical principles and field practices involved in the evaluation of educational programs. Students will conduct a program evaluation during the semester. Course may have a topical focus in a given semester.
  • EDUC-J 661 Materials nad Methods in Teacher Education (3 cr.) Concentrates on examining and critiquing various materials and methods currently being developed and used in teacher education. A major emphasis placed on developing and testing original materialsfor microteaching, simulation, and gaming, as well as concept and skill acquisition. Proposals for teacher training programs will also be developed.
  • EDUC-J 664 Seminar: Contemporary Curriculum Discourses (3 cr.) P: Admission to doctoral program. Critical analysis of selected contemporary curriculum and instructional discourses. Particular attention is given to theorizing during the last 25 years.
  • EDUC-J 670 History of Curriculum Thought in the United States (3 cr.) Examines the history of competing movements in American curricu­lum thinking and the individuals who created them, with attention to the cultural and institutional context within which they worked. Emphasis is placed on primary source readings and the position of curriculum thinking within an evolving national educational system.
  • EDUC-J 690 Internship in Curriculum (2-5 cr.) For persons about to enter positions as school administrators in charge of curriculum, curri­culum supervisors, directors, or coordinators. Provides direct and supervised experience in the field.
  • EDUC-J 700 Teaching in the Teacher Education (1 cr.) P: Holding an associate instructorship or an internship in teacher education. Emphasizes a problems approach to teacher education and the context of one's own teaching. Discusses topics of current interest and how one might act at a personal and organizational level. May be repeated for a maximum of 3 credit hours. S/F grading.
  • EDUC-J 705 Seminar: Inquiry in Curriculum and Instruction (1 cr.) P: Completion of 57 graduate credit hours or permission from the instructor. Intended for students at a stage in their doctoral programs that requires them to begin conceptualizing their own doctoral dissertation research. Emphasis will be on analyzing and synthesizing a body of research in one or more of the specialized fields of study within curriculum and instruction. S/F grading.
  • EDUC-J 710 Paradigms and Programs in Teacher Education (3 cr.) This course provides an overview of teacher education paradigms, their underlying ideologies, and their historical and current manifestations. It will also analyze models of teaching and how they relate to alternative paradigms of teacher education.
  • EDUC-J 720 Inquiries into Preservice Teacher Socialization (3 cr.) This course focuses on program components and societal factors that affect the occupational socialization of preservice teachers. It examines different orientations to occupational socialization, research on how teacher education program components influence preservice teachers, and the societal forces that affect their socialization.
  • EDUC-J 762 Topical Seminar in Curriculum and Instruction Issues: variable title (3 cr.) Intensive study and discussion of current topics selected from the general area of curriculum and instruction. Areas might include teacher preparation, international perspectives, educational computing, or program assessment. Opportunities provided for participant inquiry from the specialized perspective of students enrolled. May be repeated for up to 6 credit hours.
  • EDUC-J 762 Topical Seminar in Curriculum and Instruction Issues: variable title (3 cr.) Intensive study and discussion of current topics selected from the general area of curriculum and instruction. Areas might include teacher preparation, international perspectives, educational computing, or program assessment. Opportunities provided for participant inquiry from the specialized perspective of students enrolled. May be repeated for up to 6 credit hours.
  • EDUC-J 795 Dissertation Proposal Preparation (1-3 cr.) P: J705. C: J705. This course is for the development of a dissertation proposal in curriculum and instruction. Students must have the consent of a dissertation director or prospective director to enroll. Students should be finished or nearly finished with program course work.
  • EDUC-J 799 Doctoral Thesis in Curriculum and Instruction (1-12 cr.) Credit may be earned over a period of several semesters. The thesis may be an organized scientific contribution or a comprehensive analysis of theory and practice in a specific area.

Academic Bulletins

PDF Version

Click here for the PDF version.

Contact Us

Contact information for:

Additional program information can be found at the Office of Graduate Studies.