First course for the Master's degree in Curriculum & 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.

Not Repeatable for Credit

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.

Repeatable for Credit: 99 credits and 99 completions

This seminar will introduce students to the field of curriculum studies. Students will investigate the history of this academic field of study, become familiar with the structures that support the on-going discourses in the field, and explore a variety of conversations currently taking place among curriculum study scholars.

Not Repeatable for Credit

Provides doctoral students an opportunity to work closely with faculty in pursuing an individual research project early in their program.

Repeatable for Credit: 3 credits and 4 completions

Small-group or individual problem-oriented experiences in curriculum and instruction research, develop­ment, and evaluation.

Repeatable for Credit: 3 credits and 4 completions

Educational implications of pervasive moral and ethical disagreements in democratic societies.

Not Repeatable for Credit

Independent study of a selected topic under the guidance of a faculty member.

Repeatable for Credit: 99 credits and 99 completions

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) enable participants to become leaders of multicultural/global education in their area of expertise.

Not Repeatable for Credit

Critical analysis of selected contemporary curriculum and instructional discourses. Particular attention is given to theorizing during the last 25 years.

Repeatable for Credit: 99 credits and 99 completions

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.

Not Repeatable for Credit

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.

Repeatable for Credit: 99 credits and 99 completions

Emphasis on pedagogical methods and student learning styles in higher education, applied to one's current or future course development and instruction. Topics will focus on application of teaching and field supervision methods in the context of literature review, observation, reflection, class discourse, and continual professional development.

Not Repeatable for Credit

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.

Repeatable for Credit: 99 credits and 99 completions

This course provides an overview of teach 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.

Not Repeatable for Credit

This course focuses on program components and societal factors that affect the occupational socialization of pre-service teachers. It examines different orientations to occupational socialization, research on how teacher education program components influence pre-service teachers, and the societal forces that affect their socialization.

Not Repeatable for Credit

Intended for advanced graduate students in curriculum and instruction; emphasizes analysis and appraisal of curriculum and reform efforts in terms of persistent, critical issues in education. Opportunities are provided to study trends and issues with reference to various specialties of students enrolled.

Repeatable for Credit: 99 credits and 99 completions

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.

Repeatable for Credit: 99 credits and 99 completions

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.

Repeatable for Credit: 99 credits and 99 completions

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.

Repeatable for Credit: 99 credits and 99 completions

Study of curriculum improvement through the interrelationships among and coordination of all personnel, departments, levels, resources, and agencies involved in the schools; emphasis on creative supervision through teamwork, evaluation and research.

Not Repeatable for Credit

Explores fundamental dimensions of curriculum theory, such as: the social construction of knowledge, curriculum as cultural mindset, political reality, and scholarly discourse. Examines varied ideological orientations to curriculum studies. Introduces basic concepts of curriculum design and provides opportunities for curriculum development.

Not Repeatable for Credit

Not Repeatable for Credit

Exploration of historical foundations, ideological views, and current issues in social studies. Focus on ongoing debates about aims and purposes of social studies. Consideration of trends in and approaches to social studies curriculum and instruction in elementary and secondary schools.

Not Repeatable for Credit

Critical analysis of selected contemporary curriculum and instructional discourses. Particular attention is given to theorizing during the last twenty-five years.

Not Repeatable for Credit