Degrees & ProgramsEducationMEd Curriculum and InstructionCurriculum at a Glance

Curriculum: Master of Education in Curriculum and Instruction

August 01, 2020
30

Request More Information from an Enrollment Advisor

Step 1 of 2

Program Overview Academic Calendar Admissions Requirements Careers Curriculum Tuition
MEd Curriculum and Instruction

curriculum icon Curriculum at a Glance

For the Masters in Curriculum and Instruction students will complete core curriculum (15 credit hours) as well as an area of specialization or concentration area (15 credit hours). The concentration area is determined by the candidates’ interest and professional goals. See below for course listings. A customized individual schedule will be available following admission.

Master of Education in Curriculum & Instruction Courses

To learn more about our which courses would be taken for each concentration, review a sample of our curriculum.

 

CI 7002
3 Semester Credits

Curriculum and Instruction: Theories and Trends

This course is part of the CI masters core. The course focuses on how curriculum and curricular activities are developed and impacted by legislative, and socio-political forces. The classwill investigate the interaction of curriculum implementation and models of instruction in respect to student learning as well as how that curriculum is shaped.
Back to Top
CI 7003
3 Semester Credits

Teaching and Learning in Diverse Classrooms

This course is a required course for middle childhood and secondary licensure. This course exposes students to the problems, issues, and experiences of students from under-represented groups based on race, ethnicity, language, socio-economic status, and sexual identity. Students will use their experiences in field placements as starting points for reflection.
Back to Top
IDT 7130
3 Semester Credits

Applications and Issues of Teaching with Technology

This course provides an overview of the increasingly complex array of digital media and technology-based resources available for use in blended and online environments. Students will apply theory to practice to truly redefine lessons to enhance learning through technology. Students will also learn practical skills, ranging from facilitation skills needed to manage a technology-based class to troubleshooting technology problems. The course also explores burning issues surrounding educational technology such as inequalities and accessibility issues, technology distractions, internet safety, and other ethical issues.
Back to Top
CI 7004
3 Semester Credits

The Role of Teachers in a Democratic Society

This class focuses on the historical, political, policy issues that are embedded in the development of classroom teaching and teachers in America. The course explores how teachers recreate social norms or are able to disrupt them leading to change. Participants will be expected to compare and reflect upon their own practices as teachers within our democratic society.

Back to Top
CI 7001
3 Semester Credits

Educational Research for Masters Students

Students will explore the full range of educational research in current practice and develop an understanding of the role and limitations of research for informing educational practice. Students will select a topic of interestto them and conduct a literature review of this topic culminating in a final paper that demonstrates their knowledge of the literature, ability to read and synthesize research, and writeaccording to standard protocols.
Back to Top
CI 7010
1 Semester Credits

Improving Instructional Effectiveness: Clinical Experience

Study of teacher behaviors that influence the academic achievement of students. Participants learn new effective pedagogy and implement one or more of the various strategies into their diverse clinical placements, gather data, and analyze the impact on student learning. This clinical experience can be completed in a student's currentwork setting or in a arranged placement determinedwith their advisors. Students in the medical and advanced teaching master's degree programs must participate in the field experience prior to the completion of their degree.
Back to Top
CI6060
3 Semester Credits

Gifted: Overview of Teaching Children and Youth who are Gifted, Creative or Talented

This course is an introduction to teaching children and youth who are gifted, creative, or talented. This course provides an introduction to the historical foundations and issues related to the schooling, learning and instruction of students identified as having special educational needs. The focus of this course is the foundational knowledge related to problems and characteristics of students identified as gifted, creative or talented.
Back to Top
CI6061
3 Semester Credits

Gifted: Creating Learning Environments for Children and Youth who are Gifted, Creative or Talented

This course addresses the issues of learning environments, classroom management, and classroom climate for students who are gifted, creative, or talented. Participants are also introduced to instructional strategies and materials to support students identified as gifted, creative, or talented.
Back to Top
CI6062
3 Semester Credits

Gifted: Assessment of Children and Youth who are Gifted, Creative or Talented

This course addresses the nature and components ofeffective assessment of learners who are gifted, creative or talented. The candidate will be able to analyze and understand a variety of assessment tools, selecting the appropriate strategy for a designated purpose. In addition, various elements,such as the implications of effective assessment for professional development, and the role of biasand distortion in the assessment process will be discussed. After completing the course, the candidate will also be able to discuss contextual elements, such as cultural, ethnic and linguistic diversity and disposition that influence assessment.
Back to Top
CI6063
3 Semester Credits

Gifted: Collaboration on Behalf of Children and Youth who are Gifted, Creative or Talented

This course addresses issues of collaboration, a cornerstone of effective practice in the educationof students who are gifted, creative, or talented.This course addresses concepts and methods vital to quality collaboration, consultation, and communication. This course addresses the interrelationships among cultural, linguistic, andethnic diversity and giftedness and talent development.The primary purpose of this course, consistent with this mission, is to develop knowledge, understanding, and respect for the needs and requirements of students with diverse learning needs in varied educational settings. Critical to this purpose is an understanding the role of cultural and diversity in identifying children and youth with gifts and talents, as wellas family and cultural issues.
Back to Top
CI6064
6 Semester Credits

Gifted: Practicum

This practicum consists of an approved 75 hour field experience and an online seminar class. The field experience provides candidates an opportunity to practice the skills and demonstratethe appropriate dispositions for meeting the needsof students who are gifted, creative, or talented.Students apply theories and methods in the teaching of gifted, talented, or creative studentsin a classroom setting by engaging in teaching andaction research activities. Teaching is self-evaluated by the student, and reviewed by thementor and university instructor. The seminar willplace emphasis on deriving instructional recommendations from online discussion of readings, self-reflections, and teaching and assessment activities for PK-grade 12 gifted, talented, or creative students conducted as part of their action research project. The methodology of instruction will provide direct opportunities for students to apply constructs learned to their field experience. Participants will also develop, use, and publish lesson plans.
Back to Top
CI6005
3 Semester Credits

Integrating STEM into Practice

This course will provide an interdisciplinary approach to integrating STEM into practice across the disciplines. The course will involve the participation in problem-based and project-based learning activities, mathematics and science inquiries learning tasks, and using technology to gain and display information. Students will practice backwards design to develop their own STEM learning activity. Graduate students will implement their activity in a classroom and monitor student learning outcomes.
Back to Top
CI7010
1 Semester Credits

Improving Instructional Effectiveness: Clinical Experience

Study of teacher behaviors that influence the academic achievement of students. Participants learn new effective pedagogy and implement one or more of the various strategies into their diverse clinical placements, gather data, and analyze the impact on student learning. This clinical experience can be completed in a student's currentwork setting or in a arranged placement determinedwith their advisors. Students in the medical and advanced teaching master's degree programs must participate in the field experience prior to the completion of their degree.
Back to Top
CI7032
3 Semester Credits

Science Learning in Laboratory and Inquiry Settings

This course explores the historical development oflaboratory and active learning experiences in science curriculum and classrooms. Students will explore the research on science learning through the use of demonstrations, lab activities, studentinquiries, and problem-based learning.
Back to Top
CI7090
1-3 Semester Credits

Master's Project: Curriculum and Instruction

This course involves writing a proposal and obtaining a master committee's approval of that project proposal. The course also involves completing research and writing for the final master's project.
Back to Top
CI8002
3 Semester Credits

Attitude Formation and Change in the Classroom

Attitude formation and change theories will be studied relative to generally accepted goals of classroom instruction. Theoretically sound ideas for influencing student attitudes and the value decisions teachers must make when deciding to influence attitudes will be examined. Reactive andunobtrusive measures for assessing student attitudes will be presented. Each participant willbe required to identify a specific attitude related to classroom instruction which she/he would like to change, to review relevant research literature related to the target attitude, to formulate theoretically sound strategies and activities for bringing about the desired attitudechange, and to develop a suitable means for assessing changes in attitudes that result when the attitude change program is used in her/his setting. The focus of the course is on developing ideas that are pertinent to educational settings, but the examples and applications of attitude formation and change ideas will be suitable for other fields as well.
Back to Top
CI7040
3 Semester Credits

Mathematics as Problem Solving

This course is appropriate for students who teach mathematics, science or interdisciplinary course work in a variety of school settings and grade levels, K-12. Specific strategies and general heuristics are discussed.
Back to Top
CI7042
3 Semester Credits

Math as an Interdisciplinary Topic

This course will teach activities to help illustrate the connection between mathematics and other subject areas including music, art, social studies, science, and literacy.
Back to Top
FAQs
  • Will my degree say UC Online?

    No. your degree will be conferred by the University of Cincinnati, which will also be reflected on your transcripts and degree.

  • Can I complete the program part-time?

    Programs can be completed full-time or part-time. Many programs are set up to be part-time, with most containing fewer than 10 credit hours in any given semester. We know you have a lot going on, so want to make sure that school can fit into your schedule. Note: There are some exceptions.

  • How long do your Nursing programs take to complete?

    Each Master of Science in Nursing (MSN) program can be done in as little as two years. There are additional options available for several programs that allow students to take these programs at a slower pace. Although these options extend the length of the selected program, they often make it a more feasible option for the student.

    The Post-Master’s Psychiatric Mental Health Nurse Practitioner program is a part-time program built to be completed in four semesters, or one year and four months. The Post-Master’s Family Nurse Practitioner program has no set time frame due to the extremely customizable nature of the curriculum.

View Additional FAQs
Related Articles
Is a Master’s in Curriculum and Instruction Worth It? 10 Study Tips for Succeeding in Online College Classes 6 Hidden Benefits To Earning Your Degree Online

Ready to get started?

The University of Cincinnati is one of the first institutions to offer online courses. Innovation in education is at the forefront of what we do. We have expanded the convenience and quality of our online learning to online degree programs. Today, we offer nearly 100 degrees from undergraduate to doctoral programs.

Connect with an Advisor

Family Nurse Practitioner