The University of Massachusetts Lowell is pleased to offer its Master's Degree in Curriculum and Instruction entirely online. Offered through the University's Graduate School of Education, the program is designed for experienced teachers interested in broadening their professional knowledge and expanding the contributions they make to education.
This is a ten-course, thirty-credit degree program culminating in a capstone project. All courses are taught online. Candidates should hold a teaching license in their state. In-state candidates must hold a Massachusetts initial license. All candidates should be working as a classroom teacher or have permission to work with a classroom teacher.
Note: This is a non-licensure program.
Candidates wishing to have the Science Education Option on their transcripts must include 6 courses (18 credits) of science education and/or science content course work in their program
UMass Lowell is pleased to announce that it is offering a new option for the Master's Degree in Curriculum & Instruction: The Autism Studies Option.
Total courses required: 10
Core Courses ( 4 courses; 12 credits)
01.630 Educating Diverse Populations
04.635 Dynamics of Curricular Change - Available Fall 2013! 04.637 History & Theory of Curriculum
04.638 Curriculum Design K-12 - Available Fall 2013!
Specialization (5 courses; 15 credits)
03.651 Technology and Learning Environment - Available Fall 2013! 04.644 Models of Teaching
04.624 Assessment In Science
04.643 The Skillful Teacher - Available Fall 2013! xx.xxx One other instruction-related course with permission of program advisor.
*Candidates wishing to pursue the Science Education option should select at least 6 courses from those marked with an asterisk.
Note: Science content courses from UMass Amherst may be transferred into the degree with permission of advisor
Capstone Project - 3 credits
04.650 Action Research Capstone - Available Fall 2013!This course is taken as the culminating course in the program and is offered only in Fall and Spring terms.
Diversity Issues for School Leaders is designed to prepare experienced educators to provide effective leadership in a diverse community. Drawing from the Graduate School of Education's conceptual framework of Education for Transformation, students will be expected to: examine their own cultural heritage and experiences; gain increased understanding of equity issues concerning race, language, gender, sexual orientation, and special education needs; develop new insights for culturally responsive pedagogy; assess alternative strategies for facing illustrative conflicts in culturally diverse school settings; and consider how to ameliorate the pervasive impact of poverty on children in today's schools. 3 credits.
This Institute introduces 21st Century web-based technology that is used in educational settings, evaluates the validity of these applications and explores the concept of new literacies. Students will research, discuss, analyze and examine these technologies along with the practices that have sprouted up around and because of them. We will also interrogate the way that these technologies and their requisite literacies have changed, are changing and will change the nature of institutional instruction. In addition, we will investigate the policy ramifications that arise from the existence of these technologies and the literacies that they require. In short, we are going to study NT&L (new technologies and literacies) by using them, reading about them, writing about them and then synthesizing our new knowledge of them into a web 2.0 multimedia research project. This is a blended course, taught on campus and online. It is suitable for students at the Masters, CAGS, or Doctoral level. 3 credits.
Students examines various approaches to the formative and summative assessment of learning. This course examines the importance of assessment in planning curricula and individual lessons. 3 credits.
This course considers alternative perspectives of curriculum and explores issues and strategies involved in the process of changing the curricular visions and practices of schools. 3 credits.
This course examines the historical development of American curriculum from the colonial period to the present, with a focus on theories that shaped what was taught in schools, and how those theories reflected social, cultural and political values and conflicts. Particular attention will be paid to curriculum theories that have shaped contemporary curriculum, and to examination of programs that reflect those theories. 3 credits.
A review of state mandates which, by law, shape the curriculum of the school. Examination of new curricula and their sources, as well as the development of a rationale for curriculum design and an evaluation of the personnel and techniques by which these curricula can be developed. 3 credits.
This course is designed to help teachers and educational leaders view teaching from a reflective stance. Video material of teaching situations will be examined for the application of skills discussed in the course. 3 credits.
Examination of mastery of alternative models of teaching: identification and evaluation of teaching tactics and strategies. 3 credits.
Students will have the opportunity to develop a teacher work sample consisting of work in six major areas: (1) contextual factors, (2) learning goals, (3) assessment plan, (4) design for instruction, (5) analysis of student learning, and (6) reflection. 3 credits.
Please note: Graduate students will be assessed a "First Year Student Services Fee" upon matriculation into a graduate degree or certificate program
Financial aid is available for students who qualify. Financial aid consists of grants, scholarships, loans, student employment, waivers, reimbursement programs, and other financial arrangements. Students must be matriculated in an eligible degree or certificate program and be enrolled in courses required for that program.
UMass Lowell's Graduate School of Education is accredited by the National Council for Accreditation of Teacher Education (NCATE), a national accrediting body for schools, colleges, and departments of education authorized by the U.S. Department of Education.
