Curriculum and Instruction | Southwestern College Professional Studies

Bachelor and Master Degrees from Southwestern College - Professional Studies

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Curriculum and Instruction

Master of Education Curriculum & Instruction

Program Description

Southwestern College offers degree programs to advance careers within the field of education and training. The Curriculum & Instruction Masters Degree has two foci: First, it helps the professional educator develop needed skills to continue to refine the craft of teaching in a rapidly changing and evolving field of education. Second, it helps school districts and other training providers to build needed leadership capacities within their organizations. Course projects are designed to apply knowledge to issues within the organizations graduate students currently serve. Core courses are offered in on-ground and online formats. Emphasis areas are offered in an online format with occasional face-to-face opportunities to meet other educators working within the degree program.

The Master’s in Curriculum and Instruction program at Southwestern College includes courses for P-12 grade teachers and other professionals seeking to enhance their knowledge and skills in curriculum, teaching, and assessment. It is organized through a four-dimensional approach designed to prepare educators for the 21st century. The program is grounded in the National Board for Professional Teaching Standards’ (NBPTS) five core propositions, which suggest that teachers are committed to students and their learning, know the subjects they teach and how to teach those subjects to students, are responsible for managing and monitoring student learning, think systematically about their practice and learn from experience, and are members of learning communities.

Admission Process

  1. Complete graduate application forms
  2. Provide current resume
  3. Submit two professional letters of recommendation (at least one from a current or former employer)
  4. Turn in one-page personal essay
  5. Submit unofficial transcript from a bachelor’s degree-granting institution. Official transcripts must be received within 8 weeks following the start of class.

In the Professional Core (Select 5)

EDUC501: Current Educational Trends

Analysis of issues and trends in terms of their applications to current educational structures and implications for educators and their professional development.

EDUC518: Educational Practice and Innovation

Develops an understanding of the context and nature of educational practice and innovation in schools and classrooms; identifies different forms of innovation in learning and teaching and enables teachers to take a critical approach to integrating innovative practices; enables informed judgments and critical thinking in the context of educational practice.

EDUC530: Curriculum Development

Focus of the course is on the development and implementation of performance‐based learning activities throughout the curriculum.

EDUC542: Instructional Design

Students will cover typical instructional design models and learning theories. Students will complete an entire instructional design unit including curriculum, instruction, and assessment of student learning.

EDUC549: Race, Class and Power in Schools

Students will explore theoretical frameworks for understanding cultural difference as it impacts teaching and learning in the classroom. They will examine ways to provide equity in education for all students.

Choose an Area of Emphasis

Generalist:

EDUC520: Instruction and English Language Learners

Students will investigate different educational models for language minority learners, and the instructional methods that work for ELL students.

EDUC540: Creating Community in the Classroom

Students will discuss topics such as the structure and management of the classroom. The curriculum includes: interdependence, cooperation, trust, responsibility, and active participation. Teaching strategies include techniques, and activities that emphasize decision‐making, critical thinking, cooperation, responsibility, and empowerment.

EDUC560: Investigating Student Work

Students will investigate ways in which the things students make in and for school can be studied as evidence of teaching and learning.

EDUC615: Reading Assessment and Intervention

The course develops an overview of the varied pathways of reading development and prepares learners to analyze reading achievement as well as administer and interpret diagnostic measures of reading. Through case studies, learners will use progress‐monitoring data processes to analyze specific instructional strategies and interventions.

ESOL:

EDUC520: Instruction and English Language Learners

Students will investigate different educational models for language minority learners, and the instructional methods that work for ELL students.

EDUC560: Investigating Student Work

Students will investigate ways in which the things students make in and for school can be studied as evidence of teaching and learning.

EDUC550: Introduction to Language and Linguistics

This is an introductory course in language and linguistics, which explores the nature, structure and diversity of language, emphasizing the phonological, syntactic and semantic patterns of English. Prospective teachers will explore the principles of linguistic systems and major theorists and schools of linguistic thought in anticipation of working with communities of nonnative English‐speakers. This course is designed as one in a series of three courses to enable the learner to successfully pass the ESOL praxis.

EDUC590: Teaching English as a Second Language and Assessing Language Competency

This course provides the foundation for second language instruction by examining a broad range of methodologies to provide academic experiences for English Language Learners. (SIOP model included.) Application of these “best practice” concepts will be used to plan, implement, and evaluate instruction for ESOL students. An opportunity to volunteer with ESOL students for 8 hours during the course will be included.

Early Childhood Education

EDUC525: Collaboration with Families and Communities

This course develops an understanding and valuing process relative to the importance and complexity of characteristics of young children’s families and communities through respectful, reciprocal relationships, and involve families and communities in their children’s development and learning.

EDUC614: Advanced Theory & Practice for Early Childhood Education

This course will provide knowledge and understanding and use effective approaches, strategies, and tools for early education. They integrate their understanding of and relationships with children and families to effectively design a positive learning experience for all young children.

EDUC618: Classroom Management & Organization - Early Childhood Setting

This course will provide knowledge and understanding regarding the importance, central concepts, inquiry tools, and structures of content area or academic disciplines; candidates will use their own knowledge and other resources to design, implement and evaluate meaningful, challenging curriculum to promote positive outcomes.

EDUC622: Teaching Methods & Practice in Early Childhood Education

This course develops professional teaching skills for the early childhood instruction and assessment. Credit 3 hours.

Special Education (Toward Additional Licensure*)

EDUC514: Introduction to Special Education: Individual Educational Plan Development*

Course will provide training in the procedures for developing high quality individual education plans for students with disabilities, based on state curriculum standards and meeting all of the requirements of state and federal special education laws and regulations. This course can be taken in conjunction with EDUC524.

EDUC523: Instructional Strategies: Learning Difficulties*

The purpose of this course is to study the theories, content, methods, and materials for delivery of instruction to students with academic problems, to utilize evaluation procedures to deliver individualized instruction to students, to modify curriculum materials, and to develop instructional materials for use with students with academic difficulties.

EDUC524: Introduction to Special Education*

Designed to provide an overview of the fields of behavior disorders, learning disabilities, and mental retardation for present and future teachers, school psychologists, administrators, counselors, and other professionals preparing to work with students with mild disabilities. Emphasis on causes, identification, classification, characteristics, and recent trends and issues.

EDUC558 (K-6) or ECUC 559 (6-12): Initial Practicum in Adaptive Special Education*

This is a field‐based course relating theory to application. Students will be placed in settings where they will obtain experiences working with students with mild disabilities.

(Candidates not seeking additional licensure may substitute one or more of the following for above courses)

EDUC615: Reading Assessment & Intervention

The course develops an overview of the varied pathways of reading development and prepares learners to analyze reading achievement as well as administer and interpret diagnostic measures of reading. Through case studies, learners will use progress‐monitoring data processes to analyze specific instructional strategies and interventions.

EDUC522: Instruction Strategies: Behavior Difficulties

The purpose of this course is to study the theories, content, methods, and materials for delivery of instruction to students with behavior disorders, to utilize evaluation procedures to deliver individualized instruction to students, to modify curriculum materials, and to develop instructional materials for use with students with behavioral disorders.

EDUC525: Collaboration with Professionals

This course develops an understanding and valuing process relative to the importance and complexity of characteristics of young children’s families and communities through respectful, reciprocal relationships, and involve families and communities in their children’s development and learning.

School Improvement Planning & Technology Integration

EDUC502: School Improvement Planning

This course focuses on the nature, context, and practice of teacher leadership in building a continuous school improvement framework. Its purpose is to provide students with an introductory understanding of the subject of research-based school improvement models. Beyond such introductory understanding, this course is designed to provide a foundation for students to use comprehensive data analysis and leadership structures to guide the process of effective school improvement. Credit 3 hours.

EDUC505: Creating Networks of Collaborative Practice

This course will guide educators in acquiring new tools and strategies based on Robert J. Marzano’s meta-analysis of the research regarding effective teaching practices. Learners will explore the elements of effective teaching, questions to guide instructional planning, and application of new instructional strategies in through modeling lessons in class. Learners will also observe/ participate in collaboration and instruction in the school setting, then reflect on application of new knowledge to working with students. Credit 3 hours.

EDUC510: Integrating Technology Across Disciplines

Graduate students will investigate and evaluate the significant impact technology has on learning, motivation, and pedagogy. Students will interpret and implement the Nation Education Technology Standards for Teachers (NETS-T) and for students (NETS-S) and apply the NETS-T to construct valuable teaching experiences, as well as experiences to highlight student learning that reflect the NETS-S. Graduate students learn about technology integration across the curriculum to develop and design lessons to use the technology to support learning in an education environment. Credit 3 hours.

EDUC532: Technology in Special Education

This course will provide an overview of the technology available for students with special needs. Included will be low‐tech devices, augmentative devices, and using technology to adapt instruction.

In Research & Assessment

EDUC512: Action Research

This course will introduce students to action research, a form of self‐reflective systematic inquiry by practitioners on their own practice. The primary objective of the course is to prepare students to do action research in schools. There are three other goals: 1) the development of professional community; 2) the illumination of power relationships; and 3) students' recognition of their own expertise.

EDUC543: Assessment, Tests and Measurement

Provides classroom educators with the knowledge and skills necessary to effectively measure student achievement and the reflective skills necessary to examine and improve upon practice.

Portfolio

EDUC562: Portfolio

The focus of this course will be the development of a purposeful collections of educational artifacts designed to provide tangible evidence of the candidate’s ability to reflect on and critically examine educational practices that improve instruction and enhance student learning. It is a capstone experience in the major.

Graduation Requirements

  1. Complete the specific program requirements for the master's program
  2. Have an overall grade point average of 3.0, with no grade below a C (2.0)
  3. Complete 36 credit hours

All degree requirements are subject to change. Please see Southwestern College Professional Studies Catalog for the most current degree requirements.

*Online courses are six weeks long with the exception of some RN to BSN and Education courses. Please review the course catalogs for more information.

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