Twin Cities campus

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Twin Cities Campus

Education, Curriculum, and Instruction M.A.

Curriculum & Instruction
College of Education and Human Development
Link to a list of faculty for this program.
Contact Information
Department of Curriculum and Instruction, 125 Peik Hall, 159 Pillsbury Drive SE, Minneapolis, MN 55455 (612-625-2545; fax: 612-624-8277).
Email: cigs@umn.edu
Website: http://cehd.umn.edu/ci
  • Program Type: Master's
  • Requirements for this program are current for Fall 2017
  • Length of program in credits: 30 to 41
  • This program does not require summer semesters for timely completion.
  • Degree: Master of Arts
Along with the program-specific requirements listed below, please read the General Information section of this website for requirements that apply to all major fields.
By focusing on the curricular and instructional processes central to all educational endeavors, graduate programs within the Department of Curriculum and Instruction prepare students for professional roles in K-12 education, postsecondary and research settings, educational service agencies, and business and industry. The MA degree includes formal tracks in arts in education; elementary education; learning technologies; literacy education; mathematics education; science education; second language education; social studies education; and teaching English to speakers of other languages. Students must have an interest in research in education or a related field; students plan a program of coursework that prepares them to conduct scholarly research in an area of expertise related to a track or tracks listed above.
Program Delivery
  • via classroom (the majority of instruction is face-to-face)
Prerequisites for Admission
The preferred undergraduate GPA for admittance to the program is 3.00.
Other requirements to be completed before admission:
Generally a bachelor's degree with licensure and/or teaching experience fulfills the requirement. For some areas, however, there is no equivalent undergraduate program. In that case, 15 to 20 credits of undergraduate coursework determined acceptable by advisors and the director of graduate studies is adequate.
Special Application Requirements:
Applicants must submit transcripts from every college attended (even those where a degree wasn't earned), scores from the GRE, scores from the TOEFL/IELTS/MELAB (if applicable), three letters of recommendation from individuals familiar with their scholarship and research potential, a resume, a clearly written statement of career interests, goals, and objectives, and a diversity statement. Some program tracks require an example of academic writing. Master's applications are reviewed by department faculty once per academic year, with December 1 as the deadline.
Applicants must submit their test score(s) from the following:
  • GRE
International applicants must submit score(s) from one of the following tests:
  • TOEFL
    • Internet Based - Total Score: 79
    • Internet Based - Writing Score: 21
    • Internet Based - Reading Score: 19
    • Paper Based - Total Score: 550
  • IELTS
    • Total Score: 6.5
  • MELAB
    • Final score: 80
The preferred English language test is Test of English as Foreign Language.
Key to test abbreviations (GRE, TOEFL, IELTS, MELAB).
For an online application or for more information about graduate education admissions, see the General Information section of this website.
Program Requirements
Plan A: Plan A requires 15 to 25 major credits, 6 credits outside the major, and 10 thesis credits. The final exam is oral.
Plan B: Plan B requires 24 to 25 major credits and 6 to 9 credits outside the major. The final exam is oral. A capstone project is required.
Capstone Project:All MA students must demonstrate familiarity with the tools of research or scholarship in their major track, the ability to work independently, and the ability to present their work effectively. Plan B paper(s) are less formal than the Plan A thesis and may build more directly from coursework; papers should involve deep engagement of the research literature. A paper done for a course may serve as one of the Plan B papers, with the understanding that it would be extended and revised under the advisor's supervision.
This program may be completed with a minor.
Use of 4xxx courses towards program requirements is not permitted.
Language Requirement: For TESOL track only
A minimum GPA of 3.00 is required for students to remain in good standing.
In education, curriculum & instruction, students may pursue Plan A (with thesis) or Plan B (with one or two papers). Core and research course requirements are specified for Plan A and Plan B in accord with each track and are chosen in consultation with the advisor. Plan A requires 15-26 credits in the major, depending upon the formal track chosen, and a minimum of 6 credits in one or more related fields outside the major. Plan A also requires 10 thesis credits. Plan B requires 24-26 credits in the major and 6-9 credits in one or more related fields outside the major, depending upon formal track chosen.
Program Sub-plans
Students are required to complete one of the following sub-plans.
Students may complete the program with more than one sub-plan.
Arts in Education
The MA program's arts in education track presents opportunities for students with experience in schools or other educational settings to develop their ability to work at the intersection of theory and practice. Gaining the knowledge and skills necessary to be reflective and well-informed art educators, graduates become educational leaders in many contexts--school districts, museums, community arts organizations, government agencies--or often pursue further graduate study. Students are encouraged to take courses both across the College of Education and Human Development and the University at large and typically fulfill program requirements by exploring issues of teaching, learning, curriculum, teacher education, and school reform in urban and suburban schools, several renowned art museums in the greater Minneapolis area, and within the initial teacher licensure program at the University. The course of study is planned in consultation with the adviser to meet the academic interests and background of the students; those needs are balanced with the expected foundations in research and scholarship. Independent scholarship is encouraged and typically comes in the form of a final project (Plan B) or a more formal thesis (Plan A). Program faculty exhibit a strong commitment to curriculum innovation, issues of social justice and diversity, and life-long aesthetic and artistic development.
The arts in education track (Plan A) requires 13 credits of required major coursework plus an additional 2 credits of coursework to be selected in consultation with faculty advisor, 6 credits in a minor/related field, and 10 masters thesis credits for a total of 31 credits. The arts in education track (Plan B) requires 4 credits of required major coursework plus an additional 14 credits of coursework selected in consultation with faculty advisor, 6 credits of research coursework which includes 3 credits for the Plan B paper, and 6 credits in a minor/related field for a total of 30 credits.
Plan A or Plan B
Arts in Ed - Plan A
Total: 31 credits
Major Coursework
Required courses are listed; others selected in consultation with faculty advisor for a total of 15 credits
CI 5078 - Application of Aesthetic Theory in Education (2.0 cr)
CI 8075 - Seminar: Art Education (2.0 cr)
CI 8079 - Arts Based Research in Education (3.0 cr)
CI 8134 - Foundations of Research in Curriculum and Instruction I (3.0 cr)
CI 8135 - Foundations of Research in Curriculum and Instruction II (3.0 cr)
Minor or Related Field
Selected in consultation with faculty advisor for a total of 6 credits
Thesis Credits
A minimum of 10 credits are required
CI 8777 - Thesis Credits: Master's (1.0-18.0 cr)
-OR-
Arts in Ed - Plan B
Total: 30 credits
Major Coursework
Required courses are listed; others selected in consultation with faculty advisor for a total of 18 credits
CI 5078 - Application of Aesthetic Theory in Education (2.0 cr)
CI 8075 - Seminar: Art Education (2.0 cr)
Research Coursework
CI 8095 is required and should be taken for 3 credits; other courses selected in consultation with faculty advisor for a total of 6 credits
CI 8095 - Problems: Art Education (1.0-12.0 cr)
Minor or Related Field
Selected in consultation with faculty advisor for a total of 6 credits
Elementary Education
The MA program's elementary education track is designed to help professionals acquire and contribute to the advancement of knowledge and leadership so necessary to address the dynamic challenges of contemporary education at the elementary level. Emphasized within the track are, for example, the following: a focus on interdisciplinary approaches to curriculum development, the use of inquiry as a key pedagogical approach, the importance of a strong understanding of diversity and its social and educational implications, and child development and learning theories as the foundation for research and teaching elementary settings.
The elementary education track (Plan A) requires 6 credits of required major coursework plus an additional 9 credits of coursework to be selected in consultation with faculty advisor, 6 credits in a minor/related field, and 10 masters thesis credits for a total of 31 credits. The elementary education track (Plan B) requires 18 credits of coursework selected in consultation with faculty advisor, 6 credits of research coursework which includes 3 credits for the Plan B paper, and 6 credits in a minor/related field for a total of 30 credits.
Plan A or Plan B
Elem Ed - Plan A
Total: 31 credits
Major Coursework
Required courses are listed; others selected in consultation with faculty advisor for a total of 15 credits
CI 8134 - Foundations of Research in Curriculum and Instruction I (3.0 cr)
CI 8135 - Foundations of Research in Curriculum and Instruction II (3.0 cr)
Minor or Related Field
Selected in consultation with faculty advisor for a total of 6 credits
Thesis Credits
A minimum of 10 credits are required
CI 8777 - Thesis Credits: Master's (1.0-18.0 cr)
-OR-
Elem Ed - Plan B
Total: 30 credits
Major Coursework
Courses will be selected in consultation with faculty advisor for a total of 18 credits
Research Coursework
CI 8195 (Plan B paper) should be taken for 3 credits; other courses selected in consultation with faculty advisor for a total of 6 credits
CI 8195 - Problems: Improvement of Instruction (1.0-6.0 cr)
Minor or Related Field
Selected in consultation with faculty advisor for a total of 6 credits
Learning Technologies
The learning technologies (LT) MA track prepares people for research and practice related to multimedia, design, K-12 technology integration, and online distance learning. MA graduates often conduct research and engage in LT-related practice in K-12, higher education, or business or industry, such as software companies. LT coursework includes hands-on learning and use of current technologies, development of technological solutions, consideration of theory and research, and conducting educational research. The MA's LT track is targeted at students interested in a stronger research orientation than those who pursue the master of education degree. MA students, who often continue to a PhD program, are required to take courses in research methodology and to write a Plan A thesis or Plan B paper to complete their degree. Master's degrees extend the content in the certificate programs and include various courses taken from inside and outside the program. Students may engage in advanced media and software design and development or develop plans for technology integration for diverse educational settings.
The learning technologies track (Plan A) requires 9 credits of required major coursework plus an additional 9 credits of coursework to be selected in consultation with faculty advisor, 6 credits in a minor/related field, and 10 masters thesis credits for a total of 34 credits. The learning technologies track (Plan B) requires 6 credits of required major coursework plus an additional 12 credits of coursework to be selected in consultation with faculty advisor, 6 credits of research coursework which includes 3 credits for the Plan B paper, and 6 credits in a minor/related field for a total of 30 credits.
Plan A or Plan B
LT - Plan A
Total: 34 credits
Major Coursework
Required courses are listed; others selected in consultation with faculty advisor for a total of 18 credits
CI 5331 - Introduction to Learning Technologies (3.0 cr)
CI 8134 - Foundations of Research in Curriculum and Instruction I (3.0 cr)
CI 8135 - Foundations of Research in Curriculum and Instruction II (3.0 cr)
Minor or Related Field
Selected in consultation with faculty advisor for a total of 6 credits
Thesis Credits
A minimum of 10 credits are required
CI 8777 - Thesis Credits: Master's (1.0-18.0 cr)
-OR-
LT - Plan B
Total: 30 credits
Major Coursework
18 credits are required; 6 credits of required courses are listed. Recommend 12 remaining credits be taken in a technology certificate area.
CI 5331 - Introduction to Learning Technologies (3.0 cr)
CI 5155 - Contemporary Approaches to Curriculum: Instruction and Assessment (3.0 cr)
Research Coursework
CI 8395 is required and should be taken for 3 credits; other courses selected in consultation with faculty advisor for a total of 6 credits
CI 8395 - Directed Study: Learning Technologies (1.0-6.0 cr)
Minor or Related Field
Selected in consultation with faculty advisor for a total of 6 credits
Literacy Education
The MA program's literacy track is thoughtfully designed to balance theory with practical application in a variety of educational settings. There is a deep foundation in evaluating current research and students are encouraged to contribute meaningfully to research in the field of literacy. Faculty members and students work together to study at the intersection of the strands of literacy: children's and adolescent literature, critical literacies, English education, language arts, and reading. Literacy research related to diverse learners in urban, multilingual settings is a central focus of the program. The course of study is planned in consultation with the adviser to meet the academic interests and background of the students; those needs are balanced with the expected foundations in research and scholarship. Independent scholarship is encouraged and typically comes in the form of a final project (Plan B) or a more formal thesis (Plan A).
The literacy education track (Plan A) requires 6 credits of required major coursework plus an additional 9 credits of coursework to be selected in consultation with faculty advisor, 6 credits in a minor/related field, and 10 masters thesis credits for a total of 31 credits. The literacy education track (Plan B) requires 18 credits of coursework selected in consultation with faculty advisor, 6 credits of research coursework which includes 3 credits for the Plan B paper, and 6 credits in a minor/related field for a total of 30 credits.
Plan A or Plan B
Lit Ed - Plan A
Total: 31 credits
Major Coursework
Required courses are listed; others selected in consultation with faculty advisor for a total of 15 credits
CI 8134 - Foundations of Research in Curriculum and Instruction I (3.0 cr)
CI 8135 - Foundations of Research in Curriculum and Instruction II (3.0 cr)
Minor or Related Field
Selected in consultation with faculty advisor for a total of 6 credits
Thesis Credits
A minimum of 10 credits are required
CI 8777 - Thesis Credits: Master's (1.0-18.0 cr)
-OR-
Lit Ed - Plan B
Total: 30 credits
Major Coursework
Courses will be selected in consultation with faculty advisor for a total of 18 credits
Research Coursework
CI 8495 is required and should be taken for 3 credits; other courses selected in consultation with faculty advisor for a total of 6 credits
CI 8495 - Problems: Teaching English and Reading (1.0-6.0 cr)
Minor or Related Field
Selected in consultation with faculty advisor for a total of 6 credits
Mathematics Education
The MA program's mathematics education track prepares students for research and practice related to K-12 mathematics and engineering education. The MA is targeted at students interested in a stronger research orientation than those who pursue the master of education (MEd) degree. MA students, who often continue on to a PhD program, are required to take courses in research methodology and to write a Plan A or Plan B paper to complete their degree. Graduate students participate in this work as teaching assistants, research assistants in externally funded projects, and as instructors.
The mathematics education track (Plan A) requires 15 credits of required major coursework, 6 credits in a minor/related field, and 10 masters thesis credits for a total of 31 credits. The mathematics education track (Plan B) requires 3 credits of required major coursework plus an additional 12 credits of coursework selected in consultation with faculty advisor, 6 credits of required research coursework plus an additional 3 credits of research coursework selected in consultation with faculty advisor, and 6 credits in a minor/related field for a total of 30 credits.
Plan A or Plan B
Math Ed - Plan A
Total: 31 credits
Major Coursework
Required courses are listed
CI 8134 - Foundations of Research in Curriculum and Instruction I (3.0 cr)
CI 8135 - Foundations of Research in Curriculum and Instruction II (3.0 cr)
CI 8572 - Learning Theory and Classical Research in STEM Education (3.0 cr)
MTHE 5314 - Teaching and Learning Mathematics (3.0 cr)
Major Coursework - Additional Choice
Choose any one of the following for a total of 3 credits. Any variable credit course should be taken for 3 credits.
MTHE 5155 {Inactive} (3.0 cr)
or MTHE 5171 - Teaching Problem Solving (3.0 cr)
or MTHE 5172 - Teaching Probability and Statistics (3.0 cr)
or MTHE 5366 - Technology-Assisted Mathematics Instruction (3.0 cr)
or MTHE 8591 - Seminar: Mathematics Education (1.0-3.0 cr)
Minor or Related Field
Selected in consultation with faculty advisor for a total of 6 credits
Thesis Credits
A minimum of 10 credits are required
CI 8777 - Thesis Credits: Master's (1.0-18.0 cr)
-OR-
Math Ed - Plan B
Total: 30 credits
Major Coursework
Required courses are listed; others selected in consultation with faculty advisor for a total of 15 credits
MTHE 5314 - Teaching and Learning Mathematics (3.0 cr)
Research Coursework
Required courses are listed and MTHE 8995 should be taken for 3 credits; other courses selected in consultation with faculty advisor for a total of 9 credits
MTHE 8571 - Research in Mathematics Education (3.0 cr)
MTHE 8995 - Problems: Mathematics Education (1.0-6.0 cr)
Minor or Related Field
Selected in consultation with faculty advisor for a total of 6 credits
Science Education
The MA program's science education track is designed to prepare scholars to conduct thoughtful research in order to assume roles as university faculty members, educational leaders, policy makers, and researchers and to contribute meaningfully to the field. The field of science education is a broad one and includes science and environmental education at the K-12 levels, the college level, in informal and adult settings, and in early childhood. Focus areas of research within the science education area are the preparation of pre-service science teachers (K-12), induction and mentoring of beginning science teachers, design and implementation of curricula across the K-college spectrum, environmental education, cooperative learning, and social justice.
The science education track (Plan A) requires 15 credits of required major coursework, 6 credits in a minor/related field, and 10 masters thesis credits for a total of 31 credits. The science education track (Plan B) requires 15 credits of required major coursework plus an additional 3 credits of coursework to be selected in consultation with faculty advisor, 6 credits of research coursework which includes 3 credits for the Plan B paper, and 6 credits in a minor/related field for a total of 30 credits.
Plan A or Plan B
Sci Ed - Plan A
Total: 31 credits
Major Coursework
Required courses are listed; CI 8570 should be taken for 3 credits.
CI 5535 - Foundations of Science Education (3.0 cr)
CI 8134 - Foundations of Research in Curriculum and Instruction I (3.0 cr)
CI 8135 - Foundations of Research in Curriculum and Instruction II (3.0 cr)
CI 8570 - Advanced Topics in Science Education (1.0-4.0 cr)
CI 8571 - Equity, Policy, and Social Justice in STEM Education (3.0 cr)
Minor or Related Field
Selected in consultation with faculty advisor for a total of 6 credits
Thesis Credits
A minimum of 10 credits are required
CI 8777 - Thesis Credits: Master's (1.0-18.0 cr)
-OR-
Sci Ed - Plan B
Total: 30 credits
Major Coursework
Required courses are listed; others selected in consultation with faculty advisor for a total of 18 credits. CI 8570 should be taken twice for a total of 6 credits.
CI 5534 {Inactive} (3.0 cr)
CI 5535 - Foundations of Science Education (3.0 cr)
CI 8570 - Advanced Topics in Science Education (1.0-4.0 cr)
CI 8571 - Equity, Policy, and Social Justice in STEM Education (3.0 cr)
Research Coursework
CI 8595 is required and should be taken for 3 credits; other courses selected in consultation with faculty advisor for a total of 6 credits
CI 8595 - Problems: Science Education (1.0-6.0 cr)
Minor or Related Field
Selected in consultation with faculty advisor for a total of 6 credits
Second Language Education
The second language education (SLE) track is nationally and internationally known for its programs, which focus on English as a second language (ESL) for K-12, postsecondary, and adult classrooms; bilingual and immersion education; and traditional foreign language education in both K-12 and postsecondary settings. The program's perspective on language learning and teaching is markedly pedagogical and informed by an awareness of the role social context plays in the process of language learning and teaching. Master's students in the SLE track engage in coursework and projects that balance theory and research with practical application. Students pursue a course of study that is designed in collaboration with the faculty adviser to correspond to the interests and background of each student and to provide a solid understanding of research and best practice in the field. Independent scholarship is encouraged and typically comes in the form of a final project (Plan B) or a more formal thesis (Plan A).
The second language education track (Plan A) requires 18 credits of required major coursework, 6 credits in a minor/related field, and 10 masters thesis credits for a total of 34 credits. The second language education track (Plan B) requires 15 credits of major coursework, 9 credits of foundational and research coursework which includes 3 credits for the Plan B paper, and 6 credits in a minor/related field for a total of 30 credits.
Plan A or Plan B
SLE - Plan A
Total: 34 credits
Major Coursework
CI 8134 - Foundations of Research in Curriculum and Instruction I (3.0 cr)
CI 8135 - Foundations of Research in Curriculum and Instruction II (3.0 cr)
CI 5651 - Foundations of Second Languages and Cultures Education (3.0 cr)
or CI 5670 - Foundations of Dual Language and Immersion Education (3.0 cr)
If taking CI 8628 or CI 8650, student should register for 3 credits
  {Inactive} ( cr)
or CI 8645 - Indigenous Language Revitalization and Activist Research Methods (3.0 cr)
or CI 8671 - Sociolinguistic Research Approaches to Education (3.0 cr)
or CI 8689 - Language and Education Policy (3.0 cr)
or CI 8650 - Seminar: Special Topics in Second Languages and Cultures Research (1.0-3.0 cr)
Take exactly 2 course(s) totaling exactly 6 credit(s) from the following:
· CI 5647 {Inactive} (3.0 cr)
· CI 5628 - Analyzing Learner Language in Second Language Acquisition (3.0 cr)
· CI 5662 - Second Language Curriculum Design (3.0 cr)
or CI 5671 - Curriculum Development and Assessment in Dual Language/Immersion Classrooms (3.0 cr)
· CI 5658 - Language Testing and Assessment (3.0 cr)
or CI 5642 - Assessing English Learners (3.0 cr)
· CI 5656 - Teaching Literacy in Second Language Classrooms (3.0 cr)
or CI 5676 - Biliteracy Development in Dual Language/Immersion Classrooms (3.0 cr)
· CI 5657 - Teaching Speaking and Listening in Second Language Classrooms (3.0 cr)
or CI 5672 - Language-Focused Instructional Practices and Strategies for Dual Language/Immersion Classrooms (3.0 cr)
Minor or Related Field
Selected in consultation with faculty advisor for a total of 6 credits
Thesis Credits
A minimum of 10 credits are required
CI 8777 - Thesis Credits: Master's (1.0-18.0 cr)
-OR-
SLE - Plan B
Total: 30 credits
Major Coursework
Take exactly 15 credit(s) from the following:
· CI 5647 {Inactive} (3.0 cr)
· CI 5628 - Analyzing Learner Language in Second Language Acquisition (3.0 cr)
· CI 5648 - Advanced Practices in Teaching Academic Language (3.0 cr)
· CI 5619 - Teaching World Languages and Cultures in Elementary Settings (2.0 cr)
· CI 5641 - Language, Culture, and Education (3.0 cr)
· CI 5656 - Teaching Literacy in Second Language Classrooms (3.0 cr)
or CI 5676 - Biliteracy Development in Dual Language/Immersion Classrooms (3.0 cr)
· CI 5657 - Teaching Speaking and Listening in Second Language Classrooms (3.0 cr)
or CI 5672 - Language-Focused Instructional Practices and Strategies for Dual Language/Immersion Classrooms (3.0 cr)
· CI 5662 - Second Language Curriculum Design (3.0 cr)
or CI 5671 - Curriculum Development and Assessment in Dual Language/Immersion Classrooms (3.0 cr)
· CI 5658 - Language Testing and Assessment (3.0 cr)
or CI 5642 - Assessing English Learners (3.0 cr)
Foundational & Research Coursework
Student should take the Plan B paper course - CI 8695 - for 3 credits
CI 8695 - Problems: Second Languages and Cultures Education (1.0-6.0 cr)
CI 5651 - Foundations of Second Languages and Cultures Education (3.0 cr)
or CI 5670 - Foundations of Dual Language and Immersion Education (3.0 cr)
If student takes CI 5177, it should be taken for 3 credits
CI 5177 - Practical Research (1.0-3.0 cr)
or CI 5628 - Analyzing Learner Language in Second Language Acquisition (3.0 cr)
or EPSY 5261 - Introductory Statistical Methods (3.0 cr)
Minor or Related Field
Selected in consultation with faculty advisor for a total of 6 credits
Social Studies Education
The MA's social studies education track focuses on issues related to curriculum, instruction and assessment in K-12 social studies. Graduate students are strongly encouraged to present research papers at professional conferences, specifically the National Council for the Social Studies and the American Educational Research Association. Faculty maintain active research agendas with several research centers at the University including the Center for Applied Research and Educational Improvement, housed within the College of Education and Human Development, and two research centers housed outside the College: the Center for Environmental Learning and Leadership and the Center for the Study of Political Psychology. Social studies faculty research interests include the areas of political socialization, political tolerance, authentic assessment, citizenship and civics education, and democratic thought. In addition, faculty members engage in research centered on the history of curricula, multicultural and gender studies, and social justice.
The social studies education track (Plan A) requires 10 credits of required major coursework plus an additional 6 credits of coursework to be selected in consultation with faculty advisor, 6 credits in a minor/related field, and 10 masters thesis credits for a total of 32 credits. The social studies education track (Plan B) requires 18 credits of coursework to be selected in consultation with faculty advisor, 6 credits of research coursework which includes 3 credits for the Plan B paper, and 6 credits in a minor/related field for a total of 30 credits.
Plan A or Plan B
Soc Stud Ed - Plan A
Total: 32 credits
Major Coursework
Required courses are listed; others selected in consultation with faculty advisor for a total of 16 credits. CI 8796 has to be taken for a minimum of 1 credit.
CI 5762 - Developing Civic Discourse in the Social Studies (3.0 cr)
CI 8134 - Foundations of Research in Curriculum and Instruction I (3.0 cr)
CI 8135 - Foundations of Research in Curriculum and Instruction II (3.0 cr)
CI 8796 - Research Internship in Social Studies Education (1.0-6.0 cr)
Minor or Related Field
Selected in consultation with faculty advisor for a total of 6 credits
Thesis Credits
A minimum of 10 credits are required
CI 8777 - Thesis Credits: Master's (1.0-18.0 cr)
-OR-
Soc Stud Ed - Plan B
Total: 30 credits
Major Coursework
Courses are selected in consultation with faculty advisor for a total of 18 credits
Research Coursework
CI 8795 is required and should be taken for 3 credits; other courses selected in consultation with faculty advisor for a total of 6 credits
CI 8795 - Problems: Social Studies Education (1.0-6.0 cr)
Minor or Related Field
Selected in consultation with faculty advisor for a total of 6 credits
Teaching English to Speakers of Other Languages
The teaching English to speakers of other languages (TESOL) track focuses on the broad field of applied linguistics uniting research, teaching and service in addressing the second language learning needs of adult learners in the university and the wider community, both in the US and abroad. Independent scholarship is encouraged and typically comes in the form of a final project (Plan B) or a more formal thesis (Plan A).
The teaching English to speakers of other languages (TESOL) track (Plan A) requires 25 credits of required major coursework, 6 credits in a minor/related field, and 10 masters thesis credits for a total of 41 credits. The teaching English to speakers of other languages (TESOL) track (Plan B) requires 25 credits of required major coursework, and 9 credits in a minor/related field for a total of 34 credits.
Plan A or Plan B
TESOL - Plan A
Total: 41 credits
Major Coursework
CI 5651 - Foundations of Second Languages and Cultures Education (3.0 cr)
CI 5653 - Methods in Teaching English as a Second Language (ESL) in Higher Education (3.0 cr)
CI 5646 - Grammar for Language Teachers (3.0 cr)
CI 5649 - Language Analysis for ESL Teaching in Higher Ed (3.0 cr)
CI 5654 - Practicum in Language Teaching: ESL and World Languages (1.0-6.0 cr)
CI 5628 - Analyzing Learner Language in Second Language Acquisition (3.0 cr)
CI 5658 - Language Testing and Assessment (3.0 cr)
or CI 5642 - Assessing English Learners (3.0 cr)
Minor or Related Field
Selected in consultation with faculty advisor for a total of 6 credits
Thesis
A minimum of 10 credits are required
CI 8777 - Thesis Credits: Master's (1.0-18.0 cr)
-OR-
TESOL - Plan B
Total: 34 credits
Major Coursework
CI 5651 - Foundations of Second Languages and Cultures Education (3.0 cr)
CI 5653 - Methods in Teaching English as a Second Language (ESL) in Higher Education (3.0 cr)
CI 5646 - Grammar for Language Teachers (3.0 cr)
CI 5649 - Language Analysis for ESL Teaching in Higher Ed (3.0 cr)
CI 5654 - Practicum in Language Teaching: ESL and World Languages (1.0-6.0 cr)
CI 5628 - Analyzing Learner Language in Second Language Acquisition (3.0 cr)
CI 5658 - Language Testing and Assessment (3.0 cr)
or CI 5642 - Assessing English Learners (3.0 cr)
Minor or Related Field
Selected in consultation with faculty advisor for a total of 9 credits
 
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CI 5078 - Application of Aesthetic Theory in Education
Credits: 2.0 [max 2.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring & Summer
The course explores: •contemporary theories of arts •psychological and philosophical foundations •an overview of children's production of and responses to visual and performing arts
CI 8075 - Seminar: Art Education
Credits: 2.0 [max 2.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall & Spring
Reports, evaluation of problems, and review of recent literature. prereq: Educ grad student or instr consent
CI 8079 - Arts Based Research in Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall & Spring
Conceptualizing an aesthetic-based research agenda, in such a way as to help students identify research questions and choose appropriate arts based methodologies for conducting qualitative research. prereq: Educ grad student or instr consent
CI 8134 - Foundations of Research in Curriculum and Instruction I
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
This Foundations of Research course is the first of a two-course sequence required for PhD students in Curriculum and Instruction. The course is designed to ground students in qualitative and quantitative paradigms and epistemology and prepare students for specialized methodology courses that focus on specific research approaches in education.
CI 8135 - Foundations of Research in Curriculum and Instruction II
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
This Foundations of Research course is the second of a two-course sequence required for PhD students in Curriculum and Instruction. The course is designed to ground students in qualitative and quantitative paradigms and epistemology and prepare students for specialized methodology courses that focus on specific research approaches in education.
CI 8777 - Thesis Credits: Master's
Credits: 1.0 -18.0 [max 50.0]
Grading Basis: No Grade
Typically offered: Every Fall, Spring & Summer
TBD
CI 5078 - Application of Aesthetic Theory in Education
Credits: 2.0 [max 2.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring & Summer
The course explores: •contemporary theories of arts •psychological and philosophical foundations •an overview of children's production of and responses to visual and performing arts
CI 8075 - Seminar: Art Education
Credits: 2.0 [max 2.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall & Spring
Reports, evaluation of problems, and review of recent literature. prereq: Educ grad student or instr consent
CI 8095 - Problems: Art Education
Credits: 1.0 -12.0 [max 12.0]
Typically offered: Every Fall, Spring & Summer
Independent research under faculty guidance; may include advanced studio practice and educational issues requiring a research methodology. prereq: Grad art educ major or instr consent
CI 8134 - Foundations of Research in Curriculum and Instruction I
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
This Foundations of Research course is the first of a two-course sequence required for PhD students in Curriculum and Instruction. The course is designed to ground students in qualitative and quantitative paradigms and epistemology and prepare students for specialized methodology courses that focus on specific research approaches in education.
CI 8135 - Foundations of Research in Curriculum and Instruction II
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
This Foundations of Research course is the second of a two-course sequence required for PhD students in Curriculum and Instruction. The course is designed to ground students in qualitative and quantitative paradigms and epistemology and prepare students for specialized methodology courses that focus on specific research approaches in education.
CI 8777 - Thesis Credits: Master's
Credits: 1.0 -18.0 [max 50.0]
Grading Basis: No Grade
Typically offered: Every Fall, Spring & Summer
TBD
CI 8195 - Problems: Improvement of Instruction
Credits: 1.0 -6.0 [max 6.0]
Typically offered: Every Fall & Summer
Independent research in curriculum and instruction. prereq: instr consent
CI 5331 - Introduction to Learning Technologies
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall
An exciting look at the field of learning technologies (LT), examining the numerous opportunities this area of study brings to individuals who decide to pursue a LT degree. Students engage in numerous real-world projects as they come to understand both the past and future of technology in education, business, and society as a whole.
CI 8134 - Foundations of Research in Curriculum and Instruction I
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
This Foundations of Research course is the first of a two-course sequence required for PhD students in Curriculum and Instruction. The course is designed to ground students in qualitative and quantitative paradigms and epistemology and prepare students for specialized methodology courses that focus on specific research approaches in education.
CI 8135 - Foundations of Research in Curriculum and Instruction II
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
This Foundations of Research course is the second of a two-course sequence required for PhD students in Curriculum and Instruction. The course is designed to ground students in qualitative and quantitative paradigms and epistemology and prepare students for specialized methodology courses that focus on specific research approaches in education.
CI 8777 - Thesis Credits: Master's
Credits: 1.0 -18.0 [max 50.0]
Grading Basis: No Grade
Typically offered: Every Fall, Spring & Summer
TBD
CI 5331 - Introduction to Learning Technologies
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall
An exciting look at the field of learning technologies (LT), examining the numerous opportunities this area of study brings to individuals who decide to pursue a LT degree. Students engage in numerous real-world projects as they come to understand both the past and future of technology in education, business, and society as a whole.
CI 5155 - Contemporary Approaches to Curriculum: Instruction and Assessment
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall, Spring & Summer
Current research/issues that cross disciplinary boundaries in curriculum development, instructional practices, and assessment methods. Interrelations among curriculum, instruction, and assessment within framework of constructivist learning theory. Individual classroom practices/theories. prereq: Grad students only
CI 8395 - Directed Study: Learning Technologies
Credits: 1.0 -6.0 [max 12.0]
Grading Basis: A-F only
Typically offered: Every Fall, Spring & Summer
Students work with faculty member on a directed project or study focused on exploring literature, organizing and engaging in research, designing and developing projects, etc. prereq: instr consent
CI 8134 - Foundations of Research in Curriculum and Instruction I
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
This Foundations of Research course is the first of a two-course sequence required for PhD students in Curriculum and Instruction. The course is designed to ground students in qualitative and quantitative paradigms and epistemology and prepare students for specialized methodology courses that focus on specific research approaches in education.
CI 8135 - Foundations of Research in Curriculum and Instruction II
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
This Foundations of Research course is the second of a two-course sequence required for PhD students in Curriculum and Instruction. The course is designed to ground students in qualitative and quantitative paradigms and epistemology and prepare students for specialized methodology courses that focus on specific research approaches in education.
CI 8777 - Thesis Credits: Master's
Credits: 1.0 -18.0 [max 50.0]
Grading Basis: No Grade
Typically offered: Every Fall, Spring & Summer
TBD
CI 8495 - Problems: Teaching English and Reading
Credits: 1.0 -6.0 [max 6.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall, Spring & Summer
Individual research. prereq: instr consent
CI 8134 - Foundations of Research in Curriculum and Instruction I
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
This Foundations of Research course is the first of a two-course sequence required for PhD students in Curriculum and Instruction. The course is designed to ground students in qualitative and quantitative paradigms and epistemology and prepare students for specialized methodology courses that focus on specific research approaches in education.
CI 8135 - Foundations of Research in Curriculum and Instruction II
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
This Foundations of Research course is the second of a two-course sequence required for PhD students in Curriculum and Instruction. The course is designed to ground students in qualitative and quantitative paradigms and epistemology and prepare students for specialized methodology courses that focus on specific research approaches in education.
CI 8572 - Learning Theory and Classical Research in STEM Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Fall Odd, Spring Even Year
STEM education research. Theorists/classical research. Mathematics, science, engineering education. prereq: Grad math educ major
MTHE 5314 - Teaching and Learning Mathematics
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
Methods, materials, and curriculum development. Principles of learning. Review of research. Preparation/evaluation of tests, units, and materials of instruction. Recent developments in mathematics curriculum and in instructional alternatives. Issues in teaching/learning. Program planning/evaluation. prereq: Math Ed or MEd or CI MEd or grad student or instr consent
MTHE 5171 - Teaching Problem Solving
Credits: 3.0 [max 3.0]
Typically offered: Periodic Spring & Summer
Investigation of fundamental concepts and principles of problem solving, reasoning, and proof. Emphasis on activities and applications appropriate for junior and senior high classes. Pedagogical experiences to prepare teachers to teach problem solving, reasoning, and proof in classrooms.
MTHE 5172 - Teaching Probability and Statistics
Credits: 3.0 [max 3.0]
Typically offered: Fall Odd Year
Investigation of fundamental concepts and principles of probability and statistics. Emphasis on activities and applications appropriate for junior and senior high school classes. Pedagogical experiences to prepare teachers to integrate quantitative literacy accurately and effectively in classrooms.
MTHE 5366 - Technology-Assisted Mathematics Instruction
Credits: 3.0 [max 3.0]
Typically offered: Every Spring
Technology--including computers, programmable and graphing calculators, and video--as instructional tools in mathematics; design and evaluation of technology-based mathematics lessons; the effect of technology on the mathematics curriculum; managing the technology-enriched classroom.
MTHE 8591 - Seminar: Mathematics Education
Credits: 1.0 -3.0 [max 3.0]
Typically offered: Fall Even Year
Problems of mathematics instruction from kindergarten through junior college; opportunity to develop proposals and design models for empirical research. prereq: Math educ PhD student
CI 8777 - Thesis Credits: Master's
Credits: 1.0 -18.0 [max 50.0]
Grading Basis: No Grade
Typically offered: Every Fall, Spring & Summer
TBD
MTHE 5314 - Teaching and Learning Mathematics
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
Methods, materials, and curriculum development. Principles of learning. Review of research. Preparation/evaluation of tests, units, and materials of instruction. Recent developments in mathematics curriculum and in instructional alternatives. Issues in teaching/learning. Program planning/evaluation. prereq: Math Ed or MEd or CI MEd or grad student or instr consent
MTHE 8571 - Research in Mathematics Education
Credits: 3.0 [max 3.0]
Typically offered: Periodic Fall
Designed for advanced graduate students in mathematics education. Presentation and discussion of Ph.D. thesis proposals and other contemporary research. prereq: 5313, 8501
MTHE 8995 - Problems: Mathematics Education
Credits: 1.0 -6.0 [max 18.0]
Typically offered: Every Fall, Spring & Summer
Students survey most recent literature and design and prepare research reports on special topics.
CI 5535 - Foundations of Science Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
Analysis of present science teaching practices in light of historical and philosophical foundations of science education. prereq: M.Ed., grad student, or instr consent
CI 8134 - Foundations of Research in Curriculum and Instruction I
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
This Foundations of Research course is the first of a two-course sequence required for PhD students in Curriculum and Instruction. The course is designed to ground students in qualitative and quantitative paradigms and epistemology and prepare students for specialized methodology courses that focus on specific research approaches in education.
CI 8135 - Foundations of Research in Curriculum and Instruction II
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
This Foundations of Research course is the second of a two-course sequence required for PhD students in Curriculum and Instruction. The course is designed to ground students in qualitative and quantitative paradigms and epistemology and prepare students for specialized methodology courses that focus on specific research approaches in education.
CI 8570 - Advanced Topics in Science Education
Credits: 1.0 -4.0 [max 12.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall & Spring
Examination/critique of current research topics, methods, and issues. prereq: instr consent
CI 8571 - Equity, Policy, and Social Justice in STEM Education
Credits: 3.0 [max 3.0]
Grading Basis: OPT No Aud
Typically offered: Every Fall
Interactions of issues of diversity, equity, policy, and social justice as related to STEM education. Diverse perspectives on purposes/scope of STEM education. Consequences for diversity, equity, access, social justice, empowerment, and educational policy. prereq: Science ed or STEM grad student or instr consent
CI 8777 - Thesis Credits: Master's
Credits: 1.0 -18.0 [max 50.0]
Grading Basis: No Grade
Typically offered: Every Fall, Spring & Summer
TBD
CI 5535 - Foundations of Science Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
Analysis of present science teaching practices in light of historical and philosophical foundations of science education. prereq: M.Ed., grad student, or instr consent
CI 8570 - Advanced Topics in Science Education
Credits: 1.0 -4.0 [max 12.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall & Spring
Examination/critique of current research topics, methods, and issues. prereq: instr consent
CI 8571 - Equity, Policy, and Social Justice in STEM Education
Credits: 3.0 [max 3.0]
Grading Basis: OPT No Aud
Typically offered: Every Fall
Interactions of issues of diversity, equity, policy, and social justice as related to STEM education. Diverse perspectives on purposes/scope of STEM education. Consequences for diversity, equity, access, social justice, empowerment, and educational policy. prereq: Science ed or STEM grad student or instr consent
CI 8595 - Problems: Science Education
Credits: 1.0 -6.0 [max 12.0]
Typically offered: Every Fall & Spring
Independent research. prereq: CI grad student or instr consent
CI 8134 - Foundations of Research in Curriculum and Instruction I
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
This Foundations of Research course is the first of a two-course sequence required for PhD students in Curriculum and Instruction. The course is designed to ground students in qualitative and quantitative paradigms and epistemology and prepare students for specialized methodology courses that focus on specific research approaches in education.
CI 8135 - Foundations of Research in Curriculum and Instruction II
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
This Foundations of Research course is the second of a two-course sequence required for PhD students in Curriculum and Instruction. The course is designed to ground students in qualitative and quantitative paradigms and epistemology and prepare students for specialized methodology courses that focus on specific research approaches in education.
CI 5651 - Foundations of Second Languages and Cultures Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall
Historical overview of second language teaching/learning in U.S. introduction to second language acquisition. Second language instructional concepts across elementary, secondary/university options for foreign language, bilingual education, immersion language programs, and English as a second language programs. Theoretical frameworks for language instruction are tied to practice.
CI 5670 - Foundations of Dual Language and Immersion Education
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
Research foundations and program principles for dual language/immersion. Second language acquisition; critical features of program design/implementation; benefits/challenges of dual language/immersion; program assessment; advocacy. Theory/research for dual language/immersion tied to practical application. prereq: Enrollment in certificate program in dual language/immersion educ or instr consent
CI 8645 - Indigenous Language Revitalization and Activist Research Methods
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Fall Even Year
This course is a hands-on look at activist research methods situated in the context of Indigenous Language Revitalization. That is, what happens when a community problem is the organizing force in research? Students will be expected to both engage in language learning, research, designing a research project, and connecting this to critical thinking as applied to culture, language and indigenous language revitalization.
CI 8671 - Sociolinguistic Research Approaches to Education
Credits: 3.0 [max 6.0]
Grading Basis: A-F only
Typically offered: Spring Odd Year
This course provides students with an overview of current research approaches, theories, and methods in linguistic anthropology and interactional sociolinguistics with a focus on educational contexts and linguistic diversity. Course activities include reviewing and critiquing current research and theory in the field and working on small projects.
CI 8689 - Language and Education Policy
Credits: 3.0 [max 6.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
Students will gain a solid understanding of language policy theory, language policy research methods, and key empirical findings. They will acquire skills to critically analyze and evaluate language policy, and gain experience and academic practice in doing so.
CI 8650 - Seminar: Special Topics in Second Languages and Cultures Research
Credits: 1.0 -3.0 [max 6.0]
Typically offered: Periodic Fall & Summer
Research topics vary. prereq: CI grad student or instr consent
CI 5628 - Analyzing Learner Language in Second Language Acquisition
Credits: 3.0 [max 3.0]
Grading Basis: OPT No Aud
Typically offered: Every Fall & Spring
Review broad findings in second language acquisition (SLA) research. Cognitive/social process of becoming multilingual. How to carry out classroom-based research projects focused on learner language development. prereq: 5646, 5649 [or other course on the grammar of a language]
CI 5662 - Second Language Curriculum Design
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
Historical overview of curriculum development in second language education; contexts that influence curriculum development; models for curriculum development in second language settings; politics of curricular reform; national/state standards and implications for curriculum development; effects of technology on second language curriculum.
CI 5671 - Curriculum Development and Assessment in Dual Language/Immersion Classrooms
Credits: 3.0 [max 3.0]
Typically offered: Fall Odd Year
Content-based language instruction and curriculum development for dual language, bilingual, and immersion contexts; balancing content/language goals/objectives in curriculum and instruction; integration of language, literacy content, and culture in curriculum; standards-based instruction; backwards design; assessment that aligns with content-based curriculum and instruction. prereq: instr consent
CI 5658 - Language Testing and Assessment
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Spring Odd Year
For language teachers. Aligning language classroom instruction/assessment; language testing/assessment; classroom-based and large-scale proficiency testing/assessment; assessing proficiency in speaking, listening, reading, writing and communicative modes (interpretive, presentational, interpersonal); creation of formative/summative assessments; critique of contemporary assessment instruments.
CI 5642 - Assessing English Learners
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Spring Odd Year
Current practices concerning language and academic content assessment of English learners (ELs) at the school site, state, and national level; factors affecting academic learning needs of ELs/where assessment fits into that picture.
CI 5656 - Teaching Literacy in Second Language Classrooms
Credits: 3.0 [max 3.0]
Grading Basis: OPT No Aud
Typically offered: Every Fall
Reading comprehension/composing processes in a second language; relationship between first and second literacy development; relationship between reading and writing; relationship of culture to reading comprehension and writing; politics of literacy; assessment of second language literacy; using technology to enhance literacy instruction.
CI 5676 - Biliteracy Development in Dual Language/Immersion Classrooms
Credits: 3.0 [max 3.0]
Typically offered: Periodic Fall & Spring
This course aims to provide dual language, bilingual and language immersion educators with an understanding of the complex phenomena of literacy and biliteracy and with a range of instructional strategies for fostering literacy and biliteracy development in dual language/immersion classrooms.
CI 5657 - Teaching Speaking and Listening in Second Language Classrooms
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Spring Even Year
Theories/methods in teaching language as communication in oral/aural modes; planning student interaction; classroom organization for oral language learning/acquisition; using technology to enhance interaction; assessment of listening comprehension and oral communication.
CI 5672 - Language-Focused Instructional Practices and Strategies for Dual Language/Immersion Classrooms
Credits: 3.0 [max 3.0]
Typically offered: Every Spring
Counterbalancing content with integrated focus on language and literacy development for dual language, bilingual, and immersion classrooms. Materials development; proactive/reactive instructional techniques; noticing and awareness-raising strategies; structuring student language production; differentiating for content, ability, and language. prereq: instr consent
CI 8777 - Thesis Credits: Master's
Credits: 1.0 -18.0 [max 50.0]
Grading Basis: No Grade
Typically offered: Every Fall, Spring & Summer
TBD
CI 5628 - Analyzing Learner Language in Second Language Acquisition
Credits: 3.0 [max 3.0]
Grading Basis: OPT No Aud
Typically offered: Every Fall & Spring
Review broad findings in second language acquisition (SLA) research. Cognitive/social process of becoming multilingual. How to carry out classroom-based research projects focused on learner language development. prereq: 5646, 5649 [or other course on the grammar of a language]
CI 5648 - Advanced Practices in Teaching Academic Language
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Spring
Prepares K-12 teachers for student development of academic language proficiency. Read/discuss current research. Implement innovative teaching practices. prereq: Grad student, instr consent
CI 5619 - Teaching World Languages and Cultures in Elementary Settings
Credits: 2.0 [max 3.0]
Typically offered: Every Summer
Methods/materials for elementary world language instruction; development of oral communication/literacy in world languages; world language program design; global awareness/cross-cultural experience; children's language; children's literature, games, and songs; planning/development of units and lessons.
CI 5641 - Language, Culture, and Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Spring & Summer
Applies current sociolinguistic and discourse theory/research to study of relationships between language and culture in educational settings: language curriculum and instruction; classroom language use; borders between school and home/community language use; and educational policies on literacy/second-language instruction.
CI 5656 - Teaching Literacy in Second Language Classrooms
Credits: 3.0 [max 3.0]
Grading Basis: OPT No Aud
Typically offered: Every Fall
Reading comprehension/composing processes in a second language; relationship between first and second literacy development; relationship between reading and writing; relationship of culture to reading comprehension and writing; politics of literacy; assessment of second language literacy; using technology to enhance literacy instruction.
CI 5676 - Biliteracy Development in Dual Language/Immersion Classrooms
Credits: 3.0 [max 3.0]
Typically offered: Periodic Fall & Spring
This course aims to provide dual language, bilingual and language immersion educators with an understanding of the complex phenomena of literacy and biliteracy and with a range of instructional strategies for fostering literacy and biliteracy development in dual language/immersion classrooms.
CI 5657 - Teaching Speaking and Listening in Second Language Classrooms
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Spring Even Year
Theories/methods in teaching language as communication in oral/aural modes; planning student interaction; classroom organization for oral language learning/acquisition; using technology to enhance interaction; assessment of listening comprehension and oral communication.
CI 5672 - Language-Focused Instructional Practices and Strategies for Dual Language/Immersion Classrooms
Credits: 3.0 [max 3.0]
Typically offered: Every Spring
Counterbalancing content with integrated focus on language and literacy development for dual language, bilingual, and immersion classrooms. Materials development; proactive/reactive instructional techniques; noticing and awareness-raising strategies; structuring student language production; differentiating for content, ability, and language. prereq: instr consent
CI 5662 - Second Language Curriculum Design
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
Historical overview of curriculum development in second language education; contexts that influence curriculum development; models for curriculum development in second language settings; politics of curricular reform; national/state standards and implications for curriculum development; effects of technology on second language curriculum.
CI 5671 - Curriculum Development and Assessment in Dual Language/Immersion Classrooms
Credits: 3.0 [max 3.0]
Typically offered: Fall Odd Year
Content-based language instruction and curriculum development for dual language, bilingual, and immersion contexts; balancing content/language goals/objectives in curriculum and instruction; integration of language, literacy content, and culture in curriculum; standards-based instruction; backwards design; assessment that aligns with content-based curriculum and instruction. prereq: instr consent
CI 5658 - Language Testing and Assessment
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Spring Odd Year
For language teachers. Aligning language classroom instruction/assessment; language testing/assessment; classroom-based and large-scale proficiency testing/assessment; assessing proficiency in speaking, listening, reading, writing and communicative modes (interpretive, presentational, interpersonal); creation of formative/summative assessments; critique of contemporary assessment instruments.
CI 5642 - Assessing English Learners
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Spring Odd Year
Current practices concerning language and academic content assessment of English learners (ELs) at the school site, state, and national level; factors affecting academic learning needs of ELs/where assessment fits into that picture.
CI 8695 - Problems: Second Languages and Cultures Education
Credits: 1.0 -6.0 [max 12.0]
Typically offered: Every Fall & Spring
Independent research. prereq: instr consent
CI 5651 - Foundations of Second Languages and Cultures Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall
Historical overview of second language teaching/learning in U.S. introduction to second language acquisition. Second language instructional concepts across elementary, secondary/university options for foreign language, bilingual education, immersion language programs, and English as a second language programs. Theoretical frameworks for language instruction are tied to practice.
CI 5670 - Foundations of Dual Language and Immersion Education
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
Research foundations and program principles for dual language/immersion. Second language acquisition; critical features of program design/implementation; benefits/challenges of dual language/immersion; program assessment; advocacy. Theory/research for dual language/immersion tied to practical application. prereq: Enrollment in certificate program in dual language/immersion educ or instr consent
CI 5177 - Practical Research
Credits: 1.0 -3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall, Spring & Summer
Preparation for identifying a research and development topic, reviewing the existing knowledge on the topic, planning and carrying out a project, further investigating the topic, and writing a report on the project. prereq: CI MEd student, or CI or EdPA Teacher Leadership MEd student
CI 5628 - Analyzing Learner Language in Second Language Acquisition
Credits: 3.0 [max 3.0]
Grading Basis: OPT No Aud
Typically offered: Every Fall & Spring
Review broad findings in second language acquisition (SLA) research. Cognitive/social process of becoming multilingual. How to carry out classroom-based research projects focused on learner language development. prereq: 5646, 5649 [or other course on the grammar of a language]
EPSY 5261 - Introductory Statistical Methods
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 3264/5231/5261/5263
Typically offered: Every Fall, Spring & Summer
EPSY 5261 is designed to engage students in statistics as a principled approach to data collection, prediction, and scientific inference. Students first learn about data collection (e.g., random sampling, random assignment) and examine data descriptively using graphs and numerical summaries. Students build conceptual understanding of statistical inference through the use of simulation-based methods (bootstrapping and randomization) before going on to learn parametric methods, such as t-tests (one-sample and two-sample means), z-tests (one-sample and two-sample proportions), chi-square tests, and regression. This course uses pedagogical methods grounded in research, such as small group activities and discussion. Attention undergraduates: As this is a graduate level course, it does not fulfill the Mathematical Thinking Liberal Education requirement. If you would like to take a statistics course in our department that fulfills that requirement, please consider EPSY 3264.
CI 5762 - Developing Civic Discourse in the Social Studies
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Spring & Summer
Philosophies, strategies, and research on developing civic discourse in secondary social studies classroom. Selecting issues. Democratic classroom climate. Relating to social/cultural contexts.
CI 8134 - Foundations of Research in Curriculum and Instruction I
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
This Foundations of Research course is the first of a two-course sequence required for PhD students in Curriculum and Instruction. The course is designed to ground students in qualitative and quantitative paradigms and epistemology and prepare students for specialized methodology courses that focus on specific research approaches in education.
CI 8135 - Foundations of Research in Curriculum and Instruction II
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
This Foundations of Research course is the second of a two-course sequence required for PhD students in Curriculum and Instruction. The course is designed to ground students in qualitative and quantitative paradigms and epistemology and prepare students for specialized methodology courses that focus on specific research approaches in education.
CI 8796 - Research Internship in Social Studies Education
Credits: 1.0 -6.0 [max 6.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall, Spring & Summer
Internship with social studies education faculty member; experience in collecting and analyzing data; drafting and presenting reports; writing for publication. prereq: CI grad student
CI 8777 - Thesis Credits: Master's
Credits: 1.0 -18.0 [max 50.0]
Grading Basis: No Grade
Typically offered: Every Fall, Spring & Summer
TBD
CI 8795 - Problems: Social Studies Education
Credits: 1.0 -6.0 [max 12.0]
Typically offered: Every Fall, Spring & Summer
Independent research. prereq: CI grad student or instr consent
CI 5651 - Foundations of Second Languages and Cultures Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall
Historical overview of second language teaching/learning in U.S. introduction to second language acquisition. Second language instructional concepts across elementary, secondary/university options for foreign language, bilingual education, immersion language programs, and English as a second language programs. Theoretical frameworks for language instruction are tied to practice.
CI 5653 - Methods in Teaching English as a Second Language (ESL) in Higher Education
Credits: 3.0 [max 3.0]
Grading Basis: OPT No Aud
Typically offered: Every Fall & Spring
Theory/practice teaching academic English as second or foreign language in contexts of higher education. History of field/varied methods in language teaching. Current best practices in teaching academic English pronunciation, listening, speaking, reading, writing skills. prereq: An intro to linguistics course
CI 5646 - Grammar for Language Teachers
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
Syntax from a pedagogical perspective. Grammatical structures that challenge language learners. Issues/activities related to teaching grammar in English and other languages. prereq: LING 5001 or instr consent
CI 5649 - Language Analysis for ESL Teaching in Higher Ed
Credits: 3.0 [max 4.0]
Grading Basis: OPT No Aud
Typically offered: Every Spring
Overview of complex aspects of English grammar not covered in 5646. Academic uses of passives, indirect objects, conditionals, relative clauses, complementation, reported speech, deixis/reference, articles, prepositions, phrasal verbs, pragmatics. prereq: 5646
CI 5654 - Practicum in Language Teaching: ESL and World Languages
Credits: 1.0 -6.0 [max 6.0]
Grading Basis: S-N only
Typically offered: Every Spring
Practical, hands-on training in teaching of English as Second Language. Applying theoretical/descriptive material studied in prior course work. Discuss readings/research articles on SLA, applying theoretical/practical principles to specific critical classroom incidents.
CI 5628 - Analyzing Learner Language in Second Language Acquisition
Credits: 3.0 [max 3.0]
Grading Basis: OPT No Aud
Typically offered: Every Fall & Spring
Review broad findings in second language acquisition (SLA) research. Cognitive/social process of becoming multilingual. How to carry out classroom-based research projects focused on learner language development. prereq: 5646, 5649 [or other course on the grammar of a language]
CI 5658 - Language Testing and Assessment
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Spring Odd Year
For language teachers. Aligning language classroom instruction/assessment; language testing/assessment; classroom-based and large-scale proficiency testing/assessment; assessing proficiency in speaking, listening, reading, writing and communicative modes (interpretive, presentational, interpersonal); creation of formative/summative assessments; critique of contemporary assessment instruments.
CI 5642 - Assessing English Learners
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Spring Odd Year
Current practices concerning language and academic content assessment of English learners (ELs) at the school site, state, and national level; factors affecting academic learning needs of ELs/where assessment fits into that picture.
CI 8777 - Thesis Credits: Master's
Credits: 1.0 -18.0 [max 50.0]
Grading Basis: No Grade
Typically offered: Every Fall, Spring & Summer
TBD
CI 5651 - Foundations of Second Languages and Cultures Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall
Historical overview of second language teaching/learning in U.S. introduction to second language acquisition. Second language instructional concepts across elementary, secondary/university options for foreign language, bilingual education, immersion language programs, and English as a second language programs. Theoretical frameworks for language instruction are tied to practice.
CI 5653 - Methods in Teaching English as a Second Language (ESL) in Higher Education
Credits: 3.0 [max 3.0]
Grading Basis: OPT No Aud
Typically offered: Every Fall & Spring
Theory/practice teaching academic English as second or foreign language in contexts of higher education. History of field/varied methods in language teaching. Current best practices in teaching academic English pronunciation, listening, speaking, reading, writing skills. prereq: An intro to linguistics course
CI 5646 - Grammar for Language Teachers
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
Syntax from a pedagogical perspective. Grammatical structures that challenge language learners. Issues/activities related to teaching grammar in English and other languages. prereq: LING 5001 or instr consent
CI 5649 - Language Analysis for ESL Teaching in Higher Ed
Credits: 3.0 [max 4.0]
Grading Basis: OPT No Aud
Typically offered: Every Spring
Overview of complex aspects of English grammar not covered in 5646. Academic uses of passives, indirect objects, conditionals, relative clauses, complementation, reported speech, deixis/reference, articles, prepositions, phrasal verbs, pragmatics. prereq: 5646
CI 5654 - Practicum in Language Teaching: ESL and World Languages
Credits: 1.0 -6.0 [max 6.0]
Grading Basis: S-N only
Typically offered: Every Spring
Practical, hands-on training in teaching of English as Second Language. Applying theoretical/descriptive material studied in prior course work. Discuss readings/research articles on SLA, applying theoretical/practical principles to specific critical classroom incidents.
CI 5628 - Analyzing Learner Language in Second Language Acquisition
Credits: 3.0 [max 3.0]
Grading Basis: OPT No Aud
Typically offered: Every Fall & Spring
Review broad findings in second language acquisition (SLA) research. Cognitive/social process of becoming multilingual. How to carry out classroom-based research projects focused on learner language development. prereq: 5646, 5649 [or other course on the grammar of a language]
CI 5658 - Language Testing and Assessment
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Spring Odd Year
For language teachers. Aligning language classroom instruction/assessment; language testing/assessment; classroom-based and large-scale proficiency testing/assessment; assessing proficiency in speaking, listening, reading, writing and communicative modes (interpretive, presentational, interpersonal); creation of formative/summative assessments; critique of contemporary assessment instruments.
CI 5642 - Assessing English Learners
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Spring Odd Year
Current practices concerning language and academic content assessment of English learners (ELs) at the school site, state, and national level; factors affecting academic learning needs of ELs/where assessment fits into that picture.