Curriculum & Teaching, M.Ed.

Graduate Curriculum Committee

Nermin Bayazit, PhD
Lyndsey Benharris, PhD
Anne Howard, PhD
Laurie Link, EdD
Margaret O’Hearn-Curran, PhD
Phillip Saisa, EdD
Robert Shapiro, PhD, BCBA-D
Annette Sullivan, EdD

Program Objectives

The MEd in Curriculum and Teaching is a non-licensure degree program designed for individuals who wish to pursue advanced levels of reflection, knowledge, skill and professionalism in the field of education.

Program Description

It is intended that the individual will continue to develop as a reflective, student-centered individual who is able to effectively articulate and apply educational theory and research in the field of education.

To this end, graduate students will:

• Reflect on current educational issues and practices
• Examine research and engage in the research  process
• Acquire and apply advanced knowledge, educational theory and research in the design and implementation of appropriate educational curricula, practices and environments
• Apply knowledge of how students develop as thinkers and learners
• Acquire and apply advanced knowledge of emerging, research-based, educational principles in the planning, implementation and evaluation of the educational environment and instructional programs
• Demonstrate awareness of the impact of societal issues on the curriculum as they relate to meeting the diverse needs of individuals
• Demonstrate an understanding of educational partnership models which effectively focus on family strengths, circumstances and cultural experiences
• Demonstrate effective strategies and techniques for working with diverse individuals in inclusive learning environments
• Examine the shared values, ethics, purposes and commitments that bond the educational community (e.g. teachers, families, administrators, specialists, etc.)
• Demonstrate a disposition  of collegiality, respect and support that fosters future improvement of education through research and reflection
• Be prepared to pursue further graduate studies

Admission Standards and Criteria

To apply for enrollment in the Master of Education in Curriculum and Teaching Program, students must submit documents as outlined in the graduate admission section. Applicants to this program are not required to submit scores for the Massachusetts Test for Educator Licensure (MTEL) or a copy of a teaching license.

• Personal Statement
  Students must complete an essay of no more than one page in response to one of the following questions/statement:
  1. Tell about a positive situation in which you helped a person and made a significant difference in that person’s life.
  2. What are the most important factors in establishing a long-term working relationship with students, friends, etc.?
  3. Tell us about a significant event that involved you in a teaching or helping role.
     • Describe the situation as it occurred at the time.
     • What did you do in that particular situation?
     • How did you feel about the situation at the time you were experiencing it?
     • How do you feel about the situation now?
     • What would you change, if anything?

Program Learning Outcomes

Candidates completing a Curriculum and Instruction Master of Education (Hybrid), upon graduation are expected to:

• demonstrate understanding of and ability to critically analyze current issues in education from various stakeholder perspectives.
• examine curriculum development theories as they apply to specific areas of educational focus and expertise.
• acquire deeper understanding of content and pedagogy, and the skills necessary for ongoing formal and informal knowledge acquisition. 
• develop pedagogical skills to plan effective instruction based on knowledge of student diversity, societal issues, curriculum standards, and current research.
• understand the role of technology and demonstrate skills using  technology to gather, analyze and present information, enhance instructional and collaborative practices, and support active student engagement
• critically examine and analyze research in education and apply results to improve current practice.
• complete a capstone project that integrates theory and practice, and contributes to ongoing problem solving in education.  

Required Courses, 12 credits

• EDUC 9005 - Dynamic Perspectives in Education
• A course in curriculum design/development
• EDUC 9300 - Educational Research
• EDUC 9510 - Capstone: Implementation of Best Practices

Select two of the following in consultation with advisor (total 6 credits):

• A course in educational technology
• A course in special education
• A course on literacy development relevant to the license under which the student is teaching

Focus Area Courses, 18 credits: (*Note)

• Content strand, 9 credits
• Pedagogy strand, 9 credits

*Note: C​andidates who have completed an undergraduate education licensure program at Fitchburg State, and been endorsed for an initial teaching license in Early Childhood, Elementary Education, or Special Education will complete 30 credits.  (Focus Area Courses - Content strand, 6 credits and Pedagogy strand, 6 credits)

Focus Areas

Working with the program advisor, individual students will select a focus area, with a focus of 9 credits in the content strand and 9 credits in the pedagogy strand. Nine credits of coursework will be completed in each strand area. These courses will be selected in order to meet the needs and interests of each individual student. Focus areas may include technology, assessment, special education, diversity, literacy, curriculum and instruction, secondary and elementary education, among others.

No courses below the 7000 level will be accepted toward the program without written approval of the program chairperson.

Total for Degree: 36 credits