Master of Education in Curriculum and Instruction (ECI)

The ECI program is no longer accepting new students. Plans are currently underway for the development of a master's program to meet the needs of 21st century educators. Recommendations for new program development are welcome.

Please contact: Chery Takkunen, Chair of Graduate Programs in Education, at ctakkune@css.edu or 218-723-7052.

Program Philosophy
The Master of Education in Curriculum and Instruction program (ECI) seeks to challenge graduate students to evaluate their current practices, and critically examine their views on student learning and assessment. Faculty foster students' capacity to apply research-based practices in their classrooms, to identify and analyze educational issues, and to provide leadership for innovative solutions within their work settings. Finally, students develop best practices in the courses they take and become proficient in using action research to address questions from their own practice.

Program Description
The program challenges students to examine their practice from an analytical and reflective viewpoint in order to encourage critical and creative thinking. Through increased awareness of current educational research and best practices, students are empowered to provide leadership in their educational settings. The program is designed to promote personal growth, professional development, and leadership potential of educators.

Professional core courses are designed to provide students with a solid foundation in effective teaching practices. These courses include an emphasis on student learning, diversity issues, and authentic assessment. The learning environment core courses further address students' interest areas and challenges. The selection includes a wide range of relevant educational topics.

Program Outcomes
The ECI program outcomes are aligned with the National Board of Professional Teaching Standards (NBPTS), the Interstate New Teacher Assessment and Support Consortium (INTASC) Standards, and the six components of the department's conceptual framework: critical reflective practice, content knowledge, best practices, appropriate dispositions, diverse perspectives and collaborative partnerships.

Upon completion of the ECI program at The College of St. Scholastica, the graduate will be able to:

• Analyze and reflect on current approaches to teaching and learning;
• Examine theoretical bases of educational innovations and thought presented in the literature;
• Identify contemporary issues in education and examine their effect on classroom practice;
• Develop and apply strategies for addressing a broad range of educational challenges in the content areas;
• Provide appropriate educational opportunities for the diverse population of students they serve;
• Evaluate professional growth they achieve as a result of participating in the program;
• Foster relationships with school colleagues, parents, and agencies in the larger community; and
• Conduct classroom action research to answer questions related to their practice.

Program Format
The 34 semester-credits program is offered online with two short on-site intensive seminars. This format allows education professionals to maintain their current employment status while enhancing their knowledge and skills. The program can be completed in two years with two courses per semester if the student transfers in six (6) elective credits to the program.

Students have opportunities to collaborate together on specific assignments. This can occur in person or virtually. Optional courses are offered on campus during the summer session.

The program is also offered in a balanced format of on-site classroom instruction and online learning where demand warrants.

Admission Requirements
The Master of Education in Curriculum and Instruction program will consider applicants who:

• Submit a completed Graduate Admissions Application form and non-refundable fee of US $50;
• Have earned a baccalaureate degree from an accredited college or university;
• Submit official transcripts of baccalaureate and graduate coursework;
• Have earned a minimum cumulative GPA of 2.80;
• Submit a completed Computer Competency form verifying skill level in word-processing and communication applications;
• Submit a completed Master of Education in Curriculum and Instruction essay; and
• Submit two Graduate Recommendation forms, one from a supervisor;

Forms for some of these requirements are available at http://www.css.edu/x2194.xml. International applicants must submit a TOEFL examination or the Michigan Test score if their primary language is not English. The minimum TOEFL score of 550 on the paper-based test or 213 on the computer-based text is required. The minimum Michigan Test score of 80 is required.

International applicants may need to complete additional admission requirements.
Note: Meeting minimal entrance requirements does not necessarily guarantee admission. Exceptions to minimum criteria may be made at the discretion of the admissions committee.

Prerequisites
There are no course prerequisites to the ECI program.

Application Deadline
Applications are accepted in fall, spring, and summer terms. See the ECI website for specific due dates: http://www.css.edu/x2109.xml.

Acceptance Categories
The Curriculum and Instruction graduate program grants acceptance in the following categories:

• Full Acceptance: granted to those students who meet all admission requirements.
• Provisional Acceptance: granted to those students who have not submitted all required materials but who otherwise have met the admission requirements. Students are allowed one semester to submit remaining credentials and are not eligible for Financial Aid until Full Acceptance is attained.
• Probationary Acceptance: granted to those students who may not meet one or more of the admission requirements. Students are allowed one semester to meet the requirements.

Transfer Credits
Students may transfer graduate credits they have earned from an accredited college or university toward completion of their St. Scholastica degree. A maximum of six transfer credits can be applied. The transfer credit must have been completed no more than seven years prior to the date the St. Scholastica degree is completed. Forms to request transfer of credits can be obtained from the Graduate Studies Office, or ECI Advisement web page. The College of St. Scholastica will consider transfer credits from students who:

• Submit a Credit Transfer Application form;
• Submit an official transcript sent from the accredited institution;
• Submit the course syllabus, catalog or other pertinent descriptive information;
• Demonstrate that course content is applicable to the program enrolled;
• Earn a course grade of "3.0" or better;
• and Complete the course seven years prior to graduating from the St. Scholastica program. Students are advised to get pre-approval before registering for courses they intend to transfer.

Graduation Requirements
A total of 34 semester credits is required for graduation, including credits for Action Research. Credit toward the degree will be given for courses with a grade of 2.0 or better; students are expected to maintain a minimum cumulative grade point average of 3.0. The Master of Education in Curriculum and Instruction graduate program must be completed within seven years. Credits that are more than seven years old at the date of graduation will not count toward the degree.

Graduate Programs in Education Chair: Chery Takkunen, Ph.D.
ECI Program Coordinator: Sr. Clare Marie Trettel, O.S.B., M.Ed.

Master of Education in Curriculum and Instruction Program Requirements
Professional Foundations (20 credits)
EDU 6110: Seminar: The Process of Reflection 1 cr.
EDU 6120: The Highly Effective Teacher 4 cr.
EDU 6130: Teaching in the Diverse Classroom 4 cr.
EDU 6140: Assessing Student Learning 4 cr.
EDU 6150: Introduction to Classroom Action Research 4 cr.
EDU 6160: Conducting Classroom Action Research 2 cr.
EDU 6170: Colloquium: Reflective Practice 1 cr.

Professional Development
Learning Environment: Choose courses for a total of 8 credits (ECI).
(The following courses may also be taken for professional development.)
EDU 6210: Motivation in Today's Learners 2 cr.
EDU 6215: Engaging Multicultural Learners 2 cr.
EDU 6230: Conflict Resolution 2 cr.
EDU 6235: Teacher Parent Partnerships 2 cr.
EDU 6240: Classroom Management: Theory and Practice 2 cr.
EDU 6250: Integrating Curricula 2 cr.
EDU 6255: Learning is Inquiry 2 cr.
EDU 6270: Strategies for Creating Inclusive Classrooms 2 cr.
EDU 6290: Teaching the American Indian Student 2 cr.
EDU 6430: Instructional Design and Web Tools for Learning 3 cr.
EDU 6440: Using Digital Media in Your Classroom 3 cr.
EDU 6445: Online Teaching Methods: From Design to Practice 3 cr.
EDU 6450: Leadership and Future Trends in Educational Technology 3 cr.
EDU 6460: Technologies for the Online Environment 3 cr.

Electives
Six elective semester credits are required. The elective requirement may be satisfied through transfer credits or through additional courses offered through the Master of Education programs and the Learning Institute.

Course Descriptions
EDU 6110: Seminar: Reflective Practice
1 credit
Two-day seminar introduces participants to the concept and practice of professional reflection. Reflective practice is demonstrated by Schön and others to be an essential component of professional knowledge and practice. The seminar serves as an orientation to the Benedictine heritage, the College, and the Master of Education in Curriculum and Instruction Program.

EDU 6120: The Highly Effective Teacher
4 credits
Students examine their own teaching philosophy and practice in light of societal forces, current educational issues and best research practices. Emphasis is placed upon reflection and change, which lead to improved teaching and learning.

EDU 6130: Teaching in the Diverse Classroom
4 credits
Explores aspects of diversity in the classroom. Intelligence theory, cognitive style and learning style are addressed, as well as issues related to race/ethnicity, gender, and social class. Current supportive research and theories are applied to teachers' problems of practice in the classroom.

EDU 6140: Assessing Student Learning
4 credits
An overview of the wide variety of assessment techniques currently being used to evaluate student learning and to make instructional decisions. Students examine standardized tests and alternate authentic assessments in relation to their own student evaluation.

EDU 6150: Introduction to Classroom Research
4 credits
Teachers regularly encounter problems dealing with their professional practice. Participants in this course examine the use of action research methodology to investigate problems of professional practice and their solutions. EDU 6150 is the first of two classroom action research courses. In this course participants learn and apply action research in their work as teachers. They write a review of research literature and a research proposal collection related to research questions they develop.

EDU 6160: Conducting Action Research
2 credits
This is the second of two courses on classroom action research. Participants in this class conduct classroom research to answer questions posed in the first research course and to produce a formal, written document which describes their research question, compiles research on similar topics, depicts their methodology, and explains their results and conclusions.

EDU 6170: Colloquium: Reflective Practice
1 credit

EDU 6210: Motivation in Today's Learners
2 credits
Identifies the philosophical and research base underlying student motivation. This course examines the way in which teachers can work with different motivational and coping styles in order to maximize learning.

EDU 6215: Engaging Multicultural Learners
2 credits
Identifies the research base and practical application of motivating students of various ethnic heritages in order to maximize learning while honoring individual heritage and identity. African-Americans, Native Americans, Mexican Americans and Hmong students and cultures are studied.

EDU 6230: Conflict Resolution
2 credits
The theory of conflict resolution provides the foundation for EDU 6230. The majority of the management situations that arise in classrooms across the country have interpersonal conflicts at their heart. In this course, we address interpersonal conflict resolution as a crucial skill for all human interactions. In addition, specific skills used in school situations are examined.

EDU 6235: Teacher-Parent Partnerships
2 credits
This course is designed to encourage teachers to examine old and create new methods of communication between parents and teachers, which will ultimately foster and enhance student success.

EDU 6240: Classroom Management: Theory and Practice
2 credits
To make decisions about discipline, teachers must have a thorough understanding of the assumptions that under gird various discipline approaches. Participants will examine ten models of discipline developed by some of the most influential educational thinkers of the past half century. Participants will explore their own values, beliefs, and philosophy about discipline. They will then create their own model that reflects both what they have learned from the readings and from their own values and beliefs.

EDU 6250: Integrating Curricula
2 credits
Students examine several models of integrated curricula and design a thematic unit using one or more of these models.

EDU 6255: Learning is Inquiry
2 credits
Participants read current theory on inquiry-based curriculum and evaluate its application to their own classroom; analyze their own curricula for opportunities to infuse inquiry; and design and evaluate inquiry lessons for their curriculum.

EDU 6270: Strategies for Creating Inclusive Classrooms
2 credits
Explores current theories about disabilities and effective classroom accommodation strategies. Participants also develop a basic understanding of the legal, societal and ethical issues involved in identifying, labeling and serving students with special needs.

EDU 6290: Teaching the American Indian Student
2 credits
Explores teaching and learning principles as applied to the American Indian population. Participants read published case studies, develop and compare their own case studies to published work and develop an action plan to improve instruction for American Indian students in their classroom.

EDU 6420: Integrating Technology in Your Classroom
3 credits
In this first course, you assess your current technology skills and knowledge and set some learning goals for integrating technology in your classroom. You examine some of the trends and issues of technology integration, investigate some of the various types of educational software and technology tools available, and develop a technology integration plan for your classroom.

EDU 6430: Instructional Design and Web Tools for Learning
3 credits, summer
This course provides an introduction to instructional design and an in-depth exploration and application of web-based and digital resources for learning. The course provides an overview of effective web-based resources, including Web 2.0, evaluation strategies for reviewing digital resources, video, discussion threads, and learning objects. Participants will also consider best-practices in the area of web-based learning environments and develop learning activities and a collection of resources for educational environments. Participants in the "Certificate in Online Instruction" program will develop a simple online course structure that will be developed in future courses.

EDU 6440: Using Digital Media in Your Classroom
3 credits, fall
This course provides an overview of digital media application for teaching and learning. Participants will learn to design and produce multimedia and digital video products to support the curriculum in their classroom. The course will also focus on designing instruction that integrates student use of multimedia and digital video as learning tools.

EDU 6445: Online Teaching Methods: From Design to Practice
3 credits, fall
Master the essential basics of designing and teaching online courses. This fully online course covers both practical and pedagogical aspects of teaching online. As part of this experience, you will use the Blackboard/WebCT course management system to develop a sample course of your own design, including a syllabus, discussions, course content, and other components that are optimized for the online teaching and learning environment. The course will be organized into eight learning modules, each presenting two weeks of content.

EDU 6450: Leadership and Future Trends in Educational Technology
3 credits
This online course is designed to help develop educational technology leaders. In this course students evaluate, plan, and create educational technology-based solutions for learning environments while considering best-practices in technology integration. Participants will learn about topics in educational technology such as, future trends, government policies, professional development models, and evaluation tools. Prerequisite: EDU 6420, EDU 6430, EDU 6440, or Instructor permission.

EDU 6460: Technologies for the Online Environment
3 credits, spring
Master the essential basics of technologies that are available for the online environment. This online course covers both practical and pedagogical aspects of online technologies. Participants will explore a wide range of online technologies and how they can be used to enhance the online learning environment. Participants will evaluate, select, and integrate technologies into their online course structures.

EDU 6777: Topics Courses
(vary in credits)
Courses on current topics are offered from time to time. See the School of Education website for current offerings. http://academics.css.edu/edu/

EDU 6900: Continuing Enrollment: Action Research
0 credits
Required registration for continuing work on final action research project. Students not completing EDU 6150 and EDU 6160 in the designated number of semesters must register for EDU 6900 each semester until completion of the course requirements

Additional Electives
Professional Development Courses
Professional courses and workshops are available to anyone with a baccalaureate degree from an accredited college or university. These include any of the 6200, 6300, 6400 and 6777 courses listed. Students do not need to be admitted to the ECI program to register for these online courses.

Educational Technology Certificate
http://www.css.edu/x3484.xml

The 12 credit educational technology certificate is delivered in an online format, which is designed for curriculum directors, practicing teachers, and school leaders who seek to improve student learning with the latest technological innovations. Students will have the opportunity to gain skills and knowledge in the use of technology and to develop effective strategies for using technology-enhanced learning activities in your classroom. Students may choose from four of the five courses to obtain their certificate in educational technology. These courses are also offered as part of the ECI program. Learners can obtain their certificate in educational technology as part of their master's degree.