mission and programmatic outcomes · web view2020/02/10 · all curriculum and instruction...
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Department of Curriculum and Instruction
Program Handbook ofMaster’s of Education Degree
In Curriculum and Instruction*
Approved by C&I faculty on February 13, 2020
College of EducationGraduate Education and ResearchTexas Tech University Box 41071
Lubbock, TX 79409-1071(806) 742-1997
Fax (806) 742-2179http://www.depts.ttu.edu/education
* This handbook provides basic information about application, course study, examination, and dissertation requirements for the M.Ed. program in Curriculum and Instruction. This information is provided for master’s degree students and faculty in Curriculum and Instruction. Information about Texas Tech University can be found on-line at www.ttu.edu. Information about the College of Education can be found at www.educ.ttu.edu. The Graduate School catalog can be accessed through https://catalog.ttu.edu/content.php?catoid=9&navoid=954.
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Welcome Message
We welcome you to the master’s degree program in Curriculum and Instruction at Texas Tech University. We are part of an institution that has a rich tradition of engaging with the community and connecting research with practice. Our faculty are highly successful individuals with diverse talents and great accomplishments in their work. However, our department is small enough that we are all familiar with each other’s work. Many faculty also present and publish research with students. We are delighted that you have selected Texas Tech University and the Department of Curriculum and Instruction as your program of study. We hope to prepare you to make significant contributions to the various areas in the field of curriculum and instruction in the future.
Our master’s degree program offers a range of study options across several educational areas through your choice of a general C&I M.Ed. or through your choice of one of the five tracks: Curriculum Studies and Teacher Education; Language and Literacy; Bilingual Education and English as a Second Language, Blended and Personalized Learning, and Science, Technology, Engineering and Mathematics (STEM). There are options for both face-to-face and online formats.
We expect that you will make a committment to completing your program of study, and we, as a university, a college, and a department, are committed to providing resources to support your program of study. This handbook is one of these important resources. It will help you to navigate important policies and procedures in the department and guide you in your study in the program. Please read this handbook carefully and let us know if you have any questions.
Welcome to Texas Tech!
Jerry Dwyer, Ph.D. Professor and (Interim) Department Chair
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Table of ContentsMission and Programmatic Outcomes.............................................................................................5Mission............................................................................................................................................5C&I Master’s Programs...................................................................................................................5
Two Options................................................................................................................................5Face-to-Face Format........................................................................................................................................5Online Format...................................................................................................................................................5
Career Opportunities........................................................................................................................6C&I M.Ed. Program........................................................................................................................6
Areas of Study.............................................................................................................................6General C&I M.Ed...........................................................................................................................................7General C&I M.Ed. (Dual Credit Credential)................................................................................................7Bilingual Education and English as a Second Language Concentration (BIL)............................................7Blended and Personalized Learning Concentration (BL/PL)........................................................................7Curriculum Studies and Teacher Education Concentration (CSTE)...........................................................7Language and Literacy Education Concentration (LL)................................................................................8Science, Technology, Engineering, and Mathematics (STEM) Education Concentration..........................8
Program Application........................................................................................................................8Graduate School Application.....................................................................................................8
M.Ed. Program Admissions.............................................................................................................9Tuition and Fees.........................................................................................................................9
Program Requirements for Admitted Students................................................................................9Prior Degree Requirements........................................................................................................9Transfer Credit.........................................................................................................................10Enrollment Requirements........................................................................................................10Continuous Enrollment Requirements....................................................................................10Leave of Absence......................................................................................................................11Grade Requirement..................................................................................................................11
Program Advisory..........................................................................................................................11Graduate Advisor......................................................................................................................11Thesis / Comprehensive Component Advisor / Chair.............................................................11Thesis or Comprehensive Component.....................................................................................12
Master’s Degree Coursework in Curriculum and Instruction for All Concentrations...................13Master of Education in Curriculum & Instruction (General)................................................13Master of Education in Curriculum & Instruction (General – With Dual Credit)...............13Master of Education in Curriculum & Instruction (Bilingual/ESL Concentration)............14Master of Education in Curriculum & Instruction (Blended and Personalized Learning Concentration)..........................................................................................................................14Master of Education in Curriculum & Instruction (CSTE Concentration)..........................15Master of Education in Curriculum & Instruction (Language & Literacy Concentration).16Master of Education in Curriculum & Instruction (STEM Concentration).........................16
Program Study Process..................................................................................................................17Complete Degree Plan..............................................................................................................17Annual Review..........................................................................................................................17
Statement of Intent to Graduate and Graduation Fees...................................................................17University Policies.........................................................................................................................18
Academic Probation and Suspension......................................................................................18Academic Integrity....................................................................................................................18
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Civility in the Classroom..........................................................................................................18Additional Suggestions and Information.......................................................................................19Faculty and Staff Members in the Department of Curriculum and Instruction.............................19Affiliated Faculty Members of the Program in Curriculum and Instruction.................................21Appendix........................................................................................................................................21
Admissions Appeals..................................................................................................................21
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Mission and Programmatic Outcomes
Mission
The mission of the master’s programs in Curriculum and Instruction is threefold. The program is committed to helping students become:
independent practioners in their area of expertise, who make practical contributions to their field;
ethical and caring decision makers, who work to benefit all students regardless of their race, ethnicity, class, gender, sexual orientation, religion, (dis)ability, and geographical background; and
critical educators who are committed to improving the human condition through educational research and practice.
Program Outcomes
Master’s degree programs for Curriculum and Instruction are designed to meet the diverse needs of professional educators in elementary, secondary, and post-secondary education. We believe that all professionals in education should be skilled in applying research to practice; using a variety of teaching strategies; planning, organizing, implementing and evaluating instructional plans; enhancing student achievement; and responding intelligently to current and emerging educational problems.
C&I Master’s Programs
To accommodate the various needs of students, the master’s program in Curriculum and Instruction is offered in two different instructional formats: Face-to-Face, and Online.
Two Options
Face-to-Face FormatStudents within commuting distance of Lubbock may take face-to-face courses with the sequence as specified in the section on the degree plan in this handbook. The face-to-face format includes at least 51% of face-to-face courses offered on the Lubbock campus and no more than 49% of online and/or hybrid courses.
Online FormatStudents may take online, or hybrid/blended courses with the same sequence taken by the face-to-face students in the program. This option is available to those who live outside of commuting distance to campus (as well as those who live within commuting distance if they choose that format). As an online format, a majority (between 50 percent and 100 percent) of the planned instruction will occur online. The online format may include both asynchronous and synchronous sessions using Blackboard Collabroate, Zoom, or some other online teaching platform. Students may also take a hybrid/blended course where some of the students are attending the course as a
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face-to-face course, and other students are attending that course via Blackboard, Zoom, or some other online teaching platform.
Students have the option of selecting a concentration in one of the following areas:
General M.Ed. in C&I General C&I M.Ed. for Dual Credit Credential Curriculum Studies/Teacher Education (CSTE) Language and Literacy Education STEM Education Blended Learning/Personalized Learning Bilingual Education and English as a Second Language
The degree requirements in all of the concentration areas are designed to give a depth of knowledge about the selected field of study and prepare them to become practitioner researchers.
Additional information about Texas Tech University can be found on-line at www.ttu.edu. Information about the College of Education can be found at http://www.depts.ttu.edu/education/. More information about the graduate school at Texas Tech University can be found at: http://www.depts.ttu.edu/gradschool/
Career Opportunities
Graduates of the M.Ed. in Curriculum and Instruction will find the following career opportunities in various fields. They include but are not limited to:
Faculty in Higher Education (Community Colleges) Educational program officers and policy analysts in government agencies Instructional specialists and leaders in school districts or schools Educational researchers and consultants in private or non-profit organizations Instructional Coaches and Teacher Leaders Corporate Educators as part of Human Resources Leaders and Developers in For-Profit Educational Curriculum Development Firms
C&I M.Ed. Program
Areas of Study
Advanced degrees in the area of Curriculum and Instruction prepare students to have the knowledge, skills, and dispositions needed to analyze, construct, and evaluate curricula in ways that create optimal learning conditions for all learners.
Graduates of the C&I program will acquire a wide range of knowledge and skills in different theories, educational foundations, research methodologies, and/or a specific area of interest of their choice. These may include areas of curriculum studies, blended and personalized learning,
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language and literacy, bilingual education and English as a second language, science education, or mathematics education, and more. Students will choose one of the following options as outlined below.
General C&I M.Ed. Graduates in this option will work toward becoming an education generalist, an action researcher, and/or an education specialist in the area of their choice. Students will acquire a wide range of knowledge and skills in different theories, educational foundations, research methodologies, blended and personalized learning, or a specific content area of interest. Students will work closely with their advisor to choose courses that meet their individual needs and interests as articulated by the student.
General C&I M.Ed. for Dual Credit CredentialGraduates in this option will aim to be credentialed to teach dual-credit courses in high school. Graduates of this program will have 18 hours of “core C&I” work, and an additional 18 hours taken in the content area where the student hopes to teach the dual credit courses. For example, if the student wants to teach dual credit mathematics courses, the student would take 18 hours in C&I, and an additional 18 hours from the Mathematics & Statistics Department or English Department. Students will work closely with their advisor to choose courses that meet the needs of the student.
Bilingual Education and English as a Second Language Concentration (BIL)Graduates of Bilingual Education and English as a Second Language will focus on teaching strategies, trends, and policies in bilingual education. This concentration is dedicated to preparing students to be educational leaders and advocates who, through rigorous academic and research-based programs of instruction, offer second language learners access to an excellent education.
Blended and Personalized Learning Concentration (BL/PL)Graduates of the Blended and Personalized Learning concentration will have on-the-ground experience in the following knowledges and competencies: foundations of personalized learning; data literacy; creating and sustaining student agency; creating data literacy for students; becoming a teacher leader; competencies of critical coaching; and designing curriculum and assessment using personalized learning strategies
Curriculum Studies and Teacher Education Concentration (CSTE)Graduates of Curriculum Studies and Teacher Education (CSTE) will practice critique, inquiry, and exploration into theories and practices of curriculum studies and teacher education. The CSTE graduates will pursue inquiries into what knowledge is of most worth and who benefits from it in relation to K-12 education and teacher education.
Language and Literacy Education Concentration (LL)Graduates of Language and Literacy Education are scholar-advocates who conduct community-based research to promote and advocate for the literacies affecting linguistically and culturally diverse learners. The Language & Literacy concentration is guided by an understanding of literacy as a developmental process. Coursework emphasizes theories of literacy as a socio-
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cultural practice where student engagement with texts and literacy tasks are central to effective instruction.
Science, Technology, Engineering, and Mathematics (STEM) Education ConcentrationThe Science, Technology, Engineering, and Mathematics (STEM) Education track is designed to produce graduates who can “make a difference” in formal and informal P-20 STEM education at the local, state, national, and/or international levels through community engaged scholarship and/or global education.
Program Application
The M.Ed. program in Curriculum and Instruction requires a completed bachelor’s degree in the field of education or cognate areas of study from an accredited higher education institution in the United States or equivalent higher education institution in another country.
When applying for the program, you must apply to the Graduate School of Texas Tech University for General Admission. Information about the graduate school application is available at 328 Admin Building, Texas Tech University or you can call 806-742- 2787 or send an email to [email protected]. Specific information concerning the M.Ed. program in Curriculum and Instruction can be obtained from the Office of Graduate Education and Research in the College of Education.
Graduate School Application
To apply for general admission to the Graduate School at Texas Tech University, please complete the following process:
(1) Start your application to the Graduate School by reading to understand the process and specific requirements about the application. Visit:http://www.depts.ttu.edu/gradschool/admissions/howtoapply.php
(2) Please specify an area of interest from the following list: General C&I M.Ed. General C&I M.Ed. for Dual Credit Credential C&I M.Ed. – Bilingual Education and English as a Second Language C&I M.Ed. – Blended and Personalized Learning C&I M. Ed. - Curriculum Studies & Teacher Education C&I M.Ed. - Language and Literacy C&I M.Ed. - STEM Education
(3) Submit official transcripts of all of your college studies. Include ALL official collegiate academic transcripts (if you attended community college, those are required also along with transcripts from schools where you may have just taken a class or two).
(4) Other required documents Your resume (curriculum vita) An applicant statement in which you discuss your academic background, work
experience, personal insights that led you to the decision to pursue this degree,
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and academic goals that you want to accomplish. Please describe your research interests and, if possible, names of faculty members who may serve as research advisors.
Up to three letters of recommendation that have been written within the last year. (As you complete your application, you will be given web addresses, which you pass to each of your recommenders to submit their recommendation for you).
Please note that gradaute admissions will be evaluated holistically and based on whether or not the candidate is a good fit for the program.
(5) International students should also submit scores for the Test of English as a Foreign Language (TOEFL). See http://www.ets.org/toefl for more information and an application for that test.
(6) Pay the application fee.(7) From http://www.depts.ttu.edu/gradschool/, you can track your Graduate School
application.(8) If you have any questions regarding the C&I program application, please contact
Brandi Stephens at [email protected] or 806-843-4554.
M.Ed. Program Admissions
When all of the materials required by the Graduate School and the C&I program have been received, an admission committee of faculty will review your application materials and make a recommendation for admission to the chair of the Department of Curriculum and Instruction and then to the Graduate School for the final decision. You will be informed officially about the decision on your admission at the conclusion of this process (see the Appendix for information on Admission Appeals at the end of the handbook).
Tuition and Fees
Information on Tuition and Fees for your program of study at Texas Tech can be found by visiting the webpage of Student Business Services at http://www.depts.ttu.edu/studentbusinessservices/
Program Requirements for Admitted Students
Prior Degree Requirements
As stated earlier, the M.Ed. program in Curriculum and Instruction requires a completed bachelor’s degree in the field of education or cognate areas of study from an accredited higher education institution in the United States or equivalent higher education institution in another country.
If the student’s bachelor’s degree is not in the area that he/she intends to pursue, the student may be required to take up to 6 credit hours of leveling courses which will be selected at the discretion of the area faculty before taking master’s level courses.
If the student’s bachelor’s degree is older than seven years, the student may be required to take up to 6 credit hours of leveling courses which will be selected at the discretion of the area faculty before taking master’s level courses.
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Master’s Degree Requirement
Consistent with university requirements, a minimum total of 36 graduate level credits is required for the degree.
Transfer Credit
Only six approved semester hours of coursework may be transferred from another accredited university. Transfer courses may not include practicum or internship courses. No course on the degree plan may be over six years old at the time the degree is conferred.
Enrollment Requirements
Students are expected to register in the semester for which admission is granted. Full-time graduate student status is 9 hours in each regular semester. Full-time
enrollment in a summer term is 3 hours. Part-time graduate student status requires a minimum of 3 hours in each regular
semester. Thus, this is the minimum requirement to maintain student status for any student.
International students need to maintain full-time graduate student status in each regular semester, consistent with the requirements by the federal government.
Continuous Enrollment Requirements
Under special circumstances, when students cannot fulfill the enrollment requirements mentioned above, the department chair must approve exceptions or extensions in advance and the students are still required to satisfy a continuous enrollment requirement by registering at least 1 credit hour during each semester and the summer term. Students who fail to register without an official leave of absence from program study granted by the Department of Curriculum and Instruction and the Graduate School, are required to apply for re-admission to the program according to the procedures and standards in effect at the time of reconsideration. Readmission is not guaranteed.
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Leave of Absence
Students may request a leave of absence from the continuous enrollment requirement in case of serious medical conditions and other exceptional reasons.
A request for a leave of absence along with appropriate written documentation must be sent by the student, or by the student’s chair when appropriate, to the C&I administrative business assistant and must be approved by the Department Chair and the Associate Dean for Graduate Education in the College of Education. This approval, then, must be approved by the Associate Dean for Academic Affairs, prior to the student leaving the university.
A leave of absence will not exceed one year. Leaves of absence do not extend the maximum time allowed for completion of the
degree.
Grade Requirement
Students in the program are required to maintain a grade point average of 3.0 as the minimum requirement for graduation. A failure to meet these grade requirements may result in dismissal from the program.
Program Advisory
Graduate Advisor
Serves as initial point of faculty contact for newly admitted students. Helps students with a variety of questions they may have including selecting courses
that fulfill the C&I course requirements listed in DegreeWorks (https://degreeworks.texastech.edu).
Helps students select an appropriate faculty advisor for the thesis option or a chair for the comprehensive examiniation option, upon completing 12 credit hours or by the end of the student’s second year.
Responsible for completing annual review documentation for students until they identify their faculty advisor/ chair.
Signs off on students’ Change of Degree Plan forms as necessary.
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Thesis / Comprehensive Component Advisor / Chair
Before or upon completing 12 credit hours, students are encouraged to identify a master’s committee chair possibly from their concentration or a faculty member in the Department of Curriculum and Instruction, whose research interests match those of the student.
The advisor / chair must be a graduate faculty member from the Department of Curriculum and Instruction or an affiliated faculty (see the list of graduate program faculty and affiliated faculty in the Department of Curriculum and Instruction in this handbook as well as the department website for the most current list).
The advisor / chair will work with the student to plan the rest of the student’s program coursework and to conduct an annual review of the student’s progress in the program.
The chair will answer the student’s questions regarding policies, courses, or degree plan issues.
The chair will help the student form a thesis committee or work with the student to identify faculty who may help with the comprehensive component.
Upon consultation with the advisor / chair, the student has an option to change the chair if the student’s research interests and needs are no longer consistent with the chair’s research expertise.
The advisor / chair has an option to step down from being the advisor / chair if the student’s research interests and needs are no longer consistent with the chair’s research expertise.
The request form for a committee chair change should be completed and submitted to the department chair and then forwarded to the Graduate School for final approval. The committee change form can be accessed and downloaded from the following link: http://www.depts.ttu.edu/hs/hdfs/graduate/documents/Title-Committee-Change-Form.pdf.
Thesis or Comprehensive Component
All Curriculum and Instruction master's degree students must complete either a thesis or some other comprehensive component. Those not completing a thesis must complete a different comprehensive component as a final degree requirement. This may include a 4-hour comprehensive examination, a final project, a final portfolio, or a publishable manuscript. Students are permitted to complete the comprehensive component during their last semester of coursework. The comprehensive exam is offered once each semester. Students must apply to take the examination. Since there are application deadlines, students are encouraged to inquire about the procedures in their last year of course enrollment.
The following statements govern the administration of the Comprehensive Component:
1. Students will choose a format for the comprehensive component: a comprehensive examination; a manuscript of publishable quality; a project or portfolio; or a master’s thesis, in consultation with the student’s faculty advisor / chair.
2. Students who choose the comprehensive examination option will ask three faculty members to each write a question for the exam. It is best to ask faculty members from
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whom students have taken courses.
3. The comprehensive examination is a written examination that will be taken in a proctoredroom in the College of Education or another proctored space. Students are not allowed to use notes, texts, or the internet during this exam. The student goes into the proctored space, and answers three short-essay questions during the 4 hour timeframe. Again, the student cannot have notes or access to the internet during the exam.
4. The student’s committee members will evaluate the student’s answers. If the committee determines that there is a need for further clarification of the written exam, the committee may require the student to also complete an oral exam. The oral examination of approximately two hours must be limited to questions that ask the student to clarify and/or extend their written answers plus other questions that address the goals for the concentration area.
5. At the discretion of the student’s committee, the committee members may give the student, prior to the written portion of the examination, guidance in what questions might be asked. Options for guidance include, but are not limited to, giving the student a brief or detailed list of topics to be covered during the exam.
6. If students chose to fulfill the comprehensive component by submitting a publishable manuscript, a portfolio, or a final project, the student will also form an evaluation committee consisting of three faculty members. One of the members must be the student’s advisor. The committee will work with the student to determine when and if the student has fulfilled the necessary requirements as determined by the evaluation committee. Once the evaluation committee is satisfied, the student will have passed the comprehensive evaluation component.
7. Nothing about these statements may be construed to contradict other university policy.
8. Exceptions to the above statements may be needed. This determination will be made by the student’s advisor in conversation with the rest of the committee and the program coordinator.
Master’s Degree Coursework in Curriculum and Instruction for All Concentrations
Master of Education in Curriculum & Instruction (General)Required Core Coursework (9 hours)
EDCI 5380 Action Research I ECTE 5381 Practical Applications of Curriculum, Instruction, & Assessment through
Action Research (Action Research II) EDCI 5320 Curriculum Theory: Foundations
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Emphasis Courses (27 hours)Choose 27 hours of course work in collaboration with your advisor. These courses should meet the individual needs and goals of the student. The courses should be graduate level courses.
Master of Education in Curriculum & Instruction (General – With Dual Credit Credential)Required Core Coursework (9 hours)
EDCI 5380 Action Research I ECTE 5381 Practical Applications of Curriculum, Instruction, & Assessment through
Action Research (Action Research II) EDCI 5320 Curriculum Theory: Foundations
C&I Emphasis Courses (9 hours)Choose 9 hours of course work in collaboration with your advisor. These courses should meet the nindividual needs and goals of the student.
Content Area Emphasis Courses (18 hours)Choose 18 hours of course work in collaboration with your advisor and dual-credit content department (e.g., Department of English or Department of Mathematics & Statistics). These course should meet the content hour requirement for dual credit credentialing.
Master of Education in Curriculum & Instruction (Bilingual/ESL Concentration)Required Core Coursework (9 hours)
EDCI 5380 Action Research I ECTE 5381 Practical Applications of Curriculum, Instruction, & Assessment through
Action Research (Action Research II) EDCI 5320 Curriculum Theory: Foundations
Choose 3 courses from the following (9 hours) EDBL 5337 Teaching Strategies for ESL and Content-Area of Teachers of Limited
English Proficient Students EDLL 5344 Content Area and Disciplinary Literacy Methods EDLL 5355 Creating Writing-Centered Classrooms EDCI 5321 Curriculum Theory: Design and Development EDCI 5373 Designing Project-Enhanced Environments for Science and Mathematics
Required Emphasis Courses (12 hours) EDBL 5332 Foundations of Bilingual Education EDBL 5333 Teaching the Multicultural/Multilingual Student EDBL 5336 Instructional and Management Issues in Bilingual Education EDBL 5338 Methods of Teaching English as a Second Language to PreK-12 Students
Electives or Thesis (6 hours)A. Choose two electives in consultation with an advisor
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EDCI 5306 Seminar: Immigration and Education EDBL 5334 First and Second Language Acquisition EDLL 5340 Literacy Acquisition Process and Pedagogy
ORB. Complete 6 hours of EDCI 6000 Master’s Thesis
Master of Education in Curriculum & Instruction (Blended and Personalized Learning Concentration)Required Research Core (6 hours)
EDCI 5380 Action Research I ECTE 5381 Practical Applications of Curriculum, Instruction, & Assessment through
Action Research (Action Research II)
Required Core Coursework (12 hours) EDCI 5310 Instructional Theory and Design EDCI 5320 Curriculum Theory: Foundations EDCI 5333 Improving the Teaching of thinking 1 of 2: EDBL 5337 Teaching Strategies for ESL and Content-Area of Teachers of
Limited English Proficient Students OR ECTE 5335 Emerging Pedagogies and Designs
Required Concentration Courses (18 hours) EDCI 5390 Foundations of Blended and Personalized Learning EDCI 5391 Blended Learning/Personalized Learning and Student Agency EDIT 5392 Teacher Routines for Using Data to Support Personalized Learning EDIT 5393 Demonstration of Advanced Models of Personalized Learning EDCI 5394 Personalized Learning Coaching and Critical Communities of Practice EDCI 5395 Special Topics in Personalized Learning
Master of Education in Curriculum & Instruction (CSTE Concentration)Required Research Core (6 hours)
EDCI 5380 Action Research I ECTE 5381 Practical Applications of Curriculum, Instruction, & Assessment through
Action Research (Action Research II)
Required Concentration Courses (12 hours) ECTE 5315 Connecting Instructional Theory Into Practice ECTE 5310 Critical Pedagogy and Social Justice ECTE 5318 Authentic Curriculum Assessment ECTE 5335 Emerging Pedagogies and Designs
Choose 4 courses from the following (12 hours) EDCI 5310 Instructional Theory and Design EDCI 5320 Curriculum Theory: Foundations EDCI 5333 Improving the Teaching of thinking
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EDCI 5330 Ethics and Education EDBL 5337 Teaching Strategies for ESL and Content-Area of Teachers of Limited
English Proficient Students EDCI 5321 Curriculum Theory: Design and Development EDCI 5373 Designing Project-Enhanced Environments for Science and Mathematics
Electives or Thesis (6 hours) Choose two electives in consultation with an advisor Complete 6 hours of EDCI 6000 Master’s Thesis
Master of Education in Curriculum & Instruction (Language & Literacy Concentration)Required Core Coursework (9 hours)
EDCI 5380 Action Research I ECTE 5381 Practical Applications of Curriculum, Instruction, & Assessment through
Action Research (Action Research II) EDCI 5320 Curriculum Theory: Foundations
Choose 3 courses from the following (9 hours) EDBL 5337 Teaching Strategies for ESL and Content-Area of Teachers of Limited
English Proficient Students EDBL 5338 Methods of Teaching English as a Second Language to PreK-12 Students EDLL 5344 Content Area and Disciplinary Literacy Methods EDLL 5355 Creating Writing-Centered Classrooms
Required Emphasis Courses (12 hours) EDLL 5340 Literacy Acquisition Process and Pedagogy EDLL 5342 Classroom-Based Literacy Assessment for Differentiated Instruction EDLL 5343 Practicum in Literacy EDLL 5346 Increasing Reading Proficiency for All Readers
Electives or Thesis (6 hours)A. Choose two electives in consultation with an advisor
EDLL 5341 Developing Academic Literacy in the Disciplines for Adolescents EDLL 5345 Emergent and Early Literacy Development and Pedagogy EDLL 5356 Trends and Issues in Adolescent Literacy EDLL 5355 Creating Writing-Centered Classrooms EDLL 5351 Children’s Literature in the School Curriculum EDLL 5353 Studies in Gender, Literacies, and Adolescence EDLL 5366 Teaching Developmental Readers-Adolescent to Adult EDLL 5350 Developing Traditional and New Literacies
ORB. Complete 6 hours of EDCI 6000 Master’s Thesis
Master of Education in Curriculum & Instruction (STEM Concentration)Required Core Coursework (9 hours)
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EDCI 5310 Instructional Theory and Design EDCI 5320 Curriculum Theory: Foundations EDCI 5333 Improving the Teaching of thinking
Required Research Core (6 hours) EDCI 5380 Action Research I ECTE 5381 Practical Applications of Curriculum, Instruction, & Assessment through
Action Research (Action Research II)
STEM Emphasis (12 hours), choose 4 courses from the followng EDCI 5371 Curriculum and Instruction in Sciences and Math Education EDCI 5372 Assessment Issues in Science and Math Education EDCI 5373 Designing Project-Enhanced Environments for Science and Mathematics EDCI 5377 Technology in Science/Math Education EDCI 5378 High Cognitive Demand Tasks in Mathematics and Science Classrooms
Electives (9 credit hours required) Courses that emphasize student’s career goals – with approval from advisor (up to 9
credit hours) Capstone project embedded in the program of studies listed above OR EDCI 6000
Master’s Thesis (6 credit hours).
Program Study Process
Complete Degree Plan
DegreeWorks will auto-populate concentration degree plans as soon as the student is admitted to the program. The student will need to meet with the Graduate Advisor and/or the student’s thesis chair to go over what has been populated in DegreeWorks and review course substitutions or transfer credits that may need to be updated. In case of changes in the degree plan, the Change of Degree Plan form needs to be submitted. This form is available on the College of Education website under faculty/staff resources. http://www.depts.ttu.edu/education/our-people/faculty-and-staff-resources/
Annual Review
Consistent with the relevant requirements of the Graduate School, the Graduate Advisor will fill out an annual review form for each student until they identify their faculty advisor. After that, the student’s faculty advisor (or thesis chair) will fill out an annual review form at the end of each academic year. Any student not making satisfactory progress toward their degree may be placed on academic probation and given conditions to meet to stay in the program. Continued unsatisfactory progress in any area of a student’s work may be cause for academic probation or suspension (see below for the University Policies).
Statement of Intent to Graduate and Graduation Fees
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All students must file a Statement of Intent to Graduate and pay graduation fees in the semester they plan to graduate. Since specific deadlines exist for filing forms and paying fees, students should consult the detailed academic calendar for the particular semester (www.depts.ttu.edu/officialpublications/calendar).
University Policies
Academic Probation and Suspension
Every graduate student enrolled in the master’s program in Curriculum and Instruction is required to maintain a high level of performance and to comply fully with the policies of the department along with those of the College of Education and the Graduate School at Texas Tech University. In addition, every graduate student should exhibit dispositions, work habits, attitudes, and ethics that are indispensable to being an educator. The Department of Curriculum and Instruction reserves the right to place on probation or to suspend any student who:
Does not maintain satisfactory academic standing Makes unsatisfactory progress over time toward completion of the degree Fails to conform to the regulations of the department and the university Displays unprofessional conduct such as cheating or plagiarism (see the statement on
Academic Integrity below) Exhibits inappropriate behaviors described in the Civility in the Classroom below.
Graduate students can be admitted to the master’s program on provisionary conditions. Failure to fulfill the conditions stipulated at the time of admission will result in termination from the program.
Graduate students whose overall graduate GPA falls below 3.0 will be placed on academic probation. During the following term, if their overall GPA remains less than 3.0 and their term GPA is greater than 3.0, they will be placed on continued probation.
Graduate students are placed on academic suspension if their overall GPA is less than 3.0 in two consecutive semesters. They are required to remain out of the Graduate School for one term (including summer terms). Any student who has been suspended must appeal to the Graduate School if reinstatement is desired.
For more information, please see the Undergraduate/Graduate School Catalogue.
Academic Integrity
It is the aim of the faculty of Texas Tech University to foster a spirit of complete honesty and a high standard of integrity. The attempt of students to present as their own any work that they have not honestly performed is regarded by the faculty and administration as a serious offense and renders the offenders liable to serious consequences, possibly suspension.
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For more information, please see: http://www.depts.ttu.edu/officialpublications/facultyhb/facultyaffairs_a.php#integrity
Civility in the Classroom
Texas Tech University is a community of faculty, students, and staff that enjoys an expectation of cooperation, professionalism, and civility during the conduct of all forms of university business, including the conduct of student–student and student–faculty interactions in and out of the classroom as well as the online setting such as Zoom. Further, the classroom is a setting in which an exchange of ideas and creative thinking should be encouraged and where intellectual growth and development are fostered. Students who disrupt this classroom mission by rude, sarcastic, threatening, abusive or obscene language and/or behavior will be subject to appropriate sanctions according to university policy. (http://www.depts.ttu.edu/officialpublications/facultyhb/facultyaffairs_c-d.php#civility)
Additional Suggestions and Information
Other important issues such as registration, financial assistance, ethics, and appeals procedures are outlined in the Texas Tech University Graduate Catalog.
Faculty and Staff Members in the Department of Curriculum and Instruction
Name Rank Email Areas of Expertise/Methodological Experitse
Childers, Gina
Assistant Professor
[email protected] STEM Education; Technology use in Science Education; Informal Science Education; Community Engagement and Science Education; Program Evaluation; Quantitative Research Methods
Cho, Jeasik Associate Professor
[email protected] Curriculum studies; Blended learning and personalized learning; Methodological reflection; Classroom assessment/formative assessment for learning; Multicultural education and social justice education; Metacognitive/self-regulated learning; Teacher education; Qualitative research/evaluation in general; phenomenology; constructivist grounded theory; critical theory; discourse analysis; arts-based research; mixed methods
Cruz, Joshua Assistant Professor
[email protected] Qualitative methods and theory; Academic writing; College transitions; College experience; Narrative; Grounded theory; Critical theory; Innovating methods
Dwyer, Jerry Professor, Department Chair
[email protected] Complex dynamics; Mathematical education of preservice teachers; Active learning in undergraduate STEM classrooms; Assessment of STEM outreach activities
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Name Rank Email Areas of Expertise/Methodological Experitse
Greenhalgh-Spencer, Heather
Assistant Professor
Blended and Personalized Learning; Philosophy of Technology; Gender and Technology (Technofeminism); Gender and the STEM pipeline (specifically in Engineering); ICT-assisted Global Education; Transdisciplinary Engineering Education; Discourse analysis; Network analysis; Case study; Grounded theory
Hite, Rebecca Assistant Professor
[email protected] STEM education, with a focus on formal and informal science education; Non-cognitive factors in STEM education; K-12 STEM teacher leadership; Emergent Technologies in STEM education; Qualitative Methods; Mixed Methods
Jung, Jin Kyeong
Assistant Professor
[email protected] Digital Lieracies, Multilingual Individuals’ Language and Literacy Practices, Education in Global Context
Kim, Jeong-Hee
Professor, Associate Chair
j [email protected] Curriculum Studies; Curriculum Theory; Posthumanism; Interdisciplinary Curriculum Development; Narrative Inquiry; Teacher Education; Post-qualitative Research; Arts-based Research
Lesley, Mellinee
Professor [email protected] Content Area Literacy; Adolescent Literacy; Critical Literacy; Developmental Literacy
Maina, Faith Professor [email protected] Participatory Action Research; Culturally Relevant Teaching; Teacher Education
Matteson, Shirley
Associate Professor
[email protected] Algebraic representations; Thinking structures and the teaching of thinking in classrooms; Middle-level pre-service teacher preparation; Qualitative; Case study; Narrative
Morgan-Fleming, Barbara
Professor [email protected]
Curriculum Theory
Park, Mihwa Assistant Professor
[email protected] Rasch measurement; Secondary students’ conceptual understanding in physics; Simulation-based science instruction; Rasch modeling; Quasi-experimental design; Group comparisons (treatment/control) using quantitative research methods
Pratt, Comfort
Associate Professor
[email protected] First and second language acquisition; Second and foreign language education; Spanish; Applied linguistics; Sociolinguistics; Study Abroad; Quantiative research methods
Saldaña, René Associate Professor
[email protected] Children's Literature; Adolescent Literature; Culturally Responsive Pedagogy; K-12 Writing Pedagogy
Smit, Julie Assistant professor
[email protected] Design-based research; Literacy in-service teacher preparation; Adolescent literacy development (new literacies and young adult literature); Social Emotional Learning and motivation/engagement; Critical and Content
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Name Rank Email Areas of Expertise/Methodological Experitse
Area Literacy; Knowledge building and inquiry learning; Dialogism; Elementary literacy acquisition and intervention; Qualitative; Exploratory (Grounded Theory); Design-based research; Discourse Analysis (conversation analysis/narrative analysis)
Smith, Walter Professor [email protected] Science EducationWang, Jian Professor [email protected] Teacher induction and mentoring; Teacher
education practices using design-based research; Comparative study of teaching and learning practices; Case and case comparison; Large data analysis; Video analysis; Mixed methods
Zimmerman, Aaron
Assistant Professor
[email protected] Curriculum studies; Curriculum and pedagogy of teacher education; early-career teacher experience; teacher educator identity; Phenomenology
Neal, Teresa Administrative Assistant
Stephens, Brandi
Graduate Academic Advisor
Affiliated Faculty Members of the Program in Curriculum and Instruction
Name Rank Department Email Research InterestsKathryn Button Associate Professor Teacher Education [email protected] Language & LiteracyRaymond Flores Associate Professor Teacher Education [email protected] Math Education Doug Hamman Professor Teacher Education [email protected] Teacher Education
Jianlan Wang Assistant Professor Teacher Education [email protected] Science Education
For more information about the areas of expertise and publications of each program faculty members, please visit: http://www.depts.ttu.edu/education/our-people/Faculty/index.php .
Students are encouraged to become familiar with faculty publications and areas of expertise through this site and through exploring Google Scholar, ResearchGate, ERIC, and similar academic venues.
AppendixAdmissions Appeals
Applicants who are not accepted into the M.Ed. Program in Curriculum and Instruction may appeal the Curriculum and Instruction faculty’s decision. The appeal must be filed with the Curriculum and Instruction Department Graduate Advisor and must present new compelling
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academic and/or personal information that the applicant would like to add to the original application. The Graduate Advisor will convene a new review committee to examine the applicant’s original application and additional information. The department will reconsider the application and inform the applicant of their decision on the request for reconsideration. An unfavorable ruling at the department level may be appealed to the Graduate School in writing within thirty (30) days of the date on the correspondence that you received from the academic department’s decision on the initial appeal; email the Director of Graduate Admissions ([email protected]) for more information on how to file such an appeal. Applicants can only appeal once, and decisions resulting from an appeal are final. Application fees are non-refundable regardless of the result of an appeal.
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