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Overview

 

The MEd in Curriculum and Instruction degree is designed for licensed teachers seeking to become learning specialists in a selected area of the field of education, to advance within their career and to meet professional development renewal requirements. The MEd in Curriculum and Instruction aims at preparing individuals who will become curriculum and instructional leaders.

The program emphasizes the development of competencies related to the design, development, and implementation of curriculum and instruction, as well as the use of research and data to guide curriculum and instruction decisions. The program focuses on leadership to support students in meeting the emphasis on this element in the Illinois State Board of Education’s standards for teachers and the same emphasis in the National Board for Professional Teaching Standards.

The MEd in Curriculum and Instruction has suspended admission until further notice. 

 

Our Commitment to You

 

99% teacher employment by graduation

80% field-based curriculum, the only of its kind nationally

1,200+ hours of fieldwork, the equivalent of one year of teaching experience

$100,000 median teacher salary in Chicago Public Schools

Upon graduation with an MEd degree in curriculum and instruction from Loyola, you will possess the following knowledge, skills, and professional values necessary to succeed as a teacher.

 

Knowledge

 

You'll apply a deep understanding of both content and pedagogy to provide developmentally appropriate instruction to all students. Through our practitioner-researcher framework, you'll develop expertise in curriculum, instruction, leadership, research, program evaluation, and professionalism.

 

Skills

 

In your own classroom, you'll utilize information from theories and related research-based practices when making decisions and taking action in their professional practice, and rely on data to drive instruction and assess teaching and learning effectiveness.

 

Professional Values

 

At Loyola, we value the interdependence and emerging relationships among educational and social communities, and are always guided by principles of equity and social justice in these interactions. In this teaching degree program, you'll foster your own individuality, cultural awareness, social responsibility, and creative inquiry.

 

Curriculum

 

Completion of the MEd in Curriculum and Instruction degree requires 30 semester hours and completion of a written exam. Practicum is required, including an Action Research Project.

 

Length of the Program: A full-time student enrolled in three courses per semester can complete this program in two academic years, with an allowance for the written exam in the fourth semester. Part-time students who enroll in two courses per semester in an academic year typically complete the program in six semesters. Students have five years from acceptance to complete the program.

 

Continuous Enrollments: Master's students in Curriculum and Instruction are required to maintain the status of continuous enrollment during their program of studies. This means that during each semester of each academic year (excluding Summer Sessions), each student must enroll in at least one course. A formal leave of absence may be granted upon request and the approval of the School of Education’s Associate Dean of Student Academic Services.

 

Comprehensive Assessment: A written (take home) comprehensive is required. Students who apply will be e-mailed instructions and questions. The results will be communicated in writing (see C&I Comprehensive Policy). Comprehensive application deadlines:

  • Fall Exam: August 1
  • Spring Exam: December 1

Degree Conferral: While the commencement ceremony is every May, degrees can be conferred May, August, and December. Students must apply for graduation/degree conferral. Students should apply for graduation in the semester they anticipate completing all degree requirements. Failure to meet application deadlines may result in a delay of the conferral of the degree to the following semester. Applications for Degree Conferral are due:

  • August 1 for December conferral
  • December 1 for May conferral
  • February 1 for August conferral*

*Students having their degrees conferred in August are eligible to participate in the proceeding May Commencement.

 

Please note the degree conferral application is valid for only one semester. If the degree is not conferred for the semester requested, a new application is required for a subsequent semester.

 

Program Length

 

A full-time student enrolled in three courses per semester can complete this program in four semesters, with an allowance for the comprehensive in the fourth semester. Part-time students who enroll in two courses per semester in an academic year typically complete the program in six semesters. Students have five years from acceptance to complete the program.

Prerequisite
Students should present transcript evidence of successful completion ("B" or better) of the course listed below, or its equivalent.  Students who enter the program without a current course in classroom assessment must complete CIEP 425 during their course of study. CIEP 425 may not be substituted for one of the elective courses.

  • CIEP 425: Classroom Assessment 

Required Courses (24 semester hours)

  • RMTD 400: Research Methods
  • CIEP 440: Curriculum & Instruction
  • CIEP 442: Curriculum Development & Implementation 
  • CIEP 447: Technology Enhanced Instruction I
  • CIEP 469: Teaching & Learning in Urban Communities
  • CIEP 470: Principles of Instructional Design
  • CIEP 488: Action Research in Teaching & Learning
  • CIEP 561: Practicum

Electives (6 semester hours)

 
 
 

Degree Requirements

 

Program Prerequisites
Students should present transcript evidence of successful completion ("B" or better) of the courses listed below, or their equivalent. Students who enter the program without these prerequisites may complete them while enrolled in the program. However, prerequisite hours will not be applied to the total of 45 required hours. Upon acceptance, transcripts will be reviewed to determine if prerequisites have been meet.

  • CIEP 440: Curriculum and Instruction
  • CIEP 442: Curriculum Development
  • RMTD 400: Research Methods
  • RMTD 404: Statistics

Note: CIEP 440 and 442 can be used to fulfill focus area hours; RMTD 400 and 404 can not be used to full focus area hours

Required Core Courses (24 semester hours)

  • RMTD 520: Research Seminar
  • CIEP 521: Curriculum Theory and Research
  • CIEP 522: Curriculum Policy
  • CIEP 523: School Improvement and Curriculum Reform
  • CIEP 524: Privilege, Power, and Possibilities: Multicultural Education in Urban Classrooms
  • CIEP 561: Practicum

Required Research Courses (9 semester hours)

  • RMTD 406: Program Evaluation
  • RMTD 420*: Educational Research I: Building a Body of Evidence Using Qualitative Methods
    Note: RMTD 400 is a prerequisite for both RMTD 406 and RMTD 420
  • RMTD 421: Educational Research II: Building a Body of Evidence Using Quantitative Methods
    Note: RMTD 404 is a prerequisite of RMTD 421

Focus Area Elective Courses (18 semester hours)
Choose four additional courses offered within the School of Education. Student should plan the electives with their advisor's assistance, based on the student’s career interest and dissertation interest. It is recommended that students whose dissertation analysis is beyond the scope of RMTD 420, RMTD 421, and RMTD 406 select an advanced research methods course that will support their dissertation data analysis as part of these 18 hours. This would be an agreed upon course between advisor, dissertation chair, and student.

Comprehensive Exam
A written comprehensive exam is required. Ed.D. candidates are required to answer four questions focused on the content and skills taught in CIEP 521, CIEP 522, CIEP 523, CIEP 524, and other related courses. C&I Comprehensive Policy.

Comprehensive application deadlines:

  • Fall Exam: August 1
  • Spring Exam: December 1
 

Program Benefits

 
  • Study the design, development, and implementation of curriculum and instruction, as well as using research and data to guide decision-making.
  • Balance work and study with evening courses scheduled at convenient times for practicing teachers.
  • Complete the program in two academic years. 
 

Program Outcomes

 

There are a number of possible uses for a degree in curriculum and instruction. Of course, one will become a better teacher and may remain in the classroom (usually with an increase in salary). And, of course, earning a master's degree is a step toward a doctorate.

  • Candidates will apply deep understanding of both content and pedagogy to provide developmentally appropriate instruction to all students. 
  • Candidates will hold high expectations and build on the assets of diverse students. 
  • Candidates will utilize information from theories and related research-based practices when making decisions and taking action in their professional practice.
  • Candidates will use data to drive instruction and assess teaching and learning effectiveness.
 

Tuition and Financial Aid

 

The School of Education and Loyola's Financial Aid Office are committed to helping students secure the necessary financial resources to make their education at Loyola affordable.

 
 

Program Faculty

 
  • Program Director: Hank Bohanon
    Phone: 312.915.7099
    E-mail: hbohano@luc.edu
  • Program Coordinator: Toni Brasher Rothschild
    Phone: 312-915-6968
    E-mail: tbrasherrothschild@luc.edu

Faculty Expertise

  • Curriculum foundations-practice-policies
  • Field-based teacher education and teacher advocacy
  • Collaborative school-community partnerships
  • Language, literacy, and culture
  • Culturally responsive practice and curriculum reform
  • Spirituality & transformative curriculum leadership
  • Disciplinary expertise: Math, Science, ELA, Social Studies, Elementary Ed, Special Ed, and Early Childhood

Faculty 

  • Hank Bohanon, PhD - Special Education, Teacher Preparation, Multi-tier System Supports
  • Vesna Cejovic, EdD - Faculty Coordinator of School and Community Partnerships, Teaching and Reform
  • Sarah Cohen, PhD - Bilingual and English Language Teaching and Learning, Multiliteracies
  • Yvonne El Ashmawi, PhD - Middle and Secondary English Education
  • Aimee Ellis, PhD - Literacy
  • David Ensminger, PhD - Instructional Systems Design & Program Evaluation
  • Kelly Ferguson, EdD - Teacher Preparation
  • Amy Heineke, PhD - Bilingual and English Language Teaching and Learning
  • Adam Kennedy, PhD - Early Childhood Special Education
  • Michelle Lia, EdD - Reading
  • Seungho Moon, EdD -Curriculum Studies
  • Diane Schiller, PhD - Mathematics Education
  • Jon Schmidt - Civic Education
  • Brigid Schultz, EdD - English Education
  • Lara Smetana, PhD - Science Teacher Education, Equity, Educational Technology
  • Charles Tocci, EdD - Social Studies Education & Senn H.S. Partnership