Explore the Program
MEd in Curriculum & Instruction
- 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.
- 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.
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)
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.
Application Deadlines for Summer: February 1
Applicants who are admitted need to commit to attending Loyola by April 2nd
Cohort Model: This program is following a cohort model. A cohort of students who attend together all of the required courses leading to a degree. In this model, students benefit from networking and building professional relationships with one another during the course of their program. Once a cohort is formed, the students remain together for the duration of their endorsement program. The development of the cohort is contingent upon reaching the required numbers of enrolled students.
A Completed Application Form
You may submit your application form online.
Applicants must submit official transcripts for all undergraduate and any graduate work. To be eligible for admission, your transcript must show an earned bachelor's degree or a bachelor’s degree in progress. Certified copies of transcripts are acceptable; faxed copies of transcripts are not considered official. If you attended Loyola University Chicago previously, you do not need to request transcripts; we have them on record.
Transcripts must show a GPA of at least a 3.0. In exceptional cases, applicants whose undergraduate GPA is below 3.0 may be admitted. Each program area gives meaningful consideration to the applicant's graduate GPA, GRE scores, recommendations, professional experience and reasons for pursuing a graduate program, as well as to the diversity of the student body.
One Letter of Recommendation and One Reference
We ask that you submit one letter of recommendation and list one additional contact the application committee may follow up with directly. Recommenders and References may be academic or professional in nature.
If you supply your recommender’s email address as part of your completed online application form, then your recommendation letter may be submitted online. Or, your recommender may choose to mail them to:
Graduate & Professional Enrollment Management
820 N. Michigan Ave.
Chicago, IL 60611
We ask that you submit only two letters, no more, no less. Recommenders may be academic or professional in nature.
A Personal Statement
Your statement should be 1-3 pages, and you should describe your:
- Academic and research interests, as well as your professional goals
- Life experiences that have influenced your view of social justice
- Any research and professional experiences
- Program Director: Hank Bohanon
- Program Coordinator: Toni Brasher Rothschild
- 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
- Hank Bohanon, PhD - Special Education, Teacher Preparation, Multi-tier System Supports
- R. James Breunlin, EdD - Mathematics Education
- 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
- Lorraine Ozar, PhD - Catholic Education
- Ann Marie Ryan, PhD - Social Studies & Teacher Education and History of Education
- 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