Curriculum and Teaching
Department of Curriculum & Teaching
Program Description
The Curriculum & Teaching master's programs at Teachers College, Columbia University, go beyond traditional teacher education to examine the issues in the field of curriculum through both theory and practice. You will have opportunities to become an expert in areas such as curriculum design, school change and reform, action research, and other school-based inquiry strategies. This distinctive program also has a strong commitment to social justice and equity in education. The Curriculum & Teaching master's programs are ideal for educators who want to lead — in the classroom and in the field. Students may attend full or part-time and often choose to continue to work while pursuing a graduate degree.
Any applicant seeking initial teacher certification in New York should apply for the preservice, or initial certification, M.A. degree program in Early Childhood Education or Elementary/ Inclusive Elementary Education.
Degrees
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Master of Arts
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Curriculum and Teaching
Master of ArtsPoints/Credits: 32
Entry Terms: Summer, Fall
Degree Requirements
Curriculum and Teaching Non-Certification MA / Degree Requirements
OVERVIEW
The Master of Arts in Curriculum and Teaching (MA-CURR) is a home for students and faculty inspired to take up vigorous, critical, equity-oriented study of curriculum, pedagogy, and issues in education from a variety of perspectives. The MA-CURR is designed for early and mid-career educators with a range of experiences in a diversity of formal and informal learning contexts who wish to deepen their knowledge, skill, and vision as teachers, educational leaders, and developers of curriculum. Coursework prepares educators to be intellectually curious and active contributors to the betterment of education. Graduates of the program work professionally as teachers, coaches, mentors, cooperating teachers, non-profit leaders, museum educators, community-based educators, and activists, among other roles in schools, organizations, and communities.
CERTIFICATION AND LICENSURE
The MA in Curriculum and Teaching (MA-CURR) does not lead to teaching certification. For advice on New York State licensure requirements, interstate reciprocity, alternative routes to certification, and related matters, please consult the Office of Teacher Education (OTE): www.tc.columbia.edu/office-of-teacher-education/
The Department of Curriculum and Teaching also offers two MA programs leading to elementary or secondary-level professional certification in New York State. For more information visit our program website: www.tc.columbia.edu/curriculum-and-teaching/curriculum-and-teaching/.
REQUIRED COURSES
The 32-point program is organized around a core of common coursework and field experience, dealing with principles, history, theories, and skills of curriculum design and pedagogy. The field experience expects alert and critical attention to social, ethical, and professional challenges facing educators, children, and young people in schools. Beyond the common core requirements, MA students work with a faculty advisor to design individual program plans reflecting their particular interests, needs, and desired area(s) of professional expertise. All students identify an issue, problem, or question of concern to serve as the basis of an Integrative Project completed as a culminating activity in the program.
CORE COURSES
C&T 4002 Curriculum Theory and History (3 points)
C&T 4005 Principles of Teaching and Learning (3 points)
C&T 4052 Designing Curriculum and Instruction (3 points)
C&T 4200 Fieldwork in Curriculum and Teaching (0-1 point)
C&T 4502 Master’s Project Seminar (0-1 point)
One of the following age/grade level specific courses:
C&T 4130 Critical Perspectives in Elementary Education: K-6 ( 3 points)
C&T 4145 Critical Perspectives in Secondary Education: 7-12 (3 points)
*With advisor approval, courses in Adult Learning may be used to fulfill this requirement.
SOCIAL CONTEXT REQUIREMENT
At least six (6) points of elective courses should address the social context of education, rather than solely the methods and practice of teaching. These courses must be taken within the C&T department. The following are examples of courses that will satisfy this requirement. There are numerous other possibilities, and students may seek advisor approval to use a course not on this list.
C&T 4000 Disability, Exclusion, and Schooling
C&T 4010 Immigration and Curriculum
C&T 4131 Play, Language, and Early Childhood Curriculum
C&T 5037 Literacy, Culture, and the Teaching of Reading
C&T 4021 Nature and Needs of Gifted Students
C&T 4026 Giftedness and Intelligence
C&T 4032 Gender, Difference, and Curriculum
C&T 4114 Integrated Curriculum: Diversity, Equity, and Technologies
C&T 4161 The Teacher: Social-Historical, Cultural Contexts of Teaching
C&T 5004 School Change
TC BREADTH REQUIREMENT
In order to ensure breadth of study, the College requires students to earn at least six (6) Teachers College points outside of their home department. There are numerous possibilities and students are encouraged to browse the most up-to-date list of available courses offered outside of the C&T department on the Online Course Search.
FIELDWORK
Courses are supported with insights gained through guided fieldwork, which is a required component of the MA-CURR program. Through fieldwork, students engage in observation and critical reflection on the customs and practices of teaching, learning, curriculum, and assessment that will typically prompt new or deepened thoughts, curiosities, and interests. Fieldwork will enhance readings and discussion in core courses and often leads to inquiry questions that catalyze the Integrative Project.
FIELDWORK
COURSE AND PLACEMENTS
Students gain field experience through a 1-point course, C&T 4200: Fieldwork in Curriculum and Teaching. Program staff work with students to find placements in New York City schools or other informal educational spaces for 50 hours of independent observation and reflection on instructional practices, interactions between and among students and teachers, critical issues, curricular enactments, and design activities. These field experiences are not supervised. With program approval, students may complete this field experience in their own classroom or school.
*Note: The C&T 4200 course is only applicable for students who have not previously taken the 4-credit version of C&T 4005: Principles of Teaching and Learning.
THE INTEGRATIVE PROJECT
As a culminating activity in the program, MA-CURR students design and conduct a disciplined and substantial inquiry into an issue, problem, and question of particular interest, germane to the student’s curricular and/or pedagogical investments, educational and social values, and professional contexts and aims. The integrative project may take multiple forms, such as practice-based research, curriculum analysis, and design, an arts-based creation, or an academic paper synthesizing and critiquing prior research. Students are encouraged to think creatively and incorporate multimodality in how they design their inquiries and share their new knowledge. In all cases, an end goal is for students to arrive at a well-grounded, articulated perspective and/or a set of recommendations for their own practice and continuing thought. The C&T Programs hold a joint showcase at the end of the academic year in May to share final projects and celebrate inquiry with friends, family, students, and faculty.
INTEGRATIVE PROJECT SEMINAR
The two-semester seminar, C&T 4502: Masters Project, is the primary site for support in conceptualizing, designing, and carrying out the integrative project. Only 1-point is earned for the course, but the work is substantial and spans two consecutive fall and spring semesters. To the extent possible, the seminar sequence is taken towards the end of a student’s studies. Full-time students ordinarily take the seminar sequence beginning in their first fall semester. Part-time students who plan to complete the degree in two or more years will ordinarily begin the seminar sequence in their second fall semester.
ADVISING
All students are assigned a faculty advisor prior to commencing studies at Teachers College. Advisor consultation is required for initial course selection and approval before registration. Newly admitted students receive a comprehensive Program Guide with instructions to draft a Program Plan before contacting their assigned faculty advisor.
TIMELINE
The master's degree has a flexible timeline to allow students to determine their schedule for completion. Students work with their advisor to plan a course schedule that maps to their desired graduation timeline. The program can be completed in 16-months with full-time study. A 16-month accelerated timeline opens the opportunity to take courses during the summer. A two-year timeline allows students to deeply engage in coursework and take more time to fully benefit from the rich experiences and community offered by a Teachers College education. The program may also be taken part-time at your own pace. Part-time students have five years to complete the program.
GRADUATION
Degrees are awarded in October, February, and May, but TC holds one commencement ceremony in May. Students will be permitted to attend the May commencement ceremony after the completion of all coursework and the integrative project.
PROGRAM GUIDE
Additional information about all program requirements is available in the MA-CURR Program Guide provided to all enrolled students.
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Master of Education
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Curriculum and Teaching
Master of EducationPoints/Credits: 60
Entry Terms: Summer, Fall
Degree Requirements
The Master of Education (Ed.M.) degree is an advanced master’s degree (between an M.A. degree and an Ed.D. degree) that offers a flexible program of study focusing on leadership in curriculum and teaching in a range of educational settings. This degree program offers students the opportunity to develop specialized understandings and a capacity for leadership in curriculum and pedagogy. Leadership is interpreted broadly in this program to include developing curricula, studying teaching, designing professional development, and engaging in action research, all with a focus on challenging inequalities and imagining new possibilities for education.
The Ed.M. is a 60-point degree program, with the possibility of transferring 30 points from previous relevant graduate study. Students typically enter the program with a prior master’s degree and a minimum of two years of teaching experience, or the equivalent. Courses are primarily offered in person during evening hours on the Teachers College campus. As a requirement of New York State, students may not take more than 49% of their courses online.
CERTIFICATION AND LICENSURE
The Ed.M. degree in Curriculum and Teaching does not lead to New York State certification as a teacher or as a building administrator.
The Department of Curriculum and Teaching also offers two Master of Arts programs leading to elementary or secondary-level professional certification in New York State. For advice on New York State licensure requirements, interstate reciprocity, alternative routes to certification, and related matters, please consult the Office of Teacher Education (OTE): www.tc.columbia.edu/office-of-teacher-education/
REQUIRED COURSES
The program is organized around a core of common coursework, dealing with principles, history, theories, and skills of curriculum design and pedagogy. Beyond the core common coursework requirements, Ed.M. students work with a faculty advisor to design individual program plans reflecting their particular interests, needs, and desired area(s) of professional expertise. Toward the end of the program, all students identify an issue, problem, or question of concern to serve as the basis of an Integrative Project.
CORE COURSES
C&T 4002 Curriculum Theory and History (3 points)
C&T 4005 Principles of Teaching and Learning (3 points)
C&T 4052 Designing Curriculum and Instruction (3 points)
C&T 5500 Ed.M. Project Seminar (1 point; Fall only)
ELECTIVE COURSES
Beyond the core, EdM students have considerable latitude to design a program of study relevant to their interests in consultation with their advisor. Program advisors draw on the knowledge of many Teachers College programs and professors to help students construct a program of high interest, interdisciplinary coursework, and educational relevance. This flexibility allows Ed.M. students to select additional courses that support their unique professional goals for curriculum leadership.
It is possible to take elective courses in and out of the C&T department and at other Columbia University graduate schools. While numerous possibilities will satisfy this requirement, students work with an advisor to ensure that electives meet the following criteria:
SOCIAL CONTEXT COURSES
At least 6 points must be taken within the C&T department to address the social context of educational issues, rather than solely pedagogical methods. There are numerous other possibilities and students are encouraged to check the course schedule and discuss options with their advisor. The following list of suggested courses will satisfy this requirement.
C&T 4000 Disability, Exclusion, and Schooling
C&T 4010 Immigration and Curriculum
C&T 4021 Nature and Needs of Gifted Students
C&T 4026 Giftedness and Intelligence
C&T 4032 Gender, Difference, and Curriculum
C&T 4114 Integrated Curriculum: Diversity, Equity, and Technologies
C&T 4131 Play, Language, and Early Childhood Curriculum
C&T 4161 The Teacher: Social-Historical, Cultural Contexts of Teaching
C&T 4615 Young Children and Social Policy
C&T 5004 School Change
C&T 5033 Globalization, Democracy, and Curriculum
C&T 5535 Black, Latina, and Transnational Feminisms
Special Topics Courses (C&T 4199 and C&T 5199) are also offered and vary every semester. Examples of past courses include:
C&T 4199 Curriculum of Neighborhood Spaces
C&T 5199 Critical Theory and Quantification: A Workshop
C&T 5199 Abolitionist Teaching for Educational Justice
C&T 5199 Issues in Curriculum: Latin American Education Thought
C&T 5199 Intersectionality in Curriculum and Teaching
TC BREADTH REQUIREMENT
In order to ensure breadth of study, the College requires students to earn at least 6 Teachers College points outside of their home department. In addition, Ed.M. students frequently take more than six credits outside of the Curriculum and Teaching Department, based on students' interests, and selected in consultation with an advisor. In order to see the most up-to-date list of available courses outside of the department please review the Online Course Search
A&HA 5804 Museum Experiences Across Disciplines
A&HB 5020 Inclusive Bilingual Education and Issues of (Dis) Abilities
A&HE 4152 Literacies and Technologies Secondary English Classroom
A&HM 4122 The Artistic Lives of Young Children
EDP 5063 US Education Policy in Historical Perspective
ITSF 5015 Political Anthropology: Labor, Race, and Belief
MSTC 4010 Hip Hop & Cultural Studies of Urban Science Education
MSTU 4141 Social Media and Learning
ORLD 4051 How Adults Learn
TRANSFER CREDIT
Most points earned through a prior degree at TC with the exception of student teaching, fieldwork, practicum, and internship courses will automatically transfer to the Ed.M. degree. Students with relevant master’s level study from a prior graduate program not at TC, may transfer up to 30 points towards the degree. Information can be found on the Online Transfer Credit Application.*
*Note: Credits are only accepted from regionally accredited institutions and meet strict requirements to be considered. Students are advised to research regional accreditation before submitting a transfer credit application.
INTERNSHIPS AND INDEPENDENT STUDY
The program does not provide formal opportunities for internships. Ed.M. students who secure independent internships may earn course credit for work experiences through an independent study with a faculty member. The student and faculty sponsor will agree upon learning objectives for the work experience, course readings to supplement the position, regular assessments to demonstrate evidence of learning, and frequency of instructor check-in meetings. This coursework will determine the number of independent study credits earned from 1 to 8 points. Guidelines for determining credit hours can be found at:
www.tc.columbia.edu/policylibrary/policies/credit-hour-4006343/
The student will register using the course code, C&T 4900: Research and Independent Study under the direction of the sponsoring faculty member.
VOLUNTEER AND INTERNSHIP RESOURCES
The following sources may help students identify volunteer opportunities as sites for independent study or internships:
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The TC Office of School and Community Partnerships can help to connect students to local schools and programs with volunteer and intern needs. www.tc.columbia.edu/oscp/
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Community Impact is Columbia University’s largest student service organization and provides opportunities to volunteer in youth and adult education programs.
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Research opportunities and course assistantships may be available with individual faculty across the College. All job announcements for campus positions are posted on the TC NEXT Career Resources Portal.
THE INTEGRATIVE PROJECT & SEMINAR
The Integrative Project is an opportunity for Ed.M. students to design and conduct a disciplined and substantial inquiry into an issue, problem, and question of particular interest, germane to the student’s curricular and/or pedagogical investments, educational and social values, and professional contexts and aims. Student projects may take multiple forms, such as practice-based research, curriculum analysis and design, an arts-based creation, or an academic paper synthesizing and critiquing prior research. Students are encouraged to think creatively and incorporate multimodality in how they design their inquiries and share their new knowledge. In all cases, an end goal is for students to arrive at a well-grounded, articulated perspective and/or a set of recommendations for their own practice and continuing thought. Students present their projects to colleagues, faculty, friends and family, at an Academic Showcase at the end of the spring term.
C&T 5500
MASTER’S PROJECT-Ed.M SEMINAR
Students begin conceptualizing this project in C&T 5500 Master’s Project - Ed.M Project Seminar taken in the fall semester of the first or second year of the program depending on the student’s individual timeline for program completion. The purpose of this seminar is to initiate a project that will integrate course learning and expand knowledge and practice of leadership. The seminar instructor will be responsible for guiding students’ completion of the integrative project.
ADVISING
All students are assigned a faculty advisor prior to commencing studies at Teachers College. Advisor consultation is required for initial course selection and approval before registration. Newly admitted students receive a comprehensive Program Guide with instructions to draft a Program Plan before contacting their assigned faculty advisor.
TIMELINE
The timeline for completing the Ed.M. degree is flexible. With careful planning and advisement, the program can be completed in 2+ years for full-time students, or less if transferring credits from a previous master’s degree program. Students who continue to work professionally often enroll part-time and complete the program at their own pace. Part-time students are expected to make steady progress towards the degree and have five years to complete the program.
TRANSFER STUDENTS
Students from other Teachers College departments interested in transferring to the Ed.M. Program must apply to be admitted. The application fee and some application requirements may be waived with permission from the Ed.M. Program Director and after consultation with the students’ current Program Advisor. If granted admission, most coursework previously taken at TC will be applied towards this advanced degree. The exception includes courses designated as student teaching, fieldwork, practicum, and internships, which are not permitted for transfer. All students must fulfill the Ed.M. core course requirements.
C&T ED.D. STUDENTS INTERESTED IN THE ED.M. DEGREE
Currently enrolled C&T doctoral students who wish to earn the Ed.M degree while at Teachers College should consult with their Program Advisor or Dissertation Sponsor to discuss their goals for the additional degree. While it is possible to earn an Ed.M degree while remaining in the doctoral program, this is discouraged if it conflicts with completing requirements for the doctorate. A decision to transfer to the Ed.M program without completing the doctorate should be deliberated with the current advisor or sponsor prior to notifying the Ed.M Program Director.
C&T MASTERS STUDENTS INTERESTED IN THE ED.M. DEGREE
Master of Arts students in the C&T Department interested in continuing their studies after earning their initial master’s degree may apply to the Ed.M program as they are nearing completion of their program. The full application must be completed for consideration, but application fees and reference letters may be waived with the recommendation of the current Advisor or Program Director. All 32 points of the MA-CURR degree will transfer into the 60 credit Ed.M program. Students from other C&T Programs must complete all core course requirements.
GRADUATION
Degrees are awarded in October, February, and May, but TC holds one commencement ceremony in May. Students will be permitted to attend the May commencement ceremony after the completion of all coursework and the integrative project.
PROGRAM GUIDE
Additional information about all program requirements is available in the Ed.M. (ME-CURR) Program Guide provided to all enrolled students.
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Doctor of Education
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Curriculum and Teaching
Doctor of EducationPoints/Credits: 75
Entry Terms: Fall
Degree Requirements
The Department of Curriculum and Teaching offers a single Doctor of Education program with different areas of concentration. The program requires 75 points of graduate study beyond the baccalaureate, 30 points of which may be transferred from previous graduate work at other institutions, should they meet requirements of the Teachers College degree program.
Applicants interested in the Ed.D. degree program in the Department of Curriculum and Teaching should consult the booklet, “Studying for the Ed.D. Degree in the Department of Curriculum and Teaching,” available from the Department of Curriculum and Teaching.
The areas of focus within the Ed.D. program are:
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Curriculum Studies
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Early Childhood Education
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Early Childhood Policy
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Educational Leadership and School Change
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Gifted Education
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Literacy Education
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Urban and Multicultural Education
Doctoral students in all areas of focus may also take coursework to prepare themselves as teacher educators.
Enrollment Requirements for First-Year Ed.D. Students
Every first-year Ed.D. student in the Department of Curriculum and Teaching is required to enroll in C&T 6100/6101, Theory and Inquiry in Curriculum and Teaching, in both the fall (6 points) and the spring (3 points) semesters of his or her first year.
C&T 6100/6101 meet for a double class session once per week in the fall and for a single class session once per week in the spring. A student may enroll for more than this minimum, but C&T 5000 must be part of his or her first-year course of study.
C&T 6100/6101 are designed to make beginning doctoral students aware of important problems and issues in curriculum and teaching, to introduce students to methods of formulating questions and to modes of inquiry appropriate to doctoral-level research, and to build a cohesive student cohort.
This is a rigorous course, with respect to both the quantity and sophistication of the material for which students are held responsible. The course requires a commitment of time and effort commensurate with the norms of scholarship at the doctoral level.
It is our belief that the demands placed on the students by this course will benefit students and that those who complete the course and pass the certification examination will be well prepared to continue their doctoral studies successfully through the dissertation phase. Students accepted into the Ed.D. program will receive a list of course texts with their acceptance letters so they can begin their reading early.
The basic curriculum for Ed.D. students includes:
Core Courses:
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C&T 6100, C&T 6101 Theory and inquiry in curriculum and teaching (6 points fall and 3 points spring, of the first year)
Research Core:
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HUDM 4122 Probability and statistical inference (3)
Two (2) research methodology courses relevant to the student’s research interests. Students must complete at least two of the required research core courses prior to enrolling in Dissertation Seminar. The third course may be taken concurrently with Dissertation Seminar.
At least one semester of a research seminar taught by a member of the department faculty is also required.
Research Requirements:
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C&T 7500 Dissertation seminar in curriculum and teaching (3) Other courses are selected in consultation with an advisor.
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Faculty
Faculty
- James H Borland Professor of Education
- Lucy M Calkins Robinson Professor in Children's Literature
- Limarys Caraballo Associate Professor of English Education
- Ezekiel Juma Dixon-Roman Professor of Critical Race, Media, and Educational Studies
- Daniel Friedrich Associate Professor of Curriculum
- Maria Paula Ghiso Professor of Literacy Education
- Thomas Hatch Professor of Education
- Nancy Louise Lesko Executive Editor for the TC Record
- Bettina L Love William F. Russell Professor
- Haeny S. Yoon Associate Professor of Early Childhood Education
Emeriti
- Celia S. Genishi Professor Emerita of Education
- Anne Lin Goodwin Evenden Professor Emerita of Education
- Michelle Georgia Knight-Manuel Professor Emerita of Education
- Susan Recchia Professor Emerita of Education
- Marjorie Gail Siegel Professor Emerita of Education
- Karen Zumwalt Edward Evenden Professor Emerita of Education
Lecturers
- Stephanie Dawn McCall Lecturer, Curriculum Studies Program
- Jacqueline Ann Simmons Senior Lecturer
Adjunct Faculty
- Monica A. White Adjunct Professor
Instructors
- Mariana V. Souto-Manning
Courses
- C&T 4002 - No Title Found in BannerThis course offers different theoretical lenses to understand the overall educational significance of the curriculum, focusing especially upon interdisciplinary themes as well as the relations among curriculum, the individual, and society, and connects those lenses to the everyday practice of educators.
- C&T 4005 - Principles of teaching and learningThis course engages students in an examination of the principles of teaching, learning, and assessment; the philosophy, history, and politics of the American curriculum; the influence of foundational assumptions about schooling on global patterns in education; and teaching as a profession of social justice inquiry and reflection.
- C&T 4010 - Immigration & Curriculum
No Description Found in Banner
- C&T 4032 - Gender, difference, and curriculumThis course offers a multifaceted, interdisciplinary introduction to thinking about school curricula, policies, and practices as gendered. Gender will not be considered in isolation but as interwoven and complicated with cultural, racial, religious, class, and sexual identities, among others. The course materials will move beyond the identification of the problems to examine various efforts to create gender-sensitive curricula and programs.
- C&T 4052 - Designing curriculum and instructionThis course is a critical study of curriculum aims, theories, and frameworks for designing curriculum and instruction that go beyond the mere organization of content and creation of teaching materials. Students design theoretically-grounded curriculum in collaborative groups.
- C&T 4130 - Critical perspectives in elementary educationCritical examination of issues bearing on lived experiences, practices, and purposes of current elementary students. This class is focused on two questions of educational justice: What does a child have a right to, in their education, today, here, now? Where does or can, a child contribute to and be recognized in the classroom? Readings and other media include classroom studies, critical interventions in current events, and foundational texts for democratic, public education. Open to all; required for CUED students.
- C&T 4145 - Critical perspectives in secondary educationA comprehensive examination of adolescent development and learning as they relate to issues of curriculum, teaching, and learning. Open to all; required for CUSD students.
- C&T 4161 - The teacher: Socio-historical, cultural contexts of teachingExploration of what it means to be a teacher through analysis of historical studies, teacher autobiographies, proposals for change, and personal reflection. Focus questions are: What is a good teacher? What is a professional teacher?
- C&T 4200 - Fieldwork in curriculum and teachingStudents will observe and critically reflect on curriculum, instruction, assessment, learners, and professional development in a variety of educational contexts. Classroom placements can be arranged for students who need to fulfill the 50-hour practicum requirement for professional certification in elementary and secondary classrooms. Required for students in the MA-CUED, MA-CUSD, and MA-CURR degrees.
- C&T 4502 - Master's ProjectMA-CURR students work to complete the required Master's integrative project. During the fall semester, students are supported to identify a sound topic of interest and create a project proposal to be completed independently in the spring semester. This course requires at least 30 hours of out-of-classroom work.
- C&T 5004 - School changeWhat does it take to improve schools and transform education? This course addresses this question by exploring why conventional models of schooling have been so resistant to change and discussing what can be done to create new schools and innovative approaches to learning, teaching, and education. The course mixes theory, research and practice by first introducing students to some of the seminal analyses of school improvement efforts over the last 50 years, and then in the second part of the course inviting students to apply what they have learned by creating collaborative designs for innovative schools and learning experiences.
- C&T 6100 - No Title Found in BannerRequired of and limited to first-year Ed.D students in the Department of Curriculum and Teaching; must be taken in the fall semester in conjunction with C&T 6101; C&T 6102 is required for all first-year Ed.D students in the following spring semester. Introduction to and exploration of important problems and issues in curriculum and teaching, methods of formulating questions, and modes of inquiry appropriate to doctoral-level research.
- C&T 6532 - Seminar in reading/language arts and related researchPermission required. Open only to advanced master's and doctoral students with a specialization in literacy or a related area who have completed recent methods courses in literacy. In-depth study and discussion of trends and issues in literacy development, instruction, and research.
- C&T 7500 - Dissertation seminar in curriculum and teachingOne semester required of all doctoral candidates in the department previous to or concurrent with the proposal hearing. The course focuses on the development of doctoral dissertations and presentation of proposals for approval.