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Curriculum & Instruction program graduates are prepared to create change through curriculum development and implementation.
Curriculum and Instruction (K-12)

Specialists in curriculum and instruction create change through their in-depth understanding of the design, development, implementation and evaluation of educational curriculum. Combined with an understanding of instructional strategies and the interpersonal and behavioral issues in a classroom, education professionals who are skilled in curriculum and instruction are prepared to be leaders in the field.

With an M.A. Degree in Curriculum and Instruction, you will:

  • Gain the knowledge and skills to have a positive impact on students in the K-12 classroom
  • Become part of a supportive network of fellow students, alumni and faculty that will inspire and sustain you throughout your career
  • Learn from expert faculty currently active in the K-12 classroom who are here to help you shape your path to your own classroom

What you can earn

  • Master of Arts (M.A.)


Where you'll learn

  • On-campus (Minneapolis)
  • Online


When you can start

  • September 2016

Questions about this program

Ea Porter is an Administrative Assistant for the Teacher Education program in the College of Education, Leadership and Counseling at the University of St. Thomas.

Ea Porter

Enrollment Advisor



Program Details

For the Master of Arts (M.A.)

Methods of descriptive and experimental research, basic statistical theory and application, orientation to library resources, development of significant research methodology.

An analysis of the educational system of the United States and its relation to other social systems; economic, political and sociological conditions and trends as they affect education; current issues in American education.

This course will emphasize the practical concepts of the K-12 curriculum. It will encompass issues and factors that affect the curriculum development process, curriculum and related divisions of the human learning system, innovative programs of the present, and educated projections of future trends. An important function of the course will be to stimulate the students to examine their own thinking about curriculum and its relationship to society, school and the classroom.

An investigation of the contributions of psychology to the understanding of learned human behavior, educational methodology, and the learning-teaching processes. A comparative assessment of major theories and models of learning and motivation comprise the core of the course. In the Master of Arts in Learning Technology program, the course includes recent research on the alignment of technology with cognitive theory.

This course is designed to assist teachers and other school-based professionals in infusing multicultural content into the curriculum. The basic elements of the course include the foundations of multicultural education and the impact of culture and learning styles on students and classrooms. The course will focus on understanding communities and the impact of multicultural education on the changing curriculum.

Focuses on the theoretical and practical aspects of using assessment for student learning. The course is designed to familiarize class members with various purposes and types of assessment used in school settings. The focus of this course is to: (1) understand the classroom assessment context in light of changes in cognitive psychology, the mission of schooling, public accountability, and the need for multiple forms of assessment; (2) explore guiding principles for classroom assessment and the types of assessment; (3) develop assessment methods including paper-and-pencil tests, performance assessments, and portfolios that are aligned with student achievement goals; and (4) create effective methods for communicating about student learning.

The field based practicum in curriculum provides candidates the opportunity to reflect on and apply the professional and pedagogical knowledge, skills and dispositions acquired in MACI coursework. Course participants develop and implement a detailed plan of their goals for the practicum experience, engaging in such activities as curriculum development, curriculum implementation planning, instructional design, and analysis of data. This course is tailored to meet the goals and needs of course participants not selecting the more extensive curriculum leadership program option.

The student may elect to complete either a field-based project or an integrative paper in consultation with his or her committee chair. The student's choice should reflect an option that is compatible with his or her academic and personal needs, resources and learning style. Examples of the integrative project include a new course of study, a new unit for a course, a management plan, an educational restructuring design or a district-supported modification of existing procedures, plus a paper integrating the courses in the program of study as they relate to the field-based project. Integrative paper is a formal paper on a specific educational issue that is of interest or concern to the student, an issue that a student analyzes in light of the knowledge base generated through the various courses the student has taken in this program, and the professional insights that the student has developed accordingly.

Select one of the following specialty areas with your advisor’s guidance:

Certificate in Learning Technology

LHDT 525 – Introduction to Learning Technologies
LHDT 526 – Internet Website and Educational Software Evaluation
LHDT 527 – Design and Development of Digital Media
LHDT 528 – Integrating Technology into the Classroom and Continued Learning

Certificate in Reading, Elementary or Secondary Focus

READ 500 – Research in Literacy
READ 501 – Emergent Literacy K-2 OR READ 702 – Content Area Literacy 5-12
READ 701 – Balanced Literacy K-6
READ 704 – Reading Assessment and Remediation

Certificate in Gifted, Creative and Talented Education

GIFT 720 – The High-Ability Learner in the Regular Classroom
GIFT 722 – Gifted, Creative and Talented Instructional Models K-12
GIFT 723 – Gifted, Creative and Talented Curriculum Models K-12
GIFT 729 – Gifted, Creative and Talented Practicum and Seminar

Certificate in Multicultural Education

CIED 653 – Race, Power and Education
CIED 655 – Multicultural Communities and School
CIED 656 – Culturally Responsive Pedagogy
XXXX – One elective

Certificate in Advanced Curriculum Design for the Differentiated Classroom

CIED 651 – Curriculum Theories and Orientations for a Continuum of Learners
CIED 649 – Differentiated Curriculum and Instruction
GIFT 722 – Gifted, Creative and Talented Instruction Models K-12
CIED 549 – Instructional Systems Design

Certificate in K-12 English as a Second Language

TEGR 620 – Additional Language Acquisition for Diverse Learners
TEGR 622 – Language and Culture for Academic Development
TEGR 628 – Literacy & Oral Language Development for Diverse Learners
TEGR 634 – Methods and Advocacy for English Language Learners

TOTAL 32 Credits

Minneapolis, MN (on-campus)

Degree: M.A. degree
Time: Evening Courses
Start Date: Varies by term
Location: Opus Hall | Downtown Minneapolis Campus (map)

Students who are interested in taking all of their courses at our on-campus location in Downtown Minneapolis are welcome to start in the fall, spring or summer. Take a look at admissions for further information on how to apply.

Osseo, MN

Degree: Certificate in Math Education
Time: 5-9 p.m.
Start Date: February 3, 2016
Location: Maple Grove Senior High (map)
New Cohort starting Spring 2016!  Application deadline January 15, 2016.
Rosemary Barreto is the department assistant for the Teacher Education program at the University of St. Thomas.

Rosemary Barreto

Department Assistant Teacher Education (651) 962-4420
MOH 305 | Opus Hall

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Kate Caffrey

Licensure and Field Placement Manager Teacher Education (651) 962-4438
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Seehwa Cho, Ph.D.

Associate Professor Teacher Education (651) 962-4434
MOH 312 | Opus Hall

Jan Frank, Ph.D., is the department chair of the Teacher Education program at the University of St. Thomas.

Jan L. H. Frank, Ph.D.

Associate Professor Teacher Education (651)962-4446
MOH 306 | Opus Hall

Gleason, Bruce 80x72

Bruce P. Gleason, Ph.D.

Chair of the Department of Teacher Education Teacher Education (651) 962-4439
MOH 310

Carole Koch is the assessment coordinator for the Teacher Education program at the University of St. Thomas.

Carole Koch

Assessment Coordinator Teacher Education (651) 962-4468
MOH 311 | Opus Hall

John Melick is the director of Field Experiences & Clinical Practice in the Teacher Education program at the University of St. Thomas.

John Melick

Director of Field Experiences & Clinical Practice Teacher Education (651) 962-4424
MOH 310

Debbie Monson, Ph.D., is an assistant professor in the Teacher Education program at the University of St. Thomas.

Debbie Monson, Ph.D.

Assistant Professor Teacher Education (651) 962-4443
MOH 304 | Opus Hall

Robert J. Nistler, Ph.D., is an associate professor in the Teacher Education program at the University of St. Thomas.

Robert J. Nistler, Ph.D.

Associate Professor Teacher Education (651) 962-4426
MOH 307 | Opus Hall

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Lucy Payne, Ph.D.

Associate Professor Teacher Education (651) 962-4811
MOH 308

Muffet Trout, Ph.D., is an assistant professor in the Teacher Education program at the University of St. Thomas.

Muffet Trout, Ph.D.

Assistant Professor Teacher Education (651) 962-4424
MOH 303

Douglas F. Warring, Ph.D., is a professor in the Teacher Education program at the University of St. Thomas.

Douglas F. Warring, Ph.D.

Professor Teacher Education (651) 962-4877
MOH 314 | Opus Hall


Ongoing Professional Development
Whether networking with leaders in the field of education reform, acquiring new tools to identify early warning signs of mental illness in your classroom, or simply catching up on the latest offerings in children’s literature, annual events and conferences in the College of Education, Leadership & Counseling offer a variety of networking and professional development opportunities. Most events include a CEU component.

Community Partnerships

The College of Education, Leadership & Counseling takes pride in engaging in innovative partnerships with a variety of organizations. Students in the College of Education, Leadership & Counseling will find many opportunities for professional growth as a result of working these organizations. Partnership examples include the Northwest Suburban Integration District, Center for Academics and Sports, FAIR School and the Collaborative Urban Educators program. 


The Value of a St. Thomas Degree

Calculating the cost of your degree can be challenging, as every institution approaches it a bit differently. At St. Thomas, we list our tuition cost as cost per credit:

  • Each course can be 1-3 semester credits, but the standard course is 3 credits.  
  • To view the total number of credits per program you can view the courses tab above.

It may be possible for you to receive some type of financial assistance. To learn more, please visit our Graduate Financial Aid page.

We offer our students much more than just a degree. We offer the chance to be a part of a personal and professional network like no other, which means your graduate education will enrich your life and career long into the future.


Education (M.A., Ed.S., Certificate, Licensure)

On-campus Tuition (per credit) $825
Off-Site/On-line Tuition (per credit) $432
Books and materials
(estimate per course)
One-time application fee $50

1 | Meet the requirements:

  • A bachelor's degree from a regionally accredited institution
  • A cumulative minimum undergraduate G.P.A. of 2.75 (4.0 scale) or the successful completion of a graduate level program from another institution

If you do not meet the above requirement(s), you may be eligible for special admission, which requires:

  • The GPA requirement for admittance to our Teacher Education master’s degree is 2.75 and above for full acceptance; 2.5-2.74 for conditional acceptance; and below 2.5 acceptance based on interview or review of materials by department chair. Please contact us if your GPA requires review.
  • The completion of a standardized test, such as the Miller Analogies Test (MAT), GRE, GMAT or LSAT
  • A possible interview with an admissions person/committee

2 | Submit the following application materials:

  • Application form and one-time $50 application fee
  • Two positive letters of reference from non-related individuals
  • Official transcripts for all undergraduate and graduate work (unless that work was completed at the University of St. Thomas)
  • Personal statement
  • Transcript Review: All Teacher Education applicants seeking licensure must have a transcript review completed.  Official transcripts from all previous institutions are required.  There is a $25 fee per content area review.  Please contact the Teacher Education Department to request a transcript review form.  Email to  barr7879@stthomas.edu.

3 |  Submit the supplementary materials:

  • Initial Licensure:  MTLE Basic Skills required by the end of an initial teacher licensure candidate's first semester of coursework.
  • International Applicants:  (1) Test of English as a Foreign Language (TOEFL) required for any candidate whose primary language is not English. (2) Transcript Review: All international transcripts must be reviewed by an accredited evaluation service to determine U.S. equivalency of the degree awarded and the institution awarding the degree. Applications will not be reviewed for admissions until the official review is submitted.


Application Deadlines:

  • For Fall Term: June 1
  • For Spring Term: Rolling
  • For Summer Term: May 1

When you can start

  • Fall semester begins September 2016

Looking for more?

© University of St. Thomas · Minnesota
1000 LaSalle Avenue · Minneapolis, Minnesota 55403 · USA
1-651-962-4550 · education@stthomas.edu