The University of St. Thomas

School of Education

Education Specialist in Curriculum and Instruction

The Education Specialist (Ed.S.) in Curriculum and Instruction degree program provides 36 semester credits of study beyond the master’s degree. It is designed for persons who hold or seek positions of leadership in curriculum and instruction and/or professional training and development. In addition to completing a 24-credit, core course of study, students in the program complete 12 credits of study in one of three specializations: leadership, curriculum and instruction, or professional development.

Ed.S. students acquire an in-depth understanding of current developments and theories in education including: the psychology of learning and instruction, curriculum and instructional systems, authentic leadership practices, technological applications, varied research practices and authentic assessment and evaluation methodology.

Ed.S. in Curriculum and Instruction Program Outcomes

  • Conduct appropriate and varied research to find answers to complex questions and issues in curricular development, instructional strategies and political systems in their learning communities
  • Provide a model for leadership in their learning communities as responsible decision-makers and continuing learners
  • Demonstrate competence in assessing the quality, creativity and value of curriculum design, instructional implementation of curriculum and student development in their learning communities.

Admission to Education Specialist Program

Admission to the Education Specialist in Curriculum and Instruction program is based on a wide range of criteria, and occurs in three stages: application, initial professional portfolio and the interview.

Application

Applicants must submit:

  1. Completed application forms and fee ($50)
  2. One official copy each of all undergraduate and graduate transcripts, sent to School of Education Admissions, Mail #MOH 217, 1000 LaSalle Avenue, Minneapolis, MN 55403-2009 (Applicants must have completed a master’s degree; applicants must have maintained a minimum cumulative grade point average of 3.25, on a 4.0 scale, on all previous university work.)
  3. Two letters of support from professional sources (past or present colleagues or supervisors)
  4. Miller Analogies Test (35 minimal MAT score, 45 preferred); or GRE test scores (1450 minimal GRE score); or GMAT score (510 and 50th percentile)
  5. Verification of at least three years experience in the field

Initial Professional Portfolio

Applicants must submit:

  1. Cover letter introducing yourself and your goals for the program
  2. Curriculum vitae
  3. Professional documentation that demonstrates knowledge in a content area, professional growth since last degree (i.e., representative work during career, including curricula, research studies, articles, workshops or faculty development) in the areas of communication skills, leadership or research
  4. Written statement on your philosophy of education

Interview

Students in the program are learners, and will reflect that in the interview. In the interview, students will discuss the following:

  • Explore education’s place in today’s world through careful analysis of multidimensional philosophies as they apply to barriers and resources in students’ economic, political and social worlds
  • Illuminate many perspectives on education through diverse subject matter, democratic environments and faculty collaboration across programs in the School of Education.

Program Themes

The Ed.S. program encompasses four themes relevant to successful curriculum and development: research, leadership, innovation and assessment. These themes anchor coursework, reflect the overall tenor of the program and provide the potential for change in the educational community. Consistent with the program themes, successful graduates of this program will be prepared to:

  • Conduct appropriate and varied research to find answers to complex questions and issues in curricular development, instructional strategies and political systems in their learning communities
  • Provide a model for leadership in their learning communities as responsible decision-makers and continuing learners
  • Create new spaces and innovative ideas for beneficial change in their learning communities
  • Demonstrate competence in assessing the quality, creativity and value of curriculum design, instructional implementation of curriculum and student development in their learning communities.

Orientation

Orientation to this Ed.S. program consists of:

  • A review and assessment seminar on multiple research methodologies, perspectives and theories
  • A full-day writing seminar linked to research
  • An introduction to technology. The cohort immediately uses the Internet. Access and use of library materials and bulletin board communities, and basics such as spreadsheets and databases also will be reviewed.
  • A research, writing and technology session, which will be developed according to the cohort’s assessed abilities and needs.

Assessment Components

Assessment is integral to the Education Specialist in Curriculum and Instruction degree program. Assessment helps students identify professional development needs, foster program standards, individualize coursework, demonstrate competence and communicate progress. The program includes three primary assessments:

  • The initial assessment orients students to the program, teaches students to identify their strengths and capabilities through a documented portfolio process and helps them design an appropriate course of study. This assessment takes place before any coursework begins.
  • A second assessment occurs after fully admitted students complete the Core I and Core II coursework in the program. This assessment determines if a student is ready for doctoral candidate status. Each student will work with a faculty team to determine the significance of his or her achievements up to this point of study. Students admitted to candidacy are eligible to begin the program’s research component.
  • In the third and final assessment, students demonstrate research abilities, leadership capabilities, commitment to innovation and understanding of assessment by presenting final research projects to a faculty committee.

Prerequisites

Students whose master’s-level programs did not include coursework cited below must complete the following prerequisites or equivalents as necessary in addition to the 36-credit program:

Research
CIED 500 Principles of Educational Research--3 cr.

Educational Psychology
One of the following:
CIED 546 Developmental Psychology (K-12)--3 cr.
CIED 610 Theories of Cognition for Instruction--3 cr.
HRDO 561 Introduction to Adult Learning and Education--3 cr.

Curriculum and Instruction
One of the following:
CIED 530 Elementary School Curriculum--3 cr.
CIED 532 Curriculum K-12--3 cr.
CIED 535 Secondary School Curriculum--3 cr.
CIED 549 Instructional Systems Design for Educators--3 cr.

Educational Foundations
One of the following:
CIED 505 Social Foundations of Education--3 cr.
CIED 506 Historical Foundations of Education--3 cr.
CIED 507 Comparative Foundations of Education--3 cr.
CIED 508 Philosophical Foundations of Education--3 cr.

Special Education
SPED 750 Survey of Exceptionality--3 cr.

Computer Literacy
Program participants must complete a technology self-assessment instrument as part of the application process. Those who do not demonstrate substantive experience with the effective uses of educational technology will be required to take:

CIED 551 Use of Technology for Introduction-- 3 cr.

Course of Study

Core I: Teaching and Learning (7 credits)

CIED 810 Portfolio Assessment--1 cr.
CIED 811 The Language of Teaching and Learning--3 cr.
CIED 812 Psychology of Learning and Individual Learners--3 cr.

Core I Outcomes

  • Completion of Phase I of professional portfolio development
  • Demonstration of field-based applications for analysis of language, culture and learners
  • Development of three different case-study projects describing and summarizing data gathered on three individual learners
  • Development of curriculum for a multicultural and multilingual classroom

Core II: Curriculum and Instructional Strategies for Individual Learners (7 credits)

CIED 810 Portfolio Assessment 1 cr.
CIED 813 Curriculum Design, Development and Implementation Systems--3 cr.
SPED 814 Curriculum and Instructional Strategies for Students with Special Needs--3 cr.

Core II Outcomes

  • Completion and assessment of Phase II of professional portfolio development
  • Assessment of effectiveness of alternative curriculum models and design for specific school contexts
  • Completion of two context analysis papers describing and analyzing the political, social and philosophical contexts of a learning community
  • Development and assessment of curriculum instructional strategies for students with special needs

Core III: Research and Specialization Research Courses (10 credits)

CIED 810 Portfolio Assessment--1 cr.
CIED 871 Practical Research for the Professional--3 cr.
CIED 872 Advanced Research and Development Methods--3 cr.
CIED 873 Ed.S. Research or Development Project--3 cr.

Specialization - Collateral Courses (12 credits)

Students take four courses (12 credits) in collateral fields based on individual learning plans and adviser approval. Nine of the 12 credits must be listed at or above the 700 level.

Core III Outcomes

  • Development and assessment of a variety of research methodologies in both quantitative and qualitative analysis
  • Development of a frame for individual research questions, gathering of initial data, effective presentation of research project to faculty committee

Total: 36 credits