The Master of Science in Curriculum and Instruction is designed primarily for certified classroom teachers who want to enrich their professional knowledge and skills. The program draws from the National Board for Professional Teacher Standards (NBPTS) and the Maryland Teacher Technology Standards (MTTS) in advancing candidates’ knowledge and skills. The curriculum includes a core of professional education courses, with concentrations in four areas of education: elementary education, elementary school science and mathematics, secondary education and special education. In addition, candidates may earn a certificate from Hood College in Elementary-Science-Technology-Engineering-Mathematics (STEM) Education. This 36-credit program does not lead to initial teacher certification.
The M.S. in Curriculum and Instruction is divided into three phases for the purpose of uniform data collection for Unit Assessment and continuous program improvement.
Submit one official transcript reflecting the highest degree conferred. Qualified applicants will be contacted for an interview with the program director of Curriculum and Instruction or the program coordinator in the Concentration area. Program expectations and requirements are explained to the applicant at this time. In addition, applicants must produce an acceptable writing sample during the interview process.
All Curriculum and Instruction graduate students are required to have regular access to a U.S. P-12 classroom throughout the program in order to successfully complete assignments, including various course assessments and the capstone action research project. Applicants to the program who are not current classroom teachers must submit evidence that they will have regular access to observe and volunteer in a classroom in the form of an approval letter from the school principal. Such approval letters must be submitted annually to the student’s advisor. Applicants are responsible for meeting all requirements for school volunteers, as determined by the individual school and/or district. Applicants also are responsible for meeting any school and/or district requirements for conducting research in the school setting.
All Curriculum and Instruction candidates will need to complete each program’s phase requirements. Candidates will work with an academic adviser to ensure completion of degree requirements at an acceptable level. Candidates are advanced through the phases by successfully completing all requirements. The Curriculum and Instruction Advisory Council will review any conditional advancements and denials for advancement.
Phase I: Professional Education Core Courses
Five professional education core courses are central to all concentrations in Curriculum and Instruction:
| EDUC 502 | Technology for Literacy,Leadership & Learning | 3.0 |
| EDUC 577 | Introduction to Educational Research | 3.0 |
| EDUC 581 | Research-Based Teaching,Learning & Assessment | 3.0 |
| EDUC 582 | Educational Philosophy in a Diverse Society | 3.0 |
| EDUC 597 | Action Research/Special Project | 3.0 |
EDUC 502: Usually taken as the first course in the program
EDUC 581, EDUC 582: Along with EDUC 502, these courses could be completed in the first 12 credits, before candidate can advance to full candidacy
EDUC 597: This course is the last course in the program. It begins in the fall and is a yearlong course. The Graduate School will re-register students for the course in the spring as “IP” (In Progress) until a final grade is submitted. Students are responsible to pay the Graduate School comprehensive fee each fall and spring semester until the course is completed.
Curriculum and Instruction: Elementary Education Concentration
This 36-credit hour program is designed primarily for classroom teachers in early childhood or elementary education who want to gain additional knowledge and skills. Content focuses upon the areas of curriculum and advanced methodology, as well as theory and support courses. This program does not lead to initial teaching certification.
Phase I: Professional Education Core Courses (12 credits)
Phase II (21 credits):
Foundation Courses (four):
In addition to the five professional education core courses for the M.S. degree, students must complete four elementary education foundation courses (12 credits):
| EDUC 533 | Effective Home-School Interaction: Research & Practice | 3.0 |
| EDUC 534 | Current Issues in Early Childhood & Elementary Education | 3.0 |
| EDUC 561 | Teaching Diverse Learners in an Inclusive Setting | 3.0 |
| EDUC 583 | Principles of Curriculum Development & Appraisal | 3.0 |
Content Electives (three)
In addition to the professional education core and foundation courses, the candidate must select three elective courses from different curriculum areas. One must be taken in reading. Substitutions are permitted with approval by the program director. (9 credits)
Reading
| EDUC 500 | Methods for Teaching English Language Learners | 3.0 |
| EDUC 511 | Children's Literature | 3.0 |
| EDUC 517 | Materials for Teaching Reading: Instruction & Methods | 3.0 |
| EDUC 518 | Reading Instruction:Elementary | 3.0 |
| EDUC 520 | Reading Diagnosis | 3.0 |
| EDUC 521 | Contemporary Issues in the Teaching of Reading | 3.0 |
| EDUC 535 | Integrating the Elementary Curriculum through Language Arts | 3.0 |
Mathematics/STEM
| EDUC 545 | Modern Mathematics Methods | 3.0 |
| EDUC 546 | The Teaching of Numbers,Operations & Algebraic Thinking in Elementary & Middle School | 3.0 |
| EDUC 547 | The Teaching of Geometry & Measurement in Elementary & Middle School | 3.0 |
| EDUC 553 | Foundations of Elementary STEM (Science-Technology-Engineering-Mathematics) Education | 3.0 |
Special Education
| EDUC 574 | Curriculum & Methods in Inclusive Classrooms: English Language Arts & Social Studies | 3.0 |
| EDUC 576 | Curriculum & Methods in Inclusive Classrooms: Math and Science | 3.0 |
Other
| EDUC 500 | Methods for Teaching English Language Learners | 3.0 |
Phase III (3 credits):
Program Follow Up
Curriculum and Instruction: Elementary School Science and Mathematics Concentration
The purpose of this 36-credit hour program is to provide teachers with current, innovative and accurate elementary science and mathematics methods and topics. Emphasis is placed upon the understanding, development and application of constructivist, Science-Technology-Engineering-Mathematics (STEM) curricula, materials, methods and activities that are applicable within the elementary classroom. This program does not lead to initial teaching certification. Program completion may include STEM certification.
Phase I: Professional Education Core Courses (12 credits)
Phase II (21 credits):
Foundation Courses (four):
In addition to the five professional education core courses for the M.S. degree, the candidate must complete four elementary school science and mathematics foundation courses (12 credits):
| EDUC 540 | Modern Science Methods | 3.0 |
| EDUC 545 | Modern Mathematics Methods | 3.0 |
| EDUC 576 | Curriculum & Methods in Inclusive Classrooms: Math and Science | 3.0 |
| EDUC 583 | Principles of Curriculum Development & Appraisal | 3.0 |
Content Electives (three):
In addition to the professional education and foundation courses, the candidate must select three courses from different content and topic areas, either from the science or mathematics disciplines with the approval of the adviser, or from the following education courses (9 credits).
| EDUC 500 | Methods for Teaching English Language Learners | 3.0 |
| EDUC 539 | National Board Certification Support | 3.0 |
| EDUC 542 | Topics in Elementary & Middle School Physical Science | 3.0 |
| EDUC 544 | Topics in Elementary & Middle School Biological Science | 3.0 |
| EDUC 546 | The Teaching of Numbers,Operations & Algebraic Thinking in Elementary & Middle School | 3.0 |
| EDUC 547 | The Teaching of Geometry & Measurement in Elementary & Middle School | 3.0 |
| EDUC 553 | Foundations of Elementary STEM (Science-Technology-Engineering-Mathematics) Education | 3.0 |
Phase III (3 credits):
Program Follow Up
Curriculum and Instruction: Secondary Education Concentration
This 36-credit program is intended for students who currently hold certification within a secondary teaching area. It is also intended as a master’s degree option for individuals in the post-baccalaureate secondary education certification program. This program may provide courses toward the advanced professional certificate but does not lead to certification in other areas. This program does not lead to initial teaching certification.
Phase I: Professional Education Core Courses (12 credits)
Phase II (21 credits):
Foundation Courses (three):
In addition to the five professional education core courses for the M.S. degree, students must select three secondary foundation courses (9 credits):
| EDUC 561 | Teaching Diverse Learners in an Inclusive Setting | 3.0 |
| EDUC 565 | Classroom Organization & Management in Special Education | 3.0 |
| EDUC 583 | Principles of Curriculum Development & Appraisal | 3.0 |
Content Electives (four):
In addition to the professional education and foundation courses, candidates must select four courses from professional and content areas that form a coherent unit of study within the secondary teaching areas. These 500-level courses may be selected from offerings by the various departments at Hood, including the Education Department, and must be approved by the adviser. Students may select from the following listing of content areas, provided that they have met course prerequisites and any subject matter departmental requirements. Check with your adviser for course availability and additional courses that may become available (12 credits):
Art
Biomedical Science
Chemistry
Computer Science
Economics
Education
English
Environmental Biology
French
German
History
Mathematics
Mathematics Education
| EDUC 551 | The Teaching of Geometry | 3.0 |
| EDUC 552 | The Teaching of Algebra | 3.0 |
| EDUC 595 | The Teaching of Statistics & Probability: Decision Making with Mathematics | 3.0 |
| EDUC 596 | The Teaching of Mathematical Modeling: Strategies for Contemporary Problems | 3.0 |
Political Science
Psychology
Sociology
Spanish
Phase III (3 credits):
Program Follow Up
Curriculum and Instruction: Special Education Concentration
This program is designed primarily for special education, early childhood, elementary or secondary education classroom teachers. It seeks to prepare them to deal with students with disabilities in general or in special education classrooms. Emphasis is placed on providing a balance of theoretical background and methodology appropriate for the needs of exceptional children and youth. This program does not lead to initial teaching certification.
The special education program reflects state of Maryland education certification areas: generic (mild and moderate disabilities), noncategorical education for students with disabilities at a designated age-grade level. Students without any teacher certification who are seeking initial certification in Special Education (Grades 1-8) are referred to Initial Teaching Certification. Hood does not offer an approved program for currently-certified teachers who wish to obtain additional certification in special education.
Phase I: Professional Education Core Courses (12 credits)
Phase II (21 credits):
Foundation Courses (three):
In addition to the five professional education core courses for the M.S. degree, all candidates in the Special Education Concentration must complete three courses in special education content coursework for 9 credits:
| EDUC 565 | Classroom Organization & Management in Special Education | 3.0 |
| EDUC 571 | Historical,Philosophical & Legal Foundations of Special Education | 3.0 |
| EDUC 583 | Principles of Curriculum Development & Appraisal | 3.0 |
EDUC 571: Waived if student has taken special education survey or mainstreaming course at the undergraduate or graduate level within five years and obtained a grade of “B.” An elective may then be selected by the student.
Content Electives (four):
In addition to the professional education core and foundation courses, the candidate must select four elective courses. One must be taken in reading. Substitutions are permitted with approval by the program director. (12 credits)
| EDUC 500 | Methods for Teaching English Language Learners | 3.0 |
| EDUC 539 | National Board Certification Support | 3.0 |
| EDUC 553 | Foundations of Elementary STEM (Science-Technology-Engineering-Mathematics) Education | 3.0 |
| EDUC 573 | Assessment,Diagnosis & Prescription in Special Education | 3.0 |
| EDUC 574 | Curriculum & Methods in Inclusive Classrooms: English Language Arts & Social Studies | 3.0 |
| EDUC 576 | Curriculum & Methods in Inclusive Classrooms: Math and Science | 3.0 |
Reading
| EDUC 511 | Children's Literature | 3.0 |
| EDUC 517 | Materials for Teaching Reading: Instruction & Methods | 3.0 |
| EDUC 518 | Reading Instruction:Elementary | 3.0 |
| EDUC 520 | Reading Diagnosis | 3.0 |
| EDUC 521 | Contemporary Issues in the Teaching of Reading | 3.0 |
| EDUC 535 | Integrating the Elementary Curriculum through Language Arts | 3.0 |
Other
| EDUC 500 | Methods for Teaching English Language Learners | 3.0 |
Phase III (3 credits):
Program Follow Up
The Curriculum and Instruction M.S. has several concentrations. Please see: