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Program Overview

The Master of Science in Curriculum and Instruction is designed to accommodate the needs of both elementary and secondary educators who are certified as classroom teachers. The degree requires completion of 36 credit-hours. All courses incorporate the National Board for Professional Teaching Standards, Maryland Teacher Technology Standards and the Hood College education department’s Institutional Outcomes. Candidates can choose from the following concentrations to develop skills and acquire knowledge:

  • Elementary Education
  • Elementary School Science and Mathematics (with a STEM certificate option)
  • Secondary Education
  • Special Education

Admission criteria

Candidates admitted to the program must have a bachelor’s degree with at least a 2.75 grade point average on a 4.0 scale from an accredited undergraduate college. To apply for the program, candidates must meet with a program coordinator to complete an oral interview and acceptable writing sample. As candidates complete course requirements, they submit their performance activities as e-portfolio products in an electronic portfolio system, Chalk and Wire. The e-portfolio is used to create a personalized collection of artifacts and documents that demonstrate a candidate’s performance and reflections throughout the program.

Program sequence

After admission into the program, all candidates, regardless of their concentration, must take the courses within the Professional Core Courses block. Four courses are taken before a student can qualify for degree candidacy which occurs in Phase I. All candidates are required to take EDUC 502 as the first course in the program. An entry and exit survey will be completed by all candidates at data collection points at the beginning and end of their program.

Phase I

After completion of 12 credits of core coursework with at least a 3.0 grade point average, a candidate qualifies for degree candidacy. At this point, the degree candidate and adviser must meet to finalize plans for completing the program. At this meeting, a Degree Candidacy Form is completed and submitted to the dean of the graduate school for approval.

Phase II

Candidates must successfully complete all required foundation and content courses with at least a 3.0 grade point average.

Phase III

The final course in the program is a year-long capstone course, EDUC 597 Action Research Project. Admittance into this course is determined by the program director. The action research project is completed in two semesters, beginning in the fall and ending the following spring. Candidates’ research projects focus on learning or teaching to design and implement an instructional intervention. Data is then gathered and analyzed to generate findings that are shared at an evening roundtable event. Candidates must maintain at least a 3.0 grade point average in the capstone course to graduate.

Course sequence

Professional core courses (12 credits)

EDUC 502 Technology for Literacy, Leadership and Learning
EDUC 577 Introduction to Educational Research
EDUC 581 Research-based Teaching, Learning, Assessment
EDUC 582 Educational Philosophy in a Diverse Society

Phase II: Content-specific coursework (21 credits)
The remaining courses completed in this phase will vary based upon the chosen concentration.

Phase III: Intensive collaborative practice (3 credits)
EDUC 597 Action Research Project
This year-long course provides the opportunity to explore and address specific classroom issues in an action research framework. Culminating events include participation in an action research roundtable where project results are shared with the college community.

Program advisers

Kristine Calo, Ph.D
Co-Program Director, Curriculum & Instruction and Multidisciplinary Studies, Assistant Professor of Education

Rebecca Grove, Ph.D
Co-Program Director, Curriculum & Instruction and Multidisciplinary Studies, Assistant Professor of Education