The Master of Arts degree program in Teaching and Curriculum (MATC) is designed principally for persons who wish to acquire advanced professional knowledge related to teaching and curriculum with diverse learners in K-12 schools.
The master’s program in teaching and curriculum consists of (1) designated areas of integrated, practice-centered inquiry in professional, disciplinary, and foundational studies and (2) sustained, simultaneous inquiry in both university and public–school settings. The program is designed for certified teachers and other educators who wish to continue their professional studies in teaching and curriculum.
In order to provide a focus for their degree, students must complete a 9-credit concentration in a defined area of study. In lieu of completing a 9-credit concentration, students may choose to complete a Graduate Specialization in either Literacy and Language Instruction or PK-12 English as a Second Language (ESL). The Specializations also prepare students for additional endorsements. The Literacy Graduate Specialization can result in a BT (Reading) or BR (Reading Specialist) endorsement. The ESL Graduate Specialization provides preparation to earn a PK-12 endorsement in ESL.
In addition to meeting the requirements of the university and of the College of Education, students must meet the requirements specified below.
Admission
Applications for admission to the master's program are reviewed by faculty who look for evidence of appropriate preparation for advanced disciplinary and professional study at the master's level and the likelihood of academic success, as indicated by an applicant's prior educational record, work experience, statement of professional goals, and letters of recommendation.
Requirements for the Master of Arts Degree in Teaching and Curriculum
The program is available only online and under Plan B (without thesis). Students must complete 30 credits distributed as follows:
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| 1. |
Professional Development and Inquiry Core (9 credits): |
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a. |
The following introductory course: |
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TE |
807 |
Professional Development and Inquiry |
3 |
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b. |
The following foundational course: |
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TE |
818 |
Curriculum in Its Social Context |
3 |
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c. |
One of the following capstone courses: |
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TE |
808 |
Inquiry into Classroom Teaching and Learning |
3 |
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TE |
873 |
Literacy Leadership |
3 |
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Concentration (9 credits): |
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Complete 9 credits in course work selected from one of the following: |
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a. |
Three 3-credit courses at the 400-level or above from a list of approved courses available in the department. |
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b. |
Three 3-credit courses at the 400-level or above from one of the areas of concentration on an approved list available in the department. |
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| 3. |
Electives (12 credits): |
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a. |
Three 3-credit Teacher Education courses at the 400-level or above from a list of approved courses available in the department. |
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b. |
Three additional credits of electives as approved by the student's academic advisor. |
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| 4. |
A synthesis paper must be submitted near the end of the student's program of study. The submission of an acceptable synthesis paper satisfies the University requirement of a final examination or evaluation. |
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