Learn More About UMass Lowell's Online Graduate Education Programs
The University of Massachusetts Lowell is pleased to offer its Master's Degree in Curriculum and Instruction entirely online. Offered through the University's Graduate School of Education, the program is designed for experienced teachers interested in broadening their professional knowledge and expanding the contributions they make to education.
This is a ten-course, thirty-credit degree program culminating in a capstone project. All courses are taught online. Candidates should hold a teaching license in their state. In-state candidates must hold a Massachusetts initial license. All candidates should be working as a classroom teacher or have permission to work with a classroom teacher.
First-time students should register using the Non–Degree Course Registration Form for NEW Students.
Note: This is a non-licensure program.
Science Education Option:
Candidates wishing to have the Science Education Option on their transcripts must include 6 courses (18 credits) of science education and/or science content course work in their program (choosing any combination of courses marked with '*'). Please visit the program details page for more information.
Autism Studies Option:
UMass Lowell is pleased to announce that it is offering a new option for the Master's Degree in Curriculum & Instruction: The Autism Studies Option. Please visit the program details page for more information.
M.Ed. in Curriculum and Instruction - Program Outline
Total courses required: 10
Foundations of Education - 3 credits
01.630 Educating Diverse Populations - Available Summer 2013!
Research - 3 credits minimum
04.674 Research Into Learning in Science*
07.541 Practitioner Action Research*
07.642 Program Evaluation - Available Summer 2013!
Curriculum - 9 credits minimum
04.637 History & Theory of Curriculum - Available Summer 2013!
04.635 Dynamics of Curricular Change - Available Summer 2013!
04.673 Curriculum Design for Science Teachers*
OR 04.638 Curriculum Design K-12 - Available Summer 2013!
Instruction - 12 credits minimum
04.576 Promoting Healthy Lifestyles Among Students*
04.643 The Skillful Teacher - Available Summer 2013!
04.675 Leadership in Science Education*
04.676 Exploring the Nature of Science* - Available Summer 2013!
05.502 Issues, Mandates and Ethics in Special Education - Available Summer 2013!
05.638 Planning,Technology and School Improvement
06.511 Teaching Reading in Content Areas - Available Summer 2013!
06.527 Language Acquisition
25.501 Engineering for Teachers*
81.508 Cell Biology for Teachers* - Available Summer 2013!
81.547 Evolution in Context for Teachers*
85.581 Meteorology for Science Teachers* - Available Summer 2013!
95.501 Energy, Force and Motion* - Available Summer 2013!
*Candidates wishing to pursue the Science Education option should select at least 6 courses from those marked with an asterisk.
Note: Science content courses from UMass Amherst may be transferred into the degree with permission of advisor
Capstone Project - 3 credits minimum
04.650 Capstone Project: Advanced Programs
(this course should be taken as the culminating course in the program)
UMass Lowell's Graduate School of Education is accredited by the National Council for Accreditation of Teacher Education (NCATE), a national accrediting body for schools, colleges, and departments of education authorized by the U.S. Department of Education.
Questions About the Master's Degree
For questions about the Online M.Ed. Program in Curriculum and Instruction, email firstname.lastname@example.org or call 978-934-4601.
01.630 Educating Diverse Populations
Diversity Issues for School Leaders is designed to prepare experienced educators to provide effective leadership in a diverse community. Drawing from the Graduate School of Education's conceptual framework of Education for Transformation, students will be expected to: examine their own cultural heritage and experiences; gain increased understanding of equity issues concerning race, language, gender, sexual orientation, and special education needs; develop new insights for culturally responsive pedagogy; assess alternative strategies for facing illustrative conflicts in culturally diverse school settings; and consider how to ameliorate the pervasive impact of poverty on children in today's schools. 3 credits.
04.576 Promoting Healthy Lifestyles Among Students
The focus of this course is on applying nutrition concepts relevant to elementary and middle school children and how these concepts can be integrated into the classroom at an age appropriate level. This course will address a broad range of issues including eating habits, disordered eating, sports nutrition, food allergies and school wellness policies. 3 credits.
04.635 Dynamics of Curricular Change
This course considers alternative perspectives of curriculum and explores issues and strategies involved in the process of changing the curricular visions and practices of schools. 3 credits.
04.637 History & Theory of Curriculum
This course examines the historical development of American curriculum from the colonial period to the present, with a focus on theories that shaped what was taught in schools, and how those theories reflected social, cultural and political values and conflicts. Particular attention will be paid to curriculum theories that have shaped contemporary curriculum, and to examination of programs that reflect those theories. 3 credits.
04.638 Curriculum Design K-12
A review of state mandates which, by law, shape the curriculum of the school. Examination of new curricula and their sources, as well as the development of a rationale for curriculum design and an evaluation of the personnel and techniques by which these curricula can be developed. 3 credits.
04.643 The Skillful Teacher
This course is designed to help teachers and educational leaders view teaching from a reflective stance. Video material of teaching situations will be examined for the application of skills discussed in the course. 3 credits.
04.650 Capstone Project: Advanced Programs
Students will have the opportunity to develop a teacher work sample consisting of work in six major areas: (1) contextual factors, (2) learning goals, (3) assessment plan, (4) design for instruction, (5) analysis of student learning, and (6) reflection. 3 credits.
04.673 Curriculum Design for Science Teachers
Science content, process skills, assessment, nature of science...how does a middle school teacher consider all of the elements of science teaching and meet the Massachusetts Frameworks? Using the Backwards Design model, teachers in this course will develop and reinforce effective lesson and unit planning skills, learn about different forms of assessment, create and implement effective assessment tools, and explore how to weave understanding of the nature of science into units. In addition, we will explore Learning Styles and Multiple Intelligences and think about how these ideas might impact how you approach teaching middle school science. 3 credits.
04.674 Research Into Learning in Science
In this course, we shall be reading research articles and examining how the research was carried out. You will conduct an action research project. Those who engage in action research have a commitment to bring about change. In this case, you will be investigating something in your own classroom or school that concerns you and therefore the results of your research will help you to think about what might be done to change the situation. Through the collection and sorting of data we can gain insights into situations that were previously muddy. Teachers often have to make judgments based on experience, but this is not persuasive to outsiders. With data we can convince others that the course of action we choose is justified. 3 credits.
04.675 Leadership in Science Education
There are many issues in science education that can be clarified as a result of reading current literature and engaging in discussion with other teachers. In this course, we will examine some of the most pressing issues that face us as science teachers e.g. What is science literacy? What role should inquiry play in a science curriculum? What is the role of technology in science education? Is ability grouping approproate for learning in science? Each week we will examine a different issue and share our expertise, as we explore what it means to be a leader in science education. You will share your own science teaching expertise by developing an article to be submitted to an NSTA publiction via a peer review process. Additionally, you will put your progam learning into practice and will be assessed through written evidence captured in a professional portfolio. 3 credits.
04.676 Exploring the Nature of Science
If you were asked to describe the characteristics of science what would you say and would you know whether professional scientists agree with you? National professional societies such as the NSTA and the AAAS, believe that if middle and high school students understand how science has been and is practiced, they will be more likely to question their own thinking, recognize the power of scientific theories and understand that there are no absolute truths. This course will take you on an exploration of some fascinating discoveries in the history of science, engage you in debate about controversial issues in science, and involve you in raising your own scientific questions. 3 credits.
05.502 Issues, Mandates and Ethics in Special Education
This course will examine special education laws and ethical practices in K-12 settings. 3 credits.
05.638 Planning,Technology and School Improvement
This course helps educators develop a broad grasp of the educational possibilities and concerns the Internet raises, for K-12 educators as well as those in higher education. Through the course, students develop in-depth knowledge of Internet resources and problems related to a specific issue of professional interest. 3 credits. Special Notes: EA, CI elective
06.511 Teaching Reading in Content Areas
This course presents the theoretical foundation and current best practices for content area reading, writing, and study skills. The focus is on motivation, cognition, memory, and verbal processing theories as they apply to methodology. Students learn to develop lessons and units that integrate reading and writing while covering concepts in the content areas. 3 credits.
06.527 Language Acquisition
This course will focus on the study of the acquisition of language and the relationship of language learning to the development of literacy. Students will examine both first and second language acquisition. Students will be expected to apply their knowledge of language acquisition to best teaching practices for enhancing first and second language development in the classroom and to the development of literacy. 3 credits.
07.541 Practitioner Action Research
This course examines how action research helps educators to learn to explore pressing classroom and school issues in systematic ways. Action research provide educators with opportunities to deepen their knowledge and skills as reflective practitioners, allowing them to contribute to the achievement of students and the improvement of schools. 3 credits.
07.642 Program Evaluation
Evaluation tasks will be identified and the policy issues attendant to evaluation will be examined. Students will identify and discuss several models of program evaluation,understand what needs to be considered and addressed in needs assessment, learn to identify an appropriate design for a new evaluation. Students will be expected to conduct program evaluation, present their ideas and illustrate how evaluation results can be useful for program decision making. 3 credits.
25.501 Engineering for Teachers
The course will focus on increasing teachers' understanding of the Engineering Design Process. The linkage between science, engineering and technology will be discovered as teachers engage in a variety of home-based projects requiring them to apply design principles to the building, testing and evaluating of prototypes. Teachers will also gain knowledge of the various fields of engineering. Through their participation in the course, teachers will discuss how they might integrate engineering-technology concepts with other areas of their curriculum. 3 credits.
81.508 Cell Biology for Teachers
This online course will examine the structure and function of cells and the regulation of cellular processes characteristice of living organisms. Students will explore the complexity of the eukaryotic cell and gain an understanding of the mechanisms of cellular control and regulation. Course activities will make connections to state frameworks and national standards, and lead to the development of grade-appropriate curriculum materials for use in the elementary and middle school classroom. Class activities will include discussions, quizzes, lesson plans, web reviews, current events, and a final project. 3 credits.
81.547 Evolution in Context for Teachers
This course empowers life science teachers of all levels with the skills and knowledge to more effectively foster student understanding of evolution by natural selection. By exploring evolution in multiple contexts, the Darwinian framework for how life evolved (and continues to evolve) are presented in an interactive and engaging manner. Teachers learn to use virtual resources to enhance their students learning while digging deep into some of the most profound and interesting science conducted in the last 100 years. Evolution in context makes the science of evolution come alive in a real and relevant manner. From the historical and scientific to the environmental and political, Teachers will learn about evolution in ways they never imagined. 3 credits.
85.581 Meteorology for Science Teachers
The purpose of this course is to provide the middle school teacher with: a thorough understanding of several key concepts and processes of meteorology; the ability to effectively present meteorology topics that are appropriate for the middle school science classroom; the tools necessary to develop inquiry based lessons for the classroom. 3 credits.
95.501 Energy, Force and Motion
An introduction to the most fundamental area of physics: the nature of motion, what affects it, and how it is measured. We examine Newton's laws, including the law of gravity, and how forces produce acceleration The course also examines the nature of energy - potential and kinetic - and how it relates to motion and forces. We will concentrate on how to analyze physical situations and solve the basic equations of motion. This course is intended to help teachers develop their understanding of the physics of motion. 3 credits.
Please note: Graduate students will be assessed a "First Year Student Services Fee" upon matriculation into a graduate degree or certificate program. Please see the Accounts Receivable website for more information.
Apply Into the Program
Visit Graduate Admissions to Apply Online
Register for Courses
Approximately 2 months prior to the start of each semester, Online and Continuing Education posts the new
course schedule to the website. Once you've decided which course(s) you would like to take, returning
students can register using ISIS self-service, while new
students must use the New Student Registration Form.
Note: If you previously completed an academic program through UMass Lowell
but haven't already applied and been accepted into this program, please use the New Student Registration Form to register.
Questions? Contact Us!
Email our Student Support Center for assistance, or call for advising at (800) 480-3190 and press 3 to speak with an advisor. See links at the bottom of this page for technical assistance with your online course.