Department of Curriculum and Instruction, Reich College of Education
Graduate Courses in Curriculum & Instruction (C I)
Additional offerings by the department include courses in Business Education (BE), Career and Technical Education (CTE), and Health Education (HED)
Susan Colby, Department Chair
CI 5010. Evidence-Based Practice in Early Childhood Education (3).F.Odd-numbered years. This course will examine the meaning of evidence-based practice as it applies in early childhood education and intervention, with the goal of preparing students to become critical consumers of research. Students will review current literature concerning evidence-based practices for early childhood settings and explore ways to apply research findings in their professional practice across a variety of settings (e.g., school, home, intervention agency). (Same as FCS 5010/SPE 5010.)
CI 5020. Early Intervention (3).S.Odd-numbered years. This course will acquaint students with federal legislation pertaining to early intervention (EI) and examine multiple ways that early intervention (EI) professionals provide services in a variety of settings (e.g., home, child care facilities, schools, agencies, and community settings such as parks and grocery stores). Characteristics and needs associated with specific disabilities will be addressed as well as strategies to individualize services for children and their families. (Same as FCS 5020/SPE 5020.)
CI 5040. Teacher as Researcher (3).F;S. This course provides an opportunity for practitioners to explore, using systematic observations and reflection, an area of interest in their professional practice. Teachers will research and solve specific problems in educational settings. The ultimate goal is that the inquiry conducted by the student should lead to an improvement in practice and to an increased understanding of the issues, both theoretical and practical, that arise in the course of conducting research. (Same as RES 5040/RE 5040/SPE 5040.)
CI 5041. Assessment to Improve Learning and Inform Teaching (3).F;S. This course, designed for classroom teachers, focuses on the evaluation of student performance to improve teaching and learning. Teachers will examine the theoretical foundations of assessment and evaluation and investigate research-based assessment practices. They will apply this knowledge to select and design assessments that meet curriculum goals and elicit quality student work, interpret assessment data, evaluate student learning, and identify implications for teaching. Teachers will develop their leadership skills in the area of assessment by facilitating collaborative analysis of student work with a team of educators to foster improved student learning in their classrooms and schools.
CI 5045. Advanced Topics in Diversity (3).F;S. A framework of theories on diversity and multicultural issues is constructed in this course. From these theories, practical applications will be derived. Research focusing on creating productive and equitable learning environments, on best practices collaboration, and on instructional accommodations and modifications will be examined. (Same as SPE 5045.)
CI 5050. Supervision of Instruction (2-3).S. A study of the nature and function of supervision, recent trends, teacher involvement in policy formation, the organization and techniques used in supervision.
CI 5055. Connecting Learners and Subject Matter (3).F;S. This course connects the examination of curriculum foundations and models of the school learner and educational goals with an intense study of research-based, exemplary instructional strategies focused on learning and achievement. Primary focus is on: 1) organizing, implementing, and evaluating school curriculum; 2) implementing, reflecting on, and evaluating instructional planning; and 3) integrating technology for meaningful learning.
CI 5060. Curriculum Planning (2-3).F;S. A study of principles, effective practices, and techniques appropriate for overall curriculum planning.
CI 5070. Advanced Study in Elementary School Mathematics (3).F;S. Elementary teachers will build on their content knowledge of elementary school mathematics while examining content and pedagogy through the lens of a practicing teacher. They will explore and implement specific research-based pedagogy to deepen their pedagogical content knowledge. Topics will include comparative analyses of state and national curriculum standards, research-based best practice, authentic assessment, and subject matter integration.
CI 5075. Advanced Study in Elementary School Science (3).F;S. Advanced Study in Elementary School Science is designed for elementary teachers or specialists who wish to further develop their content knowledge and critically examine existing pedagogical practices. The course focuses on the understanding of scientific concepts and principles; interdisciplinary planning and implementation; infusion of community resources and local funding into the elementary science program; and contemporary issues specific to the teaching, learning, and evaluation of science curricula.
CI 5080. Advanced Study in Elementary School Social Studies (3).F;S. Designed for elementary teachers to build on their content knowledge about the social studies (including history, political science, and geography). Includes analysis of ideological views about the purpose of the social studies, current issues in social studies, and on-going debates about social studies curriculum standards at the national and state levels. Specific topics will include research-based teaching strategies, connecting learners to social studies content, developing in-depth subject matter integration, social studies for social justice, and advocating for the social studies.
CI 5085. Teaching High School Mathematics (3).F. This course prepares prospective secondary Mathematics teachers to understand effective mathematics curricula based on national, state, and program standards, and to implement effective instruction and assessment in grades 8-12. Major topics include current research in mathematics education, understanding abilities of diverse learners, Instructional strategies (including interpreting secondary mathematics content for learners), applying instructional technology, assessing learning, and secondary classroom management. An instructional design plan (IDP) is created and at least two lessons from that IDP are taught to students during the internship. Students will have an internship experience in public school classrooms. It is strongly advised that all other requirements for licensure (except student teaching) be completed prior to the methods course. [Dual-listed with CI 4085.]
CI 5111. Advanced Developmental Assessment and Program Evaluation for Children (3).F. This course is designed to provide students with skills and knowledge in assessing the development of children, and the interests, concerns, and priorities of families. Students will collect data for the purpose of monitoring children's progress, family outcomes, and program effectiveness. (Same as FCS 5111/SPE 5111.)
CI 5112. Advanced Developmental Curriculum and Instruction for Young Children (3).S. This course is designed to provide students with advanced skills and knowledge in application of a research base to design, adapt and evaluate curriculum and environments suitable for the integration of infants, toddlers, preschool and kindergarten children of various developmental levels and abilities in inclusive settings. (Same as FCS 5112/SPE 5112.)
CI 5113. Seminar: Issues in Birth through Kindergarten Education (3).F. This seminar is designed to build leadership skills to enable the student to consult and collaborate with other professionals. It will permit the development of depth and breadth in professional growth as well, and provide the foundation for life-long learning for the advancement of knowledge in the field of early childhood education and early intervention. (Same as FCS 5113/SPE 5113.)
CI 5130. Recent Trends and Issues in Education (3).F;S. Designed for elementary teachers to deepen their understanding of significant issues and trends in education at both the national and international levels. Specific topics include: current debates about assessment and high stakes testing; research in comparative education; the health status of children; and analysis of current issues affecting school, family and community relationships.
CI 5150. Organizing and Planning Student Teaching (2).On Demand. A study of the origin and development of student teaching, including present status and trends, experiences prior to student teaching, selection of schools and supervising teachers, selection and placement of student teachers.
CI 5160. Supervision of Student Teaching (3).On Demand. A study of general techniques of a supervising teacher, including observation, guiding student teachers in planning, orientation of student teachers, student teacher participation, and evaluation. Available as a workshop by invitation.
CI 5200. Multi-Media/Image Production (3).On Demand. This course offers the student opportunities to develop the cognitive, affective, and psychomotor skills necessary to plan, design, produce, and present multi-image presentations. Presentation formats range from analog and digital sound and multi-image formats to various analog and digital projection and dissemination programs.
CI 5230. Studies in Applied Instructional Strategies (3).On Demand. This course is designed for instructional leaders in K-12 buildings. It provides an intense study of research-based, exemplary practice instructional strategies focused on learning and achievement. Special emphasis is placed on the research knowledge-base for learning, cognitive instructional strategies, exemplary instructional planning, reflection and evaluation of instruction, and integrating technology for meaningful learning.
CI 5310. New Media and Emerging Literacies (3).On Demand. This course requires students to analyze and evaluate the role of new media, technologies, and literacies for individuals, societies, and cultures. Emphasis is placed on understanding the form and language of a variety of texts, including print and non-print. Students develop perspectives regarding the socio-cultural contexts of media production, dissemination, consumption, interpretation, and effects, including an examination of media representations in both local and global contexts. Students will synthesize theoretical knowledge of literacies by using and creating with new media and technologies for multiple audiences and perspectives.
CI 5500. Independent Study (1-3).F;S.
CI 5525. Product of Learning (1-3).On Demand. Graded on an S/U basis.
CI 5530-5549. Selected Topics (1-4).On Demand. Subject matter may vary from term to term depending on student interest and need. A student may enroll more than once in a selected topics course provided that the content does not duplicate that of the previous course. (Limit of six hours credit.)
CI 5550. Successful Schools for Young Adolescents (3).F. This course is a comprehensive study of the middle school philosophy, the middle school movement, and the essential components of middle level organization and schooling. The course focuses on the developmental characteristics of young adolescents and the implications of those characteristics for middle level schooling. Other topics include: an historical study of elementary schools that include the middle grades, junior high schools, and middle schools; current trends and issues in middle level education; the middle level knowledge base; major organizational issues; the roles of teachers; and the future of middle level education.
CI 5551. Creativity (3).On Demand. A course to discover activities, skills and talents in the fostering of creativity. Emphasis will be given to readings and to designing models for programming creativity in the classroom.
CI 5552. Advanced Video Production (3).S. This course will give students the opportunity to engage in the professional video production process as they create a video program for a client or for their portfolio. Students will learn skills in pre-production planning, production and post-production editing, and they will also learn to operate and maintain professional quality equipment. Additionally, as they act as crew on one another's projects and critique one another's work, students will learn to be a part of a video production team. Emphasis in this course is placed on thorough and creative planning, collaborative production and a progressive step-by-step approach to post-production. Prerequisite: CI 5840 or permission of the instructor.
CI 5576. Advanced Diagnostic-Prescriptive Teaching (4).S. Rationale, operational models, techniques used on the implementation of the diagnostic-prescriptive approach. Supervised field experiences in the actual diagnostic-prescriptive approach.
CI 5581. Advanced Curriculum Design (3).On Demand. The physiological and psychological basis of learning. Curriculum development for various exceptionalities and the rationale and development to meet their needs.
CI 5585. Teacher Leadership and School Improvement (3).F;S. This course is designed to help teachers develop an understanding of and skill in assuming leadership roles and responsibilities in their schools. Those aspects of school leadership seen as most appropriate and potentially beneficial for teacher involvement will be emphasized. Particular attention is paid to the relationships among teacher leadership, school improvement, and site- based accountability. Students will have the opportunity to acquire knowledge and skills and formulate their own approaches through both university-based classroom and site-based clinical activities. Activities such as participant- observations, shadow-studies classroom-action research, problem-based learning, case studies, survey research, and qualitative research studies can be included. Students will be expected to present tangible evidence that represents, authentically, their professional growth. (Same as LSA 5585.)
CI 5591. Advanced Curriculum Design in Elementary Education (3).F. An examination of curriculum foundations and models as related to understanding the nature of the elementary school learner and educational goals. Primary focus is on organizing, implementing and evaluating the elementary school curriculum. Includes investigation of recent research in elementary education as applied to curriculum and the classroom setting.
CI 5630. Instructional Technology (3).F. The course is intended to introduce students to the field of instructional technology including its theoretical and practical components. Students are introduced to traditional and emerging electronic communication systems and equipment, and consider the application such technology may have whether in education, business or industry. Particular attention is given to the instructional design process with emphasis placed on the relationship between the inception of a program or technology and the actual instructional application and implementation of it.
CI 5635. Media Literacy and Program Development (3).F. In this course, students examine the historical and current challenges and opportunities in media literacy program development, focusing on both national and international examples in school--‐based and other settings. Educational institutions and other settings are analyzed in terms of the way their organizational culture and characteristics impact media literacy as an innovation. Students are required to formulate a rationale and design a program or programmatic change that links media literacy to a professional area of interest relevant to the student's career goals. Prerequisites: CI 5830 and CI 5940.
CI 5636. Emerging Issues and Trends in Media and Technology (3).On Demand. Focuses on trends and developments in educational media, technology, and media literacy. Students will address contemporary issues, trends, controversies, and techniques. Topics may vary from year to year; repeatable for up to nine semester hours.
CI 5641. Media and Management (3).S. This course provides a broad background in management theory and practice. Emphasis is placed on how to manage media effectively and efficiently within an organizational context (school, industry, etc.) with particular attention given to the utilization of resources including personnel, budget, hardware, and the work environment. Strategies are discussed that enable media to be effectively utilized in order to solve training and corporate communication problems.
CI 5642. Introduction to Web Page Design and Development for Education (3).F;S. This course introduces the student to a range of digital tools for the design and production of web based education and information design. This class includes web page development and design, digital graphics, visual design, animation, and issues concerning information design, service, site management and a review of current research on effective instructional design for web based learning environments.
CI 5643. Advanced Production and Portfolio (3).On Demand. This is a required individual study course which serves as a synthesis production and presentation experience, involving close faculty supervision and a client/consultant relationship. Included in the course is a Comprehensive Major Project which will be client oriented and the preparation of a production portfolio suitable for professional presentation.
CI 5650. Middle Level Instruction and Assessment (3).S. This course provides an in-depth examination of assessment-driven instruction for young adolescents. Multiple forms and types of assessments that increase young adolescent learning will be investigated and applied. Evidences of young adolescent learning will be collected and analyzed to inform instructional decisions. Essential understandings grounded in young adolescents' questions about the world will guide instructional design. Models of instructional design that teach for understanding, including instructional decision-making related to research-verified practices, are emphasized.
CI 5700. History of Instructional Technology (3).On Demand. A broad background and understanding of contemporary instructional technologies, processes and systems is provided. Readings and research from 450 BC to the present with emphasis on theoretical and methodological foundations for media research are examined.
CI 5740. Photography and Digital Imaging (3).F;S. Basic theory, principles, and techniques of photography and digital imaging.
CI 5750. Teaching Diverse Young Adolescents (3).S. This course focuses on issues relevant to teaching young adolescents of varied backgrounds and abilities. Special attention will be given to developmentally and culturally responsive instruction and management of diverse classrooms. The various factors that influence young adolescent learning and development and how they impact teaching and learning will be investigated. Critical reflection and challenge of current practices related to diverse young adolescents in classrooms, schools, and communities will be fostered.
CI 5770. Intermediate Photography and Digital Imaging (3).F. An intermediate photographic production course which strengthens previously acquired skills in photography and provides advanced work in digital imaging.
CI 5800. Logistics of Mediated Programs and Presentations (3).On Demand. Hard data and facts for programmers and presenters from facilities planning to effective showmanship are examined. The application of hardware and software for teaching and training are located against the institutional environment and contexts in which a presentation takes place.
CI 5810. Introduction to Sight and Sound (3).F;S. An introduction to the basic knowledge and skills underlying any effective audiovisual presentation. Students will have the opportunity to learn the aural and visual aesthetic principles involved in the creation of effective media presentations. They will also have the opportunity to learn the theory and operation of various common sight and sound devices, including microphones, digital audio recorders, and digital audio editing software; still cameras, and digital image editing software; video cameras and digital video editing tools; and projection devices and presentation systems. Emphasis will be placed not only on understanding how the equipment works, but on the common theoretical background shared by all these communication devices.
CI 5825. Non-fiction Film and Video (3).F;S. Students view and analyze a variety of non-fiction films and videos in terms of both form and content. Emphasis is placed on understanding the wide range of purposes for which non-fiction programs are made, and on examining the variety of techniques used to achieve those purposes. Students also engage in some hands-on experiences attempting to capture reality on videotape as part of an effort to explore what happens to reality when it is shaped into a film or video.
CI 5830. Media Literacy (3).S. The course examines what it means to be literate in the technological world of the twenty‐first century where digital media pervades our daily experiences. Key concepts and principles from the field of media literacy are studied through an examination of movies, advertising, television, journalism and news, the Internet, and social media. Emphasis is placed on understanding media texts, media industries, media narratives, and the form and language of a variety of different media. Students are provided with critical frameworks for analyzing media of all forms as well as with tools and techniques applied in several class projects aimed at deconstructing media messages.
CI 5835. Media Influence and Identity Across Cultures (3).S. This media literacy course concentrates on media representations, media audiences, and media effects, including the sociocultural, spatial, and geographic contexts of media consumption and production. Media ranging from mass media to local/global media to social media are studied in terms of their depiction and representations of individuals, institutions, identities, issues, and places. Key categories of exploration include examining identity and media representations of race, class, gender, sexuality, ability, etc. across a variety of media forms and global/local contexts.
CI 5840. Beginning Video Production (3).F;S. This course is a basic introduction to the creative and technical skills needed to produce effective, low-budget video programs on location. Students will use the department's digital cameras and non-linear computer editing system to learn how to express themselves clearly in a wide variety of programming formats through the language of video. Students will gain experience in each of the three stages in the production process: pre-production, production, and post-production.
CI 5845. Global Perspectives in Media and Technology (3).On Demand. This course requires students to analyze and evaluate the roles media and technology play in shaping individuals, communities, cultures, and civic engagement throughout the world. Media literacy will be integrated throughout the course as a critical perspective through which to study global issues and ideas. Students will explore how media and technology support or subvert opportunities for networking, participation, discourse, and action related to a range of local and global issues, including environmental issues. As part of this course, students may engage in global collaboration with international students studying abroad and/or locally. Students will synthesize new understandings and perspectives for how media and technology may be impacting conceptions of physical and digital communities and how they shape local and global relationships, issues, ideas, and ideologies.
CI 5850. Middle Level Curriculum (3).F. This course examines models of curriculum and processes of curriculum design that are responsive to the needs of young adolescents. Educators examine major middle level curriculum theories, historical contexts of curriculum development, traditional and innovative middle level curriculum models, implications of 21st Century teaching and learning, and trends and issues that reflect research and successful practice.
CI 5860. Audio Documentary Production (3).S. In this course, students listen to and analyze a variety of non-fiction audio programs in terms of both form and content. Emphasis is placed on understanding the wide range of purposes for which non-fiction programs are made, and on examining the variety of techniques used to achieve those purposes. The class will explore the advantages and disadvantages of creating and distributing documentaries in an audio format. Students also engage in some hands-on experiences creating sound documentaries using a variety of digital audio hardware and software. The short audio documentaries produced by each member of the class will be podcast.
CI 5900. Internship/Practicum (1-6).F;S. Provides direct experiences teaching in grades Kindergarten through nine. Students are required to spend 90 hours teaching in classrooms appropriate to the level(s) of licensure sought. This internship/practicum is designed only for those without appropriate experience in their Master of Arts major, as determined by the students' academic advisory committees. Graded on an S/U basis.
CI 5921. Instructional Design (3).S. Analysis and application of systematic strategies for the identification of instructional needs, design of instructional system models to meet educational goals in both K-12 education and business, and evaluation of instructional systems.
CI 5922. Number Systems and Operations: K-5 Mathematical Tasks (3).F;S. Analysis and construction of effective mathematical tasks in teaching number systems and operations at the K-5 level; attention is also given to the expansion of content knowledge.
CI 5923. Geometry & Spatial Visualization: K-5 Assessment (3).F;S. Formative and summative assessment strategies of students' geometric thinking in elementary grades; concept development of 2- and 3-dimensional geometry. Attention also given to diagnosis of student errors. Does not count for the Master of Arts in Mathematics. Prerequisite: CI 5922. (Same as MAT 5923.)
CI 5924. Algebraic Reasoning: K-5 Discourse & Questioning (3).F;S. Focus on the early algebra concepts of functional thinking and generalized arithmetic in relationship to pedagogical practices centered on questioning in the mathematics classroom. Does not count for the Master of Arts in Mathematics. Prerequisite: CI 5922. (Same as MAT 5924.)
CI 5925. Data Analysis and Measurement: K-5 Classroom Interactions (3).F;S. Focus on statistical literacy of elementary teachers and the teaching of data analysis and measurement to K-5 students; attention is also given to learning methods which facilitate appropriate classroom interactions. Does not count for the Master of Arts in Mathematics. Prerequisite: CI 5922. (Same as MAT 5925.)
CI 5926. Rational Numbers and Operations: K-5 Learning Trajectories (3).F;S. Focus on rational number concepts through learning trajectories at the K-5 level; attention also given to problem solving and content knowledge. Prerequisite: CI 5922.
CI 5927. Mathematical Modeling: K-5 Leadership (3).F;S. Generating mathematical representations and making explicit connections between concepts. Pedagogy designed to equip elementary teachers to become mathematics teacher-leaders in school settings; focus given to topics integrated within mathematical strands. Prerequisites: CI 5922, CI/MAT 5923, CI/MAT 5924, CI/MAT 5925, and CI 5926.
CI 5930. Instructional Graphics (3).On Demand. Examination of basic design principles and concepts in the selection, design, and evaluation of graphic materials. Course includes laboratory experience in design, development, production, and publication of graphical materials. The laboratory experience centers on the use of microcomputers and associated input or output devices.
CI 5989. Graduate Research (1-9).F;S. This course is designed to provide access to University facilities for continuing graduate research at the master's and specialist's levels. Graded on an S/U basis. C I 5989 does not count toward a degree.
CI 5999. Thesis (4).F;S. Graded on an SP/UP basis until the thesis has been successfully defended and received final approval, at which time all grades will be changed to S.
CI 6160. Field Study in Curriculum Problems (3).On Demand. Students develop a conceptual framework based on general system theory for guiding, developing, and evaluating school curriculum improvements. Students conduct a research project analyzing the design and development of school curriculum planning with emphasis on current trends and issues in elementary school curriculum (K-9).
CI 6310. Analysis of the Teaching Process (3).S. Examination of the teacher-pupil and pupil-pupil interaction in the classroom through study of original relevant research disciplines concerning human behavior and society. Special attention is given to the efforts of teacher approaches to children, the organization of curriculum materials and the structure of the classroom society on the accomplishment of education objectives.
CI 6360. Survey of Research and Implications for Curriculum and Instruction (3).On Demand. This course emphasizes the reading and interpretation of research on designated topics within the school curriculum. Through collaboration and dialogue among class members, resulting implications for classroom instruction are determined.
CI 6460. Issues, Trends, and Problems in Curriculum, K-9 (3).F. Analysis of current practices, problems, and trends in education with emphasis on improved programs.
CI 6500. Independent Study (1-4).F;S.
CI 6530-6549. Selected Topics (1-4).On Demand. Consideration of group and individual investigations in education.
CI 6999. Education Specialist Thesis (1-6).F. Graded on an SP/UP basis until the thesis has been successfully defended and received final approval, at which time all grades will be changed to S.
CI 7130. Investigations into Curriculum and Instruction Problems (3).On Demand. Investigation into curriculum and instruction problems is a course taken during the student's public school internship. The aim of this course is to provide those who have an intense interest in curriculum and instruction with an opportunity for practical application of knowledge and skills obtained from the research core, along with an opportunity to work with faculty who are researching problems.
CI 7131. Emerging Issues in Curriculum and Instruction (3).On Demand. Within the context of educational leadership, the purpose of this course is to provide doctoral level students with an in-depth understanding of issues, problems, and trends in curriculum and instruction at the local, state and national levels. The course is also aimed at providing students with experiences which lead to an understanding of the interdisciplinary nature of problem setting, problem solving, and policy analysis in curriculum and instruction.
CI 7132. Reflective Supervision of Curriculum and Instruction (3).On Demand. The focus of this course is on the situation-specific application of knowledge to problems in supervision. The course has two foci. First, the practical problems of supervision as they relate to teaching and implementing the curriculum at the school system, school building, and classroom levels are targeted. The second outcome is the development of a reflective practitioner who understands and approaches supervision in a deliberative manner.
CI 7989. Doctoral Research (1-9).F;S. This course is designed to provide access to University facilities for continuing doctoral research. Graded on an S/U basis. CI 7989 does not count toward a degree.