Education, Curriculum, and Instruction M.A.

The MA program's arts in education track presents opportunities for students with experience in schools or other educational settings to develop their ability to work at the intersection of theory and practice. Gaining the knowledge and skills necessary to be reflective and well-informed arts educators, graduates become educational leaders in many contexts--school districts, museums, community arts organizations, government agencies--or often pursue further graduate study. Students are encouraged to take courses both across the College of Education and Human Development and the University at large and typically fulfill program requirements by exploring issues of teaching, learning, curriculum, teacher education, and school reform in urban and suburban schools, several renowned art museums and cultural organizations in the greater Minneapolis area, and within the initial teacher licensure program at the University. The course of study is planned in consultation with the adviser to meet the academic interests and background of the students; those needs are balanced with the expected foundations in research and scholarship. Independent scholarship is encouraged and typically comes in the form of a final project (Plan B) or a more formal thesis (Plan A).


Program faculty exhibit a strong commitment to curriculum innovation, issues of social justice and diversity, and life-long aesthetic and artistic development.

The MA program's elementary education track is designed to help professionals acquire and contribute to the advancement of knowledge and leadership necessary to address the dynamic challenges of contemporary education at the elementary level. Emphasized within the track are, for example, the following: a focus on interdisciplinary approaches to curriculum development, the use of inquiry as a key pedagogical approach, the importance of a strong understanding of diversity and its social and educational implications, and child development and learning theories as the foundation for research and teaching elementary settings.

The MA program's literacy track is thoughtfully designed to balance theory with practical application in a variety of educational settings. There is a deep foundation in evaluating current research and students are encouraged to contribute meaningfully to research in the field of literacy. Faculty members and students work together to study at the intersection of the strands of literacy: children's and adolescent literature, critical literacies, climate literacy, English education, language arts, and reading. Literacy research related to diverse learners in urban, multilingual settings is a central focus of the program. The course of study is planned in consultation with the adviser to meet the academic interests and background of the students; those needs are balanced with the expected foundations in research and scholarship. Independent scholarship is encouraged and typically comes in the form of a final project (Plan B) or a more formal thesis (Plan A).

The MA program's mathematics education track prepares students for research and practice related to K-12 mathematics education. The MA is targeted at students interested in a stronger research orientation than those who pursue the master of education (MEd) degree. MA students, who often continue on to a PhD program, are required to take courses in research methodology and to write a Plan A or Plan B paper to complete their degree. Graduate students participate in this work as teaching assistants, research assistants in externally funded projects, and as instructors.

The MA program's science education track prepares students for research related to K-12 science education. The MA program is designed to prepare scholars to conduct education research within the field of science education. The field of science education is broad and includes science, engineering, and environmental education at the K-12 levels, the college level, in informal and adult settings, and in early childhood. The course of study is planned in consultation with the adviser to meet the academic interests and background of the students. All students are expected to conduct independent research leading to a plan B paper or plan A thesis to support students in future roles as educational leaders and researchers.

The Multilingual Education (ME or Multiling) track is nationally and internationally known for its programs, which focus on English as a second language (ESL) for K-12, postsecondary, and adult classrooms; bilingual and immersion education; and world language education in both K-12 and postsecondary settings. The program's perspective on language learning and teaching is markedly pedagogical and informed by an awareness of the role social context plays in the process of language learning and teaching. MA students engage in coursework and projects that balance theory and research with practical application. Students pursue a course of study that is designed in collaboration with the faculty adviser to correspond to the interests and background of each student and to provide a solid understanding of research and best practice in the field. Independent scholarship is encouraged and typically comes in the form of a final project (Plan B) or a more formal thesis (Plan A).

The MA's social studies education track focuses on issues related to curriculum, instruction and assessment in K-12 social studies. Graduate students are strongly encouraged to present research papers at professional conferences, specifically the National Council for the Social Studies and the American Educational Research Association.

Faculty maintain active research agendas with several research centers at the University including the Center for Applied Research and Educational Improvement, housed within the College of Education and Human Development, and two research centers housed outside the College: the Center for Environmental Learning and Leadership and the Center for the Study of Political Psychology. Social studies faculty research interests include the areas of political socialization, political tolerance, authentic assessment, citizenship and civics education, and democratic thought. In addition, faculty members engage in research centered on the history of curricula, multicultural and gender studies, and social justice.

The teaching English to speakers of other languages (TESOL) track focuses on the broad field of applied linguistics uniting research, teaching and service in addressing the second language learning needs of adult learners in the university and the wider community, both in the US and abroad. Independent scholarship is encouraged and typically comes in the form of a final project (Plan B) or a more formal thesis (Plan A).