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Admission Requirements

• For U.S. Citizens or Residents, a Bachelor's degree from an accredited institution with a GPA of 2.8 or higher is required. Along with the application, please submit 2 letters of recommendation and transcripts from all former institutions (required).
• For non-U.S. Citizens, you will need to have a Bachelor's or Master's degree that is recognized by the Ministry of Education (your transcripts will also be evaluated by World Education Services). You will also need official score reports for TOEFL (iBT score of 80 or better; PBT score of 550 or better) and TWE (score of 5 or better).

Degree Overview

M.Ed. in Curriculum & Instruction

The M.Ed. in Curriculum & Instruction core courses and capstone experience are the foundation for this master’s degree program of study. Candidates will participate in individualized learning that supports professional and personal goals toward their continuing development as a professional educator.

M.Ed. in Curriculum & Instruction: English to Speakers of Other Languages

Candidates who wish to develop instructional strategies that promote learning for students whose native language is not English will select the M.Ed. in Curriculum & Instruction: ESOL. These courses capitalize on the uniqueness of each learner and serve to create vibrant learning communities.

Course Descriptions

C & I Core Courses

EDU 502w Developing Character through the Curriculum (3)

This course will provide teachers with the resources and skills necessary to integrate character themes and character development into their school curriculum. It provides a forum in which to discuss and develop one’s own moral perspectives on the basis of generally accepted criteria.

EDU 535w Theories of Teaching and Learning (3)

This course is designed to provide leaders with the latest psychological research findings and guide them in exploring ways to directly apply these precepts to their current work setting. Topics will include the functions and anatomy of the brain and the fascinating arena of multiple intelligences. The course will fuse the latest biological and psychological understanding of how the brain works so candidates can harness this knowledge and apply it directly to enhancing their current work environment.

EDU 595w Community of Learners (3)

Relationships constructed on trust are critical for an efficient, collegial, collaborative workplace. This course challenges candidates to confront the tremendous diversity in their current environment and develop strategies to build community in the midst of the social, ethnic, economic and alternative lifestyle differences that permeate today’s 21st century workplace. In sum, this course stresses the critical importance of creating community in the workplace and illustrates how that community, once established, can generate an efficient, supportive, and positive work place.

EDU 601w Educational Research (3)

This course provides students with the basic competencies necessary to understand and evaluate the research of others, and to plan and conduct their own research with a minimum of assistance. This course includes the basics of both qualitative and quantitative research.

EDU 602w Contemporary Educational Thought (3)*

Candidates identify, review, and analyze major trends and issues impacting the contemporary state and national educational scenes. Each class session provides students with an opportunity to evaluate the advantages and liabilities of current educational reforms and issues from the perspective of prevailing educational research as well as from their own personal beliefs and current work environment. Candidates will also consider how they can impact and influence change in their own workplace.

English to Speakers of Other Languages Courses

EDU 538 ESOL Methods (3)*

This course helps students develop skills needed to teach English to speakers of other languages. These skills include the ability to implement various methods of language teaching, the ability to develop curriculum materials in ESOL, the assessment of student proficiency in second language use, and the ability to involve parents and the community in second language education programs.

EDU 539 Linguistics (3)*

This course provides an in-depth study of the principles of linguistics (phonology, morphology, syntax, and semantics) from a historical, cultural, and sociolinguistics perspective.

EDU 540 Multicultural Counseling & Education (3)*

This course introduces the student to the theories and practice of multicultural counseling and intercultural communication by examining the cultural diversity in our classrooms and communities, defining similarities and differences in perceptual and communication style, and investigating cultural adaptation and intercultural communication skills. It examines parent and community involvement as resources that enhance the multicultural counseling and education processes.

EDU 541 ESOL Technology & Language Acquisition (2)*

This course examines the teaching of English to speakers of other languages (ESOL) from the perspective of curricular design and educational technology. An understanding of issues and resources related to curriculum design and educational technology will assist participants in planning ESL programs, equipping students with appropriate media resources, and earning the ESOL.

EDU 543 ESOL Educational Assessment (2)*

This course will present an overview and rationale for ELL assessment and a framework for the assessment of ELL students at the K-12 level. Students will be introduced to the variables that come into play with assessment when English is not the native language. Covered will be the stages of Second Language Acquisition and its effect on assessment.

Capstone

EDU 698w Action Research (3)

Action research is the capstone project for the M.Ed program. It involves the identification of a specific issue in the candidate’s work setting, researching the literature regarding the issue, designing a proposal to solve the issue, implementing the solution (after the proposal has been approved), and reporting the results. Candidates will create their proposal in EDU 601 then receive the majority of their guidance from their faculty advisor. The implementation phase of the course will last from 12 to 18 weeks at the student’s work setting. Final concentration for report writing will occur during the final three weeks of the program to meet the completion date.

* Class is taken simultaneously with EDU 698 Action Research. Students receive guidance for the implementation of their capstone project
  within EDU 698, beginning six months prior to their graduation, and receive ongoing support until their program completion.

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A national university system with 10 campuses throughout the United States, Concordia University Portland was founded more than 100 years ago and is accredited by the Northwest Commission on Colleges and Universities.