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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: Mathematics (K-8)

The M.Ed. in Curriculum & Instruction: Mathematics (K-8) is designed for teachers in the elementary and middle school grades who want to enhance their content knowledge and skills in mathematics in order to increase student learning and understanding of foundational mathematics concepts. An emphasis is placed on effective teaching strategies and practices that are aligned with the National Council of Teachers of Mathematics (NCTM) standards and that address developmental learning, acquiring proficiency, problem solving and demonstrating understanding in mathematics for all children. The effective use of technology to improve student outcomes in the elementary and middle school mathematics core curriculum is integrated throughout the concentration courses.

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.

Mathematics Courses

Foundational Mathematics Concepts (3)*

This course presents an overview of the principles set forth by the National Council for Teachers of Mathematics and is designed for teaching all learners: Equity, Curriculum, Teaching, Learning and Assessment. In the study of the historical perspective and the theoretical foundations of mathematical teaching, close attention is given to the connection between theorists and practical application in the classroom. Emphasis is placed on transformational learning based in a developmental, constructivist approach. Participants in the course will explore what students need to know about mathematical concepts and thinking, how students approach problem solving, effective methods for teaching and adapting curriculum to meet the diverse needs of students, the appropriate use of manipulatives and technology as essential tools for learning and teaching math, as well as alignment of curriculum to state standards. Throughout the study, teachers of mathematics will be prompted to think about mathematics in new ways and to become comfortable with a personal understanding of mathematics.

Learning and Teaching Measurement and Geometry (3)*

This course will guide teachers in the development of a foundation for the learning and teaching of measurement and geometry through transformational learning based on a developmental, constructivist approach. Numbers and operations are woven into the study of measurement and geometry in a meaningful, integrated manner. Emphasis is placed on student and teacher thinking, lesson planning, transformational teaching methods, the use of technology as an integral part of learning and teaching math, and assessment. This course will foster a deeper understanding of the following pk-12 national standards, as well as the three NCTM curriculum focal points for each grade level (pk-8), in order to strengthen a teacher’s thinking and perceptions of geometry as well as instructional practices which effectively increase student understanding of measurement and geometry.

Learning and Teaching Algebraic Concepts, Data Analysis and Probability (3)*

This course will guide teachers in the development of a foundation for the learning and teaching of algebraic concepts, data analysis and probability through transformational learning based on a developmental, constructivist approach. Numbers and operations are woven into the study of algebra, data analysis and probability in a meaningful integrated manner. Emphasis is placed on student and teacher processing of algebra, on lesson planning, transformational teaching methods, the use of technology as an integral part of learning and teaching math, and assessment. Additionally, this course will foster a deeper understanding of the NCTM pk-12 national standards, as well as the three curriculum focal points for each grade level (pk-8), in order to strengthen a teacher’s thinking and instructional practices to effectively increase student understanding of algebraic concepts, data analysis and probability.

Transformative Mathematics in the Differentiated Classroom (3)*

The focus of this course is transformational learning and teaching that meets the needs of all learners through a developmental, constructivist approach. There will be an emphasis on setting up the classroom, getting to know the learners, assessing learning styles and needs, differentiated teaching strategies including interactive age-appropriate games and manipulatives, and providing anchor activities to solidify learning. Technology is considered an integral part of learning and teaching math in the differentiated classroom and will include the strategic use of technology resources such as SmartBoard technology, digital tools, computers, calculators, online digital games, and podcasts along with Internet-based resources. The course will provide a plethora of practical ideas for making math a positive and transformational experience for teachers and learners alike.

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.