The Department of Curriculum and Instruction holds as its central mission the study of curriculum and instructional design and its implementation at all levels of education. To realize a broad range of curricular aims and goals, the department engages in rigorous study of teaching and learning to enhance teaching effectiveness. Five strands of emphasis at the graduate level include:
- Offering master's and doctoral degree programs.
- Being actively involved in the public schools for mutually beneficial purposes, i.e., updating and enhancing skills of current teachers while allowing departmental faculty to remain current with public school trends and issues.
- Offering doctoral programs that develop effective teacher educators through research and intensive study of learning paradigms and instructional strategies.
- Promoting within faculty and students rigorous scholarship as they participate in basic and applied research, educational program development, and implementation and dissemination of knowledge in enlightening and utilitarian ways.
- Providing courses to support teaching certification at the graduate level.
Programs of Graduate Work
The department offers the following degrees:
Master's and Doctoral Degree Programs
- Master's Degree in Curriculum and Instruction (MEd and MS)
- Master's Degree in Early Childhood Education (MA, MEd and MS)
- Master's Degree in Reading (MA, MEd and MS)
- Master's Degree in Secondary Education (MEd and MS)
- Master's Degree in The Art of Teaching (MEd)
- Doctoral Degree in Supervision, Curriculum and Instruction (EdD)
Master of Education and Master Science in Curriculum and Instruction
The Master’s of Education (MEd) Degree in Curriculum and Instruction is for certified teachers interested in the improvement of classroom teaching through advanced studies in the content and methodology of subjects taught in K - 12 classrooms. The major in curriculum and instruction, available primarily to experienced teachers, prepares graduates to
- improve student engagement and teaching effectiveness and
- qualify for leadership positions in settings for which the master’s degree is required.
A graduate with a major in curriculum and instruction should possess knowledge of the research and literature in education, curriculum and instructional design, effective teaching practices, and the teaching of diverse students.
The Master of Science (MS) Degree in Curriculum and Instruction is intended for those who do not have teacher certification but wish to include graduate certification courses as part of their master's degree program.
Master of Education, Master of Science, and Masters of Arts in Early Childhood Education
The MEd degree in Early Childhood Education is for certified teachers interested in the human growth and development of young children, birth through age eight years, and in the improvement of teaching young children through advanced studies in the content and methodology of the subjects taught in preschools through grade three. The MS degree in Early Childhood Education is for those who do not have teacher certification but is interested in studying child development leadership, learning theories, and developmentally appropriate practice. The Master of Arts in Early Childhood Education is primarily for those graduate students who would like to write a thesis in the field of early childhood. The study of a foreign language is also required. The major in early childhood education prepares graduates for careers in both public and private educational settings in which the primary focus is on the education of young children between the ages of three and eight. A graduate with a major in early childhood education should possess knowledge in these areas: cognitive, socio-emotional, and physical development of children ages birth to eight, curriculum theories and instructional design, effective instructional approaches for young children, teacher research and documentation of children's learning, and developmentally appropriate practice and authentic assessment of young children.
Professional educators who hold the provisional or standard EC-4 or EC-6 teaching certificate may earn the Master of Education degree in Early Childhood Education. Individuals who do not hold a teaching certificate may earn a Master of Science in Early Childhood Education.
Master of Education, Master of Science, and Master of Arts in Reading
The MEd degree in Reading is primarily for certified teachers interested in advanced studies in literacy learning, with emphasis on both developmental and remedial reading and writing instruction prekindergarten through grade 12. The MEd in Reading Program can lead to an All-Level Reading Certification and Master Reading Teacher Certification. The MS in Reading is primarily for those who seek a program that focuses their coursework on content directly related to the teaching of literacy but do not have teacher certification. The Master of Arts in Reading is primarily for certified teachers interested in literacy’s role in the development of learning and would like to do a thesis in the area of literacy. The study of a foreign language is also required. The major in reading prepares graduates for careers in both public and private educational settings in which the primary focus is on teaching, supervising, or directing literacy learning in developmental, remedial, and/or enrichment settings. A graduate with a major in reading should possess knowledge of the physiological and psychological growth of children, research literature in literacy learning, and in the ability to diagnose, prescribe, instruct, and evaluate learners in the area of listening, reading, speaking, writing, and other skills related to literacy.
Master of Education and Master of Science in Secondary Education
The MEd in Secondary Education is for certified teachers interested in the improvement of education through advanced studies of curriculum and instruction in secondary education. The major in Secondary Education prepares graduates to
- improve student engagement, classroom management and teaching effectiveness and
- qualify for leadership positions in settings for which the masters is required.
A graduate with a major in secondary education should possess knowledge of the research and literature in secondary education, curriculum and instructional design, effective teaching practices, philosophical systems in education, and excellence and equity in teaching for all students. Individualized degree plans may be developed to prepare teachers for designing classroom instruction and curriculum for curriculum for advanced and at-risk learners.
The MS is primarily for those interested in the Masters in Secondary Education who either do not have teacher certification or whose content area specialization is in an area of the sciences.
Master of Education in the Art of Teaching
The MED in The Art of Teaching is designed for graduate students who would like to obtain teacher certification and a master’s degree in education. The degree is designed to assist professionals wishing to enter the field of secondary education to obtain the necessary knowledge and skills to promote effective teaching in their respective field. The program will focus on evidenced-based learning, curriculum and instructional design, and pedagogy for teaching in K-12 schools. This 30 hour graduate program targets primarily individuals with bachelor’s degrees in content areas taught in K-12 schools such as math, sciences, English, history, etc., and who wish to become prepared for careers in teaching. It is limited to students who are completing a year-long residency with intensive mentoring from the public school mentors and university liaison. The Master of Education in the Art of Teaching program's objective is to provide a rigorous and relative curriculum allowing the student to complete certification requirements and earn a Master’s degree.
The essay to be submitted as part of the application packet must answer the following questions:
- What specific knowledge do you hope to acquire through the program?
- How will this degree increase your effectiveness as an educator?
Master of Education, Master of Arts, Master of Science
Admission to a graduate program is granted by the Dean of the Graduate School upon the recommendation of the department. Applicants must meet the following requirements for admission in addition to meeting the general university requirements in curriculum and instruction, early childhood education, reading, secondary education, and the art of teaching.
Review each Admission link above for specific requirements for each program.
- Application Procedures. Applications may be accessed on-line at www.tamuc.edu/gradschool. They are also available at our Commerce, Navarro, Mesquite Metroplex, or Collin College campuses.
Doctor of Education in Supervision, Curriculum, and Instruction
Admission details are listed in the section “Admission to Doctoral Degree Programs” earlier in the general section of this catalog.
Admissions to the Supervision, Curriculum, and Instruction Doctoral Program in the Department of Curriculum and Instruction will occur twice each year: once in the fall semester and once in the spring semester. First, applicants should contact the Department of Curriculum and Instruction's office to place their name on the new applicant's list. This allows applicants to receive emails for information sessions and interview times. Applicants interested in applying must have at least 3 years of K-12 teaching experience. Applicants must attend a doctoral information session to be considered for admission. During the information session, the applicants will complete a departmental writing sample. To apply, applicants should contact the Department of Curriculum and Instruction's office to place their name on the new applicant's list. Additionally, the applicant must complete the graduate office application process and complete an interview with a committee of doctoral faculty members. Applicants will be rated by the members of the doctoral faculty committee on various aspects of the application package, including the writing sample, the admissions interview, and items required to be submitted by the graduate school.
Once the applicant has been fully admitted to the Supervision, Curriculum, and Instruction (SCID) doctoral program and notified by the Graduate School, students must complete a departmental orientation session in which the applicant will receive information about requirements for completing the residency plan, learn more about courses and course schedules, and have an initial degree plan developed by a doctoral faculty member.
The following undergraduate prerequisites for graduate majors and minors are currently in force:
Graduate Majors: Only candidates holding at least a provisional or standard teaching certificate or whose graduate program includes courses for meeting requirements of an official certification plan may be admitted for an advanced degree.
Graduate Minors: The head of the Department of Curriculum and Instruction through his/her standing committee on admissions will determine whether the minimum number of courses required by the catalog for a minor in curriculum and instruction will enable the candidate to function effectively in the field. This will be based upon each individual's professional preparation and experience.
Several master’s degree plan options are presented. In certain cases courses may be substituted for those listed but only with the permission of the major advisor. A field-based Master’s Degree in Curriculum and Instruction and Secondary Education is available to cohort groups in some school districts and many courses in the Post-Baccalaureate Teacher Certification Program can be included as coursework toward the Master’s Degree (see Program Admissions for a Degree Plan).
The Curriculum and Instruction, Early Childhood Education and Reading master's degree are available online as well.
Note: The Department reserves the right to suspend from the program any student who in the judgment of the departmental graduate committee, does not meet the professional expectations of the field.
Successful completion of the Comprehensive Exam is required of all students.
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Curriculum and Instruction
Associate Professor and Assistant Dean, College of Education & Human Services
B.S., New Jersey Institute of Technology; M.B.E., Southern Methodist University; Ph.D., University of North Texas
B.A., M.Ed., Ph.D., University of North Texas.
David L. Brown
B.S., M.Ed., Ph.D. (Federation), East Texas State University.
B.A., M.Ed., Ph.D., University of North Texas
B.A., University of North Texas; M.E.D., Texas AM University-Commerce; Ph.D., Ohio State University.
B.S., Konkuk University; M.L.S., Texas Woman’s University; Ph.D., University of North Texas
B.S., Texas Tech University; M.S., Southwestern Baptist Theological Seminary; Ph.D., University of North Texas.
Joyce E. Miller
B.A., M.Ed., Ph.D., University of North Texas.
BA., University of Virginia, Master of Teaching, University of Virginia, Ph.D., University of North Texas
Gilbert L. Naizer
B.S., M.Ed., Ph.D., Texas A&M University.
Kristan N. Pearce
Assistant Professor and Assistant Department Head
B.S., M.A.T., The University of Arkansas at Fayetteville; Ph.D., The University of Oklahoma at Tulsa
B.A., University of Colorado-Boulder; M.A., University of Colorado-Colorado Springs; Ed.D., Texas A&M-Kingsville
B.S., Texas A&M University; MAT, University of Texas at Dallas; Ph.D., Curtin University of Technology
B.M., Trinity University; M.Ed., Dallas Baptist University; Ph.D., University of Texas-Arlington.