Course Descriptions

Master of Arts in Curriculum and Instruction
Course Descriptions

1. Premier Global Instructional Practices (MCI 501O/601O)
Prerequisites: none
This course focuses on instruction separate from curriculum.  Students will be asked to observe instruction live and on video.  Students will learn the vocabulary of instructional development. They will identify effective instructional practices in order to build plans to implement and communicate those practices.  Identification of ineffective practices will lead to plans to honor the strategy and improve those practices.
Text:  Joyce, B. & Weil, M. (2009). Models of Teaching. (8th ed.).  Boston: Pearson

2. Fundamentals of Needs Based Curriculum Development (MCI 502O/602O)
Prerequisites: None
Needs based curriculum is a course of study development as a result of and designed to meet identified needs.  This course will require learning the vocabulary of curriculum development.  In addition it requires students to participate in development of curriculum, workshops, and training seminars to meet needs at the student, class, campus, corporate, and district levels.

3. Social Justice:  Accommodating Diversity in Education (MCI 503O/603O)
Prerequisites: None
Effective and accurate curriculum, instruction, and assessment are different for different populations.  Treating one population as if they are exactly like another generally causes concerns that may show up in test scores, behavior, boredom, and readiness to learn or participate in work-related activities.  This course focuses on the divergent nature of the ‘melting pot’ populations and the possible ways to create a system to meet the needs of all populations.

4. Modern Learning Theory (Instructional Philosophy) (MCI 504O/604O)
Prerequisites:  none
A study of Neobehaviorist and Cognitive theories of learning and applications in the high-stakes testing world.  Students will develop a framework of theories from which they can develop curriculum and encourage effective instructional strategies.  Students will communicate theoretical learning frameworks that help explain reasoning behind teaching practices to a variety of audiences.
Text:  Bigge, M. & Shermis, S. (2004). Learning Theories for Teachers. (6th ed.) Boston: Pearson Education, Inc.

5. Plato to Suzuki (History and Philosophy) (MCI 505O/605O)
Prerequisites:  none
The history of the Philosophy of Education from Plato to modern times will be surveyed.  Each student will write a personal philosophy of education. A brief history of education in the U.S. leading to modern practices and future trends in education will be surveyed.  Implications for curriculum and instruction based on history and trends will be assessed.

6. From Research to Practice (MCI 650O)
Prerequisites:  none
Students will learn the basics of testing and measurements in education and the attending vocabulary.  Each student will conduct/direct an action research study for the purpose of identifying curriculum and/or instructional needs for a particular population of students.  Based upon the action research study, each student will make recommendations for changes to meet identified needs of students.

7. Practical Assessment to Innovative Instruction (MCI 651O)
Prerequisites:  (1-4)
Using campus and district, or corporate end-of-year data, and basic analysis of that data, students will design curriculum and instructional practices to meet identified needs.  Students will communicate the identified needs and the C&I recommendations to meet those needs to a variety of audiences.

8. Scenario-Based Curriculum & Instruction Program Development (MCI 652O)
Prerequisites:  (1-7)
Students will be required to respond to scenarios extant or related, to develop more effective practices to deal with specific curriculum and instructional strategy issues for specific students, districts, and corporate training guidelines.  Based upon scenarios of campus or other work related issues and district or corporate concerns, students will make recommendations and communicate those recommendations to the proper leaders or leadership teams.

9. Technology in Curriculum & Instruction (MCI 653O)
Prerequisites: none                 
Advances in technology that lend themselves to curriculum development and/or effective instruction are explored.  Students will design Units and lessons that can be effectively taught using computers, elmos, document cameras, iPads, and other technology tools.                       

10. Prospectus (MCI 654O)                          
Prerequisites:  Student must have completed all other coursework except for the Thesis/Project to begin the prospectus or be taking the last course concurrently.
The student will develop a plan for a final project at the campus, district, or corporate level to implement effective curriculum and Instruction practices.  The plan will be chosen and implemented under the direction of a leader, at the student’s workplace or on the campus, who will help identify the need to be addressed.  The product for this course will be a report built from (1) a needs assessment, (2) identification of populations to be effected, (3) procedures for assessment of the project, and (4) plan to be implemented to create change.

11.    Thesis/Project (MCI 655aO)                 
The project or thesis planned in the prospectus is implemented in the final project or thesis presentation.  A thorough report is expected honoring APA style and incorporating identification of need, procedures, assessment of success, and further steps recommended.

12.   Thesis/Project II (MCI 655bO)
Thesis or project will be continued and completed during the final session.

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