Teaching and Curriculum

The Master of Education in Teaching and Curriculum is designed to strengthen the skills of educators in both public and private schools. The program is guided by a vision that prioritizes critical thinking, democracy, diversity, lifelong learning, nurturance, and scholarship. At its core, the program focuses on four key components of effective education: learning, curriculum, instruction, and assessment. The program provides students with opportunities to infuse scholarly research and practice to support educational change. Aligned with established teacher quality standards, this program is offered at Penn State Harrisburg.

Admission Requirements

Applicants apply for admission to the program via the J. Jeffrey and Ann Marie Fox Graduate School application for admission. Requirements listed here are in addition to Graduate Council policies listed under GCAC-300 Admissions Policies.

The M.Ed. Program in Teaching and Curriculum includes the following admission requirements.

First, applicants must have achieved an undergraduate junior/senior grade-point average of 3.0 or higher on a 4.0 scale.  For applicants applying for admission who have completed credits beyond the baccalaureate degree, we will evaluate the last (approximately) 60 credits completed.

Second, applicants must submit two letters of recommendation. These letters must be from former professors or professionals who can attest to the academic ability and potential of the applicant.

Third, applicants must submit a professional and academic experience statement (200-300 words required, 500+ recommended) that addresses the following: What issues and topics in education are important to you? How might graduate coursework influence your aspirations as an educator?

A total of 30 credits must be completed: 18 credits in core courses and 12 credits in electives. At least 18 credits must be at the 500 or 800 level. A minimum grade-point average of 3.00 for work done at the University and acceptable or higher ratings on the professional dispositions are required for graduation.

The language of instruction at Penn State is English. English proficiency test scores (TOEFL/IELTS) may be required for international applicants. See GCAC-305 Admission Requirements for International Students for more information.

Degree Requirements

Master of Education (M.Ed.)

Requirements listed here are in addition to Graduate Council policies listed under GCAC-700 Professional Degree Policies.

Students must maintain a minimum 3.00 grade point average in courses approved by the program, satisfactorily complete all required key assessments, attain a grade "C" or better in all required core courses. Students who do not make satisfactory progress will be notified in writing noting the specific deficiencies and requesting that they meet with the program coordinator to develop a remediation plan. Failure to meet or to satisfactorily complete the remediation plan will result in termination from the program.

All persons enrolled in Teacher Education Programs at Penn State Harrisburg are expected to demonstrate the professional dispositions that are aligned with the unit's vision statement and the Interstate Teacher Assessment and Support Consortium (InTASC) . The faculty shall evaluate the approved dispositions demonstrated by the students in class and during field experiences. Students may be rated as exemplary, acceptable, or unacceptable. Students are expected to attain acceptable or exemplary ratings in order to graduate.

The Master of Education degree in Teaching and Curriculum provides students with two alternatives to meet the required culminating or capstone experience:

1. course work with a master's project (EDUC 587) or
2. course work that includes a capstone course (EDUC 591).

Students may complete the degree requirements for either of the two alternatives with the approval of their adviser.

A total of 30 credits must be completed: 18 credits in core courses and 12 credits in electives. At least 18 credits must be at the 500 or 800 level. A minimum grade-point average of 3.00 for work done at the University and acceptable or higher ratings on the professional dispositions are required for graduation.

Credits earned at other institutions but not used to earn a degree and credits earned as a non-degree student prior to admission to the graduate program may be applied toward the requirements for a graduate degree, subject to restrictions outlined in GCAC-309 Transfer Credit.

Minor

A graduate minor is available in any approved graduate major or dual-title program. The default requirements for a graduate minor are stated in Graduate Council policy GCAC-218 Minors.

Student Aid

Graduate assistantships available to students in this program and other forms of student aid are described in the Tuition & Funding section of the J. Jeffrey and Ann Marie Fox Graduate School’s website. Students on graduate assistantships must adhere to the course load limits set by the Fox Graduate School.

Students interested in pursuing full-time graduate study and who would like to be considered for a graduate assistantship or fellowship, must submit their application materials by January 15.

Courses

Graduate courses carry numbers from 500 to 699 and 800 to 899. Advanced undergraduate courses numbered between 400 and 499 may be used to meet some graduate degree requirements when taken by graduate students. Courses below the 400 level may not. A graduate student may register for or audit these courses in order to make up deficiencies or to fill in gaps in previous education but not to meet requirements for an advanced degree.

Education (EDUC) Course List

Learning Outcomes

1. Analyze a range of assessment methods and data to evaluate their effectiveness and apply this knowledge to practice.
   (Primary Goal: Apply/Create. Secondary Goals: Think; Professional Practice)
2. Apply curriculum theory and methods to design original curriculum proposals that reflect best practices in education.
   (Primary Goal: Know. Secondary Goals: Apply/Create; Communicate)
3. Trace and describe the development of curricula in education using the foundational history, philosophy, and ethics of curriculum theory and planning. (Primary Goal: Communicate. Secondary Goals: Know; Think)
4. Compare educational learning theories and critically analyze their effectiveness in practice. (Primary Goal: Think. Secondary Goals: Know; Communicate; Professional Practice)
5. Apply educational research methodologies to improve instructional practices and enhance student learning. (Primary Goal: Apply/Create. Secondary Goals: Know; Think; Communicate)
6. Synthesize relevant scholarly research to inform instructional and policy decisions that address major issues in education. (Primary Goal: Professional Practice. Secondary Goals: Know; Think; Apply/Create; Communicate)

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