Program Overview

Master of Science - Curriculum and Instruction

About

The Department of Teaching & Learning holds as its central mission the preparation and development of educators at all levels. The department ensures that its professional education programs are based on essential knowledge, established and current research findings, and sound professional practice. The Master of Science (M.S.), emphasizes preparation for researchers. There is a single thesis plan with different emphasis areas.

Emphasis

• English Language Arts
• Literacy Education
• Mathematics Education
• K-8 Integrated STEM Education
• Science Education
• Social Studies Education
• Secondary Education
• Elementary Education
• Elementary Education
• Teacher Education
• Leadership for Teachers and Professionals
• Children's and Young Adult Literature
• Career and Technical Postsecondary Education
• Multicultural Education
• Educational Technology

Available Options

• Career & Technical and Postsecondary Education Track
• English Language Arts Education Track
• Elementary Mathematics Education Track
• Secondary Mathematics Education Track
• Elementary Science Education (K-8) Track
• Secondary Science Education Track
• Elementary Social Studies Education Track
• Secondary Social Studies Education Track
• Multicultural Education Track

Accreditation

For information regarding accreditation at UNLV, please refer to Academic Program Accreditations.

Learning Outcomes

Upon completion of this program, graduates will be able to:

• Apply knowledge of how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, by designing and implementing developmentally appropriate and challenging learning experiences.
• Use understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
• Work with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
• Use the central concepts, tools of inquiry, and structures of the discipline(s) they teach to create learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
• Connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
• Plan instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
• Seek appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
• Critically evaluate research studies based on each study’s methodology, literature support, and significance.
• Understand and be able to analyze key theories related to chosen emphasis area.
• Understand how to implement evidence-based strategies and/or design and modify learning environments to promote more effective learning.

Career Possibilities

• Elementary teacher
• Secondary teacher
• Instructional coach
• Educational specialist
• Curriculum development
• Online teaching and training
• Diversity specialist
• Researcher

Requirements

Plan Description

The Department holds as its central mission the preparation and development of educators at all levels. The department ensures that its professional education programs are based on essential knowledge, established and current research findings, and sound professional practice. The Master of Science (M.S.), emphasizes preparation for researchers. There is a single thesis plan with different emphasis areas.

Plan Admission Requirements

• An overall undergraduate grade point average (GPA) of 3.00 is required for admission. Students with a GPA of less than 3.00 but greater or equal to 2.75 may be admitted to the graduate program upon review of the Admissions Committee.
• A completed on-line application for admission submitted to the Graduate College through the Grad Rebel Gateway.
• A one- to two-page letter of intent of professional goals and rationale for pursuing the degree. In the letter of intent please state the emphasis area that you are interested in. (Letter of intent uploaded in the online application).
• The names with contact information of two professional references are required in the online application. The professional references will be contacted to submit a letter of recommendation.
• Unofficial or official transcripts from all previously attended colleges and universities will need to be submitted in the online application. Official transcripts are required once given an offer of admission into the program.

Plan Requirements

• Total Credits Required: 33
• Research Courses - Credits: 9
  • EPY 702 - Research Methods
  • EPY 718 - Qualitative Research Methodologies
  • EPY 721 - Descriptive and Inferential Statistics: An Introduction
• Theoretical Foundations Course - Credits: 3
  • CIG 761 - Theoretical Foundations of Education
• Core Emphasis Area Courses - Credits 15
  • 600 or 700 level advisor approved courses from within or outside the department and/or via RPDP (Regional Professional Development Program) linked approved UNLV classes. RPDP courses must be approved by the faculty advisor and graduate coordinator. Not all RPDP courses count.
• Thesis - Credits: 6
  • CIG 699 - Curriculum and Instruction Thesis

Degree Requirements

• Students must complete a minimum of 33 credits with a minimum GPA of 3.00.
• EPY 702 must be taken prior to EPY 718 or EPY 721.
• In consultation with their advisor, a student will organize a thesis committee of at least three departmental members. In addition, a fourth member from outside the department, known as the Graduate College Representative, must be appointed.
• Before doing the thesis research, students must defend their thesis proposal to their committee. It is encouraged for students to do the thesis proposal defense and work on IRB approval prior to the semester when the CIG 699 credits will be taken.
• Complete and defend a thesis.
• Students must be enrolled in thesis credits the semester of graduation.

Plan Graduation Requirements

• The student must submit and successfully defend their thesis by the posted deadline. See the Graduate College website for required forms, formatting requirements for the thesis, and due dates.
• Refer to the Graduate Study Timeline on the Graduate College website for Graduation Requirements.
• Students may apply for graduation up to two semesters prior to completing their degree requirements. All required forms must be submitted to the graduate college via the Grad Rebel Gateway.

Documents/Downloads

• Plans of Study
• Syllabi
• Degree Worksheets
• Careers
• Graduate Handbooks
• Additional Downloads
• Related Links

Contacts

Graduate Coordinator

• Peter Wiens, Ph.D.
• Associate Professor
• Email: [insert email]
• Office: CEB - 354

Department of Teaching and Learning

• We are focused on educational research and the preparation of educators at all levels. In addition to our bachelor’s, master’s, and doctoral degree programs, our professional education programs focus on essential knowledge, established and current research findings, and sound professional practice.
• Website: [insert website]
• Email: [insert email]
• Phone: [insert phone]

College of Education

• The College of Education creates an intellectual environment that promotes quality instruction, significant research, and professional service. With four unique departments, graduates receive the necessary tools and experiences to make an impact on local, national, and global scales.
• Website: [insert website]
• Email: [insert email]
• Phone: [insert phone]