Through a partnership with ChalkBoard School Solutions and JBCN Education, international students can earn their masters in education in only one year.
Overview & Distinctions
OVERVIEW
The Master’s in Curriculum and Instruction at D’Youville is designed as the intellectual and professional next step for practicing teachers. Our program provides students with advanced knowledge in Educational Foundations, School Leadership, Learning Theory, Multiculturalism, Inclusion and Critical Issues in Education.
This program offers practicing teachers essential knowledge and skills to support emerging professionals in their fields while providing a flexible and individualized academic experience. This hybrid curriculum is designed to meet the needs of working teachers in an international context.
ChalkBoard School Solutions and JBCN Education partnership, the Master’s in Curriculum and Instruction is structured in three modules, taken over the course of one academic year. This exciting program features three diverse learning experiences: online, hybrid and study abroad. The online courses are taught asynchronously, perfect for working teachers with busy schedules. The hybrid courses, which are partially online, will include some in person instruction with visiting D’Youville professors.
Students will receive a certificate of completion for each course or module they finish; those students who complete the entire MS in Education program will be awarded a diploma from D’Youville.
Students can complete the program during a study abroad experience at D’Youville, in Buffalo, NY. While in Buffalo, students will visit a variety of schools, historic sites and natural wonders, such as Niagara Falls.
Curriculum & Courses
CURRICULUM & COURSES
D'Youville's Masters in Curriculum and Instruction is divided into three modules, taken over the course of one calendar year, and combines online, in-person, and hybrid instruction.
Module 1
| Course Number | Course Name | Credits |
|---|---|---|
| EDU 620 |
Theories of Learning (Advanced Inquiry)This course is designed to familiarize students with underlying foundations, principles and theories related to education and learning. Emphasis is placed on developmental theorists and educational theory as it relates to the process of teaching and learning. Prerequisites None |
3.0 |
| EDU 656 |
Philosophical and Social Foundations of Education (Foundations of Education)This course is designed to introduce students to the social and philosophical foundations of education and ways in which they have been influential in shaping education in North America. As such, the course covers philosophies of education within the social/political context that influenced their development. Discussions, lectures, readings and student-centered work take place against the background of emerging philosophies of education in any given time period. A major focus of the course is on an examination of perennial questions related to education and schooling in North America. Prerequisites: None
|
3.0 |
| EDU 651 |
Multiculturalism and Cultural Diversity (Foundations of Education)This course examines patterns of diversity in North America. Attention is given to racial, ethnic, religious and other minorities in contemporary society. Cultural perspectives which impact schooling are discussed and strategies to enhance teaching and learning are explored. Age and culturally appropriate strategies for creating effective teaching-learning environments are examined. Prerequisites: None
|
3.0 |
| EDU 613 |
Methods of Content Area Literacy (Diversity and Inclusion)This course is designed to help the prospective secondary school teacher use effective techniques to improve students' reading and writing, both generally and in specific content areas. Prerequisites: None |
3.0 |
Subtotal: 12 Credits
Module 2
| Course Number | Course Name | Credits |
|---|---|---|
| EDU 653 |
Critical Issues in Education (Foundations of Education)This course is designed to discuss and analyze current and future trends in education. Emphasis is placed on issues related to chemical dependency, social and economic inequality, school support through mentorships and funding, availability and use of media technology, collaborative teaching techniques, privatization of schooling, equality and equity and other related issues. Prerequisites: None
|
3.0 |
| EDU 679 |
Special Topics : Young Adult Literature and Literacy (Diversity and Inclusion)This course will address a variety of topics relevant to teachers interested in transitioning
into leadership roles in schools.
|
3.0 |
| EDU 652 |
Curriculum Planning in Education (Diversity and Inclusion)Emphasis in this course is on curricular design and instructional planning to address the special developmental and educational needs of students in elementary and secondary school. Attention is given to past and future trends in design and implementation and to appropriate planning techniques for meeting the needs of a diverse population of students at differing levels of social, physical, management and academic ability. Curriculum planning is examined on the state, district, school and classroom levels, along with the roles and responsibilities of administrators, teachers, school staff, students and community members. Prerequisites: None
|
3.0 |
| EDU 658 |
Research in Education (Foundations of Education)This course is designed to provide students with a framework for critically analyzing
and conducting research focused in an educational context. Unique contextual factors
and populations in both general and special education are discussed in terms of their
implications for research conceptualization, design, implementation, interpretation
and reporting.
|
3.0 |
Subtotal: 12 Credits
Module 3
| Course Number | Course Name | Credits |
|---|---|---|
| EDU 622 |
Needs of Exceptional Learners (Diversity and Inclusion)This course is designed to provide an introduction to special education. Emphasis is placed on the legal foundations of special education and learning and behavioral characteristics of students with special needs in the elementary and secondary school. Attention is given to models of effective collaboration with co-workers and on models which lead to education in the least restrictive environment. Individual instructional programming intervention and learning strategies are analyzed. The use of educational and assisting technology in planning for the needs of individual learners is a critical component of this course. Prerequisites: None
|
3.0 |
| EDU 679 |
Special Topics in School Leadership (Advanced Inquiry)This course will address a variety of topics relevant to teachers interested in transitioning
into leadership roles in schools.
|
3.0 |
| EDU 637 |
Technology Literacy in Education (Advanced Inquiry)Candidates will analyze and evaluate multiple literacies and modalities of literacy and their impact on adolescent learners, including critical reading of nontraditional text and how meaning is conveyed through multimodal representations. Emphasis is also placed on the impact of emergent technologies on adolescent development and learning, and on preparation of teachers to convey meaning through the new literacies' in all content areas. Special attention is paid to the impact of multiple literacies on English language learners, students at risk for school failure, and students with exceptionalities. Prerequisites: None
|
3.0 |
| EDU 614 |
Curriculum and Instruction Capstone ProjectIn this capstone course, candidates work independently with an advisor as they design, edit and finalize their capstone project. Advisors are assigned the first week of classes and it is the candidate's responsibility to schedule meetings each semester with his or her advisor to discuss progress toward completing this project. Candidates develop an e-portfolio to showcase learning outcomes directly linked to applications of professional experience and knowledge to capstone topic. The e-portfolio provides an opportunity for candidates to demonstrate their understanding of the links between content and pedagogy with special attention paid to the New York State and Common Core Standards and to highlight their own advanced understanding of knowledge and skills related to curriculum and instructional applications in their teaching area(s). In the final semester of the program, the candidate's e-portfolio is reviewed by three faculty members, including the candidate's advisor. Prerequisites: None |
3.0 |
Subtotal: 12 Credits
Total: 36 Credits
Admissions Requirements
Admissions Requirements
Admission to the Education (MS) program is done through D'Youville's online application and the submission of supporting documents.
Students must provide official transcripts and proof of degree completion from an accredited institution with English fluency. Though TOEFL is not required, students should understand that having a strong command of English will assist them in the successful completion of courses. JBCN/ChalkBoard will pre-screen candidates for English fluency.
For all non-US degrees, D'Youville requires evaluation by an accredited transcript evaluation service. Visit the World Education Services website for more information.
Application and Admission Process
- Admission and application requirements for D'Youville's advanced degree programs vary
by program.
- Before applying, please note applicants to D'Youville's master's in education must have obtained a bachelor’s degree from accredited institution and have a demonstrated proficiency of the English Language.
- Applicants must complete and submit your official application for admission through
D'Youville's online application system.
- If you can't complete the application in one sitting, that's okay — you can access the form as often as you like.
- Check the deadline dates for semesters.
- If you have any questions about the application process, contact JBCN/ChalkBoard or the D'Youville's International Admissions Office.
- Applicants must submit official transcripts.
- You'll need to submit an official transcript from each university attended, current through the time of application.
- If your transcripts are not in English, or come from a school outside of the U.S. or Canada, they must be evaluated by an accredited transcript evaluation service. Visit the World Education Services website for more information.
- Tip: We recommend that you request official transcripts and start your transcript evaluation process through WES immediately to avoid delays in processing.
- Submit your scores from one of the following Standardized Tests unless exempted by
JBCN/ChalkBoard.
- If English is your second language, you'll need to submit proof of English language proficiency (TOEFL or IELTS).
- In your application you should indicate your status as an international student, by checking the appropriate box.
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