Master of Education in Curriculum and Instruction

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Master of Education in Curriculum and Instruction

Doane’s Curriculum and Instruction degree is designed to maintain a program committed to excellence while giving special attention to the needs of K-12 teachers. Courses are offered at campuses in Lincoln, and Omaha as well as online.

Course content is designed with concern for best practice, current research, and a commitment to the application and evaluation of the content. Doane’s holistic approach recognizes that the cumulative effects of the completed graduate degree programs are greater than the sum of the courses. The resident and adjunct graduate education faculty take particular pride in the high marks for relevance and quality of instruction given to the entire program by students completing Doane graduate education courses.

Teacher Education Graduate Standards

Teacher development can be defined as growth which demonstrates changes over time in action, understanding, knowledge, practices, and images of what constitutes teaching and learning. In Doane’s view of schooling, teachers must have experiences that open new perspectives for them to progress to higher instructional, collaborative, and transformational teaching levels. When teaching becomes watchful and thoughtful, learning takes on personal meaning, and teachers use personal reflectivity to gain a better understanding of both teaching and learning. The outcomes listed below reflect the anticipated higher level of teacher development. The outcomes for the Curriculum and Instruction emphasis are:

1. Understands Content:  The developing professional understands the content knowledge of the discipline(s).
   1. demonstrates how knowledge in content area is created, organized, linked to other disciplines and applied to real world settings
   2. commands specialized knowledge of how to convey content knowledge to students
   3. encourages students to construct new knowledge by seeking answers to their questions
   4. aligns content knowledge with state and national standards

2. Understands Development:  The developing professional understands how children learn and develop, and provides opportunities supporting intellectual, social, and personal growth.
   1. maintains the belief that all students can learn by developing learning experiences for all cognitive levels
   2. evaluates and selects developmentally appropriate outcomes and activities
   3. incorporates current and research-based learning theories into practice
   4. acknowledges that learners learn best from involvement with experiences

3. Understands Differences:  The developing professional recognizes and provides for individual differences and diversity.
   1. recognizes individual differences in students and adjusts practice to ensure fairness and success for each student
   2. evaluates and designs curriculum for students with special needs
   3. critiques and enhances curriculum for multidimensional perspectives fostering an attitude supporting the development of a community that values diversity
   4. considers the influence of context and culture on behavior
   5. fosters students’ self-esteem and respect for race, gender, class, culture, language, family, community, and religious differences

4. Designs Instructional Strategies:  The developing professional uses a variety of instructional strategies to encourage students’ development of skills and strategies for critical thinking and problem solving.
   1. views the teacher and learners in a reciprocal relationship; the teacher is also a learner, the learners are teachers
   2. differentiates instruction based on observation and knowledge of student interests, abilities, skills, background knowledge, family, and peer relationships
   3. commands a wide range of instructional techniques including those of technology, knows when each is appropriate, and implements them as needed
   4. exposes students to different modes of higher order thinking by teaching students to think analytically and critically about real-world situations

5. Manages and Motivates:  The developing professional uses classroom management and motivational strategies to create a positive learning environment.
   1. creates a community where high expectations and support of students promote learning to support individual student achievement to ensure success for all
   2. utilizes different organizational settings in the learning environment to provide various learning opportunities
   3. creates, enriches, and alters the instructional setting to encourage intrinsic motivation of students
   4. facilitates problem solving and conflict management among peers

6. Communicates:  The developing professional uses knowledge of effective communication techniques.
   1. possesses the interpersonal skills needed to work collaboratively
   2. communicates effectively with all audiences
   3. uses a variety of media and technological tools to enrich learning and communication
   4. seeks opportunities to facilitate communication with diverse populations

7. Plans:  The developing professional utilizes effective planning techniques.
   1. implements standards established by local, state, and national authorities
   2. collaborates in planning the instructional process to assure continuity of learning experiences for students
   3. uses student-centered strategies and models
   4. differentiates curriculum and instruction based on children’s developmental stages, intelligences, learning styles, strengths, and needs

8. Assesses:  The developing professional understands and uses a variety of formal and informal assessment strategies.
   1. defines assessment criteria and standards consistent with local, state, and national outcomes
   2. uses culturally sensitive and developmentally appropriate assessment strategies in multiple contexts
   3. conducts ongoing assessment in the instructional process measuring individual student understanding
   4. uses assessment data to plan for student learning
   5. fosters student involvement in assessment

9. Reflects on Practice:  The developing professional is a reflective practitioner who actively seeks out opportunities to grow professionally. 
   1. utilizes action research promoting problem solving and reflection to improve teaching and learning practices
   2. engages in lifelong learning, assuming a variety of leadership roles including professional presentations, mentoring and coaching, graduate study, and publishing research
   3. implements and supports daily practices based on a personal philosophy of teaching and learning
   4. envisions new contexts for student learning to meet future demands

10. Participates in the Professional Community:  The developing professional fosters relationships with school colleagues, families, and agencies in the larger community to support students’ learning and well-being.
    1. uses a range of human resources (peer tutors, other teachers, aides, volunteers) and school and community resources to meet the needs of students
    2. acts as an advocate for students using family and community resources
    3. works collaboratively and creatively with families, engaging them in the work of the school
    4. acts as an instructional leader by participating collaboratively in the ongoing development of a strong school program

Categories of Graduate Students

The Curriculum and Instruction program recognizes three broad categories of graduate students: degree-seeking, non-degree-seeking, and endorsement-seeking.

Admission Requirements for Non-Degree-Seeking Students

Non-degree-seeking students must complete the application form and pay the non-refundable $30.00 enrollment fee. Verification of a previous bachelor’s degree must be provided, either by arranging to have an official undergraduate transcript sent to the Office of Graduate Studies or by other acceptable means.

Students who have completed a graduate degree in the Doane College of Education may return as a non-degree seeking student by contacting the Graduate Education Office for reactivation.

The non-degree-seeking category consists of students who do not wish to pursue a graduate degree at Doane University, but who wish to take graduate courses. Although there is no limit on the amount of credit that may be earned as a non-degree-seeking student, if a non-degree-seeking student later wishes to pursue the Master of Education degree at Doane University, no more than 12 credits earned while in the non-degree status may be applied toward the graduate degree. If a student feels there are extenuating circumstances, the student may petition the Graduate Committee of the Whole to accept more than 12 hours completed as a non-degree-seeking student. A student who has taken coursework as a non-degree-seeking student and who later wishes to be admitted into a degree program must complete all requirements for full admission and all program requirements currently in effect instead of those in effect when the coursework was begun.

Admission Requirements for Degree-Seeking Students

After completion of the application for admission, each degree-seeking student is required to provide an official transcript from the institution awarding his/her undergraduate degree and an official transcript from each institution granting graduate credit the student wishes evaluated for transfer credit. These transcripts must be sent directly from the institution to the Office of Graduate Studies at Doane University and must bear the official stamp of the issuing institution; transcripts issued to students are not acceptable for submission. Degree-seeking students may begin study before these materials are received, but Financial Aid will not be awarded until all materials are received, and the materials should be received by the Office of Graduate Studies by the end of the first term of study or an academic hold will be placed on the student’s registration. Every applicant is considered equally without reference to race, color, religion, sex, nationality, disability, age, marital status, or sexual orientation.

Full Graduate Standing

After completion of nine credit hours of graduate study, the file of a degree-seeking student is reviewed by the Graduate Committee of the Whole to determine if the student is eligible for full graduate standing.

The criteria for full graduate standing in the Master of Education in Curriculum and Instruction program are as follows:

1. The applicant must have earned a bachelor’s degree from an accredited college or university with an undergraduate GPA of 3.0 or higher. Applicants not meeting this requirement will be referred to the Graduate Committee of the Whole for consideration.
2. The applicant must obtain three letters of recommendation from professional educators who are well acquainted with the applicant and can speak to his/her ability to pursue a graduate degree.
3. The applicant must maintain the highest ethical conduct in coursework and in professional positions held. A student must be a model, representing the ideals expected of members of the teaching profession as defined in the standards for Professional Practices Criteria in 92 NAC27.
4. The applicant must complete nine hours of graduate study at Doane with a 3.00 or higher cumulative grade point average. A student receiving a grade below a B- for any graduate course will have his/her file reviewed even though the student’s cumulative GPA might be 3.00 or higher.

All decisions regarding full graduate standing are based upon reviews of official transcripts of prior college work, letters of recommendation, and other pertinent sources of information. If evidence of a breach in ethical behavior is presented, the Dean and/or faculty of the MED program reserve the right to evaluate this factor as a criterion for denying full graduate standing.

Decisions are communicated in writing as soon as practical after the student completes nine credits of study and has on file the three letters of support and the required transcripts. Decisions cannot be given by telephone, nor can they be given to any person other than the applicant without a written release from the applicant.

Transfer Credit

A student may transfer up to 12 credit hours into the program. This credit must have been earned from an accredited institution of higher learning. Any course considered for transfer is individually reviewed for recency and relevance of the material as it relates to best practice and theory at the time of review. Transfer credit should be work completed within seven years prior to application to the program. Final determination on transfer credit is made by the Director of the program. Only graduate courses in which the student’s letter grade is a “B-” or above may be considered for transfer credit and applied to degree requirements. Only six credits of courses with a grade of “Pass” or “Credit” may be transferred. All transfer courses are entered on the transcript with a grade of “P” (Passed).

Each student is responsible for making a formal request to have the official transcript(s) sent to Doane University, Graduate Studies in Education, 303 N. 52nd St., Lincoln, NE 68504 or etranscripts@doane.edu. These transcripts must be received prior to consideration for full graduate standing.

Initial Program at the Advanced Level for Certification

Application to Teacher Education program

Students who select elementary education or special education or certification in a secondary subject area must make a formal application to the Teacher Education Program.  See Appendix I. (Nebraska Department of Education, NAC 92, Rule 20, 004.06G)

1. Requirements for admission to the Teacher Education Program:
INITIAL PROGRAM AT THE ADVANCED LEVEL

• Application:  Completion of Summer I courses (Nebraska Department of Education, NAC 92, Rule 20, 004.06G)
• Declare Certification Area
• GPA requirements:
  • Cumulative GPA of 3.0 (Nebraska Department of Education, NAC 92, Rule 20, 004.06E1, 004.06E2 ,004.06G)
• Positive Background check
• Satisfactory Recommendations from:
  • Course Instructors
  • Faculty in teacher education
• Completed and on file: Personal and Professional Fitness Self-Disclosure Form (See Appendix G) (NAC 92, Rule 20, 004.06) 

2. Decisions by Teacher Education Committee

Decisions are determined by the Teacher Education Committee to the Teacher Education Program can be one of the following: 

• full admission, 
• admission with concerns,
• provisional admission, 
• denial of admission.

The student will be informed by letter within a week of the Teacher Education Committee’s decision about the application to the Teacher Education Program.  

3. Appeal Decision Process

The student has the right of an appeal to any of the decisions and can request a personal review to seek changes of the decisions.

The procedure is as follows:

• The student meets for a personal interview with the Dean of College of Education.
• A date is set for the Teacher Education Committee to meet as a whole for reconsideration.
• The student has a personal appearance before the Committee, with another faculty member as consul if desired, for the purpose of presenting additional data and answering questions prior to Committee vote.

4. Determinations and Options of Decisions

Denial reasons may include, but are not limited to the following:

1) Grades:  Denied admission to the program due to a grade below a C-:

• The student with any grade in a cognate that is below C- will have that grade reviewed and may be required to repeat the course.
• After completion of the cognate course and meeting the GPA requirements, the student may reapply for admission to the Teacher Education Program.

 2) Cumulative GPAs:  Denied admission to the program due to not meeting GPA requirements

• The student may be advised out of the program until meeting the required GPA.  After GPA requirements are met, the student may reapply for admission to the Teacher Education Program.
• The student may be counseled out of the program.
• The student may have another semester to bring GPA up to continue in the teacher education program. At the end of the semester student may reapply for admission to the Teacher Education Program. 

3) Negative comments/Dispositions:  Denied admission due to negative recommendations.

• The student is denied by cooperating teacher selecting “deny” to the teacher education program on the practicum final evaluation with comments indicating concerns.
• The student is denied by faculty selecting “deny” to the teacher education program on the recommendation form with comments indicating concerns.

4) Background check:  Denied admission due to convictions. (NAC 92, Rule 20, 004.06B)

• The student with a conviction may request approval by the Nebraska Department of Education.
• The student can follow the procedures set forth in NAC 92, Rule 21, sections 009.02 through 009.04.

Application to Student Teaching

Students anticipating the student teaching experience must make a formal application to the Teacher Education Program prior to student teaching.  See Appendix I.  (Nebraska Department of Education, NAC 92, Rule 20, 004.06G)

1. Requirements for admission to Student Teaching:
INITIAL PROGRAM AT THE ADVANCED LEVEL

• Application:  Completion of Practicum courses (Nebraska Department of Education, NAC 92, Rule 20, 004.06G)
• GPA requirements
  • Cumulative GPA of 3.00 (Nebraska Department of Education, NAC 92, Rule 20, 004.06E1, 004.06E2 ,004.06G)
• Positive Background check
• Satisfactory Recommendations from:
  • Cooperating teachers of field experiences
  • Course Instructors
  • Faculty in teacher education
• Completed and on file: Personal and Professional Fitness Self-Disclosure Form  (See Appendix G) (NAC 92, Rule 20, 004.06)
• Successfully complete the practicum(s)

2. Decisions by Teacher Education Committee

Decisions are determined by the Teacher Education Committee to Student Teaching can be one of the following: 

• full admission, 
• admission with concerns,
• provisional admission, 
• denial of admission.

The student will be informed by letter within a week of the Teacher Education Committee’s decision about the application to Student Teaching. 

3. Appeal Decision Process

The student has the right of an appeal to any of the decisions and can request a personal review to seek changes of the decisions.

The procedure is as follows:

• The student meets for a personal interview with the Dean of College of Education.
• A date is set for the Teacher Education Committee to meet as a whole for reconsideration.
• The student has a personal appearance before the Committee, with another faculty member as consul if desired, for the purpose of presenting additional data and answering questions prior to Committee vote.

4. Determinations and Options of Decisions

Denial reasons may include, but are not limited to the following:

1) Cognate Grades:  Denied admission to the program due to a grade below a C-:

• The student with any grade in a cognate that is below C- will have that grade reviewed and may be required to repeat the course.
• After completion of the cognate course and meeting the GPA requirements, the student may reapply for admission to the Teacher Education Program.

Note:  Even though the guidelines for GPAs are met by the student, such a grade may be used as part of the criteria for not admitting the student into student teaching.)

2) Graduate Course Grades:  Denied admission to the program due to a grade below a B-:

• The student with any grade in a graduate course that is below B- will have that grade reviewed and additional work may be required.
• After completion of the graduate course and meeting the GPA requirements, the student may reapply for admission to the Teacher Education Program.

Note:  Even though the guidelines for GPAs are met by the student, such a grade may be used as part of the criteria for not admitting the student into student teaching.)

3) Cumulative GPAs:  Denied admission to student teaching due to not meeting GPA requirements

• The student may be advised out of the program until meeting the required GPA.  After GPA requirements are met, the student may reapply for admission to student teach.
• The student may be counseled out of the program.

4) Negative comments/Dispositions:  Denied admission due to negative recommendations/comments.

• The student is denied by cooperating teacher selecting “deny” to student teaching on the practicum final evaluation with comments indicating concerns.
• The student is denied by faculty selecting “deny” to student teaching on the recommendation form with comments indicating concerns.

5) Background check:  Denied admission due to convictions. (NAC 92, Rule 20, 004.06B)

• The student with a conviction may request approval by the Nebraska Department of Education.
• The student can follow the procedures set forth in NAC 92, Rule 21, sections 009.02 through 009.04.

Certification Approval

Students are recommended for certification when the following requirements have been met:

1. Requirements for certification:
INITIAL PROGRAM AT THE ADVANCED LEVEL

• GPA requirements
  • Cumulative GPA of 3.00 (Nebraska Department of Education, NAC 92, Rule 20, 004.06E1, 004.06E2 ,004.06G)
• Successful completion of internship
• Satisfactory Recommendations from:
  • Cooperating teachers of internship
  • Supervisors of student teaching
• Completion of all coursework successfully

Nebraska Department of Education Certification Requirements

In addition to completing the Doane College of Education program, the Nebraska Department of Education requires successful completion of the required content test(s) in endorsement area(s) to receive licensure:

2. Appeal Decision Process

The student has the right of an appeal to any of the decisions and can request a personal review to seek changes of the decisions.

The procedure is as follows:

• The student meets for a personal interview with the Dean of College of Education.
• A date is set for the Teacher Education Committee to meet as a whole for reconsideration.
• The student has a personal appearance before the Committee, with another faculty member as consul or one of the cooperating teachers if desired, for the purpose of presenting additional data and answering questions prior to Committee vote.

Academic Standing

Graduate students enrolled in the initial program at the advanced level for certification have the same academic standing requirements as the Curriculum and Instruction program.

Programs

• Curriculum and Instruction, M.Ed.

• Initial Program at the Advanced Level for Certification

• Early Childhood Endorsement
• ESL Endorsement
• Reading and Writing Endorsement
• Reading Specialist Endorsement
• Social Emotional Learning Specialization
• Special Education Endorsement

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