| |  | | Education, Curriculum, and Instruction | Link to a list of faculty for this program.
Contact Information—Department of Curriculum and Instruction, University of Minnesota, 125 Peik Hall, 159 Pillsbury Drive S.E., Minneapolis, MN 55455 (612-625-2545; cigs@umn.edu; http://cehd.umn.edu/ci).
Along with the program-specific requirements listed below, please read the General
Information section of this catalog for Graduate School requirements that
apply to all major fields.
Curriculum—By focusing on the curricular and instructional processes central to all educational endeavors, graduate programs within the Department of Curriculum and Instruction prepare students for professional roles in preK–12 education, postsecondary and research settings, educational service agencies, and business and industry.
The M.A. and Ph.D. degrees include formal tracks in art education; elementary
education; family, youth, and community (including education for community, parent
and family education, and youth development and programming); learning technologies
(including online distance learning, multimedia design and development, and K–12
technology integration); literacy education (including children's and adolescent
literature, critical literacy and English education, and reading education);
mathematics education; science education; second languages and cultures education
(including ESL, foreign language education, and bilingual and immersion education);
and social studies education. The Ph.D. degree includes an additional formal
track in culture and teaching (including critical white studies, immigrant and
urban education, popular culture, and teacher preparation and development).
Students must have an interest in research in education or a related field; students plan a program of coursework that prepares them to conduct scholarly research in an area of expertise related to a track or tracks listed above.
Prerequisites for Admission—Generally a bachelor's degree
with licensure and/or teaching experience fulfills the requirement. For some
areas, however, there is no equivalent undergraduate program. In that case, 15
to 20 credits of undergraduate coursework determined acceptable by advisers and
the director of graduate studies is adequate. A master's degree is preferred
for admission to some of the tracks within the Ph.D. program, but it is not always
required.
Special Application Requirements—Applicants must submit
scores from the General Test of the Graduate Record Examination (GRE) that are
less than five years old, three letters of recommendation from individuals familiar
with their scholarship and research potential, a complete set of official transcripts,
and a clearly written statement of career interests, goals, and objectives. Master's
and doctoral applications are reviewed by department faculty once per academic
year, with December 1 as the deadline.
Key to test abbreviations (GRE, TOEFL, GMAT, MELAB).
 For an online application or for more information about Graduate School admissions, see the General Information section in this catalog, or visit the Graduate School Web site.
Courses—Refer to Curriculum and Instruction (CI), and Mathematics Education (MTHE) in the course section of this catalog or in Twin
Cities Courses on the University Catalog Web site for courses pertaining to the program.
Use of 4xxx Courses—Inclusion of 4xxx courses on Degree
Program Forms is subject to adviser and director of graduate studies approval.
Students from other majors may include such courses subject to their own program1s
approval.
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M.A. Degree Requirements | | In education, curriculum, and instruction, students may pursue Plan A (with thesis) or Plan B (with one or two papers). Plan A requires 15-18 credits in the major, depending upon the formal track chosen, and a minimum of 6 credits in one or more related fields outside the major. Plan A also requires 10 thesis credits. Plan B requires a minimum of 30 credits, which includes a minimum of 14 credits in the major and at least 6 credits in one or more related fields outside the major. Core and research course requirements are specified for Plan A and Plan B in accord with each track and are chosen in consultation with the adviser.
Language Requirements—Although language requirements for second languages and cultures (SLC) students are not specified in terms of degrees or coursework, each SLC student must give evidence of proficiency in communicating within the second language of choice. There is no language requirement for other tracks.
Final Exam—The final exam is oral.
Minor Requirements for Students Majoring in Other Fields—A
master's minor requires a minimum of 6 credits selected in consultation with
the director of graduate studies.
| Ph.D. Degree Requirements | A total of 78 credits is required for the Ph.D. Requirements include three core courses (CI 8131, 8132, 8133 for 9 credits) and at least 15 other credits in the selected track. Students must also complete 12 credits in research methodology; 6 credits in educational foundations; 12 credits in a minor or supporting program; and 24 thesis credits. Specific courses and additional work vary depending upon the track and are planned with the adviser.
Language Requirements—Although language requirements for second languages and cultures (SLC) students are not specified in terms of degrees or coursework, each SLC student must give evidence of proficiency in communicating within the second language of choice. There is no language requirement for other tracks.
Minor Requirements for Students Majoring in Other Fields—A minimum of 12 credits is required for a minor. Requirements include a demonstrated understanding of foundational knowledge related to curriculum and instruction and consultation with the director of graduate studies. |
Faculty | | For latest graduate faculty listings, see <www.grad.umn.edu/faculty_rosters/faculty.html>. Key to membership categories (abbreviations after faculty names).
Professor
Patricia G. Avery, SM
Richard W. Beach, SM
Deborah R. Dillon, SM
Lee Galda, SM
Roger T. Johnson, SM
Judith J. Lambrecht, Work and Human Resource Education, ASM
Frances P. Lawrenz, Educational Psychology, ASM
Cynthia Lewis, SM
David O'Brien, SM
Thomas R. Post, SM
S. Jay Samuels, Educational Psychology, ASM
Thomas Swiss, SM
Elaine E. Tarone, Linguistics, ESL, and Slavic Languages and Literatures, AM2
Barbara M. Taylor, SM
Ruth G. Thomas, SM
Associate Professor
Lisa D. Albrecht, School of Social Work, AM2
Martha H. Bigelow, SM
Kathleen Cramer, SM
Fred N. Finley, SM
Patricia James, Postsecondary Teaching and Learning, AM2
Murray S. Jensen, Postsecondary Teaching and Learning, AM2
Kendall King, SM
Timothy Lensmire, SM
Jane Plihal, SM
Gillian H. Roehrig, SM
Diane J. Tedick, SM
Constance L. Walker, SM
Susan K. Walker, M2
Assistant Professor
James W. Bequette, M2
Lesa Covington Clarkson, M2
Bhaskar Dahal, SM
Aaron H. Doering, SM
Lori A. Helman, M2
Benjamin M. Jacobs, M2
J. B. Mayo, M2
Charles D. Miller, M2
Tamara J. Moore, M2
Bic Ngo, M2
Mistilina Sato, M2
Ross VeLure Roholt, School of Social Work, AM2
Lecturer
Lisa Kimball, M2
Terrence Wyberg, M2
Other
Mary Bents, Associate Dean, College of Education and Human Development, AM2
David J. Ernst, Director of Academic Computing, College of Education and Human Development, AM2
Tara W. Fortune, Center for Advanced Research on Language Acquisition, AM2
Christine Greenhow, Research Associate, Curriculum and Instruction, M2
Michael Michlin, Center for Applied Research and Educational Improvement, AM
Jerome Stein, Senior Fellow, School of Social Work, AM2
Debra Stevens Peterson, Minnesota Center for Reading Research, AM2
Joyce A. Walker, Center for 4-H Youth Development, M2
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