Curriculum and Instruction
Master of Education (MEd)
Online Degree Program

The Master of Education online degree program in Curriculum and Instruction is designed to provide the theories, principles, and practices to educational professionals interested in curriculum and instruction.

Designed For You

The California Coast University online Master of Education in Curriculum and Instruction program was designed for complete flexibility for the student. All courses are self-paced and completed 100% online.

  • Low tuition with interest-free payment plans as low as $100/month.
  • Flexible programs designed to fit into your busy schedule. Self-paced study with no group projects, set meeting times, or exam dates.
  • The program is not structured in semesters, quarters, or terms. It is designed to allow students to begin their online studies at any time of the year.
  • CCU offers a tuition discount for Active Duty Military, Veterans, Law Enforcement, Firefighters, Government Employees, and CCU Graduates.
    We also offer a 10% discount for Corporate Partner employees. For more information on how to become a Corporate Partner, see our Corporate Partnership Information Page.
    *Employment verification is required. Offer good for students who enrolled after April 2018 and were offered discount at time of enrollment. Offer is not retroactive for students already enrolled. Discount and/or prices subject to change and/or cancellation at any time without notice. This offer cannot be combined with any other discount(s).
View Program Outcomes:

Upon successful completion of the program, students will be able to:

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Explore The Program

The Master of Education in Curriculum and Instruction degree program consists of 13 total courses, followed by a final Comprehensive Examination.
The required courses are comprised of: 13 Core Courses .
There are 39 total semester units in this program.

13 Core Courses

For the online Master of Education in Curriculum and Instruction (M.Ed.) degree program, the following 13 courses must be fulfilled. Click on course title to expand and read more.

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ID Course Name Units
EDU 501 Integrating Technology into Teaching  3

Integrating Technology into Teaching reflects the need for a new kind of teaching resource in which the perspective is not just on the electronic technologies, which change rapidly, but on the principles underlying the teaching strategies they make possible, which are more stable. The emphasis is on learning both the skills in using equipment and software, as well as on how to integrate these resources into daily classroom activities. In addition, this discussion of technology integration strategies is linked to both learning theories and effective classroom practices.

Course Objectives

Upon successful completion of this course, students will be able to:

  • Analyze appropriate Internet resources to use in designing curriculum.
  • Critique technology trends that will shape learning environments in the future.
  • Assess popular uses for technology in the curricula for language arts, foreign language, science, math and social studies.
EDU 507 Cultural Issues in Education  3

Cultural Issues in Education focuses on essential questions and theoretical concepts about becoming a multicultural educator. Specifically, this course will address the impact of diversity in education that goes beyond race to include gender, sexual orientation, poverty, class, and religion.

Course Objectives

Upon successful completion of this course, students will be able to:

  • Examine the term multicultural education and its objectives.
  • Determine characteristics and strategies needed to be an effective multicultural educator.
  • Explore the impact of historical events and legislations on education; specifically, examine critical laws regarding education that have affected diverse groups of people.
  • Acquire an understanding of cultural identities and their influence on teaching and learning.
  • Assess student learning in a culturally responsible manner.
  • Propose ways to support learners on a schoolwide level.
EDU 510 Models of Teaching  3

Models of Teaching explores a variety of teaching models and curriculum theories to help increase student capacity for personal growth, social growth, and academic learning. Application of theories to classroom utilization is emphasized to help educators be able to construct vital and effective learning environments for their students.

Course Objectives

Upon successful completion of this course, students will be able to:

  • Examine the major trends influencing education in the 21st century.
  • Analyze some important characteristics of 21st century learners.
  • Examine the field of instructional design and the instructional design process.
  • Assess classroom-based assessment and how it supports high-quality instruction and teachers working as educational designers.
  • Compare and contrast the three types of classroom-based assessment—pre-assessment, formative assessment, and summative assessment—and their benefits for teachers and students.
  • Evaluate how technology supports and poses challenges when used for assessment.
EDU 521 Psychology Applied to Teaching  3

Psychology Applied to Teaching provides an overview of theories and research in educational psychology. Students will develop an understanding of the personal paradigms of teachers and students. Learning theories, stages of human development, educational opportunities, and teaching strategies that support a diverse student population are covered in detail.

Course Objectives

Upon successful completion of this course, students will be able to:

  • Analyze the role of educational research in informing classroom practice.
  • Evaluate the Vygostkian and Piagetian theories of human development.
  • Examine how teachers can increase their students’ motivation to achieve.
  • Analyze the use of social, emotional, and moral development in considering how to solve problems in the classroom.
EDU 523 Strategic Issues Management  3

Strategic Issues Management focuses on the process of change. It provides methods for administrators to identify the needs of society and their implications for schooling. This course incorporates the use of theoretical and research based knowledge of instruction and evaluation into practical applications.

Course Objectives

Upon successful completion of this course, students will be able to:

  • Explain the recent educational initiatives proposed by the government.
  • Understand the major challenges for educators in the 21st century.
  • Explain the criticisms of developmentally appropriate practice.
  • Describe the misconceptions about cultural diversity.
  • Explain the cultural dilemmas teachers face in the 21st century.
EDU 524 Curriculum Design and Evaluation  3

Curriculum Design and Evaluation provides a comprehensive analysis of the process of curriculum development. It begins with an examination of the theoretical dimensions of curriculum development, looks at the roles of various personnel who have primary responsibility for developing curriculum, and describes a number of models of curriculum development. The process of curriculum development is examined beginning with stating the philosophical beliefs and broad aims of education, specifying curriculum and instructional goals and objectives, implementing curriculum and instruction, and evaluating curriculum and instruction.

Course Objectives

Upon successful completion of this course, students will be able to:

  • Identify the theoretical dimensions of curriculum development.
  • Assess various models of curriculum development.
  • Analyze the roles of various personnel who have primary responsibility for developing curriculum.
  • Construct a step-by-step process for engaging in curriculum development, including identifying philosophical beliefs, selecting goals and objectives, implementing curriculum and instruction, and evaluating results.
EDU 526 Supervision of Instruction  3

Supervision of Instruction reviews ways to improve educational programs in diverse classrooms through the use of supervision and leadership. Basic concepts of curriculum development, measurement, policies of inclusion, the achievement gap, and the effects of culture are explained. Administrative skills that promote equal learning opportunities in the classroom are also reviewed.

Course Objectives

Upon successful completion of this course, students will be able to:

  • Relate the knowledge, interpersonal skills, and technical skills necessary for effective supervision.
  • Examine the ways of integrating organizational tasks and teacher needs in order to promote student learning.
  • Analyze tasks that have a positive effect on teacher development.
EDU 536 Ethics in Education  3

Ethics in Education provides tools and concepts for understanding and dealing with significant ethical issues within education and society. Students will learn how to evaluate the philosophical ideas of others, as well as develop their own way of approaching ethical issues within educational leadership. The following are overarching concepts of this course: ethical leaders, ethical practices, equity issues, and human communication

Course Objectives

Upon successful completion of this course, students will be able to:

  • Examine the role and use of power in schools and school districts.
  • Compare and contrast the psychodynamic, humanistic, and cognitive-behavioral approaches to the ethics of human relations.
  • Determine the common stages in a lawsuit and the ethical implications for educational leaders.
  • Analyze how the phenomenological approach to analyzing culture is an ethical approach to understanding human communication.
EDU 545 Leadership and Technology  3

Leadership and Technology explores various ways in which teachers and students can utilize technology to create a more interactive, inquiry-based teaching and learning experience. This course will focus on day-to-day classroom objectives in elementary and secondary schools with thoughtful perspectives, instructional examples, description of technology tools and apps, and technology-integrated lesson plans from across the curriculum for all grade levels.

Course Objectives

Upon successful completion of this course, students will be able to:

  • Determine what it means to be a 21st century teacher who uses technology for teaching and learning.
  • Examine issues, developments, and trends in the field of educational technology.
  • Explore ways to develop students’ inquiry-learning and problem-solving skills through using educational software, apps, and learning games.
  • Discover multimedia technologies and their roles in promoting creativity among students.
  • Discuss the issues and dynamics of integrating technology into teaching while creating educational change in schools.
EDU 546 Public Policy  3

Public Policy reviews educational policy from a micro and macro perspective. In addition, it reviews the general concepts of public policy and looks at the socioeconomic context of the school as it relates to economics, demographics, politics, culture and values. It also analyzes the policy process, the key players, and the typical issues involved, as well as a historical perspective to aid in understanding the current education reform climate.

Course Objectives

Upon successful completion of this course, students will be able to:

  • Examine the dimensions of educational policy in the United States.
  • Analyze the politics of policy as it plays out at the local, state, and federal levels.
  • Evaluate the progress of educational conditions and issues as they become translated into policy proposals, enacted, implemented and evaluated.
  • Explore the evolution of educational policy through the major periods of American educational history.
EDU 547 Legal Aspects of Education  3

Legal Aspects of Education details the principles underlying school law and provides essential guidelines for school personnel to follow in their everyday work. Descriptive scenarios of landmark cases and concepts aid in understanding the context of legal principles as they apply to a range of school issues. This course explores how basic legal principles apply to educational questions and emerging legal issues, policies, and judicial decisions that affect classroom teachers, leaders, and students.

Course Objectives

Upon successful completion of this course, you will be able to:

  • Distinguish between the federal, state, and local role in education.
  • Examine the judicial tests used to assess Establishment Clause and Free Exercise Clause claims and the different remedies for violations of the two clauses.
  • Identify what legal grounds can be used to challenge student classifications based on race, ethnicity, national origin, sexual orientation, gender identity, age, and ability.
  • Analyze the differences among the federal laws and constitutional provisions that are most relied upon in employment discrimination cases.
  • Examine the rationale for establishing charter schools and the controversial issues involving these schools.
EDU 548 Global Perspectives in Curriculum  3

Global Perspectives in Curriculum emphasizes diversity within and across ethnic groups to help educators understand the interactions between students’ cultural and individual differences. This course will include discussions about diversity theory, history, and social science in order to provide a more inclusive and comprehensive look at what multicultural education is—and could be—in the United States.

Course Objectives

Upon successful completion of this course, students will be able to:

  • Assess when, why, and how multicultural education originated.
  • Appraise the major dimensions of a comprehensive approach to multicultural education: equity pedagogy (focus on students), curriculum reform (focus on content), multicultural competence (focus on teachers), and social justice (focus on society).
  • Consider the case for multicultural education in terms of national goals for academic excellence, the needs of a culturally diverse society, survival in an interconnected world, and our nation’s democratic values.
  • Compare and contrast the similarities and differences in conceptions of culture, race, ethnic group, and minority group.
  • Judge the importance of both individual differences and cultural differences in the teaching and learning process.
  • Evaluate our need to address the nation’s “Achievement Gap” that is due to inequitable educational opportunities rooted in the legacy of racism and unfair socioeconomic conditions.
GRM 597 The Research Process  3

The Research Process is a required course for all of the master’s degree programs offered at the University. This course provides an overview of the various research methods, research design, guidance in planning research strategy, and documentation of research data. It also explores and analyzes examples of research from many different disciplines, the development and use of computer-aided research, writing skills, and logical argumentation techniques required in the research field.

Course Objectives

Upon successful completion of this course, students will be able to:

  • Demonstrate competencies comparable to those achieved within traditional institutions of higher learning that require resident instruction and evaluation.
  • Exhibit a broad comprehension of research methodologies utilized in the social sciences, health sciences, government, business, and other related fields.
  • Analyze, synthesize and evaluate the knowledge acquired in this subject area and apply it in practical situations.
EDU 598 Final Comprehensive Examination  0

Students enrolled in the Master of Education in Curriculum and Instruction program will complete a Final Comprehensive Examination. The final examination is a combination of essay, short answer and multiple choice examination questions, requiring students to integrate knowledge acquired across the educational program. The Final Comprehensive Examination is graded on a pass/no pass basis. Students may repeat any portion until they receive a passing score.

Prerequisites to Admission:

An applicant must have earned a Bachelor’s Degree in Education or a Bachelor’s Degree in another field may be considered if the Admission Committee evaluation indicates that the applicant has the necessary foundation to succeed in the program.

FAQ About Coursework

Required units may be satisfied in the following ways:

  • California Coast University has developed comprehensive Study Guides, for each course, that are designed to coordinate and sequence the learning materials within the required textbook(s). The following points will help to illustrate how the Study Guides are designed:

    • Study Guides are based on specific textbooks, available through local bookstores, the publisher, or the University's Rental Library.
    • Each Study Guide is organized with a complete syllabus, along with instructional materials to guide the student chapter by chapter through the corresponding text.
    • Each Study Guide contains an overview and summary of all textbook chapters, a listing of important keywords (with definitions), self-tests (with answers) on key points, and critical thinking activities.
    • Study Guides include 4 unit exams equally spaced throughout the instructional materials, four writing assignments per unit, and the final multiple choice examination.
    • Examinations are designed to test the student on the information contained within the preceding chapters.
    • All tests have no time limit and may be completed as open book tests.
  • Transcripts of previously completed master's level academic work are evaluated and credit may be transferred to meet existing coursework requirements. The following guidelines are utilized when accepting transfer credit for a master's degree program:

    • Master's degree students may receive transfer credit for up 6 semester units of previously completed coursework.
    • Courses must have been completed at a college or university accredited by an agency recognized by the United States Department of Education or its foreign equivalent.
    • Transfer grades earned must be equivalent to a letter grade of B (3.0 GPA) or higher.
    • No specialized training or experiential learning credit can be awarded at the graduate level.
  • During the admissions process, all professional experience is reviewed to determine if an applicant has sufficient occupational experience to warrant completing a Challenge Examination in lieu of a Study Guide for a particular course. The following factors are considered:

    • An applicant may be offered an opportunity to complete a Challenge Examination if the candidate's occupational expertise appears to be comparable to the objectives identified for a particular course.
    • Successfully passing a Challenge Examination will demonstrate an acceptable level of competence for that course.
    • If a student does not pass a Challenge Examination they are assigned a Study Guide for completion.
    • The maximum amount of Challenge Examinations allowed for each program level are: Associate 4; Bachelor's 10; Master's 2; Doctorate 0; and Certificates 1.