Curriculum & Instruction, M.Ed.

• To complete the Master of Education (M.Ed.), a non-thesis degree program, the student must complete and successfully defend a graduate project (i.e., non-thesis project).
• Of the minimum 30 credits required, at least 18 must be in courses at the 500 level; the remainder may include 400 level courses in the major and 300 or 400 level courses in supporting areas.
• A candidate for an advanced degree must have a cumulative GPA, based on his or her graduate record, of at least 3.00 (A = 4.00).
• The M.Ed. program requires a minimum of 30 credits. Additional work may be stipulated in individual cases to meet particular objectives or need for additional background.
• Courses used toward an undergraduate degree, professional development courses or courses on a professional development transcript are not available to be used toward a graduate degree.
• No more than three credits of workshop or workshop equivalent courses may be used toward the graduate degree.
• Up to five credits of course number 599 are allowed to count toward a non-thesis master's degree.
• A graduate student in a non-thesis program must be registered at U of I during the semester in which the non-thesis requirements are completed.
• This project is completed after the completion of most or all of the degree requirements. The department establishes format and time frame, and reports the results of the non-thesis requirement to the College of Graduate Studies using the Non-Thesis Report form.

The combined total of transfer credits, correspondence credits, non-degree credits, and approved credits more than eight years from the time the degree is awarded will not exceed 12 credits for master's programs requiring 36 or fewer credits.

Students will prepare with their initial advisor or major professor a master’s degree study plan outlining all course work to be completed to fulfill the requirements for the degree. The study plan is approved by the student’s major professor, departmental administrator and the dean of the College of Graduate Studies. Any subsequent changes in the study plan must be submitted for approval to the College of Graduate Studies. Most core courses are offered in an online format to provide the maximum flexibility for professionals.

Within the framework of the project, students, along with their major professors, may choose to complete one of the following inquiry projects:

• Classroom curriculum/instruction projects usually are focused on improvement of curriculum and instruction within a teacher’s own classroom. In the context of the proposal, the students describe what they want to improve, why they consider the improvement needed and how they intend to accomplish the improvement.

• Implementation of an educational project responding to a school, district or community need. This project may take many forms. For example, the student could take the leadership role in developing and implementing a change within a school district. A teacher might also become involved with a project that initiates a teacher study group, organizes school volunteers to contribute more effectively to classroom learning, or connects school curriculum with work in a local museum or library or another informal learning environment.

• Theoretical exploration professional papers are completed as an independent study under the advisement of a major professor. The professional paper involves a review of the literature and careful analysis of a complex issue that has multiple perspectives. Topics might include the politics of the “No Child Left Behind Act,” the use of technology in classrooms or the impact of increasing student diversity on the formation of classroom communities. A public presentation of the completed work is required. This could take the form of a conference presentation, a paper submitted for publication or other forums as approved by the students’ major professors.

• Research involving students as subjects may not be eligible for exempt status and must undergo an expedited review by the Human Assurances Committee (HAC). If students are pursuing a research project, it is imperative to work closely with their major professors to ascertain the process that needs to be followed in conjunction with a HAC review.

• A research project would exemplify different aspects of quantitative, qualitative or mixed methods research. The quality of the paper will be such that the paper could be published in professional, scholarly journals. Included within this process would be a proposal, approval from the HAC, if necessary, literature review, methods, results, discussion and references. Public dissemination of the paper would follow this process.

A public presentation of the portfolio is required.

Portfolio Requirements: 

Table of Contents

The Table of Contents shall be provided, including a list of the major sections of the portfolio and subheadings.

1. Interpretation of Reflective Practice

• This section should focus on your understanding of reflective practice based on course readings in the professional educational courses. You also may report on other courses and experiences in the Master of Education program, as well as your professional practice.

2. Reflection on Practice

• This section should reveal student reflection and understanding of self and practice, including several or all of these aspects:      

• Philosophical: Student goals, visions and images of one’s self as an educator/leader.

• Professional: Student competency and artistry as an educator/leader.

• Affective: Student feelings about oneself and ones identity as well as other people who influence ones practice.

• Ethical: Student morals, beliefs, values and system of ethics that influence ones practice.

• Sociocultural: The social, cultural, political and economic forces that influence ones practice.

3. Demonstration of Depth of Knowledge:

• Providing five entries showing depth of knowledge in five different areas — at least one that demonstrates student commitment to social justice, equity, diversity and school improvement. Two of the entries should be formal papers and three of the entries may be examples or a demonstration.

• Each entry should include a reflection with these components:

  • How this learning connects to student work in the Master of Education program, e.g., courses, readings, films, papers, projects and class activities.

  • What this entry signifies about students as learners. 

  • What this entry signifies about students as educators/leaders. 

  • Particularly for the fifth entry (but for other entries as applicable), how this work demonstrates student commitment to social justice, diversity, equity and school improvement 

4. Reflection on Growth and Learning in the Master of Education program

• The concluding section of one’s portfolio should be a self-reflection about one’s most significant learning during the Master of Education program, including consideration of growth as a scholar, educator and reflective practitioner. Students should draw from specific concepts and readings to illustrate discussion.

This project is a negotiated alternative for students interested in exploring a topic, action or experience that does not fit into the above categories. Students will write a description of their project and the processes and outcomes of their work. Within the project, students will create an overview of the topic and provide a background theory or framework that guides their exploration. The students also will be responsible for a public presentation, which could take many forms.