Master of Education in Curriculum and Instruction with a Specialization in Science: California Only (30-33 Credits)*
This curriculum and instruction program addresses substantive outcomes in teaching, learning, classroom and community equity, inclusion, curriculum theory and development, formative and summative assessment, and practical and applied research. The science specialization prepares participants to integrate inquiry-based science pedagogy and Web-based information technologies into daily practices.
Students build understanding of core science concepts, are provided with an authentic experience of inquiry learning, and receive support as they integrate science processes and new curricular strategies and advanced technologies into their science teaching. National standards and California curriculum framework requirements are incorporated throughout.
Please note that Beginning Teacher Support and Assessment (BTSA) completers will take the 30-credit version of the program; see the asterisk below for details.
Printable PDF of the program sheet.
| PROGRAM OF STUDY | CREDITS | |
| Required Core Courses | 12-15 | |
| EEDUC 6125 | Dimensions of Teaching and Learning | 3 |
| EEDUC 6128 | Dimensions of Equity | 3/WA* |
| EEDUC 7111 | Curriculum, Assessment, & Instruction: Assumptions, Relationships, & Design | 3/WA* |
| EEDUC 6126 | Classroom and School Inquiry | 3 |
| EEDUC 6127 | Action Research and Seminar | 3/6* |
| Successful completion of EEDUC 6126, or an equivalent research course, is a prerequisite for EEDUC 6127 | ||
| Specialization Courses | 18 | |
| CNSCI 5100 | Try Science | 3 |
| CNSCI 6102 | Investigating Physics: Motion and Force | 3 |
| CNSCI 6100 | Biology Explorations in Variation, Diversity, and Adaptation | 3 |
| CNSCI 6101 | Earth Science from a New Perspective | 3 |
| CNSCI 7100 | Ecology: Organisms, Nutrients, and Environment | 3 |
| CNSCI 7101 | Engineering: From Science to Design | 3 |
| TOTAL CREDITS | 30-33 | |
*Students who have successfully completed California's Beginning Teacher Support and Assessment (BTSA) will waive EEDUC 6128 and EEDUC 7111 (totaling six credits) and take EEDUC 6127 for six (6) credits; the six-credit version of this capstone course will include the completion of a reflective paper, and is designed to integrate professional growth achieved via BTSA experience, classroom practice, and Lesley coursework. Students who have not completed BTSA will complete all required courses, including EEDUC 6127 for three (3) credits.
COURSE DESCRIPTIONS
EEDUC 6125 Dimensions of Learning and Teaching
Students identify and use resources available to support them in their learning, teaching, and reflection. They begin to examine their identity as learners and professionals and use what they learn to explore ways that educational practices and enduring educational controversies can be understood using multiple perspectives and the knowledge that people learn differently. They also begin to build a portfolio in which they reflect upon and demonstrate their expanding understanding and competencies.
EEDUC 7111 Curriculum, Assessment, and Instruction: Assumptions, Relationships, and Design
Students work with several models and frameworks of curriculum development and their application to systems, classroom curriculum and instruction, and assessment. Models include standards-driven, integrated curriculum, portfolio, and performance assessment. Brain-based research and its impact on curriculum development and instruction are analyzed.
EEDUC 6128 Dimensions of Equity
This course will examine the goals, assumptions, and strategies of multicultural and special education and prepare teachers to effectively apply theories of equity to classroom practice. Through a variety of cognitive and affective approaches, students will identify and analyze the cultural and structural factors that have led to unequal academic outcomes for diverse learners within the socio-political and historical context of the United States.
EEDUC 6126 Classroom and School Inquiry
Classroom and School Inquiry focuses on the understanding and critical analysis of educational research and methods for accurately communicating this information to the public. As teachers participate in redefining their educational roles, decision-making and action-oriented classroom practice will be critical in promoting student learning. Both require problem-solving, which is enhanced by the forming and testing of hypotheses, gathering data that is then analyzed, synthesized, and evaluated, and generating solutions. This course will engage students in this process by acquainting them with the knowledge and techniques necessary for them to become lifelong teacher researchers, and to present the results of their research effectively and professionally to a variety of audiences. Note: This course is a prerequisite to EEDUC 6127.
EEDUC 6127 Action Research and Seminar
Students demonstrate their expanding understandings and competencies as teachers. They also collaborate with several classmates to design a research project that can have a direct impact on their school community, through which students may extend the research plan developed in an earlier course, EEDUC 6126. The six-credit option is designed to give students who completed a required induction experience or advanced education license an opportunity to demonstrate continued learning by applying that experience to their Lesley program and using their study to reflect on what they learned from their induction or licensure program. Prerequisite: Successful completion of EEDUC 6126 or an equivalent research course.
CNSCI 5100 Try Science
In this introductory course on science inquiry participants investigate common everyday phenomena. This course invites participants to “uncover” the complexity of a simple glass of water. They observe physical processes at play in this familiar system and develop scientific "habits of mind." participants see how scientific principles can be applied to understanding the world around us. The following key physical science concepts are explored: density, displacement, buoyancy, melting, freezing, equilibrium, phase changes and energy transfers.
CNSCI 6102 Investigating Physics: Motion and Forces
Participants extend their understanding of fundamental Newtonian physics concepts through inquiry. They investigate motion and forces through direct observation, analysis of video and by creating and interpreting graphic representations. The historic and cultural contexts from which key physics concepts emerged are examined and the works of Aristotle, Galileo, and Newton are highlighted. Participants apply their new understanding to everyday occurrences in the physical world.
CNSCI 6100 Biology Explorations in Variation, Diversity, and Adaptation
This course focuses on the biology of grasses, with hands-on investigations of germination and growth, adaptation, co-evolution between grasses and grazers, bio-geography, the domestication of grasses and variation and natural selection. Participants extend their understanding of key biological concepts through inquiry. They investigate various aspects of biological adaptation and apply their new understandings to the real world – both locally and globally.
CNSCI 6101 Earth Science From a New Perspective
This course focuses on concepts central to Earth Science. Participants investigate the Nile River, with inquiry-based investigations of drainage networks, stream flow dynamics, flooding, interaction of climate and the river system, and interaction of the river system and land formations. They learn to use modeling, visualization and analysis tools to investigate the Earth system. This includes the use of data from satellite photographs, maps, boring logs, and stratigraphy, along with computer and physical modeling.
CNSCI 7100 Ecology: Organisms, Nutrients, and Environment
The ecology course focuses on the flows of nutrients in ecosystems. Participants investigate aspects of nutrient flows with hands-on studies of the decomposition cycle. They apply ecological concepts to the real world –locally (backyard studies) and globally (satellite data). Participants conduct inquiry-based investigations of plant primary productivity, energy and carbon cycles, decomposition, and related concepts, using a combination of lab and field studies, and satellite images to build data-driven explanations and models of these phenomena.
CNSCI 7101 Engineering: From Science to Design
This course introduces participants to engineering design. The course focuses on the design of structures to resist earthquakes, with investigations of earthquakes, soil and structure response to earthquakes, structural damage in earthquakes, and seismic reinforcement of structures. Participants investigate case studies of earthquakes, and design and build structural models and use a shake table to test them. In their work they explore the relation between design technology and science, with emphasis on forces and motion in physics and earthquakes in Earth science. Through the use of technology and design, participants deepen analytical and problem solving skills.
Lesley University reserves the right to unilaterally add, withdraw, or revise any course offering in the above-mentioned program of study, including policies, provisions, requirements, and fees.
Lesley University is an Affirmative Action/Equal Opportunity institution and does not discriminate on the basis of age, race, religion, color, creed, national or ethnic origin, sex, sexual orientation, handicap, or disability in its education programs, employment, or in admissions to, access to, or treatment in its programs or activities.
