The Department of Teaching and Learning offers a graduate program of study in curriculum and instruction, including choices of concentration in three Focus Areas: Subject Area, Instructional Level Area and Cross-Curricular Area.

The Department also cooperates with the Department of Administrative Leadership in the Specialist Certificate Program with an emphasis in reading. Under the auspices of the PhD program in Urban Education, the Department offers doctoral specializations in Curriculum and Instruction and in Mathematics Education.


Admission Requirements

Application Deadlines

Application deadlines vary by program, please review the application deadline chart for specific programs. Other important dates and deadlines can be found by using the One Stop calendars.


An applicant must meet Graduate School requirements to be considered for admission to the program.

Applicants may be admitted with specific program-defined course deficiencies provided that the deficiencies amount to no more than 6 credits.

The student is expected to satisfy deficiency requirements within three enrolled semesters. The deficiencies are monitored by the Graduate School and the individual graduate program unit. No course credits earned in making up deficiencies may be counted as program credits required for the degree.

Credits and Courses

The minimum degree requirement is 30 credits, including:

Select 12 credits in Curriculum and Instruction core areas12
CURRINS 701Curriculum Planning and Ideologies3
CURRINS 705Research in Schools and Communities3
CURRINS 716Teaching in Urban & Diverse Communities1-4
CURRINS 714Analysis of Instruction to Improve Teaching and Learning3
or CURRINS 774 College Teaching
Select 12 to 15 credits in a focus area approved by the student’s major professor12-15
Select one of the following:3-6
Master's Seminar in Curriculum and Instruction (3 credits)
Master's Research or Thesis (3-6 credits)

Mathematics Education Concentration 

Qualifying Courses (minimum of 15 graduate credits)
CURRINS 500Workshop in Curriculum and Instruction:1-6
CURRINS 520Developing Mathematical Thinking in Young Children3
CURRINS 532Teaching of Mathematics: Secondary3
CURRINS 560Improving Mathematics Teaching and Learning:1-3
CURRINS 561Mathematics Learners in Special Education I3
CURRINS 562Mathematics Learners in Special Education II3
CURRINS 579Current Topics in Curriculum and Instruction: (with appropriate subtitle)1-3
CURRINS 580Mathematics Education:1-3
CURRINS 624Instructional Trajectories for Fraction Concepts and Operations3
CURRINS 625Principles and Practices of Teaching Geometry and Geometric Thinking3
CURRINS 626Principles and Practices of Teaching Algebraic Reasoning3
CURRINS 629Change and Change Strategies in Education1-4
CURRINS 720Curriculum and Standards for School Mathematics3
CURRINS 730Mathematics in Elementary Education3
CURRINS 731Mathematics in the Secondary School3
CURRINS 761Mathematics Instructional Leadership3
CURRINS 830Seminar in Elementary School Mathematics Education3
CURRINS 861Seminar in Mathematics Urban Education3
ED PSY 631Cognition: Learning, Problem Solving and Thinking3
MATH 690Topics in Mathematics:3

Additional Requirements

Major Professor as Advisor

The student must have a major professor to advise and supervise the student’s studies as specified in Graduate School regulations. A student who is not assigned to an advisor at time of admission should immediately contact the department chair. Students who have not completed a Proposed Program of Study form with their advisor and filed it with the Department by the end of the semester in which they are admitted may not be allowed to register for the next term.


Graduate students seeking initial teacher certification or added certification(s) can arrange their master’s degree program so that a portion of the credits earned towards the master’s degree can also serve as partial fulfillment of teacher certification requirements.