Online Master's in Education: Curriculum and Instruction

The MAED with an emphasis in Curriculum and Instruction is a program for the preparation of master classroom teachers who want to broaden and hone their instructional methods and professional practices. The online master’s degree in education program provides the opportunity for the teachers and curriculum leaders to extend professional preparation through meaningful coursework and specific subject area exploration to enhance teaching proficiency.

Developing instructional leaders.

Concordia University's online master's degree in Curriculum and Instruction will enable you to:

  • Increase mastery in the skills of teaching.
  • Research best practices.
  • Obtain more comprehensive knowledge in subjects of professional interest.
  • Enhance understanding of the learner and the process of education.
  • Become a resource person for curriculum development.
  • Develop skills necessary for instructional leaders.
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Fully online.

The online Curriculum and Instruction degree is exactly what it claims to be: fully online. There are no face-to-face or residency components. This degree is not in conjunction with any state licensing or teacher certification agency. If you need a California teaching certificate in addition to earning a master’s degree, there are different programs available through traditional campus coursework.

Start dates.

You may start your program in either the Fall I semester or Spring II semester. The MAED in Curriculum and Instruction runs on an eight week cycle per course as indicated by the dates below, including seasonal holiday considerations.

The average weekly workload online requires about 10-15 hours, so you’ll experience the convenience of being able to address coursework whenever it fits in your weekly schedule, and still stay on target to complete your degree between 12-24 months.

Start in Fall

Term Dates
Fall I Aug 19 – Oct 11, 2013
Fall II Oct 14 - Dec 13, 2013
Spring I Jan 6 - Feb 28, 2014
Spring II Mar 3 - May 2, 2014
Summer May 5 - Jun 27, 2014
Fall I Aug 18 – Oct 10, 2014
Fall II Oct 13 - Dec 12, 2014
Spring I Jan 5 - Feb 27, 2015
Spring II Mar 2 - May 1, 2015
Summer May 4 - Jun 26, 2015 (Tentatively)

Start in Spring

Term Dates
Spring II Mar 3 - May 2, 2014
Summer May 5 - Jun 27, 2014
Fall I Aug 18 – Oct 10, 2014
Fall II Oct 13 - Dec 12, 2014
Spring I Jan 5 - Feb 27, 2015
Spring II Mar 2 - May 1, 2015
Summer May 4 - June 26, 2015


Part of becoming a master teacher is understanding the relevance of various topics to your area of specialization and service. The 30 units you’ll earn through coursework allow for different emphases determined by your cohort. Learn more about the core courses and your options for study here.

  • Core Courses
  • 12 units
  • EDOL 515: Instructional Leadership
  • 3
The purpose of this course is to provide students with an understanding of effective leadership and its impact on schools. Effective techniques for instructional leaders to teach concepts, skills, and values will be presented and modeled. Specific techniques to guide, motivate, delegate and build consensus will be examined.
  • EDOL 520: Curriculum Design and Assessment
  • 3
This course introduces graduate students to the process of curriculum design and assessment. Students will have the opportunity to develop a definition of curriculum and assessment that reflects their own personal philosophy of education. Various curriculum development models will be explored so students can compare models to their own personal philosophies of education. Students will develop their own model of curriculum development and assessment.
  • EDOL 550: Educational Discourses: Change and Reform
  • 3
This course will examine the historical, legal, social, political, ethical, and economic perspectives that have impacted schools in the American society. Students will examine dynamics of curriculum changes and the key role leaders play in creating a learning community in the schools. Opportunity will be provided for students to debate the problems and possible approaches to deal with problems confronting schools. Special emphasis will be placed on the values and concerns of the many communities that constitute a democracy and the importance of involving communities in the life of the school. Persons and groups involved in establishing and developing policies and practices that will meet the diverse needs of the public will be explored.
  • EDOL 580: Research in Education
  • 3
This course examines the field of educational research by exploring research models, analyzing research articles and applying measurement and statistical techniques to problems of educational research. Each student will learn the essentials needed to carry out the entire research process and develop a research proposal that will guide the action research project.
  • Elective Courses
  • 15 units
  • EDOL 524: Coping w/ Stress & Violence in Today’s Classroom
  • 3
This course will address a variety of issues regarding stress and violence in students’ lives. We will discuss how the nature and content of culture are reflected in the symptoms and causes of stress and violence facing today’s children from birth through adolescence. Included in discussion will be the role of schools and teachers from preschool through high school in providing support for students experiencing stress and/or violence. We will also discuss how teachers can provide assistance to the larger family structure through broadened knowledge of cultural stressors, use of age appropriate and culturally sensitive coping skills, and how teachers can serve as active agents of social change leading to advocacy for children.
  • EDOL 540: Community of Learners
  • 3
This course will enable students to work successfully with a variety of learning styles from diverse cultural backgrounds. Specific historical and recent definitions of multicultural education, multiculturalism, learning needs, learning styles, and special needs will be explored. Emphasis will be given to the anthropological, sociological, sociobiological, and psychological perspectives of learning, the learner, and the learning environment. Students will be able to integrate strategies into their teaching that will seamlessly incorporate multicultural perspectives, learning styles and multiple modalities into lesson planning and instructional design and implementation.
  • EDOL 542: School, Community, and Diverse Family Structures
  • 3
This course will focus on equipping participants with skills that provide effective approaches in working with family and community members from culturally and socioeconomically diverse backgrounds within the larger political and social context of today’s world. The student will explore the relationship of schools to other community agencies and investigate approaches to provide socio-educational services to children and their families.
  • EDOL 547: Brain-based Teaching and Learning
  • 3
Creating a learning environment, anchoring memory, facilitating natural learning processes, celebrating the uniqueness of each learner all have biological roots that pose stunning implications for the classrooms of today. The purpose of this course is to equip teachers to gain an understanding of these body-brain principles as they examine current strategies to aid them in creating their own brain compatible learning environment.
  • EDOL 552: School as Diverse Organization
  • 3
This course leads to an understanding of the organization of schools. The interrelationships among curricula, stakeholders and society are explored. Professional educators will develop a working understanding of the teacher in the activities of the school.
  • EDOL 576: Fostering Learning Through Health
  • 3
This course is designed to expand beyond the health and healthy environment issues introduced in the preliminary credential program. Content includes prevention and intervention strategies to promote school safety, the relationship between student health and student learning, how to access local and community resources to support student health, adopted health curriculum K-12, instructional materials for teaching health, state and federal laws related to student health and safety, reporting requirements and parents’ rights.
  • EDOL 584: Classroom Management
  • 3
Provides instruction in designing a learning environment that meets the needs of students and teachers. Attention is given to routine procedures, student behavior, physical facilities, patterns of student and teacher interaction, and other factors that affect student learning.
  • EDOL 586: Educational Technology: Level II
  • 3
This course equips teachers to be knowledgeable about educational technology standards as adopted by the state. It incorporates the California Technology Standards Level II and covers skills in using technology in the classroom. Upon successful completion, the student will have met the requirements for certification of Level II technology skills. Successful completion will be considered 84% or better as a final grade.
  • EDOL 595: Developing Character and Ethics
  • 3
This course will incorporate the resources and skills necessary to integrate ethical themes and character development into a school setting. It will provide educators an arena in which to explore and develop their moral perspectives on the basis of generally accepted criteria. Focus will also be placed on putting into practice those skills and resources that integrate character themes and character development into their school setting.
  • Capstone Project- Required
  • 3 units
  • EDOL 605: Action Research Project (Capstone)
  • 3
To complete the action research, the student plans and implements a project that engages the student in applying research to practice at a local school site. Each student, under the supervision of his or her advisor, completes an action research paper in preparation for the oral presentation. The oral presentation involves a critique of the student's action research experience. Prerequisite: Successful completion of EDOL 580 and approval by the program director.

Master Teacher Creates Masterpieces.

Since graduating from Concordia University with his Master of Arts in Education: Curriculum & Instruction, Gregory McFall has been named a District Teacher of the Year, Orange County Teacher of the Year, and California State Teacher of the Year. Through his training at Concordia and practical applications both in the classroom and with the surf club he started, Greg continually refines his ability to connect with his students by showing how much he cares and believes in each of them.

A reputation for excellence.

At Concordia University, we recognize that amazing educators are a natural product of faculty who inspire and skillfully prepare others to teach. For this reason, experienced Christian faculty members who are committed to uniting outstanding, fully accredited programming with vocational mission thoughtfully design each course in the program. Their leadership and expertise are why the School of Education at Concordia University enjoys an excellent reputation in the academic community with graduates teaching throughout the region.

Tuition and fees

Tuition and fees are listed here for your reference, but are subject to change without notice.

Tuition/Fee Cost
Application Fee $50
International Application Processing Fee $150
Graduation Fee $145
Tuition $495/unit

Apply now.

To complete your admission file we will need:

  1. Completed Application
  2. $50 non-refundable application fee
  3. Official copies of all college/university transcripts
  4. Two completed reference forms
  5. Completed Admission Essay
  6. Copy of Teaching Credential

Application Deadlines

Term Deadline
Fall I 2014 Aug 11, 2014
Spring II 2015 Feb 23, 2015

Get Started Today.

Have questions about Concordia University's online master's degree in Curriculum & Instruction? Not sure how to get started? Fill out the form below, and one of our admissions counselors will get in touch with you.