Online Master's in Education: Curriculum and Instruction

The Master of Arts in Education: Curriculum and Instruction degree program is directed toward the preparation of master classroom teachers and is offered online or in a blended format on Concordia’s campus and various offsite locations. The program provides the opportunity for the teacher to continue preparation in professional education through coursework and to pursue further work in subject matter areas where he/she feels a need for greater teaching proficiency.

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 August 21, 2017

Start in Spring

Term Dates
Spring II March 6, 2017
Spring II March 5, 2018


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
  • EDU 515: Instructional Leadership
  • 3
This course combines the important theories of educational leadership with the theories of transformational leadership. This course examines the context of change as it impacts society and its schools; determines leadership qualities and skills necessary for creating successful and enduring change in schools; explores the culture and politics of change as it relates to various members of the school community including administrators, teachers, students, parents, and community leaders; and develops effective strategies for marketing, managing, implementing, and integrating change in three essential areas-- teaching, learning, and leadership. This course will provide students with an understanding of school organization and the management and leadership of schools.
  • EDU 520: Curriculum Design and Assessment
  • 3
This course introduces graduate students to the process of curriculum design, implementation, and assessment. Students will have the opportunity to develop a definition of curriculum and assessment that reflects their own personal philosophy of education. Curriculum foundations as well as influential factors will be examined in light of 21st-century curriculum decisions. Frequent and varied forms of assessment and direct links to learning outcomes will be discussed as integral to the curriculum-design process and students will reflect on the important task of studying global education models and trends in light of the education process in America.
  • EDU 550: Educational Discourses: Change and Reform
  • 3
This course examines the historical, legal, social, political, ethical, and economic perspectives that have impacted schools in the American society. Students will examine the dynamics of curriculum change and key role leaders play in creating a learning community in 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 importance of involving communities in the life of a school.
  • EDU 580: Educational Research: Methods and Analysis
  • 3
This course will provide students with an examination of the field of educational research by exploring qualitative research models, analyzing research articles, and applying measurement and basic statistical techniques to problems or issues in education. Students will learn the essentials needed to carry out the entire research process and develop a collaborative research proposal that will guide the qualitative action research project.
  • Curriculum & Instruction Strand
  • 15 units
  • EDU 524: Coping w/ Stress & Violence in Today’s Classroom
  • 3
This course provides students with a variety of issues regarding stress and violence in students’ lives today. Topics include: the nature and content of culture as reflected in the symptoms and causes of stress and violence facing today’s children and adolescents, the role of schools and teachers from preschool through high school in providing support for students experiencing stress and/or violence, how teachers can provide assistance to the larger family structure through broadened knowledge of cultural stressors and the 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.
  • EDU 542: School, Community, and Diverse Family Structures
  • 3
This course provides students with skills that offer effective approaches in working with family and community members from culturally and social-economically 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. The student will examine ways to exercise leadership to initiate, develop, and implement programs and policies to foster success for all students.
  • EDU 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.
  • EDU 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.
  • EDU 595: Developing Character and Ethics
  • 3
This course will provide students with the resources and skills necessary to help integrate ethical themes and character development into today’s schools. Students will be provided the opportunity to explore and develop their moral perspectives so that they will be empowered and equipped to integrate values' education into their school setting. Students will be able to apply principles demonstrated by historical leaders and current research in character learning and generalize the information into situations from their personal and professional life.
  • Capstone Project- Required
  • 3 units
  • EDU 605: Collaborative Capstone Project
  • 3
During this course, students work in collaborative groups and with their faculty advisor to finalize planning, implement the action plan, and write the final action research report. An oral presentation upon completion of the project involves a critique of the students’ action research experiences. Required Capstone Course. Prerequisite: EDU 580

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

2018-2019 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 Graduation Fee
Tuition $555/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 Letter of Intent
  6. Copy of Teaching Credential
    *The MAED: Curriculum and Instruction program is open to non-credentialed teachers who serve in private or parochial schools, pending further review of the applicant’s teaching experience.
  7. Cumulative GPA of 2.70 or better

Application Deadlines

Term Deadline
Spring II 2017 February 24, 2017
Fall I 2017 August 11, 2017
Spring II 2018 February 23, 2018

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.