UVM's Accelerated Master's Degree program in Curriculum and Instruction program offers a variety of specializations (course sequences) to suit your professional goals and interests. You can choose one or more specialization in consultation with your program advisor. For your convenience, we offer coursework during the fall, spring and summer. Many classes are online or hybrid format, and some course sequences are fully online.
All 6 courses (18 credits) are available online. Our Educational Technology course sequence supports the transcript review process for the Technology Integration Specialist endorsement in Vermont schools for educators who already licensed to teach in the state.
Program of Study
EDFS 320 Technology, Schooling, and Society
Explore the influences of technology on schooling and society. Using sociological, historical, and philosophical frameworks, course participants will consider ways that the proliferation and use of information technologies present challenges and opportunities for teachers, learners, and community members. With a particular focus on changing roles due to information access, the course examines issues of equity, cultural diversity, student empowerment, community relationships, and the transformation of traditional schooling practices. (SPRING 2018 or SUMMER 2019)
EDCI 321 Learning Theory, Instructional Design and Technology
Explore learning-theory research and its application toward technology-enriched standards-based units of study. Students will study different theories such as constructivism, multiple intelligences, brain-based learning and other research related to how people learn. Participants will learn how technology applications can be used to create learning environments that strengthen 21st century problem-solving skills, and encourage communication, collaboration, and reflection. Using the instructional design strategies explored in this course, participants will develop a standards-based unit of study that strategically integrates technology and meets 21st century skills along with national and state educational technology standards and assessments. (SUMMER)
EDCI 322 UDL and Differentiated Instruction with Technology
Explore how technologies can support learner-centered strategies that address the diverse needs of students. With an emphasis on Universal Design for Learning (UDL) and differentiating instruction to ensure appropriate educational opportunities for all learners, this course investigates the use of adaptive and assistive technologies. (FALL)
EDCI 323 Amplifying Inquiry and Project Based Learning with Technology
This course engages educators in a student-centered, active learning experience using technology resources and tools to promote questioning, critical thinking and problem-solving skills. Educators will learn about technology resources and tools that support problem-based, project-based, and inquiry-based learning in all disciplines and design a project-based or inquiry-based activity with assessments for the students (or educators) they teach. (FALL)
EDCI 324 Current Topics in Assessment and Technology
This course investigates current topics of assessment and technology for PreK-12 educators, including many tenets of proficiency-based learning. Students will examine different forms of assessment and methods for integrating technology into assessment practice. We will explore and evaluate a variety of digital tools for summative and formative assessment. Students will interact as an online community, modeling how feedback and reflection play an integral part of the assessment process and will also maintain a digital portfolio for the class. As a final project, students will create a unit of study, incorporating learning targets developed from the ISTE standards and other content standards, integrating digital tools for assessment, and demonstrating mastery of other course objectives. (SUMMER 2018 or SPRING 2019)
EDCI 325 Coaching and Leading Technology Innovation in Schools
This online course targets teachers interested in coaching and leading technology rich innovation in today's schools. This includes planning for school and district level, planning and implementing technology rich innovation strategies, and development and dissemination of professional development in local, regional, and global venues. Through the assignments, basic troubleshooting of hardware, software and cloud based systems is addressed, as well as web-based authoring and programming tools. Students explore the roles that teacher leaders and coaches inhabit, and how these roles can energize other classroom teachers and build a community of active participants in innovative technology rich programs. Students in this course will study the means to foster leadership around the planning and development of solid goals for their school technology needs. (SPRING)
To learn more about the Educational Technology course sequence, visit the UVM Continuing and Distance Education web page.
Library Media Science (School Library Media Specialist)
This series of courses (online and on campus) allows you to gain licensure as school library media specialist. Content of the coursework addresses the essential competencies required by the State of Vermont. Upon completion of the series, qualified individuals may request a transcript review by the Vermont Agency of Education.
While the sequence originated with practicing educators in mind, it is by no means aimed exclusively at teachers. For those who need to gain particular competencies, individual courses may be taken. For licensed school library media specialists, courses in the sequence may serve as an important resource for professional development or recertification credits.
Program of Study
EDLI 272 Managing School Library Media Centers: This course examines foundational principles and issues of school librarianship, such as intellectual freedom, equity, and access. Students prepare for organizing and operating a school library media center with emphasis on the development of policies and procedures, budget preparation, facility design, personnel administration, and public relations with school and community. (FALL)
EDLI 273 Developing and Organizing School Library Media Center Collections: Fundamental concepts for developing and organizing School Library Media Center collections are explored in this course. Equity of access to information resources is a guiding principle that drives collection development, and emphasis is placed on evaluation, selection, and acquisition of resources appropriate for students, staff and other patrons in 21st Century schools. (SPRING)
EDLI 277 Information Technologies for School Library Media Centers: This course focuses attention on the diverse aspects of using, promoting, and planning for the effective integration of technology in contemporary school library media centers. Four themes will be explored: becoming a competent and confident user of technology, working in the technology-rich school library, understanding and supporting learning through technology integration, and the role of the school library media specialist as a technology leader in the school. (SUMMER)
EDLI 276 Information Sources and Services for School Library Media Centers: This course focuses on the librarian’s roles in selecting print,non-print, and digital reference materials for the library media center, both in traditional and virtual collections, and also, in providing reference services for the school community. As information specialists, school library media specialists gather resources for student centered learning that provide equity of access to a variety of information. (FALL)
EDLI 274 Designing Instruction for School Library Media Centers: This course examines the school librarian’s role as teacher and instructional collaborator, with an emphasis on curriculum design, inquiry learning, and information literacy standards as outlined in the AASL Standards for the 21st Century Learner. (SPRING)
EDLI 200 Children’s and Young Adult Literature: This course is designed as a survey of the context and the literary merit of children’s (CH) and young adult (YA) literature, that is, books written for and read by readers from ages K-17. The emphasis will be on literature that is both interesting, well written, and diverse in its genre, format, characters, cultures represented, and readers to whom it appeals. The class will emphasize two strands: reading and teaching. (SUMMER)
To learn more about the Library Media course sequence, please visit the UVM Continuing and Distance Education web page.
Reading and Literacy
Course work (online and on campus) is offered during the fall, spring and summer. Specific program requirements are planned in collaboration with your program advisor.
The 24 credit hours in Reading and Literacy courses includes 6 credit hours of clinical practicum. Individuals who enter the program without previous coursework in Reading and Literacy, and who plan to seek the Reading Specialist endorsement, should plan to take a 36 credit-hour M.Ed. program.
Program of Study
EDLT 222 Cultivating Children’s Literacy in the Elementary and Middle School
This hybrid course focuses on current research and best practice related to the development of strategic, motivated and independent readers and writers. Though the course is influenced by the Common Core State Standards, it is through the lens of poverty that the components of literacy and teaching literacy are studied, and emphasis is given to the joint study of reading and writing in collaborative environments.
EDLT 236 Multicultural Children’s Literature
This course gives education students an opportunity to further develop their understanding of the role that children’s literature can play in multicultural and social justice education. We will read widely from authors of high quality multicultural literature, evaluate multicultural texts/resources for use in our classrooms, and develop lesson plans and activities using high quality examples of multicultural literature. To address the needs and interests of education students at various stages of their career, this course incorporates a personalized learning component and is delivered via a hybrid course format (4 sessions face-to-face and the rest online). Due to its flexibility, this course is open to practicing teachers, Master’s degree students, and undergraduate students.
EDLT 375 Literacy Assessment: Understanding Individual Differences
The course is designed to help students identify, evaluate and document literacy development, with an emphasis on assessment and instruction for disabled readers and at-risk students. In contrast to older courses in diagnosis, which emphasize dysfunction and deficits, this course focuses on designing and using assessment strategies to improve and adapt instruction. Both alternative assessment processes and normative tools are examined. The influences of materials and methods and the role of cultural diversity in school learning are examined and used to plan interactive assessment-instruction strategies that can be used in classroom or clinical settings.
EDLT 376 Clinical and Tutorial Approaches for Literacy Intervention
This 6-credit supervised clinical practicum is an opportunity for you to implement your knowledge of literacy research and practice as well as your broader knowledge of education and learning in an intensive teaching context. An important part of your work, will be to demonstrate an understanding of the cultural, linguistic and ethnic diversity of the children with whom we work as you plan and make recommendations to parents and school. You will be asked to use and explain research based teaching strategies as you collaborate daily with your colleagues to help each of them develop the best research based instructional program for each of their children. You will work with two children experiencing difficulty in literacy learning. The selected children will "stretch" your skills in a variety of ways, including working with children at an age level with which you are less familiar.
EDLT 385 Critical Issues in Language and Literacy
This hybrid course is designed to provide experienced literacy educators with knowledge and expertise related to critical issues in language and literacy acquisition and the implications for students, teachers, educational systems, and parents. Participants will read broadly from contemporary research to learn about various contexts and their influence on language and literacy acquisition including: socio-cultural, linguistic and the influence of learning English as a second language. We will closely examine implications from contemporary research and practice for instruction, assessment, and policy. Participants will apply knowledge of research and practice through collaborative action research and the development and implementation of professional development.
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Middle Level Education
Inclusive Educational Practices
Select your sequence of courses in coordination with your program advisor. Please contact us at firstname.lastname@example.org or 802-656-1410 to learn more about this specialization.