Master of Science in Curriculum and Instruction w/ ESL Education Concentration

Admission Requirements

  • Baccalaureate Degree
  • Minimum of cumulative 3.0 GPA
  • Letter of intent completed in the testing center
  • Passing Score on the TExES exam or proof of standard Texas teaching certificate
  • Resumé 

Requirements must be submitted to the Graduate Studies Office by the designated deadline of first semester of enrollment.

Degree Requirements

Students should refer to their DegreeWorks degree audit in their Web for Students account for more information regarding their degree requirements.

Interdisciplinary Core Courses
ED 520Education Research Literature and Techniques3
Major Courses
ED 547Evaluating Learning3
ED 551Effective Strategies for Student Success3
or ED 591 Interdisciplinary Curriculum Design
ED 573Leadership and Mentoring in Education3
ED 590Curriculum Alignment for School Improvement3
or ED 592 Interdisciplinary Curriculum Delivery
Choose 3sch from the following:3
Public School Law for Teachers
United States Ethnic Minority Studies
Instructional Design and Development
ESL Concentration
ESL 500Foundations of ESL Education3
ESL 572Instruction for English Language Learners (ELLs)3
ESL 575United States Hispanic Culture and Civilization3
Approved Graduate Elective9
Minimum Hours for Degree36

Graduate Courses 

ED 520. Education Research Literature and Techniques. 3 Hours.

This course addresses the process and tools to locate, read, understand, and critique education research. The fundamental techniques of planning, conducting, and reporting qualitative and quantitative research will also be considered. Prerequisite: Admission into the Educator Preparation Program or instructor permission.

ED 530. Human Growth and Development for Educators. 3 Hours.

This course examines cognitive, physical, psychological, and social development of humans from conception through adolescence (0-20 years). Theoretical frameworks, critical issues, and current research pertaining to each life-stage are included. Educational implications of domain specific developmental factors are highlighted. Study of the overlay of creativity, resiliency, and focus of control are added psychological variables integrated for further understanding of developmental influences on student success and/or failure in learning and school. Prerequisite: Must be admitted into the Alternative Certification Program.

ED 547. Evaluating Learning. 3 Hours.

This course will address the components of a comprehensive assessment program to improve student achievement, the process and procedures to manage these systems, the differences and similarities between formative and summative assessment. The course considers the situational application of assessing student needs, developing instructional goals, designing instructional assessments to achieve goals, and evaluating students’ work for improvement and achievement. Students will learn the importance of the alignment of the written, taught, and tested. Prerequisite: ED 520 and must be admitted into the Alternative Certification Program.

ED 551. Effective Strategies for Student Success. 3 Hours.

This course focuses on effective best-practice teaching and learning strategies aligned to the written and assessed curriculum. Emphasis is placed on the use of research-based instructional strategies in the classroom. Prerequisite: ED 520.

ED 573. Leadership and Mentoring in Education. 3 Hours.

ED573 is a core requirement for graduate students seeking a degree in Curriculum & Instruction or a prescribed elective for graduate students seeking master teacher certification. The course focuses on building leadership capacity with a focus on diversity, equity, and inclusion through the role of the master teacher. Techniques for effective consultation, mentoring, and coaching will be addressed along with specific strategies for professional collaboration. The content of this course will be included in comprehensive exams for degree seeking students. Prerequisite: ED 520.

ED 590. Curriculum Alignment for School Improvement. 3 Hours.

This course addresses theories and related practices of applied curriculum leadership including topological and deep alignment of the written, taught, and tested curriculum. Students will study research-based curriculum-related elements of high performing schools. Prerequisite: ED 520.

ESL 500. Foundations of ESL Education. 3 Hours.

This course studies the conceptual, linguistic, sociological, historical, political, and legal foundations of ESL education. The course presents an overview of the types of ESL and bilingual programs and the principles of effective ESL education, as well as theory and research supporting best teaching practices for English Language Learners (ELLs). It studies the impact of legislation, family involvement, and community support in the education of immigrant children and, in particular, of ELLs. This course is aligned with the standards for ESL educators and prepares students for TeXes 154 ESL Supplemental.

ESL 572. Instruction for English Language Learners (ELLs). 3 Hours.

This course studies the conditions for developing English as a Second Language (ESL) and effective teaching strategies for the ESL classroom. It is the second language acquisition process and the factors that affect L2 development. It provides students with research-based teaching strategies for devloping and assssing academic English. The cours is aligned with the standards for ESL educators and prepares students for TeXes 154 ESL Supplemental.

ESL 575. United States Hispanic Culture and Civilization. 3 Hours.

This cours explores the many facets of hte Latina/o experience in the U.S. and the specific histories and cultures that mark the trajectories of individual Hispanic sub-ethnic groups and their representation including the history of the most representative Hispanic communities, including those that constitute the greatest part of the category "Latina/o:" Chicano/Mexican Americans, Puerto Ricans/Nuyoricans, and Cuban Americans. Course is taught in English.

ESL 582. Second Language Acquisition in Adults. 3 Hours.

This course studies the conditions for developing English as a second language (ESL) and effective teaching strategies for ESL acquisition by adult learners. It reviews the English system and the processes of first language (L1) and second language (L2) acquisition. The course analyzes the factors that affect second language development. It provides students with the materials and knowledge needed to participate in project based learning activities through the implementation of a plan to develop a community-based program for adult ESL learners. Course is concurrent with ESL 572.

ESL 593. United States Ethnic Minority Studies. 3 Hours.

This course examines the diverse cultural, artistic, economic, historical, political, and social aspects of US ethnic minority communities. Course surveys the historical, psychological, social and economic factors influencing ethnic minorities' life in the United States. The course is an in-depth cross-cultural study of the major US ethnic minority groups in the US, with an emphasis on the study of minority groups in Northeast Texas and surrounding areas. The course opens awareness of diversity, tolerance, and of the values of the minority ethnic cultures and their contributions to the makeup of the general American culture. It also deals with implications for teaching adult learners and learners in school settings that uses an approach to multicultural education. We will explore these issues through readings, discussions, lectures, films, short stories, field trips, and observation.

ITED 511. Teaching with Emerging Technologies. 3 Hours.

The Web 2.0 and other emerging learning technologies have the potential to provide effective and powerful learning environments in which learners can develop skills the information age require. This course explores innovative ways of utilizing emerging technologies to facilitate learning and to improve the way we teach. Topics include blogs, podcasts, wikis, online social networks, virtual worlds, and digital game-based learning. Prerequisite: Instructor permission required.

RDG 501. Fundamentals of Early Literacy Instruction. 3 Hours.

The purpose of this course is to provide EC-6 teacher candidates with the knowledge and skills necessary to provide early literacy instruction to students in Kindergarten through 2nd grade that is aligned to the Science of Teaching Reading. Students will develop competency in the components of early literacy including letter naming fluency, oral language development, phonological awareness, phonics, comprehension, vocabulary development, spelling, and fluency. A variety of research-based strategies will be used to create lesson plans that reflect diverse and equitable practices and differentiate by student need. Prerequisite: Must be admitted to the Alternate Teacher Certification Program or the Reading Specialist Program.

RDG 562. Diagnostic and Prescriptive Reading for Elementary Students. 3 Hours.

This course provides a framework for assessing students in all components of reading instruction aligned to the Science of Teaching Reading in order to gather data regarding strengths and weaknesses in literacy development in elementary students. Students will practice effective assessment techniques, data analysis and incorporate research-based strategies for addressing deficits or enhancing strengths into intervention lesson planning to scaffold student learning. Prerequisite: Must be admitted into Alternative Certification Program or Reading Specialist Program.

RDG 563. Content Area Literacy Instruction. 3 Hours.

This course equips content area teachers with research-based strategies and skill to incorporate reading into science, mathematics and/or social studies. Students will utilize strategies for morphemic awareness, comprehension, vocabulary and written expression to develop a unit of study based on the TEKS for a subject area of choice. Additionally students will assess curriculum materials and learn about additional tools and accommodations that teachers use to bridge student reading deficits to allow learning in the content area how to help their students learn the material presented.


Dr. Luz Mary Rincon