Fill - Free fillable CI Ma Handbook2021 FINAL (University of Denver) PDF form

Revised July 2020

Curriculum and Instruction

Student Handbook

Master of Arts (MA)

2020-2021

Curriculum and Instruction MA Program Handbook 2020-2021 Page 2

Table of Contents

Table of Contents _____________________________________________________________ 2

Purpose of Handbook __________________________________________________________ 4

DU Graduate Bulletin _______________________________________________________________ 4

MCE Policies and Procedures _________________________________________________________ 4

Welcome to the Morgridge College of Education ____________________________________ 5

Morgridge Vision Statement __________________________________________________________ 5

Morgridge Culture __________________________________________________________________ 5

MCE’s Organization _________________________________________________________________ 5

Accreditation ______________________________________________________________________ 6

Equal Opportunity Institution _________________________________________________________ 6

University of Denver Land Acknowledgement ___________________________________________ 6

MCE School District Strike Policy ______________________________________________________ 6

TLS Faculty and Staff __________________________________________________________ 7

Curriculum and Instruction MA Program Overview __________________________________ 9

Course Offerings ___________________________________________________________________ 9

Communication ____________________________________________________________________ 9

C&I MA Resources __________________________________________________________________ 9

Advising _________________________________________________________________________ 10

C&I MA Program Requirements ________________________________________________ 11

Benchmarks in C&I MA program _____________________________________________________ 11

Coursework ______________________________________________________________________ 12

C&I Specializations_________________________________________________________________ 13

MA Final Comprehensive Portfolio ____________________________________________________ 15

Grades and Dismissal Protocols _________________________________________________ 17

Grades __________________________________________________________________________ 17

Probation and Dismissal Protocol _____________________________________________________ 17

Appendix A: Curriculum and Instruction MA Coursework Plan ________________________ 18

Curriculum and Instruction MA Program Handbook 2020-2021 Page 3

Appendix B: General Course Sequence Plan (5-quarter plan) _________________________ 20

Appendix C: General Course Sequence Plan (2 years plan) ___________________________ 21

Appendix D: MA Comprehensive Portfolio ________________________________________ 22

Comprehensive Portfolio Prompt _____________________________________________________ 22

Comprehensive Portfolio Rubric ______________________________________________________ 23

Appendix E: MA Student Form Checklist and Descriptions ____________________________ 24

Required C&I MA Forms ____________________________________________________________ 24

Forms that are not required but may be necessary ______________________________________ 24

Appendix F: 2020 – 2021 Gifted Education Certificate Coursework Plan _________________ 26

Appendix G: 2020 – 2021 Culturally and Linguistically Diverse Education Certificate

Coursework Plan _____________________________________________________________ 27

Appendix H: 2020 – 2021 Special Education Generalist (ages 5-21) Certificate Coursework Plan

___________________________________________________________________________ 28

Curriculum and Instruction MA Program Handbook 2020-2021 Page 4

Purpose of Handbook

This handbook provides students with policies and procedures to assist them as they progress through

the requirements of Morgridge’s degrees and certificates. By default, students follow the handbook of

the year in which they entered the program. With approval from their advisor, students may choose to

follow a handbook published after they matriculated into the program. If a student, with the approval of

their advisor, chooses a newer handbook they must follow all the policies and protocols in the new

handbook.

In addition to this handbook, the student should become familiar with the

Graduate Policies and

Procedures as stated in the DU Graduate Bulletin and the MCE Policies and Procedures. Although every

effort has been made to ensure agreement between these three documents, it is the student’s

responsibility to read the norms regarding degree programs in all documents and to complete various

program steps in a timely fashion. In cases of discrepancy between documents, the Graduate Bulletin

takes precedence.

DU Graduate Bulletin

Each year, DU publishes a graduate bulletin. Students will follow the bulletin that aligns with this C&I

handbook – which is determined by the year in which the student matriculated into the program –

unless otherwise discussed with the student’s advisor. Examples of information provided in the

Graduate bulletin link include:

• School-, college-, and division-specific requirements and information

• Admission and enrollment policies

• Tuition and fees

• Academic requirements, policies, and procedures

o Academic standards

o Change of degree or program

o Student withdrawal from the university

o Transfer of credit

• Academic and student support services, policies, and procedures

• Course descriptions

MCE Policies and Procedures

Along with DU’s Graduate Bulletin, C&I students should be familiar with MCE’s policies and procedures.

Examples of information provided include:

• Degree planning

o Advising

o Course plans

o Waiver or substitution of courses

o Non-MCE courses

• Dissertation/doctoral research credits for continuous enrollment

• APA writing requirement

• Financial support parameters and eligibility

Curriculum and Instruction MA Program Handbook 2020-2021 Page 5

Welcome to the Morgridge College of Education

Welcome to the Morgridge College of Education! We believe that education serves as the foundation of

and means for transformation within our society. Morgridge is committed to being more, doing more,

and bringing about more positive change through the power of learning.

Morgridge Vision Statement

The Morgridge College of Education will be a global leader in innovative and effective approaches for

promoting learning throughout the lifespan. Transcending traditional ideas about education and

schooling, we will embrace a new, comprehensive vision of learning as a lifelong activity that involves

the whole person and can occur through a variety of methods — anywhere and at any time. We will

promote educational change and social equity and will provide leadership for the improvement of

education, mental health, and information services and systems.

Morgridge Culture

Morgridge defines its culture through 5Cs:

 Community

 Curiosity

 Communication

 Collaboration

 Courage

MCE’s Organization

The chart below depicts MCE’s department organization. It does not include the college’s institutes,

centers, or communities. Please note the chart depicts divisions most pertinent to TLS students only.

See’s MCE’s website

for more information.

Morgridge College of Education (MCE)

Counseling

Psychology

(CP)

Educational

Leadership

and Policy

Studies

(ELPS)

Higher

Education

(HED)

Research Methods and

Information Sciences (RMIS)

Rearch

Methods &

Statistics

(RMS)

Library and

Information

Science (LIS)

Teaching and Learning Sciences (TLS)

Curriculum

and

Instructiion

(CUI)

Teaching

Education

Program

(TEP)

School

Pyschology

(SP)

Early

Childhood

Special

Education

(ECSE)

Curriculum and Instruction MA Program Handbook 2020-2021 Page 6

Accreditation

The University of Denver and its programs are accredited by the Higher Learning Commission of the

North Central Association of Colleges and Schools (HLC-NCA) and by other major accrediting agencies.

Equal Opportunity Institution

The University of Denver is an Equal Opportunity Institution. It is the policy of the University not to

discriminate in the admission of students, in the provision of services, or in employment on the basis of

race, ethnicity, color, religion, sex, national origin, age, marital status, veteran status, sexual orientation,

gender identity, gender expression, genetic information, or disability. The University prohibits all

discrimination, harassment and retaliation, and complies with all applicable federal, state and local laws,

regulations and Executive Orders.

Inquiries concerning allegations of discrimination based on any of the above factors may be referred to

the University of Denver Office of Equal Opportunity/ADA Compliance, Mary Reed Building, Room 422,

2199 S. University Blvd., Denver, CO 80208. Phone: 303-871-7436. Fax: 303-871-3656. For more

information, please call the above number or see the website

. You may also contact the Office of

Diversity and Equal Opportunity/ADA Compliance with concerns regarding determinations of religious or

disability accommodations and/or issues about access.

University of Denver Land Acknowledgement

The University of Denver resides on land held in stewardship by the Cheyenne and Arapaho tribes. We

recognize the descendant communities of the Northern Cheyenne Tribe of Montana, the Northern

Arapaho Tribe of Wyoming, and the Southern Cheyenne and Arapaho Tribes of Oklahoma who were

forcibly removed from this land. We also acknowledge the Southern Ute Tribe and the Ute Mountain

Ute Tribe, which are the only two federally recognized tribes in Colorado.

Today, Denver is home to many different citizens of Indigenous nations; we recognize their enduring

presence on this land by paying respects to their elders, both past and present. It is because of the

sacrifices and hardships of the traditional Indigenous inhabitants of this land that we are able to gather

at DU to learn, collaborate, and share knowledge.

To learn more about DU’s recognition and reconciliation of their involvement in the Sand Creek

Massacre, please review the John Evans report

MCE School District Strike Policy

The University of Denver and the Morgridge College of Education understands the complexity of labor

negotiations and does not take sides in any contract disputes. DU students should contact their

university supervisors for instructions as soon as an event such as a strike or work stoppage occurs. We

strongly discourage students from attending field and service placements during a labor strike due to a

variety of issues including, but not limited to, supervision. Students will work with their university

supervisors to ensure that they are able to complete their work. This policy is not intended to influence

students who are also district employees, as they should use their own professional judgement. Their

actions regarding these situations will have no academic consequences or impact on their status within

the program.

Curriculum and Instruction MA Program Handbook 2020-2021 Page 7

TLS Faculty and Staff

Korrie Allen, PhD

Clinic Director and Clinical Assistant Professor

School Psychology

Korrie.Allen@du.edu

Rashida Banerjee, PhD

Professor

TLS Department Chair

Phone: 303-871-6597

Rashida.Banerjee@du.edu

Doug Clements, PhD

Professor

Kennedy Endowed Chair, Early Childhood

Education Director, Marsico Institute

Phone: 303-871-2895

Douglas.Clements@du.edu

Portfolio

Jeanine Coleman, PhD

Clinical Associate Professor,

Early Childhood Special Education Program Lead

Early Childhood Special Education

Phone: 303-871-2496

Jeanine.Coleman@du.edu

Portfolio

Mary Kay Delaney

Visiting Clinical Professor

Curriculum and Instruction

Mary.Delaney@du.edu

Kara Duggan

Academic Services Associate

Curriculum & Instruction

Teacher Education Program

Phone: 303-871-7013

Kara.Duggan@du.edu

Jessica Espinosa-Galindo

Academic Services Associate

School Psychology

Early Childhood Special Education

Phone: 303-871-4216

Brette Garner, PhD

Assistant Professor

Curriculum and Instruction

Phone: 303-871-3120

Brette.Garner@du.edu

Norma Hafenstein, PhD

Daniel L. Ritchie Endowed Chair in Gifted

Education

Phone: 303-871-2527

Norma.Hafenstein@du.edu

Portfolio

Cynthia Hazel, PhD

Professor

School Psychology

Cynthia.Hazel@du.edu

Portfolio

Betsy Leonard, MEd

Community Engagement Specialist

Phone: 303-917-6369

Betsy.Leonard@du.edu

Jessica Lerner, PhD

Clinical Assistant Professor,

Director of Teacher Training

Phone: 303-871-2517

Jessica.Lerner@du.edu

Portfolio

Amy McDiarmid, PhD

Clinical Assistant Professor and Director of Field

Experiences

School Psychology

Phone:303-871-3765

Email: Amy.McDiarmid@du.edu

Paul Michalec, PhD

Clinical Professor

Curriculum and Instruction

Phone: 303-871-7952

Paul.Michalec@du.edu

Portfolio

Curriculum and Instruction MA Program Handbook 2020-2021 Page 8

Gloria Miller, PhD

Morgridge Endowed Professor in Literacy

School Psychology

Phone: 303-871-3340

Gloria.Miller@du.edu

Tara Raines, PhD

Associate Professor

School Psychology

Phone: 303-871-7015

Tara.Raines@du.edu

Karen Riley, PhD

Dean, Professor - TLS

Phone: 303-871-3665

Karen.Riley@du.edu

Portfolio

Garrett Roberts, PhD

Assistant Professor

Curriculum and Instruction

Phone: 303-871-2823

Garrett.Roberts@du.edu

Portfolio

Maria Salazar, PhD

Professor

Curriculum and Instruction

Phone: 303-871-3772

Maria.Salazar@du.edu

Portfolio

Julie Sarama, PhD

Professor

Kennedy Endowed Chair in Innovative Learning

Technologies

Phone: 303-871-3983

Julie.Sarama@du.edu

Portfolio

Kimberly Schmidt, PhD

Clinical Assistant Professor

Curriculum and Instruction

Phone: 303-871-2474

Kimberly.Schmidt@du.edu

Phil Strain, PhD

Professor

Kennedy Endowed Chair in Urban Education,

Director, Positive Early Learning Experiences

Center

Phil.Strain@du.edu

Devadrita Talapatra, PhD

Assistant Professor

School Psychology

Phone: 303-871-3352

Devadrita.Talapatra@du.edu

Bruce Uhrmacher, PhD

Professor

Research Methods and Statistics

Phone: 303-871-2483

Bruce.Uhrmacher@du.edu

Curriculum and Instruction MA Program Handbook 2020-2021 Page 9

Curriculum and Instruction MA Program Overview

The C&I program works toward the development of the most effective pedagogy, curriculum,

assessment, scholarship, and care for students that is needed to address the current state of education

in private and public, as well as formal and informal, educational settings.

The 45-credit master of arts (MA) program in C&I is planned cooperatively with students to meet their

professional and personal goals. Most students prepare for traditional and non-traditional positions in

education that require planning, consulting, research, curriculum development, evaluation, and policy-

making. The MA program is appropriate for classroom teachers who want to improve their curriculum

development and pedagogy for the purpose of making their classrooms effective learning spaces for all

students. All MA students take a wide range of courses in the areas of:

 Curriculum

 Instruction

 Foundations of Education

 Inclusive Excellence

 Research

Course Offerings

Please see a listing of C&I courses and descriptions in the Graduate Bulletin. These courses are not

offered every quarter; students should consult with their advisors to work on their coursework plan

(Appendix A) for their degree. On the

C&I Portfolio site is a multi-year course offering schedule;

although subject to change, this can also assist with your planning.

Communication

All students are automatically assigned a university e-mail address upon entry into the program, which

must then be forwarded to a preferred e-mail account. This e-mail address is included in the MCE and

C&I listservs; it will be used to send program-specific and MCE communications. You are responsible for

checking email regularly for critical information on scheduling, deadlines, conferences, field placements,

job opportunities, etc. You are responsible for updating changes in mailing address or other contact

information in Pioneer Web within the first week of classes each quarter.

C&I MA Resources

• C&I Program Portfolio

This DU portfolio has specific information about the C&I program, including handbooks,

coursework plans, and other student forms.

• Curriculum and Instruction MA Canvas

You will receive an invite to Canvas in your DU email. This site is to assist you in progressing

through the program, as non-coursework requirements for MA completion are listed as

“assignments” on this site for you to complete.

You are responsible for contacting your advisor if you have questions or concerns regarding the required

information. Failure to complete items in Canvas may result in delayed graduation.

Curriculum and Instruction MA Program Handbook 2020-2021 Page 10

Advising

Before beginning the program, all students are assigned a faculty advisor. Advisors can assist in selecting

coursework, conducting research, and planning a career trajectory. During the course of your program,

you may find that there is another faculty member who is a better fit for your academic and professional

goals. In that case, you may request to change advisors.

In order to change advisors, students must gain written approval from their current and proposed

advisors. Then students can forward the approvals the Academic Services Associate (ASA), who will

make the advising change official.

Curriculum and Instruction MA Program Handbook 2020-2021 Page 11

C&I MA Program Requirements

The exact requirements to complete the C&I MA program are posted in the Graduate Bulletin

. To help

C&I students, below are some specific requirements. However, they are subject to change and the C&I

program will follow the Graduate bulletin’s requirements and standards.

To complete the C&I MA program, students need to:

• Complete 45 credit hours of coursework, including 24 credit hours (minimum) in a specialization

• Maintain a cumulative grade-point average of 3.0 or better

• Pass their capstone project: a comprehensive portfolio

Benchmarks in C&I MA program

The following benchmarks are to be completed by quarter-end, unless noted otherwise or modified in

conjunction with your academic advisor.

A “year” is considered fall through summer.

Please note: the following is a recommended schedule for two years. This plan can be adapted as

necessary. Please see your advisor if you have questions, comments, or need clarification.

Year 1

Year 2

Coursework

Identify specialization (Fall)

Complete the coursework plan and upload to

Canvas

Coursework

Complete and pass comprehensive portfolio

(Spring)

Curriculum and Instruction MA Program Handbook 2020-2021 Page 12

Coursework

General C&I required courses are listed in your coursework plan. More information about course

requirements for specific specializations is in the C&I Specializations section.

Appendix B has a general course sequence plan you can review. Please note that this is an example; it is

not a guarantee of the courses that will be offered. You can find course schedules for upcoming years

on the C&I online portfolio and the RMIS online portfolio

Credit Transfer

Some students are interested in transferring credit from another institution. Please go to the Graduate

Bulletin for the official and rules and regulations about credit transfer

. Below are general guidelines to

remember.

• Graduate coursework and credit hours already applied toward a degree cannot be accepted as

transfer credit towards another graduate degree of the same level or less.

• The student must initiate in writing the request for transfer of credit through the program of

study prior to or during the first quarter of attendance as a DU degree-seeking student.

• Transfer credit toward a master’s degree is limited to 10 hours.

Independent Study, Directed Study, and Independent Research

Some students will take either an independent study or directed study during their MA program;

independent research is typically reserved for doctoral students. Though these courses seem similar,

there are some important distinctions:

• Independent Study (CUI 5991): Students register for an independent study to do special work

under faculty supervision in areas not covered by course offerings. For instance, a student who

has research interests that are not covered by existing MCE courses may arrange an

independent study to pursue their interests more deeply.

• Directed Study (CUI 5992). Students register for a directed study as a substitution for an existing

course offering. For instance, if extenuating circumstances prevent a student from taking a

course when it is offered, the student may arrange with a faculty member to take the course on

an individual basis.

• Independent Research (CUI 5995): Students may register for independent research to conduct

independent research for a thesis or other project.

Each of these courses requires individual supervision from an instructor as well as approval from the

student’s advisor. To enroll in one of these courses, students must complete an application form

. For

independent studies and directed studies that are more aligned with RMS coursework (e.g., a directed

study to substitute for an RMS course), students may register for RMS 5991 or RMS 5992, respectively.

Since directed studies and independent studies will appear on transcripts with different course

numbers, students will need to fill out a course substitution form, as well.

Curriculum and Instruction MA Program Handbook 2020-2021 Page 13

Continuous Enrollment and Leaves of Absence

Students are expected to be enrolled continuously during their degree program unless they apply for a

leave of absence. Students who become inactive without applying for Continuous Enrollment or a leave

of absence may be required to re-enroll for admission and pay additional fees.

Though typically reserved for doctoral students, MA students who need additional time to complete an

independent research project could register for independent research. However, registration for

independent research does not confer full-time student status. To maintain full-time status (e.g., to be

eligible for loan deferment or a student visa), students may apply for Continuous Enrollment each year.

For more details on Continuous Enrollment, including registration deadlines, fees, and required forms,

consult the Graduate Bulletin

Students who temporarily withdraw from the MA program (e.g., for medical or personal reasons,

military duty, or Peace Corps service) may apply for a leave of absence from the university. Upon

returning from a leave of absence, students are guaranteed a place in the program and will not have to

re-apply. For more details on leaves of absence, including deadlines and forms, consult the

Graduate

Bulletin.

Course Substitutions and Waivers

At times, students may need to substitute or waive a course. Students should discuss this with their

advisor. A student will need both their advisor’s and the department chair’s signatures before the form

can be approved. Students can find the Graduate Course Substitution or Waiver Form on MCE’s website

C&I Specializations

As part of the total 45 credit hours required for the C&I MA degree, you must complete a minimum of

24 credit hours in a specialization. C&I has five specializations areas:

 Culturally and Linguistically Diverse

Education

 Curriculum Studies

 Mathematics Education

 K-12 Gifted Education

 K-12 Special Education

The specialization category of the degree offers an opportunity to focus on a particular field of interest.

A well-designed specialization is organized around your professional interests and will add a unique

academic and professional quality to your C&I degree.

Colorado Department of Education (CDE) Endorsements

C&I offers several approved pathways to CDE endorsements. Students are offered the

opportunity to seek one of these endorsements through their specialization by following the

specific plan outlined. C&I offers the following pathways (some may require additional credits):

• Culturally and Linguistically Diverse

Education

• Gifted Education CORE

• Gifted Education Specialist

• Gifted Education Director (through

the ELPS program)

• Special Education Generalist

• Special Education Director

(through the ELPS program)

Curriculum and Instruction MA Program Handbook 2020-2021 Page 14

To be eligible for a CDE endorsement, students must 1) have a Colorado teaching license and 2)

complete a specific set of courses and all applicable non-coursework requirements. If you wish

to pursue a CDE endorsement, consult with your advisor to ensure that you complete all

requirements.

Culturally and Linguistically Diverse Education Specialization

In the Culturally and Linguistically Diverse Education (CLDE) specialization, educators complete courses

to prepare them to be evidence-based practitioners and researchers who can foreground culturally

responsive pedagogy and the cultural, language, cognitive, and academic needs of culturally and

linguistically diverse learners in communities and classroom practices. Throughout their coursework,

candidates learn and apply knowledge about first and second language acquisition, the selection and

utilization of culturally relevant literature, essential literacy components and curriculum and assessment

practices for CLD learners with an emphasis on language and funds of knowledge to bridge

communities, classrooms, and schools.

Students who specialize in Culturally and Linguistically Diverse Education may elect to follow a

coursework plan that allows them to qualify for a CDE endorsement if they have a Colorado teaching

license. Students who are interested in seeking this credential should consult their advisor.

Curriculum Studies Specialization

In the Curriculum Studies specialization, students complete courses intended to add to their breadth

and depth of knowledge of equity and social justice in education so that they will be well-equipped to

meet the learning needs of all students in a variety of educational settings. The Curriculum Studies

specialization focuses on curriculum design, models of curriculum, instructional strategies, assessment,

and student engagement. Students can select courses around various themes in curriculum and

instruction, including (but not limited to) diversity, teacher education, aesthetics, urban education,

family studies, social work, library and information science, zoo and museum education, and

international education. Additionally, course work in this specialization encourages candidates to think

critically and imaginatively about curriculum and instruction and its role in creating a more open and

inviting learning experience for all students.

Mathematics Education Specialization

In the Mathematics Education specialization, students complete courses aimed at developing leaders

and researchers in mathematics education with strong theoretical and historical backgrounds. The

Mathematics Education specialization focuses on ambitious instructional practices that support

meaningful learning experiences for all students, particularly those in historically marginalized groups.

Students become familiar with a wide variety of research designs and methods of inquiry so that they

can apply various theories to address problems of practice with mathematics education. In this way,

students are prepared to address matters of practice in diverse educational settings with a strong

background in mathematical content, pedagogy, and assessment.

K-12 Gifted Education Specialization

In the Gifted Education specialization, students complete courses in gifted education content knowledge

integrated with leadership theory in complex systems that provides a breadth of foundational training

for gifted education leadership positions. Students develop research skills that are focused on problem

identification and interventions; coursework includes both qualitative and quantitative methodologies

Curriculum and Instruction MA Program Handbook 2020-2021 Page 15

and applied analyses. Successful candidates can qualify for gifted education leadership roles, whether at

a district, school, or university level.

Students who specialize in Gifted Education may elect to follow a coursework plan that allows them to

qualify for a CDE endorsement if they have a Colorado teaching license. Students who are interested in

seeking this credential should consult their advisor.

K-12 Special Education Specialization

In the Special Education specialization, students complete courses that prepare them to become

evidence-based practitioners and researchers who optimize social-emotional, cognitive, academic, and

behavioral outcomes for children with special needs. Through their coursework, they collaborate with

families, community partners, and school personnel to enhance learning opportunities for children with

special needs. Successful candidates apply theory to practice and research; they may qualify for district,

school, or university leadership positions.

Students who specialize in Special Education may elect to follow a coursework plan that allows them to

qualify for a CDE endorsement if they have a Colorado teaching license. Students who are interested in

seeking this credential should consult their advisor.

MA Final Comprehensive Portfolio

During the final quarter of their program, MA students will submit their Comprehensive Portfolio

(students are recommended to work on completing the portfolio before the final quarter). The content

of the Comprehensive Portfolio is described below; see Appendix D for the Portfolio prompt, rubric, and

approval page.

Students will create a personal DU Portfolio

page that contains the following artifacts:

• Curriculum Vita (CV)

• Professional Statement that synthesizes the student’s learning from the C&I MA Program.

The paper will be 3-5 pages, double-spaced, in 11- or 12-point font (Calibri or Times New

Roman). The paper will address the following:

o Professional goals, identity statement, and synthesis of key learning experiences,

o An insightful personal reflection that synthesizes personal understanding with existing

literature, and

o Evidence of the student’s ability to lead by exemplifying standards of professional

practice.

• Conference presentation, poster, or professional development workshop related to the

student’s area of specialization or intended endorsement. Documentation of the presentation

(e.g., slides, poster, handouts, or evaluations) or publication should be uploaded in PDF format.

Artifacts for this section could include:

o Conference presentation, paper, or poster shared at a local, state, or national teaching

or research conference related to the student’s area of specialization.

o Publication in an academic journal or other professional publication.

o Professional development workshop (facilitated by the student) for a group of

practitioners or community members at a school or community event related to the

students’ area of specialization. This does not include presentations in DU courses.

Curriculum and Instruction MA Program Handbook 2020-2021 Page 16

• Endorsements: Students who intend to apply for a CDE endorsement in addition to their

specialization must upload their Praxis scores. This step is not required for students who are not

seeking endorsements. If a student does not receive a passing score for the Praxis, it will not

prevent them from passing the comprehensive portfolio, but the student will not be able to

apply for the endorsement without a passing Praxis score.

Comprehensive Portfolio Evaluation

Each student’s advisor will assess the Comprehensive Portfolio using a pass/fail rubric. A “Pass” is

required for the MA degree. If a student receives a Fail in any area, the student will have three weeks to

re-submit their portfolio for a second evaluation by the advisor. See Appendix D for the Comprehensive

Portfolio rubric. After successfully passing the Comprehensive Portfolio, students must upload the

signed rubric to Canvas for documentation.

Curriculum and Instruction MA Program Handbook 2020-2021 Page 17

Grades and Dismissal Protocols

Grades

Students must maintain a cumulative grade-point average of 3.0 or better. Grades below “C” will not be

counted toward the degree.

Incomplete Grades

An Incomplete “I” is a temporary grade that may be given at the instructor’s discretion. It is intended for

students who face extenuating circumstances — e.g., a sudden illness, necessary absence, or other

event beyond their control — that prevent the completion of course requirements by the end of the

academic term. For more information, please review the Office of the Registrar’s

Incomplete Grade

Policy.

Probation and Dismissal Protocol

For general information on the policies and procedures related to probation and termination in the

Curriculum and Instruction program in Morgridge, please refer to the

MCE General Academic Probation

Protocol and Dismissal Protocol.

For a comprehensive description of situations that warrant probation, dismissal, and termination, please

refer to the Graduate Bulletin’s description of Academic Standards

Adequate Progress

Three or more non-passing grades (i.e., grades that are incomplete or below a “C”) may be a sign of

inadequate progress and may result in probationary status.

Curriculum and Instruction MA Program Handbook 2020-2021 Page 18

Appendix A: Curriculum and Instruction MA Coursework Plan

NAME_________________________________ STUDENT #____________________________________

Please discuss with your advisor the course plan most appropriate for your schedule. Students must maintain a

cumulative grade-point average of 3.0 or better. Grades below “C” will not be counted toward the degree. Students

pursuing a CDE endorsement should consult their advisor to ensure they meet all requirements.

Course

Number

Credit

Hours

Expected Term of

Completion

A. REQUIRED COURSES

Introduction to Curriculum

CUI 4020

Transformational Teaching and Learning

CUI 4039

Race, Class and Gender in Education

CUI 4160

Critical Perspectives in Education

CUI 4035

Curriculum Theory into Practice

CUI 4022

Minimum Total Credit Hours Required

B. FOUNDATIONS

Select one of the following courses:

History of Education in the United States

CUI 4180

Philosophy of Education

CUI 4130

Spirituality in Education

CUI 4131

Minimum Total Credit Hours Required

C. SPECIALIZATION*

Curriculum and Instruction MA Program Handbook 2020-2021 Page 19

Course

Number

Credit

Hours

Expected Term of

Completion

Minimum Total Credit Hours Required

D. RESEARCH

Choose one of the following courses:

Education Research and Measurement

RMS 4900

Structural Foundations of Research in Social Sciences

RMS 4940

Teacher as Researcher

CUI 4058

Minimum Total Credit Hours Required

Summary of Coursework Completed

Required Courses

Credits Completed

Required Coursework

Foundations

Specialization*

Research

MINIMUM TOTAL CREDITS FOR DEGREE

In addition, you must complete the following non-coursework requirement: Comprehensive Portfolio.

*Note: If you seek a CDE endorsement, you must follow the specific specialization plan outlined along

with completing any additional endorsement-specific requirements.

Student’s Signature_______________________________________ Date _________________________

Advisor’s Signature_______________________________________ Date __________________________

Cognate Advisor’s Signature (if applicable) ____________________ Date _________________________

Curriculum and Instruction MA Program Handbook 2020-2021 Page 20

Appendix B: General Course Sequence Plan (5-quarter plan)

The below general calendar is based on a full-time (9 credit) load and C&I course scheduling.

Fall

Winter

Spring

Year 1

1) Required (3)

CUI 4020 Intro to

Curriculum (3)

2) Research or

Specialization (3 or 4)

3) Specialization (3)

Total: 9 credits

1) Required (3)

CUI 4160 Race, Class, and

Gender in Education

2) Foundations (3)

3) Specialization (3)

Total: 9 credits

1) Required (3)

CUI 4035 Critical

Perspectives in Education

2) Specialization (3)

3) Specialization (3)

Total: 9 credits

Year 2

1) Required (3)

CUI 4022 Curriculum

Theory into Practice

2) Specialization (3)

3) Specialization (3)

Total: 9 credits

1) Required (3)

CUI 4039

Transformational

Teaching and Learning

2) Research or

Specialization (3 or 4)

3) Specialization (3)

Total: 9-10 credits

Curriculum and Instruction MA Program Handbook 2020-2021 Page 21

Appendix C: General Course Sequence Plan (2 years plan)

The below general calendar is based on a part-time (+4 hours) load and C&I course scheduling.

Fall

Winter

Spring

Year 1

1) Required (3)

CUI 4020 Intro to

Curriculum

2) Research or

Specialization (3 or 4)

3) Specialization (3)

Total: 9-10 credits

1) Required (3)

CUI 4160 Race, Class, and

Gender in Education

2) Foundations (3)

3) Specialization (3)

Total: 9 credits

1) Required (3)

CUI 4035 Critical

Perspectives in Education

2) Specialization (3)

3) Specialization (3)

Total: 9 credits

Year 2

1) Required (3)

CUI 4022 Curriculum

Theory into Practice

2) Specialization (3)

Total: 6 credits

1) Required (3)

CUI 4039

Transformational

Teaching and Learning

2) Research or

Specialization (3 or 4)

Total: 6-7 credits

1) Research or

Specialization (3-4)

2) Specialization (3)

Total: 6-7 credits

Curriculum and Instruction MA Program Handbook 2020-2021 Page 22

Appendix D: MA Comprehensive Portfolio

This Appendix contains the prompt and rubric for the comprehensive portfolio. After successfully

completing the portfolio, students must upload the completed and signed rubric to Canvas.

Comprehensive Portfolio Prompt

Create a personal portfolio through DU Portfolio that provides evidence of the following competencies

and contains the following artifacts. Submit the Portfolio URL via Canvas and notify your advisor.

• Curriculum Vita (CV)

• Professional Statement that synthesizes your learning from the C&I MA Program.

The paper will be 3-5 pages, double-spaced, in 11- or 12-point font (Calibri or Times New

Roman). The paper will address the following:

o Professional goals, identity statement, and synthesis of key learning experiences,

o An insightful personal reflection that synthesizes personal understanding with existing

literature, and

o Evidence of your ability to lead by exemplifying standards of professional practice.

• Conference presentation, poster, or professional development workshop related to your area of

specialization or intended endorsement. Documentation of the presentation (e.g., slides, poster,

handouts, or evaluations) or publication should be uploaded in PDF format. Artifacts for this

section could include:

o Conference presentation, paper, or poster shared at a local, state, or national teaching

or research conference related to the student’s area of specialization.

o Publication in an academic journal or other professional publication.

o Professional development workshop (facilitated by the student) for a group of

practitioners or community members at a school or community event related to the

students’ area of specialization. This does not include presentations in DU courses.

• Endorsements: If you are applying for a CDE endorsement, you must upload your Praxis scores.

This step is not required if you are not seeking an endorsement. If you do not receive a passing

score for the Praxis, it will not prevent you from passing the comprehensive portfolio, but you

will not be able to apply for the endorsement without a passing Praxis score.

Curriculum and Instruction MA Program Handbook 2020-2021 Page 23

Comprehensive Portfolio Rubric

Each student’s advisor will assess the Comprehensive Portfolio according to the following pass/fail

rubric. A “Pass” is required for the MA degree. If a student receives a Fail in any area, the student will

have three weeks to re-submit for a second evaluation by the advisor. After successfully passing the

Comprehensive Portfolio, students must upload the signed rubric to Canvas for documentation.

Evidence

Pass

Fail

Curriculum Vita (CV)

Competencies: Leadership

• CV is exceptionally well organized

with professional language. Use

of language is polished, original,

and appropriate.

• CV is unorganized. Language is

inadequate with errors and lacks

concision.

Professional Statement

Competencies: Inclusive

Excellence and Leadership

• Professional Statement addresses

student’s professional goals,

identity statement, and synthesis

of key learning experiences.

• Statement provides an insightful

personal reflection that

synthesizes personal

understanding with existing

literature.

• Statement provides evidence that

reflects the ability to lead by

exemplifying standards of

professional practice.

• 3-5 pages, double-spaced, 11- or

12-point font (Calibri or Times

New Roman)

• Professional Statement is limited

with little or no evidence to

address students’ professional

goals, identity statement and

synthesis of key learning

experiences.

• Statement lacks depth and no link

to existing literature.

• Limited or no evidence to

exemplify standards of

professional practice.

• Less than 3 pages and not

formatted as required.

Conference Presentation,

Poster, or Professional

Development Workshop

Competencies:

Research/Scholarship,

Specialization, CI&A

• Artifacts may include a PDF of a

PowerPoint presentation, poster,

handouts, publication, and/or

evaluations.

• Other artifacts should be

approved by the student’s

advisor.

• There are no artifacts uploaded to

demonstrate evidence to support

the professional presentation.

Organization and Polish

• Artifacts are neatly organized

within the portfolio using tabs

across the top of the page.

• All required artifacts are included,

complete, and free from editing

marks.

• Artifacts are not organized within

the portfolio using tabs across the

top of the page.

• Some required artifacts are

missing, incomplete, or contain

editing/revision marks.

Praxis Scores

Competency: Specialization

(if applicable)

Praxis Exam:

Score:

Praxis Exam:

Score:

Curriculum and Instruction MA Program Handbook 2020-2021 Page 24

Appendix E: MA Student Form Checklist and Descriptions

Checklist of forms for all MA C&I students. See purpose of these forms, due date, and where to submit

them in the table below. Unless otherwise noted, all documents can be found on the C&I Portfolio site.

Required C&I MA Forms

 Course work plan

 Portfolio Approval Form

Forms that are not required but may be necessary

 Transfer Credit Application

 Independent/Directed Study Application Form

 Experiential Learning Application Form

 Course Substitution/Waiver Form

 Praxis Results

FORM

PURPOSE

SIGNATURES

Due Date

SUBMIT TO

Coursework Plan

The agreement between student and

advisor/program regarding the

student’s program pathway.

The coursework plan, with advisor

approval, can be revised throughout

their program. Every time a coursework

plan is revised and approved it must be

resubmitted to the program.

- Student

- Advisor

- First quarter

matriculated

- Whenever

revised

Program via

Canvas

Experiential Learning

Application Form

The C&I MA non-coursework

requirement is a Portfolio, which is

completed the same quarter students

graduate.

- Advisor

- Quarter to

graduate

Canvas

Transfer Credit

Application

Some students might transfer credit

from a different institution.

Review DU’s transfer credit policies

for

details.

- Student

- Advisor

- Department

Chair

- First quarter

matriculated

Directly to ASA

(for chair’s

signature)

Application for

Independent/Directed

/Research Form

Complete this form to enroll in an

independent study, directed, study,

dissertation research, or DIP research.

- Student

- Instructor

- Advisor

- Every quarter

applying for

credit

Directly to Office

of the Registrar

Curriculum and Instruction MA Program Handbook 2020-2021 Page 25

FORM

PURPOSE

SIGNATURES

Due Date

SUBMIT TO

Explanations about the differences

between these are on the form.

Course

Substitution/Waiver

Form

This for is to:

1) approve students substituting a

course for another listed on their

coursework plan.

2) Waive a requirement (students will

need to still fulfil credit

requirements) . Students will need

advisor and program approval.

- Student

- Advisor

- Program

initials (RMS

specific)

- Department

Chair

- When needed

Directly to ASA

Experiential Learning

Registration Form

Students that want to enroll in a

practicum (C&I or Gifted) need to

Experiential Learning Registration

Form.

- Student

- Instructor

- Student

- Instructor

Praxis results

Some C&I certificates are aligned with

pathways toward Colorado Department

of Education licensure endorsement.

Documentation of successfully passing

the Praxis is required to complete these

programs

- When

applicable

Directly to ASA

click to sign

signature

click to edit

click to sign

signature

click to edit

click to sign

signature

click to edit

Curriculum and Instruction MA Program Handbook 2020-2021 Page 26

Appendix F: 2020 – 2021 Gifted Education Certificate Coursework Plan

NAME_________________________________ STUDENT #____________________________________

Please discuss with your advisor the course plan most appropriate for your schedule. Students must maintain a

cumulative grade-point average of 3.0 or better. Grades below “C” will not be counted toward the degree. Students

pursuing a CDE endorsement should consult their advisor to ensure they meet all requirements.

Course

Number

Credits

Hours

Expected Term

of Completion

Race, Class, Gender^

CUI 4160

Psychological Aspects of the Gifted

CUI 4401

Curriculum for Gifted Learners

CUI 4402

Instructional Strategies for Gifted

CUI 4403

Twice Exceptional Students

CUI 4404

Special Topics in Identification of the Gifted

CUI 4407

Creativity: Theory and Practice

CUI 4408

Program Development, Leadership, and

Communication

CUI 4410

Total

Endorsement information:

The Colorado Department of Education awards endorsements to a teaching license. Completion of this

certificate is the “approved program” aspect of these requirements for the Gifted Education Core

Endorsement. Completion of this certificate within a C&I Masters degree is the “approved program”

aspect of requirements for a Gifted Education Specialist Endorsement.

Student’s Signature____________________________________ Date _______________________

Advisor’s Signature____________________________________ Date _______________________

Certificate Advisor’s Signature ___________________________ Date _______________________

(if different than advisor)

Curriculum and Instruction MA Program Handbook 2020-2021 Page 27

Appendix G: 2020 – 2021 Culturally and Linguistically Diverse Education

Certificate Coursework Plan

NAME_________________________________ STUDENT #____________________________________

Please discuss with your advisor the course plan most appropriate for your schedule. Students must maintain a

cumulative grade-point average of 3.0 or better. Grades below “C” will not be counted toward the degree. Students

pursuing a CDE endorsement should consult their advisor to ensure they meet all requirements.

Course

Number

Credits

Hours

Expected Term

of Completion

Foundations of Education for CLDE

CUI 4529

Language and Cultural Issues in Assessment and

Instruction

CUI 4536

Literacy and Language Development for Culturally

and Linguistically Diverse Learners

CUI 4538

Language Development and Strategies for Culturally

and Linguistically Diverse Learners

CUI 4531

Critical Perspectives in Education

CUI 4035

Curriculum Theory into Practice

CUI 4022

Family-School Partnering and Consultation

CFSP 4330

Humanizing Pedagogies

TBD

Total

Endorsement information:

The Colorado Department of Education awards endorsements to a teaching license. Completion of this

certificate is the “approved program” aspect of these requirements for the Culturally and Linguistically

Diverse Education endorsement.

Student’s Signature____________________________________ Date _______________________

Advisor’s Signature____________________________________ Date _______________________

Certificate Advisor’s Signature ___________________________ Date _______________________

(if different than advisor)

Curriculum and Instruction MA Program Handbook 2020-2021 Page 28

Appendix H: 2020 – 2021 Special Education Generalist (ages 5-21)

Certificate Coursework Plan

NAME_________________________________ STUDENT #____________________________________

Please discuss with your advisor the course plan most appropriate for your schedule. Students must maintain a

cumulative grade-point average of 3.0 or better. Grades below “C” will not be counted toward the degree. Students

pursuing a CDE endorsement should consult their advisor to ensure they meet all requirements.

Course

Number

Credits

Hours

Expected Term

of Completion

Foundations of Special Education: Inclusive Pedagogy

for with Dis/Abilities^

TEP 4010

Curriculum, Instruction & Assessment: Theory and

Practice III^

CUI 4542

Learning Theories and Behavior Analysis

CFSP 4312

Literacy Instruction I^

TEP 4590

Literacy Instruction II^

TEP 4591

Mathematics Across the Content Areas^

Elementary Math Methods for Cultural Linguistic

Diversity^

CUI 4505 or

CUI 4503

Professional, Leadership & Ethical Issues in Special

Education: Birth to 21

CFSP 4315

Exceptionalities in Education: High Incidence

Disabilities

CFSP 4305

Total

^Courses that are required for the Teacher Education Program.

The endorsement requirements consist of a minimum of 24 credits for licensure within the Colorado

Department of Education. All students will be required to take and pass the aforementioned courses,

maintain good standing within the university, and maintain a 3.0 GPA. In the spring quarter, students

will take the Praxis exam for CDE Endorsement for Special Education Generalist.

As this certificate sits on top of a Bachelor’s or Master’s degree it is probable that many students will

enter the program with duplicative courses. In order to meet the standards outlined by CDE and to

provide a rigorous and enriching experience for students, additional flexibility is necessary. Up to two

courses may be transferred* in to the certificate program. These courses must be outside those

required for a degree. Professional development or continuing education units will not be considered.

Additionally, students have the opportunity to waive** two courses (6 credit hours), although those

courses would need to be substituted with two other courses. The total number of hours for the

Curriculum and Instruction MA Program Handbook 2020-2021 Page 29

certificate would remain at 24 credits with all of the courses coming from DU. For example; a student

could transfer in two courses and these would count as part of the 24 credits, and the student would

take an additional 18 credits from DU and graduate with a 24 credit certificate.

Faculty will make the determination of eligibility for transfers as well as waiving courses at the time of

acceptance into the certificate program.

Additional optional course—CFSP 4317: Special Topics in Special Education: Learning Differences (1

credit)

*Transferred credits—previous courses count for the courses needed and students do not need to take

a substitute course.

**Waived credits—Students do not need to take the courses because they have taken them from

another institution, but they to take another course in its place.

Student’s Signature____________________________________ Date _______________________

Advisor’s Signature____________________________________ Date _______________________

Certificate Advisor’s Signature ___________________________ Date _______________________

(if different than advisor)

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