Curriculum & Instruction (MEd)
Credential: Master of Education
Program Overview
The Curriculum and Instruction MEd program equips Christian students with specialized expertise and skills to lead in the areas of curriculum and instruction. The program is designed for Christian educators who wish to enhance their professional knowledge and competence; grow in their ability to analyze, interpret, and use data to improve student achievement; and develop their skills to influence student learning at both the classroom level and the school level.
With an emphasis on developing teacher-leaders, the MEd prepares students to:
• Lead curriculum teams
• Develop curriculum
• Provide instructional coaching
• Design professional development related to curriculum, instruction, and assessment
• Use data to inform instruction
• Apply research findings to issues in curriculum and instruction
• Address the practical problems of education intentionally and systematically through action research
• Meet the needs of diverse learners
• Identify, analyze, and apply successful curricular models, instructional approaches, and assessment strategies
• Collaborate with colleagues and school families
• Demonstrate effective student advocacy skills
Students will be prepared to employ these skills and practices in roles such as: curriculum committee leader, instructional coach, curriculum designer, professional development facilitator, data team member, department chair or grade level team leader, and other roles requiring proficiency in curriculum and instruction. This program will also prepare students to conduct action research and inquiry as master classroom teachers, bring educational expertise to a wide range of learning organizations, and pursue doctoral studies.
In addition to developing a professional portfolio, students will complete a master's action research project in which a practical education problem or issue is carefully addressed. The goal of the project is to integrate the student’s learning experiences and apply them to a problem of practice related to curriculum and instruction. As such, the project, proposed by the student, draws from the breadth and depth of the MEd courses.
Significant Features:
• 24-month, 37-credit program delivered fully online with one 30- to 60-minute weekly synchronous session for each course
• Scholar-practitioner model enables students to continue serving in their current setting while engaging in studies
• Integrates theory and practice
• Teaching and learning take place through the lens of a biblical worldview
25-credit core (including 4-credit Bible foundation) and a 12-credit elective cluster (areas of focused inquiry that support a student’s unique professional goals
This program is not intended to lead to certification.
Program Mission Statement
The Master of Education in Curriculum & Instruction prepares Christian teachers to be reflective, relational, and relevant practitioners who utilize their expertise in the areas of curriculum, instruction, and assessment to influence student learning at both the classroom level and the school level.
Program Outcomes
As a result of this program, the student will do the following:
1. Articulate deep and broad knowledge of the curriculum design process, effective instructional techniques, and research-based assessments.
2. Analyze curricular and instructional foundations, and other issues, impacting teaching and learning from a biblical worldview.
3. Evaluate curricula for their ability to support learning for all students, effective and equitable instructional practices, and assessments to guide instruction and improve student learning.
4. Develop the ability to provide learning opportunities that address different approaches to learning and create instructional opportunities that are equitable and adapted to diverse learners, including those with exceptionalities.
5. Collaborate with colleagues to promote the use of highly effective practices to improve learning for all students.
6. Engage in systematic inquiry to solve problems of practice.
Curriculum & Instruction (MEd) Curricular Structure/Degree Requirements
Advanced Standing
Four Bible & Theology Foundation courses are required unless the student has entered the program with advanced standing. Advanced Standing is granted to those students who have completed 30 hours or more of undergraduate Bible and theology courses. Students with less than 30 hours may receive partial Advanced Standing credit proportionate to undergraduate or graduate Bible and theology studies completed. Students’ official transcripts will be evaluated during the admissions process.
Bible & Theology Foundation
BTC 503 Foundations for Integration or
BTC 504 Perspectives on Integration
Professional Core
| EDU 519 | Foundations & Framework for Learning | 3 |
| EDU 529 | Collaborative Team Approach | 3 |
| EDU 540 | Curriculum Design | 3 |
| EDU 543 | Instructional Principles and Models | 3 |
| EDU 545 | Using Data to Improve Learning | 3 |
| EDU 598 | Seminar in Action Research | 3 |
| EDU 599 | Project in Action Research | 3 |
Electives
Choose four of the following:
| SEC 537 | Technology for Teachers | 3 |
| EDU 550 | Socio-Cultural Perspectives on Education | 3 |
| EDU 560 | Teacher's Life and Work | 3 |
| SPE 510 | Practices for the Inclusionary Classroom | 3 |
| ESL 520 | Instruction and Assessment for the English Learner | 3 |
Application, Admission, Retention, and Graduation
Admission Requirements
1. Official transcript of a Bachelor’s degree in Education or its equivalent
2. A cumulative GPA of 3.0 or better as documented on an official transcript from the undergraduate accredited institution*
3. Completed MEd application form and submission of required application credentials
Application Deadlines:
• August 1 for Fall Semester start
• December 1 for Spring semester start
• April 1 for summer semester start
*Graduate students with a GPA lower than 3.0 may be admitted to the program under provisional status with Program Coordinator approval. In provisional admittance status, the student must maintain a 3.0 in the first 12 credits of the program in order to be fully admitted into the program.
Current LBC undergraduate students, already admitted into Teacher Certification studies, who wish to apply will go through the admissions process the semester following their completion of 45 credits. Applications for these students must be completed and submitted by April 19 (Fall start) and November 11 (Spring start).
Students wishing to take courses solely for personal enrichment or Act 48 credits are classified as nonmatriculating students. Permission for enrollment in courses is based on completion of the Nonmatriculating Application and the adequacy of class space. If, at a later time, the student wishes to be admitted into the program, that student will need to go through the formal application process. Credit for courses taken while a nonmatriculating student is not automatically applied to the degree program. The Program Coordinator will evaluate course work and count or not count credit on an individual basis.
Upon review of application materials, prospective students will be contacted by the Program Coordinator regarding their admission.
Academic Advising
Students will be assigned an advisor to monitor student progress and to provide encouragement through their studies. Advisors are available for in-person and email meetings. Students will receive and have access to the Handbook for policies and procedures. Additionally, the handbook contains advisement sheets. The Program Director will monitor student progress each semester and alert the student and advisor regarding any deficiencies to be addressed and criteria not being met.
Retention and Program Completion
Minimum Cumulative GPA = 3.0
The criteria for retention are reviewed at the conclusion of each semester. Should the GPA fall below a 3.0 during the first three courses, the student is considered on probation. The student must meet with the advisor to determine a plan to raise the GPA to the minimum level.
If at the completion of the 4th course, the student has not raised the GPA, then the student will receive notice of academic dismissal. The student has the right to appeal through writing to the Registrar. The appeal will be considered by the appeals committee. If the appeal is denied, the student may appeal to the Provost.
Graduation Criteria:
1. Completion of all program requirements
2. Minimum Cumulative GPA = 3.0
3. In good standing with the Business Office
Program Completion
The program must be completed in a maximum of five years. If a student wishes to temporarily withdraw from a program, the student must notify the Program Director in writing. If a student needs an extension to continue the program after the five years, a written request must be submitted to the advisor and Program Director.
Continuous Enrollment
Even though students are part-time, continuous enrollment is expected. It is understood that extenuating circumstances occur which may prevent a student from enrolling in a given semester. However, this should be viewed as the exception in order to complete the program. Should a student not enroll for six months, he/she will be placed on non-student status and will need to reapply.
Program Director
Dr. Robin Bronkema, PhD
Growing up, Dr. Bronkema thought most children enjoyed playing school as much as she did, but it turns our that favorite pastime was a reflection of the love of teaching the Lord had placed in her. She went on to become a teacher in public schools in PA and CT, and then supervised student teachers at a liberal arts college for several years. Discovering that her passion for education and serving the Lord could be combined in Christian Education, she moved into administrative roles in a Christian K-12 school. Those experiences gave birth to her doctoral research, which focused on the leadership development of female Christian school leaders. With a heart for college-age students, she is now thrilled to bring all of those experiences to bear here at LBC.
Outside of campus life, she enjoys long walks with her dog, tennis, and street hockey with her husband and three children, meals with friends, and a strong cup of Earl Grey tea.
PhD in Organizational Leadership, Eastern University
EdM in Human Development and Psychology, Harvard University Graduate School of Education
BA in Psychology and Linguistics, Swarthmore College
Faculty
Dr. Robin Bronkema, PhD
Dr. Bob Dodson, EdD
Dr. Stacey Martin, EdD