Curriculum & Instruction (MEd)
Credential: Master of Education
Certification: This program does not lead to certification or licensure.
Location: Online
Program Director: Robin Bronkema, PhD
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 Learning Outcomes: As a result of this program, students will:
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.
Additional Program Information: 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.
Curricular Structure and Degree Requirements
| Curricular Structure |
Credits |
| Biblical and Theological Foundation Course |
3 |
| Professional Core Courses |
21 |
| Elective Courses |
12 |
| Program Total |
36 |
Biblical & Theological Foundation Course (3 credits)
This chart outlines how prior college-level credits in Bible and theology, as represented on a transcript, apply to the Biblical and Theological Foundations course requirement.
| 15 or less credits of Bible and theology |
BTC 503 Foundations for Integration |
| 16-29 credits of Bible and theology |
BTC 504 Perspectives on Integration |
| 30 or more credits of Bible and theology |
Requirement satisfied
|
Professional Core Courses (21 credits)
| 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 Courses (12 credits)
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 |
Admission, Retention, and Graduation
Admission Requirements
Admission into a master's degree program is consistent with the general admissions policy and practice of LBC | Capital. Admission criteria is located in the Admissions Information section of the catalog. 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.
Students wishing to take courses solely for personal enrichment or Act 48 credits are classified as non-degree students. Permission for enrollment in courses is based on completion of the Non-degree 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 non-degree 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.
Transfer Credits
Transfer credit is awarded in accordance with the general transfer policy in the Academic Policies and Procedures section of the catalog. Transfer credits are reviewed and approved by the Program Director. This program has the following program specific transfer credit information.
| Graduate Program |
Program Credits |
# of Transfer Credits |
Min. Grade of Transfer Credits |
| Curriculum & Instruction |
36 cr. |
9 graduate credits |
B |
Academic Advising
Students will be assigned a student success coach to monitor student progress and to provide encouragement through their studies. Student success coaches 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 the student success coach regarding any deficiencies to be addressed and criteria not being met.
Retention
Academic progress in this program is monitored after each term. The Academic Probation policy and Academic Dismissal policy found in this catalog are applied to all LBC | Capital students. Students must maintain a minimum cumulative GPA of 3.0.
Graduation Requirements
The following requirements must be successfully completed in order to receive a graduate degree or certificate:
• Satisfactory completion of all course work
• A minimum cumulative GPA of 3.0
• Fulfillment of all financial obligations
• Adherence to biblical standards and ethics in living one’s lifestyle
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.
Faculty
Program Director: Dr. Robin Bronkema
Growing up, Dr. Bronkema thought most children enjoyed playing school as much as she did, but it turns out 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:
Robin Bronkema, PhD
Bob Dodson, EdD
Stacey Martin, EdD