The Curriculum & Instruction Master's Degree Program offers an innovative learning environment that engages and empowers individuals to develop the knowledge, skills, and dispositions to improve their professional practice and to become leaders for change and social justice in their learning communities.
Option I: Educational Leadership and Policy
The Department of Educational Leadership and Policy (ELP) offers a department-wide Master of Arts and Master of Science degree with specializations in: Postsecondary, Adult, and Continuing Education (PACE); Leadership in Sustainability Education (LSE); and Educational Administration, Initial Administrator License/ Preliminary Administrative License (MS+IAL).
The purpose of these programs is to inspire and guide educational leaders in creating a socially just world. Through teaching, research and advocacy, the ELP department inspires and guides educational leaders to create collaborative, sustainable practices that advance equity and social justice in our communities.
All students admitted to the 45-credit master’s program must complete four required courses from the Professional Studies Core. Within each specialization students may elect to develop, with their advisers, a general program or theme (special emphasis or focus).
Core Courses (16 credits)
| ELP 511 | Principles of Educational Research and Data Analysis I | 4 |
| ELP 520 | Developmental Perspectives on Adult Learning | 4 |
| ELP 568 | Educational Organization and Administration | 4 |
| | And Either | |
| ELP 551 | Social Foundations of Education | 4 |
| | or | |
| ELP 554 | Philosophy of Education | 4 |
In consultation with the adviser, students must complete courses that support their area of specialization and select one of two options to complete the requirements for the master’s degree (a thesis or a comprehensive examination). The majority of students complete the comprehensive exam which involves a professionally grounded theory-to-practice project formally contextualized in the research literature. The thesis is likely to significantly extend a student’s time to completion. Courses numbered 808 do not count toward degree completion. Further information about each of these areas of specialization may be obtained from the Graduate School of Education. For more information please visit our web site at www.pdx.edu/elp/.
Information about specific specializations and licensure programs can also be found on our website.
MA/MS Postsecondary Adult and Continuing Education
MA/MS Leadership for Sustainability Education
Educational Administration:
Graduate Certificates
Option II: Curriculum and Instruction
The Graduate School of Education's Curriculum and Instruction Master's Degree Program is designed for professionals who want to pursue advanced studies in teacher leadership, educational theories and research, curriculum design, and instructional practices. Courses are intended to enhance classroom pedagogy and learning outcomes while providing opportunities for career development. The program electives are flexible and can be used toward endorsements (e.g. ESOL, Reading), specializations (Math), and certificates of completion (e.g. Teacher leadership, ESOL, Autism spectrum disorder).
Requirements for the degree are:
- A program of study consisting of 45 graduate-level credits approved by the student’s graduate adviser and the department chair, to include:
- A minimum of 24 core credits in curriculum and instruction.
- A core of studies encompassing preparation in the areas of teaching and learning, curriculum, research and evaluation, human relations, and multicultural education. The precise nature of this core of studies is specified by the department. Degree plans are written in cooperation with an assigned adviser.
- All courses must be 500 level or above.
- No more than 6 credits may be 800-level courses numbers, if approved by the adviser prior to being used for a master’s program. Courses numbered 808 are not allowed.
- With adviser and department chair approval, up to 15 credits may be transferred in from other institutions.
- With adviser and department chair approval, up to 15 credits from PSU taken prior to admission may be included in the program.
- The total credits of (e.) and (f.) cannot exceed 15.
- The student will select one of three options to complete the requirements for the master’s degree: (1) an independent action research project, (2) a thesis, or (3) a written comprehensive examination. The thesis requires an oral examination in addition to the written product.
Early Childhood Specialization
The Graduate School of Education offers graduate-level courses for professionals seeking to strengthen their understanding and skills in the area of early childhood education (ECE). This coursework focus is appropriate for those pursuing a master’s degree in curriculum and instruction with a specialization in ECE. For more information, please see our Web site at www.pdx.edu/ci/early-childhood-specialization.
Core Classes (24 credits)
| CI 510 | Guidance for the Classroom Teacher | 3 |
| CI 561 | Advanced Educational Psychology | 3 |
| CI 565 | Theoretical Models of Curriculum | 3 |
| CI 567 | Curriculum and Culture | 3 |
| CI 580 | Theories of Instruction | 3 |
| CI 581 | Issues in Education | 3 |
| CI 590 | Action Research Proposal | 3 |
| CI 591 | Action Research Implementation | 3 |
Option III: Counseling
All students who are pursuing a master’s degree in counselor education must complete core courses with some additional work needed based on program requirements. This program satisfies University and Graduate School of Education requirements and is part of the requirements needed prior to taking the NCE examination of the National Board for Certified Counselors (NBCC) or the CRC examination of the Commission on Rehabilitation Counselor Certification (CRCC). This program is also approved by the Oregon Board of Licensed Professional Counselors and Therapists and the Teacher Standards and Practices Commission of Oregon. Students should work with their advisers in the process of understanding the licensure requirements of both of these credentialing groups.
The primary purpose of the counselor education department is to educate competent counselors for public and private schools, community behavioral health agencies and rehabilitation settings. The program is designed to strengthen competencies in the behavioral sciences and to broaden the students’ background in human growth and development, counseling theories and interventions, interpersonal relations, individual and group processes, career counseling, assessment, diagnosis and treatment planning, research and program evaluation, and multicultural aspects of counseling.
Students may pursue one of four areas of specialization within the counselor education department: clinical mental health counseling; clinical rehabilitation counseling; school counseling; marital, couple, and family counseling. This is primarily an evening program. The program takes three years to complete.
Students can choose (a) written comprehensive exam, (b) thesis, or (c) professional portfolio (for school counseling students only). Thesis credits are in addition to the required credits for graduation. The thesis must be no less than 6 credits and no more than 9 credits.
Note: Students in all four specializations must complete Coun 541 Introduction to Counseling and one course in psychopathology prior to admission or before enrollment in the fall term of the first sequence of coursework. Additional prerequisites are specified for students in the school counseling specialization (see “Licensure”). Courses numbered 808 are not allowed.
Core courses (56 credits)
Clinical Mental Health Counseling Specialization
The clinical mental health counseling specialization prepares individuals to work as counselors in a range of private and public clinical mental health settings, including outpatient and inpatient treatment agencies, community mental health, counseling centers at colleges and universities, and in private practice. This program intentionally integrates a multiculturally and social justice-oriented lens throughout our coursework and clinical experiences. The program of study leading to an M.A./M.S. in Counselor Education with a Clinical Mental Health Counseling specialization must include the following 90 credits:
Courses
| Coun 507 | Crisis Assessment and Intervention | 1 |
| Coun 544 | Consultation: Theory and Practice | 2 |
| Coun 546 | Grief and Loss | 2 |
| Coun 552 | Theories and Interventions II | 3 |
| Coun 553 | Advanced Therapeutic Strategies | 3 |
| Coun 572 | Systemic Perspectives on Human Sexuality | 3 |
| Coun 575 | Foundations of Couples, Marriage, and Family Counseling | 3 |
| Coun 577 | Family Therapy | 3 |
| | or | |
| Coun 578 | Couples Therapy | 3 |
| Coun 586 | Psychopharmacology and Mental Illness | 3 |
| Coun 587 | Foundations of Mental Health Services | 3 |
| Coun 588 | Diagnosis and Treatment Planning II | 3 |
| | Electives | 5 |
| Total Credit Hours: | 90 |
Clinical Rehabilitation Counseling Specialization
The Clinical Rehabilitation Counseling Specialization prepares individuals to work with people with chronic illness and disabilities in a variety of settings such as the public and private rehabilitation systems, in-patient and out-patient rehabilitation facilities, clinical mental health settings, employment providers and educational environments. Emphasis is placed on the development of effective interpersonal counseling skills, career development and vocational services, and psycho social adjustment counseling to assist clients and their families to improve the quality of their lives via self-sufficiency and economic independence. The program of study leading to an M.A./M.S. in Education with a Clinical Rehabilitation Counseling and Clinical Mental Health Specialization must include the following 90 credits:
Courses
| | Core coursework | 56 |
| Coun 552 | Theories and Interventions II | 3 |
| Coun 575 | Foundations of Couples, Marriage, and Family Counseling | 3 |
| Coun 586 | Psychopharmacology and Mental Illness | 3 |
| Coun 587 | Foundations of Mental Health Services | 3 |
| Coun 588 | Diagnosis and Treatment Planning II | 3 |
| Coun 590 | Foundation of Rehabilitation Counseling | 3 |
| Coun 591 | Medical Aspects of Disability | 3 |
| Coun 592 | Psychosocial Aspects of Disability | 3 |
| Coun 593 | Case Management | 3 |
| Coun 594 | Occupational Analysis/Vocational Evaluation | 3 |
| Coun 595 | Contemporary Issues and Applications in Rehabilitation Counseling | 3 |
| | Elective | 1 |
| Total Credit Hours: | 90 |
Marriage, Couple, and Family Counseling Specialization
The marriage, couple, and family counseling program prepares individuals to work in mental health centers, community agencies, private practice, and additional settings in which counselors support clients with relationship and family issues. Emphasis is placed on preparing counselors for systemic assessment and intervention in the counseling process with a focus on diversity and equity. The program of study leads to an M.A. or M.S. and requires the completion of the following 90 credits:
Courses
| | Core coursework | 56 |
| Coun 552 | Theories and Interventions II | 3 |
| Coun 572 | Systemic Perspectives on Human Sexuality | 3 |
| Coun 573 | Contemporary Couples, Marriage, and Family Systems | 3 |
| Coun 574 | Family Life Cycle and Transitions | 3 |
| Coun 575 | Foundations of Couples, Marriage, and Family Counseling | 3 |
| Coun 577 | Family Therapy | 3 |
| Coun 578 | Couples Therapy | 3 |
| Coun 579 | Advanced Systemic Interventions: Couples and Families | 3 |
| Coun 555 | Counseling Children and Youth | 3 |
| Coun 588 | Diagnosis and Treatment Planning II | 3 |
| Coun 544 | Consultation: Theory and Practice | 2 |
| Coun 546 | Grief and Loss | 2 |
| Total Credit Hours: | 90 |
School Counseling Specialization
The school counseling specialization prepares individuals to work as counselors in school settings. Emphasis is placed on preparing school counselors to work with students to support them in the process of achieving academic, career, and personal/social success. Students who have a teaching license and two years teaching experience take 6 additional elective credits (Track I). Students who cannot document a teaching license and two years of teaching experience must complete a 6-credit, 200- hour Effective Teaching sequence to obtain licensure as a school counselor (see “
Licensure") (Track II).
Courses
| | Core coursework | 56 |
| Coun 526 | Effective Teaching (Track I, 0 cr.; Track II, 6 cr.) | 0 or 6 |
| Coun 527 | Counseling Individuals with Diverse Needs | 3 |
| Coun 545 | Youth at Risk | 3 |
| Coun 546 | Grief and Loss | 2 |
| Coun 547 | Legal & Ethical Issues in School Counseling | 1 |
| Coun 555 | Counseling Children and Youth | 3 |
| Coun 575 | Foundations of Couples, Marriage, and Family Counseling | 3 |
| Coun 576 | Parents, Families, and Communities in Schools | 3 |
| Coun 589 | Action Research in Counseling | 5 |
| Coun 596 | Foundations of School Counseling | 3 |
| COUN Electives | Electives (Track I, 8 cr.; Track II, 2 cr.) | 2 or 8 |
| Total Credit Hours: | 90 |
Option IV: Special Education
The Graduate School of Education offers comprehensive programs for the professional preparation of students in special education. A master’s degree in special education may be completed in conjunction with state licensure in special education or may be completed independently. For licensing information see “Programs Leading to Licensure: Special Education” on Special Education Licensure Programs.
Students completing a master’s degree must complete the special education master’s degree core program. The master’s core must total at least 9 credits. The remaining credits are drawn from the special education licensure program or other courses approved by the advisor. No more than 6 credits of 800-level courses may be used, and courses numbered 808 are not allowed. The master’s degree without Oregon licensure must total at least 45 credits (which includes the master’s core).
Core Courses
Students must complete SpEd 596 Topcis in Special Education Research before SpEd 597 Topics in Special Education Issues and Practices. Topics such as Literacy, English Language Learners, Positive Behavior Intervention Supports, and Students with Significant Disabilities are offered. Students must fulfill a capstone experience by choosing either to complete a special project (SpEd 506) or a master’s thesis (SpEd 503) under the direction of a faculty advisor. The special project (SpEd 506) must include a written product and presentation and align with the topic area chosen for SpED 597. With advisor approval students may take up to 9 credits of SpEd 596 and 9 credits of SpEd in three topic areas. Students opting to complete a thesis will follow Portland State University theses guidelines. Students are required to enroll in 3-6 credits of Special Project (SpEd 506) or 6-9 credits of Thesis (SpEd 503).
The master’s degree program includes:
| | Advisor approved courses (from licensure program or electives) | 30-36 |
| SpEd 596 | Topics in Special Education Research | 3 |
| SpEd 597 | Topics in Special Education Issues and Practices | 3 |
A combination of the following:
Visually Impaired Learners Focus
Students completing the Master’s program with a focus on Visually Impaired Learners have the option of completing the Master’s core program as described above or to complete SpEd 596, SpEd 597, an additional 6 elective hours in special education AND complete a proctored, written master's comprehensive examination.
For students with a focus on Visually Impaired Learners completing the master’s degree program includes:
| | Advisor approved courses (from licensure program or electives) | 30-36 |
Option 1:
| SpEd 596 | Topics in Special Education Research | 3 |
| SpEd 597 | Topics in Special Education Issues and Practices | 3 |
A combination of the following:
Option 2:
| | Electives with advisor approval | 6 |
| | Complete proctored master's comprehensive examination | |
Inclusive Elementary Educator Program
Students completing the Master’s program as part of the Inclusive Elementary Educator Program must satisfy the special education Master’s core program requirements by completing the required courses as follows:
| Ed 530 | Introduction to Inclusion and Special Education | 2 |
| Ed 536 | Educational Research and Inclusive Education | 3 |
| SpEd 506 | Special Project | 6 |
| | or | |
| SpEd 503 | Thesis | 6 |
Option V: Early Childhood Education
This innovative early childhood education program emphasizes educating professionals to welcome multiple perspectives, engage all members of the community, experiment and build theories, make learning and listening visible, and think deeply together for all children. In the field of early childhood today, educators are working with children with differing abilities and strengths. Knowledge of inclusive early childhood education and accompanying practices are necessary to foster education for all children. Students who complete the program will have a choice of four specialty areas.
The four specialty areas include: Constructivism in Early Childhood, Early Childhood Special Education, Infant Toddler Mental Health, and a Distributed Focus that draws from the other three specializations. Students will participate in three courses that were jointly developed by CI and SPED faculty and have a distinct focus on inclusive education.
General requirements
Core Courses
| Ed 550 | Foundations in Early Childhood and Inclusive Education | 4 |
| Ed 551 | Child Development in Early Childhood and Inclusive Education | 4 |
| Ed 552 | Issues in Early Childhood and Inclusive Education | 4 |
| CI 590 | Action Research Proposal | 3 |
| CI 591 | Action Research Implementation | 3 |
Electives
| | Adviser approved electives taken within the Graduate School of Education | 9 |
| Total Credit Hours: | 27 |
Constructivism
Courses
| CI 571 | Play: Curriculum in Early Childhood Education | 3 |
| CI 573 | Assessment and Technology in Early Childhood Education | 3 |
| CI 576 | Equity and Cultural Diversity in Early Childhood Education | 3 |
| CI 577 | Learning Designs: Early Childhood Environments | 3 |
| CI 578 | Constructivist Curriculum: Big Ideas in Early Childhood Education | 3 |
| | | |
| CI 579 | Young Child as Scientist | 3 |
| | or | |
| CI 572 | Language and Literacy in Early Childhood Education | 3 |
| Total Credit Hours: | 18 |
Early Childhood Special Ed
Courses
| SpEd 510 | Inclusive Early Childhood Models | 3 |
| SpEd 520 | Collaboration I: Families and Community - EL and EI/SE | 3 |
| SpEd 580 | Introduction to Early Intervention/Early Childhood Special Education | 3 |
| SpEd 582 | Specialized Techniques: Early Intervention/Early Childhood Special Education | 3 |
| SpEd 583 | Communication and Language Development: EI/SE (Early Intervention/Early Childhood Special Education) | 3 |
| SpEd 586 | Instructional Strategies II: EI/SE | 3 |
| Total Credit Hours: | 18 |
Infant Toddler Mental Health
Courses
| SpEd 510 | Introduction to Infant Toddler Mental Health | 3 |
| | or | |
| | Another course with advisor approval | 3 |
| | | |
| Coun 520 | Collaborative Partnerships to Support Infants and Toddlers | 1-3 |
| CI 592 | Dynamic Models of Infant/Toddler Development | 3 |
| SpEd 594 | Assessment Methods and Classification in Infant Mental Health | 3 |
| SpEd 595 | Prevention and Intervention in Infant Mental Health | 3 |
| Coun 597 | Strengths, Risk Factors, and Disturbance in Infants, Toddlers, and Their Families | 3 |
| Total Credit Hours: | 18 |
Distributed Focus
Take a minimum of two courses from each strand with approval of adviser.