Community of Learning MSE Program

Community of Learning MSE program overview

Enhance your teaching, leadership, and classroom instruction skills. In the Curriculum and Instruction MSE program, you will explore instructional theory and new approaches to curriculum design that meet the needs of today’s elementary and secondary schools.

For licensed, practicing PK-16 teachers and education professionals, the Community of Learning allows you to earn an education master's degree in just two years. In this hybrid program, you’ll spend five Saturdays per semester collaborating and learning with other members in a classroom setting. Drive your own professional development and master the art, science, and craft of teaching. Those who are most successful in this format value personal and professional learning and growth. They respect the profession and want to become master teachers, and thrive on the opportunity to learn with others who share similar goals and passions.

Licensure: This program is designed to prepare students for licensure or certification in Nebraska. If you plan to pursue licensure or certification in a state other than Nebraska, please check that state's licensing board to determine their licensing requirements. Authorization may be required from them prior to beginning a clinical or field experience in that state.

Download program handbook (PDF) View program courses

We offer a variety of community locations for your convenience. Current locations include Fremont, Norfolk, South Sioux City, and Aruba. Communities meet five Saturdays per semester (once per month), from 8 a.m. to 4:30 p.m., and are composed of 20-40 learners/members in a community cohort from all subject areas, grade levels, and special service areas. Participants support one another through face-to-face and online discussions throughout the two years.
During the summers, you can complete approved electives and prepare literature reviews to complement classroom research and application. Some electives are part of additional endorsement opportunities.
A typical Saturday session includes: opening circle with the community; small-group work based on your problem of practice, job, educational interests, or literary research; site “council” meetings to check in with each learner / member; active learning experiences; individual, small-group, and whole-community opportunities to broaden and deepen one's understanding of course concepts; interaction with expert guest speakers; extensive integration of multimedia and technology by community members and facilitators; and closing circle with the community.
Between sessions, you will further explore topics through reading, interact online with other learners, apply your learning in your own work setting, and write reflections and other documentation of learning and growth.
The attendance expectation is 100%. Adult students may have life circumstances that result in missing parts of a Saturday session. Absence must be worked out with the other learners and facilitators in your community. Keep in mind that missing a session is like missing 15-20 hours of an on-campus program - a significant loss of learning time and something that carries consequences and is not to be taken lightly. When someone is absent, not only is that person unable to receive and take part in the learning but the rest of the community is unable to tap into his or her expertise and to expand the learning. You need to maintain the highest of expectations for your learning. Participating in the learning experiences is part of those expectations. A plan of action needs to be designed, approved and implemented to address the hours not in attendance.
We understand some individuals may want to join after the first Saturday if a colleague should return to school and invite others to get involved with the instructional leadership program. If someone wants to joins the second session, he or she will need to complete the admissions form and other paperwork prior to the second Saturday and be responsible for assignments from the first Saturday.
Student learning outcomes for the MSE Curriculum and Instruction program:
1. Analyze literature to improve educational practices.
2. Develop learning environments that promote student achievement.
3. Cultivate professional relationships with all stakeholders.
4. Utilize evidence-based inclusive practices to develop meaningful learning experiences for students.

Community of Learning MSE program of study

Students must complete the MSE Curriculum and Instruction core, community of learning focus area courses, and electives to total at least 36 credit hours for the program. Up to 12 credit hours may be transferred in from another regionally accredited graduate institution and applied toward a degree. Credit that has been applied toward an earned degree will not be accepted except for courses that are part of the core requirements. A cumulative GPA of 3.0 and a total of 36 credit hours are needed to graduate with this degree.

Curriculum and instruction core courses (12 credits)

Credits: 3
Description: Beginning graduate students will develop a practical knowledge and application of basic types of research, as well as basic research tools and skills that will be helpful to them throughout their program. Graduate students will create a research plan and write a review of literature (paper). Students will create appropriate survey and interview questions, develop a beginning understanding of educational statistics, and the process for developing a research proposal including Institutional Review Board requirements and application processes.
Credits: 3
Description: This class is designed to acquaint students with the latest research related to instructional theory, and further, to create opportunities for teachers to try new instructional approaches. The course surveys systems that teachers may use to assess the pros and cons of various instructional approaches.
Credits: 3
Description: A course designed to examine the principles underlying the development of a PK-12 public school and post-secondary program curriculum. Emphasis on methods of determining priorities, objectives, scope and sequence and organizational patterns. The roles of state and local involvement will also be examined.
Credits: 3
Description: Philosophies and theories underlying the American educational system. An analysis of the differing philosophies of education and their implications for education in a democratic society.

Community of Learning focus area courses (18 credits)

Credits: 3
Description: Understanding techniques, curriculum, and programming that exemplify culturally responsive teaching. An emphasis on positive student-teacher relationships that nurture and enhance culturally responsive classrooms. Prerequisite: Admission to Curriculum and Instructional Leadership MSE – Community of Learning.
Credits: 3
Description: A study of theories of learning and motivation, conditions and processes of cognitive, affective, and psychomotor learning; personal qualities of a teacher; the teaching process, classroom management; teaching the exceptional learner; and the role of evaluation in learning and teaching.
Credits: 3
Description: This course offers intensive study of specific issues and trends that have direct impact upon education. Individuals will choose a topic to examine in breadth and depth. It presents a comprehensive approach to the exploration of the selected topics. The course offers opportunities for the students to examine relevant topics affecting education in breadth and depth.
Credits: 3
Description: Exploration of differentiated lesson planning and unit designs within all content areas. Prerequisite: Admission to Curriculum and Instructional Leadership MSE – Community of Learning.
Credits: 3
Description: This class is designed to acquaint students with the latest research related to classroom assessment techniques and, further, to create opportunities for teachers to try out new assessment practices in their own classrooms. Special attention will be given to efficient classroom data management routines that can minimize the time burden for teachers while maximizing their understanding of individual student strengths and weaknesses. Enrollment in this class is limited to those students pursuing an MSE in Curriculum and Instruction through the Community of Learning format. Prerequisite: Community of Learning commitment.
Credits: 3
Description: Original research in the content area designed and conducted by the student and directed by a faculty advisor. Types of research include final research paper, final research project, final research portfolio and comprehensive examinations. The results of the research project may be presented to faculty, school boards, community groups, or other appropriate groups. This course is the capstone research project for the MSE Curriculum and Instruction-Instructional Leadership emphases. It should be taken within one of the final two semesters of the program. This course may be used as 3 credit hours of electives to meet the 36-hour degree requirement. Complete descriptions of each research type may be found in the MSE Curriculum and Instruction handbook. (For an emphasis that requires a thesis, the student completes 6 hours of EDU 699 in place of EDU 693 and one 3-credit-hour elective to meet the 36-hour degree requirement.)

Credits: 3
Description: An advanced course in children’s literature will focus on all genres including contemporary authors and multicultural materials for elementary school applications. An emphasis will be given to the integration of literature across the curriculum to facilitate literacy.
Credits: 3
Description: A course designed to enhance instruction and assessment of elementary and middle level students’ communication skills.
Credits: 3
Description: A study of theories of learning and motivation, conditions and processes of cognitive, affective, and psychomotor learning; personal qualities of a teacher; the teaching process, classroom management; teaching the exceptional learner; and the role of evaluation in learning and teaching.
Credits: 3
Description: This course offers intensive study of specific issues and trends that have direct impact upon education. Individuals will choose a topic to examine in breadth and depth. It presents a comprehensive approach to the exploration of the selected topics. The course offers opportunities for the students to examine relevant topics affecting education in breadth and depth.
Credits: 2
Description: This is an advanced course in literacy and language skills for PreK-K educators that provides deep knowledge of early literacy instruction. Topics include the integration of phonology, orthography, semantics, syntax, and morphology with an emphasis on the foundational concepts of language and reading development. This course is designed for those participating in specific training delivered through an Educational Service Unit, school district, or other approved entity.
Credits: 3
Description: This is an advanced course in literacy and language skills for K-12 educators focusing on phonology, morphology, fluency, reading difficulties, spelling, and assessment with an emphasis on the foundational concepts of language and reading development. This course is designed for those participating in specific training delivered through an Educational Service Unit, school district, or other approved entity.
Credits: 3
Description: This is an advanced course in literacy and language skills for K-12 educators focusing on vocabulary, word knowledge, reading comprehension, writing, and working with diverse populations. This course is designed for those participating in specific training delivered through an Educational Service Unit, school district, or other approved entity.
Credits: 3
Description: This course explores the legal, ethical, and political issues of school administration and implementing equity of educational opportunity and culturally responsive practices. The course will examine the principles of PK-12 education law and the management of school operations through the study of the legal system and student and employee rights.
Credits: 2-3
Description: Original research in the content area designed and conducted by the student and directed by a faculty advisor. Types of research include Final Research Paper, Final Research Project, Final Research Portfolio and Comprehensive Examinations. The results of the research project may be presented to faculty, school boards, community groups, or other appropriate groups. This course is the capstone research project for the MSE Curriculum and Instruction-Instructional Leadership emphases. It should be taken within one of the final two semesters of the program.
Credits: 0-6

Meet the professors

Education Department faculty

Jean Dorcey, MSE

Instructor

Carol Erwin, Ed.D.

Professor

Carolyn Glackin, Ed.D.

Assistant Professor

Joni Irlmeier, Ed.D.

Professor

Christian Legler, Ph.D.

Special Projects Manager and Coordinator for the Special Education MSE and Teaching MAT programs

Kevin Lein, Ed.D.

Assistant Professor

Lucas Munter, MSE

Instructor

Kristina Nelsen, Ph.D.

Assistant Professor

Jenny Piening, DOT

Assistant Professor

Leigh Scruggs, Ph.D.

Associate Professor

Michael Sieh, Ed.D.

Assistant Professor and Coordinator for the School Administration MSE and Ed.S. programs

Kim Snyder, Ed.D.

Assistant Professor

Ben Vilkas, Ed.D.

Associate Professor

Sara Walsh, Ed.D.

Professor

Advance your career with a master's in Curriculum and Instruction through the Community of Learning format.

Community of Learning MSE program overview

Fast facts

Estimated program cost

Get started today!

Next term starts: June 2, 2025 (5- and 10-week summer sessions available)

Community of Learning MSE program of study

Curriculum and instruction core courses (12 credits)

Community of Learning focus area courses (18 credits)

Education electives (6 credits)

Approved by the Nebraska Department of Education

Recognized for excellence

A Military Friendly® School

Student clubs and organizations for MSE Curriculum and Instruction students