The Department of Teacher Education’s Master’s Program in Teaching and Curriculum (MATC) is designed for beginning and experienced teachers alike, the majority of whom are teaching full time and who are deeply committed to public education and teaching P-12 students. Participation in the MATC program requires a deep, dual commitment to teachers’ learning as well as to students’ learning. Our program tailors coursework to meet our students’ individual interests while focusing on the program goals of:
- Engaging in critical inquiry
- Developing as accomplished teachers
- Becoming teacher leaders
Applicants to the MATC may presently apply to:
The Online MATC program — All requirements for the MATC may be met entirely online.
All program requirements must be completed within five (5) years.
MATC Program Goals and Standards
(for a page with a complete description, please click here)
Standard 1: Understanding and commitment to students and their diversity
Standard 2: Understanding of subject matter, how to teach it and how to design curriculum,
instruction and assessment to foster students’ understanding
Standard 3: Understanding and use of theoretical perspectives and conceptual frameworks to situate and analyze issues and problems of practice and policy
Standard 4: Reflective, systematic inquiry and study/refinement of one’s practice
Standard 5: Communication skills and information literacy
Standard 6: Proactive participation in collaborative initiatives, professional learning communities, professional organizations and teacher leadership beyond the classroom
Goal 1: Critical inquiry
Goal 2: Accomplished teaching
Goal 3: Collaborative professional development, teacher leadership, contributions to the field
Application & Admissions Forms
MSU’s Application for Graduate Study
The university prefers that you submit your Application for Graduate Study online because this will expedite your application. The information that you provide in your application will automatically feed into MSU’s computer system and can be quickly transmitted electronically to the MATC program’s office. You can save your application online and return to it as often as you like until you have completed it and are ready to submit it. See Application-Admissions Checklist for how to apply to the program).
You may download (PDF), print and submit a paper copy of the Application form. (However, submitting a paper copy will take longer to receive and process.) A printed copy of the application may be helpful to use for reference while preparing and completing your application online. There are guidelines, checklists, and other critical information in the form itself for both domestic and international applicants.
The current program code to select for the MATC (Item #17 on graduate application)
6728 Teaching and Curriculum (online)
NOTE: Please do not use code 6727 unless you are specifically told to do so.
Application for Readmission (MSU online form)
Students whose enrollment at Michigan State University is interrupted for more than three consecutive terms (including Summer); whose last enrollment ended with recess or dismissal. This application should be submitted at least one (1) month prior to the beginning of the term in which the student expects to resume studies.
Sample Template for Professional Resumé or Vita(guide for formatting (PDF) | guide for formatting (doc))
Use this template and follow its general format to update your professional résumé. Make sure that you have included as much of the kind of information as possible that is listed under each section, particularly “Professional Activities.” Omit any items on this form that do not apply to you or that you feel you cannot address at this time.
The Professional Essay (guide for formatting (PDF) | guide for formatting (doc))
These are the guidelines, criteria and choice of questions or prompts to address in your professional essay, an important part of your application to the MATC program. Select one (1) of the two options, and upload your essay to your application port
Admissions & Review
Applicants must possess a bachelor’s degree or equivalent from an accredited institution.
Applicants must have a 3.0 in the final two (2) years of undergraduate study
Applicant goals and resources must be “good fit” for what the MATC program can offer
The GRE (Graduate Record Exam) is not required but GRE scores will be reviewed if available at time of application
Advising & Program Planning
Paul John Kurf, Ph.D., MATC Program Advisor, is located in 346 Erickson Hall. ((51) 884-1889 or firstname.lastname@example.org)
Students admitted to the program should plan to meet with your advisor soon after receiving their acceptance letter to the program. Students in the online MATC or otherwise unable to come to campus are very welcome to consult via email or phone with their advisor. Additionally, Dr. Kurf welcomes email inquiries about any aspect of the program prior to admission.
Together, the MATC student and advisor will develop a plan for completing the degree based on student needs, interests and coursework that may be brought into the MATC program (such as MSU’s 800-level intern courses or, for non-MSU interns, appropriate credits that have not been applied to a prior degree. As reminder, the MA “timeclock” will begin with the earliest course applied to the program whether MSU credits taken after admission, MSU intern courses prior to admission, or credits taken at another university).
In accordance with federal regulations, instructors are required to report students who stop attending or who have never attended class without formally withdrawing from the course. Note that for online courses, attendance can be construed as participation in course activities (e.g., discussion forums, meeting with instructor, completion of initial assignments).
Course Offerings in TE Department (note that MATC students may take courses in other departments)
800-level courses in all departments of the College of Education (Teacher Education; Counseling, Educational Psychology and Special Education; Educational Administration; Kinesiology) are generally approved for inclusion in MATC programs, but check with our Concentration Electives page for ideas on how to fit courses into various configurations to meet Concentration requirements.
Student Information Systems (https://student.msu.edu) contains a Class Search function, allowing students to search for actual offerings during any given semester.
Course Descriptions (Department of Teacher Education)
|All the following courses:|
|TE 805||Learning Mathematics with Technology||3|
|TE 806||Learning Science with Technology||3|
|TE 807||Professional Development and Inquiry||3|
|TE 808||Inquiry into Classroom Teaching and Learning||3|
|TE 810||History of American Education||3|
|TE 811||Philosophical Inquiry and Contemporary Issues in Education||3|
|TE 818||Curriculum In Its Social Context||3|
|TE 820||Power and Pluralism in School Practice||3|
|TE 822||Issues of Culture in Classroom and Curriculum||3|
|TE 823||Learning Communities and Equity||3|
|TE 825||Diverse Learners and Learning Subject Matter||3|
|TE 830||Designing Interdisciplinary Curricula||3|
|TE 831||Teaching School Subject Matter with Technology||3|
|TE 836||Awards and Classics of Children’s Literature||3|
|TE 838||Children’s Literature in Film||3|
|TE 842||Advanced Methods of Elementary School Reading||3|
|TE 843||Reading, Writing, and Reasoning in Secondary School Subjects||3|
|TE 844||Classroom Literacy Assessment (NO LONGER OFFERED)||3|
|TE 845||Language Diversity and Literacy Instruction||3|
|TE 846||Accommodating Differences in Literacy Learners||3|
|TE 848||Writing Assessment and Instruction||3|
|TE 849||Methods and Materials for Teaching Children’s and Adolescent Literature||3|
|TE 850||Critical Reading for Children and Adolescents||3|
|TE 851||Literacy for the Young Child in Home and School||3|
|TE 853||Assessing and Responding to Literacy Learner Differences I||3|
|TE 854||Assessing and Responding to Literacy Learner Differences II||3|
|TE 855||Teaching School Mathematics||3|
|TE 857||Teaching and Learning Mathematical Problem Solving||3|
|TE 860||Practice and Inquiry in Science Education||3|
|TE 861A||Teaching Science for Understanding||3|
|TE 861B||Inquiry, Nature of Science, and Science Teaching||3|
|TE 861C||Action Research in K-12 Science and Mathematics Classrooms||3|
|TE 865||Teaching and Learning K-12 Social Studies/td>||3|
|TE 867||Perspectives in Social Studies: Global Education||3|
|TE 870||Curriculum Design, Development, and Deliberation in Schools||3|
|TE 872||Teachers as Teacher Educators||3|
|TE 873||Literacy Leadership||3|
|TE 877||Community Literacy||3|
|TE 879||Teaching College Mathematics||3|
|TE 882||Seminars in Curriculum and Teaching||1-4|
|TE 883||Seminars in Literacy Instruction||1-4|
|TE 890||Independent Study||1-6|
|TE 891||Special Topics in Teaching, Curriculum, and Schooling||1-4|
|TE 892||ESL Classroom Practice: K-12 Literacy Instruction||3|
|TE 894||Laboratory and Field Experiences in Teaching, Curriculum, and Schooling||1-6|
|TE 896||ESL Practicum: K-12||2|
Students in this program and at Michigan State University are expected to maintain a minimum cumulative grade-point average of 3.0. A student with a cumulative grade-point average below 3.0 may be subject to academic review and in some cases academic probation or dismissal from the graduate program.
Grades in this program are the prerogative of the instructor and the grading system which they employ and describe in the course syllabus. All issues of grading should first be a conversation between student and instructor
MSU uses a 4.0 grading system. Grade specifications are set by the instructor of each course and are clearly outlined in the appropriate course syllabus. Questions about requirements for grades in individual courses should be directed to the attention of the course instructor at the outset of the course. Once grades have been submitted in to the registrar’s office, they may only be changed by the course instructor through written application, and all applications must be approved by the dean’s office (please note that many applications are rejected).
Graduate School Standards
A 3.0 cumulative grade point average for all courses counting toward the master’s degree is the minimum university and program standard. If a student’s grade point average falls below this minimum in any given term, a letter of warning is issued by the Graduate School (Graduate Student Rights and Responsibilities). The student will be expected to work with their academic advisor on strategies to insure appropriate progress towards degree and reconstituting minimum standards of academic progress. A student who fails meet the standards set by the university, college and department or school will not be permitted to continue to enroll in the degree program.
Incomplete or Deferred Grades
A student who, for compelling reasons, finds it necessary to postpone the submission of required course work may petition their instructor for the grade of Incomplete (I) or Deferred (DF). A letter for this request must be completed by the instructor of the course and contain all information requested, including a description of the work the student will complete and the due date, which cannot be later than the date specified in the academic calendar. The form must be signed by the student and the instructor. The last day to request an incomplete and submit the form is indicated in the academic calendar. The grade of I or DF shall remain on the student’s transcript until a grade has been submitted by the instructor.
A grade of “I” or incomplete may be given after a student has satisfactorily completed 12 weeks of the course but is unable to complete the work within the allotted time period because of “illness or other compelling reason,” and the professor believes that the student can complete the work without repeating the course. The required work must be completed, and a grade must be reported to the Office of the Registrar no later than the middle of the student’s next semester in attendance (summer session excluded) if that semester is within one calendar year following receipt of the I-Incomplete.
A grade of “DF” or deferred may be given only to graduate students who are doing satisfactory work but cannot complete it because of reasons acceptable to the instructor. Deferred grades need to be resolved within one year, although the instructor may stipulate a shorter time frame. The required work must be completed and a grade reported within six months (190 calendar days from the last class day of the term of instruction), with the option of a single six-month extension (190 calendar days).
Transfer credit policies
Students may apply to transfer a maximum of 12 credits into this program. Credit transfer applications are evaluated by faculty on a case-by-case basis, where faculty are looking for adequate overlap in both academic content and academic rigor. Students must indicate what courses they are requesting to replace through the transfer credit application. Only 400-level or above courses can be considered with preference for graduate-level (i.e., above 400-level) courses. Courses cannot be considered if they are a) 10 or more years older the semester of graduation and/or b) included in a previously conferred degree program. Only TE 801, TE 802, and TE 804 (9 credits, total) may be used from the MSU Teacher Certification Intern Year. (MSU interns may then, typically, transfer 3 additional credits from MSU Grad Cert [GC] level course work or non-degree 400-level or above course work from another institution).
Time limit for degree completion
Students admitted to the master’s degree program must complete their degree within five (5) years of the semester they first enrolled. Extensions are possible and must be approved by the MATC advisor. The maximum allowable additional time for completing the program with an extension is five (5) additional years.
Grief absence policy
It is the responsibility of the student to: a) notify their advisor and faculty of the courses in which they are enrolled of the need for a grief absence in a timely manner, but no later than one week from the student’s initial knowledge of the situation, b) provide appropriate verification of the grief absence as specified by the advisor and faculty and c) complete all missed work as determined in consultation with the faculty. It is the responsibility of the advisor to: a) determine with the student the expected period of absence—it is expected that some bereavement processes may be more extensive than others depending on individual circumstances, b) receive verification of the authenticity of a grief absence request upon the student’s return and c) make reasonable accommodations so that the student is not penalized due to a verified grief absence. Students who believe their rights under this policy have been violated should contact the University Ombudsperson.
Grievance Hearing Procedures
This section pertains to the Graduate Student Academic Grievance Procedures utilized by all graduate academic programs in the College of Education. Students may request a hearing to resolve a dispute with an instructor, but only after trying to settle the matter in conversations with the instructor, the department chair, or program director and, in some cases, the associate dean of the college. The student also may consult with the University Ombudsperson at any stage of the dispute. In the event that a student’s dispute remains unresolved, a grievance hearing may be necessary. The College of Education outlines the current University policy and procedures for conducting a grievance hearing in the Graduate Student Academic Grievance Hearing Procedures document.
The Office of the Ombudsperson exists to assist students in resolving conflicts or disputes within the university. They also help staff members, instructors and administrators sort through university rules and regulations that might apply to specific student issues and concerns.
Acceptable use of computing infrastructure
Students in the degree and certificate programs will have access to MSU computing infrastructure even if they complete their studies remotely. Therefore, students in these programs must comply with the Acceptable Use Policy for MSU Information Technology Resources.
Guidelines for integrity in research and creative activities
Students are expected to uphold the principles and standards set forth in university policies that maintain the integrity of academic work. Academic dishonesty, violations of professional standards, and falsification of academic or admission records are considered serious violations and may result in disciplinary action.
The MATC is a “non-thesis” program, although students may be engaged in forms of research for courses, or through independent studies. Faculty, staff and students are expected to exhibit the highest standards of professional integrity in their academic work, scholarship, and research activities. All Teacher Education graduate programs subscribe to the guidelines and principles articulated in the Guidelines for Integrity in Research and Creative Activities. Misconduct, including fabrication, falsification and plagiarism, is considered to be serious violations of the standards of integrity and may be grounds for disciplinary action.
Responsible conduct of research
In addition, students in the MATC program must complete the requirements for the Responsible Conduct of Research. These requirements are determined by the College of Education RCR policies. Requirements are sometimes met through coursework, but some requirements may be in addition to coursework.
Academic integrity and plagiarism
Students and instructors in this program are expected to be familiar with the MSU policies on plagiarism. These policies should be clearly stated in each course syllabus. Graduate students have access to iThenticate (Technology at MSU), an anti-plagiarism software that allows one to check manuscripts for unintentional plagiarism before submission. In addition, instructors will have the option of employing Turn It In originality checking software for assignments submitted to drop-boxes in the course management system. Policies for the use of originality checking software for course assignments should be outlined in the individual course syllabus.
Students with disabilities
If you have a diagnosed disability or believe that you have a disability that might require reasonable accommodation, please call The Resource Center for Persons with Disabilities (RCPD) and speak to me during the first week of class. As part of the Americans with Disabilities Act, it is the responsibility of the student to disclose a disability prior to requesting reasonable accommodation. It is imperative that you inform me of any accommodation needed before assignments are due or submitted, or exams are to be taken. There will be no redoing of assignments after they have been graded.
Contact information for the RCPD:
The Resource Center for Persons with Disabilities (RCPD)
120 Bessey Hall
Phone: (517) 353-9642
If you have any medical conditions that may affect your participation in a class, please communicate the nature of these conditions with the course instructor during the first week of class.