Master of Science in Education with a Concentration in Curriculum and Instruction in STEM Education Online

This TEACH Grant-eligible† online MSEd gives you the tools to enhance your impact on the advancement of science, technology, engineering, and mathematics (STEM) education in a variety of learning environments.

6/5/23 Next Application Due Date
6/19/23 Start Classes
Apply Now Request Information

Program Overview

Explore our online MSEd in Curriculum and Instruction - STEM Education program

$16,605* Total Tuition
16 months Program Duration
45 Credit Hours

The Master of Science in Education with a Concentration in Curriculum and Instruction in STEM Education online program from Southern Oregon University prepares you for leadership roles as a STEM teacher or curriculum specialist working in either PK-20 or informal education systems.

This online STEM Education program helps you explore and apply learning theory, innovative curricular design, and proven instructional practices to address challenges and opportunities in science, technology, engineering, or mathematics education. You will study current issues in career and technical education, trends in environmental education, project-based learning methods, and more. If you're a qualified applicant with a teaching license, you may be interested in knowing that this program is TEACH grant eligible. **

This innovative online MSEd provides support for regional, statewide, and national efforts to enhance student access to high-quality STEM education both inside and outside the classroom. By maintaining close connections with regional organizations and employers, SOU ensures that the curriculum stays relevant and aligned with current needs and opportunities for educators.

Traditional Education settings for those with a teaching license:

  • Math Teacher (Middle & High School)
  • Science Teacher (Middle & High School)
  • STEM Curriculum/Instruction Specialist
  • STEM Learning Specialist
  • District Program Administrator

In this online MSEd in Curriculum and Instruction in STEM Education program, you will:

  • gain knowledge of current methods and issues in science, technology, engineering, and mathematics (STEM) education,
  • expand your ability to plan and facilitate project-based learning,
  • employ scientific inquiry to analyze and find solutions to current problems,
  • create innovative, engaging, and sustainable strategies for environmental education in both formal and informal learning contexts, and
  • expand your understanding of practices and opportunities in career and technical education.

Alternative Educational settings for those without a teaching license:

  • Coordinator – STEM Program
  • STEM Learning & Technology Specialist
  • STEM Instructor
  • Environmental Educator
  • STEM Experience Designer

SOU is #1 in the “Best Colleges for K-12 Education Degree Programs” rankings in the U.S. by, 2020.

Also available online:

SOU offers online graduate-level education programs in a variety of concentration areas. Explore all of our online education programs.

$16,605* Total Tuition
As few as 16 months Program Duration
45 Credit Hours

Call 800-490-7974

Call 800-490-7974


Pay for your online program by the course

The MSEd with a Concentration in Curriculum and Instruction in STEM Education online program features the same affordable, pay-as-you-go tuition for all in-state and out-of-state students.

Tuition breakdown:

$16,605* Total Tuition
$369 Per Credit Hour

Tuition breakdown:

$16,605* Total Tuition
$369 Per Credit Hour


Check out the schedule for this curriculum and instruction online degree

The MSEd with a Concentration in Curriculum and Instruction in STEM Education online program is designed to be flexible for busy professionals. With seven-week courses and multiple start dates each year, you can earn your degree conveniently in as few as 16 months.

Now enrolling:

6/5/23 Apply Date
6/19/23 Class Starts
TermStart DateApp DeadlineRegistration DeadlineTuition Deadline
Summer 16/19/236/5/236/14/236/23/23
Summer 28/7/237/24/238/2/238/11/23
Summer 16/17/246/3/246/12/246/21/24
Summer 28/5/247/22/247/31/248/9/24

Now enrolling:

6/5/23 Apply Date
6/19/23 Class Starts

Have questions or need more information about our online programs?

Ready to take the rewarding path toward earning your degree online?


Learn how to apply to this online program

The admission process for our MSEd with a Concentration in Curriculum and Instruction in STEM Education online is simple and streamlined so you can get started right away. Requirements for admission include:

Admission Requirements:

  • Bachelor's degree from an accredited institution
  • 3.0 GPA cumulative on undergraduate coursework
  • No GRE or teaching license required for admission

MSEd with a Concentration in Curriculum and Instruction in STEM Education Online Admission Requirements

  • Applicants with a bachelor's degree in any discipline from an accredited institution and transcripts verifying a cumulative GPA of at least 3.0 on a 4.0 scale are granted admission status into the MSEd online degree program.
  • We encourage you to apply with a GPA below 3.0 if you have work or life experience that would contribute to your success in our program. Applications with GPAs under 3.0 are reviewed on a case-by-case basis and additional information may be requested. You may be asked to provide:
    • An additional explanation of your intentions in pursuing the degree and a description of your readiness to succeed in an accelerated online degree program, or
    • Two or three letters of recommendation speaking to your ability to succeed in an accelerated online degree program, or
    • GRE scores of at least 145 Verbal, 145 Quantitative, and 3.5 Analytical Writing.
  • Applicants must submit official transcripts from all previous educational institutions attended.
  • No GRE or teaching license is required to enter the program.
  • International student applicants interested in enrolling in the SOU online MSEd program should contact the Office of International Programs for information related to international admissions and visa restrictions. Contact the Office of International Programs by emailing [email protected].

Southern Oregon University considers you an international student if you are NOT a:

  • U.S. citizen or national;
  • U.S. permanent resident or other eligible noncitizen.

Graduate Admission Requirements for International Students:

  • Applicants must have a bachelor's degree equivalent to a four-year U.S. bachelor's degree from a recognized university in that country.
  • Transcripts from all colleges and universities attended; documents must be official and include an English translation. Applicants are required to have documents mailed to SOU in a sealed envelope from the school, which has not been opened. SOU will not accept scans, faxes, photocopies, or already opened documents.
  • If English is not your native language, you will need to submit a TOEFL or IELTS score.
  • You do not need to submit a score if you earned a bachelor's or master's degree from a U.S. college/university or completed your education in a native English-speaking country.

If you need to submit official documents by mail, send them to:

SOU Admissions Department
1250 Siskiyou Blvd.
Ashland, OR 97520

Have a question? Call us at 800-490-7974800-490-7974.


Take a look at the online education courses

The MSEd with a Concentration in Curriculum and Instruction in STEM Education online curriculum is comprised of 11 courses (45 credit hours), including 25 credit hours of core courses and 20 credit hours of concentration courses.

ED 515 is intended to be taken early in the program.
Duration: 7 weeks
Credit Hours: 4
Explores issues in education and the context in which they exist. Examines, analyzes and applies concepts in professional ethics and policies, foundational philosophies, research, leadership, and contemporary issues within their focused area of education. Learners will engage in a comprehensive review of research materials available for advanced studies in education. The intent of this course is to guide graduate learners in exploring the purpose of research, to answer questions and acquire new knowledge, thereby making important and valuable contributions to the various fields within the discipline of education.

Course learning objectives:

  • Explain the ideas, complexities, and stakeholders that shape policy
  • Conduct research and make professional policy and practice recommendations on a contemporary issue
  • Investigate and analyze contemporary educational issues at a local, state, national, and international level
Duration: 7 weeks
Credit Hours: 4
Equips learners with the necessary skills to become critical consumers of research related to their work. Learners will be introduced to a variety of research approaches common to the field of education. Learners will be able to evaluate, and interpret qualitative, quantitative, mixed methods and action research.

Course learning objectives:

  • Evaluate the quality of quantitative, qualitative, mixed methods, and action research
  • Interpret the findings of quantitative, qualitative, mixed methods, and action research
  • Describe the strengths and weaknesses of quantitative, qualitative, mixed methods, and action research
  • Assess for the most common flaws in quantitative, qualitative, mixed methods, and action research
Duration: 7 weeks
Credit Hours: 4
Focuses on the development of culturally responsive discourse and practices in the workplace. Explores how cultural perspectives, experiences and histories shape individuals who work and learn together as members of groups. Diversity in the work environment promotes acceptance, respect, and teamwork despite differences in race, identity, gender, age, ability, class, language, religion, or communication styles. Students will develop the self-awareness and cross-cultural competence to promote positive and productive relationships in diverse contexts. They will learn to lead and collaborate effectively, to interact thoughtfully, to address barriers of bias, discrimination, and inequity, and to champion inclusive strategies that engage and integrate people of different identities, backgrounds, and worldviews.

Course learning objectives:

  • Determine how beliefs, values, and attitudes about diversity developed and can be examined and revised
  • Apply terms, concepts, theories, and practices used in diversity literature and discourse to knowledge, attitudes, and skills
  • Analyze individual and institutional systems of power and privilege as they pertain to equity, access, and opportunity for diverse populations
  • Synthesize historical and contemporary conditions and challenges experienced by diverse populations and explain why they are perpetuated and how they can be changed
  • Create a plan of action to foster responsive cultural communication across differences in order to establish and maintain positive and productive work environments
Duration: 7 weeks
Credit Hours: 4
Translate learning theory, innovative curricular design and 21st century skills into instructional decisions and practice. Engages learners in applying 21st century knowledge and skills to instructional decisions and practices. Introduces learners to learning theory and innovative curricular design. Challenges learners to perform a comprehensive examination of the processes, content, and assessments related to the spectrum of curriculum areas to their professional arena.

Course learning objectives:

  • Apply the 21st-century curriculum approaches, theories, and learning models to instructional decisions and practices
  • Analyze the emerging policies, trends, and practices that influence educational design and student learning
  • Incorporate systematic thinking and instructional design models to their personal practice of curriculum design
  • Participate in a professional learning community of educational designers
Duration: 7 weeks
Credit Hours: 5
Students are guided through the development of a professional project design. Provides students the opportunities to practice research and professional writing skills specific to their area of concentration.

Course learning objectives:

  • Identify a problem in their specific professional area through a needs assessment and propose an informed solution that ethically addresses the issue
  • Conduct a literature review providing a broader theoretical and contextual framework for the project
  • Develop a systematic and ethical process for the design, implementation, and evaluation that incorporates appropriate theories, concepts, and strategies for achieving the project’s purpose and goals
  • Develop and present a professional project report in APA format
Duration: 7 weeks
Credit Hours: 4
Students are guided through the development of a professional portfolio. Provides students the opportunity to analyze, reflect and demonstrate their skills and expertise in their content knowledge and professional writing specific to their area of concentration. Prerequisite(s): restricted to MSEd. Graded (A-F) only.

Course learning objectives:

  • Demonstrate the knowledge, skills, and expertise in your specific area of concentration aligned to five MSEd outcomes (curriculum, reform, research, diversity, leadership)
  • Design and present a professional portfolio
  • Reflect and analyze your coursework for sufficient evidence (breadth and depth) and proficiency of the MSEd program outcomes
Duration: 7 weeks
Credit Hours: 4
Examines current issues and methods related to Science, Technology, Engineering, and Mathematics (STEM) Education. Illuminates how engaging, creative instructional strategies, inquiry, problem solving, and the appropriate integration of technology can enhance and inspire student learning, with a strong focus on issues related to the inclusion of students with diverse backgrounds, learning styles, skills, strengths and special needs.

Course learning objectives:

  • Analyze the prominent features of STEM-integrated pedagogy and describe it as a cross-curricular systems-thinking approach to instruction
  • Analyze the current status of STEM education in the United States and explain systemic issues causing inequitable access to STEM across the nation
  • Develop solutions at a school level, district level, or nationwide to increase inclusivity within STEM education
  • Describe key components of high-quality STEM instruction
  • Identify the benefits and challenges commonly associated with integrating high-quality STEM teaching methods
  • Justify the integration of STEM education in grades K-8, including its purpose for increasing 21st century competencies in young learners
  • Design an inclusive, place- and problem-based STEM unit that will engage all young learners in hands-on learning through technology integration and engineering
Duration: 7 weeks
Credit Hours: 4
Examines the history and practice of Career and Technical Education including the impact of educational reform on Career and Technical Education and workforce development. Provides an overview of federal funding and program characteristics that support CTE.

Course learning objectives:

  • Investigate the historical and contemporary delivery models within CTE area on a local and national level
  • Explore the existing educational research applied to CTE to address and identify pedagogical relevance of CTE
  • Review current federal, state, and local legislation and policies and describe how they impact the implementation of a CTE program of study, professional development plan, or program improvement strategy
  • Analyze current initiatives through dialog with colleagues and professional educators and administrators
  • Develop a CTE program of study plan or program improvement strategy plan
Duration: 7 weeks
Credit Hours: 4
Introduces project-based learning as a pedagogical approach that emphasizes student-driven inquiry and problem solving, and parallels the way in which project teams are organized in the workplace. The goal is to develop the educator’s knowledge of project learning and to develop an understanding for using multi-task inquiry-based activities in the classroom. This course will focus on a project plan that emphasizes critical thinking, collaboration and the appropriate use of technology.

Course learning objectives:

  • Analyze the pedagogical implications of project methods and develop their own standards-based project plan
  • Develop collaborative methods using multiple technology standards, including ISTE standards for teachers and students and 21st century skills
  • Develop learning experiences that engage learners in collaborative and self-directed learning and that extend learner interaction with ideas and people locally and globally
  • Use supplementary resources and technologies effectively to ensure accessibility and relevance for all learners
  • Engage learners in generating and evaluating new ideas and novel approaches, seeking inventive solutions to problems, and developing original work
  • Engage learners in multiple ways of demonstrating knowledge and skill as part of the assessment process
  • Promote learners’ understanding of PBL process development through reflective questioning and presentation of project overview
Duration: 7 weeks
Credit Hours: 4
Utilizes science investigations common in an elementary classroom to deepen scientific understanding for the adult learner while also exploring the developing mind of the young child. Addresses current societal problems and the role of scientific and technological advances in finding solutions through project-based inquiry.

Course learning objectives:

  • Analyze the value of integrating STREAM into the elementary classroom
  • Define scientific concepts that are developmentally appropriate for young children
  • Design an integrated STREAM unit connecting children’s literature to scientific concept(s)
  • Demonstrate leadership skills in developing an action plan for integrating STREAM instruction in the elementary school setting
Duration: 7 weeks
Credit Hours: 4
Focuses on environmental education as a profession. Analyzes current literature to evaluate trends within the field and explores how professional environmental educators contribute to the development of the field, including research and publications. Investigates environmental issues to prepare future environmental educators to address local and regional challenges and opportunities. Areas of study include the loss of biodiversity and strategies for preservation and recovery of threatened species, sustainable management of natural resources, and issues affecting the welfare of human populations and the biosphere.

Course learning objectives:

  • Analyze recurrent and emergent issues in Environmental Education in the context of historical changes
  • Analyze curricular resources, programs and organizations in Environmental and Outdoor Education
  • Evaluate and synthesize current and historical literature on selected topics in Environmental Education
  • Develop innovative, engaging and sustainable strategies for promoting environmental education in both formal and informal learning contexts

*Tuition and fees are subject to change.

**Maximum grant amounts may vary by year. TEACH Grants are available to qualified applicants enrolled in approved degree programs and require approved recipients to complete certain service obligations after graduation. Please contact the University financial aid department for more information at [email protected]

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