Program Guidebook

Master of Science, Curriculum and Instruction

Program Code: MSCIN Catalog Version: 202404 Published Date: 6/23/2025

The Master of Science in Curriculum and Instruction is a competency-based degree program designed
for K-12 teachers who are interested in improving their teaching practice and leading innovation in
teaching and learning. The program is built in alignment with the National Board Professional Teaching
Standards and the National Education Association's Teacher Leadership Competencies. Intended to be
practical and application-based, the program incorporates six pillars of curriculum and instruction:
reflective practice, social-emotional learning, evidence-based practices, technology, leadership, and
cultural competency. The competencies of this program focus on in-demand skills, preparing candidates
for careers as instructional coaches, curriculum specialists, and distinguished teacher leaders.
Understanding the Competency-Based Approach
How do competency-based programs like those offered at Western Governors University (WGU) work?
Unlike traditional universities, WGU does not award degrees based on completing a certain number of
credit hours or a specific set of required courses. Instead, you will earn your degree by demonstrating your
skills, knowledge, and understanding of essential concepts.

Progress through a degree program is measured not by the amount of time you spend in class but by your
ability to demonstrate competency as you complete required courses along a Standard Path. To help you
acquire the knowledge and skills you need to demonstrate competency and complete your courses and
program, WGU provides a rich array of learning resources. Your program mentor will work closely with you
to help you understand your program's requirements and help you create a plan for completing your
courses. You will also work closely with course instructors as you engage in each course. As subject
matter experts, course instructors will guide you through the content you must learn to demonstrate
competency through the course assessments.

The benefit of this competency-based system is that it enables students who are knowledgeable about a
particular subject to make accelerated progress toward completing a degree, even if they lack college
experience. You may have gained skills and knowledge of a subject while on the job, accumulated wisdom
through years of life experience, or already taken a course on a particular subject. WGU will award your
degree based on the skills and knowledge you possess and can demonstrate—not the number of hours
spent in a classroom.

Accreditation

Western Governors University is the only university in the history of American higher education to have
earned initial accreditation from multiple regional accrediting commissions at once—earning simultaneous
accreditation from ACCJC, HLC, NWCCU, and WASC. The university’s accreditation from the Northwest
Commission on Colleges and Universities (NWCCU) was reaffirmed in March of 2024. In addition to
institution-level accreditation, each school has at least one program that is accredited by a programmatic
accreditor. All programmatic accreditations are managed by the Academic Engagement department.
Contact compliance@[Link] for additional information.

The Degree Plan

The focus of your program is your personalized Degree Plan. The Degree Plan is a detailed blueprint of the
courses you will need to complete in order to earn your degree. The Degree Plan also lays out the
accompanying learning resources and assessments that compose your program. The list of courses in the
Degree Plan is often referred to as the standard path. The amount of time it takes to complete your
program depends on both the amount of new information you need to learn and the amount of time you
plan to devote each week to study.

Students vary widely in the specific skills and information they need to learn. For example, some students
may be highly knowledgeable in a particular subject matter and would not need to engage in new learning
opportunities. Other students may find that portions of the program require them to learn new information
and that they need to take an online class or participate in a study module to acquire the knowledge and
skills needed to fulfill program competencies in that area. Some individuals may be able to devote as little
as 15–20 hours per week to the program, while others may need to devote more time. For this reason,
pre-assessments are there to help your program mentor form a profile of your prior knowledge and create
a personalized Degree Plan.
How You Will Interact with Faculty
At WGU, faculty serve in specialized roles, and they will work with you individually to provide the guidance,
instruction, and support you will need to succeed and graduate. As a student, it is important for you to take
advantage of this support. It is key to your progress and ultimate success.

Upon your enrollment, you will be assigned a program mentor—an expert in your field of study who will
provide you with regular program-level guidance and support from the day you start until the day you
graduate. Your program mentor will set up regular telephone appointments (weekly at first) with you, which
you will be expected to keep. The mentor will review program competencies with you and work with you to
develop a plan and schedule for your coursework. Your program mentor will serve as your main point of
contact throughout your program—helping you set weekly study goals, recommending specific learning
materials, telling you what to expect in courses, and keeping you motivated. In addition to regular calls,
your program mentor is available to help you resolve questions and concerns as they arise.

For many of the courses at WGU, you will be required to complete performance assessments. These
include reports, papers, presentations, and projects that let you demonstrate your mastery of the required
competencies. A separate group of faculty members, called evaluators, will review your work to determine
whether it meets requirements. Evaluators are also subject matter experts in their field of evaluation. If your
assessment needs further work before it “passes,” these evaluators, who review your work anonymously,
will provide you with instructional feedback to help you meet evaluation standards and allow you to
advance.

Connecting with Other Mentors and Fellow Students

As you proceed through your Degree Plan, you will have direct contact with multiple faculty members.
These communications can take a variety of forms, including participation in one-on-one discussions, chats
in the learning communities, and live cohort and webinar opportunities. As a WGU student, you will have
access to your own personal MyWGU Student Portal, which will provide a gateway to your courses of
study, learning resources, and learning communities where you will interact with faculty and other students.

The learning resources in each course are specifically designed to support you as you develop
competencies in preparation for your assessments. These learning resources may include reading
materials, videos, tutorials, cohort opportunities, community discussions, and live discussions that are
guided by course instructors who are experts in their field. You will access your program community during
your orientation course to network with peers who are enrolled in your program and to receive continued
support through professional enrichment and program-specific chats, blogs, and discussions. WGU also
provides Student Services associates to help you and your program mentor solve any special problems
that may arise.

Orientation
The WGU Orientation course will introduce you to the fundamentals of WGU’s competency-based
education (CBE) and the expectations, policies, and protocols for students enrolled in a WGU degree
program. Orientation will introduce you to WGU’s wide range of support resources and success centers. It
also will provide you with study strategies recommended by current students and faculty that will help you
succeed as a WGU student. Orientation ends with your first assessment at WGU, providing an opportunity
to experience WGU’s performance assessment process before you begin your degree-focused
coursework. The Orientation course must be completed before you can start your first term at WGU.
Transferability of Prior College Coursework
Because WGU is a competency-based institution, it does not award degrees based on credits but rather on
demonstration of competency. WGU undergraduate programs may accept transfer credits or apply a
Requirement Satisfied (RS) in some cases. Refer to your specific program transfer guidelines to determine
what can be satisfied by previously earned college credits. Students entering graduate programs must
have their undergraduate degree transcripts verified before being admitted to WGU. In addition to a
program’s standard course path, there may be additional state-specific requirements.

[Link] [Link]
Click here for the Student Handbook

WGU does not waive any requirements based on a student's professional experience and does not
perform a "résumé review" or "portfolio review" that will automatically waive any degree requirements.
Degree requirements and transferability rules are subject to change in order to keep the degree content
relevant and current.

Remember, WGU's competency-based approach lets you take advantage of your knowledge and skills,
regardless of how you obtained them. Even when you do not directly receive credit, the knowledge you
possess may help you accelerate the time it takes to complete your degree program.

Continuous Enrollment, On Time Progress, and Satisfactory Academic

Progress
WGU is a “continuous enrollment” institution, which means you will be automatically enrolled in each of
your new terms while you are at WGU. Each term is six months long. Longer terms and continuous
enrollment allow you to focus on your studies without the hassle of unnatural breaks between terms that
you would experience at a more traditional university. At the end of every six-month term, you and your
program mentor will review the progress you have made and revise your Degree Plan for your next six-
month term.

WGU requires that students make measurable progress toward the completion of their degree programs
every term. We call this “On-Time Progress,” denoting that you are on track and making progress toward
on-time graduation. As full-time students, graduate students must enroll in at least 8 competency units
each term, and undergraduate students must enroll in at least 12 competency units each term. Completing
at least these minimum enrollments is essential to On-Time Progress and serves as a baseline from which
you may accelerate your program. We measure your progress based onthe courses you are able to pass,
not on your accumulation of credit hours or course grades. Every time you pass a course, you are
demonstrating that you have mastered skills and knowledge in your degree program. For comparison to
traditional grading systems, passing a course means you have demonstrated competency equivalent to a
“B” grade or better.

WGU assigns competency units to each course in order to track your progress through the program. A
competency unit is equivalent to one semester credit of learning. Some courses may be assigned 3
competency units while others may be as large as 12 competency units.

Satisfactory Academic Progress (SAP) is particularly important to students on financial aid because you
must achieve SAP in order to maintain eligibility for financial aid. We will measure your SAP quantitatively
by reviewing the number of competency units you have completed each term. In order to remain in good
academic standing, you must complete at least 66.67% of the units you attempt over the length of your
program—including any courses you add to your term to accelerate your progress. Additionally, during
your first term at WGU you must pass at least 3 competency units in order to remain eligible for financial
aid. We know that SAP is complex, so please contact a financial aid counselor should you have additional
questions.
Courses

Your Degree Plan includes courses needed to complete your program. To obtain your degree, you must
demonstrate your skills and knowledge by completing each course's assessment(s). You may be asked to
demonstrate competency in a course in several different ways, including proctored exams, projects,
essays, research papers, and simulations, among others. Certifications verified through third parties may
also be included in your program as a way to demonstrate competency. More detailed information about
each assessment is provided in the course of study.

External Content & Basic Skills Exams

Western Governors University requires that candidates pass the state-mandated content exam that aligns
with their WGU program in addition to a basic skills exam (initial licensure programs only). Specific
information regarding required content and basic skills exams required for each program and state can be
found in the WGU Student Handbook. In many cases, it is the candidates’ responsibility to register and pay
for the required exams and submit their official passing score reports to WGU.
State Licensure Requirements

This program does not lead to state licensure.

Learning Resources
WGU works with many different educational partners, including enterprises, publishers, training
companies, and higher educational institutions, to provide high-quality and effective learning resources that
match the competencies you are developing. These vary in type, and may be combined to create the best
learning experience for your course. A learning resource can be an e-textbook, online module, study guide,
simulation, virtual lab, tutorial, or a combination of these. The cost of most learning resources are included
in your tuition and Learning Resource Fee. They can be accessed or enrolled for through your courses.
Some degree-specific resources are not covered by your tuition, and you will need to cover those costs
separately. WGU also provides a robust library to help you obtain additional learning resources, as
needed.

Mobile Compatibility:

The following article provides additional details about the current state of mobile compatibility for learning
resources at WGU.
[Link]
Mobile Access for Learning Resources

Standard Path
As previously mentioned, competency units (CUs) have been assigned to each course in order to measure
your academic progress. If you are an undergraduate student, you will be expected to enroll in a minimum
of 12 competency units each term. Graduate students are expected to enroll in a minimum of 8
competency units each term. A standard plan for a student for this program who entered WGU without any
transfer units would look similar to the one on the following page. Your personal progress can be faster, but
your pace will be determined by the extent of your transfer units, your time commitment, and your
determination to proceed at a faster rate.
 Standard Path for Master of Science, Curriculum and Instruction
Course Description CUs

Designing Curriculum and Instruction I 3

Learning as a Science 3

The Reflective Practitioner 3

Differentiated Instruction 3

Standards-Based Assessment 3

Designing Curriculum and Instruction II 3

The Collaborative Leader 3

Data-Informed Practices 3

Educational Research 3

MSCIN Capstone 5

Total CUs 32
Changes to Curriculum
WGU publishes an Institutional Catalog, which describes the academic requirements of each degree
program. Although students are required to complete the program version current at the time of their
enrollment, WGU may modify requirements and course offerings within that version of the program to
maintain the currency and relevance of WGU’s competencies and programs. When program
requirements are updated, students readmitting after withdrawal from the university will be expected to
re-enter into the most current catalog version of the program.
Areas of Study for Master of Science, Curriculum and Instruction
The following section includes the areas of study in the program, with their associated courses. Your
specific learning resources and level of instructional support will vary based on the individual
competencies you bring to the program and your confidence in developing the knowledge, skills, and
abilities required in each area of the degree. The Degree Plan and learning resources are dynamic, so
you need to review your Degree Plan and seek the advice of your mentor regarding the resources before
you purchase them.
Curriculum and Instruction
Designing Curriculum and Instruction I
Designing Curriculum and Instruction I examines the influence that specific theories, design principles, and evaluation
models have on the quality and effectiveness of a curriculum. During the course, candidates will conduct a curriculum
analysis in order to determine the content that students need. The course requires candidates to learn how to define the
scope and sequence of a curriculum to ensure vertical and horizontal alignment. This course will also teach how to map
curriculum to address any gaps or unnecessary duplication within and across grade levels. There are no prerequisites for this
course.
This course covers the following competencies:
● Begin your course by discussing your course planning tool report with your instructor and creating your personalized course
plan together.
● The learner conducts a curriculum analysis to identify the unmet needs of learners.
● The learner creates a curriculum map to demonstrate how the curriculum aligns to standards and builds on previous knowledge,
skills, and experiences.
● The learner evaluates curriculum through the application of theories, principles, and models.
● The learner evaluates the alignment of curriculum to relevant standards to identify gaps and avoid unnecessary duplication.

Differentiated Instruction
Differentiated Instruction examines how the classroom environment and students’ readiness levels, interests, and learning
profiles influence learning. K–12 educators taking this course will acquire a deep understanding of their students in order
to differentiate their curriculum, instruction, and assessments in response to individual students’ needs. This course will
allow students to also learn how to effectively monitor and communicate students’ progress toward standards and adjust their
practice as needed to empower students and nurture their abilities and aptitudes. As a result of their learning in this
course, K–12 teachers will be prepared to act as catalysts for differentiation within their schools and districts. There are
no prerequisites for this course.
This course covers the following competencies:
● Begin your course by discussing your course planning tool report with your instructor and creating your personalized course
plan together.
● The graduate analyzes students’ readiness levels, interests, and learning profiles so the graduate can respond effectively to
individual differences.
● The graduate examines the role the teacher and the learning environment play in supporting differentiated instruction.
● The graduate modifies content, process, and product in order to deliver instruction that takes into account individual
students’ differences.
● The graduate plans how to track ongoing learner development in order to evaluate and report individual students’ progress
against standards.

Designing Curriculum and Instruction II

Designing Curriculum and Instruction II examines commonly used curriculum and instructional models and demonstrates how they
can be used during the design process to achieve curricular and instructional goals. This course demonstrates how to design
curriculum and instruction that leverages digital tools to facilitate deep, authentic learning and provides strategies for
ensuring successful curriculum implementation. Designing Curriculum and Instruction I is a prerequisite for this course.
This course covers the following competencies:
● Begin your course by discussing your course planning tool report with your instructor and creating your personalized course
plan together.
 ● Begin your course by discussing your course planning tool report with your instructor and creating your personalized course
plan together.
● The learner applies curriculum models to inform the design processes and achieve curricular goals.
● The learner applies instructional models to design effective and engaging learning experiences.
● The learner designs authentic learning activities that leverage digital tools to maximize active, deep learning.
● The learner develops strategies to support stakeholders in implementing curriculum for a diverse group of students.
National Board Professional Teaching Standards Pathway
Learning as a Science
Learning as a Science examines how research from the field of learning sciences can be applied to improve teaching and
learning. This course explains how teachers can create a sense of community by examining personal biases and establishing a
culturally inclusive learning environment. The course also provides evidence-based strategies for improving motivation,
increasing understanding and retention, and teaching social-emotional skills that students need to be successful socially and
academically. There are no prerequisites for this course.
This course covers the following competencies:
● Begin your course by discussing your course planning tool report with your instructor and creating your personalized course
plan together.
● The graduate creates a supportive learning environment that fosters strong relationships and community.
● The graduate facilitates the development of social-emotional skills that students need to be successful socially and
academically.
● The graduate incorporates evidence-based strategies to improve student motivation.
● The graduate incorporates evidence-based strategies to increase understanding and knowledge retention.

The Reflective Practitioner

The Reflective Practitioner defines what reflective teaching is and how accomplished teachers reflect meaningfully on their
pedagogical choices to improve their practice. During this course, candidates will examine their teaching to determine how
they can more effectively plan, facilitate, and evaluate learning. Candidates will also develop a professional growth plan
and incorporate evidence-based practices that support the achievement of their professional goals. There are no prerequisites
for this course.
This course covers the following competencies:
● Begin your course by discussing your course planning tool report with your instructor and creating your personalized course
plan together.
● The learner develops a professional growth plan that includes short- and long-term goals and actionable steps for achieving
those goals to continually improve the learner’s teaching practice.
● The learner incorporates evidence-based practices learned through research and training to continue improving their practice
and achieve professional goals.
● The learner reflects on instructional practice in order to identify opportunities for professional growth in meeting the
needs of all learners.

The Collaborative Leader

The Collaborative Leader demonstrates strategies teacher leaders can use to collaborate with other professionals, families,
and communities to build strong relationships and improve school effectiveness. This course examines models of collaboration
and the benefits and challenges of collaboration. It also examines the characteristics of effective professional development
and explains how to collaboratively design effective professional development opportunities for educators. Finally, this
course demonstrates how accomplished teachers can build relationships with families and the community to create a positive
learning experience for students. There are no prerequisites for this course.
This course covers the following competencies:
● Begin your course by discussing your course planning tool report with your instructor and creating your personalized course
plan together.
● The graduate collaborates with families and communities to enrich learning and build productive relationships.
● The graduate collaborates with team members to address common instructional goals and improve teaching and learning.
● The graduate plans professional development opportunities that address curricular or instructional needs to improve school
effectiveness.
 ● The graduate plans professional development opportunities that address curricular or instructional needs to improve school
effectiveness.
Assessment
Standards-Based Assessment
Standards-Based Assessment teaches candidates how to unpack academic standards to determine the essential learnings within
the standards that should be assessed. This course teaches candidates how to determine, based on academic standards, which
topics should be assessed and how to use proficiency statements to create and score standards-based assessments. This course
also prepares students to analyze assessment data and develop a holistic assessment system for a specific subject and grade
level. Differentiated Instruction is a prerequisite for this course.
This course covers the following competencies:
● Begin your course by discussing your course planning tool report with your instructor and creating your personalized course
plan together.
● The graduate analyzes assessment data to draw conclusions about students' progress and address any gaps in learning.
● The graduate designs assessments that measure how well students have mastered specific knowledge and skills described in
local, state, or national learning standards.
● The graduate develops an assessment system that outlines when and how teachers will measure student progress toward learning
goals.
● The graduate unpacks academic standards to determine the knowledge and skills that must be assessed for a given student and
grade level.
Research
Data-Informed Practices
Data-Informed Practices focuses on the development of data literacy skills. This course teaches candidates about the
different types of data, the benefits and limitations of those data types, and how they can use data to identify and solve
problems and inform decisions. The course also teaches candidates how to locate, collect, and analyze data from relevant and
credible sources, and how to draw conclusions from data in order to drive continuous improvement. There are no prerequisites
for this course.
This course covers the following competencies:
● Begin your course by discussing your course planning tool report with your instructor and creating your personalized course
plan together.
● The graduate identifies relevant types and credible sources of data required to solve an identified problem.
● The graduate selects appropriate methods for collecting and analyzing data to present conclusions and drive continuous
improvement.

Educational Research
Educational Research focuses on practical problem solving. This course teaches candidates to use scholarly literature and
current research to inform their own practice. It also empowers candidates to recognize opportunities for improvement and
engage in action research to systematically implement and evaluate changes. This course prepares candidates to conduct
research for the capstone. Data-Informed Practices is a prerequisite for this course.
This course covers the following competencies:
● Begin your course by discussing your course planning tool report with your instructor and creating your personalized course
plan together.
● The graduate determines methodologies and data analysis techniques in order to address a research problem.
● The graduate examines the credibility and relevancy of various sources to assess their usefulness in addressing an
educational problem.
● The graduate lays the foundation of a research project or study by identifying a topic, problem statement, the purpose of the
investigation, anticipated obstacles, and ethical considerations.
● The graduate writes a literature review that identifies gaps in knowledge and unresolved problems that educational research
can address.

MSCIN Capstone
The Master of Science in Curriculum and Instruction Capstone is the culminating course of the degree. It unites content area
knowledge with the completion of a research project or study. This course teaches candidates, under the guidance of program
faculty, to apply their data literacy and research skills to topics related to curriculum and instruction and to their career
goals. Projects for this course include action research or applied research through the necessary qualitative, quantitative,
or mixed research methods. Prerequisites for this course include Data-Informed Practices and Educational Research, as well as
all prescribed courses in the candidates' area of study. Additionally, students wishing to add the Capstone with fewer than
four weeks remaining in the term must receive permission from program leadership.
This course covers the following competencies:
● The graduate presents a completed capstone supported by a narrated multimedia presentation that could potentially contribute
to knowledge in the field of curriculum and instruction.
● The graduate produces a research proposal that satisfies applicable laws, policies, codes of ethics, professional standards,
and appropriate Institutional Review Board (IRB) requirements to advance the learning of K–12 students.
● The graduate writes a scholarly literature review and research methodology chapters that align with the approved research
proposal after gaining Institutional Review Board (IRB) approval.
● The graduate writes the results and conclusions chapters to align with the approved research proposal after collecting and
analyzing the data for the research project or study.
Accessibility and Accommodations

Western Governors University (WGU) is committed to providing equal access to its academic programs
to all qualified students. WGU's Student Disability Services department supports this mission by
providing support, resources, advocacy, collaboration, and academic accommodations in accordance
with federal and state statutes and regulations to WGU students and prospective students. Prospective
and Enrolled Students may initiate the accommodation process at any time during their enrollment at
WGU. To initiate the accommodation process, all potential and current WGU students must complete
the secure online Accommodation Request Form located at [Link] The
Student Disability Services team can be reached at 1-877- 435-7948 x5922 or at sds@[Link].
Additional information on accommodations can be found in the student handbook Accommodations for
Students with Disabilities policy.

Need More Information? WGU Student Services

Student Support Services team members also assist with unresolved concerns to find equitable
resolutions. To contact the Student Support Services team, please feel free to call 877-435-7948 or
e-mail studentservices@[Link]. We are available Monday through Friday from 6:00 a.m. to 10:00 p.m.,
and Saturday and Sunday, 10:00 a.m. to 7:00 p.m, mountain standard time.
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