Curriculum:Master of Science in Education

Courses

The Drake online education master’s program can be completed in as little as 1 year and consists of 32 credit hours to be taken in the following areas:

  • Core courses: 17 credit hours
  • Elective courses: 15 credit hours

Core Courses

EMSE 205: Effective Teaching – 3 credit hours

Participants will reflect upon their current teaching practices while engaging in readings, discussions, and activities through the lens of a research­-based framework. Topics include: aligning materials, instruction, technology, and assessment to best fit learning targets and student goals; evaluating teacher behaviors/moves; and how to teach students about their own learning. Also, social emotional learning, assessment, verbal and non-verbal teacher moves, teacher reflection, and technology. Participants will engage in a video reflection from their own classroom and modify a current unit of study based upon new learnings.

EMSE 207: Best Practice in the Content Areas – 3 credit hours

Current research-based instructional strategies and techniques will be investigated including math, science, reading, writing, and social studies.  Participants will explore current research and how that research can be applied in classrooms.  Students can be expected to reflect and synthesize their own practice in relation to new learning.

EMSE 209: Balanced Assessment for Learning – 3 credit hours

This course will explore best practices in student assessment for learning. Providing educators with strong models and purposeful dialog around the creation, use, and communication of authentic and effective assessment practices. Teachers will be empowered to develop assessment practices that fit into an instructional framework in an authentic way that improves student growth alongside informing their instruction. Putting students at the center of the coursework, teachers will have opportunities to improve and design assessments that promote student-engagement and ownership of learning. Practical application of current and research-based assessment theories will enhance assessment for learning practices in any subject area or grade level for a deeper and more fulfilling experience for teachers and students.

EMSE 211: Academic Research and Writing – 3 credit hours

This course is intended to prepare education professionals in writing academic discourse for publication and presentation through rhetorical analyses of academic journal articles and familiarization with research foundations. The course is designed to assist students in becoming critical consumers of research and reflective, evidence-based decision-makers. As educators, it is important to learn and apply research skills that foster a greater understanding of current practices, enable the critiquing of those practices, and contribute to the potential of conducting research and evaluation. Further, being able to communicate findings, research syntheses, and conceptual arguments with other professionals is crucial to not only understanding the current body of literature but also how to contribute to the literature. The foci in this course will be on article analysis, writing of selected short pieces, and creating a research synthesis on a topic of interest.

EMSE 213: Culturally Responsive Teaching – 2 credit hours

This course examines the Cultural Proficiency Framework and philosophies that support it. Students will reflect on their social identities and experiences that have affected their perceptions of education and practices in the classroom. The reciprocal relationship between historic, economic, social, and political contexts that inform the practices and policies in schools and the ways that schools form the ideologies of our communities will be evaluated.

EMSE 215: Meeting the Needs of All Students – 3 credit hours

This is a course designed to explore the literature and current practices in differentiating instruction within classrooms for ELL, TAG, and Special Education (both BD/ID) students. The primary objective of this class is for students to advance their professional knowledge, skills, and practice for effective teaching through differentiated instruction. Working with students dealing with mental health issues will also be addressed.  Educators will enhance their ability to successfully deliver instruction and evaluate outcomes for all students.


Elective Courses

Students who wish to specialize their degree with a STEM concentration, Reading Specialist endorsement, English as a Second Language endorsement, or Talented and Gifted endorsement will take electives in the relevant areas. Students can complete endorsements without completing the master’s program. Students can take STEM elective courses even if they do not wish to earn the STEM concentration.

STEM Concentration Electives

The Drake STEM concentration provides licensed K-12 educators with an opportunity to expand their skills and methods for engaging students in powerful STEM learning experiences. Program requirements for students seeking the MSE with a concentration in STEM are as follows:

  • Core courses: 17 credit hours
  • STEM electives: 15 credit hours

STEM 250: Natures of STEM – 3 credit hours

This course gives special attention to the history and natures of science, technology, engineering, and mathematics (STEM). The course engages each discipline separately, as well as through comparison and contrast across disciplines. We will discuss the values, assumptions, major paradigms, and purposes of the STEM disciplines. Rationales for inclusion of the natures of STEM, connections to standards documents, and strategies for engaging and assessing K-12 students in the natures of STEM will be further explored.

STEM 237: Three-Dimensional Learning in the NGSS – 3 credit hours


Using scientific literacy as a starting point, this course investigates the integration of science/engineering practices, cross-cutting concepts, and disciplinary core ideas as outlined in the Next Generation Science Standards (NGSS). After exploring the NGSS, the course will turn toward enacting inclusive strategies to effectively plan, teach, and assess students within the NGSS framework.

STEM 260:  Models and Methods for STEM – 3 credit hours


This course focuses on models to help organize effective STEM instruction, as well as strategies necessary to enact effective STEM instruction. These models and strategies will prepare teachers to engage their students in more inquiry-based, investigative, problem-solving, and standards-aligned lessons that require students to engage in critical thinking, productive struggle, and refining their ideas through collaborative knowledge construction.  

STEM 299:  Equity in Teaching STEM – 3 credit hours


Students will examine the ways in which all children regardless of their race, gender, income, sexuality, disability, or any other characteristic can learn and enjoy the STEM disciplines. Specifically, students will explore and evaluate dominant views of the STEM disciplines, recognize non-dominant ways to engage in the STEM disciplines, as well as identify and study equitable strategies for teaching in the STEM disciplines.

STEM 2XX:  Mathematical Practices – 3 credit hours

In this course, practicing teachers engage in the mathematical practices and learn strategies to engage students in the mathematical practices inherent in the Common Core State Standards. In particular, we will focus on how to design and enact instruction that elicits and builds on children’s mathematical thinking in all content domains, as well as how to use curriculum materials, family and community resources, and other supports to help facilitate mathematical practice development in children.

Reading Specialist Endorsement Electives

Program requirements for students seeking the MSE and the Reading Specialist endorsement are as follows:

  • Core courses: 17 credit hours
  • Reading Specialist electives: 18 credit hours

ELIT 281: Writing Research & Theory – 3 credit hours

This course will explore the major theories related to writing instruction and education. Students will examine current research in the field of writing education and examine how writing develops over the K-12 grade span. Additionally, theories related to the instruction of writing education will be discussed. Specific focus will be on effective instruction in learning to write and writing to learn.

ELIT 285: Models and Methods of Literacy – 3 credit hours

This course will examine current instructional models as they relate to literacy. Teachers will leave this course knowing when to use various models based on their intent and application for teaching. Knowledge of skills, strategies, models, and teaching purpose will be clarified.

ELIT 287: Reading Research & Theory – 3 credit hours

Students collaboratively explore, discuss, and reflect on current research related to reading. Full participation is critical. This seminar includes a heavy reading load. While the instructor will offer support and guidance through the content, it is essential that participants are able to invest time in reading assignments and reflective participation.

ELIT 270: Reading in the Content Area – 3 credit hours

The description for this course will be available soon.

ELIT 288: Leading & Coaching Data Teams – 3 credit hours

This course is designed for graduate students aspiring to be literacy specialists. The class involves an in-depth look at the types of assessments used in schools today, as well as the theory and research related to using data to inform instruction. Participants will engage in the data team process in order to gain a deeper understanding of effective data analysis at the classroom and building level.

ELIT 280: Supervision and Administration of Reading Programs – 3 credit hours

The description for this course will be available soon.

English as a Second Language Endorsement Electives

Program requirements for students seeking the MSE and the ESL endorsement are as follows:

  • Core courses: 17 credit hours
  • ESL electives: 18 credit hours

TESL 211: Intro to Teaching English Learners – 3 credit hours

In the context of the nation’s increasingly diverse K-12 classrooms, all teachers must know how to effectively teach language and content to English Learners (ELs) in order to facilitate equitable access to core curriculum. In this introductory course, specific areas of study include factors that influence second language learning, the impact of and strategies to support second language acquisition in lesson planning (focused on sheltered instruction), legal mandates related to ELs, and characteristics of an effective English as a Second Language program. A variety of materials, activities, and resources will be used to facilitate learning of key concepts in each of these areas.

TESL 212: Intercultural Communication for Teachers – 3 credit hours

This course introduces current and future teachers to the field of intercultural communication and takes them through a journey toward greater understanding of self and students from a variety of linguistic and cultural backgrounds in the K-12 educational context in the U.S. In terms of culture, the course focuses on facilitating a shift beyond the view of culture as a collection of holidays, exotic foods, and interesting costumes. Rather, it allows students to gain a more in-depth understanding of the components of culture, both in general and specifically, and examines the powerful role that culture plays in all facets of life, with a focus on (future) professional settings. Similarly, this course examines the nature and role of different aspects of language (e.g., languages, dialects, accents, expressions, words) in order to understand their influence on identity and communication. This course illuminates the inextricable relationship between language and culture, leading to implications for and related application in the classroom.

TESL 213: Issues and Assessment of ESL – 3 credit hours

This course will address topics essential to the knowledge base of expert ESL teachers, including issues related to federal legislation that impacts assessment of English Learners, the Every Student Succeeds Act (ESSA), the Common Core State Standards (CCCS), classroom-based/large-scale/collaborative assessment of English Learners, talented and gifted programming for English learners, and special education considerations for English learners.

TESL 214: Strategies for Teaching English Learners – 3 credit hours

This course will empower teachers to employ a vast array of strategies targeting the instructional and assessment needs of English learners at all levels of English language proficiency. Special attention will be given to meaningful and culturally relevant strategies with a focus on academic language development that provide ELs access to grade-appropriate content.

TESL 215: Teaching Reading and Writing to English Learners – 3 credit hours

This course provides key considerations in teaching ELs to read and write.  Specific objectives in this course include the five components of reading for ELs, meeting the literacy needs, and articulation of a range of specific language functions used in academic reading and writing.  Teachers will gain effective balanced literacy instruction strategies.

TESL 216: ELS Methods of Linguistic Differentiation for English Learners – 3 credit hours

This course provides the capstone knowledge for teachers in this program, synthesizing the strategies for teaching English learners and moving to the next level. 

Talented and Gifted Endorsement Electives

Program requirements for students seeking the MSE and the TAG endorsement are as follows:

  • Core courses: 17 credit hours
  • ESL electives: 18 credit hours

TAG courses can be used as electives in addition to the endorsement.  Classes vary in number of credit hours and are four to eight weeks (not the six-week format of core courses).

Psychology of the Gifted

EDUC 191/291: Introduction to Gifted Education – 3 credit hours

This comprehensive introduction to gifted education combines both theory and practice.  In addition to developing an understanding of the history of gifted education and the characteristics, identification, special programs, and related law, participants will learn about instructional models, programming options, assessments, and evaluation.  Practical components such as resources, beginning a program, special programs available, and parent education will be addressed.

EDUC 192/292: Social-Emotional Needs of Gifted – 2 credit hours

This course will explore social and emotional issues facing gifted and talented individuals.  Current research, basic counseling techniques, and effective classroom strategies will be presented.  Some topics include perfectionism, motivation, underachievement, self-esteem, gender bias, depression, stress management, and overexcitabilities.

EDUC 193/293: Creativity and Gifted – 2 credit hours

This course is designed to be an overview of creativity to include definitions and theories of creativity, characteristics of the creative person, models of the creative process, techniques of creative thinking, metaphorical thinking, creative dramatics, tests of creativity, and developing personal creativeness.

EDUC 194/294: Special Populations of Gifted – 1 credit hour

This course is designed to help students increase their knowledge and understanding of issues related to serving special populations of gifted learners. Some of these special populations are gifted children who are poor, who are twice-exceptional (2E), who live in rural areas, or who are English Language Learners (ELL). Their issues include various racial, cultural, and ethnic backgrounds of gifted learners. The course addresses these students’ unique needs, gender identity concerns, programming options, identification, and learning styles.

Programming for the Gifted

EDUC 112/212: Challenging the Young Gifted Child – 1 credit hour

This course is designed to develop an understanding of programming related to the education of the young gifted preschool to second grade child.  Relevant research related to social emotional needs, literacy, STEM, acceleration, differentiation, and assessment will be addressed. This course is appropriate for preschool and early elementary teachers.

EDUC 195/295: Curriculum & Assessment – 3 credit hours

This course provides an understanding of developing, selection, and implementing appropriately challenging curriculum for the gifted.  A practical application includes reviewing both a curricular unit and an existing gifted program. Curriculum design areas including resources will be explored.  The role of assessing student learning and best practice to implement curriculum will be addressed.

EDUC 196/296: Differentiation for the Gifted – 1 credit hour

This course provides the specific tools and techniques to meet the needs of the gifted through adapting the curriculum.  Content, process, and product differentiation will be examined, as well as strategies such as pre-assessment, flexible grouping, independent study, compacting, centers, and tiered instruction.  Students will learn how differentiation is effective in the regular classroom through classroom management and proper assessment.

EDUC 197/297: Gifted Learners: Literacy Strategies – 2 credit hours

This course will examine curriculum theories and methods for teaching literacy, with a focus on meeting the needs of gifted learners.  Strategies for identification, assessment, and instruction will be presented.

EDUC 198/298: Gifted Learners: Math Strategies – 1 credit hour

This course will examine curriculum theories and methods for teaching mathematics, with a focus on meeting the needs of gifted learners.  Strategies for identification, assessment, and instruction will be presented.

EDUC 190/290: Administration of Gifted Programs – 1 credit hour

This course is designed to develop an understanding of program policy, administration, and evaluation related to gifted education. Relevant research on definition, mission statements, and goals of programming will be reviewed.  State policy and regulations regarding identification, programming, licensure, and funding will be addressed. Advocacy and communication, professional development, and in-service design will be examined to further the development of a school program.

Practicum Experience

EDUC 110/210: Practicum in Gifted Education – 1 credit hour

This course is designed to be a substantive field based practical experience with a population of TAG students learners in a level in which you do not have your license. It includes 8 hours of observation and “hands-on” interaction with gifted students. Those licensed at the elementary level observe or work with secondary students and secondary educators observe or work with elementary students, since this is a pK-12 endorsement.

Independent Studies

EDUC 130/230: Independent Study – 1 – 3 credit hours  

Independent studies may be available for courses of special interest (e.g., technology, out of sequence or unavailable courses, NAGC conferences).  
 

Sequence of Courses

 

Year Term Course
2018 Summer Term 1 EMSE 205 or TESL 212
2018 Summer Term 2 EMSE 207 or TESL 213
2018 Fall Term 1 ELIT 285 or TESL 214
2018 Fall Term 2 EMSE 209 or TESL 215
2019 Spring Term 1 ELIT 281 or TESL 216
2019 Spring Term 2 EMSE 211
2019 Summer Term 1 EMSE 213
2019 Summer Term 2 ELIT 270
2019 Fall Term 1 EMSE 215
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