Curriculum:Master of Science in Education


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

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 ow 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.


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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