Master's Degree in Teaching (Master of Science in the Science of Instruction)

Curriculum

A minimum of 45 credits is required to complete the degree. Distribution of credits is as follows:

Evaluation of transcripts by a program advisor in relation to state standards determines the required courses for certification in your area of interest (elementary or secondary).

Electives

Concentration Electives 

For students without prior teacher certification, 7 credits are required. Students with prior certification or those seeking certification in an additional area select 19 credits from the following content categories:

1. Mathematics and science
2. Technical pedagogy
3. Applied pedagogy

Professional Electives 

Professional electives are selected with the guidance of a program advisor to strengthen mathematics and science knowledge, improve pedagogy competence, broaden general education, learn about information science, learn how to integrate technology into instruction, and ensure that certification standards are satisfied.

MS in the Science of Instruction with Teacher Certification

Students must complete all required core pedagogy courses with a grade of “B” or better.  Students must also complete all required content courses with a grade of “C” or better while maintaining an overall “B” average in the content courses.  In addition, students must receive passing Praxis test scores.

Completion of the above requirements satisfy the requirements for Pennsylvania Instructional I Certification. Through operation of interstate reciprocity agreements, a Pennsylvania teaching certificate may be converted to the analogous teaching certificate in another state. Please contact your states Department of Education for more information.

*Important note for students who plan to obtain teacher certification through this program: U.S. state teacher certification requires U.S. citizenship or a declaration of intent to become an U.S. citizen. Students who are contemplating completing the field experience requirement outside of the United States must make arrangements to student teach in a U.S. affiliated school, such as on an Army base, under the guidance of a U.S. fully certified teacher at the grade level and subject appropriate for the intended area of certification. The cooperating teacher needs to be certified in the U.S. with a minimum of 3 years teaching experience in the area of certification being pursued.

Course Descriptions

EDUC 511— Computer Skills for Teachers 

Presents major instructional design concepts students will use in developing their own curricular materials. Describes and discusses various kinds of teacher-developed instructional tools in relation to appropriate instructional task or learning environment. Primarily uses the Macintosh microcomputer and appropriate authoring systems. Provides extensive hands-on instruction and experience using various authoring systems to create many different kinds of instructional tools. Students must be experienced with the Macintosh.

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EDUC 512— Focus on World Geography

Through the study of geography, students will be encouraged to find a meaningful framework for understanding the system of human culture on Earth and become familiar with the vast interactive system involving humanity and its natural environment. 

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EDUC 514— Science Teaching Methods

This course bridges theory and practice, providing hands-on experience in the application of constructivist learning theory to designing and delivering effective classroom experiences. 

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EDUC 516— Diversity and Today's Teacher

This course explores major issues related to the increasing diversity of students in elementary and secondary classrooms in the United States. The multifaceted challenges of teaching heterogeneous student populations (and strategies for). 

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EDUC 518— Mathematics: Methods & Content

Course emphasizes diagnostic instruction in mathematics by allowing students to complete problems that their students will be expecting to work, noting the error and correction process as well as gaining an awareness of student's difficulties in mathematics. 

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EDUC 520— Professional Studies Instruction

For students who lack professional-level classroom teaching in grades K to 12. Examines and develops skills in instructional planning, pedagogy, motivation, classroom management and discipline, interrelationships among diverse populations within school settings, and identification of instructional resources. Discusses current principles of developmental and learning theories and instructional design applied to teaching. 

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EDUC 522— Evaluation of Instruction

Provides study and experience in quantitative and qualitative assessment. Methods for assessing student learning include informal test procedures such as rating scales, checklists, observations, and student self-assessment and formal test procedures such as essay tests, developmental criteria and rubrics, teacher-made objective tests, and standardized tests. Authentic alternative assessments include journals, portfolios, and performance assessments. Processes and problems in test construction and analyzing, summarizing, and reporting student outcomes are examined. Standards for validity and reliability are studied. Qualitative research includes gathering data through observations, interviewing, documentation, and triangulation in field settings. Includes a field component. 

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EDUC 523— Diagnostic Teaching

Focuses on teaching that attempts to identify the student's level of performance and all the relevant information that contributes to that performance. Involves analysis of material to be learned and implementation of instruction that integrates the learner's cognitive and emotional development with the appropriate part of the knowledge or task to be learned. Investigates various learning styles, including field-dependent/independent, convergent/divergent thinking, right/left brain activity, reflective/impulsive personalities, risk-taking/cautious, and attention to locus of control. Includes analysis and application of generic influences on cognitive, social, emotional, psychomotor, and physical aspects of learning. Investigates curriculum in terms of its psychological nature and selection and development of instructional strategies that enhance learning and prevent learning problems. Provides opportunities to work with elementary and secondary school students in the Drexel Diagnostic Mathematics Learning Laboratory. 

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EDUC 524— Current Research in Curriculum and Instruction

Examines the relationship of curricula and instruction to current research in learning and knowledge construction, developing higher-order thinking in specific disciplines and content areas, and the role of understanding and metacognition in learning. Complex problems of pedagogy are identified and analyzed (e.g., interdisciplinary curricula, team teaching, collaborative learning), with attention to designing learning goals and outcomes with effective instructional strategies. 

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EDUC 525— Multimedia in Instructional Design

Investigates learning theory and its implications for interactive multimedia formats, including the relationship of instructional design principles to selection of media elements (text, video, sound, animation, and graphics) for high-quality design. Examines human-computer interface principles, navigation features, and visual thinking using a wide range of educational software examples. Criteria for software assessment and virtual classrooms are reviewed. Students design and write a software prototype as a group design project. Complex issues and concepts in technology and education are analyzed. 

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EDUC 526 — Language Arts Processes

Applies contemporary research to processes and problems in teaching oral and written communication, with the basic assumption that listening, speaking, writing, and reading are integrated processes and should be taught as such. Covers analysis and use of instructional strategies for teaching developmental reading and writing, reading and writing in content areas, written correspondence, research reports, journal writing, poetry, and appreciation of children's literature. 

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EDUC 532 — Designing Virtual Communities for Staff Development - Non-Field Experience

Examines the impact of distance learning and multimedia technologies on the educational systems of teachers, administrators, librarians, and other professionals in schools responsible for technology and professional development. Online discussion groups, video conferencing, and web-based instruction will be used to form a virtual learning community. There is no field experience component in this course. 

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EDUC 533 — Virtual Learning

Examines the iMpact of distance learning and multimedia technologies on the educational systems of teachers, administrators, librarians, and other professionals in schools responsibility for technology and professional development. Online discussion groups, video conferencing, and Web-based instruction will be used to form a virtual learning community.

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EDUC 534 — Developing Educational Leaders Using Technology 

Addresses leadership and team building competencies that instructional technologist need to work collaboratively with teacher, administrations, parent groups, and the community. Will use technologies that facilitate communication and team building.

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EDUC 535 — Rsrch & Eval Instruction Tech

Course will focus on teaching and learning technology standards, general applications of technology and basic technology and skills. Will examine and critique educational software and learning technologies, and through research, develop criteria for technology. This course includes a 1-2 day field-based research assignment. 

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EDUC 540 — Field Experience

Provides supervised field experience at a cooperating school designed to develop skills in instructional planning, pedagogy, motivation, classroom management and discipline, interrelationships among diverse populations within school settings, identification of instructional resources, and applications of current research on effective teaching. 

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EDUC 542 — Fundamentals of Special Education

This course provides an overview of the essentials of special education for today's teachers. Specific emphasis is placed on; the history of special education, purposes of formal and informal assessments and current research on inclusive classrooms. Additional focus will be placed on legal/ethical considerations in testing and the translation of data. 

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EDUC 544 — The Inclusive Classroom

The focus of this course is to teach teachers how to manage instruction for students with diverse learning and behavioral profiles in the inclusive classroom by examining normal and abnormal cognitive, physical, social, behavioral and language development of children. The course will address curricular, environmental and instructional adaptations in addressing students' needs. 

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EDUC 546 — Literacy and Content Skill Development

The focus of this course is literacy skill development in individuals at-risk for disabilities and with disabilities as well as causes and correlates of individual differences in reading ability. Research, theory, identification approaches and practical, research-supported instructional strategies will be provided for working with students.

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EDUC 705 — School Law and Politics 

This course is designed to assist students with their understanding of how law, politics, and power structures interact to influence the goals and operations of the schools. Students will student the roles of school boards and community organizations, state boards of education, state government agencies, special interest groups, professional organizations, and unions.

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