M.Ed. in Instructional Mathematics & Science

Director's Welcome & M.Ed. Overview

Drury University offers a variety of Master in Education degrees: elementary, middle school, and secondary curriculum and instruction, gifted education, human services, online teaching, instructional leadership, instructional mathematics K-8, instructional technology and instructional technology/media, exceptional children and youth, Drury Alternative Track in Special Education or DATSE) and special reading.

Available completely online. This program is designed for those persons who already have a teaching certificate.


Required Core Courses (18 hours):

SCI 621: Educational Technology
3 credit hours

Students are required to take this course during their first two semesters of graduate study. This course is required for all programs leading to the master in education degree, and provides an introduction to educational technology. This course uses a research-based approach to explore how educational technologies can be applied to enhance educator effectiveness and assist learners in reaching their objectives. Students will also develop strategies for evaluating new educational technologies as they emerge.

EDUC 638: Teaching and Learning in Diverse Classrooms
3 credit hours

This course recognizes the need to support the learning of all students and will expose graduate-level students to the challenges, issues, and experiences faced by students from groups identified by race, ethnicity, language, socioeconomic status, exceptionalities, sexual identity, religion, and culture.

SS 639: Leadership Techniques
3 credit hours

This course studies the development of concepts of leadership and the techniques through which leadership is exercised. The influence of changing political, social and economic forces on education in general as they affect the role of the leader is explored.

HFA 656: Academic Writing and Digital Literacy
3 credit hours

This course will develop proficiency in academic writing, focusing on accuracy, authority, voice and format. The course will also develop the skills required to locate, evaluate and integrate information into academic work using online resources and digital tools. Participants will learn how to effectively search for information and objectively assess its value and meaning in context. This course is recommended for all graduate students.

EDUC 689: Introduction to Educational Research
3 credit hours

Prerequisite: 27 completed graduate hours.
This course is designed to acquaint students with different methods of educational research and statistical procedures. Emphasis is placed on procedures for writing research papers and proposals. This course is designed to be completed the semester prior to EDUC 700 Capstone Seminar.

EDUC 700: Capstone Seminar (for all graduating students except those pursuing tracks where this course is not specified)
3 credit hours

Prerequisite: EDUC 689
This course must be taken within the final nine hours of degree work. It is deemed appropriate that every person completing a master in education degree be familiar with the current innovations of the profession. It is of equal importance that he or she relate knowledge derived from various courses to his or her own area of specialization and evaluate personal cognitive and affective growth. The Capstone Seminar aims to fill these needs. Completion of a seminar paper or project is a requirement for a satisfactory grade in this course. The paper will focus on the area of specialty for the graduate student. Successful completion of a written or oral, comprehensive, master’s degree examination is required as a part of the Capstone Seminar course. The course is graded satisfactory or unsatisfactory.

SCI must be taken within the first two semesters.
EDUC 689 and EDUC 700 must be taken in the last 9 hours of the program. 

Courses Required in Emphasis (18 hours):

SCI 639: Data Analysis
3 credit hours

In this course, teachers learn the mathematical content for teaching their students about descriptive data. They learn to ask questions, gather necessary data, organize, visualize, and analyze the data and communicate that analysis. They use spreadsheets as a tool to organize, visualize and communicate data.

SCI 623: History, Security & Ethics of Technology
3 credit hours

Prerequisite: SCI 621 or approval of instructor. 
This course is designed to prepare educators with historical, security and ethical situations that will be encountered in educational technology.

SCI 622: Improvement of K-12 Mathematics Instruction
3 credit hours

A course designed for the in-service teacher to consider the fundamental structure of mathematics and strategies for improving instruction of mathematics in the K-12 school curriculum. Special attention is given to the curriculum frameworks provided by the National Council of Teacher of Mathematics and other educational agencies.

SCI 662: Studies in Environmental Problems
3 credit hours

A course designed to meet the current needs of the educator in respect to developing environmental awareness. Basic principles of ecology are explored as a means of establishing a framework within which the student can relate to the total environment. Some time is devoted to consideration of existing environmental problems, their causes and effects on the environment and corrective measures available.

SCI 626: Web Communications and Design
3 credit hours

Prerequisite: SCI 621 or approval of instructor. 
This course will provide the knowledge and skills to design Web pages that support the school setting. Students will learn and apply best practices for the layout and structural design of websites and create content specifically optimized for the Worldwide Web. Emphasis will be on practical applications of education-focused Web design.

SCI 631: Improvement of K-12 Science Instruction
3 credit hours

A course designed for the in-service teacher to improve background knowledge in science concepts and instructional strategies in the elementary, middle school or high school curriculum. Emphasis is given to a hands on, process-oriented instructional approach incorporating active research related to water quality monitoring, science fair preparation, minority scientists and community resources for science education.