School of Education

Correspondence should be sent to:
Graduate Programs Office
Graduate Education Program
Drury University
900 N. Benton
Springfield, MO 65802
Phone: (417) 873-6948
grad@drury.edu
http://educ.drury.edu

School of Education

The underlying philosophy of Drury’s graduate education programs is that teachers and human services professionals need further development with professional courses that will supplement and bring up to date previous training in his or her field (courses designated EDUC), and additional work in fields other than professional education (courses designated HFA, SCI, SS). The latter serve to acquaint students with methods, resources and recent viewpoints in areas in which he or she is a nonspecialist as well as to add a field of specialization. In content and method of presentation, the nonprofessional courses are designed to give a broad foundation of understanding, rather than narrow specialization, and distribution of work in all three fields is normally required.

Program Assessment

I. Outcomes Stated as Abilities
The outcomes of the Drury University master in education degree are stated as abilities which students will exhibit when they complete their program of study. These outcome abilities are directly related to the mission and goals of Drury University. The outcome abilities represent a combination of skills, behaviors, knowledge, values, attitudes, motives or dispositions and self-perceptions. The outcome abilities are developmental, or teachable, and can be defined in increasing levels of complex elements or processes for learning and assessing performance. These outcome abilities are transferable in that they prepare students for the many roles and settings in which they perform.

The four general outcomes of the Drury University master in education degree program include the ability to apply:

1. liberal arts skills for lifelong learning;
2. research for increased professional effectiveness;
3. technology to the learning-instructional process, and
4. synthesis to the many issues and perspectives surrounding professional and personal experiences.

In concert, the four general outcome abilities developed in the master in education degree program enable the graduate to demonstrate active wisdom; the ability to distinguish relevant from non-relevant issues and employ knowledge to add value to the experience of living.

1. Liberal arts skills for lifelong learning. Recognizing that the world is changing, the master in education degree program strives to develop the knowledge, skills, values and attitudes which enable individuals to contribute as members of learning communities. They contribute by collaborating with other professionals and also with parents. They make effective use of community resources, cultivating knowledge of their school’s community as a powerful resource for learning. The master in education degree program is designed to help students develop:

Critical thinking: to think clearly, distinguish fact from opinion, be reflective and thoughtful about what they are doing, ask questions and challenge assumptions;

Value judgements: to apply critical thinking to the realm of values;

Communication skills: to see, listen, read, speak and write with clarity and skill;

Empathy: to understand the viewpoints of others;

Responsibility: to gain the skills necessary to take responsibility for their lives, to recognize the interdependence of all human beings while recognizing that they are free individuals who can have significant control over their own destinies, and to believe that, through their actions, they can have a significant impact on the world, and

Health and well-being: to develop a variety of interests, to be involved with organizations, to assume leadership roles and to develop physical, psychological, spiritual and social well-being.

2. Research for increased professional effectiveness. There is a balance between the practical and applied on the one hand, and the theoretical and research-oriented studies on the other. Each student learns about research methods in his or her discipline as a part of the graduate education program, and all students are expected to do some research as a part of their programs. Teachers are continually making difficult choices that test their judgement and draw on education research and scholarship to improve their practice.

3. Technology applied to the learning-instructional process. Teachers must act on the belief that all students can learn. They must recognize individual differences in their students and adjust their practice accordingly. They must have an understanding of how students develop and learn, and they must know how to use technologies in a learning-instructional environment. Teachers must orchestrate learning in group settings, as well as individual experiences, which place a premium on student engagement. The use of technology enhances student learning and personal productivity.

4. Synthesis to the many issues and perspectives surrounding their professional and personal experiences. Teachers must treat students equitably and know that their mission extends beyond developing the cognitive capacity of their students. Teachers must appreciate how knowledge of their subjects is created, organized, and linked to other disciplines, and must command specialized knowledge of how to convey a subject to students. It is important that teachers generate multiple paths to knowledge, valuing the learning styles and multiple intelligence characteristics of the students. Teachers are continually making choices that test their judgement and cause them to be reflective with regard to assessing student progress toward a broad range of academic and personal development objectives.

II. Assessment Techniques
The outcome abilities of the Drury University master in education degree graduates are assessed in multiple settings within a variety of contexts. As an applicant for candidacy to receive the master in education degree (required when the student is taking SCI 620-Technology in the Classroom), the student completes a series of assessments in each of the four areas that establish their base of performance and provides feedback and self-assessment. This information is used to help design the remainder of the student’s program of study and becomes a portfolio record of the student’s development over time. Students submit papers, Power Point presentations, case studies and samples of lesson plans and children’s work from their classrooms. The student and their graduate faculty advisor assess the work and reflect on the student’s developmental goals for the remainder of the program. Most of the entries into the student’s electronic portfolio represent work the student is responsible for selecting as best representing their development related to the four outcome abilities of the program.

In order to make the four general outcome abilities function as an organizing framework for the master in education degree program of study, a matrix of assessment strategies is provided (a matrix may be obtained from the education department office). Assessments are conducted at the candidacy stage (during SCI 620 Technology in the Classroom) and at the conclusion of the graduate program (in the course EDUC 700 Capstone Seminar). The general outcome ability assessment strategies are designated to:

1. have a positive effect on the teacher’s role in education;

2. consist of a variety of methods;

3. use state-of-the-art technology;

4. be affordable and accessible for satellite campus students as well as Springfield students;

5. reflect involvement of learned societies, state agencies, K-12 public school districts, professional associations and other higher education institutions;

6. provide internal and external validity with respect to effective teaching, and

7. be developmental in nature so that teachers are prepared for the assessments, provided constructive feedback and adjustments are made in the master in education degree program as needed.

The most valid assessment process of the master in education degree program is one that engages graduate students in the activities of teaching activities that require the display and use of teaching knowledge and skill and that allow teachers the opportunity to explain and justify their actions. The examination of the activities of teaching include documentation, evaluation and examination.

Mid-Missouri Region
(Ft. Leonard Wood/St. Robert Annex, Rolla, Lebanon)

Drury University began offering a graduate program of study in Ft. Wood in 1977. This program has expanded to off-post sites in Rolla, Lebanon, and the new St. Robert Annex. The Drury program is primarily designed for practitioners in the field of education, to include US Army training and instruction. Graduation requires completion of 36 hours which can be earned in two years by attending two courses during six consecutive semesters.

Courses of study for elementary, middle school and secondary teaching are available at the region's sites. Additionally, a troops to teacher option developed in coordination with the Missouri Department of Elementary and Secondary Education, provides an accelerated middle school certification option for former military service members.

Individuals not interested in a degree program may enroll as “non-degree seeking” students for specific courses. For further information, write or call: Drury University, St. Robert Annex, 194 Eastlawn Suite C., St. Robert, MO 65584, (573) 451-2400, Fax: (573) 451-2405.

Admission to the Program

Applicants for admission to graduate study must hold a four-year baccalaureate degree from an accredited college or university. Before enrolling in any course, all applicants must be admitted to the graduate education program, unless admitted in conditional standing with temporary registration as outlined in II.B. below.

I. Each applicant for admission to graduate study as a degree-seeking student must file with the graduate programs office:

A. Application for admission on the appropriate form;
B. One official transcript of all undergraduate and any previous graduate credits;
C. Report of score on the Miller Analogies Test (MAT) or Graduate Record Examination (GRE) not more than five years old; and
D. A $25 application fee.

II. Students are admitted or denied admission on the following basis:

A. Regular standing – an undergraduate grade point average of 2.75 or higher and a Miller Analogies or Graduate Record Examination test score; or, an undergraduate grade point average lower than 2.75 with a qualifying score on the Miller Analogies Test or Graduate Record Examination.
B. Conditional standing – those students who have applied for admission who have been allowed temporary registration (up to nine hours within one semester) as a special graduate student while their credentials are being evaluated and eligibility for admission is being established. It is expected that students in this classification will become students in regular standing when their applications are processed and approved.
C. Denial of admission – failure to meet the requirements listed above or such other reasons considered valid by the Graduate Education Council in individual cases.

III. Students applying for admission may be admitted as non-degree seeking students under the following conditions:

A. Students who have established eligibility for admission to the graduate program but who elect not to work toward a degree at Drury University.
B. Students already holding a master's degree who wish to take additional graduate work for professional enrichment (not required to submit a GRE or MAT score). An official transcript showing master's degree conferred must be submitted in order to waive test score.
C. Students in good standing in a recognized graduate school who wish to take graduate courses at Drury University must submit a letter from the institution where the degree work is being taken, authorizing the student to register for a particular course or courses.
D. Students who elect not to work toward a degree at Drury University, regardless of undergraduate grade point average, may enroll for up to nine hours of graduate credit within one semester. Students must establish eligibility under Part I above to continue enrolling in courses beyond that semester.

Admission to Candidacy

Candidacy to graduate is a required step in the process of completing the master in education degree. The candidacy step has three (3) basic purposes:

1. provide a general assessment of how the master in education degree program is contributing to the student’s personal and professional development

2. provide an opportunity for the student to meet with his or her graduate advisor to discuss:

a. personal and professional goals
b. program of study to complete the master in education degree
c. possible topics for the capstone seminar research paper

3. provide approval of transfer courses

“Candidacy to Graduate” is completed during the course SCI 620 Technology in the Classroom.

Graduation Requirements

In order to be recommended for the degree of master in education (M.Ed.), a candidate must satisfy the following conditions:

1. The successful completion of 36 semester hours, in accordance with the regulations covering the program;
2. An average of 3.0 for all courses undertaken in the Drury program. Courses with a final grade below C cannot be counted for credit hours toward the degree.
3. A maximum of two workshops (or six graduate credit hours) may be applied for credit toward the master’s degree. On June 24, 1984 the Graduation Education Council established the policy of grading workshops on a “Satisfactory” or “Unsatisfactory” basis. This action was taken as a result of problems created in determining letter grades within the typical workshop period. The “Satisfactory” or “Unsatisfactory” grade also distinguishes the workshop course from regular classes. A grade of “Satisfactory” indicates attainment of “B” level or better work at the graduate level. A grade of “Unsatisfactory” indicates an unacceptable level of performance.
5. The successful completion of a culminating course, EDUC 700 Capstone Seminar, during the last nine hours prior to graduation. Successful completion of a written, comprehensive, master’s degree examination is required as a part of the Capstone Seminar course.
6. The M.Ed. program must be completed no later than seven calendar years (including transfer work) after the student has begun graduate-level work.

Master In Education Emphasis Areas

The Master in Education degree offers seven different emphasis areas:
elementary, middle school, secondary, physical education, gifted education, human services, and instructional technology.

Elementary School Teachers

Required Courses (18 hours)
EDUC 605 Advanced Educational Psychology
EDUC 689 Introduction to Educational Research
EDUC 700 Capstone Seminar
HFA 636 Teaching and Evaluation of Writing
SCI 620 Technology in the Classroom
SS 624 The Home, the School and the Community

Courses Required in Emphasis (18 hours)
EDUC 631 Advanced Curriculum and Instruction (Elem.)
EDUC 665 Improvement of Reading Instruction
SCI 622 Strategies in Teaching Mathematics K-12
SCI 631 Improvement of Science Instruction
(Teaching Field Elective)
(Teaching Field Elective)

Middle School Teachers
(Humanities, Science or Social Science)

Required Courses (18 hours)
EDUC 605 Advanced Educational Psychology
EDUC 689 Introduction to Educational Research
EDUC 700 Capstone Seminar
HFA 636 Teaching and Evaluation of Writing
SCI 620 Technology in the Classroom
SS 624 The Home, the School and the Community

Courses Required in Emphasis (18 hours)
EDUC 603 Middle School Philosophy
EDUC 633 Middle School Curriculum and Instruction
EDUC 665 Improvement of Reading Instruction
(Teaching Field Elective)
(Teaching Field Elective)
(Teaching Field Elective)

Secondary Teacher
(Humanities, Science or Social Science)

Required Courses (18 hours)
EDUC 605 Advanced Educational Psychology
EDUC 689 Introduction to Educational Research
EDUC 700 Capstone Seminar
HFA 636 Teaching and Evaluation of Writing
SCI 620 Technology in the Classroom
SS 624 The Home, the School and the Community

Courses Required in Emphasis (18 hours)
EDUC 635 Advanced Curriculum and Instruction (Secondary)
EDUC 665 Improvement of Reading Instruction
Content Area Courses (12 hours required in teaching field)
(Teaching Field Elective)
(Teaching Field Elective)
(Teaching Field Elective)
(Teaching Field Elective)

Secondary Teachers
(Physical Education)

Required Courses (18 hours)
EDUC 605 Advanced Educational Psychology
EDUC 689 Introduction to Educational Research
EDUC 700 Capstone Seminar
HFA 636 Teaching and Evaluation of Writing
SCI 620 Technology In the Classroom
SS 624 The Home, the School and the Community

Courses Required in Emphasis (18 hours)
EDUC 636 Curriculum Problems in Health and P.E.
EDUC 637 Advanced Coaching Theory
SCI 638 Applied Statistics in Health Science
SCI 646 Exercise Physiology

Select two of the following:
EDUC 640 Adaptive Physical Education
SS 637 Trends and Issues in Health Education
SS 639 Leadership Techniques in Health Science

Gifted Education (Elementary and Secondary Teachers)

Required Courses (18 hours)
EDUC 605 Advanced Educational Psychology
EDUC 689 Introduction to Educational Research
EDUC 700 Capstone Seminar
HFA 636 Teaching and Evaluation of Writing
SCI 620 Technology In the Classroom
SS 624 The Home, the School and the Community

Courses Required in Emphasis (18 hours)
EDUC 676 Survey of Gifted Education
EDUC 677 Curriculum and Instruction for the Gifted
EDUC 678 Administration and Supervision of Gifted Programs EDUC 679 Counseling and Guidance of the Gifted
EDUC 686 Practicum in Gifted Education
(Elective)

Individualized Program for Human Services Professionals

Required Courses (18 hours)
EDUC 605 Advanced Educational Psychology
EDUC 689 Introduction to Educational Research
EDUC 700 Capstone Seminar
HFA 636 Teaching and Evaluation of Writing
SCI 620 Technology In the Classroom
SS 624 The Home, the School and the Community

Courses Required in Emphasis (18 hours)
Human Services (18 hours) Elective Credit

Instructional Technology

Courses Required in Emphasis (21 hours)
SCI 623 History, Security and Ethics of Technology
SCI 624 Research in the Information Age
SCI 625 Online Pedagogy
SCI 626 Writing for the Web
SCI 627 Web Design
SCI 628 Infrastructure and Support
SCI 629 Technology Internship

Certification of School Personnel

All teaching certificates are issued directly by the Missouri Department of Elementary and Secondary Education. Students completing requirements for certification who already possess life certification in the state of Missouri in another teaching area must make direct application to the Missouri Department of Elementary and Secondary Education for additional certification.

Kappa Delta Pi

On May 16, 1975, a campus chapter of Kappa Delta Pi, a national honorary society in education, was established. Graduate students may be invited to membership on the basis of excellence of scholarship and distinction of achievement in the field of education.

Course Descriptions

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