Skip to content

phone icon 844-222-2059

Apply Now

Master of Science in Education – Instruction online

With no certificate or licensure track and a curriculum that is 50 percent required courses and 50 percent electives, this program provides the flexibility to adapt your degree to your specific professional goals.

06/14/21 Next Application Due Date
07/05/21 Start Classes

Program Overview


$14,400 Total Tuition
As few as 12 months Program Duration
30 Credit Hours

If you’re already a licensed K-12 teacher, the Master of Science in Education – Instruction builds on entry-level education and expands your teaching professionalism with more in-depth work on the learning process (child and adult), along with best practices in assessment and instruction.

There is no teaching degree required for admission into the MSEI program.

Prepare for numerous traditional and non-traditional teaching roles while you learn on your own schedule. The program can be completed in as few as 12 months.

Please note this program does not lead to obtaining a teaching license.

Career outcomes for the MSEI online include:

  • Instructional or program coordinator
  • Training and development specialist
  • Program outreach administrator
  • Master teacher

Licensure and Certification

UW-Superior education programs are approved by the Wisconsin Department of Public Instruction to fulfill licensure requirements for the state of Wisconsin. As licensure requirements may change without notice, it is your responsibility to confirm the requirements for licensure in your state as it applies to the participation in an out-of-state degree program. If you seek licensure in a state other than Wisconsin, please see the UW-Superior Institutional Certification Office web page for further information and assistance.

The University of Wisconsin-Superior is accredited by the Higher Learning Commission (HLC), one of six regional accreditation organizations recognized by the United States Department of Education and the Council for Higher Education Accreditation.

Have questions or need more information about our online programs?

Also available:

Tuition


Tuition cost for the Master of Science in Education – Instruction online degree program is the same affordable price for students who reside in-state or out-of-state. To help make the cost more manageable, students pay for each course as they enroll. There is a $56 application fee and a $60 technology, but all other fees are included in the total cost of tuition.

$480 Per Credit Hour
$14,400* Total Tuition

View full tuition breakdown

The following is the tuition breakdown for students pursuing a Master of Science in Education – Instruction online:

Program Per Credit Hour* Per Three Credit Hours* Total Tuition*
MSE – Instruction online $480 $1,440 $14,400

*Tuition does not reflect technology fee of $60 per course.

Calendar


For the convenience of our Master of Science in Education – Instruction online students, there are multiple start dates each year on the academic calendar. Students should consider application date deadlines, turn in all the required documents, register for classes and pay for tuition for their desired program start date. You can be Superior any time of the year.

06/14/21 Next Application Due Date
07/05/21 Next Class Start Date

View full calendar

At the University of Wisconsin-Superior, we offer multiple start dates to accommodate your schedule. Our calendar includes other important dates to make it easier for you to get started on your program.

Term Start Date Application Deadline Document Deadline Registration Deadline Payment Deadline* Course End Date
2021 Spring II March 22, 2021 March 1, 2021 March 1, 2021 March 15, 2021 March 17, 2021 May 9, 2021
2021 Summer I May 17, 2021 April 26, 2021 April 26, 2021 May 10, 2021 May 12, 2021 July 4, 2021
2021 Summer II July 5, 2021 June 14, 2021 June 14, 2021 June 28, 2021 June 30, 2021 August 22, 2021
2021 Fall I September 6, 2021 August 16, 2021 August 16, 2021 August 30, 2021 September 1, 2021 October 24, 2021
2021 Fall II October 25, 2021 October 4, 2021 October 4, 2021 October 18, 2021 October 20, 2021 December 12, 2021

*All payments must be submitted by 4:00 p.m. CST. There will be no exceptions.

Ready to take the next step toward earning your degree online from The University of Wisconsin-Superior?

Admissions


The admissions process is the first step toward earning your online degree. Find out the requirements for the Master of Science in Education – Instruction online, what additional materials you should send and where you need to send them. It is not necessary to be engaged in classroom teaching or to hold credentials as a classroom teacher to apply.

Baccalaureate degree From a regionally accredited institution
Professional resume
Minimum 2.75 GPA

View all admission requirements

All individuals with an undergraduate degree, even if it is not an education degree, are eligible to apply for admission to the Master of Science in Education – Instruction online degree program.

Applicants must meet the following requirements to be eligible for admission:

  • An undergraduate grade point average of at least 2.75/4.00 or a 2.90/4.00 grade point average in the last half of the undergraduate program. Undergraduate and graduate work from all colleges attended will be considered.
  • A baccalaureate degree from an accredited college or university
  • Official transcripts of all your undergraduate and graduate work to date. We are unable to accept transcripts from students. If you have taken courses at UW-Superior, transcripts are not required.
  • A professional resume
  • No GRE required
  • Attest to no criminal background
  • Complete criminal background check

View the International Admissions Requirements.

Courses


In order to earn the Master of Science in Education – Instruction online, students must complete five required courses (15 credit hours) and five electives (15 credit hours). Students can transfer up to nine approved credit hours to count for three of their elective courses.

Expand All [+]

You must complete the following courses.

Duration: 7 weeks   |   Credit Hours: 3

Study of foundational and recent theories in student learning, motivation, and learning environments, and their practical implementation in today's K-12 classroom. Focuses on how students learn and how to effect student engagement. Course specifically supports professional development in relation to Wisconsin teacher standards 2, 3, 5 and 6 toward both the Professional and Master Educator licenses; and INTASC and National Board Standards.

Learning Outcomes

At the conclusion of this course, students will be able to:

  • Explore how the brain develops for learning
  • Analyze students' information processing and thinking ability for learning
  • Analyze students' memory and retrieval of learning
  • Analyze students' transfer and application of learning
  • Isolate the educational implications of affective neuroscience
  • Evaluate how students learn reading and mathematics as well as how the arts impact their learning
  • Incorporate how students learn when planning and delivering instruction

Duration: 7 weeks   |   Credit Hours: 3

Study of the principles followed in constructing, using and analyzing formal and informal assessment tasks, tools, standardized tests and results of educational research in the classroom. Course specifically supports professional development in relation to Wisconsin teacher standards 3, 8 and 10 toward both the Professional and Master Educator licenses; and INTASC and National Board standards.

Learning Outcomes

At the conclusion of this course, students will be able to:

  • Investigate the meaning and purpose of student assessment
  • Explore current trends and attitudes concerning the value and utilization of student assessment
  • Analyze various types of educational assessments with an understanding of measurement validity and reliability
  • Design valid and timely formative and summative educational assessments
  • Determine effective uses of student assessment results
  • Develop a student assessment philosophy to inform and guide instructional practice
  • Write effectively and efficiently for a variety of audiences about course topics and educational issues

Duration: 7 weeks   |   Credit Hours: 3

Engages teachers in analyzing and reflecting on current developments and practices in curriculum planning and instructional strategies in K-12 classrooms. Course specifically supports professional development in relation to Wisconsin teacher standards 1, 4 and 7 toward both the Professional and Master Educator licenses; and INTASC and National Board standards.

Learning Outcomes

At the conclusion of this course, students will be able to:

  • Explore implications for instruction from recent trends in best-practice curriculum development
  • Interpret students’ learning needs
  • Develop applicable learning goals and related objectives
  • Facilitate rigorous and diverse instruction for student engagement in the learning process
  • Incorporate the use of technology within instruction
  • Create a supportive and engaging learning environment

Duration: 7 weeks   |   Credit Hours: 3

Research process as it relates to classroom teaching. Focus is on research design and methodology (quantitative, qualitative and mixed methods) as well as the practitioner's role in initiating and utilizing research. Students create a research proposal and plan. Course specifically supports professional development in relation to Wisconsin Teacher Standards 6, 7, 8 and 10.

Learning Outcomes

At the conclusion of this course, students will be able to:

  • Explore potential research-worthy, educationally related topics in need of further study
  • Critique peer-reviewed studies related to possible topics of research interest
  • Create a problem statement, purpose statement, research question(s), and applicable hypotheses aligned in content and wording
  • Develop a synthesized literature review supporting the need for further research of an identified topic
  • Evaluate major research methodologies and corresponding designs
  • Assess ethical and validity considerations in the research process
  • Generate a written research proposal in APA format and style

Duration: 7 weeks   |   Credit Hours: 3

Students design and carry out a research project with the advice and approval of the advisor and special area consultant. Upon completion and approval of the research project by the advisor and consultant, the student gives an oral presentation of the paper to faculty and students. Course specifically supports professional development in relation to Wisconsin Teacher Standards 7, 8 and 9. Consent of instructor is required to enroll in this course.

Learning Outcomes

At the conclusion of this course, students will be able to:

  • Implement an IRB-approved research methodology and corresponding design with sample participants to ethically and accurately collect quantitative, qualitative, or mixed data to address a study’s research questions
  • Analyze collected data in accordance with ethical and accurate analysis procedures to identify findings, conclusions, and implications as related to a study topic’s existing research knowledge base
  • Develop a final written study (thesis) of conducted research in APA format and style
  • Defend a study’s conclusions and implications through an oral and visual presentation of the research findings
  • Conduct valid, reliable, and ethical educationally related research for the betterment of children and educators

Choose five electives from the following:

Duration: 7 weeks   |   Credit Hours: 3

Students research the various federally identified disability groupings of exceptionalities, including examination of the effect of federal, state and local laws and policies on education for students with these exceptionalities. Research into the historical perspectives, legislation and litigation provides background for discussion of current models, theories and philosophies of special education today. Students complete (present) a classroom project (paper) related to current legislation, regulations, policies and/or ethical issues surrounding educational services for students with exceptionalities.

Learning Outcomes

At the conclusion of this course, students will be able to:

  • Describe federal and state legal systems
  • Describe the major provisions of the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act, the Family Education and Privacy Act, the No Child Left Behind Act of 2001, and other federal and state laws affecting the education of students with disabilities
  • Identify and explain the major litigation leading to the passage of the IDEA
  • Discuss and evaluate the major court rulings on the IDEA
  • Locate sources of information regarding legislation and litigation in special education
  • Analyze the results of litigation using the case briefing form
  • Critically discuss and evaluate legal trends in special education

Duration: 7 weeks   |   Credit Hours: 3

Students observe, research and reflect upon methods, strategies and materials for adapting curricula to meet the learning needs of students with mild to severe high-incidence exceptional educational needs. Emphasizes knowledge, skills and dispositions necessary to evaluate students' academic and social needs, research and design appropriate curricula, make modifications and adaptations throughout and across curricular, differentiate curriculum and instruction, and use research-based teaching strategies. Students modify an existing curricular element and practice the modification with one or more students in the field.

Learning Outcomes

At the conclusion of this course, students will be able to:

  • Articulate the various methods of monitoring and teaching students who struggle in school
  • Review the various strategies for use with students whether in a special education placement or in an RtI system and how to select which strategy for each student
  • Discover and share resources for collaboration with colleagues—from behavioral interventions to academic interventions
  • Research various curricula and create differentiated lessons/unit to meet the needs of diverse learners
  • Develop strategies for teaching reading, mathematics, written language, and test taking skills for students with disabilities
  • Write effectively and efficiently for a variety of audiences about course topics and educational issues

Duration: 7 weeks   |   Credit Hours: 3

Students research and discuss behavior theories, strategies and programs, functional analysis of behavior, positive behavior interventions and strategies, RTI, and behavior intervention plans. Students collect data to create a behavior intervention plan and apply it within an educational setting. Course emphasizes the application of theory to the academic and behavioral development of school-age children, especially those with exceptional educational needs, and provides practice in communicating those applications and principles to parents, teachers and other community stakeholders.

Learning Outcomes

At the conclusion of this course, students will be able to:

  • Articulate typical social, emotional, and behavioral development and the factors that influence this development
  • Analyze the impact of culture and perceptions on how behaviors are defined, addressed, and assessed
  • Investigate the role of schoolwide and classroom supports on behavior
  • Formulate and communicate responses to dangerous behavior and managing crisis
  • Develop Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIP)
  • Utilize a variety of data collection tools
  • Create interventions/instruction for students driven by FBAs/BIPs
  • Write effectively and efficiently for a variety of audiences about course topics and educational issues

Duration: 7 weeks   |   Credit Hours: 3

Focus on the major issues of learning and reflecting upon the skills and dispositions necessary for managing a special education classroom and/or case load. Includes curriculum design and evaluation, collaboration with multiple stakeholders, time management, assistive technology and universal design. A fieldwork curriculum research project and presentation is required.

Learning Outcomes

At the conclusion of this course, students will be able to:

  • Articulate the various methods of co-teaching, collaborating, and consulting
  • Create a Collaborative Consultation Model to be used in district/building
  • Discover and share resources for collaboration with colleagues
  • Plan for improvement in the consultation and collaboration in current assignment
  • Develop problem-solving methods of dealing with disagreements and varying perspectives
  • Develop strategies for creating partnerships within the school and community
  • Write effectively and efficiently for a variety of audiences about course topics and educational issues

Duration: 7 weeks   |   Credit Hours: 3

Reaching students with discouraged, difficult and alternative learning styles is a must in today's classroom. This course will assist in building your understanding and effectiveness in reaching students who are subject to non-traditional cultural, family and societal issues that impact their learning needs.

Learning Outcomes

At the conclusion of this course, students will be able to:

  • Research and design instruction using a variety of instructional strategies and adapting instruction to encourage the development of critical thinking, problem solving, and performance skills of all students
  • Demonstrate understanding the nature and dimensions of alternative and at-risk education in schools today
  • Continually assess for student learning and reflect on instruction to improve future teaching and learning experiences for at-risk students and/or those in alternative settings
  • Analyze and apply various methods of collaboration with colleagues, parents, and community agencies and demonstrate how he/she has engaged in collaboration to promote effective teaching and student learning
  • Write effectively and efficiently for a variety of audiences about course topics and educational issues

Duration: 7 weeks   |   Credit Hours: 3

What philosophy, strategies and research can be combined to meet the intellectual, personal and social needs of diverse learners in today's schools? Answering this question in a team approach with parents, students and other professionals will lead you to a group of effective strategies for what works in alternative education.

Learning Outcomes

At the conclusion of this course, students will be able to:

  • Continually assess for student learning and reflection instruction to improve future teaching and learning experiences for at-risk students and/or those in alternative settings
  • Design assessment using a variety of tools to inform instruction and evaluate programming while also addressing individual needs for at-risk students and/or those in alternative settings
  • Provide programming that supports the academic and social/emotional needs of students for at-risk students and/or those in alternative settings
  • Research and evaluate strategies, practices, and assessment to support academic and social/emotional needs of groups and individual students for at-risk students and/or those in alternative settings
  • Write effectively and efficiently for a variety of audiences about course topics and educational issues

Duration: 7 weeks   |   Credit Hours: 3

Leadership development is a broad concept with many varying interpretations. Leadership is not only about leading, but also about managing and sometimes following. Participants will better understand their own leadership style and that of their followers. Both the science and art involved in leadership will be explored. Readings and discussions will be used to better understand some of the more common theories of leadership and leadership development.

Learning Outcomes

At the conclusion of this course, students will be able to:

  • Isolate the various opportunities for teacher leadership in the classroom, in schools and at district levels
  • Articulate how their experiences as teacher leaders impact the lives of students, their learning, and their academic achievement
  • Evaluate the various roles of teacher leaders and the conditions necessary for success as teacher leaders
  • Craft a vision for themselves as teacher leaders based on their understanding of personalities, philosophy of teaching, teaching styles, leadership preferences, individual motivations, and beliefs
  • Design a professional opportunity within the school community following a cultural needs assessment as a teacher leader

Duration: 7 weeks   |   Credit Hours: 3

Examination of the issues related to inequities and inequalities in PK-12 classrooms. Explores diversity in education from an historical perspective to inform teaching practices regarding race, culture, class, and gender. Considers power dynamics, pedagogy, and ideologies that frame education in our schools.

Learning Outcomes

At the conclusion of this course, students will be able to:

  • Examine and understand inequities in a PK-12 classroom
  • Examine and understand inequalities in a PK-12 classroom
  • Understand the history of diversity in education
  • Discover methods, techniques, and tools to add to teaching practices that related to race, culture, class, and gender
  • Learn power dynamics, pedagogy, and ideologies that frame education

Duration: 7 weeks   |   Credit Hours: 3

Study the legal framework within which all school employees must operate. Emphasis on laws and sources of laws which affect students, teachers, and instruction.

Learning Outcomes

At the conclusion of this course, students will be able to:

  • Describe the legal framework within which school operational decisions are made and reflect on how school laws have evolved throughout American history
  • Describe the Establishment, Free Exercise and Free Speech Clauses as they relate to the concepts of equal access
  • Locate and interpret federal and state statutes, court decisions and school district policies around parent and student rights
  • Describe the importance of specific statutes designed to protect the rights of students with disabilities and identify Individual Education Program requirements under IDEA
  • Identify teacher liability issues along with analyzing contractual discrimination within employment
  • Identify freedoms of expression, association, and religion along with analyzing tenure, dismissal and collective negotiations
  • Research and reflect upon landmark cases/rulings within an area of their selected topic

Still Undecided?


Check out our other education programs.

Danna Livingston

Keep Learning to Keep Up With a Changing World

“The instruction degree just gave me really good, up-to-date teaching tips and different styles of teaching because [they are] constantly changing and evolving. Not having been back to school for years, I really felt the need to keep up with the change. I think that’s something we all need to do. I think we should constantly seek more schooling, whether it’s in certificates, workshops, conferences or whatever it is. The world is constantly changing.”

– Danna Livingston, Master of Science in Education in Instruction, May 2016

Read Danna's story

Request Information
*All fields required.
or call 844-222-2059
By submitting this form, I am providing my digital signature agreeing that Wisconsin-Superior (UW-Superior) may email me or contact me regarding educational services by telephone and/or text message utilizing automated technology or a pre-recorded message at the telephone number(s) provided above. I understand this consent is not a condition to attend UW-Superior or to purchase any other goods or services.