2016-17 Undergraduate and Graduate Catalogs

Master of Education

http://www.minotstateu.edu/

(701) 858-3028/1 (800) 777-0750 ext. 3028

Department of Teacher Education and Human Performance
Department Chairperson: Dr. Erik Kana
M. Ed. Graduate Program Director: Dr. Daniel Conn

Overview

Minot State University’s Master of Education degree focuses on improving knowledge and skills relative to teaching and learning. The program concentrates on:

  1. examining current trends in curriculum and instruction,
  2. developing breadth and depth in knowledge and understanding of the teaching and learning process,
  3. developing skills necessary to do action research, and
  4. enhancing the knowledge base in the content area of choice.

This degree is set up to allow any discipline within the Teacher Education Unit at Minot State to offer a concentration, or to allow education related vocations to access graduate studies. Each student will be required to set up a program of study with the director of the M.Ed. program in consultation with the coordinator of the concentration.

The program consists of a minimum of 30 semester hours of graduate credit with a common core of 18 semester hours that all M.Ed. candidates must take. The elective component may reflect a particular concentration or it may be a self-designed concentration which is a combination of graduate course work acceptable to the director of the M.Ed. program--in which case there will be no mention of a particular discipline on the degree.

Mission and Goals of the M.Ed. Program

The objectives of this program are: to develop skills of scholarship and research; to increase professional competence in instructional strategies and curriculum development; and to develop perceptions of the characteristics and unique needs of the students in P-12 schools.

The Master of Education degree seeks to prepare candidates who effectively enhance student learning and demonstrate the high level of knowledge, skills, abilities and commitments reflected in the following National Board of Professional Teaching Standards (NBPTS)/North Dakota Program Approval Standards Outcomes.

Master of Education Program

The Master of Education degree is designed around the Teacher Education Unit’s ARK Conceptual Framework, including Action, Reflection and Knowledge and reflects the TEU’s focus on current cognitive science research. The program outcomes for the M.Ed. are aligned with the National Board for Professional Teaching Standards, 2012 InTASC Standards and North Dakota Program Approval Standards for Advanced Programs for Teachers. Expectations of candidates in the program include:

Outcome 1a:Candidates will demonstrate the ability to match instructional strategies to student needs
Outcome 1b:Candidates will use multiple instructional strategies
Outcome 2a:Candidates will demonstrate appropriate pedagogy for the discipline/s they teach
Outcome 2b:Candidates will demonstrate mastery of disciplinary subjects
Outcome 3a:Candidates develop appropriate informal and formal assessment techniques
Outcome 3b:Candidates will describe a range of assessment approaches
Outcome 3c:Candidates will compare and contrast a variety of management models
Outcome 4a:Candidates will critique their professional practice
Outcome 4b:Candidates will formulate plans for changes in professional practice, based on experience, professional literature and research, and then reflect on and evaluate those changes in relation to student learning
Outcome 4c:Candidates will collaborate with professionals to design a relevant thesis or culminating project in the field
Outcome 4d:Candidates will apply appropriate research methodologies to educational questions and issues
Outcome 5a:Candidates collaborate with professionals in the field
Outcome 5b:Candidates will analyze the relationships between schools and society
Outcome 5c:Candidates will describe processes by which positive relationships may be developed with families and with the larger community
Outcome 6a:Candidates will use current, appropriate technologies
Outcome 6b:Candidates will analyze best practice in relation to technology use as related to student learning

Admission Standards

Candidates seeking admission to the Master of Education program must complete the admission requirements of the Graduate School and have:

  • an overall GPA of 2.75 or 3.0 G.P.A in the last 60 hours of coursework,
  • a completed bachelor’s degree in education or a related area
  • Present position in educational institution or minimum of two years experience in education or a related area.

Admission applications are recommended to the Graduate School by the Master of Education Program Director in consultation with M.Ed. Core faculty and, for those seeking approved concentrations or licensure endorsements, the departments/divisions in which those specializations reside.

  • Applications received by April 1 are reviewed for admission into the program for fall semester.
  • International applicants: October 15 application deadline are reviewed for admission into the program for spring.
  • Domestic applicants: November 1 application deadline are reviewed for admission into the program for spring.

M.Ed. Core class enrollment size is capped to assure quality interaction with faculty and the best possible experience for our students.

Retention Policy

Students must maintain a 3.0 grade point average to remain in the M.Ed. program.

Academic Honesty

Cheating at the graduate level will result in disciplinary action. A committee of education faculty will meet to review each case on an individual basis. Students may be required to repeat work, accept a lower grade for the course, or be dropped from the program.

Overview

The Master of Education Degree consists of a Core of 18 credits in learning and teaching, which all candidates take, a specialization (full concentration or electives--minimum 10 credits) and a capstone Project and Report or Thesis (minimum 2 credits), for a minimum total of 30 credits. Some concentrations leading to additional licensure areas require more than the minimum 12 credits.

M.Ed. Core (18 credits)

ED 501Designing and Interpreting Education Research/Quantitative2
ED 502Designing & Interpreting Ed Research/Qualitative2
ED 519Diversity in a Global Perspective3
ED 521Integrating Technology into Teaching and Learning3
ED 522Curriculum Design and Assessment3
ED 535Models Of Teaching & Learning3
ED 550Dynamics Of Managing Learning2
598/599 Project and Report or Thesis2

Concentrations or Electives (minimum 10 credits)

Information on full concentrations or specialization electives can be viewed under the Concentrations tab. All options require completion of either a Project and Report or a Thesis, as the capstone assessment for the M.Ed. degree and a minimum of 12 SH in a specialization.

Capstone: Thesis and Project Research Options (minimum 2 credits)

The M. Ed. requires a minimum of 2 SH and maximum of 3 SH in either a ED 598 Project And Report or ED 599 Thesis, as the capstone assessment for the M.Ed. degree. The research sequence begins with ED 501 Designing and Interpreting Education Research/Quantitative and ED 502 Designing & Interpreting Ed Research/Qualitative taken in the first year, continues in the M.Ed. Seminars and work with the Graduate Committee, and finishes with 598/599. Graduate students in the M.Ed. program may elect to complete either a thesis or a project. Those choosing the thesis option (599) must satisfy the general requirements for a thesis outlined in the Minot State University Graduate Catalog. Graduate students wishing to pursue the project option must register for ED 598 or the appropriate 598 course within their concentration area. The graduate students will learn the techniques of action research and will apply those skills in an action research project. A written report completes the requirement. Project reports have a seven-chapter format; available from the Director of the M.Ed. Program. Both theses and projects will be guided by, and eventually approved by, a graduate committee consisting of one faculty member from the chosen concentration, one faculty member from the M. Ed. Core faculty and one member outside of the Department of Teacher Education and Human Performance.

All candidates are required to attend the M.Ed. seminars for orientation and project/thesis parameters. Two additional seminar meetings are required in conjunction with the research courses for advising and orientation to graduate study.

Continuing Enrollment

Students who have completed all required M. Ed. coursework, but still continue work on the Project/Thesis, must enroll in ED 589 Continuing Enrollment each subsequent semester, to maintain access to faculty advisors, library, email, and other student support services. Students must be enrolled in the semester in which they intend to graduate.  Effective fall 2016 (1710,) a fee of $200 will be accessed for Continuing Enrollment. 

Specialized Electives

In addition to the Core requirements, all M.Ed. degree candidates must complete a minimum of 14 SH in specialized electives, for a total minimum of 30 SH in the overall M.Ed. degree. Electives may exceed the minimum 14 credits.* Elective course options are chosen by the student with their advisor; depending on whether they wish to study in early childhood, elementary, middle level, high school content areas, or specializations such as special education, reading or cognitive science. Elective courses are drawn from other letter-graded graduate course offerings either in Teacher Education and Human Performance, or in the departments/divisions offering those specializations.

* M.Ed. candidates seeking specific types of licensure endorsements along with graduate study may have substantially more electives to meet those licensure requirements. Electives comprising an approved concentration of at least 14 credits (including the capstone) may be listed along with the degree on the transcript.

Community Engagement and Diversity Experiences

All M.Ed. candidates are expected to complete a Community Engagement Experience, which may involve dissemination of the project/thesis results, or a separate experience approved by their advisor and the M.Ed. Program Director; and a Diversity Experience, which takes place in ED 519.

Concentration Options

A list of Concentration Coordinators and their contact information is available from the M.Ed. Program Director. Please verify the current availability of concentration courses with the Concentration Coordinators when preparing your Program of Study, as some courses are subject to adequate enrollment.  Some concentrations are available within the Department of Teacher Education and Human Performance and some reside in other MSU departments/divisions. Information on coursework and schedules for courses outside of TEHP can be obtained from the respective Concentration Coordinator.

Art Concentration (Minimum 15 SH total)

Coordinator: Linda Olson

Select 6 to 10 credits from the following:6-10
Drawing
Painting
Ceramics
Sculpture
Graphic Design
Metalsmithing: Jewelry and Small Sculpture
Crafts
Photography
Printmaking
Computer Graphics
Mixed Media
Multi-Media
Workshop
Individual Research
Select 4 to 7 credits from the following:7-10
Research In Art Education
Art History: Contemporary Trends & Theory
Issues In Art: Graduate Seminar
Professional Exhibition
Thesis
Total Hours15

Business Concentration (15 SH)

Coordinator: Dr. Lori Willoughby

BIT 510Managerial Communication3
BIT 562Management Information Systems3
BIT 581Contemporary Methods Teaching Business3
BIT 592Special Topics3
BIT 598Project3
or ED 599 Thesis
Total Hours15

Cognitive Science Concentration (14-16 SH)

Coordinator: Dr. Deb Jensen

Since this multi-disciplinary concentration draws from many program areas, candidates are advised to frame their program of study as early as possible, as some courses may be offered on a three-year rotation rather than the typical M.Ed. rotation. Individuals who are interested in this concentration, but are not professional educators, may be admitted with the permission of the M.Ed. Program Director and Cognitive Science Concentration Coordinator.

Required mind/brain/education anchor courses:
Candidates for the Cognitive Science Concentration will take the section of ED 535 Models Of Teaching & Learning in the M.Ed. Core which has been designated for mind/brain study, and the following Cognitive Science Concentration courses:

Required
PSY 510Cognitive Science3
Electives
Select at least one course from the following foundations list:3-6
Conducting the Academic Literature Review
Methods Of Teaching the Learning Disabled
Infant/Toddler Development
Neurobiology Of Communication
Select at least one course from the following applications list:2-6
Reading: Advance Diag & Remed
Middle School: Philosophy and Curriculum
Current Trends: Science
Theories of Early Childhood Curriculum
Symbolism: Reading & Child
El/MS Problem Solving / Algebra Reasoning
Total Hours10-12

English Concentration (14-15 SH)

Coordinator: Dr. Ashley Bowen

Core
ENGL 516Research In Teaching Writing3
ENGL 536Enrich Reading In Content Area3
ENGL 599Thesis2-3
or ED 598 Project And Report
Electives
Select from the following:6
Topics In Language Arts Pedagogy
Topics In Teaching Literature
Prof Issues & Methods In English
Pract. Approach To Teach Writing
Topics In Teaching Writing
Special Topics
Independent Study
Total Hours14-15

Gifted and Talented Concentration (17 SH)

Coordinator: Dr. Deb Jensen

15 SH of Coursework in Gifted Education
2 SH of Student Teaching in Gifted Education

ED 509Historical Perspectives, Public Policy, & Programming Gifted Education3
ED 510Characteristics Of Gifted Children and Teaching Strategies3
ED 511Curriculum Models3
ED 512Student Teaching2
SPED 531Conducting the Academic Literature Review 3
ED 592Special Topics3
Total Hours17

Middle School Concentration (14 SH)

Coordinator: Dr. Deb Jensen

ED 554Teaching Reading in the Content Areas2
ED 555Middle School: Philosophy and Curriculum2
ED 556Middle School: Teaching Strategies3
ED 590Seminar In Education1-2
Additional related graduate level electives to total 14 SH in the concentration. Electives may include either additional middle level pedagogy or coursework to help students work toward content area specializations aligned with middle level curriculum.3-4
ED 598Project And Report2
or ED 599 Thesis
Total Hours14

Reading Concentration (14 SH)

Coordinator: Dr. Lisa Borden-King

ED 554Teaching Reading in the Content Areas2
ED 540Reading: Advance Diag & Remed2
ED 541Clinical Practice Remedial Read2
Additional related graduate level electives approved by the student's advisor. Students are advised to take ELED 528 (Current Trends in Language Arts and Reading) as three of their elective credits.6
ED 598Project And Report2
or ED 599 Thesis
Total Hours14

Special Education Concentration (17 SH)

Coordinator: Dr. Holly Pedersen

Required
SPED 510Intro To Disability Services3
SPED 505Consultation and Supervision in SPED2
SPED 531Conducting the Academic Literature Review 3
Select three of the following:9
Introduction to Preschool Children with Disabilities
Methods & Materials in DD/ASD
Methods Of Teaching the Learning Disabled
Physical and Medical Needs of Persons with Severe Disabilities
Total Hours17

Faculty

Professor

Dr. Terry Eckmann

Associate Professors

Dr. Lisa Borden-King

Dr. Warren Gamas

Dr. Kathy Hintz

Dr. Deb Jensen

Assistant Professors

Dr. Daniel Conn

Dr. Heather Golly

Dr. Erik Kana

Dr. David Rochholz

Dr. Patrick Schwab