Department website: http://www.minotstateu.edu/

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

Department of Teacher Education and Human Performance
Department Chairperson: Dr. Terry Eckmann
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:

Student Learning Goals (SLG) and Student Learning Outcomes (SLP):

Student Learning Goals and Student Learning Outcomes

Student Learning Goals	Student Learning Outcomes
SLG 1: Instructional Strategies: M. Ed. candidates will demonstrate the ability to use multiple instructional strategies and match instructional strategies to student needs.	SLO 1.1: Candidates will demonstrate the ability to match instructional strategies to student needs.
	SLO 1.2: Candidates will use multiple instructional strategies.
SLG 2: Pedagogy and Content: M. Ed. candidates will demonstrate mastery of disciplinary subjects and appropriate pedagogy for the discipline(s) they teach.	SLO 2.1: Candidates will demonstrate appropriate pedagogy for the discipline/s they teach.
	SLO 2.2: Candidates will demonstrate mastery of disciplinary subjects.
SLG 3: Assessment and Monitoring: M. Ed. candidates will describe and be able to use a range of assessment approaches; and will compare and contrast a variety of management models.	SLO 3.1: Candidates develop appropriate informal and formal assessment techniques.
	SLO 3.2: Candidates will describe a range of assessment approaches.
	SLO 3.3: Candidates will compare and contrast a variety of management models.
SLG 4: Reflective Practice/Research: M. Ed. candidates will critique their professional practice, formulate research-based plans for changes in professional practice, and will apply their study to educational questions and issues in a program capstone.	SLO 4.1: Candidates will critique their professional practice.
	SLO 4.2: 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.
	SLO 4.3: Candidates will collaborate with professionals to design a relevant thesis or culminating project in the field.
	SLO 4.4: Candidates will apply appropriate research methodologies to educational questions and issues.
SLG 5: Collaboration: M. Ed. candidates will collaborate with professionals in the field, analyze the relationships between schools and society, and describe processes by which positive relationships may be developed.	SLO 5.1: Candidates collaborate with professionals in the field.
	SLO 5.2: Candidates will analyze the relationships between schools and society.
	SLO 5.3: Candidates will describe processes by which positive relationships may be developed with families and with the larger community.
SLG 6: Technology Incorporation: M. Ed. candidates will use current, appropriate technologies, and will analyze best practice in using technology to benefit student learning.	SLO 6.1: Candidates will use current, appropriate technologies.
	SLO 6.2: 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.M.Ed. Core class enrollment size is capped to assure quality interaction with faculty and the best possible experience for our students.

Admission Packet Deadlines:
Summer: Domestic Only Applications Accepted-May 15
Fall: Domestic-July 15, International-May 30
Spring: Domestic-November 15; International-September 30

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 501	Designing and Interpreting Education Research/Quantitative	2
ED 502	Designing & Interpreting Ed Research/Qualitative	2
ED 519	Diversity in a Global Perspective	3
ED 521	Integrating Technology into Teaching and Learning	3
ED 522	Curriculum Design and Assessment	3
ED 535	Models Of Teaching & Learning	3
ED 550	Dynamics Of Managing Learning	2
ED 595	Capstone Project	1-3
or ED 598	Project And Report
or ED 599	Thesis
or ENGL 599	Thesis
or MATH 595	Capstone Project
or MATH 598	Action Research Project
or MATH 599	Thesis
or BIT 595	Professional Consulting In IS
or BIT 598	Project
or ART 598	Professional Exhibition
Total Hours		19-21

M.Ed. Core Secondary Mathematics (13 credits)
ED 502	Designing & Interpreting Ed Research/Qualitative	2
ED 519	Diversity in a Global Perspective	3
ED 522	Curriculum Design and Assessment	3
ED 535	Models Of Teaching & Learning	3
ED 550	Dynamics Of Managing Learning	2
Total Hours		13

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
ART 510	Drawing
ART 511	Painting
ART 512	Ceramics
ART 513	Sculpture
ART 514	Graphic Design
ART 515	Metalsmithing: Jewelry and Small Sculpture
ART 516	Crafts
ART 517	Photography
ART 518	Printmaking
ART 519	Computer Graphics
ART 520	Mixed Media
ART 521	Multi-Media
ART 570	Workshop
ART 590	Individual Research
Select 4 to 7 credits from the following:		7-10
ART 525	Research In Art Education
ART 540	Art History: Contemporary Trends & Theory
ART 550	Issues In Art: Graduate Seminar
ART 598	Professional Exhibition
or ART 599	Thesis
Total Hours		15

Business Concentration (15 SH)

Coordinator: Jan Repnow

BIT 510	Managerial Communication	3
BIT 562	Management Information Systems	3
BIT 581	Contemporary Methods Teaching Business	3
BIT 592	Special Topics	3
BIT 598	Project	3
or ED 599	Thesis
Total Hours		15

Cognitive Science Concentration (14-16 SH)

Coordinator: Dr. Sophia Rammell

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
ED 557	Readings in Cognitive Science	1-3
ED 558	Trauma Informed Practice for Teachers	3
Electives
SPED 502	-Studies in Autism Spectrum Disorders
SPED 509	Infant/Toddler Development
SPED 531	Psychoeducational Aspects of Exceptional Children
SPED 561	Classroom Management and Positive Behavior Support
SPED 572	-Methods Of Teaching the Learning Disabled
ED 530	Development and Strategies for Educators
ED 540	Reading: Advance Diag & Remed
ED 541	Clinical Practice Remedial Read
ED 544	Neurobiology Of Communication
ED 554	Teaching Reading in the Content Areas
ED 572	Data Driven Instruction
ED 573	Educational Leadership
Total Hours		4-6

Curriculum and Instruction (12 SH)

Coordinator: Dr. Daniel Conn

ED 570	Curriculum Theory	3
ED 571	Assessment Theory	3
ED 572	Data Driven Instruction	3
ED 573	Educational Leadership	3
Total Hours		12

English Concentration (14-15 SH)

Coordinator: Dr. Samuel Stinson

Core
ENGL 516	Research In Teaching Writing	3
ENGL 536	Enrich Reading In Content Area	3
ENGL 599	Thesis	2-3
or ED 598	Project And Report
Electives
Select from the following:		6
ENGL 525	Topics In Language Arts Pedagogy
ENGL 535	Topics In Teaching Literature
ENGL 540	Prof Issues & Methods In English
ENGL 543	Pract. Approach To Teach Writing
ENGL 545	Topics In Teaching Writing
ENGL 592	Special Topics
ENGL 597	Independent Study
Total Hours		14-15

Gifted and Talented Concentration (17 SH)

Coordinator: Dr. Daniel Conn

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

ED 509	Historical Perspectives, Public Policy, & Programming Gifted Education	3
ED 510	Characteristics Of Gifted Children and Teaching Strategies	3
ED 511	Curriculum Models	3
ED 512	Student Teaching	2
SPED 531	Psychoeducational Aspects of Exceptional Children	3
ED 592	Special Topics	3
Total Hours		17

Middle School Concentration (14 SH)

Coordinator: Dr. Daniel Conn

ED 554	Teaching Reading in the Content Areas	2
ED 555	Middle School: Philosophy and Curriculum	2
ED 556	Middle School: Teaching Strategies	3
ED 590	Seminar In Education	1-2
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 598	Project And Report	2
or ED 599	Thesis
Total Hours		14

Reading Concentration (14 SH)

Coordinator: Dr. Lisa Borden-King

ED 554	Teaching Reading in the Content Areas	2
ED 540	Reading: Advance Diag & Remed	2
ED 541	Clinical Practice Remedial Read	2
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 598	Project And Report	2
or ED 599	Thesis
Total Hours		14

Secondary Mathematics Concentration (18 SH)

Coordinator: Dr. Laurie Geller

M.Ed. Core Secondary Mathematics
ED 502	Designing & Interpreting Ed Research/Qualitative	2
ED 519	Diversity in a Global Perspective	3
ED 522	Curriculum Design and Assessment	3
ED 535	Models Of Teaching & Learning	3
ED 550	Dynamics Of Managing Learning	2
Total Hours		13

Secondary Mathematics Concentration
Take 5 of the following 6 courses:		15
MATH 508	History and Philosophy of Mathematics for Teachers
MATH 513	Algebra for Teachers
MATH 514	Geometry for Teachers
MATH 521	Probability and Statistics for Teachers
MATH 565	Calculus for Teachers
MATH 590	Trends, Methods, and Technology in Mathematics Education
Take one of the following courses:		3
MATH 595	Capstone Project
or MATH 598	Action Research Project
or MATH 599	Thesis
Total Hours		18

Special Education Concentration (17 SH)

Coordinator: Dr. Holly Pedersen

Required
SPED 510	Law & Policy in Special Education	3
SPED 531	Psychoeducational Aspects of Exceptional Children	3
Select a minimum of 6 credits from the following:
SPED 543	Methods of Teaching ECSE	3
SPED 505	Consultation and Supervision in SPED	2
SPED 504	Introduction to Services for Young Exceptional Children	3
SPED 530	Physical and Medical Needs of Persons with Severe Disabilities	3
SPED 561	Classroom Management and Positive Behavior Support	3
SPED 563	Family and Community Systems in Early Intervention	3
SPED 517	Methods for Mild Disabilities	3

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