Master of Education

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-Nov. 15; International-Sept. 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.


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/Quantitative3
ED 502Designing and Interpreting Ed Research/Qualitative3
ED 519Diversity in a Global Perspective3
ED 521Integrating Technology into Teaching and Learning3
ED 522Curriculum Design and Assessment3
ED 535Models of Teaching and Learning3
ED 550Dynamics of Managing Learning3
ED 595Capstone Project1-6
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 MSIS Capstone Project
or BIT 598 Project
or ART 598 Professional Exhibition
Total Hours22-27
M.Ed. Core Secondary Mathematics (13 credits)
ED 502Designing and Interpreting Ed Research/Qualitative3
ED 519Diversity in a Global Perspective3
ED 522Curriculum Design and Assessment3
ED 535Models of Teaching and Learning3
ED 550Dynamics of Managing Learning3
Total Hours15

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 and 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)

Coordinator: Linda Olson

Select 6 to 10 credits from the following:6-10
Graphic Design
Metalsmithing: Jewelry and Small Sculpture
Computer Graphics
Mixed Media
Individual Research
Select 4 to 7 credits from the following:7-10
Research in Art Education
Art History: Contemporary Trends and Theory
Issues in Art: Graduate Seminar
Professional Exhibition
Total Hours15

Business Concentration (15 SH)

Coordinator: Jan Repnow

BIT 510Leadership 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. 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 and Learning in the M.Ed. Core which has been designated for mind/brain study, and the following Cognitive Science Concentration courses:

ED 557Readings in Cognitive Science1-3
ED 558Trauma Informed Practice for Teachers3
-Studies in Autism Spectrum Disorders
Infant/Toddler Development
Psychoeducational Aspects of Exceptional Children
Classroom Management and Positive Behavior Support
-Methods Of Teaching the Learning Disabled
Development and Strategies for Educators
Reading: Advance Diag and Remed
Clinical Practice Remedial Read
Neurobiology of Communication
Teaching Reading in the Content Areas
Data Driven Instruction
Educational Leadership
Total Hours14-16

Curriculum and Instruction Concentration (12 SH)

Coordinator: Dr. Daniel Conn

ED 570Curriculum Theory3
ED 571Assessment Theory3
ED 572Data Driven Instruction3
ED 573Educational Leadership3
Total Hours12

English Concentration (14-15 SH)

Coordinator: Dr. Samuel Stinson

ENGL 516Research in Teaching Writing3
ENGL 536Enrich Reading in Content Area3
Select from the following:6
Topics in Language Arts Pedagogy
Topics in Teaching Literature
Prof Issues and Methods In English
Pract. Approach to Teach Writing
Topics in Teaching Writing
Special Topics
Independent Study
Total Hours12

Music Education Concentration (12-16 SH)

Music Education (12-16 SH)
MUSC 520Critical Issues in Music Educ.3
MUSC 501Research in Music Education3
MUSC 521Foundations in Music Education3
MUSC 522Psychology of Music3
Total Hours12

Additional private study elective credits within the music specialization are available to all M.Ed-Music students in conducting, composition/arranging, and studio work in vocal and instrumental areas. These 1 SH electives, repeatable for credit, are subject to approval by the instructor(s) for each semester in which the study would take place and each would add to the established minimum of 30 SH. 

Physical Education Concentration (12 SH)

KIN 510Sports Leadership and Administration3
KIN 560Sports Media and Event Planning3
KIN 540Foundations of Sports and Exercise Psychology3
KIN 555Sports Law3
Total Hours12

Reading Concentration (14 SH)

Coordinator: Dr. Lisa Borden-King

ED 554Teaching Reading in the Content Areas2
ED 540Reading: Advance Diag and 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

Secondary Mathematics Concentration (18 SH)

Coordinator: Dr. Laurie Geller

M.Ed. Core Secondary Mathematics
ED 502Designing and Interpreting Ed Research/Qualitative3
ED 519Diversity in a Global Perspective3
ED 522Curriculum Design and Assessment3
ED 535Models of Teaching and Learning3
ED 550Dynamics of Managing Learning3
Total Hours15
Secondary Mathematics Concentration
Take 5 of the following 6 courses:15
History and Philosophy of Mathematics for Teachers
Precalculus for Teachers
Geometry for Teachers
Probability and Statistics for Teachers
Calculus for Teachers
Trends, Methods, and Technology in Mathematics Education
Take one of the following courses:3
Capstone Project
Action Research Project
Total Hours18

Special Education Concentration (17 SH)

Coordinator: Dr. Holly Pedersen

SPED 510Law and Policy in Special Education3
SPED 531Psychoeducational Aspects of Exceptional Children3
Select a minimum of 6 credits from the following:6-8
Assessment & Methods of Teaching ECSE
Interdisciplinary Collaboration in Special Education
Introduction to Services for Young Exceptional Children
Physical and Medical Needs of Persons with Severe Disabilities
Classroom Management and Positive Behavior Support
Family and Community Systems in Early Intervention
Methods for Mild Disabilities
Total Hours12-14



Dr. Terry Eckmann

Dr. Kathy Hintz

Associate Professors

Dr. Dan Conn

Dr. Laura Zucca-Scott

Dr. Lisa Borden-King

Dr. Warren Gamas

Assistant Professors

Dr. Yung-Ju 'Ruth' Chen

Dr. Kelsey Higginson

Dr. Chelsie Hultz