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.
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 | 3 |
| ED 502 | Designing and Interpreting Ed Research/Qualitative | 3 |
| 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 and Learning | 3 |
| ED 550 | Dynamics of Managing Learning | 3 |
| ED 595 | Capstone Project | 1-6 |
| 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 Hours | 22-27 | |
| M.Ed. Core Secondary Mathematics (13 credits) | ||
| ED 502 | Designing and Interpreting Ed Research/Qualitative | 3 |
| ED 519 | Diversity in a Global Perspective | 3 |
| ED 522 | Curriculum Design and Assessment | 3 |
| ED 535 | Models of Teaching and Learning | 3 |
| ED 550 | Dynamics of Managing Learning | 3 |
| Total Hours | 15 | |
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 | |
| 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 and Theory | ||
| Issues in Art: Graduate Seminar | ||
| Professional Exhibition | ||
or ART 599 | Thesis | |
| Total Hours | 15 | |
Business Concentration (15 SH)
Coordinator: Jan Repnow
| BIT 510 | Leadership 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 and 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 | 10 | |
| -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 Hours | 14-16 | |
Curriculum and Instruction Concentration (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 |
| Electives | ||
| 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 Hours | 12 | |
Music Education Concentration (12-16 SH)
| Music Education (12-16 SH) | ||
| MUSC 520 | Critical Issues in Music Educ. | 3 |
| MUSC 501 | Research in Music Education | 3 |
| MUSC 521 | Foundations in Music Education | 3 |
| MUSC 522 | Psychology of Music | 3 |
| Total Hours | 12 | |
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 510 | Sports Leadership and Administration | 3 |
| KIN 560 | Sports Media and Event Planning | 3 |
| KIN 540 | Foundations of Sports and Exercise Psychology | 3 |
| KIN 555 | Sports Law | 3 |
| Total Hours | 12 | |
Reading Concentration (14 SH)
Coordinator: Dr. Lisa Borden-King
| ED 554 | Teaching Reading in the Content Areas | 2 |
| ED 540 | Reading: Advance Diag and 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 and Interpreting Ed Research/Qualitative | 3 |
| ED 519 | Diversity in a Global Perspective | 3 |
| ED 522 | Curriculum Design and Assessment | 3 |
| ED 535 | Models of Teaching and Learning | 3 |
| ED 550 | Dynamics of Managing Learning | 3 |
| Total Hours | 15 | |
| 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 | ||
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 and Policy in Special Education | 3 |
| SPED 531 | Psychoeducational Aspects of Exceptional Children | 3 |
| Select a minimum of 6 credits from the following: | 6-8 | |
| 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 Hours | 12-14 | |
Faculty
Professor
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