Chair Dr. Dan Conn
The Department of Teacher Education and Kinesiology is responsible for: 1) the required pedagogy core courses for all teaching majors; 2) the preparation of Elementary teachers; 3) the preparation of Early Childhood Education teachers; 4) the preparation of Physical Education teachers; 5) the preparation of Corporate Fitness and Wellness Management majors; and 6) the preparation of Athletic Training majors.
The department also has responsibility for the operation of the Teacher Advisement and Field Placement Office, which handles group advising relative to Teacher Education and coordinates practicum and student teaching placements.
Teacher Education and Kinesiology Department Mission
The Department of Teacher Education and Kinesiology (TEK) emphasizes the role of the teacher as a reflective decision-maker through a conceptual model which emphasizes action, reflection, and knowledge (ARK). Through course work and field experiences, the student builds knowledge around specific discipline content and best pedagogical practices, resulting in a basis for reflection and action.
TEK supports the overall mission of the broader Teacher Education Unit (TEU) at Minot State University. The TEU focuses on current cognitive science research* to prepare teachers who demonstrate reflective decision-making and the ability to integrate knowledge of content, students, and the contexts in which we learn.
Our Mission is to prepare educational professionals with:
- knowledge of content, and knowledge of cognitive and developmental sciences, performance skills, and professional dispositions toward the students, curriculum, and reasons they teach.
- this preparation will allow them to work successfully with varied students within a global community.
Program of Study
Teacher Education Core: Common courses taken by all education majors.
The TE Core expectations are met primarily in Education courses, with content-area objectives addressed in majors.
Student Learning Outcomes reflect components of the InTASC Standards and expected MSU TEU candidate dispositions.
Student Learning Goals and Student Learning Outcomes
| Student Learning Goals |
Student Learning Outcomes |
| SLG 1: InTASC Standard 1: Learner Development. The teacher candidate demonstrates knowledge of how learners grow and develop; and designs and implements developmentally appropriate and challenging learning experiences. |
SLO 1.1: The teacher candidate demonstrates knowledge of how learners grow and develop across domains (cognitive, linguistic, social, emotional, and physical areas.) |
| |
SLO 1.2: The teacher candidate responds respectfully to developmental needs in the design and implementation of appropriate and challenging learning experiences. |
| SLG 2: InTASC Standard 2: Learning Differences. The teacher candidate uses professional knowledge of individual differences and diversity to ensure inclusive, successful learning environments. |
SLO 2.1: The teacher candidate demonstrates respectful, professional knowledge of individual differences and diversity. |
| |
SLO 2.2: The teacher candidate uses understanding of learners’ commonalities and individual differences to design inclusive learning experiences that empower success. |
| SLG 3: InTASC Standard 3: Learning Environments. The teacher candidate works with others to create environments that support individual and collaborative learning. |
SLO 3.1: The teacher candidate collaborates and communicates with others to build a positive learning climate marked by respect, rigor, and responsibility. |
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SLO 3.2: The teacher candidate manages the learning environment to engage learners actively in individual and collaborative learning. |
| SLG 4: InTASC Standard 4: Content Knowledge. The teacher candidate demonstrates knowledge and application of the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches to assure mastery of the content. |
SLO 4.1: The teacher candidate demonstrates knowledge of the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches. |
| |
SLO 4.2: The teacher candidate creates learning experiences that make the discipline accessible and meaningful for learners, to assure mastery of the content. |
| SLG 5: InTASC Standard 5: Application of Content. The teacher candidate makes connections among concepts and uses differing perspectives to engage learners. |
SLO 5.1: The teacher candidate makes connections among concepts and relates content to real world problems and meaningful applications. |
| |
SLO 5.2: The teacher candidate engages learners with higher order thinking about content (i.e., critical thinking, perspective-taking, creativity, collaborative work, and communication). |
| SLG 6: InTASC Standard 6: Assessment. The teacher candidate can articulate and use multiple methods of assessment. |
SLO 6.1: The teacher candidate can articulate and use multiple methods of assessment, to fairly demonstrate the full extent of student learning. |
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SLO 6.2: The teacher candidate uses, and engages learners in using, assessments aligned with learning expectations, to monitor, support and document growth. |
| SLG 7: InTASC Standard 7: Planning for Instruction. the teacher candidate plans instruction that supports every student in meeting rigorous learning goals. |
SLO 7.1: The teacher candidate selects, creates, plans and sequences varied instructional activities to support the growth of all students toward rigorous curriculum goals. |
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SLO 7.2: The teacher candidate uses formative and summative assessment information to systematically adjust instruction to assist varied students’ learning needs. |
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SLO 7.3: The teacher candidate collaborates and communicates (i.e., with colleagues, specialists, community resources, families and learners) to meet individual learning needs. |
| SLG 8: InTASC Standard 8: Instructional Strategies. The teacher candidate plans and uses a variety of instructional strategies to encourage learners to develop deep comprehension and apply knowledge in meaningful ways. |
SLO 8.1: The teacher candidate can reflectively select and use a variety of instructional strategies, including appropriate, current instructional technologies, to make learning accessible to all learners. |
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SLO 8.2: The teacher candidate applies instructional strategies which encourage learners to develop deep comprehension and apply knowledge in meaningful ways (including students’ own digital literacy). |
| SLG 9: InTASC Standard 9: Professional Learning and Ethical Practice. The teacher candidate engages in ongoing professional learning and uses evidence to continually evaluate his/her practice. |
SLO 9.1: The teacher candidate takes responsibility for evidence-based strengths and weaknesses in his/her own practices, engaging in ongoing professional learning. SLO 9.2: The teacher candidate practices the profession in an ethical manner, considering the effects of his/her decisions and actions on others. |
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SLO 9.3: The teacher candidate practices the profession in an ethical manner, considering the effects of his/her decisions and actions on others. |
| SLG 10: InTASC Standard 10: Leadership and Collaboration. The teacher candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning. |
SLO 10.1: The teacher candidate seeks appropriate leadership roles and opportunities to advance the profession. |
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SLO 10.2: The teacher candidate takes responsibility to communicate and collaborate in positive ways that will benefit students and the learning community. |
Teacher Education Coursework
| 38-40 |
| 28-38 |
| |
| ED 260 | Educational Psychology | 2 |
| ED 260L | Clinical I | 0 |
| ED 282 | Managing the Learning Environment | 2 |
| ED 282L | Clinical II | 0.5 |
| ED 284 | Teaching Diverse Learners | 2 |
| ED 284L | Clinical III | 0.5 |
| ED 320 | Curriculum, Planning, and Assessment I | 2 |
| ED 321L | Clinical IV | 0.5 |
| ED 323L | Clinical V | 0.5 |
| ED 324L | Fall Experience | 0 |
| ED 380 | Technology in Teaching | 2 |
| SPED 110 | Introduction to Exceptional Children | 3 |
| SS 283 | Diversity in America | 3 |
| 3 |
| Child Psychology | |
| Child and Adolescent Psychology | |
| Adolescent Psychology (only Secondary Education Majors) | |
| ED 322 | Data Driven Integrated Instruction | 2 |
| 4 |
| 6-16 |
| ED 482 | Student Teaching Seminar: Elementary | 2 |
| ED 483 | Student Teaching Seminar: Secondary | 2 |
| ED 484 | Student Teaching Seminar: K12 | 2 |
| |
| Student Teaching, Pre-K-Kindergarten (Course number dependent upon student teaching grade level) | |
| Student Teaching, Elementary (and ED 482) | |
| Student Teaching, Secondary (and ED 483) | |
| Student Teaching K-12 (and ED 484) | |
| Student Teaching, Special Education (and ED 484) | |
| Total Hours | 105-127 |
Department/Division Requirements: see catalog descriptions under each department and division offering a BSEd degree.
Faculty
Chair
Dr. Dan Conn
Director, Teacher Advisement and Field Placement
Dr. Kathryn Hintz
Teacher Education Core Faculty
Dr. Lisa Borden-King
Dr. Dan Conn
M.Ed. Coordinator
Dr. Warren Gamas
Dr. Kathryn Hintz
Dr. Chelsie Terez Hultz
Dr. Laura Zucca-Scott
Elementary Education Faculty
Dr. Kathryn Hintz
Elementary Program Coordinator
Dr. Lisa Borden-King
Nichol Anderson
Dr. Chelsie Terez Hultz
Early Childhood Education
Karen Foley
Early Childhood Education Program Coordinator
Nichol Anderson
Dr. Lisa Borden-King
Human Performance Faculty
Dr. Terry Ferebee Eckmann
Corporate Fitness and Wellness Management Coordinator
Dr. Heather Golly
Exercise Science and Rehabilitation Coordinator
Dr. Beth Marschner
Exercise Science and Rehabilitation
Dr. Kelsey Higginson
Physical Education Program Coordinator
Dr. Yung-Ju 'Ruth' Chen
Physical Education
