Department of Teacher Education and Kinesiology
Chair -- Terry Eckmann, Ph.D.
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.
Cognitive Science is defined here as a multi-disciplinary field or study which includes what we know about observed individual and social behaviors, mental representations and thinking processes (mind), biophysical structures, functions and mechanisms of learning (brain), and how human beings change over time as they develop in all quadrants: cognitive, social, emotional and physical growth (education).
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||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.|
|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.|
|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.|
|SLO 7.2: The teacher candidate uses formative and summative assessment information to systematically adjust instruction to assist varied students’ learning needs.|
|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.|
|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.|
|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.|
|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
|General Education Courses||38-40|
|Core Requirements for all Bachelor of Science in Education Majors|
|Professional Education Sequence|
|(May be taken prior to admission to Teacher Education)|
|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 & Assessment I||2|
|ED 321L||Clinical IV||0.5|
|ED 322||Data Driven Integrated Instruction||2|
|ED 323L||Clinical V||0.5|
|ED 324L||Fall Experience||0|
|SPED 110||Introduction to Exceptional Children||3|
|SS 283||Diversity in America||3|
|Select one of the following:||3|
|Child & Adolescent Psychology|
|Adolescent Psychology (only Secondary Education Majors)|
|Admittance to Teacher Education Required:|
|ED 380||Technology in Teaching||2|
|Methods class(es) required by major||4|
|Select one of the following:||6-16|
|Student Teaching 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 Areas (and ED 484)|
Department/Division Requirements: see catalog descriptions under each department and division offering a BSEd degree.
Dr. Terry Eckmann
Director, Teacher Advisement and Field Placement
Dr. Kathy Hintz
Teacher Education Core Faculty
Dr. Lisa Borden-King
Dr. Dan Conn
Dr. Warren Gamas
Dr. Kathryn Hintz
Dr. Deb Jensen
Elementary Education Faculty
Dr. Lisa Borden-King
Dr. Dan Conn
Dr. Kathryn Hintz
Elementary Program Coordinator
Human Performance Faculty
Dr. Terry Ferebee Eckmann
Physical Education and Corporate Fitness and Wellness Management Coordinator
Dr. Heather Golly
Athletic Training Coordinator
Dr. Beth Marschner
Early Childhood Education
Dr. Lisa Borden-King