Master of Education
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 or with the coordinator of the concentration.
The program consists of a minimum of 30 semester hours of graduate credit with a common core of 16 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 and North Dakota Program Approval Standards for Advanced Programs for Teachers. Expectations of candidates in the program include:
- Outcome 1a: Candidates will demonstrate the ability to match instructional strategies to student needs
- Outcome 1b: Candidates will use multiple instructional strategies
- Outcome 2a: Candidates will demonstrate appropriate pedagogy for the discipline/s they teach
- Outcome 2b: Candidates will demonstrate mastery of disciplinary subjects
- Outcome 3a: Candidates develop appropriate informal and formal assessment techniques
- Outcome 3b: Candidates will describe a range of assessment approaches
- Outcome 3c: Candidates will compare and contrast a variety of management models
- Outcome 4a: Candidates will critique their professional practice
- Outcome 4b: 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
- Outcome 4c: Candidates will collaborate with professionals to design a relevant thesis or culminating project in the field
- Outcome 4d: Candidates will apply appropriate research methodologies to educational questions and issues
- Outcome 5a: Candidates collaborate with professionals in the field
- Outcome 5b: Candidates will analyze the relationships between schools and society
- Outcome 5c: Candidates will describe processes by which positive relationships may be developed with families and with the larger community
- Outcome 6a: Candidates will use current, appropriate technologies
- Outcome 6b: Candidates will analyze best practice in relation to technology use as related to student learning
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 on the last 60 hours of course work. In addition, admission will be based upon the following:
- Completion of a bachelor's degree in education or related area.
- A minimum of two years experience in education or a related area.
Admission decisions are made by the appropriate department for those pursuing a specific concentration, and are approved by the Director of the Master of Education program. Admission decisions for those not pursuing a specific concentration are made by the Director of the Masters of Education program.
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.
Thesis and Project Options Graduate students in the M.Ed. program may elect to complete either a thesis or a project. Those choosing the thesis option (ED 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 course within their concentration area. The graduate student will learn the techniques of action research and will apply those skills in an action research project. A written report, acceptable to a graduate faculty committee, describing the project will complete the requirements. Project reports have a seven chapter format; this format should be obtained 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 education core faculty, and one faculty member from an outside department.
Required Core Courses for all M.Ed. Candidates (16 SH) ED 501 Designing and Interpreting Educational Research/Quantitative 2 SH ED 502 Designing and Interpreting Educational Research/Qualitative 2 SH ED 519 Diversity in a Global Perspective 3 SH ED 521 Integrating Technology into Teaching and Learning 3 SH ED 522 Curriculum Design and Assessment 3 SH ED 535 Models of Teaching and Learning 3 SH Education Degree Core Requirements 16 SH
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 this course for advising and orientation to graduate study.
In addition: All concentration 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 14 SH in a concentration.
Art Concentration (Minimum 15 SH total) Coordinator: Linda Olson Choose 6 to 10 credits from: ART 510 Drawing 1-4 SH ART 511 Painting 1-4 SH ART 512 Ceramics 1-4 SH ART 513 Sculpture 1-4 SH ART 514 Graphic Design 1-4 SH ART 515 Jewelry and Small Sculpture 1-4 SH ART 516 Crafts 1-4 SH ART 517 Photography 1-4 SH ART 518 Printmaking 1-4 SH ART 519 Computer Graphics 1-4 SH ART 520 Mixed Media 1-4 SH ART 521 Multi-Media 1-4 SH ART 570 Workshop 1-4 SH ART 590 Individual Research 1-4 SH Choose 4 to 7 credits from: ART 525 Research in Art Education 1-4 SH ART 540 Art History: Contemporary 2 SH ART 550 Issues in Art: Graduate Seminar 1 SH And either: ART 598 Professional Exhibition, or 1 SH ART 599 Thesis 1 SH
Business Concentration (15 SH) Coordinator: Dr. Lori Willoughby BIT 510 Managerial Communication 3 SH BIT 562 Management Information Systems 3 SH BIT 581 Contemporary Methods of Teaching Business 3 SH BIT 592 Special Topics in BIT 3 SH BIT 598 Project 3 SH Or ED 599 Thesis 3 SH
Cognitive Science Concentration (14-16 SH) Coordinator: Dr. Deb Jensen 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 550 Dynamics of Managing Learning 2 SH PSY 510 Cognitive Science 3 SH Electives Choose at least one course from the following foundations list (3-6 credits): PSY 511 Human Growth and Development 3 SH PSY 518 Psychopathology of Children 3 SH SPED 531 Theoretical Aspects of Exceptional Children 3 SH SPED 572 Methods of Teaching the Learning Disabled 3 SH SPED 509 Infant/Toddler Development 3 SH CD 544 Neurobiology of Communication 3 SH HPER 501 Exercise Science 3 SH Choose at least one course from the following applications list (2-6 credits): ED 540 Reading: Advanced Diagnosis and Remediation 2 SH ED 555 Middle School Philosophy/Curriculum 3 SH ELED 524 Current Trends in Teaching Science 2 SH ELED 552 Theories of Early Childhood Curriculum 3 SH ELED 553 Symbolization: Reading and the Young Child 3 SH HPER 510 Issues and Trends in Physical Education, Exercise Science and Sport 3 SH HPER 540 Psychology of Physical Education, Exercise Science and Sport 2 SH MATH 536 Number/Operations in EL/MS Math 3 SH MATH 532 EL/MS Problem Solving/Algebraic Reasoning 3 SH MUS 520 Foundations and Psychology of Music Education 3 SH Capstone, choose either: ED 598 Project and Report 2 SH Or ED 599 Thesis 2 SH
Elementary Concentration (16 SH) Coordinator: Dr. Lisa Borden-King ED 518 Educational Philosophy 2 SH ED 520 Supervision & Mentoring of Preservice & New Teachers 3 SH ELED 524 Current Trends in Science 2 SH ELED 526 Current Trends in Social Science 2 SH ELED 528 Current Trends in Language Arts & Reading 3 SH ELED 530 Current Trends in Mathematics 2 SH ED 598 Project and Report 2 SH OR ED 599 Thesis 2 SH
Elementary/Middle School Mathematics Concentration (17 SH) Coordinator: Dr. Cheryl Nilsen Admission Standards To be considered for admission to the Elementary/Middle School Mathematics Concentration as part of the M.Ed. program, applicants must have: • completed all admission requirements for MSU Graduate School • been accepted to the M.Ed. program • at least two years elementary or middle school teaching experience A maximum of two out-of-state students will be admitted per year unless there are not enough qualified North Dakota applicants. Application deadline: April 15. Choose 5 of the following courses: MATH 531 EL/MS Measurement 3 SH MATH 532 EL/MS Problem Solv./Alg. Reasoning 3 SH MATH 533 EL/MS Geometry 3 SH MATH 534 Probability and Stats 3 SH MATH 535 Using Technology in EI/MS Math 3 SH MATH 536 Numbers and Operations in EI/MS Math 3 SH Choose 1 of the following courses: MATH 598 Capstone Project 2 SH MATH 599 Thesis 2 SH
English Concentration (14-15 SH) Coordinator: Dr. Ron Fischer Core, 6 SH ENGL 516 Research in Teaching Writing 3 SH ENGL 536 Enriching Reading in the Content Areas 3 SH Select one of the following courses ENGL 599 Thesis 1-3 SH ED 598 Project and Report 2 SH Electives, Select from the following course, 6 Credits ENGL 515 Professional Issues and Methods in English 3 SH ENGL 525 Topics in Language Arts Pedagogy 3 SH ENGL 526 Practical Approaches to Teaching Writing 3 SH ENGL 535 Topics in Teaching Literature 3 SH ENGL 540 Professional Issues and Methods 3 SH ENGL 545 Topics in Teaching Writing 3 SH ENGL 592 Special Topics 1-4 SH ENGL 597 Independent Study 1-2 SH
Gifted and Talented Concentration (17 SH) Coordinator: Dr. Clarine Sandstrom 15 SH of Coursework in Gifted Education 2 SH of Student Teaching in Gifted Education ED 509 Historical Perspectives in Gifted Education 3 SH ED 510 Characteristics of Gifted Children 3 SH ED 511 Curriculum Models 3 SH ED 512 Student Teaching in Gifted Education 2 SH SPED 531 Theoretical Aspects of Exceptional Children 3 SH ED 592 Special Topics 3 SH
Physical Education and Human Performance Concentration (16 SH) Coordinator: Dr. David Rochholz HPER 501 Exercise Science 3 SH HPER 510 Issues and Trends in Physical Education, Exercise Science, and Sport 3 SH HPER 520 Advanced Methods of Teaching Group Fitness 3 SH HPER 530 Advanced Methods of Teaching Resistance Training 3 SH HPER 540 Psychology of Physical Education, Exercise Science, and Sport 2 SH ED 598 Project and Report 2 SH Or ED 599 Thesis 2 SH
Kindergarten Concentration (14 SH) Coordinator: Dr. Clarine Sandstrom ELED 550 ECE Teaching Methods and Materials 3 SH ELED 551 Play Development in Young Children 3 SH ELED 552 Theories of Early Childhood Curriculum 3 SH ELED 553 Symbolization: Reading & the Young Child 3 SH ED 592 Special Topics 3 SH ED 598 Project and Report 2 SH Or ED 599 Thesis 2 SH
Middle School Concentration (14 SH) Coordinator: Dr. Clarine Sandstrom ED 554 Teaching Reading in the Content Areas 2 SH ED 555 Middle School: Philosophy and Curriculum 2 SH ED 556 Middle School: Teaching Strategies 3 SH ED 590 Seminar in Education 1-2 SH 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. ED 598 Project and Report 2 SH Or ED 599 Thesis 2 SH
Reading Concentration (14 SH) Coordinator: Dr. Lisa Borden-King ED 554 Teaching Reading in the Content Areas 2 SH ED 540 Reading: Advanced Diagnosis & Remediation 2 SH ED 541 Clinical Practicum in Remedial Reasing 2 SH Additional 6 SH of 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 3 of their elective credits. ED 598 Project and Report 2 SH Or ED 599 Thesis 2 SH
Science Concentration (16-17 SH) Coordinator: Dr. Robert Crackel The M.Ed. with a concentration in Science is designed primarily for secondary science teachers who want to strengthen their education and science backgrounds, and who want to complete a thesis or project based on a research project that focuses on science education. Teachers wishing to focus their course work and thesis research on the sciences should consider the M.A.T.- Science degree program. Required: SCI 505 Biogeochemical Cycles 3 SH SCI 599 Thesis 2 SH Select one of the following: SCI 510 Survey of Science Curricula 3 SH ED 524 Current Trends: Science 2 SH Select 9 SH from the following: BIOL 520 Advanced Developmental Biology 3 SH BIOL 530 Advanced Anatomy & Physiology 3 SH BIOL 550 Ecology of Great Plains 3 SH BIOL 570 Frontiers in Biology 3 SH BIOL 590 Seminar 1-6 SH BIOL 592 Special Topics 1-6 SH BIOL 597 Independent Study 1-6 SH CHEM 510 Organic Chemistry for Teachers 3 SH CHEM 520 Physical Chemistry for Teachers 3 SH CHEM 550 Inorganic Chemistry for Teachers 3 SH CHEM 570 Frontiers of Chemistry 1-6 SH CHEM 590 Seminar 1-6 SH CHEM 592 Special Topics 1-6 SH CHEM 597 Independent Study 1-6 SH GEOL 510 Advanced Physical Geology 3 SH GEOL 520 Advanced Historical Geology 3 SH GEOL 550 Advanced Mineralogy & Petrology 3 SH GEOL 570 Global Plate Tectonics 3 SH GEOL 590 Seminar 1-6 SH GEOL 592 Special Topics 1-6 SH GEOL 597 Independent Study 1-6 SH PHYS 590 Seminar 1-6 SH PHYS 592 Special Topics 1-6 SH PHYS 597 Independent Study 1-6 SH SCI 590 Seminar 1-6 SH SCI 592 Special Topics 1-6 SH SCI 597 Independent Study 1-6 SH
Special Education Concentration (17 SH) Coordinator: Dr. Alan Ekblad Required: SPED 510 Introduction to Disability Services 3 SH SPED 505 Supervision and Consultation in Special Education 2 SH SPED 531 Theoretical Aspects of Exceptional Children 3 SH Select three of the following: SPED 561 Behavior Problems of Exceptional Children 3 SH SPED 504 Introduction to Preschool Children with Disabilities 3 SH SPED 542 Methods and Materials of Teaching the Developmentally Disabled 3 SH SPED 572 Methods of Teaching the Learning Disabled 3 SH SPED 530 Medical and Physical Aspects of Persons with Severe Disabilities 3 SH
* Course work for disciplines outside of Elementary Education must be determined by the department responsible for that discipline. Other concentrations may be available. Check with departmental faculty for additional offerings.