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Graduate School

 


Curriculum and Instruction

(Teacher Education)

 

Department Chair:

Dr. William Martin

Coordinator:

Dr. Stacy Duffield

Department Location:

School of Education, FLC 210

Telephone Number:

(701) 231-7921

Degrees Offered:

M.S., M.Ed.

Application Deadline:

International applications are due May 1 for fall semester and August 1 for spring semester. Domestic applicants should apply at least one month prior to the start of classes.

English Proficiency Requirements:

TOEFL ibT 88; IELTS 6.5

 

 

Program Description


The School of Education offers graduate study leading to the Master of Education (M.Ed.) and Master of Science (M.S.) degrees. Graduate majors are offered in the following areas: Curriculum and Instruction, Agricultural Education, English Education, Family and Consumer Sciences Education, History Education, Mathematics Education, Music Education, Science Education, and Social Science Education.

The graduate program in Teacher Education is committed to the further development of educational leaders who are dedicated to educational equity for all persons. The Teacher Education graduate program is aligned with the National Board for Professional Teaching Standards (NBPTS) to reflect the importance of applied research and content development of educators. Programs offered in Teacher Education are designed for the practitioner. Students pursuing the M.Ed. will engage in action research as a component of the program. Students are encouraged to work closely with an academic adviser to ensure that personal and professional goals are clear and achievable. Some of the options with unique features are described in more detail below and on the next page.

The NDSU programs in education are accredited by National Council for Accreditation of Teacher Education and are approved by the ND Education Standards and Practices Board. Changes in national and state legislation, standards, or rules can affect academic program requirements.

Admission Requirements


Qualified students may apply for admission to graduate programs in the School of Education leading to Master of Education (M.Ed.) or Master of Science (M.S.) degrees.  

In addition to the Graduate School’s required application materials, the program requires submission of a statement of career goals consistent with the five propositions of the National Board of Professional Teaching Standards NBPTS), www.nbpts.org as well as reasons for applying to the program. The School of Education reserves the right to obtain additional information about the student's professional competence from qualified professionals.

Admission is considered only after all required application materials have been received and reviewed. Where appropriate, all international student requirements must be met.

Admission decisions are based upon the predicted success of the applicant as a student and professional in the chosen field and are made only after considering all available data. A student must meet all requirements for full admission.

Curriculum and Instruction


The program focuses on further development of teacher leaders through study of instructional delivery and enhancement. The program curriculum includes areas of human development, learning, foundations of education, school curriculum, roles of schools and society, and further study in areas of interest. Candidates choosing this option for an M.S. degree must also complete a thesis.

Agricultural Education


See page xxx for additional information on this program.

English Education


Content-focused master’s degree program in Teacher Education focus on increasing both pedagogical skills and content expertise.  Candidates in these programs complete the four core pedagogical courses listed on the program of study and at least nine credits of master’s-level content coursework; the total program of study is typically 33-36 credits.  Candidates work with their graduate committee and adviser to identify an appropriate plan of study.  This degree plan does not lead to teacher licensure, and candidates are encouraged to work their advisers if licensure is desired. 

Family and Consumer Sciences Education


See page xxx for additional information on this program.

History Education


Content-focused master’s degree program in Teacher Education focus on increasing both pedagogical skills and content expertise.  Candidates in these programs complete the four core pedagogical courses listed on the program of study and at least nine credits of master’s-level content coursework; the total program of study is typically 33-36 credits.  Candidates work with their graduate committee and adviser to identify an appropriate plan of study.  This degree plan does not lead to teacher licensure, and candidates are encouraged to work their advisers if licensure is desired. 

Mathematics Education


Content-focused master’s degree program in Teacher Education focus on increasing both pedagogical skills and content expertise.  Candidates in these programs complete the four core pedagogical courses listed on the program of study and at least nine credits of master’s-level content coursework; the total program of study is typically 33-36 credits.  Candidates work with their graduate committee and adviser to identify an appropriate plan of study.  This degree plan does not lead to teacher licensure, and candidates are encouraged to work their advisers if licensure is desired. 

Music Education


The Master of Education (M.Ed.) degree with a Music Education option is a dual program offered collaboratively by the School of Education and the Department of Music. The program is designed to facilitate the needs of currently working music teachers as well as students who wish to continue their education to the master's level after having completed the baccalaureate degree. It is possible to complete the M.Ed. degree in Music Education by attending three consecutive summer sessions, two years in residence during the academic year, or a combination of both. Most courses in the degree program are offered in the late afternoon or evening. Applied study may be in the areas of vocal, instrumental, or conducting. Students electing the choral emphasis will take vocal pedagogy and survey of choral literature. Students electing the instrumental emphasis will take instrumental pedagogy (woodwind, brass, or percussion) and survey of band literature. No thesis is required; rather, students will complete 2 three-credit hour practicum experiences: one in education and one in music. The practica will be agreed upon and planned jointly by the student and his/her adviser(s).

Science Education


Content-focused master’s degree program in Teacher Education focus on increasing both pedagogical skills and content expertise.  Candidates in these programs complete the four core pedagogical courses listed on the program of study and at least nine credits of master’s-level content coursework; the total program of study is typically 33-36 credits.  Candidates work with their graduate committee and adviser to identify an appropriate plan of study.  This degree plan does not lead to teacher licensure, and candidates are encouraged to work their advisers if licensure is desired. 

Social Science Education


Content-focused master’s degree program in Teacher Education focus on increasing both pedagogical skills and content expertise.  Candidates in these programs complete the four core pedagogical courses listed on the program of study and at least nine credits of master’s-level content coursework; the total program of study is typically 33-36 credits.  Candidates work with their graduate committee and adviser to identify an appropriate plan of study.  This degree plan does not lead to teacher licensure, and candidates are encouraged to work their advisers if licensure is desired. 

Financial Assistance


Graduate assistantships are available in the School of Education. Applications are considered on the basis of scholarship, potential to undertake advanced study and research, and financial need. Students must be accepted into The Graduate School before they are eligible for an assistantship.

Degree Requirements


All enrollments in Education courses before the student files a graduate plan of study must be approved by the adviser. The School of Education will evaluate graduate courses taken prior to filing the graduate plan of study when the student's plan of study is being considered. Only those courses approved by the School of Education may be included on the final plan of study leading to the degree. Master's programs within the School of Education require a minimum of 30 semester credits (minimums vary by academic program). The Master of Science (M.S.) degree requires a disquisition. The Master of Education (M.Ed.) degree is a non-disquisition, practitioner-oriented degree. Programs vary on requiring a written comprehensive exam or a portfolio/oral.

Click here for course descriptions.

Teacher Education (Core Faculty)

Stacy Duffield, Ph.D.
University of North Dakota, 2003
Research Interests: Middle School, Literacy, Learning Theory, and Instructional Practices

Mari Borr, Ph.D.
University of North Dakota, 2005
Research Interests: Qualitative Research, Family and Consumer Science Education, Adolescent Development, Experiential Learning, and Professional Development Evaluation

Bradley Bowen, Ed.D.
North Carolina State University, 2011
Research Interests: Engineering Education, K-12 Engineering, Project-based Learning

Larry Napoleon, Ph.D.
The Pennsylvania State University-University Park, 2009   
Research Interests: Student Options and Retention, Career and Technical Education, Historically Disenfranchised Learners, African-American History

James M. Nyachwaya, Ph.D.
University of Minnesota, 2012
Research Interests: High School And College Students’ Conceptual Understanding of the Particulate Nature of Matter, Pre-Service And In-Service Teachers’ Pedagogical Content Knowledge (PCK) of Chemistry/Science

Florin Salajan, Ed.D.
Columbia University, 2007
Research Interests: Areas Of Expertise: Interactive Learning Technologies; Educational Technology Effectiveness For Teaching And Learning; Generational Attitudes Toward Learning Technologies; Comparative E-Learning; European Higher Education Policies; International Education

Justin J. Wageman, Ph.D.
University of North Dakota, 1999
Research Interests: Standards, Curriculum, Instruction, Assessment, Professional Development and Evaluation

Anita Welch, Ph.D.
University of Kansas, 2007
Research Interests:  Science Education, Curriculum Design, "At-Risk" Youth, Informal Science Education

Brent Young, Ph.D.
Oklahoma State University, 2006
Research Interests: Building Academic Skills in the Context of Career and Technical Education, Student Learning and Achievement in Agricultural Education, Student teacher-cooperating teacher relationships, Experiential Learning

Associate Faculty


William Martin, Mathematics/STEM Education

Abraham Ayebo, Mathematics Education

Warren Christensen, Physics/STEM Education

Mila Kryjevskaia, Physics/STEM Education

Jenny Linker, Physical Education

Lisa Montplaisir, Biology/STEM Education

Erika Offerdahl, Bio Chemistry/STEM Education

Warren Olfert, Music Education

Kelly Sassi, English Education

David Silkenat, History Education

Michael Weber, Music Education

 


Student Focused. Land Grant. Research University.

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NDSU Graduate School
Phone: +1 (701) 231-7033
Campus address:  106 Putnam Hall
Physical/delivery address:  NDSU Graduate School/106 Putnam Hall/1349 12th Avenue Northwest/Fargo, ND 58102
Mailing address:  NDSU Dept. 2820/PO Box 6050/Fargo, ND 58108
Page manager: NDSU Graduate School

Last Updated: Tuesday, January 28, 2014 8:14:48 PM