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, Social Science Education, Whole Child Approaches and Teacher Licensure.
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) and Interstate Teacher Assessment and Support Consortium (InTASC) 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.
Curriculum and Instruction
The program focuses on further development of teacher leaders. The curriculum includes areas of human development, learning, foundations of education, school curriculum, assessment, and further study in areas of interest. Candidates choosing this option for an M.S. degree must also complete a thesis.
Graduate study in Agricultural Education leads to an M.Ed. or M.S. degrees. Advanced work may involve specialized training in vocational education, extension education, international extension, and agricultural education.
Degree programs are planned cooperatively to meet the needs of individual students. Candidates are encouraged to include supporting work relevant to subject matter areas of interest. Some courses focus on problems related to various phases of Agricultural Education, including secondary, post-secondary, adult, and extension programs. Others emphasize issues common to all service areas in agricultural and extension education. Provision may be made for candidates to include internships in agribusiness, natural resources education, or other aspects of agricultural and extension education in their programs. Candidates should work closely with an adviser.
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 with their advisers if licensure is desired.
Students have the option of pursuing a Master of Education (M.Ed.) or Master of Sciences (M.S.) degree in Family and Consumer Sciences Education. Advanced work may be taken in FCSE, Career and Technical Education, Extension, and curriculum design and development.
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 with 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.
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
This content-focused master’s degree program in Teacher Education focuses 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 with their advisers if licensure is desired.
Social Science Education
This 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 with their advisers if licensure is desired.
Whole Child Approaches
The Master’s degree in Education with an option in Whole Child Approaches integrates education, human development, and health fields to foster holistic approaches to student-centered learning. The program prepares elementary and secondary educators to engage families and communities in creating positive and healthy school climates that promote student wellness and academic achievement. Graduates will be prepared to implement the Whole School, Whole Community, Whole Child model to advance K-12 students’ social, emotional, physical, and cognitive development through evidence-based practices.
Teacher Licensure
The Teacher Licensure option allows candidates with a degree in teachable major to complete professional education coursework to earn teacher licensure. The program is aligned with North Dakota (ND) teacher licensure options but transfers well to other states. Additional content coursework may be needed to meet licensure requirements and will be evaluated upon entry to the program. The Praxis Core Academic Skills exam is required for full admission to the program. Contact the Teacher Education program for a transcript evaluation to determine a plan of study.
The Teacher Licensure programs are accredited by the Council for the Accreditation of Educator Preparation (CAEP) 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.
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), 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.
Requirements for the Teacher Licensure option:
- Hold a bachelor’s degree in a content area related to a teaching major offered at NDSU, including the following: biology, chemistry, earth science, English, French, health, history, mathematics, music, physics, or Spanish. If you hold a different major, consult with program faculty for additional information.
- Compose a 400-500 word original essay that answers the following questions:
- What are your reasons for applying to the Teacher Licensure program?
- How do your 20 hours working with youth support your decision to apply to the Teacher Licensure program?
- Pass the Praxis Core Academic Skills exam, meeting ND cut scores in reading, writing and math.
- Complete 20 hours working with youth. Verification forms are provided in the application system.
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.
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.
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.
Teacher Education Required Courses
Course List | Code | Title | Credits |
| Reflective Practice and Research in Education | |
| Students and Their Learning | |
| Curriculum Design and Delivery | |
| Managing/ and Monitoring Learning | |
| Practicum/Internship (or) | |
| Master's Thesis |
Teacher Licensure Option
Course List | Code | Title | Credits |
| EDUC 651P | Instructional Planning, Methods and Assessment | 3 |
| EDUC 661 | Introduction to Special Education | 3 |
| EDUC 681P | Classroom Practice/Methods of Teaching I (Some content areas require an additional special methods course, EDUC 682) | 3 |
| EDUC 685P | Student Teaching Seminar | 1 |
| EDUC 686 | Classroom Management for Diverse Learners | 3 |
| EDUC 689 | Teaching Students of Diverse Backgrounds | 3 |
| EDUC 724 | Advanced Educational Psychology | 3 |
| EDUC 687P | Student Teaching | 9 |
| EDUC 688P | Applied Student Teaching | 3 |
| Total Credits | 31 |
WHOLE CHILD OPTION
Course List | Code | Title | Credits |
| Organization and Administration of Coordinated School Health Programs | |
| School-wide Physical Activity Promotion | |
| Students and Their Learning | |
| Graduate Seminar ( two 3-credit courses) | |
| Practicum/Internship | |
| Counseling Across the Lifespan | |
| Guidance Administration and Consulting | |
| Professional K-12 School Counseling | |
| Graduate Seminar | |
| Social, Cultural and Political Dimensions of Schools | |
| Advanced Educational Psychology | |
| Exceptional Learners in the Secondary School Classroom | |
| Social Inequality | |
| Total Credits | 30 |
Computer Science Education Option
Course List | Code | Title | Credits |
| Reflective Practice and Research in Education | |
| Students and Their Learning | |
| Curriculum Design and Delivery | |
| Managing/ and Monitoring Learning | |
| Introduction to Computer Science Education | |
| Problem Solving in Computer Science Education | |
| Introduction to Computer Programming (Introduction to Computer Programming, pending) | |
| Data Structures and Algorithms (Data Structures and Algorithms, pending) | |
| |
| Principles of Cybersecurity (Principles in Cyber Security, pending) | |
| Cloud Computing | |
| Software Development Processes | |
| Foundations of the Digital Enterprise | |
| 3 |
| Practicum/Internship (or) | |
| Total Credits | 33 |
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
Joe Deutsch, Ph.D.
North Dakota State University, 2007
Research Interests: Physical Education Teacher Education, Youth Sport Coaching
Brandon Foye, Ed.D.
Boston University, 2022
Research Interests: Physical Education Teacher Education, Online Physical Education
Jeanette Hoffman, Ed.D.
University of St. Thomas, 2006
Research Interests: Multicultural education, Social justice education, Assessing student learning
Jenny Linker, Ph.D.
University of Illinois Urbana-Champaign, 2011
Research Interests: Comprehensive School Physical Activity Programs, Physical Education Teacher Preparation
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
Amber O'Shea, Ed.D.
University of Nebraska, 2020
Kim Overton, Ph.D.
North Dakota State University, 2008
Justin Pieterick, M.S.
Minnesota State University Moorhead, 2016
Research Interests: Health Education, Teacher Preparation
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
Teresa Shume, Ph.D.
University of North Dakota, 2013
Research Interests: Place-based Environmental Education, Socio-Scientific Issues, Ecojustice Theory and Practice, Systems Thinking, Content-Area Language Instruction
Bradford N. Strand, Ph.D.
University of New Mexico, 1988
Research Interests: Physical Education Curriculum and Instruction, Fitness Education, Sport Sociology
Justin J. Wageman, Ph.D.
University of North Dakota, 1999
Research Interests: Standards, Curriculum, Instruction, Assessment, Professional Development and Evaluation
Associate Faculty
Ashley Baggett, History Education
Warren Christensen, Physics/STEM Education
Stacy Duffield, Reading/Literacy
Mila Kryjevskaia, Physics/STEM Education
Adam Marx, Agricultural Education
Lisa Montplaisir, Biology/STEM Education
Brooke Thiel, Agricultural Education
Warren Olfert, Music Education
Michael Weber, Music Education
