Education - Master's

The School of Education offers graduate study leading to the Master of Education (M.Ed.) and Master of Science (M.S.) degrees. Candidates may choose to focus their study in the following areas: Computer Science Education, Curriculum and Instruction, English Education, History Education, Mathematics Education, Science Education, Social Science Education, Whole Child Approaches and Teacher Licensure.

The faculty in Teacher Education are committed to the further development of educational leaders who are dedicated to educational equity for all persons. The 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.) Candidates pursuing the M.Ed. will engage in action research as a component of the program. The Master of Science (M.S.) degree requires a master's thesis or a master's paper.  Students are encouraged to work closely with an academic adviser to ensure that personal and professional goals are clear and achievable.

Teacher Licensure Option

The Teacher Licensure option allows candidates with a degree in a teachable major to complete professional education coursework to earn teacher licensure. The program is aligned with North Dakota (ND) program approval standards 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. Passing scores on the Praxis Core Academic Skills exam as well as completion of youth hours 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.

Content Focused Options

Content-focused master's degree programs in Teacher Education focus on increasing both pedagogical skills and content expertise and are most ideally suited for current school-based educators.  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 who are interested in teaching dual credit courses must complete a minimum of 18 graduate credit hours in the academic field in which they will be teaching.  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.

Candidates may choose from the following content areas:

• Computer Science Education
• English Education
• History Education
• Mathematics Education
• Science Education
• Social Science Education

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.

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.

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.

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.

In addition to the Graduate School’s required application materials, the Teacher Licensure Option requires:

1. 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. 
2. Compose a 400-500 word original essay that answers the following questions:
   1. What are your reasons for applying to the Teacher Licensure program?
   2. How do your 20 hours working with youth support your decision to apply to the Teacher Licensure program?
3. Pass the Praxis Core Academic Skills exam, meeting ND cut scores in reading, writing and math.
4. Complete 20 hours working with youth.  Verification forms are provided in the application system. 

In addition to the Graduate School's required application materials, the Content Focused Options and Curriculum & Instruction 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.

In addition to the Graduate School's required application materials, the Whole Child Option requires:

• A statement of experiences and goals using the Components of the Whole School, Whole Community, Whole Child (WSCC) as the framework (https://www.cdc.gov/healthyschools/wscc/components.htm).  The statement should:

1. Be a 500-700 word original essay
2. Explicitly connect your experiences and career goals to the WSCC components
3. Explain how NDSU's Education Master's program with a focus in Whole Child Approaches will help you achieve your career goals

Financial Assistance

Graduate assistantships may be 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 thesis or paper. 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.

Content FOcused option

Teacher Licensure Option 

WHOLE CHILD OPTION

Computer Science Education Option

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: Social Emotional Learning, Social, Emotional, Cultural Competencies, Teacher Preparation

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

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

Justin J. Wageman, Ph.D.

University of North Dakota, 1999
Research Interests: Standards, Curriculum, Instruction, Assessment, Professional Development and Evaluation

Associate Faculty

Ashley Baggett, Social Science Education

Rebecca Chatham-Vazquez, English Education

Char Moe, Music Education

Lisa Montplaisir, Biology/STEM Education

Eric Syvertson, Art Education