K-12 & Secondary Programs
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Graduate Programs
Description
The K-12 and Secondary Programs (KSP) department prepares graduate students for initial licensure as professional educators in 5-12 and K-12 classrooms, and in School Library and Information Studies. It serves practicing teachers and other professional educators seeking continued development through advanced programs in Curriculum and Instruction, School Library and Information Studies, and Teaching and Learning. Program emphasis is placed upon facilitating graduate students in strengthening and broadening their knowledge, skills, and dispositions needed to function effectively as educators.
Graduate study is not merely a continuation of undergraduate work. It demands scholarship at a higher level of achievement; it places greater emphasis on research and creativity; and it requires much more initiative and responsibility.
Majors |
Program | Locations | Total Credits |
|---|---|---|---|
| Education MAT | MAT - Master of Arts in Teaching |
|
34 |
| School Library and Information Studies MS | MS - Master of Science |
|
34 |
| Teaching and Learning MS | MS - Master of Science |
|
34 |
Certificates |
Program | Locations | Total Credits |
|---|---|---|---|
| Culturally Responsive Teaching GC |
|
9 | |
| Data Inform Decision Making Impro Student Learning GC |
|
9 | |
| Learning Communities and Leadership GC |
|
9 | |
| Post Baccalaureate Teacher Licensure GC |
|
28 |
Policies & Faculty
Policies
For graduate program policies, including Admission requirements, please see https://grad.mnsu.edu/programs/ed.html.
Contact Information
College of Education
Department of Teaching and Learning: K-12 and Secondary Programs
313 Armstrong Hall
507-389-1965
https://ed.mnsu.edu/academic-programs/K12-secondary-programs/teaching-and-learning-ms/
https://ed.mnsu.edu/academic-programs/K12-secondary-programs/master-of-arts-teaching/
Faculty
Co-Graduate Coordinator
- Mark Savignano, PhD
Co-Graduate Coordinator
- Amy Scheuermann, PhD
Post-Bac/MAT Coordinator
- Scott Page, PhD
Chair
- Scott Page, PhD
Faculty
500 Level
Credits: 3
Study of interpersonal communication skills, self-esteem, classroom relationships, and cultural diversity applied to educational settings. This course meets the state of Minnesota human relations requirements for teacher licensure.Prerequisites: none
Credits: 1
Online companion course for students traveling abroad. Pre-departure readings, discussions and research prepare you for experience traveling in international locations while incorporating a comparative study of two cultures. The course focuses on development of cultural knowledge, critical thinking and interpersonal communication skills and dispositions that enhance a study abroad experience and the students ability to engage in a global society. An overview of a variety of topics, including art, architecture, economic development and history enhances the comparison and contrast. Students register for a Short Course in the semester prior to departure and continue on D2L during Study Abroad Experience.Prerequisites: none
Credits: 1-3
In depth study and narrow focus on an educational topic. Students do extended research outside of class and defend their research in class.Prerequisites: none
Credits: 1-3
Specific focus on an educational topic that may be taught as a regular course such as: Topic: Web Resources for the Classroom (usually a group requests a specific topic).Prerequisites: none
Credits: 1-4
Special courses designed to meet changing educational trends.Prerequisites: none
600 Level
Credits: 2
Teacher candidates will develop skills to access information and integrate technology to improve learning for PK-12 students. Teacher candidates research, select, and evaluate information about diverse populations using a wide variety of instructional technology. The level of expected performance is in accordance with graduate level expectations.Prerequisites: none
Credits: 3
This course uses experiential, intercultural activities to examine how our own world view impacts the curricular choices we make while teaching. Learners will develop a plan to integrate a multicultural world-view and culturally responsive teaching into their current curriculum.Prerequisites: none
Credits: 3
Study and application of developing positive relationships in diverse learning communities within social, historical and philosophical perspectives. Based on the premise that building a learning community and developing positive relationships with colleagues and learners is basic to teaching and learning.Prerequisites: none
Credits: 3
This course will allow the teacher candidate to critically reflect on the various cognitive, language, personal and social developmental factors involved in student learning. In addition, the teacher candidate will apply this knowledge into instructional decision-making for teaching in the inclusive classroom. Dispositions and skills of recognizing exceptionality in student learning, including learning disabilities, perceptual difficulties, and special physical or mental challenges, gifts, and talents and accommodating and accessing appropriate services and assistive technology will be developed. The level of expected performance is in accordance with graduate level expectations.Prerequisites: none
Credits: 3
The focus of this course is reading as it applies to middle and secondary schools. Current issues and trends in reading will be examined. This includes best practice methodologies including a balanced approached to literacy. The course will develop student knowledge of phonemic awareness and decoding skills, fluency, vocabulary development, and text comprehension in content area literacy.Prerequisites: none
Credits: 3
Teacher candidates will further develop processes for creating and sustaining a classroom learning environment that fosters and enables success for all learners. Teacher candidates will develop communities of learners by constructing effective physical environments and interpersonal relationships. Teacher candidates will effectively communicate and interact with diverse families, school colleagues, and representatives from community agencies to support and enhance student engagement and learning. The level of expected performance is in accordance with graduate level.Prerequisites: none
Credits: 3
The course guides K-12 teacher candidates through the design, implementation, and assessment of a standards-based curriculum. Analysis of standards, creation of assessments, design and delivery of instruction are integrated with field-site placements. In order to understand the contextual considerations of instructional design and implementation, the course also examines the changing needs of middle and high school students in the context of best instructional practices and philosophies of successful middle and high schools. The level of expected performance is in accordance with graduate level expectations.Prerequisites: none
Credits: 3
The research process is one that is complicated, and nonlinear, and very often difficult for students to understand and see its strengths and weaknesses. This course will introduce students to research methodologies as applied to research and evaluation. The course will focus on developing skills and applying different methodologies in a research plan.Prerequisites: none
Credits: 3
Designed to provide a learning experience in utilizing techniques and procedures in scholarly writing.Prerequisites: none
Credits: 3
Classroom teachers will learn how to conduct research in their classrooms that is designed to improve student learning.Prerequisites: none
Credits: 3
Improving student achievement through differentiated curriculum and instruction; learning about and applying best practices; teaching for understanding, critical thinking, problem solving and decision-making; and accommodating teaching and learning styles.Prerequisites: none
Credits: 1-4
Selected topics explored for secondary teaching. May be repeated.Prerequisites: none
Credits: 3
This course includes in-depth modules presenting various applications for the classroom. Current software applications and hybrids will be explored to determine the strengths and weaknesses of each. This course establishes both theoretical and practical application and integration of technology into the classroom.Prerequisites: none
Credits: 1-3
The trends format provides teachers and others opportunity to study recent research and current developments with an interdisciplinary nature to include a variety of topics. This course may be in a shortened hands-on format. May be repeated.Prerequisites: none
Credits: 3
This course will examine, acquire, evaluate and use reference media sources to meet the information needs of a media center's clientele. Participants will examine and review bibliographic resources and their relationship to instruction and instructional in-service. Emphasis will be placed on reading, discussing, selecting, and evaluating resources in the context of curricular issues, cooperative endeavors with other libraries and trends in the information and reference services field.Prerequisites: none
Credits: 3
Students will learn and practice selecting, evaluating, and using print, audiovisual and electronic media for children in grades K-6. Participants will learn to identify and discuss a variety of genre; using reviewing sources and selection tools; identify major children's book awards; research authors and books; become knowledgeable about current issues such as censorship; locate and prepare a multiple format mediaography of children's materials and demonstrate curricular uses of this media.Prerequisites: none
Credits: 3
This course will provide the students with a philosophical, professional, and practical framework for the integration of computer technology into differentiated instruction in the K-12 classroom using integrated instruction and web-based software. Students will explore learner characteristics, student needs and elements of differentiated instruction and will design and implement differentiated technology-integrated lesson plans.Prerequisites: none
Credits: 3
KSP 630 (3) Materials for Young AdultsThis course covers developmentally appropriate library and information services for young adults, ages 11-18 with an emphasis on literature and the uses of literature in schools and libraries. The course includes material on non-book services, programming, and other services specific to this age group.Prerequisites: none
Credits: 3
In this course knowledge and skills are applied and assessed directly in a field setting. The course is designed to guide K-12 and 5-12 teacher candidates through the design, implementation, and assessment of a standards-based curriculum from the analysis of standards, creation of assessments, design and delivery of assessments in a field-site.Prerequisites: none
Credits: 3
The course will examine the role of the school librarian in the literacy development process. This process includes the ability to read, write and interact across a range of platforms, tools and media. The roles of the school librarian as teacher, instructional partner, information specialist, and program administrator will be addressed.Prerequisites: none
Credits: 3
This course will focus on the content area classroom and will examine the interaction between first and second language literacy. Students will learn strategies for helping English Learners (ELs) improve reading skills and develop content area literacy.Prerequisites: none
Credits: 3
Students will identify, analyze, and evaluate the processes and strategies necessary for creating and maintaining technology system administration, including: documentation, financial planning, hardware and software, roles necessary for successful implementation. Students will research, design, and create technology plans using data driven decision making strategies, processes and procedures.Prerequisites: none
Credits: 3
Students will align classroom assessments with state or national standards to develop clear and comprehensive learning targets. Students will design and align several types of assessments to learning targets to increase student learning and motivation. Students will also integrate technology into assessment practices.Prerequisites: none
Credits: 3
Students will develop cooperative and collaborative classroom learning communities to address authentic issues through problem-based learning. The course also focuses on effective instructional and assessment approaches that increase student-teacher, student-student, and student-community relationships.Prerequisites: none
Credits: 3
This course will include analysis, synthesis, and definitions of the systems designs approach to structuring learning environments. Students will review and understand the ADDIE process and the history of Instructional Design and instructional models used in educational and training modules. Students will be able to define the field, describe the origins and history of the field, discuss leading research and researchers in the field, and describe and analyze at least one ID model for its strengths, weaknesses, and application.Prerequisites: none
Credits: 3
This course will focus on the various stakeholders involved in educating diverse student populations. Students will become familiar with the culture, norms and assets of the broader community and how they influence student learning. The need and strategies for collaborative practice will be examined.Prerequisites: none
Credits: 1-2
Critical study of current research, issues, and teaching strategies related to secondary education in a shorten period of time. May be repeated.Prerequisites: none
Credits: 3
This course is designed to provide inexperienced and experienced educators with greater insight into the unique position of the middle school in the U.S. system of public education. Throughout the course students will explore topics of concern regarding middle school education.Prerequisites: none
Credits: 3
Students will learn how to develop, lead, maintain, and sustain learning communities focused on increasing student and professional learning and systems thinking. They will assess stages of learning community development in a school setting and develop plans for inclusion of essential elements of effective learning communities.Prerequisites: none
Credits: 7-8
Special teaching projects of an experimental or creative nature in the students' field of preparation.Prerequisites: none
Credits: 1-6
This 40 hour field experiences will provide opportunities for practicing teachers with a current MN Teaching license to put theory into practice in a K-12 environment. During field experiences candidates will become familiar with specific school-related issues, technologies, strategies to assist students in learning and apply strategies to help students study and learn within the classroom environment.Prerequisites: none
Credits: 3
Students will use theories for organizing and managing curriculum to: align standards with outcomes, curriculum, instruction, and assessment; develop deep curriculum alignment; develop skills for assisting colleagues with aligning school improvements in curriculum, instruction, and assessment.Prerequisites: none
Credits: 3
This course focuses on the examination of the role of the professional teacher as leader and scholar. Students analyze professional standards and theories for teaching, leading, and scholarship in the 21st Century and assess themselves and their school settings for areas of strength and improvements. Students develop plans for professional growth as well plans to implement changes in schools.Prerequisites: none
Credits: 3
Through research and hands-on application, students will evaluate and implement various strategies in which Web 2.0 and Web 3.0 can be used to enhance and support technology integrated pedagogies.Prerequisites: none
Credits: 3
This course addresses literacy and differentiated instruction for diverse learners in an inclusive classroom. Students will build on existing knowledge for lesson planning, curriculum and assessment to address learner differences.Prerequisites: none
Credits: 3
Exploration and application of adult learning theory and research, including focus on development of critical and reflective thinking. Study of instructional strategies fostering active student engagement in classrooms.Prerequisites: none
Credits: 3
The focus is on researching and applying for grants for educational programs within schools and/or non-profit organizations. Students will learn what programs are available, eligibility for those programs and grant possibilities within the grant guidelines.Prerequisites: none
Credits: 1
This face-to-face and online seminar spans four semesters of the GTL program and will address professionalism and the overall teaching experience. Students register for this course during student teaching but will participate via D2L during semesters 1-3.Prerequisites: none
Credits: 3
This course is designed to promote a culture of collaboration, inquiry, and student achievement through data informed decision making. Methods of data collection and analysis will be examined and used by students to develop a data driven school improvement plan.Prerequisites: none
Credits: 3
Students will analyze major theories and research related to adult development and learning as they apply to adult students in post-secondary and career settings. Students will evaluate adult learning needs and apply strategies for creating positive learning environments (face to face and online). Students will experience, analyze, and develop lessons that use effective adult learning strategies.Prerequisites: none
Credits: 1-6
Opportunity for individual study on areas germane to the broader disciplines in education under direction of graduate faculty.Prerequisites: none
Credits: 3
This course will require students to evaluate and analyze formats of information technology for online learning environments in educational settings, including: interactive video, web-based software Internet protocols, social media tools, and the effect on learning transfer in distance education.Prerequisites: none
Credits: 3
Students will identify, evaluate, select, use, adapt, and create game and simulations projects for thematic units, lessons, trainings, and other technology-rich, inquiry-based learning opportunities.Prerequisites: none
Credits: 0
The written comprehensive exam course should be taken with consultation with your advisor. It should be taken prior to enrolling in any research coursework and planning or completing your capstone experience.Prerequisites: none
Credits: 3
Students will study the theoretical models and processes for the design and development of computer-based instruction (CBI). Students will analyze and evaluate software development tools and will create a CBI lesson plan.Prerequisites: none
Credits: 3
All formats of information technology for educational settings-learning about interactive video, microcomputers, computer networks, Internet, electronic information including bibliographic data bases, electronic newspapers, online encyclopedias, and distance education.Prerequisites: none
Credits: 1-3
Short term graduate workshops dealing with specific subjects germane to the broader disciplines in education.Prerequisites: none
Credits: 1-4
An intensive, often semester-long, study in areas germane to the broader disciplines within K-12 and Secondary Education.Prerequisites: none
Credits: 3
This course is designed for K-12 technologists and teachers with interests in assisting learning through integrated technology lesson plan development. Students will evaluate, analyze, and develop web-based tools, instructional design strategies, and multimedia learning principles in order to educate and train K-12 teachers and staff. Through research and hands-on application, students will evaluate and implement various training strategies which can be used to enhance and support technology integrated pedagogies.Prerequisites: none
Credits: 1-2
For students completing a Masters degree with the alternate plan option.Prerequisites: none
Credits: 1-2
For students completing a Master's degree with the creative projects option.Prerequisites: none
Credits: 1-8
Under-supervision of both graduate faculty within the K-12 and Secondary Department and appropriate cooperating supervisors of external agencies, the student will complete an internship experience which allows opportunity to apply and strengthen knowledge and skills acquired within the graduate program. (Six credits of internship are required for Media Generalist Licensure).Prerequisites: none
Credits: 1-6
For students completing a Masters or Specialist degree with the using the thesis option.Prerequisites: none
