College of Education
Department of Educational Studies: K-12 and Secondary Programs
313 Armstrong Hall
507-389-1965
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 library media education. It serves practicing teachers and other professional educators seeking continued development through advanced programs in Curriculum and Instruction, Library Media Education, 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.
Admission into the graduate teacher licensure program at Minnesota State Mankato occurs at three district levels:
Applicants should have submitted complete files a minimum of one month before the term of anticipated entry. Applications are accepted for any term or summer session, except for the Graduate Teacher Licensure Program which has one cohort per year, beginning in the fall semester. International students should complete their files and applications three months before the term of session of anticipated admittance. Students wishing to enroll in any KSP graduate or licensure program must be admitted to the College of Graduate Studies and Research and to the program. All applicants should submit the following to the College of Graduate Studies and Research:
A minimum grade point average of 3.0 on a 4.0 scale in your undergraduate study. If the your GPA is below 3.0, you must have obtained a minimum GRE score of 500 on one or more portions (verbal, quantitative, or analytical) of the Graduate Record Exam;
Note: A candidate may request that the GRE be waived based on the following criteria: three references and 3.0 GPA based on last two years of undergraduate study or at least nine credits of graduate course work with a GPA of 3.0, or successful completion of a Masters degree from an accredited college or university.
Where the GRE is required (see number 4 above), you must request that the testing institution send the official scores directly to the College of Graduate Studies and Research. Upon receipt of these materials, the College of Graduate Studies and Research will forward the applicant's file to the Department of Educational Studies: K-12 and Secondary Programs for admission recommendation.
Information about admission may be found on the Graduate Studies and Research web site or from:
Minnesota State University, MankatoIn addition to the College of Graduate Studies and Research requirements, the applicant must submit the following directly to the Department of Educational Studies: K-1 2 and Secondary Programs.
There are four graduate program available:
Graduate Teacher Licensure Program/ MAT
Library Media Education MS
Educational Technology MS
Teaching and Learning MS
Admission into the Graduate Teacher Licensure program at Minnesota State University
occurs at three distinct levels:
• To the Graduate School
• To the Department of Educational Studies: K-12 and Secondary Programs
(where the GTL Program is housed)
• To Professional Education
Education coursework is offered at the MSU, Mankato campus or
the MSU 7700 France Ave, Edina campus. However, even if you chose the Edina
location, you might still have to take some course work in your content area (such as
Mathematics, Music, etc.) at the MSU, Mankato campus. Please indicate the choice of
location on your application form.
I. Application to the Graduate School
Students wishing to enroll in the KSP graduate licensure program must be admitted to
the College of Graduate Studies and Research before they can be considered for
admission to the program. Applications are accepted for any term or summer session;
however, all required documents should be submitted a minimum of one month before
the term of anticipated entry. International students should complete their files and
applications three months before the term of anticipated admittance. All applicants
should submit the following to the College of Graduate Studies and Research:
1. A completed Application for Graduate Study;
2. Verification of pending baccalaureate degree from a regionally accredited college
or university if undergraduate degree has not been completed;
3. Two official transcripts listing undergraduate/graduate degree(s) to be sent
directly from the degree granting institution to the College of Graduate Studies
and Research (including MSU students, undergraduates, faculty, and staff);
4. A minimum grade point average of 3.0 on a 4.0 scale in your undergraduate
study. If the your GPA is below 3.0, you must take the GRE and obtain a
minimum score of 500 on one or more portions (verbal, quantitative, or
analytical) of the Graduate Record Exam;
Note: A candidate may request that the GRE be waived based on the following
criteria: three references and 3.0 GPA based on last two years of undergraduate
study or at least nine credits of graduate course work with a GPA of 3.0, or
successful completion of a Masters degree from an accredited college or
university.
5. Any additional information required for international students, if appropriate.
Upon receipt of these materials, the College of Graduate Studies and
Research will forward the applicant's file to the Department of Educational Studies: K-12
and Secondary Programs for admission recommendation.
Applicants must submit the following directly to the Department of Educational Studies: K-12 and
Secondary Programs:
1. A completed application to the College of Graduate Studies and Research (see
section above);
2. Three letter of recommendation forms (available online at
http://ed.mnsu.edu/ksp/gtl/gtl_forms/msu_gtl_reference_form.pdf) focusing upon the
applicant's academic potential as well as the individual's promise to become an
effective professional educator. Note, one of these recommendations must be
from an undergraduate/graduate instructor or academic advisor, and it is highly
recommended that one is from a current employer;
3. A completed Personal Statement form (available online at
http://ed.mnsu.edu/ksp/gtl/forms/msu_gtl_personal_statement_form.pdf) summarizing the
applicant's experiences and professional goals;
4. The applicant's professional resume; and
5. A completed and signed plan of study (available online at
http://ed.mnsu.edu/ksp/gtl/forms/msu_gtl_plan_of_study.pdf.) The plan of study must be
signed by your advisor and the content specialist.
Background Checks
The amended Minnesota Data Practices Act (1997) requires that we inform all graduate
teacher licensure candidates that a background investigation will be conducted as part of
the graduate K-12 mentorship placement process. The background investigation is
currently used and required in many school districts throughout Minnesota. The
background check will be conducted during the first semester in the program.
Admission will occur for the Fall semester only. There will be no consideration of
admission until all of the above admission criteria have been met. All material must be
received in the Department of Educational Studies: K-12 and Secondary Programs to be
considered for the Graduate Teacher Licensure Program. Early application is
recommended, as enrollment is limited. Applicants will be notified regarding their
admission status following the receipt of all required application materials.
The Program Application materials (the five items listed above) will be submitted to:
Dr. Anne Dahlman
Coordinator of Initial Licensure
Educational Studies: K-12 and Secondary Programs
313 Armstrong Hall,
Mankato, MN 56001
After meeting all program requirements and receiving acceptance into the GTL Program
(either Graduate Certificate or Master of Teaching) candidates will need to apply for
admittance into professional education. The process, material and requirements will
be discussed and completed during the first orientation session (August 25,
2009). Prior to beginning the program, it is highly recommended that each candidate
successfully complete the Praxis 1 Pre-professional Skills Test (PPST). The test score
along with additional information will be needed prior to acceptance into professional
education. ETS will no longer provide printed copies of the PPST (i.e., Tests at a
Glance) booklets. They are available online at www.ets.org/praxis under Test
Preparation. For additional information about the PPST or professional education please
visit: /newweb/Advising/Praxis_PPST.html
Throughout the program, candidates will be taking courses within the program, content courses, as well as completing field experiences. The time involved can and often is demanding. Participation in field experiences and student teaching require special sacrifices from the candidates, with student teaching being a full-time obligation. Often candidates must plan to take a leave of absence from their employment to participate in the field experiences and complete student teaching. Candidates receive no compensation for field experiences or student teaching and should make allowances for the loss of income.
Business Education (collaborative with Winona), Communication Arts and Literature, Family Consumer Science, Health Science, Mathematics, Science (Life Science, Chemistry, Earth and Space Science, Physics), Social Studies.
Dance and Theatre Arts, English as a Second Language, Vocal Music and Instrumental Music, Physical Education, Visual Arts, World Languages and Cultures (Spanish, German, and French), Developmental Adapted Physical Education, Library Media Specialist.
Candidates entering either the Post-Baccalaureate or MAT program will be placed into a cohort of 15-25 candidates and work closely with a cohort of faculty. The program is a comprehensive standards-based licensure program, with course work offered either on weekends or Tuesday evenings. Courses are offered face to face and on-line with the use of Desire 2 Learn.
Candidates are required to actively participate in K-12 field experiences throughout the Graduate Teacher Licensure Program. The field experiences are staggered throughout the program and require that each candidate spend time each semester in the K-12 setting during normal school hours (8:00 a.m. to 4:00 p.m., Monday - Friday). Candidates must plan to take a leave of absence from their employment to participate in field experiences. Candidates receive no compensation for the time spent in the K-12 classroom during their field experiences and should make allowances for the loss of income.
Field experiences provide opportunities for candidates to put theory into practice in a K-12 or 5-12 environment. During field experiences candidates will become familiar with specific school-related issues, strategies to assist student learning and apply strategies to help students study and learn within the classroom environment. Prior to this experience candidates will need to complete a background check.
All candidates must complete all content and program requirements as listed on their plan of study prior to student teaching. Student teaching demands special sacrifices from the candidates, with student teaching being a full-time obligation. Candidates must plan to take a leave of absence from their employment to participate complete student teaching. Candidates receive no compensation for the student teaching and should make allowances for the loss of income.
Admission does not guarantee continuation in the Graduate Teacher Licensure Program, admission into field experiences, student teaching, or graduation. As part of the admission process and throughout the program, the student's knowledge, skills, and disposition as well as professional potential are evaluated. Formalized reviews are conducted during field experiences and at each transition point.
Students must complete a minimum of 50% of all graduate credit at the 600 level, excluding thesis or APP credits and must maintain a grade point average of "B" or above in all coursework.
Note: Students will be recommended for licensure when all requirements for licensure have been fulfilled. Upon successful completion of the coursework and student teaching, candidates must take and pass the Praxis II content and pedagogy examinations before applying and obtaining a Minnesota Teaching License.
Required
Note: All candidates are required to complete their capstone project (Thesis, Alternate Plan Paper, or Creative Project prior to awarding the master's degree.
College of Education
Gail Orcutt, Licensure Coordinator
118 Armstrong Hall
507-389-1216
Licensure does not occur automatically through graduation and the awarding of a diploma. The university recommends Minnesota licensure upon completion of all program and licensure requirements. Candidates must successfully complete the PPST examination of skills in reading, writing, and mathematics, as well as the Praxis II and Content examination. Minnesota state law requires that all students applying for initial licensure in this state be fingerprinted for national background checks. A conduct review statement will also need to be completed and signed. There is a fee for the criminal background check. The fee is for issuance of a State of Minnesota teaching license.
Students need to make application for a Minnesota teaching license at the close of the term in which they graduate. The College of Education, 118 Armstrong Hall, coordinates the licensure process.
For additional information about the Graduate Teacher Licensure Program contact Dr. Scott Page (507-389-1607 or 389-1965) or e-mail: scott.page@mnsu.edu.
Alternate Plan Paper - 34 credits
The Minnesota State University Mannkato Master of Science degree in Educational Technology responds to the growing needs of P-16 education and industry in providing instruction and training for the technological environment. Program emphasis may be educational technology integration int the classroom, instructional design for education, the technology leader, or instruction for distance learning.
The program consists of 34 graduate credit hour, including an alternate plan paper, 27 credits and a research portion. Courses are presented online through the university course management system. Students must complete 9 courses within the program, plus the required research requirements. Fifty per cent of the program, excluding APP credits must be completed at the 600-level. Students may also earn a graduate certificate by completing the appropriate courses noted below.
All students must complete additional research requirements:
(Thesis Plan - 34 credits)
(Alternate Plan Paper - 34 credits)
(Creative Project - 34 credits)
The Master of Science in Teaching and Learning emphasizes improvement of teaching skills and an increased understanding of learners. The program is available to all teachers who wish to broaden their knowledge base, enhance their classroom performance and better serve the needs of learners. It is standards based and includes many of the components necessary for preparation for National Board of Teachers Standards Certification.
The MS in Teaching and Learning is designed around a variety of certificate options,including:
This structure provides students with the flexibility to custom design a Masters degree of their choice, choosing from a combination of courses within certificates listed above. Students have the option of completing three certificate options and the research core, or completing two certificate options, the research core, or in consultation with their advisor, selecting nine courses (27 credits) from any of the course options or any 3 courses from their teaching field.
To be considered, the applicant must complete the following:
KSP 610 – Scholarly Writing (3)
In addition students must successfully complete a written comprehensive examination during the semester (or prior to) of graduation; and take a minimum of 50 percent of all coursework at the 600 level. To satisfy degree requirements all students must complete a capstone experience. After consulting with their advisor, students may choose a capstone experience of thesis, alternate plan paper, or creative project.
(Thesis Plan - 30 credits)
(Alternate Plan Paper - 34 credits)
(Creative Project - 34 credits)
Applicants file should be completed a minimum of one month before the term of anticipated entry. Applications are accepted for any term or summer session. International students should complete their files and applications three months before the term of session of anticipated admittance. Students wishing to enroll in any KSP graduate or Library Media Education program must be admitted to the College of Graduate Studies and Research and to the program. All applicants should submit the following to the College of Graduate Studies and Research:
Library Media Education is offered for those who have a current Minnesota teaching license. Candidates entering this program have two options: a certificate in Library Media Education or a certificate with a master's degree in Library Media Education (MS). The Library Media Education program is accredited by NCATE and the Minnesota Board of Teaching according to standards developed by AASL and AECT.
Candidates entering the Library Media Education program will be placed into a cohort of 15-25 candidates and work closely with a cohort of faculty. The program is a comprehensive standards-based licensure program, with course work offered either on weekends or Monday evenings. Courses are offered face to face and on-line with the use of Desire 2 Learn.
Note: Although the state of Minnesota does not require a graduate degree in media for licensure as a school library media specialist, many states do require master's degree. Additionally, Information Power, the national guidelines for school library media programs, recommends that the master's degree be considered the entry level degree foe professionals in school library media centers. The K-12 and Secondary Programs department also believes that a master's degree with a strong undergraduate general education background provides the best preparation for school library media professionals.
plus two technology courses from any of the KSP offered technology coursework, includng those in the Ed. Tech program.
Note: Students will be recommended for licensure when all requirements for licensure have been fulfilled. Upon successful completion of the coursework and the internship, candidates must take and pass the Praxis II content examination before applying and obtaining a Minnesota Library Media License.
Note: All candidates are required to complete their capstone project (Thesis, Alternate Plan Paper, or Creative Project prior to awarding the master's degree.
Admission does not guarantee continuation in the Library Media Education program, admission into the internship, or graduation. As part of the admission process and throughout the program, the student's knowledge, skills, and dispositions as well as professional potential are evaluated. Formalized reviews are conducted during internship and at each transition point.
Students must complete a minimum of 50% of all graduate credit at the 600 level, excluding thesis or APP credits; and must maintain a grade point average of "B" or above in all coursework. Satisfactory completion of a comprehensive examination during the semester (or prior to) of graduation is required. Students must enroll in KSP 685 Written Comprehensive Examination.
College of Education
Gail Orcutt, Licensure Coordinator
118 Armstrong Hall
507-389-1216
The university recommends licensure to a state upon student's completion of a licensure program. Licensure does not occur automatically through graduation and the awarding of a diploma. Students need to make application for a Minnesota Library Media license at the close of the term in which they graduate. The College Education, 118 Armstrong Hall, coordinates the licensure process. In addition to meeting all program requirements, the Praxis II content examination must be taken and passed. Minnesota state law requires that all students applying for initial licensure in this state be fingerprinted for national background checks. A conduct review statement will also need to be completed and signed. There is a fee for the criminal background check. The fee is for issuance of a State of Minnesota licensure.
The Specialist Degree in Curriculum and Instruction is available for professionals who are seeking an advanced level of preparation as curriculum directors, or department chairs managing the human and curriculum materials within a school or department. Within the Specialist program a student obtains an in-depth knowledge in a specific area; i.e., research, curriculum development and/or appraisal. The contact person is Dr. Debra Anderson (507-389-5710 or 389-1965) or e-mail: debra.anderson@mnsu.edu
See the Graduate Studies Bulletin or the Graduate Studies and Research web site for additional information.
Choose 8 credits of 500/600 level KSP courses chosen in consultation with an advisor.
8 elective credits in a related academic area, chosen in consultation with an advisor.
Choose any 500/600 level elective courses in consultation with an advisor.
KSP 504 (2) Curriculum Applications of Technology in Education
KSP 507 (1-2) Human Relations: Minnesota Based Native American Licensure Requirement
Teachers new to Minnesota must show evidence of Human relations competencies and the ability to adapt curriculum, instruction and teaching practices for diverse learners. Currently we offer a 3 credit course for licensure. However, many teachers are only missing a standard on Minnesota Based Native Americans. We usually do an independent study with these people. This new course would improve the delivery of the standards.
KSP 508 (3) Teaching to the K-12 ELL Student
For teachers of students whose dominant language is other than English.
KSP 515 (2) Materials for Younger Children
Examination of print and audiovisual media for younger children birth to age seven. Identification of selection sources to identify materials. Evaluation of resources and practice in using them. Use of electronic search engines to identify resources, including, but not limited to, research collections, discussion groups, and electronic periodicals.
KSP 525 (2) Reading and Writing in the Secondary School
Concepts, objectives, procedures, and reading in subject matter field.
Prerequisite: KSP 310
KSP 550 (3) Human Relations in a Multicultural Society
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.
KSP 551 (1-3) Cultural Diversity Internship
Opportunity for "hands-on" learning experience working with students of culturally diverse backgrounds, one-to-one, small group, tutoring, activities supervision and lesson planning, and implementation.
Prerequisite: KSP 220 or KSP 4/550
KSP 561 (3) Service Learning: Theory and Practice
A focus on service-learning: planning, implementation, evaluation, and celebration of service-learning as program, activity, class, and integration into academic study.
KSP 565 (3) Filmmaking
Students will produce a short digital film incorporating the five phases and ten planning stages of filmmaking. The role independent film plays in a culturally diverse society will be illustrated and discussed. Examples of each genre will be examined.
KSP 579 (3) Grant Writing and Program Funding
Procedures for designing research, writing proposals and requests for grants, contracts and funding from external sources; grant administration.
KSP 580 (1-3) Seminar
In depth study and narrow focus on an educational topic. Students do extended research outside of class and defend their research in class.
KSP 583 (2) Supervision of Student Teaching
To assist K-12 classroom teachers in developing their skills for supervising pre-service and student teachers.
KSP 589 (1-3) Selected Topics
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).
KSP 590 (1-6) Workshop
Specific focus on an educational topic that is conducted for a special group. May be repeated.
KSP 591 (1-4) In-Service
Special courses designed to meet changing educational trends.
KSP 600 (2) Technology Integration in the Classroom
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 to design classroom applications using a wide variety of instructional technology. The level of expected performance is in accordance with graduate level expectations.
KSP 601 (3) Culturally Responsive Teaching
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.
KSP 602 (1) Field Experiences
Candidates are required to take this course twice throughout their teacher licensure program. During field experiences candidates will become familiar with: the communication process about specific school-related issues, restorative measures, strategies to help students comprehend class material, and strategies to help students study and learn within the classroom environment.
KSP 603 (3) Foundations of Education
Study and application of developing positive relationships in diverse learning communities with social, historical, and philosophical perspectives. Bases on the premise that building a learning community and developing positive relationships with colleagues and learners is basic to teaching and learning.
KSP 604 (3) Teaching and Learning in the Inclusive Classroom
Theories of human development with a concentrated study of cognitive development, applied to learning in the multicultural and inclusive classroom.
KSP 605 (3) Introduction to the Learner and Learning
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.
KSP 606 (1) Reading and Writing in the Middle/Secondary School
Reading as it applies to Middle and Secondary schools will be the focus of this course. The course will focus on the current issues and trends in methodologies, linguistics, grammar, composition and applications of reading throughout the course.
KSP 607 (3) Creating Learning Environments to Engage Children, Families, and Communities
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.
KSP 608 (5) Planning, Instruction, and Evaluation in the Classroom
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.
KSP 609 (3) Research Methods
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.
KSP 610 (3) Scholarly Writing
Designed to provide a learning experience in utilizing techniques and procedures in scholarly writing.
KSP 611 (3)Action Research to Improve Student Learning
Classroom teachers will learn how to conduct research in their classrooms that is designed to improve student learning.
KSP 612 (3) Differentiated Instruction
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.
KSP 613 (3) Managing and Monitoring Student Learning
What every classroom teacher should know about management strategies, discipline models, successful classroom environments, planning that facilitates positive behavior, dealing with difficult students, as well as formats for focusing observation, peer observation and collecting data.
KSP 614 (3) Introduction to Curriculum: Theory and Leadership
An examination of the role of leader, theories of leadership and their applications in school improvement.
KSP 615 (1-4) Selected Topics
Selected topics explored for secondary teaching. May be repeated.
KSP 616 (2) Multi-Ethnic Curriculum Materials and Resources
Provides teachers with information needed to develop curriculum and instruction materials, locate resources and enhance awareness of the multi ethnic heritage of this nation.
KSP 617 (3) Foundations of Information Centers in Society
In this course students will study the current information environment and explore the challenges that the profession of library and information services faces. Participates will identify and discuss issues and topics surrounding and transforming the social, cultural, economic and educational role of the library and become knowledgeable about the issues such as service, technology, intellectual freedom, and professional practices.
KSP 619 (3) Using Technology in the Classroom
This course includes in-depth modules which present various types of application 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.
KSP 620 (1-3) Trends in:
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.
KSP 621 (3) Information Resources
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.
KSP 622 (3) Materials for Children
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 genres; 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.
KSP 623 (2) Photography
Introduction to photography. Choice of film-prints and slides. Color film exposure-meters. Color filtration-filters and mounts. Commercial sources. Darkroom equipment and facilities. Utilization of K-12 classroom. Slide duplication. Computer graphics/Quick take photography. Field trips-making the most of yearbook and other PR formats. Future trends.
KSP 624 (3) Differentiation Through Technology
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.
KSP 625 (3) Philosophy of Education in Historical Context
Explores how belief systems, expressed in philosophical schools of thought, have shaped the development of the U.S. public school form the Colonial Period to the present.
KSP 626 (2) Advanced Reference Materials
Specialized sources in the sciences, arts, and humanities. Patron interviewing techniques.
Pre: KSP 621
KSP 627 (2) Advanced Materials for Children
In-depth examination of authors of a particular genre. Examination of the Caldecott award winning titles. Children's magazines. Examination of award winning titles form other countries. Electronic resources: netscape and microcomputer software.
Pre: KSP (KSP 417/622)
KSP 628 (3) Instructional Design and Production for Digital Learning
Teaching and learning over distance education systems with the main emphasis on distance education across the internet. The history of distance education will be discussed. Proper instructional design techniques when developing of coursework will be examined. Proper selection of content will be stressed.
KSP 629 (3) Assessing Learning Through Technology
This course explores how current electronic applications and multiple approaches that can be used to develop and support communication with parents, students, and the community.
KSP 630 (3) Materials for Young Adults
This course covers developmentally appropriate library and information services for young adults, ages 15-18 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.
KSP 631 (3) Organization, Management, Leadership and Administration of Media Centers
In this course the management function and role of the media specialist in the school will be explored. The components of effective school library media programs: resources, personal, spaces, budget, planning, organizing and policy development are studied.
KSP 632 (3) Educational Issues in Global Context
Examines systems of education, both Western and non-Western, as they are shaped by social, cultural and political issues; focuses on understanding the United States system more completely by viewing it through a "global" lens.
KSP 634 (3) Instructional Design and Production of Resources
The course explores the design and production of instructional media for the classroom and for professional presentations. The student will explore the utilization of computers in an instructional setting with presentations of student designed resources. It will include the creation of an electronic portfolio.
KSP 635 (3) Information Literacy Skills and the Curriculum
The course will examine the role of the school library media specialist in the curriculum processes and explore the role of the media specialist in resource-based teaching. The roles of the school library media specialist as teacher, instructional partner, information specialist, and program administrator will be major topics.
KSP 636 (1-6) Clinical Experience in Curriculum Development
Supervised practical experiences in curricular design and development. Admission by application only.
KSP 637 (2) Materials: Advanced Young Adult Literature
Examination of trends in recent young adult fiction. Selection, evaluation and use of young adult fiction. Reading and discussion of current young adult fiction.
KSP 638 (3) Content Area Literacy for English Learners
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.
KSP 639 (3) Educational Technology Leadership
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.
KSP 640 (3) Assessment for Learning
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.
KSP 641 (3) Problem-Based Learning
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.
KSP 643 (3) Introduction to Instructional Design
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.
KSP 644 (3) Partnering for Student Success
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.
KSP 645 (1-2) Seminar:
Critical study of current research, issues, and teaching strategies related to secondary education in a shorten period of time. May be repeated.
KSP 646 (3) The Middle School
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.
KSP 648 (3) Field Experiences in the Middle School
This 100 hour field experiences will provide opportunities for practicing teachers with a current MN Teaching license to put theory into practice in a 5-8 environment. During field experiences candidates will become familiar with specific school-related issues, strategies to assist students in learning and apply strategies to help students study and learn within the classroom environment. Prior to this experience candidates may need to complete a background check.
KSP 649 (1-3) Environmental Education Program
Research, compare, contrast environmental education programs.
KSP 650 (1-4) Curriculum Materials in:
Examines state and national education programs and materials with an opportunity to develop materials for classroom use. May be repeated.
KSP 651 (3) Understanding NBPTS Certification
Focuses on knowledge of the overall certification process of the National Board of Professional Teaching Standards and includes attention to the Five Core Propositions; the describe, analyze and reflect process; and the requirements of the individual content-area certificates.
KSP 652 (3) Advances in Student Development and Learning
This course focuses on study of current advancements in understanding how students learn and develop, including brain-based research, revisions to existing theories, and research studies.
KSP 653 (3) Writing for NBPTS Certification
Focuses on the intensive videotaping and writing processes required for Entries One, Two, Three and Four of the NBPTS Portfolio, including peer and facilitator review of draft tapes and writings.
KSP 654 (3) Secondary School Curriculum
A look at evolving nature of the secondary school curriculum and the factors influencing development.
KSP 655 (3) NBPTS Portfolio Submission and Assessment
Course focuses on finalization of the intensive videotaping and writing processes and formal submission of the NBPTS Portfolio. It also includes preparation for the NBPTS examination in the various content-area certificates.
KSP 656 (2) Multicultural Materials
To identify books and other media with multicultural themes and topics for young adults.
KSP 657 (3) Leading Professional Learning Communities
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.
KSP 658 (2) Pre-Practicum Clinical Experiences I
Each student will learn about teaching and learning in a different educational setting, e.g., charter school, for period day, Middle School.
KSP 659 (3) Character Development and Moral/Ethical Reasoning
This course focuses on theories and classroom applications related to character development and ethical and moral reasoning.
KSP 660 (8) Student Teaching: K-12 and Secondary Programs
Special teaching projects of an experimental or creative nature in the students' field of preparation.
KSP 661 (3) Networking
This course covers basic networking and infrastructure for a school, district or organization. The course is developed for the technology leader to understand the basic structure of technology networking to make informed decisions regarding the school and/or organization technology.
KSP 662 (1-6) Practicum in the Secondary School
Special teaching projects of an experimental or creative nature in the students' field of preparation
KSP 663 (3) Curriculum Design
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.
KSP 664 (3) Distance Learning
This course covers basic history, theory, and purpose of distance learning. It will include exposure to the various and most recent online management programs.
KSP 665 (3) Professional Teacher, Leader, Scholar
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.
KSP 666 (3) Interdisciplinary Curriculum
Rationale and models for developing cross-disciplinary curriculum (i.e., curriculum mapping, parallel teaching) and learning experiences will be explored.
KSP 667 (3) Social Media Tools
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.
KSP 668 (3) School Leadership: Social, Philosophic & Ethical Action
Focus on the social nature of human life and interaction as a basis for learning and for leading organizations such as schools. Students will complete a written educational philosophy for carrying out responsibilities in schools.
KSP 669 (3) Reading, Literacy, and Differentiated Instruction in Inclusive Classrooms
This course addresses literacy and differentiated instruction for diverse learners in an inclusive classroom. Students will build on existing knowledge of lesson planning, curriculum and assessment to address learner differences.
KSP 670 (3) Collegiate Institutions in the United States
An examination and review of history, foundations, current developments, and future role of two-year and four-year collegiate institutions in the United States and how they function to meet evolving needs.
KSP 671 (3) Learning and Teaching in Higher Education
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.
KSP 672 (3)Spirituality and Learner Development in Education
This course focuses on broad-based definitions of spirituality and how responding to the innate needs for meaning and connectedness can support learning and learner development.
KSP 673 (3) Technology Funding
The focus is on researching and applying for grants for technology programs within schools and/or non-profit organizations. They will learn what programs are available, eligibility,and grant possibilities within the scope of technology guidelines for No Child Left Behind.
KSP 674 (1) Professional Seminar
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.
KSP 675 (3) Data Informed Decision Making
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.
KSP 676 (3) Adult Development and Learning
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.
KSP 677 (1-6) Individual Study
Opportunity for individual study on areas germane to the broader disciplines in education under direction of graduate faculty.
KSP 678 (3) Curriculum Design, Assessment and Evaluation
Students will analyze key elements of effective curriculum design, development, and management for impact on adult learning. They will create curricula that cover the facts while engaging students in more critical thinking and production. Students will select and/or design assessment procedures that lead to reliable, meaningful and valid evaluations of student progress. Additionally, they will design curriculum, assessments and evaluations for a course that improves student learning and academic performance.
KSP 680 (3) Developing the Online Learning Environment
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.
KSP 681 (3) Quantitative Research Methods
This course will introduce students to quantitative research as applied to educational research and evaluation. The course will focus on developing skills and applying quantitative methodology in a research plan.
KSP 682 (3) Qualitative Research Methods
This course will introduce students to qualitative research as applied to educational research and evaluation. The course will focus on developing skills and applying qualitative methodology in a research plan.
KSP 684 (3) Instructional Games and Simulations
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.
KSP 685 (0) Written Comprehensive Examination
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.
KSP 686 (1-4) Curriculum Design
Supervised practical experiences in curriculum design and development. Permission required.
Pre: consent.
KSP 687 (3) Instructional Design II: Computer-Based Learning
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.
KSP 689 (3) Introduction to Technology in Education
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.
KSP 690 (1-3) Workshop
Short term graduate workshops dealing with specific subjects germane to the broader disciplines in education.
KSP 691 (1-4) In-Service
An intensive, often semester-long, study in areas germane to the broader disciplines within K-12 and Secondary Education.
Pre; graduate students
KSP 693 (3) Designing Online Training Technology Resources
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.
KSP 694 (1 ) Alternate Plan Paper
For students completing a Masters degree with the alternate plan option.
KSP 695 (1-2) Creative Projects
For students completing a Master's degree with the creative projects option.
KSP 698 (1-8) Internship
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. (Four credits of internship are required for Media Generalist Licensure).
KSP 699 (1-6) Thesis
For students completing a Masters or Specialist degree with the using the thesis option.
