Graduate programs in education at UND are accredited by the National Council for the Accreditation of Teacher Education (NCATE) through 2008 reaccreditation, and those leading to teacher licensure or endorsement or to an advanced educator credential are approved by the North Dakota Education Standards and Practices Board and the North Dakota Department of Public Instruction as appropriate.

Design of Graduate Programs: Critical Inquiry

The College of Education and Human Development admits to advanced programs for educators students who are self-directed learners with considerable experience in the practice of education. Viewing knowledge as holistic, interconnected, and never fully defined, we encourage students to define their own programs of study within the framework of critical inquiry.

Critical inquiry begins as students, individually or in groups, identify and seek resolution to problems in education. Students engaged in critical inquiry observe and try to understand differences in proposed resolutions to problems; explore problem situations and the consequences of various resolutions; seek further definition of issues through reading, interaction, research, and creative activity; and further professional abilities consistent with their own understandings of directions for policy and practice in education. Foundational studies in education and the study of research methodologies contribute to student’s ability to engage in critical inquiry.

Goals that inform graduate programs for teachers are drawn from the core propositions of the National Board for Professional Teaching Standards

Programs Offered

Degrees Offered

The Master of Education (M.Ed.) and the Specialist Diploma (Ed.S) focus graduate study on professional practice from a broad educational perspective and admit only licensed educators. Both programs require completion of a final research paper or special project to culminate degree study. Refer to the Degree Requirements section of this catalog for a discussion of M.Ed.and Specialist Diploma requirements.

The Master of Science (M.S.) degrees offered in education admit students who are licensed educators and others interested in the study of education. Degree requirements vary according to the background of the student and are described in the section devoted to each program. M.S. degree programs are available with thesis and non-thesis options.

The Doctor of Education (Ed.D.) and Doctor of Philosophy (Ph.D.) degrees are designed to prepare persons for leadership in the public schools or other educational agencies and for teaching and administration in colleges or universities. Study at the doctoral level requires that the student demonstrate analytic inquiry and creative scholarship in the study of education. The Ed.D. program focuses on study of professional practice and requires completion of independent work leading to an original dissertation with implications for the practice of education. The Ph.D. program emphasizes educational research and requires completion of independent work leading to an original dissertation focused on educational theory. Refer to the Degree Requirements section of this Catalog for delineation of requirements for the Doctor of Education and Doctor of Philosophy degrees.

For a complete picture of each degree program, the student is advised to read sections discussing the requirements of the Graduate School referenced in the paragraphs above, the requirements of the Education faculty in the following section, the pages devoted to discussion of each of the programs offered, and the graduate handbooks available from the dean of the College of Education and Human Development and/or the department.

Admissions Process

Success in the graduate study of education is related to qualities of mind, motivation, literacy, and experience. Among the qualities of mind sought in candidates for admission to Education programs are creativity, intelligence, independence of thought, willingness to take risks, openness to new ideas, openness to diversity, and flexibility of thought. Motivation is demonstrated by commitment to learners of all ages, professional growth, self-direction, and commitment to academic study leading to a graduate degree. Literacy is the ability to communicate effectively both orally and in writing. Experience may be demonstrated by diverse activities including work with children or adults in a variety of settings, foreign or domestic travel, and a liberal education. Each student brings a different mix of characteristics and strengths to graduate study.

Within the catalog, each graduate program lists specific admission requirements. Consult the website for up-to-date admissions processes for each program.

Scholarly Tools

he scholarly tool requirement for the M.S., Ed.D., and Ph.D. degrees is an integral part of the graduate degree program. Since the purpose of the scholarly tool requirement in graduate study is to enable the student to read, understand and conduct research, the tools are to be directly related to the research interests of each graduate student. Achievement levels will be demonstrated by satisfactory completion of coursework in the appropriate scholarly tool area(s) or by a proficiency examination. A minimum of five semester credits in appropriate coursework for the M.S. degree is required.

There is no scholarly tool requirement for the M.Ed. or Ed.S. degrees. For the Ph.D., the minimum scholarly tool requirements of 12 credits may be met by one of the following options:

Option 1: Qualitative emphasis option: EFR 510 Qualitative Research Methods (3 semester credits), EFR 520 Advanced Qualitative Research Methods (3 semester credits), and EFR 516 Statistics II (3 semester credits) or their equivalents, plus 3 credits of approved electives.

Option 1: Qualitative emphasis option: EFR 510 Qualitative Research Methods (3 semester credits), EFR 520 Advanced Qualitative Research Methods (3 semester credits), and EFR 516 Statistics II (3 semester credits) or their equivalents, plus 3 credits of approved electives.

Option 2: Quantitative emphasis option: EFR 510 Qualitative Research Methods (3 semester credits), EFR 516 Statistics II (3 semester credits), and one of the following: EFR 517 Advanced Research Methodologies (3 semester credits), EFR 518 Multivariate Analysis (3 semester credits), EFR 519 Research Seminar-Experimental Design (3 semester credits) or their equivalents, plus 3 credits of approved electives.

Option 3: Tests and measurements option: EFR 511 Curriculum Evaluation (3 semester credits), EFR 512 Educational Tests & Measurements (3 semester credits), EFR 516 Statistics II (3 semester credits), and EFR 517 Advanced Research Methodologies (3 semester credits) or their equivalents.

The student’s advisory committee may approve an exception to these three specializations upon consultation with the research faculty. An appropriate exception would be a different sequence of studies that assures breadth and depth in the research process that is related to both the student’s career goals in research and in regard to the student’s research.

For the Ed.D., the minimum scholarly tool requirements of six credits may be met by one of the following options:

Option 1: Qualitative emphasis option: EFR 510 Qualitative Research Methods (3 semester credits), EFR 520 Advanced Qualitative Research Methods (3 semester credits), and EFR 516 Statistics II (3 semester credits) or their equivalents, plus 3 credits of approved electives.

Option 2: Quantitative emphasis option: EFR 510 Qualitative Research Methods (3 semester credits), EFR 516 Statistics II (3 semester credits), and one of the following: EFR 517 Advanced Research Methodologies (3 semester credits), EFR 518 Multivariate Analysis (3 semester credits), EFR 519 Research Seminar-Experimental Design (3 semester credits) or their equivalents, plus 3 credits of approved electives.

Option 3: Tests and measurements option: EFR 511 Curriculum Evaluation (3 semester credits), EFR 512 Educational Tests & Measurements (3 semester credits), EFR 516 Statistics II (3 semester credits), and EFR 517 Advanced Resea

The student’s advisory committee may approve an exception to these three specializations upon consultation with the research faculty. An appropriate exception would be a different sequence of studies that assures breadth and depth in the research process that is related to both the student’s career goals in research and in regard to the student’s research.

For the Ed.D., the minimum scholarly tool requirements of six credits may be met by one of the following options:

Option 1:Qualitative emphasis option: EFR 510 Qualitative Research methods (3 semester credits), EFR 520 Advanced Qualitative Research Methodologies (3 semester credits) or their equivalents.

Option 2: Quantitative emphasis option: EFR 516 Statistics II (3 semester credits), and one of
the following: EFR 517 Advanced Research Methodologies (3 semester credits), EFR 518 Multivariate Analysis (3 semester credits), EFR 519 Research Seminar-Experimental Design (3 semester credits) or their equivalents.

Option 3: Tests and measurements option: EFR 511 Curriculum Evaluation (3 semester credits), EFR 512 Educational Tests & Measurements (3 semester credits) or their equivalents.

The student’s advisory committee may approve an exception to these three specializations upon consultation with the research faculty. An appropriate exception would be a different sequence of studies that assures breadth and depth in the research process that is related to both the student’s career goals in research and to the student’s research.

Thesis and Independent Study Reports

All master’s degrees and the Ed.S. culminate in a final paper or project. The thesis in the Master of Science degree earns four to six credits. Both the Master of Education and the Master of Science (non-thesis) degrees require a two-credit independent study or Final Project instead of a thesis. The independent study requirement may be met by completing a formal master’s paper. The Final Project requirement is met by completing a project that demonstrates critical analysis of a topic in a scholarly way and integrates information and experiences gained throughout the program of study. All theses, independent studies, or final projects must be based on an approved proposal. Note that the Department of Educational Leadership may have requirements that differ from those noted above.

Comprehensive Examinations

Master’s and Specialist Diploma students in the Department of Educational Leadership take comprehensive examinations in the semester during which graduation is expected. Candidates take comprehensive examinations after making formal application to receive the Master’s or Specialist’s degree and having been notified of eligibility in writing by the Graduate School. Students enrolled in the following master’s programs complete a Final Project in lieu of comprehensive exams: Early Childhood Education, Elementary Education, General Studies, Reading Education, and Special Education.