The College of
EDUCATION AND HUMAN DEVELOPMENT
Dan Rice, Dean

ORGANIZATION OF THE COLLEGE

The College of Education and Human Development was formed in 1996 through a merger of the Center for Teaching and Learning with three of the departments from the College for Human Resources Development. The College includes six academic departments: Counseling (which also includes Recreation and Leisure Services and Rehabilitation and Human Services); Educational Foundations and Research; Educational Leadership; Physical Education and Exercise Science; Social Work; and Teaching and Learning. Also affiliated with the College are the Bureau for Educational Services and Applied Research, the University Children’s Center; and bureaus of the Department of Social Work: Child Welfare Research Bureau; and the Children and Family Services Training Center.

MISSION

The College of Education and Human Development has the unique mission within the University of fostering healthy human development and learning across the lifespan, beginning in early childhood. In support of this mission, the College actively embraces human and cultural diversity as an asset and seeks to weave it throughout all of our activities. At both the graduate and undergraduate level, students in EHD develop the skills and self-awareness to become effective professionals and leaders in schools, higher education, human service and wellness organizations. In these roles, graduates of EHD empower individuals, families, groups, organizations, and communities to make healthy decisions and lead full and productive lives. Through these efforts, graduates serve a vital function in recreating and maintaining a healthy economy and enhanced quality of life.
The six departments of EHD employ a multi-faceted approach to education, relying on research, teaching and service in the education of students. The continuing development of effective and innovative instruction methods provides excellent service and education to diverse groups of students, including those both on and off the UND campus. The constellation of disciplines within the college emphasizes basic and applied research with implications for individual development and social change. This emphasis is reinforced by the professional service provided by faculty throughout the college, many of whom are involved in service to members of the community in mental health, wellness, and teaching roles. Within all three domains–teaching, research, and service–we attempt to form partnerships with community, state, tribal, and national organizations and government, as well as schools and human service agencies, to provide a more comprehensive effort to foster human development and learning. We especially seek to develop mutually supportive partnerships with historically under-served populations.

HISTORY

Although the College of Education and Human Development is new, its disciplines have a long history at the University of North Dakota.
The University of North Dakota has offered teacher education programs since its founding in 1883. The preparation of teachers at UND was coordinated by the Normal Department from 1883 to 1900; by the Normal College from 1900 to 1905; by Teachers College from 1905 to 1911; by the School of Education from 1911 to 1953; and by the College of Education until 1972, when programs of that college merged with the New School for Behavioral Studies to form the Center for Teaching and Learning. The present education faculty continue the UND traditions of leadership to the schools, colleges, and communities of North Dakota and the Upper Midwest; of promoting a broader view of education; and of providing teachers, administrators, and other educational personnel with intensive, intellectually challenging, integrated programs of study. The department of Educational Leadership offers graduate programs for leaders in K-12 schools, higher education and other education organizations.

Physical activity has been important to students since the early days of UND, whose history shows interesting differences in the development of programs for men and women. The Department of Health, Physical Education and Exercise Science was formed in 1963 from a merger of the women’s department of physical education, founded in 1893, and the men’s department, established by 1906. In addition to developing the physical potential of all participating UND students, programs of the department prepare professional leaders for careers in physical education, and exercise science in many settings.
Although courses in Counseling were offered by UND faculty as early as 1924, development of a formal program was spurred in the 1950’s by the National Defense Education Act, which sponsored preparation of school guidance counselors. With leadership from the Department of Psychology and the College of Education, the Department of Counseling was established in 1963. As part of the College for Human Resources Development, the Department broadened and deepened its programs, which focus on counseling in a wide variety of settings. In 2004 programs in Recreation and Leisure Services and Rehabilitation and Human Services joined the Counseling department.

The first social work courses were offered at UND by Dr. John Gillette, a member of the Department of Sociology. A social work program was started in 1911. By 1967, when the Department of Social Work was founded, UND students and faculty had invested much effort and creativity in the promotion of social welfare. In 1972, the department moved from the College of Arts and Sciences to the College for Human Resources Development.

ACCREDITATION

UND’s basic (undergraduate) and advanced (graduate) programs for the preparation and continuing education of teachers and other school professionals are accredited by the National Council for the Accreditation of Teacher Education and approved by the state of North Dakota. Programs in social work are accredited by the Council on Social Work Education. The Doctoral Program in counseling is accredited by the American Psychological Association.
DEGREE PROGRAMS, MAJORS, AND MINORS
Bachelor’s degrees are conferred on students in the College of Education and Human Development who satisfactorily complete the prescribed programs of study in their majors and who satisfy the degree requirements of the University and the College. The following undergraduate degrees are offered by departments of the College.

Physical Education and Exercise Science

B.S. in Physical Education
Social Work
B.S. in Recreation and Leisure Services
B.S. in Rehabilitation and Human Services
B.S. in Social Work

Teaching and Learning

B.S.Ed. with major in Early Childhood Education
B.S.Ed. with major in Elementary Education
B.S.Ed. with double major in Elementary/Early Childhood
Education
B.S.Ed. with a combined major in Elementary Education/
Mathematics
B.S.Ed. with double major in Elementary/Middle Level

Education

B.S.Ed. with major in Middle Level Education
B.S.Ed. with major in Science Education(secondary)
B.S.Ed. with major in Social Studies Education (secondary)
Students preparing to teach in the secondary schools may fulfill teacher education requirements by completing the following degree programs and the professional education program in the Department of Teaching and Learning.
B.A. with major in Communication
B.A. with major in English
B.A. with major in French
B.A. with major in German
B.A. with major in Spanish
B.S. with major in Industrial Technology
B.S. with major in Biology
B.S. with major in Chemistry
B.S. with major in Geology
B.S. with major in Geography
B.S. with major in Mathematics
B.S. with major in Physics

Candidates preparing to teach music, art or physical education in the schools may fulfill requirements to teach grades K through 12 by completing the following degree programs and the professional education program in the Department of Teaching and Learning.

B.S. in Physical Education
Bachelor of Music
B.F.A. with major in Visual Arts

Minors may be taken in a wide variety of fields including athletic coaching, chemical use/abuse awareness, gerontology, health education, recreation and leisure services, rehabilitation services, special education, middle level education, and early childhood education.
The appropriate sequences and experiences for these degree programs and minors are described in the department sections of this catalog appropriate to them.

ADMISSION REQUIREMENTS

Admission to the College of Education and Human Development may occur at the time a student is admitted to the University and has declared a major or pre-major in the college. Students considering a major in one of the departments of the college are encouraged to seek information from the College Office of Advising and Admissions located in room 105 of the Education Building.

All students must satisfy any special program admission requirements established by the department in which the student plans to major or for admission to Teacher Education. Students should contact the chairperson of the department or the College Office of Advising and Admissions for details about policies, procedures, and timelines.

Admission to Undergraduate Teacher Education

Formal admission to Teacher Education is required of all students before enrollment in the core courses of each program. Application forms are available in the Office of Advising and Admissions, Education Building, Room 105 at the start of each semester and also through the College of Education and Human Development’s web page. Applications must be submitted before the deadline. Late applications will not be considered. Incomplete applications will be returned. Notification of admission decisions takes approximately 30 working/school days.

Admission to Teacher Education is competitive and the numbers admitted each semester may be limited due to resources. Admission into a teacher education program requires a cumulative 2.75 GPA and completion of 30 hours that apply to graduation. Other factors that are taken into consideration are:

• Completion of prerequisite courses
• Strength of academic record
• PPST scores – must meet the minimum of 172 Math; 173 Reading; 173 Writing or composite score of 518 with two of three scores passing and a third score not more than 2 points below the cut score
• Quality of letter of application – consider clarity of expression and seriousness about becoming a teacher
• Professional Dispositions Report
• Available openings in your anticipated area of study

Factors to consider when making application to the Teacher Education Program:

• Travel to off-campus locations will be required as part of the program at your expense.
• Full-time, daytime attendance will be required at various times of your program.
• Graduation from the program does not guarantee licensure to teach.

In order to obtain teacher licensure, you will be required to submit to a full background check and FBI fingerprint check. Each state to which you apply for certification/licensure is likely to require a separate background check. Individual school districts may require background checks before you can be placed for field experiences. Misdemeanor or felony convictions, other than minor traffic offenses, may prevent you from obtaining state teaching certification/licensure, even if you successfully complete the program.
Keys to successful completion of the Teacher Education Program:

• Meeting of all academic requirements.
• Satisfactory performance in field experiences completed prior to student teaching.
• Satisfactory performance of Essential Functions.
• No illegal drug or alcohol use.
• Effective interactions with people.
• No convictions of an offense that would authorize or require the Education Standards and Practices Board to refuse to grant a teaching license.
• Adherence to the UND Code of Student Life, evidence of competence, morality, temperance and kindness on your part.
• Healthy body and mind to perform all the responsibilities associated with teaching.

DESIGN OF THE CURRICULUM OF THE TEACHER EDUCATION PROGRAM

Undergraduate Programs. Programs for the preparation of teachers at UND reflect the tradition of progressive education. The progressive vision includes individualized, developmentally-appropriate, and constructivist curriculum; student-centered learning; interdisciplinary approaches to solving real problems; use of primary resources and direct experiences of learners; commitment to community involvement and to the school as a model of democracy; valuing of diversity; and commitment to humane and holistic understandings of learning, teaching, and evaluation.

Programs are designed to enable development of teachers who are committed to life-long learning about many things, but especially about the process of teaching; who are able to take an active role in promoting the learning of students; and who can envision resolution to the dilemmas of teaching which contribute to a democratic, humane, and just society. Connections between the experiences of teacher education candidates as learners and their preparation as teachers are nurtured in the programs through such practices as field experiences, structured writing, group learning, and portfolio assessment.
The goals of the basic programs in teacher education are to support the development of teachers who are learners, active agents of learners and articulate visionaries. These goals are supported by the licensing standards of our state and the guiding principles of our learned societies.

GRADUATION AND TEACHER LICENSURE REQUIREMENTS

All students graduating from the College of Education and Human Development will complete all requirements of the department of the student’s major and all graduation requirements of the University. In addition, the College requires that students earn a minimum GPA of 2.20 in all work taken and, in the case of transfer students, a minimum of 2.20 in all UND work. This minimum GPA requirement is superseded, however, by the higher GPA requirements of some programs.

Candidates who are formally admitted to and complete a teacher education program approved by the state of North Dakota, receive a bachelor’s degree with an overall GPA of at least 2.5; meet or exceed the minimum scores on any licensure exams required by the state; and meet the legal requirements which include a satisfactory criminal background check, are eligible for licensure to teach in North Dakota. Candidates apply to the North Dakota Education Standards and Practices Board for licensure. Application should be initiated prior to graduation. Students interested in teacher licensure in states other than North Dakota should seek information in the College Office of Advising and Admissions.

OTHER REQUIREMENTS OF TEACHER EDUCATION CANDIDATES

Continuous assessment. Candidate progress in teacher education programs is evaluated through regular review of candidate’s work and disposition, as well as portfolios assembled by candidates. Candidates are asked to save and file all work completed in courses of their teacher education programs. At several points in each program, candidates review their work with faculty and other candidates. Portfolio assessment offers opportunities to discuss individual growth as a teacher and learner and to assess progress in addressing program themes. Effective use of writing in many situations is essential for completion of teacher education programs and is considered in the portfolio assessment process.

Admission to student teaching. Student teaching is required in all teacher education programs. Each student teaching placement requires work and planning on the part of the student, the Director of Student Teaching and Field Experiences, the cooperating faculty in the schools, and the faculty from the department of the student’s major. Deadlines for applying for student teaching are established each semester. Check in the College Office of Advising and Admissions for exact dates. Late applicants cannot be guaranteed placement in the preferred semester.

Acceptance for student teaching requires that candidates in all majors which include Early Childhood, Elementary Education and in Middle Level Education complete each course in Teacher Education with a minimum grade of C, satisfactorily complete a field experience, present a minimum overall GPA of 2.75 based on at least 76 hours of work, and are recommended by the faculty in their area(s) of student teaching. Admission to student teaching in a secondary education program requires that the candidate has completed or is enrolled in all courses of the major and the professional education programs, has an overall GPA of at least 2.75, has a minimum GPA of 2.75 in the major coursework completed at the time of application, and is recommended by the Teaching and Learning faculty and the student’s adviser(s).

Although student teacher placement is usually made in greater Grand Forks and the surrounding area, more distant placements can often be arranged for candidates whose performance in the program is strong and who are recommended by the faculty. Opportunities are available to teach abroad through the Global Student Teaching program.
The College of Education and Human Development also offers undergraduate majors in the following fields:

• Physical Education and Exercise Science
• Recreational and Leisure Services
• Rehabilitation and Human Services
• Social Work