Master's in Education Online Courses

Students will learn and apply education research and assessment as a means of analyzing and improving teaching and the learning of content. Students will use their findings to enhance the scholarship of teaching and learning.

Students create a portfolio to reflect their professional growth and development. The portfolio will be an accurate portrayal of who they are as educators.

Admission to the Education Graduate program is required.

Students identify an issue of interest to their professional development. The issue may include, but it is not limited to, instructional, organizational, or community processes related to their practice or content area. Students develop a research project designed to improve, implement, or understand the issue identified.

Admission to the Education Graduate program is required.

Students will focus on an in-depth examination of their professional beliefs, values, and knowledge regarding teaching and learning and compare these to the current research base on teaching and learning. With this knowledge they will conduct field studies to determine the influence of their practice on student learning and work to improve that practice.

Admission to the Education Graduate program is required.

Students implement and complete their action research projects.

Admission to the Education Graduate program is required.

Students examine and connect current research in learning to the content areas in order to develop effective instructional decisions. Students design teaching approaches and learning environments to meet the needs of learners and organizations. Additionally, students engage in the development of personal practice knowledge in the content area as they build a knowledge base of educational research, theory, and practice.

Admission to the Education Graduate program is required.

Students develop and refine curriculum using research-based design models. They research the connection between recent findings in human learning and how these findings translate into more effective curriculum design within their specific content area.

Admission to the Education Graduate program is required.

This course offers educators the opportunity to take a research presentation and develop a professional presentation to be utilized beyond the requirements of a graduate program and/or presentation. Through reflective practice, students will learn how to revise their research presentations to be utilized within the broader P-12 system. They will learn how to adapt and strengthen their presentations, so they are marketable and meaningful. They will take knowledge attained by attending the graduate research conference to reevaluate and reinvent their presentation content, design, and implementation. Further, they will learn how to adapt their presentation based on audience needs (data gathering and analysis), and how to market the presentation.

Students will identify and critically analyze a variety of cultural and historical influences, theories, knowledge and belief systems which shape educational organizations.

Admission to the Education Graduate program is required.

Students will critically examine culturally embedded beliefs, knowledge, practices, and organizational structures and processes to determine their appropriateness in a democratic society.

Admission to the Education Graduate program is required.

Students study social learning and the school as a social learning organization. Students experience first-hand the processes involved in social learning within the learning community context and transfer those processes into classroom practices.

Admission to the Education Graduate program is required.

Students will research and review literature on a variety of current issues, trends, and reform efforts in education.

Admission to the Education Graduate program is required.

Students explore multiple organizational theories and practices, compare and contrast those theories and practices, and assess their value in educational contexts. Students develop or engage in active leadership roles in their educational contexts.

Admission to the Education Graduate program is required.

This course is an introduction to early literacy and linguistics, which is the scientific study of language. The theory of linguistics and teaching methods will be investigated. Topics taught in this course are language development, including the sounds of language and how they are produced (phonology); the structure of words (morphology); sentence structure (syntax); and how meaning is expressed (semantics). Early literacy topics addressed in this courses include concepts about print, alphabetic principle, phonemic awareness, phonics, spelling, fluency, and written language. Emphasis will be placed on teaching techniques, strategies, and assessment tools used to instruct beginning readers, with special focus on the need to differentiate instruction to accommodate the needs of all learners, particularly the struggling reader and students for whom English is a second language. There is a 15-hour field experience attached to this course.

This course develops knowledge and strategies in planning and teaching reading, phonics, and writing in grades K-8. Curriculum methods and organization of the reading program are explored in the context of best current practice and professional reading standards.

This course will help the teacher construct a framework for supporting content area literacy instruction. The course will focus on assisting teachers in developing reading and writing methods, strategies, and procedures for the 5-12 students.

This course focuses on assessment of the reading development of individual students and groups of students and the selection of strategies, materials, and instruction for students with a wide range of reading backgrounds and skills.

This practicum is the capstone of the MN K-12 Teacher of Reading Licensure program. Placements will focus on the elementary, middle, and secondary levels. Reading teacher candidates must complete licensure coursework before enrolling in the Literacy Practicum. This should be the final term of the Reading licensure program.

Approval by instructor required. Course may be concurrently taken with ED 450/550.

A graduate course in which students will learn some of the key issues related to digital writing; understanding effective digital writing environments and assignments for students; evaluate digital writing tools for particular pedagogical and writing goals; and develop pedagogically-sound assessment procedures for digital writing assignments.

This course provides graduate students with an introduction to concepts integral to the discipline of rhetoric and composition. By exploring the terms rhetoric, literacy, and composition, students will be exposed to the fairly recent development of the study of written discourse as a key area within the broader field of English studies. Students will also have the opportunity to apply these concepts to the history and practice of teaching and assessing writing.

This is a graduate writing course that introduces students to the research method of autoethnography. Students will have the opportunity to learn how the self-reflexive practice of autoethnography can be used as valid means for studying the efficacy of the self in a professional context such as a classroom. Students will be required to apply this learning by authoring an autoethnographic study related to some aspect of their work as English teachers, tutors, students or scholars.

Number theory, which is one of the most ancient branches of mathematics and continues to be an active area of research, is the study of integers, the most basic structure of mathematics, and many of their fascinating properties. For example, it has a major recent day application in communications and cryptography. Topics include proof by induction, divisibility, primes, uniqueness of factorization, congruencies, Chinese Remainder Theorem, Cryptography, Pythagorean triples and other Diophantine equations, Pell’s Equation, primarily testing, factoring methods, primitive roots, perfect numbers, rational versus irrational, and continued fractions, quadratic congruencies, and quadratic reciprocity.

The required preparation for this course is an undergraduate major in mathematics or mathematics education.

This course is designed to give students both the theoretical and practical aspects of statistics. Topics include probability distributions of discrete and continuous random variables, mathematical expectations, multivariate distributions, correlations, confidence intervals, hypothesis testing, linear regression, and use of technology.

The required preparation for this course is an undergraduate course in statistics, and an undergraduate major in mathematics or mathematics education.

This course reviews Euclidean, synthetic, analytic, plane and solid geometry, then compares Euclidean geometry to the more recent developments in geometry dealing with non-metric properties. Projective geometry, affine geometry, and topological geometry are used as examples of non-Euclidean systems.

The required preparation for this course is an undergraduate major in mathematics or mathematics education.

Topics include: metric spaces, compactness, countability, convergence, continuity, uniform convergence and continuity, differentiation, and integration. The objective of this course is to provide a foundation in the mathematical analysis behind the Calculus.

The required preparation for this course is an undergraduate major in Mathematics or Mathematics Education.

Students may take any Math Course 500 level as an elective. Please consult with advisor.

This course is an introduction to early literacy and linguistics, which is the scientific study of language. The theory of linguistics and teaching methods will be investigated. Topics taught in this course are language development, including the sounds of language and how they are produced (phonology); the structure of words (morphology); sentence structure (syntax); and how meaning is expressed (semantics). Early literacy topics addressed in this courses include concepts about print, alphabetic principle, phonemic awareness, phonics, spelling, fluency, and written language. Emphasis will be placed on teaching techniques, strategies, and assessment tools used to instruct beginning readers, with special focus on the need to differentiate instruction to accommodate the needs of all learners, particularly the struggling reader and students for whom English is a second language. There is a 15-hour field experience attached to this course.

This course will help the teacher construct a framework for supporting content area literacy instruction. The course will focus on assisting teachers in developing reading and writing methods, strategies, and procedures for the 5-12 students.

This course is designed to introduce TESL teacher candidates to fundamental theories in the field of teaching ESL. The course builds a foundation of understanding of English learners and topics impacting the academic experiences of language minority students in the United States. TESL teacher candidates will participate in a 15 hour lab field experience with focus on culturally and linguistically diverse learners.

The required preparation includes two years of HS foreign language or one year of foreign language in a post-secondary setting.

This course is designed to provide an overview of second language acquisition, focusing on communication, pattern, and variability. Through research and practical applications, TESL teacher candidates will develop an understanding of native language acquisition and second language acquisition as well as the impact on the academic setting for ELs, including linguistic, cognitive, social, and affective factors.

The required preparation includes two years of HS foreign language or one year of foreign language in a post-secondary setting.

This course is designed to focus on assessment of English learners across all content areas. TESL teacher candidates will research, develop, and implement effective assessments for ELs to determine language proficiency as well as academic competency.

The required preparation includes two years of HS foreign language or one year of foreign language in a post-secondary setting.

This course is designed to focus on literacy skills: listening, speaking, reading, writing, viewing, and visually representing with an emphasis on linguistics. TESL teacher candidates will consider first and second language acquisition as well as linguistics in efforts to improve the literacy process for ELs.

The required preparation includes two years of HS foreign language or one year of foreign language in a post-secondary setting.

This course is designed to provide TESL teacher candidates opportunities to create, implement, and reflect on the teaching and learning process regarding the integration of content and language instruction. Teacher candidates will consider best practices in the field of ESL including strategies and methods based on evidence.

The required preparation includes two years of HS foreign language or one year of foreign language in a post-secondary setting.

This course is designed to provide TESL teacher candidates with opportunities to focus on standards and principles of ESL while considering community partnerships and involvement of ESL stakeholders. This course has a community component, which requires experiences outside the class; teacher candidates develop and implement a plan of action to demonstrate planning, commitment, and involvement with ESL stakeholders.

The required preparation includes two years of HS foreign language or one year of foreign language in a post-secondary setting.

This practicum is the capstone of the MN K-12 Teacher of ESL Licensure program. Placements will focus on the elementary, middle, and secondary levels. TESL teacher candidates must complete licensure coursework before enrolling in the TESL Practicum. This should be the final term of the TESL teacher candidates program.

Approval by instructor required. Course may be concurrently taken with ED 433/533 Assessment in TESL.

This course examines the history, philosophies, and the theories of management in recreation and sports. The student will learn the management policies and procedures used in recreational, fitness and sports settings. The student enrolled in PE 578 will research the complexities of the sport industry, demonstrate application of sports management principles and present two graduate level projects in the areas of human resource management and financing the sport enterprise.

This course seeks to provide students with a sound understanding of legal principles within the context of management decision making and commercial transactions. In addition, this course examines the ethical implications for certain business decisions. That is, this course examines ethical standards of proper conduct within business decisions, and where appropriate, applies those standards.

This course will develop the students awareness and knowledge of legal liability relating to recreation and sport. The student will be introduced to tort liability, negligence and risk management principles. A practical approach to topics such as waivers, standard of care, safety, security, right to participate, sexual harassment and abuse, and other legal aspects of recreation and sport.

This course includes the development of a deeper understanding of negligence, legal challenges, operational risks, and methods of documentation in sport. Admission to Graduate Education program required.

This course is designed to provide graduate students the opportunity to apply knowledge, theory, and methods of teaching in a post-secondary educational setting. The course is designed to establish a practicum in teaching opportunity for the graduate student with a faculty member in the Wellness & Human Performance Department providing mentorship.

The students will gain an understanding of facility development and maintenance. They will learn about the different exterior and interior elements that are needed when developing a facility in the sport, physical education and recreational industries. The students enrolled in PE 584 will research a specialized sport facility, demonstrate application of sports management principles, and present two graduate level projects in the areas of facilities design and facilities operations/management.

This course includes the development of a personal coaching philosophy regarding social responsibility with an emphasis on ethical conduct, values and sport involvement, and the personal growth of the athlete. Admission to Graduate Education program required.

This course includes the study of methods of implementing educational principles in the daily operation of a sport program with an emphasis on organization, communication, and instructional strategies.

Admission to Graduate Education program required.

This course includes the study of scientifically sound conditioning programs and the effects of various training programs and nutrition on the physical and mental performance of the athlete.

Admission to the Graduate Education program is required.

This course includes the study of methods of injury prevention, injury management, and risk management, and the legal responsibilities of the coach.

Admission to the Graduate Education program is required.

This course includes the study of administrative duties and procedures of a sport program with an emphasis on budgeting, marketing, event management, and facility operations.

Admission to the Graduate Education program is required.

This course includes the study of effective methods of teaching and motivation to enhance sport performance and the athletes overall experience.

Admission to the Graduate Education program required.

This course will help students develop an awareness of, and sensitivity to, the needs and conditions of diverse groups; theoretical and conceptual knowledge about diverse groups; and specific skills in interacting with people from various diverse groups. The class will approach discussions regarding diversity from the underlying issues surrounding privilege. Students will learn how invisible privilege impacts all aspects of life; this concept will be addressed from the perspective of primary and secondary characteristics of demographic diversity.

The focus will be on human behavior in organizations. Throughout this course, students will develop and apply concepts and theories of organizational behavior in business organizations. A micro to macro approach will be used to progressively study behavior from the individual, group, and organizational levels. The goal of the course is to discover ways to understand and improve behavior at each level, and thereby increase the efficiency of the organization.

This course gives students an in-depth exploration of leadership and its connection to team management strategies. The primary focus will include best practices and practical application strategies within the field. Content areas include traits, motives, and characteristics of leadership, leadership behaviors, attitudes and style, using creativity and innovation in leadership, power and political influences on leadership, leadership ethics and social responsibility, charismatic, transformational, contingency and situational leadership styles, influence tactics of leaders, developing teamwork, motivation and coaching skills, communication and conflict resolution, strategic leadership and knowledge management, international and diversity aspects of leadership, and leadership development and succession. The course will encompass the use of current event topics and critical analysis techniques regarding leadership and team management, including ethical implications of decisions, and apply legal and ethical decision-making skills to leadership and team management scenarios.

This course is designed to give students an in-depth explanation of the basic functions regarding the field of human resource management. The primary focus will include best practices and practical application strategies within the field. Content areas include strategic planning, diversity, state and federal laws and regulations, recruitment and selection, employee relations, compensation and benefits, job analysis and evaluation, performance management, training and organization development, career planning, risk management, and union relations. The course will encompass the use of current event topics and critical analysis techniques regarding human resources, including ethical implications of decisions, and apply legal and ethical decision-making skills to human resource scenarios.

This course is designed to increase students self-awareness and how it relates to interpersonal and managerial effectiveness. This course improves advanced managerial skills such as goal-setting, time management, running effective meetings, team facilitation, feedback, networking, creative problem solving, coaching, mentoring, and empowerment. It includes current research on optimism, resilience, self-efficacy, work and emotions, cooperation vs. competition, and work design.

Organization development (OD) is concerned with planning, researching, and implementing interventions aimed at organizational change and renewal. The course focuses on understanding and developing process consulting skills. The course will also engage in in-depth exploration of various intervention strategies, including human process, technostructural, systemwide, and strategic change.

This course includes the study of methods of implementing educational principles in the daily operation of a sport program with an emphasis on organization, communication, and instructional strategies.

Admission to Graduate Education program required.

This course includes the study of administrative duties and procedures of a sport program with an emphasis on budgeting, marketing, event management, and facility operations.

Admission to the Graduate Education program is required.

This course includes the study of effective methods of teaching and motivation to enhance sport performance and the athletes overall experience.

Admission to the Graduate Education program required.

Historically, promotional forms have been separated between personal selling and the remaining elements of advertising, public relations and sales promotion. In recent years, most firms have experienced significant cost savings by combining all four elements to maximize the return on the invested promotional dollars. The linkage of the sales function with promotional activities enhances the effectiveness of the salesperson while creating a common linkage with all other marketing functions within the firm. This course will offer the greatest level of detail in allocating both time and resources between the various promotional options of any marketing courses offered at SMSU.

This course is designed to help students learn sales management concepts and how to apply them to solve business problems.

The marketing concept has always focused on meeting the customers needs. Those needs, in order to be properly fulfilled, must be predicted on an unbiased understanding of the consumers attitudes and perceptions. To develop that unbiased method of sampling the target population in a manner that will be reassuring as being valid, correct research principles must be implemented. This course will offer actual hands-on experience in developing an understanding of research principles. Specific organizations will be targeted and research projects will be completed in their behalf as part of the course offering. The critical issues of ethical procedures coupled with sound statistical processes will be included in the course content.

Content marketing is a strategic approach that involves the sharing and creating of online material such as blogs, social media posts, videos and so on. The content delivered through social media, when used by companies has a clear direction to focus on the defined target audience. It is intended to stimulate interest, attract and retain customers while ultimately contributing to the organizations vision, mission and profitability.

This marketing capstone course will permit students to effectively use the marketing knowledge and skills developed during their entire course of study and apply that knowledge effectively while playing a simulation in a team environment. The course will briefly review marketing fundamentals at the onset to better prepare students for making effective and efficient decisions on the simulation.

This course will focus on a comprehensive examination of the sport industry with an emphasis on marketing sport. The course will investigate common management and marketing science, the nature of sport as a consumer product and market, sponsorship relationships and consumer behavior. The student enrolled in PE 589 will research the sports marketing elements in the national sports scene. Using the framework of strategic sports marketing the student will design two graduate level projects in this area.

This course includes the study of administrative duties and procedures of a sport program with an emphasis on budgeting, marketing, event management, and facility operations.

Admission to the Graduate Education program is required.

This course prepares students to develop, deliver, and analyze presentations in a variety of community and professional contexts.

Provides students with a semester long, supervised experience in producing a major media production project.

Provides the basics of media production for learning and training. Students will learn how to utilize technologies such as video, still images, animation, and graphics in business and educational contexts. This course is designed for professionals in the fields of education, corporate training, and management.

This course investigates the best practices in course development. Participants will investigate multiple intelligences theory, research in brain development and learning theory, the use of graphic organizers, and other tools to improve student achievement.

This course focuses on the development of best practices in online teaching. Participants will investigate the roles of the online instructor, the online student, and the integration of technology in creating a successful online learning experience.

This course looks at best practices in the integration of technology into classroom teaching. A variety of tools and applications will be explored in the context of specific content areas and age levels from pre-K through college level teaching.

This course will aim to teach participants how to build a collaborative environment to facilitate synchronous and asynchronous text, voice, and video communication; support co-creation of projects; facilitate consensus building through group discussions and polling; develop strategies for resource management; and use online presentation tools. Participants will also learn how to assess tools including LMS and project management software to determine how well the tool serves the intended purpose and meets the users needs.