College of Leadership and Public Service

Teacher Certification  •  Graduate Studies Handbook

With Concentrations in:

• Curriculum and Instruction
• Pre K-12 Principal Certification and Degree
• Secondary Certification and Degree
• Educational Policy and Administration

The Master of Arts program is designed to serve the region’s educational communities.  Students complete a minimum of 36 coursework credit hours and complete a capstone.  For their capstone, students may choose to write a research thesis and defend it, take a comprehensive examination, or prepare a rigorous proposal.  The DWU Master of Arts is accredited by the Higher Learning Commission/North Central Accreditation Association and is affirmed by the South Dakota Department of Education.

The mission of DWU Graduate Studies is to provide high-quality graduate programs in a liberal arts environment by emphasizing the values of learning, leadership, faith and service.  We strive to promote excellence in teaching, learning, scholarship and research.  The graduate studies division provides guidance for development of programs in order to ensure rigorous academic preparation and leadership opportunities for professional development. 

The program objectives are to:

1. amplify and refresh instructional pedagogy of area educators, which will reinvigorate area school environments;
2. provide a setting for professional growth for area educators; and
3. encourage exploration of contemporary instructional practice and investigative application of identified practices.

Candidates may register at any time to begin a two-year program of study; however, it is recommended that candidates begin study in June.

Special Students
Students not working toward a degree or who do not exceed six credit hours are classified as special students.  Special students are to register for classes at the registrar’s office and do not need to go through the admission process. 

Students with a Completed Bachelor’s Degree in Education and Seeking S.D. Renewal orS.D. Certification
Students with a bachelor’s degree in education who return only to complete the courses necessary to meet South Dakota state certification or renewal requirements are to register for classes at the registrar’s office and do not need to go through the admission process.

Students with a Completed Bachelor’s Degree in Education and Seeking a Specific Education Endorsement
Students with a bachelor’s degree in education who return to complete coursework that allows an educator to instruct in a specific field must complete and send an application, application fee and official transcript to the office of admissions.

Students with a Non-education Bachelor’s Degree and Seeking Teacher Certification Only
Students with a non-education bachelor’s degree who return to complete the courses necessary for teacher certification only must complete and send an application, application fee and official transcript to the office of admissions.

Graduate Student Application Procedure

1. Complete Application Form - Apply online or through contact with the admissions office. 
2. Graduate Application Fee - The application fee is $50.  The fee is nonrefundable.
3. Statement of Purpose and Philosophy - Compose an essay that addresses the following questions: Why are you pursuing this degree?  How does this match your career professional goals?  What attracted you to this particular program?
4. Official Transcripts - Full acceptance requires receipt of official transcripts from all previous college work, undergraduate and graduate.
5. Resume - Submit a current resume
6. References - Three letters of recommendation.
7. Program Acceptance - Your application will be forwarded to the Graduate Studies Committee and Program Committee for review and acceptance in the graduate program.

All programs require an elementary statistics course, with a minimum grade of 2.7 or B-, prior to completing nine hours of graduate coursework.

The Secondary Certification and Degree program requires the applicant to pass the state certification content specific Praxis II test before full acceptance can be granted.

All students born after 1956 must provide documentation of two MMR vaccines and, if the student is carrying six or more credit hours, proof of major medical insurance.

Certain programs may require additional admittance criteria (GRE, GMAT, or appropriate test scores). See Program for additional admittance requirements.

Mail your application, application fee, transcripts, resume, references, and statement of purpose and philosophy to:

Coordinator of Graduate Admissions
Dakota Wesleyan University
1200 W. University Ave.
Mitchell, SD 57301

Acceptance Criteria
Graduate students will be classified in three distinct groups:

1. Candidates (full admission)
2. Provisional candidates (with plan for full admission)
3. Special students (maximum six graduate hours)

Candidate status will be evaluated by Graduate Studies Committee and Program Committee using the following criteria:

1. Attainment of baccalaureate or equivalent degree.
2. Previous scholarship (based upon transcripts, 2.7 minimum GPA).
3. Completion of graduate application packet.
4. Review and acceptance by Graduate Studies Committee and Program Committee.
5. Completion of elementary statistics course with minimum grade of 2.7 or B-.

Provisional admission status:

1. Attainment of baccalaureate or equivalent degree.
2. Previous scholarship (reviewed by Committee).
3. Completion and review of graduate application packet.
4. After non-acceptance, a plan including timeline for completion and evaluation must be on file with the Graduate Studies Committee and Program Committee.
5. Students can remain on provisional status through one term. Students may re-apply at later date, but may not continue in graduate program until all plan requirements have been met.

Special Student Status: (Non-degree seeking)

1. Attainment of baccalaureate or equivalent degree or approval by the Graduate Studies Committee
2. Permission of the director of graduate studies
3. A special student will only be allowed enrollment in graduate courses with space available. Priority will be given to students with full acceptance and provisional status.

Denial of Admission:

1. Denial will be based upon failure to meet one or more of the above criteria for candidate or provisional admission. Students may re-apply after waiting one year.
2. Students may appeal the Graduate Studies Committee and Program Committee’s decision within 10 business days of decision. Appeal should be made in writing to the vice president for academic affairs.
   

Final acceptance is granted in two stages:

1. Acceptance will be granted upon recommendation by Graduate Studies Committee and Program Committee.
2. Final acceptance will be granted upon confirmation from the business office of full payment or financial arrangement of full payment.

No applicant shall be denied admission based upon sex, age, race, color, creed, national origin or handicap. The university reserves the right to deny admission or continued enrollment to any student posing unreasonable risk of harm to the health, safety, welfare, or property of the university, members of the university community, or him/herself.

Students should refer to the DWU Graduate Program Handbook, which is available in the graduate office and the education department.

Graduate students in the Master of Arts program have four concentrations from which to choose. The programs of study are as follows:

Curriculum and Instruction
Program requires a minimum of 36 coursework credit hours and a capstone. Students may choose, for their capstone, to write a research thesis and defend it, take a comprehensive examination, or prepare a rigorous proposal.  This degree is an enhancement of previous study. It is not a degree leading to certification or administration.

Professional Opportunities
The curriculum and instruction program does not have an administrative focus and is not intended for individuals seeking administrative positions.  However, the accreditation and focus of the program will enable graduates to seek higher levels of either future postgraduate work or positions requiring an in-depth background in instructional methodology.

Core Curriculum for Curriculum and Instruction

Pre K-12 Principal Certification and Degree
Program requires a minimum of 36 coursework credit hours, a capstone, and two Pre K-12 internships. Students may choose, for their capstone, to write a research thesis and defend it, take a comprehensive examination, or prepare a rigorous proposal.

Prerequisite: Bachelor’s degree in an education field and proof of three years teaching experience or will have completed three years by the time they are finished with the program.

Professional Opportunities
Completion of this South Dakota administration certification program and three years of teaching experience qualifies students for Pre K-12 principal positions.

Core Curriculum for Pre K-12 Principal Certification and Degree

Secondary Certification and Degree
Program requires a minimum of 37 coursework credit hours, student teaching, an electronic portfolio presentation, and a capstone. Students may choose, for their capstone, to write a research thesis and defend it, take a comprehensive examination, or prepare a rigorous proposal.

Prerequisite: Before admission to the program, students must pass the state certification content exam (PRAXIS II) and an approved bachelor’s degree related to a secondary education field in an approved major that corresponds to undergraduate 7-12 programs at Dakota Wesleyan, including biology, history, social studies, English, art, physical education or mathematics.

Professional Opportunities
The secondary certification and degree program is designed for students with a bachelor’s degree who wish to go into the teaching field.  Upon completion of this program and passage of the Praxis II content and Praxis PLT tests, graduates can become certified 7-12 teachers in South Dakota. 

Core Curriculum for Secondary Certification and Degree

Educational Policy and Administration
Program requires a minimum of 36 coursework credit hours and a capstone. Students may choose, for their capstone, to write a research thesis and defend it, take a comprehensive examination, or prepare a rigorous proposal.

Core Curriculum for Educational Policy and Administration

Course Descriptions
Education (EDU)
532 Teaching English Language Learners in the General Education Classroom 3 hours
Students will develop the knowledge and skills needed to teach English language learners. During this course, participants will learn scientifically based strategies to improve the quality of instruction for the English Language learner. In addition, the participant will learn practical information about acknowledging the diversity of the ELL population of students including social and emotional needs. The tone of this course is directed toward compassion and academic rigor for the ELL student within the regular classroom environment.
Prerequisite: EDU201

610 Advanced Human Relations/Multiculturalism 3 hours
This course offers an in-depth approach to providing an understanding of cultural backgrounds and the influences of dehumanizing biases such as racism, sexism and classism on the lives of students. Some field study is required. There is a specific focus on South Dakota strands for human understanding as delineated by South Dakota Department of Education.

612 Adolescents and Middle Level Methods 3 hours
The course will help prepare the educator to teach at the middle level. The course will develop an understanding of the middle school concept and the instructional strategies that support that concept. Fieldwork at the middle level is required.

635 American Indian History and Culture 3 hours
This course, designed for prospective and experienced teachers, introduces the concept and methodology of bicultural education and its relationship to American Indian education. Students will discuss a variety of skills and information necessary for success in working with culturally different children. The course is designed to meet the South Dakota certification requirement in American Indian studies. Visits to reservation school settings are required.

671 Student Teacher Seminar 1 hour
Candidates will research the following topics: classroom climate, instructional pedagogy, assessment, resume writing, interviewing skills, and they will also complete their electronic portfolio during the seminar. Attendance is required in order to successfully complete the student teaching experience. Class dates will require the teacher candidate to be on campus before the beginning of each semester.
Prerequisite: Consent of department chair.

688 Literacy for All Students 3 hours
This course includes a review of content specific literature and diagnostic and prescriptive methods of instructing comprehension and retentive behaviors for secondary students. It also includes an in-depth study or pragmatic pedagogy for improved reading ability. An experiential practicum will be required.

699 Workshop in Education 1-3 hours
Graduate level workshops are offered in a variety of areas of educational interest.

701 Technology Instruction and Design 3 hours
This course offers integration of most current technological advances with appropriate instructional strategy. There is a special emphasis on technology as an accommodation for students and an organizational tool for teachers. A professional electronic portfolio will be developed and initiated.

705 Technology and Distance Education Theory 3 hours
This course addresses the design of the content of learning, the academic services to support distance learning, a learner’s personal set of learning tools, and the evaluation and assessment of learning programs. Students present issues relevant to distance education and higher education faculty and offers insights and practical advice on how to meet the diverse needs of students in the distance education setting.

750 Foundations of Higher Education 3 hours
This course covers the scope of higher education in American society, introduces students to the scope of higher education in American and the world; considers the diverse array of people that make up today’s student body and faculty; looks at the modes by which the activities of the faculty and students are carried out; and explores the support system that allows the faculty and students affairs personnel to conduct their work.

751 Assessment and Planning 3 hours
This course covers the basic principles of assessment and planning strategies for educators, planners and decision makers in higher education organizations. Specifically, the course will examine conceptual and practical assessment issues relating to administration and institutional performance, teaching and learning, student performance and outcomes, and measurement issues.

752 Higher Education Finance 3 hours
This course provides an introduction to finance in higher education settings, including the economics and financing of higher education, government financing, institutional resources and expenditures, strategic planning and resource allocations, institutional financial management, and ethics in higher education finance. Readings provide a broad spectrum of information and perspectives and cover a wide range of topics in terms of content as well as time period.

753 Organization and Governance 3 hours
This course examines the study and practice of higher education. Topics include classic organizational theory, traditional administrative and governance models, campus climate and culture, leadership analysis, management principles, institutional change and assessment, perspectives on race and gender, and critical approaches to organizational governance.

754 Teaching and Learning in the College Classroom 3 hours
This course reviews the classic and recent research and addresses issues from diverse theoretical and philosophical perspectives including educationist, feminist, humanistic, psychological, sociological and anthropological. General models and teaching styles are addressed as is motivation. Each section includes quantitative and qualitative research areas.

756 Public Policy Issues in Higher Education 3 hours
This course focuses on the relationship between the federal and state governments and the colleges and universities in the United States. Topics include foundations of public policy and higher education: access, affordability, collaboration, reform, distance education and how all of these affect curriculum.

757 College and University Curriculum 3 hours
This course serves to engage instructors, students and others in critical reflection and dialogue about curriculum, teaching and learning, and assessment issues in higher education. The readings represent theoretical and applied concerns and challenge students to bridge those concerns by discovering and enacting intersections of theory and practice.

758 Faculty and Faculty Issues in Colleges and Universities 3 hours
This course discusses demographic trends and addresses such topics as faculty roles, obligations, and career issues; the relations of the development of higher education as an institution to the development of the professional life of faculty; and how scholars approach research questions from diverse and emerging perspectives and with heterogeneous methodologies. Course includes issues that will face faculty and institutions in the future.

759 College Student Development Theory 3 hours
This course introduces students to key student development theories by reading original works of the theorists, developing an awareness of the context in which development occurs, and examining applications of theory to practice. This course will be especially useful for student affairs practitioners who work with college students and want to create programs and services to promote their learning, growth and development.

760 Independent Study in Higher Education 1-6 hours
In consultation with the instructor, students may choose additional topics of interest to them for in depth study.

761 Education in a Culture of Change 3 hours
This is a social reconstructivist course concerning the mutual cultural impact of schools and society. Students will pay particular attention to change in the school environment. Comparative history will focus on results of major educational changes leading to modern impacts as a result of current trends and issues.

765 Curriculum and Instruction 3 hours
This course is an intensive study of differentiated instruction in connection with latest valid research and foundational knowledge of human learning. It will include a distinct study of delivery systems and curricular models that can affect the most dynamic positive change for individual students.

770 Advanced Educational Psychology 3 hours
This course will examine realistic case applications regarding delivery or instruction. Special attention will be paid to the decision-making model based upon contemporary research. Study of variability in education and issues of subjective-objective-based decision making will also be reviewed.

771 Current Trends in Assessment and Evaluation 3 hours
Students learn how to construct, validate and apply traditional tests of achievement. In addition, forms of alternative and naturalistic assessment are considered.

772 Education Law 3 hours
This course is an intensive study of associated school law in the state of South Dakota and federal legal procedure and protocol. It includes the study of school organization and employee-related case study for preschool through grade 12.

773 Professional Development in Schools 3 hours
This course is an investigation of strategies for building community support, developing and selecting staff, and using the strengths of staff members. It will also cover strategies for connecting curriculum to continued school achievement.

775 Educational Leadership 3 hours
This keystone course will provide in-depth coverage of administrative and classroom organization, exploration of career-oriented possibilities within the education profession, including entrepreneur-related career paths, institutional reorganization, education advocacy and technically spurred change in professional choice. An internship or project may be required. The course will cover the administration of preschool through grade 12.

779 Pre K-12 School Finance 3 hours
This course is a review of the field of educational finance, from both the theoretical and practical perspectives. Emphasis is placed on discerning personal educational paradigms, understanding how educational structures or bureaucracies work and change, studying current challenges to educational institutions, and arriving at ways in which teachers can provide leadership within schools.

790 Research: Methodology 3 hours
This course will give graduate students knowledge of research methods. They will develop skills in evaluating statistical data, learn procedures for completion of a thesis and develop an understanding of the essential elements of experimental and non-experimental research studies.

795 Research 1-6 hours
This course includes a research proposal, thesis and oral defense. See the DWU Graduate Program Handbook. This course may be repeated with permission.
Prerequisite: EDU 790.

796 Student Teaching 7-12 3 hours
The teaching candidate will spend 14 weeks interning in the field with two purposes: refining previously selected research and training as a teacher under the supervision of a cooperating teacher and university supervisor. Candidates will follow all protocol of the DWU Student Teaching Handbook. Students will also complete a thesis during this professional semester with research focused on the field classroom.

797 Administrative Internship – Elementary 3 hours
Candidates will intern with a school administrator in a K-6, K-5 or 6-8 setting with appropriate evaluation and university supervision.

798 Administrative Internship – Secondary 3 hours
Candidates will intern with a school administrator in a 6-8, 7-12 or 9-12 setting with appropriate evaluation and university supervision.

799 Continuing Research 1 hour
Students will enroll in this course as they continue their thesis research. This course can be repeated for credit. Grade is CR/NC. Offered every semester.

Course Descriptions
Special Education (SPD)
701 The Diverse Classroom 3 hours
This course will examine steps in modification of the regular curriculum to meet the educational needs of individual students. It will also include consideration of designing classroom environments to accommodate all learners. Students will review current materials and equipment available for use in planning curriculum for a variety of learners. Students will study most current case law involving integration. Suggested methodology of differentiated instruction for both the K-8 and 7-12 learners will be discussed.