Teaching and Learning

College of Education

Courses

Teaching and Learning

Chair: Gary M. Sasso
Professors: Don D. Coffman, Anne DiPardo, Greg Hamot, Brian Hand, Jo M. Hendrickson, Peter Hlebowitsh, Edward L. Pizzini, Paul M. Retish, Gary M. Sasso, Bonnie Sunstein, Steve Thunder-McGuire, Rahima C. Wade, Kathryn Whitmore
Professors emeriti: Jack Bagford, Louise Beltramo, Alan R. Frank, Beatrice A. Furner, John H. Haefner, Susan Hamre-Nietupski, Alfred Healy, Jerry N. Kuhn, William H. Nibbelink, Kenneth H. Phillips, Harold L. Schoen, Richard Shepardson, Douglas M. Trank, Robert E. Yager, Marilyn J. Zweng
Associate professors: Richard T. Cary, Carolyn Colvin, Michael E. Everson, Bruce Fehn, Linda G. Fielding, L. Kathy Heilenman, Geoffrey Hope, Carlos X. Rodriguez, Leslie L. Schrier, Rachel Williams
Associate professors emeriti: Alice M. Atkinson, George W. Cossman, Richard Elardo, Gary F. Hansen, John Kiraly Jr., David K. Leslie, Archie J. McKinnon, John W. McLure, Louane L. Newsome, Darrell G. Phillips, Jeannette Scahill, Daniel S. Sheldon, John T. Wilson
Clinical associate professors: John D. Dunkhase, Ellen Herman
Assistant professors: Alicia Alonzo, Cos Fi, Soonhye Park, Bill Therrien
Clinical assistant professors: Vickie Burketta, Pamela Ries, Amy Shoultz
Undergraduate degrees: B.A., B.S. (granted through College of Liberal Arts and Sciences)
Graduate degrees: M.A.T., M.A., M.S., Ph.D.
Web site: http://www.education.uiowa.edu/teach

Department of Teaching and Learning programs prepare graduates for positions in public schools, local and state education agencies, clinical settings, and institutions of higher education. All licensure programs are approved by the Iowa Department of Education. Undergraduate students pursuing a major in elementary education must meet the College of Liberal Arts and Sciences requirements for the Bachelor of Arts or Bachelor of Science; see the CLAS Student Academic Handbook.

Teacher Education and Licensure/Certification

Before taking required professional education courses, undergraduate students must be admitted to the Teacher Education Program (TEP). The application for admission should be submitted to the College of Education Office of Teacher Education and Student Services. Deadlines for application are March 15 and October 15 for admission to restricted course work in the following semester. Each program reviews applications and chooses a limited number of students for admission.

In order to be considered for admission, students must have completed a minimum of 40 s.h. of course work with a University of Iowa and cumulative g.p.a. of at least 2.70 at the time of application. For some subject areas, applicants must meet additional criteria. A limited number of applicants are accepted into each Teacher Education Program, so a 2.70 g.p.a. does not ensure admission. Admission decisions are based on grade-point average in the major and other criteria relevant to teaching success.

The application process includes submission of an application form, a writing sample, two letters of recommendation, and an Iowa criminal history check request form. Applicants are required to submit PRAXIS I test scores in mathematics, reading, and writing. Scores from either the PRAXIS computer-based tests (CBT) or the PRAXIS Pre-Professional Skills Tests (PPST) are accepted. Applicants must have a composite score of at least 522, with a minimum score of 170 on any single portion of the test. Applicants must also submit verification of completion of a 10-hour volunteer experience in a K-12 classroom setting.

If at any time after admission a student's University of Iowa and/or cumulative g.p.a. falls below 2.70, he or she is placed on probation for one semester. Students who do not attain a 2.70 g.p.a. during the probationary semester are dropped from the TEP. Students should consult a College of Education advisor in their program area, or the Office of Teacher Education and Student Services for more information on admission criteria.

Graduate students who apply to the Graduate College for a teacher licensure program must apply separately for admission to the Teacher Education Program. Deadlines for application to either program are October 15 or March 15 for admission to restricted course work in the following semester. Graduate and postbaccalaureate students may submit Graduate Record Exam (GRE) General Test scores instead of PRAXIS I scores. A combined verbal and quantitative score of at least 900 is required.

A limited number of applicants are accepted into each Teacher Education Program, so meeting the Graduate College admission requirements does not ensure admission. Admission decisions are based on grade-point average in the undergraduate major and other criteria relevant to teaching. Upon admission to the TEP, students are assigned an education advisor.

Admission to Student Teaching

Admission to the student teaching semester requires a separate application. Applications must be submitted one year before the student teaching semester. Applicants' credentials and academic and professional progress are reviewed to ensure that the student is qualified for placement in the profession. Verification that the student meets all specific program area requirements is made when the student applies for student teaching.

Consult a College of Education advisor or the Office of Teacher Education and Student Services for information about admission and requirements for student teaching in specific licensure programs.

Elementary Education

The undergraduate elementary education program is designed to prepare students to teach kindergarten through grade 6. In Iowa, the elementary specialization areas are designated as kindergarten through grade 8.

The College of Liberal Arts and Sciences and elementary education requirements total 113-139 s.h. Students who meet or test out of the General Education Program requirements in rhetoric, foreign language, mathematics, and other areas may be able to complete their program requirements with as few as 113 s.h.

A passing Praxis II score on the elementary content test is required for all students seeking elementary licensure in Iowa and for satisfaction of requirements for an approved Teacher Education Program.

FOUNDATION COURSES

These four courses must be completed before methods courses (Block A/B below) are begun.

07E:090 Orientation to Elementary Education 1-2 s.h.

07E:100 Foundations of Education 3 s.h.

07E:102/07S:102 Technology in the Classroom 2 s.h.

07P:075 Educational Psychology and Measurement 3 s.h.

METHODS COURSES

Block A

Three courses taken concurrently:

07E:123 Reading and Responding to Children's Literature

2 s.h.

07E:160 Methods: Elementary School Language Arts

3 s.h.

07E:164 Methods: Elementary School Reading

3 s.h.

Block B

Three courses taken concurrently:

07E:161 Methods: Elementary School Social Studies

3 s.h.

07E:162 Methods: Elementary School Science

3 s.h.

07E:163 Methods: Elementary School Mathematics

3 s.h.

Methods Practicum

Students complete a semester-length practicum and classroom management in their area of specialization after completing the appropriate methods block.

07E:170 Classroom Management 2 s.h.

07E:172 Reading Instruction: Teaching Practicum 4 s.h.

07E:174 Elementary Education: Practicum 4 s.h.

OTHER REQUIREMENTS

07B:180 Human Relations for the Classroom Teacher

3 s.h.

07E:127 Physical Education and Health for Elementary Teachers

2 s.h.

07U:100 Foundations of Special Education

3 s.h.

07E:120 Methods and Materials: Music for the Classroom Teacher 2 s.h.

or

07E:122 Methods and Materials: Art for the Classroom Teacher 2 s.h.

22M:006 Logic of Arithmetic 3 s.h.

or

22M:012 Theory of Arithmetic 3 s.h.

AREA OF SPECIALIZATION

Students must complete a minimum of 24 s.h. in one of the following areas of specialization: art, English language arts, ESL, hearing impaired, history, mathematics, music, reading, science, speech communication/theatre, or social science. Courses in the area of specialization may be taken pass/nonpass if they are offered with the pass/nonpass option.

The special education Instructional Strategist I: Mild/Moderate (K-8) area of specialization requires separate admission. Applicants must already be admitted to the elementary education program. Applications for the specialization program are due July 15. Twenty-four students are admitted each year.

Requirement lists for each K-8 area of specialization are available from the Department of Teaching and Learning office.

STUDENT TEACHING

Students seeking initial licensure must complete a minimum of 14 s.h. of student teaching.

07E:190 Supervised Teaching in the Elementary School: Interactive Phase 7 s.h.

07E:191 Supervised Teaching in the Elementary School: Pre- and Post-Active Phase 7 s.h.

TRANSFER STUDENTS

Before they student teach, transfer students must complete 07E:090; 07E:102; two courses chosen from 07E:123, 07E:160, 07E:161, 07E:162, 07E:163, and 07E:164 at The University of Iowa; and a practicum. Transfer students must follow the normal application procedures. In addition, they are asked to complete a disclosure statement describing all practicum experiences they have taken at other institutions and a release statement allowing the College of Education Office of Teacher Education and Student Services to contact all institutions where they have done professional preparatory work.

ADDING ENDORSEMENTS TO LICENSES

As an addition to the K-6 Iowa endorsement, students may complete requirements for an Iowa subject area endorsement (see "Area of Specialization," above). This option is not open to students who choose the Strategist I area of specialization.

The University of Iowa also offers an added endorsement in talented and gifted education.

Secondary Education

Undergraduate students seeking secondary school licensure/certification are degree candidates in the College of Liberal Arts and Sciences. They must complete the requirements for the Bachelor of Arts, Bachelor of Science, Bachelor of Music, or Bachelor of Fine Arts degrees; see the CLAS Student Academic Handbook.

Graduate students may be admitted to a program leading to teacher licensure/certification as "certification only" candidates in the Graduate College. They are subject to all Graduate College policies; see the Manual of Rules and Regulations of the Graduate College or the Graduate College section of the Catalog. Eligible graduate students also may complete initial teacher licensure/certification requirements by pursuing an M.A.T. in English education, foreign language education, or science education, or an M.A. in social studies (program B).

Licensure/certification requires a major of at least 30 s.h. of course work in a subject area taught in the secondary school. Course requirements for each major are available from the Department of Teaching and Learning office. Candidates for secondary school teaching licensure/certification also may receive approval to teach in additional subject areas by completing an approved program of 12-24 s.h. or more of course work in those areas.

Secondary school teacher preparation programs are provided in the following areas.

Art
*Coaching
English
*English as a second language
Foreign languages--Chinese, French, German, Italian, Japanese, Latin, Russian, Spanish
*Hearing impaired
*Journalism
Mathematics
Music
*Reading
Science, including *physical science, biological sciences, chemistry, *general science, physics, earth science, and 9-12 all science
Social science, including anthropology, economics, geography, history, political science, psychology, and sociology
*All social sciences
*Talented and gifted

*Available as an additional approval area only; a major in one of the other areas is required for licensure.

An Iowa secondary teaching license qualifies holders to teach in grades 5-12. Students planning to teach art or music typically complete a program that prepares them for both elementary- and secondary-level licensure.

Secondary teacher preparation programs in mathematics and foreign language also offer a program that leads to licensure/certification as a subject matter specialist in grades K-6. This K-6 licensure/certification is available only in the same subject area as the secondary certification.

For more information and the name of an advisor, contact the Department of Teaching and Learning.

REQUIREMENTS

Undergraduates working toward licensure/certification to teach in secondary schools must complete the following requirements, in addition to the requirements of their major. All course work must be completed before student teaching.

One introduction to teaching course 2-3 s.h.

07B:180 Human Relations for the Classroom Teacher 3 s.h.

07E:102/07S:102 Technology in the Classroom (must be taken during student's first semester in the college) 2 s.h.

07P:075 Educational Psychology and Measurement 3 s.h.

07S:100 Foundations of Education 3 s.h.

07S:190 Orientation to Secondary Education (must be taken during student's first semester in the college) 1 s.h.

07S:195 Teaching Reading in Secondary Content Areas (must be taken during student's first semester in the college) 1 s.h.

07U:100 Foundations of Special Education 3 s.h.

One or more methods of teaching courses in the major field 3-9 s.h.

One college-level mathematics course (except

22M:001, 22M:002, and 22M:003)

Student teaching 12 s.h.

For initial licensure in all subject areas, student teaching must be an all-day, full-semester experience. Most students are placed in a district within a 60-mile radius of Iowa City. Placements outside this area require special approval and are considered on an individual basis. Special programs provide experience in districts with diverse populations, including Aldine, Texas (Houston area); Adams County, Colorado (Denver area); Rialto, California; and Clark County, Nevada (Las Vegas area). In most program areas, students also may apply to student teach at international sites for the second half of the semester.

Additional information about options for student teaching and application procedures is available from the Office of Teacher Education and Student Services. Applications for student teaching must be submitted during the calendar year before the student teaching semester. The deadline is November 15 for students planning to student teach the following fall semester and February 15 for students planning to student teach the following spring semester.

TRANSFER STUDENTS

Transfer students must complete 07S:102, 07S:190, 07S:195, appropriate methods classes, a practicum at The University of Iowa, and all course work in the major before they student teach. Transfer students must follow the normal application procedures. In addition, they are asked to complete a disclosure statement describing all practicum experiences they have taken at other institutions and a release statement allowing the College of Education Office of Teacher Education and Student Services to contact all institutions where they have done professional preparatory work.

Special Education

Students may be admitted to the Graduate College for the purpose of obtaining a master's degree in special education. This degree typically includes certification in an area or areas selected by the student. See "Admission" under "Special Education" below.

Graduate Programs

The Department of Teaching and Learning offers graduate programs in elementary education, secondary education, and special education.

Elementary education programs include M.A. and Ph.D. in elementary education; M.A. in developmental reading; and Ph.D. in language, literacy, and culture.

Secondary education programs include M.A. and Ph.D. in art education; M.A. and Ph.D. in curriculum and supervision; M.A. and M.A.T. in English education; M.A. and M.A.T. in foreign and second languages education; Ph.D. in foreign language and ESL education; a program leading to ESL endorsement; Ph.D. in language, literacy, and culture; M.A. and Ph.D. in mathematics education; M.S. in mathematics with education option; M.A. and Ph.D. in music education; M.A.T., M.S., and Ph.D. in science education; and M.A. and Ph.D. in social studies education.

Special education programs include M.A. and Ph.D. in special education; Ed.S. in special education administration; and a program leading to special education consultant authorization.

Applicants for admission to University of Iowa graduate degree programs must meet the admission requirements of the Graduate College; see the Manual of Rules and Regulations of the Graduate College or the Graduate College section of the Catalog.

Elementary Education

M.A. in Elementary Education

The Master of Arts in elementary education is designed to prepare students to serve as team leaders, grade level or subject area supervisors, curriculum consultants, or master teachers.

ADMISSION

Applicants must meet the admission requirements of the Graduate College. They must have completed an undergraduate teacher preparation program in either early childhood or elementary education.

REQUIREMENTS

The M.A. in elementary education with thesis requires a minimum of 30 s.h. of graduate credit; the M.A. without thesis requires a minimum of 32 s.h. Students must take 24 s.h. in University of Iowa courses and complete 8 s.h. on campus. Course work completed 10 or more years before admission does not count toward the M.A.

Elementary Education Graduate Core

All of these (9 s.h.):

07B:120 Teaching in a Culturally Diverse Society (or equivalent approved by advisor)

3 s.h.

07E:267 Inquiry-Based Curriculum Development in Early Childhood and Elementary Education

3 s.h.

07E:300 Design and Organization of Curriculum

3 s.h.

Instructional Cluster

Students take three courses (9 s.h.) that deal with instructional issues in the elementary classroom. The courses are drawn from one or more of the following areas: art education, music education, social studies education, science education, math education, special education, other acknowledged specialization areas. Students must choose courses outside their specialization area.

Specialization

Students take three courses (9 s.h.) in their specialization area, chosen in consultation with their advisor.

Electives

Students choose 6 s.h. of elective course work.

COMPREHENSIVE EXAMINATION

M.A. students are expected to pass a comprehensive exam that covers the course work in the graduate core, course work in the specialization area, and additional course work deemed appropriate by their advisor.

M.A. in Developmental Reading

The Master of Arts in developmental reading prepares graduate students for positions as reading specialists in kindergarten and grades 1-12. The required course work develops the skills, knowledge, and competence needed for supervisory, curricular, and remedial teaching positions in reading. The program also builds a background in reading for students who want to specialize further in the area and eventually to teach and/or conduct research at a college or university.

Successful completion of this program, combined with one year of successful teaching experience that includes teaching reading as a significant part of the responsibility, qualifies the student for certification as a reading specialist.

ADMISSION

Applicants must meet the admission requirements of the Graduate College. They must have an undergraduate g.p.a. of at least 3.00; hold an early childhood, elementary, or secondary school teaching certificate; and show evidence of completing two years of successful teaching experience.

REQUIREMENTS

The M.A. in developmental reading with thesis requires a minimum of 33 s.h. of graduate credit; the M.A. without thesis requires a minimum of 35 s.h. Students must complete the following courses.

07E:171 Reading and Writing: Processes and Instruction 3 s.h.

07E:264 Early Literacy Development and Instruction 2-3 s.h.

07E:265 Reading and Writing Across Intermediate Grades 3 s.h.

07E:271 Advanced Reading Clinic Techniques 2-3 s.h.

07E:272 Advanced Reading Clinic Practicum 2-3 s.h.

07E:308 Seminar: Research and Current Issues (Reading) 3 s.h.

07S:194 Methods: High School Reading 2-3 s.h.

One of these:

07P:106 Child Development 3 s.h.

07P:133 The Adolescent and Young Adult 3 s.h.

07P:200 Educational Psychology 3 s.h.

One of these:

07P:150 Introduction to Educational Measurement 3 s.h.

07U:238 Assessment of Learning Differences 3-4 s.h.

An approved literacy assessment course

One of these:

07E:267 Inquiry-Based Curriculum Development in Early Childhood and Elementary Classrooms 3 s.h.

07E:300 Design and Organization of Curriculum 3 s.h.

07S:186 Curriculum Foundations 2-3 s.h.

07S:291 Secondary School Curriculum 2-3 s.h.

One of these:

07B:383 Supervision and Evaluation 3 s.h.

07E:280 Supervision of Instruction and Staff Development 2-3 s.h.

07E:365 Reading Clinic: Supervision arr.

Thesis (if relevant)--one of these:

07E:393 M.A. Thesis arr.

07S:393 M.A. Thesis arr.

Electives

Students, in consultation with their advisor, may select the remaining required semester hours as electives from areas such as curriculum, supervision, language arts, testing and evaluation, linguistics, or speech pathology.

COMPREHENSIVE EXAMINATION

The comprehensive examination consists of two 3-hour exams. Each three-hour exam is based on an aspect of reading or literacy. With agreement of the student's advisor and committee, a comprehensive project may be substituted for the written examination in one or both areas.

Ph.D. in Elementary Education

The Doctor of Philosophy in elementary education prepares students for college and university teaching and research positions in elementary education, and for research, curriculum, supervisory, or administrative positions in public school systems and government education agencies.

ADMISSION

Applicants must meet the admission requirements of the Graduate College. Application materials should include a statement of purpose explaining the applicant's reasons for pursuing graduate study and describing his or her future goals; transcripts of all undergraduate and graduate course work; Graduate Record Exam (GRE) General Test scores; a sample of academic writing; and three letters of recommendation.

REQUIREMENTS

The Ph.D. in elementary education requires a minimum of 90 s.h. of graduate credit, including 10-15 s.h. of dissertation credit. Each student prepares an individual plan of study in consultation with an advisor. The final plan must be approved by the advisor and the department chair.

To remain in the program, students must maintain the grade-point average required by the Graduate College.

Ph.D. Core

All of the following are required (18 s.h.).

Foundations component:

07E:304 Schooling in the United States 3 s.h.

07S:333 Seminar on Teacher Education 3 s.h.

Research component:

07P:202 Understanding Educational Research 3 s.h.

Three other research courses chosen in consultation with advisor 9 s.h.

Elementary Education Graduate Core

All of these (9 s.h.):

07B:120 Teaching in a Culturally Diverse Society (or equivalent approved by advisor)

3 s.h.

07E:267 Inquiry-Based Curriculum Development in Early Childhood and Elementary Education

3 s.h.

07E:300 Design and Organization of the Curriculum

3 s.h.

Instructional Cluster

Students take two courses (6 s.h.) that deal with instructional issues in the elementary classroom. The courses are drawn from one or more of the following areas: art education, music education, social studies education, science education, math education, special education, another acknowledged area of specialization. Students must choose courses outside their specialization area.

Specialization

Students take four courses (12 s.h.) in their specialization area, chosen in consultation with their advisor.

Electives

Students choose 6 s.h. of elective course work.

COMPREHENSIVE EXAMINATION

Students are expected to pass a comprehensive exam that covers the course work in the Ph.D. core, course work in the instructional cluster, and course work in the specialization area.

DISSERTATION

Dissertation work ranges from 10 to 15 s.h.

Ph.D. in Language, Literacy, and Culture

The Doctor of Philosophy in language, literacy, and culture brings together scholarly traditions and contemporary theory in literacy and cultural studies. Course work provides both a broad background in relevant theoretic and research literature and opportunities to conduct original studies that explore the nature of literacy practices both in and out of school. Graduates find employment in university and college teaching, research, curriculum development, and administration of literacy programs.

ADMISSION

Applicants must meet the admission requirements of the Graduate College. They should have at least two years of experience teaching or tutoring language or literacy (reading, writing, English, language arts) and should have earned a master's degree or have completed a significant amount of graduate course work in a literacy-related field. Application materials should include a statement of purpose explaining the applicant's reasons for pursuing graduate study and describing his or her future goals; transcripts of all undergraduate and graduate course work; Graduate Record Exam (GRE) General Test scores; a sample of academic writing; and three letters of recommendation.

Applications for admission and for financial aid are reviewed by January 10 each year.

REQUIREMENTS

The Ph.D. in language, literacy, and culture requires a minimum of 88-90 s.h. of graduate credit. Course work includes an introductory seminar in language, literacy, and culture; at least 9 s.h. of additional doctoral seminars in the program; 6 s.h. of a required sequence of courses in curriculum and instruction; at least 6 s.h. of course work in research methodology; and 9-12 s.h. of graduate course work outside the Department of Teaching and Learning (6 s.h. of that outside the College of Education). Students also earn 10-12 s.h. of dissertation credit.

COMPREHENSIVE EXAMINATION AND DISSERTATION

As students near the completion of their course work, they identify several key strands for review and synthesis. With guidance from their advisors, students prepare for written and oral exams in two areas of literacy and submit a substantive issues paper, typically a report of an exploratory study or a review of research literature on a topic of special interest. They also design a syllabus for a literacy course and write a reflective commentary that demonstrates understanding of the relationship between theory and practice.

Following successful completion of all components of the comprehensive exam, students work with a faculty member to develop a proposal for a study that will make an original contribution to the understanding of some aspect of literacy. After the proposal has been approved, students conduct research and report their findings under the primary guidance of a dissertation chair.

For detailed information on the Ph.D. in language, literacy, and culture, see Our Programs on the Department of Teaching and Learning web site.

Secondary Education

The Department of Teaching and Learning offers, or jointly administers with departments in the College of Liberal Arts and Sciences, advanced degree programs in the following fields of professional interest: art education, curriculum and supervision, developmental reading, English education, foreign language education, mathematics education, music education, science education, and social studies education.

In some fields, only master's-level programs are offered; in others, Ph.D. programs also are offered. All degrees are described below.

M.A. in Art Education

The Master of Arts in art education is administered by the School of Art and Art History (College of Liberal Arts and Sciences) in cooperation with the College of Education. Application should be made to the School of Art and Art History.

The program prepares highly qualified teachers of art for elementary and secondary schools and community colleges. The program's strong academic emphasis helps teachers who are creative artists to become highly literate in the history and language of art.

ADMISSION

Applicants must meet the admission requirements of the Graduate College. They must have completed the equivalent of the minimum course work in art required for a University of Iowa B.A. or B.F.A. in art and must have a license/certificate to teach art. Applications must include a representative portfolio of the applicant's work, consisting of eight slide reproductions of artwork and one example of written work, which may be a paper previously written for a course or an original paper. Deficiencies in undergraduate art or courses recommended for teacher licensure/certification are evaluated following admission so that students can make up required course work concurrent with work for the degree.

REQUIREMENTS

The M.A. in art education requires a minimum of 38 s.h. of graduate credit. The plan of study includes a total of 18 s.h. in studio art and art history (either 12 s.h. of studio art and 6 s.h. of art history, or 12 s.h. of art history and 6 s.h. of studio art); a total of 8 s.h. in 07S:367 Seminar: Current Issues in Art Education; and a total of 12 s.h. in additional course work, specified after the student begins the program.

M.A. students also must complete a studio thesis or a written thesis.

Ph.D. in Art Education

The Doctor of Philosophy in art education is administered by the College of Education with the cooperation of the School of Art and Art History (College of Liberal Arts and Sciences). Application should be made to the College of Education.

The program prepares college teachers and researchers in art education and supervisors of community-based art learning programs in state departments of education and school systems. It also provides students with an opportunity to continue inquiry and creative work in art history and in studio.

ADMISSION

Applicants must meet the admission requirements of the Graduate College. They must have an M.A. in art education or an M.F.A. from The University of Iowa, or an equivalent degree from an accredited degree-granting college or university. Applications must include a representative portfolio of the applicant's work, consisting of 12 slide reproductions of artwork and two examples of written work, which may consist of papers previously written for a course or original papers. The portfolio should be submitted to the art education office in the School of Art and Art History.

In the case of course work deficiencies, students must register for appropriate remedial courses. Two years of successful teaching experience in an elementary or secondary school is required before admission to or completion of the doctoral program.

REQUIREMENTS

The Ph.D. in art education requires at least 60 s.h. of graduate credit beyond the M.A., including at least 15 s.h. in the School of Art and Art History, 15 s.h. in art education seminars, 15 s.h. in a related area (e.g., aesthetics, anthropology, higher education, early childhood education, psychology, sociology), and 15 s.h. in thesis and tool courses. Introduction to Research in Art Education (07E:306) is also required. Students plan the course of study with their advisors.

Students admitted to any Ph.D. program in the Department of Teaching and Learning must complete at least two of the following three core courses.

07E:304 Schooling in the United States 3 s.h.

07P:202 Understanding Educational Research 3 s.h.

07S:333 Seminar on Teacher Education 3 s.h.

COMPREHENSIVE EXAMINATION

The comprehensive examination includes both oral and written exams. The written exam consists of an in-depth research problem assigned by the examining committee, to be completed within 14 days. An oral exam on the project is then held. The written portion of the exam is not intended to relate directly to the dissertation proposal.

DISSERTATION

Students must satisfactorily complete a written dissertation that constitutes a contribution to scholarship, for at least 12 s.h. The student is expected to prepare a dissertation proposal and defend it before the dissertation committee. An oral examination on the dissertation is the Ph.D. final examination.

M.A. in Curriculum and Supervision

The Master of Arts in curriculum and supervision prepares teachers and administrators for positions as consultants, directors, and coordinators in curriculum development. It is offered with thesis and nonthesis options.

ADMISSION

Students must meet the admission requirements of the Graduate College. Teaching experience is desirable.

REQUIREMENTS

The M.A. in curriculum and supervision with thesis requires a minimum of 30 s.h. of graduate credit; the nonthesis option requires a minimum of 32 s.h.

Common Curriculum Core

Total of 15 s.h., as follows:

07S:186 Curriculum Foundations

3 s.h.

07E:300 Design and Organization of Curriculum

3 s.h.

Three of these:

07B:222 Introduction to Policy Analysis and Evaluation 3 s.h.

07B:381 Analysis and Appraisal of Curriculum 3 s.h.

07E:132/07S:132 Middle School Curriculum and Methods 3 s.h.

07E:267 Inquiry-Based Curriculum Development in Early Childhood and Elementary Education 3 s.h.

07P:203 Learning Technology and Effective Teaching 3 s.h.

07P:205 Design of Instruction 3 s.h.

07P:255 Construction and Use of Evaluation Instruments 3 s.h.

Research Core

Students select two courses (total of 6 s.h.) in consultation with the advisor.

Supervision Core

Students select two courses (total of 6 s.h.) in consultation with the educational policy and leadership studies advisor.

Cognates

Students complete a total of 6 s.h. in a subject field such as social studies education or educational measurement.

Thesis

Students who elect a thesis program earn 2-4 s.h. in 07S:393 M.A. Thesis.

COMPREHENSIVE EXAMINATION

Two 3-hour comprehensive exams are required: one in curriculum and one in a related field in education or in a cognate field; or three 2-hour examinations.

Ph.D. in Curriculum and Supervision

The Doctor of Philosophy in curriculum and supervision is administered by the College of Education. It prepares students for leadership positions in curriculum for elementary, middle, and secondary schools, state departments, intermediate systems, and college teaching.

ADMISSION

Applicants must meet the admission requirements of the Graduate College. They must hold a valid teaching license/certificate, and have at least two years of teaching experience. A faculty review committee makes admission decisions.

REQUIREMENTS

The Ph.D. in curriculum and supervision requires a total of at least 90 s.h. of graduate credit, including other approved graduate course work.

Students admitted to the Ph.D. program in curriculum and supervision must complete all three of the following core courses.

07E:304 Schooling in the United States 3 s.h.

07P:202 Understanding Educational Research 3 s.h.

07S:333 Seminar on Teacher Education 3 s.h.

Common Curriculum Core

Seven of these (21 s.h.):

07B:222 Introduction to Policy Analysis and Evaluation

3 s.h.

07B:381 Analysis and Appraisal of Curriculum

3 s.h.

07E:132/07S:132 Middle School Curriculum and Methods

3 s.h.

07E:267 Inquiry-Based Curriculum Development in Early Childhood and Elementary Education

3 s.h.

07E:300 Design and Organization of Curriculum

3 s.h.

07P:205 Design of Instruction

3 s.h.

07P:255 Construction and Use of Evaluation Instruments

3 s.h.

07P:257 Educational Measurement and Evaluation

3 s.h.

07S:186 Curriculum Foundations

2-3 s.h.

Research Core

A minimum of four research tools selected in consultation with advisor

12 s.h.

Supervision Core

A minimum of four courses in educational policy and

leadership studies, selected in consultation with advisor

12 s.h.

Electives

Courses chosen in consultation with advisor

9-12 s.h.

Cognates

All doctoral candidates are required to complete at least 9-12 s.h. of cognate work in two areas selected in consultation with advisor. Suggested cognates include content-related instruction (math education, social studies education), educational foundations, educational measurement, and special education.

COMPREHENSIVE EXAMINATION

Candidates take three 3-hour comprehensive exams, one in secondary school curriculum and two in related fields in education or in a cognate field.

DISSERTATION

07S:493 Ph.D. Thesis

10-18 s.h.

M.A. in English Education

The Master of Arts in English education is intended for experienced teachers of English. It provides opportunities for professional development and preparation for department chairs, supervisors of English, and curriculum specialists for secondary schools. Application should be made to the College of Education.

ADMISSION

Applicants must meet the admission requirements of the Graduate College. They should have taken extensive course work in English and should have taught English for at least two years.

REQUIREMENTS

The M.A. in English education requires a minimum of 30 s.h. of graduate credit. Students specialize in English education and in one or two other areas. The other area(s) may include reading, writing, curriculum, adolescent literature, or a literary area. Students and their advisors plan the program of study together. The only required course is 07S:315 M.A. Seminar: English Education. At the end of the program, students take a comprehensive examination in English education and in their chosen area(s).

Students must maintain a g.p.a. of at least 3.00 while enrolled in the program.

M.A.T. in English Education

The Master of Arts in Teaching in English education is designed for students who have an undergraduate degree in English and few or no professional education courses. Successful completion of the program enables students to receive a credential to teach English in secondary schools.

ADMISSION

Applicants must meet the admission requirements of the Graduate College. They must have a B.A. in English or the equivalent, with an undergraduate g.p.a. of at least 3.00. They also must take the Graduate Record Exam and meet all TEP application requirements. Since the M.A.T. is a credentialing program, candidates must not have qualified previously for a credential. Applicants are expected to have no more than 6 s.h. of course work in professional education courses prior to admission.

REQUIREMENTS

The M.A.T. in English education requires a minimum of 45 s.h. of graduate credit, including the following courses.

English

07S:315/08P:405 M.A. Seminar: English Education

arr.

08N:141 Approaches to Teaching Writing

3 s.h.

08P:182 Language and Learning

2-3 s.h.

08P:198 Reading and Teaching Adolescent Literature

3 s.h.

Students may take the following English courses as part of the M.A.T. program or as part of their undergraduate program.

A course in Shakespeare
Three courses in American literature
A course in British literature
A course in nonfiction or creative writing (in addition to 08N:141)

Education

07B:180 Human Relations for the Classroom Teacher

3 s.h.

07E:102/07S:102 Technology in the Classroom (must be taken during student's first semester in the college)

2 s.h.

07P:200 Educational Psychology

3 s.h.

07S:100 Foundations of Education

3 s.h.

07S:114 Introduction and Practicum: English and Speech (must be completed before enrollment in 07S:115 and 07S:194)

3 s.h.

07S:115 Methods: English

3 s.h.

07S:187 Seminar: Curriculum and Student Teaching

1-3 s.h.

07S:190 Orientation to Secondary Education

1 s.h.

07S:191 Observation and Laboratory Practice in the Secondary School

arr.

07S:192 Observation and Laboratory Practice in the Secondary School

arr.

07S:194 Methods: High School Reading

2-3 s.h.

07U:100 Foundations of Special Education

3 s.h.

COMPREHENSIVE EXAMINATION

The comprehensive examination involves a series of reflective projects supervised by English education faculty. The projects encompass issues explored throughout the course of study and involve integration of theory and practice.

M.A.T. in Foreign and Second Languages Education

The Master of Arts in Teaching in foreign and second languages education is designed for superior liberal arts and sciences graduates who have had few or no professional education courses. Successful completion of the program leads to elementary and/or secondary teacher licensure. The M.A.T. is available in Chinese, French, German, Japanese, Latin, Spanish, and Russian.

ADMISSION

Applicants must meet the admission requirements of the Graduate College. They must have a bachelor's degree with a major or a strong concentration in a second language and an undergraduate g.p.a. of at least 3.00. They also must meet all TEP application requirements.

REQUIREMENTS

The M.A.T. in foreign and second languages education requires a minimum of 67 s.h. of graduate credit. Students must complete at least 18 s.h. in graduate course work in the collaborating foreign language department and the following professional education courses.

Professional Education

07B:180 Human Relations for the Classroom Teacher

3 s.h.

07E:102/07S:102 Technology in the Classroom (must be taken during student's first semester in the college)

2 s.h.

07P:200 Educational Psychology

3 s.h.

07S:100 Foundations of Education

3 s.h.

07S:190 Orientation to Secondary Education (must be taken during student's first semester in the college)

1 s.h.

07S:195 Teaching Reading in Secondary Content Areas (must be taken during student's first semester in the college)

1 s.h.

07U:100 Foundations of Special Education

3 s.h.

Foreign Language Teaching

All of these:

07E:183/07S:183 Second Language Classroom Learning

3 s.h.

07S:197 Principles of Course Design for Second Language Instruction

3 s.h.

07S:200 Fundamentals of Second Language Assessment

3 s.h.

Total of 21-27 s.h. from these:

07E:106/07S:106 Foreign Language Education Practicum I 3 s.h.

07E:107/07S:107 Foreign Language Education Practicum II 3 s.h.

07S:116 Learning to Teach Second Languages I 3 s.h.

07S:117 Learning to Teach Second Languages II 3 s.h.

07S:187 Seminar: Curriculum and Student Teaching 1 s.h.

07S:191 Observation and Laboratory Practice in the Secondary School arr.

07S:192 Observation and Laboratory Practice in the Secondary School arr.

Optional for K-12 Licensure

07S:189 Elementary School Special Subject Area Student Teaching

1-4 s.h.

COMPREHENSIVE EXAMINATION

A two-part comprehensive examination is required. One part covers issues in foreign language education related to theory and practice, the other covers knowledge of and proficiency in the language and/or literature of the candidate's choice.

ESL Endorsement

An ESL endorsement enables an individual to teach English as a Second Language in K-12 in the state of Iowa. Because teaching endorsements are additional areas of expertise added to a teaching license, applicants must be current students in a TEP program or licensed inservice teachers.

ADMISSION

Applicants are admitted to the ESL endorsement program twice a year; application deadlines are October 15 and March 15. Each applicant must submit a one-page essay explaining why he or she wishes to teach ESL; a transcript of all university-level course work; and evidence of having completed two semesters of foreign language beyond the language component of the College of Liberal Arts and Sciences General Education Program or a documented score of "advanced plus" on the oral proficiency interview (OPI) given in the language department. Applicants whose first language is not English must provide evidence of scoring 55 or higher on the Test of Spoken English (TSL).

M.A. in Foreign and Second Languages Education

The Master of Arts in foreign and second language education is designed for students who would like to pursue a foreign language education specialization in teaching (kindergarten through college) or in related fields (e.g., language laboratory directors, instructional materials designers, or evaluation specialists). It also offers enrichment in foreign language pedagogical knowledge for practicing teachers. Students may design programs with a special focus.

ADMISSION

Applicants must meet the admission requirements of the Graduate College. They must be proficient in English and in another language and have earned at least 20 s.h. in undergraduate, upper-division foreign language course work. Applicants should submit a statement of purpose explaining their graduate study goals. A g.p.a. of at least 3.00 in undergraduate course work and some experience living, working, and/or studying in the applicant's chosen target language culture are preferred. International applicants whose first language is not English must score at least 600 (paper-based) or at least 250 (computer-based) on the Test of English as a Foreign Language (TOEFL), and at least 5 on the Test of Written English (TWE).

REQUIREMENTS

The M.A. in foreign and second languages education requires a minimum of 33-36 s.h. of graduate credit. It offers three specializations: second languages education, a target language area (may subsume language, linguistics, literature, history, geography, or civilization), and a cognate area. The cognate area may be teacher education, reading, instructional design, measurement and statistics, or another area selected in consultation with the advisor.

Students take at least 15 s.h. in second language education course work, 9 s.h. in graduate language or linguistics, and 9 s.h. in a cognate area. Students must earn 9 s.h. in courses numbered 200 or above. They also complete a research project.

Students must maintain a g.p.a. of at least 3.00 while enrolled in the program. Candidacy for the master's degree is reevaluated annually.

Suggested courses are as follows.

Foreign and Second Languages Education

Total of 15 s.h.

07E:183/07S:183 Second Language Classroom Learning 3 s.h.

07S:197 Principles of Course Design for Second Language Instruction 3 s.h.

07S:200 Fundamentals of Second Language Assessment 3 s.h.

At least 6 s.h. from these:

07S:180 Issues in Foreign Language Education 3 s.h.

07S:184 Reading in a Second Language 3 s.h.

07S:202 Second Language Program Management 3 s.h.

07S:203 Second Language Planning in Education 3 s.h.

07S:207 Reading in Non-Roman Scripts 3 s.h.

07S:208 Designing Materials for Second Language Instruction 3 s.h.

Target Language

In consultation with the advisor, students select at least 9 s.h. of graduate language courses in their area of interest.

Cognate Area

Students complete at least 9 s.h. of course work chosen in consultation with the advisor.

MASTER'S EXAMINATION

Students take a written exam during the semester in which they plan to graduate. The exam covers second language education and the two study areas selected by the student. It is written by the graduate committee, which consists of at least three faculty members, two of whom must be from foreign and second languages education.

Ph.D. in Foreign Language and ESL Education

The Doctor of Philosophy in foreign language and ESL education provides students with the necessary content-area knowledge and research skills for independent research, program administration, and varied leadership positions in foreign language and ESL education. It is designed for individuals who have demonstrated success in foreign language and ESL teaching and who wish to prepare for positions in academia, government, or the private sector where in-depth knowledge of foreign language educational issues is required.

ADMISSION

Applicants must meet the admission requirements of the Graduate College. They should have at least two years of experience teaching foreign language or ESL and should hold a master's degree or have completed a significant amount of graduate course work in a foreign language or foreign language education. Applicants must have a g.p.a. of at least 3.00 in graduate course work. International applicants whose first language is not English must score at least 600 (paper-based) or at least 250 (computer-based) on the Test of English as a Foreign Language (TOEFL).

Application materials should include a statement of purpose explaining the applicant's professional goals, transcripts of all undergraduate and graduate work, Graduate Record Exam (GRE) General Test scores, a sample of academic writing, and three letters of recommendation.

REQUIREMENTS

The Ph.D. in foreign language and ESL education requires a minimum of 80 s.h. of graduate credit, which can include courses taken for the master's degree. Most course work must be taken at the 200 level or above. At least 30 s.h. must be taken in the core area of foreign language education, at least 10 s.h. must be in specified courses in research methodology, and 9 s.h. must be in a cognate area to be determined in consultation with the advisor.

Students admitted to the Ph.D. program in foreign language and ESL must complete 07E:304 Schooling in the United States (3 s.h.). They also choose one of the following two core courses.

07P:202 Understanding Educational Research 3 s.h.

or

07S:333 Seminar on Teacher Education 3 s.h.

COMPREHENSIVE EXAMINATION

To qualify to take the comprehensive examination, students must successfully complete the required course work and either write a review article or carry out extended research activity. The final products of these activities must be presented formally by the student to members of the comprehensive examination committee in anticipation of preparing the article or research activity for publication and presentation at a national conference. After successful completion of the pre-exam activity, the student is eligible to sit for the comprehensive examination, which includes three 3-hour exams in foreign language education and the cognate area in education.

After passing the comprehensive examination, students consult with their advisor to choose a Ph.D. dissertation committee of at least five faculty members, who approve the dissertation proposal. The student then conducts research under the primary guidance of the advisor.

Ph.D. in Language, Literacy, and Culture

The Doctor of Philosophy in language, literacy, and culture brings scholarly traditions and contemporary theory together in literacy and cultural studies. Course work provides a broad background in relevant theoretic and research literature, and opportunities to conduct original studies that explore the nature of literacy practices both in and out of school. Graduates find employment in university and college teaching, research, curriculum development, and administration of literacy programs.

ADMISSION

Application materials should include a statement of purpose explaining the applicant's reasons for pursuing graduate study and describing his or her future goals; transcripts of all undergraduate and graduate course work; Graduate Record Exam (GRE) General Test scores; a sample of academic writing; and three letters of recommendation.

Applications for admission and for financial aid are reviewed by January 10.

REQUIREMENTS

COMPREHENSIVE EXAMINATION AND DISSERTATION

For detailed information on the Ph.D. in language, literacy, and culture, see Our Programs on the Department of Teaching and Learning web site.

M.A. in Mathematics Education

The Master of Arts in mathematics education provides students with advanced specialization in mathematics and education as a better foundation for K-12 teaching.

ADMISSION

Applicants must meet the admission requirements of the Graduate College. Except in unusual cases, they should hold a professional license/certificate to teach school mathematics. A combined score of 1000 on the verbal and quantitative sections of the Graduate Record Examination (GRE) General Test is preferred.

REQUIREMENTS

The M.A. in mathematics education requires a minimum of 32 s.h. of graduate credit. Students take a minimum of 10 s.h. of course work in mathematics approved by the advisor. They also take a minimum of four courses in mathematics education, which must include 07S:235/07E:235 Current Issues in Mathematics Education (2-3 s.h.) and three courses chosen from the following.

07S:230/07E:230 Workshop in School Mathematics 1-3 s.h.

07S:231/07E:231 Technology in School Mathematics 2-3 s.h.

07S:234/07E:234 Foundations of Mathematics Education 2-3 s.h.

07S:236 The Teaching of Geometry 2-3 s.h.

07S:239 Teaching of Algebra 2-3 s.h.

07S:335/07E:335 Seminar: Mathematics Education 2-3 s.h.

Students choose a minimum of two courses from a cognate area; suggested areas are educational psychology, educational statistics and measurement, history or philosophy of education, pure or applied mathematics, instructional design and technology, counselor education, curriculum, administration, and special education. Courses are chosen in consultation with a faculty member from the cognate area.

Students also complete a sufficient number of electives in mathematics and education, chosen with the approval of the advisor, to complete 32 s.h. of credit.

COMPREHENSIVE EXAMINATION

Students take three 2-hour comprehensive exams: one in mathematics education, the second in mathematics, and the third in the cognate area.

M.S. in Mathematics with Education Option

The Master of Science in mathematics with education option prepares licensed/certified teachers with advanced specialization in mathematics and mathematics education. It is administered by the Department of Mathematics (College of Liberal Arts and Sciences). Application should be made to the Department of Mathematics.

REQUIREMENTS

The M.S. in mathematics with education option requires a minimum of 32 s.h. of graduate credit. Students must earn a minimum of 24 s.h. in the Department of Mathematics, including the core master's program for either pure mathematics or applied mathematics as described below. They also must complete two courses in mathematics education.

Pure Mathematics

One of these sequences:

22M:115-22M:116 Introduction to Analysis I-II

6 s.h.

22M:210-22M:211 Analysis I-II

6 s.h.

One of these sequences:

22M:120-22M:121 Abstract Algebra I-II 6 s.h.

22M:205-22M:206 Introduction to Algebra I-II 6 s.h.

22M:132 General Topology 3 s.h.

Applied Mathematics

22M:140 Continuous Mathematical Models

3 s.h.

22M:142 Nonlinear Dynamics with Numerical Methods

3 s.h.

22M:144 Partial Differential Equations with Numerical Methods

3 s.h.

22M:151 Discrete Mathematical Models

3 s.h.

22M:170 Numerical Analysis: Nonlinear Equations and Approximation Theory

3 s.h.

22M:171 Numerical Analysis: Differential Equations and Linear Algebra

3 s.h.

22M:174 Optimization Techniques

3 s.h.

COMPREHENSIVE EXAMINATION

Students take a comprehensive examination of six hours over the required courses in either pure mathematics or applied mathematics, and education. The examination assesses the candidate's knowledge of mathematics and of the relevance of specific concepts in teaching secondary school mathematics.

Ph.D. in Mathematics Education

The Doctor of Philosophy in mathematics education prepares supervisors, teacher education personnel, community college personnel, and researchers in mathematics education. It is administered by the College of Education.

ADMISSION

Applicants must meet the admission requirements of the Graduate College. They must have an undergraduate major in mathematics or the equivalent; a master's degree in mathematics, mathematics education, or education; a g.p.a. of at least 3.00; and, except in unusual circumstance, a current teaching license/certificate and at least two years of teaching experience.

REQUIREMENTS

The Ph.D. in mathematics education requires a minimum of 80-90 s.h. of graduate credit. Credit earned more than 10 years before admission to the program must be updated.

Students admitted to any Ph.D. program in the Department of Teaching and Learning must complete at least two of the following three core courses.

07E:304 Schooling in the United States 3 s.h.

07P:202 Understanding Educational Research 3 s.h.

07S:333 Seminar on Teacher Education 3 s.h.

Students must complete a minimum of 36 s.h. of graduate work in the Departments of Computer Science, Mathematics, and Statistics and Actuarial Science, including the requirements for the pure mathematics core, the applied mathematics core, or middle-grades mathematics, as follows. Electives are encouraged in the pure mathematics and applied mathematics sequences.

Pure Mathematics

22M:115-22M:116 Introduction to Analysis I-II

6 s.h.

22M:120-22M:121 Abstract Algebra I-II

6 s.h.

22M:132 General Topology

3 s.h.

Applied Mathematics

22M:142 Nonlinear Dynamics with Numerical Methods

3 s.h.

22M:144 Partial Differential Equations with Numerical Methods

3 s.h.

22M:170 Numerical Analysis: Nonlinear Equations and Approximation Theory

3 s.h.

22M:171 Numerical Analysis: Differential Equations and Linear Algebra

3 s.h.

22M:174 Optimization Techniques

3 s.h.

Middle-Grades Mathematics

For this option, no course work may replicate undergraduate work; at least five of these courses must be completed; 22M:126 and 22M:151 are required unless duplicated by previous course work.

22M:100 Introduction to Ordinary Differential Equations 2-3 s.h.

22M:104 Introduction to Matrix Theory 3 s.h.

22M:107 History of Mathematics 3 s.h.

22M:108 Philosophy of Mathematics 3 s.h.

22M:109 Classical Analysis 3 s.h.

22M:126 Elementary Theory of Numbers 2-3 s.h.

22M:127 Matrix Theory 3 s.h.

22M:151 Discrete Mathematical Models 3 s.h.

22S:120 Probability and Statistics 4 s.h.

Courses cross-listed in education do not fulfill this requirement. Students who completed their mathematics requirement at another institution must complete at least 6 s.h. of additional course work in mathematics at The University of Iowa, chosen with the advisor's approval.

Students also must complete at least five courses in mathematics education, including 07S:235 Current Issues in Mathematics Education and continuous registrations in 07S:335 Seminar: Mathematics Education until the comprehensive examination is passed.

ADDITIONAL REQUIREMENTS

Students concentrate in two additional comprehensive examination areas in either the mathematical sciences or education. A minimum of three courses usually are required for a comprehensive examination area, but candidates should consult with faculty members in the areas selected to determine which courses they should take in order to adequately prepare for the examinations.

A minimum of two courses in data analysis and research design are required, including both quantitative and qualitative methods.

Students must demonstrate competence in computer programming.

Students must complete a total of at least 24 s.h. in College of Education courses; this includes the course work listed above.

Upon completing the program, the student must have a cumulative g.p.a. of 3.00 or higher on all graduate work in mathematics, all University of Iowa graduate work in mathematics, all graduate work, and all University of Iowa graduate work.

COMPREHENSIVE EXAMINATION

Students take three written comprehensive examinations, one in mathematics education and two in other fields of education or mathematics; an oral examination follows the written examinations. A partial list of potential cognate areas is available from the M.A. program in mathematics education.

DISSERTATION

Students must earn 10 s.h. of dissertation credit in 07S:493 Ph.D. Thesis. Each candidate completes a dissertation on a research problem in mathematics education. A prospectus of the proposed research must be presented to the dissertation committee before the candidate undertakes the study. Upon completion of the dissertation, the candidate defends the dissertation in an oral examination.

M.A. in Music Education

The Master of Arts in music education provides students with deeper insights into music, the theory and practice of music education, and the role of music in the school curriculum. The degree is available with thesis (30 s.h. minimum) or without (33 s.h. minimum).

The program is administered by the School of Music (College of Liberal Arts and Sciences) in cooperation with the College of Education. Application is made to the School of Music.

Ph.D. in Music Education

The Doctor of Philosophy in music education prepares students for teaching, research, and administrative posts. Graduates find employment as college teachers of music education classes and activities; as band, chorus, and orchestra directors; and as administrators of music departments and schools of music. Some apply their skills in public schools as music supervisors, research and curriculum consultants, and directors of city or district school music programs.

The program is administered by the School of Music (College of Liberal Arts and Sciences) in cooperation with the College of Education. Application is made to the School of Music.

M.A.T. in Science Education

The Master of Arts in Teaching in science education is designed primarily for graduates of a bachelor's degree program in science who decide that they would like to become teachers. It features advanced work in science along with the courses required for certification, enabling students to earn a master's degree and teaching certification at the same time.

The program assumes students have completed considerable course work in science (at least 56 s.h.) as undergraduates, but no previous course work in education. Students' science course work should be equivalent to that required by the University of Iowa Science Education Program (College of Liberal Arts and Sciences).

ADMISSION

Applicants must meet the admission requirements of the Graduate College. They must have a bachelor's degree with a major or equivalent in one of the sciences. A g.p.a. of at least 3.00 is required for admission and must be maintained throughout the program. Applicants must meet all TEP application requirements.

REQUIREMENTS

The M.A.T. in science education requires a minimum of 48 s.h. of graduate credit.

Professional Education Sequence Foundation

07B:180 Human Relations for the Classroom Teacher

3 s.h.

07E:102/07S:102 Technology in the Classroom (must be taken during student's first semester in the college)

2 s.h.

07P:200 Educational Psychology

3 s.h.

07S:100 Foundations of Education

3 s.h.

07S:190 Orientation to Secondary Education (must be taken during student's first semester in the college)

1 s.h.

07S:195 Teaching Reading in Secondary Content Areas (must be taken during student's first semester in the college)

1 s.h.