Catalog Home College of Education Teaching and Learning

Teaching and Learning

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 Program 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 a University of Iowa and cumulative g.p.a. of at least 2.70 at the time of application and must have completed a minimum of 33 s.h. of course work. 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.

Undergraduate TEP: 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. 

METHODS COURSES

Block A

Three courses taken concurrently: 

Block B

Three courses taken concurrently: 

Methods Practicum

Students complete a semester-length practicum and classroom management.

OTHER REQUIREMENTS 

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, special education (Instructional Strategist I: Mild/Moderate), 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.

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. 

TRANSFER STUDENTS

Before they student teach, transfer students must complete the following courses at The University of Iowa.

Two of these:

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.

Undergraduate and Graduate TEP: 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, biology, 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. 

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 the following work 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.

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.

All College of Education Ph.D. students must complete 07X:150 Introduction to Educational Research during the first year of their Ph.D. program. They also must complete an additional minimum of 15 s.h. in qualitative and quantitative course work, with at least 9 s.h. from one area (qualitative or quantitative) and at least 6 s.h. from the other. Courses to meet this requirement must be chosen from Required Ph.D. Research Courses (see Course Information in the A-Z directory on the college's web site).

In addition, all Ph.D. students in the Department of Teaching and Learning must complete one or both of the following Ph.D. core courses.

 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.): 

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. 

One of these: 

One of these: 

One of these: 

One of these: 

Thesis (if relevant)--one of these: 

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. They should have at least 3 years of elementary teaching experience and should have earned a master's degree or have completed a significant amount of graduate course work in a 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.

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.

Requirements for the Ph.D. are as follows.

Required Research Courses

All College of Education Ph.D. students must complete 07X:150 Introduction to Educational Research during the first year of their Ph.D. program. They also must complete an additional minimum of 15 s.h. in qualitative and quantitative course work, with at least 9 s.h. from one area (qualitative or quantitative) and at least 6 s.h. from the other. Courses to meet this requirement must be chosen from Required Ph.D. Research Courses (see Course Information in the A-Z directory on the college's web site). Course selections must be consistent with other course requirements for the Ph.D.

Ph.D. Core Courses

All Ph.D. students in elementary education must complete both of the following Ph.D. core courses.

Elementary Education Graduate Core

All of these (9 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

As students near completion of their course work, they identify several key strands for review and synthesis. With guidance from their advisors, students prepare for three forms of written and oral exams: they answer take-home questions in two areas of elementary education; they submit a substantive issues paper, typically a report of an exploratory study or a review of research literature on a topic of special interest; and they design a syllabus for an elementary education 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 elementary education. After the proposal has been approved, students conduct research and report their findings under the guidance of their dissertation chair.

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 December 1 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; 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.

All College of Education Ph.D. students must complete 07X:150 Introduction to Educational Research during the first year of their Ph.D. program. They also must complete an additional minimum of 15 s.h. in qualitative and quantitative course work, with at least 9 s.h. from one area (qualitative or quantitative) and at least 6 s.h. from the other. Courses to meet this requirement must be chosen from Required Ph.D. Research Courses (see Course Information in the A-Z directory on the college's web site).

In addition, all Ph.D. students in the Department of Teaching and Learning must complete one or both of the following Ph.D. core courses.

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 three forms of written and oral exams: they answer take home questions in two areas of literacy; they submit a substantive issues paper, typically a report of an exploratory study or a review of research literature on a topic of special interest; and they 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. Students plan the course of study with their advisors.

All College of Education Ph.D. students must complete 07X:150 Introduction to Educational Research during the first year of their Ph.D. program. They also must complete an additional minimum of 15 s.h. in qualitative and quantitative course work, with at least 9 s.h. from one area (qualitative or quantitative) and at least 6 s.h. from the other. Courses to meet this requirement must be chosen from Required Ph.D. Research Courses (see Course Information in the A-Z directory on the college's web site).

In addition, all Ph.D. students in the Department of Teaching and Learning must complete one or both of the following Ph.D. core courses.

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: 

Three of these: 

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 07U:493 Ph.D. 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.

Required Research Courses

All College of Education Ph.D. students must complete 07X:150 Introduction to Educational Research during the first year of their Ph.D. program. They also must complete an additional minimum of 15 s.h. in qualitative and quantitative course work, with at least 9 s.h. from one area (qualitative or quantitative) and at least 6 s.h. from the other. Courses to meet this requirement must be chosen from Required Ph.D. Research Courses (see Course Information in the A-Z directory on the college's web site).

Ph.D. Core Courses

Ph.D. students in curriculum and supervision must complete one or both of the Department of Teaching and Learning Ph.D. core courses.

Common Curriculum Core

Seven of these (21 s.h.): 

Supervision Core 

Electives 

Cognates

All doctoral students are required to complete at least 9-12 s.h. of cognate work in two areas selected in consultation with their advisors. 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 

Ph.D. students earn 10-18 s.h. of dissertation credit in 07S:493 Ph.D. Thesis.

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 

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 

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 

Foreign Language Teaching

All of these: 

Total of 21-27 s.h. from these: 

Optional for K-12 Licensure 

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), 250 (computer-based), or 100 (Internet-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. 

At least 6 s.h. from these: 

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), 250 (computer-based), or 100 (Internet-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 may 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.

Required Research Courses

All College of Education Ph.D. students must complete 07X:150 Introduction to Educational Research during the first year of their Ph.D. program. They also must complete an additional minimum of 15 s.h. in qualitative and quantitative course work, with at least 9 s.h. from one area (qualitative or quantitative) and at least 6 s.h. from the other. Courses to meet this requirement must be chosen from Required Ph.D. Research Courses (see Course Information in the A-Z directory on the college's web site).

Ph.D. Core Courses

All Ph.D. students in the Department of Teaching and Learning must complete one or both of the following Ph.D. core courses.

Foreign Language Education Core

Core Electives

Students may take the following courses in addition to, but not instead of, the courses listed under "Foreign Language Education Core" above. Students must have their advisor's consent to substitute other courses as electives.

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

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 December 1.

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; 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.

All College of Education Ph.D. students must complete 07X:150 Introduction to Educational Research during the first year of their Ph.D. program. They also must complete an additional minimum of 15 s.h. in qualitative and quantitative course work, with at least 9 s.h. from one area (qualitative or quantitative) and at least 6 s.h. from the other. Courses to meet this requirement must be chosen from Required Ph.D. Research Courses (see Course Information in the A-Z directory on the college's web site).

In addition, all Ph.D. students in the Department of Teaching and Learning must complete one or both of the following Ph.D. core courses.

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 three forms of written and oral exams: they answer take-home questions in two areas of literacy; they submit a substantive issues paper, typically a report of an exploratory study or a review of research literature on a topic of special interest; and they 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.

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 Current Issues in Mathematics Education or 07E:235 Current Issues in Mathematics Education (2-3 s.h.) and three courses chosen from the following. 

Students choose a cognate area, usually enrolling in three or more courses in the area. Suggested areas include 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: 

One of these sequences: 

Applied Mathematics 

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.

All College of Education Ph.D. students must complete 07X:150 Introduction to Educational Research during the first year of their Ph.D. program. They also must complete an additional minimum of 15 s.h. in qualitative and quantitative course work, with at least 9 s.h. from one area (qualitative or quantitative) and at least 6 s.h. from the other. Courses to meet this requirement must be chosen from Required Ph.D. Research Courses (see Course Information in the A-Z directory on the college's web site).

In addition, all Ph.D. students in the Department of Teaching and Learning must complete one of the following Ph.D. core courses.

Ph.D. students in mathematics education 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 

Applied Mathematics

Middle-Grades Mathematics

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

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: Research in 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.

Students must demonstrate use of technology as an effective instructional tool through preparing a product and presentation of the use of technology in teaching a mathematical concept. 

Students must complete a total of at least 36 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 requires 33 s.h. of graduate credit and is offered with or without thesis.

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 

Science education courses are taken in the following sequence. 

These two taken concurrently: 

These taken concurrently: 

Science Specialization

The following courses are required for the undergraduate degree in science education at The University of Iowa. They need not be repeated by M.A.T. candidates who need one or more advanced courses in their major science area, or by students from other interdisciplinary science discipline programs that prepare teachers for grades 6-9.

Both of these: 

Two of these (unless completed during undergraduate study): 

Electives

A minimum of one graduate course in biology, chemistry, earth science, or physics is required. Students who have satisfied portions of the required science course work listed above must take additional science course work to meet the minimum requirement of 48 s.h.

COMPREHENSIVE EXAMINATION

Students complete comprehensive examinations before their student teaching semester. Two comprehensive exams, one in science education and one in a science specialization area, are required. They may not duplicate course examinations in these areas. The science education exam, under the guidance and supervision of the examining committee, consists of two parts, written and oral. Detailed requirements for the science education comprehensive examination are available from the Department of Teaching and Learning office.

M.S. in Science Education

The Master of Science in science education is designed for teachers and supervisors (K-college) and professionals in related fields, such as medical education, college teaching, museum program management, and outreach programs. The program is intended to provide experience in understanding teaching and learning, and the research processes required to advance the field.

ADMISSION

Applicants must meet the admission requirements of the Graduate College. They should hold an undergraduate major in a science area (or combination of science areas), in science education, or in elementary education with a science emphasis. The department recommends that applicants have teaching licensure/certification unless they are preparing for careers in allied health, museums, or community colleges.

REQUIREMENTS

The M.S. in science education requires a minimum of 38 s.h. of graduate credit in four areas: science education, education, research, and science. Students' individual programs of study are approved by the science education faculty.

The following courses are required. 

 At least 13 s.h. chosen from these: 

Master's Examination

Students must complete a thesis (07S:393 M.A. Thesis). A final oral examination is administered on campus in which the candidate defends his or her thesis. This examination includes a critical inquiry into the purposes, methods, and results of the thesis research investigation.

The final examination is conducted by a committee of no fewer than three members of the graduate faculty. In some cases, the committee must include a member from outside science education; consult the department.

Ph.D. in Science Education

The Doctor of Philosophy in science education is designed for individuals who aspire to positions as college and university science educators; major supervisors in national, state, and local systems; teachers in small liberal arts colleges; instructors of general education science courses at major universities; research directors in science education; and professionals in medical and/or allied health education.

ADMISSION

Applicants must meet the admission requirements of the Graduate College. They should have completed a bachelor's degree in a science area (or combination of science areas), in science education, or in elementary education with a science emphasis; have a cumulative g.p.a. of at least 3.00 on undergraduate and graduate work; and have a combined score of at least 1000 on the verbal and quantitative portions of the Graduate Record Exam (GRE) General Test. Applicants must submit three letters of recommendation; a statement of purpose describing their reasons for pursuing graduate work and their goals for graduate study; and an example of their academic writing.

REQUIREMENTS

The Ph.D. in science education requires a minimum of 85 s.h. of graduate study, as follows.

Ph.D. Core Courses

All Ph.D. students in the Department of Teaching and Learning must complete one or both of the following Ph.D. core courses. Students may not substitute other courses for these.

Science Education

All of these (15 s.h.):

Education

All of these (9 s.h.):

Research Methods

All College of Education Ph.D. students must complete 07X:150 Introduction to Educational Research during the first year of their Ph.D. program. They also must complete an additional minimum of 15 s.h. in qualitative and quantitative course work, with at least 9 s.h. from one area (qualitative or quantitative) and at least 6 s.h. from the other. Courses to meet this requirement must be chosen from Required Ph.D. Research Courses (see Course Information in the A-Z directory on the college's web site). Course selections must be consistent with the following research methods requirements.

Science education Ph.D. students also must complete the following research method course.

Research in Science Education

Both of these (18 s.h.):

Science Area

DISSERTATION

Ph.D. students earn 10 s.h. of thesis credit (07U:493 Ph.D. Thesis).

M.A. in Social Studies Education

The Master of Arts in social studies education provides an opportunity for interdisciplinary work in education, history, social science, or related areas for classroom teachers, high school department chairs, supervisors, and others interested in advancing their competence in history and the social sciences and greater proficiency in teaching and supervision.

Students choose one of two programs. Program A provides interdisciplinary study in education, history, social science, or related areas for classroom teachers or others interested in advancing their competence in instruction and their subject area. Program B is for individuals who have a bachelor's degree in history or social sciences and who wish to obtain a teaching license/certificate while earning the M.A.

ADMISSION

Applicants must meet the admission requirements of the Graduate College. They should have a bachelor's degree in education, history, or one of the social sciences from an accredited institution; a cumulative g.p.a. of at least 3.00; a g.p.a. of at least 3.00 in history and/or social science courses; a combined verbal and quantitative score of at least 1000 on the Graduate Record Examination (GRE) General Test; and two letters of recommendation. Evidence of writing ability in a completed major paper or essay also is required. Typically, applicants to Program A are expected to hold a secondary teaching license/certificate.

After declaring a social studies education major, M.A. students must maintain a g.p.a. of at least 3.00.

PROGRAM A REQUIREMENTS

Program A of the M.A. in social studies education requires a minimum of 38 s.h. of graduate credit distributed among three concentration fields in history and social sciences (or related areas) and education, with at least 10 s.h. in each of three fields.

At least 9 of the total 38 s.h. must be earned in graduate courses numbered 200 or above distributed among the three concentration fields.

Students who choose the thesis option complete a research or investigative problem. If the thesis is research or investigation in history, social science, or a related area, the thesis director is a member of the appropriate department. If the thesis is an investigative problem in social studies education, the thesis director is a College of Education faculty member.

PROGRAM A COMPREHENSIVE EXAMINATION

The comprehensive examination consists of three 2-hour written exams, one on each of the three concentration fields.

PROGRAM B REQUIREMENTS

Program B of the M.A. in social studies education requires a minimum of 38 s.h. of graduate credit. Program B students should have completed considerable work in the social sciences and/or history as undergraduates. Students who have been accepted to the University of Iowa undergraduate or postbaccalaureate Teacher Education Program in secondary social studies education cannot apply credit they earned in required licensure courses as undergraduate or postbaccalaureate students to the required 38 s.h. for the M.A. in social studies education. However, such credit does count toward state teaching licensure.

Program B students who completed 07S:111 Introduction and Practicum: Secondary Social Studies and/or 07S:170 Methods: Secondary Social Studies as undergraduate or postbaccalaureate students at The University of Iowa are required to retake these courses during the M.A. program and immediately before student teaching. Required teaching licensure course work completed at other colleges or universities is reviewed on a case-by-case basis.

Program B students who were accepted to the undergraduate Teacher Education Program before they received a baccalaureate must complete a college-level math course.

For licensure, students admitted to the M.A. in social studies education must complete 30 s.h. in a history or social science area; the 30 s.h. may include previous undergraduate and/or graduate-level course work. Required professional education course work not completed as part of the baccalaureate degree must be completed for licensure.

Students also must complete 15 s.h. in an additional history or social science licensure area; previous undergraduate course work may apply.

Students must complete all of the following courses, unless they completed some of them as part of their bachelor's degree. In such cases, the semester-hour requirement for Program B is reduced accordingly, but it never falls below 38 s.h. All students must take the course work required for meeting all Iowa Department of Education requirements for teacher licensure/certification.

Professional education courses: 

Subject area specialization courses: a minimum of 9 s.h. of course work in history or a social science is required; students should take at least one course taught by the instructor who will serve on the examining committee.

PROGRAM B COMPREHENSIVE EXAMINATION

The comprehensive examination consists of three 2-hour exams: one on the subject area specialization, one on general professional education, and one on social studies education.

Ph.D. in Social Studies Education

The Doctor of Philosophy in social studies education prepares secondary department chairs, supervisors, curriculum directors, teacher education personnel, and college instructors in the social sciences and in social studies education.

ADMISSION

Applicants must meet the admission requirements of the Graduate College. They must have a bachelor's degree in history, the social sciences, or education; a master's degree in history, the social sciences, or education; a cumulative g.p.a. of at least 3.00; and a combined verbal and quantitative score of at least 1200 on the Graduate Record Examination (GRE) General Test. At least two years of teaching experience is strongly preferred. Applicants who did not write a thesis as part of their M.A. must submit seminar papers or field research as equivalents.

REQUIREMENTS

The Ph.D. in social studies education requires a minimum of 90 s.h. of graduate credit, including course work and 10 s.h. of dissertation credit. 

All College of Education Ph.D. students must complete 07X:150 Introduction to Educational Research during the first year of their Ph.D. program. They also must complete an additional minimum of 15 s.h. in qualitative and quantitative course work, with at least 9 s.h. from one area (qualitative or quantitative) and at least 6 s.h. from the other. Courses to meet this requirement must be chosen from Required Ph.D. Research Courses (see Course Information in the A-Z directory on the college's web site).

In addition, all Ph.D. students in the Department of Teaching and Learning must complete one or both of the following Ph.D. core courses.

The remaining course work must be distributed among history, social sciences or related areas, and professional education, depending on the student's background and goals.

Seminars and courses numbered 200 or above are required in each of the study areas that constitute the major. Students must take 9 s.h. of required courses in social studies education, including 07E:233 History and Foundations of Social Studies Education or 07S:233 History and Foundations of Social Studies Education (3 s.h.), and 6 s.h. of 07E:196 Topics in Teaching and Learning or 07S:196 Topics in Teaching and Learning (social studies emphasis) and/or 07E:277 Seminar: Social Studies Education or 07S:277 Seminar: Social Studies Education.

COMPREHENSIVE EXAMINATION

Students take three 3-hour examinations, one in each of the study areas. Depending on the distribution of course work, the nine hours of written examinations may be rearranged. The Ph.D. examining committee consists of five members, who are selected according to the nature of the student's Ph.D. program and distribution of course work. An oral examination is conducted by the committee following the written exam.

DISSERTATION

Ph.D. candidates must complete a dissertation on a research problem in social studies education. The candidate must present a prospectus of the proposed research to the dissertation committee before undertaking the study. Upon completion, the candidate defends the dissertation in an oral exam.

Special Education

Special education programs are offered in K-6 and 7-12 Instructional Strategist I: Mild/Moderate, and K-12 Instructional Strategist II: BD/LD. These programs are designed to prepare graduates for positions in public schools, local and state education agencies, clinical settings, and institutions of higher education. All teacher licensure/certification programs are approved by the Iowa Department of Education.

A program leading to special education licensure/certification in Instructional Strategist I: Mild/Moderate (K-6) is available to undergraduates (see "Licensure and Teacher Education Certification"/"Elementary Education" at the beginning of this section). Undergraduates who wish to pursue careers in special education should contact the Department of Teaching and Learning.

M.A. in Special Education

The Master of Arts in special education prepares individuals to deliver appropriate levels of service to students with disabilities at the elementary and secondary levels, in either public or private settings. Applicants with a master's degree and special education certification may request admission for the purpose of obtaining an additional area of special education licensure/certification (i.e., professional improvement). Students admitted to the M.A. program typically receive licensure/certification in at least one area upon completing the program.

ADMISSION

Applicants must meet the admission requirements of the Graduate College. They must have an undergraduate g.p.a. of at least 3.00 (and/or at least 3.00 on a minimum of 12 s.h. of graduate course work). A combined verbal and quantitative score of at least 1000 on the Graduate Record Exam (GRE) General Test is preferred. International applicants whose first language is not English must score at least 600 (paper-based), 250 (computer-based), or 100 (Internet-based) on the Test of English as a Foreign Language (TOEFL).

Application materials must include a completed Graduate College application form; copies of official transcripts for all college course work; an official report of Graduate Record Examination test scores; three current letters of recommendation; and evidence of experience and/or teacher licensure/certification. An interview may be requested.

Final admission decisions are made by the special education graduate admissions committee.

REQUIREMENTS

The M.A. in special education requires a minimum of 32 s.h. of graduate credit. Contact the Department of Teaching and Learning for specific program requirements.

Ed.S. in Special Education Administration

The Ed.S. in special education administration is offered jointly with the Department of Educational Policy and Leadership Studies. See Educational Policy and Leadership Studies in the Catalog.

Special Education Consultant Authorization

The Special Education Consultant authorization program prepares consultants to serve in special education programs.

ADMISSION

Admission to the M.A. program or to a certification program in special education is required. Applicants must hold or meet the requirements for the special education teaching endorsement congruent with their desired consultant authorization. Teaching endorsements must be documented by copies of teaching credentials.

Applicants also must have completed four years of successful teaching experience, two of which must be congruent with their desired consultant authorization. They must provide evidence of successful teaching (e.g., written statements from school personnel documenting years of teaching, type of students served, and success as a classroom teacher).

Documentation of certifications and teaching experience should be submitted with the application for admission to the Graduate College.

REQUIREMENTS

The Special Education Consultant authorization program requires at least 38 s.h., including credit required for the M.A. and the teaching endorsement program.

Students who already hold an M.A. in special education and an endorsement congruent with their desired consultant authorization must complete the following three courses. 

Students without an M.A. in special education must complete an M.A. and teaching endorsement program in special education congruent with their desired consultant authorization, plus the three courses listed above (07E:300 Design and Organization of Curriculum, 07P:263 Consultation Theory and Practice, 07P:347 Home/School/Community: System Interventions), for a total of at least 38 s.h.

Ph.D. in Special Education

The Doctor of Philosophy in special education prepares students for teaching and research positions in higher education, and for curriculum, supervisory, and research positions in state and local education agencies. The program permits students to study and practice extensively in their special education interest area and in an interest area outside of special education.

ADMISSION

Applicants must meet the admission requirements of the Graduate College. They must have master's degree or equivalent in special education; those without an M.A. thesis must have completed an equivalent project. Applicants should have a graduate g.p.a. of at least 3.50 and a combined verbal and quantitative score of at least 1000 on the Graduate Record Exam (GRE) General Test. International applicants whose first language is not English must score at least 600 (paper-based), 250 (computer-based), or 100 (Internet-based) on the Test of English as a Foreign Language (TOEFL). Applicants should have at least one year of full-time teaching experience with exceptional children; several years are preferred.

Application materials must include a completed Graduate College application form; copies of official transcripts for all college course work; an official report of Graduate Record Examination test scores; three current letters of recommendation; and evidence of experience and/or teacher licensure/certification. An interview may be requested.

Final admission decisions are made by the special education graduate admissions committee.

REQUIREMENTS

The Ph.D. in special education requires a minimum of 90 s.h. of graduate credit. The study plan includes an emphasis on research skills, all facets of special education, and at least one specialization area.

All College of Education Ph.D. students must complete 07X:150 Introduction to Educational Research during the first year of their Ph.D. program. They also must complete an additional minimum of 15 s.h. in qualitative and quantitative course work, with at least 9 s.h. from one area (qualitative or quantitative) and at least 6 s.h. from the other. Courses to meet this requirement must be chosen from Required Ph.D. Research Courses (see Course Information in the A-Z directory on the college's web site).

In addition, all Ph.D. students in the Department of Teaching and Learning must complete one of the following Ph.D. core courses.

 All Ph.D. students in special education must complete the following courses.

Students must complete an interdisciplinary minor in a discipline outside of special education (minimum of 12 s.h.).

Students also are required to write the comprehensive examination and complete a doctoral dissertation, earning a minimum of 10 s.h. in 07U:493 Ph.D. Thesis.

Financial Support

Elementary Education

A number of teaching assistantships are available for graduate students in early childhood and elementary education. Assignments vary. Some involve supervising undergraduate majors enrolled in practicums; others involve teaching sections of undergraduate methods courses and supervising student teachers. Most assistantships are classified as one-half-time, which permits students to register for a maximum of 12 s.h. of credit per semester. Graduate assistants must register for at least 6 s.h. per semester.

All assistantships are awarded on a competitive basis. Applicants must have been admitted to regular status in the Graduate College and to an advanced program in the College of Education. For information about assistantships, contact the chair of the Department of Teaching and Learning.

Secondary and Special Education

A limited number of assistantships are available for graduate students in secondary and special education. Assignments vary. Some involve teaching undergraduate courses or supervising practicum experiences; others consist primarily of research activities. Graduate assistants may register for a maximum of 12 s.h. and a minimum of 6 s.h. per semester.

Graduate students in secondary education also may be eligible for assistantships in some College of Liberal Arts and Sciences departments. Students with appropriate credentials should apply directly to the specific department or consult the College of Education advisor in the appropriate field.

Traineeships in selected licensure/certification and master's degree programs are available to full-time special education students.