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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 Academic Policies Handbook.

Teacher Education Program and Licensure/Certification

Undergraduate students must be admitted to the Teacher Education Program (TEP) before they may take required professional education courses. The application for admission should be submitted to the College of Education Office of Education 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 complete a minimum of 33 s.h. of course work and must have a University of Iowa and a cumulative g.p.a. of at least 2.70. Some subject areas have additional admission 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 Education 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. Applicants must have a verbal and quantitative score of at least 900 and an analytical writing score of at least 3.5.

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 Education Services for information about admission and requirements for student teaching in specific licensure programs.

TEP: Elementary Education (Undergraduate)

• Major in elementary education (Bachelor of Arts, Bachelor of Science)

The College of Education offers the undergraduate major in elementary education for students earning a Bachelor of Arts or a Bachelor of Science degree from the College of Liberal Arts and Sciences. The program prepares students to teach kindergarten through grade 6. In Iowa, the elementary specialization areas are designated as kindergarten through grade 8.

The Bachelor of Arts or Bachelor of Science with a major in elementary education requires a minimum of 120 s.h., including at least 83-85 s.h. of credit for the major. Students must complete all requirements for graduation from the College of Liberal Arts and Sciences, including the General Education Program. They also must complete all requirements for the elementary education major and the Teacher Education Program (TEP), including student teaching.

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.

The major in elementary education (Bachelor of Arts or Bachelor of Science) requires the following work.

FOUNDATION COURSES

Students must complete these four courses before beginning the methods courses (Block A/B below). 

METHODS COURSES

Block A—three courses taken concurrently: 

Block B—three courses taken concurrently: 

Methods Practicum

Students complete a classroom management course and a semester-length practicum.

One of these:

OTHER REQUIREMENTS

All of these: 

One of these:

One of these:

AREA OF SPECIALIZATION

Students must complete a minimum of 24 s.h. in one of the following areas of specialization: art, English language arts, English as a Second Language (ESL), hearing impaired, mathematics, middle school, music, physical education, reading, science, social sciences (history, social studies), special education (Instructional Strategist I: Mild/Moderate), and speech communication/theatre. 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.

All of these:

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 Education 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.

TEP: Secondary Education (Undergraduate and Graduate)

The College of Education offers the Teacher Education Program in secondary education for undergraduate students in the College of Liberal Arts and Sciences. Students must complete all requirements for graduation from the College of Liberal Arts and Sciences, including the General Education Program and the requirements for their majors (see College of Liberal Arts and Sciences in the Catalog). They also must complete all requirements of the College of Education's Teacher Education Program.

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 earning 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 one of the secondary school subject areas listed below. Licensure/certification 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.

The College of Education offers secondary school teacher preparation programs in the following areas.

Art
*Coaching
English
*English as a second language
*Hearing impaired
*Journalism
Mathematics
*Middle School
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
World languages—Chinese, French, German, Italian, Japanese, Latin, Russian, Spanish

*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-8. This K-8 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 Education 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 Education Services to contact all institutions where they have done professional preparatory work.

Graduate Programs: Overview

• Master of Arts in teaching and learning
• Master of Arts in Teaching in teaching and learning
• Master of Science in teaching and learning
• Specialist in Education in teaching and learning
• Doctor of Philosophy in teaching and learning

The department offers a number of graduate degree programs in three major areas: elementary education, secondary education, and special education.

Elementary education programs:
Developmental reading (offered in the M.A.);
Elementary education (offered in the M.A. and Ph.D.; both programs are closing and admission is suspended); and
Language, literacy, and culture (offered in the Ph.D.).

Secondary education programs:
Art education (offered in the M.A. and Ph.D.);
Curriculum and supervision (offered in the M.A. and Ph.D.);
English education (offered in the M.A. and M.A.T.);
Foreign language and English as a Second Language (ESL) education (offered in the M.A., M.A.T, and Ph.D.);
Language, literacy, and culture (offered in the Ph.D.);
Mathematics education (offered in the M.A. and Ph.D.);
Science education (offered in the M.A., M.A.T., and Ph.D.); and
Social studies education (offered in the M.A. and Ph.D.).

The secondary education area also collaborates with the College of Liberal Arts and Sciences to offer an education option for graduate students earning an M.S. in mathematics; an M.A. and Ph.D. in music with a concentration in music education; and a joint B.A./M.A.T. in science education for undergraduates majoring in biology, chemistry, or physics. In addition, the area offers an ESL endorsement for individuals who are enrolled in a Department of Teaching and Learning graduate degree program or who are licensed in-service teachers.

Special education:
Special education (offered in the M.A. and Ph.D.); and
A program leading to special education consultant authorization.

Each degree program is described below.

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.

REQUIRED Ph.D. 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).

REQUIRED 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, depending upon program requirements.

REQUIRED Ph.D. COGNATES

All Ph.D. students in the Department of Teaching and Learning must complete one approved cognate area as part of their doctoral study plan. Most comprehensive exams in the department are designed to cover the student's core area plus two cognate areas, so selection of cognate areas is important. Cognates also may enhance students' employment possibilities, since they represent a minor area of study.

The following list of cognates offered by program areas in the department is not exhaustive; students may select cognates from this list, or they may customize their own cognate areas in consultation with their advisors.

Curriculum Theory and Development

Both of these:

One of these:

Foreign Language and ESL Education

Both of these: 

One of these, in consultation with faculty:

Gifted Education

Administrative strand—two of these, in consultation with faculty: 

Programming strand:

Psychology strand—two of these, in consultation with faculty: 

Global Education

Language, Literacy, and Culture

General emphasis—one of these:

Elementary emphasis—one of these:

Secondary emphasis—one of these:

Mathematics Education

Two of these:

Science Education

Special Education

Special education—generalist:

Special education—research:

Special education—behavioral disorders:

Special education—learning disabilities:

Graduate Programs: Elementary Education

M.A.: Developmental Reading

The Master of Arts program in developmental reading requires a minimum of 33 s.h. of graduate credit with thesis and a minimum of 35 s.h. of graduate credit without thesis. The program 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.

The M.A. program in developmental reading requires the following work.

Required Courses

All of these:

One of these: 

Students who have completed educational psychology and/or human growth and development course work relating only to grades K-8 should choose 07P:130, 07P:133, or 07P:200 from the list above. Those who have completed work relating only to grades 5-12 should choose 07P:106 or 07P:200.

One of these: 

One of these: 

One of these: 

Thesis (required for thesis option):

Electives

Students, in consultation with their advisors, 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 three-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.

ADMISSION

Applicants to the M.A. program in developmental reading 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.

M.A.: Elementary Education

The Master of Arts program in elementary education is closing. Enrollment in the program is suspended.

Ph.D.: Elementary Education

The Doctor of Philosophy program in elementary education is closing. Enrollment in the program is suspended.

Ph.D.: Language, Literacy, and Culture

The Doctor of Philosophy program in language, literacy, and culture requires a minimum of 88-90 s.h. of graduate credit. The program 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.

REQUIREd cOURSES

Course work for the Ph.D. includes an introductory seminar in language, literacy, and culture; at least 9 s.h. of additional doctoral seminars in the program; an approved cognate area (see "Required Ph.D. Cognates" under "Graduate Programs: Overview" above); 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 language, literature, and culture students must complete one of the following Department of Teaching and Learning 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.

ADMISSION

Applicants to the Ph.D. program in language, literacy, and culture must meet the admission requirements of the Graduate College. They should have at least three years of experience teaching or tutoring language or literacy (reading, writing, English, language arts) and should have earned a master's degree 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.

Graduate Programs: 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; English education; foreign language, second language, and English as a Second Language education; mathematics education; music education; science education; and social studies education.

M.A.: Art Education

The Master of Arts program in art education requires a minimum of 38 s.h. of graduate credit. The program prepares highly qualified teachers of art for elementary and secondary schools and community colleges. Its strong academic emphasis helps teachers who are creative artists to become highly literate in the history and language of art.

REQUIREMENTS

The M.A. 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.

ADMISSION

The M.A. program 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.

Applicants to the M.A. program in art education 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.

Ph.D.: Art Education

The Doctor of Philosophy program in art education requires a minimum of 60 s.h. of graduate credit beyond the master's degree. 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.

REQUIREd cOURSES

Ph.D. students earn 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), an approved cognate area (see "Required Ph.D. Cognates" under "Graduate Programs: Overview" above), 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.

ADMISSION

The Ph.D. program 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.

Applicants to the Ph.D. program in art education 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.

M.A.: Curriculum and Supervision

The Master of Arts program in curriculum and supervision requires a minimum of 30 s.h. of graduate credit with thesis and a minimum of 32 s.h. without thesis. The program prepares teachers and administrators for positions as consultants, directors, and coordinators in curriculum development.

The M.A. program in curriculum and supervision requires the following work.

Common Curriculum Core

Students complete a total of 15 s.h. for the common curriculum core, as follows.

Both of these:

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 07S:393 Master's Thesis.

COMPREHENSIVE EXAMINATION

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

ADMISSION

Applicants to the M.A. program in curriculum and supervision must meet the admission requirements of the Graduate College. Teaching experience is desirable.

Ph.D.: Curriculum and Supervision

The Doctor of Philosophy program in curriculum and supervision requires a minimum of 90 s.h. of graduate credit. The program prepares students for leadership positions in curriculum for elementary, middle, and secondary schools, state departments, intermediate systems, and college teaching.

The Ph.D. program in curriculum and supervision requires the following work. Students may be able to count previous graduate work toward the degree.

Department Ph.D. Requirements

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).

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

All curriculum and supervision doctoral students are required to complete at least 9-12 s.h. of cognate work selected in consultation with their advisors. Suggested cognates include foreign language and ESL education, gifted education, global education, language literacy and culture, mathematics education, science education, and special education (see "Required Ph.D. Cognates" under "Graduate Programs: Overview" above).

Common Curriculum Core

Seven of these (21 s.h.): 

Supervision Core

Students complete a minimum of four courses (12 s.h.) in education policy and leadership studies selected in consultation with their advisors.

Electives

Students complete 9-12 s.h. of elective course work selected in consultation with their advisors.

COMPREHENSIVE EXAMINATION

Candidates take three three-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.

ADMISSION

Applicants to the Ph.D. program in curriculum and supervision 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.

M.A.: English Education

The Master of Arts program in English education requires a minimum of 30 s.h. of graduate credit. The program 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.

M.A. 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.

ADMISSION

Applicants to the M.A. program in English education 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. Application should be made to the College of Education.

M.A.T.: English Education

The Master of Arts in Teaching program in English education requires a minimum of 45 s.h. of graduate credit. The program 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.

The M.A.T. program in English education requires the following work.

English

All of these:

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

Education

All of these:

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.

ADMISSION

Applicants to the M.A.T. program in English education must meet the admission requirements of the Graduate College. They must have been granted 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 before admission.

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 in-service teachers.

ADMISSION

Each applicant to the ESL endorsement program 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) or 26 (Internet-based) on the speaking section of the Test of English as a Foreign Language (TOEFL).

Applicants are admitted to the ESL endorsement program twice a year; application deadlines are October 15 and March 15.

M.A.: Foreign Language and ESL Education

The Master of Arts program in foreign language and English as a Second Language (ESL) education requires a minimum of 33-36 s.h. of graduate credit. The program is designed for students who would like to pursue a foreign language and ESL 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.

The program offers three specializations: second languages and ESL 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 the cognate area. They must earn 9 s.h. in courses numbered 200 or above. They also must complete a capstone project in consultation with the advisor.

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.

The M.A. program in foreign language and ESL education requires the following work, including these suggested courses.

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 language education. The candidate and his or her advisor discuss and formalize the exam's content and process eight months before the exam.

ADMISSION

Applicants to the M.A. program in foreign language and ESL education must meet the admission requirements of the Graduate College. They must be proficient in English and in another language and must 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 culture of the applicant's chosen target language 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) with a speaking score of 26 and a writing score of 25.

M.A.T.: Foreign Language and ESL Education

The Master of Arts in Teaching program in foreign language and English as a Second Language (ESL) education requires a minimum of 67 s.h. of graduate credit. The program 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.

M.A.T. students must complete at least 18 s.h. in graduate course work in the collaborating foreign language department in addition to professional education courses.

The M.A.T. in foreign language and ESL education requires the following work.

Professional Education

All of these:

Foreign Language Teaching

All of these: 

Total of 21-27 s.h. from these: 

K-12 Licensure

The K-12 licensure option requires the following course.

COMPREHENSIVE EXAMINATION

A comprehensive examination is required.  The examination reflects candidate's depth and breadth of knowledge in foreign language and ESL education, including but not limited to theory and practice as well as knowledge of and proficiency in the target language and/or literature of the candidate's choice. The candidate and his or her advisor discuss the exam's content and format eight months before the exam.

ADMISSION

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

Ph.D.: Foreign Language and ESL Education

The Doctor of Philosophy program in foreign language and English as a Second Language (ESL) education requires a minimum of 80 s.h. of graduate credit. The program 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.

Most course work for the Ph.D. should be taken at the 200 level or above. At least 30 s.h. must be taken in the core area of foreign language education. The student and his or her advisor discuss core area course work and cognate area specializations. The student's progress toward the degree and his or her scholarship development is reviewed by the program's faculty and discussed by the student and his or her advisor each year.

The Ph.D. program in foreign language and ESL education requires the following work. Students may be able to count some courses completed for the master's degree toward the 80 s.h. required for the Ph.D.

Department Ph.D. Requirements

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).

All Ph.D. students in the foreign language and ESL education must complete both of the following Ph.D. core courses.

In addition, all doctoral students in the Department of Teaching and Learning must complete an approved cognate area; see "Required Ph.D. Cognates" under "Graduate Programs: Overview" above.

Foreign Language Education Core

All students must complete these (21 s.h.):

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

In order to qualify to take the comprehensive examination, students must successfully complete the required course work and an extended research activity. After successful completion of the required course work and the research activity, and upon recommendation of the program's faculty, the student is eligible to sit for the comprehensive examination. Completion of the required course work and research activities does not guarantee advancement to the examination.

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.

ADMISSION

Applicants to the Ph.D. program in foreign language and ESL education 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) with a speaking score of 26 and a writing score of 25.

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.

Ph.D.: Language, Literacy, and Culture

The Doctor of Philosophy program in language, literacy, and culture requires a minimum of 88-90 s.h. of graduate credit. The program brings together scholarly traditions and contemporary theory 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.

REQUIREd COURSES

Ph.D. students complete an introductory seminar in language, literacy, and culture; at least 9 s.h. of additional doctoral seminars in the program; approved cognate areas (see "Required Ph.D. Cognates" under "Graduate Programs: Overview" above); 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 language, literacy, and culture students must complete one of the following Department of Teaching and Learning 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. program in language, literacy, and culture, see Our Programs on the Department of Teaching and Learning web site.

ADMISSION

Applicants to the Ph.D. program in language, literacy, and culture must meet the admission requirements of the Graduate College. They should have at least three years of experience teaching or tutoring language or literacy (reading, writing, English, language arts) and should have earned a master's degree 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 December 1 each year.

M.A.: Mathematics Education

The Master of Arts program in mathematics education requires a minimum of 32 s.h. of graduate credit. The program provides students with advanced specialization in mathematics and education as a better foundation for K-12 teaching.

REQUIREd COURSES

M.A. students take a minimum of 9 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 and three courses chosen in consultation with the advisor.

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.

ADMISSION

Applicants to the M.A. program in mathematics education 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.

M.S.: Mathematics with Education Option

The Master of Science in mathematics with education option requires a minimum of 32 s.h. of graduate credit. The program 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).

M.S. 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: 

And:

Applied Mathematics

All of these:

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.

Admission

Application should be made to the Department of Mathematics.

Ph.D.: Mathematics Education

The Doctor of Philosophy program in mathematics education requires a minimum of 80-90 s.h. of graduate credit. The program prepares supervisors, teacher education personnel, community college personnel, and researchers in mathematics education. It is administered by the College of Education.

The Ph.D. program in mathematics education requires the following work. Students must update graduate course work done more than 10 years before admission to the program.

REQUIRED 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). 

All doctoral students in mathematics education must complete one of the following Ph.D. core courses.

In addition, all doctoral students in the Department of Teaching and Learning must complete an approved cognate area; see "Additional Requirements" below.

Ph.D. students in mathematics education must complete a minimum of 24 s.h. of graduate work in the Departments of Computer Science, Mathematics, and Statistics and Actuarial Science, as approved by the advisor. Electives are encouraged in the pure mathematics and applied mathematics sequences.

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 six courses in mathematics education, including 07S:235 Current Issues in Mathematics Education and 07S:335 Seminar: Research in Mathematics Education.

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 complete a total of at least 36 s.h. in College of Education courses; this include the course work listed above. All Ph.D. students must complete an approved cognate area; a partial list of potential cognate areas is available from the M.A. program in mathematics education.

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.

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.

ADMISSION

Applicants to the Ph.D. program in mathematics education must meet the admission requirements of the Graduate College. They must have an undergraduate major in mathematics or the equivalent; a current teaching license/certificate and at least two years of teaching experience are strongly preferred. A faculty review committee makes admission decisions.

M.A.: Music

The Master of Arts in music with concentration 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 should be made to the School of Music.

Ph.D.: Music

The Doctor of Philosophy in music with concentration 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 should be made to the School of Music.

M.A.T.: Science Education

The Master of Arts in Teaching program in science education requires a minimum of 48 s.h. of graduate credit. The program is designed primarily for graduates of bachelor's degree programs 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).

The M.A.T. program in science education requires the following work.

Professional Education Foundation Sequence

All of these:

Science education courses are taken in the following sequence. 

These two taken concurrently: 

These three taken concurrently: 

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.

ADMISSION

Applicants to the M.A.T. program in science education 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.

Joint B.A./M.A.T.: Science Education

College of Liberal Arts and Sciences students who want to teach science and are working toward a Bachelor of Arts in biology, chemistry, or physics may earn their bachelor's degree and a Master of Arts in Teaching in five years through the joint B.A./M.A.T. program. Students in the joint program complete all of the course work required for both degrees, but 18 s.h. of work required for the M.A.T. also is counted toward the B.A. degree.

B.A. students are admitted to the joint program before their fourth year. They may begin taking education courses during their third year, but they may not earn graduate credit for them until their fourth and fifth years, after they have been admitted to the joint program. Students take 30 s.h. of course work during the fifth year and must complete all remaining requirements for both degrees that year.

Science Specialization (Broad Field Science Block)

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): 

Education courses required for the joint program are listed under "M.A.T.: Science Education" above. Requirements for the B.A. degree are listed under Biology, Chemistry, and Physics and Astronomy (College of Liberal Arts and Sciences) in the Catalog.

M.S.: Science Education

The Master of Science program in science education requires a minimum of 38 s.h. of graduate credit. The program 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. It is intended to provide experience in understanding teaching and learning and the research processes required to advance the field.

M.S. students complete course work in four areas: science education, education, research, and science. Their individual programs of study are approved by the science education faculty.

The M.S. program in science education requires the following work.

REQUIRED COURSES

All of these:

A minimum of 13 s.h. chosen from these: 

MASTER OF SCIENCE EXAMINATION

Students must complete a thesis (07S:393 Master's Thesis), for which they earn 2-4 s.h. of credit. 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.

ADMISSION

Applicants to the M.S. program in science education 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.

Ph.D.: Science Education

The Doctor of Philosophy program in science education requires a minimum of 85 s.h. of graduate credit. The program 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.

The Ph.D. program in science education requires the following work.

DEPARTMENT Ph.D. REQUIREMENTS

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 requirements for the degree.

All doctoral students in science education must complete one or both of the following Ph.D. core courses. Students may not substitute other courses for these.

In addition, all doctoral students in the Department of Teaching and Learning must complete an approved cognate area; see "Required Ph.D. Cognates" under "Graduate Programs: Overview" above.

Science Education

All of these (15 s.h.):

Education

All of these (12 s.h.):

Research in Science Education

Both of these (21 s.h.):

Science Area

Students complete a family of courses (total of 12 s.h.) in a major science area.

DISSERTATION

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

ADMISSION

Applicants to the Ph.D. program in science education 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.

M.A.: Social Studies Education

The Master of Arts program in social studies education requires 38 s.h. of graduate credit. The program 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. degree. Program B students must apply to both the Graduate College and the College of Education.

PROGRAM A REQUIREMENTS

Program A students distribute the program's required 38 s.h. 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. They must earn at least 9 s.h. in 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 two-hour written exams, one on each of the three concentration fields.

PROGRAM B REQUIREMENTS

Program B students should have completed considerable work in the social sciences and/or history as undergraduates. Students in the College of Education's Teacher Education Program for secondary education in social studies may not apply credit they have earned in required licensure courses to the 38 s.h. required for the M.A., even though the credit counts 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 professional education 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 two-hour exams: one on the subject area specialization, one on general professional education, and one on social studies education.

ADMISSION

Applicants to the M.A. program in social studies education 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.

Ph.D.: Social Studies Education

The Doctor of Philosophy program in social studies education requires a minimum of 90 s.h. of graduate credit. The program prepares secondary department chairs, supervisors, curriculum directors, teacher education personnel, and college instructors in the social sciences and in social studies education.

The required 90 s.h. of credit includes course work and the dissertation (10 s.h.).

REQUIRED 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).

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 approved cognate areas (see "Required Ph.D. Cognates" under "Graduate Programs: Overview" above), 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 07S:233 History and Foundations of Social Studies Education, 07S:277 Seminar: Social Studies Education, and 07S:341 Infusing a Global Perspective into the Curriculum.

COMPREHENSIVE EXAMINATION

Students take three three-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.

ADMISSION

Applicants to the Ph.D. program in social studies education 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.

Graduate Programs: 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 "Teacher Education Program and Licensure/Certification" at the beginning of this section). Undergraduates who wish to pursue careers in special education should contact the Department of Teaching and Learning.

Special Education Consultant Authorization

The Special Education Consultant authorization program requires a minimum of 38 s.h., including credit required for the Master of Arts and the teaching endorsement program. The program prepares consultants to serve in special education programs.

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.

ADMISSION

Applicants to the Special Education Consultant authorization program must have been admitted to the M.A. program or to a certification program in special education. They 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.

M.A.: Special Education

The Master of Arts program in special education requires a minimum of 32 s.h. of graduate credit. The program 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 in order to obtain an additional area of special education licensure/certification (i.e., professional improvement). Students typically receive licensure/certification in at least one area upon completing the program. Contact the Department of Teaching and Learning for specific program requirements.

ADMISSION

Applicants to the M.A. program in special education 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. 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. 

Ph.D.: Special Education

The Doctor of Philosophy program in special education requires a minimum of 90 s.h. of graduate credit. The program 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.

The Ph.D. curriculum includes an emphasis on research skills, all facets of special education, an approved cognate area (see "Required Ph.D. Cognates" under "Graduate Programs: Overview" above), 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 doctoral students in special education must complete one of the following Ph.D. core courses.

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

Students also must complete an interdisciplinary minor in a discipline outside of special education (minimum of 12 s.h.). In addition, they are required to write the comprehensive examination and complete a doctoral dissertation, earning a minimum of 10 s.h. in 07S:493 Ph.D. Thesis.

ADMISSION

Applicants to the Ph.D. program in special education 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. 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.

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.

Courses

Elementary Education
 

Secondary Education

Special Education

Courses at the 100 level are open to students in education and related disciplines.