The Master of Arts program in educational leadership requires a minimum of 36 s.h. of graduate credit. The program prepares individuals for appointments as school principals and for positions in area education agencies and state departments of education. Upon completion of this degree, students will have completed the requirements to earn a master's degree from the University of Iowa and to obtain pre-K-12 principal and pre-K-12 supervisor of special education endorsement (State of Iowa endorsement 189). In order to obtain the State of Iowa endorsement, an individual must have at least three years of teaching at the pre-K-12 level.
With the aid of an advisor, each M.A. student prepares a plan of study that includes the following core requirements.
|EPLS:6201||Foundations of School Administration||3|
|EPLS:6236||Administration of Students with Special Needs||3|
|EPLS:6242||Research for Effective School Leaders||3|
|EPLS:6260||Contemporary Management Strategies for the Pre-K-12 Principal||3|
|EPLS:6285||School and Community Relationships||3|
|EPLS:6298||Legal Aspects of School Personnel||3|
|EPLS:6381||Analysis and Appraisal of Curriculum||3|
|EPLS:6383||Supervision and Evaluation||3|
For Iowa licensure as a principal, students must hold an Iowa teacher license, have taught for three years, and meet the human relations requirement of the State of Iowa. Students must complete the core requirements listed above and the following required clinical courses.
|EPLS:6400||Early Childhood Leadership Clinical||3|
|EPLS:6401||Elementary Leadership Clinical||3|
|EPLS:6402||Secondary Leadership Clinical||3|
|EPLS:6403||Special Education Leadership Clinical||3|
Students earning an M.A. without principal licensure are not required to complete the clinical courses. Instead, they complete a series of electives (12 s.h.) approved by their advisors. For more detailed information, see M.A. Educational Leadership programs on the Educational Leadership web page.
Students in the M.A. program with licensure or the M.A. program without licensure will be required to take comprehensive examinations at the end of their program of study. The M.A. comprehensive examination for students consists of two parts: a general written examination in educational leadership covering material from all courses in the program, and a written examination that focuses on content from one of the courses in the program. Students must be registered in the Graduate College during their comprehensive examination semester if they plan to graduate at the end of that semester.
Applicants to the M.A. program in educational leadership must meet the admission requirements of the Graduate College. Admission decisions are made through a faculty review process. Factors considered include recommendations, grade-point average, Graduate Record Examination (GRE) General Test scores, an essay demonstrating writing ability, and other evidence of academic ability and professional promise.
The Master of Arts program in higher education and student affairs requires a minimum of 40 s.h. of graduate credit. The program prepares graduates for entry- and mid-level positions in two- and four-year institutions.
Students choose one of two tracks when they apply to the program: the student affairs track or the higher education policy/administration track. Through these two tracks, the program prepares individuals for positions in advising, programming, administration, assessment, management, and policy in higher education settings.
The Higher Education and Student Affairs (HESA) M.A. program curriculum consists of course work in postsecondary administration, college students and their environments, and current and emerging issues in higher education, as well as in research and assessment. The curriculum integrates theory and practice and is designed to be completed in two years of full-time study or equivalent part-time study. At the time of application, students choose one of two tracks—student affairs or higher education administration and policy. All students complete a comprehensive examination process during the semester in which they intend to graduate.
The curriculum includes the higher education core, track courses, a supervised practice, and an integrative experience. Elective course work is subject to advisor approval.
All students in the student affairs track complete an internship in their second year under the direction of an M.A.-level supervisor. See "Integrative and Summative Experiences" below.
|All of these:|
|EPLS:5100||Issues and Policies in Higher Education||3|
|EPLS:5247||Multiculturalism in Higher Education||3|
|EPLS:5251||College Students and Their Environments||3|
|EPLS:5252||Administration of Higher Education and Student Affairs||3|
|EPLS:5253||Assessment in Higher Education and Student Affairs||3|
|Students choose elective course work in consultation with their advisor||3-9|
|History of Higher Education|
|Impact of College on Students|
|Practicum in College Teaching|
|Advanced Practicum in Student Affairs|
Electives also might include course work relating to law and higher education, career development, research process and design, or the college curriculum. Courses from other departments also may be approved; students should consult their advisor.
Student Affairs Track
Students must complete the following course work.
|All of these:|
|EPLS:5250||Introduction to Student Affairs||3|
|EPLS:5278||Helping Skills in Student Affairs Work||3|
|EPLS:6301||Professional Seminar in Student Affairs I||1|
|EPLS:6302||Professional Seminar in Student Affairs II||1|
|EPLS:6303||Professional Seminar in Student Affairs III||1|
|EPLS:6304||Professional Seminar in Student Affairs IV||1|
|EPLS:6332||College Student Psychosocial and Identity Development||3|
|EPLS:6334||College Student Learning, Cognitive, and Moral Development||3|
Student Affairs Track: Integrative and Summative Experiences
Students in the student affairs track complete a 600-clock hour internship, typically within their second-year graduate assistantship.
Higher Education Administration and Policy Track
Students complete the following course work.
|All of these:|
|EPLS:6216||Finance in Higher Education||3|
|EPLS:6224||Organizational Theory and Administrative Behavior||3|
|EPLS:6225||Introduction to Public Policymaking||3|
|EPLS:6290||Master's Project (in consultation with the faculty advisor)||arr.|
|EPLS:6218||The Law and Higher Education||3|
|EPLS:6221||The College Curriculum||3|
|Other courses as approved by faculty advisor|
All M.A. students complete a comprehensive examination during the semester in which they intend to graduate. Students complete a take-home written examination based on the program core and their chosen track.
Applicants to the M.A. program in higher education and student affairs must meet the admission requirements of the Graduate College. Admission is based on grade-point average, Graduate Record Examination (GRE) General Test scores, and promise for professional growth. Transcripts, GRE scores, a résumé or curriculum vita, three letters of recommendation, and a personal statement are required. The statement of purpose (one to three pages) should include an indication of track (student affairs or higher education administration and policy), professional goals, whether the applicant plans to enroll full- or part-time, and how the applicant's goals and experiences are consistent with the higher education and student affairs program's mission and values.
Application deadline is December 15 for admission the following fall. Applicants who are recommended for admission are invited to come to campus on spring Campus Visit Day, during which they interview for assistantships. Full-time M.A. students in the student affairs track must be employed at an approved site (usually in an approved graduate assistantship).
The Master of Arts program in schools, culture, and society requires a minimum of 32 s.h. of graduate credit and is offered without thesis. The program develops students' ability to analyze the influence of social, historical, and philosophical factors that frame contemporary issues in education.
M.A. students complete at least 24 s.h. in schools, culture, and society courses in three disciplinary areas: sociology, history, and philosophy. They earn 12 s.h. in one of the disciplinary areas and 6 s.h. in each of the other two areas. The remaining 8 s.h. of course work must be in a concentration area appropriate to the student's career and academic goals.
Students must satisfactorily complete a six-hour comprehensive examination covering the program's three disciplinary areas and the student's concentration area. The examining committee may elect to hold an oral examination after the exam.
Applicants to the M.A. program in schools, culture, and society must meet the admission requirements of the Graduate College. A personal interview with one or more members of the program's faculty is recommended. Undergraduate and/or graduate emphases in education, sociology, and the humanities (philosophy, history, and so forth) provide good background for graduate study of schools, culture, and society, although other emphases also may be useful.
Applicants must submit a personal statement explaining their professional goals, experiences, and research plans; undergraduate and graduate grade-point averages; undergraduate and graduate transcripts; three letters of recommendation; a résumé; and scores on the Graduate Record Exam (GRE) General Test. Application deadline is February 15 for admission the following fall.