The Master of Arts in teaching and learning (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.
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 EDTL:6267 Seminar: Current Issues in Art Education; and a total of 12 s.h. in additional course work, specified after a student begins the program.
M.A. students also must complete a studio thesis or a written thesis.
Applicants to the M.A. in teaching and learning (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 digital 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.
The Master of Arts in teaching and learning (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 a student for certification as a reading specialist.
The M.A. in teaching and learning (developmental reading) requires the following work.
|All of these:|
|EDTL:4171||Literacy Learning and Teaching III||3|
|EDTL:4394||Methods: Secondary Reading||2-3|
|EDTL:6164||Early Literacy Development and Instruction||2-3|
|EDTL:6165||Reading and Writing Across Intermediate Grades||3|
|EDTL:6171||Advanced Reading Clinic Techniques||2-3|
|EDTL:6172||Advanced Reading Clinic Practicum||2-3|
|EDTL:7008||Seminar: Research and Current Issues (Reading)||3|
|One of these:|
|PSQF:4130||Early Adolescent Development||3|
|PSQF:4133||The Adolescent and Young Adult||3|
Students who have completed educational psychology and/or human growth and development course work relating only to grades K-8 should choose PSQF:4130 Early Adolescent Development, PSQF:4133 The Adolescent and Young Adult, or PSQF:6200 Educational Psychology from the list above. Those who have completed work relating only to grades 5-12 should choose PSQF:4106 Child Development or PSQF:6200 Educational Psychology.
|One of these:|
|EDTL:3938||Assessment of Learning Problems||3|
|PSQF:4150||Introduction to Educational Measurement||3-4|
|An approved literacy assessment course|
|EDTL:6167||Inquiry-Based Curriculum Development in Early Childhood and Elementary Classrooms||3|
|One of these:|
|EPLS:6383||Supervision and Evaluation||3|
|EDTL:7165||Reading Clinic: Supervision||arr.|
A thesis is required for the thesis option.
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.
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 a student's advisor and committee, a comprehensive project may be substituted for the written examination in one or both areas.
Applicants to the M.A. in teaching and learning (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.
The Master of Arts in teaching and learning (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 EDTL:6315 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), or they may choose to write a thesis.
Students must maintain a g.p.a. of at least 3.00 while enrolled in the program.
Applicants to the M.A. in teaching and learning (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.
The Master of Arts in teaching and learning (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.
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 5000 or above.
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. in teaching and learning (foreign language and ESL education) requires the following work, including these suggested courses.
|All of these:|
|EDTL:6400||Fundamentals of Second Language Assessment||3|
|EDTL:6483||Second Language Classroom Learning||3|
|EDTL:6497||Principles of Course Design for Second Language Instruction||3|
|At least 6 s.h. from these:|
|EDTL:6402||Second Language Program Management||3|
|EDTL:6403||Language Policy and Planning||3|
|EDTL:6480||Issues in Foreign Language Education||3|
|EDTL:6484||Reading in a Second Language||3|
|In consultation with their advisor, students select at least 9 s.h. of graduate language courses in their area of interest.|
|Students complete at least 9 s.h. of course work chosen in consultation with their advisor.|
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 a 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 the advisor discuss and formalize the exam's content and process eight months before the exam.
Applicants to the M.A. in teaching and learning (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 81 (Internet-based) on the Test of English as a Foreign Language (TOEFL) with a speaking score of 26 and a writing score of 25.
The Master of Arts in teaching and learning (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.
M.A. students take a minimum of 9 s.h. of course work in mathematics approved by their advisor. They also take a minimum of four courses in mathematics education, which must include EDTL:5535 Current Issues in Mathematics Education and three courses chosen in consultation with their 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 their cognate area.
Students also complete a sufficient number of electives in mathematics and education, chosen with the approval of their advisor, to complete 32 s.h. of credit.
Students take three two-hour comprehensive exams: one in mathematics education, the second in mathematics, and the third in their cognate area.
Applicants to the M.A. in teaching and learning (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 300 on the verbal and quantitative sections of the Graduate Record Exam (GRE) General Test is preferred.
Special education programs are offered in K-8 and 5-12 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.
The Master of Arts in teaching and learning (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.
Applicants to the M.A. in teaching and learning (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 300 on the Graduate Record Exam (GRE) General Test is preferred. Applicants whose first language is not English must score at least 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 Exam (GRE) General 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.
The Master of Arts in teaching and learning (teaching, leadership, and cultural competency) requires a minimum of 33 s.h. of graduate credit. The program is offered completely online. The program addresses identified needs within the profession: English Language Learner (ELL) instruction, cultural competency in the classroom, evidenced-based frameworks for technology integration, educational leadership, and teacher leader/instructional coaching best practices.
Students take a 24 s.h. core, including courses in instructional leadership, cultural competency and diversity, assessment, technology, and curriculum; and 9-12 s.h. of specialized course work. The course work that students take count toward Iowa teacher licensure renewal units.
The M.A. program in teaching, leadership, and cultural competency requires the following work.
|EPLS:6201||Foundations of School Administration||3|
|EPLS:6285||School and Community Relationships||3|
|EPLS:6383||Supervision and Evaluation||3|
|EDTL:6483||Second Language Classroom Learning||3|
|PSQF:6204||Foundations of the Learning Sciences||3|
|PSQF:6257||Educational Measurement and Evaluation||3|
|A course on advanced instructional technology for K-12 schools (consult advisor)||3|
|A course on cultural competency/diversity and the K-12 experience (consult advisor)||3|
|Specialization courses (consult advisor)||9-12|
Applicants to the M.A. in teaching and learning (teaching, leadership, and cultural competency) must meet the admission requirements of the Graduate College. They must have a bachelor's degree, a g.p.a. of at least 3.00 in undergraduate course work, and a valid United States teaching license in K-12 education. Applicants should supply two letters of recommendation from individuals familiar with their work in schools or in an educational program. International applicants whose first language is not English must score at least 81 (Internet-based) on the Test of English as a Foreign Language (TOEFL).