Educational Policy and Leadership Studies, M.A.

Learning Outcomes

Specialized Content Knowledge

The M.A. will support students in acquiring and displaying a mastery of content knowledge suitable to their professional specialization (schools, culture, and society; educational leadership; or higher education and student affairs). This content knowledge aligns with and extends the stated external professional society standards for earning a master’s degree in each field.

Critical Thinking and Analytical Writing

Students will acquire capacities for theoretical and evidentiary based analysis to critique and synthesize disparate and interdisciplinary perspectives within their specialization.

Impact and Practical Application

Students will acquire professional experiences through supervised experiential learning and practice through internships, practica, capstone, or other applied coursework.

Empirical Skills

Students will develop skills for conducting assessment, evaluation, and research appropriate to the master’s level.

Leadership and Collaboration

Students will be able to analyze, articulate, and respond to complex problems using theory, evidence, and cooperation with individuals, communities, and organizations affected by the issues. Students will be able to analyze, articulate, and respond to complex problems using theory, evidence, and cooperation with those affected by the issues.

Ethical, Inclusive, and Equitable Practice

Students will gain skills in identifying and responding to educational inequities at the individual, organizational, and institutional level. Specifically, students will apply their skills to advance student learning and development, inclusion, and facilitate organizational change and reform.

The Master of Arts program in educational policy and leadership studies with an educational leadership subprogram requires a minimum of 36 s.h. of graduate credit. Students must earn a cumulative grade-point average of at least 3.00 in major coursework.

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 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.

Core Requirements

Clinical Courses

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 complete the core requirements listed above and the following required clinical courses.

Electives

Students earning an M.A. without principal licensure are not required to complete the clinical courses. Instead, they complete the core requirements listed above and a series of electives (12 s.h.) approved by their advisors. For more detailed information, see the Educational Leadership website.

Comprehensive Examination

Students in the M.A. program with licensure or the M.A. program without licensure are required to take comprehensive examinations at the end of their program of study. The comprehensive examination is in the format of a mock interview for a building principal or similar leadership position. The faculty provides candidates with a scenario on which they are expected to prepare a presentation to the educational leadership faculty who acts as the hiring team. The presentation is followed by questioning and feedback. Students must be registered in the Graduate College during their comprehensive examination semester if they plan to graduate at the end of the semester.

Admission

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, and a statement of purpose from candidates focused on leadership, time management, social justice, and meeting the needs of all students. The review team also considers additional evidence of academic ability and professional promise.

Applicants whose first language is not English must submit official test scores to verify English proficiency. Applicants can verify English proficiency by submitting official test scores from the Test of English as a Foreign Language (TOEFL) or the International English Language Testing System (IELTS). For specific score requirements, see the Manual of Rules and Regulations on the Graduate College website.

The Master of Arts program in educational policy and leadership studies with a higher education and student affairs subprogram requires a minimum of 40 s.h. of graduate credit. Students must earn a UI cumulative grade-point average of at least 2.75 to be eligible for degree conferral.

The program prepares individuals for careers in higher education, including academic administration, policy analysis, first-year programs, student activities and leadership, enrollment management, program evaluation, multicultural affairs, academic and career advising, residence life, and international student services.

The higher education and student affairs program curriculum consists of coursework in postsecondary administration, college students and their environments, college student development, 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.

The curriculum includes the higher education and student affairs core, supervised practice, and integrative experiences. Elective coursework is subject to advisor approval. An internship at an approved site is required for full admission to the program.

The M.A. in educational policy and leadership studies with a higher education and student affairs subprogram requires the following work.

Requirements

Common Core

Integrative Experiences

Electives

Students choose elective coursework in consultation with their advisor. (EPLS, EDTL, CSED, and PSQF courses numbered 3000 and above can be taken with advisor approval)  .

Courses from other departments also may be approved; students should consult their advisor.

Admission

Applicants must meet the admission requirements of the Graduate College. Admission is based on grade-point average and promise for professional growth. Transcripts, a résumé or curriculum vita, three letters of recommendation, and a personal statement are required. The Graduate Record Examination (GRE) General Test is optional. The statement of purpose (one to three pages) should include professional goals, whether the applicant plans to enroll full time 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.

Applicants whose first language is not English must submit official test scores to verify English proficiency. Applicants can verify English proficiency by submitting official test scores from the Test of English as a Foreign Language (TOEFL) or the International English Language Testing System (IELTS). For specific score requirements, see the Manual of Rules and Regulations on the Graduate College website.

Application deadline is Dec. 15 for admission the following fall. Applicants who are recommended for admission are invited to come to campus for spring Campus Visit Days, during which they interview for internships. Full-time students must be employed at an approved site (usually in an approved internship).

The department is not admitting students to the schools, culture, and society subprogram at this time.

The Master of Arts program in educational policy and leadership studies with a schools, culture, and society subprogram requires a minimum of 32 s.h. of graduate credit and is offered without thesis, although a thesis option is available. Students must earn a cumulative grade-point average of at least 3.00 in major coursework.

The program develops students' ability to analyze the influence of social and historical factors that frame contemporary issues in education. Students complete at least 21 s.h. in schools, culture, and society courses in two disciplinary areas: sociology and history. They earn 12 s.h. in one of the disciplinary areas and 9 s.h. in the other area. The remaining 11 s.h. of coursework must be in a concentration area outside the schools, culture, and society disciplinary areas appropriate to the student's career and academic goals.

Students must satisfactorily complete a six-hour comprehensive examination covering their disciplinary concentration area and other two areas of study. Alternately, students may choose to write a thesis. The examining committee may elect to hold an oral examination after the exam.

Admission

Applicants 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 (however, the GRE requirement has been suspended for the 2023-24 admissions cycle). Application deadline is Feb. 15 for admission the following fall.

Applicants whose first language is not English must submit official test scores to verify English proficiency. Applicants can verify English proficiency by submitting official test scores from the Test of English as a Foreign Language (TOEFL) or the International English Language Testing System (IELTS). For specific score requirements, see the Manual of Rules and Regulations on the Graduate College website.

Sample Plans of Study

Sample plans represent one way to complete a program of study. Actual course selection and sequence will vary and should be discussed with an academic advisor. For additional sample plans, see MyUI.

Educational Policy and Leadership Studies, M.A.

• Educational Leadership Subprogram
• Higher Education and Student Affairs Subprogram

Educational Leadership Subprogram

a

Students must complete specific requirements in the University of Iowa Graduate College after program admission. Refer to the Graduate College website and the Manual of Rules and Regulations for more information.

b

Up to 12 s.h. required by the end of year two; work with academic advisor to select electives.

c

Two-part written comprehensive exam taken in the final semester.

Higher Education and Student Affairs Subprogram

a

Students must complete specific requirements in the University of Iowa Graduate College after program admission. Refer to the Graduate College website and the Manual of Rules and Regulations for more information.

b

Required once; students enroll in this course a maximum of 3 times. Students with appropriate experience, with faculty approval, may waive this requirement.

c

See catalog for list of approved electives; courses outside the program require faculty advisor approval.