Teaching and Learning, MA
This is the first version of the 2026–27 General Catalog. Please check back regularly for changes. The final edition and the historical PDF will be published during the fall semester.
Programs designed to lead to professional licensure are subject to federal regulations regarding informational disclosures. Please see Professional Licensure Disclosures by Program for further information.
Learning Outcomes
Students will:
- demonstrate understanding of and ability to analyze theoretical concepts and research in their field of study;
- express ideas effectively in written and spoken communication;
- connect research to practice and practical questions in their professional context;
- effectively apply their knowledge and skills to their professional context; and
- demonstrate curiosity, inquiry, and critical and data-based decision making.
Graduate education prepares students with advanced knowledge and skills in specialized fields. At the University of Iowa, the Graduate College advocates for student-centered graduate education and supports equitable application of rules and policies across graduate programs.
Academics
University of Iowa graduate credentials are regulated by policies and requirements found in the Graduate College Manual of Rules and Regulations. This includes minimum grade-point average (GPA) requirements for academic standing and degree conferral. The Graduate College sets the minimum requirement. Individual graduate programs may establish higher GPA requirements.
Admissions
Graduate student applicants must meet admission requirements for both the Graduate College and the program to which they have applied. University of Iowa graduate admission requirements are published by the Graduate College and on the Graduate Admissions website.
Financial Support
Graduate students might be eligible for financial support. Several contingencies apply, including degree program and award type, satisfactory progress toward degree, satisfactory completion of all duties related to an appointment, and availability of funding. Graduate students should inquire directly with their program for more information about funding availability. The Graduate Student Employment Standards govern the employment relationship between the University of Iowa and all graduate teaching and research assistants in all matters except wages, which are covered by an existing collective bargaining agreement or the conditions of an applicable federal grant.
The Master of Arts in teaching and learning with an art education subprogram requires a minimum of 38 s.h. of graduate credit with a Graduate College program grade-point average (GPA) of at least 3.00 for graduation.
The program is designed for licensed art teachers who wish to continue their professional development through graduate-level study on the practice, research, and theories of art education. Students in this program complete either a research-based thesis or a project-based scholarly or creative study on a topic related to art education.
The MA in teaching and learning with an art education subprogram requires the following coursework.
| Requirements | Hours |
|---|---|
| Required Courses | 8-9 |
| Art and Art History Courses | 18 |
| Elective Courses | 12 |
Required Courses
Students complete at least 5 s.h. of EDTL:6393 Master's Thesis.
| Course # | Title | Hours |
|---|---|---|
| EDTL:6267 | Seminar: Current Issues in Art Education | 3-4 |
| EDTL:6393 | Master's Thesis | 5 |
Art & Art History Courses
Students complete an additional 18 s.h. of art and art history courses numbered 3000 or above. The courses are divided into art history courses (prefix ARTH) and studio art courses, with 12 s.h. in one area and 6 s.h. in the other. The art and art history courses must be taken on an A–F graded basis and selected in consultation with the student's advisor.
Students select courses from the following course subjects.
| Course Subject | Course Subject Prefix |
|---|---|
| Art education | ARTE |
| Center for the Book | UICB |
| Ceramics | CERM |
| Design | DSGN |
| Drawing | DRAW |
| Intermedia | INTM |
| Metalworking and jewelry | MTLS |
| Museum studies | MUSM |
| Painting | PNTG |
| Papermaking | BKAT |
| Photography | PHTO |
| Printmaking | PRNT |
| Sculpture | SCLP |
| Three-dimensional design | TDSN |
Electives
Students complete 12 s.h. of elective coursework numbered 3000 or above, which must be taken on an A–F graded basis and selected in consultation with the student's advisor. It is recommended that students who want to complete a thesis enroll in a minimum of one research methods course.
Students select elective coursework numbered 3000 or above from the preceding art and art history courses section as well as from the following course subject areas.
| Course Subject | Course Subject Prefix |
|---|---|
| African American studies | AFAM |
| American studies | AMST |
| Anthropology | ANTH |
| Cinema | CINE |
| Digital arts | DIGA |
| Disability studies | DST |
| Educational policy and leadership studies | EPLS |
| English | ENGL |
| Gender, women's, and sexuality studies | GWSS |
| History | HIST |
| Jewish studies | JSTU |
| Latin American studies | LAS |
| Latina/o/x studies | LATS |
| Liberal arts and sciences non-departmental courses | CLAS |
| Library and information science | SLIS |
| Medieval studies | MDVL |
| Native American and Indigenous studies | NAIS |
| Philosophy | PHIL |
| Psychological and quantitative foundations | PSQF |
| Religious studies | RELS |
| Social justice | SJUS |
| Social work | SSW |
| Sociology | SOC |
| Teaching and learning | EDTL |
| Theatre arts | THTR |
Admission
Applicants must meet the admission requirements of the Graduate College. They must have completed the equivalent of the minimum coursework in art required for a University of Iowa BA or BFA in art and must have a license/certificate to teach art.
The Master of Arts in teaching and learning with an English education subprogram requires a minimum of 30 s.h. of graduate credit with a Graduate College program grade-point average (GPA) of at least 3.00 for graduation.
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.
MA 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.
Required Coursework
| Course # | Title | Hours |
|---|---|---|
| EDTL:6315 | MA Seminar: English Education | 3 |
Electives
In consultation with their advisors, students select 27 s.h. in elective coursework. Elective courses should primarily include courses numbered 4000–6999 in teaching and learning (prefix EDTL) or English (prefix ENGL). Students are encouraged to select coursework from the following list.
| Course # | Title | Hours |
|---|---|---|
| EDTL:4171 | Diversity and Exceptionalities in Literacy Instruction | 3 |
| EDTL:4355 | Approaches to Teaching Writing | 3 |
| EDTL:4392 | Voice, Drama, and Debate in the Secondary Schools | 3 |
| EDTL:4393 | Critical Media Studies and Production in Secondary Schools | 3 |
| EDTL:4394 | Secondary Reading Instruction | 3 |
| EDTL:5081 | Facilitating Student-Centered Discussions | 3 |
| EDTL:5087 | Anti-Oppressive Literature Instruction | 3 |
| EDTL:5090 | Diversity and Identity in K-12 Schools | 3 |
| EDTL:5099 | Conducting School-Based Action Research | 3 |
| EDTL:6484 | Bi/Multilingual Literacies | 3 |
| EDTL:6486 | Sociolinguistics in Education | 3 |
| ENGL:6000 | Introduction to Contemporary Theory | 3 |
| ENGL:6050 | Critical Readings in Cultural Studies: Stuart Hall's Legacy and Influences | 3 |
| ENGL:6090 | Topics in Interdisciplinary Studies | 3 |
| ENGL:6800 | Readings in Postcolonial Literature and Theory | 3 |
Students may also choose other electives connected to their area of specialization. These elective courses should be numbered 4000–6999 from the following course subjects: African American studies (prefix AFAM); American studies (prefix AMST); creative nonfiction writing (prefix CNW); educational policy and leadership studies (prefix EPLS); gender, women's, and sexuality studies (prefix GWSS); Latina/o studies (prefix LATS); library and information science (prefix SLIS); linguistics (prefix LING); Native American and Indigenous studies (prefix NAIS); rhetoric (prefix RHET); or theatre arts (prefix THTR). With the approval of the student's advisor, additional elective options include but are not limited to the following list. Elective courses may also include courses from other departments with advisor approval.
| Course # | Title | Hours |
|---|---|---|
| AFAM:5900 | Advanced Readings in African American Studies: Historic and Contemporary Debates | arr. |
| AMST:6050 | Seminar: Topics in American Studies | 3 |
| CNW:6600 | Teaching Nonfiction | 3 |
| CNW:6651 | A History of the Essay | 4 |
| EDTL:4074 | Differentiation at the Secondary Level | 1 |
| EDTL:4098 | Costa Rica YOULEAD: Youth Outdoor University for Leadership, Environment, Self-Awareness Development | 3 |
| EDTL:4410 | Language, Power, and Multilingual Education | 3 |
| EDTL:4934 | Parent-Teacher Communication | 1-3 |
| EDTL:5222 | Creativity, Imagination, Play, and Human Development Through the Arts | 3 |
| EDTL:6840 | Theories and Perspectives in Global Education | 3 |
| EDTL:6841 | Attaining a Global Perspective | 2-3 |
| EPLS:4020 | Being in Civic Dialogues | 3 |
| EPLS:4180 | Human Relations for the Classroom Teacher | 3 |
| EPLS:4250 | Education In Black America | 3 |
| EPLS:5090 | Instructional Coaching for Teaching Excellence | 3 |
| GWSS:4169 | Black Feminist Rhetorics | 3 |
| GWSS:6238 | Gender and Education in Historical Perspective | 3 |
| GWSS:6343 | Feminist Criticism | 3 |
| GWSS:6345 | New Materialisms | 3 |
| LATS:4171 | Community Media | 3 |
| LING:4040 | The Structure of English | 3 |
| LING:6080 | Topics in Second Language Acquisition | 3 |
| NAIS:6620 | Readings in Native American Literatures | 3 |
| SLIS:4150 | Introduction to Book Studies | 3 |
| SLIS:5044 | School Library Media Administration | 3 |
| SLIS:5230 | Resources for Young Adults | 3 |
| SLIS:5600 | Reading Culture: History and Research in Print and Digital Media | 3 |
| SLIS:6040 | Media Production Workshop | 3 |
| THTR:4420 | Dramatic Theory | 3 |
Final Examinations
Final examinations are developed in consultation with a student's advisor. Students ask three faculty members to serve on their committee. Faculty members may include professors outside of the College of Education. One of these faculty members, usually a student's advisor, serves as chair of the committee.
Admission
Applicants must meet the admission requirements of the Graduate College. They should have taken extensive coursework 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 with a mathematics education subprogram requires a minimum of 32 s.h. of graduate credit with a Graduate College program grade-point average (GPA) of at least 3.00 for graduation.
The program provides students with advanced specialization in mathematics and education as a better foundation for K–12 teaching.
The MA in teaching and learning with a mathematics education subprogram requires the following coursework.
| Requirements | Hours |
|---|---|
| Mathematics Education Core Courses | 12 |
| Mathematics Courses | 9 |
| Elective Courses | 11 |
Mathematics Education Core Courses
| Course # | Title | Hours |
|---|---|---|
| All of these: | ||
| EDTL:6570 | Foundation of School STEM Curriculum | 3 |
| EDTL:6757 | Learning in the Science Classroom (must be completed for 3 s.h.) | 3 |
| EDTL:6759 | Advanced Pedagogy | 3 |
| EDTL:7004 | Schooling in the United States | 3 |
Mathematics Courses
Students complete 9 s.h. of mathematics (prefix MATH) courses numbered 4000 or above.
Elective Courses
Students complete 11 s.h. in elective coursework numbered 3000 or above. Students must choose a cognate area for their electives, usually enrolling in three or more courses in the area. Cognates 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 in the following subject areas are chosen in consultation with a faculty member from the cognate area: counselor education (prefix CSED), educational policy and leadership studies (prefix EPLS), mathematics (prefix MATH), psychological and quantitative foundations (prefix PSQF), and teaching and learning (prefix EDTL).
Additional elective coursework beyond the cognate should be selected from teaching and learning (prefix EDTL) or mathematics (prefix MATH) courses numbered 3000 or above, chosen with the approval of the advisor, to complete a total of 32 s.h. of credit.
Recommended courses include the following.
| Course # | Title | Hours |
|---|---|---|
| EDTL:4750 | Assessment in Science, Technology, Engineering, and Mathematics (STEM) | 2 |
| EDTL:4751 | Learning in the Science, Technology, Engineering, and Mathematics (STEM) Classroom | 2 |
| PSQF:6200 | Educational Psychology | 3 |
Final Examination
Students take three two-hour final exams: one in mathematics education, the second in mathematics, and the third in their cognate area.
Admission
Applicants must meet the admission requirements of the Graduate College. Except in unusual cases, they should hold a professional license/certificate to teach school mathematics.
The Master of Arts in teaching and learning without thesis is not currently accepting new applicants.
The Master of Arts in teaching and learning with a multilingual education subprogram is offered both with and without a thesis. The program with thesis is not currently accepting new applicants. The program without thesis requires a minimum of 33 s.h. of graduate credit. Students must earn at least 9 s.h. in courses numbered 5000 or above and maintain a Graduate College program grade-point average of at least 3.00 while enrolled in the program. Candidacy for the master's degree is reevaluated annually.
The program is designed for students who would like to pursue a multilingual education specialization in teaching, including English as a Second Language (ESL) or English as a Foreign Language (EFL), bilingual and dual language education, or world language education, or in a related field (e.g., language laboratory directors, instructional materials designers, evaluation specialists, or assessment developers). It also offers enrichment in multilingual language pedagogical knowledge for practicing teachers. Students may design programs with a special focus.
The MA in teaching and learning with a multilingual education subprogram requires the following coursework.
| Requirements | Hours |
|---|---|
| Multilingual Education Courses | 15 |
| Target Language Courses | 9 |
| Elective Courses | 9 |
Multilingual Education Courses
Students may take other courses to meet this requirement, in consultation with their advisor.
| Course # | Title | Hours |
|---|---|---|
| This course: | ||
| EDTL:6483 | Multilingual Education and Applied Linguistics | 3 |
| At least 12 s.h. from these: | ||
| EDTL:6015 | PhD Seminar: Language, Literacy, and Social Studies Education | 3 |
| EDTL:6400 | Fundamentals of Second Language Assessment | 3 |
| EDTL:6403 | Language Policy and Planning | 3 |
| EDTL:6409 | Cultural Curriculum | 3 |
| EDTL:6480 | Graduate Seminar in Multilingual Education | 3 |
| EDTL:6484 | Bi/Multilingual Literacies | 3 |
| EDTL:6497 | Principles of Course Design for Second Language Instruction | 3 |
| EDTL:7405 | Research Methods in Language, Literacy, and Social Studies Education | 3 |
Target Language Courses
In consultation with their advisor, students select at least 9 s.h. in courses numbered 3000 or above from the following subjects. Students are strongly encouraged to focus on coursework related to language and linguistic study.
| Course Subject | Course Subject Prefix |
|---|---|
| Arabic | ARAB |
| American Sign Language | ASL |
| American Sign Language in English | ASLE |
| Chinese | CHIN |
| French | FREN |
| German | GRMN |
| Italian | ITAL |
| Japanese | JPNS |
| Korean | KORE |
| Latin | CLSL |
| Linguistics | LING |
| Portuguese | PORT |
| Russian | RUSS |
| Spanish | SPAN |
| Swahili | SWAH |
Elective Courses
Students complete at least 9 s.h. in elective coursework chosen in consultation with their advisor. Students select coursework numbered 3000 or above from the College of Education (prefixes CSED, EDTL, EPLS, and PSQF) and coursework listed in the preceding "Target Language Courses" section.
Master's Examination
Students take a written exam during the semester in which they plan to graduate. The exam covers multilingual education and two areas of specialization 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 the multilingual education program area.
Admission
Applicants must meet the admission requirements of the Graduate College and have prior teaching experience. Applicants should submit a statement of purpose explaining their graduate study goals and their commitment to multicultural education. International applicants should satisfy the English proficiency requirements as specified by the Graduate College.
The Master of Arts in teaching and learning with a special education subprogram requires a minimum of 30 s.h. of graduate credit and the Master of Arts in teaching and learning with a subprogram in special education–ABA requires a minimum of 39 s.h. of graduate credit. A Graduate College program grade-point average (GPA) of at least 3.00 for graduation is required for students in both subprograms. A thesis is not required; a final exam is required. Final exam content is determined by the program.
The MA in teaching and learning with a special education subprogram prepares scholars to deliver services to individuals with disabilities. The MA is available with licensure and non-licensure. Contact the Department of Teaching and Learning for specific program requirements.
The MA in teaching and learning with a subprogram in special education is available to individuals interested in becoming a special education teacher or enhancing their current teaching license, including U2G students. Students can prepare to work in elementary and secondary schools with individuals who have behavior disorders and learning disabilities, intellectual disabilities, and/or mild/moderate disabilities. This pathway prepares graduates for positions in public schools, local and state education agencies, clinical settings, and institutions of higher education. Students typically pair the MA with a special education licensure and endorsement program. Course selections align with requirements for a specific licensure and/or endorsement; see the section "Teacher Licensure and Endorsements" for more information.
The MA in teaching and learning with a subprogram in special education–ABA is a non-licensure program available to individuals interested in pursuing certification in applied behavior analysis. This pathway prepares graduates to become board-certified behavior analysts (BCBAs) and to provide services in education, community, or clinical settings. This pathway does not, however, lead to a teaching license to serve as a special education teacher. Certification in behavior analysis is dependent upon completion of national and state certification procedures, which include formal examinations and completion of supervisory fieldwork and are not associated with the program. The MA in teaching and learning with a subprogram in special education–ABA is recognized by Tier 2a by the Association for Behavior Analysis International.
Special Education Subprogram
The MA in teaching and learning with a subprogram in special education requires the following 30 s.h. of graduate coursework. Please note that the student's chosen licensure preparation program and/or added endorsement program may require additional coursework. Additionally, precise combinations of courses from the list below must be taken to satisfy specific license requirements. Students work closely with their advisor to determine which courses they should take based on the student's chosen licensure or endorsement. All courses for the subprogram must be taken on an A–F graded basis except for those completed for student teaching.
| Requirements | Hours |
|---|---|
| Core Courses | 12 |
| Required Courses | 12 |
| Student Teaching | 6 |
Core Courses, Special Education
U2G students may substitute EDTL:4190 Supervised Teaching in the Elementary School: Interactive Phase for 6 s.h. as a replacement for the combination of EDTL:3103 and EDTL:4900.
| Course # | Title | Hours |
|---|---|---|
| All of these: | ||
| EDTL:3103 | Assessment for Instructional Planning and Practice | 3 |
| EDTL:4900 | Foundations of Special Education | 3 |
| EDTL:4950 | Behavioral and Social Interventions | 3 |
| EDTL:5967 | Supervision Strategies in Special Education | 3 |
Required Courses, Special Education
| Course # | Title | Hours |
|---|---|---|
| Both of these: | ||
| EDTL:4980 | Dyslexia and Other Reading Difficulties: Instruction and Assessment | 3 |
| EDTL:6906 | Practicum With Exceptional Persons | 3 |
| One of these: | ||
| EDTL:4984 | Academic Skills for Students With Special Needs | 3 |
| EDTL:5961 | Foundation of Applied Behavior Analysis | 3 |
| One of these: | ||
| EDTL:4975 | Explicit Instruction | 3 |
| EDTL:7953 | Seminar: Single Subject Design Research | 3 |
Student Teaching, Special Education
U2G students may substitute EDTL:4922 Supervised Teaching: Elementary Strategist I (6 s.h.) for this requirement.
| Course # | Title | Hours |
|---|---|---|
| This course: | ||
| EDTL:6909 | Seminar: Graduate Supervised Teaching | 1 |
| One of these: | ||
| EDTL:6907 | Elementary Practicum With Exceptional Persons | 5 |
| EDTL:6908 | Secondary Practicum With Exceptional Persons | 5 |
| EDTL:6950 | Strategist I Student Teaching: Elementary | 5 |
| EDTL:6951 | Strategist I Student Teaching: Secondary | 5 |
| EDTL:6953 | Strategist II Student Teaching: Elementary | 5 |
| EDTL:6954 | Strategist II Student Teaching: Secondary | 5 |
Special Education–ABA Subprogram
The MA in teaching and learning with a subprogram in special education–ABA requires the following 39 s.h. of graduate coursework. Certification and licensure as a behavior analyst require additional fieldwork and assessment outside of the MA program. All courses for the subprogram must be taken on an A–F graded basis except for those completed for student teaching.
| Requirements | Hours |
|---|---|
| Core Courses | 12 |
| Required Courses | 21 |
| Student Teaching | 6 |
Core Courses, Special Education–ABA
| Course # | Title | Hours |
|---|---|---|
| Both of these: | ||
| EDTL:4900 | Foundations of Special Education | 3 |
| EDTL:5967 | Supervision Strategies in Special Education | 3 |
| One of these: | ||
| EDTL:3103 | Assessment for Instructional Planning and Practice | 3 |
| PSQF:6238 | Assessment of Learning Differences | 3 |
| One of these: | ||
| EDTL:4984 | Academic Skills for Students With Special Needs | 3 |
| PSQF:7344 | Academic Interventions | 3 |
Required Courses, Special Education–ABA
| Course # | Title | Hours |
|---|---|---|
| All of these: | ||
| EDTL:4950 | Behavioral and Social Interventions | 3 |
| EDTL:4975 | Explicit Instruction | 3 |
| EDTL:5961 | Foundation of Applied Behavior Analysis | 3 |
| EDTL:5963 | Ethics and Professional Conduct for Behavior Analysts and Psychologists | 3 |
| EDTL:5966 | Advanced Topics in Applied Behavior Analysis | 3 |
| EDTL:5970 | Experimental Analysis of Behavior | 3 |
| EDTL:7953 | Seminar: Single Subject Design Research | 3 |
Student Teaching, Special Education–ABA
Students work closely with their advisor to determine which course they should take.
| Course # | Title | Hours |
|---|---|---|
| This course: | ||
| EDTL:5964 | Behavior Analyst Practicum | 1 |
| One of these: | ||
| EDTL:6907 | Elementary Practicum With Exceptional Persons | 5 |
| EDTL:6908 | Secondary Practicum With Exceptional Persons | 5 |
Teacher Licensure and Endorsements
Special education licensure and endorsement programs of the University of Iowa are approved by the state of Iowa. With this MA program, licensure preparation (preparation for initial licensure as a teacher) and added endorsement (an additional teaching area for licensed teachers) are offered in the following areas of specialization.
- Instructional strategist I (mild/moderate): added endorsements for K–8 or 5–12
- Instructional strategist II (behavioral disorders/learning disabilities): licensure preparation or added endorsement for K–12
- Instructional strategist II (intellectual disabilities): licensure preparation or added endorsement for K–12
- Instructional strategist I and II (all): licensure preparation or added endorsement for K–12
Added endorsement programs for regular education endorsements may also be available.
Contact the Teacher Education Program (TEP) for more information, including TEP admissions, requirements, and program policies.
TEP Academic and Professional Standards
For students who are enrolled for licensure preparation (preparation for initial licensure as a teacher), the state of Iowa teacher preparation standards require that teacher candidates demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn. Because of this, the College of Education and the Teacher Education Program have established academic and professional standards that students must maintain. For graduate-level teacher candidates in special education, these standards include:
- a UI minimum cumulative GPA of 2.75 in graded graduate courses (consistent with the academic standing policy of the Graduate College);
- a minimum TEP major GPA of 2.00 (2.70 for good standing);
- a minimum UI term GPA of 1.50 during fall or spring enrollment;
- a grade of C-minus or higher in TEP major courses; and
- no notices of concern in professional dispositional qualities.
Liberal Arts Core
For students pursuing initial licensure as a teacher, the state of Iowa teacher preparation standards require a core of liberal arts knowledge including but not limited to English composition, mathematics, natural sciences, social sciences, and humanities. Students who have not completed these requirements with their previous coursework will need additional coursework. Bachelor's degree graduates of the College of Education or the College of Liberal Arts and Sciences have met these requirements with the GE CLAS Core if a course in mathematics, statistics, or computer science was selected for the Quantitative and Formal Reasoning requirement. For additional information about these standards, contact the Office of Student Services.
Admission
Applicants must meet the admission requirements of the Graduate College. They must have an undergraduate GPA of at least 3.00 and/or at least 3.00 on a minimum of 12 s.h. of graduate coursework. Applicants seeking initial teacher licensure must have at least 10 hours of documented experience in K–12 schools.
The Master of Arts in teaching and learning with a teaching, leadership, and cultural competency subprogram requires a minimum of 33 s.h. of graduate credit. Students must maintain a UI cumulative grade-point average (GPA) of at least 2.75.
The program is offered completely online and prepares practicing teachers, school-based personnel, and those working with K–12 populations in community settings for the challenges facing U.S. schools and communities in particular.
The MA in teaching and learning with a teaching, leadership, and cultural competency subprogram requires the following coursework.
Required Courses
| Course # | Title | Hours |
|---|---|---|
| All of these: | ||
| EDTL:5090 | Diversity and Identity in K-12 Schools | 3 |
| EDTL:5095 | Issues in U.S. Schools | 3 |
| EDTL:5099 | Conducting School-Based Action Research | 3 |
| EDTL:6483 | Multilingual Education and Applied Linguistics | 3 |
| EPLS:5090 | Instructional Coaching for Teaching Excellence | 3 |
| PSQF:4740 | Issues in K-12 Assessment | 3 |
| PSQF:4750 | Learning Environments: Design, Context, and Activity | 3 |
| One of these: | ||
| EDTL:5085 | Generation Innovation: Technology Integration in 21st-Century K-12 Schools | 3 |
| PSQF:4760 | Participatory Learning and Media: Creating, Remixing, Making, and Education | 3 |
Electives
Students complete 9 s.h. of elective coursework, selected from the following list. Other courses selected in consultation with advisors may count as electives.
Depending on which electives are chosen, students may be able to complete a portion of the requirements for additional endorsements or certificates. Candidates seeking these endorsements and certificates will need to complete additional coursework and should do so in consultation with their advisor.
| Course # | Title | Hours |
|---|---|---|
| EDTL:4066 | Curriculum and Programming for Advanced Learners | 3 |
| EDTL:4067 | Conceptions of Talent Development | 3 |
| EDTL:4070 | Best Practices in Advanced Learning and Talent Development | 3 |
| EDTL:4093 | Teaching and Learning for a Global Perspective | 3 |
| EDTL:4171 | Diversity and Exceptionalities in Literacy Instruction | 3 |
| EDTL:4392 | Voice, Drama, and Debate in the Secondary Schools | 3 |
| EDTL:4393 | Critical Media Studies and Production in Secondary Schools | 3 |
| EDTL:4467 | Methods: ESL and Bilingual Education | 4 |
| EDTL:5081 | Facilitating Student-Centered Discussions | 3 |
| EDTL:5087 | Anti-Oppressive Literature Instruction | 3 |
| EDTL:5091 | LGBTQ Topics in Education | 3 |
| EDTL:5410 | Language, Power, and Multilingual Education | 3 |
| CSED:4137 | Introduction to Educating Advanced Learners | 3 |
| CSED:5300 | Culturally Relevant Social and Emotional Learning | 3 |
| EPLS:6381 | Analysis and Appraisal of Curriculum | 3 |
| PSQF:4121 | Identification of Students for Advanced Programming | 3 |
| PSQF:4134 | Parent-Teacher Communication | 1-3 |
| PSQF:4136 | Home/School/Community Partnerships | 3 |
| PSQF:6205 | Design of Instruction | 3 |
| PSQF:6211 | Universal Design and Accessibility for Online Instruction | 3 |
| PSQF:6216 | Tools and Utilities for Online Teaching | 3 |
Admission
Applicants must meet the admission requirements of the Graduate College. They must have a bachelor's degree, a GPA of at least 3.00 in undergraduate coursework, a teaching license, or relevant significant teaching experience in K–12 education.
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.
Teaching and Learning, MA
- Art Education Subprogram
- Multilingual Education Subprogram
- Teaching, Leadership, and Cultural Competency Subprogram
Art Education Subprogram
This sample plan is currently being reviewed and will be added at a later date.
Multilingual Education Subprogram
This sample plan is currently being reviewed and will be added at a later date.
Teaching, Leadership, and Cultural Competency Subprogram
This sample plan is currently being reviewed and will be added at a later date.
The Master of Arts in teaching and learning with a social studies education subprogram requires 38 s.h. of graduate credit with a program grade-point average (GPA) of at least 3.00 for graduation.
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.
Requirements
Students create a course of study in consultation with their advisor that aligns with their interests related to social studies education and/or their profession. Students distribute the program's required 38 s.h. among three concentration fields in social studies and global education, general education, and history or a social science (or related area).
Social Studies and Global Education
Students complete both of the courses in the following table and an additional elective course, chosen in consultation with the advisor, for a total of 9 s.h. All courses should be numbered 6000 or above.
General Education
Students complete 9 s.h. in this area. All courses should be numbered 3000 or above. All course selections should be approved by the student's advisor.
Recommended courses include the following.
History, Social Science, or Related Area
Students complete 9 s.h. in this area. All courses should be numbered 3000 or above. Recommended courses are selected from (but not limited to) the following course subjects. All course selections should be approved by the student's advisor.
Electives
Students must complete 11 s.h. of additional elective coursework. Courses here can be from the humanities, history, social sciences, and education. Courses from the preceding requirements can be included here as well as other courses that align with the degree. All course selections should be approved by the student's advisor.
Thesis Option
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.
Final Examination
Candidates select one faculty member from each concentration area to serve as a committee member responsible for creating and reviewing a question for the written exam. Committee members are selected in consultation with a candidate's advisor. The required final examination consists of three two-hour written exams, one on each of the three concentration fields.
Admission
Applicants must meet the admission requirements of the Graduate College. They should have a bachelor's degree in education, history, or one of the social sciences from an accredited institution. Typically, applicants are expected to hold a secondary teaching license/certificate.