Teaching and Learning, PhD
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.
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Learning Outcomes
Students will:
- demonstrate understanding and application of research methods and methodological knowledge;
- 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 education; and
- plan, conduct, report on, and disseminate original research.
Students admitted to doctoral programs must complete the program's research requirements.
Required Core Courses
All PhD students in the Department of Teaching and Learning must complete one or both of the following core courses, depending upon program requirements.
| Course # | Title | Hours |
|---|---|---|
| EDTL:7004 | Schooling in the United States | 3 |
| EDTL:7033 | Seminar on Teacher Education | 3 |
Cognate Areas
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.
Multilingual Education
| Course # | Title | Hours |
|---|---|---|
| This course: | ||
| EDTL:6483 | Multilingual Education and Applied Linguistics | 3 |
| Two of these, chosen in consultation with faculty: | ||
| 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 |
Gifted Education
Administrative Strand
| Course # | Title | Hours |
|---|---|---|
| Two of these, chosen in consultation with faculty: | ||
| EPLS:4110 | Administration and Policy in Gifted Education | 2 |
| EPLS:4111 | Evaluation of Advanced Programs | 1 |
| EPLS:4113 | Staff Development for Gifted Programs | 1 |
Programming Strand
| Course # | Title | Hours |
|---|---|---|
| Both of these: | ||
| EDTL:4066 | Curriculum and Programming for Advanced Learners | 3 |
| EDTL:4199 | Program Models in Gifted Education | 3 |
Psychology Strand
| Course # | Title | Hours |
|---|---|---|
| Two of these, chosen in consultation with faculty: | ||
| CSED:4120 | Psychology of Giftedness | 3 |
| CSED:4121 | Identification of Students for Advanced Programming | 3 |
| CSED:4137 | Introduction to Educating Advanced Learners | 3 |
| CSED:5226 | Assessment of Students for Advanced Programming | 3 |
| CSED:5237 | Seminar in Gifted Education | 3 |
Language, Literacy, and Social Studies Education
| Course # | Title | Hours |
|---|---|---|
| Both of these: | ||
| EDTL:7008 | Seminar: Research and Current Issues (topic chosen in consultation with advisor) | arr. |
| EDTL:7015 | PhD Seminar in Language, Literacy, and Culture (topic chosen in consultation with advisor) | arr. |
Mathematics Education
| Course # | Title | Hours |
|---|---|---|
| Both of these: | ||
| EDTL:6536 | Teaching of Geometry | 2-3 |
| EDTL:7535 | Seminar: Research in Mathematics Education | arr. |
Science Education
| Course # | Title | Hours |
|---|---|---|
| Both of these: | ||
| EDTL:6757 | Learning in the Science Classroom | 2-3 |
| EDTL:6759 | Advanced Pedagogy | 3 |
Special Education
| Course # | Title | Hours |
|---|---|---|
| All of these: | ||
| EDTL:7945 | Current Issues and Trends in Learning Disabilities | 3 |
| EDTL:7948 | Contemporary Research in Behavioral Disorders | 3 |
| EDTL:7953 | Seminar: Single Subject Design Research | 3 |
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 Doctor of Philosophy in teaching and learning with a language, literacy, and social studies education subprogram requires a minimum of 73 s.h. of graduate credit. All students must maintain a Graduate College program grade-point average (GPA) of at least 3.00. Students may be able to use some coursework completed for their master's degree toward the PhD; most courses for the PhD should be numbered 5000 or above.
This interdisciplinary program brings together scholarly traditions and contemporary theory in multilingual education and applied linguistics, literacy and cultural studies, and social studies education. The program provides students with the necessary content area knowledge and research skills for independent research, program administration, and varied leadership positions in language, literacy, and social studies education. In consultation with their advisor, students create a program of study that fits their interests and professional aspirations.
The PhD in teaching and learning with a language, literacy, and social studies education subprogram requires the following coursework taken on an A–F graded basis.
Required Courses
| Course # | Title | Hours |
|---|---|---|
| This course: | ||
| EDTL:6015 | PhD Seminar: Language, Literacy, and Social Studies Education | 3 |
| One of these: | ||
| EDTL:7004 | Schooling in the United States | 3 |
| EDTL:7033 | Seminar on Teacher Education | 3 |
Disciplinary and Interdisciplinary Foundations
Students choose a disciplinary area in literacy education, multilingual education, or social studies education for their three foundational courses (9 s.h.). They then select one or both of the other areas for their interdisciplinary foundation coursework (6 s.h.).
Students select teaching and learning courses (prefix EDTL) numbered 6000 or above. Recommended courses in each area of concentration are listed in the following course tables. Other courses may be substituted with advisor and program approval.
| Course # | Title | Hours |
|---|---|---|
| Courses in a chosen area of concentration | 9 | |
| Courses in other disciplinary area(s) | 6 | |
Literacy Education Area
| Course # | Title | Hours |
|---|---|---|
| EDTL:7015 | PhD Seminar in Language, Literacy, and Culture (can be taken multiple times with different specialized topics.) | arr. |
Multilingual Education Area
| Course # | Title | Hours |
|---|---|---|
| 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:6483 | Multilingual Education and Applied Linguistics | 3 |
| EDTL:6484 | Bi/Multilingual Literacies | 3 |
| EDTL:6486 | Sociolinguistics in Education | 3 |
| EDTL:6497 | Principles of Course Design for Second Language Instruction | 3 |
Social Studies Area
| Course # | Title | Hours |
|---|---|---|
| EDTL:6833 | History and Foundations of Social Studies Education | 3 |
| EDTL:6840 | Theories and Perspectives in Global Education | 3 |
| EDTL:6841 | Attaining a Global Perspective | 2-3 |
Research Methods
| Course # | Title | Hours |
|---|---|---|
| All of these: | ||
| EDTL:7070 | Qualitative Research Methods in Teaching and Learning | 3 |
| EDTL:7405 | Research Methods in Language, Literacy, and Social Studies Education | 3 |
| PSQF:6243 | Intermediate Statistical Methods | 3 |
| And: | ||
| Two additional advanced research methods courses in quantitative, qualitative, or mixed methods in consultation with their advisor | 6 | |
Electives
Students select 27 s.h. of elective coursework numbered 5000 or above in consultation with their advisor. Courses may be taken in any department and can be partially or completely unified as a cognate area of study.
Recommended subject areas for elective coursework include the following four departments in the College of Education: counselor education (prefix CSED), educational policy and leadership studies (prefix EPLS), psychological and quantitative foundations (prefix PSQF), or teaching and learning (prefix EDTL). Elective courses can also be selected from the following subject areas: African American studies (prefix AFAM); American studies (prefix AMST); anthropology (prefix ANTH); Asian languages and literatures (prefix ASIA); Chinese (prefix CHIN); communication studies (prefix COMM); English (prefix ENGL); French (prefix FREN); gender, women's, and sexuality studies (prefix GWSS); Graduate College (prefix GRAD); history (prefix HIST); Japanese (prefix JPNS); library and information science (prefix SLIS); linguistics (prefix LING); philosophy (prefix PHIL); political science (prefix POLI); psychology (prefix PSY); religious studies (prefix RELS); Spanish (prefix SPAN); statistics (prefix STAT); and translation (prefix TRNS). Electives can be chosen from other departments with advisor approval.
Comprehensive Examination
Upon completion of their coursework, students take their comprehensive exam. This is an opportunity for students to show a comprehensive understanding of the scholarship in the field. Successful completion of the exam identifies candidates who are ready for dissertation work.
Dissertation
After students pass their comprehensive exam, they consult with their advisor to choose a dissertation committee with at least four faculty members who approve the dissertation proposal. After a successful defense of their dissertation, students conduct dissertation research in the following course.
| Course # | Title | Hours |
|---|---|---|
| EDTL:7493 | PhD Thesis | 10 |
Admission
Applicants must meet the admission requirements of the Graduate College. They must have earned a bachelor's degree with an undergraduate GPA of at least 3.00 on a 4.00 scale and earned a master's degree or completed significant graduate coursework. It is recommended that applicants have at least two years of teaching experience in a related field within or outside of the United States.
The Doctor of Philosophy in teaching and learning with a mathematics education subprogram requires a minimum of 72 s.h. of graduate credit. Students must maintain a Graduate College program grade-point average (GPA) of at least 3.00 or higher in all graduate work in mathematics, all University of Iowa graduate work in mathematics, all graduate work, and all University of Iowa graduate work. Students must update graduate coursework completed more than 10 years before admission to the program.
The program prepares students to understand and improve the teaching and learning of mathematics and prepares future researchers and educators to be innovators within the field of mathematics education. Students enrolled in the program apply their learning through research and teaching experiences. Students graduating from the doctoral program seek positions as university research faculty, teacher educators, curriculum developers, and K–12 teacher leaders.
The PhD program in teaching and learning with a mathematics education subprogram requires the following coursework.
Core Courses
| Course # | Title | Hours |
|---|---|---|
| All of these for a total of 21 s.h.: | ||
| EDTL:6570 | Foundation of School STEM Curriculum | 3 |
| EDTL:6757 | Learning in the Science Classroom | 3 |
| EDTL:6759 | Advanced Pedagogy | 3 |
| EDTL:7535 | Seminar: Research in Mathematics Education (taken three times for 1 s.h. each) | 3 |
| And: | ||
| Three additional courses numbered 5000 or above in teaching and learning (prefix EDTL), as approved by advisor. | 9 | |
Math Content Courses
Students complete at least 12 s.h. of coursework numbered 4000 or above, as approved by the advisor, in one of the following course subjects: computer science (prefix CS), mathematics (prefix MATH), or statistics (prefix STAT).
General Education Courses
| Course # | Title | Hours |
|---|---|---|
| All of these: | ||
| EDTL:7004 | Schooling in the United States | 3 |
| EDTL:7033 | Seminar on Teacher Education | 3 |
| PSQF:6200 | Educational Psychology | 3 |
Research Courses
Students complete at least 15 s.h. in qualitative and quantitative coursework, with at least 9 s.h. from one area (qualitative or quantitative) and at least 6 s.h. from the other. Students must complete the two courses in the following table plus three additional research methods courses numbered 6000 or above selected from counselor education (prefix CSED), educational policy and leadership studies (prefix EPLS), psychological and quantitative foundations (prefix PSQF), and teaching and learning (prefix EDTL). Research courses are selected in consultation with the advisor.
| Course # | Title | Hours |
|---|---|---|
| Both of these: | ||
| EDTL:7070 | Qualitative Research Methods in Teaching and Learning | 3 |
| PSQF:6243 | Intermediate Statistical Methods | 3 |
Cognate Area
Students complete 9 s.h. in cognate area courses numbered 5000 or above that are selected with a faculty member. Students should pick from courses in counselor education (prefix CSED), educational policy and leadership studies (prefix EPLS), psychological and quantitative foundations (prefix PSQF), or teaching and learning (prefix EDTL) in areas like multilingual education, special education, higher education, educational policy (leadership), counseling education (psychology), or gifted education.
Comprehensive Examination
Upon course completion, students concentrate on a total of three comprehensive examinations in the areas of mathematics education, research methods, and their choice of cognate area; an oral examination follows the written examinations.
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.
Dissertation
Candidates complete a dissertation on a research problem in mathematics education. A prospectus of the proposed research must be presented to the dissertation committee before candidates undertake the study. Upon completion of the dissertation, candidates defend the dissertation in an oral examination. Students must earn dissertation credit in the following course.
| Course # | Title | Hours |
|---|---|---|
| EDTL:7493 | PhD Thesis | 6 |
Admission
Applicants must meet the admission requirements of the Graduate College. They must have an undergraduate major in education or mathematics; master's degree in mathematics, mathematics education, or education; at least a 3.00 grade-point average (GPA); and, except in unusual circumstances, a current teaching license/certificate and at least two years of teaching experience. A faculty review committee makes admission decisions.
The Doctor of Philosophy in teaching and learning with a science education subprogram requires a minimum of 85 s.h. of graduate credit. Students must maintain a Graduate College program grade-point average (GPA) of at least 3.00.
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 PhD in teaching and learning with a science education subprogram requires the following coursework.
Required Courses
Students in science education complete a minimum of 15 s.h. in qualitative and quantitative coursework, with at least 9 s.h. from one area (qualitative or quantitative) and at least 6 s.h. from the other. Students select from courses listed under PhD Research Requirements on the college's Graduate Student Resources website. Course selections must be consistent with other requirements for the degree.
Core Courses
All doctoral students in science education complete one or both of the following core courses. Students may not substitute other courses for these.
| Course # | Title | Hours |
|---|---|---|
| EDTL:7004 | Schooling in the United States | 3 |
| EDTL:7033 | Seminar on Teacher Education | 3 |
In addition, all doctoral students in the Department of Teaching and Learning complete an approved cognate area; see "Cognate Areas" under PhD Required Research Courses in this section of the catalog.
Science Education
| Course # | Title | Hours |
|---|---|---|
| All of these (15 s.h.): | ||
| EDTL:6757 | Learning in the Science Classroom | 3 |
| EDTL:6758 | Writing in the Science Classroom | 3 |
| EDTL:6759 | Advanced Pedagogy | 3 |
| Graduate-level science education courses chosen in consultation with advisor | 6 | |
Education
| Course # | Title | Hours |
|---|---|---|
| Three courses chosen in consultation with advisor | 9 | |
Research in Science Education
| Course # | Title | Hours |
|---|---|---|
| Both of these (21 s.h.): | ||
| EDTL:7750 | Seminar: Science Education (taken three times for 1 s.h. each) | 3 |
| EDTL:7755 | Independent Study in Science Education Research (taken six times for 3 s.h. each) | 18 |
Science Area
Students complete a family of courses (total of 12 s.h.) in a major science area.
Comprehensive Examination
Students take three written comprehensive examinations, one in science education and two in other fields of education or science; an oral examination follows the written examinations.
Dissertation
| Course # | Title | Hours |
|---|---|---|
| This course: | ||
| EDTL:7493 | PhD Thesis | 10 |
Admission
Applicants 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; and have a cumulative GPA of at least 3.00 on undergraduate and graduate work.
The Doctor of Philosophy in teaching and learning with a special education subprogram requires a minimum of 90 s.h. of graduate credit. Students must maintain a Graduate College program grade-point average (GPA) of at least 3.00.
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 PhD curriculum includes an emphasis on research skills, all facets of special education, an approved cognate area, and at least one specialization area.
Quantitative Research Requirements
| Course # | Title | Hours |
|---|---|---|
| Both of these: | ||
| PSQF:4143 | Introduction to Statistical Methods | 3 |
| PSQF:6243 | Intermediate Statistical Methods | 3 |
| Two of these: | ||
| EPLS:6206 | Research Process and Design | 3 |
| PSQF:6220 | Quantitative Educational Research Methodologies | 3 |
| PSQF:6244 | Correlation and Regression | 4 |
| PSQF:6246 | Design of Experiments | 3 |
| PSQF:6247 | Nonparametric Statistical Methods | 3 |
| PSQF:6249 | Factor Analysis and Structural Equation Models | 3 |
| PSQF:6252 | Introduction to Multivariate Statistical Methods | 3 |
Qualitative Research Requirements
| Course # | Title | Hours |
|---|---|---|
| This course: | ||
| EDTL:7953 | Seminar: Single Subject Design Research | 3 |
| One of these: | ||
| EDTL:7410 | Mixed Methods Research | 3 |
| CSED:7338 | Essentials of Qualitative Inquiry | 3 |
| EPLS:7373 | Qualitative Research Design and Methods | 3 |
| PSQF:7331 | Qualitative Educational Research Methods | arr. |
Core Course
| Course # | Title | Hours |
|---|---|---|
| One of these: | ||
| EDTL:7004 | Schooling in the United States | 3 |
| EDTL:7033 | Seminar on Teacher Education | 3 |
Proseminar Courses
| Course # | Title | Hours |
|---|---|---|
| Both of these: | ||
| EDTL:7943 | Proseminar: Issues, Trends, and Research in Special Education | 3 |
| EDTL:7944 | Proseminar: Issues, Trends, and Research in Special Education II | 3 |
Seminar Requirements
| Course # | Title | Hours |
|---|---|---|
| Both of these: | ||
| EDTL:7945 | Current Issues and Trends in Learning Disabilities | 3 |
| EDTL:7948 | Contemporary Research in Behavioral Disorders | 3 |
Practicum Requirement
| Course # | Title | Hours |
|---|---|---|
| This course: | ||
| EDTL:7380 | Practicum in College Teaching (taken twice for 3 s.h. each) | 6 |
Cognate
Students complete a cognate or specialty area for at least 9 s.h. in consultation with their advisor.
Competencies
Students work with their advisor to ensure they meet the core competencies of the degree by: completing the University of Iowa Institutional Review Board training; submitting a paper for publication; completing two conference presentations; and completing two service activities.
Comprehensive Examination
The comprehensive exam comprises the submission of a major area paper during the student's third year of enrollment in the program.
Dissertation
Students complete a doctoral dissertation for at least 10 s.h.
| Course # | Title | Hours |
|---|---|---|
| This course: | ||
| EDTL:7493 | PhD Thesis | 10 |
Admission
Applicants must meet the admission requirements of the Graduate College. They must have a master's degree or equivalent in special education; those without an MA thesis must have completed an equivalent project. Applicants should have a graduate GPA of at least 3.50. Applicants should have at least one year of full-time teaching experience with exceptional children; several years are preferred.
Final admission decisions are made by the special education graduate admissions committee.
Sample Plan 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, PhD
Special Education Subprogram
This sample plan is currently being reviewed and will be added at a later date.