Master of Arts in Education (MAEd)
College of Health and Human Services
This degree is designed to prepare students to: effectively use researched instructional strategies; conduct, interpret and evaluate assessments; acquire and apply the skills needed to become reflective practitioners and teacher leaders; formulate and evaluate research; and analyze research results and communicate the results in written and oral presentations.
Master of Arts in Education Program Core: 9 semester hours + Research Options
A three-course core provides a vibrant shared experience for all Master of Arts in Education students. These courses focus on developing the broader perspectives needed for leadership in the profession. Understanding legal and policy issues, building leadership skills, examining cultural and ethical implications, and applying the tools of research are but a few of the outcomes targeted by the program’s core experiences. All Master’s students will complete either an independent Action Research Project or an Education Research Project and will present the project to the University community in a poster session.
Required Core Courses:
| Code | Title | Credits |
|---|---|---|
| ED-600 | Educational Research | 3 |
| Research Options | 6 | |
| Action Research Project | ||
And | ||
| Education Thesis | ||
Or | ||
| Education Research Project | ||
And | ||
| Comprehensive Examination | ||
| Total Credits | 9 | |
Emphasis in Special Education
The Master of Arts in Education with emphasis in Special Education program is designed to prepare teachers to provide appropriate levels of instruction to students with disabilities at the elementary and secondary levels. Four options are available under this program:
- Instructional Strategist I K-8 endorsement
- Instructional Strategist I 5-12 endorsement
- Instructional Strategist II K-12 Behavior Disorders/Learning Disabilities endorsement
- Instructional Strategist II K-12 Intellectual Disabilities endorsement
The goal of this degree is to provide teachers with updated research, legal procedures, knowledge, and best practices to be successful with students who struggle to learn and/or behave appropriately in general and special classroom settings.
Required courses (all options):
| Code | Title | Credits |
|---|---|---|
| Program Core | 9 | |
| Required Courses | 12 | |
| Special Education Law, Collaboration, and Consultation | ||
| Assessment in Special Education | ||
| Behavior Interventions | ||
| Research: Special Education | ||
| Total Credits | 21 | |
Instructional Strategist I K-8: 38 semester hours
| Code | Title | Credits |
|---|---|---|
| Program Core | 9 | |
| Required Courses | 12 | |
| ED-514 | Family and Community Relations | 3 |
| ED-530 | Diagnostic Reading | 3 |
| ED-535 | Prescriptive Reading | 3 |
| ED-570 | Methods: Instructional Strategist I (K-8) | 3 |
| ED-650 | Student Teaching: Instructional Strategist I (K-8) | 3 |
| ED-695 | Practicum: Elementary Instructional Strategist I, K-8 | 2 |
| Total Credits | 38 | |
Instructional Strategist I 5-12: 38 semester hours
| Code | Title | Credits |
|---|---|---|
| Program Core | 9 | |
| Required Courses | 12 | |
| ED-525 | Content Area Reading and Writing | 3 |
| ED-535 | Prescriptive Reading | 3 |
| ED-575 | Methods: Instructional Strategist I (5-12) | 3 |
| ED-580 | Transitions and Career Planning | 3 |
| ED-651 | Student Teaching: Instructional Strategist I (5-12) | 3 |
| ED-697 | Practicum: Secondary Instructional Strategist I, 5-12 | 2 |
| Total Credits | 38 | |
Instructional Strategist II K-12 BD/LD: 38 semester hours
| Code | Title | Credits |
|---|---|---|
| Program Core | 9 | |
| Required Courses | 12 | |
| ED-530 | Diagnostic Reading | 3 |
| ED-535 | Prescriptive Reading | 3 |
| ED-580 | Transitions and Career Planning | 3 |
| ED-585 | Methods: Instructional Strategist II, (K-12) BD/LD | 3 |
| ED-652 | Student Teaching: Instructional Strategist II (K-8) BD/LD | 3 |
| or ED-653 | Student Teaching: Instructional Strategist II (5-12) BD/LD | |
| ED-654 | Practicum: Instructional Strategist II, K-8, BD/LD | 2 |
| or ED-655 | Practicum: Instructional Strategist II, 5-12, BD/LD | |
| Total Credits | 38 | |
Instructional Strategist II K-12 ID: 38 semester hours
| Code | Title | Credits |
|---|---|---|
| Program Core | 9 | |
| Required Courses | 12 | |
| ED-535 | Prescriptive Reading | 3 |
| ED-576 | Trends and Strategies in Autism | 3 |
| ED-580 | Transitions and Career Planning | 3 |
| ED-586 | Instructional Strategist II, (K-12, ID) | 3 |
| ED-656 | Student Teaching: Instructional Strategist II (K-8) ID | 3 |
| or ED-657 | Student Teaching: Instructional Strategist II (5-12) ID | |
| ED-658 | Practicum: Instructional Strategist II, K-8, ID | 2 |
| or ED-659 | Practicum: Instructional Strategist II, 5-12, ID | |
| Total Credits | 38 | |
Emphasis in Reading
The Master of Arts in Education with emphasis in Reading program is designed to prepare teachers for K-8 or 5-12 reading instruction. Students pursuing this degree will also be eligible for the K-8 and/or 5-12 reading endorsement from the State of Iowa upon completion of the program. Students may take this emphasis with or without an endorsement option.
The goal of the program is to prepare teachers as reading strategists who have a dynamic understanding of the reading process and who take with them a variety of resources for enhancing literacy for K-8 and 5-12 learners that go beyond the undergraduate experience. Candidates will add to their existing knowledge base by engaging in an in-depth analysis of current research as well as their own individual research. Three options are available under this program:
Reading (K-8) Endorsement: 34.5 hours
| Code | Title | Credits |
|---|---|---|
| Program Core | 9 | |
| ED-510 | Foundations of Reading | 3 |
| ED-515 | Children's Literature: Enhancing Instruction | 3 |
| ED-520 | Language, Literacy, and Culture | 3 |
| ED-525 | Content Area Reading and Writing | 3 |
| ED-530 | Diagnostic Reading | 3 |
| or ED-630 | Advanced Diagnostic Assessment Of Reading | |
| ED-535 | Prescriptive Reading | 3 |
| ED-540 | Reading Research Seminar | 3 |
| ED-570 | Methods: Instructional Strategist I (K-8) | 3 |
| ED-665 | Practicum: Elementary Reading | 1.5 |
| Total Credits | 34.5 | |
Reading (5-12) Endorsement: 34.5 hours
| Code | Title | Credits |
|---|---|---|
| Program Core | 9 | |
| ED-510 | Foundations of Reading | 3 |
| ED-516 | Young Adult Literature | 3 |
| ED-520 | Language, Literacy, and Culture | 3 |
| ED-525 | Content Area Reading and Writing | 3 |
| ED-530 | Diagnostic Reading | 3 |
| or ED-630 | Advanced Diagnostic Assessment Of Reading | |
| ED-535 | Prescriptive Reading | 3 |
| ED-540 | Reading Research Seminar | 3 |
| ED-575 | Methods: Instructional Strategist I (5-12) | 3 |
| ED-667 | Secondary Reading | 1.5 |
| Total Credits | 34.5 | |
Reading Specialist (K-12) Endorsement: 40.5 hours
| Code | Title | Credits |
|---|---|---|
| Program Core | 9 | |
| ED-510 | Foundations of Reading | 3 |
| ED-515 | Children's Literature: Enhancing Instruction | 3 |
| or ED-516 | Young Adult Literature | |
| ED-520 | Language, Literacy, and Culture | 3 |
| ED-525 | Content Area Reading and Writing | 3 |
| ED-535 | Prescriptive Reading | 3 |
| ED-540 | Reading Research Seminar | 3 |
| ED-554 | Assessment for School Leaders | 3 |
| ED-570 | Methods: Instructional Strategist I (K-8) | 3 |
| or ED-575 | Methods: Instructional Strategist I (5-12) | |
| ED-610 | Reading Specialist | 3 |
| ED-630 | Advanced Diagnostic Assessment Of Reading | 3 |
| ED-665 | Practicum: Elementary Reading | 1.5 |
| or ED-667 | Secondary Reading | |
| Total Credits | 40.5 | |
Other Options
Emphasis in Effective Teacher Leadership: 33 semester hours
| Code | Title | Credits |
|---|---|---|
| Program Core | 9 | |
| ED-500 | Educational Policy | 3 |
| ED-511 | Collaboration and Mentoring | 3 |
| ED-521 | Issues in Educational Psychology | 3 |
| ED-531 | Instructional Design | 3 |
| ED-541 | Assessment & Differentiation | 3 |
| ED-551 | Culturally Responsive Teaching | 3 |
| ED-561 | Instructional Design | 3 |
| ED-594 | Research: Effective Teacher Leadership | 3 |
| Total Credits | 33 | |
Emphasis in Teaching and Learning: 30 semester hours
This emphasis is designed to prepare a pathway for graduate students, particularly second degree students, for obtaining their Master’s degree after completing their teacher education program. Students completing this emphasis area may have taken some of their graduate coursework as they obtained their Iowa teaching license. Eighteen (18) or more elective credits hours will be taken at the graduate level.
Eligible students must have earned a Bachelor's degree (non-teaching) and be enrolled in a Teacher Education Program.
| Code | Title | Credits |
|---|---|---|
| Program Core | 9 | |
| Select one of the following: | 3 | |
| Reading Research Seminar | ||
| Research: Effective Teacher Leadership | ||
| Research: Special Education | ||
| Complete 18 credit hours at the graduate level from any of the other emphasis areas. | 18 | |
| Total Credits | 30 | |
Emphasis in Early Childhood Inclusive Settings: 45 semester hours
This emphasis is designed to prepare early childhood teachers to teach in birth through grade 3 inclusive classrooms. Designed for the teaching professional, a four-course core provides a shared experience for all graduate education students. These courses (i.e., 12 credit hours) focus on developing the broader perspectives needed for research and leadership in the profession.
| Code | Title | Credits |
|---|---|---|
| Program Core | 9 | |
| ED-512 | Human Growth and Development | 3 |
| ED-513 | Health, Nutrition, and Safety | 3 |
| ED-514 | Family and Community Relations | 3 |
| ED-517 | Early Childhood Curriculum, Birth-Kindergarten | 3 |
| ED-518 | Early Childhood Assessment and Intervention | 3 |
| ED-519 | Supervision and Administration of Early Childhood Programs | 3 |
| ED-535 | Prescriptive Reading | 3 |
| ED-595 | Research: Special Education | 3 |
| ED-668 | Student Teaching: Early Childhood Inclusive Settings--Preschool | 3 |
| ED-669 | Student Teaching: Early Childhood Inclusive Settings - Elementary | 3 |
| ED-680 | Practicum: Early Childhood Infant/Toddler | 2 |
| ED-681 | Practicum: Early Childhood Preschool | 2 |
| ED-682 | Practicum: Early Childhood Infant/ Toddler | 2 |
| Total Credits | 45 | |
Emphasis in English Language Learners: 35 semester hours
| Code | Title | Credits |
|---|---|---|
| Program Core | 9 | |
| ED-501 | Grammar for Teaching ESL | 3 |
| ED-502 | Linguistics and Second Language Acquisition | 3 |
| ED-503 | Language, Culture, and Schooling | 3 |
| ED-504 | Assessment in Teaching ESL | 3 |
| ED-506 | Methods: Teaching Academic Content to ELLs | 3 |
| ED-507 | ESL Reading and Language Arts Methods and Practicum | 3 |
| ED-540 | Reading Research Seminar | 3 |
| ED-661 | Student Teaching: ELL: Elementary | 3 |
| or ED-662 | Student Teaching: ELL: Secondary | |
| ED-663 | Practicum: ELL Elementary | 2 |
| or ED-664 | Practicum: ELL Secondary | |
| Total Credits | 35 | |
Admission Requirements
- Hold a bachelor’s degree in education from a regionally accredited college or university.
- Hold a valid Iowa teaching license or be eligible for an Iowa teaching license if seeking an endorsement in Special Education, Reading, Early Childhood Inclusive Settings, ELL, or Educational Leadership & Administration.
- Submit official transcripts from all colleges/universities previously attended.
- Have a minimum cumulative grade point average of 3.00 and an undergraduate record that reflects ability to be successful in graduate studies. (Students with a GPA less than 3.00 will be considered on a case-by-case basis.)
- Provide a personal statement that demonstrates solid writing skills and motivation for graduate studies.
- Submit two letters of recommendation, preferably from faculty and/or work supervisors, who can attest to an applicant’s ability to be successful in graduate studies.
- Submit a resume that lists past and current teaching or work experience.
Academic Standing
Only two “C” grades (C+, C or C-) are permitted in the program. A third grade of “C+” or below will result in academic dismissal from the program. No course with a grade of “C-“ or below will count toward a graduate degree. Any grade of “F” may be cause for dismissal from the program. A second “C+” or below in a repeated course may be cause for dismissal from the program. Dismissals may be appealed through the appeal process.
Departments can identify courses in which a “B” is the minimum grade required. Students must earn at least a "B" average for an endorsement to be granted in the Education program.
Repeating Courses
A student receiving a “C+”, “C” or “C-“ may repeat a graduate course once.
Course Continuation
Master of Arts in Education students may elect to complete an education thesis in order to graduate. After finishing ED-601 Action Research Project students must continuously enroll in a 1-3 credit Education Thesis (ED-602 Education Thesis) course until the thesis receives final approval from the student’s thesis committee. Students will receive 3 credit hours the first semester registered for the course and 1 credit hour each semester after that (Fall, Spring, and Summer) until the student is finished. A continuation fee, equivalent to one credit hour, will be assessed for every semester the student is enrolled in ED-602 Education Thesis. An incomplete will be given in Education Thesis until the final thesis is approved by the committee. Upon approval of the thesis, the grade will be changed to a Pass. If a student does not enroll in Education Thesis once the project has begun, the incomplete grade will turn to a Fail (F).
A continuation fee, equivalent to one credit hour, will be assessed for every semester the student is enrolled in ED-604 Education Research Projectand ED-605 Comprehensive Examination in the same manner as ED-602 Education Thesis.
Transfer Policy
Upon admission to the program, students may transfer in graduate courses with the approval of the Program Director. The maximum number of transferable credit hours is 12. Credit allowance for graduate courses is considered on an individual basis; however, students must have earned a “B” or higher for the course to be considered. Course syllabi, college catalog, and a sample of previous course work may be requested for consideration of a class.