The University of Iowa College of Education offers more than 80 undergraduate and graduate degree programs, including licensure, endorsements, certificates, and online programs, many of which are regularly ranked among the best in the nation. The college's vision is to be a world-class college of education: leading research, engaging communities, and preparing education and mental health professionals for innovation and impact.
In 1847, Iowa legislators created the State University of Iowa, the state’s first public institution of higher education to provide teacher training. More than 175 years later, students from across the state, nation, and globe are drawn to the College of Education, where they can experience the rigor of an R1 research university with a personal touch, a strong sense of community, and Hawkeye pride.
The college also is home to a number of research centers, including the Scanlan Center for School Mental Health, highlighting the college's expertise in school and community mental health counseling. Other areas of expertise include gifted education and talent development, thanks to the Belin-Blank Center, and educational testing and measurement due to the legacy of alumnus E.F. Lindquist. Lindquist created the Iowa Academic Meet, the impetus for the development of the world-renowned Iowa Testing Programs (ITP). Soon after in 1935, ITP experts authored the first Iowa Tests of Basic Skills (renamed Iowa Assessments), which revolutionized test scoring by inventing the first optical scanner, allowing tests to be accurately scored by high-speed equipment rather than by hand. Then in 1959, ITP spun off the most widely accepted college entrance exam to American College Testing Program, Inc., now known as ACT.
The University of Iowa Wildlife Instruction and Leadership Development (UI WILD) joined the College of Education in 2021, bringing a variety of experiential learning opportunities to our students. Students have the unique opportunity to take their learning outside of the classroom. There are opportunities to teach middle school students across Iowa with School of the Wild, take science education to the next level with the Iowa Raptor Project, and work hands-on with youth at Iowa Wildlife camps.
Through Distance and Online Education, selected College of Education courses are offered at off-campus sites and hours outside the traditional schedule. If taken after formal admission to a specific program, some of these courses may be applied to meet requirements for degrees. Students who plan to complete a degree program should apply for admission to the Graduate College and satisfy all application requirements for the degree program they wish to enter.
Special regulations govern such coursework. Students should obtain prior approval from their program advisor before registering for extramural courses. Students not regularly admitted to the University of Iowa also may register for extramural courses, but credit earned before admission does not count toward residency requirements.
The Honors Opportunity Program is open to undergraduates in the College of Education who are interested in pursuing either a research-based or context-based culminating project. Honors Opportunity Program students must take EHOP:4100 Honors Seminar in Education , EHOP:4101 Senior Honors Project , and complete five additional honors experiences while working with a self-selected mentor and the HOP facilitator at the Belin-Blank Center. Students in the program typically have a grade-point average (GPA) of at least 3.50 in their major and 3.33 overall but interested students with lower GPAs are encouraged to apply. Successful completion of the program results in recognition of the student as a College of Education honors graduate.
All tenure-track faculty members hold earned doctorates in their teaching fields, and many have had teaching or administrative experience in public schools. Several hold joint appointments in the College of Liberal Arts and Sciences.
The College of Education awards a Bachelor of Arts (BA) degree with eight majors related to the Teacher Education Program (TEP) and two non-licensure majors. Requirements for earning a Bachelor of Arts degree from the College of Education include all of the following.
Students in majors related to the TEP must also maintain TEP academic and professional standards.
The University of Iowa residence requirement is the minimum number of semester hours that must be earned at the University of Iowa in order to be eligible for an undergraduate degree. Credit hours earned in all courses offered by the University of Iowa are considered UI residence hours. Credit hours earned from colleges and universities other than the University of Iowa are considered non-resident credit.
To earn an undergraduate degree from the College of Education, students must satisfy the University of Iowa residence requirement by satisfying one of the following:
Credit by examination may be resident or non-resident credit. Credit by examination earned while a student is enrolled in a college of the University of Iowa is considered UI residence credit. Credit by examination earned while a student is enrolled in a college or university other than the University of Iowa and brought to Iowa as part of a transfer transcript is considered non-resident credit.
The College of Education offers a BA in education studies and human relations.
Within the BA in education studies and human relations, the following subprograms are available.
The Department of Psychological and Quantitative Foundations offers a BA in counseling and behavioral health services.
The College of Education offers eight undergraduate majors in teacher education licensure areas. Students pursuing any of the undergraduate majors complete a Teacher Education Program (TEP) approved by the State of Iowa through the College of Education. See TEP Licensure in this section of the catalog. See the Department of Teaching and Learning in the catalog for details about the majors.
The following programs are available for the BA.
The College of Education and the College of Liberal Arts and Sciences offer a combined degree program in which students earn two University of Iowa bachelor's degrees: a Bachelor of Arts (BA) from the College of Education and a Bachelor of Arts (BA), Bachelor of Science (BS), Bachelor of Fine Arts (BFA), or Bachelor of Music (BM) from the College of Liberal Arts and Sciences.
This combined degree program is available with any of the Bachelor of Arts majors in the College of Education. The combined degree program is required for the seven secondary teaching majors; the seven secondary teaching majors require a corequisite College of Liberal Arts and Sciences major, generally in the main subject the student is preparing to teach.
To learn about liberal arts and sciences majors, see the College of Liberal Arts and Sciences in the catalog.
The College of Education and the Tippie College of Business offer a combined degree program in which students earn two University of Iowa bachelor's degrees: a Bachelor of Arts (BA) from the College of Education and a Bachelor of Business Administration (BBA) from the Tippie College of Business. This combined degree program is available with the College of Education's Bachelor of Arts major in education studies and human relations and the Bachelor of Arts major in elementary education. The program is not available with the seven secondary teaching majors.
The Bachelor of Business Administration requires admission to the Tippie College of Business. Students in the combined education/business degree program must declare the Tippie College of Business program of study as their primary (first) major.
To learn about the Bachelor of Business Administration majors, see Tippie College of Business in the catalog.
Bachelor of Arts students interested in pursuing a graduate degree in special education may apply to the combined Bachelor of Arts with a special education subprogram/Master of Arts with a special education subprogram (K–8 instructional strategist I: mild/moderate; nonthesis) offered by the College of Education. Designed for undergraduate students majoring in elementary education who are currently enrolled in the TEP program, the combined program enables students to earn a BA and MA in five years by beginning to earn graduate credit during their last year of undergraduate study and counting up to 12 s.h. of qualifying credit toward both degrees. For more information, see Combined Programs in the BA in elementary education section of the catalog. Interested students should consult an advisor.
The College of Education offers two undergraduate minors for students who wish to be better informed about education and related fields: one in educational psychology and one in human relations, offering students an overview of various educational areas beyond, but supportive of, traditional education programs. The minors may help support students' future career objectives and benefit students in their roles as parents, taxpayers, or future members of local boards of education. View the minor in educational psychology (Department of Psychological and Quantitative Foundations) and the minor in human relations (Department of Counselor Education) in the catalog to learn more.
Graduate study in the College of Education is guided by the policies of the Graduate College, with additional requirements set by the College of Education's faculty. Graduate students in education enroll in the Graduate College and receive their degrees from that college. See the Manual of Rules and Regulations on the Graduate College website.
The College of Education offers the following graduate degrees and programs.
MA and PhD in counselor education; the following programs are available.
MA, EdD, EdS, and PhD in educational policy and leadership studies; the following programs are available.
MA, EdS, and PhD in psychological and quantitative foundations; the following programs are available.
MA, MAT, MS, and PhD in teaching and learning; the following programs are available.
The College of Education offers a Master of Arts. Some of the college's MA programs are offered with thesis as well as without thesis. Nonthesis programs usually provide more specialized coursework than thesis programs. Although a nonthesis program is not necessarily terminal, students who expect to continue their studies in a doctoral program are urged to select a thesis program in order to gain more experience in research procedures. Students who complete a nonthesis MA and are admitted to a PhD program may be asked to submit evidence of writing and research skills to their advisor or department during the early part of their doctoral program. For information about programs that offer a thesis option, see the program descriptions under "Graduate Programs of Study" in College of Education department sections of the catalog.
Coursework completed more than 10 years before the session in which the degree is to be conferred must be evaluated to determine how much credit may be accepted toward the degree requirements. Students must earn at least 24 s.h. in University of Iowa courses after formal admission to a master's degree.
The MAT programs are designed for academically superior liberal arts and sciences graduates who completed few or no professional education courses in their undergraduate programs. It is a nonthesis program with requirements that range from 45 s.h. to 67 s.h. of credit. See the MAT in teaching and learning in the catalog.
The programs lead to a master's degree and include preparation for licensure as a secondary school teacher in the fields of art, English, mathematics, science, and social studies education, or world languages. Admission to the program requires a grade-point average (GPA) of at least 3.00 in undergraduate coursework.
Bachelor of Arts students interested in pursuing a graduate degree in teaching may apply to the combined Bachelor of Arts/Master of Arts in Teaching with a science education subprogram offered by the College of Liberal Arts and Sciences and the College of Education. The MAT with a science education subprogram is open to any undergraduate student majoring in the sciences, but draws most typically from students in the following majors: biology, chemistry, environmental sciences, geoscience, mathematics, or physics. The combined program enables students to earn a BA and MAT in five years by beginning to earn graduate credit during their fourth year of undergraduate study and by counting up to 19 s.h. of qualifying credit toward both degrees. For more information, see "Combined BA/MAT" under Science Education in the Master of Arts in Teaching, MAT section of the catalog. Interested students should consult an advisor.
The College of Liberal Arts and Sciences and the College of Education offer students the opportunity to earn their Bachelor of Arts in Mathematics/Master of Arts in Teaching degree in education with a mathematics education subprogram in as little as five years. The combined BA/MAT (4+1) program is a seamless process whereby students can progress from undergraduate to graduate status. The usual period of study for both the Bachelor of Arts and the Master of Arts in Teaching degree is six years. Through careful planning, many of the courses required for the MAT program can be taken during the undergraduate years, creating an opportunity to focus the fifth year of study on the comprehensive and student teaching requirements. For more information, see "BA in Mathematics/MAT" under Mathematics Education in the Master of Arts in Teaching, MAT section of the catalog.
The College of Education offers a Master of Science in teaching and learning with a science education subprogram. The degree requirements are similar to those for a Master of Arts. It also offers the Master of Science in teaching and learning with a STEM education subprogram.
The EdS is granted upon completion of a prescribed two-year postbaccalaureate program designed for students preparing for professional work in fields such as administration and supervision, and special services. Of the minimum 60 s.h. required for the degree, 28 s.h. must be in the specialization area; the rest may be earned in cognate fields, supervised experience, research, and elective courses. The research must culminate in a written report.
Other requirements for the EdS are the same as for the master's degree, except that an EdS requires students to complete 30 s.h. of resident work on campus after admission to the program. Coursework completed 10 years before the final examination must be evaluated to determine the amount of credit that may be accepted toward program requirements.
Not all programs offer an EdS degree. For a list of programs and degrees offered, see "Graduate Programs of Study."
The EdD is designed for educators seeking a terminal doctoral degree to practice upper-level leadership in PK–20 educational settings. Based on the scholar-practitioner model, the EdD differs from the PhD in that it allows for a more practical-based approach, grounded in problem-based learning pedagogy, to use and perform applied research in educational settings. EdD students must complete 75 s.h. post-baccalaureate, with at least 27 s.h. completed at the University of Iowa after formal program admission. Students are expected to already have a related master's degree when admitted to the program and to have been practicing in education for a minimum of three years. Up to 36 s.h. may be transferred from the previous graduate degree for elective credit toward the 75 s.h. to earn the EdD degree.
The PhD is the most advanced academic degree. It is conferred upon students who have demonstrated superior scholarship and mastery of research skills in coursework as well as in the preparation and defense of a dissertation. PhD students must complete at least 39 s.h. while registered in the University of Iowa Graduate College and after formal program admission.
The Certificate in Applied Behavior Analysis requires 21 s.h. of graduate credit. The certificate program is open to students enrolled in University of Iowa graduate degree programs and to individuals who are enrolled in the Graduate College as nondegree students. The purpose of the certificate is to provide professionals who have a background in education, psychology, and related services with expertise in behavior intervention and intensive educational interventions. Students who complete the program are eligible for national certification as board-certified behavior analysts. To learn more or apply, see the Certificate in Applied Behavior Analysis in the catalog.
The Certificate in College Teaching requires 12 s.h. of graduate credit. The certificate program is open to all University of Iowa students working toward a PhD or other terminal graduate degree. The certificate program complements discipline-oriented graduate programs and prepares students for careers in postsecondary education. It requires coursework, supervised teaching experience, and preparation of a teaching portfolio. To learn more or to apply, see the Certificate in College Teaching (Graduate College) in the catalog.
The Certificate in Institutional Research and Effectiveness (IRE) requires 15 s.h. of graduate credit and is offered with hybrid and conventional courses. The certificate program prepares professionals to use data for institutional decision-making, reporting, and accountability in higher education and K–12 contexts. This certificate amends and complements students’ competence in other areas (business affairs, information technology, student affairs, and development, among other areas) to prepare them with the skills and capabilities to use data for educational improvement, accountability, quality, and equity. To learn more or apply, see the Certificate in Institutional Research and Effectiveness in the catalog.
The Certificate in K–12 Equity and Inclusion requires 12 s.h. of graduate credit and is offered with hybrid and conventional courses. The certificate program offers educational professionals or nondegree-seeking students currently working in K–12 schools, districts, and area education agencies expertise in equity and inclusion to better support the needs and interests of a diversifying K–12 student population. To learn more or apply, see the Certificate in K–12 Equity and Inclusion in the catalog.
The Certificate in Online Teaching requires 12 s.h. of graduate credit and is offered completely online. The certificate program is open to students enrolled in University of Iowa graduate degree programs and to individuals who are enrolled in the Graduate College as nondegree students. The certificate program develops students' skills in using technology to solve instructional problems associated with distance and time. The certificate's online format uses the techniques and approaches that the program teaches. To learn more or apply, see the Certificate in Online Teaching in the catalog.
The Certificate in Talent Development requires 14 s.h. of graduate credit. The certificate is open to students enrolled in University of Iowa graduate degree programs and to individuals who are enrolled in the Graduate College as nondegree students. The purpose of the certificate is to increase the understanding of talented individuals, the process of talent development and the creative process, and to prepare advocates for talented individuals. In addition to coursework, students design a culminating original project aligned with a career objective or personal interest. Students may use the coursework embedded in the certificate to apply to the State of Iowa Gifted and Talented teaching endorsement. To learn more or apply, see the Certificate in Talent Development in the catalog.
Students who are interested in taking courses as nondegree students should apply for nondegree status to the Graduate College. They can then be admitted by a department on a nondegree basis by contacting the department. Students must be admitted to a department in order to complete a program objective such as teacher licensure.
The College of Education offers a Teacher Education Program (TEP) that includes preparation for teaching in elementary education (teaching kindergarten through grade 6 or grade 8); and secondary education (teaching one or more subjects in grades 5 through 12). Secondary teacher education is offered in art education, English education, mathematics education, music education, science education, social studies education, and world language education. Two secondary education programs, art education and music education, prepare students to teach kindergarten through grade 12. Preparation for special education teaching is offered primarily as a master's degree program, but undergraduate students in the elementary education major may complete a special education endorsement for teaching elementary school students with mild or moderate disabilities. In cooperation with the School of Library and Information Science, the college offers graduate-level preparation for school teacher librarians.
Preparation is available for teaching additional subjects; see the section titled "Added Endorsements."
With the Teacher Education Program, the College of Education awards the Bachelor of Arts degree with majors in elementary education and seven other majors. Majors in art education, English education, mathematics education, music education, science education, social studies education, and world language education require a corequisite content major from the College of Liberal Arts and Sciences. See the Department of Teaching and Learning section of the catalog for details about these majors. The majors require admission to the TEP.
Individuals with a previous bachelor's degree or a more advanced degree also may complete a TEP. See the section titled "Graduate and Postbaccalaureate Admission to TEP" and the Department of Teaching and Learning section of the catalog.
The Office of Student Services provides information on TEP; offers assistance with admission, student field experiences, and teacher licensure/certification; and serves as a liaison with other university units and external agencies. For more information, visit the Office of Student Services website.
Admission to a TEP is required in order to register for most TEP courses, to participate in field experiences/practicums, and to student teach.
First-year undergraduate applicants to the bachelor of arts major in elementary education are admitted to the major and the College of Education upon acceptance to the University of Iowa; these students are guided through TEP application requirements as a part of their first two semesters of coursework. Transfer applicants and current University of Iowa students in other colleges may be admitted to the major; these students complete TEP application requirements independently.
Undergraduate applicants to the University of Iowa who wish to become teachers in secondary education apply for a College of Liberal Arts and Sciences major in the subject they would like to teach. They also may indicate secondary education interest on their application.
Requirements for admission to the TEP include admission to the University of Iowa, a minimum of 30 s.h. of college credit, and a preadmission school field experience. Some programs have additional requirements. Complete application requirements and procedures can be found on the Office of Student Services website. TEP applications are submitted through a web application, Tk20 (Watermark).
For secondary and K–12 programs, admission to the TEP is selective and is based on a faculty review of academic achievement as reflected in grade-point average (GPA), aptitude as reflected by recommendations and personal statements, and the ability of the given program area to provide quality instruction and clinical and field experiences. Meeting the minimum criteria does not ensure program admission.
Students are encouraged to submit complete applications for timely advising and registration by the priority application deadlines of March 1 for the fall semester or Oct. 1 for the spring semester. Applications are accepted on a rolling basis until Dec. 1 for the spring semester or May 1 for the fall semester. Some program areas may reach capacity for acceptance before the final deadlines. Applicants are notified of admission decisions by email following faculty review.
The College of Education offers early admission into the K–12 music education TEP. First-year students who upon graduation from high school have a high school GPA of 3.00 or higher and have been accepted into a music studio are directly admitted into the K–12 music education TEP. This admission is conditional until the minimum admission requirements are complete. The requirements include admission to the School of Music, completion of an essay of 500 words or less on why the applicant wishes to be a music teacher, and completion of a 10-hour preadmission school field experience.
Students with a previous bachelor's degree may be admitted to a TEP as graduate or undergraduate students, and may have the option to pursue an additional undergraduate or graduate degree or to pursue the TEP as a nondegree student. See the Department of Teaching and Learning for degree program options. Students must apply to the TEP through the web application, Tk20 (Watermark), and to the University of Iowa through the Office of Admissions. Application information is available from the Office of Student Services. Graduate applicants must be eligible for admission to the Graduate College, which requires a GPA of at least 3.00 in all previous college coursework. See the Graduate Admissions website. Undergraduate applicants must meet the general requirements for undergraduate admission to the University of Iowa; see the Undergraduate Admissions website.
Teacher candidates in the TEP, including students in TEP Majors who have not yet progressed to full admission to the TEP, must meet grade and GPA requirements and maintain appropriate professional dispositions each semester.
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. The specific criteria that apply to a student depend on the degree program(s) in which the student is enrolled (or if they are a nondegree student), and whether the student is an undergraduate-level or graduate-level, but may include:
For additional information about these standards, contact the Office of Student Services.
Once admitted to the TEP, progress toward meeting professional standards is documented on Tk20 (Watermark), a web-based assessment system. Throughout the program, students submit assignments designated by their respective program area for standards-based scoring on rubrics in common across all program areas.
Teachers from the University of Iowa are distinguished by their preparation with world-class faculty researchers and clinical practitioners and a one-of-a-kind professional development program that highlights contemporary issues in 21st-century education, the Teacher Leader Certificate. The Teacher Leader Certificate is not a teaching license or a university recognition but it supplements the TEP courses, practicums, and student teaching requirements with a series of competencies and experiences offered through intensive and innovative workshops and 10 hours of volunteer work in an education setting. All TEP students are required to complete the requirements of the certificate prior to their student teaching semester.
The Teacher Leader Certificate is supported by the Baker Teacher Leader Center (Baker TLC). The Baker TLC also supports the College of Education's Global Education Initiatives, Student to Teacher Pathway Programs, and provides professional development programs for in-service teachers and other school professionals.
The final phase of the TEP is the professional semester, devoted to supervised student teaching and directed observation in a variety of situations. All coursework in education, for the major, and for the degree must be completed before the student teaching semester. The student teaching semester is a full-time, all-day experience with a full registration, typically a 15 s.h. enrollment. Student teachers are expected to follow the calendar of the district in which they are placed; breaks may not align with the University of Iowa semester calendar. Transfer credit may not be used to satisfy the student teaching requirement.
Faculty members, professional staff, and advanced graduate students who are experienced teachers serve as supervisors. Periodic seminars provide for discussion and evaluation of student teacher experiences.
To be admitted to the student teaching semester, students submit their application to the Office of Student Services. Student teaching applications are due the calendar year before the student teaching semester: by Nov. 15 for student teaching the following fall semester and by April 15 for student teaching the following spring semester.
Admission to student teaching requires faculty approval based on grade-point average requirements and appropriate professional dispositions. For more information, contact the Office of Student Services.
Student teaching placements typically are in schools within a 60–70 mile radius of Iowa City, referred to as local placements. Placements also may be available in some school districts in other parts of Iowa, the Midwest region, urban districts in other parts of the United States, and international settings. These placements are referred to as special sites. Special site placements have higher grade-point average requirements and expectations for appropriate professional dispositions.
International student teaching experiences are available primarily through Global Gateway for Teachers, an Indiana University Program working in collaboration with the University of Iowa. International sites vary, depending on available placements and international conditions, but have included Australia, China, Costa Rica, Ecuador, England and Wales, Greece, India, Ireland, Italy, Japan, New Zealand, Norway, Russian Federation, Scotland, Spain, and Tanzania. In most locations, students are assisted with housing by an on-site coordinator.
International assignments are for eight weeks. Students complete an eight-week assignment in a local placement or another special site placement followed by an eight-week assignment in an international placement. Secondary education students in some program areas (for instance, English education) are required to complete a full semester of student teaching in the United States before student teaching at an international site.
For more information about international student teaching options, see Student Teaching and Classroom Experience on the College of Education website.
Students who have completed courses that they wish to substitute for program requirements should consult with their advisors.
Community college human relations courses are not accepted as substitutes for EPLS:4180 Human Relations for the Classroom Teacher .
The Iowa Board of Educational Examiners issues teacher, support service, and administrator licenses on the recommendation of Iowa colleges and universities whose programs have been approved by the Iowa State Board of Education.
All University of Iowa educator preparation programs have approval from the Iowa State Board of Education (and Iowa Department of Education) as preparation for a teacher, support service, or administrator license and/or one or more endorsements. For students who declare their intention to seek educator licensure or certification in another state, the College of Education attempts to advise those students of the applicability of the University of Iowa's curriculum to the requirements for licensure in the other state. Students whose primary program of study is an on-campus program are assumed to be located in Iowa.
In general, an educator license in one state is a good basis for licensure in another state and in many cases, states will issue a license to an applicant who is licensed in another state. But, states may require deficiencies to be fulfilled, which could include additional training, courses, tests, or field experiences. Names, terms, and renewal requirements of licenses vary from state to state. Endorsements awarded on another state's license or certificate and the authority provided by those endorsements may be different than those on an Iowa license.
Licensure/certification requirements across the nation are subject to change. Students who plan to seek employment in a state other than Iowa are encouraged to inform themselves about current requirements in that state. In most cases, students applying for an out-of-state license or certificate should first secure an Iowa license.
To be recommended by the University of Iowa, applicants must complete all requirements of the appropriate approved program. A minimum of 20 s.h. of coursework applied to meet program requirements must be earned at the University of Iowa.
In the state of Iowa, applicants must be at least 21 years old to be granted a teaching license. The Iowa Board of Educational Examiners requires a national criminal history background check, an Iowa Division of Criminal Investigation background check, and registries and records check for all new applicants for Iowa licensure. Disqualifying criminal convictions and founded child abuse are set out in Iowa Code 272.2 and Iowa Administrative Code 282-25.
The College of Education Office of Student Services provides instructions on application for licenses, fingerprinting procedures, and licensure/certification assistance to all students completing approved programs offered by the college. It also provides assistance to in-service teachers and other school professionals who are interested in adding endorsements to their Iowa license based on completion of state of Iowa minimum licensure requirements.
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. The general education requirements of the College of Education, GE CLAS Core, satisfy this requirement if a course in mathematics, statistics, or computer science is selected for the Quantitative or Formal Reasoning general education requirement. Students who have not completed these requirements with their previous coursework will need additional coursework. For additional information about these standards, contact the Office of Student Services.
Current TEP students and in-service teachers may prepare for teaching additional subjects through added endorsement programs and courses.
Most added endorsements for kindergarten through 8th grade (K–8) are intended for TEP students and in-service teachers in elementary education. See the BA in elementary education for these added endorsements. Other endorsements, including most secondary (grades 5–12) endorsements for which the University of Iowa offers a TEP, also can be available to elementary, secondary, or K–12 TEP students and teachers as added endorsements.
In addition, preparation is offered for these added endorsements.
For additional information contact an academic advisor or licensure staff in the Office of Student Services.
The Baker Teacher Leader Center (Baker TLC) develops, supports, and facilitates a variety of professional development opportunities for students, faculty, staff, and community members affiliated with the College of Education.
The Baker TLC manages the Teacher Leader Certificate, a value-added professional development certificate that provides students in the Teacher Education Program (TEP) opportunities to engage with innovative educational topics aimed toward developing their identities as emerging teacher leaders.
The Baker TLC operates a teacher licensure renewal credit program, offering relevant research and evidence-based professional development to practicing Iowa teachers. Professional development offered through the Baker TLC is aligned with needs identified by the Teacher Education Advisory Committee, through survey responses received from school administrators, policy leaders, and faculty, and from information and data received from the Iowa Department of Education and professional education organizations such as the Iowa Association of Colleges for Teacher Education (IACTE), the American Association of Colleges for Teacher Education (AACTE), the National Education Association (NEA), and community partners.
The Global Education Initiatives program through the Baker TLC offers experiential learning courses and experiences around the globe to support the ongoing global engagement of the College of Education community. There are a variety of programs, including those involving student mobility for travel and study abroad and at a distance domestically. Through these experiences, students better understand who they are in the world, forge new relationships built on mutual goals of peace and equity, and bring their experiences in the world to their classrooms and future work as educators, helping professionals, counselors, and clinical practitioners.
The Student to Teacher Pathway Programs through Baker TLC demonstrate the College of Education's commitment to supporting the recruitment and retention of underrepresented populations in the educator and professional workforce. Programming is made possible through wide-ranging partnerships with schools, agencies, and professional associations, and with campus partners such as the UI Department of Athletics. Students at a variety of educational levels can engage with programming opportunities to excel, find community, and engage their career and professional interests.
Located in the Blank Honors Center, the Belin-Blank Center creates opportunities for equitable talent development through outreach, professional learning, psychological services, research and assessment, and student programs. Professional development opportunities include a graduate certificate in talent development, coursework in gifted education and talent development (including coursework for the state of Iowa talented and gifted endorsement), the Belin-Blank Talent Development Fellowship, and practicum experiences.
Precollege student programs include Scholastic Art and Writing Awards, above-level testing for students in grades 3–9, precollege summer and academic year programs for high-ability students in grades 3–11, and the Iowa Online Advanced Placement Academy.
Other services include the Assessment and Counseling Clinic, which specializes in twice-exceptionality, and the Acceleration Institute, which is dedicated to the study of academic acceleration for talented students. The center also administers the Bucksbaum Early Entrance Academy, a highly selective early-entrance program for accelerated students who are ready to enroll as full-time University of Iowa honors students, and the Academy for Twice-Exceptionality, a support program for talented, neurodiverse UI students, specifically those diagnosed with autism.
For more information, contact the Belin-Blank Center.
The Paul Blommers Measurement Resources Library maintains a noncirculating archival collection of books, journals, research reports, and reference materials related to educational and psychological measurement, testing, assessment, and evaluation, as well as an extensive, noncirculating collection of published and unpublished tests. The library supports the teaching and research needs of faculty, staff, and students at the University of Iowa, primarily serving the College of Education through consultation and special access.
The Center for Advanced Studies in Measurement and Assessment (CASMA) pursues interdisciplinary research-based initiatives that lead to advances in the methods and practice of educational measurement and assessment. CASMA performs, promotes, fosters, and disseminates research in measurement and psychometric methodologies that respond to contemporary needs and initiatives in testing.
The center devotes considerable resources to research on equating/scaling/linking, generalizability theory, diagnostic classification models, Bayesian psychometric techniques, computerized adaptive testing, multilevel modeling, research synthesis, meta-analytic methods, and causal inference. It also offers workshops and training sessions on those topics. Extensive free suites of computer programs are available on the CASMA website. The site also features research reports and technical notes on measurement and statistics topics.
The Center for Evaluation and Assessment (CEA) provides third-party program evaluation, assessment, and other research services to a broad range of clients working in multiple programmatic areas. The center's mission is to provide high-quality program evaluation and research services to support data-driven decision-making, to train graduate students, and to advance evaluation theory and practice.
The Center for Research on Undergraduate Education (CRUE) is dedicated to the study of undergraduate education in the United States and beyond. This rigorous research explores various topics, with an emphasis on understanding dynamics and improving equity within college experiences, environments, interventions, and outcomes.
The College of Education Writing Resource provides academic writing support for graduate students at the College of Education. Students sign up to work collaboratively with a writing tutor throughout the composing process—from conceptualizing ideas to polishing and publishing/finalizing the paper. The mission is to facilitate each student's individual growth as a writer and to foster a collaborative writing community. Services are free to graduate students in the College of Education.
The Cooperating Schools Program (CSP) is a university-wide service that facilitates the placement of research projects and service-learning projects conducted by faculty, staff, and students in public schools throughout Iowa. The program provides information to help researchers obtain permission to conduct research in Iowa schools. The Cooperating Schools Program was instituted at the request of school administrators charged with the responsibility of approving research projects in their schools.
The Education Technology Center (ETC) provides computer services to College of Education faculty, staff, and students. In addition to technical support and internet access, services include collegiate file and application servers; standard office tools; specialized applications such as media production tools and qualitative and quantitative analysis programs; secure folders and directories; electronic mailing lists for faculty, staff, and student groups; and digital signage (kiosks). The Education Technology Center also provides faculty with instructional technology support for courses, including online teaching and media production tools such as ICON and UICapture/Panopto.
SMART Boards and wireless access are available throughout the college. Every classroom and conference room has a digital presentation system and videoconferencing capabilities. Faculty, staff, and students can reserve and check out wireless laptops, web cameras, computer projectors, digital audio recorders, digital video cameras, iPads, robots, a podcasting studio, and other devices from the center. In all, the College of Education supports more than 850 computers, laptops, PDAs, and smartphones as well as 20 digital signs, 20 SMART Boards, and six servers.
The Grants and Research Services Center (GRSC) works with faculty, staff, and students to ensure success across the full life cycle of grant development and management. GRSC staff members offer expertise and services in identifying internal and external sources of funding, budget development, pre- and post-award management, and research design and methods. The college also provides limited funds for faculty research, professional development, and travel.
The Institute on Disability and Rehabilitation Ethics (IDARE) is a cross-disciplinary, cross-institutional online community of scholars. Its goal is to use research, education, and consultation to improve the quality of ethical practice experienced by people with disabilities who receive services from rehabilitation, health, mental health, and social service professionals. IDARE works to influence disability policy and practice development nationally and locally and to influence professional organizations' consideration of ethical issues that affect people with disabilities and other marginalized populations.
Iowa Supports Education and Resources for Veterans and Enlisted (I-SERVE) was created to help facilitate successful transitions for veterans and enlisted service members into higher education at the University of Iowa. I-SERVE is located with Iowa Veteran Education, Transition, and Support (IVETS) services on the second floor of Calvin Hall. I-SERVE assists veterans with accessing benefits, the application process, completing coursework, preparing for and searching for jobs, and achieving overall career success. I-SERVE also offers educational consultations, workshops, special programs, and presentations that enhance the knowledge, skills, and attitudes of teachers and other professionals who work with veterans, military children, and families. I-SERVE collaborates with IVETS to support veterans and their families across campus.
Iowa Testing Programs (ITP) provides assessment expertise to schools in the state of Iowa and consultation to the Iowa Department of Education and area education agencies. Its faculty and staff develop standardized educational tests, such as the widely used Iowa Assessments, for use in elementary and secondary schools worldwide, and the Iowa Statewide Assessment of Student Progress, for use in the state of Iowa for summative assessment. Iowa Testing Programs also conducts research studies in educational measurement, publishes the results of these studies, sponsors lectures and symposia, provides consulting and in-service training to educators and school systems, and provides training experience and financial support for graduate students in educational measurement, statistics, and evaluation.
University of Iowa Libraries provides a wide variety of resources in print and online. Course reserve materials are available at the Main Library. An education librarian is available to help students with their research projects and assist faculty members and teaching assistants with their research and instructional needs.
The Office of Graduate Teaching Excellence (OGTE) is dedicated to excellence in college teaching and the preparation of future faculty. The office facilitates opportunities for research, teaching, and service. Through the Iowa Education Fellows Program (i-fellows), OGTE develops and conducts workshops and seminars that address the developmental needs of College of Education doctoral students, from their first semester on campus through the completion of their degrees. The office also guides students through the process of earning the graduate Certificate in College Teaching (Graduate College).
The Office of Student Services assists students, faculty, staff, and the general public in graduate and undergraduate admission, undergraduate advising, recruitment for the Teacher Education Program (TEP) and undergraduate programs, Graduate College examinations, student field experiences, and teacher licensure/certification. It also serves as a liaison with other university units, including the Graduate College, the College of Liberal Arts and Sciences, the Office of Admissions, and the Office of the Registrar, and with external agencies, including the Iowa Department of Education, out-of-state teacher licensure/certification departments, and school district personnel in Iowa and outside of the state. A variety of applications and information materials are available at the office and on its website.
The purpose of the Scanlan Center for School Mental Health is to provide social, emotional, behavioral, and psychological services to all of Iowa's schools, not only to aid in COVID-19 recovery, but to build state capacity for immediate and future delivery of mental health supports across the state. The center brings together educational partners, policymakers, and mental health professionals to serve as Iowa's hub for research-to-practice related to school mental health. Through cross-disciplinary collaboration, the center specializes in professional development, research, training of future professionals, clinical services, and higher education programming.
Wildlife Instruction and Leadership Development (UI WILD) includes the Iowa Raptor Project, Iowa Wildlife Camps, and School of the Wild programs. Each program has a unique educational focus, but a shared commitment to awaken awareness, nurture appreciation, and inspire action for all things wild in program participants. The Iowa Raptor Project (founded in 1985) is dedicated to the conservation of birds of prey and their habitats through live raptor education programming and research. The Iowa Wildlife Camps (founded in 1991) provide weeklong conservation education programming for campers from preschool through high school during winter, spring, and summer breaks. The accredited and multidisciplinary School of the Wild (founded in 1998) offers weeklong experiences in the wild for participating schools introducing students from all backgrounds to the woodlands, wetlands, and prairies of Iowa. The UI WILD programs are centered at the university’s Macbride Nature Recreation Area but are growing throughout Iowa and beyond, and provide many educational opportunities for College of Education students including volunteer roles, internships, camp instructor positions, practicum experiences, and student teaching opportunities.
College of Education students may be eligible for scholarships, awards, or graduate assistantships. Information about financial support for students is available; visit Scholarships on the college's website. The college posts a list of assistantships on its website; visit Graduate Student Life on the college's website.
The Graduate Record Exam (GRE) General Test is currently not required for graduate assistantships, teaching assistantships, or research assistantships in the College of Education.
Students interested in employment opportunities in the college's support units and special resources should contact the director of each facility and indicate their interests, their academic and experience records, and their career or degree goals at the University of Iowa.
Individual academic programs provide opportunities for teaching, research, or service assistantships as well as for fellowships and related employment opportunities. Inquiries should be addressed to the chair of the department or the director of the program in which students believe they can provide service or achieve an outstanding academic record. Assistantship appointments are usually, but not always, made by the program area.
Iowa Testing Programs provides funds to support a limited number of special graduate assistantships in education, in which students do research work under the direction of a faculty member of their choice. Students must be enrolled for at least 6 s.h. but not more than 12 s.h. per semester; assistantships are for the academic year and are renewable for a limited number of years. Students admitted to or pursuing any advanced degree program offered by the College of Education are eligible to apply, provided they are committed to a professional career in the United States.
Applicants must submit transcripts of all completed college work (undergraduate and graduate), recommendation forms specific to the assistantship, and scores on the Graduate Record Exam (GRE) General Test. For assistantship application forms, contact the Iowa Testing Programs directors. The application deadline is late February.
The College of Education presents many scholarships funded by generous donors. Students apply through the College of Education scholarships website.
Most College of Education courses are offered by the college's departments and programs. They are listed and described in their corresponding General Catalog sections. The college also offers the following interdepartmental courses.
EALL:4130 Introduction to Grant Writing 3 s.h.
Comprehensive training in grant proposal writing; basics of project development and management; core principles for writing small and large proposals to public and private funding sources; finer points of grant writing to increase competitiveness of future proposals and applications; for students with limited grant writing experience. Same as MUSM:4150.
EALL:4200 Education Studies and Human Relations Academic Internship arr.
Experiential learning opportunity to support career exploration and professional development in education and human relations related careers; students secure and participate in an internship, make connections between their internship experience, academic coursework, and future career goals; assignments support students in their internship role and allow for reflection on their ongoing experience; supplemental material and units aid in professional development.
EALL:7475 ePortfolio in College Teaching 2-3 s.h.
Framework for connecting authentic evidence of scholarly work and teaching competencies; use of advanced web and multimedia technologies to link artifacts to ePortfolio templates.
EHOP:4100 Honors Seminar in Education 2 s.h.
Introduction to research in education and related professions in preparation for honors exploratory final product; specific focus on a literature review.
EHOP:4101 Senior Honors Project 1-2 s.h.
Collaboration with a faculty member on research project; written report. Prerequisites: EHOP:4100.
2024-2025 Edition