Major Programs of Undergraduate Study - Teacher Education Requirements
Major programs of undergraduate study are listed on the following pages. Each Center, the Independent Study Program and the Online Programs offer specific majors and minors. Check with your academic advisor to determine the availability of a particular major or minor. Some majors at particular locations will include online or distance coursework.
Those graduating from programs offered through the Academic Extension will receive a Bachelor of Science degree (Bachelor of Arts for elementary education learners). Learners cannot seek two of the same degrees at UIU. That means if an individual earns a Bachelor of Arts, then a second Bachelor of Arts is not allowed. However, if you are the holder of a Bachelor of Arts from UIU, you can seek the Bachelor of Science from UIU. Additional majors may be earned and will be reflected on the UIU transcript.
A double major requires completion of two Senior Projects, one for each major.
Majors On This Page
- Endorsements
- Admission to the Teacher Education Program
- Field Experience
- Admission to Student Teaching
- Completion of Student Teaching
- Professional Education Core Requirements
- Major in Elementary Education
- Endorsement Areas
- Prekindergarten-Grade 3 Including Special Education
- Prekindergarten-Kindergarten
- ESL K-12
- English/Language Arts
- Reading K-8
- Reading 5-12
- Social Science K-8
- Middle School Grades 5-8
- Instructional Strategist I
Mild & Moderate Disabilities - Instructional Strategist I
Mild & Moderate Disabilities 5-12 - Instructional Strategist II
Behavior Disorders/Learning Disabilities K-12 - Major in Prekindergarten-Grade Three
- Major in Prekindergarten-Grade Three including Special Education
- Major in General Business
(for Teacher Licensure) - Major in Social Science
Teacher Education Requirements
(For Iowa Teacher Licensure Only)
Upper Iowa University’s Teacher Education Program is committed to preparing teachers who are well-informed, reflective, professional, competent and sensitive to the diverse needs of their pupils. Each teacher education learner is provided with current, practical, applied knowledge and a variety of classroom experiences. The Teacher Education Program is dedicated to the development of teachers with personal education philosophies and systems of beliefs that encourage a lifelong commitment to inquiry and excellence.
Teacher preparation at Upper Iowa University includes performance-based assessment and practical teaching experience. The education curriculum has been designed to meet the changing educational demands; it includes a focus on literacy development, integrated instruction, higher order thinking skills and practical skills (flexible management, computer technology and early teaching experiences). Practicum experience is provided in the Foundations of Education course so that learners can serve as observers and participants in the regular classroom to help determine if they wish to continue in teacher education. Each learner then follows a sequenced series of courses to acquire the theoretical background, instructional techniques, management strategies and practical skills needed to be a competent educator.
To obtain desired endorsements and licensure, learners will need to plan their program early in the college experience and work closely with academic advisors to insure that course work and performance requirements leading to state licensure are being met in a timely manner. Learners must successfully pass a basic academic skills exam (reading/literature, writing, mathematics) and maintain an adequate grade point in their major, in all education courses, and cumulatively.
A Department of Criminal Investigation (DCI) background check is required before learners are allowed to participate in experiences in the field. Upper Iowa University does not discriminate in acceptance or in placement of field experience and student teachers on the basis of sex, age, race, color, creed, disability or national/ethnic origin.
All learners seeking initial licensure are strongly advised to re-take education methods courses if these courses were completed prior to ten years from their most recent enrollment at Upper Iowa University. Learners must complete their program requirements within seven years of initial enrollment or be subject to current program requirements. In addition, changes in licensure requirements of the Iowa State Board of Educational Examiners may affect requirements for learners seeking certification to teach.
Upper Iowa University’s Teacher Education Program is approved by the Iowa State Board of Education. Individuals seeking initial teacher licensure must complete Upper Iowa’s approved requirements to be recommended for teacher licensure.
Note: To obtain teacher licensure from the State of Iowa, individuals need to be at least 21 years of age.
Endorsements
Learners may prepare for a teaching license by completing an elementary education major and a specific K-8 or prekindergarten endorsement. Learners may prepare for secondary classroom endorsement (grades 5-12) in a specific subject area by completing the professional education requirements (see page 45) and required content area courses as listed in Upper Iowa's approved programs that are on file with the Iowa Department of Education. Those who hold certification to teach may also add an additional endorsement or endorsements at the Prek, K-8 and 5-12 levels. Contact the Teacher Education Coordinator for the specific requirements of the Prek, K-8 and 5-12 endorsements and learn the requirements for obtaining licensure to teach additional grade levels or subject matter. Learners must have a grade point average (GPA) of 2.70 or above for each endorsement.
The following is a listing of endorsements available at Upper Iowa's approved centers.
|
Endorsement Number |
Endorsement | Level |
| 100 | Teacher-Prekindergarten-Grade 3 with Special Education |
PreK-3 |
| 102 | Teacher – Elementary Classroom | K-6 |
| 103 | Pre-kindergarten-Kindergarten | PreK-K |
| 104 | ESL Teacher | K-12 |
| 106 | Prekindergarten-Grade 3 | PreK-3 |
| 115 | Business - General Business | 5-12 |
| 117 | Business – Marketing/Management | 5-12 |
| 119 | English/Language Arts | K-8 |
| 148 | Reading | K-8 |
| 149 | Reading | 5-12 |
| 157 | Social Science - American Government | 5-12 |
| 158 | Social Science – American History | 5-12 |
| 160 | Social Science – Economics | 5-12 |
| 163 | Social Science – Psychology | 5-12 |
| 164 | Social Science – Social Studies | K-8 |
| 165 | Social Science – Sociology | 5-12 |
| 182 | Teacher – Middle School Classroom | 5-8 |
| 186 | All Social Science | 5-12 |
| 260 | Instructional Strategist I, Mild/Moderate | K-8 |
| 261 | Instructional Strategist I, Mild/Moderate | 5-12 |
| 263 | Instructional Strategist II: Behavior Disorders/Learning Disabilities |
K-12 |
| 264 | Instructional Strategist II: Mental Disabilities | K-12 |
- Learners must successfully complete EDU 110 Foundations of American Education with a grade of “C-” or above and successfully complete the Foundations practicum (completed 20 hours, was prompt, scored “Fair” or better on personal attributes).
- Learner must earn an Upper Iowa University cumulative grade point average (GPA) of 2.70 or above.
- From two learner-selected instructional staff members, learner must have on “Teacher Education Dispositions Rubric: Admittance to Teacher Education Program” an overall score of 10 or higher.
- Learner must successfully pass the College Basic Academic Skills Exam (C-BASE) in Reading and Literature, Writing and Mathematics with the following minimum scores:
Reading and Literature - 235 - Writing - 235
- Mathematics - 235
- Learner must be admitted to the Teacher Education Program.
- Learner must successfully complete appropriate field experience(s) with a grade of “C-” or better.
- Learner must have met all competencies required within standards set by the University and Iowa Department of Education.
- From two learner-selected instructional staff members, learner must have on the “Teacher Education Dispositions Rubric: Admittance to Student Teaching”, a score of 2 or higher on each criterion.
- Learner must complete the general education requirements with these specific qualifications:
- The following courses must be completed with a grade of “C-” or better:
- Basic Composition
- English Composition II
Note: If a learner possesses a BA or BS degree for which only one composition course was required and the learner earned a “C-” or better in the composition course or if the learner possesses a BA or BS degree and had a composition course requirement waived because of high test scores, no additional composition course will be required. If a learner who has not yet earned a degree tests into a second writing course and completes it with a “C-” or better, no additional composition course will be required. - Public Speaking, Interpersonal Communications, Communication in the Workplace or Organizational Communication (or equivalent)
- A physical science and a biological science course must be used to meet the natural science requirement.
- EDU 162 Diversity for Teachers may be used to meet the culture requirement.
- EDU/PSY 142 Human Growth, Development and Guidance may be used to meet a psychology requirement.
- Learner must complete each required education course (prefix EDU) with a grade of “C-” or better.
- If an elementary education major, a learner must complete all requirements for the major and all requirements for at least one specific endorsement area (as required to be eligible for an Iowa teaching license).
- Learner must attain a GPA of 2.70 Upper Iowa University cumulative, 2.70 in the major to include transfer courses applied to the major and 2.70 in each Prek, K-8 or 5-12 endorsement area to include transfer courses in which the learner is seeking licensure.
- Learner must complete and submit application materials to student teach to the Teacher Education Coordinator.
- Rating on Work Sample Rubric for Contextual Factors
- Rating on Work Sample Rubric for Learning Goals
- Rating on Work Sample Rubric for Design for Instruction
- Rating on Work Sample Rubric for Instructional Decision Making
- Rating on Work Sample Rubric for Assessment Plan
- Rating on Work Sample Rubric for Analysis of Student Learning
- Rating on Work Sample Rubric for Classroom Management
- Rating on Work Sample Rubric for Reflection and Self Evaluation
- Rating on Work Sample Rubric for Written Communication
(contact the Teacher Education Coordinator for information)
Overview Of Teacher Education Program
The assessment of the Teacher Education Program (TEP) system has four major “checkpoints”: (1) admission to the Teacher Education Program, (2) the completion of Field Experience, (3) admission to student teaching, and (4) completion of student teaching. At each checkpoint, information relevant to the learner’s performance in the Teacher Education Program (TEP) will be collected and evaluated. Although the assessment system will focus on learner performance at four “checkpoints,” the learner will continue to provide evidence of knowledge and skills in the other aspects of the TEP by completing all EDU courses with a grade of “C-” or higher and by demonstrating acceptable levels of performance on all essential (required) elements of courses as indicated by course syllabi.
Completion of the UIU Teacher Education Program requires successful passage through four checkpoints:
Checkpoint 1: Admission to the Teacher Education Program
All learners who are seeking initial licensure to teach must be admitted to the Upper Iowa University Teacher Education Program.
Requirements for admission into the Teacher Education Program:
Each section of the exam may be taken an unlimited number of times. (Praxis I PPST scores of 170 minimum in each area are also accepted.
Learners need to be admitted into the Teacher Education Program to register for Field Experience and to register for many of the EDU courses required in their programs.
Checkpoint 2: Field Experience
A learner admitted to the Teacher Education Program will complete forty (40) hours of field experience at the same time he/she takes the appropriate general methods course (i.e. EDU 210 Methods: Birth-Elementary or EDU 233 Methods: Secondary) and will complete a second forty (40) hour field experience when he/she takes an appropriate advanced methods class (e.g., EDU 306 Teaching Elementary Science, EDU 315 Teaching Elementary Social Studies, EDU 325 Teaching Elementary Math, EDU 335 Teaching Elementary Language Arts, EDU 300-01 Teaching Secondary Business or EDU 300-06 Teaching Secondary Social Science).
In addition to helping the learner to “see into the daily life of the classroom teacher” through the activities completed at the field experience site, the learner will engage in classroom activities and will complete various assignments to understand more deeply the Iowa Teaching Standards and Criteria. At the end of each forty (40) hour placement the learner will be assessed on his/her knowledge of these standards and criteria.
Checkpoint 3: Admission to Student Teaching
Student teaching, the teacher education capstone experience, takes place at the end of the learner’s program. Application for student teaching must be filed according to the deadlines established by the Teacher Education Program. Failure to adhere to deadlines may delay student teaching placement. Placements are made by the Teacher Education Coordinator, the Director of Teacher Education, or their designees. Learners will not be allowed to register for any courses during the terms in which their student teaching will take place.
Teachers who are already licensed at a particular level (i.e., K-8) and seeking an endorsement at a new level (i.e., 5-12) will need to complete student teaching at the new level. Other requirements may also apply.
Requirements for Student Teaching:
Note: A learner may have no more than six general education semester credits of total course work remaining prior to the start of the student teaching experience. The remaining course work may not be in the learner’s major, in the professional education core, in the first specific endorsement area, or in the general education requirements of Composition I, Composition II, speech and computer applications.
Federal regulation requires learners wishing to be recommended for Iowa licensure to teach in elementary classroom to take a content test and attain a qualifying score. Completion of the teacher education program and a qualifying score on the content test do not guarantee a candidate recommendation for teacher licensure. Serious deficiencies shown by the candidate in one or more areas of personal or professional development could result in no recommendation or additional preparation by the candidate.
Checkpoint 4: Completion of Student Teaching
Student teaching is the culminating experience in the Teacher Education Program. As a part of the student teaching experience, the learner will develop and teach instructional units. The learner will also complete a “Work Sample” based on an instructional unit. Overall, student teaching will be assessed through the cooperating teacher’s evaluation, the supervisor’s evaluation, and your scores on the “Work Sample.”
The “Work Sample?
Successful teacher candidates will support learning by designing a Teacher “Work Sample” that employs a range of strategies and builds on each student’s strengths, needs, and prior experiences. Through this performance assessment, the learner will provide credible evidence to facilitate learning and display dispositions aligned with the Interstate New Teacher Assessment and Support Consortium (INTASC) by meeting the following Teacher Education Program and “Work Sample” standards.
The Work Sample will be assessed by two readers using standardized rubrics. The TEP will collect and evaluate the following information at this checkpoint:
Professional Education Core Requirements
Candidates for an initial teaching license must complete a major in Pre-kindergarten-Grade 3, a major in Elementary Education or a minimum 30 semester credit major in a secondary teaching subject area. Candidates must complete the following approved professional education courses:
| Credits | ||
| EDU 110 | Foundations of American Education | 3 |
| EDU/PSY 142 | Human Growth, Development and Guidance | 3 |
| EDU 152 | Assessment and Psychology | 3 |
| EDU 162 | Diversity for Teachers | 3 |
| Elementary Education Major | ||
| EDU 206 | Field Experience I: Elementary* | 2 |
| EDU 226 | Field Experience II: Elementary* | 2 |
| OR | ||
| Pre-kindergarten-Grade 3 and Pre-kindergarten-Grade 3 with Special Education Majors | ||
| EDU 234 | Field Experience I: Infant-Toddler | 1 |
| EDU 235 | Field Experience II: Prekindergarten | 2 |
| EDU 206 | Field Experience II: Elementary | 2 |
| OR | ||
| Business and Social Science Majors | ||
| EDU 207 | Field Experience I: Secondary* | 2 |
| EDU 227 | Field Experience II: Secondary* | 2 |
| EDU 210 | Methods: Birth-Elementary or | |
| EDU 233 | Methods: Secondary | 3 |
| EDU 252 | Computers and Instructional Technology | 3 |
| EDU 300 | Secondary majors must have a methods course in each area of endorsement |
3 |
| EDU 304 | Exceptional Persons | 3 |
| EDU 425 | Content Area Literacy (secondary majors only) |
3 |
| EDU 462 | Individual Behavior and Classroom Management Pre-Kindergarten-12 |
3 |
| EDU 49_ | A Student Teaching experience at the level and subject area(s) in which licensure is sought |
14 |
| Total | 42 or 48 | |
*Professional Education Core Field Experiences must be taken concurrently with methods courses. For Elementary Education, Pre-kindergarten-Grade 3, and Pre-kindergarten-Grade 3 with Special Education majors, EDU 206 Field Experience I: Elementary must be taken concurrently with EDU 210. EDU 226 Field Experience II: Elementary is to be taken concurrently with EDU 305 Teaching Elementary Science, EDU 315 Teaching Elementary Social Studies, EDU 325 Teaching Elementary Math, or EDU 335 Teaching Elementary Language Arts. Secondary majors complete EDU 207 Field Experience I: Secondary concurrently with EDU 233. EDU 227 Field Experience II: Secondary is to be taken concurrently with EDU 300.
Major in Elementary Education
This major consists of 61 semester credits (including professional education core requirements). In addition, to qualify for licensure, learners must also meet the requirements of a prekindergarten, middle level or K-8 endorsement in a specific area. The courses in the major are as follows:
| Credits | ||
| EDU 110 | Foundations of American Education | 3 |
| EDU/PSY 142 | Human Growth, Development and Guidance | 3 |
| EDU 152 | Assessment and Psychology | 3 |
| EDU 162 | Diversity for Teachers | 3 |
| EDU 206 | Field Experience I: Elementary School | 2 |
| EDU 210 | Methods: Birth-Elementary | 3 |
| EDU 226 | Field Experience II: Elementary School | 2 |
| EDU 252 | Computers and Instructional Technology | 3 |
| EDU 304 | Exceptional Persons | 3 |
| EDU 305 | Teaching Elementary Science | 2 |
| EDU 313 | Teaching Creative Arts | 2 |
| EDU 315 | Teaching Elementary Social Studies | 2 |
| EDU 325 | Teaching Elementary Math | 2 |
| EDU 326 | Developmental Reading and Language Arts | 3 |
| EDU 327 | Teaching Health and Physical Education: Birth to Elementary |
3 |
| EDU 333 | Literature: Birth-Adolescence | 3 |
| EDU 335 | Teaching Elementary Language Arts | 2 |
| EDU 462 | Individual Behavior and Classroom Management Pre-Kindergarten-12 |
3 |
| EDU 492 | Student Teaching in Elementary School | 14 |
| Total | 61 | |
Endorsement Areas
Check with your center for endorsement offerings. Learners seeking to add an endorsement to an existing license must have a 2.70 GPA in the endorsement area.
Prek-Grade 3 Including Special Education
| (Endorsement #100; 51 credits) | Credits | |
| HPER 102 | First Aid/CPR/AED Program | 2 |
| EDU 206 | Field Experience I: Elementary | 2 |
| EDU 223 | Child, Family Health, Nutrition | 3 |
| EDU 234 | Field Exp: Infant/Toddler | 1 |
| EDU 235 | Field Exp: Prekindergarten | 2 |
| EDU 327 | Teaching Health/PE Birth-Elementary | 3 |
| EDU 407 | Diagnostic & Corrective Reading | 3 |
| EDU 451 | Introduction to Early Child | 3 |
| EDU 455 | Methods/Curriculum Early Childhood | 2 |
| EDU 456 | Admin/Supervision Early Childhood | 2 |
| EDU 459 | Home, School, Community Relations | 3 |
| EDU 462 | Indiv. Behavior/Class Mgt | 3 |
| EDU 464 | Methods Behavior Disabilities Prek-8 | 3 |
| EDU 467 | Char. of Indiv. with Disabilities | 3 |
| EDU 471 | Assessment of Ind. w/Disabilities | 3 |
| EDU 476 | Curriculum Organ/Devel Special Education | 3 |
| EDU 478 | Methods: Mild/Moderate Prek-8 | 3 |
| EDU 488 | Student Teaching: Birth-PreK* | 7 |
| Total | 51 | |
*If student teaching was not previously done in a K-grade 3 classroom, EDU 498 (7 hrs.) must also be completed.
Pre-Kindergarten-Kindergarten
| (Endorsement #103; 28 credits) | Credits | |
| EDU/PSY 142 | Human Growth, Development, and Guidance | 3 |
| EDU/HPER 223 | Child, Family Health and Nutrition | 3 |
| EDU 235 | Field Experience: Prekindergarten (40 clock hours) |
2 |
| EDU 326 | Development Reading and Language Arts | 3 |
| EDU 451 | Introduction to Early Childhood | 3 |
| EDU 455 | Methods and Curriculum of Early Childhood | 2 |
| EDU 456 | Administration and Supervision of Early Childhood | 2 |
| EDU 459 | Home, School and Community Relations | 3 |
| EDU 496 | Student Teaching: Pre-kindergarten-Kindergarten | 7 |
| Total | 28 | |
| (Endorsement #104; 19 credits) | Credits | |
| EDU 443 | Concepts of English | |
| EDU 444 | Curriculum and Methods of ESL | 3 |
| EDU 445 | Second Language Acquisition | 3 |
| EDU 446 | Practicum in ESL | 1 |
| EDU 447 | Problems in English Grammar | 3 |
| EDU 448 | Cultural and Linguistic Diversity | 3 |
| EDU 449 | Student Teaching in ESL | 3 |
| Total | 19 | |
| (Endorsement #106; 25 credits) | Credits | |
| EDU 206 | Field Experience I: Elementary | 2 |
| EDU/HPER 223 | Child, Family Health, Nutrition | 3 |
| EDU 234 | Field Exp: Infant/Toddler | 1 |
| EDU 235 | Field Exp: Prekindergarten | 2 |
| EDU 451 | Introduction to Early Child | 3 |
| EDU 455 | Methods/Curriculum Early Childhood | 2 |
| EDU 456 | Admin/Supervision Early Childhood | 2 |
| EDU 459 | Home, School, Community Relations | 3 |
| EDU 488 | Student Teaching: Birth-PreK | 7 |
| Total | 25 | |
| (Endorsement #119; 26 credits) | Credits | |
| EDU 313 | Teaching Creative Arts | 2 |
| EDU 326 | Developmental Reading and Language Arts | 3 |
| EDU 333 | Literature: Birth-Adolescence | 3 |
| One of the following: | 3 | |
| ENG 209 | American Literature I | |
| ENG 210 | American Literature II | |
| Electives in English, Language Arts, Speech, Drama, Theatre, and/or Reading |
15 | |
| Total | 26 | |
| (Endorsement #148; 24 credits) | Credits | |
| EDU/PSY 142 | Human Growth, Development & Guidance | 1* |
| EDU 304 | Exceptional Persons | 3 |
| EDU 326 | Developmental Reading and Language Arts | 3 |
| EDU 333 | Literature: Birth-Adolescence | 3 |
| EDU 335 | Teaching Elementary Language Arts | 2 |
| EDU 407 | Diagnostic and Corrective Reading and Language Arts | 3 |
| EDU 409 | Practicum: Elementary Reading and Language Arts | 3 |
| EDU 425 | Content Area Literacy | 3 |
| EDU 485 | Advanced Problems in Reading and Language Arts | 3 |
| Total | 24 | |
| (Endorsement #149; 25 credits) | Credits | |
| EDU/PSY 142 | Human Growth, Development & Guidance |
1* |
| EDU 304 | Exceptional Persons | 3 |
| EDU 326 | Developmental Reading and Language Arts |
3 |
| EDU 333 | Literature: Birth-Adolescence | 3 |
| EDU 407 | Diagnostic and Corrective Reading and Language Arts | 3 |
| EDU 410 | Practicum: Secondary Reading and Language Arts | 3 |
| EDU 425 | Content Area Literacy | 3 |
| EDU 485 | Advanced Problems in Reading and Language Arts | 3 |
| One of the following: | 3 | |
| ENG 102 | English Composition II | |
| ENG 201 | Expository Writing | |
| An equivalent composition course | ||
| Total | 25 | |
| (Endorsement #164; 24 credits) | Credits | |
| HIST 110 | American Civilization I | 3 |
| HIST 111 | American Civilization II | 3 |
| World History Elective | 3 | |
| One of the following: | 3 | |
| PS 100 | U.S. Government | |
| PS 230 | State and Local Government | |
| Electives from history, political science, psychology, geography, economics or sociology (must include at least one course in an area other than history and political science) |
12 | |
| Total | 24 | |
Middle School Grades 5-8 (no major offered)
A person seeking this endorsement must hold a currently valid Iowa teacher's license or be concurrently seeking an Iowa teacher's license with either the general elementary endorsement or one of the subject matter secondary level endorsements. Courses required for this endorsement are as follows:
| (Endorsement #182; 30 credits) | Credits | |
| EDU 428 | Middle School Curriculum, Design and Strategies | 3 |
| EDU 435 | Middle School Students' Growth, Development and Management |
3 |
| Social Studies | (to include course work in American history, world history and geography) |
6 |
| Mathematics | (to include course work in algebra) | 6 |
| Sciences | (to include course work in life science and physical science) |
6 |
| Language Arts | (to include course work in grammar, composition and speech) |
6 |
| Total | 30 | |
Note: To add this endorsement to a license, requirements must be met and recommendation made by July 1, 2010. After that time a learner must meet new requirements.
| (Endorsement #260; 30 or 34 credits) | Credits | |
| EDU 304 | Exceptional Persons | 3 |
| EDU 407 | Diagnostic and Corrective Reading and Language Arts | 3 |
| EDU 459 | Home, School, and Community Relation | 3 |
| EDU 462 | Individual Behavior and Classroom Management | 3 |
| EDU 464 | Methods: Behavior Disorders Prek-6 | 2 |
| EDU 467 | Characteristics of Individuals with Disabilities Prek-12 | 3 |
| EDU 471 | Assessment of Individuals with Disabilities Prek-12 | 3 |
| EDU 476 | Curriculum, Organization and Development of Special Education Programs Prek-12 |
3 |
| EDU 478 | Methods: Mild/Moderate Disabilities Prek-6 | 3 |
| One of the following: | ||
| EDU 479 | Student Teaching: Instructional Strategist | 3 |
| EDU 482 | Student Teaching: Instructional Strategist | 7 |
| Total | 30 or 37 | |
Instructional Strategist I Mild & Moderate Disabilities 5-12
This endorsement consists of 33 or 37 credit hours. A person seeking this endorsement must already be the holder of a valid Iowa teaching license to teach learners without disabilities or be concurrently seeking licensure to teach learners without disabilities.
| (Endorsement #261; 33 or 37 credits) | Credits | |
| EDU 304 | Exceptional Persons | 3 |
| EDU 407 | Diagnostic and Corrective Reading and Language Arts | 3 |
| EDU 459 | Home, School and Community Relations | 3 |
| EDU 462 | Individual Behavior and Classroom Management | 3 |
| EDU 467 | Characteristics of Individuals with Disabilities Prek-12 | 3 |
| EDU 471 | Assessment of Individuals with Disabilities Prek-12 | 3 |
| EDU 474 | Methods: Behavior Disorders 7-12 | 3 |
| EDU 475 | Methods: Mild/Moderate Disabilities 7-12 | 3 |
| EDU 476 | Curriculum, Organization and Development of Special Education Programs Prek-12 |
3 |
| EDU 477 | Career and Vocational Programming | 3 |
| One of the following: | ||
| EDU 479 | Student Teaching: Instructional Strategist | 3 |
| EDU 482 | Student Teaching: Instructional Strategist | 7 |
| Total | 33 or 37 | |
| (Endorsement #263; 36 or 40 credits) | Credits | |
| EDU 304 | Exceptional Persons | 3 |
| EDU 407 | Diagnostic and Corrective Reading and Language Arts | 3 |
| EDU 459 | Home, School and Community Relations | 3 |
| EDU 462 | Individual Behavior and Classroom Management | 3 |
| EDU 464 | Methods: Behavior Disorders Prek-6 | 3 |
| EDU 467 | Characteristics of Individuals with Disabilities Prek-12 | 3 |
| EDU 469 | Methods: Learning Disabilities K-12 | 3 |
| EDU 471 | Assessment of Individuals with Disabilities Prek-12 | 3 |
| EDU 474 | Methods: Behavior Disorders 5-12 | 3 |
| EDU 476 | Curriculum, Organization and Development of Special Education Programs Prek-12 |
3 |
| EDU 477 | Career and Vocational Programming | 3 |
| One of the following: | ||
| EDU 479 | Student Teaching: Instructional Strategist | 3 |
| EDU 482 | Student Teaching: Instructional Strategist | 7 |
| Total | 36 or 40 | |
| (Endorsement #264; 32 or 36 credits) | Credits | |
| EDU 304 | Exceptional Persons | 3 |
| EDU 407 | Diagnostic and Corrective Reading and Language Arts | 3 |
| EDU 459 | Home, School and Community Relations | 3 |
| EDU 462 | Individual Behavior and Classroom Management | 3 |
| EDU 467 | Characteristics of Individuals with Disabilities Prek-12 | 3 |
| EDU 471 | Assessment of Individuals with Disabilities Prek-12 | 3 |
| EDU 473 | Methods: Mental Disabillites | 3 |
| EDU 476 | Curriculum, Organization and Development of Special Education Programs Prek-12 |
3 |
| EDU 477 | Career and Vocational Programming | 3 |
| HPER 102 | First Aid/CPR/AED Program | 3 |
| One of the following: | ||
| EDU 479 | Student Teaching: Instructional Strategist | 3 |
| EDU 482 | Student Teaching: Instructional Strategist | 7 |
| Total | 36 or 40 | |
Major in Prekindergarten-Grade 3
This major consists of 75 semester hours (including professional education core requirements).
| Credits | ||
| EDU 110 | Foundations of American Education | 3 |
| EDU/PSY 142 | Human Growth, Development and Guidance | 3 |
| EDU 152 | Assessment and Psychology | 3 |
| EDU 162 | Diversity for Teachers | 3 |
| EDU 206 | Field Experience I: Elementary School | 2 |
| EDU 210 | Methods: Birth-Elementary | 3 |
| EDU 223 | Child, Family Health and Nutrition | 3 |
| EDU 234 | Field Experience: Infant/Toddler | 1 |
| EDU 235 | Field Experience: Prekindergarten | 2 |
| EDU 252 | Computers and Instructional Technology | 3 |
| EDU 304 | Exceptional Persons | 3 |
| EDU 305 | Teaching Elementary Science | 2 |
| EDU 313 | Teaching Creative Arts | 2 |
| EDU 315 | Teaching Elementary Social Studies | 2 |
| EDU 325 | Teaching Elementary Math | 2 |
| EDU 326 | Developmental Reading and Language Arts | 3 |
| EDU/HPER 327 | Teaching Health and Physical Education: Birth to Elementary |
3 |
| EDU 333 | Literature: Birth-Adolescence | 3 |
| EDU 335 | Teaching Elementary Language Arts | 2 |
| EDU 451 | Introduction to Early Childhood | 3 |
| EDU 455 | Methods/Curriculum in Early Childhood | 2 |
| EDU 456 | Administration/Supervision of Early Childhood | |
| EDU 459 | Home, School, and Community Relations | 3 |
| EDU 462 | Individual Behavior and Classroom Management Pre-Kindergarten-12 |
3 |
| EDU 488 | Student Teaching Birth-Prekindergarten | 7 |
| EDU 498 | Student Teaching Kindergarten-Grade 3 | 7 |
| Total | 75 | |
Major in Prekindergarten-Grade Three including Special Education
(Unified Endorsement 100)
This major consists of 95 semester hours and authorizes the holder of the endorsement to teach children from birth through grade three.
| Credits | ||
| HPER 102 | First Aid/CPR/AED Program | 2 |
| EDU 110 | Foundations of American Education | 3 |
| EDU/PSY 142 | Human Growth, Development and Guidance | 3 |
| EDU 152 | Assessment and Psychology | 3 |
| EDU 162 | Diversity for Teachers | 3 |
| EDU 206 | Field Experience I: Elementary School | 2 |
| EDU 210 | Methods: Birth-Elementary | 3 |
| EDU 223 | Child, Family Health and Nutrition | 3 |
| EDU 234 | Field Experience: Infant/Toddler | 1 |
| EDU 235 | Field Experience: Prekindergarten | 2 |
| EDU 252 | Computers and Instructional Technology | 3 |
| EDU 304 | Exceptional Persons | 3 |
| EDU 305 | Teaching Elementary Science | 2 |
| EDU 313 | Teaching Creative Arts | 2 |
| EDU 315 | Teaching Elementary Social Studies | 2 |
| EDU 325 | Teaching Elementary Math | 2 |
| EDU 326 | Developmental Reading and Language Arts | 3 |
| EDU/HPER 327 | Teaching Health and Physical Education: Birth to Elementary |
3 |
| EDU 333 | Literature: Birth-Adolescence | 3 |
| EDU 335 | Teaching Elementary Language Arts | 2 |
| EDU 407 | Diagnostic and Corrective Reading and Language Arts | 3 |
| EDU 451 | Introduction to Early Childhood | 3 |
| EDU 455 | Methods/Curriculum in Early Childhood | 2 |
| EDU 456 | Administration/Supervision of Early Childhood | 2 |
| EDU 459 | Home, School, and Community Relations | 3 |
| EDU 462 | Individual Behavior and Classroom Management Pre-Kindergarten-12 |
3 |
| EDU 464 | Methods Behavior Disabilities Prek-8 | 3 |
| EDU 467 | Characteristics of Individuals with Disabilities | 3 |
| EDU 471 | Assessment of Individuals with Disabilities | 3 |
| EDU 476 | Curriculum Organization and Development of Special Education Programs |
3 |
| EDU 478 | Methods: Mild/Moderate Prek-8 | 3 |
| EDU 488 | Student Teaching Birth-Prekindergarten | 7 |
| EDU 498 | Student Teaching Kindergarten-Grade 3 | 7 |
| Total | 95 | |
| (Endorsement #115; 39 credits) | Credits | |
| BA 160 | Microeconomic Principles | 3 |
| BA 161 | Macroeconomic Principles | 3 |
| BA 201 | Accounting Principles I | 3 |
| BA 202 | Accounting Principles II | 3 |
| BA 208 | Marketing Principles | 3 |
| BA 210 | Management Principles | 3 |
| BA 222 | Management Info Systems | 3 |
| BA 302 | Business Law I | 3 |
| BA 303 | Business Law II | 3 |
| BA 358 | Consumer Behavior | 3 |
| BA 370 | Entrepreneurship & Small Business Management | 3 |
| BA 300-400 | Elective in Management | 3 |
| One of the following: | 3 | |
| BA 225 | Business Ethics | |
| PHIL 202 | Contemporary Ethics | |
| Total | 39 | |
Major in Social Science 5-12 (for Teacher Licensure)
Learners preparing to teach Social Science areas in the secondary school will need to meet the requirements for a Social Science major and meet the requirements in specific endorsement areas. Endorsements consist of at least 15 semester credits in specifically defined courses in a particular discipline. Endorsements offered by Upper Iowa University include American History, American Government, Economics, Sociology*, and Psychology*. See your academic advisor for clarification of these requirements.
* Must be done in conjunction with another endorsement or by an individual currently certified at the secondary level.
A minimum of 30 upper division credits required; 15 credits in the major.
| Credits | ||
| At least one of the following: | 3 | |
| HIST 100 | World Civilization I | |
| PS 100 | U.S. Government | |
| HIST 101 | World Civilization II | |
| SOC 110 | Principles of Sociology | |
| HIST 110 | American Civilization I | |
| HIST 111 | American Civilization II | |
| BA 160 | Microeconomics Principles | |
| BA 161 | Macroeconomic Principles | |
| PSY 190 | General Psychology | |
| PS 230 | State and Local Government | |
| At least one of the following: | 3 | |
| EDU/PSY 142 | Human Growth, Development and Guidance | |
| PSY 201 | Adjustment | |
| PSY 212 | Developmental Psychology: Birth to Adolescence | |
| PSY 222 | Developmental Psychology: Young Adulthood to Late Adulthood | |
| PSY 335 | Biology and Behavior | |
| SOC 384 | Social Welfare Programs and Policies | |
| PSY/SOC 397 | Social Gerontology | |
| PSY 432 | Personality | |
| At least one of the following: | 3 | |
| EDU 152 | Assessment and Psychology* | |
| PSY/SOC 373 | Research Methods** | |
| PSY 444 | Assessment** | |
| At least one of the following: | 3 | |
| SOC 220 | Social Problems | |
| PSY/SOC 232 | Group Dynamics | |
| PSY/SOC 260 | Gender Roles | |
| PSY/SOC 310 | Social Psychology | |
| SOC 361 | Marriage and the Family | |
| SOC 363 | Social Stratification | |
| SOC 384 | Social Welfare Programs and Policies | |
| PSY 454 | Issues and Ethics in the Helping Professions | |
| At least one of the following: | 3 | |
| ANTH 110 | Introduction to Cultural Anthropology | |
| EDU 162 | Diversity for Teachers* | |
| SOC 240 | Diverse Cultures in America | |
| Total | 39 | |
*These courses meet a goal in the major but do not count toward the 39 credits needed for the major.
** MATH 220 Elementary Statistics is a prerequisite
Electives in Social Science (24 credits)
Learners must complete 15 credits in at least one of the following endorsement areas: American History, American Government, Economics, Sociology, or Psychology. The learner must complete 15 semester credits in each area in which they seek licensure. A course in this section may also have been used to meet a requirement in the previous section; however, the credit hours cannot be duplicated. A minimum of 24 elective credits is required.
| American Government | Credits | |
At least one of the following: |
3 | |
| PS 100 | U.S. Government | |
| PS 230 | State and Local Government | |
At least one of the following: |
3 | |
| PS 342 | The Development of American Foreign Policy | |
| PS 362 | The Legislative Process | |
| PA 364 | Public Administration | |
| PS 380 | Congress and the Presidency | |
| PS 411 | American Constitutional Law I | |
| PS 412 | American Constitutional Law II | |
| PA 445 | Administrative Law | |
| Electives in American Government | 9 | |
| American History | Credits | |
| HIST 110 | American Civilization I | 3 |
| HIST 111 | American Civilization II | 3 |
At least one of the following: |
3 | |
| HIST 240 | Your Community as Part of U.S. History | |
| BA/HIST 281 | The United States since 1919 American Economic History | |
| HIST 330 | African American History | |
| HIST 342 | The Development of American Foreign Policy | |
| HIST 343 | U.S. Women's History | |
| HIST 371 | Colonial and Revolutionary America: The U.S. 1607-1787 | |
| HIST 372 | New Nation to Civil War: The U.S. 1788-1865 | |
| HIST 373 | Reconstruction to World War I: The U.S. 1865-1919 | |
| HIST 374 | Recent America: The United States since 1919 | |
| Electives in American History | 6 | |
| Economics | Credits | |
| BA 160 | Microeconomics Principles | 3 |
| BA 161 | Macroeconomics Principles | 3 |
At least one of the following: |
3 | |
| BA/HIST 281 | American Economic History | |
| BA 310 | Money and Banking | |
| BA 343 | Investments | |
| BA 358 | Consumer Behavior | |
| BA 488 | Economics of International Business | |
| Electives in Economics | 6 | |
| Psychology | Credits | |
| PSY 190 | General Psychology | 3 |
| At least one of the following: | 3 | |
| PSY/SOC 232 | Group Dynamics | |
| PSY/SOC 260 | Gender Roles | |
| PSY/SOC 310 | Social Psychology | |
| SOC 384 | Social Welfare Programs and Policies | |
| PSY 454 | Issues and Ethics in the Helping Professions | |
| At least one of the following: | 3 | |
| EDU/PSY 142 | Human Growth, Development and Guidance | |
| PSY 201 | Adjustment | |
| PSY 212 | Developmental Psychology: Birth to Adolescence | |
| PSY 222 | Developmental Psychology: Young Adulthood to Late Adulthood | |
| PSY 335 | Biology and Behavior | |
| PSY 360 | Abnormal Psychology | |
| PSY/SOC 383 | Human Behavior in the Social Environment | |
| PSY/SOC 397 | Social Gerontology | |
| PSY 432 | Personality | |
| Electives in Psychology | 6 | |
Note: Those seeking secondary teacher certification in the State of Iowa in Psychology must already be certified at the secondary level or concurrently seeking endorsement in American History, American Government, or Economics.
| Sociology | Credits | |
| SOC 110 | Principles of Sociology | 3 |
| At least one of the following: | 3 | |
| SOC 220 | Social Problems | |
| PSY/SOC 232 | Group Dynamics | |
| PSY/SOC 260 | Gender Roles | |
| PSY/SOC 310 | Social Psychology | |
| SOC 361 | Marriage and the Family | |
| SOC 363 | Social Stratification | |
| SOC 384 | Social Welfare Programs and Policies | |
| Electives in Sociology | 9 | |
| Total | 24 | |
Note: Those seeking secondary teacher certification in the State of Iowa in Sociology must already be certified at the secondary level or concurrently seeking endorsement in American History, American Government, or Economics.
Major in All Social Science 5-12
The All Social Science 5-12 major is designed for students who wish to be licensed to teach all social science courses at the 5-12 grade level in the State of Iowa: American History, World History, American Government, Psychology, Sociology, Geography, and/or Economics.
| Economics | Credits | |
| BA 160 | Microeconomics Principles | 3 |
| BA 161 | Macroeconomics Principles | 3 |
| Government | Credits | |
| PS 100 | U.S. Government | 3 |
| PS 230 | State and Local Government | 3 |
| At least one of the following: | 3 | |
| PS 362 | The Legislative Process | |
| PS 364 | Public Administration | |
| PS 380 | Congress and the Presidency | |
| PS 412 | American Constitutional Law II | |
| Psychology | Credits | |
| PSY 190 | General Psychology | 3 |
| At least one of the following: | 3 | |
| PSY/SOC 310 | Social Psychology | |
| PSY 323 | Cognition | |
| PSY 338 | Motivation | |
| PSY 355 | Skills and Strategies in the Helping Professions | |
| World History | Credits | |
| HIST 100 | World Civilization I | 3 |
| HIST 101 | World Civilization II | 3 |
| HIST 355 | Modern World History | 3 |
| American History | Credits | |
| HIST 110 | American Civilization I | 3 |
| HIST 111 | American Civilization II | 3 |
| At least one of the following: | 3 | |
| BA/HIST 281 | American Economic History | |
| HIST 330 | African American History | |
| HIST 342 | Development of American Foreign Policy | |
| HIST 343 | U.S. Women’s History | |
| HIST 371 | Colonial and Revolutionary America | |
| HIST 372 | New Nation to Civil War | |
| HIST 373 | Reconstruction to WWI | |
| HIST 374 | Recent America | |
| Sociology | Credits | |
| SOC 110 | Principles of Sociology | 3 |
| At least one of the following: | 3 | |
| SOC 220 | Social Problems | |
| CJ/SOC 224 | Introduction to Criminial Justice | |
| SOC 347 | Deviance and Social Control | |
| SOC 363 | Social Stratification | |
| Geography | Credits | |
| GEOG 100 | Introduction to Physical Geography | 3 |
| GEOG 200 | World Regional Geography | 3 |
| Total | 51 | |
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P.O. Box 1857
Fayette, Iowa 52142
800-553-4150 (toll free)
(563) 425-5200
info@uiu.edu
