Students who successfully completed a CDE Endorsed Professional development program, evidenced by the EL PD Approved Program Certificate and deemed appropriate by the program area faculty, may request 3 credits for ECLD 513 for partially fulfilling UNC CLD endorsement program requirement. This awarded credit will, in effect, be counted as 3 credits of ECLD 513 to substitute for the required 3 credit hours of ECLD 593 in UNC’s CLD endorsement program. To request academic credit, the EL PD Approved Program Certificate must be submitted to the Graduate School.
Students who successfully completed a Practicum, as described below and evidenced by District 6 Certificate of Completion, may request 3 credit to partially fulfill UNC CLD endorsement program requirement. This awarded credit will, in effect, waive the required 3 credit hours of ECLD 604: Successful completion of a 40-hour CLD field experience under the direction of District 6 professional development staff, designed in conjunction with the UNC CLD faculty. The field experience consists of observations, co-teaching or teaching in one’s own class (with a minimum of 6 ELLs in the class), coaching, and reflections on practice.
To request academic credit, the District 6 Certificate of Completion must be submitted to the Graduate School.
“If you intend to apply for a Colorado Teacher License after completing a teaching licensure program at UNC, please note that the Colorado Department of Education (CDE) requires that you must open an eLicensing account with CDE and you must have a Social Security Number in order to open the eLicensing account. Please see the important information regarding “Setting up your eLicensing Account” here: https://www.cde.state.co.us/cdeprof/fingerprints#eLicensingAccount. In addition, as part of the licensure process, CDE requires that you must affirm that you are either a United States citizen, a legal permanent resident or that you are otherwise lawfully present in the United States pursuant to federal law. This affirmation is called “verifying lawful presence.” Under CDE’s current requirements, you cannot receive a Colorado Teacher License without “verifying lawful presence.” Please see the important information regarding “Verifying Lawful Presence” here: https://www.cde.state.co.us/cdeprof/verification_lawful_presence. You should check the two webpages above, and other webpages regarding Colorado Teacher Licensure, frequently for any changes.
Educational Studies Ed.D.
The Ed.D. in Educational Studies prepares candidates to understand the relationship among research, policy, and practice in education in order to contribute to reforming educational systems. Candidates complete an educational studies core, a multidisciplinary cognate, a research core, and a dissertation. The program prepares candidates to assume roles as university faculty members, educational leaders in school districts and state and federal agencies, district level curriculum specialists, and to assume leadership roles in nonprofit and private sectors.
Graduate applicants for this degree must have evaluations by the School of Teacher Education, in addition to the Graduate School, in order to determine admissibility.
Programs of study for degree candidates will be individualized to meet candidate’s career goals. A minimum of 64 semester hours are required for the completion of this program. The extent of an individual’s program will be dependent upon previous college work and professional experience.
For degree and program requirements, see:
Educational Studies Ed.D.
Education M.A.T.
The Master of Arts in Teaching degree provides experienced practitioners with the knowledge, abilities, and dispositions needed to scaffold their own professional development toward a vision of accomplished practice. Candidates in this program analyze philosophical and contemporary practices and theories relating to knowledge acquisition as a means of enhancing student learning and the curriculum development process within school systems. Three abilities are emphasized throughout the program: critical reflection, systematic inquiry, and collaboration. Teacher participants use these abilities to plan and implement a series of learning and assessment projects for the purpose of improving students' learning and achievement. The M.A.T. program provides opportunities to develop in-depth understanding of content-specific pedagogy, the curriculum development process, teacher research, and portfolio approaches to teaching and learning. Teachers are encouraged to become school leaders as they gain confidence working with increasingly diverse groups of children, parents, and colleagues. The program has several emphases: in Elementary Education including Post Baccalaureate initial licensure, Curriculum Studies, Culturally and Linguistically Diverse Education, and English Education. The latter three programs require one year of successful classroom teaching experience for graduation.
For degree and program requirements, see:
Education M.A.T. — Curriculum Studies Emphasis
Education M.A.T. — Elementary Education with Licensure Emphasis
Education M.A.T. — English Education Emphasis
Education M.A.T. — Culturally and Linguistically Diverse Education Emphasis
Educational Technology
Location: McKee 518
Telephone: 970.351.2816
Website: www.unco.edu/cebs/educational-technology/
Coordinator: Heng-Yu Ku, Ph.D.
Faculty: Matthew Farber, Ed.D.; Heng-Yu Ku, Ph.D.
Educational Technology oversees the degree programs in Technology, Innovation, and Pedagogy; Educational Technology and related endorsements. Educational Technology also supports teacher preparation with technology-rich method courses for various preparation programs. Graduate courses are offered in both face-to-face and online formats. Face to face classes within the program generally meet once a week; evening classes are available to support local and commuting students that work full time. Programs may be pursued on a part-time basis (although there are specific University limits on total program length and continuous registration). International students are represented in the existing Educational Technology programs and are encouraged to apply to the new Technology, Innovation and Pedagogy offerings.
Technology, Innovation, and Pedagogy MA and PhD programs are accepting applications on a continuous basis. Defining a new learning environment requires a set of technologies and social practices where meaning is delivered and consumed in new formats. The MA program provides a rigorous but practical experience in educational technology innovation and pedagogical practices. Coursework can focus on Innovation and Integration, Instructional Design , or a combination of both. The PhD program in Technology, Innovation, and Pedagogy builds a deep theoretical base in critical and innovative pedagogy as well as developed technology application skills. It provides different areas of focus, or cognates, including innovation and integration and instructional technology. The PhD program culminates in a dissertation of original research in the field.
Our faculty encourages cooperative research and other scholarly projects, and coursework offers opportunities to publish research and present in scholarly venues. The goal of the programs is to develop education professionals and classroom teachers that have foundational theoretical knowledge of technology infused pedagogy for transformative teaching and learning. Graduates work in a variety of learning contexts (K-12, higher education, online environments, military training, business/organizational, and international settings), as scholars, educators, professional developers, chief officers, program developers and consultants.
Technology, Innovation and Pedagogy Ph.D.
The Doctor of Philosophy in Technology, Innovation and Pedagogy provides a terminal degree in educational technology that culminates in a dissertation of original research in the field. Graduates work in a variety of learning contexts (PK-12, higher education, online environments, military training, business/organizational, and international settings) as professors, researchers, consultants, innovation officers, and scholars. Cooperative research, design, teaching and other scholarly projects are encouraged among students and faculty. The program is research focused and designed to be rigorous but practical. Students are expected to engage in theoretical and practical experiences throughout the program documented in the comprehensive exam process.
MA en route to PhD
A student who has been admitted into the Technology, Innovation, and Pedagogy PhD program may complete the TIP Master’s degree en route to completion of the doctoral degree. Students are required to submit a plan of study for both the master’s and doctoral degrees. Once admitted to the PhD, students seeking the MA en route to the PhD will complete the 30 credit MA program, but may participate in doctoral classes concurrently. See Technology Innovation and Pedagogy MA (add link) for more information and MA program requirements. Students must complete all program requirements (include the comprehensive examination) for the MA degree in addition to the minimum requirements for the PhD. No courses applied to the TIP MA degree may be used in the TIP PhD plan of study. Students must be conferred with the MA degree prior to admission to doctoral candidacy.
The doctoral faculty in the educational technology review applications in both fall and spring semesters. Admission criteria follow the UNC Graduate School expectations and include the expectations of minimum GPA and GRE scores. Applications require a two-page statement of career goals, three letters of reference, and transcripts from previous undergraduate and graduate work. The statement of career goals should specifically address how this degree program will assist the applicant in furthering his/her skills and knowledge and applying them in the future. The applicant must also complete a short interview scheduled with the doctoral faculty that concludes in a brief writing sample. The interview may be conducted in person or through digital technologies. International students are encouraged to apply early in order to be able to handle passport, visa, and other issues in a timely manner.
Once admitted, the student will work closely with their academic advisor to develop a plan of study that meets the individual professional needs. While all students are expected to complete the core content and research courses, electives are selected to tailor the program to meet various professional foci within the field of educational technology. Once admitted to a program, students must maintain a satisfactory grade point average of 3.2. Students will receive an annual letter of progress providing feedback regarding their individual progress toward completion of their program until they have passed the comprehensive exam.
Comprehensive Exam Expectations
Students must complete both Phase I and Phase II of the Comprehensive Exam Expectations in order to schedule a Comprehensive Oral Exam with the Graduate School. It is encouraged to complete Phase I prior to beginning Phase II, but it is acceptable to complete both Phases in the same semester. Phase II cannot be complete in a semester prior to the completion of Phase I.
Phase I - Electronic Showcase Portfolio
Students will work on constructing an electronic portfolio over the duration of their coursework. The expectation is that coursework may contribute to the items showcased in the portfolio, however work beyond the course assignments is expected. Work conducted completely outside of a course is also acceptable. The portfolio is divided into 5 areas and may be completed in any order.
5 areas of portfolio:
- Applications of Educational Technology
- Engagement in Research Practices
- Demonstration of Innovative Pedagogy
- Participation in Professional Collaboration
- Awareness of Critical, Social, and Global Perspectives
Phase II - Written Exam
Students will complete a take home written exam consisting of two questions. The exam will be conducted over a set two-week period each semester.
Dissertation Format Options
- Traditional 5-chapter format consisting of Introduction, Literature Review, Method, Findings, and Discussion.
- Articles format consisting of Introduction, Literature Review, Method, at least three chapters containing one Publishable Article each, and Conclusion.
For degree and program requirements: see:
Technology, Innovation and Pedagogy, Ph.D.
Technology, Innovation and Pedagogy Graduate Certificate Programs
The certificates available from the Technology, Innovation and Pedagogy (TIP) program provide an individual with focused expertise at the graduate level in one of three areas: Instructional Design, Online Instruction or Innovative Pedagogy. The TIP graduate certificate program is intended for degree and non-degree seeking graduate students interested in developing specific expertise in digital education. They intend to meet the demands for technology-rich skills among professionals in educational contexts. Students may earn more than one certificate.
For program requirements, see:
Technology, Innovation and Pedagogy - Innovative Pedagogy Graduate Certificate Program (Non-Degree)
Technology, Innovation and Pedagogy - Instructional Design Graduate Certificate Program (Non-Degree)
Technology, Innovation and Pedagogy - Online Instruction Graduate Certificate Program (Non-Degree)
Technology, Innovation and Pedagogy M.A.
The Master’s of Arts (MA) in Technology, Innovation and Pedagogy provides an advanced degree in technology knowledge and pedagogical practices that culminates with a comprehensive exam. Graduates work in a variety of learning contexts (K-12, higher education, online environments, military training, business/organizational, and international settings) as scholars, educators, professional developers, program developers, and consultants. Cooperative research and other scholarly projects are encouraged among students and faculty. Students are encouraged to publish research and present in scholarly venues. The program is designed to be rigorous but practical.
The doctoral faculty in the department review applications on a continual basis in both fall and spring semesters. The priority application deadline for spring or summer program admissions is November 15; the application deadline for fall program admissions is April 15. Applications require a two-page statement of intent, three letters of reference, and transcripts from previous undergraduate and graduate work. The statement of intent should specifically address educational experience and future goals and how this program is a good match for your aspirations. After a screening of the applications, program faculty will conduct a short interview process. The interview may be conducted in person, by telephone, or by videoconference. International students are encouraged to apply early in order to be able to handle passport, visa, and other issues in a timely manner. Potential students with limited English abilities are encouraged to examine the application options available through the University’s Center for International Education. In many cases, students may be admitted to an academic program, but begin their studies in the Intensive English Program.
Program Admission and Completion Requirements:
Admission criteria follow the UNC Graduate School expectations and include the expectations of minimum GPA and GRE scores. Once admitted, the student will work closely with their academic advisor to develop a plan of study that meets the individual professional needs. While all students are expected to complete the core content and research courses, electives are selected to tailor the program to meet various professional foci within the field of educational technology. A MA degree in Technology, Innovation and Pedagogy will be conferred with a minimum of 30 credits beyond the undergraduate degree and successful completion of a comprehensive exam.
Once admitted to a program, students must maintain a satisfactory grade point average of 3.2. Students will receive an annual letter of progress providing feedback regarding their individual progress toward completion of their program.
For degree and program requirements, see:
Technology, Innovation and Pedagogy M.A.
School Library Education M.A.
The Master of Arts in School Library Education is tailored specifically to K-12 professionals who would like to obtain employment in Colorado’s K-12 libraries and learning resource/media centers. Applications to this program are reviewed by the faculty throughout the calendar year and there is no application deadline. Applications require a two-page statement of career goals, three letters of reference, and transcripts from previous undergraduate work. A teaching license valid for the State of Colorado is also required. The statement of career goals should specifically address how this degree program will assist the candidate in furthering his/her skills and knowledge and applying them in the future. The faculty review of applications generally takes one to two weeks. Major delays usually occur due to incomplete applications or insufficient information.
For degree and program requirements, see:
School Library Education MA
Literacy M.A.
The Literacy M.A. graduate program prepare students to be inquiring practitioners who seek knowledge and experiences about literacy processes and practices.
These evolving scholars are guided and encouraged to pursue knowledge, commit to inquiry, engage in problem solving related to literacy processes and practices, and participate as leaders in literacy related activities. The inquiring practitioners learn to use literacy knowledge, practices, and processes to serve the changing technological, diversity, and literacy education needs of dynamic local and global environments.
Admission. Applicants must have one year of full-time teaching experience, an overall 3.0 GPA on the last 60 semester hours; must complete the Literacy program Application and have three letters of recommendation sent to the Coordinator of the Literacy Program in McKee Hall. Upon receiving formal notification of admission a student must meet with his/her assigned advisor to plan a program of study.
There are several steps to the evaluation of the Literacy Program as well as to the evaluation of the students enrolled in the Literacy M.A. degree program. The evaluation process is ongoing. For admission into the Graduate School and admission into the Literacy M.A. degree program a student must complete and submit specific documents (Graduate School application, Literacy program application, three letters of reference and a resume) that Literacy program faculty members review and evaluate. As a student takes courses, he/she completes a university generated course evaluation form and may be asked to complete an instructor developed evaluation form. When a student reaches the mid-point of taking the eleven reading courses (after five courses), the student and the student’s advisor meet to complete a progress interview. The purpose of the interview is for the student to reflect upon his/her performance to date, as well as to make known his/her evaluation of the strengths and needs of the Literacy program. At the conclusion of all the Literacy M.A. degree coursework, a student completes a synthesis notebook and oral defense or completes a thesis. Following the successful completion of the synthesis notebook and oral defense or thesis defense, the student completes an exit survey evaluating all of the elements of the Literacy program that the student has participated in and completed. Two years after graduating from the Literacy program with a Master of Arts degree the student will be asked to complete another survey and to reflect on his/her overall program experience.
Endorsement
By completing the Master of Arts degree in Literacy students fulfill the requirements for institutional recommendation for endorsement as a K-12 Reading Teacher. Students seeking endorsement must provide evidence of two or more years of teaching experience in an accredited and/or established elementary, middle, or secondary school while holding a Type A or teaching license equivalent certificate before such recommendation is made. Students wishing to obtain Colorado licensure in reading are required to pass a State of Colorado administered proficiency examination PLACE Reading Teacher. Students should contact the Licensure Officer in McKee for information.
For degree and program requirements, see:
Literacy M.A.
Multilingual Education M.A. - Teaching English to Speakers of Other Languages (TESOL)
The Masters of Art in Multilingual Education: TESOL prepares students with advanced knowledge, skills, and cross-cultural competencies to work in the field of TESOL (Teaching English to Speakers of Other Languages) in international or non-K-12 (adult education) domestic settings, or engage in language education in multilingual settings.
Admission:
For admittance to the proposed program, students should be successfully admitted to the University as a degree seeking graduate student: An earned Bachelor’s degree from an accredited institution; GPA of 3.00 or better, on a 4.00 point scale, from the most recent degree earned or current degree in progress; For international students: TOEFL at 80 or above; IELTS at 6.5 or above. Applicants should review the Insufficient English Language Proficiency policy, which provides information about the Intensive English Program at UNC.
For degree and program requirements, see:
Multilingual Education MA Teaching English to Speakers of Other Languages (TESOL)
Multilingual Education M.A. - World Language Licensure Program
Admission:
For admittance to the proposed program, students should be successfully admitted to the University as a degree seeking graduate student: An earned Bachelor’s degree from an accredited institution; GPA of 3.00 or better, on a 4.00 point scale, from the most recent degree earned or current degree in progress; English proficiency requirement for international students: TOEFL at 80 or above; IELTS at 6.5 or above.
Location of offering:
The program will be offered on UNC campus and through distant learning format to those who cannot be physically in Greeley. International students may more likely take the courses face-to-face though they may, if they choose, take courses on line via technology in their own countries.
For degree and Program Requirements, See:
Multilingual Education MA World Language Licensure Program
Secondary Pedagogy M.A.T. - Licensure: Secondary Licensure (Grades 7-12)
The Secondary Pedagogy M.A.T. - Licensure: Secondary Licensure (Grades 7-12) program provides prospective teachers in secondary English/Language Arts, Social Studies, Math, and Science with the requisite knowledge and ability for obtaining licensure in these areas, as well as both the practical skill necessary to achieve success in their future classrooms and the disposition to critical, research-based reflection associated with continuous professional improvement over the course of a career. The program provides in-depth knowledge of data-driven and practitioner-endorsed classroom practices in each content area, the skills necessary to engage in research and reflection upon one’s own work, and the habits of mind involved in establishing and maintaining collaborative relationships with colleagues and administrators.
For degree and program requirements, see:
Teaching Diverse Learners M.A.
This MA degree program is designed for currently licensed teachers, such as those who hold Early Childhood, Elementary or Secondary licenses, who wish to receive added endorsements in the areas of Special Education Generalist and Culturally Linguistically Diverse Education. The program is a blended design that incorporates all courses and field experiences necessary to receive both endorsements, and a Master of Arts Degree.
For degree and program requirements, see:
Teaching Diverse Learners M.A.