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
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 3.0 or above in the last 60 semester hours; For international students: TOEFL at 8.0 or above； IELTS at 7.0 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 3.0 or above in the last 60 semester hours; English proficiency requirement for international students: TOEFL at 80 or above； IELTS at 7.0 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 f2f 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
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.