M.A. Requirements

Course Work: A minimum of 32 semester hours beyond the bachelor's degree consisting of:

• 18 semester hours of work in Social Foundations, including two courses (6s.h.) in any three areas chosen from: Sociology of Education, History of Education, Comparative/International Education, Philosophy of Education, and Policy Studies.
• All remaining semester hours must be in a related area appropriate to the student's career and academic goals, and can be chosen from outside the College of Education. For example, students interested in philosophy of education usually take these courses in the Department of Philosophy.

Comprehensive Examination: Masters students must satisfactorily complete a six-hour comprehensive exam covering their three areas of study in Social Foundations and their outside area. The examination committee may elect to hold an oral exam after the written portion is completed.

Ph.D. in Social Foundations of Education

The doctoral program in Social Foundations is interdisciplinary in nature and designed to prepare students for positions in academic institutions and educational policy making organizations. The program places a heavy emphasis on building research skills. The faculty teach and do research in the areas of philosophy of education, history of education, sociology of education, and comparative/international education. Recent graduates are working in Social Foundations of Education programs in universities, teacher education programs, as well as in business and international education organizations.

Ph.D. Requirements

Course Work: A minimum of 90 semester hours beyond the bachelor's degree consisting of:

• Core Courses: 24 semester hours of work in Social Foundations chosen from Sociology of Education, History of Education, Comparative/International Education, Philosophy of Education, and Policy Studies, including:

1. 12 semester hours from a major area of specialization.
2. A minimum of 6 semester hours from each of two additional areas.

• Cognates: Approximately one-third to one-half (30 to 45 semester hours) of each student’s program is devoted to course work in depth from at least one other program at the University such as history, social work, philosophy, political science, sociology, economics, etc. These sequences are planned individually by the student with the aid of his or her adviser and suggestions from the appropriate department or departments. Students with M.A. degrees may apply acceptable previous graduate work.
  
• Related Courses: A minimum of 9 semester hours in a related area which may come from inside or outside the College of Education.
  
• Research Courses: Five research courses are required. They are selected in accordance with the individual candidate’s research interests and program. Students are required to successfully complete 07B:205 Research Process and Design and 07B:155 Critical Thinking. These five courses must include:

1. A course in quantitative methodologies (for example graduate-level statistics, micro-computing, demographic analysis).
2. A course in qualitative analysis (for example, philosophy of science, philosophy of social science, historiography, qualitative or case study methodologies, or foreign language).
3. An additional course in either quantitative or qualitative methodologies.

Every student is expected to participate as fully as possible in the ongoing Social Foundations weekly seminar throughout his or her program. We design the seminar to provide a prolonged introduction and orientation to the field of Social Foundations of Education and to our program.

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Comprehensive Examination:

Doctoral students must satisfactorily complete an extensive comprehensive examination. The first three-hour examination is in the student’s major area of study. The second three-hour examination is in the student’s other two areas of concentration within social foundations (1.5 hours each). The third three-hour examination is in the student’s outside cognate area of study and is prepared by faculty outside the Social Foundations program. The written examinations are followed by an oral examination conducted by a comprehensive examination committee of five faculty members who normally (but not necessarily) comprise the candidate's dissertation committee.

The purpose of the Comprehensive Exam is to provide the Ph.D. student's advisory committee with the information that it needs to determine if the student is prepared to undertake the dissertation research that is required for the Ph.D. degree. A successful Comprehensive Exam will demonstrate a student's mastery of the scholarly literature in an area of study, as evidenced by an ability: to creatively synthesize diverse perspectives and findings in a way that has the potential to extend existing literature; to discuss relevant works at a detail sufficient to demonstrate that they have been read and understood; to think critically about the readings and to provide reasoned judgments about their worth and utility; and to write coherent and organized prose. Unsuccessful exams lack these qualities.

Once a year (probably late Spring), the Social Foundations faculty will schedule a session in which we will provide general information on our comprehensive examination policies. This session will clarify the nature and scope of the exams, and the expectations of both faculty and students. No student will be allowed to take the examination without having attended such a meeting.

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Research Dissertation:

Each student must write a formal dissertation prospectus; the student and his or her advisor determine when the prospectus is complete. Once approved by the advisor, the prospectus must be submitted to the members of the student's doctoral committee, to consist of five professors, including one from outside the College of Education. Students must accumulate 12 semester hours of dissertation research credit. The doctoral program culminates with a final oral defense of the dissertation.

Examples of Recent Dissertation Titles:

• "A Religious and Historical Study of Horace Mann"
• "Gender and Education: An Analysis of Factors Influencing the Academic Participation of Chinese Women"
• "American Universities and the U.S. Agency for International Development: An Analysis of the New Directions Period"
• "Improving Teacher Performance: Toward a Sociological Theory of Teacher Motivation"
• "Chicano Cultural Frames and High School Performance in a Rural Iowa Town"

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Graduate Assistantships

Social Foundations of Education:

Social Foundations of Education offers a variety of graduate assistantships reflecting the diverse scholarly activities of its faculty. Social Foundation's graduate students find assistantship opportunities within the EPLS Division, other divisions of the College of Education, and departments outside the College of Education, reflecting the interdisciplinary nature of the program. Assistantships accompany competitive monetary stipends and benefits packages, with one-quarter time or more assistants classified as residents for fee purposes.

Graduate assistantships available to Social Foundations students include, but are not limited to, the following:

• Research assistantships emphasizing a range of methodologies (e.g., quantitative, historical, qualitative)
• EPLS Lab Staff assistantships
• Teaching assistantships for "Human Relations for the Classroom Teacher"
• Research and service activities related to community colleges
• Research assistantships in postsecondary and continuing education
• Research assistantships in educational administration

Most appointments are for nine months beginning with the start of the academic year.

Contact: N491 Lindquist Center (319-335-5303)

See also:

• Application for Graduate Assistantships in EPLS

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The College of Education:

The College of Education awards a variety of graduate teaching and research assistantships each year. Most appointments are for nine months beginning with the start of the academic year. Some appointments are for summer sessions only. Appointments are usually made in late spring for the coming academic year. 

Assistantships are posted in the Graduate Assistantship Vacancy Directory. However, applicants should check directly with individual programs or divisions for positions that may not be advertised in the Directory.

Contact: Graduate Assistantship Vacancy Directory
Office of Student Services
N310 Lindquist Center (319-335-5359)

Special Graduate Assistantships:

Special graduate assistantship recipients assist the faculty in research and other scholarly activities in a field related to the student's interests. Students from all education program areas may apply. Assistantships are awarded on a competitive basis.

Contact: 334 Lindquist Center (319-335-5405)

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Graduate College

Approximately half of the University's graduate students receive some form of University-administered financial assistance, including teaching and research assistantships, and a variety of fellowships and scholarships.

Iowa Fellowship:

The Iowa Fellowship is for first-year graduate students of exceptional promise entering doctoral programs. This fellowship accompanies a minimum stipend of $17,500 (academic year plus summer session) plus full tuition. Renewable nominations are made by the appropriate division chair on the basis of the student's Graduate College application credentials. No special application is required. Nominations are accepted beginning in the fall one year in advance.

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Graduate Opportunity Fellowships:

Graduate Opportunity Fellowships are one year fellowships administered by the Graduate College for entering minority graduate students. Nominations are made by graduate programs

Scholarships:

Scholarships provide up to full tuition and fees. 

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