The Social and Behavioral Sciences programs are designed for people with a passion for making a difference in the lives of others.
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Whether you want to enter the field of criminal justice or need credentials to advance your career, Kaplan University's criminal justice degree programs are designed to help you achieve your goal.
Our online education degree programs and certificates could help prepare you to teach diverse learners a broad range of academic content and educational foundations.
Our comprehensive fire science programs offer the flexibility of online learning, ideal for individuals in the fire science and emergency management fields who may work inconsistent hours.
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Our nursing degree and certificate programs are taught by practicing professionals who are dedicated to helping you prepare for real-world challenges in nursing.
Kaplan University's IT programs are designed to prepare you with the knowledge and skills you need to start or advance your technology career.
Kaplan University offers over 180 degree and certificate programs all available to military, veterans, and spouses of active duty members. In addition, several programs have been developed to complement specific military occupations or programs established by the military.
The Kaplan University School of General Education courses support the academic, social, personal, and professional development of learners throughout their engagement with the University.
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Learning Center Experience
Teaching children during their formative years of adolescence is a challenge that can be personally and financially rewarding. In this profession you will serve as both mentor and coach—imparting academic knowledge and helping to shape students' views of their own self-worth and their roles in the world around them. If you are ready to experience the tremendous satisfaction that comes from preparing adolescents for the future, the Master of Arts in Teaching program at Kaplan University is designed to help you develop the necessary professional competencies to teach grades 5 through 12.
The Iowa certification track is designed for professionals living in the state of Iowa or close enough to be able to conduct weekly field experiences in an Iowa school. Candidates who successfully complete all program and graduation requirements will be recommended for Iowa licensure.*
This teacher certification program is based on national professional standards for beginning teachers. Through a unique combination of online coursework and practical teaching experience, you will have an opportunity to:
Students taking ED581 Secondary Classroom Management are given access to Dr. Harry Wong’s popular Classroom Management eLearning course, as well as his bundle of materials that includes a binder of activities and his text, The First Days of School. Dr. Harry Wong is known as the expert in classroom management for K-12 education. After students successfully complete Dr. Wong’s eLearning, students will receive a classroom management certificate from Dr. Wong.
Access gainful employment information, including program length, tuition costs, financing options, and success rates.
If you enroll in the Iowa certification track, you have the option of completing student teaching as the program's culminating experience or, if eligible, a year-long internship after completing Iowa intern requirements.† Student teachers will progress from observing classroom dynamics to leading small-group instruction to assuming full responsibility for the classroom. Both student teachers and interns will have many opportunities to interact with professional mentors, supervisors, and colleagues as they refine their philosophy of education and develop proficiency in teaching.
In Iowa, in order to meet the licensing requirements to teach grades 5 through 12, candidates must successfully complete the Master of Arts in Teaching coursework, 100 hours of fieldwork, a portfolio, and either a supervised student teaching or internship experience.
The Bureau of Labor Statistics predicts that the increases in enrollment may result in job growth for kindergarten, elementary, and high school teachers through 2022.‡§ Kaplan University’s Master of Arts in Teaching—Iowa Certification track is designed to help qualify you to work as an Iowa teacher in public secondary schools (grades 5 through 12).# Upon successful completion of the program, you could be eligible to pursue further doctorate-level studies.**
Kaplan University offers multiple start dates, giving you greater flexibility with your education, life, and work schedules.
Online Start Date
Sep 17, 2014
Online Start Date
Nov 05, 2014
Online Start Date
Dec 17, 2014
course introduces students to prominent research-based theories of learning and
examines the impact of these theories on students, learning and motivation,
teaching, and assessment. Students critically evaluate opposing sides of
current issues in educational psychology and articulate and defend personal positions
on these issues.
Total Program Credits: 54
This course explores major middle and
secondary school issues, providing prospective teachers with the
opportunity to reflect upon and develop their own practical
vision of building a classroom environment that effectively
promotes student learning. Focus is placed on a variety of
instructional strategies, principles, and best practices for
helping students learn in secondary school
This course examines the course of normal child and adolescent development. Emphasis is placed on strategies for applying development theory to classroom management and educational practice, and understanding how development influences academic achievement. Students will learn how to apply knowledge of child and adolescent development to their teaching practice as a way to identify various student behaviors and create classroom management strategies that address those behaviors.
This course, grounded in the theoretical bases of balanced literacy and constructivist learning, focuses on building prospective teachers’ competence in the processes of planning, implementing, and evaluating content-area literacy learning for secondary students. Students will use a standards-based approach in crafting strategies to increase reading comprehension in different content areas. Topics covered include using writing to improve reading, teaching diverse students, and using technology in reading instruction.
This course acquaints students with the broad body of research on effective teaching, with an emphasis on applying research findings to students’ own classroom instruction. Students will review and synthesize the theoretical and methodological contributions of current research on a selected topic related to K–12 teaching practice.
This course examines best practices of
assessing secondary student learning, with particular emphasis on
the relationship between assessment procedures, instruction, and
student achievement. Topics include the use of both formal and
informal assessments, norm-referenced and criterion-referenced
assessments, formative and summative assessments, and methods of
using assessment data to improve instruction and student
This course explores the various issues of student diversity and challenges students to examine and define their own educational experiences with regard to culture and ethnicity, socioeconomic class, race, gender, religion, language, learning style, and exceptionality. Particular emphasis will be placed on the practical implications of diversity issues in classroom practice.
This course focuses on preparing you to plan and deliver appropriate instruction for all students in diverse and inclusive classroom settings, including students with disabilities, gifted/talented students, culturally or socioeconomically diverse students, and students with limited English proficiency. The course examines a range of learning, emotional, and physiological disabilities, the history of attitudes toward those disabilities, and the federal mandates governing them. You will develop a classroom environment to support the diverse students within the general student population using strategies and methodologies. Additionally, the course addresses individualized education programs, 504 plans, and the role you will play in implementing them.
This course introduces philosophical
viewpoints that can affect new teachers' priorities and strategy
choices in their practice. This course will also provide a
historical perspective of how public education has become a
democratic right in the United States. Candidates will compare
and contrast philosophical theories that have driven pedagogy
over the past two centuries. Candidates will also evaluate
current research in their quest to develop as reflective and
creative practitioners in the twenty-first century
This course focuses on training teachers to
organize their classroom to maximize the amount of time students
are actively engaged in learning. The foundation of the course
uses classroom-management strategies developed by leading
educators, including Harry K. and Rosemary Wong. Students will go
through online instruction and in-depth reflection, and will
demonstrate mastery of course material by designing a personal
classroom management action plan that will be easily implemented
in their classroom.
Student Teaching/Internship I is the first part of the capstone experience for Master of Arts in Teaching teacher candidates. This extended field experience provides a laboratory in which candidates test theories they have studied, discover the strategies and styles that work best for them and their students, and practice reflective decision making. During this experience, candidates begin to develop their skills in the nine Master of Arts in Teaching program competencies and engage regularly in professional discussion of their practice with their field supervisor, school mentor or cooperating teacher, classmates, and Iowa field instructor. They also participate in teachers’ meetings, work with a variety of school staff members, and communicate with parents and caregivers. This course will be graded pass/fail.
Student Teaching/Internship II is an extension to the final capstone experience for Master of Arts in Teaching teacher candidates. This extended field experience provides a laboratory in which candidates test theories they have studied, discover the strategies and styles that work best for them and their students, and practice reflective decision making. During this experience, candidates engage regularly in reflective, professional discussion of their practice with field supervisors, cooperating teachers or school mentors, instructors, and colleagues, refining their philosophy of education and demonstrating the knowledge, dispositions, and professional performance that indicate proficiency in all nine program competencies. This course will be graded pass/fail.
This course focuses on principles, strategies, national and state standards, lesson planning, and assessment in foreign language instruction. The course will guide students through the theoretical and research-based foundations of language acquisition. Students will get the opportunity to translate some of these theoretical principles into classroom practice. The course will highlight the teacher’s role as facilitator and enable teachers to harness technology so that language instruction can be presented as authentic, functional communication that fully engages students.
This course examines current research-based practices on effective math teaching and learning that are aligned to national and state standards. Students will gain experience in lesson planning and will learn about assessment techniques and teaching styles to accommodate students with different learning styles. The course presents information on technology resources for teaching mathematics. Finally, students will discuss the process of becoming an effective mathematics educator.
This course focuses on methods of teaching the English language arts (ELA) including oral language, writing, reading, and literature. Students will learn about national and state content standards, effective instructional practices, the role technology plays in ELA instruction, and research-based assessment strategies in the field. Students will apply what they learn to create lesson plans and document how they will assess students’ growth in literacy.
This course surveys a broad range of concepts related to teaching various scientific disciplines (e.g., biology, chemistry, and physics) to diverse learners. The course emphasizes a standards-based approach that highlights connections among current research in natural science, real-world phenomena, and classroom instruction. Students will gain experience in lesson planning and will learn about assessment techniques and teaching styles to accommodate students with different learning styles. Students will also explore what it means to become an effective science educator.
In this course, students will explore and develop effective strategies for teaching the core disciplines of social studies (e.g., anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology) at the secondary level. Students will incorporate best practices based on educational research, with an emphasis on helping students develop twenty-first century skills related to the core disciplines of social studies. Special attention will be given to national and state standards, state initiatives, assessment, and the use of appropriate resources, including technology, for effective social studies instruction.
This course will focus on theories, methods, and practices in visual and performing arts education. Students will gain experience in creating lessons that meet national and state standards, evaluating and choosing authentic assessment strategies, and learning how to reach diverse learners in their specialty areas. Students will incorporate best practices based on educational research and learn about the role technology can play in instruction. Students will learn about differentiating instruction, cooperative learning, collaborating with peers, and authentic activities. A chance to consider a reflective teaching practice will be provided.
The 25% tuition reduction applies only to international students living outside of the United States. This discount does not apply to military students. Please check with your advisor to see if you are eligible.
Some programs have additional associated fees that are not included in the price of tuition. Click here or check with an Admissions Advisor for more information.
Learn More about Kaplan University Tuition and Fees
Kaplan University Learning Center students will only complete a portion of this program on site. You will need to complete at least 50% of the program requirements online, or through transfer credit awarded via prior learning assessment. If you have any questions about these requirements, please speak with an admissions advisor.
Learn more about grants and Kaplan University Scholarships and that may help reduce the cost of your education.
Kaplan University tuition reductions (including active-duty, spouse, and veterans military tuition rates; scholarships; grants; vouchers; and alumni and alliance reductions) cannot be combined.
Kaplan University has significantly reduced many of our tuition rates and fees for active-duty servicemembers, their spouses, and veterans. Click here for more information.
* Kaplan University cannot recommend students outside of the state of Iowa for licensure. Graduates who successfully complete all the requirements of the Iowa certification program will be recommended for licensure; however, Kaplan University cannot guarantee a graduate will receive a teaching license.
† The teacher internship required to complete the Iowa certification track must be conducted in Iowa. Finding and obtaining an internship is the responsibility of the student. Contact us for more information.
‡ Source: U.S. Department of Labor, Bureau of Labor Statistics, Occupational Outlook Handbook, 2014-15 Edition, Kindergarten and Elementary School Teachers, on the Internet at www.bls.gov/ooh/Education-Training-and-Library/Kindergarten-and-elementary-school-teachers.htm. National long-term projections may not reflect local and/or short-term economic or job conditions, and do not guarantee actual job growth.
§ Source: U.S. Department of Labor, Bureau of Labor Statistics, Occupational Outlook Handbook, 2014-15 Edition, High School Teachers, on the Internet at www.bls.gov/ooh/education-training-and-library/high-school-teachers.htm. National long-term projections may not reflect local and/or short-term economic or job conditions, and do not guarantee actual job growth.
# Kaplan University cannot guarantee employment or career advancement.
** While many of Kaplan University's degree programs are designed to prepare graduates to pursue continued bachelor-, graduate-, or doctorate-level education, the University cannot guarantee that students will be granted admission to any programs.