NDE
Teacher Certification (Adding Endorsements),
Description
At the University of Nebraska-Lincoln, individuals who already have Initial Teacher Certification through the Nebraska State Department of Education may complete coursework requirements for the additional endorsements listed below.
In accordance with Rule 24 of the State of Nebraska Department of Education, a supplemental endorsement means meeting the requirements set forth in the content area of endorsement.
Applying for Admission
Standard requirements for all graduate programs
- Application for Admission with $50 non-refundable application fee.
- Transcripts (unofficial): Uploaded as part of application form.
If International: Uploads must include all college- or university-level transcripts or mark sheets (records of courses and marks earned), with certificates, diplomas, and degrees plus certified English translations.
After admission: Official documents are required from all students who are admitted and enroll. Photocopies of certified records are not acceptable. International students enrolled in other U.S. institutions may have certified copies of all foreign records sent directly to the Office of Graduate Studies by their current school’s registrar office.
- If applicant’s native language is not English, verification of English proficiency
is required.
When sending TOEFL scores, our institution code is 6877 and a department code is not needed.
- If applicant is not a US citizen and expects an F or J visa: financial information.
- Applicants must also fulfill any additional requirements the department specifies at the time of application.
Additional requirements specific to this program
Endorsements associated with Child, Youth, and Family Studies
- Endorsements:
- Family and Consumer Sciences Occupational (6-12)
- Application Requirements:
- Resume/CV
- Personal Statement
- Three letters of recommendation. Ensure that at least one reference letter is academic (e.g., instructor, advisor) and any non-academic letters are professional (e.g., relevant employer).
Endorsements associated with Special Education and Communication Disorders
- Endorsements:
- Orientation and Mobility Specialist
- Special Education: Deaf or Hard of Hearing B-12
- Special Education: Early Childhood B-K
- Special Education: Early Intervention Specialist B-PK
- Special Education: Visual Impairment B-12
- Special Education Generalist K-6 (consult Certification Office about availability)
- Special Education Generalist 7-12 (consult Certification Office about availability)
- Application Requirements:
- Resume/CV
- Personal Statement: Your statement should include the following: 1) Rationale for pursuing this endorsement; 2) Interests and specific experiences with individuals with disabilities; 3) Challenges you anticipate experiencing in graduate school (e.g., balancing work and/or family, time management); 4) Strategies you will use to overcome those challenges (i.e.; how you will monitor learning, at what stage you will determine you need to alter your approach to studying, and what would those changes entail); and 5) How do you plan to use this endorsement? Your answers will also be judged based on the quality of your writing.
- Faculty: Identify one or more faculty members in this department with whom you would like to work.
- Additional instructions for "Special Education: Deaf or Hard of Hearing B-12": 1) If you have ASL experience, prepare a document listing completed ASL coursework and upload it in the application's Coursework slot. 2) Letters of recommendation should specifically describe what training and/or experiences have prepared you to be successful in this graduate program; at least 1-2 of your recommenders should hold the degree and/or endorsement you are seeking.
Endorsements associated with Teaching, Learning, and Teacher Education
- Endorsements:
- Bilingual Education K-6
- Bilingual Education 7-12
- Biology 7-12
- Chemistry 7-12
- English as a Second Language PK-6
- English as a Second Language 7-12
- Earth and Space Science 7-12
- Information Technology PK-12
- Instructional Technology Leadership PK-12
- Math (6-12)
- Physics 7-12
- Reading Specialist PK-12
- Work-Based Learning 9-12
- World Language: Arabic 7-12
- World Language: Japanese 7-12
- Application Requirements:
- Concurrent program requirement: TLTE requires students seeking these additional endorsements to be concurrently enrolled in a UNL program leading to a degree or graduate certificate.
- Resume/CV (optional)
- Personal Statement (optional)
- Two letters of recommendation (optional)
Departments
Program Director
Support Staff
Note: Students enrolled in academic programs based entirely online are not eligible to apply for F-1 or J‐1 visas, per Department of Homeland Security regulations.
Program Faculty
Elaine Chan (bio)
Multicultural Education, Curriculum Studies, Ethnic Identity, Educational Equity Policies
Katelyn Coburn (bio)
LGBTQ+ family dynamics, Transgender and nonbinary mental health, Religious communities and LGBTQ+ people, The gender binary
Rochelle Dalla (bio)
Professor & Graduate Chair, Familial Dynamics, Intergenerational Family Processes, Support Systems of Women Trafficked into the Commercial Sex Industry (CSI).
Emily Fisher (bio)
Emergent Literacy, K-8 Literacy, Writing Curriculum, Pedagogy, Instruction, and Identity, Teacher Preparation, Intersections Between Policy and Teacher Practice
Lauren Gatti (bio)
Secondary English Education, Urban Education, Teacher Conceptions
Tricia Gray (bio)
Social Studies Teaching, Multilingual Education, Culturally Sustaining and Revitalizing Pedagogies, Citizenship Education
Edmund 'Ted' Hamann (bio)
Transnational Movement, School Reform, Policy Implementation, Anthropology of Education, Anthropology of Policy, Migration, Mexico, New Latino Diaspora, South Africa
Jillian Harpster (bio)
Care in Education, Holistic Student-teacher Preparation, Partnerships Between Teacher Preparation Programs and K–12 Learning Spaces
Michelle Hughes (bio)
Cochlear Implants, Auditory Electrophysiology, Psychophysics, Speech Perception
Lydiah Kiramba (bio)
Linguistics, Multilinguilism, Literacy
Patty Kuo (bio)
Parent-child relationships, Early childhood development, Family dynamics, Salivary hormones, and fathers
Elizabeth Lewis (bio)
Science Education, Science Teacher Professional Development
Susan Loveall (bio)
Intellectual and Development Disabilities, Early Childhood Special Education, Downs Syndrome
Lorraine Males (bio)
Teacher Learning (particularly at the early stages of teacher development), Mathematics Teacher Education and Induction, Curriculum Design, Development and Enactment
Deepika Menon (bio)
K-6 Integrated STEM Education, K-16 Science Education (Physical science/Physics Education), Elementary Preservice and In-service Science Teacher Education, Integrated STEM Teaching Self-efficacy and Identity
Michael Merten (bio)
Adolescent and young adult psychosocial and behavioral outcomes in the context of family and community
Amanda Morales (bio)
Diversity & Multicultural Education, Educational Foundations, Recruitment and Retention of Undergraduate Students from Underrepresented Groups, Management & Team Building, Professional Development, Public & School Programming, Informal Science Learning
Amy Napoli (bio)
Early math, Home learning environment, Parent-child math interactions, Early literacy
Ursula Nguyen (bio)
Equity in STEM Education, STEM Teaching and Learning, STEM Identity, Mathematics Education
Justin Olmanson (bio)
Instructional Technology and Design
Gilbert Parra (bio)
Poverty, Father Involvement, Parenting Stress, Child Development, Neighborhood Disadvantage
Kevin Pitt (bio)
Augmentative and Alterative Communication, Brain-Computer Interface
Jenelle Reeves (bio)
Teacher Reasoning in Multilingual Classrooms
Loukia Sarroub (bio)
Literacy Studies and Adolescent Literacies, Ethnography, Qualitative Research Methods, Educational Policy and Social Analysis, Language and Culture and Sociolinguistic Analyses, Cross-Cultural Studies, Immigrant Communities in the US and Europe, Youth Cultures, Middle Eastern Populations in the US, Including Fieldwork and Research in Yemeni and Iraqi Communities, Ethnography and Qualitative Research Methods, Discourse Analysis, Language and Gender in Education, Education Policy and Social Analysis
Mackenzie Savaiano (bio)
Visual Impairments & Blindness
Rachel Schachter (bio)
Early Childhood Teachers' Experiences, Professional learning, Instructional Supports, Multiple Research Methods
Amanda Thomas (bio)
Math Education, Technology Integration
Anne Thomas (bio)
Deaf Education
Julie Tippens (bio)
Refugees, Forced Migration, Humanitarian Aid, Older Adults and Aging, Sexual and Reproductive Health, East Africa, Ethnographic, Visual, and Participatory Research
Julia Torquati (bio)
Infant Mental Health, Parent-child Relationships, Attachment, Social-Emotional Development
Guy Trainin (bio)
Literacy, Motivation, Arts and Literacy Integration
Kara Mitchell Viesca (bio)
Educator Development for Teachers of Multilingual Learners, The Actual Policies and Implementation of New Teacher Evaluation Systems
Yingying Wang (bio)
Noise Control, Room Acoustics, Building Environmental Effects on Humans
Kristy Weissling (bio)
Augmentative and Alternative Communication, Adult acquired language and cognitive changes, Supervision
Stephanie Wessels (bio)
Early Childhood, Language and Literacy, ESL Education
Yan Ruth Xia (bio)
Immigrant Youth Behavioral and Mental Health, Adolescent Substance Abuse, Parenting, Chinese families
UNL Graduate Chairs and staff please complete the program update form to provide edits. Updates to graduate program pages are made on an annual basis in conjunction with the Graduate Application for Admission.