Honors Program Theses

Award/Availability

Open Access Honors Program Thesis

First Advisor

Gregory Bourassa

Abstract

Teacher shortages continue to be a critical challenge for Iowa’s education system, affecting both the recruitment and retention of qualified educators. Over the past decade, Iowa’s Regent universities have made significant changes to their teacher preparation programs in response to declining enrollment and workforce demands. This study examines how these programs, particularly at the University of Northern Iowa, have evolved through the expansion of online offerings, accelerated licensure pathways, and strengthened student support systems. The purpose of this research was to identify institutional strategies that effectively address the teacher shortage and provide insight into sustainable models for future teacher preparation. Using a mixed-methods approach, the study combined a review of existing literature with qualitative survey data from seven participants at the University of Northern Iowa, including two academic advisors and five program directors or support staff. Survey responses were analyzed and compared between advisors and leadership to identify areas of agreement and divergence in perspectives.

Findings indicate that online and alternative pathways have significantly increased access to teacher preparation programs, particularly for rural students, paraprofessionals, and career changers. Academic advisors emphasized mentorship, individualized advising, and wrap-around student services as the most impactful program changes, while leadership respondents highlighted broader institutional restructuring, partnerships with community colleges, and policy adaptations that have supported teacher preparation growth. Both groups identified financial incentives such as TEACH Grants and apprenticeship funding as essential for sustaining enrollment and completion. Further analysis revealed that UNI’s Purple Pathway for Paraeducators and Online Transfer Program have been particularly effective in expanding teacher preparation opportunities statewide. Overall, the results suggest that Iowa’s universities, especially UNI, have strategically reshaped teacher education programs to meet workforce needs. Continued expansion of online programs, flexible licensure routes, and targeted student support systems will be essential for maintaining a strong and sustainable educator pipeline across the state.

Year of Submission

2025

Department

Department of Educational Psychology, Foundations, and Leadership Studies

University Honors Designation

A thesis submitted in partial fulfillment of the requirements for the designation University Honors

Date Original

2025

Object Description

1 PDF file (46 pages)

Language

en

File Format

application/pdf

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Available for download on Friday, April 03, 2026

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