UWM Undergraduate Catalog 2007-08 School of Education

Other UWM Web Pages UWM Undergraduate Catalog: -- Schools and Colleges -- Contents -- How to Use This Book -- Administration -- Calendar -- About UWM -- Academic Opportunities -- Campus Resources -- Admission -- Registration -- Financial Information -- Academic Information -- Index ------------------- Student Services/Activities Admission & Registration UWM Home Page ------------------- Comments

• Web Home Page: School of Education

• DEGREE PROGRAMS
• Teacher License Applications
• Advising
• Field Experience
• Post-Baccalaureate Certification Program
• Programs of Study Leading to Certification
• Programs of Study Not Leading to Certification
• Continuing Education for Teachers
• Student Classifications
• Enrollment Plans for Undergraduate Programs
• Admission
• Degree Requirements
• Curriculum for Teacher Education Programs
• Student Teaching
• Additional Requirements for Specific Programs
• Certification Requirements
• Academic Regulations
• Special Opportunities
• Interdisciplinary Courses
• Courses: Education (EDUC)
• Administrative Leadership
  Courses: Administrative Leadership (AD LDSP)
• Educational Policy and Community Studies
  Courses: Educational Policy and Community Studies (ED POL)
• Curriculum and Instruction
  Courses: Curriculum and Instruction (CURRINS)
  Courses: Physical Education and Health Education (PHY ED)
• Educational Psychology
  Courses: Counseling (COUNS)
  Courses: Educational Psychology (ED PSY)
• Exceptional Education
  Courses: Exceptional Education (EXCEDUC)
• Major in Educational Studies
• Faculty and Staff

EDUCATION

DEGREE PROGRAMS

Bachelor of Science Community Education, Education, Educational Studies

The School of Education prepares educators who seek careers in schools, and offers training for educators who want to work in nonschool settings such as business, industry, and community agencies.

The faculty provide consulting and inservice assistance to school systems at the local and national levels. Practitioners have opportunities to update knowledge and extend expertise through inservice work and through enriched study in five master’s degree programs and Wisconsin’s only Ph.D. in Urban Education.

Programs in the School of Education leading to professional roles in public schools are approved by the Wisconsin Department of Public Instruction (DPI).

Requirements for Employment, Licensing, or Professional Organizations. Applicants to School of Education programs that involve student teaching, practicum, internship, or other field placements must complete an information disclosure statement and be subject to a criminal background check to comply with placement site requirements and state regulations. Criminal background checks are required by state law to help employers and government officials in making employment and licensing decisions. The Wisconsin Department of Public Instruction (DPI) conducts a check as part of licensing. Agencies regulated by the Division of Health and Family Services must have on file a criminal background check for persons who have access to clients within caregiving organizations, including students.

Students in a program with a clinical experience must undergo a criminal background check at the time of admission to the School of Education, or prior to placement in a major clinical experience if that occurs earlier. The student will be charged the cost of the background check administered through School of Education procedures. Students are responsible for obtaining the information necessary for them to become knowledgeable about these requirements and plan their studies accordingly. Contact the Office of Professional Education Programs or the Associate Dean for Academic Affairs for further details.

Teacher License Applications

Wisconsin Department of Public Instruction License Application Forms and information about applying for a teaching license may be obtained from the Office of Professional Education Programs, Enderis Hall, Room 209 or by calling 229-4153

A departmental recommendation for certification is required. This recommendation is not automatic upon graduation or completion of a post-baccalaureate certification program. After all program requirements have been completed, a student may submit a license application to the Office of Professional Education Programs, Enderis 209, for processing.

The DPI conducts a criminal background check of each applicant for a teaching license. If you have ever lived, worked, or attended school outside of Wisconsin since the age of 18, you are also required to complete fingerprint cards as part of your criminal background check. Based on this information, an applicant may be denied a license even if recommended for certification by the University. The DPI takes 12 to 16 weeks to process an endorsed license.

Advising

Advisors provide students with the academic advice and information that will assist them in completing degree programs and becoming professionals in urban education.

Advisors are available on a walk-in basis, by appointment, by phone, or online.

Field Experience

The field experience coordinator is responsible for the coordination of all pre-student teaching field experiences and student teaching placements for School of Education programs in early childhood education, middle childhood through early adolescence education, exceptional education, and early adolescence through adolescence education. For information, please call 229-4352.

Post-Baccalaureate Certification Program

Students who already hold a bachelor's degree and seek certification must meet the following minimum criteria when submitting an application: completion of a bachelor's degree, a cumulative undergraduate grade point average of 2.5, and passing PPST scores. Applicants to the Early Adolescence through Adolescence programs are required to have a minimum GPA of 2.75 in their majors.

Students interested in a post-baccalaureate certification program in Curriculum and Instruction will be denied admission if they have a grade of C- or below in any prior student teaching experience, or if they have been previously counseled out of student teaching and/or have graduated without certification from a teacher education program because of poor performance in student teaching.

Additional criteria may be required for some programs. For specific admission and program information, contact the Office of Academic Services.

Programs of Study Leading to Certification

Early Childhood Level. Teachers are prepared to teach at the approximate ages of birth through 8.

Middle Childhood through Early Adolescence Level. (Collaborative Teacher Education Program for Urban Communities.) Teachers are prepared to teach pupils at the approximate ages of 6 through 12 or 13. Students who are interested in pursuing exceptional education certification have the option of doing so as a fifth year post-baccalaureate student.

Early Adolescence through Adolescence Level. Teachers are prepared to teach pupils at the approximate ages of 10 to 21.

Other School Service Positions: Reading teacher, school counselor, school psychologist, school administrator.

Programs of Study Not Leading to Certification

Community Education. A noncertification bachelor’s degree program for community-based educators. For admission and program information, contact the Department of Educational Policy and Community Studies.

Interpreter Training Program, ITP. Offered through the Department of Exceptional Education, this program prepares students to meet the needs of deaf and hard-of-hearing individuals in a variety of settings. It is available as a two-year certificate or as part of an undergraduate bachelor’s degree. Contact the department at 229-5251.

Educational Studies. A noncertification bachelor’s degree as well as a second undergraduate degree program to prepare educators in nonschool settings. For admission and program information, contact the Educational Studies program director, second floor of Enderis Hall, 229-2472.

DPI Certification Programs in Other Schools and Colleges

Specific degree programs are managed by schools and colleges outside of the School of Education. The certification process is handled by the School of Education.

Fine Arts Education. Programs leading to a Bachelor of Fine Arts degree with certification to teach art, dance, music or theater are offered by the Peck School of the Arts. For additional information, contact the office of the Administrator of Student Affairs, Peck School of the Arts. Post-baccalaureate programs are available in art, music, dance and theater.

Communication Sciences and Disorders. State certification as a speech pathologist requires completion of a master’s degree. Work toward this license should be started at the undergraduate level. Undergraduate students as well as those who already hold a bachelor’s degree should contact the Department of Communication Sciences and Disorders in the College of Health Sciences.

Instructional Library Media. The School of Information Studies in collaboration with the School of Education offers post-baccalaureate programs leading to State of Wisconsin licensing as Initial Instructional Library Media Specialist and Instructional Library Media Supervisor.

School Social Work. The Helen Bader School of Social Welfare in conjunction with the School of Education offers a program leading to State of Wisconsin licensing as a school social worker.

Continuing Education for Teachers

Teachers who need to earn credits to renew a teaching license to meet local school system or State Department of Public Instruction requirements should contact the Office of Academic Services or Education Outreach, Enderis 579, for information and admission.

Enrollment Plans for Undergraduate Programs

Community Education students enroll in the School of Education through the Department of Educational Policy and Community Studies. Students planning to major in Educational Studies or in any teacher education program register as pre-education students. They follow the general curriculum requirements of their proposed major in the School of Education and are advised by faculty and staff in the School. All academic actions such as adds, drops, permission to continue, withdrawals, etc. are approved by designated staff in the School of Education.

Admission

Students in all programs except Community Education must apply for admission to the School of Education. Students who apply to the School of Education must meet the minimum admission requirements of the School and of their program that exist at the time of their admission application.

Individual Program Requirements. Specific program requirements are listed in each program section. To be admitted, students must apply to and be accepted into a specific program. Academic major/minor forms for early adolescence through adolescence education majors and proposal forms for all other programs require the faculty advisor’s signature prior to submitting the application.

Application Submission. Application periods for admission vary by program. Most programs have September and January deadlines. Contact the Office of Academic Services each semester for details.

Application Review. All applications are reviewed by faculty of the appropriate department. If admission is deferred or denied, the student may consult with the appropriate department chairperson and/or request a hearing under appeals procedures. The School of Education reserves the right to limit admission due to staffing and space limitations. Enrollment as a pre-education student and/or meeting the minimum requirements does not guarantee admission to a professional education major in the School of Education.

A student who transfers from one program to another within the School must reapply and meet requirements in effect for that program at the time of transfer.

Admission requirements for the Educational Studies major are listed at the end of the School of Education section of the catalog.

Reentering Students. Students who do not maintain continuous enrollment/registration at the university should meet with their advisor upon reentry. It is possible that the program requirements were revised in their absence, causing a revision of their program requirements.

If a student is out for more than one full semester (not including Summer Session), the student must meet the program and graduation requirements in effect at the time of his or her return. Options will be discussed on a case-by-case basis.

An admitted student who has not been enrolled for two or more semesters may be required to reapply for admission. Students admitted into the postbaccalaureate program have five years from the semester of admission to complete their program.

CURRICULUM AND INSTRUCTION

Students in programs in the Department of Curriculum and Instruction need to meet the following requirements as well as their specific department and program requirements for admission application.

GPA. Most programs require students to attain a GPA of 2.5 on 58 credits of course work (including transfer work) before applying. Please refer to specific programs for additional GPA requirements.

PRAXIS I: Pre-Professional Skills Test. Passing written and computer-based scores on the PRAXIS I Pre-Professional Skills Test (PPST) are: Reading 175, Writing 174, Math 173. Information and registration forms for the PRAXIS I are available in the Office of Academic Services, Enderis 209, and the Education Resource Center, Enderis 290.

University English Composition Requirement and Mathematics Requirement. These two requirements are met through Placement Testing or approved course work. They are part of the University General Education Requirements (GER). See that section of this catalog for details, or contact the Office of Academic Services.

Communication Proficiency Requirement. Communication proficiency is demonstrated by earning a grade of C or better in Commun 101 (Introduction to Communication) or Commun 103 (Public Speaking). The communicative abilities of a student remain under constant review as a factor for retention in programs. A student experiencing communication difficulties may be remanded for remedial work.

Field Experience Education Requirements. "Introduction to Teaching," CurrIns 100. All students in teacher education programs, except postbaccalaureate certification students in the Middle Childhood through Early Adolescence, Early Adolescence through Adolescence, and Early Childhood through Adolescence programs, are required to complete CurrIns 100, Introduction to Teaching, with a grade of C or better. The course includes an individual field experience component through which students satisfy a minimum of 50 clock hours of pre-student teaching field experience in urban settings. Field placements are arranged by the Field Experience Program Manager, Enderis 295.
Note: Students in the Collaborative Teacher Education Program for Urban Communities must take CurrIns 100 concurrently with EdPol 375 (Cultural Foundations of Education).

EXCEPTIONAL EDUCATION

Undergraduate students interested in pursuing the Interpreter Training Program and Exceptional Education also must meet School of Education admission requirements. Note that admission to the Interpreter Training Program requires competency standards in sign language.

Undergraduate students interested in teacher certification in special education should refer to the admissions requirements for Curriculum and Instruction (C&I). Post-baccalaureate students should contact the Department of Exceptional Education for information on admission to the teacher certification programs at the Early Childhood, Middle Childhood through Early Adolescence, Early Adolescence through Adolescence, and Deaf and Hard-of-Hearing programs.

Substitution for Requirements. Any variations from the approved curriculum in the student’s program must be approved in writing by the student’s faculty advisor, department chair, and the Associate Dean for Academic Affairs. This must be done in advance of course selection.

Change in Requirements. When a change in program or graduation requirements is adopted, students currently enrolled may complete either the new requirements or those in effect at the time of their admission to the School of Education, but not a combination. Changes in state requirements for teacher certification may lead to changes in requirements in a student’s program. Satisfaction of state requirements is necessary for eligibility for teacher certification.

Advisement Report. Students who have been admitted to a major will receive an Advisement Report indicating course requirements completed as well as those needed. The Advisement Report assists students in planning future semesters, and is one of the documents used in clearing Education students for graduation. Community Education students contact the Department of Educational Policy and Community Studies for their summaries and graduation clearance.

Curriculum for Teacher Education Programs

All teacher education programs in the School of Education follow a basic pattern of required courses as described in the following sections. For each standard, a set of knowledge and performance indicators is given to students so that they understand the expectations of the program.

Portfolio. Each student will be required to keep a portfolio of evidence to document progress toward the standards. The portfolio is developmental and will be reviewed at several points during a student's program to ensure that appropriate progress is being made. The portfolio will play a critical part in determining final recommendations for certification.

PRAXIS II Test. The state of Wisconsin requires all certification students to pass the PRAXIS II exam. This test covers the subject matter that the teacher is expected to teach. Students should consult an advisor or program director about the specific exam from the PRAXIS II series that is required for their certification. A passing score on the appropriate content test is required for admission into student teaching.

General Requirements. The core curriculum requirement, which is part of the general education component of all teacher education programs, includes credits from the categories of fine arts, humanities, natural sciences, and social sciences. General requirements are chosen to provide a broad general education background.

Subject Specialization Requirements. See individual program requirements.

Human Relations Certification Requirement. The Human Relations Requirement provides prospective teachers with awareness and understanding of intercultural relations within the educational setting. The requirement is met with course work and classroom experience.

Effective July 1, 1992, a license to teach may not be granted unless the applicant has received instruction in the study of minority group relations, including instruction in the history, culture, and tribal sovereignty of American Indian tribes and bands located in this state. Currently, this requirement is met through satisfactory completion of Ethnic 203, Anthro 213, Hist 263, English 276, or seminar attendance. Questions regarding this requirement should be directed to the student’s academic advisor.

Exceptional Education Requirement. Persons applying for an initial license to teach any subject in Wisconsin elementary and secondary schools must demonstrate knowledge and understanding of procedures used for assessing and providing education for children and youth with disabilities, including the roles and responsibilities of regular and special education providers. See the program requirements for your teaching major for information about meeting the requirement.

Statutory Requirements for Teachers of Early Adolescence through Adolescence Science and Social Studies. A student may satisfy the requirement in environmental education by taking either Geog 350 or Bio Sci 471, or Env Std 210, or by submitting evidence that the statutory requirement has been otherwise fulfilled. Teachers of science must have coursework in the history and philosophy of science. Early adolescence through adolescence social studies students may satisfy the requirement in cooperative marketing and consumers’ cooperatives by taking CurrIns 313, or by submitting evidence that the statutory requirement has been otherwise fulfilled. Econ 100 is a prerequisite for CurrIns 313. The Phonics Requirement is met with a variety of CurrIns courses.

Statutory Requirement for Early Childhood and Middle Childhood through Early Adolescence Teachers. Effective July 1, 1985, adequate preparation in conservation of natural resources (environmental education) is required for these majors. The requirement is met through satisfactory completion of CurrIns 326 or Geog 350. This requirement is satisfied by course work in the Middle Childhood through Early Adolescence program.

Student Teaching

Student teaching experiences are designed to promote a student’s ability to integrate learning and practice and to give the student opportunities to teach independently and collegially in urban school settings. Students are required to complete a full day/full semester student teaching experience during the final year in the teacher education program. However, many programs require more than one semester of student teaching.

Early Childhood. Early childhood majors complete a full semester of student teaching in P-K – grade 3.

Middle Childhood through Adolescence. Middle childhood through adolescence majors complete a full semester of student teaching in grades 1-8.

Early Adolescence through Adolescence. Early Adolescence through Adolescence program students typically complete a middle school student teaching placement as their first placement in conjunction with subject area methods, middle school curriculum, and "Fieldwork in Reading in the Content Area." During the final placement they are assigned to a high school for a full-day, full-semester experience in which the calendar and daily schedule of the cooperating school district is followed. Assignments and grade levels may vary by program.

Exceptional Education. Students are required to complete a full semester of student teaching unless they have a current Wisconsin teaching license.  Field experiences may be required for some programs.

Student Teaching: General

The number of student teachers that each program can accommodate in any given semester is limited by the availability of approved placements and supervisors; therefore, departments in the School of Education reserve the right to limit their student teaching enrollment. Admission to the School of Education does not automatically guarantee admission to student teaching.

The field experience coordinator for the School of Education makes all necessary administrative arrangements for student teaching placements and communicates placement information to students in writing. Because of the number of individuals involved in the placement process, and because established procedures have been approved by cooperating school personnel, students should not contact schools to arrange placements.

Students must earn a grade of C or better in all student teaching courses to be eligible for recommendation for certification.

Application for Placement.Students who plan to register for any student teaching course in the fall or spring must apply by February 15 of the academic year preceding placement(s). Applications for student teaching are available in the Office of Professional Education, Enderis 209, or online at www.soe.uwm.edu/pages/welcome/Academic_Services/Field_Experience.

Student Teaching Eligibility Requirements for All Programs. Listed below are the minimum eligibility requirements for admission to student teaching. Some subject areas require a higher grade point average and/or additional course work as prerequisites to student teaching.

Additional Requirements for Specific Programs

Early Childhood Level. Early Childhood majors must have completed all required education courses with the exception of CurrIns 505, which is taken concurrently with student teaching. Methods courses include:

Early Adolescence through Adolescence. Admission to these student teaching programs requires the recommendation of the program advisor. Students must have completed, or very nearly have completed, the academic majors and minors in addition to the professional education sequence prior to student teaching.

Middle Childhood through Early Adolescence. In addition to those criteria listed under general eligibility requirements, Middle Childhood through Early Adolescence majors must have successfully completed all courses required in the professional sequence. The opportunity to student teach in the Middle Childhood through Early Adolescence major requires satisfactory faculty evaluations throughout course work in the professional sequence.

Certification Requirements

Applicants for certification in the State of Wisconsin are required to achieve a minimum cumulative grade point average of 2.75 in all professional education coursework. This includes any transfer coursework that is counted towards certification at UWM, as well as any grades earned in student teaching or field experiences. General education coursework and/or electives which do not fulfill requirements towards certification will not be included in the cumulative GPA calculation.

Applicants for certification in the state of Wisconsin are subject to a criminal background check prior to the granting of a teaching license.

The state of Wisconsin requires a content test for certification. This test covers the subject matter that the teacher is expected to teach. Students should consult an advisor or program director about the nature of the tests that are required.

Academic Regulations

For information on academic actions for unsatisfactory grades and honors for scholarship, see Academic Information, University-Wide Academic Action Policy and Honors for Scholarship.

Semester Course Load. An overload for undergraduate and special students in the School of Education is 18 or more credit hours during a regular semester. Students who want to take an overload during a regular semester must secure the signature of the Associate Dean for Academic Affairs.

Any student in the School of Education who takes an unapproved overload will not be permitted to count the overload credits toward graduation and/or certification. The particular credits which would not be counted toward graduation will be designated by the student’s advisor and approved by the Associate Dean for Academic Affairs.

Substitution of Courses. Any variations from the student’s approved curriculum must be approved in writing by the student’s faculty advisor, the appropriate department chairs, and the Associate Dean for Academic Affairs.

Special Opportunities

Departmental Examinations. Departments may grant degree credit to a student who, instead of taking a course, requests and passes an examination administered by the department on the content of that course.

Permission to take such examinations must be obtained from the Associate Dean for Academic Affairs, Enderis Hall 599, who will require a recommendation from the department chairperson or program director to whom evidence of work justifying an examination must be presented by the student.

Study Abroad. Qualified students can complete equivalent course work in another country. For information, consult the Office of Academic Services, Enderis Hall 209.

---

Interdisciplinary Courses

---

Education (EDUC)

Faculty and Staff

Alfonzo Thurman
Dean

Gail Schneider
Associate Dean, Academic Affairs

Elise Frattura
Associate Dean, Academic Affairs

ADMINISTRATIVE LEADERSHIP

Mesut Akdere, Asst. Prof. Ph.D.
University of Minnesota

Simone Conceicao, Asst. Prof., Ph.D.
University of Wisconsin-Madison

Barbara Daley, Assoc. Prof., Ph.D.
Cornell University

Audrey Dentith, Asst. Prof., Ph.D.
Pennsylvania State University

CURRICULUM AND INSTRUCTION

Lee Allen, Lect., M.S.
University of Wisconsin-Milwaukee

Barbara Bales, Asst. Prof., Ph.D.
University of Wisconsin-Madison

Helena Curtain, Assoc. Prof. Emerita, Ph.D.

Mary Jett, Prof. Emerita, Ph.D.

Karen Kelly, Asst. Prof., Ph.D.
University of South Florida

Hope Longwell-Grice, Asst. Prof., Ph.D.
University of Delaware

Laura Luebke, Assoc. Prof. Emerita, Ph.D.

Tania Mertzman, Asst. Prof., Ph.D.
University of South Florida

Raquel Oxford, Asst. Prof., Ph.D.
University of North Texas

Sandra Pucci, Assoc. Prof., Ph.D.
University of Southern California

Ray Scolavino, Lect., Ph.D.

Ruth Short, Asst. Prof., Ph.D.
University of Minnesota

Debora Wisneski, Asst. Prof., Ph.D.
University of Texas at Austin

John Zahorik, Prof. Emeritus, Ph.D.

EDUCATIONAL POLICY AND COMMUNITY STUDIES

Julie Kailin, Assoc. Prof., Ph.D.
University of Wisconsin-Madison

Javier Tapia, Assoc. Prof., Ph.D.
University of Arizona

Gary Williams, Adj. Asst. Prof., Ph.D.
University of Wisconsin-Milwaukee

EDUCATIONAL PSYCHOLOGY

Leah Arndt, Clinical Asst. Prof., Ph.D.
University of Wisconsin-Madison

Thomas Baskin, Asst. Prof., Ph.D.
University of Wisconsin-Madison

Timothy Cleary, Asst. Prof., Ph.D.
City University of New York

Hyungshim Jang, Asst. Prof., Ph.D.
University of Iowa

Cindy Walker, Assoc. Prof., Ph.D.
University of Illinois

Stephen Wester, Assoc. Prof., Ph.D.
University of Florida

Elise Frattura, Asst. Prof., Ed.D.
University of Wisconsin-Madison

Laura Owens, Assoc. Prof., Ph.D.
University of Wisconsin-Madison

University of Wisconsin-Milwaukee Undergraduate Catalog 2007-08:
School of Education
[ Schools and Colleges ]
[ Contents | How to Use This Book | Calendar | Index ]
[ Admission | Registration | Financial Information | Academic Information ]
[ Administration | About UWM | Academic Opportunities | Campus Resources ]

---

---

Last update: April 20, 2007. --- URL: http://www.uwm.edu/ugbulletin/SC/S_E.html
Copyright 2007 by the University of Wisconsin-Milwaukee, all rights reserved.
If you have questions or comments about this page please send email to: www@uwm.edu