http://www.uwplatt.edu/education

College of Liberal Arts and Education – School of Education

Interim Director: Dr. Dominic Barraclough
Email: barracld@uwplatt.edu
Office: 139 Doudna Hall
Telephone: 608.342.1131
Fax: 608.342.1133

Writing Proficiency

All degree candidates seeking a degree must demonstrate research and writing proficiency. This is achieved by approved graduate coursework that includes required Research methods course and a thesis, seminar paper, or educational project.

Coursework

All programs consist of core courses and an area of knowledge. At least 21 credits must be earned in courses open only to graduate students (7000 level). These credits must be included in the student’s program planning form.

textbooks and materials

All programs require students to purchase their own books prior to the start of class.  Textbook costs are not included in tuition and fees. 

Courses Required of all Master's Level Students

TEACHING 7000Research Procedures3
Select one of the following:
Thesis Research
Seminar Paper or Educational Project

Master of Science in Education (Teaching)

Introduction

The Master of Science in Education degree program builds on the School of Education conceptual framework, “Best Practices Make the Difference.” The master’s program helps teachers continue developing in the areas of planning, school environment, instruction, and professionalism. This program also provides development for other helping professions.

Student Learning Outcomes

Graduates will:

  1. Become reflective practitioners, change agents, and leaders.
  2. Utilize experiences and relevant research to enhance their future professional growth.
  3. Apply relevant theory, philosophy, historical and social science perspectives, research, and best practices to their professions.
  4. Demonstrate growth in knowledge of content and developmentally appropriate pedagogy.
  5. Serve as a resource to, and collaborate with others in the profession and community.
  6. Participate in the development and implementation of integrative curriculum based on cognitive theories.

program plan - m.s.e.: Elementary, Middle, or secondary emphasis

goal statement

The goal of the Master of Science in Education is the development of an individual program based on professional development goals prepared by the student in consultation with the advisor.  The goals statement is to identify the student's present and future needs.  These needs may range from strengthening one's background in professional or content areas to the completion of an extended license for teaching a particular group of learners.  After the goal statement is developed, the advisor and the student prepare a tentative program of study specifying courses to be taken. 

coursework

All emphasis  programs consist of core courses and an area of knowledge.  The credits must be included in the student's program planning form.

Area of Knowledge

The program will also include a minimum of nine credits from a “Selected Area of Knowledge,” the candidate’s content area or field of specialization. Please check with your advisor before taking courses in your specialty area. Courses must be a part of your approved planning form. All candidates for licensure must complete and have approved by the School of Education a final portfolio.

Program Plan – M.S.E.: Adult EDUCATION emphasis

Writing Proficiency

All degree candidates must demonstrate research and writing proficiency. Students must complete 30 credits of approved graduate coursework including a mandatory Research Procedures course, plus a thesis (3–6 credits) or seminar paper/project (2–3 credits).

Goal Statement

The goal of the Master of Science in Education is the development of an individual program based on professional development goals prepared by the student in consultation with the advisor.  The advisor and the student prepare a tentative program of study specifying courses to be taken.

Coursework

The M.S.E. in Adult Education program provides advanced study to develop and enhance skills in designing, delivering, and assessing educational programs for adult learners.

The program consists of core courses and an area of knowledge. At least 21 credits must be earned in courses open only to graduate students (7000 level). These credits must be included in the student’s program planning form.

Course Scheduling

The School of Education offers classes on Friday nights and Saturdays or via webcam on weekday evenings.  Generally, face-to-face classes meet on four weekends (Fridays from 6–9:30 p.m. and Saturdays from 9 a.m.–4:30 p.m.), thus allowing students to take six credits in the fall, spring, and summer terms.  Students are required to take at least one credit of Graduate Practicum. 

Typical course offerings include the following courses:

TEACHING 7000Research Procedures3
TEACHING 7050Public Relations in School and Community3
TEACHING 7130Improving Instructional Effectiveness3
TEACHING 7440Exploring Innovations in Education3
TEACHING 7500Topics in Education3
TEACHING 7540Program Planning for Adults3
TEACHING 7550The Adult Learner3
TEACHING 7830Seminar Paper or Educational Project3
TEACHING 7880Graduate Practicum in Teaching1-8
TEACHING 7980Independent Study in Education1-3
COUNSED 6250Group Counseling3
COUNSED 6600Assessment, Testing and Interviewing in Counseling3
COUNSED 6630Orientation to Professional Counseling3
COUNSED 7070Theories of Counseling and Psychotherapy3
COUNSED 7080Career Development and Information Services3
COUNSED 7140Student Services in Higher Education3
COUNSED 7150Foundations of Clinical Mental Health Counseling3
COUNSED 7170Advanced Techniques of Counseling and Psychotherapy3
COUNSED 7190Social and Cultural Foundations in Counseling and Education3
COUNSED 7200Mental Health Diagnosis and Treatment Planning3
COUNSED 7230Family, Marital and Partnership Counseling3
COUNSED 7240Counseling Across the Lifespan3
COUNSED 7250Practicum I: Student Services in Higher Education3
COUNSED 7340Practicum in Mental Health Counseling3
COUNSED 7350Internship in Mental Health Counseling I3
COUNSED 7360Internship in Mental Health Counseling II3-6
COUNSED 7400Crisis and Trauma Counseling3
COUNSED 7420Abnormal Behavior and Psychopathology3
COUNSED 7500Addictions Counseling3
COUNSED 7510Psychopharmacology for Counselors3
COUNSED 7590Practicum in Substance Abuse Counseling1-6
COUNSED 7700Practicum in Human Services1-6
COUNSED 7980Independent Study in Counseling1-3

State of Wisconsin Psychotherapy Provider Certification Requirements

The MSE-Adult Education program at UW-Platteville is a state pre-certified program for substance abuse counseling (SAC-IT). The program also provides coursework toward the LPC (licensed professional counselor for mental health) license.  Students should consult the advisor regarding meeting the most current licensing requirements. Examinations and practice experience are also required in the state of Wisconsin for the LPC.

For more information, call the coordinator of the MSE-Adult Education program, Ann Krebs Byrne at 608.235.7966 or the School of Education toll free at 1.800.208.7041.

program plan - m.s.e.: Human Services emphasis

Writing Proficiency

All degree candidates must demonstrate research and writing proficiency. Students must complete 30 credits of approved graduate coursework including a mandatory Research Procedures course, plus a thesis (3–6 credits) or seminar paper/project (2–3 credits).

goal statement

The mission of the UW-Platteville MSE program in Human Services is to provide high quality, accessible graduate education to students seeking careers in mental health counseling, substance abuse counseling, and human services.

Coursework

The learning needs of adults are unique due to career demands, family commitments, and life experiences which affect how they learn.  The MSE - Human Services Program provides advanced study to prepare students for careers in mental health counseling, substance abuse counseling, and human services.

The emphasis is designed to meet the educational needs of master's level human services professionals who need to earn a master's degree to meet their career goals and/or licensing requirements through the Department of Safety and Professional Services (DSPS).

Students might prepare to apply for the Wisconsin licensing as a Substance Abuse Counselor-In-Training (SAC-IT) or Licensed Professional Counselor-In-Training (LPC-IT) by taking required coursework for those licenses.  Sixty (specifically-defined) credits are required to apply for the LPC-IT.  Please see a program advisor for details.

Our 33-credit program is pre-approved for the SAC-IT through the DSPS.

This program also offers an option to earn a master's degree in Human Services without pursuing a counseling license.

Course Scheduling

The School of Education offers classes on Friday nights and Saturdays or via webcam on weekday evenings.  Generally, face-to-face classes meet on four weekends (Fridays from 6–9:30 p.m. and Saturdays from 9 a.m.–4:30 p.m.), in a variety of locations - Janesville, Milwaukee, Madison, Racine, and Platteville.  Students may begin in the fall, spring or summer semesters.

Typical course offerings include the following courses:

COUNSED 6250Group Counseling3
COUNSED 6600Assessment, Testing and Interviewing in Counseling3
COUNSED 6630Orientation to Professional Counseling3
COUNSED 7070Theories of Counseling and Psychotherapy3
COUNSED 7080Career Development and Information Services3
COUNSED 7150Foundations of Clinical Mental Health Counseling3
COUNSED 7170Advanced Techniques of Counseling and Psychotherapy3
COUNSED 7190Social and Cultural Foundations in Counseling and Education3
COUNSED 7200Mental Health Diagnosis and Treatment Planning3
COUNSED 7230Family, Marital and Partnership Counseling3
COUNSED 7240Counseling Across the Lifespan3
COUNSED 7350Internship in Mental Health Counseling I3
COUNSED 7360Internship in Mental Health Counseling II3-6
COUNSED 7420Abnormal Behavior and Psychopathology3
COUNSED 7500Addictions Counseling3
COUNSED 7980Independent Study in Counseling1-3

Program Plan - M.S.E.: English Education (China) emphasis

The Master of Science in Education program in English Education provides graduate students in China with the knowledge, skills, and abilities to teach English as a second language effectively and at a level that is developmentally appropriate to their students.

Student Learning Outcomes

Graduates will:

  1. Exhibit competence in oral and written English at a level appropriate to non-native speakers;
  2. Apply the scholarship of teaching and learning in a culturally diverse “English as a Second or Other Language” classroom environment;
  3. Analyze their own cultural predispositions in order to achieve competency in intercultural communication;
  4. Demonstrate the ability to comprehend, analyze, and apply current research in ESL and TESOL/TESL;
  5. Synthesize comparative methodologies by investigating and discussing various theories of second-language acquisition;
  6. Demonstrate an understanding of the similarities and differences in the Chinese and U.S. approaches to language-teaching pedagogy.

Introduction

The M.S.E. program in English Education is offered through a partnership between UW-Platteville and South Central University for Nationalities in Wuhan, China. At present, it is available only to students in China. The degree program is offered within the School of Education, and courses are taught by faculty from the School of Education as well as by faculty in English and Foreign Languages from the Department of Humanities. The program consists of a sequence of ten 3-credit courses offered over a period of two years. Students are admitted to a cohort consisting of a maximum of 38 students, and undertake coursework together.

Faculty from UW-Platteville travel to China to teach the on-site portion of each course. The syllabus, readings, assignments, and other course requirements are normally posted electronically prior to the on-site teaching. Assignments, papers, and projects that are not completed during the on-site portion of courses are typically submitted after the faculty member has returned to UW-Platteville.

Students in the program who have completed their coursework through the third semester and who are in good academic standing (having achieved cumulative GPAs of 3.00 or higher) are invited to come to UW-Platteville to study on campus during their final semester. The focus of the study during the final semester is on researching, writing, and submitting their Seminar Research Paper. Students are assigned a faculty advisor, who will work with them in developing and submitting their Seminar Research Paper. The Seminar Paper represents the culmination of the student’s studies in the program. It is expected to demonstrate an integration of one’s understanding of prior coursework with the student’s ability to survey in a significant manner an issue or topic relevant to teaching English as a second language.

Students who are unable to come to UW-Platteville during their final semester will also be assigned a faculty advisor, who will work with them in developing and submitting their Seminar Research Paper.

Required Courses

The required courses in the MSE in English Education are:

ENGLISH 7250Literature for TESOL Teachers3
ENGLISH 5000Technical Writing3
ENGLISH 5260Language and Culture3
TEACHING 7150Oral Language, Emergent Literacy, and Theories of Second Language Acquisition (TESOL)3
ENGLISH 5940Grammar in Context3
TEACHING 7130Improving Instructional Effectiveness3
ENGLISH 7670Methods of Teaching English as a Second Language3
ENGLISH 7260Sociolinguistics and Language Teaching3
TEACHING 7000Research Procedures3
TEACHING 7830Seminar Paper or Educational Project3
Total Credits30

Program Plan – Reading

Licensure in Reading: Students desiring a reading teacher or reading specialist license must include the courses specified below:

Reading Teacher (316 license)

Any person who has a specific assignment to teach reading must hold a reading teacher license.  Teachers who have successfully completed the Reading Teacher (316) Licensure program will acquire the background and knowledge to work with all learners, especially readers who have problems at different levels.

licensure

Upon successful completion of all courses, approved licensure portfolio and passing score on the Foundations of Reading Test, teachers will be recommended to the Wisconsin Department of Public Instruction for licensure.  Practicum experiences in teaching reading are completed at both the elementary/middle and middle/secondary.

The University of Wisconsin-Platteville approved program requires the following courses:

TEACHING 6830Strategies for Effective Inclusion3
TEACHING 7210The PreK-12 Literacy Program3
TEACHING 7220Introduction to Reading Difficulties3
TEACHING 7230Practicum in Reading Difficulties3
TEACHING 7240Juvenile Literature3
TEACHING 7250Content Area Reading3
Total Credits18

Additionally, complete the following courses to obtain a master of science degree.

  • TCHG 7000 Research Procedures
  • TCHG 7190 Educational Leadership and Mentoring
  • TCHG 7830 Seminar Paper or Educational Project
  • Elective of 3 credits pre-approved by program advisor

Reading Specialist (17 license)

Any person who directs pre-K-12 reading programs, works with reading teachers, classroom teachers, administrators, and others as a resource teacher in reading must hold a Reading Specialist license. Teachers who have successfully completed this program will acquire the background and knowledge to work with all learners, especially readers who have problems at different levels and also to direct and supervise instructional programs at a school or district level.

To qualify for the Reading Specialist program, an educator must hold a Wisconsin Reading Teacher (316) license, have two years of successful regular classroom teaching, and hold a master's degree with a major emphasis in reading or a 30 credit (at least) program equivalent to the Master of Science Education degree. 

licensure

Upon successful completion of all courses, approved licensure portfolio and passing score on the Foundations of Reading Test, teachers will be recommended to the Wisconsin Department of Public Instruction for licensure.

Required courses (in addition to the Reading 316 courses)

TEACHING 6150Assessing Children with Disabilities (CWD)3
TEACHING 7520Supervision and Administration of Reading Programs3
TEACHING 7880Graduate Practicum in Teaching1-8

Program Plan – Educational Administration (51 license)

Prior to enrolling, candidates for the Educational Administration endorsement must provide proof of eligibility to hold a Wisconsin teaching license and at least three years of successful classroom teaching. The licensure program in Educational Administration consists of twenty-four graduate credits offered on Saturdays and during the summers over a two-year period. It is based on a cohort model of twenty-five students enrolling in a common sequence of six modules plus practica. In order to be recommended for certification, the candidate must possess a master's degree and hold a professional educator license.  Participants can obtain a Master of Science in Education degree by completing an additional nine credits of approved courses before, during, or after the Educational Administration Certification program.  A professional portfolio, documenting competency in the administration standards, is a requirement of the program.  This portfolio will be assessed two times during the program and must be electronic in its final version.  The program also includes a 300 hour practicum. 

Required graduate courses in the Educational Administration Certification program include:

TEACHING 7340Educational Administration Introduction Seminar2
TEACHING 7350Educational Administration Relationships4
TEACHING 7360Educational Administration Student Learning4
TEACHING 7370Educational Administration Systems I4
TEACHING 7380Educational Administration Legal Aspects (Regular and Special Education)4
TEACHING 7390Educational Administration Systems II4
TEACHING 7400Educational Administration Practicum 11
TEACHING 7410Educational Administration Practicum 21

Program Plan – Special Education Cross-Categorical Certification Program (801 license)

Prior to enrolling, candidates for the Cross-Categorical Special Education endorsement must provide proof of eligibility to hold a Wisconsin teaching license. The Special Education Cross-Categorical Teacher Licensure Program provides graduate study that leads to the Cross-Categorical Teaching License #801. Candidates must be a certified teacher prior to enrollment in the cross-cat program.  A licensure portfolio is submitted at the end of the practicum.  Candidates must also pass the Wisconsin Foundations of Reading test and the Praxis Subject Assessment test covering middle level content prior to licensure.  The Cross-Categorical endorsement closely matches the grade levels of the candidates regular teaching license.

Required graduate courses in the Special Education Cross-Categorical Teacher Licensure Program include:

TEACHING 6030Management for Children with Disabilities (CWD)3
TEACHING 6150Assessing Children with Disabilities (CWD)3
TEACHING 6830Strategies for Effective Inclusion3
TEACHING 7220Introduction to Reading Difficulties3
TEACHING 7620Special Education: Legal and Theoretical Foundations3
TEACHING 7960Cross-Categorical Special Education Practicum3

Program Plan – English as a second language Licensure Program (395 license)

Prior to enrolling, candidates for the English as a Second Language or Bilingual endorsement must provide proof of eligibility to hold a Wisconsin teaching license. The English as a Second Language (ESL) Licensure Program provides advanced study to licensed teachers that then leads to ESL Teaching License #395. Students complete required coursework, submit passing Praxis ESL content test scores prior to registering for the practicum, and submit a licensure portfolio upon completion of the program. The ESL endorsement matches the primary license.

Required graduate courses in the ESL Teacher Licensure Program include:

TEACHING 7000Research Procedures3
TEACHING 7650Issues in ELL Education3
TEACHING 7660Methods and Assessment of Teaching English Language Learners3
TEACHING 7670Second Language Acquisition in K-12 Classrooms3
TEACHING 7690Linguistics for Teachers of English Language Learners3
TEACHING 7880Graduate Practicum in Teaching3-6


In addition, teachers can add on the Bilingual/Bicultural Education (023) at the MC-EA, EA-A or EC-A levels in taking two additional courses:

  • TCHG 7710 Bilingual Education
  • TCHG 7700 Field Experience I Cultural Diversity and have a
  • Language Proficiency Assessment

Program Plan - Teacher of Visually Impaired (825 license)

admission into the tvi program is currently suspended

Prior to enrolling, candidates for the Teacher of Visually Impaired endorsement must provide proof of eligibility to hold a Wisconsin teaching license.  The Teacher of Visually Impaired Licensure Program provides advanced study to licensed teachers that then leads to TVI Teaching License #825. Students complete required coursework and submit a licensure portfolio upon completion of the program.  Candidates must also pass the Wisconsin Foundations of Reading test. The TVI endorsement is an early childhood - adolescence developmental age level. 

Required graduate courses in the Teacher of Visually Impaired Program include:

TEACHING 7720Introduction to Visual Impairment3
TEACHING 7730Braille Code and Communication I3
TEACHING 7740Principles of Orientation, Mobility and Assistive Technology for Students with Visual Impairments3
TEACHING 7750Methods and Issues of Teaching Students with Visual Impairments3
TEACHING 7760Anatomy and Physiology of the Eye and Implications of Low Vision3
TEACHING 7770Braille Code and Communication II3
TEACHING 7880Graduate Practicum in Teaching1-8

TEACHING 5110 Key Concepts of Middle Level Education 2 Credits

Provides students with an understanding of the philosophy and organization of middle level education. C: TEACHING 5120.
Components: Class
Typically Offered: Fall/Spring/Summer

TEACHING 5120 Characteristics of Transescents 2 Credits

Introduces the characteristics of young adolescents with a focus on their physical, intellectual, emotional, and social development. C: TEACHING 5110.
Components: Class
Typically Offered: Fall/Spring/Summer

TEACHING 5140 Middle Level Education Block I 3 Credits

Characteristics of middle level students are studied with a focus on the physical, intellectual, emotional, social, and moral development of the young adolescent. The course provides students with an introductory understanding of the philosophy and organization of middle level education. Emphasis is directed toward programmatic consideration as a response to the developmental needs of the transescent learner.
Components: Class
Typically Offered:

TEACHING 6020 Educational Media Technology 2 Credits

Considers audio and visual materials that comprise educational media; laboratory activities for use, design, and development of instructional media; communication theory; selection, utilization, and production of materials; micro-computer applications and the operation of equipment.
Components: Laboratory, Class
Typically Offered: Fall/Spring/Summer

TEACHING 6030 Management for Children with Disabilities (CWD) 3 Credits

Increases the understanding of instructional practices for managing classroom behavior. Presents techniques for preventing behavior problems and for intervening when problems do occur.
Components: Class
Typically Offered: Fall

TEACHING 6150 Assessing Children with Disabilities (CWD) 3 Credits

A survey of psychological testing with emphasis on the evaluation, administration, interpretation, and statistical analysis of the results of psychological testing devices and techniques.
Components: Class
Typically Offered: Spring

TEACHING 6200 Transitions for Children with Disabilities 3 Credits

Transition services is about life skills, not just about school-to-work. Transition services apply to all ages, including pre-school. Students ask and respond to the question: What is it that each student needs in order to have a good quality life? Areas covered include: employment/education; home/family; leisure pursuits; community involvement; emotional/physical health; personal responsibility/relationships. Course focuses on students with special needs.
Components: Class
Typically Offered:

TEACHING 6220 Advising, Interaction and Communication 2 Credits

Focuses on the classroom affective skills required of middle school teachers including listening, group dynamics, encouragement, and non-verbal communication. C: TEACHING 6620.
Components: Class
Typically Offered:

TEACHING 6330 Administration and Family Relations in Early Childhood 3 Credits

Development of managerial and leadership roles, knowledge of requirements for certification and licensing, effective communication with staff and parents, and community relations and advocacy.
Components: Class
Typically Offered:

TEACHING 6420 Oral Language and Emergent Literacy 3 Credits

Considers development of communication, acquisition of language, development of phonology, structure of language, dialect variations, how language is acquired, assessment of language and communication skills, and classroom approaches to oral language development.
Components: Class
Typically Offered: Fall/Spring

TEACHING 6530 Current Topics in Education 1-4 Credits

Study of a selected topic determined by an identified need. For example: current issues, ideas, and topics of interest to a particular group of teachers. P: consent of instructor.
Components: Class
Typically Offered: Fall/Spring/Summer

TEACHING 6620 Teaching Transescents 2 Credits

Provides an overview of the curricular and instructional practices appropriate for the young adolescent learner. Addresses issues, trends, and research relevant to effective middle level practices through service learning projects. C: TEACHING 6220.
Components: Class
Typically Offered:

TEACHING 6630 Learning and Language Disorders 3 Credits

Reviews Pre-Kindergarten/kindergarten through young adult development and identification with children with disabilities (CWD); emphasizes diagnosis and remediation of learning disorders through a special education approach; studies appropriate learning environments.
Components: Class
Typically Offered: Spring

TEACHING 6730 Working with Families of Children with Disabilities 2 Credits

Students learn to help pupils with special needs and their families become advocates and full partners in the educational process. Information relative to family dynamics, needs and concerns, multiple types of families, school consultations practices, working with agencies, and communication skills are all covered in this course.
Components: Class
Typically Offered: Fall/Spring/Summer

TEACHING 6830 Strategies for Effective Inclusion 3 Credits

Current trends and issues in special education, the role of the general education teacher, and characteristics of students with various disabilities will be discussed. Adaptations and modifications in curriculum, instruction, and assessment for students with various exceptionalities will be a major focus of this course.
Components: Class
Typically Offered:

TEACHING 7000 Research Procedures 3 Credits

Definition of problems and issues, critical examination of the research literature, review of trends in curricula and methods, and planning of investigations including historical, descriptive (including ethnographic), and experimental.
Components: Class
Typically Offered:

TEACHING 7050 Public Relations in School and Community 3 Credits

Designed primarily for school personnel and other community residents. Emphasizes the importance of designing programs around the needs and problems of the school and community; considers economic, social, and political characteristics of communities; methods of assessment, communication, involvement, and conflict resolution. Includes activities and programs such as bond referenda, advisory committees, volunteers, public relations, etc.; considers organization, operation, implementation, and evaluation of school/community relations programs.
Components: Class
Typically Offered: Fall

TEACHING 7070 Developmentally Appropriate Practice - The Learners 3 Credits

In this course students and professors develop course units, in the context of the cohort individual and district needs, as well as the developmental concepts that are central to the course. The concepts for this course include theories of cognition, brain development, characteristics of learners, and critical thinking.
Components: Class
Typically Offered: Fall

TEACHING 7080 Developmentally Appropriate Practice - Teaching Methods 3 Credits

In this course students and professors develop course units, in the context of the cohort individual and district needs, as well as the developmental concepts that are central to the course. The concepts for this course include dimensions of literacy, integrated curriculum, teaching strategies, assessment, diagnosis, evaluation, and instructional content and practice.
Components: Class
Typically Offered: Spring

TEACHING 7130 Improving Instructional Effectiveness 3 Credits

Connects principles of learning to teaching practices; demonstrates how theory can become practice; considers models of teaching that promote developmentally appropriate teaching and reflective thinking; characterizes teaching as a process of conscious decision-making; helps teachers become more effective at decision-making.
Components: Class
Typically Offered:

TEACHING 7150 Oral Language, Emergent Literacy, and Theories of Second Language Acquisition (TESOL) 3 Credits

This course is designed for the graduate TESOL emphasis to be offered to students from the Peoples Republic of China. It includes Oral Language and Emergent Literacy topics, plus content on the theories of second language acquisition that are part of most TESOL programs and usually taught within the context of acquiring oral language.
Components: Class
Typically Offered: Fall

TEACHING 7170 Professional Development 3 Credits

In this course students and professors develop professional development plans, in the context of the cohort individual and district needs, as well as the professional development concepts that are central to the course. The concepts for this course include technology, professional self-assessment, reflection, application of research in professional practices, best practices, professional networking, community outreach, professional development plans, lifelong learning, planning and managing the teacher and the learning environment, and professional and ethical practices.
Components: Class
Typically Offered: Summer

TEACHING 7180 School and Community Culture 3 Credits

This course will explore the teachers role in the Culture of the School and Community. Some of the issues include addressing diverse populations; school and community culture and resources; philosophical, historical, legal, and social science perspectives in education; special education; working with families; managing student behavior and social skills interactions; and communication and collaborative partnerships.
Components: Class
Typically Offered: Spring

TEACHING 7190 Educational Leadership and Mentoring 3 Credits

This course is designed to improve teachers skills in the process of mentoring beginning teachers and collaborating with veteran teachers. Mentoring is defined as the professional practice that provides support, assistance, and guidance to new teachers to promote their professional growth and success. Collaborating is developing collegial peer coaching relationships designed to enhance professional efficacy. Course topics include understanding of value added leadership in education; practicing ethics of education; reflection; impact of student learning through professional development efforts; and mentoring, particularly as it relates to PI-34.
Components: Class
Typically Offered:

TEACHING 7210 The PreK-12 Literacy Program 3 Credits

The PreK-12 Literacy Program considers a well-rounded reading program; development of basic language and literacy abilities and skills; improvement of attitudes and tastes; and adjustment of materials and methods to individual needs.
Components: Class
Typically Offered: Fall

TEACHING 7220 Introduction to Reading Difficulties 3 Credits

Provides strategies for teaching skills to children who read one or two grade levels below expectation, as evidenced by data collection to determine specific instructional needs. Identification of struggling readers, selection, application, and evaluation of materials and techniques appropriate to individual differentiation are included.
Components: Class
Typically Offered: Summer

TEACHING 7230 Practicum in Reading Difficulties 3 Credits

Provides laboratory practice with children one or more years below grade in reading. Special attention is given to models of teaching designed to promote developmentally appropriate teaching and reflective thinking. P: TEACHING 7220 or equivalent.
Components: Practicum
Prereqs/Coreqs: P: Teaching 7220
Typically Offered: Fall/Spring

TEACHING 7240 Juvenile Literature 3 Credits

Provides advanced study in literature for children and youth; administration of a recreational reading program; methods of teaching and integration with other curricular areas; and evaluation and selection of significant books and appraisals of recent books. Students read at the level in which they are most interested - primary, intermediate, or middle level school.
Components: Class
Typically Offered: Summer

TEACHING 7250 Content Area Reading 3 Credits

Considers the utilization of reading skills, study strategies, and materials as applied to (a) selected field(s), and techniques for incorporating reading into content area instruction.
Components: Class
Typically Offered: Summer

TEACHING 7270 Reading in the Middle/Secondary School 3 Credits

Assists middle and secondary teachers in utilizing fundamental reading skills as they apply to content areas; special consideration will be given to effective skills, study skills, and vocabulary development in specific areas.
Components: Class
Typically Offered: Fall

TEACHING 7280 Seminar in Reading 3 Credits

Examines current issues and trends in reading education. Includes pertinent topics such as foundations of reading instruction; current approaches to teaching beginning reading; individual differences in reading performance; and factors that affect reading acquisition.
Components: Class
Typically Offered:

TEACHING 7290 Symposium on Reflection and Critical Thinking 3 Credits

This course serves as a capstone experience for graduate students in the M.S.E. program. The purpose of the course is to guide and consult with students to help them as they apply the outcomes of their graduate program to practice. Students meet in a symposium setting to: develop and discuss readings as well as the process of reflection to application; discuss the application of their graduate coursework in their classrooms; explore the use of reflection with their students; and to explore self-actualization as a product of reflection.
Components: Class
Typically Offered: Summer

TEACHING 7340 Educational Administration Introduction Seminar 2 Credits

The module will be an overview of the Educational Administration Program. Included will be an explanation of the Cohort Model as well as a detailed discussion of the remaining five modules. Each student will complete a self-assessment of their knowledge of the Ten Teaching Standards for Wisconsin and write a Professional Development Plan. Special permission only.
Components: Class
Typically Offered: Summer

TEACHING 7350 Educational Administration Relationships 1-4 Credits

This module will address the following: personnel issues, classroom management, community relations, school climate, relationships with district offices, school board members, professional judgement, school culture, diversity issues, and leadership and management styles. P: TEACHING 7340. Co-requisite: 1 credit of TEACHING 7400.
Components: Class
Typically Offered:

TEACHING 7360 Educational Administration Student Learning 1-4 Credits

Designed to prepare prospective administrators to be instructional leaders in their school. This course is built around the Wisconsin Standards. Students in this course are expected to demonstrate a knowledge and experience base in the Ten Teaching Standards for Wisconsin and how these standards transfer into effective classroom activities. P: TEACHING 7350.
Components: Class
Typically Offered:

TEACHING 7370 Educational Administration Systems I 4 Credits

The Systems I module is designed to prepare prospective administrators to effectively manage the organizations, operations, and resources of a school system in order to ensure a safe, efficient, and effective learning environment that will promote the success of all students. P: TEACHING 7340, TEACHING 7350 and TEACHING 7360.
Components: Class
Typically Offered:

TEACHING 7380 Educational Administration Legal Aspects (Regular and Special Education) 1-4 Credits

Legal Issues for School Administrators. Participants develop a working knowledge of law as it relates to functioning as a school administrator. Researching and resolving legal issues impacting school operations using practical problem situations forms the focus. In addition, relevant statutory and case law are included. P: TEACHING 7370.
Components: Class
Typically Offered: Fall

TEACHING 7390 Educational Administration Systems II 4 Credits

The Systems II module is an extension of the Systems I module with an emphasis on simulations and practicum projects. P: TEACHING 7380. Co-requisite: 1 credit of TEACHING 7400.
Components: Class
Typically Offered: Spring

TEACHING 7400 Educational Administration Practicum 1 1 Credit

The local school administrator (school mentor) and the university supervisor (practicum coordinator) will work with the Ed Admin candidate for a minimum of 100 hours to design a series of events, activities, and experiences in the school setting as an administrator (i.e., monitoring students, conducting professional development, observing faculty, reviewing curriculum, creating and implementing schedules, leading parent and/or student conferences, and communicating with others in the community or on the school board). This course will provide candidates the opportunity to deepen their understanding of educational administration issues and practices, and then critically evaluate their own skills based on their own reflection and the guided work of their mentors and the university supervisor. P: TEACHING 7340 and TEACHING 7360. Coreq: TEACHING 7350.
Components: Practicum
Typically Offered:

TEACHING 7410 Educational Administration Practicum 2 1 Credit

The local school administrator (school mentor) and the university supervisor (practicum coordinator) will work with the Ed Admin candidate for a minimum of 200 hours to design a series of events, activities, and experiences in the school setting as an administrator (i.e., monitoring students, conducting professional development, observing faculty, reviewing curriculum, creating and implementing schedules, leading parent and/or student conferences, and communicating with others in the community or on the school board). This course will provide candidates the opportunity to deepen their understanding of educational administration issue and practices, and then critically evaluate their own skills based on their own reflection and the guided work of their mentors and the university supervisor. P: TEACHING 7350, TEACHING 7370, TEACHING 7380, TEACHING 7390, TEACHING 7400.
Components: Class
Typically Offered: Occasional

TEACHING 7440 Exploring Innovations in Education 3 Credits

This course is intended to provide learners with an opportunity to explore and research the impact and value of a variety of recent innovations in education. Students will examine and research information about varied teaching methods (accelerated and active learning), and how these can affect the planning and delivery of education. Questions about how learning takes place most effectively when using alternative and flexible learning options such as hybrid, blended and fully online course delivery will be addressed. Do the learning environment and the use of instructional technology tools enhance or detract from learning? How might the use of wikis, blogs, and course management systems such as Blackboard, D2L, and other vendor specific platforms influence the teaching and learning that takes place? What about open source technologies such as Moodle and Sakai, and the use of Web 2.0 tools? Do these innovations enhance or detract from intended learning outcomes? How will social networking sites such as Facebook, LinkedIn, Twitter and other online options influence the social interaction component in online and face-to-face learning environments? What considerations should be made for planning and delivering education and/or training using technology? What are some of the future trends that we might anticipate taking place over the next five to ten year timeframe and how might we as educators embrace these and select the best tools for the particular teaching or training situation in which we find ourselves? This course is intended for students who are interested in learning about the current and future options and trends for delivering education and training and how the planning and execution of education can be affected by the mode of delivery and the teaching methodology employed.
Components: Class
Typically Offered: Spring

TEACHING 7450 Advanced Special & Regular Education Curriculum, Technology, Staff Development & Assessment 3 Credits

This course will address the responsibilities of a Director in Special Education in interacting with other administrators, parents, students and the community with curriculum and instruction, staff development, and overall program coordination around these topics.
Components: Class
Typically Offered:

TEACHING 7460 Administration and Director of Instruction 3 Credits

This course will address the duties and responsibilities of the position of Director of Instruction including interacting with other administrators, parents, students and the community with curriculum and instruction, staff development and overall program coordination around these topics.
Components: Class
Typically Offered:

TEACHING 7470 Administration of Special Education & Pupil Service 3 Credits

This course provides P-12 administrators or administrative candidates instruction and practice at the district level with assessment, planning, and coordination of district-level exceptional education and also pupil services.
Components: Class
Typically Offered:

TEACHING 7480 Teaching Secondary Methods 3 Credits

This course has been organized around a logical approach to teaching young adult learners, in areas taught that correspond with the edTPA. These sections are: 1) how students learn, process, and utilize information, 2) how to plan for teaching content and academic language 3) how to instruct and 4) how to assess your students and yourself.
Components: Class
Typically Offered:

TEACHING 7500 Topics in Education 3 Credits

Examines current, critical issues on the state, national, and international levels; service course in education.
Components: Class
Typically Offered:

TEACHING 7520 Supervision and Administration of Reading Programs 3 Credits

Examines the organization, administration, supervision, and improvement of school-wide reading programs.
Components: Class
Typically Offered: Summer

TEACHING 7540 Program Planning for Adults 3 Credits

Examines program development concepts, approaches, and practices used for planning, conducting, and evaluating programs for adults. Analyzes the framework for identifying relationships among learner goals, content, format, setting, learning objectives, learning activities, and outcomes. Develops processes and procedures for identifying and addressing educational needs and interest. Analyzes tools for managing financial and non-financial resources. Develops strategies for conducting formative and summative evaluation of program elements.
Components: Class
Typically Offered: Spring

TEACHING 7550 The Adult Learner 3 Credits

Analysis of educational principles and instructional models will be applied to the instruction of adults. Emphasis will be on the teaching/learning transactions that encourage and assist adults in their learning activities. Characteristics of the adult learner and historical and current perspectives of adult education in both formal and informal settings also will be covered.
Components: Class
Typically Offered: Spring

TEACHING 7610 Portfolio Development and Competency Review 3 Credits

Each student will develop a portfolio to document competencies (knowledge, skills, and dispositions related to teaching students with disabilities). This portfolio is a format for the documentation of this learning in a structured manner. P:Student must be licensed teachers or emergency licensed special education teachers.
Components: Class
Typically Offered: Fall

TEACHING 7620 Special Education: Legal and Theoretical Foundations 3 Credits

Participants will develop a working knowledge of law (e.g.-IDEA 1997) as it relates to the rights and responsibilities of students, staff, and families. Participants will also incorporate knowledge of historical foundations, service delivery models, philosophies, and cultural diversity into the general and/or special education classroom.
Components: Class
Typically Offered: Fall

TEACHING 7630 Instructional Content and Practice 3 Credits

This course will place emphasis on strategies, remediation, compensation, instructional methods, curriculum, and inclusive practices in the instructional setting.
Components: Class
Typically Offered: Spring

TEACHING 7640 Ethical Practices in Teaching Children with Disabilities 2 Credits

Provides an overview of the effects of cultural and environmental backgrounds on students with disabilities and their families, and fosters an understanding of how personal and cultural biases may affect ones teaching and interactions with others. The course stresses the ethical and professional responsibilities of teachers.
Components: Class
Typically Offered:

TEACHING 7650 Issues in ELL Education 3 Credits

This course addresses the social, political, and cultural context in which language learning takes place and examines those issues that are relevant in language acquisition. Themes, such as immigration and diversity in the United States, language policies, history of bilingual education, the English-only movement, and English language learners and disability will be analyzed in this course. P: Students have to hold a teaching license or be licensable.
Components: Class
Typically Offered: Fall

TEACHING 7660 Methods and Assessment of Teaching English Language Learners 3 Credits

This course is designed to examine methods and assessment of teaching English language learners. The course stresses a comprehensive understanding of the history of first and second language teaching methods from the past to the present, including knowledge of the traditional, contemporary, and innovative methods and approaches in teaching English language learners. Practical pedagogical principles of teaching English to speakers of other languages with regard to language skills, language system, and related assessment and cultural implications are included. P: Students have to hold a teahcing license or be licensable.
Components: Class
Typically Offered: Fall

TEACHING 7670 Second Language Acquisition in K-12 Classrooms 3 Credits

This course examines theories of second language acquisition, and practical application of theories to second language teaching and learning. The course provides a comprehensive interdisciplinary survey of theory and practice through the application of research in linguistics, psychology, education, and sociology into second language acquisition. P: Students have to hold a teaching license or be licensable.
Components: Class
Typically Offered: Spring

TEACHING 7680 Intercultural Communication for Teachers of English Language Learners 3 Credits

In this course, we will examine the impact that culture has on verbal and nonverbal communication. Participants will consider the nature of cultural patterns. They will learn to better interpret the behaviors they observe in their classrooms and in the public schools in general. The overall goal of the course is for participants to become competent in their intercultural interactions with students, parents, and colleagues in the K-12 setting. P: Students have to hold a teaching license or be licensable.
Components: Class
Typically Offered: Spring

TEACHING 7690 Linguistics for Teachers of English Language Learners 3 Credits

This course is designed to introduce the nature of language, and to examine the language system, and how meaning is structured. In particular, the course will focus on the core areas of linguistics including phonetics (the study of speech sounds), phonology (the sound system of languages), morphology (the internal structure of words), syntax (the sentence structure), and semantics (the study of word and sentence meanings). Students in this course will relate this information to the education of ELLs and learn ways through which linguistics can inform their own teaching. P: Students have to hold a teaching license or be licensable.
Components: Class
Typically Offered: Summer

TEACHING 7700 Field Experience in Cultural Diversity 3 Credits

This course provides the opportunity for students to gain in-depth firsthand knowledge of the cultural background of English language learners. Particular attention will be given to techniques that encourage and secure parental involvement. Positive effects of special programs for ELLs will also be emphasized in this course. P: Students have to hold a teaching license or be licensable.
Components: Field Studies
Typically Offered: Fall/Spring/Summer

TEACHING 7710 Bilingual and Bicultural Education 3 Credits

This course provides a comprehensive study of the bilingual and bicultural education in the United States. It will investigate bilingualism from a variety of perspectives including foundation in history, current policies, theory, research, and practice of bilingual/bicultural education. Students in this course will also review and evaluate bilingual instruction including bilingual program models, curriculum design, methods, and assessment.
Components: Class
Typically Offered: Summer

TEACHING 7720 Introduction to Visual Impairment 3 Credits

A study of educational services for student with visual impairments that may also include other disabilities. An emphasis is placed on the psychosocial effects and the unique learning needs of students with visual impairment. Course components allow candidates to meet some of the requirements for certification in the teaching area of visual impairment. The course is also appropriate as an elective for teachers in other areas. The course will enable the teacher to understand the impact of low vision on the individual and the classroom and provide the teacher with some strategies to create an inclusive classroom that enhances the experiences and learning of the child with low vision.
Components: Class
Typically Offered:

TEACHING 7730 Braille Code and Communication I 3 Credits

This course will provide basic skills in braille transcription and codes and provide resources for additional information and assistance. In addition to learning how to use braille and provide transcriptions, candidates will learn how to teach braille to individuals with low vision.
Components: Class
Typically Offered:

TEACHING 7740 Principles of Orientation, Mobility and Assistive Technology for Students with Visual Impairments 3 Credits

This course will provide a combined theoretical and clinical experience in principles and strategies for helping students with visual impairments with their orientation and mobility and with assistive technology to help students with orientation, mobility and learning.
Components: Class
Typically Offered:

TEACHING 7750 Methods and Issues of Teaching Students with Visual Impairments 3 Credits

This course is designed to examine methods and issues of teaching students with Visual Impairments. The course stresses a comprehensive understanding of the history of visual impairment teaching methods from the past to the present, including knowledge of the traditional, contemporary, and innovative methods and approaches. Practical pedagogical principles of teaching students with visual impairments will be examined in relation to language skills, language system, and related assessment implications.
Components: Class
Typically Offered:

TEACHING 7760 Anatomy and Physiology of the Eye and Implications of Low Vision 3 Credits

This course provides the medical and educational implications of visual impairments including the anatomy and physiology of the eye, impact of lighting, and environmental adaptations for students. The ophthalmological, functional and low vision examinations and results will be reviewed in scenarios including reading and interpreting medical reports with the ability to convey to others, and to design appropriate educational and environmental adaptations.
Components: Class
Typically Offered:

TEACHING 7770 Braille Code and Communication II 3 Credits

This course will provide intermediate skills in braille transcription and codes and provide resources for additional information and assistance. In addition to learning how to use braille and provide transcriptions, candidates will learn how to teach braille to individuals with low vision. The purpose of the course and subsequent courses is to prepare the candidate to be certified as a teacher of braille.
Components: Class
Typically Offered:

TEACHING 7830 Seminar Paper or Educational Project 3 Credits

The seminar paper or educational project need not be a report of original and independent research. It must demonstrate, however, the students ability to survey a field of knowledge and assemble, organize, evaluate, interpret, and present evidence in a logical and intelligent manner. Although the seminar paper or educational project may originate from work done in connection with one of the students graduate courses and be based upon a term paper or course project, it must be more comprehensive and complete in coverage and treatment. In consultation with the program advisor, the student proposes a seminar paper or educational project and a seminar paper or educational project advisor. An approved seminar paper or educational project proposal must be submitted and approved prior to registration. There is a website with useful links to guide the graduate student in grammar, style, evaluating web resources, and formats. The seminar paper or educational project advisor will provide guidance regarding the site. The site may be accessed through the Universitys Karrmann Library.
Components: Seminar
Prereqs/Coreqs: P: TEACHING 7000
Typically Offered: Fall/Spring/Summer

TEACHING 7880 Graduate Practicum in Teaching 1-8 Credits

Provides a designed clinical teaching assignment for (1) graduate students meeting license requirements through an internship, or (2) qualified educators who want to meet a professional development need through a graduate residency. P: consent of the Director of the School of Education.
Components: Practicum
Typically Offered: Fall/Spring/Summer

TEACHING 7960 Cross-Categorical Special Education Practicum 3-6 Credits

The practicum in SLD/EBD/or CD is required in lieu of student teaching for graduate students in the Cross-Categorical Licensure Certification Program. Students will have a teaching experience under the supervision of a master teacher and/or field coordinator in a school, clinic, or other setting that provides practical application of theory, experience, and evidence of mastery of skills required by the Wisconsin Department of Public Instruction Code.
Components: Practicum
Typically Offered: Fall/Spring/Summer

TEACHING 7970 Supervision of Student Teachers 3 Credits

Designed for teachers currently or potentially involved in supervision of student teachers; includes the identification, analysis, and development of good classroom procedures; desirable experiences for the student teacher in the total school program; professional responsibilities of the student teacher in the school and community. P: three years of teaching experience or consent of instructor.
Components: Class
Typically Offered:

TEACHING 7980 Independent Study in Education 1-3 Credits

The amount of graduate credit allowed for independent study may not exceed a total of four credits except with the special permission of the students advisor, the Director of the School of Education and the Dean of The School of Graduate Studies. Approval must be secured before independent study courses begin. Students registering for independent study must submit at or before registration a description of the subject to be covered. This description must be signed by the instructor conducting the independent study, the department chairperson, the Dean of the School of Graduate Studies, and the student. Independent study may not be used for collecting information for the seminar paper.
Components: Independent Study
Typically Offered: Fall/Spring/Summer

TEACHING 7990 Thesis Research 3-6 Credits

The thesis may be an outgrowth of a research course (e.g. TEACHING 7000 Research Procedures) or may be developed independently within the program area. The thesis will report the results of original and independent student research on a given problem or topic, by systematic and impartial methods, and will demonstrate the students ability to use techniques customarily employed in the particular field of investigation. Although a thesis for the masters degree may not always be expected to make a significant contribution to existing knowledge, it should be a scholarly document that is accurate, verifiable, objective, and impartial. In consultation with the program advisor, the student proposes a committee of three faculty members. The committee normally includes the thesis advisor, one additional major department member, and one faculty member from another department. In some instances, a student may prefer a thesis advisor who is different from the program advisor assigned at the time of admission. An approved thesis proposal must be submitted and approved prior to registration. There is a website with useful links to guide the graduate student in grammar, style, evaluating web resources, and formats. (Thesis students will find the Texas A and M link useful for formatting procedures and other technical assistance.) The thesis advisor will provide guidance regarding the site. The site may be accessed through the Universitys Karrmann Library.
Components: Thesis Research
Prereqs/Coreqs: P: TEACHING 7000
Typically Offered: Fall/Spring/Summer