Master of Science in Education

http://www.uwplatt.edu/education/
College of Liberal Arts and Education
School of Education
Director: Alison Bunte
E-mail: bunte@uwplatt.edu
Office: 139 Doudna Hall
Telephone: 608-342-1131
Fax: 608-342-1133
Professors: Walter C. Iselin, Carol Lange, Tom LoGuidice, John F. Nkemnji
Associate Professors: Alison Brooke Bunte, Gwendolyn Coe, Rea Kirk, William McBeth, Kimberly D. Tuescher, Roderick Zentner
Assistant Professors: Dominic Barraclough, David Braun y Harycki, Joseph Guenther, Sofoh Hassane, Joseph Schmalfeldt, Diane Zimmerman
Introduction

Program emphases for the Master of Science in Education are:

The Master of Science in Education program provides advanced study to teachers or teacher candidates who have completed a bachelor's degree. Specifically, the goals are to provide advanced study in the following:

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 development in the areas of planning, school environment, instruction and professionalism.

This program also provides development for other helping professions.

Program Plan - M.S.E. Teaching: Elementary, Middle, Secondary, Vocational/Technical Emphases

Writing Proficiency

All degree candidates must demonstrate research and writing proficiency. For the emphases listed above, there are two degree program options. Students may select either

Goals Statement

The goal of the Master of Science in Education is the development of an individual program plan based on professional development goals prepared by the student in consultation with the advisor. This 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 goals statement is developed, the advisor and the student prepare a tentative program of study specifying courses to be taken. This program of study is then submitted to another member of the graduate faculty for review.

Coursework

All programs consist of core courses and an area of knowledge. At least 15 credits must consist of 7000-level courses.

Core Courses

All programs must include a minimum of three credits from each of the five core categories:

Foundations: (3 credits minimum) Courses that address fundamental concepts of policy processes, planning, analysis, human relations, and psychology appropriate to the learner. Approved courses include (but are not limited to):

Research: (3 credits minimum) Courses that deal primarily with research methodology appropriate to the learner. Courses should deal with data collection procedures and interpretation of research studies related to the student's area of concentration. Approved courses include (but are not limited to):

Developmental Needs of the Learner: (3 credits minimum) Courses that include current theories of learning and the nature of the learner. Approved courses include (but are not limited to):

Effective Instruction and Reflective Thinking: (3 credits minimum) Courses that include instructional development, and evaluation and management of the learning-teaching process. Approved courses include (but are not limited to):

Curriculum: (3 credits minimum) Courses that address instructional strategies, concepts, and procedures in developing educational programs, organizational analysis, and management. Approved courses include (but are not limited to):

Area of Knowledge

The program will also include a minimum of nine credits from a Selected Area of Knowledge. The student's professorial committee will recommend a program of study that includes courses that reflect the student's present and future needs. The work should reflect substantive content and methodology, research, and growth in oral and written expression as well as teaching skills.

Program Plan - M.S.E. Teaching: Adult Emphasis

On-Campus Master of Science in Education with an Adult Education Emphasis

Writing Proficiency

All degree candidates must demonstrate research and writing proficiency. Teaching-Adult Education emphasis students must complete 30 credits of approved graduate coursework plus a thesis (3-6 credits) or seminar paper/project (0-2 credits).

Goals Statement

The goal of the Master of Science in Education is the development of an individual program plan based on professional development goals prepared by the student in consultation with the advisor. This 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 adult learners.

After the goals statement is developed, the advisor and the student prepare a tentative program of study specifying courses to be taken. This program of study is then submitted at a formal meeting of a professorial committee composed of the advisor and another faculty member.

Coursework

All programs consist of core courses and an area of knowledge. At least 15 credits must consist of 7000-level courses.

Core Courses

All programs must include a minimum of three credits from each of the four core categories:

Foundations: (3 credits minimum) Courses that address fundamental concepts of policy processes, planning, analysis, and human relations appropriate to adult education. Approved courses include (but are not limited to):

Research: (3 credits minimum) Courses that deal primarily with research methodology appropriate to adult education. Courses should deal with data collection procedures and interpretation of research studies related to the student's area of concentration. Approved courses include (but are not limited to):

Teaching, Learning and Assessment: (3 credits minimum) Courses that include current theories of learning, the nature of the adult learner, instructional development, and evaluation and management of the learning-teaching process. Approved courses include (but are not limited to):

Curriculum: (3 credits minimum) Courses that address instructional strategies in teaching adults, concepts, and procedures in developing adult educational programs, organizational analysis, and management. Approved courses include (but are not limited to):

Area of Knowledge

The program will also include a minimum of nine credits from a Selected Area of Knowledge. The student's professorial committee will recommend a program of study that includes courses that reflect the student's present and future needs. The work should reflect substantive content and methodology, research, and growth in oral and written expression as well as teaching skills.

Off-campus Master of Science in Education with an Adult Education Emphasis

The Master of Science in Education degree program with an Adult Education emphasis provides advanced study to develop and enhance skills in designing, delivering, and assessing educational programs for adult learners. The Human Services (HS) Concentration focuses on the behavioral sciences and mental health theory through selected courses in psychology, counselor education, criminal justice, communication, business administration, and related disciplines. The HS Concentration classes are offered by the School of Education, face-to-face or via interactive video distance learning technology, to selected receive sites including MATC-Madison and MATC-Milwaukee campuses. Many of the students currently enrolled in the program are human services professionals in AODA counseling, adult basic education, corrections, public health, and private, public, and state human service agencies.

Course scheduling

The School of Education offers classes on Fridays and Saturdays throughout the year. Typically two 3-credit classes are scheduled for fall and spring semesters, and one 3-credit class for the summer session. Generally classes meet on four weekends (Fridays from 6 p.m. - 9:30 p.m. and Saturdays from 9 a.m. - 4:30 p.m.), thus allowing students to take 6 credits in both fall and spring semesters, and 3 credits in the summer, (15 credits each year, or 30 credits in two years). In addition, students may sign up for the Graduate Practicum in Teaching for 1-4 credits during any of the semesters (up to a total of 8 credits).

The 3-credit courses likely to be offered are listed below. Course offerings may vary slightly, depending on faculty availability and course enrollments.

State of Wisconsin Psychotherapy Provider Certification Requirements

All of the courses in the program (not including Seminar Paper/Educational Project) have been approved to meet the 28 credits of mental health theory required for the State of Wisconsin Psychotherapy Provider Certification. The program has been approved by the Wisconsin Certification Board as an accredited program in Alcohol and Other Drug Addiction (AODA) Counseling. In addition to the credit courses, human services professionals need to independently arrange for a supervised clinical practice experience.

For more information, call the School of Education toll free at 1-866-681-5168.

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)

Wisconsin PI 3.07 (7) (A) 2: 316 Reading Teacher. Any person who has specific assignment to teach reading must hold a reading teacher license.

A regular PK-12 reading teacher license shall be issued to an applicant who has completed an approved program, received the institutional endorsement for the reading teacher license, and completed:

The University of Wisconsin-Platteville approved program requires a minimum of 18 semester credits of graduate work in the following courses:

*If Teaching 6630 (Learning and Language Disorders) is taken for undergraduate credit, the candidate must select graduate credit from the optional courses or equivalents to meet the required minimum of 18 credits of graduate work.

**Practicum experiences in teaching reading at both the elementary/middle and middle/secondary are required. These experiences are obtained through Teaching 7230 (Reading Practicum) and Teaching 7880 (Graduate Practicum in Teaching). If candidates prove sufficient experience at teaching reading at the elementary/middle or middle/secondary, Teaching 7880 (Graduate Practicum in Teaching) may be waived.

Reading Specialist (317 license)

Wisconsin PI 3.07 (7) (A) 3: 317 Reading Specialist. Any person who directs PK-12 reading programs, works with reading teachers, classroom teachers, administrators, and others as a resource teacher in reading must hold a reading specialist license.

A regular PK-12 reading specialist license shall be issued to an applicant who has completed an approved program, received the institutional endorsement for the reading specialist license, and completed:

Required graduate courses (in addition to those required for the reading teacher license) include:

*Combined work in Teaching 7250 (Content Area Reading) and Teaching 7880 (Graduate Practicum in Teaching) must total at least 3 credits. **May be waived if candidate has sufficient experience in supervision.

Program Plan - Educational Administration

The Certification 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 courses. Participants who wish to obtain a Master of Science in Education degree may do so by completing an additional twelve credits of approved courses before, during, or after the Educational Administration Certification program.

The required courses in the Educational Administrative Certification program are:

Program Plan - Special Education Cross-Categorical Certification Program

The Special Education Cross-Categorical Certification program provides advanced study to licensed teachers and to teachers eligible for a Wisconsin teaching license. It was developed according to the Wisconsin Department of Public Instruction (DPI) Guidelines and the Council for Exceptional Children standards. Participants develop a portfolio through the course Teaching 7610. The portfolio provides a structured format for documenting competencies for certification in Cross-Categorical Special Education. Because the classes are competency-based, credits will vary according to the needs of each student.

Courses in the Special Education Cross-Categorical Certification Program:

Teaching Courses
Support Courses
Art Courses
Astronomy Courses
Biology Courses
Business Administration Courses
Chemistry Courses
Communication Courses
Computer Science Courses
Criminal Justice Courses
Economics Courses
English Courses
Ethnic Studies Courses
French Courses
Geography Courses
Geology Courses
German Courses
History Courses
Mathematics Courses
Music Courses
Philosophy Courses
Physical Education Courses
Physical Science Courses
Physics Courses
Political Science Courses
Psychology Courses
Sociology Courses
Spanish Courses
Speech Courses
Theater Courses
Women's Studies Courses