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, Gwendolyn Coe, Kimberly D. Tuescher

Associate Professors: Alison Brooke Bunte, Rea Kirk, William McBeth, Roderick Zentner

Assistant Professors: Dominic Barraclough, David Braun y Harycki, Joseph Guenther, Diane Zimmerman

Statement of Purpose

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

Student Learning Outcomes

Graduates will:

  1. demonstrate knowledge of child development;
  2. design developmentally appropriate curriculum;
  3. demonstrate developmentally appropriate teaching strategies;
  4. design developmentally appropriate assessment of student learning;
  5. conduct action research in their classroom;
  6. construct a plan for professional development;
  7. expand knowledge of the Wisconsin Standards for Teachers;
  8. evaluate their own teaching performance and identify strengths and areas for improvement.

Introduction

The Master of Science in Education degree program builds on the School of Education conceptual framework, ďBest Practices Make the Difference.Ē The Masterís 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: B-11, 10 Ė 14, 10-21, B-21

Writing Proficiency

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

Goal 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 studentís present and future needs. These needs may range from strengthening oneís 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. For students admitted prior to July 1, 2004, at least fifteen credits must be earned in courses open only to graduate students (7000 level). These credits must be included in the studentís program planning form.

NOTE: Any student admitted to the program on or after July 1, 2004 must earn at least eighteen credits in 7000-level courses. Any student admitted to the program on or after July 1, 2006, must earn at least twenty-one credits in courses open only to graduate students (7000 level).

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 studentís 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 candidateís content area or field of specialization.

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).

Goal 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 goal statement is to identify the studentís present and future needs. These needs may range from strengthening oneís background in professional or content areas to the completion of an extended license for teaching adult learners. After the goal 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. For students admitted prior to July 1, 2004, at least fifteen credits must be earned in courses open only to graduate students (7000 level). These credits must be included in the studentís program planning form. NOTE: Any student admitted to the program on or after July 1, 2004 must earn at least eighteen credits in 7000-level courses. Any student admitted to the program on or after July 1, 2006, must earn at least twenty-one credits in courses open only to graduate students (7000 level).

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: 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 studentís 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 candidateís content area or field of specialization

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 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 Madison, Racine and Milwaukee. 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).

Typical course offerings include the following:

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)

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)

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 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 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 Administration 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. Students develop a portfolio for documenting competencies for license in Cross-Categorical Special Education. A required first course, TEACHING 7610, has been developed for competency assessment for this license.

Courses in the Special Education Cross-Categorical Certification Program:

Teaching Courses