www.uwplatt.edu/education/

The Master of Science in Education Program was under revision at publication time. Please visit the School of Education website, www.uwplatt.edu/education, for the most up-to-date information.

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: Alison Brooke Bunte, Gwendolyn Coe, Walter C. Iselin, Tom Lo Guidice, William McBeth, John F. Nkemnji, Kimberly D. Tuescher
Associate Professors: Dominic Barraclough, David Braun y Harycki, Roderick Zentner
Assistant Professors: Steven Benish, Gregory Imbur, Colleen McCabe, Wonim Son

Statement of Purpose

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:

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, "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: B-11, 10-14, 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 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 twenty-one 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. NOTE: For students admitted between July 1, 2004 and June 30, 2006, the minimum number of 7000 level credits remains at eighteen.

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 candidate's 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 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 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 to the director of the School of Education and to the graduate dean.

Coursework

All programs consist of core courses and an area of knowledge. At least twenty-one 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. NOTE: For students admitted between July 1, 2004 and June 30, 2006, the minimum number of 7000 level credits remains at eighteen.

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 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 candidate's 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). The core coursework of this program is similar to the on-campus version.

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 - M.S.E. Teaching: English Education (China)

The Master of Science in Education program with an emphasis 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 which 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 with an English Education emphasis 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 which 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 Paper Research. Students are assigned a faculty advisor, who will work with them in developing and submitting their Seminar Paper Research. 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 as well as 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 Paper Research.

The required courses in the MSE program with emphasis in English Education are:

  1. ENGLISH 7250 Literature for TESOL Teachers
  2. ENGLISH 5000 Technical Writing
  3. ENGLISH 5260 Language and Culture
  4. TEACHING 7150 Oral Language, Emergent Literacy, and Theories of Second Language Acquisition (TESOL)
  5. ENGLISH 5940 Grammar in Context
  6. TEACHING 7130 Improving Instructional Effectiveness
  7. ENGLISH 7670 Methods of Teaching English as a Second Language (TESL)
  8. ENGLISH 7260 Sociolinguistics and Language Teaching
  9. TEACHING 7000 Research Procedures
  10. TEACHING 7830 Seminar Paper Research

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 (Remedial 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 Teacher Licensure Program provides advanced study to licensed teachers that leads to Cross-Categorical Teaching License #801. Students develop an Admission Portfolio during their first required course, TEACHING 7610, and add to this Portfolio as they complete all other courses required for licensure. A Licensure Portfolio is submitted at the end of the Practicum. The Cross-Categorical endorsement matches the grade levels of the regular teaching license. Those who desire to expand the endorsement to include additional grade levels must have taught at least two years at that additional level and have complete COUNSLED (Counselor Education) 7090: Advanced Developmental Psychology.

Courses in the Special Education Cross-Categorical Teacher Licensure Program:

Program Plan - English Language Learner Teacher Licensure Program

The English Language Learner Teacher Licensure Program provides advanced study to licensed teachers that leads to ESL Teaching License #395. Students complete required coursework and submit a Licensure Portfolio upon completion of the program. The ESL endorsement matches the grade levels of the regular teaching license. Those who desire to expand the endorsement to include additional grade levels must have taught at least two years at that additional level and have completed COUNSLED (Counselor Education) 7090: Advanced Developmental Psychology.

Courses in the ELL Teacher Licensure Program:

TCHG 6270 - Issues in ELL Education

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, English-only movement, English language learners and disability will be analyzed in this course. Targets standards 1, 2, and 4.

TCHG 6280 - Second Language Acquisition in K-12 Classrooms

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. Targets standard 1.

TCHG 6290 Methods and Assessment of Teaching English Language Learners

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 the 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. Targets standard 3.

TCHG 6310 Practicum

Prerequisite: Issues in ELL Education, Second Language Acquisition in K-12, Classrooms, Methods and Assessment of Teaching ELLs This course is designed for students who successfully completed the courses Issues in ELL Education, Second Language Acquisition Theories and Methods and Assessment in Teaching English Language Learners. It provides opportunities for teachers to reflect on their practice in light of theories of SLA and ELL teaching methods and assessment. The course provides for teachers a platform to critically evaluate their teachings skills and make improvements justified by current research literature. Throughout the practicum, students deepen their understanding in the ELL/SLA field by reading and researching English language learners-related professional articles. Targets standards 1 and 3.

TCHG 6350 Field Experience in Cultural Diversity

This course provides the opportunity for students to gain in-depth first-hand 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. Targets standards 2, 3 and 4.

TCHG 6370 Linguistics for Teachers of English Language Learners (course proposed for fall 2008)

This course is designed to acquaint students from interdisciplinary fields with fundamental knowledge of general linguistics in order to teach English language learners in K-12 setting. It introduces the origins and nature of language, examines the language systems, and how meaning is structured. In particular, the course will focus on the core areas of linguistics and interdisciplinary aspects. The core linguistics will include 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). The interdisciplinary areas will incorporate language and the brain, psycholinguistics (the study of language processing), and sociolinguistics (language in social contexts). Targets standard 1.

TCHG 6380 Intercultural Communication for Teachers of English Language Learners

In this course, we will examine the impact that culture has on verbal and non-verbal 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. Targets standards 2 and 4.

TCHG 7000 Research Procedures (for ELL Teachers)

Students learn how action research focuses efforts to improve the quality of schools and how to design and conduct action research. Student learning will be measured in two ways an ELL Professional Development Plan (PDP) and two teaching modules that will be put through the action research process. The PDP will include the following: description of the school and teaching; pupil services situation; description of the goals to be addressed, rationale for goals and link to self-reflection; educational situation and standards; plan for assessing and documenting goals; and plan to meet the goals objectives, activities, timeline, and collaboration. The teaching modules will be developed and implemented the school year following Action Research and student achievement data collected around the modules will be shared the following summer during the Professional Development Plan Forum. Targets standards 3 and 5.

Teaching Courses