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UWM Undergraduate Catalog 2016-2017

School of Education

 

EDUCATION

Office of Student Services
Enderis Hall, Room 209
(414) 229-4721

 

Degree Programs

Bachelor of Science Community Engagement and Education, Education, Educational Studies, Exceptional Education

Master of Science Administrative Leadership, Curriculum & Instruction, Educational Psychology, Exceptional Education, Cultural Foundations of Education

Educational Specialist School Psychology

Doctor of Philosophy Urban Education, Educational Psychology

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

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

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

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

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

Teacher License Applications

Wisconsin Department of Public Instruction License Application Forms and information about applying for a teaching license may be obtained from the Office of Student Services, Enderis Hall, Room 209, or by calling (414) 229-4153.

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

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

Advising

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

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

Field Experience

Students are required to complete a full-day/full-semester student teaching experience during the final year in the teacher education program. However, many programs require more than one semester of student teaching. For information, please call (414) 229-4352.

Post-Baccalaureate Certification Program

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

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

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

Programs of Study Leading to Certification

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

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

Early Adolescence Through Adolescence Level. Teachers are prepared to teach pupils at the approximate ages of 10 to 21. Several teaching subjects, such as English, mathematics, science, and social studies, fall into this licensure category.

Early Childhood Through Adolescence Level. Teachers are prepared to teach at the ages of birth through 21. Several teaching subjects, such as world languages and English as a Second Language, fall into this licensure category.

Exceptional Education. Teachers are prepared to work at the early childhood, middle childhood through early adolescence, and early adolescence through adolescence levels. The Deaf and Hard of Hearing program prepares students for teaching early childhood through adolescence.


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

Programs of Study Not Leading to Certification

Community Engagement and Education. A non-certification bachelor's degree program for community-based educators. For admission and program information, contact the Department of Educational Policy and Community Studies at (414) 229-6552.

Interpreter Training Program (ITP). Offered through the Department of Exceptional Education, this program prepares students to meet the needs of deaf and hard of hearing individuals in a variety of settings. It is available as a two-year post-baccalaureate certificate or as part of an undergraduate bachelor's degree. Contact the department at (414) 229-5251.

DPI Certification Programs in Other Schools and Colleges

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

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

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

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

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

Continuing Education for Teachers

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

Enrollment Plans for Undergraduate Programs

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

Admission

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

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

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

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

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

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

Re-entering Students. Students who do not maintain continuous enrollment/registration at the university should meet with their advisor upon re-entry. It is possible that the program requirements were revised in their absence.

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

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

Please refer to specific programs for additional information on admission requirements.

Degree Requirements

1. Satisfactory completion of a minimum of 128 credits or 120 credits, depending on program and the requirements of the student's curriculum.

2. Satisfactory completion of the School of Education core curriculum requirements and the University's General Education Requirements. See individual department and program general education core curriculum requirements for the credits required and the distribution.

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

4. Completion of the last year of work (30 credits) in residence at UW-Milwaukee. Special permission to earn credits on another campus of the UW System, at another institution, or through correspondence work from the UW Extension must be obtained in advance. Students should meet with their academic advisor. Students who transfer to UWM from any accredited institution must take a minimum of 18 hours of graded credits at UWM to establish a GPA for graduation.

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

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

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

Curriculum for Teacher Education Programs

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

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

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

edTPA (Teacher Performance Assessment). The State of Wisconsin requires all certification students who complete after August 31, 2015, to pass the edTPA. The edTPA is a multiple-measure assessment system aligned to state and national standards. Students should consult an advisor or program coordinator for specific information.

Foundations of Reading Test. Students in the Early Childhood, Middle Childhood-Early Adolescence, Special Education, Reading Teacher, and Reading Specialist certification programs will be required to pass the Foundations of Reading Test. This applies to any license received by the Wisconsin DPI starting January 1, 2014. Students should consult an advisor or program coordinator for specific information.

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

Subject Specialization Requirements. See individual program requirements.

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

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

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

Statutory Requirements for Teachers of Early Adolescence Through Adolescence Science and Social Studies. A student may satisfy the requirement in environmental education by taking Geog 350, CES 471, or CES 201, or by submitting evidence that the statutory requirement has been otherwise fulfilled. Teachers of science must have coursework in the history and philosophy of science. Early adolescence through adolescence social studies students may satisfy the requirement in cooperative marketing and consumers’ cooperatives by taking CurrIns 313, or by submitting evidence that the statutory requirement has been otherwise fulfilled. Econ 100 is a prerequisite for CurrIns 313. The Phonics Requirement is met with a variety of Curriculum and Instruction courses.

Statutory Requirement for Early Childhood and Middle Childhood Through Early Adolescence Teachers. Effective July 1, 1985, adequate preparation in conservation of natural resources (environmental education) is required for these majors.

Student Teaching

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

Early Childhood. Please see an advisor or program coordinator for specific requirements. 

Middle Childhood Through Adolescence. Please see an advisor or program coordinator for specific requirements. 

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

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

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

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

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

Application for Placement. Students who plan to register for any student teaching course in the fall or spring must apply by February 15 of the academic year preceding placement(s). Applications for student teaching are available in the Office of Clinical Experiences, Enderis 371, or online at http://uwm.edu/education/academics/clinical-experiences/.

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

1. Admission to a School of Education Certification Program.

2. Completion of all required coursework including teaching methods and pre-student teaching fieldwork as outlined for each program during the semester prior to student teaching.

3. An overall cumulative GPA of at least 2.5 and a GPA requirement of the student's specific program. A GPA of 2.75 in all professional and major/minor courses is required to qualify for student teaching.

4. Passing score on the Praxis II content test. For Exceptional Education programs, a passing score is required for admission to the final semester of teaching experience.

5. Removal of all F or I (incomplete) grades in courses that count toward graduation or certification.

6. Evidence of freedom from tuberculosis.

7. Some school districts require a criminal background check prior to accepting a student for clinical placement in the district.

Please refer to specific programs for additional requirements.

Certification Requirements

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

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

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

Academic Regulations

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

Semester Course Load. An overload for undergraduate and special students in the School of Education is 18 or more credit hours during a regular semester. Students who want to take an overload during a regular semester should contact their academic advisor.

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

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

Special Opportunities

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

Permission to take such examinations must be obtained from the Associate Dean for Academic Affairs, Enderis Hall 583, who will require a recommendation from the department chairperson or program director to whom evidence of work justifying an examination must be presented by the student.

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

Undergraduate Certificate Programs

The School of Education offers undergraduate certificates that can enhance professional development. Certificates consist of focused coursework designed to provide targeted academic preparation. The following certificate programs are available to all UWM undergraduates and to those who already hold a bachelor's degree (from any institution).

Autism Spectrum Disorders
The Autism Spectrum Certificate program will train students to help persons with an autism spectrum disorder (ASD) in numerous settings. Potential students include therapists and family members working with children at home, special and general education teachers working with children in school settings, and job coaches working with young adults and adults in the work place.

Through courses, field experiences, and other planned learning experiences, students will critically examine the characteristics, etiology, and prevalence of ASD and related disorders; understand assessment, diagnosis, and intervention; learn how to work with family members of individuals with ASD; understand the language, communication, and social needs of individuals with ASD; and learn to apply interventions.

Course of Study:

Required courses:

ExcEduc 560

Foundations of Autism Spectrum Disorders

3

ExcEduc 561

Methods of Working with Individuals with Autism Spectrum Disorders

3

Field Experience Requirement (choose one of the following or another field experience approved by the faculty advisor):

ExcEduc 585

Supervised Practicum in Child and Youth Care

2-4

Psych 292

Psychology Field Placement Lower Division

3

Psych 692

Field Placement in Psychology

3

Elective Courses (choose 2 from the following):

Ed Psy 330

Introduction to Learning and Development

3

Ed Psy 575

Infant and Early Childhood Assessment

3

 

Community-Based Organizations: Policy and Leadership
This certificate program prepares students for mid-level positions in community-based organizations and provides a base for graduate work in non-profit management and other related areas. Students take coursework in foundations and policy, which provides an overview of the workings and role of CBOs, fundraising and marketing, and in leadership to provide knowledge in preparation for supervisory and management roles.

Course of Study:

Required courses:

Foundations and Policy (6 credits)

Ed Pol 601

Foundations of Community-Based Organizations

3

Ed Pol 603

Policy Analysis for Community-Based Organizations

3

Fundraising and Marketing (6 credits)

Ed Pol 602

Proposal Writing and Fundraising Skills for Community-Based Organizations

3

Ed Pol 604

Marketing for Community-Based Organizations

3

Leadership Course (3 credits—choose one)

Ad Ldsp 537

Leadership and Management of Volunteer Programs

3

Ad Ldsp 617

Leadership in Youth-Serving Organizations

3

 

Community Leadership
The Community Leadership Certificate provides students from any major with a way to explore leadership theory and identity in the community (including the campus community) and community-based institutions. The program will be based on a social justice model of leadership development, but will expose students to additional philosophies such as servant leadership and authentic leadership. Students will also gain practical experience by attending teambuilding activities such as ROPES courses, participating in community service, and doing a practicum in a leadership position, among other experiential learning activities.

The certificate program consists of 16 credits, three of which will come from an experiential learning course, with activities specific to the student’s major. Sites for this section of the program could include community health clinics (group facilitation or advocacy roles), campus organizations (campus ambassadors, peer health advocates, etc.), local non-profits (board positions), and others.

Course of Study:

Required courses:

Ed Pol 315

Group Process and Civic Engagement

3

Ad Ldsp 691

Leadership Ethics in Multicultural Organizations

1

Leadership Practice Course (choose one from the following)

Ed Pol 111

Introduction to Community Change and Engagement

3

Ad Ldsp 507

Introduction to Group Leadership

3

Ad Ldsp 537

Leadership and Management of Volunteer Programs

3

Social/Historical Foundations Elective – 3 credits from list of selected courses – see advisor or program sheet

Practical Elective – 3 credits from list of selected courses – see advisor or program sheet

Leadership Capstone/Practicum (choose one from the following)

Ed Pol 409

Fieldwork/Practicum in Education and the Community

3

Ad Ldsp 630

Field Work in Schools, Agencies and Institutions

3

Nurs 403

Practice, Research and Leadership Role Development

3

WGS 489

Internship in Women's and Gender Studies

3

Commun 698

Internship in Communication

3

 

For more information, contact Dr. Aaron Schutz: (414) 229-4150, schutz@uwm.edu.

Youth Work
The Youth Work Certificate is available to students in Social Work, Community Education and Engagement, Exceptional Education, and Educational Studies. It is ideal for students who want to learn more about adolescence and working with youth in a variety of settings, including large and small community based programs, group homes, foster care, and residential treatment centers. The focus is on youth who are troubled or at high risk, but much of the learning applies to youth in general and younger children as well. 

Course of Study:

Required Courses:

Ed Pol/Soc Wrk 580

An Overview of Child/Youth Care

3

Ed Pol/Soc Wrk 581

Youth Work Practice

3

Ed Pol 409

Supervised Practicum in Child and Youth Care

2-4

6 cr of courses focused on Human Development or Family Work

 

For more information, contact Dr. Raji Swaminathan: (414) 229-6740, swaminar@uwm.edu.



Interdisciplinary Courses

Interdisciplinary Courses



Faculty and Staff

Administration

Alan Shoho
Dean

Hope Longwell-Grice
Associate Dean, Academic Affairs

Cindy Walker
Associate Dean, Research and Engaged Scholarship

ADMINISTRATIVE LEADERSHIP

Delbert K. Clear, Assoc. Prof. Emeritus

Carol Colbeck, Prof., PhD
Stanford University

Simone Conceição, Assoc. Prof., PhD
University of Wisconsin-Madison

Barbara Daley, Prof., PhD
Cornell University

James Fisher, Assoc. Prof. Emeritus, PhD

William Kritek, Prof. Emeritus, PhD

Larry Martin, Prof. Emeritus, PhD

Liliana Mina, Asst. Prof., PhD
Michigan State University

Gail Schneider, Prof. Emerita, PhD

Regina O. Smith, Assoc. Prof., PhD
Michigan State University

Alfonzo Thurman, Prof. Emeritus, PhD

CURRICULUM AND INSTRUCTION

Barbara Bales, Assoc. Prof., PhD
University of Wisconsin-Madison

Lori Becker, Lect., MA
Silver Lake College

Craig Berg, Prof., PhD
University of Iowa

Helena Curtain, Assoc. Prof. Emerita, PhD

Nancy File, Prof., PhD
Purdue University

Randolph Goree, Sr. Lect. Emeritus, MA

Maria Hamlin, Asst. Prof., PhD
University of Michigan

Richard Haney, Prof. Emeritus, PhD

Jeffrey Hawkins, Assoc. Prof., PhD
University of San Francisco

Angel Hessel, Lect., MA
University of Wisconsin-Milwaukee

DeAnn Huinker, Prof., EdD
University of Michigan

Mary Jett, Prof. Emerita, PhD

Henry Kepner, Prof. Emeritus, PhD

Hope Longwell-Grice, Assoc. Prof., PhD
University of Delaware

Laura Luebke, Assoc. Prof. Emerita, PhD

Susan Masland, Assoc. Prof. Emerita, PhD

Tania Mertzman, Assoc. Prof., PhD
University of South Florida

Lawrence Moburg, Assoc. Prof. Emeritus, EdD

Jennifer Mueller, Assoc. Prof., PhD
University of Michigan

Donald Neuman, Prof. Emeritus, PhD

Donna Pasternak, Prof., PhD
New York University

Bette Peltola, Prof. Emerita, PhD

Tracy Posnanski, Assoc. Prof., PhD
University of Wisconsin-Milwaukee

Linda Post, Assoc. Prof., PhD
Syracuse University

Marleen Pugach, Prof. Emerita, PhD

Randall Ryder, Prof. Emeritus, PhD

Felicia Saffold, Assoc. Prof., EdD
Cardinal Stritch University

Mark Schug, Prof. Emeritus, PhD

Ray Scolavino, Sr. Lect., PhD
University of Wisconsin-Milwaukee

Tom Scott, Lect., PhD
University of Wisconsin-Milwaukee

Ruth Short, Assoc. Prof. Emerita, PhD

Cyrus Smith, Assoc. Prof. Emeritus, EdD

John Stewig, Prof. Emeritus, PhD

John Zahorik, Prof. Emeritus, PhD

EDUCATIONAL POLICY AND COMMUNITY STUDIES

Frank Besag, Prof. Emeritus, PhD

Michael Bonds, Assoc. Prof., PhD
University of Wisconsin-Milwaukee

Edgar Epps, Prof. Emeritus, PhD

Raquel Farmer-Hinton, Assoc. Prof., PhD
University of Illinois at Urbana-Champaign

Walter Farrell, Prof. Emeritus, PhD

Ian Harris, Prof. Emeritus, EdD

Julie Kailin, Assoc. Prof., PhD
University of Wisconsin-Madison

Ronald Podeschi, Prof. Emeritus, PhD

Marie Sandy, Assoc. Prof., PhD
Claremont Graduate University

Aaron Schutz, Prof., PhD
University of Michigan

Rajeswari Swaminathan, Assoc. Prof., PhD
Syracuse University

Javier Tapia, Assoc. Prof., PhD
University of Arizona

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

Henry Woessner, Assoc. Prof. Emeritus, PhD

EDUCATIONAL PSYCHOLOGY

Razia Azen, Assoc. Prof., PhD
University of Toronto

Thomas Baskin, Assoc. Prof., PhD
University of Wisconsin-Madison

Shannon Chavez Korell, Assoc. Prof., PhD
The Pennsylvania State University

Adrian Chan, Prof. Emeritus, PhD

Roberta Corrigan, Prof. Emerita, PhD

Jerry Davis, Prof. Emeritus, PhD

Anne Ellison, Prof. Emerita, EdD

Nadya Fouad, Distinguished Prof., PhD
University of Minnesota

Gerald Gleason, Prof. Emeritus, PhD

Anthony Hains, Prof., PhD
University of Notre Dame

Kyongboon Kwon, Asst Prof., PhD
University of Georgia

Susie Lamborn, Assoc. Prof., PhD
University of Denver

Ronald H. Lingren, Prof. Emeritus, PhD

Ann Meyer, Prof. Emerita, PhD

Doug Mickelson, Assoc. Prof. Emeritus, PhD

Martin Sapp, Prof., EdD
University of Cincinnati

Philip Smith, Prof. Emeritus, PhD

Karen Stoiber, Prof., PhD
University of Wisconsin-Madison

John Surber, Assoc. Prof. Emeritus, PhD

Cindy Walker, Prof., PhD
University of Illinois

Stephen Wester, Prof., PhD
University of Florida

Kenneth Wodtke, Assoc. Prof. Emeritus, PhD

Bo Zhang, Assoc. Prof., PhD
University of Pittsburgh

EXCEPTIONAL EDUCATION

Maggie Bartlett, Asst. Prof., PhD

Francis Blair, Prof. Emeritus, PhD

Elizabeth Drame, Assoc. Prof., PhD
Northwestern University

Dave L. Edyburn, Prof., PhD
University of Illinois

Eve Dicker Eiseman, Clinical Assoc. Prof. Emerita

Alison Ford, Assoc. Prof., PhD
University of Wisconsin-Madison

Richard Fox, Assoc. Prof. Emeritus, PhD

Elise Frattura, Assoc. Prof., EdD
University of Wisconsin-Madison

Susan Gruber, Assoc. Prof. Emerita, EdD

Ann Hains, Prof. Emerita, PhD

Paul Haubrich, Assoc. Prof. Emeritus, PhD

Anita Hermann, Asst. Prof. Emerita, MS

Maureen Keyes, Assoc. Prof. Emerita, PhD

James Olson, Prof. Emeritus, EdD

Amy Otis-Wilborn, Prof., PhD
University of Kansas

Laura Owens, Assoc. Prof., PhD
University of Wisconsin-Madison

Nancy Rice, Assoc. Prof., PhD
Syracuse University

Joanne Vandenbusch, Clinical Assoc. Prof. Emerita, MS

Judith Winn, Assoc. Prof., PhD
Michigan State University



University of Wisconsin-Milwaukee Undergraduate Catalog 2016-2017:
School of Education
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