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UWM Undergraduate Catalog 2014-2015

School of Education

EDUCATION

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

Office of Professional Education Programs
Enderis Hall, Room 209
(414) 229-4153

soedean@uwm.edu

Degree Programs

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

Second Undergraduate Degree Community Engagement and Education, Educational Studies, ASL Studies

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 nonschool 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 Professional Education Programs, Enderis Hall, Room 209, or by calling 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 Professional Education Programs, 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 PPST 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 Academic 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 noncertification 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 Academic 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 Academic 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 reapply 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.

Reentering Students. Students who do not maintain continuous enrollment/registration at the university should meet with their advisor upon reentry. It is possible that the program requirements were revised in their absence, causing a revision of their program requirements.

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 reapply 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 (120 credits for Community Engagement and Education) 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 which 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 either 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. For an Early Childhood major, the requirement is met through satisfactory completion of CURRINS 326. This requirement is satisfied by coursework in the Middle Childhood through Early Adolescence program.

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 Professional Education, Enderis 209, or online at www4.uwm.edu/soe/assets/scripts/currins/advising/Request-for-Student-Teaching-Placement-2014-15.pdf.

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 which 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 599, 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 Academic Services, Enderis Hall 209.



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Faculty and Staff

Administration

Carol Colbeck
Dean

Hope Longwell-Grice
Associate Dean, Academic Affairs

Cindy Walker
Associate Dean, Research and Engaged Scholarship

Administrative Leadership

Mesut Akdere, Assoc. Prof., PhD
University of Minnesota

Delbert K. Clear, Assoc. Prof. Emeritus

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

Barbara Daley, Prof., PhD
Cornell University

Decoteau J. Irby, Asst. Prof.
Temple University

James Fisher, Assoc. Prof. Emeritus, PhD

Tom Joynt, Clinical Assoc. Prof., PhD
University of Wisconsin-Madison

William Kritek, Prof. Emeritus, PhD

Larry Martin, Prof., PhD
University of Wisconsin-Madison

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

Susana Muñoz, Asst. Prof., PhD
Iowa State University

Latish Reed, Asst. Prof., PhD
University of Wisconsin-Madison

Gail Schneider, Prof., PhD
University of Wisconsin-Madison

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

Alfonzo Thurman, Prof., PhD
University of Wisconsin-Madison

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, Assoc. Prof., PhD
Purdue University

Jeremy Garcia, Asst. Prof., PhD
Purdue University

Randolph Goree, Sr. Lect., MA
University of Wisconsin-Milwaukee

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

Richard Haney, Prof. Emeritus, PhD

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

Vicki Herman, Lect., M.S.
University of Wisconsin-Milwaukee

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

D. J. Himes, Lect., MED
North Carolina State University

Patrick Hopfensperger, Lect., M.S.
University of Wisconsin-Milwaukee

DeAnn Huinker, Assoc. Prof., Ed.D.
University of Michigan

Mary Jett, Prof. Emerita, PhD

Karen Kelly Rigoni, Assoc. Prof., PhD
University of South Florida

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, Assoc. 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., PhD
University of Minnesota

Cyrus Smith, Assoc. Prof. Emeritus, EdD

John Stewig, Prof. Emeritus, PhD

Debora Wisneski, Assoc. Prof., PhD
University of Texas at Austin

John Zahorik, Prof. Emeritus, PhD

EDUCATIONAL POLICY AND COMMUNITY STUDIES

Carlton Beck, Prof. Emeritus, PhD

Frank Besag, Prof. Emeritus, PhD

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

Edgar Epps, Prof., PhD
Washington State University

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, Asst. Prof., PhD
Claremont Graduate University

Aaron Schutz, Assoc. 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

Leah Arndt, Asst. Prof., PhD
University of Wisconsin-Madison

Patricia Arredondo, Prof., EdD
Boston University

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

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

Shannon Chavez Korell, Asst. 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., Ph.D
University of Denver

Ronald H. Lingren, Prof. Emeritus, PhD

Wen Luo, Asst. Prof., PhD
Texas A&M University

Sandra Toro Martell, Asst. Prof., PhD
University of Washington

Ann Meyer, Prof. Emerita, PhD

Doug Mickelson, Assoc. Prof. Emeritus, PhD

Markeda Newell, Asst. Prof., PhD
University of Wisconsin-Madison

Diane Pollard, Prof. Emerita, PhD

Martin Sapp, Prof., Ed.D.
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., Ed.D.
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., PhD
University of Wisconsin-Madison

Mary McLean, Prof., PhD
University of Wisconsin-Madison

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 2014-2015:
School of Education
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