Master of Science in Curriculum and Instruction

Transcription

1 GRADUATE FACULTY COMMITTEE DOC. NO Approved November 16, 2009 RECOMMENDATION OF THE SUBCOMMITTEE ON GRADUATE COURSE AND CURRICULUM, THE SCHOOL OF EDUCATION FACULTY ASSEMBLY, THE SCHOOL OF EDUCATION CURRICULUM COMMITTEE, AND THE FACULTY OF THE DEPARTMENT OF CURRICULUM AND INSTRUCTION FOR CHANGES TO THE REQUIREMENTS FOR THE MASTER OF SCIENCE IN CURRICULUM AND INSTRUCTION I. Current Graduate School Bulletin Copy Master of Science in Curriculum and Instruction An applicant must meet Graduate School requirements to be considered for admission to the program. Applicants may be admitted with specific program-defined course deficiencies provided that the deficiencies amount to no more than two courses. The student is expected to satisfy deficiency requirements within three enrolled semesters. The deficiencies are monitored by the Graduate School and the individual graduate program unit. No course credits earned in making up deficiencies may be counted as program credits required for the degree. An applicant lacking the required grade point average (2.75 on a 4.00 scale) may be considered for admission on probation. Major Professor as Advisor The student must have a major professor to advise and supervise the student's studies as specified in Graduate School regulations. A student who is not assigned to an advisor at time of admission should immediately contact the Department Chair. Students w ho have not completed a Proposed Program of Study Form with their advisor, and filed it with the Department by the end of the semester in which they are admitted, will not be allowed to register for the next term. Students may elect either of two alternatives: Plan A or Plan B. Plan A Credits and Courses The student is required to take 12 credits in Curriculum and Instruction core areas, 18 credits in a focus area, and 3 credits in the Master's Seminar in Curriculum and Instruction. Curriculum and Instruction Core Area 705 Curriculum and Instruction as a Field of Inquiry 701 Curriculum Planning (Curriculum) 714 Analysis of Instruction (Instruction) 716 Urban Education: Teaching (Urban Education) Other courses used to fulfill this requirement must be approved by the student's advisor.

2 Graduate Faculty Committee Doc. No p. 2 Approved November 16, 2009 Focus Areas In consultation with an advisor, the student develops a focus area. Three focus areas are currently offered: Subject Area: Examples are science education, mathematics education, social studies education, reading education. Instructional Level Area: Examples are early childhood education, elementary education, junior high/middle level education, secondary education. Cross-Curricular Area: Examples are urban teaching, curriculum planning, instruction improvement, reading K-12. Students may take coursework in the Department of Curriculum and Instruction, other departments in the School of Education, and other departments and schools of the University. Students in subject or instructional level focus areas may elect coursework in their particular academic disciplines. However, at least 18 of each student's credits must be taken in Department of Curriculum and Instruction courses. Minimum degree requirement is 33 credits including 12 credits in curriculum and instruction core areas: 18 credits in a focus area approved by the student's advisor, and completion of Curriculum and Instruction 800 (Master's Seminar in Curriculum and Inst ruction), 3 credits. Thesis None required. Comprehensive Examination Neither a final written nor oral comprehensive examination is required. Students demonstrate their proficiency through satisfactory completion of the Master's Seminar in Curriculum and Instruction. Time Limit The student must complete all degree requirements within seven years of initial enrollment. Plan B Credits and Courses The student is required to take 12 credits in Curriculum and Instruction core areas, 15 or 18 credits in a focus area, and 3 or 6 credits of research or thesis, for a total of 33 credits. Curriculum and Instruction Core Area. The core areas are curriculum, instruction, and urban education. The introductory course to the core area is: 705 Curriculum and Instruction as a Field of Inquiry. Additional core courses are: 701 Curriculum Planning (Curriculum) 714 Analysis of Instruction (Instruction) 716 Urban Education: Teaching (Urban Education)

3 Graduate Faculty Committee Doc. No p. 3 Approved November 16, 2009 Other courses used to fulfill this requirement must be approved by the student's advisor. Focus Areas In consultation with an advisor, the student develops a focus area. Three focus areas are currently offered: Subject Area: Examples are science education, mathematics education, social studies education, reading education. Instructional Level Area: Examples are early childhood education, elementary education, junior high/middle level education, secondary education. Cross-Curricular Area: Examples are urban teaching, curriculum planning, instruction improvement, reading K-12. Students may take coursework in the Department of Curriculum and Instruction, other departments in the School of Education, and other departments and schools of the University. Students in subject or instructional level focus areas may elect coursework in their particular academic disciplines. However, at least 18 of each student's credits must be taken in Department of Curriculum and Instruction courses. Minimum degree requirement is 33 credits including 12 credits in curriculum and instruction core areas, 15 or 18 credits in a focus area approved by the student's advisor, and completion of a master's paper or thesis (890 Research or Thesis), 3 or 6 credits. Thesis A thesis or master's paper is required. Comprehensive Examination Neither a final written nor oral comprehensive examination is required. Students demonstrate proficiency by satisfactorily completing a master's paper or thesis and defending it before a quorum of the Graduate Committee of the Department. Time Limit The student must complete all degree requirements within seven years of initial enrollment. Teacher Certification Graduate students seeking initial teacher certification or added certification can arrange their master's program so that a portion of their credits earned toward a master's degree can also serve as partial fulfillment of Certification requirements. The students must also make separate application for admission to the certification program through the certification office in the School of Education, Enderis Hall, Room 220. Please note: Degree and certification requirements may differ. The following certification programs are available: Bilingual Education Early Childhood Education (Pre-K through 3) Elementary Education (1-6; 1-9) English as a Second Language Secondary Education (6-12) Reading Teacher K-6

4 Graduate Faculty Committee Doc. No p. 4 Approved November 16, 2009 Reading Specialist Information about the specific subject areas for certification programs listed above may be obtained from the UWM Undergraduate Bulletin, the Certification Office (Enderis Hall, Room 220) or the Department of Curriculum and Instruction (Enderis Hall, Room 310). II. Summary of Proposed Changes 1. Changes to Plan A: reduced from 33 credits to 30 credits. Curriculum and Instruction Core areas requirement remains the same at 12 credits; the focus area requirement is reduced from 18 to credits with elimination of one course elective; and a scholarly paper or thesis requirement is added for 3-6 credits in addition to the Master's Seminar. Students seeking all or part of their teacher certification program as part of their Master's degree program must select Plan A. The time limit for degree completion is decreased to five years. 2. Changes to Plan B: reduced from 33 credits to 24 credits. Curriculum and Instruction core areas credit requirement remains the same at 12, but the Plan now requires a focus area that includes assessment (3 credits) and action research (3 credits) instead of the previous Plan's credits in a focus area. Students matriculating in Plan B must complete a thesis (6 credits). The time limit for degree completion is decreased to five years. 3. The Teacher Certification section is updated and shortened. III. Justification for Proposed Changes 1. Plan A standardizes the requirement for a thesis or scholarly research paper. With the reduction in credits from 33 to 30, the time limit is decreased from seven to five years in compliance with GFC Doc Plan B increases the research emphasis of the program and is appropriate for individuals interested in exploring careers in higher education, either in teacher education or in a related education or human services area. These individuals would include but not be limited to: teacher educators, curriculum directors, directors of instruction, literacy coaches, education directors of charter schools, choice schools, alternative schools, community agencies, etc. With the reduction in credits from 33 to 24, the time limit for degree completion is decreased from seven to five years in compliance with GFC Doc Unique features of the Plan B curriculum include: all credits are taken at the 700 level or above; the opportunity for students to engage in meaningful quantitative or qualitative action research; minimum enrollment of 4 credits per semester is encouraged which will allow students to be eligible for financial aid; completion of the program in 2 academic years (including summer); the 6 thesis credits are taken on-line; and, the thesis will be presented at the annual spring School of Education Research Conference or with at another educational conference selected by the student in consultation with the major professor. Changes to both plans were done to reflect current nomenclature in the field and suggestions made in Graduate Faculty Committee Doc. No. 1116: REPORT AND RECOMMENDATIONS

5 Graduate Faculty Committee Doc. No p. 5 Approved November 16, 2009 OF THE SUBCOMMITTEE ON GRADUATE PROGRAM REVIEWS FOR THE REVIEW OF THE MASTER OF SCIENCE PROGRAM IN CURRICULUM AND INSTRUCTION(Site Visit: February 27-29, 2008). These recommendations include "...requiring only a minimum number of credits (24) in the master's program (this suggestion would require a program change and repackaging the existing program); reaching out to different markets, including non-public education organizations" (Graduate Faculty Committee Doc. No. 1116, p 8). 3. Teacher certification requirements are more easily maintained on the department web site and in advising brochures. Summary information about types of certification will still be included in the Graduate School Bulletin. IV. Resource Implications No additional resources are required to implement this change. V. Proposed Graduate School Bulletin Copy Master of Science in Curriculum and Instruction Admission An applicant must meet Graduate School requirements to be considered for admission to the program. Applicants may be admitted with specific program-defined course deficiencies provided that the deficiencies amount to no more than six (6) credits. The student is expected to satisfy deficiency requirements within three enrolled semesters. The deficiencies are monitored by the Graduate School and the individual program unit. No course credits earned in making up deficiencies may be counted as program credits required for the degree. An applicant lacking the required grade point average (2.75 on a 4.00 scale) may be considered for admission on probation. Major Professor as Advisor The student must have a major professor to advise and supervise the student s studies as specified in Graduate School regulations. A student who is not assigned to an advisor at time of admission should immediately contact the Department Chair. Students who have not completed a Proposed Program of Study form with their advisor and filed it with the Department by the end of the semester in which they are admitted may not be allowed to register for the next term. Students may elect either of two alternative programs of study: Plan A or Plan B. Students seeking all or part of their teacher certification program as part of their Master's degree program must select Plan A. Students should consult with their Major Professor regarding specific certification requirements. Students matriculating in Plan A can complete either a thesis (3-6

6 Graduate Faculty Committee Doc. No p. 6 Approved November 16, 2009 credits) or a scholarly paper (3 credits). Students matriculating in Plan B must complete a thesis (6 credits). Plan A Credits and Courses The minimum degree requirement is 30 credits including 12 credits in curriculum and instruction core areas; 12 to 15 credits in a focus area approved by the student s major professor; and completion of 3 credits of CurrIns 800, Master s Seminar in Curriculum and Instruction or 3 to 6 credits of CurrIns 890, Master s Research or Thesis. Curriculum and Instruction Core Areas The core areas are the study of curriculum, research methods, pedagogy and urban education. These core areas are typically satisfied by successfully completing the following courses: Currins 701, Curriculum Planning and Ideologies; Currins 705, Research in Schools and Communities; Currins 714, Analysis of Instruction to Improve Teaching and Learning; and, Currins 716, Teaching in Urban and Diverse Communities Other courses used to fulfill the core areas of curriculum, research, pedagogy and urban education must be approved by the student s major professor. Focus Areas In consultation with the student s major professor, the student develops a 12 to15 credit focus area. Three focus areas are currently offered: 1. Subject Area. Subject areas include: English, English as a Second Language, mathematics, reading, science, second language learning, social science and world languages. 2. Instructional Level Area. Instructional level areas include: early childhood, early childhood through adolescence, middle childhood through early adolescence and early adolescence through adolescence. 3. Cross-Curricular Area. Cross-curricular areas include, but not limited to, teacher education, literacy, teaching in urban schools, curriculum planning, improving instruction, and others. Students may take coursework in the Department of Curriculum and Instruction, other departments in the School of Education and other UWM departments, schools and colleges. Students whose graduate level programs include subject area or instructional level focus areas may elect graduate level coursework in their particular academic disciplines. At least 12 (40%) of each student s credits must be taken in Department of Curriculum and Instruction courses. Scholarly Paper or Thesis Students must complete either a scholarly paper or thesis.

7 Graduate Faculty Committee Doc. No p. 7 Approved November 16, 2009 Time Limit The student must complete all degree requirements within 5 years of initial enrollment. Plan B Plan B is designed for individuals interested in exploring careers in higher education, either in teacher education or in a related education or human services area. These individuals would include but not be limited to: teacher educators, curriculum directors, directors of instruction, literacy coaches, education directors of charter schools, choice schools, alternative schools, community agencies, etc. Credits and Courses The student is required to take 12 credits in Curriculum and Instruction core areas, 3 credits in assessment, 3 credits in action research and 6 thesis credits for a total of 24 credits. Curriculum and Instruction Core Areas. The core areas are the study of curriculum, research methods, urban education and pedagogy. These core areas are satisfied by successfully completing the following required core courses: Currins 701, Curriculum Planning and Ideologies; Currins 705, Research in Schools and Communities; Currins 716, Teaching in Urban and Diverse Communities; and, either Currins 714, Analysis of Instruction to Improve Teaching and Learning OR Currins 774, College Teaching. The introductory core course is Currins 705, Research in Schools and Communities. The selection of Currins 714 or Currins 774 will be determined by the student after consultation with the major professor. Individuals interested in higher education will take Currins 774, College Teaching. Individuals interested in careers as curriculum directors, directors of instruction, literacy coaches, education directors of charter schools, choice schools, alternative schools, community agencies and the like will take Currins 714, Analysis of Instruction to Improve Teaching and Learning. The assessment requirement is satisfied by the successful completion of either Currins/ Ed Psy 725, Improving Teaching and Learning with Classroom-based Assessments or Currins 814, Seminar in Instruction. The action research requirement is satisfied by the successful completion of Educ 881, Action Research and Design. Students wishing to transfer coursework in from other accredited schools, colleges or universities will require prior approval from the Graduate Program faculty in the Department of Curriculum and Instruction. At least 18 credits of coursework must be taken in Department of Curriculum and Instruction courses. Minimum degree requirements are 18 credits of coursework at the 700 level or above and 6 credits of thesis, Currins 890, Master s Research or Thesis.

8 Graduate Faculty Committee Doc. No p. 8 Approved November 16, 2009 Curriculum Unique features of this curriculum are: all credits are taken at the 700 level or above; the opportunity for students to engage in meaningful quantitative or qualitative action research; and the 6 thesis credits are taken on-line. A representative curricular sequence of coursework can be found in the C&I Master s Degree Handbook. Thesis A thesis is required. In consultation with the major professor, the student develops a research focus area. Research focus areas would include: action research in urban and diverse schools, organizational research in community agencies, varied issues that school districts face concerning marginalized students, literacy, charter schools, voucher schools, alternative school settings and the like. The thesis will be presented at the annual spring School of Education Research Conference or with at another educational conference selected by the student in consultation with the major professor. Time Limit The student must complete all degree requirements within 5 years of initial enrollment. Certifications Graduate students seeking initial teacher certification or added certification(s) can arrange their Plan A Master s degree program so that a portion of the credits earned towards the Master s degree can also serve as partial fulfillment of teacher certification requirements. Please note that students must also make a separate application to the School of Education s Post- Baccalaureate Teacher Certification program through the Advising Office in the Department of Curriculum and Instruction. The Advising Office is located in Enderis Hall, room 366. Degree and certification requirements may differ. The following certification programs are available: Initial Teacher Certifications Early Childhood Education (birth through age 8) Early Childhood through Adolescence (birth through 21) Middle Childhood through Early Adolescence (ages 6 through 13) Early Adolescence through Adolescence (ages 10 through 21) Supplemental Certifications Bilingual Education Reading Teacher (ages 4 through 21) Reading Specialist (ages 4 through 21) Certification programs in English as a Second Language and world languages, such as Chinese, Spanish or French are part of the Early Childhood through Adolescence program. Certification programs in English, mathematics, science and social studies are parts of the Early Adolescence through Adolescence program. Students interested in mathematics and/or science certification typically participate in the Milwaukee Area Collaborative Science Teacher Education Program (MACSTEP).

9 Graduate Faculty Committee Doc. No p. 9 Approved November 16, 2009 Information about the specific subject area certification programs listed above may be obtained from the UWM Undergraduate Catalog, the School of Educations Certification Office (Enderis Hall, room 220), the Advising Office in the Department of Curriculum and Instruction (Enderis Hall, room 366) or Department of Curriculum and Instruction s website: Certification Programs in Reading Reading Teacher K-12 Requirements for a Wisconsin Reading Teacher license 1. Bachelor s degree in education or a related area with a 2.75 GPA on a 4.0 scale. 2. Eligibility to hold a Wisconsin license to teach or successful completion of an approved teacher education program. 3. Two years of successful regular classroom teaching experience. 4. A portfolio demonstrating competence in the teaching of reading according to the 6 proficiencies listed in the Wisconsin Administrative Code, Chapter PI34.33(6) and 1 program proficiency. 5. Successful completion of 24 credits of coursework with at least 12 of the credits taken beyond the Bachelor s degree level. Credit for prior course work may be considered for courses taken within five (5) years of initial enrollment. Reading Specialist K-12 Requirements for a Wisconsin Reading Specialist license. 1. A Reading Teacher license (Wisconsin administrative code, chapter PI34.33(6). 2. A Master s degree with a major emphasis in reading. 3. A portfolio demonstrating competence in the direction of an early childhood through adolescence reading program or the ability to successfully work with reading teachers, classroom teachers, literacy coaches, administrators and others as a resource teacher in reading according to the 5 proficiencies listed in the Wisconsin Administrative Code, Chapter PI34.32(8). Information about the specific courses needed to successfully complete the Reading Teacher and Reading Specialist programs can be obtained from the School of Education s Certification Office (Enderis Hall, room 220), the Advising Office in the Department of Curriculum and Instruction (Enderis Hall, room 366) or the UWM Reading Program website: VI. Recommended Action A. Revision of the Master of Science in Curriculum and Instruction degree program is approved as reflected in the proposed changes and Graduate School Bulletin copy described above. B. Following appropriate administrative approval, the revised program is effective for students who begin this program as of summer Currently-enrolled students in Plan A will have the option of following the old or new requirements.