COLLEGES and SCHOOLS

COLLEGES and SCHOOLS

The university is organized into three academic colleges: the College of Business Administration, College of Science and Allied Health, and the College of Liberal Studies. Within the College of Liberal Studies are two schools: the School of Arts and Communications and the School of Education. Although there is a School of Education, teacher education is a campus wide commitment. Programs in exercise science, health education/promotion and recreation/therapeutic recreation are part of the College of Science and Allied Health. The following pages describe the departments and programs within the colleges as well as general information, college curriculum requirements, and any requirements that apply to specific colleges. Descriptions of pre-professional programs are included in the College of Science and Allied Health. Wisconsin teacher licensure information is included in the School of Education section.

THE COLLEGE OF BUSINESS ADMINISTRATION (CBA)

THE COLLEGE OF LIBERAL STUDIES (CLS)

PRE-PROFESSIONAL CURRICULA

SCHOOL OF ARTS AND COMMUNICATION

SCHOOL OF EDUCATION (SOE)

THE COLLEGE OF SCIENCE AND ALLIED HEALTH (SAH)

The College of Business Administration (CBA)
Dean - William Colclough
Associate Dean - Bruce May
223 Wimberly Hall; 608-785-8090
www.uwlax.edu/BA

Departments/Units
Accountancy
Small Business Development Center
Economics
Finance
Information Systems
Management
Marketing

Degrees Offered
Bachelor of Science
Master of Business Administration

MAJORS AND MINORS
The following majors and minors are available:

Majors
     Accountancy
     Economics
     Finance
     Finance with Risk and Insurance

Concentration
     Information Systems
     International Business
     Management
        Tracks in:
                     B7 General Management and Technology
                     B7 Human Resources
                     B7 International Management
     Marketing

Minors
     Accountancy
     Business (not available for CBA students)
     Economics
     Information Systems
     International Business

mission

The College of Business Administration is an institution of higher education dedicated to the personal and professional development of its students. The college’s program provides our students with an integrated business education at the undergraduate and master’s levels that prepares them for successful professional careers. Our graduates will be prepared to be effective problem-solvers, ethical decision-makers, and life-long learners in a dynamic, diverse world environment.

The primary purpose of the College of Business Administration is to provide education leading to baccalaureate and graduate degrees in business supplemented by appropriate research and service activities. As such, the college emphasizes academic excellence in its educational programs and emphasizes quality teaching and appropriate scholarly activities that support the educational mission of the institution. The college also offers professionals within the region opportunities for graduate education and professional development; provides professional expertise for organizations in the area; publishes regional economic data through the quarterly La Crosse Area Business and Economic Review; and cultivates a collegial, supportive organizational climate that stimulates individual achievement and contributes to the personal and professional development of students, faculty and staff. The college offers business programs that prepare graduates to enter professional fields in business and government. Specific objectives in student learning include the following:

1. To provide a broad-based educational foundation in the arts, humanities, and sciences.

2. To provide a broad understanding of world events as they relate to current social forces.

3. To develop an understanding of business functions and their inter-relationships.

4. To develop a broad understanding of the role of technological change and the importance of information systems.

5. To develop an understanding of business ethics and the relationships among government agencies and business in the domestic and global economy.

6. To develop research skills and the ability to apply quantitative and behavioral skills in the decision-making process.

7. To develop a high level of competence in at least one field of study in business.

Additional objectives of the college are to serve the business community in western Wisconsin by offering business outreach programs, providing business-consulting services, and conducting research projects. The college is committed to attracting and retaining a highly qualified faculty who are dedicated to excellence in teaching and to provide them with opportunities for continued professional development in research and service.

Adviser Assignment

Students are assigned to faculty advisers in their declared major area. Advisers help students develop programs, plan schedules, discuss major and career choices and refer for assistance in the case of academic difficulties. Students are required to meet with their faculty adviser at least once a semester.

The final responsibility for selecting courses and meeting graduation requirements rests with the student. Students should review course prerequisites by checking course descriptions in the appropriate listings of this catalog and consult with their faculty adviser and/or seek assistance from the dean’s office. Program advising also is available on the CBA Web site: www.uwlax.edu/BA .

Admission to the Business Program

Students who desire to major in business must be admitted to the business program in order to register for the professional (300-400 level) courses offered by the college. An application for admission to the business program must be completed and approved by the dean prior to the semester the student plans to enroll in upper division College of Business Administration course work.

Admission Requirements
1. “C” grades earned (or in progress) in: ACC 221, 222; ECO 110, 120; MGT 205.
2. 54 credits earned (or in progress).
3. Four of the following core courses completed (or in progress) in:
                BUS                230
                C-S                103 and 104
                ENG                110
                I-S                220
                MTH                145
                MTH                175 (or 207)
     (Remaining pre-business courses not taken prior to admission should be completed during the first semester after admission to the program.)
4. Earn a 2.50 cumulative grade point at time of application. This includes courses taken at UW-La Crosse and elsewhere.

Application forms for admission to the business program are obtained from the Dean’s Office, 223 Wimberly Hall, and may be submitted for either fall or spring terms. Applications are due by midsemester. Late applications may not be accepted. Applicants who meet all of the admission requirement except the grade point minimum may still submit an application for consideration.

To avoid scheduling problems, pre-business students should work closely with their faculty advisers in order to complete the pre-business program within their freshman and sophomore years at UW-L.

Students who undertake their freshman and sophomore years of study at another university should familiarize themselves with the college’s pre-business requirements and the university’s General Education program, and plan their program of study accordingly.

A guide for course sequencing pre-business and professional core requirements is as follows:

Freshman Year
* MTH   145          Elementary Statistics
* MTH   175 (or 207) Applied Calculus
* ECO     110          Microeconomics and Public Policy
* ECO     120         Global Macroeconomics
* ENG    110         College Writing I
   C-S      103        Elementary Database Principles and Design
   C-S      104        Elementary Spreadsheet principles and Design

Sophomore Year
**ACC 221         Accounting Principles I
    ACC 222         Accounting Principles II
    MGT 205 The Legal and Ethical Environment of Business
    I-S      220         Information Systems for Business Management
    BUS   230         Business and Economics Research and Communication

Admission to the business program is required prior to enrollment in the junior/ senior level business courses.

Junior Year
    MGT 308         Behavior and Theory in Organizations
    MGT 393          Production Management
    MKT 309          Principles of Marketing
    FIN    355         Principles of Financial Management

Students also will complete their business major requirements during their junior and senior years.

Senior Year
MGT 449 Administrative Policy Determination

(taken final semester; requires completion of all other core requirements)
*This course also will fulfill General Education requirements.
**Accountancy majors may complete in freshman year.

Core/Major Requirements
All students enrolled in any program within the college must complete the business core and all requirements for the major. The College of Business Administration professional core requirements are:

                                      Course/Title/Credits
ECO 110 Microeconomics and Public Policy       3
ECO 120 Global Macroeconomics 3
MGT 205 The Legal and Ethical Environment of Business 3
ACC 221 Accounting Principles I       3
ACC 222 Accounting Principles II       3
I-S      220 Information Systems for Business Management     3
BUS   230 Business and Economics Research and Communications 3
MGT 308 Behavior &Theory in Organizations     3
MKT 309 Principles of Marketing 3
FIN    355 Principles of Financial Management     3
MGT 393 Production Management     3
MGT 449 Administrative Policy Determination   3 (Final Semester)
                         Total Common Core      36

Major Requirements 21-28 (See appropriate department listings)
Total credits required for graduation 120

Second Major in College of Business Administration
Business students may complete a second business major by completing all courses required for the second major as described in the catalog. Students may not use the same courses to fulfill both majors.

Business students seeking a second major or minor in liberal studies and science areas, including economics, may do so by completing all requirements of the major or minor they elect, as stated in the catalog.

Scholarships
Scholarships are available to students who have demonstrated outstanding leadership qualities and have achieved scholastic excellence in the College of Business Administration program. Information may be obtained from the UW-La Crosse Foundation Office in the Cleary Alumni and Friends Center or on the Web at www.foundation.uwlax.edu/

Internships
Students may elect to take up to 15 College of Business Administration internship credits upon receiving approval of the department chair and dean; however, a maximum of six will be counted toward the 120 credits required for graduation. Internship credits may be applied toward fulfilling major requirements.

To be eligible for a College of Business Administration internship, a student must have a cumulative grade point of 2.50 or above and have completed the following: ACC 221, 222; BUS 230; ECO 110, 120; FIN 355; I-S 220; MGT 205; 308; MKT 309.

Requirements for Graduation

Students seeking to graduate from the College of Business Administration must:

1. Fulfill the university’s General Education requirements.

2. Achieve a minimum 2.00 grade point average in the business core and major. Students majoring in accountancy must have a cumulative grade point average of 2.50 in the core and in their major.

3. Fulfill all other university general requirements.

4. Complete at least 60 credits outside business. (Up to nine credits of economics may be counted as outside business.)

5. Complete at least 50% of the business course requirements in residence at UW-L.

College of Liberal Studies (CLS)
Dean — John Mason
Associate Deans - Ruthann Benson, Charles Martin-Stanley
Assistants to the Dean: Chris Bakkum, Sandy Keller
Academic Advisers: Kathy Elgin, Timothy Walls, Troy Richter
227 Graff Main Hall; 608-785-8113
www.uwlax.edu/LS

Departments/Units
Art
Communication Studies
Educational Studies
English
Ethnic &Racial Studies
History
Military Science
Modern Languages
Music
Philosophy
Political Science/Public Administration
Psychology
Sociology/Archaeology
Theatre Arts
Women’s, Gender, and Sexuality Studies

Degrees Offered
Bachelor of Arts
Bachelor of Science
Master of Education-Professional Development
Master of Science in Education
Education Specialist

majors and minors

Humanities/Social Sciences Majors:
   Archaeology — BA/BS
*Economics — BA/BS
   English w/Literature Emphasis— BA
   English w/Rhetoric and Writing Emphasis-BA
*French — BA
   French w/Business Concentration — BA
*German Studies— BA
   German w/Business Concentration — BA
*History — BA/BS
*History w/Regional Emphasis — BA/BS
*Philosophy — BA/BS
*Political Science — BA/BS
*Psychology — BA/BS
*Public Administration — BA/BS
*Sociology — BA/BS
*Spanish — BA
   Spanish w/Business Concentration — BA

Minors (only):
Anthropology
Creative Writing
Criminal Justice
English
Environmental Studies
Ethnic and Racial Studies
International Studies
European Emphasis
Latin American Emphasis
Military Science
Professional Writing
Public History
Teaching English to Speakers of Other Languages
Women’s Studies

Emphases /Programs
Child/Youth Care
Gerontology
University Honors

Certificate Program
French Studies

School Of Arts And Communication (SAC) Majors And Minors

*Art — BA/BS
Communication Studies — BA/BS
        *Interpersonal Communication Emphasis
        *Public Relations and Organizational Communication Emphasis
        *Persuasion and Public Communication Emphasis
         *Telecommunication Emphasis

*Music — BA/BS
        History Emphasis
        Jazz Performance Emphasis
        *Music Theatre Emphasis
        Performance Emphasis
        Piano Pedagogy
        Theory Emphasis

Photography (minor only)

Theatre Arts — BA/BS
     *Design/Technical Emphasis
     *General Studies Emphasis
     *Management Emphasis
     *Music Theatre Emphasis
     *Performance Emphasis

* also offered as minors

School Of Education (SOE) Certification Programs Offered

Early Childhood-Middle Childhood (formerly Pre-K-6)
— Requires completion of the Early Childhood Education minor

Middle Childhood-Early Adolescence (formerly elementary/ middle, grades 1-9)

Early Adolescence-Adolescence (formerly middle level/secondary, grades 6-12)

Early Childhood-Adolescence (formerly middle level/secondary, grades K-12)

The College of Liberal Studies (CLS) includes departments and programs in the humanities, social sciences, and interdisciplinary studies, as well as the School of Arts and Communication and the School of Education. CLS continues the established liberal studies tradition of providing many curricula leading to the Bachelor of Arts or the Bachelor of Science degree.

CLS is dedicated to providing quality instruction and learning experiences which prepare students for future education or careers and meaningful, responsible lives by fostering a climate of intellectual curiosity and creativity. Graduates of the College will have developed the ability to communicate effectively, to think critically, to conduct sound research, to understand global issues, to use knowledge in all aspects of life, to participate meaningfully as citizens, and to discover and apply worthwhile values.

CLS faculty and staff are committed to maintaining academic integrity and high ethical standards. CLS, through its faculty, students, and curricula, also is dedicated to advancing cultural diversity. Furthermore, by developing partnerships and encouraging professional connections, the College establishes its membership in the broader community.

The academic community within the College of Liberal Studies supports a strong General Education program, nurtures exceptional disciplinary programs, and creates innovative interdisciplinary and international programs, which together promote lifelong personal and professional learning.

Programs in the Humanities, Social Sciences, and Inter-disciplinary Studies

At the heart of the College of Liberal Studies are the departments which teach the humanities and social sciences. These departments have traditionally represented the cornerstone disciplines of a university. They offer essential experiences that prepare students for lifelong learning. Courses in the humanities and social sciences introduce students to cultural, ethnic and racial diversity; international dimensions of politics, economics, language and culture; social institutions and social interactions; theories and applications of human behavior; and the great writing that develops and explores these realms of knowledge.

All students at UW-L take courses in the humanities and social sciences even though they may not major in one of these programs. Many of the skills courses and liberal studies courses of the General Education program are offered by departments in the humanities and social sciences. The skills that are built are those that enable students to proceed with effective and efficient learning.

Courses in the humanities and social sciences provide individuals with solid reading and writing abilities, an understanding of cultural diversity, critical thinking and problem-solving skills, the ability to integrate and synthesize ideas, and a sense of personal responsibility. Courses in these disciplines help individuals learn from the past, explore the present and adapt to the future. The liberal studies program is designed to be an enriching experience that produces a well-rounded individual.

The humanities are taught in the departments of English, modern languages, history, and philosophy. The social sciences are taught in the departments of political science/public administration, psychology, and sociology/archaeology. The College of Liberal Studies also offers interdisciplinary opportunities in the departments of military science (ROTC) and women’s, gender, and sexuality studies, as well as in child/youth care, criminal justice, environmental studies, honors, international studies, and ethnic and racial studies. These programs supplement and complement many others found throughout the university.

School of Arts and Communication

The School of Arts and Communication is dedicated to supporting and enhancing liberal studies while providing a complete pre-professional curriculum. School of Arts and Communication programs strive to develop the knowledge, freedom and spontaneity which underlie creative expression in its highest forms. Classes focus on establishing the foundations for creative work through the study of technical, historical, and artistic dimensions in the arts. The primary activity involves hands-on experience, so students spend much of their time in laboratories, studios, and rehearsals developing the skills, processes, and attitudes necessary for success. Students in these programs specialize in a particular art or communication discipline as they acquire general knowledge through the liberal studies core. Upon completion of their program, they have a wide range of occupational and educational choices. Some graduates begin careers in the fine or performing arts or the mass media. Others enter graduate schools, specializing in some aspect of their previous study or in some related field. Still others choose from a wide range of occupations where their creative and communicative skills serve them well. Whatever the career and whatever the future, graduates of the School of Arts and Communication are flexible, adaptable, and disciplined communicators who understand process, problem solving, and commitment.

School of Education

See p. 106 for School of Education information, certification programs and requirements.

COLLEGE OF LIBERAL STUDIES DEGREE OPTIONS

A student in the College of Liberal Studies or School of Arts and Communication may earn either the Bachelor of Arts (BA) or the Bachelor of Science (BS) degree. The type of degree earned by a student (BA or BS) may be determined by the major programs elected by the student. School of Education students earn a Bachelor of Science (BS) degree. All general university degree requirements must be met (as listed on p. 54): a minimum of 120 credits (40 of which must be 300/400 numbered courses), General Education program requirements, (as listed on pp. 49-52), college core requirements, and major program requirements. See pp. 61, 106 for School of Education information, including certification programs and requirements.

Advising

All students in the College of Liberal Studies are assigned to faculty advisers. Advisers provide guidance and assistance to those students who are undecided on major fields of study and assist those with clearly defined goals to develop plans for post-college experience. Students and their advisers are provided with computerized degree audits (SNAP reports) that assist them in monitoring progress in meeting degree requirements. Degrees are verified in the Offices of the Dean. Students are encouraged to come to the office to review progress toward the degree during their junior year.

The School of Education was in the process of becoming part of the College of Liberal Studies at the time of catalog publication. All information in this section might not be applicable to all areas, particularly college core and program admission requirements. Consult the academic advisers in the dean’s office for the most current information.

COLLEGE core requirements

The core requirements of the College of Liberal Studies enhance the student’s experience of the liberal arts tradition in higher education. Building on the General Education program, the CLS Core Curriculum emphasizes critical inquiry marked by rigor, balanced breadth, and intellectual integrity. The CLS core curriculum contains: I.) a common core of requirements for students majoring in CLS programs, and II.) requirements for the Bachelor of Arts and Bachelor of Science degrees.

I. Common Core Curriculum

In addition to the minimum requirements in each category of the university’s General Education program, all students in CLS must complete the following common core curriculum. (courses apply only to one category of the core):

A. History

Complete a HIS course at the 200 or 300 level.

B. Global and Multicultural Studies/Minority Cultures or Multiracial Women’s Studies (One course required)

Complete a second General Education course from Minority Cultures or Multiracial Women’s Studies selected from: ECO 336; ENG/ERS 207, 210, 215; EFN 205; ERS 100; HIS 306, 336; HON 207, 220; MUS 209; POL 205; PSY 285, 318; SAH 307; SOC 225; W-S 100, 210, 230

Complete a second General Education Global and Multicultural Studies course selected from ART 201; ANT, ECO, GEO, HIS, POL, or SOC 202; ECO 120; ENG 208; ENV 201; FRE 220; GEO 110, 200; HIS 101 or 102 (whichever was not taken for a General Education requirement), HIS 220; INS 250, 251, 252 (must complete all three to count); MUS 201, 204; PHL 230; POL 234; PSY 280; THA 351.

C. Self and Society (One course required)
Complete a second General Education course from Self and Society (from a different discipline than the student’s first General Education course in this category). Select from: ECO 110; ENG 220; ERS 110; HIS 206; HON 204, 206; POL 101 or 102; PSY 100; SOC 110 or 120; ARC 100; ANT 101.

D. Humanistic Studies (one course required)

Complete a second General Education Course from Humanistic Studies (from a different discipline than the student’s first General Education course in this category). Select from: MLG 299 or HON 203 or 205 (if not selected from General Education list 1); HIS 205 or PHL 100 or POL 251 or HON 100 (if HON 203 or 205 is not taken under list I above).

E. Second Major, Minor or Program
Option Requirement—Students must complete one of the following options:

1. Complete a minor (or a second major) outside of the student’s major program, consisting of at least 18 credits;

2. Complete an emphasis, program or concentration of at least 18 credits outside the major program. General Education courses may apply provided they are not being used to fulfill minimum General Education requirements;

3. Complete 18 credits in two or more departments or programs earned at the 300 or 400 level. These courses must be outside the major department and can be from any college. General Education courses may apply provided they are not being used to fulfill minimum General Education requirements.

II. Bachelor of Arts and Bachelor of Science Core Requirements

Students majoring in English or in a modern language must earn a Bachelor of Arts degree. Students majoring in other CLS programs may choose either a Bachelor of Arts or a Bachelor of Science degree. In addition to the common core requirements listed in I. above, the following courses are required for the degree the student is seeking:

A. For the Bachelor of Arts Degree

Complete FRE 202 or GER 202 or SPA 202 or MLG 202 or MLG 304 or ESL proficiency score of 80 or above on the La Crosse Battery of exams for non-native speakers of English. (Contact the English as a Second Language Institute for eligibility and regulations.)

B. For the Bachelor of Science Degree (two courses required)

1. Complete a second General Education science course (from a different discipline than the student’s first General Education course in this category) selected from ANT 102; BIO 102, 103 or 105; CHM 100 or 103; ESC 101; HON 290 or 295; MIC 100; PHY 103, 106, 125 or 203; AST/PHY 155or 156; PSY 107;

Complete a second science course selected from ENV 201 or PHL 334.

2. Complete a research emphasis course or sequence of courses in the major program from the following list of applicable courses.

Research Methods Courses — Bachelor of Science Requirement

                                        Course or course sequence
Major          for the Bachelor of Science
Program           Degree
ARC            ARC 445, Research Methods in Archaeology
ART*          A sequence of courses as outlined below
CST             CST 499, Senior Project in Communication Studies
ECO            BUS 230 or ECO 307 or POL 361
HIS              HIS 490, History Research Seminar
MUS**       A sequence of courses as outlined below
PHL             PHL 496, Integrative Seminar in Philosophy
POL             POL 361, Research Methods in Politics and Government
PSY             PSY 231 and 232, Experimental Psychology
                               and PSY 451 Psychological Measure (PSY 420, Research
                               Foundations also an option)
PUB ADM POL 361, Research Methods in Politics and Government
SOC             SOC 350, Sociological            Research and one of the following: SOC 402, Clinical Sociology Careers, SOC 405, Applied Sociology, SOC416, Qualitative Explorations, SOC 480, Comparative Sociology/Anthropology or SOC 499, Seminar in Sociology.
THA            THA 490, Senior Project

* ART A sequence of courses including three Art History courses from ART 351, 352, 353, 354. In addition one course from ART 303, 400, 405, 408, 410, 413, 414, 415, 416, 421, 440 will be completed.

** All B.S. music majors are required to take an eight-semester sequence of course work in music history and music theory. The courses involve students in learning and practicing basic research methods and research problem solving in the discipline, including bibliographic, primary and secondary research on composers, historical periods, etc., and research writing. In addition, students apply the research they conduct in these courses in parallel applied music course work sequences. The courses involved are: MUS 201 & 202, MUS 301 & 302, MUS 235 & 236, and MUS 335 & 336. As seniors, all BS music majors also take independent study, in which research is an integral part of individual projects.

School of Education (SOE)
Assistant to the Dean/Certification Officer - Sandra Keller
220 Thomas Morris Hall; (608)785-8123
Academic Adviser – Troy Richter
http://www.uwlax.edu/soe

Accreditation

UW-L teacher education programs are:
Accredited by North Central Association
Approved by the Wisconsin Department of Public Instruction, since 1937

Certification Programs Offered
Early Childhood-Middle Childhood (formerly Pre-K-6)
— Requires completion of the Early Childhood Education minor

Middle Childhood-Early Adolescence (formerly elementary/middle, grades 1-9)
— Requires completion of a certifiable minor including:
Biology
Chemistry
Computer Science
Earth Science
Economics
English
French
General Science
Geography
German Studies
History
Mathematics
Physics
Political Science
Psychology
School Health Education
Social Studies
Sociology
Spanish
Special Education
Teaching English to Speakers of Other Languages

Early Adolescence-Adolescence (formerly middle level/secondary, grades 6-12)
Areas of study include:
Biology
Broadfield Science
Broadfield Social Studies
Chemistry
Computer Science
English
Mathematics
Physics

Early Childhood-Adolescence (formerly middle level/secondary, grades K-12)
Areas of study include:
Art
French*
German Studies*
Music-General
Music-Choral
Music-Instrumental
Physical Education
School Health Education
Spanish*

*Minors in French, German Studies, and Spanish are certifiable at the early adolescence-adolescence developmental range only, unless another language is completed as a major. If a language major and language minor are completed, both languages may be certifiable at the early childhood-adolescence range.

Concentrations are available in coaching competitive athletics and special/adaptive physical education See p. 135 for more information.

SOE Mission
The School of Education faculty and staff are committed to preparing and supporting education professionals for Early Childhood-Adolescence (PreK-12) schools, which serve a variety of diverse populations. UW-La Crosse Teacher Education graduates possess knowledge, skills, and dispositions which reflect extensive preparation in general studies, professional studies, specialty studies, and pedagogy. Graduates are dedicated to the youth of society, to the improvement of the human condition, and to teaching as a profession.

Teacher Education Governing Council
As the primary policy-making body for professional education programs at the University of Wisconsin-La Crosse, the Teacher Education Governing Council oversees the professional education unit. It consists of representatives from teacher education programs across campus and faculty from departments in liberal studies and sciences. Public school professionals and students in professional education programs are also members.

Conceptual Framework
Teachers are active and healthy learners, leaders, and community members. We believe that to be successful learners, leaders and community members, it is crucial that educators understand the need for a sense of balance in their lives. Further, we believe that a healthy lifestyle includes physical, emotional, social, intellectual, and spiritual dimensions. Our goal is to support educators who strive to develop into active, healthy lifelong learners, strong leaders, and involved community members.

Teachers as Learners
We believe learning is a lifelong process. Educators who seek to guide children and youth toward discovery and knowledge should themselves be learners. Learners actively construct knowledge on the basis of personal experiences. Teaching is learning and learning is teaching. Learning is both acquisition and construction. As a facilitator, a constructivist teacher motivates students to actively seek knowledge, and through affective communication encourages and guides their growth and creativity. Gaining knowledge, skills, and dispositions to help every student learn in diverse classroom settings is central to the constructivist perspective.

Teachers as Leaders
We believe that leadership should be transformational for those who lead and those who are led. Being a teacher leader starts by being an excellent role model. Today’s educators always need to consider what is in the best interests of children and youth. We believe educators must be capable of taking leadership roles by being risk takers and change agents.

Teachers as Community Members
We believe educators promote a sense of community by making decisions that contribute to the development of all the communities they serve: classroom, school, district, and greater community. Educators and the public recognize that healthy communities are safe places where members can receive the support they need to grow and develop into thoughtful human beings.

UW-L Teacher Education Standards
Standard #1: Understands Content
The professional educator understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

Standard #2: Understands Development
The professional educator understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.

Standard #3: Understands Difference
The professional educator understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

Standard #4: Designs Instructional Strategies
The professional educator understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.

Standard #5: Manages and Motivates
The professional educator uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction in the classroom.

Standard #6: Communicates
The professional educator uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Standard #7: Plans and Integrates
The professional educator plans instruction based upon knowledge of subject matter, the community, and curriculum goals.

Standard #8: Evaluates
The professional educator understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.

Standard #9: Reflects on Practice
The professional educator is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

Standard #10: Participates in the Professional Community
The professional educator fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.

SOE Resources
Several resources for education students, university faculty, and area teachers are provided through the School of Education.

Alice Hagar Curriculum Resource Center
— contains many teacher education materials and references for teaching all grade levels
— located on the upper floor of Murphy Library

Center for Cultural Diversity and Community Renewal
— created in response to our commitment to the value of diversity, need to recruit and retain students of color in teacher education programs
— Center works to establish positive relationships with communities of color in La Crosse and Milwaukee
— encourages young people to come to UW-L to pursue a career in teacher education

Rhea Pederson Reading Center
— provides reading resources for UW-L students and area teachers
— located in 335 Thomas Morris Hall

Admission to Teacher Education
All students must be admitted to Teacher Education in order to enroll in professional education courses. Application and admission requirements vary by program. Students are encouraged to work closely with their academic adviser to ensure completion of the application requirements in effect for their program of study. Meeting the eligibility criteria does not guarantee admission into the Teacher Education Program. Resources available limit the number of students admitted. See school health education, p.147, physical education, p.133, and department of educational studies, p.106 for criteria and application procedures.

Any student who has been convicted of a criminal offense must contact the Wisconsin Department of Public Instruction (DPI) to discuss eligibility for teacher licensure. A copy of the DPI Conduct and Competency Code is available in the certification office in Morris Hall.

Assessment System in Teacher Education (including portfolio)
Formal assessments are conducted at admission into all teacher education programs during each semester of the professional sequence. Each course and field experience specify links to the UW-La Crosse Teacher Education Standards in its syllabi. A Professional Development Portfolio is one of many measurement tools used by the School of Education. For each course-related standard, knowledge, skills and disposition indicators are identified as the parameters of expected student performance. Candidates submit reflective statements with artifacts identified by instructors for inclusion in the portfolio that provide evidence of learning. The evidence is supported with information on the context, justification, and reflection of learning. Course instructors evaluate standards-based artifacts using a two-point rubric (sufficient/insufficient). Assessment Review timelines and portfolio mentoring systems vary by program. Specific program details can be found on the School of Education Web site.

Retention in Teacher Education
Candidates may be retained in the Teacher Education Program as long as they maintain a 2.75 GPA (3.00 for graduate candidates), show proficiency in oral and written communication, fulfill additional assessment criteria (e.g., portfolio) required by the candidate’s program, and are otherwise in good standing with the university and the School of Education.

Candidate Progress Review Committee
The Candidate Progress Review (CPR) Committee is charged to oversee the development and assessment of knowledge, skills, and dispositions among educator certification candidates as assessed by the multiple measures of the Teacher Education Assessment System. Academic and non-academic misconduct (plagiarism, cheating, etc.) are referred directly to the Office of Student Life. If issues related to the progress of candidates are identified, School of Education faculty and staff members initiate a referral using the Candidate Progress Review Referral Form. The candidate receives a copy of the referral. The director of the School of Education will forward a copy to the candidate’s adviser, the program director, department chair, and the content liaison, where appropriate. Details about the referral process can be found on the School of Education Web site.

Admission to Student Teaching & Internships
The student teaching experience is generally completed during the final semester in residence. Applications for student teaching may be obtained at www.uwlax.edu/tefp . Completed applications must be returned to that office by early February for fall semester placement, or by early October for a spring semester placement.

Candidates student teach for a full semester, as calculated according to the calendar of the cooperating school. Most cooperating schools are located approximately within a 50-mile radius of La Crosse, though candidates may apply to teach in larger urban settings outside that radius.

To be eligible for student teaching, candidates must:

1. have and maintain 2.75 combined cumulative, major, minor, concentration, and professional sequence grade point averages

2. meet prerequisites specified for ECE 400, ECE 401, C-I 403, C-I 409, SHE 403, SPE 483, or SPE 484, including an official Praxis II content test score report documenting passing scores on Praxis II content tests in the appropriate certification area/discipline

3. declare the major(s), minor(s), and/or concentrations for which they are seeking certification at the time of admission to student teaching.

Internships
To be eligible to apply, candidates must be formally admitted to teacher education, and must possess and maintain through graduation, a combined cumulative grade point average of 3.00. Interns are assigned for an entire semester to schools that are part of the Wisconsin Improvement Program. The Intern Selection Committee admits students to the internship program. Applications for internships may be obtained at www.uwlax.edu/tefp . The completed application is due by early February for placement during the fall or spring semester of the subsequent year.

Certification to Teach
Candidates must maintain a 2.75 combined cumulative grade point average and a 2.75 grade point average in all certifiable majors and minors, concentrations and professional education courses. The completion of a Professional Development Portfolio also is required. An official Praxis II content test score report documenting passing scores on Praxis II content tests in the appropriate certification area/discipline must be on file in the certification office, 220 Morris Hall.

Candidates who complete all university requirements and all teacher education requirements for student teaching/internship, but who fail to successfully complete the student teaching/internship experience, may be awarded a Bachelor of Science degree without certification. This degree will not earn Department of Public Instruction endorsement for licensure. (See the Academic Assistant to the Dean for details.)

Background Screening
Candidates enrolling in field experiences in the School of Education are screened for physical, mental, and criminal histories which might lead to non-acceptance into programs, courses, and/or fieldwork. Having a history in these areas does not automatically deny admission to the program. Before issuing a teaching license, the State of Wisconsin conducts a criminal background check through the FBI.

Background checks are conducted at each level of clinical field experience and a CIB check will be conducted prior to student teaching. Candidates will pay the cost of the CIB at the Cashier’s Office prior to student teaching. Copies of the background check will be kept in the candidate’s file and on file at the clinical site if required. Questions concerning criminal background checks should be directed to the Office of Student Teaching and Field Experiences.

Wisconsin Application
Graduates desiring a license to teach in Wisconsin may obtain the Wisconsin Department of Public Instruction’s License Application from the DPI Web site. Upon completion of all items appropriate to the certification desired, the application and a $100 check payable to the Wisconsin Department of Public Instruction should be returned to the certification office in 220 Morris Hall. When all certification requirements are satisfactorily completed, the certification officer will endorse the application and forward it for approval to the State