Master of Science in Applied Leadership for Teaching and Learning
The University of Wisconsin-Green Bay's Master's Degree in Applied Leadership for Teaching and Learning recognizes the valuable contributions of experienced educators and their ability to engage in professional development within a community of learners. With this understanding as its foundation, the program provides experienced educators with the opportunity to advance their knowledge and skills and be recognized as leaders within their profession.
This 30-credit program, which can be completed within two calendar years, includes a 21-credit core requirement as well as a nine-credit area of emphasis. As part of the core requirement, degree candidates will be required to conduct a classroom-based inquiry project. The core curriculum is based on the National Board of Professional Teaching Standards (NBPTS). The standards that undergird this program are the following:
- Teachers are committed to students and their learning.*
- Teachers know the subjects they teach and how to teach those subjects to students.*
- Teachers are responsible for managing and monitoring student learning.*
- Teachers think systematically about their practice and learn from experience.*
- Teachers are members of learning communities.*
- Teachers understand system theory and how to initiate and sustain meaningful change.
- Teachers are knowledgeable about historical and contemporary educational reform efforts.
*NBPTS standards
The Applied Leadership degree is unique in many respects. It is a truly advanced degree program that does not include teacher certification. It recognizes the expertise of experienced educators working within a community of professional learners. Most importantly, this program will prepare educators to conduct classroom-based research and to use their knowledge of research to make data-based decisions in order to improve student learning.
The Master's Degree is an integral part of the University of Wisconsin-Green Bay's Institute for Learning Partnership. The Institute brings together the extensive resources of the University, regional school districts, area businesses, and community leadership to improve the quality of education for all learners. In addition to working with the experienced faculty in education, participants in the Master's Degree program have opportunities to work with faculty across a variety of academic disciplines, as well as participate in regional and local professional initiatives.
The program is designed as a part-time program for educators who are actively employed in educational settings (e.g., K-16 classroom settings and/or business and industry training). Courses are offered on the weekends and during the summer. Students are admitted to the program each fall semester in cohorts with a maximum of 20. This small class size enables degree candidates to have close contact with the program's faculty and promotes the development of a sense of community over the course of the program.
PREREQUISITES
Minimum admission requirements are:
- A baccalaureate degree from an accredited institution.
- Two years of successful teaching experience.
- A minimum of a 3.0 grade point average (gpa).
ADMISSION REQUIREMENTS
Each applicant's prior academic work and experience will be evaluated prior to admission. Applicants are expected to have college-level writing, oral communications, and computer skills. Students who show exceptional promise but lack the minimal prerequisites may be admitted provisionally. Applicants are not required to take the GRE for admission.
The application process requires completion of a UW-Green Bay Graduate Application form; letter of interest; three letters of recommendation; official transcripts (undergraduate and graduate); brief curriculum vitae; verification of teaching license(s) and/or certification(s); and an interview to ensure that there is an appropriate match between the goals of the program and each applicant's professional development needs.
DEGREE REQUIREMENTS
The requirements for the Master of Science in Applied Leadership for Teaching and Learning consist of successfully completing a 21-credit core requirement and a nine-credit area of emphasis.
Students must maintain at least a B average to remain in the program and to graduate. A grade of C or better is required for course work to be counted toward graduation.
Students must file a Graduate Program Plan before completing eight graduate credits in the program. An adviser must be consulted before the plan is filed.
Core Requirement, 21 credits
Core courses: A 15-credit set of core courses form the foundation for the degree. All students must complete the following four courses:
TCH LRNG 701 Reflective Inquiry, 4 cr.
TCH LRNG 702 Approaches to Educational Inquiry, 4 cr.
TCH LRNG 703 Contemporary Issues and Historical Contexts, 4 cr.
TCH LRNG 704 Applied Educational Leadership, 3 cr.
Inquiry project:
TCH LRNG 799 Thesis, 6 cr.
Each individual in the program is required to complete a thesis related to an educational, school, or classroom-based line of inquiry. Participants engage in activities relevant to the development, interpretation and dissemination of their thesis research under the direct guidance of a graduate faculty adviser. In addition to the required faculty, professionals from outside the University may also serve on thesis committees.
Students usually enroll for two credits of thesis support during the summer of their first year. The additional four credits will be distributed over the fall, spring and summer of their second academic year.
Area of Emphasis, 9 credits
Each student selects an area of emphasis consisting of at least nine graduate credits. These credits may be completed at UW-Green Bay or at another institution or setting. It may be possible to establish a personal area of emphasis fitted to the career interests of the student. Such programs must conform to MSAL guidelines and be filed as a Program Plan approved by the student's academic adviser, program chair, and the dean of professional and graduate studies.
Requirements for Teaching English as a Second Language (TESL) Area of Emphasis:
Required courses, 6 credits:
EDUC 515 Teaching English as a Second Language, 3 credits
HUM STUD 519 Second Language Acquisition, 3 credits
Electives, 3 credits (choose one of the following):
HUM STUD 520 Second Language Assessment, 3 credits
HUM STUD 521 Language and Society, 3 credits
Program requirements change from time to time. New graduate courses are added and others are dropped. This catalog describes the program requirements at the time of publication. Consult an adviser for any changes since publication.
FACULTY
Ashmann, Scott, Assistant Professor, Education. B.S., University of Wisconsin-Green Bay; M.S., University of Wisconsin-Milwaukee; Ph.D., Michigan State University.
Fields of interest: the professional development of secondary science teachers, science teacher preparation, leadership issues in mathematics and science education.
Bircher, Karen, Lecturer, Education. B.A., Case Western Reserve University; M.A., University of Colorado, Denver.
Fields of interest: reading/writing connection, reader response, whole language theory, composition.
Coates, James R., Associate Professor, Education. B.S., University of Maryland Eastern; M.A., Ph.D., University of Maryland College Park.
Fields of interest: American sports history, with a concentration in African-American sport history, the Progressive Era, African-American history.
Davis, Gregory, Professor, Mathematics. B.S., University of Wisconsin-Green Bay; M.A., Ph.D., Northwestern University.
Fields of interest: dynamical systems, mathematical modeling of ecological systems, cliff swallow-house sparrow species dynamics.
Fencl, Heidi S., Assistant Professor, Natural and Applied Sciences (Physics). B.S., Nebraska Wesleyan; M.S., University of Nebraska; Ph.D., Ohio State.
Fields of interest: science education, physics, astrophysics.
Kaufman, Timothy, Associate Professor, Education and Program Chair, Graduate Program in Applied Leadership for Teaching and Learning. B.A., Elmhurst College; M.S., Southern Illinois University; Ph.D., Loyola University.
Fields of interest: literacy, school reform, serving the needs of "at-risk" and learners with learning disabilities.
Kiehn, Mark, Assistant Professor, Education. B.A., Adams State College; M.M.E., Ph.D., University of Colorado-Boulder.
Fields of interest: creative thinking in the classroom, arts education for exceptional learners, classroom assessment, school curriculum implementation/educational reform.
Shepard, Cynthia, Adjunct Faculty, Education. B.A., California State University, Fullerton; M.A., Immaculate Heart College.
Fields of interest: community outreach for encouragement toward graduation/college entrance of at-risk students grades 5-12, leadership, differentiated instruction, special educaton/administration, emotional needs of all children.
Stokes, Sandra, Professor, Education. B.A., Bridgeport; M.A., Fairfield; Ph.D., Kent State.
Fields of interest: reading and literacy, family literacy, assessment, individualized learning, inequity, leadership.
Tabers-Kwak, Linda, Associate Professor, Education. B.A., Barat College; M.A., University of South Florida; M.A., Northeastern Illinois University; Ph.D., Loyola University.
Fields of interest: leadership, writing portfolios/writing centers, school-community relations, interdisciplinary studies, and curriculum integration.
Yimer, Asmamaw, Assistant Professor, Education. B.S.C., M.A., Addis Ababa University; M.A., Temple University; Ph.D., Illinois State University.
Fields of interest: problem solving, metacognition, professional development, assessment.
COURSE DESCRIPTIONS
In the course descriptions in this catalog, commonly used abbreviations include:
cr credit(s)
P- required requisite course(s) or
experience
Rec - recommended background
preparation
gr st - graduate standing
fr - freshman
soph - sophomore
jr- junior
sr- senior
cons inst- consent of instructor
Graduate-Only Courses (700 Level)
TCH LRNG 701 Reflective Inquiry 4 cr.
Participants will gain knowledge, skills and dispositions appropriate to engage in systematic oral and written reflection on their educational practice and the role of classroom-based inquiry. P: MSLGR. (fall)
TCH LRNG 702 Approaches to Educational Inquiry 4 cr.
Participants will gain relevant knowledge, skills, and dispositions regarding approaches to inquiry and educational research related to specific areas and questions. P: MSLGR and TCH LRNG 701. (spring)
TCH LRNG 703 Contemporary Issues and Historical Contexts 4 cr.
Participants will share the challenges and questions as they progress with their individual research projects. Course content will support the development of knowledge related to educational research within a multiple perspective approach. P: MSLGP and TCH LRNG 702. (fall)
TCH LRNG 704 Applied Educational Leadership 3 cr.
Participants will gain knowledge, skills, and dispositions in leadership, educational reform, and systems theory. Course content will focus on the environments and processes that lead to meaningful change, and the design of an individual plan. P: MSLGP and TCH LRNG 703. (spring)
TCH LRNG 783X Experimental Courses 1-4 cr.
Courses and seminars offered by graduate faculty in response to special demand or on an experimental basis. Topics address current issues of general concern, special interests of student groups or faculty members, or special resources of visiting faculty. The title of the course announced in the Schedule of Classes will appear on the transcript of the students who enroll. Credits earned in 783X courses may not be applied toward the graduate core requirement. P: gr st. (fall, spring, summer)
TCH LRNG 797 Internship 1-6 cr.
Supervised work and learning experience on campus or with area schools. Students may enroll for internship credits only when such activity is included in the approved program plan. A description of the activities including criteria for grading must be submitted to the student's major professor and the dean of professional and graduate studies. P: MSLGP or higher. (fall, spring, summer)
TCH LRNG 798 Independent Study 1-3 cr.
Reading and research under the supervision of a member of the graduate faculty. Independent study credits may only be earned when this activity is included as part of an approved program plan. P: MSLGP or higher. (fall, spring, summer)
TCH LRNG 799 Thesis 1-6 cr.
Research and preparation of thesis document. Enrollment may be for 1 to 6 credits per term. All students must include 6 thesis credits in their program plan. Although additional thesis credits may be earned, a maximum of 6 credits can be applied toward a degree. Students must be enrolled for at least 1 thesis credit during the term when the thesis is defended. P: MSLGT. (fall, spring, summer)
Undergraduate/Graduate Courses (500-699 Level)
EDUC 515 Teaching English as a Second Language 3 cr.
Basic methods of teaching English to non-native speakers and the underlying theories from linguistics, psychology, education and sociolinguistics, development and evaluation of lessons for the ESL classroom. P: gr st. (fall)
HUM STUD 519 Second Language Acquisition, 3 cr.
Overview of issues in second-language acquisition, including linguistic, cognitive, social, and affective factors. Students will examine and think about learner langauge, read research on learner language, and consider implications for second-language teaching. P: gr st. (spring)
HUM STUD 520 Second Language
Assessment, 3 cr.
An exploration of policies, and instruments in assessing English language proficiency. Focus will be on practical assessment strategies and their incorporation into instructional planning. P: gr st. (spring, odd years)
HUM STUD 521 Language and Society 3 cr.
The study of language in relation to society, including social and regional dialects, bilingualism and language contact, speech communities, the ethnography of language, and applications such as language policy and planning. P: gr st. (fall)
SPANISH 555 Spanish and Latin American Cinema 3 cr.
Historical and critical introduction to the work of prominent Spanish and Latin American filmmakers and to thematic representations of Spanish and Latin American cultures.
SPANISH 638 Major Spanish and Latin American Writer(s) 3 cr.
Study of an outstanding figure in Spanish and Latin American literatures