graduate programs bulletin graduate programs ... - Alverno College

Table of ContentsIntroduction to Graduate ProgramsTable of ContentsMaster of Business Administration Program........................................................................75Introduction to the Master of Business Administration Program.............................................77Course of Study......................................................................................................................78Admissions..............................................................................................................................83MBA Course Descriptions.........................................................................................................85Master of Science in Nursing Program...................................................................................89Introduction to the Master of Science in Nursing Program.....................................................91Course of Study......................................................................................................................93Admissions..............................................................................................................................97MSN Course Descriptions and External Assessments...............................................................99MSN/MBA Combined Program................................................................................................102Academic Policies and Procedures........................................................................................106Financial Aid...............................................................................................................................109Financial Policies and Procedures.........................................................................................110Campus Offices and Services..................................................................................................112PeopleAlverno Faculty.....................................................................................................................117Alverno Administration.........................................................................................................123Alverno Board of Trustees.....................................................................................................125Alumnae...............................................................................................................................126Campus InformationCampus Telephone Directory................................................................................................127Index.....................................................................................................................................128Academic Calendar...............................................................................................................130Campus Map................................................................................................... inside back coverAlverno College Graduate Programs Bulletin 2010-11Editor: Cory MasiakThis bulletin attempts to present information as accurately and completely as possible. The College reserves the right to change anyof the provisions, statements, policies, curricula, procedures, and regulations found in this bulletin. Students should check courseregistration materials each semester for current information. Alverno College does not discriminate on any basis prohibited by law.Since its founding in the late nineteenth century,Alverno College has been a leader in education.The College is nationally and internationallyrecognized for the faculty’s work with abilitybasededucation and performance-basedassessment.In recent years, Alverno has expanded its offeringsto include coeducational graduate degreeprograms that build on the College’s expertisein developing an outcome-oriented liberal artscurriculum for undergraduate women.The College initiated a Master of Arts inEducation program in 1996 and now offers aMaster of Business Administration and a Masterof Science in Nursing as well. These programscarry on the College’s tradition in the liberalarts, with its particular focus on integrative,experiential, and reflective approaches to learning.All graduate programs are open to women andmen* and are offered in a convenient weekendtimeframe.The College admits students of any color, race,religion, and national or ethnic origin.Graduate Vision StatementAlverno College’s graduate programs areprofessionally focused, educational experiencesfor students committed to advancing their careersand serving as leaders in their chosen professions,communities, and personal lives. Led by adiverse community of educators, these rigorousprograms integrate theory and practice, extendingthe internationally acclaimed undergraduatecurriculum. Our responsive programming meetsthe needs of busy professionals.Alverno’s graduate programs attract and engagediverse students committed to both academic andprofessional growth and to influencing change intheir communities. These programs implementinnovative, developmentally coherent, outcomefocusedcurricula that engage students throughactive, experiential inquiry to achieve social andprofessional impact.Highly Acclaimed Faculty MeansAcademic ExcellenceAlverno’s faculty members are recognized for theirdevelopment of theory and practice in creatingability-based curricula. Faculty members arecommitted to the development of their students.They provide coherent learning experiencescoupled with ongoing feedback to support eachlearner’s growth. Faculty members themselves arelifelong learners, who continually develop theirintegration of theory and practice.Accreditation and ApprovalsAlverno College is accredited and/or approved bythe following organizations:◆◆◆◆◆◆◆Higher Learning Commission of the NorthCentral Association of Colleges and SchoolsNational Council for Accreditation ofTeacher EducationWisconsin State Department of PublicInstructionCommission on Collegiate Nursing EducationWisconsin Board of NursingNational Association of Schools of MusicAmerican Music Therapy Association* The baccalaureate degree programs at Alverno College are open only to women. Both men and women not pursuing a degree atAlverno may take courses within both the graduate and undergraduate programs.Introduction to Graduate Programs45

Master of Arts inEducation Program

Alverno CollegeMaster of Arts in Education ProgramIntroduction to theMaster of Arts in Education ProgramMAE Mission/Vision StatementMission/Vision Statement of theMaster of Arts in Education ProgramThe Master of Arts in Education program at Alverno College prepares educators for K-12schools and adult learning settings:◆ who are committed to developing the abilities of all learners,◆ who are effective in planning and implementing developmentally appropriateinstruction and assessments, and◆ who understand and value diversity.We believe that the future of effective teaching, learning, and assessment, across settings thatwork with learners of all ages, depends upon educators who are knowledgeable, committed tothe success of each and every learner, able to act on that commitment, and courageous enoughto do so. Therefore, the Alverno College Master of Arts in Education program is designedto prepare educators who will go forth with the knowledge, skills, and behaviors to meet thechallenges of today and tomorrow, creating schools and other organizations that are flexible andresponsive to the challenges of the times.Why the Master of Arts in Education atAlverno College?As a longtime leader in the field of education,Alverno is uniquely positioned to offer a Masterof Arts in Education (MAE) degree focused onteaching, learning, and assessment.The MAE program carries on the College’stradition in the liberal arts, with its particularfocus on integrative, experiential, and reflectiveapproaches to learning.A Challenging Curriculum withHigh-Quality StandardsThe MAE curriculum provides in-depth study ofthe nature of human development and learning,of the processes of inquiry, and of the social andcultural contexts of learning. Students draw upona range of theoretical frameworks to examinetheir professional practice, building skills inreflection and self-assessment.A carefully sequenced core program includes apracticum project through which students applyskills of inquiry focused on improving theirpractice.Electives are focused on the student’s area ofspecialization in order to meet specific learninggoals.Designed for the Practicing ProfessionalThe MAE program is relevant to and supportiveof the work of a range of professionals who workto develop others. It is designed for teachersin PK-12 schools, for teachers in technicaland community colleges, and for instructionaldesigners, trainers, and human resource andorganizational development specialists inbusiness, government, and not-for-profit agencies.The Licensure to Master’s specializations withinthe MAE degree are designed for individuals whoseek initial teacher licensure for early childhood/middle childhood, middle childhood/earlyadolescence, or early adolescence/adolescenceeducation in regular education classrooms, andfor individuals who seek initial teacher licensurefor middle childhood/early adolescence or earlyadolescence/adolescence education in crosscategoricalspecial education. The individualwho seeks initial early adolescence/adolescencelicensure must have an undergraduate major thatmeets the requirements for licensure in Englishlanguage arts, mathematics, science, or socialstudies.In all instances, students are engaged in work inwhich their role focuses on learning and humandevelopment.Timeframe: A Schedule for WorkingProfessionalsCourses in the MAE program are available in theAlverno on the Weekend timeframe. This meansthat courses meet every other weekend during thefall and spring semesters. Courses are offered infour possible weekend time slots: Friday night,Saturday morning, Saturday afternoon, andSunday afternoon. Some courses meet on selectedweekday evenings.A special summer schedule offers options fordaytime, evening, and weekend classes.The curriculum is designed so that students cancomplete the degree in two years.It is also possible to complete somespecializations in the program on a “summeronly” basis.In two of the Licensure to Master’s specializations(early childhood/middle childhood, middlechildhood/early adolescence), the requiredundergraduate courses are offered alternately inday and evening timeframes.Introduction to MAE Program89

Course of StudyCourse of StudyMAE Course of Study10Master of Arts in Education (MAE)Alverno offers the MAE degree focused onteaching, learning, and assessment. The degreeis designed for practicing professionals in threeareas:◆◆◆PK-12 teachers in public, private, andparochial schools;Teachers in technical and communitycolleges;Individuals working in the areas ofinstructional design, training, and humanresourceor organizational development inbusiness, government, and not-for-profitagencies.In addition, five Licensure to Master’sspecializations within the MAE degree areavailable to individuals who seek initial licensurein one of the following areas:Regular education:◆ early childhood/middle childhood education◆ middle childhood/early adolescence education◆ early adolescence/adolescence educationCross-categorical special education:◆ middle childhood/early adolescence education◆ early adolescence/adolescence education.Students complete a set of core courses, focusedon principles of human development, learning,inquiry, reflection, and change. Courseworkculminates in a practicum study at a worksite and a capstone seminar in which studentssynthesize their study across coursework and thepracticum.For Teacher-Leaders in SchoolsFor practicing licensed teachers in PK-12 settings,the program offers the options of completingrequirements for an additional license or creatingan individualized professional development plan.Specializations include:◆◆◆◆◆◆◆◆◆Adaptive EducationAdministrative LeadershipAlternative EducationInstructional LeadershipInstructional Technology for PK-12 SettingsProfessional DevelopmentReading EducationReading Education with Adaptive EducationScience EducationThe Professional Development specializationoffers a variety of electives for creating apersonalized degree plan.For Community College TeachersTeachers in community and technical collegesmay also seek the MAE degree in the ProfessionalDevelopment specialization. Through theindependent study option, ED 697, students maytailor as many as 18 semester hours of electives totheir specific classroom and/or subject area needsand interests.For Business ProfessionalsProfessionals in business, government, or not-forprofitagencies working in instructional design,training, or human-resource or organizationaldevelopment choose from among threespecializations:◆◆◆Adult Education and Instructional DesignAdult Education and Instructional TechnologyAdult Education and OrganizationalDevelopmentThese specializations are open to women andmen working in, or planning to work in, thefield of corporate training, human-resourcedevelopment, organizational development, orperformance management/consulting. The courseof study focuses on principles, strategies, andimplementation in each area. Students apply theirwork in the program to actual work sites. Theymay use their own companies or organizations forthis purpose.For Initial Teacher Licensure CandidatesLicensure to Master’s SpecializationsCreated to meet the growing need for qualified,dedicated teachers, the Licensure to Master’sspecializations are designed for those who wish toteach at the PK-12 level. Students may seek initiallicensure in one of the following areas:Regular education:◆ early childhood/middle childhood education◆ middle childhood/early adolescence education◆ early adolescence/adolescence educationCross-categorical special education:◆ middle childhood/early adolescence education◆ early adolescence/adolescence education.They complete another 9 credits for the master’sdegree. Each of these programs includes asemester of student teaching.The individual who seeks initial early adolescence/adolescence licensure must have an undergraduatemajor that meets the requirements for licensurein English language arts, mathematics, science, orsocial studies.Five Education AbilitiesThe work of the MAE student is guided by fiveabilities that describe what is expected of personsengaged in teaching, learning, and assessment.These abilities, identified and defined by thefaculty of Alverno College, are taught for andassessed for throughout the MAE curriculum.They are:Conceptualization:Integrating disciplinary knowledge with learningframeworks and a broad understanding of humandevelopment to plan and implement learningprocesses.Diagnosis:Interpreting observations of behavior andsituations, using frameworks to foster learning.Coordination:Managing resources effectively to supportlearning.Communication:Using oral, written, and media modes ofcommunication to structure and reinforcelearning processes.Integrative Interaction:Demonstrating professional responsibility in thelearning environment.Both in-course and external assessments focus onthe learner’s development and demonstration ofthese abilities. Demonstrated competence in eachof these areas is required for the Master of Arts inEducation degree.The five education abilities are fully compatiblewith the Wisconsin Standards for TeacherDevelopment and Licensure and with thestandards of the National Board for ProfessionalTeaching Standards.Diagnostic Digital PortfolioThe Diagnostic Digital Portfolio is a webbasedelectronic tool created to aid students’development as learners. It is a way to store andhave more accessible in an anytime/anywhereformat the criteria students need to meet, thefeedback they receive, and their self-assessmentsfrom courses, internships, and externalassessments.The Diagnostic Digital Portfolio is also a process— a means for students to look back over theiracademic work and their volunteer and paidwork, reflecting on how they have developed andmaking plans for future development. Studentscan use selections from their own digital portfolioto build an electronic résumé while enrolled andafter graduation.The sections that follow in this bulletin describethe course of studies for each specializationwithin the Master of Arts in Education program.Students must follow the sequences of studiesoutlined.MAE Course of Study11

AdmissionsAdmissionsMAE Admissions12Alverno College offers a Master of Arts inEducation degree to meet the needs of thepracticing professional. This unique program isrelevant and supportive to the work of a range ofeducation and business professionals, includingteachers in PK-12 schools, teachers in technicaland community colleges, instructional designers,trainers, and human-resource and organizationaldevelopment specialists in business and not-forprofitorganizations.The MAE program, which is open to womenand men, provides for individualized projectsthat extend the relevance of the program to thestudent’s work site.Application for AdmissionCandidates for admission should:1. Submit an application form with applicationfee payable to Alverno College. Applicantsmay also apply online. (Fee waived for onlineapplications.)2. Arrange for the Graduate and AdultAdmissions Office to receive appropriatecredentials:◆ Official college transcripts verifyingcompletion of a baccalaureate degree anddocumenting graduate-level courseworkto be considered for transfer credit.(Alverno College alumnae need notsubmit Alverno College transcripts.)◆ Three completed recommendation forms*◆ A photocopy of any teaching license(s) held3. Submit a philosophy and goal statement.4. Submit a portfolio of communicationsamples from work setting.* At least one of the required recommendations must befrom someone able to refer to the student’s academichistory and/or achievements.For a Licensure to Master’s specialization,candidates for admission also should:5. Pass the PPST/Praxis I (Reading,Mathematics, Writing).6. Undergo a criminal background check.7. Have a TB test before student teaching.8. For early adolescence/adolescence educationonly, have completed the equivalent of amajor in one of the four core content areas:English language arts, mathematics, science,or social studies.International students:In addition to completing the relevant itemsabove, international students should arrange tohave one of the following sent to the Graduateand Adult Admissions Office:1. Test of English as a Foreign Language(TOEFL): A minimum TOEFL score of 570(written), 230 (computer), 88 (Internet)(http://www.toefl.org); or2. International English Language TestingSystem (IELTS): A minimum IELTS scoreof 6.5 (http://www.ielts.org); IELTS is jointlymanaged by the British Council, IDP: IELTSAustralia, and the University of CambridgeESOL Examinations; or3. The Society for Testing EnglishProficiency, Inc. (STEP Test): A minimumSTEP grade of 1 (http://www.eiken.or.jp); or4. Transfer from an approved English as aSecond Language (ESL) program. Contactthe International & Intercultural Center(international@alverno.edu) for a listing ofour associate ESL programs.For More InformationContact the Alverno College Graduate and AdultAdmissions Office at 414-382-6100 or1-800-933-3401E-mail: admissions@alverno.eduWeb address: www.alverno.eduFor other requirements specific to internationalstudents, candidates for admission should consultthe instructions for international students thataccompany the application, consult the AlvernoCollege website (www.alverno.edu), or contactAlverno’s International & Intercultural ExchangeSpecialist at international@alverno.edu or at414-382-6006.Applications are accepted through August 1 forfall admission; through December 15 for springadmission; and through May 15 for summeradmission. We recommend that candidates submitrequired materials as early as possible to ensureconsideration for their preferred semester of entry.Notification and ConfirmationWithin a month of receipt of required credentials,the College notifies the applicant of anadmissions decision.RegistrationOnce accepted into the program, the studentis assigned a date for advising and registration.A tuition deposit of $100 is required priorto registration of accepted students and isnonrefundable.Transfer CreditsOrdinarily, a student can transfer a maximumof 6 graduate credits from other institutions.Exceptions must be approved by the MAEProgram Director. At registration, a facultyadvisor reviews completed graduate credits withthe student in relationship to the student’s chosenspecialization.Prior to registration, students should directquestions regarding transfer credits to the AlvernoCollege Graduate and Adult Admissions Office at414-382-6100 or (toll-free) 1-800-933-3401.In collaboration with Mount Mary College, Alvernoalso offers a path to licensure and a master’s degreethrough the Urban Education Fellows Program.Fellows selected for this program are placed as internteachers for two years in independent private,parochial, or charter schools while taking graduatelevelcoursework in a cohort program. The Fellowsare supported in both years by coaches who visit theirclassrooms weekly. Applications for this programare due in December of each year for the groupbeginning the following June. For more informationabout application requirements, visit www.alverno.edu/prospective_students/uef.html.MAE Admissions13

Master of Arts in Education Core CoursesAdaptive EducationWhatever the area of specialization, all Alverno MAE students complete a carefully structured set of corecourses. In these courses, students develop a solid theoretical base in frameworks related to development,learning, inquiry, and change. They explore issues or questions in their own practice and make apresentation of their inquiry to professional peers and their faculty.CourseRequired Core CoursesSemester HoursTLA 611* Education and Human Development 1:Understanding the Learner 3TLA 612* Education and Human Development 2:The Scholarship of Teaching 3With an increasing emphasis on providingspecial-needs students with the least restrictiveenvironment, “general education” teachers and“special education” teachers are working side-bysidein inclusion classrooms.The Wisconsin license in Adaptive Educationrecognizes the need for teachers to have additionalpreparation to work effectively with a broaderrange of student needs and to work collaborativelywith other school personnel in meeting thoseneeds.Teachers who seek this license complete 12semester hours of coursework, 9 at the graduatelevel. If they also choose to complete the Master ofArts in Education degree, these 9 semester hoursare included in their program.†Qualified candidates must be licensed teachersworking in a PK-12 setting — an elementary,middle, or secondary school — where they areable to complete a practicum. Candidates forthe Master of Arts in Education degree completethe core requirements for the MAE as well as thefollowing courses:TLA 641 § The Learning Organization and Social Change 3TLA 651 Educational Inquiry: Research in Action 3Adaptive Education Specialization CoursesCourseSemester HoursTLA 750 † Practicum 3DI 668 Frameworks for Assessment Practice 3ED 396* Introduction to the Exceptional Learner 3Required External Assessments(each is 0 semester hours)ED 695 § Creating and Sustaining Inclusive School Communities 3ED 696 § Adapting Strategies for Inclusive Settings 3These external assessments provide opportunities for MAE students to show development of abilities andknowledge. The assessments are required by the course of studies; however, they carry no credit hours andno additional charge is made for them.Elective courses 6* Undergraduate prerequisite for ED 695 § Required for the Adaptive Education licenseAC 613 Graduate External Assessment 1AC 653 Graduate External Assessment 2 (in preparation for TLA 750)Assessment Required for the Adaptive Education Specialization(0 semester hours)AC 753 Graduate External Assessment 3 (in conjunction with TLA 750)ED 750 Adaptive Education Portfolio* In the Licensure to Master’s specializations, LTM 611 or SPE 611 replaces TLA 611, and LTM 612 or SPE 612 replaces TLA612.MAE Core Courses§ In the Administrative Leadership specialization, AL 751 replaces TLA 641.In the Adult Education specializations, OD 657 replaces TLA 641.In the Reading Education and Reading/Adaptive Education specializations, DI 668 replaces TLA 641.† May be taken more than once, if student’s project extends over two or more semesters.In the Administrative Leadership specialization, AL 752 replaces TLA 750.In the Reading Education specialization, ED 751 replaces TLA 750.† With the completion of ED 396, ED 695, ED 696, the practicum TLA 750, and ED 750, practicing teachers are eligible for theWisconsin license for Adaptive Education.Adaptive Education1415

Adaptive EducationAdministrative LeadershipSequence: Adaptive Education SpecializationStudents may use this outline of the program requirements to keep track of their progress. Core courses are offeredfall, spring, and summer. Courses in the specialization are offered during at least one of those semesters each year,depending upon enrollment.Total semester hours: 30Core: 15Specialization and electives: 15Students usually begin with the first core courses:_____TLA 611 Education and Human Development 1: Understanding the Learner_____TLA 612 Education and Human Development 2: The Scholarship of Teaching_____AC 613-01 Graduate External Assessment 1 (at the conclusion of TLA 612)Educators who want to prepare to take onthe role of principal in elementary, middle, orsecondary schools build on their understandingof learners and learning in order to create effectiveenvironments and organizational structures tosupport learning. They must not only developspecialized knowledge and skills but alsodemonstrate commitment to learners and theircommunities.The specialization leading to the AdministrativeLeadership license in Wisconsin preparespracticing teachers to take the leadership roleof principal in PK-12 settings. Courses in thecore requirements along with the courses listedbelow provide teachers with the opportunity todevelop the knowledge and skills necessary for thisimportant role. Unique to the Alverno preparationof administrators is an assessment process thatprovides feedback on key performance areas acrosscourses and is aligned with state administratorstandards.Qualified candidates must be licensed teachersworking in a PK-12 setting — an elementary,middle, or secondary school or central services site— where they are able to complete a practicum.Candidates complete the core requirements forthe Master of Arts in Education as well as thefollowing courses. Candidates must have completedthree years of successful teaching as a licensed teacherto be eligible for the Administrative Leadershiplicense.They then take the following courses in an order determined by availability and interest:_____DI 668 Frameworks for Assessment Practice_____ED 695 Creating and Sustaining Inclusive School CommunitiesCourseAdministrative Leadership Specialization CoursesSemester Hours_____ED 696 Adapting Strategies for Inclusive Settings_____TLA 641 The Learning Organization and Social Change_____TLA 651 Educational Inquiry: Research in Action_____Two electives of the student’s choice______ Name of elective_____________________________________________ Name of elective____________________________________________AC 653 Graduate External Assessment 2(This external assessment is the development of the proposal for the practicum.It must be taken concurrently with TLA 651 and be completed thesemester before TLA 750.)AL/DI/ED 645Mentoring, Supervision, and Evaluation:Strengthening Professional Practice 3AL/DI 665 The Purposes of Education in a Democracy 3AL/DI 666 Professional Roles in School Communities 3AL/DI 667 Frameworks for Curriculum Development 3Final semester:_____TLA 750 Practicum (may be taken twice if the practicum is spread over two semesters)AL 671 Legal Aspects of Administration 3AL 672 Administrative Finance and Business Management 3AL 751* Practicum 1: Administrative Leadership 3AL 752 § Practicum 2: Administrative Leadership 3Adaptive Education_____AC 753 Graduate External Assessment 3_____ED 750 Adaptive Education PortfolioAssessments Required for the Administrative Leadership Specialization(each is 0 semester hours)* Replaces TLA 641§ Replaces TLA 750AL/DI 670 Group Facilitation: External AssessmentAL 750 Administrator Standards: Proposal for PracticumAL 754 Administrator Standards: Professional Development Portfolio andProfessional Development PlanAdministrative Leadership1617

Administrative LeadershipAlternative EducationSequence: Administrative Leadership SpecializationStudents may use this outline of the program requirements to keep track of their progress. Core courses are offeredfall, spring, and summer. Courses in the specialization are offered during at least one of those semesters each year,depending upon enrollment.Total semester hours: 33Core: 9Specialization and electives: 24Students usually begin with the first core courses:_____TLA 611 Education and Human Development 1: Understanding the Learner_____TLA 612 Education and Human Development 2: The Scholarship of Teaching_____AC 613-01 Graduate External Assessment 1 (at the conclusion of TLA 612)Working with students who have not beensuccessful in the traditional school setting is achallenging role. Teachers in alternative schoolsettings often work with a range of subject areasand with students of varied ages and educationalbackgrounds.The Wisconsin license for Alternative Educationbuilds on the model standards of the InterstateNew Teacher Assessment and Support Consortium(INTASC).Teachers who seek this license complete atleast two required courses and the portfoliodemonstration of the INTASC standards. If theyalso choose to complete the Master of Arts inEducation degree, they complete these courses aspart of their electives.Qualified candidates must be licensed teachersworking in a PK-12 setting — an elementary,middle, or secondary school — where they are ableto complete a practicum. Candidates for the MAEdegree complete the core requirements for theMAE as well as the following courses.They then take the following courses in an order determined by availability and interest:_____AL/DI/ED 645 Mentoring, Supervision, and Evaluation: Strengthening Professional Practice_____AL/DI 665 The Purposes of Education in a Democracy_____AL/DI 666 Professional Roles in School Communities_____AL/DI 667 Frameworks for Curriculum Development_____AL/DI 670 Group Facilitation: External Assessment(0-credit assessment concurrent with AL/DI 666)_____AL 671 Legal Aspects of Administration_____AL 672 Administrative Finance and Business Management_____TLA 651 Educational Inquiry: Research in ActionCourseAL/DI/ED 645 §Alternative Education Specialization CoursesSemester HoursMentoring, Supervision, and Evaluation:Strengthening Professional Practice 3AL/DI 665 § The Purposes of Education in a Democracy 3DI 668* Frameworks for Assessment Practice 3ED 642* Connecting the Curriculum 3ED 670* Portfolio Presentation of Teaching 3Electives (to make a total of 15 credits) 0-6Administrative LeadershipFinal two semesters:_____AL 750 Administrator Standards: Proposal for Practicum(0-credit assessment concurrent with AL 751)_____AL 751 Practicum 1: Administrative Leadership_____AL 752 Practicum 2: Administrative Leadership_____AL 754 Administrator Standards: Professional Development Portfolio andProfessional Development Plan(0-credit assessment concurrent with AL 752)* Required§ RecommendedAlternative Education1819

Alternative EducationGlobal Connections in the HumanitiesSequence: Alternative Education SpecializationStudents may use this outline of the program requirements to keep track of their progress. Core courses are offeredfall, spring, and summer. Courses in the specialization are offered during at least one of those semesters each year,depending upon enrollment.Total semester hours: 30Core: 15Specialization and electives: 15The Master of Arts in Education specializationin Global Connections in the Humanitiesprepares PK-12 teachers, curriculum specialists,administrators, and professionals to effectivelyconceptualize, design, and teach global content intheir fields. The program offers a content-rich fourcoursesequence in global humanities, includingworld history, world literature, world religions, andworld cultures.In addition to mastering global content, studentsdevelop innovative approaches to teaching thatthey can use in their classrooms.Students usually begin with the first core courses:_____TLA 611 Education and Human Development 1: Understanding the Learner_____TLA 612 Education and Human Development 2: The Scholarship of Teaching_____AC 613-01 Graduate External Assessment 1 (at the conclusion of TLA 612)They then take the following courses in an order determined by availability and interest:_____DI 668 Frameworks for Assessment Practice_____ED 642 Connecting the Curriculum_____ED 670 Portfolio Presentation of Teaching_____TLA 641 The Learning Organization and Social Change_____TLA 651 Educational Inquiry: Research in Action_____Two electives of the student’s choice; recommended options include:_______ AL/DI/ED 645 Mentoring, Supervision, and Evaluation:Strengthening Professional Practice_______ AL/DI 665 The Purposes of Education in a Democracy_______ Name of elective______________________________________ Name of elective_______________________________Global Connections in the Humanities Specialization CoursesCourseSemester HoursDI 668 Frameworks for Assessment Practice 3HUM 634 Encounters and Connections in World History 3HUM 635 Reading and Teaching World Literature 3HUM 636 Thinking and Teaching World History 3HUM 637 Globalism in World Religions and Philosophies 3Alternative Education_____AC 653 Graduate External Assessment 2(This external is the development of the proposal for the practicum. It must betaken concurrently with TLA 651 and be completed the semester before TLA 750.)Final semester:_____TLA 750 Practicum (may be taken twice if the practicum is spread over two semesters)_____AC 753 Graduate External Assessment 3Global Connections in the Humanities2021

Global Connections in the HumanitiesInstructional LeadershipSequence: Global Connections in the Humanities SpecializationStudents may use this outline of the program requirements to keep track of their progress. Core courses are offeredfall, spring, and summer. Courses in the specialization are offered during at least one of those semesters each year,depending upon enrollment.Total semester hours: 30Core: 15Specialization: 15Students usually begin with the first core courses:_____TLA 611 Education and Human Development 1: Understanding the Learner_____TLA 612 Education and Human Development 2: The Scholarship of Teaching_____AC 613-01 Graduate External Assessment 1 (at the conclusion of TLA 612)Teacher-leaders are critically needed in today’sschools. Building upon their knowledge andexperience, effective teachers can facilitate thedevelopment of curriculum and assessment. Theycan develop plans for the orientation of newteachers and the ongoing growth of all teachers,and promote quality professional practice.The specialization leading to the Directorof Instruction license in Wisconsin preparespracticing teachers to take leadership roles inPK-12 settings. These positions include:◆◆◆◆Learning CoordinatorCurriculum DesignerStaff Development DirectorAssessment Center DirectorCourses in the core requirements along with thecourses listed below provide teachers with theopportunity to develop the knowledge and skillsnecessary for this important role.Qualified candidates must be licensed teachersworking in a PK-12 setting — an elementary,middle, or secondary school or central services site— where they are able to complete a practicum.Candidates complete the core requirements for theMAE as well as the following courses. Candidatesmust have completed three years of successful teachingas a licensed teacher to be eligible for the Director ofInstruction license.They then take the following courses in an order determined by availability and interest:_____DI 668 Frameworks for Assessment PracticeGlobal Connections in the Humanities_____HUM 634 Encounters and Connections in World History_____HUM 635 Reading and Teaching World Literature_____HUM 636 Thinking and Teaching World History_____HUM 637 Globalism in World Religions and Philosophies_____TLA 641 The Learning Organization and Social Change_____TLA 651 Educational Inquiry: Research in Action_____AC 653 Graduate External Assessment 2(This external is the development of the proposal for the practicum. It must betaken concurrently with TLA 651 and be completed the semester beforeTLA 750.)Final semester:_____TLA 750 Practicum_____AC 753 Graduate External Assessment 3CourseAL/DI/ED 645Instructional Leadership Specialization CoursesSemester HoursMentoring, Supervision, and Evaluation:Strengthening Professional Practice 3AL/DI 665 The Purposes of Education in a Democracy 3AL/DI 666 Professional Roles in School Communities 3AL/DI 667 Frameworks for Curriculum Development 3DI 668 Frameworks for Assessment Practice 3Elective course 3Assessments Required for the Instructional Leadership Specialization(each is 0 semester hours)AL/DI 670 Group Facilitation: External AssessmentDI 751 Director of Instruction PortfolioInstructional Leadership2223

Instructional LeadershipInstructional Technology for PK-12 SettingsSequence: Instructional Leadership SpecializationStudents may use this outline of the program requirements to keep track of their progress. Core courses are offeredfall, spring, and summer. Courses in the specialization are offered during at least one or more of those semesterseach year, depending upon enrollment.Total semester hours: 33Core: 15Specialization and electives: 18The Master of Arts in Education specialization ininstructional technology is designed for teachersin grades PK-12 who want to strengthen theirknowledge and pedagogical skill in the applicationof technology in teaching.The sequence of courses in the instructionaltechnology specialization prepares teachers bothto incorporate technology effectively in their ownclassroom and to work with other teachers to usetechnology effectively in instruction. Teachers whowant to be technology resource persons withintheir buildings can draw upon the coursework inthis specialization to prepare for that role as well.Students usually begin with the first core courses:_____TLA 611 Education and Human Development 1: Understanding the Learner_____TLA 612 Education and Human Development 2: The Scholarship of Teaching_____AC 613-01 Graduate External Assessment 1 (at the conclusion of TLA 612)Instructional Technology for PK-12 Settings Specialization Courses(choose 4 of the 5 CIT courses)CourseSemester HoursInstructional LeadershipThey then take the following courses in an order determined by availability and interest:_____AL/DI/ED 645 Mentoring, Supervision, and Evaluation: Strengthening Professional Practice_____AL/DI 665 The Purposes of Education in a Democracy_____AL/DI 666 Professional Roles in School Communities_____AL/DI 667 Frameworks for Curriculum Development_____AL/DI 670 Group Facilitation: External Assessment_____DI 668 Frameworks for Assessment Practice_____TLA 641 The Learning Organization and Social Change_____TLA 651 Educational Inquiry: Research in Action_____One elective of the student’s choice_______ _ Name of elective_____________________________________AC 653 Graduate External Assessment 2(This external is the development of the proposal for the practicum. It must betaken concurrently with TLA 651 and be completed the semester before TLA 750.)Final semester:_____TLA 750 Practicum (may be taken twice if the practicum is spread over two semesters)_____AC 753 Graduate External Assessment 3_____DI 751 Director of Instruction PortfolioCIT 631 Technology: Using Tools in Instructional Settings 3CIT/ID 640 Technology: Distance Education Strategies,Theories, and Tools 3CIT 650 Designing the Technology Learning Environment 3CIT/ID 660 Technology: Web Design and Implementationin Instructional Settings 3CIT 690 Seminar on Issues in Technology 3DI 668 Frameworks for Assessment Practice 3Instructional Technology for PK-12 Settings2425

Instructional Technology for PK-12 SettingsProfessional DevelopmentSequence: Instructional Technology for PK-12 Settings SpecializationStudents may use this outline of the program requirements to keep track of their progress. Core courses are offeredfall, spring, and summer. Courses in the specialization are offered during at least one of those semesters each year,depending upon enrollment.Total semester hours: 30Core: 15Specialization: 15Licensed PK-12 teachers may seek the Master ofArts in Education degree to continue their owndevelopment as professionals, without the goalof adding another license. These students canchoose from a variety of electives offered in theMAE program and/or submit proposals for selfdesignedcourses, in order to pursue professionaldevelopment options tailored to their specificclassroom and/or subject area needs and interests.Students in this specialization work closely withtheir faculty advisor to determine an appropriatecourse plan.Students usually begin with the first core courses:Professional Development Specialization Courses_____TLA 611 Education and Human Development 1: Understanding the Learner_____TLA 612 Education and Human Development 2: The Scholarship of Teaching_____AC 613-01 Graduate External Assessment 1 (at the conclusion of TLA 612)Elective CoursesAL/DI/ED 645Semester HoursMentoring, Supervision, and Evaluation:Strengthening Professional Practice 3They then take the following courses in an order determined by availability and interest:_____Four CIT electives of the student’s choice______ CIT 631 Technology: Using Tools in Instructional SettingsAL/DI 665 The Purposes of Education in a Democracy 3AL/DI 666 Professional Roles in School Communities 3AL/DI 667 Frameworks for Curriculum Development 3______ CIT/ID 640Technology: Distance Education Strategies, Theories, and ToolsCIT 631 Technology: Using Tools in Instructional Settings 3Instructional Technology for PK-12 Settings______ CIT 650 Designing the Technology Learning Environment______ CIT/ID 660 Technology: Web Design and Implementation in InstructionalSettings______ CIT 690 Seminar on Issues in Technology_____DI 668 Frameworks for Assessment Practice_____TLA 641 The Learning Organization and Social Change_____TLA 651 Educational Inquiry: Research in Action_____AC 653 Graduate External Assessment 2(This external is the development of the proposal for the practicum. It must betaken concurrently with TLA 651 and be completed the semester before TLA 750.)Final semester:_____TLA 750 Practicum_____AC 753 Graduate External Assessment 3* Required for PK-12 teachersCIT/ID 640 Technology: Distance Education Strategies,Theories, and Tools 3CIT 650 Designing the Technology Learning Environment 3CIT/ID 660 Technology: Web Design and Implementationin Instructional Settings 3CIT 690 Seminar on Issues in Technology 3CIT/ED/ID 697 Independent Study 1-3DI 668* Frameworks for Assessment Practice 3ED 642 Connecting the Curriculum 3ED 670 Portfolio Presentation of Teaching 3ED 695 Creating and Sustaining Inclusive School Communities 3ED 696 Adapting Strategies for Inclusive Settings 3IA 655 The Role of the Arts in Learning 3Professional Development2627

Professional DevelopmentReading EducationSequence: Professional Development SpecializationPK-12 FocusStudents may use this outline of the program requirements to keep track of their progress. Core courses are offeredfall, spring, and summer. Courses in the specialization are offered during at least one of those semesters each year,depending upon enrollment.Total semester hours: 30Core: 15Specialization and electives: 15Students must begin with the first core courses:_____TLA 611 Education and Human Development 1: Understanding the Learner_____TLA 612 Education and Human Development 2: The Scholarship of Teaching_____AC 613-01 Graduate External Assessment 1 (at the conclusion of TLA 612)The Master of Arts in Education specializationin reading is designed for licensed K-12 teachersinterested in developing their teaching abilityor in qualifying as reading teachers or readingspecialists. Courses meet guidelines of theWisconsin Department of Public Instructionand the International Reading Association forthe preparation of reading teachers and readingspecialists.The sequence of courses is designed to provide anin-depth understanding of theory, research, andpractice in the field of reading and literacy relatedto the reading process. The initial courses deal withthe nature of reading and its development andinclude research-based instructional approachesand assessment to meet the needs of diverselearners. Completion of these initial courses leadsto the Reading Teacher license (316).Subsequent coursework prepares teachers for theReading Specialist license (317). Completionof the MAE specialization in reading preparespracticing teachers to take leadership roles in K-12settings in such positions as Building ReadingSpecialist, District Reading Specialist, or DistrictReading Coordinator/Director.Applicants who already hold the Reading Teacherlicense (316) and who seek the MAE degree orthe Reading Specialist license (317) must submitand have accepted a portfolio demonstratingproficiency in the IRA/NCATE Standards at theCategory II/Reading Teacher level.They then take the following courses in an order determined by availability and interest:_____DI 668 Frameworks for Assessment PracticeReading Teacher License (316) CoursesCandidates for the Reading Teacher license (316) must complete at least 21 semester credits, with at least15 of those credits taken beyond the bachelor’s degree. MAE candidates must be licensed teachers workingin a K-12 setting — an elementary, middle, or secondary school site. In addition, in order to be eligible tohold a Wisconsin Reading Teacher license, teachers must have completed two years of successful regular classroomteaching._____Four electives of the student’s choice______ Name of elective_____________________________________________ Name of elective_____________________________________________ Name of elective_____________________________________________ Name of elective____________________________________________TLA 641 The Learning Organization and Social Change_____TLA 651 Educational Inquiry: Research in Action_____AC 653 Graduate External Assessment 2(This external is the development of the proposal for the practicum. It must betaken concurrently with TLA 651 and be completed the semester before TLA 750.)Candidates must complete the following courses. (A maximum of 6 credits may be transferred from anundergraduate program to meet the licensure requirement. Such credits do not count toward the master’sdegree.)CourseED 682 Integrated Literacy Development 1 3ED 683 Integrated Literacy Development 2 3ED 684 Content Area Reading Strategies 3Semester HoursProfessional DevelopmentFinal semester:_____TLA 750 Practicum (may be taken twice if the practicum is spread over two semesters)_____AC 753 Graduate External Assessment 3ED 686 Literature in the K-12 Setting 3ED 696 Adapting Strategies for Inclusive Settings 3ED 687 Early Literacy Success 1: Practicum 3ED 688* Early Literacy Success 2: Practicum 3* Candidates complete ED 688 in an assigned summer school setting.Reading Education2829

Reading EducationReading EducationIn addition to meeting the core courses and Reading Teacher license requirements, candidates for theMAE specialization in reading must take the following courses to fulfill the requirements of the programand for the Reading Specialist license (317). In order to be eligible to hold a Wisconsin Reading Specialistlicense, teachers must be eligible to hold a Wisconsin Reading Teacher license.CourseAL/DI/ED 645Reading Education Specialization andReading Specialist License (317) CoursesSemester HoursMentoring, Supervision, and Evaluation:Strengthening Professional Practice 3ED 689 Program Evaluation for the Reading Specialist 3ED 751 § Guiding and Directing the K-12 Reading Program:Practicum 3Sequence: Reading Specialization(qualifying for both the Reading Teacher and Reading Specialist licenses)Students may use this outline of the program requirements to keep track of their progress. Core courses are offeredfall, spring, and summer. Courses in the specialization are offered during at least one of those semesters each year,depending on enrollment.Total semester hours: 36-42*Core: 9Specialization: 21-33*Students usually begin with the first core courses:_____TLA 611 Education and Human Development 1: Understanding the Learner_____TLA 612 Education and Human Development 2: The Scholarship of Teaching_____AC 613-01 Graduate External Assessment 1 (at the conclusion of TLA 612)§ Replaces TLA 750Assessments Required for the Reading Education Specialization(each is 0 semester hours)ED 752 Reading Teacher Portfolio (required for the Reading Teacher license)ED 754 Reading Specialist Portfolio (required for the Reading Specialist license)ED 755 Reading Teacher/Specialist Portfolio (required for the MAEspecialization in reading education along with the Reading Teacherlicense and the Reading Specialist license)They then take the following courses in an order determined by prerequisites, availability, and interest:_____DI 668 § Frameworks for Assessment Practice_____ED 682 Integrated Literacy Development 1_____ED 683 Integrated Literacy Development 2_____ED 684 Content Area Reading Strategies_____ED 686 Literature in the K-12 Setting_____ED 696 Adapting Strategies for Inclusive Settings_____ED 687 Early Literacy Success 1: Practicum_____ED 688 Early Literacy Success 2: Practicum_____TLA 651 Educational Inquiry: Research in ActionReading EducationIn the final phase of the program, students take these courses:_____AL/DI/ED 645 Mentoring, Supervision, and Evaluation: Strengthening Professional Practice_____ED 689 Program Evaluation for the Reading Specialist_____ED 751 Guiding and Directing the K-12 Reading Program: Practicum_____ED 755 Reading Teacher/Specialist Portfolio* A maximum of 6 credits of undergraduate work may be accepted as transfer credit, as determined by the reading faculty.§ Replaces TLA 641Reading Education3031

Reading Education with Adaptive EducationReading Education with Adaptive EducationThe Master of Arts in Education specialization inReading with Adaptive Education is designed forlicensed K-12 teachers interested in developingtheir teaching ability through a focus on bothreading and adaptive education. Courses meetguidelines of the Wisconsin Department ofPublic Instruction and the International ReadingAssociation for the preparation of reading teachers.They also meet Wisconsin Department of PublicInstruction requirements for the AdaptiveEducation license (859). Adaptive Educationpreparation is particularly useful for teachersworking in inclusion programs.The sequence of courses leading to the ReadingTeacher license is designed to provide an in-depthunderstanding of theory, research, and practicein the field of reading and literacy related to thereading process. The initial courses deal with thenature of reading and its development and includeresearch-based instructional approaches andassessment to meet the needs of diverse learners.Completion of these initial courses leads to theReading Teacher license (316).Courses in adaptive education focus on extendingthe regular education teacher’s preparation to workwith a broader range of student needs and to workcollaboratively with other school personnel inmeeting those needs.Both programs can be completed in the 33-creditMAE program.Adaptive Education License (859) CoursesCandidates for the Adaptive Education license (859) must complete at least 12 semester credits, with atleast 9 of those credits taken beyond the bachelor’s degree. (ED 396 or its equivalent may be transferredfrom an undergraduate program to meet the licensure requirement. Such credits do not count toward theMAE degree.)Candidates must complete the following courses:CourseDI 668 Frameworks for Assessment Practice 3ED 396 Introduction to the Exceptional Learner 3ED 695 Creating and Sustaining Inclusive School Communities 3ED 696* Adapting Strategies for Inclusive Settings 3Semester HoursReading Teacher License (316) CoursesCandidates for the Reading Teacher license (316) must complete at least 21 semester credits, with at least15 of those credits taken beyond the bachelor’s degree. MAE candidates must be licensed teachers workingin a K-12 setting — an elementary, middle, or secondary school site. In addition, in order to be eligible tohold a Wisconsin Reading Teacher license, teachers must have completed two years of successful regular classroomteaching.* Also required for the Reading Teacher license (316)Assessment Required for the Reading with Adaptive Education Specialization(0 semester hours)Candidates must complete the following courses. (A maximum of 6 credits may be transferred from anundergraduate program to meet the licensure requirement. Such credits do not count toward the MAEdegree.)ED 753Reading Teacher/Adaptive Education PortfolioReading Education with Adaptive EducationCourseED 682 Integrated Literacy Development 1 3ED 683 Integrated Literacy Development 2 3ED 684 Content Area Reading Strategies 3ED 686 Literature in the K-12 Setting 3ED 696* Adapting Strategies for Inclusive Settings 3ED 687 Early Literacy Success 1: Practicum 3ED 688 § Early Literacy Success 2: Practicum 3* Also required for the Adaptive Education license (859)§ Candidates complete ED 688 in an assigned summer school setting.Semester HoursReading Education with Adaptive Education3233

Reading Education with Adaptive EducationScience EducationReading Education with Adaptive EducationSequence: Reading with Adaptive Education Specialization(qualifying for both the Reading Teacher and Adaptive Education licenses)Students may use this outline of the program requirements to keep track of their progress. Core courses are offeredfall, spring, and summer. Courses in the specialization are offered during at least one of those semesters each year,depending upon enrollment.Total semester hours: 33-39*Core: 12Specialization: 21-27*Students usually begin with the first core courses:_____TLA 611 Education and Human Development 1: Understanding the Learner_____TLA 612 Education and Human Development 2: The Scholarship of Teaching_____AC 613-01 Graduate External Assessment 1 (at the conclusion of TLA 612)They then take the following courses in an order determined by prerequisites, availability, and interest:_____DI 668 § Frameworks for Assessment Practice_____ED 682 Integrated Literacy Development 1_____ED 683 Integrated Literacy Development 2_____ED 684 Content Area Reading Strategies_____ED 686 Literature in the K-12 Setting_____ED 695 Creating and Sustaining Inclusive School Communities_____ED 696 Adapting Strategies for Inclusive Settings_____ED 687 Early Literacy Success 1: Practicum_____ED 688 Early Literacy Success 2: Practicum_____TLA 651 Educational Inquiry: Research in Action_____AC 653 Graduate External Assessment 2Final semester:_____TLA 750 Practicum (focusing on an adaptation project)_____AC 753 Graduate External Assessment 3_____ED 753 Reading Teacher/Adaptive Education Portfolio* A maximum of 6 credits of undergraduate work may be accepted as transfer credit, as determined by the reading faculty.§ Replaces TLA 641The Master of Arts in Education specialization inscience is designed for licensed teachers of grades5-9 who want to strengthen their knowledge andpedagogical skill in the teaching of science.The sequence of courses in the science educationspecialization prepares teachers to teach tobroad themes identified by Project 2061 andincorporated in the National Science EducationStandards. This vision of science education maybe different from teachers’ prior educationalexperience, in which science courses were dividedCourseScience Education Specialization Coursesinto discrete biological, earth, and physical sciencecourses. The focus on broad themes across andcommon to all the sciences helps build a senseof science as the study of the natural world. Thebroad themes include systems, order, organization,structure, function, interactions of matter andenergy, change, constancy, and scale.In addition, courses incorporate multiplestrategies for teaching science, including the use oftechnology.DI 668 Frameworks for Assessment Practice 3SCE 620 Nature and Development of Science 3SCE 630 Thematic Standards-based Science 1 3SCE 640 Thematic Standards-based Science 2 3SCE 650 Inquiry, Discovery, Research, and Laboratory Methods 3Note: Check with the Graduate and Adult Admissions Office for availability of science education courses.Semester HoursScience Education3435

Science EducationLicensure-only ProgramsSequence: Science Education SpecializationStudents may use this outline of the program requirements to keep track of their progress. Core courses are offeredfall, spring, and summer. Courses in the specialization are offered during at least one of those semesters each year,depending upon enrollment.Total semester hours: 30Core: 15Specialization: 15Students who have the appropriate bachelor’s or master’s degree and who have an initial teaching license maycomplete coursework for any of six additional licenses, as part of the Master of Arts in Education program or as aseparate licensure program.1. Adaptive Education (859)As a license-only option, students must complete 12 semester hours, including the following:CourseSemester HoursED 396 Introduction to the Exceptional Learner 3(usually required for the initial license)Students usually begin with the first core courses:_____TLA 611 Education and Human Development 1: Understanding the Learner_____TLA 612 Education and Human Development 2: The Scholarship of Teaching_____AC 613-01 Graduate External Assessment 1 (at the conclusion of TLA 612)ED 695 Creating and Sustaining Inclusive School Communities 3ED 696 Adapting Strategies for Inclusive Settings 3ED 697 Independent Study: Practicum in Classroom Strategiesfor Inclusion 3ED 750 Adaptive Education Portfolio 0They then take the following courses in an order determined by availability and interest:_____DI 668 Frameworks for Assessment Practice_____SCE 620 Nature and Development of Science_____SCE 630 Thematic Standards-based Science 1_____SCE 640 Thematic Standards-based Science 22. Administrative Leadership (51)Students with a prior master’s degree may complete coursework for the Principal license as a separatelicensure program. They must submit transcripts of their previous master’s-level work and are required totake any core or specialization courses for which they do not have prior transfer coursework._____SCE 650 Inquiry, Discovery, Research, and Laboratory Methods_____TLA 641 The Learning Organization and Social Change_____TLA 651 Educational Inquiry: Research in Action_____AC 653 Graduate External Assessment 2(This external is the development of the proposal for the practicum. It must betaken concurrently with TLA 651 and be completed the semester before TLA 750.)3. Alternative Education (952)For the license-only option, students must submit transcripts of their previous work for review. Courserequirements are determined in relationship to the standards set forth by the Wisconsin Department ofPublic Instruction and include the following:CourseDI 668 Frameworks for Assessment Practice 3Semester HoursFinal semester:_____TLA 750 PracticumED 642 Connecting the Curriculum 3ED 670 Portfolio Presentation of Teaching 3Science Education_____AC 753 Graduate External Assessment 3Additional courses may be required. ED 670 must be completed in a setting in which the student isworking with an alternative school population.4. Instructional Leadership (10)Students with a prior master’s degree may complete coursework for the Director of Instruction license asa separate licensure program. They must submit transcripts of their previous master’s-level work and arerequired to take any core or specialization courses for which they do not have prior transfer coursework.Licensure-only Programs3637

Licensure-only ProgramsCertificate Programs5. Reading Teacher License (316)Candidates for the Reading Teacher license (316) must complete at least 21 semester credits, with at least15 of those credits taken beyond the bachelor’s degree. Candidates are asked to submit undergraduatetranscripts to determine if 6 credits can be transferred. In addition, in order to be eligible to hold aWisconsin Reading Teacher license, teachers must have completed two years of successful regularclassroom teaching experience.CourseED 682 Integrated Literacy Development 1 3ED 683 Integrated Literacy Development 2 3ED 684 Content Area Reading Strategies 3ED 686 Literature in the K-12 Setting 3ED 696 Adapting Strategies for Inclusive Settings 3ED 687 Early Literacy Success 1: Practicum 3ED 688 Early Literacy Success 2: Practicum 3ED 752 Reading Teacher Portfolio 0Semester Hours6. Reading Specialist License (317)Teachers who already hold both a master’s degree and the Reading Teacher license (316) can completethe Reading Specialist license. As part of admission, they must submit and have accepted a portfoliodemonstrating proficiency in the IRA/NCATE Standards at the Category II/Reading Teacher level. Thislicense requires the following courses:Adult Education and Organizational Development CertificateThe 18-credit, six-course sequence for the Adult Education and Organizational Development certificatefocuses on adult learners in organizational contexts and on the organization itself as a learningorganization. Participants work with a range of organizational development theories and apply strategies toaddress issues and problems facing organizations as they change to meet contemporary circumstances.CourseEarly Literacy Success CertificateThe 6-credit, two-course sequence in the Early Literacy Success certificate program focuses on early literacyintervention, strengthening the teacher’s ability to assess and analyze reading and writing behaviors. Tobe eligible for this certificate program, teachers must have completed at least two years of teaching atthe primary level. The sequence can be taken as a stand-alone certificate program for those not seekingthe reading license or the master’s degree in reading. ED 687 is offered in fall and ED 688 the followingspring; the courses must be taken in order.CourseED 687 Early Literacy Success 1: Practicum 3Semester HoursTLA 611 Education and Human Development 1:Understanding the Learner 3OD 647 Adult Learning and Workplace Competency 3OD 657 Facilitating Organizational Change 3OD 667 Managing the Consulting Process 3OD 677 Group and Team Facilitation 3OD 687 Tools and Processes for Organizational Intervention 3Semester HoursCourseSemester HoursED 688 Early Literacy Success 2: Practicum 3AL/DI/ED 645Mentoring, Supervision, and Evaluation:Strengthening Professional Practice 3Global Connections in the Humanities CertificateThe 12-credit, four-course sequence in the Global Connections in the Humanities specialization can betaken as a stand-alone certificate program for those not seeking the master’s degree in education. Coursesare offered during the summer and on weekday nights during the semester. The certificate requires thefollowing courses:Licensure-only ProgramsED 689 Program Development for the Reading Specialist 3ED 751 Guiding and Directing the K-12 ReadingProgram: Practicum 3ED 754 Reading Specialist Portfolio 0CourseHUM 634 Encounters and Connections in World History 3HUM 635 Reading and Teaching World Literature 3HUM 636 Thinking and Teaching World History 3Semester HoursCertificate Programs38HUM 637 Globalism in World Religions and Philosophies 339

Professional DevelopmentProfessional DevelopmentTeachers at community or technical collegesmay seek the MAE degree in the ProfessionalDevelopment specialization. These students submitproposals for self-designed courses in order topursue professional development options tailoredto their specific classroom and/or subject areaneeds and interests. Through the independentstudy option, ED 697, students can focus as manyas 18 semester hours of electives on a specificcontent area. Students in this specialization workclosely with their faculty advisor to determine anappropriate course plan.Sequence: Professional Development SpecializationCommunity College FocusStudents may use this outline of the program requirements to keep track of their progress. Core courses are offeredfall, spring, and summer. Courses in the specialization are offered during at least one of those semesters each year,depending upon enrollment.Total semester hours: 33Core: 15Specialization and electives: 18Professional Development Specialization CoursesStudents must begin with the first core courses:Elective CoursesAL/DI/ED 645Semester HoursMentoring, Supervision, and Evaluation:Strengthening Professional Practice 3_____TLA 611* Education and Human Development 1: Understanding the Learner_____TLA 612* Education and Human Development 2: The Scholarship of Teaching_____AC 613-01 Graduate External Assessment 1 (at the conclusion of TLA 612)AL/DI 665 The Purposes of Education in a Democracy 3AL/DI 666 Professional Roles in School Communities 3AL/DI 667 Frameworks for Curriculum Development 3CIT 631 Technology: Using Tools in Instructional Settings 3They then take the following courses in an order determined by availability and interest:_____Six electives of the student’s choice (These may be focused on the subject area specialization ofthe community college teacher, taken as independent study courses.)______ Name of elective________________________________________CIT/ID 640 Technology: Distance Education Strategies,Theories, and Tools 3______ Name of elective______________________________________________ Name of elective________________________________________CIT 650 Designing the Technology Learning Environment 3______ Name of elective________________________________________CIT/ID 660 Technology: Web Design and Implementationin Instructional Settings 3______ Name of elective______________________________________________ Name of elective________________________________________CIT 690 Seminar on Issues in Technology 3_____TLA 641 The Learning Organization and Social ChangeCIT/ED/ID 697 Independent Study 1-3_____TLA 651 Educational Inquiry: Research in ActionDI 668* Frameworks for Assessment Practice 3ED 642 Connecting the Curriculum 3_____AC 653 Graduate External Assessment 2(This external is the development of the proposal for the practicum. It must betaken concurrently with TLA 651 and be completed the semester before TLA 750.)Professional DevelopmentED 670 Portfolio Presentation of Teaching 3ED 695 Creating and Sustaining Inclusive School Communities 3ED 696 Adapting Strategies for Inclusive Settings 3IA 655 The Role of the Arts in Learning 3* Required for PK-12 teachersFinal semester:_____TLA 750 Practicum (may be taken twice if the practicum is spread over two semesters)_____AC 753 Graduate External Assessment 3* This course, as well as those listed below, meets WTCS (Wisconsin Technical College System) certification requirements:TLA 611 meets requirement #50.TLA 612 meets requirement #52.ID 675 meets requirement #50.ID 678 meets requirement #54.DI 668 meets requirement #54.Professional Development4041

Licensure to Master’sRegular EducationLicensure to Master’sRegular EducationLicensure to Master’s Regular Education42The Master of Arts in Education program offersthree Licensure to Master’s (LTM) specializationsdesigned to answer a growing need for qualified,dedicated, experienced professional teachersin the classrooms of our communities. Theunique timeframe allows current professionals,or those with other commitments, the freedomand flexibility to become licensed teachers andcontinue on to earn a Master of Arts in Educationdegree if they wish, all within a reasonable timeperiod.The three specializations offered within theLicensure to Master’s program are:◆◆◆Early Childhood/Middle ChildhoodMiddle Childhood/Early AdolescenceEarly Adolescence/AdolescenceEarly Childhood/Middle Childhood(birth to age 11 years)In the early childhood/middle childhoodspecialization, candidates may secure a teachinglicense for grades PK–5 within 24 months.Completion of the MAE degree requires 9additional credits within seven years of startingthe program. Through the specialization’spractical, hands-on approach, candidatescomplete three field experiences in a daytimesetting as well as a full semester of studentteaching in a daytime placement.Qualified candidates must have an undergraduatedegree from a regionally accredited college, andthey must successfully complete the Praxis I(Pre-Professional Skills Test [PPST]) prior toadmission. They must successfully completethe Praxis II (Elementary Education: ContentKnowledge test) prior to student teaching.This specialization blends graduate andundergraduate courses. Graduate courses areoffered in the every-other-weekend timeframeand undergraduate courses are offered alternatelyin day and evening timeframes.Middle Childhood/Early Adolescence(ages 6 to 13)In the middle childhood/early adolescencespecialization, candidates may secure ateaching license for grades 1-8 within 18months. Completion of the MAE degreerequires 9 additional credits within seven yearsof starting the program. This specializationrequires that candidates already have or, whilein the program, earn a state-approved minor.Recommended minors include subjects taughtat the middle school level: language arts, socialstudies, mathematics, or science. Through thespecialization’s practical, hands-on approach,candidates complete three field experiences ina daytime setting as well as a full semester ofstudent teaching in a daytime placement.Qualified candidates must have an undergraduatedegree from a regionally accredited college, andthey must successfully complete the Praxis I(Pre-Professional Skills Test [PPST]) prior toadmission. They must successfully complete thePraxis II (Middle School: Content Knowledgetest) prior to student teaching.This specialization blends graduate andundergraduate courses. Graduate courses areoffered in the every-other-weekend timeframeand undergraduate courses are offered alternatelyin day and evening timeframes.Early Adolescence/Adolescence(ages 10 to 21)In the early adolescence/adolescencespecialization, candidates may secure a teachinglicense for grades 6-12 in one of four subjectareas (English language arts, mathematics,broadfield science, or broadfield social studies)within 18 months. Completion of the MAEdegree requires 9 additional credits within sevenyears of starting the program. Through thespecialization’s practical, hands-on approach,candidates complete three field experiences in aday and/or late-afternoon setting as well as a fullsemester of student teaching in a day setting orin a combination day/late-afternoon placement.All courses occur in the every-other-weekendtimeframe during fall and spring semesters andon weeknights during summer.Qualified candidates must have an undergraduate degree and they must successfully complete the Praxis I(Pre-Professional Skills Test [PPST]) prior to admission and the Praxis II (content-area test) before studentteaching.Course* Replaces TLA 611§ Replaces TLA 612Licensure to Master’s Specialization Core CoursesSemester HoursRequired core courses for licensure (26 credits)Field experiences are incorporated in the 4-credit courses.LTM 611* Human Development and Learning 3LTM 612 § General Methods of Teaching 4LTM 621 Literacy in Middle Childhood, Early Adolescence,and Adolescence 4LTM 631 Teaching Exceptional Learners 3LTM 632 Curriculum, Instruction, and Assessment 3orLTM 632A Curriculum, Instruction, and Assessment 4LTM 641 Student Teaching 9CourseEarly Childhood/Middle Childhood EducationSpecialization CoursesRequired EC/MC-specific courses for licensure(24 credits: 4 graduate and 20 undergraduate)Semester HoursLTM 635 Science and Social Studies in the Elementary Curriculum 4 (graduate)ED 225A Literacy in Early Childhood 3ED 325 Literacy in Middle Childhood 1 – ELC 3ED 338A Early Childhood Teaching and Field 4ED 353A Arts and Movement in the Elementary Curriculum 2MT 243 Fundamental Concepts of Mathematics 1 4MT 244 Fundamental Concepts of Mathematics 2 4Required general education coursework (credits as needed per transfer evaluation)Licensure to Master’s Regular Education43

Licensure to Master’sRegular EducationLicensure to Master’sRegular EducationLicensure to Master’s Regular Education44CourseMiddle Childhood/Early Adolescence EducationSpecialization CoursesRequired MC/EA-specific courses for licensure(17 credits: 4 graduate and 13 undergraduate)Semester HoursLTM 635 Science and Social Studies in the Elementary Curriculum 4 (graduate)ED 325A Literacy in Middle Childhood 1 – ELM 3ED 353A Arts and Movement in the Elementary Curriculum 2MT 243 Fundamental Concepts of Mathematics 1 4MT 244 Fundamental Concepts of Mathematics 2 4Required minor (credits as needed per transfer evaluation)Required general education coursework (credits as needed per transfer evaluation)Early Adolescence/Adolescence EducationSpecialization CoursesQualified candidates must have an undergraduate degree either in or related to English, mathematics,science, or social studies.CourseSemester HoursRequired EA/A-specific courses for licensure (4 credits)LTM 622 Content Area Methods 4Required course to address gaps in prior coursework (1-3 credits)LTM 697 Special Topics 1-3Required major (credits as needed per transfer evaluation)Required general education coursework (credits as needed per transfer evaluation)Assessments Required for the Licensure to Master’s Specialization(0 semester hours)AC 613-02 LTM Graduate External Assessment 1AC 636-01 LTM Graduate External Assessment 2LTM 640 Portfolio AssessmentSample Sequence: Licensure to Master’sEarly Childhood/Middle Childhood Education SpecializationStudents may use this outline of the program requirements to keep track of their progress. They may beginthe program in either the fall or spring semester. The undergraduate courses in this specialization are offeredalternately in day and evening timeframes.Total semester hours: 60MAE Core: 9LTM Specialization: 51Fall semester entryFall___LTM 611 Human Development and Learning___LTM 612 General Methods of Teaching___AC 613-02 LTM Graduate ExternalAssessment 1___ED 225A Literacy in Early Childhood___MT 243 Fundamental Concepts ofMathematics 1Spring___LTM 621 Literacy in Middle Childhood,Early Adolescence, and Adolescence___LTM 631 Teaching Exceptional Learners___ED 325 Literacy in Middle Childhood 1-ELC___AC 636-01 LTM Graduate External Assessment 2Summer___LTM 632 Curriculum, Instruction, andAssessment___LTM 635 Science and Social Studies in theElementary Curriculum___MT 244 Fundamental Concepts ofMathematics 2Fall___ED 338A Early Childhood Teaching and Field___ED 353A Arts and Movement in theElementary Curriculum___LTM 640 Portfolio AssessmentSpring___LTM 641 Student TeachingSpring semester entrySpring___LTM 611 Human Development and Learning___LTM 612 General Methods of Teaching___AC 613-02 LTM Graduate External Assessment 1___ED 225A Literacy in Early Childhood___MT 243 Fundamental Concepts ofMathematics 1Summer___LTM 632 Curriculum, Instruction, andAssessment___LTM 635 Science and Social Studies inthe Elementary Curriculum___MT 244 Fundamental Concepts ofMathematics 2___AC 636-01 LTM Graduate ExternalAssessment 2Fall___ED 325 Literacy in Middle Childhood 1-ELC___ED 353A Arts and Movement in theElementary Curriculum___LTM 631 Teaching Exceptional LearnersSpring___ED 338A Early Childhood Teaching and Field___LTM 621 Literacy in Middle Childhood,Early Adolescence, and AdolescenceSummer___LTM 640 Portfolio AssessmentFall___LTM 641 Student TeachingSemesters following Student Teaching___TLA 641 The Learning Organization and Social Change___TLA 651 Educational Inquiry: Research in Action___AC 653 Graduate External Assessment 2 (in preparation for TLA 750)___TLA 750 Practicum___AC 753 Graduate External Assessment 3 (in conjunction with TLA 750)Licensure to Master’s Regular Education45

Licensure to Master’sCross-Categorical Special EducationLicensure to Master’sCross-Categorical Special EducationLicensure to Master’s Cross-Categorical Special EducationThe Master of Arts in Education program offerstwo Licensure to Master’s specializations inCross-Categorical Special Education designedto answer a growing need for qualified,dedicated, experienced professional teachersin the classrooms of our communities. Theunique timeframe allows current professionals,or those with other commitments, the freedomand flexibility to become licensed teachers andcontinue on to earn a Master of Arts in Educationdegree if they wish, all within a reasonable timeperiod.The two specializations offered within theLicensure to Master’s Cross-Categorical SpecialEducation program are:◆◆Middle Childhood/Early AdolescenceEarly Adolescence/AdolescenceMiddle Childhood/Early Adolescence(ages 6 to 13)In the middle childhood/early adolescencespecialization, candidates may secure a teachinglicense for grades 1-8 within two years.Completion of the MAE degree requires 9additional credits within seven years of startingthe program. This specialization requiresthat candidates already have or, while in theprogram, earn a state-approved minor. Minorsinclude the following cross-categorical disabilityconcentrations: Cognitive Disabilities, SpecificLearning Disabilities, and Emotional/BehavioralDisabilities. Candidates may also choose anadditional recommended minor in one of thefollowing subjects taught at the middle schoollevel: English, social studies, mathematics, orscience. Through the concentration’s practical,hands-on approach, candidates complete fourfield experiences in a daytime setting as well asa full semester of student teaching in a daytimeplacement.Qualified candidates must have an undergraduatedegree from a regionally accredited college, andthey must successfully complete the Praxis I(Pre-Professional Skills Test [PPST]) prior toadmission. They must successfully complete thePraxis II (Middle School: Content Knowledgetest) prior to student teaching.Early Adolescence/Adolescence(ages 10 to 21)In the early adolescence/adolescencespecialization, candidates may secure a teachinglicense for grades 6-12 within two years.Completion of the MAE degree requires 9additional credits within seven years of startingthe program. This specialization requiresthat candidates already have or, while in theprogram, earn a state-approved minor. Minorsinclude the following cross-categorical disabilityconcentrations: Cognitive Disabilities, SpecificLearning Disabilities, and Emotional/BehavioralDisabilities. Candidates may also choose anadditional recommended minor in one of thefollowing subjects taught at the high schoollevel: English, social studies, mathematics, orscience. Through the concentration’s practical,hands-on approach, candidates complete fourfield experiences in a daytime setting as well asa full semester of student teaching in a daytimeplacement.Qualified candidates must have an undergraduatedegree from a regionally accredited college, andthey must successfully complete the Praxis I(Pre-Professional Skills Test [PPST]) prior toadmission. They must successfully complete thePraxis II (Middle School: Content Knowledgetest) prior to student teaching.CourseLicensure to Master’s Cross-Categorical Core CoursesRequired core courses for licensure (26 credits)Field experiences are incorporated in the 4-credit courses.SPE 611* Human Development and Learning 3SPE 612 § General Methods of Teaching Special Education 4SPE 614 Foundations of Special Education 3SPE 615 Characteristics of Learners with Special Needs 4SPE 623 Assessment, Diagnosis, and Evaluation 3SPE 641 Student Teaching 9* Replaces TLA 611 or LTM 611§ Replaces TLA 612 or LTM 612Semester HoursLicensure to Master’s Cross-Categorical Special Education4849

Licensure to Master’sCross-Categorical Special EducationLicensure to Master’sCross-Categorical Special EducationMiddle Childhood/Early Adolescence Education Concentration CoursesEarly Adolescence/Adolescence Education Concentration CoursesCourseSemester HoursCourseSemester HoursRequired MC/EA concentration courses for licensure (11 credits)Field experiences are incorporated in the 4-credit courses.Required EA/A concentration courses for licensure (11 credits)Field experiences are incorporated in the 4-credit courses.Cognitive DisabilitiesCognitive DisabilitiesLTM 621 Literacy in Middle Childhood, Early Adolescence and Adolescence 4LTM 621 Literacy in Middle Childhood, Early Adolescence and Adolescence 4SPE 634C Teaching Adaptations for Students with Cognitive Disabilities 4SPE 634C Teaching Adaptations for Students with Cognitive Disabilities 4SPE 635C Behavior and Classroom/Community Environment for Studentswith Cognitive Disabilities 3SPE 635C Behavior and Classroom/Community Environment for Studentswith Cognitive Disabilities 3Specific Learning DisabilitiesSpecific Learning DisabilitiesSPE 620 Language and Literacy Development for Students withSpecific Learning Disabilities (replaces LTM 621) 4SPE 620 Language and Literacy Development for Students withSpecific Learning Disabilities (replaces LTM 621) 4SPE 634A Teaching Adaptations for Students with Specific Learning Disabilities 4SPE 634A Teaching Adaptations for Students with Specific Learning Disabilities 4SPE 635A Behavior and Classroom/Community Environment forStudents with Specific Learning Disabilities 3SPE 635A Behavior and Classroom/Community Environment for Studentswith Specific Learning Disabilities 3Emotional/Behavioral DisabilitiesEmotional/Behavioral DisabilitiesLTM 621 Literacy in Middle Childhood, Early Adolescence and Adolescence 4LTM 621 Literacy in Middle Childhood, Early Adolescence and Adolescence 4Licensure to Master’s Cross-Categorical Special EducationSPE 634B Teaching Adaptations for Students with Emotional/Behavioral Disabilities 4SPE 635B Behavior and Classroom/Community Environment for Studentswith Emotional/Behavioral Disabilities 3SPE 634B Teaching Adaptations for Students with Emotional/Behavioral Disabilities 4SPE 635B Behavior and Classroom/Community Environment for Studentswith Emotional/Behavioral Disabilities 3Assessments Required for the Licensure to Master’sin Cross-Categorical Special Education(0 semester hours)AC 613-04 Graduate External Assessment 1: An Analysis of Instructional Design and PedagogyAC 636-02 Interview AssessmentAC 640 Portfolio Assessment: Developing a Vision of Teaching Through Integrated LearningLicensure to Master’s Cross-Categorical Special Education5051

Licensure to Master’sCross-Categorical Special EducationLicensure to Master’sCross-Categorical Special EducationSample Sequence:Licensure to Master’s in Cross-Categorical Special EducationMiddle Childhood/Early Adolescence EducationFall semester entryConcentration in Emotional/Behavioral DisabilitiesSpring semester entryStudents may use this outline of the program requirements to keep track of their progress. They may begin theprogram in either the fall or spring semester.Total semester hours: 46MAE core: 9LTM cross-categorical core: 26Fall___SPE_ 611 Human Development and Learning___SPE_ 612 General Methods of TeachingSpecial Education___AC 613-04 Graduate External Assessment 1Spring___SPE_ 611 Human Development and Learning___SPE_ 612 General Methods of TeachingSpecial Education___AC 613-04 Graduate External Assessment 1Cross-categorical concentration: 11SpringSummerFall semester entryConcentration in Specific Learning DisabilitiesSpring semester entry___SPE_ 614 Foundations of Special Education___SPE_ 615 Characteristics of Learners withSpecial NeedsSummer___SPE_ 614 Foundations of Special Education___SPE_ 615 Characteristics of Learners withSpecial NeedsFallLicensure to Master’s Cross-Categorical Special EducationFall___SPE_ 611 Human Development and Learning___SPE_ 612 General Methods of TeachingSpecial Education___AC 613-04 Graduate External Assessment 1Spring___SPE_ 614 Foundations of Special Education___SPE_ 615 Characteristics of Learners withSpecial NeedsSummer___SPE_ 623 Assessment, Diagnosis, andEvaluation___SPE 635A Behavior and Classroom/CommunityEnvironment for Students withSpecific Learning Disabilities___AC 636-02 Interview AssessmentFall___SPE_ 620 Language and Literacy Developmentfor Students with Learning Disabilities___SPE 634A Teaching Adaptations for Studentswith Specific Learning Disabilities___AC_ 640 Portfolio AssessmentSpring___SPE_ 641 Student TeachingSpring___SPE_ 611 Human Development and Learning___SPE_ 612 General Methods of TeachingSpecial Education___AC 613-04 Graduate External Assessment 1Summer___SPE_ 614 Foundations of Special Education___SPE_ 615 Characteristics of Learners withSpecial NeedsFall___SPE_ 620 Language and LiteracyDevelopment for Students withSpecific Learning Disabilities___SPE 634A Teaching Adaptations for Studentswith Specific Learning Disabilities___AC 636-02 Interview AssessmentSpring___SPE623 Assessment, Diagnosis, andEvaluation___SPE_ 635A Behavior and Classroom/CommunityEnvironment for Students withSpecific Learning DisabilitiesSummer___AC_ 640 Portfolio AssessmentFall___SPE_ 623 Assessment, Diagnosis, andEvaluation___SPE 635B Behavior and Classroom/CommunityEnvironment for Students withEmotional/Behavioral Disabilities___AC 636-02 Interview AssessmentFall___LTM 621 Literacy in Middle Childhood,Early Adolescence and Adolescence___SPE 634B Teaching Adaptations for Studentswith Emotional/BehavioralDisabilities___AC_ 640 Portfolio AssessmentSpring___SPE_ 641 Student Teaching___LTM 621 Literacy in Middle Childhood,Early Adolescence and Adolescence___SPE 634B Teaching Adaptations for Studentswith Emotional/BehavioralDisabilities___AC 636-02 Interview AssessmentSpring___SPE_ 623 Assessment, Diagnosis, andEvaluation___SPE 635B Behavior and Classroom/CommunityEnvironment for Students withEmotional/Behavioral DisabilitiesSummer___AC_ 640 Portfolio AssessmentFall___SPE_ 641 Student TeachingLicensure to Master’s Cross-Categorical Special Education___SPE_ 641 Student Teaching5253

Licensure to Master’sCross-Categorical Special EducationLicensure to Master’sCross-Categorical Special EducationFall semester entryConcentration in Cognitive DisabilitiesSpring semester entrySample Sequence:Licensure to Master’s in Cross-Categorical Special EducationEarly Adolescence/Adolescence Education SpecializationFall___SPE_ 611 Human Development and Learning___SPE_ 612 General Methods of TeachingSpecial Education___AC 613-04 Graduate External Assessment 1Spring___SPE_ 611 Human Development and Learning___SPE_ 612 General Methods of TeachingSpecial Education___AC 613-04 Graduate External Assessment 1Students may use this outline of the program requirements to keep track of their progress. They may begin theprogram in either the fall or spring semester.Total semester hours: 46MAE core: 9LTM cross-categorical core: 26SpringSummerCross-categorical concentration: 11___SPE_ 614 Foundations of Special Education___SPE_ 615 Characteristics of Learners withSpecial NeedsSummer___SPE_ 614 Foundations of Special Education___SPE_ 615 Characteristics of Learners withSpecial NeedsFallFall semester entryConcentration in Specific Learning DisabilitiesSpring semester entryLicensure to Master’s Cross-Categorical Special Education___SPE_ 623 Assessment, Diagnosis, andEvaluation___SPE 635C Behavior and Classroom/CommunityEnvironment for Students withCognitive Disabilities___AC 636-02 Interview AssessmentFall___LTM 621 Literacy in Middle Childhood,Early Adolescence, and Adolescence___SPE 634C Teaching Adaptations for Studentswith Cognitive Disabilities___AC_ 640 Portfolio AssessmentSpring___SPE 641 Student Teaching___LTM 621 Literacy in Middle Childhood,Early Adolescence, and Adolescence___SPE 634C Teaching Adaptations for Studentswith Cognitive Disabilities___AC 636-02 Interview AssessmentSpring___SPE_ 623 Assessment, Diagnosis, andEvaluation___SPE 635C Behavior and Classroom/CommunityEnvironment for Students withCognitive DisabilitiesSummer___AC_ 640 Portfolio AssessmentFall___SPE_ 641 Student TeachingSemesters following Student Teaching___TLA 641 The Learning Organization and Social Change___TLA 651 Educational Inquiry: Research in Action___AC 653 Graduate External Assessment 2 (in preparation for TLA 750)___TLA 750 Practicum___AC 753 Graduate External Assessment 3 (in conjunction with TLA 750)Fall___SPE_ 611 Human Development and Learning___SPE_ 612 General Methods of TeachingSpecial Education___AC 613-04 Graduate External Assessment 1Spring___SPE_ 614 Foundations of Special Education___SPE_ 615 Characteristics of Learners withSpecial NeedsSummer___SPE_ 623 Assessment, Diagnosis, andEvaluation___SPE 635A Behavior and Classroom/CommunityEnvironment for Students withSpecific Learning Disabilities___AC 636-02 Interview AssessmentFall___SPE_ 620 Language and Literacy Developmentfor Students with LearningDisabilities___SPE 634A Teaching Adaptations for Studentswith Specific Learning Disabilities___AC_ 640 Portfolio AssessmentSpring___SPE_ 641 Student TeachingSpring___SPE_ 611 Human Development and Learning___SPE_ 612 General Methods of TeachingSpecial Education___AC 613-04 Graduate External Assessment 1Summer___SPE_ 614 Foundations of Special Education___SPE_ 615 Characteristics of Learners withSpecial NeedsFall___SPE_ 620 Language and Literacy Developmentfor Students with LearningDisabilities___SPE 634A Teaching Adaptations for Studentswith Specific Learning Disabilities___AC 636-02 Interview AssessmentSpring___SPE_ 623 Assessment, Diagnosis, andEvaluation___SPE 635A Behavior and Classroom/CommunityEnvironment for Students withSpecific Learning DisabilitiesSummer___AC_ 640 Portfolio AssessmentFallLicensure to Master’s Cross-Categorical Special Education54___SPE_ 641 Student Teaching55

Licensure to Master’sCross-Categorical Special EducationLicensure to Master’sCross-Categorical Special EducationConcentration in Emotional/Behavioral DisabilitiesConcentration in Cognitive DisabilitiesFall semester entrySpring semester entryFall semester entrySpring semester entryFallSpringFallSpring___SPE_ 611 Human Development and Learning___SPE_ 611 Human Development and Learning___SPE_ 611 Human Development and Learning___SPE_ 611 Human Development and Learning___SPE_ 612 General Methods of TeachingSpecial Education___SPE_ 612 General Methods of TeachingSpecial Education___SPE_ 612 General Methods of TeachingSpecial Education___SPE_ 612 General Methods of TeachingSpecial Education___AC 613-04 Graduate External Assessment 1___AC 613-04 Graduate External Assessment 1___AC 613-04 Graduate External Assessment 1___AC 613-04 Graduate External Assessment 1SpringSummerSpringSummer___SPE_ 614 Foundations of Special Education___SPE_ 614 Foundations of Special Education___SPE_ 614 Foundations of Special Education___SPE_ 614 Foundations of Special Education___SPE_ 615 Characteristics of Learners withSpecial NeedsSummer___SPE_ 615 Characteristics of Learners withSpecial NeedsFall___SPE_ 615 Characteristics of Learners withSpecial NeedsSummer___SPE_ 615 Characteristics of Learners withSpecial NeedsFall___SPE_ 623 Assessment, Diagnosis, andEvaluation___LTM 621 Literacy in Middle Childhood,Early Adolescence, and Adolescence___SPE_ 623 Assessment, Diagnosis, andEvaluation___LTM 621 Literacy in Middle Childhood,Early Adolescence, and AdolescenceLicensure to Master’s Cross-Categorical Special Education___SPE 635B Behavior and Classroom/CommunityEnvironment for Students withEmotional/Behavioral Disabilities___AC 636-02 Interview AssessmentFall___LTM 621 Literacy in Middle Childhood,Early Adolescence, and Adolescence___SPE 634B Teaching Adaptations for Studentswith Emotional/BehavioralDisabilities___AC_ 640 Portfolio AssessmentSpring___SPE_ 641 Student Teaching___SPE 634B Teaching Adaptations for Studentswith Emotional/BehavioralDisabilities___AC 636-02 Interview AssessmentSpring___SPE_ 623 Assessment, Diagnosis, andEvaluation___SPE 635B Behavior and Classroom/CommunityEnvironment for Students withEmotional/Behavioral DisabilitiesSummer___AC_ 640 Portfolio AssessmentFall___SPE_ 641 Student Teaching___SPE 635C Behavior and Classroom/CommunityEnvironment for Students withCognitive Disabilities___AC 636-02 Interview AssessmentFall___LTM 621 Literacy in Middle Childhood,Early Adolescence, and Adolescence___SPE 634C Teaching Adaptations for Studentswith Cognitive Disabilities___AC _ 640 Portfolio AssessmentSpring___SPE_ 641 Student Teaching___SPE 634C Teaching Adaptations for Studentswith Cognitive Disabilities___AC 636-02 Interview AssessmentSpring___SPE_ 623 Assessment, Diagnosis, andEvaluation___SPE 635C Behavior and Classroom/CommunityEnvironment for Students withCognitive DisabilitiesSummer___AC_ 640 Portfolio AssessmentFall___SPE_ 641 Student TeachingSemesters following Student Teaching___TLA 641 The Learning Organization and Social Change___TLA 651 Educational Inquiry: Research in Action___AC 653 Graduate External Assessment 2 (in preparation for TLA 750)___TLA 750 Practicum___AC 753 Graduate External Assessment 3 (in conjunction with TLA 750)Licensure to Master’s Cross-Categorical Special Education5657

Adult EducationAdult Education and Instructional DesignThe Master of Arts in Education Program offersthree specializations for persons who work todevelop others in business, industry, government,and nonprofit settings. The specializations are:◆ Adult Education and Instructional Design◆ Adult Education and Instructional Technology◆ Adult Education and OrganizationalDevelopmentThese three specializations are based in a commonfocus on learning and development of adults,building a theoretical foundation for work withadult learners. In addition, they have a commonset of courses that address key components ofdesign and implementation across a range ofsettings.Qualified candidates must be engaged in a worksetting in which their role focuses on assistingothers to learn and develop their skills. In somecases, candidates who are between jobs or areseeking a shift from their current role can seekout internships through which to complete theirprojects for the specialization.Candidates for the Master of Arts in Educationdegree complete the core requirements for theMAE* as well as the following adult educationcore courses and courses in their specialization.Each of the three specializations and coursesspecific to each specialization are described ingreater detail on the following pages.This specialization focuses on the knowledgeand skills needed to work effectively in thedevelopment of adults in work settings. It isgeared to those professionals whose work involvesneeds assessment, design, and delivery of training.The professionals for whom this specializationis appropriate include instructional designers,technical writers, course designers or developers,trainers, training designers and managers, andhuman-resource development professionals.Qualified candidates must be engaged in a worksetting in which their role focuses on assistingothers to learn and develop their skills. Candidatescomplete the core requirements for the MAE* aswell as the following courses:Adult Education and Instructional Design Specialization CoursesCourseSemester HoursRequired Adult Education core (9 semester hours)ID 675 Theory and Strategies of Instructional Design 3ID 678 Evaluation Processes in Instructional Design 3ID 679 Project Management in Instructional Design 3Adult Education Core CoursesCourseSemester HoursID 675 Theory and Strategies of Instructional Design 3ID 678 Evaluation Processes in Instructional Design 3ID 679 Project Management in Instructional Design 3Electives (to total 15 semester hours)Required Instructional Design elective (3 semester hours)ID 670 Instructional Presentation: Interactive Strategiesand Professional Standards 3Required Organizational Development elective (3 semester hours)OD 657 Facilitating Organizational Change 3Required technology elective (3 semester hours)CIT 631 Technology: Using Tools in Instructional Settings 3CIT/ID 640 Technology: Distance Education Strategies,Theories, and Tools 3Adult Education* In the Adult Education specializations, OD 657 replaces TLA 641.CIT 650 Designing the Technology Learning Environment 3CIT/ID 660 Technology: Web Design and Implementationin Instructional Settings 3CIT 690 Seminar on Issues in Technology 3Additional elective optionsCIT/ED/ID 697 Independent Study 1-3OD 647 Adult Learning and Workplace Competency 3OD 667 Managing the Consulting Process 3OD 677 Group and Team Facilitation 3OD 687 Tools and Processes for Organizational Intervention 3* In the Adult Education specializations, OD 657 replaces TLA 641.Adult Education and Instructional Design5859

Adult Education and Instructional DesignAdult Education and Instructional TechnologySequence: Adult Education and Instructional Design SpecializationStudents may use this outline of the program requirements to keep track of their progress. Core courses are offeredfall, spring, and summer. Courses in the specialization are offered during one or two of those semesters each year,depending upon enrollment.Total semester hours: 36MAE core: 12Adult Education core: 9Specialization and electives: 15Students usually begin with the first core courses:_____TLA 611 Education and Human Development 1: Understanding the Learner_____TLA 612 Education and Human Development 2: The Scholarship of Teaching_____AC 613-01 Graduate External Assessment 1 (at the conclusion of TLA 612)They then take the following courses in an order determined by prerequisites, availability, and interest:_____ID 670 Instructional Presentation: Interactive Strategies and Professional StandardsThis specialization focuses on the knowledge andskills needed to work effectively in a trainingenvironment that uses computer-based or webbasedtraining approaches. It addresses notonly design elements but also the developmentof infrastructure to support instructionaltechnology and the ethical questions related to itsimplementation. The professionals for whom thisspecialization is appropriate include instructionaldesigners, technical writers, course designers ordevelopers, web-based trainers, and instructionaltechnology managers.Qualified candidates must be engaged in a worksetting in which their role focuses on assistingothers to learn and develop their skills. Candidatescomplete the core requirements for the MAE* aswell as the following courses:Adult Education and Instructional Technology Specialization CoursesCourseSemester HoursRequired Adult Education core (9 semester hours)ID 675 Theory and Strategies of Instructional Design 3ID 678 Evaluation Processes in Instructional Design 3ID 679 Project Management in Instructional Design 3_____ID 675 Theory and Strategies of Instructional Design_____ID 678 Evaluation Processes in Instructional Design_____ID 679 Project Management in Instructional DesignRequired Organizational Development elective (3 semester hours)OD 657 Facilitating Organizational Change 3_____OD 657 Facilitating Organizational Change_____TLA 651 Educational Inquiry: Research in Action_____Three electives of the student’s choice (one must be a CIT elective)Required Instructional Technology electives (12 semester hours)CIT 631 Technology: Using Tools in Instructional Settings 3Adult Education and Instructional Design______ CIT 631 Technology: Using Tools in Instructional Settings______ CIT/ID 640 Technology: Distance Education Strategies, Theories, and Tools______ CIT 650 Designing the Technology Learning Environment______ CIT/ID 660 Technology: Web Design and Implementation in Instructional Settings______ CIT 690 Seminar on Issues in Technology______ CIT/ED/ID 697 Independent Study______ OD 647 Adult Learning and Workplace Competency______ OD 667 Managing the Consulting Process______ OD 677 Group and Team Facilitation______ OD 687 Tools and Processes for Organizational Intervention_____AC 653 Graduate External Assessment 2(This external is the development of the proposal for the practicum. It must betaken concurrently with TLA 651 and be completed the semester before TLA 750.)Final semester:_____TLA 750 Practicum (may be taken twice if the practicum is spread over two semesters)_____AC 753 Graduate External Assessment 3CIT/ID 640 Technology: Distance Education Strategies,Theories, and Tools 3CIT 650 Designing the Technology Learning Environment 3CIT/ID 660 Technology: Web Design and Implementationin Instructional Settings 3CIT 690 Seminar on Issues in Technology 3CIT/ED/ID 697 Independent Study 1-3* In the Adult Education specializations, OD 657 replaces TLA 641.Adult Education and Instructional Technology6061

Adult Education and Instructional TechnologyAdult Education and Organizational DevelopmentSequence: Adult Education and Instructional Technology SpecializationStudents may use this outline of the program requirements to keep track of their progress. Core courses are offeredfall, spring, and summer. Courses in the specialization are offered during one or two of those semesters each year,depending upon enrollment.Total semester hours: 36MAE core: 12Adult Education core: 9Specialization and electives: 15This specialization focuses on the knowledge andskills needed to contribute to the developmentof organizations through change. While suchwork may call for traditional training at times,more often it focuses on facilitation of groups,internal and external consulting, and the use ofintervention tools. The professionals for whom thisspecialization is appropriate include learning centerdirectors, human-resource and organizationaldevelopment professionals, performancetechnologists, performance consultants, andperformance coaches.Qualified candidates must be engaged in a worksetting in which their role focuses on assistingothers to learn and develop their skills. Candidatescomplete the core requirements for the MAE* aswell as the following courses:Students usually begin with the first core courses:_____TLA 611 Education and Human Development 1: Understanding the Learner_____TLA 612 Education and Human Development 2: The Scholarship of Teaching_____AC 613-01 Graduate External Assessment 1 (at the conclusion of TLA 612)CourseAdult Education and Organizational DevelopmentSpecialization CoursesSemester HoursRequired Adult Education core (9 semester hours)ID 675 Theory and Strategies of Instructional Design 3They then take the following courses in an order determined by prerequisites, availability, and interest:_____ID 675 Theory and Strategies of Instructional Design_____ID 678 Evaluation Processes in Instructional Design_____ID 679 Project Management in Instructional Design_____OD 657 Facilitating Organizational Change_____TLA 651 Educational Inquiry: Research in Action_____Four electives of the student’s choice______ CIT 631 Technology: Using Tools in Instructional Settings______ CIT/ID 640 Technology: Distance Education Strategies, Theories, and ToolsID 678 Evaluation Processes in Instructional Design 3ID 679 Project Management in Instructional Design 3Required Organizational Development electives (12 semester hours)*OD 647 Adult Learning and Workplace Competency 3OD 657 Facilitating Organizational Change 3OD 667 Managing the Consulting Process 3OD 677 Group and Team Facilitation 3OD 687 Tools and Processes for Organizational Intervention 3Adult Education and Instructional Technology______ CIT 650 Designing the Technology Learning Environment______ CIT/ID 660 Technology: Web Design and Implementation in Instructional Settings______ CIT 690 Seminar on Issues in Technology______ CIT/ED/ID 697 Independent Study_____AC 653 Graduate External Assessment 2(This external is the development of the proposal for the practicum. It must betaken concurrently with TLA 651 and be completed the semester before TLA 750.)Final semester:_____TLA 750 Practicum (may be taken twice if the practicum is spread over two semesters)_____AC 753 Graduate External Assessment 3Required technology elective (3 semester hours)CIT 631 Technology: Using Tools in Instructional Settings 3CIT/ID 640 Technology: Distance Education Strategies,Theories, and Tools 3CIT 650 Designing the Technology Learning Environment 3CIT/ID 660 Technology: Web Design and Implementationin Instructional Settings 3CIT 690 Seminar on Issues in Technology 3* Must include OD 657, which, in the Adult Education specializations, replaces TLA 641Adult Education and Organizational Development6263

Adult Education and Organizational DevelopmentMAE Course Descriptions andExternal AssessmentsThe number in parentheses after course title is the number of graduate semester hours.Adult Education and Organizational DevelopmentSequence: Adult Education and Organizational Development SpecializationStudents may use this outline of the program requirements to keep track of their progress. Core courses are offeredfall, spring, and summer. Courses in the specialization are offered during one or two of those semesters each year,depending upon enrollment.Total semester hours: 36MAE core: 12Adult Education core: 9Specialization and electives: 15Students usually begin with the first core courses:_____TLA 611 Education and Human Development 1: Understanding the Learner_____TLA 612 Education and Human Development 2: The Scholarship of Teaching_____AC 613-01 Graduate External Assessment 1 (at the conclusion of TLA 612)They then take the following courses in an order determined by prerequisites, availability, and interest:_____ID 675 Theory and Strategies of Instructional Design_____ID 678 Evaluation Processes in Instructional Design_____ID 679 Project Management in Instructional Design_____OD 657 Facilitating Organizational Change_____TLA 651 Educational Inquiry: Research in Action_____Four electives of the student’s choice (one must be a CIT elective; three must be OD electives)_____ CIT 631 Technology: Using Tools in Instructional Settings_____ CIT/ID 640 Technology: Distance Education Strategies, Theories, and Tools_____ CIT 650 Designing the Technology Learning Environment_____ CIT/ID 660 Technology: Web Design and Implementation in Instructional Settings_____ CIT 690 Seminar on Issues in Technology_____ OD 647 Adult Learning and Workplace Competency_____ OD 667 Managing the Consulting Process_____ OD 677 Group and Team Facilitation_____ OD 687 Tools and Processes for Organizational Intervention_____AC 653 Graduate External Assessment 2(This external is the development of the proposal for the practicum. It must betaken concurrently with TLA 651 and be completed the semester before TLA 750.)Final semester:_____TLA 750 Practicum (may be taken twice if the practicum is spread over two semesters)_____AC 753 Graduate External Assessment 3AC 613-01 Graduate External Assessment 1(0) Prereq. Concurrent registration in TLA 612 —Students demonstrate readiness to engage in graduatestudy through the application of conceptualizationand communication abilities.AC 613-02 LTM Graduate External Assessment1 (0) Prereq. Concurrent registration in TLA 612 —Students demonstrate readiness to engage in graduatestudy through the application of conceptualizationand communication abilities.AC 613-04 SPE Graduate External Assessment1 (0) Prereq. Concurrent registration in SPE 612 —Students demonstrate readiness to engage in graduatestudy through the application of conceptualizationand communication abilities.AC 636-01 LTM Graduate External Assessment2 (0) Prereq. Completion of four LTM courses —This assessment provides an opportunity to reflecton how connections among theoretical frameworks,teaching standards, education abilities, and fieldworkcontribute to effective community building andinstructional design. The assessment contributes aframework for portfolio development by identifyinga theme or metaphor, and it mirrors professionaldevelopment activities including peer coaching, goalsetting, and administrator feedback.AC 636-02 Interview Assessment (0) Prereq.SPE 611; SPE 612; AC 613-04; SPE 614;SPE 615; or permission of instructor — Thisassessment provides an opportunity to reflect onhow connections among theoretical frameworks,teaching standards, education abilities, and fieldworkcontribute to effective community building andinstructional design. The assessment contributes aframework for portfolio development by identifyinga theme or metaphor, and it mirrors professionaldevelopment activities including peer coaching, goalsetting, and administrator feedback.AC 640 Portfolio Assessment: Developinga Vision of Teaching Through IntegratedLearning (0) — The AC 640 portfolio assessmentdemonstrates LTM students’ readiness for studentteaching. Students prepare a folder that documentstheir proficiency in the ten Wisconsin TeachingStandards and the Alverno graduate educationabilities. The portfolio review process consists oftwo parts. First, an internal assessor (Alverno facultymember) and an external assessor (administrator,teacher) evaluate the portfolio against establishedcriteria. Second, the assessors conduct an interviewwith each student in which the student highlightsseveral artifacts, presents and comments on anelectronic demonstration of teaching effectiveness,and answers questions on teaching, learning, andassessing in general and on portfolio contents inparticular.AC 653 Graduate External Assessment 2 (0)Prereq. Completion of 24-30 semester hours;concurrent registration in TLA 651 — Studentspresent and defend the proposal for their practicum.AC 753 Graduate External Assessment 3(0) Prereq. Concurrent registration in TLA 750— Students create an “event” to involve others inprofessional discourse around their action researchprojects.AL 645 (also DI 645 and ED 645) Mentoring,Supervision, and Evaluation: StrengtheningProfessional Practice (3) — Successful mentoringembodies best educational practices and extendsbeyond building and classroom procedures. Throughthis course, students engage in research, discussion,and practice of issues relating to the mentoringprocess. Teachers, administrators, and supportstaff who seek to guide the development of teacherinitiates and improve their own professional practiceexplore issues of teaching, learning, and assessment.They practice effective instructional strategies andperformance-based assessment within the context ofWisconsin’s academic standards, teacher restructuringgoals, and professional development plans. Theylearn how to provide constructive feedback toteacher initiates within a collaborative, nurturingenvironment. They also explore links to evaluation/supervision.AL 665 (also DI 665) The Purposes ofEducation in a Democracy (3) — Studentsexamine the interrelationships between and amongdemocracy, schools, and education, both historicallyand in contemporary society. Taking a problembasedapproach, they develop case studies to explorethe impact of community expectations and needson educational decisions. Using varied researchapproaches, they map diverse perspectives and theirimplications for decision making. Reflecting on bothresearch literature and their own experiences, theydevelop models for practice in professional schoolroles.MAE Course Descriptions and External Assessments6465

MAE Course Descriptions andExternal AssessmentsMAE Course Descriptions andExternal AssessmentsMAE Course Descriptions and External AssessmentsAL 666 (also DI 666) Professional Rolesin School Communities (3) — In examiningthe multiple roles open to leaders within schoolcommunities — including principal, learningcoordinator, program implementor, staffdevelopment director, and assessment center director— students deepen their perspectives of the purposesand roles of schools in the local community. Theydevelop skill in managing processes, personnel, andother resources in collaborative ways, recognizing theneed for creating a climate of participative decisionmaking. They develop skill in communication,facilitation, and conflict resolution, addressing variedaudiences, including professional colleagues, parents,and members of the business and civic community.AL 667 (also DI 667) Frameworks forCurriculum Development (3) — Studentscompare and contrast varied frameworks forcurriculum development, using the organizingprinciples and assumptions of education for ademocracy. They evaluate the impact of multiplevariables (e.g., goals, content, process, time,standards, community traditions, resources) oncurriculum decision making, with a particularemphasis on questions of coherence, accountability,and diverse needs of students. They develop skillin assessing needs and critiquing approaches inparticular settings, as well as skill in workingeffectively with the school community in specificcurriculum-design projects.AL 670 (also DI 670) Group Facilitation:External Assessment (0) Prereq. Concurrentregistration in AL/DI 666 — In this simulation,students take the role of a school professionalworking with a group to solve a problem. Theydemonstrate graduate-level skills in interpersonaland task interaction models. Area superintendents,principals, and curriculum directors serve as assessorsand provide feedback individually to students.AL 671 Legal Aspects of Administration(3) — One responsibility of a school principal isto see that the school community works withinthe framework of policies, laws, and regulationsenacted by local, state, and federal authorities. In thiscourse in the Administrative Leadership sequence,students examine the role and impact of judiciallaw and legislative policy on education. Drawingupon important landmark cases as a foundation,they explore the history as well as the ramificationsof court decisions and legislative actions on schoolpolicy and operation. They also explore currentspecial-education issues.AL 672 Administrative Finance and BusinessManagement (3) — Students examine theprocesses and impact of finance and management forschools and school systems. Drawing upon a rangeof administrative designs from public, private, andparochial schools, they conceptualize the significantrole finance plays in realizing the mission, vision,and goals of the school/school system. They gainexperience with issues related to budget planning,fund raising, human-resource management,employee-contracting processes, facilitiesmanagement, scheduling, and related tasks. Studentsdevelop a command of sample school budgets andanalyze decision-making processes in relationship tothe school’s stated mission, vision, and goals.AL 750 Administrator Standards: Proposalfor Practicum (0) Prereq. Concurrent registrationin AL 751 — Students create and present theirproposal for the practicum experience, demonstratingthat their plan meets the criteria of the stateAdministrative Leadership Standards.AL 751/752 Practicum 1 and 2: AdministrativeLeadership (3 ea.) Prereq. All other courses inthe Administrative Leadership specialization — Forthe practicum, students are assigned to a schoolsetting and work closely with the administrator ofthat site. They gain experience taking responsibilityfor a range of administrative leadership functionsand relate educational administrative theory to theapplied profession of educational administration.Building upon their prior study of the theoretical,practical, and legal foundations of administrationand supervision, students carefully analyze problemsin school administration and address these in aneffective, well-planned, and consistent manner.They also explore the issues of conflict resolution,alternative education, media relations, partnershipplanning, and working with superintendentsand principals. Students complete a professionalportfolio and development plan, an organizationalaudit and change plan, and a group facilitationvideotape.AL 754 Administrator Standards: ProfessionalDevelopment Portfolio and ProfessionalDevelopment Plan (0) Prereq. Concurrentregistration in AL 752 — Students create and presentan administrative portfolio that provides evidence ofmeeting state Administrative Leadership Standardsand a professional development plan based on selfassessment.CIT 631 Technology: Using Tools inInstructional Settings (3) — Students researchcurrent technology tools used in a broad range ofinstructional settings, focusing on their application,use, benefits, drawbacks, and instructional designprinciples. They identify instructional issues orproblems and explore how technology tools canprovide resources to address those issues or problems.Building on their research and knowledge, studentsidentify an issue or a particular area in their ownpractice and, using an action research model, designa technological approach to the question/issue.Through this process, they set instructional designgoals, identify key learning areas, design possibletechnology solutions, analyze impacts, and evaluatetheir solutions.CIT 640 (also ID 640) Technology: DistanceEducation Strategies, Theories, and Tools (3)— In today’s instructional design environment,distance (Web-based) education methods, designs,and strategies are increasingly in demand. Thiscourse focuses on developing meaningful, applicablestrategies that can be used in distance education.Students learn strategies and approaches that buildon learning theories introduced in other courses.They analyze various distance learning and teachingstrategies in a “learn by doing” environment, sincethe primary modality of the course is a distancehybrid. As a final assessment of their knowledge,students apply their learning, experience, analysis,and design strategies to develop a distance (Webbased)solution to an educational/performance needor problem.CIT 650 Designing the Technology LearningEnvironment (3) — In this course, studentsdevelop the skills and knowledge for becoming atechnology director in a school or other learningenvironment. They learn to design and managetechnological learning environments throughplanning, budgeting, making decisions, andimplementing technology support. As a means forfacilitating and maintaining the environment, theydevelop effective strategies for supervising, training,and evaluating technical staff, as well as acquiringknowledge of appropriate technology resources.CIT 660 (also ID 660) Technology: Web Designand Implementation in Instructional Settings(3) — In this course, students gain hands-onexperience with web design. Focusing on webdesign principles, they use a variety of hardware andsoftware, including Dreamweaver, Photoshop, FTPsoftware, scanning software, and PDF writers, as wellas the language of the World Wide Web, HTML(HyperText Markup Language), to create web pagesthat include a variety of media. They demonstratetheir expertise by designing and implementing awebsite that applies distance (distributed) educationtechnologies to solve an educational need or issue.CIT 690 Seminar on Issues in Technology (3)— In this capstone course, students research andreflect upon the social and ethical issues related tothe use of technology in educational settings. Theyapply a variety of frameworks to gain perspective andto understand the implications of technology useand apply their own framework for ethical decisionmaking to an issue at their professional site. Inaddition, they study federal and state laws governingthe use of educational/instructional technology andbecome familiar with resources for information andcollaboration in this field.CIT 697 (also ED 697 and ID 697) IndependentStudy (1-3) Prereq. Successful completion ofindependent study proposal — If the student needs todevelop a particular expertise not otherwise availablethrough courses offered in the MAE program, s/hemay want to study with an “external” faculty memberor professional mentor from another institutionor organization. The independent study optionmakes this possible. To develop this study option,the student first meets with an Alverno advisor tooutline a set of learning goals and then creates aproposal that explains the learning goals and howthey will be achieved, including how learning willbe assessed. The proposed study must qualify asgraduate-level work; it may include auditing a course,completing a specified set of learning experiencessuch as workshops, or engaging in directed study.The external professional must agree to establish asystematic learning relationship with the student, andwrite periodic evaluations of student performance.The student may receive up to 3 credits. The externalprofessional receives an honorarium.DI 645 Mentoring, Supervision, andEvaluation: Strengthening ProfessionalPractice — See AL 645.DI 665 The Purposes of Education in aDemocracy — See AL 665.DI 666 Professional Roles in SchoolCommunities — See AL 666.DI 667 Frameworks for CurriculumDevelopment — See AL 667.MAE Course Descriptions and External Assessments6667

MAE Course Descriptions andExternal AssessmentsMAE Course Descriptions andExternal AssessmentsMAE Course Descriptions and External Assessments68DI 668 Frameworks for Assessment Practice(3) — Students develop in-depth knowledge of thetheoretical frameworks guiding assessment practicein schools and refine skill in the design of assessmentfor the support of learning, decision making, andaccountability. They distinguish between andamong multiple audiences and purposes related toassessment of student performance in schools. Theyarticulate clearly the role of the assessment processin the curriculum, developing skill in workingeffectively with the school community in thedesign of classroom assessment focused on studentdevelopment.DI 670 Group Facilitation: ExternalAssessment — See AL 670.DI 751 Director of Instruction Portfolio(0 or 3) — The Director of Instruction Portfolio,taken for 0 credits in conjunction with TLA 750or for 3 credits as a stand-alone process, is requiredof those who complete the Director of Instructionlicense.ED 396 Introduction to the ExceptionalLearner (3) Undergraduate prerequisite for ED695 and ED 696. Prereq. PSY 110 or equivalent— Students gain an understanding of the fieldof exceptional education and of specific abilitiesand disabilities of exceptional learners: cognitivedisabilities, learning disabilities, speech and languagedisorders, behavior disorders, physical disabilities, andgiftedness. Using a problem-solving approach, theyare introduced to strategies, techniques, and classroommodifications that are instrumental in responding toindividual differences among students with exceptionalneeds.ED 642 Connecting the Curriculum (3) —Students examine varied frameworks for integratingcurriculum in relationship to its impact on studentengagement with learning. They build upon theirknowledge of assessment as learning and how itrelates to instructional planning of “connected”or integrated curriculum as they evaluate theeffectiveness of different frameworks on the diverseneeds of learners. Using national, state, and localstandards as resources, they engage in collaborativeresearch and planning as they develop a school-,grade-, or team-based integrated unit. Required ofthose seeking the Wisconsin Alternative Educationlicense.ED 645 Mentoring, Supervision, andEvaluation: Strengthening ProfessionalPractice — See AL 645.ED 670 Portfolio Presentation of Teaching (3)— Students prepare entries for a teaching portfolio,reflecting upon and documenting their practice. Theymay use the standards of the Interstate New TeacherAssessment and Support Consortium or the NationalBoard for Professional Teaching Standards to guidethe development of their portfolio. Required of thoseseeking the Wisconsin Alternative Education license.ED 682 Integrated Literacy Development 1 (3)— Students develop an understanding of the scope of aPK-2 literacy curriculum. They use the fundamentals ofemergent literacy, oral language acquisition, and readingand writing development as they administer literacyassessments to make sound decisions about literacyteaching and curriculum development at the earlyelementary level.ED 683 Integrated Literacy Development 2 (3)— Students develop an understanding of the scopeof intermediate and adolescent literacy instructionin a comprehensive literacy framework. They studyappropriate practices to motivate and prepare lifelonglearners. Drawing upon current research, they usetheir growing knowledge of student needs and avariety of assessment tools to diagnose and designappropriate instruction to make sound decisions aboutliteracy teaching and curriculum development at theintermediate and adolescent levels.ED 684 Content Area Reading Strategies (3)— Students analyze and select teacher-directedand learner-directed strategies that guide theinteractions between learners and their textualmaterials in functional reading contexts. Studentsdevelop an understanding of methods of teachingcomprehension and vocabulary as it relates to contentarea literacy. They analyze and interpret data to selectappropriate content area instructional strategies forK-12 readers. Opportunities to explore primary andadolescent literacy strands are incorporated in coursegoals.ED 686 Literature in the K-12 Setting (3)— Students develop an understanding of readerresponsetheory as a tool to broaden the appreciationof literature in K-12 settings. They study a varietyof genres to develop an in-depth appreciation ofprimary, intermediate, and adolescent literatureto meet the diverse needs of their students. Toimplement Reader Response theory within aclassroom setting, they create a staff developmentplan and a unit plan for a specific audience.running records, students plan effective instructionto meet the unique literacy needs of an identifiedchild in a one-to-one intervention setting. Throughpeer-coaching experiences, they develop a solidunderstanding of the importance of feedback/discourse to accelerate student learning. Studentslearn how to provide and reflect on specific feedbackto improve their own instructional practice as well asto provide tools to enhance the instructional practiceof others.ED 688 Early Literacy Success 2: Practicum(3) Prereq. ED 687 — In the second course ofthis two-course sequence, students refine theirunderstanding of early literacy learning theory andpractice to effectively accelerate student learningwithin an intervention setting. Students developstrategies for reflective practice to meet the specificneeds of learners. They develop an enhancedunderstanding of this intervention process as theybegin assessment and instruction with second-roundstudents.ED 689 Program Evaluation for the ReadingSpecialist (3) — Students evaluate developmental,remedial, content area, and enrichment readingprograms and the relationship with other languagearts instruction and curricular areas at the school anddistrict levels to gain a broader perspective of historicaland current literacy initiatives. As part of theirwork, they investigate and interpret research-basedinstruction and assessment techniques. They analyzeelements of response-to-intervention models to informprofessional practice.ED 695 Creating and Sustaining InclusiveSchool Communities (3) Prereq. ED 396 orequivalent; licensed teacher — Students developtheoretical frameworks for meeting the needs ofindividual exceptional learners. Considering arange of inclusion options that exist in local schoolcommunities, they explore strategies, techniques,and classroom modifications that are instrumentalin responding to individual differences within thecontext of the regular classroom setting.ED 696 Adapting Strategies for InclusiveSettings (3) — Students apply current theoreticaland best practice models to refine their knowledgeand understanding of the individual needs oflearners. They extend skills in applying strategies,techniques, and classroom accommodations andmodifications that are instrumental in enhancingtheir ability to respond to individual differenceswithin the context of the classroom and the schoolcommunity.ED 697 Independent Study — See CIT 697.ED 750 Adaptive Education Portfolio (0) — TheAdaptive Education Portfolio, taken for 0 credits inconjunction with TLA 750 or ED 697 (IndependentStudy: Practicum in Classroom Strategies forInclusion), is required of those who complete theAdaptive Education license.ED 751 Guiding and Directing the K-12Reading Program: Practicum (3) — To becomeaware of the wide range of responsibilities of areading specialist, students research the roles ofspecialists at the school and district levels. Based ona district needs assessment, they develop a two-yearliteracy plan. They facilitate professional discourseon specific learning issues to develop effective staffdevelopment strategies to enhance adult learning.They develop a professional portfolio as a capstoneproject to demonstrate knowledge skills and expertiseas a reading specialist.ED 752 Reading Teacher Portfolio (0) Prereq.Concurrent registration in last course for readingteacher license — Students develop a Reading TeacherPortfolio upon completion of required courses. Theymeet with faculty to share evidence and demonstrateproficiency in the IRA/NCATE Standards for areading teacher (316) license.ED 753 Reading Teacher/Adaptive EducationPortfolio (0) Prereq. Concurrent registration inTLA 750 — Students develop a Reading Teacher/Adaptive Education Portfolio upon completion ofrequired courses. They meet with faculty to shareevidence and demonstrate proficiency in the IRA/NCATE Standards for a reading/adaptive educationprofessional.ED 754 Reading Specialist Portfolio (0) Prereq.Concurrent registration in last course for readingspecialist license — Students develop a ReadingSpecialist Portfolio upon completion of the lastcourse in the reading specialist program. They meetwith faculty to share evidence and demonstrateproficiency in the IRA/NCATE Standards for areading specialist (317) license.ED 755 Reading Teacher/Specialist Portfolio(0) Prereq. Concurrent registration in ED 751 —This portfolio is required of students who completethe master’s specialization in reading educationand both the reading teacher and reading specialistlicenses. Students meet with faculty to share evidenceand demonstrate proficiency in the IRA/NCATEStandards for a reading teacher/specialist (316/317)license.ED 687 Early Literacy Success 1: Practicum(3) Prereq. ED 682 — In the first course of thistwo-course sequence, students develop an in-depthunderstanding of the complexity of the readingprocess as it relates to student learning and earlyliteracy development. A solid understanding oftheory and its application to early literacy learningare embedded within instruction and practice.Students learn how to assess and analyze reading andwriting behaviors. Through use of the ObservationSurvey (based on the work of Marie Clay) and 69MAE Course Descriptions and External Assessments

MAE Course Descriptions andExternal AssessmentsMAE Course Descriptions andExternal AssessmentsMAE Course Descriptions and External AssessmentsHUM 634 Encounters and Connections inWorld History (3) — This course focuses on theencounters and connections created by global tradenetworks that dramatically changed the worldwe live in today. Students study the developmentof economic systems, cultural syncretism, andenvironmental change that resulted from theseencounters. Topics may include how the demandfor commodities, labor, and ideas spread andtransformed through networks like the Silk Road,the Indian Ocean basin, and the Atlantic world.Students work with a variety of materials, includingbiographies, online resources, historical monographs,and primary sources.HUM 635 Reading and Teaching WorldLiterature (3) Prereq. TLA 600 or TLA 611completed or concurrent — This course focuses oninfluential novels from China, Japan, India, Africa,the Middle East, and South America. Topics includethe intersections of culture and writing style, colonialand postcolonial issues, authorial politics, andapproaches to teaching non-Western world literaturecourses and texts. Students work with a variety ofmaterials, including critical essays, biographies,online resources, interviews, documentaries, andteaching testimonials.HUM 636 Thinking and Teaching World History(3) Prereq. TLA 600 or TLA 611 completed orconcurrent — This course introduces students toa number of innovative examples of world historyteaching, writing, and researching. Students learnabout various approaches to teaching world history,including “big history,” encounters and exchanges,biography, and thematic and comparative history.They broaden their understanding of classroompedagogy by examining how to assist their studentsto think historically, especially working with primarydocuments. Students locate and evaluate bothprinted and electronic resources for developingcurriculum and also examine them in the context ofstate and national standards.HUM 637 Globalism in World Religions andPhilosophies (3) Prereq. TLA 600 or TLA 611completed or concurrent — This course familiarizesstudents with the diversity of world religions andphilosophical perspectives in the United States.Understanding these global influences helps studentsto teach more effectively to an increasingly culturallydiverse student body. Religions and philosophiesstudied may include Islam, Hinduism, Sikhism,Buddhism, Zen, Shintoism, Confucianism, Taoism,African religions, Native American religions, andvarious shamanic traditions. The course offers richand unforgettable experiences that include field trips,guest speakers, readings, and films.IA 655 The Role of the Arts in Learning (3)— Students develop a theoretical grounding forunderstanding how the arts can open up avenuesof learning and how the arts extend and enhancelearning. Through engagement in a range of artsmakingexperiences, involving dance/movement,music, visual arts, and theater, students reflect ontheir own responses to the arts. Drawing upon thoseresponses, they focus on a particular curriculumtheme or concept for PK-12 learners and integrateappropriate art making in the design of learningexperiences.ID 640 Technology: Distance EducationStrategies, Theories, and Tools — See CIT 640.ID 660 Technology: Web Design andImplementation in Instructional Settings —See CIT 660.ID 670 Instructional Presentation: InteractiveStrategies and Professional Standards (3) —Students use multiple performance opportunities tocritically and creatively develop interactive strategiesfor effective instructional presentations. Theyinvestigate professional standards to inform theirpractice as instructional designers and presenters.Building upon prior coursework related to theoriesof instructional design, human development, andmotivation theory, they also study theories of rhetoricand methods of rhetorical criticism to ground theirpractice and to formulate criteria for evaluating theirperformances as instructional presenters.ID 675 Theory and Strategies of InstructionalDesign (3) — Students develop theoretical basesfor designing instruction in the workplace. Theycreate a design document to guide the process thatincludes needs assessment, design and development,implementation and maintenance, and evaluation.They focus particularly on problem definition as thebeginning of the design process and develop strategiesto understand the needs of end users and consumers.They use the design document as a framework fordocumenting the decision-making process over time.ID 678 Evaluation Processes in InstructionalDesign (3) — Focusing on evaluation as a keycomponent in various stages of the instructionaldesignprocess, students examine a range ofevaluation methods, techniques, devices, andstrategies. They select appropriate evaluations fordetermining the degree of value and success ofspecific instructional-design programs and products.They evaluate the quality of needs assessment, shortandlong-term curriculum goals, and performanceanalyses. Students apply varied theoreticalframeworks to inform their systematic observationsand interpretation of evidence.ID 679 Project Management in InstructionalDesign (3) — Students develop skill in usingmanagement systems to align training withorganizational goals. They are introduced to a rangeof planning and administrative tools, forms, andsystems used to manage complex projects. Theydevelop a comprehensive instructional-design planin which they address major project components,including scheduling, strategies for allocatingresources and monitoring costs, as well as approachesto identifying and involving appropriate individualsand effectively managing relationships across theorganization.ID 697 Independent Study— See CIT 697.LTM 611 Human Development and Learning(3) — Students examine theories that address thedevelopment of cognition, emotion, and motivationas they apply to learners of various ages, culturaland socioeconomic backgrounds, and learningneeds. Students evaluate the application of theoriesin diverse learning environments, building anunderstanding of the dynamic interaction betweenand among teaching, learning, and assessment inwork with adolescents and young adults.LTM 612 General Methods of Teaching (4)— Studying a variety of instructional models andlearning theories, students plan and implementdifferentiated instruction and assessment, reflectingboth the Wisconsin Model Academic Standards andthe Wisconsin Teacher Standards. Students analyzemultiple classroom settings to design model learningcommunities focused on student engagement andlearning. They design, evaluate, and use technologyto enhance learning environments, and they addressthe teacher as professional by developing an initialphilosophy of education. To provide an opportunityto apply their learning with regard to instructionaldesign, students are assigned a minimum of 20 hoursin a field experience in which they work with diverseelementary, middle, and/or high school learners.LTM 621 Literacy in Middle Childhood, EarlyAdolescence, and Adolescence (4) Prereq.LTM 611; LTM 612 — Students study the process,methods, and materials of literacy developmentin order to facilitate literacy in middle childhoodand adolescence, recognizing the range of studentneeds they may encounter, including those of thenon-native speaker of English. In addition, theydevelop approaches to the integration of languagearts across the curriculum. Students learn to interpretstandardized assessment information as well as todevelop meaningful classroom assessments of literacy.To provide an opportunity to apply their learningwith regard to instructional design, students areassigned a minimum of 20 hours in a field experiencein which they work with diverse elementary, middle,and/or high school learners.LTM 622 Content Area Methods (4) Prereq.LTM 611; LTM 612 — Using the WisconsinModel Academic Standards and national standardsfor the subject areas as well as teaching strategiesand assessment methods specific to disciplines,students design effective lesson/unit plans toengage diverse early adolescent/adolescent learners.Students also examine interdisciplinary approachesto teaching, learning, and assessing in order to designinterdisciplinary instruction with students from othersubject areas. To provide an opportunity to applytheir learning in content-area instructional designand classroom management, students are assigned aminimum of 20 hours in a field experience in whichthey work with diverse middle and/or high schoollearners.LTM 631 Teaching Exceptional Learners(3) Prereq. LTM 611; LTM 612 — Building anunderstanding of the categories of student learningneeds and the legal requirements for addressing thoseneeds, students identify resources and processes thatcan support special needs learners in the classroomand in the school community. Students develop anunderstanding of and skill in adapting instruction tomeet the needs of exceptional learners, with a specialemphasis on the Individualized Educational Plan(IEP) process. In addition, they develop strategiesto proactively engage parents/guardians, specialeducation teachers, and others in meeting learnerneeds.LTM 632 Curriculum, Instruction, andAssessment (3) Prereq. LTM 611; LTM 612— Students learn to see the connections betweenlarge curricular goals and the assessment of studentlearning in the classroom. Employing a processcalled backward design, they identify performancesthat capture the big outcomes and design bothappropriate instruction and meaningful performanceassessments using specific criteria. They exploreassessment-as-learning, a formative approach thatincludes criteria, self-assessment, and feedback toguide learning.MAE Course Descriptions and External Assessments7071

MAE Course Descriptions andExternal AssessmentsMAE Course Descriptions andExternal AssessmentsMAE Course Descriptions and External AssessmentsLTM 632A (ELM) Curriculum, Instruction, andAssessment (4) Prereq. LTM 611; LTM 612— Students learn to see the connections betweenlarge curricular goals and the assessment of studentlearning in the classroom. Employing a processcalled backward design, they identify performancesthat capture the big outcomes and design bothappropriate instruction and meaningful performanceassessments using specific criteria. They exploreassessment-as-learning, a formative approach thatincludes criteria, self-assessment, and feedback toguide learning. To provide an opportunity to applytheir learning with regard to instructional design,students are assigned a minimum of 20 hours in afield experience in which they work with diverseelementary or meddle school school learners.LTM 635 Science and Social Studies in theElementary Curriculum (4) Prereq. LTM 611;LTM 612 — In this course, students exploremethods of teaching science and social studiesat the elementary school level. Drawing uponprevious experiences in lesson and unit planning,they incorporate science, health, social studies,and technological content knowledge with processskills and assessment strategies. Students designintegrated learning experiences based on appropriateframeworks linking science and social studies toother content areas, including art, mathematics, andlanguage arts.LTM 640 Portfolio Assessment (0) — TheLTM 640 portfolio assessment demonstrates LTMstudents’ readiness for student teaching. Studentsprepare a folder that documents their proficiencyin the ten Wisconsin Teaching Standards and theAlverno graduate education abilities. The portfolioreview process consists of two parts. First, an internalassessor (Alverno faculty member) and an externalassessor (administrator, teacher) evaluate the portfolioagainst established criteria. Second, the assessorsconduct an interview with each student in whichthe student highlights several artifacts, presentsand comments on an electronic demonstration ofteaching effectiveness, and answers questions onteaching, learning, and assessing in general and onportfolio contents in particular.LTM 641 Student Teaching (9) Prereq. LTM640; Praxis II — Student teachers demonstratethe ability to apply their knowledge in the designand implementation of content-area lessons andin the establishment of appropriate relationshipswith learners that support growth. They develop aportfolio documenting their work and its impacton student learning as well as a professionaldevelopment plan to guide their growth as beginningteachers. Student teaching is a full-time, full-semestercommitment, based on the calendar of the localschool.LTM 697 Special Topics (1-3) — After a reviewof prior coursework, students may address the needfor more content background through additionalcoursework or independent study.OD 647 Adult Learning and WorkplaceCompetency (3) — Work settings inevitablyand necessarily comprise adult learners who aredeveloping both work and life skills within thecontext of the workplace. They bring with themexperiences that contain cognitive, emotional, andmotivational challenges and strategies. They comewith particular, preferred learning styles that affecteverything from training for new technology tosuccessfully negotiating team processes. In thiscourse, students consider these adult learner needsand abilities as they explore the connections betweentheories of adult learning, workplace competencies,and resources for supporting adult learning inworkplace settings. Learners in this course participatein an overview of adult learning theory and itsroots in education, psychology, and organizationalbehavior and explore the theoretical roots of adultlearning practices in the workplace.OD 657 Facilitating Organizational Change(3) — Students draw upon a range of disciplines tounderstand approaches to managing and facilitatingchange in organizations. They are introduced toa number of diagnostic models and theories oforganizational development and use these to identifyorganizational problems/opportunities and to learnvaried techniques and processes for facilitatingorganizational growth and improvement.OD 667 Managing the Consulting Process(3) — This course enables students to functionresponsibly as beginning consultants or midlevelpractitioners, depending on each student’sexperience, as they learn to apply consulting skillsand strategies to their own professional context.Course content focuses on current consulting theoryand practice to develop a problem-centered approachto intervening in organizations that emphasizescollaborative innovation and learning between clientand consultant. Students learn strategies for buildingeffective client-consultant relationships and fordiagnosing, designing, implementing, and evaluatingappropriate organizational interventions.OD 677 Group and Team Facilitation (3) —Collaborative management of the work team cultureis a fundamental aspect of developing organizations.In this course, students learn strategies to effectivelybuild and lead high-performance work groups andteams. Learners examine the use of diagnostic andintervention techniques to focus on inter-teamand group relations. They learn how to designstrategies to assess and diagnose individual and teameffectiveness, build trust within teams, and guideteam interventions. They also learn techniques forcoaching and mentoring teams and team members.OD 687 Tools and Processes for OrganizationalIntervention (3) — Organizational development(OD) interventions are sets of structured activitiesdesigned to move the organization from its currentstate to a desired state. This course focuses onapplying conceptual knowledge to equip studentsto plan and implement OD interventions. Studentslearn how to diagnose organizational issues anddesign appropriate interventions that target specificworkplace or competitive environment needs. Theyalso learn the underlying causal mechanisms ofintervention to ensure that the change initiativefits the desired outcome. Students learn a range ofstrategies to support organizational development,such as process consultation, planning and goalsetting, cultural analysis, work redesign, andorganizational restructuring.SCE 620 Nature and Development of Science(3) — This course, for practicing teachers of grades5-9, focuses on the study of science as an intellectualand social endeavor: the application of humanintelligence to figure out how the world works. Onechallenge of this course is to reinforce the philosophyof science with the practice of science to developa sense of the scientific framework as well as itslimitations and assumptions. Students investigate theexpression of scientific ideas in the form of modelsbased on current knowledge, and explore how thatknowledge is subject to change as new evidencebecomes available.SCE 630 Thematic Standards-based Science1(3) — In this course, teachers of grades 5-9focus on science concepts and processes, learningabout the complexity of the natural and designedworld. Because the natural world is too large andcomplicated to investigate and comprehend all atonce, they — like scientists — learn to define smallportions for the convenience of investigation. Theunits of investigation can be referred to as systemsso that students learn to think and analyze interms of systems. Types and levels of organizationprovide useful ways of thinking about the worldwithin systems. Further, systems at different levelsof organization can manifest different propertiesand functions. Students learn the applicationand integration of these themes, systems, order,organization, structure, and function in instructionaldesign and evaluation.SCE 640 Thematic Standards-based Science 2(3) — Through the study of concepts and processesof science, teachers of grades 5-9 develop skill in theuse of evidence, models, observations, data, analysis,and awareness and tolerance of ambiguity. Thiscourse focuses on major themes in science, includinginteraction, change, constancy, scale, and pattern,providing experience in the rich integration of thesethemes across the curriculum through instructionaldesign and in the evaluation of published materials.SCE 650 Inquiry, Discovery, Research, andLaboratory Methods (3) Prereq. SCE 630 orSCE 640 — Teachers of grades 5-9 focus on inquiryinto the natural world as critical to effective scienceteaching and learning. They explore how pupils’original, often incomplete concepts are challengedso that more scientifically accurate constructs result.They confront their own misconceptions and developstrategies for challenging pupil misconceptionsthrough constructivist inquiry. These strategiesinclude investigations in both field and laboratorysettings.SPE 611 Human Development and Learning(3) — Students examine theories that address thedevelopment of cognition, emotion, and motivationas they apply to learners of various ages, culturaland socioeconomic backgrounds, and learningneeds. Students evaluate the application of theoriesin diverse learning environments, building anunderstanding of the dynamic interaction betweenand among teaching, learning, and assessment inwork with adolescents and young adults.SPE 612 General Methods of Teaching SpecialEducation (4) — Studying a variety of instructionalmodels and learning theories, students plan andimplement differentiated instruction and assessment,reflecting both the Wisconsin Model AcademicStandards and the Wisconsin Standards for TeacherDevelopment and Licensure. Students analyzemultiple classroom settings to design model learningcommunities focused on student engagement andlearning. They design, evaluate, and use technologyto enhance learning environments, and they addressthe teacher as professional by developing an initialphilosophy of education. To provide an opportunityto apply their learning with regard to instructionaldesign, students are assigned a minimum of 20 hoursin a field experience in which they work with diverseelementary, middle, and/or high school learners.MAE Course Descriptions and External Assessments7273

MAE Course Descriptions andExternal AssessmentsMAE Course Descriptions andExternal AssessmentsMAE Course Descriptions and External AssessmentsSPE 614 Foundations of Special Education(3) Prereq. SPE 611 and SPE 612 or equivalentor permission of instructor — Students gain anunderstanding of the historical, philosophical, andlegal background of special education, throughanalysis of case studies that illustrate theory andpractice related to the needs of exceptional learners.They consider special education issues related todiversity, equity, professionalism, public access, andpolitical control, and explore the effects of state andfederal laws, regulations, and litigation on studentswith CD, EBD, and SLD. They also build skillsnecessary for working with paraprofessionals, parents,and other community members to support specialneeds learners in the least restrictive environment.SPE 615 Characteristics of Learners withSpecial Needs (4) Prereq. SPE 611 and SPE612 or equivalent or permission of instructor— Students build a commitment to advocacyby learning about the characteristics of specificdisabilities, with a particular emphasis on specificlearning disabilities, cognitive disabilities, andemotional/behavioral disabilities. The developmentalmanifestations of the various disabilities are viewedand analyzed in relation to the development ofa typical learner ranging from middle childhoodthrough adolescence. Students look at the causesand etiologies of various disabilities, the impact ofcultural and environmental milieu on the studentand family, and the effects of medical interventions.They gain an initial understanding of interventionstrategies to accommodate learning, behavioral,social, and emotional strengths and needs. To providean opportunity to apply their learning with regardto instructional design, students are assigned aminimum of 20 hours in a field experience in whichthey work with diverse elementary, middle, and/orhigh school learners.SPE 620 Language and Literacy Developmentfor Students with Specific LearningDisabilities (4) Prereq. SPE 611; SPE 612 —This course provides an overview of the theoreticalunderpinnings for language and literacy practices,assessments, and methods of facilitating growth instudents with learning disabilities. Students gainexperience with designing, organizing, implementing,and assessing comprehensive literacy instruction forindividuals with learning disabilities, in the contextof typical development. They take a culturallysensitive, language interaction approach to teachingand learning, applying adaptive teaching techniquesand materials to provide effective academicinstruction for students with learning disabilities inreading, listening, language, writing, speaking, andspelling, integrated across content areas. Emphasisis given to phonemic awareness and phonicsinstruction, augmentative and assistive devices, andremediation strategies, programs, and techniques. Toprovide an opportunity to apply their learning withregard to instructional design, students are assigned aminimum of 20 hours in a field experience in whichthey work with diverse elementary, middle, and/orhigh school learners.SPE 623 Assessment, Diagnosis, andEvaluation (3) Prereq. SPE 611 and SPE 612 orequivalent or permission of instructor — Studentslearn principles of formal and informal classroomassessment; how to select, administer, interpret, andadapt norm-referenced standardized and criterionreferencedtests; and effective use of the WisconsinAlternate Assessment and the Functional BehaviorAssessment. They explore common assessmentpractices as they relate to special education; howassessment data are collected; which assessmentmethods are most appropriate for specific purposes,including identification and placement decisions,instructional planning, and progress evaluation;and guidelines for ethical and legal use of testingand testing data. They put assessment data to use bywriting sample IEPs and consider appropriate ways toshare test data and IEPs with families.SPE 634A Teaching Adaptations for Studentswith Specific Learning Disabilities (4)SPE 634B Teaching Adaptations for Studentswith Emotional/Behavioral Disabilities (4)SPE 634C Teaching Adaptations for Studentswith Cognitive Disabilities (4) Prereq. SPE 615— Through learning experiences in the course andassociated field placement experience, students buildtheir knowledge base related to typical developmentalpatterns to explore the etiology and characteristicsof specific learning disabilities, emotional/behavioraldisabilities, or cognitive disabilities. They planand implement academic and life skill learningexperiences that are appropriate for the level ofstudents in the field placement setting and supportthese students as they meet appropriately setexpectations as defined in students’ IEPs. Conceptsand techniques related to universal design, adaptive/assistive technology, and effective instructionalpractices for both regular and special education areinfused into the design of learning experiences. Toprovide an opportunity to apply their learning withregard to instructional design, students are assigned aminimum of 20 hours in a field experience in whichthey work with diverse elementary, middle, and/orhigh school learners.SPE 635A Behavior and Classroom/Community Environment for Students withSpecific Learning Disabilities (3)SPE 635B Behavior and Classroom/Community Environment for Students withEmotional/Behavioral Disabilities (3)SPE 635C Behavior and Classroom/Community Environment for Students withCognitive Disabilities (3) Prereq. SPE 615 —With a special emphasis on classroom environment,the course focuses on elements that foster a successfullearning experience for students with specific learningdisabilities, emotional/behavioral disabilities, orcognitive disabilities. The course draws upon basicclassroom management theories, methods, andstrategies as a basis for designing an appropriateacademic and behavioral environment. Studentsanalyze behavioral principles, including measurementof behavior, reinforcement strategies, and techniquesfor monitoring student progress, school rules, andpolicies and procedures in relation to their impact onstudent behavior. The critical collaborative roles ofparents, general educators, paraeducators, volunteers,and community agency personnel are developed.SPE 641 Student Teaching (9) Prereq. AC 640;Praxis II — Candidates complete student teaching inspecial education classroom settings.TLA 600 Orientation for MAE Students (0) —This is an orientation for new graduate students inthe MAE program who do not take TLA 611.TLA 611 Education and Human Development1: Understanding the Learner (3) Prereq.Admission to the MAE program — Students explorea wide variety of developmental approaches tolearning, including the development of cognition,emotion, and motivation as they apply to diverselearners. Using an integrative approach todevelopment, they apply key theoretical perspectivesin creating a multidimensional model of the learner.Students apply developmental and learning theoryto support learning approaches appropriate to theirtarget learning groups (e.g., elementary, middle, andsecondary students, teacher colleagues, clients andstaff in professional settings).TLA 612 Education and Human Development2: The Scholarship of Teaching (3) Prereq.TLA 611 and concurrent registration in AC 613— Students make links across current literaturein education and instructional design, examiningthe design of learning environments that lead tolearner growth. They apply frameworks from humandevelopment and learning to the analysis of actualteaching environments. Students examine a rangeof cases, including their own teaching experiences,as they develop approaches to effectively address theteaching and learning issues of the environments inwhich they work. In the LTM specialization, LTM612 replaces TLA 612.TLA 641 The Learning Organization and SocialChange (3) — Students draw upon a range ofdisciplines and theories to examine organizationalculture, including patterns of leadership, authority,and communication and their impact on theclimate of the organization. They analyze casestudies of organizational change, identifyingsources of success and failure. Critiquing variedapproaches in particular settings, they developproposals for achieving goals for ongoing growth andimprovement.TLA 651 Educational Inquiry: Research inAction (3) Prereq. AC 613 — Students examinethe nature of systematic inquiry by using an actionresearch perspective as they address questionsrelated to improvement of their practice. Focusingon the context of learning environments, theyexplore the assumptions and applications of variedmethodological approaches. They develop skillsin conceptualizing researchable questions and indesigning research projects appropriate for their ownprofessional practice and specific setting.TLA 750 Practicum (3) Prereq. AC 653 —Students engage in an inquiry process related to theirwork sites. Working with a community mentor, theyimplement their proposed plan, gathering data andreflecting upon their process in an ongoing way.Students bring the results of their work-based inquiryprojects to a discussion of the larger frameworksof learning, development, and social change. Theyanalyze and interpret the results of their study inrelation to the research of other students, while alsomaking links to broader questions. They preparefor the presentation of their inquiry in a conferencesetting.MAE Course Descriptions and External Assessments7475

Undergraduate Course Descriptionsfor LTM SpecializationsUndergraduate Course Descriptions for LTM SpecializationsED 225A Literacy in Early Childhood (3) —Students examine the scope of an early childhoodliteracy curriculum, focusing on emergent literacy,oral language, reading, writing, and literature.Among components integrated in this course arephonics, spelling, and sight vocabulary. Studentslearn to make sound decisions, teach literacy learningstrategies, select appropriate materials, and designdevelopmentally appropriate learning experiences andassessments for the early childhood learner.ED 325 Literacy in Middle Childhood 1 - ELC(3) Prereq. EC/MC: ED 225 — Students examinethe primary grade literacy curriculum, focusing onlanguage, reading, writing, and literature. Amongissues addressed are phonics, spelling, grammar,and sight and reading vocabulary. Students learnto make sound decisions, teach literacy learningstrategies, select appropriate materials, and designdevelopmentally appropriate learning experiences andassessments for the middle childhood/primary gradelearner.ED 325A Literacy in Middle Childhood 1 -ELM (3) — Students examine the primary gradeliteracy curriculum, focusing on language, reading,writing, and literature. Among issues addressed arephonics, spelling, grammar, and sight and readingvocabulary. Students learn to make sound decisions,teach literacy learning strategies, select appropriatematerials, and design developmentally appropriatelearning experiences and assessments for the middlechildhood/primary grade learner.ED 338A Early Childhood Teaching andField (4) Prereq. ED 225; concurrent N-K fieldexperience — Students become acquainted withearly childhood philosophies and their applicationto the development of early childhood educationmodels. Through analyzing and synthesizingvarious frameworks, they develop the ability tocommunicate their own philosophy and to developappropriate early childhood curricular designs.They develop the ability to design and implementdevelopmentally appropriate teaching strategies forchildren with a variety of learning needs and stylesin the areas of play, language arts, mathematics,science, social studies, environmental education,creative arts, health, and motor development. Withina multicultural context, students develop learningexperiences that incorporate technology, activelearning, and appropriate assessment strategies.ED 353A Arts and Movement in the ElementaryCurriculum (2) Prereq. A 135 or MU 101 —Students make meaningful and effective connectionsamong the arts — music, art, dance, and drama— within the integrated elementary curriculum.They develop practical abilities in the integrationof the arts and movement across the curriculumand apply teaching and learning theory in thedesign of developmentally appropriate lessons, themeaningful incorporation of technology, and the useof assessment strategies.MT 243 Fundamental Concepts ofMathematics 1 (4) — This course, whichintegrates the learning of mathematics with methodsof teaching, is designed for students who arepreparing to teach at the elementary school level.Students study the mathematical structures andoperations related to sets, whole numbers, integers,rational numbers, and real numbers. They use theproperties of these systems to develop algorithms forthe operations defined in each of the systems. Theyexplore the use of manipulatives and technology inbuilding understanding of concepts. Through thestudy of national, state, and local standards, andcontemporary mathematics curriculum projects, theylearn teaching strategies. They also gain experiencewith professional practices such as the developmentof lesson plans, unit plans, and assessmentinstruments designed for a variety of learning styles.Throughout the course, students evaluate themselveson their ability to analyze and solve problems aswell as on their ability to communicate mathematicseffectively.MT 244 Fundamental Concepts ofMathematics 2 (4) Prereq. MT 243 — This coursebuilds on the mathematical knowledge and skills thatstudents developed in MT 243. They study geometryand probability and statistics, and work to strengthentheir mathematical problem-solving, analytic, andcommunication skills. They work further to explorea variety of mathematics teaching approaches at theelementary school level.Master of BusinessAdministration Program76

Alverno College School of BusinessIntroduction to theMaster of Business Administration ProgramSchool of Business Mission/Vision StatementMission StatementThe mission of the Alverno College School of Business is to deliver relevant, quality, professional programsin the best of the liberal arts tradition through innovative undergraduate and graduate curriculumresponsive to current and future needs of students, employers, and other stakeholders.We do this by:◆ creating a learning community among students, staff, and faculty◆ creating a mutually owned outcome-focused, ability-based curriculum◆ creating ties to the business community, and◆ creating relationships with higher education.What we do and how we function is driven by three principles: a focus on our stakeholders, acommitment to continuous improvement and learning, and participation and teamwork.Vision StatementOur vision is simple: to make a direct and meaningful difference in the personal, professional,organizational, and community lives of our students and, through them, to improve the communities inwhich they live.Why the Master of BusinessAdministration at Alverno College?The global economy provides firms withcompetitive challenges, threats, and opportunities.As new markets, customers, and competitorsemerge, organizations need to create sustainableorganizational capability and competitiveadvantages.The Alverno Master of Business Administration(MBA) is designed to develop leaders andmanagers who can productively operate andthrive in the global economy whether they workin nonprofits, small start-ups, or establishedcorporations.This transformative MBA education integrates theart, craft, and science of managing for managersand leaders working in this new competitivelandscape by developing their managerialcompetence and proficiency in strategic analysis,execution, global and cultural competence,innovation, and ethical managing and leading.A Challenging Curriculum withHigh-Quality StandardsThe Alverno MBA is for growth-oriented, highpotentialindividuals with three or more yearsof relevant business or organizational experiencewho aspire to greater influence and impact. Itcontinues the tradition in the Alverno School ofBusiness of integrating management principleswith functional area knowledge to bridge the gapbetween knowing and doing. As such, it representsour response to the need for an MBA for the 21stcentury. Its design is based on our institutionalresearch on learning, our review of innovativegraduate business programs, our response to theliterature critiquing traditional MBA programs,and our thirty years of experience in outcomefocused,ability-based business education.Designed for the Practicing ProfessionalAlverno faculty emphasize knowing and doing byfocusing on experiential learning in an integratedbusiness curriculum. In order for students to beable to actively apply what they learn, Alvernorequires that all MBA students be employed fulltimein a business-related or organizational field.The Alverno MBA is REAL—relevant,experiential, active learning. It consists of carefullydesigned experiences that focus and extendother classroom experiences and engage studentsfrom across the MBA program in the issues andcomplex problems encountered in today’s businessenvironment. The Alverno MBA provides a uniqueexperience that brings together students, faculty,and others as a learning community.Timeframe: A Schedule for WorkingProfessionalsThe Alverno MBA program is offered in aconvenient every-other-weekend timeframe. Therequired courses meet all day Saturday during thefall and spring semesters. Electives are availablein an accelerated summer format, or they canbe taken during the fall and spring semesters onFriday evening. Additional electives are availablefor part-time students (3 credits) on Saturdaymorning or Saturday afternoon.Introduction to the MBA Program7879

Course of StudyCourse of StudyMaster of Business Administration (MBA)The 36-semester-hour MBA program consists offive cross-functional required courses (30 credits)and two elective courses (6 credits) and can becompleted in five semesters and two summers ifstudents follow the course sequence outlined onthe following page.Each cross-functional required course integrates coreknowledge areas with skills, values, and attitudes toenable graduates to build relationships that enhanceorganizational capability, results, and agility.The elective courses offer students the opportunityto focus in greater depth on selected businesspractices, topics, and issues.Core knowledge areas representing the disciplinarycontent traditionally found in separate courses inan MBA program are integrated developmentallyacross the required courses and include:◆◆◆◆◆Accounting/financeMarketing, production, and microeconomicsOrganizational behavior, human resources,and managing organizational changeMacro environment: macroeconomics,regulation and public policy, and globaleconomicsTechnology and quantitative methodsExecutionThe Alverno MBA graduate knows how to get theright work done in the right way to get results;takes a disciplined, reality-based, and focusedapproach to translating strategy into action, usingthe resources of the organization and the teamwisely to produce results.InnovationThe Alverno MBA graduate integrates and appliescross-disciplinary business knowledge to create anddeliver inventive business solutions to customersand other stakeholders in ways that create and addvalue to business processes, products, and services.Global and Cultural CompetenceThe Alverno MBA graduate uses interdisciplinaryknowledge and enhanced cultural competence tointeract with, manage, and lead individuals, teams,and business units within a variety of cultural andglobal contexts to develop relationships, resources,and markets.Ethical Managing and LeadingThe Alverno MBA graduate identifies competingvalues in business decisions and can act with acommitment to integrity in interactions that leadto the development of trustworthy relationshipswith customers, colleagues, suppliers, and otherkey business partners.Semester/CourseMBA Course Sequences36-Semester-Hour Track: Fall EntrySemester HoursSemester 1MGT 501 Introduction to MBA Program 0MGT 600* Integrated Management 6Semester 2MGT 610*Assessing Self, Organizations, and theOperating Environment 6Summer Session 1MGT 6XX** Elective 3Semester 3MGT 620* Building Processes, Relationships, and Resources 6Semester 4MGT 630* Acting with Innovation, Creativity, and Imagination 6Summer Session 2MGT 6XX** Elective 3Semester 5MGT 640* Creating Agility in Dynamic Environments 6MBA Program OutcomesMBA Course of StudyBy emphasizing experiential learning in anintegrated business curriculum, the AlvernoMBA assists students to develop their managerialcompetence and proficiency in:Strategic AnalysisThe Alverno MBA graduate uses knowledge ofproven and emerging business principles andstrategies to navigate complexity; recognizesthe defining areas of distinctiveness of differententerprises and how to leverage them to advantagein the marketplace.* MBA core courses are offered in the fall and spring semesters.** Limited elective options are available Friday evenings during the fall and spring semesters as an alternative tosummer sessions.MBA Course of Study8081

Course of StudyCourse of StudySemester/CourseSemester 1MBA Course Sequences36-Semester-Hour Track: Spring EntryMGT 501 Introduction to MBA Program 0MGT 600* Integrated Management 6Summer Session 1MGT 6XX** Elective 3Semester 2MGT 610*Semester 3Semester HoursAssessing Self, Organizations, and theOperating Environment 6MGT 620* Building Processes, Relationships, and Resources 6Summer Session 2MGT 6XX** Elective 3Semester 4MGT 630* Acting with Innovation, Creativity, and Imagination 6Semester 5MGT 640* Creating Agility in Dynamic Environments 6* MBA core courses are offered in the fall and spring semesters.** Limited elective options are available Friday evenings during the fall and spring semesters as an alternative tosummer sessions.MBA Course Sequences44-Semester-Hour Track: Fall Entry(for applicants who do not demonstrate the requisite business knowledge and quantitative skillsthrough their transcripts or personal portfolio)Semester/CourseSemester HoursSemester 1MGT 500 Introduction to Foundation MBA Program 0MGT 605 Introduction to Accounting 2MGT 606 Business Models and Quantitative Methods 2Semester 2MGT 607 Marketing Principles and Management 2MGT 608 Finance 2Semester 3MGT 600* Integrated Management 6Semester 4MGT 610*Assessing Self, Organizations, and theOperating Environment 6Summer Session 1MGT 6XX** Elective 3Semester 5‘ MGT 620* Building Processes, Relationships, and Resources 6Semester 6MGT 630* Acting with Innovation, Creativity, and Imagination 6Summer Session 2MGT 6XX** Elective 3Semester 7MGT 640* Creating Agility in Dynamic Environments 6MBA Course of Study* MBA core courses are offered in the fall and spring semesters.** Limited elective options are available Friday evenings during the fall and spring semesters as an alternative tosummer sessions.MBA Course of Study8283

Course of StudyAdmissionsMBA Course Sequences44-Semester-Hour Track: Spring Entry(for applicants who do not demonstrate the requisite business knowledge and quantitative skillsthrough their transcripts or personal portfolio)Semester/CourseSemester 1MGT 500 Introduction to Foundation MBA Program 0MGT 605 Introduction to Accounting 2MGT 606 Business Models and Quantitative Methods 2Semester 2MGT 607 Marketing Principles and Management 2MGT 608 Finance 2Semester HoursAdmissions Requirements for U.S.Applicants1. Hold a bachelor’s degree from an accreditedcollege or university.2. Have three or more years of relevant businessrelated/organizationalwork experience withincreasing levels of responsibility.3. Demonstrated business knowledge andquantitative skills through undergraduate orwork experience.4. Be employed full-time in a business-related/organizational field.5. Submit a complete application package.Admissions Process◆◆Goal statement: Identify your goals forgraduate study and describe how the AlvernoMBA will help you achieve greater influenceand impact on personal, professional,community, and organizational levels.Suggested length is one to two pages, doublespaced.Three performance narratives: In eachnarrative, identify a specific work/professionalexperience that describes the responsibilities,accomplishments, and relationships you wereinvolved in. These experiences should provideevidence that you meet the relevant workexperience requirement for admission to theMBA program and have the requisite businessknowledge to be successful. Relevant workexperience includes:MBA Course of StudySemester 3MGT 600* Integrated Management 6Summer Session 1MGT 6XX** Elective 3Semester 4MGT 610*Semester 5Assessing Self, Organizations, and theOperating Environment 6MGT 620* Building Processes, Relationships, and Resources 6Summer Session 2MGT 6XX** Elective 3Semester 6MGT 630* Acting with Innovation, Creativity, and Imagination 6Semester 7MGT 640* Creating Agility in Dynamic Environments 6* MBA core courses are offered in the fall and spring semesters.** Limited elective options are available Friday evenings during the fall and spring semesters as an alternative tosummer sessions.Enrollment is limited. Qualified applicants areaccepted on a rolling basis. Priority considerationis given to applicants whose application package isreceived prior to August 1 for fall semester entryor prior to December 15 for spring semester entry.Applicants should submit an application packageconsisting of:1. MBA Application for Admission andapplication fee payable to Alverno College.Applicants may also apply online. (Fee waivedfor online applications.)2. A current résumé.3. Official transcripts showing a baccalaureate oradvanced degree.4. Three professional recommendations, usingthe form provided online.5. A personal/professional portfolio. Alvernodoes not require the GMAT. Instead, theportfolio is used to help determine yourpotential for success and your ability tobenefit from our graduate program. Youshould therefore commit significant time andgive serious thought to the preparation of yourportfolio. The portfolio consists of:◊◊◊◊◊◊Three or more years of business-related/organizational work or professionalexperienceIncreasing levels of responsibilityLine, staff, or project responsibilityManagerial experience of people and/orprojects (such as planning, organizing,leading, controlling, evaluating functions)Business knowledge and quantitative skillsInteraction with management,departments/functions, or externalaudiences outside own area ofresponsibility.For each experience, be sure to identify: thesituation (what happened? what led up to it?);who was involved (the relationships); what youdid; what you were thinking at the time; andthe outcome (what did you accomplish?). Yournarratives should be descriptive, evaluative, andreflective about the experiences you have chosen.One narrative should specifically address youruse of business knowledge and application ofquantitative skills. Suggested length is two tothree double-spaced pages per narrative.MBA Admissions8485

AdmissionsMBA Core Course DescriptionsThe number in parentheses after course title is the number of graduate semester hours.MBA AdmissionsApplicants who do not demonstrate the requisitebusiness knowledge and quantitative skills throughtheir transcripts or portfolio may be accepted intothe 44-semester-hour MBA track, through whichthey complete an additional 8 credits of graduatecourses.For more information on admissions requirements,the admissions process, or additional details aboutthe Alverno MBA, contact the Alverno CollegeGraduate and Adult Admissions Office at 414-382-6100 or 1-800-933-3401.International StudentsIn addition to the above requirements,international students should arrange to have oneof the following sent to the Graduate and AdultAdmissions Office:1. Test of English as a Foreign Language(TOEFL): A minimum TOEFL score of 600(written), 250 (computer), 100 (Internet)(http://www.toefl.org); or2. International English Language TestingSystem (IELTS): A minimum IELTS score of7.0 (http://www.ielts.org); IELTS is jointlymanaged by the British Council, IDP: IELTSAustralia, and the University of CambridgeESOL Examinations; or3. The Society for Testing English Proficiency,Inc. (STEP Test): A minimum STEP grade of1 (http://www.eiken.or.jp); or4. Transfer from an approved English as aSecond Language (ESL) program. Contactthe International & Intercultural Center(international@alverno.edu) for a listing ofour associate ESL programs.For other requirements specific to internationalstudents, candidates for admission should consultthe Alverno College website (www.alverno.edu),or contact Alverno’s International & InterculturalExchange Specialist at international@alverno.eduor at 414-382-6006.Notification and ConfirmationWithin a month of receipt of the requiredcredentials, the College notifies the applicant of anadmissions decision.RegistrationOnce accepted into the program, the student iscontacted regarding registration. A tuition depositof $100 is required prior to registration of acceptedstudents and is nonrefundable.Transfer CreditsOrdinarily, a student can transfer a maximum of6 graduate credits from other institutions. Officialtranscripts indicating graduate courses taken arerequired.Prior to registration, students should directquestions regarding transfer credits to the AlvernoCollege Graduate and Adult Admissions office at414-382-6100 or 1-800-933-3401.MGT 501 Introduction to MBA Program (0)Prereq. MGT 500 or admission to MBA program— This course introduces students to their MBAcohort, the MBA program, campus technology,and library resources. Students receive theirstudent identification cards and activate theirnetwork email accounts.MGT 600 Integrated Management (6) Prereq.Admission to MBA program — This course isinterdisciplinary and organized around thecore knowledge areas emphasized in the MBAprogram. Students are introduced to the AlvernoProfessional Competence Model and usediscipline knowledge from the core knowledgeareas to integrate their prior learning andbusiness experience. Through a team businessplanning exercise, development of a professionalportfolio, case studies, and a financial analysisproject, students connect knowing and doing,develop their financial acumen, and improve theirorganizational decision making.MGT 610 Assessing Self, Organizations, andthe Operating Environment (6) Prereq. MGT600 — This course builds upon and expandsthe frameworks and core knowledge areasintroduced in MGT 600, Integrated Management.It also lays the foundation for the student as areflective practitioner—someone who uses her/his performance on the job for reflective learningthat improves future performance. Studentsassess their professional competence, emotionalintelligence, and risk intelligence through a varietyof learning experiences. They also use a variety ofstrategic management frameworks and balancedscorecards to evaluate organizational effectivenessas a foundation for improved organizationalperformance. Students participate in a semesterlongcompetitive business simulation to test outand evaluate their strategic management, decisionmaking,and management skills.MGT 620 Building Processes, Relationships,and Resources (6) Prereq. MGT 610 — Studentsfocus on their ability to effectively manageprocesses, relationships, and organizationalresources to enhance organizational capability,results, and agility. They use a variety of analyticframeworks, best practices, and disciplinecontent from core knowledge areas to study andanalyze value and supply chains and to developtheir understanding of the complex issuesmanagers face. They also further develop theirfinancial acumen using financial and quantitativeinformation for decision making.MGT 630 Acting with Innovation, Creativity,and Imagination (6) Prereq. MGT 620 —Students expand their discipline knowledge in thecore knowledge areas to create business modelsthat are responsive to the diversity and globalnature of today’s business. They participate inglobal, worldly, multicultural, and interdisciplinaryexperiences that foster the development of the newattitudes, mindsets, and values required of today’smanager-leaders. Students view their work andworkplaces through the lens of other cultures andpeoples. The course provides a unique foundationfor managing and developing people as well as forunderstanding the more macro forces that shapethe context of business in the 21st century.MGT 640 Creating Agility in Dynamic Environments(6) Prereq. MGT 630 — Students continueto grow as worldly managers by developing theabilities, thinking, and discipline knowledgefrom the core knowledge areas needed to buildenduring, agile organizations. This course focuseson change management, management-leadership,teamwork, and collaboration to develop eachstudent’s ability to anticipate and respond tochanging markets, global operating environments,and unforeseen events. Students also study legal,regulatory, and ethical issues confronting today’sbusiness leaders, and use ethics-based decisionmakingframeworks to develop their ability tosuccessfully navigate an ever-changing operatingenvironment.MBA Core Course Descriptions8687

MBA Elective Course DescriptionsMBA Foundation Course DescriptionsMBA Elective Course DescriptionsMGT 647 Adult Learning and WorkplaceCompetency (3) Prereq. MGT 600 or concurrentregistration with permission of department — Worksettings inevitably and necessarily comprise adultlearners who are developing both work andlife skills within the context of the workplace.They bring with them experiences that containcognitive, emotional, and motivational challengesand strategies. They come with particular, preferredlearning styles that affect everything from trainingfor new technology to successfully negotiatingteam processes. In this course, students considerthese adult learner needs and abilities as theyexplore the connections between theories of adultlearning, workplace competencies, and resourcesfor supporting adult learning in workplace settings.They participate in an overview of adult learningtheory and its roots in education, psychology, andorganizational behavior and explore the theoreticalroots of adult learning practices in the workplace.MGT 650 Graduate Seminar (3) Prereq. MGT600 — This course provides students with theopportunity to explore new business topics, issues,or practices as they emerge in an ever-changingbusiness environment, or to focus on advancedtopics in any of the core knowledge areas. Seminartopics rotate on a regular basis, and multiplesections provide students with a variety of choicesto meet their academic and professional needs.MGT 667 Managing the Consulting Process(3) Prereq. MGT 600 or concurrent registrationwith permission of department — This courseenables students to function responsibly asbeginning consultants or midlevel practitioners,depending on each student’s experience, as theylearn to apply consulting skills and strategies totheir own professional context. Course contentfocuses on current consulting theory and practiceto develop a problem-centered approach tointervening in organizations that emphasizescollaborative innovation and learning betweenclient and consultant. Students learn strategies forbuilding effective client-consultant relationshipsand for diagnosing, designing, implementing,and evaluating appropriate organizationalinterventions.MGT 677 Group and Team Facilitation (3)Prereq. MGT 600 or concurrent registrationwith permission of department — Collaborativemanagement of the work team culture is afundamental aspect of developing organizations. Inthis course, students learn strategies to effectivelybuild and lead high-performance work groupsand teams. They examine the use of diagnosticand intervention techniques to focus on interteamand group relations. They learn how to designstrategies to assess and diagnose individual andteam effectiveness, build trust within teams,and guide team interventions. They also learntechniques for coaching and mentoring teams andteam members.MGT 687 Tools and Processes forOrganizational Intervention (3) Prereq. MGT600 or concurrent registration with permissionof department — Organizational development(OD) interventions are sets of structuredactivities designed to move the organization fromits current state to a desired state. This coursefocuses on applying conceptual knowledge toequip students to plan and implement ODinterventions. Students learn how to diagnoseorganizational issues and design appropriateinterventions that target specific workplace orcompetitive environment needs. They also learnthe underlying causal mechanisms of interventionto ensure that the change initiative fits the desiredoutcome. Students learn a range of strategies tosupport organizational development, such asprocess consultation, planning and goal setting,cultural analysis, work redesign, and organizationalrestructuring.MGT 697 Independent Study (3) Prereq. MGT600 and permission of department — Independentstudy is available to graduate students who seekunique and specialized professional developmentlearning opportunities that are not availablethrough existing MBA elective courses. It requiresstudents to independently design, implement,and manage their learning with the guidance ofa School of Business faculty member. Approval issubject to faculty availability.MGT 500 Introduction to FoundationMBA Program (0) Prereq. Admission to MBAprogram — This course introduces studentsregistered for their first MBA foundation courseto the MBA program, campus technology, andlibrary resources. Students receive their studentidentification cards and activate their networkemail accounts.MGT 605 Introduction to Accounting (2)Prereq. Admission to MBA program — Thestudent is introduced to the nature of accountingwithin a business context. The student learns thedifferent functions of business, and the types ofinformation, management reports, and financialstatements that are provided by a company’saccounting system. The course emphasizes theintegrated nature of management and financialaccounting issues. It provides the student withan overview of the judgments and estimatesthe accountant must make and how financialinformation is used as part of an organization’sinformation system to make decisions.MGT 606 Business Models and QuantitativeMethods (2) Prereq. MGT 605 or concurrentregistration — The student develops the abilityto use a variety of quantitative and statisticaltechniques to make and support sound businessdecisions in areas as diverse as marketing,human resources, and financial management.The student uses descriptive and inferentialstatistics, correlation and regression analysis,and other quantitative methods to develop theanalytic and problem-solving abilities neededin today’s business world. The student also usescontemporary business software applicationsto analyze and communicate statistical andquantitative information.MGT 607 Marketing Principles andManagement (2) Prereq. MGT 605 — Thiscourse introduces the student to how organizationsdevelop products and services to meet the needsand wants of customers. The student works ina simulated new-product development team fora major company. The student and teammatesinvent a new product and present a comprehensivemarketing plan via a written report and an oralpresentation to the organization’s simulated boardof directors at the end of the semester. The teamidentifies and addresses problems ranging fromproduction design to pricing to distribution tomarketing communications and considers theproduct’s impact in both domestic and globalmarkets.MGT 608 Finance (2) Prereq. MGT 605 —The student is introduced to the basic conceptsand skills required to manage an organization’sassets for growth and survival. The studentlearns problem-solving techniques used in theacquisition, control, and use of funds to financecurrent and future operations. The student alsolearns to analyze a firm’s financial strengths andweaknesses in order to more effectively manage thefirm’s operations.MBA Foundation Course Descriptions8889

Master of Science inNursing Program

Alverno College School of NursingIntroduction to theMaster of Science in Nursing ProgramSchool of Nursing Mission/Vision Statement92Mission StatementThrough the undergraduate education of women, the mission of the School of Nursing at Alverno Collegeis to prepare professional practitioners who are committed to meeting the health needs of people ofall ages and who are prepared for the pursuit of graduate education. Through the graduate education ofwomen and men in nursing, the School of Nursing extends its mission of service, strengthens its ties to thecommunity, and affects the education and well-being of diverse populations. The student’s learning andpersonal and professional development are the central focus of School of Nursing faculty and staff. Theaccomplishments of the School of Nursing are measured by how well we carry out this central mission.Vision StatementFaculty and staff of the School of Nursing at Alverno College hold as our vision that each learner willexperience visionary learning for a lifetime of influence.AccreditationThe Alverno College Master of Science in Nursing program is accredited by the Commission on CollegiateNursing Education (CCNE). The CCNE is officially recognized by the U.S. Secretary of Education asa national accreditation agency. CCNE ensures the quality and integrity of baccalaureate and graduateeducation programs to prepare effective nurses.Why the Master of Science in Nursing atAlverno College?Alverno College has long been a leader inpreparing professional nurses to meet thehealth-care needs of local, state, and nationalcommunities. Alverno’s Master of Science inNursing (MSN) program prepares practicingprofessionals, both women and men, for advancedroles in practice and education. In addition toacquiring the knowledge, skills, and abilitiesnecessary for teaching in a variety of settings,MSN graduates will have completed the requisitepracticum hours needed to seek certification asa clinical nurse specialist (CNS) through theAmerican Nurses Credentialing Center (ANCC).They will also have the ability to seek the rightsand privileges of prescriptive authority if they sochoose.The MSN program carries on the College’stradition in the professional liberal arts, withAlverno’s particular focus on integrative,experiential, and reflective approaches to learning.The MSN program extends the College’s nationaland international work in ability-based educationand performance-based assessment.A Challenging Curriculum withHigh-Quality StandardsThe MSN curriculum provides advanced study innursing science and practice, education theory, andresearch methodology. It provides in-depth studyof the nature of human development and learning,of the processes of inquiry, and of the social andcultural contexts of learning. Program participantsdraw upon a range of theoretical frameworks toexamine their professional practice and furtherdevelop skills in reflection and self-assessment.A carefully sequenced program of studies includespractica through which students apply skillsof inquiry focused on enhancing their nursingeducation and practice abilities with diverselearners in health-care, classroom, and communityenvironments.Designed for the Practicing ProfessionalThe MSN program at Alverno College is relevantto and supportive of the work of a range ofprofessionals who develop others and improvethe health of individuals and communities. It isdesigned for nurses who wish to become:◆ Clinical nurse specialists in adult health/gerontology◆ Nursing faculty in schools of nursing◆ Nursing staff development educators inhealth-care institutions◆ Nurses who conduct health educationseminars in business and industry◆ Nursing educators in communityenvironments.In all instances, students are engaged in workin which their roles focus on nursing practice,teaching and learning, and human development inselected populations.Credentialing Through ANCC CertificationUpon completion of the MSN program,graduates have 500 practicum hours and areeligible to sit for select ANCC clinical nursespecialist exams. However, specialty organizations“determine eligibility criteria and documentationrequirements” for meeting those criteria (NationalAssociation of Clinical Nurse Specialists, 2004,p. 23), and certification eligibility requirementsmay change from year to year. Thus, MSNstudents are advised to closely follow certificationeligibility requirements determined by theANCC and specialty organizations. Studentsand their faculty advisor mutually determinewhether practicum experiences and appropriatelycredentialed advanced practice nurses are availableto fulfill ANCC and specialty requirements.Additional practicum hours may be required ifANCC and/or specialty requirements change whilethe student is in school.Applicants who desire to pursue a nursepractitioner (NP) credential should speak with theMSN Program Director. Some Alverno Collegecredits may transfer to other institutions that offerpost-master’s NP programs.Introduction to the MSN Program93

Introduction to theMaster of Science in Nursing ProgramCourse of StudyTimeframe: A Schedule for WorkingProfessionalsCourses in the MSN program are available inthe Alverno on the Weekend timeframe. Thismeans that courses meet every other weekendduring the fall and spring semesters, for a totalof seven to nine times per semester. Courses areoffered in three possible weekend timeframes:Friday night, Saturday morning, and Saturdayafternoon. Practicum experiences during the weekare necessary to achieve MSN course and programoutcomes and to meet eligibility criteria for theANCC CNS certification exam.The curriculum is designed so that students whotake three courses per semester can completethe degree in as few as five semesters. Part-timestudents can complete the degree in as few as sevensemesters and two summers. Course sequences forfull- and part-time study appear on pages 95-96.Courses are offered on a planned rotational basis.While all courses can be completed by attendingtwo semesters per year, some courses are repeatedduring summer sessions, adding more schedulingflexibility for students.Master of Science in Nursing (MSN)The Alverno MSN degree focuses on teaching,learning, and assessment as well as on advancedpractice nursing knowledge, skills, and abilities.It provides the opportunity for in-depth studyof nursing practice; the nature of humandevelopment and learning in social, cultural,and practice contexts; and the processes forpractice-based inquiry.All students complete advanced nursingtheory courses, advanced teaching courses, andadvanced nursing science/practice courses (seediagram at right), for a total of 39 credits.NURSINGSCIENCETEACHINGTHEORYNURSINGTHEORYMaster of Science inNursing (MSN)integrating advancednursing practice andeducationThe program requires 500 practice hours. Thesehours are distributed across the curriculum andextend student learning of course and programoutcomes. Coursework culminates in practicumstudy and a capstone seminar in which studentssynthesize their study across coursework andthe practicum.MASTER OF SCIENCE IN NURSINGADVANCED NURSINGTHEORY COURSESADVANCED TEACHINGCOURSESADVANCED NURSINGSCIENCE/PRACTICE COURSESIntroduction to the MSN ProgramSem. 1 MSN 601 NursingTheories and FrameworksSem. 2 MSN 602 Nursing Inquiry,Research, andScholarshipSem. 3 MSN 603 Health-careSystems: Organization,Economics, and PoliticsSem. 4 MSN 702 PromotingHealth through Practice-Based ResearchSem. 5 MSN 750 Capstone:Scholarship to AdvanceNursingSem. 1 MSN 611 Educationand Human Development 1Sem. 2 MSN 612 Education andHuman Development 2Sem. 3 MSN 675 Theories andStrategies of InstructionalDesign and AssessmentSem. 4 MSN 730 Practicum:Advanced Practice NursingSem. 1 MSN 620 AdvancedPractice Roles and EthicalDecision MakingSem. 2 MSN 621 AdvancedPhysiology andPathophysiologySem. 3 MSN 622 AdvancedHealth and PhysicalAssessmentSem. 4 MSN 701 PromotingHealth in DiverseCommunitiesSem. 5 MSN 623 AdvancedPharmacotherapeuticsand Clinical DecisionMakingMSN Course of Study94AC 613-03 Graduate External Assessment 1AC 653-03 Graduate External Assessment 2AC 753-03 Graduate External Assessment 395

Course of StudyCourse of StudyMSN Course of Study96MSN Program OutcomesThe work of the MSN student is guided by fiveprogram outcomes that describe what is expectedof persons engaged in nursing practice andeducation at the master’s level. These outcomes,delineated by the faculty of Alverno College, are:1. Assumes leadership in advancing nursingeducation and professional nursing practice.2. Collaborates with, coordinates, and managespersonnel and other resources to promotehealth and foster learning.3. Communicates effectively to facilitate learningand influence outcomes.4. Integrates nursing science and learning theoryin planning, implementing, evaluating, anddocumenting outcomes.5. Synthesizes inquiry processes and learningapproaches to affect the education and wellbeingof diverse populations.Demonstrated competence in each of theseoutcomes is required for the MSN degree.In-course and external assessments focus on thelearner’s development and demonstration of theseprogram outcomes.MSN Course SequencesStudents may use this outline of the program requirements to keep track of their progress. They may begin theprogram in either the fall or spring semester.Total semester hours: 39Fall semester entry (full-time: 5 semesters)First semester___MSN 600 MSN Orientation___MSN 601 Nursing Theories andFrameworks___MSN 611 Education and HumanDevelopment 1___MSN 620 Advanced Practice Rolesand Ethical Decision MakingSecond semester___MSN 602 Nursing Inquiry, Research, andScholarship___MSN 612 Education and HumanDevelopment 2___MSN 621 Advanced Physiology andPathophysiology___AC 613-03 Graduate External Assessment 1Third semester___MSN 603 Health-care Systems: Organization,Economics, and Politics___MSN 622 Advanced Health and PhysicalAssessment___MSN 675 Theories and Strategies ofInstructional Design and AssessmentFourth semester___MSN 701 Promoting Health in DiverseCommunities___MSN 702 Promoting Health throughPractice-Based Research___MSN 730 Practicum: Advanced PracticeNursing___AC 653-03 Graduate External Assessment 2Fifth semester___MSN 623 Advanced Pharmacotherapeuticsand Clinical Decision Making___MSN 750 Capstone: Scholarship toAdvance Nursing___AC 753-03 Graduate External Assessment 3Spring semester entry (full-time: 6 semesters)First semester___MSN 600 MSN Orientation___MSN 611 Education and HumanDevelopment 1___MSN 620 Advanced Practice Rolesand Ethical Decision MakingSecond semester___MSN 601 Nursing Theories and Frameworks___MSN 622 Advanced Health and PhysicalAssessment___MSN 675 Theories and Strategies ofInstructional Design and AssessmentThird semester___MSN 602 Nursing Inquiry, Research, andScholarship___MSN 612 Education and HumanDevelopment 2___MSN 621 Advanced Physiology andPathophysiology___AC 613-03 Graduate External Assessment 1Fourth semester___MSN 603 Health-care Systems: Organization,Economics, and Politics___MSN 623 Advanced Pharmacotherapeuticsand Clinical Decision MakingFifth semester___MSN 701 Promoting Health in DiverseCommunities___MSN 702 Promoting Health throughPractice-Based Research___MSN 730 Practicum: Advanced PracticeNursing___AC 653-03 Graduate External Assessment 2Sixth semester___MSN 750 Capstone: Scholarship toAdvance Nursing___AC 753-03 Graduate External Assessment 3MSN Course of Study97

Course of StudyAdmissionsMSN Course of StudyTotal semester hours: 39First semester___MSN 620 Advanced Practice Roles andEthical Decision Making___MSN 611 Education and HumanDevelopment 1Second semester___MSN 621 Advanced Physiology andPathophysiologySummer___MSN 601 Nursing Theories and FrameworksThird semester___MSN 622 Advanced Health and PhysicalAssessment___MSN 675 Theories and Strategies ofInstructional Design andAssessmentFourth semester___MSN 612 Education and HumanDevelopment 2___MSN 602 Nursing Inquiry, Research,and Scholarship___AC 613-03 Graduate External Assessment 1MSN Course SequencesFall semester entry (part-time: 7 semesters and 2 summers)Fifth semester___MSN 623 Advanced Pharmacotherapeuticsand Clinical Decision Making___MSN 603 Health-Care Systems: Organization,Economics, and PoliticsSixth semester___MSN 701 Promoting Health in DiverseCommunities___MSN 702 Promoting Health throughPractice-Based Research___AC 653-03 Graduate External Assessment 2Summer___MSN 730 Practicum: Advanced PracticeNursingSeventh semester___MSN 750 Capstone: Scholarship toAdvance Nursing___AC 753-03 Graduate External Assessment 3Eligibility Requirements for U.S.Applicants:1. Bachelor’s degree in nursing from a collegeor university that is accredited by a nursingaccreditation agency approved by the U.S.Department of Education2. Current, unencumbered registered nurselicense or eligibility for RN licensure in theState of Wisconsin or multistate compact3. Current CPR certification4. Satisfactory completion of an undergraduatephysical assessment course or equivalent5. Satisfactory completion of an undergraduateinferential statistics course taken within 5years of MSN 602. (Program may be startedprior to completion of this course; refer toyour admissions counselor for advisement.)6. Verification of active engagement in thepractice of nursing for a minimum of oneyear, or 2,080 hours7. Evidence of health insurance or signed waiverEligibility Requirements for Non–U.S.Applicants:1. International applicants to the MSN programshould request the packet of internationalinformation through international@alverno.edu or by calling 414-382-6006.2. Graduates of nursing schools in foreigncountries must successfully complete theexamination administered by the Commissionon Graduates of Foreign Nursing Schools.3. International students should arrange to haveone of the following sent to the Graduate andAdult Admissions Office:a. Test of English as a Foreign Language(TOEFL): A minimum TOEFL score of 570(written), 230 (computer), 88 (Internet)(http://www.toefl.org); orb. International English Language TestingSystem (IELTS): A minimum IELTS scoreof 7.0 (http://www.ielts.org); IELTS isjointly managed by the British Council,IDP: IELTS Australia, and the Universityof Cambridge ESOL Examinations; orc. The Society for Testing EnglishProficiency, Inc. (STEP Test): A minimumSTEP grade of 1 (http://www.eiken.or.jp);ord. Transfer from an approved English asa Second Language (ESL) program.Contact the International & InterculturalCenter (international@alverno.edu) for alisting of our associate ESL programs.4. International students must complete anEvidence of Financial Support Statement andprovide a bank statement(s) as proof of abilityto pay for the MSN program.5. Current, unencumbered U.S. registered nurselicensure or eligibility for RN licensure in theState of Wisconsin or multistate compact6. Current CPR certification7. Applicants who are not licensed in Wisconsinmust be successful on the NCLEX withinthe first semester of the MSN program. Ifunsatisfactory on the NCLEX, students needto stop out of the MSN program until theyachieve successful NCLEX scores.8. Satisfactory completion of an undergraduatephysical assessment course or equivalent9. Verification of active engagement in thepractice of nursing for a minimum of oneyear, or 2,080 hours10. Evidence of health insurance or signed waiverThe College admits students of any color, race,religion, and national or ethnic origin.MSN Admissions9899

AdmissionsMSN Course Descriptions andExternal AssessmentsThe number in parentheses after course title is the number of graduate semester hours.MSN AdmissionsApplication for AdmissionCandidates for admission should:1. Submit an application form with applicationfee payable to Alverno College. Applicantsmay also apply online. (Fee waived for onlineapplications.)2. Arrange for the Graduate and AdultAdmissions Office to receive appropriatecredentials:◆ Official college transcripts verifyingcompletion of a baccalaureate degree anddocumenting graduate-level coursework tobe considered for transfer credit (AlvernoCollege alumnae need not submit AlvernoCollege transcripts.)◆ Three professional recommendations, usingthe form provided online◆ A photocopy of the applicant’s current RNlicense and current CPR certificate3. Current résumé4. Submit two essays that include the following:*a. Learning narrative: write a two- to threepagenarrative that describes a nursingrelatedsignificant learning event thatoccurred when you were a nursing studentor a practicing registered nurse.b. Goal statement: articulate your goals forgraduate study and describe how AlvernoCollege’s MSN will help you to assume arole (or roles) as a nursing educator and/orclinician with advanced preparation.5. Submit a Health Data Form and evidence ofhealth insurance or a signed waiver.6. Applicants with a master’s degree in anotherfield or a teaching credential should contactthe MSN Program Director in addition to theGraduate and Adult Admissions Office.Applications are accepted through August 1 for falladmission and through December 15 for springadmission. There is no summer admission. Werecommend that candidates submit required materialsas early as possible to ensure consideration for theirpreferred semester of entry.Notification and ConfirmationWithin a month of receipt of the requiredcredentials, the College notifies the applicant ofthe date to expect an admissions decision.RegistrationOnce accepted into the program, the student iscontacted for advising and registration. A tuitiondeposit of $100 is required prior to registration ofaccepted students and is nonrefundable.Transfer CreditsOrdinarily, a student can transfer a maximum of6 graduate credits from other institutions. Officialtranscripts indicating graduate courses taken arerequired.Prior to registration, students should directquestions regarding transfer credits to the AlvernoCollege Graduate and Adult Admissions Office at414-382-6100 or 1-800-933-3401.* Detailed instructions for the essays are available online at www.alverno.edu. On the MSN main page, click on MSN EssayInstructions.For each of the following MSN courses, current CPR certification is required and students must fulfill all healthrequirements. See the Graduate Nursing Handbook for further details.AC 613-03 Graduate External Assessment1 (0) Prereq. MSN 611; MSN 620; MSN 612completed or concurrent — This is the first ofthree graduate external assessments in the MSNcurriculum. The assessment, Making the Languageof Learning Explicit, requires students to synthesizeknowledge from foundational courses. Studentsuse the abilities of oral and written communicationand social interaction as a vehicle to describe theirprogress in developing the core competencies of anadvanced practice registered nurse (APRN).AC 653-03 Graduate External Assessment 2 (0)Pereq. Concurrent registration in MSN 702 — Inthis second graduate nursing external assessment,students present and defend their proposal fortheir practice-based inquiry project and secureAlverno IRB approval.AC 753-03 Graduate External Assessment 3(0) Prereq. All MSN courses; AC 613-03; AC 653-03; MSN 623 completed or concurrent; concurrentregistration in MSN 750 — In this third and finalgraduate nursing external assessment, studentscreate an event to involve others in professionaldiscourse around their practice-based inquiryprojects.MSN 600 MSN Orientation (0) Prereq. Admissionto the MSN program — New MSN students meetthe first weekend of class for an orientation toAlverno College and to the MSN program.MSN 601 Nursing Theories and Frameworks (2)Prereq. MSN 600 completed or concurrent; MSN611 completed or concurrent; MSN 620 completedor concurrent — Students examine the evolvingtheoretical foundations of the nursing professionthrough the exploration of a nursing theoryor a related discipline’s theory. They critique,evaluate, and use theory to determine its utilityto guide nursing practice and education in adult/gerontological populations.MSN 602 Nursing Inquiry, Research, andScholarship (3) Prereq. MSN 600; MSN 611;MSN 620; completion of undergraduate inferentialstatistics course within 5 years of taking MSN 602;concurrent registration in AC 613-03 if MSN601 and MSN 612 are completed or concurrent— Students develop research skills to facilitateutilization of knowledge that promotes highqualityhealth care to clients, that initiates change,and that improves nursing education and clinicalpractice. These skills include the ability to criticallyevaluate the appropriateness and usefulness ofresearch; to identify problems in practice settings;to develop strategies to address the problemsthrough either application of research findings orcreation of practice guidelines; and to relate studyfindings to practice outcomes. Ethical principlesand practices in the conduct of nursing researchwith human subjects are explored. (This courseincludes a 24-hour practicum.)MSN 603 Health-Care Systems: Organization,Economics, and Politics (3) Prereq. MSN 600;MSN 611; MSN 620 — Students comprehensivelyand systematically examine the interrelationshipsamong health-care policy and politics, delivery andaccess-to-care issues, and the financing of healthcare in order to make high-quality, cost-effectivechoices in the allocation of health-care resourcesand to participate in formulating health-careagendas for individuals and communities. Studentsbecome knowledgeable about federal, state, andlocal health-care resources. They analyze theinteraction and impact of politics, organizations,and economics on their areas of practice. (Thiscourse includes a 24-hour practicum.)MSN Course Descriptions and External Assessments10010

MSN Course Descriptions andExternal AssessmentsMSN Course Descriptions andExternal AssessmentsMSN Course Descriptions and External Assessments102MSN 611 Education and Human Development1 (3) Prereq. MSN 600 completed or concurrent;concurrent registration in MSN 620 recommended— Students work with a broad base of theoreticalperspectives in developmental psychology asapplied to the needs of adolescent, adult, andolder adult learners. They select, evaluate, anduse a variety of theoretical approaches as theyexplore the health-related teaching needs of diverselearners in a variety of learning environments.They assess their own learning experiences fromthe standpoints of learner and instructor, andapply assessment to the learning environment inwhich they now work. They develop skills in usingtechnology.MSN 612 Education and Human Development2 (3) Prereq. MSN 611; MSN 620; concurrentregistration in AC 613-03 if MSN 601 and MSN612 are completed or concurrent — Students applytheoretical frameworks from nursing, education,curriculum design, and human development toactual teaching environments and APRN teachingpractice with diverse populations. They examinetheir own teaching experiences and recommendapproaches to address teaching and learning issuesin their work environments. They refine theirpersonal statement of educational philosophy.Theoretical frameworks are applied in two casesand in reflective teaching journals. (This courseincludes a 12-hour practicum.)MSN 620 Advanced Practice Roles and EthicalDecision Making (2) Prereq. MSN 600 completedor concurrent; concurrent registration in MSN 611recommended — Students explore current andemerging roles of advanced practice registerednurses in various practice settings, with anemphasis on legal and professional issues, modelsof practice, and the role of the advanced practiceregistered nurse in health-care management andpromotion. Students in an advanced practice rolealso examine ethical frameworks and bioethicsin relation to ethical decision making for adult/gerontological clients.They develop and setprofessional goals for advanced practice nursing.(This course includes a 24-hour practicum.)MSN 621 Advanced Physiology and Pathophysiology(3) Prereq. MSN 611 completed orconcurrent; MSN 620 completed or concurrent —Students use theory and research to explore theetiology, pathogenesis, and clinical manifestationsof common diseases for individuals across thelifespan, and study variations in physiologicalhealth and illness processes attributable to age,race, culture, ethnicity, gender, and socioeconomicstatus. They focus on the generalized stressresponse, atherosclerosis, diabetes mellitus andmetabolic syndrome, and cancer. They examinethe physiology underlying these diseases andhow they are altered by genetic factors, lifestylefactors, age, and gender. They explore a variety ofgeriatric syndromes and the influence of stress,inflammation, and genetics on these syndromesthroughout the semester. They read and discussprimary literature and examine how new analysesof genes and fundamental physiology help healthcareproviders understand how different peoplerespond to different drug regimes. Prior knowledgeof basic physiology and pathophysiologyis required. (This course includes a 48-hourpracticum.)MSN 622 Advanced Health and PhysicalAssessment (3) Prereq. MSN 611 completed orconcurrent; MSN 620 completed or concurrent —Students examine and apply advanced health- andphysical-assessment techniques and theories in thecollaborative care of culturally diverse individualsand families, with an emphasis on the adult/gerontological population. They identify specificphysical and/or psychological illness findingssuggesting current and possible pathology, giventhe lifestyle practices and health-seeking behaviorof clients, families, and communities. Priorknowledge and experience of basic health- andphysical-assessment techniques are required. (Thiscourse includes a 48-hour practicum.)MSN 623 Advanced Pharmacotherapeuticsand Clinical Decision Making (3) Prereq.MSN 611; MSN 620; MSN 621; MSN 622— Students examine and apply principles ofadvanced pharmacology in the managementof clients across the lifespan, with an emphasison the adult/gerontological population. Thecourse emphasizes pharmacokinetics andpharmacotherapeutics of major drug classificationsas well as current clinical drug research. Studentsevaluate ethnopharmacological research studiesto discern clinical applications with individualsfrom racially and ethnically diverse backgrounds.This course also helps prepare students to meetstate requirements for prescriptive authority as anadvanced practice registered nurse after graduationfrom the MSN program and certification fromANCC. (This course includes a 48-hour practicum.)MSN 675 Theories and Strategies ofInstructional Design and Assessment(3) Prereq. MSN 620; MSN 612 completed orconcurrent — The goal of this course is to providestudents with frameworks, tools, and experiencesthat can be applied to all instructional projectsdesigned for adults and older adults. Studentsexplore instructional design models and applythem in educational or clinical practice. Eachstudent conducts a needs assessment to targetperformance needs, identifies a performance needthat requires an instructional solution, and designsand conducts the instructional program under theguidance of a preceptor. (This course includes a 24-hour practicum.)MSN 701 Promoting Health in DiverseCommunities (3) Prereq. AC 613-03; MSN603; MSN 612; MSN 621; MSN 675; MSN622 completed or concurrent — Students useepidemiologic models and theories of healthpromotion, risk reduction, and illness preventionto teach, counsel, research, and practice withvulnerable populations, especially adults and olderadults. They analyze human diversity and socialissues as they enlarge their understanding anduse the multiple determinants of health in thedesign of culturally congruent health-care plansand programs. In their clinical practice, they useepidemiological, social, and environmental datato design and implement nursing interventionsand systems to promote and preserve the client’sor community’s health and lifestyle practices. (Thiscourse includes a 96-hour practicum.)MSN 702 Promoting Health through Practice-Based Research (2) Prereq. AC 613-03; MSN602; MSN 603; MSN 612; MSN 621; MSN 675;MSN 622 completed or concurrent; concurrentregistration in AC 653-03 — In this course,which continues the knowledge transformationcycle, students analyze practice problems,design a process to positively affect practice, andcommunicate a process improvement plan to anexternal audience. Thus, topics include writing aliterature review, discerning among various processimprovement approaches, and determining aprocess to measure outcomes. Students examinethe link among nature-of-inquiry questions,analytic frameworks, methodological designs,and data-analysis techniques to evaluate theircollective “fit.” This is used as a means to evaluatethe quality of the evidence and appropriateness ofthe findings and to underscore that the ultimategoal is to substantiate and facilitate desirable clientoutcomes for adult/gerontological populations.Finally, an opportunity is provided to use Alverno’sprocedures for protection of human participants inresearch. Activities in the course prepare studentsfor AC 653-03.MSN 730 Practicum: Advanced PracticeNursing (3) Prereq. MSN 621; MSN 622; MSN675; MSN 701 completed or concurrent; MSN702 completed or concurrent — Students aresupervised by appropriately credentialed nursesin this semester-long practicum in either aneducation setting, such as a school of nursing, ora health-care setting, such as a hospital, clinic, orcommunity agency. They use knowledge, skills,and abilities from all previous MSN courses asthey collaborate with agency personnel to designand manage practice projects with undergraduatenursing students in educational settings and/orwith adult/gerontological clients/staff in healthcaresettings. (This course includes a 72-hourpracticum.)MSN 750 Capstone: Scholarship to AdvanceNursing (3) Prereq. MSN 702; AC 653-03; MSN623 completed or concurrent; MSN 730 completedor concurrent; concurrent registration in AC 753-03 — In this capstone course, students use apractice-based inquiry process to study selectcomplex issues confronting health and illness intoday’s cost-conscious health-care world. Throughtheir experiences with a practice inquiry project,they develop skills in conceptualizing researchablequestions; designing process improvementprojects; collecting, analyzing, and interpretingdata; communicating their findings; andidentifying potential limits and benefits of theirinquiry for their own professional practice. (Thiscourse includes an 88-hour practicum.)MSN Course Descriptions and External Assessments103

MSN/MBA Combined ProgramMSN/MBA Combined ProgramThe combined MSN/MBA program is designedfor individuals who wish to pursue master’s degreesin both nursing and business administration.Degree candidates must meet the eligibilityrequirements for each program. The joint programconsists of a total of 69 credits.Eligibility Requirements1. Bachelor’s degree in nursing from a collegeor university that is accredited by a nursingaccreditation agency approved by the U.S.Department of Education2. Current, unencumbered registered nurselicense or eligibility for RN licensure in theState of Wisconsin or multistate compact3. Current CPR certification4. Satisfactory completion of an undergraduatephysical assessment course or equivalent5. Satisfactory completion of an undergraduateinferential statistics course taken within 5years of MSN 602 (Program may be startedprior to completion of this course; speak toyour admissions counselor for advisement.)6. Verification of active engagement in thepractice of nursing for a minimum of oneyear, or 2,080 hours7. Evidence of health insurance or signed waiverAdmissions ProcessThe following documents are required:1. MSN/MBA application. (Fee is waived foronline application.)2. Official transcripts showing baccalaureateor advanced degrees. (If applicant has onlyone degree, it must be a bachelor of sciencedegree in nursing from a college or universitythat is accredited by a nursing accreditationagency approved by the U.S. Department ofEducation.)3. A current résumé.4. Three recommendations using the formprovided online. Your references (e.g., nursingprofessor or employer, business professor oremployer, administrator, coworker) must giveevidence of your abilities in both business/organizational and nursing contexts.5. Goal statement. Identify your goals for thecompletion of the combined program inbusiness and nursing. Describe how theAlverno MBA program will help you achievegreater influence and how it will impactthe personal, professional, community, andorganizational domains of your life, and howthe MSN will help you assume a role (or roles)as nursing educator and/or clinician withadvanced preparation.6. Three performance narratives. In two of thesenarratives, identify a specific work/professionalexperience that describes the responsibilities,accomplishments, and relationships youwere involved in. These experiences shouldprovide evidence that you meet the relevantwork experience requirement for admissionto the MBA program and have the requisitebusiness knowledge to be successful. Onenarrative should specifically address youruse of business knowledge and applicationof quantitative skills.Relevant work experience includes:◆◆◆◆◆◆Three or more years of business-relatedor organizational work/professionalexperienceIncreasing levels of responsibilityLine, staff, or project responsibilityManagerial experience of people and/orprojects (such as planning, organizing,leading, controlling, evaluating functions)Business knowledge and quantitativeskillsInteraction with management,departments/functions, or externalaudiences outside own area ofresponsibilityIn evaluating your learning narrative,the Graduate Nursing Admissions andAdvancement Committee will use thefollowing criteria:◆◆◆◆Effectively clarifies the elements thatcontributed to the significance of theselected learning eventClearly articulates how the learning eventinfluenced your nursing practiceClearly explains the importance of thisevent in understanding yourself as alearnerWrites clearly, using a purposefulstructure, supporting examples, andaccurate writing style.Suggested length is two to three doublespacedpages per narrative.For more information on admissionsrequirements, the admissions process, oradditional details about the Alverno MSN/MBA program, contact the Alverno CollegeGraduate and Adult Admissions Office at414-382-6100 or 1-800-933-3401.MSN/MBA Combined Program8. Submission of a Health Data Form9. Three or more years of relevant businessrelatedor organizational work experience withincreasing levels of responsibility10. Business knowledge and quantitative skillsdemonstrated through undergraduate or workexperience11. Full-time employment in a business-related/organizational fieldIn the third narrative, describe a nursingrelatedsignificant learning experience thatoccurred when you were a nursing student ora practicing registered nurse. In this narrative,identify what happened, who was involved,and what you were feeling and thinkingduring this learning event. Describe howthis learning event influenced your nursingpractice. Finally, be especially thoughtful anddescriptive about what you discovered aboutyourself as a learner.MSN/MBA Combined Program10410

Academic Policies and ProceduresFinancial AidFinancial Policies and ProceduresCampus Offices and ServicesPeopleCampus Information

Academic Policies and ProceduresAcademic Policies and ProceduresAcademic Policies and ProceduresGraduate Programs Bulletin, CourseOfferings Information, and StudentHandbookThe Graduate Programs Bulletin is the official sourceof information about the Master of Arts in Education,the Master of Business Administration, and the Masterof Science in Nursing programs. It outlines coursesequences and learning objectives, and is available fromthe Alverno College Graduate and Adult AdmissionsOffice. The bulletin is updated and reprinted annually;a pdf version and an interactive version are availableonline at www.alverno.edu. The edition that is currentfor a student’s year of entry is the one that governs his/her academic program.Course Offerings information is available onlineeach term prior to registration. Student registrationstatements are mailed prior to the start of each newsemester and include billing information. AlvernoCollege reserves the right to make necessary changes tothe course offerings at any time prior to the start of theterm. Questions related to the student program shouldbe directed to the student’s faculty advisor.The Student Handbook is published annually onlineand is part of the Alverno College Catalogue. Eachgraduate program has its own graduate studenthandbook that is available online as well. The studentis responsible for knowing and adhering to the policiesstated in the current Student Handbook as well asin his/her program-specific handbook. The bulletin,Course Offerings information, and the StudentHandbook describe Alverno’s philosophy of teachingand learning, courses offered each semester, resourcesand support services available, and policies in effect.DegreeAn Alverno master’s degree is awarded when a studenthas completed a program of study that includesaccomplishment in the required areas of knowledgeintegrated with the demonstration of required levels ofperformance.The degree is based upon the demonstration of abilityboth in coursework and assessments. Courses arerecorded on official records by title and semester hoursof credit.Length of Time to DegreeThe time limit for completion of a graduate degree atAlverno College is seven years.Evaluation of Student LearningAs the final report of demonstrated achievement thatdefines the College’s Master of Arts in Education degree,Master of Business Administration degree, and Masterof Science in Nursing degree, the academic transcriptreflects the importance the College attaches to themastery of content and the ability to use knowledgeeffectively in professional settings.Alverno’s method of evaluating student learning,called assessment, is integral to learning in the Alvernograduate programs. Unlike many forms of testing,assessment evaluates not just what students know, buthow well they can apply what they know.The system of student assessment at Alverno Collegedoes not include reference to letter grades. In fact, onetenet of the College’s educational philosophy is that thefaculty do not evaluate students comparatively usingletter grades. Instead, we establish criteria for effectiveperformance in each course. In the graduate programs,these criteria reflect standards for achievement withinthe discipline and professional areas, which guide allcourses in the specific program. As part of professionalprograms, graduate course assessments are designedto engage students within their disciplinary andprofessional contexts. Examples include writing businessreports that address strategic and operating issues,preparing proposals for inquiry-based nursing projects,and developing mentoring handbooks for schooldistricts. We then provide students with significantnarrative feedback describing the quality of theirperformances relative to those standards. A student whodoes not meet these standards at the level defined ineach course does not pass the course. As a continuousprocess in which the students themselves play an activerole, assessment helps both the student and the facultymember judge the student’s progress toward meeting thecriteria for a given course.Due to the rigor of our curriculum, we are able toconfirm that a student who has successfully completeda course is held in “good standing.” This means thatany student in good standing at the College hasdemonstrated the requisite understanding and practiceof the disciplines/profession for the courses s/he hascompleted. Faculty distinguish quality of performanceby providing a written evaluation of the student’s workthat documents the specific way the student met orexceeded those standards. At the time of graduation,those evaluations are synthesized into an extensivenarrative statement that describes the quality of thestudent’s graduate work. This narrative statement isan objective evaluation of the quality of the graduate’sperformance in her program of study and is an integralpart of each student’s official final transcript.The record of courses taken and a detailed profile of thestudent’s strengths and accomplishments become part ofeach student’s permanent records. Because this methodprovides much more information than a grade and fosterscontinuous learning, it is approved by accrediting bodiesand accepted by graduate schools and employers. In fact,educators from across the country and around the worldregularly visit Alverno to learn about this innovative andeffective approach to helping students learn.Progress ReportA student’s progress report is available on InteractiveOnline (IOL) approximately one week after the closeof the semester. Contact the Registrar’s Office for accessinformation. Progress in courses is reported as Satisfactory(S) when all requirements of the course — mastery ofsubject matter and development of abilities — have beenmet. An Unsatisfactory (U) indicates insufficient evidencefor meeting the standards of the course.An Incomplete (I) is reported when only a minimalamount of work remains to be completed. AnIncomplete must be removed by the date stipulated byfaculty. An Incomplete in a prerequisite course must besatisfactorily removed and reported to the Registrar’sOffice before the student can begin the subsequentcourse(s). If the Incomplete is not removed, anUnsatisfactory is awarded.Class CancellationAny cancellation of a class or classes due to inclementweather or other emergencies is officially announcedover local radio stations.If a faculty member is ill and a class session is canceled,a notice is placed on the classroom door and on theglass-enclosed bulletin board in the Commons Lobby.If a course is dropped from the official semester’s courseofferings due to insufficient enrollment, the Registrar’sOffice notifies each student registered in the courseso that students have the opportunity to revise theirregistrations prior to the beginning of the semester.An information memo is posted in the glass-enclosedbulletin board outside the Registrar’s Office (LA 204).Change in Faculty AssignmentThe College reserves the right to change faculty courseassignments.Auditing ClassesA student may audit a course for no credit. Regularattendance at class is expected, but an auditor is notrequired to complete written assignments or to take thefinal assessments for the course. The tuition rate percredit to audit a course is 50% of regular tuition forspecial students and for part-time degree students. Astudent needs to contact the Registrar’s Office to audita course.Prerequisite CheckingA computer program checks prerequisites for courses.The program checks courses completed, coursesin progress, transfer credits, courses waived due tocompletion of credit by assessment, and exceptionsgranted through the general permit process. Coursesfor which the student is not eligible are dropped fromthe student’s schedule. A student with questions aboutprerequisites should contact his/her faculty advisor.Attendance PolicySince classes at Alverno involve active participationthrough discussions and small-group or laboratorywork, attendance is expected. Faculty expect astudent to be responsible for coming to class on time.Consistent tardiness may be considered an absence.When a student enrolls in a course, s/he is accountablefor all course requirements.Schedule Changes after Semester BeginsA student may not add a course after a class has begunwithout the faculty member’s written permission. Astudent may not withdraw from a course after thedeadline date published in the academic calendar.All schedule changes must be made with your facultyadvisor. The faculty advisor will contact the Registrar’sOffice to, for example, officially drop a course.Waiting ListIf a course is filled when a student registers, the studentcan choose to be placed on a waiting list. If a vacancyoccurs, the student is enrolled in that course by theRegistrar’s Office.Academic Policies and Procedures108109

Academic Policies and ProceduresFinancial AidAcademic Policies and ProceduresStudent-on-Leave ProgramA student who finds it necessary to “stop-out” of schoolfor one to four semesters can become a student-on-leave.The student should contact his/her faculty advisor.Benefits of the Student-on-Leave program includecontinued access to College resources, informationalmailings, updated registration information, and theassurance that a student-on-leave who returns withinfour consecutive semesters may resume courseworkwithout having to repeat the admissions process,provided the student is still within the seven-year degreecompletion time limit.Withdrawal from a CourseTo withdraw from a course, a student should discusshis/her intentions with the faculty member teachingthe course and must notify his/her faculty advisor bytelephone, in writing, or in person. A student who stopsattending a course and does not officially withdraw isresponsible for payment of all fees involved, and willreceive an Unsatisfactory or Unofficial Withdrawalfor the course. The deadline date for withdrawalfrom a course is published in the academic calendar.The withdrawal becomes effective on the date thefaculty advisor notifies the Registrar’s Office. This datedetermines the amount of tuition adjustment. (Seesection on Financial Policies and Procedures.)Withdrawal from the CollegeIf a student intends to leave Alverno College and does notintend to return at a later date, the student should contactthe director of his/her graduate program or his/her facultyadvisor to complete an official withdrawal form. S/hemust also consult with the Business Office. If a studentis academically dismissed or does not return within foursemesters from student-on-leave status, the student isconsidered officially withdrawn from the College.Transcript RequestsA fee of $5 for each transcript must accompany atranscript request. Transcript requests submitted on anordinary working day are usually mailed or are availablefor pickup within 24-48 hours. Students should sendwritten transcript requests to:Registrar’s OfficeAlverno CollegeP.O. Box 343922Milwaukee WI 53234-3922Courses Taken ElsewhereOrdinarily, a student in the Master of Arts in Education,the Master of Business Administration, or the Masterof Science in Nursing program is allowed to transfer into the degree program a maximum of 6 graduate creditstaken elsewhere. These credits include those taken beforeenrollment in the degree program and those takenelsewhere during the program.In the event that it is necessary for an enrolled master’sstudent to take a course elsewhere, permission must begranted by the director of his/her graduate program.A Permit to Take Courses Elsewhere is available in theRegistrar’s Office and must be approved before the courseis taken. The student must earn a grade of B or better inthe course in order to receive transfer equivalency. Anofficial transcript should be sent to the Alverno CollegeRegistrar’s Office upon completion of the course.Academic Standing: Probation/DismissalAt the close of every semester, each student’s academicprogress is reviewed. In the event a student’s recordshows that s/he is experiencing difficulty, the Status ofStudents Committee evaluates her/his complete record.The Status of Students Committee may place a studenton academic probation. The intent is to alert thestudent and advisor to the student’s academic difficultyand to ensure that s/he takes action to improve her/hisacademic work. A student on probation is consideredcapable of making satisfactory progress toward a degree.When, in the judgment of the Committee, a student onprobation demonstrates that s/he is no longer makingsatisfactory progress, s/he is subject to academic dismissal.Student RecordsAlverno College follows the guidelines set forth in theFamily Educational Rights and Privacy Act (FERPA) of1974 in maintaining the privacy of student records.Alverno College attempts to enable all qualified studentsto attend. Financial aid is available through loans.Employer tuition reimbursement may also be available.Applying for Financial Aid*Students should apply for financial aid as early aspossible and should keep copies of all the forms theysubmit for their own records. They should:1. Complete the Free Application for Federal StudentAid (FAFSA) on the Internet at www.fafsa.ed.gov.Be sure to list the Alverno College federal schoolcode 003832 in the Selection section of FAFSA onthe Web.2. Review the Student Aid Report (SAR), whichstudents can access by way of the email they willreceive from the federal processor within a fewdays of filing online. Students should review theelectronic SAR for accuracy and, if necessary, makecorrections online.3. Complete and submit the Alverno Financial AidAnnual Form. This may be obtained online atwww.alverno.edu/campus_resource/financial_aid.html#applying. The application link is listed inSection 2 under “Applying for Financial Aid.”4. Complete Entrance Counseling and the FederalDirect Loan Master Promissory Note. Instructionsare available online at www.alverno.edu/campus_resource/financial_aid.html#loans. The link is listedin the section under “Loans.” See Sections 1 and 2under Federal Direct Loans.Student EmploymentWhile the majority of students in the graduate programsare employed elsewhere, international students andother students may work on campus for up to 20 hoursper week. Information regarding available on-campusemployment opportunities is located on the bulletinboard outside the Financial Aid Office (LA 225).* International students are not eligible for financial aid,other than on-campus student employment.LoansMost student loans do not require repayment until aftergraduation. Graduate students must apply for financialaid and be enrolled at least half-time in their respectiveprogram to be eligible for loan funding. Repaymentbegins six months after degree completion or whenenrollment is less than half-time. The interest rate onthe Federal Direct Loan is 4.5%.Federal Subsidized Direct Loan –Amounts of up to $8,500 per academic year areavailable for students who demonstrate financial need.No interest accrues until repayment begins.Federal Unsubsidized Direct Loan –This loan is available to graduate students regardless offinancial need. The combined amount of subsidizedand unsubsidized loans may not exceed $20,500 orcost of education per academic year, whichever is lower.Interest is charged on the borrowed amount and may becapitalized until repayment begins.Employer Tuition ReimbursementMoney is provided by many employers to assistemployees in furthering their education. Sincereimbursement is generally made at the end of thesemester, many students use the first disbursementof their Federal Direct Loan to obtain some of themoney they need to begin their first semester. Asreimbursement money is received, they use it to helppay for subsequent semesters. Upon graduation, theyapply the final reimbursement toward repayment of theFederal Direct Loan.Alverno College does not discriminate on anybasis prohibited by law.Financial Aid110111

Financial Policies and ProceduresFinancial Policies and ProceduresFees for Graduate ProgramsPayment Options1. Pay in person in the Business Office.Financial AidIn order for a graduate student to receive financial aid forthe 2010-11 academic year, you must complete the 2010-11 FAFSA and be enrolled at least half-time in one of themaster’s degree programs.Employer ReimbursementEmployer Tuition VoucherIf your employer or other outside agency pays partialor full tuition, the Business Office sends your invoicedirectly to your company. You must have your tuitionapprovedvoucher in the Business Office before theofficial start date of the semester.MAE Graduate Credit* $577MBA Graduate Credit $695MSN Graduate Credit $695Application FeeCampus Service Fee$50 (for admissionsservices)$250 per semester(fee supporting varioustechnologies on campus,e.g., Library, Media Hub,Computer Center, classroomtechnology, e-mail andInternet access)Tuition Deposit $100(nonrefundable, but appliedtoward tuition)Graduation Fee $80Returned Check Fee $25* A special tuition scholarship of 50% on 3 credits is availableeach semester for licensed teachers enrolled in MAE graduatecourses ($288.50 per credit).2. Use drop box outside of the Business Office.3. Mail check/money order to Alverno College Attn:Business Office.4. Phone 414-382-6122 to use VISA/MasterCard/Discover.Payment PlanIf payment of tuition and fees in full is not possible asstated in the payment policy, you must set up a paymentplan. Payments are divided equally among four paymentdates. The first payment is due on the start date ofthe semester. There is no service fee if you choose tohave your payments automatically withdrawn froma checking or savings account (ACH option). If youchoose to make your monthly payments by cash, check,or credit card, there is a $50 service fee.Alverno College reserves the right to withhold thepayment plan from any student based on prior paymenthistory. Please contact the Business Office or see theEducational Loan Promissory Note and ElectronicFunds Transfer Authorization Form for details onsetting up the payment plan.All financial-aid funds are applied by the Business Officeto your account regardless if you have a balance due oryour account is paid in full.Tuition AdjustmentsIn the event it should become necessary for you to add,drop, or withdraw from courses, it is your responsibilityto contact your faculty advisor, who in turn contactsthe Registrar’s Office to complete the necessary forms.The date on which your faculty advisor contacts theRegistrar’s Office determines the amount of tuitionadjustment, if any, you receive. Please understand thatchanges you make in your course schedule do notimmediately generate a revised bill. Adjustments usuallytake 7-10 days.For students receiving financial aid, your award is basedon your financial need and the number of semesterhours you are taking. Therefore, changes in semesterhours may affect your financial-aid eligibility.Employer Reimbursement after Course IsCompletedIf you receive tuition reimbursement from youremployer at the end of the semester, you will need tomake alternate arrangements to pay all charges by theofficial start date of the semester, or set up a paymentplan. A statement of account is available by request.Please allow three days for processing.Reimbursement FormsThe Registrar’s Office (LA 204) can provide you with areimbursement form. At the end of each semester, youremployer is notified of your academic progress. Be sureto complete a new form each semester.Payment PolicyEvery semester, you must return the EducationalLoan Promissory Note and Electronic Funds TransferAuthorization Form, regardless of how your tuition isbeing paid. This form notifies the Business Office howyour tuition will be paid for the current semester. Lateregistrants are required to return this form immediatelyupon registration. Failure to return this form by the duedate results in a $60 late charge.Financial Policies and ProceduresAll tuition, fees, and housing costs must be paid in fullin the Business Office by the official start date of thesemester. This applies to all students, including lateregistrants who have not yet been invoiced by mail. Formore detailed information, please refer to the BusinessOffice website or the Tuition/Fee Payment PolicyBrochure provided with your statement.Financial Policies and Procedures112113

Campus Offices and ServicesCampus Offices and ServicesCampus Offices and ServicesThe Alverno CampusAlverno’s 46-acre campus is located 15 minutes fromGeneral Mitchell International Airport and 20 minutesfrom downtown Milwaukee. In its residential settingon Milwaukee’s south side, Alverno has the best ofboth worlds — access to where the action is, but thefriendliness and safety of a neighborhood.The campus includes:◊ Alverno College Institute for Educational Outreach◊ Assessment Center◊ Athletic fields, Fitness Center, Reiman Gymnasium◊ Career Education Center◊ Chapel◊ Christopher Hall (Nursing Education Building)◊ Computer Center◊ Counseling and Health Services◊ Elizabeth Hall (Childcare Center)◊ Faculty Office Building (Corona Hall)◊ Instructional Services◊ Liberal Arts/Administration Building◊ Library◊ Media Hub◊ The Mug Coffeehouse and Café◊ Parking structure◊ Reiman Plaza◊ Research Center for Women and Girls◊ Residence Halls: Austin Hall and Clare Hall◊ Student Services◊ Teaching, Learning and Technology Center◊ Theaters and performance venues (Lampe RecitalHall, Pitman Theatre, Wehr Auditorium)Graduate students have access to resources and supportservices. Offices are open extended hours to servestudents in the weekend timeframe.Access for Students with DisabilitiesAlverno College makes every effort to provide accessiblefacilities and programs for individuals with disabilities.For accommodations/services, please contact theStudent Accessibility Coordinator at 414-382-6016.Requests for accommodation should be submitted withas much advance notice as possible before the start of acourse, workshop, or activity.AdvisingEach student is assigned a faculty advisor in his/herspecific area. The faculty advisor is available to assistwith any academic concerns the student may have.Art and Cultures GalleryThe Art and Cultures Gallery serves as a professionalexhibition space for art by local and national artists.Staffed by Alverno students under the guidance of thegallery director, it presents a wide variety of visual artsexperiences that enrich the cultural lives of studentsand members of the Milwaukee community. Openingreceptions, which are free and open to the public,provide opportunities to talk with exhibiting artists.The gallery is also used as a resource for many Alvernocourses, and the director is available to discuss theartwork and the gallery with visitors.Assessment CenterThe Assessment Center is located on the fourth floor(north) of the Liberal Arts/Administration Building.The staff coordinates the procedures used in assessingeach student’s ongoing academic progress.BookstoreThe Bookstore is located on the first floor of the LiberalArts/Administration Building, just south of the lobbyarea in LA 122. The Bookstore is the main sourcefor all your class materials, including new and usedtextbooks, general school supply items, gifts, electronics,and sundries. In addition, the Bookstore is the onlylocation where you can purchase Alverno clothing suchas sweatshirts, T-shirts, jackets, hats, sweatpants, socks,etc. Fax, copy, and limited shipping services are alsoavailable in the Bookstore. Please see the Bookstore’swebsite, www.alverno.bkstr.com, for store hours, generalinformation, academic-priced software, and the onlinestore, which includes textbook ordering information.Career Education CenterThe Career Education Center (CEC) is located on thefirst floor of the Liberal Arts/Administration Building(south). The staff of the CEC offer the followingservices: career direction and planning, résumé review,interview preparation, career fairs, and graduate studyguidance. You may also visit the Career Lab, a referencelibrary designed to help you research and develop yourcareer plan. The lab is located on the first floor of theLiberal Arts building in LA 125 (double glass doors).For more information about our services, visit ourwebsite at depts.alverno.edu/cec or call (414) 382-6010.Doing your research off campus? Be sure to connectto Alverno LINKS, an online career and internshipwebsite at www.myinterfase.com/alverno/student. Youcan search and apply for job opportunities, maintain anonline calendar, and manage multiple résumés and coverletters.Computer CenterLocated on the first floor of Alverno’s Teaching,Learning and Technology Center (TLTC), theComputer Center houses 122 Windows and threeMacintosh computers. The center includes one largeopen-access area, three computer classrooms, and foursmall-group workrooms. The classrooms and smallgroupworkrooms may be reserved by faculty for classsessions, but are available for open access to studentswhen not in use.All computers have CD-RW/DVD drives, headphones,Internet access, and the following software installed:Microsoft Office 2007 (Word, Excel, PowerPoint,Publisher, and Access); Adobe Creative Suite 4(InDesign, Acrobat Pro, Illustrator, Dreamweaver,Photoshop, Flash, and Fireworks), Inspiration 8, anda wide range of other course-specific software titles. Inaddition, duplex printers, scanners, and a color printerare available in the Computer Center.Student lab assistants provide support during ComputerCenter hours. They can help students access the manytechnology resources available to them, including onlineregistration and progress reports, Educator (Alverno’scourse management system), the Diagnostic DigitalPortfolio (Alverno’s web-based tool for tracking studentlearning progress), and web-based student email. Thecenter’s schedule is available online at http://depts.alverno.edu/techserv/ccinfo/hours.html.In addition, for class use, there are three computerclassrooms with built-in projection/sound systemsin Christopher Hall and four such classrooms in theLiberal Arts Building. All classrooms on campus haveInternet access available.Finally, the Computer Center delivers equipment toclassrooms for faculty and student use in presentationsand demonstrations. This equipment includescomputers with projectors and remote mice, as well aswireless laptop computer carts.Conference CenterThe Conference Center is located in the north wing ofthe Teaching, Learning and Technology Center. TheCenter can accommodate 500 people theater-style or350 people for a banquet. A movable wall system allowsup to four simultaneous meetings in the same space.The Conference Center can be rented for banquets,lectures, meetings, receptions, or parties.Counseling and Health ServicesCounseling services are available to all Alverno students.Counseling sessions are free and confidential. Typicalcounseling issues include stress, anxiety, depression,juggling multiple responsibilities, relationshipproblems, grief and loss, and abuse issues. Counselorscan also refer students to services and agencies in thecommunity.Students can benefit from health services offeredduring the week. Services include illness assessment,health counseling and education, TB skin testing,hepatitis B immunizations, flu shots, student insuranceinformation, over-the-counter medication, pregnancytesting, and physician services, including women’s healthexams, prescription medications, and laboratory tests.Some services require a nominal fee. Call 414-382-6119for hours of operation or to make an appointment.Campus Offices and Services11411

Campus Offices and ServicesCampus Offices and ServicesCampus Offices and Services116Dining ServicesAlverno offers several dining options on campus. TheCommons is located on the first floor of the LiberalArts/Administration Building and is open Mondaythrough Friday, 7 a.m.-6:30 p.m. The Commonsoffers daily specials, a delicatessen, salad and soup bar,grill, and beverages. During Alverno on the Weekend,breakfast, lunch, and dinner options are available inthe Commons with expanded hours. In addition, theMug Coffeehouse and Café, located in the basement ofAustin Hall, offers a variety of gourmet coffee drinks,hot and cold food options, and bottled beverages on adaily basis. Full-service vending is available in LA 103and on the lower level of Christopher Hall. For yourcatering needs, please contact the catering department at414-382-6051.Instructional ServicesInstructional Services provides resources and supportservices to promote the academic and personaldevelopment of students. Students can access supportthrough the Communication Resource Center and theMath Resource Center, English as a Second Language(ESL) tutoring or coursework, faculty tutoring ormentoring, and workshops. In addition, services andaccommodations for students with disabilities areavailable. Courses and assistance are offered in varioustimeframes to accommodate students’ schedules.Interactive OnlineInteractive Online (IOL) is a web interface with theCollege’s administrative database that provides studentswith direct and easy access to an array of academicinformation. The password-protected system allowsstudents to access their personal academic records—such as academic evaluations, course history, progressreports, and validation reports—while maintainingstrict confidentiality of those records. Information thatis newly entered or updated is immediately available tostudents online. IOL makes it easier to manage studentcontact information and follow-ups, bolstering theCollege’s high-touch communications approach.With IOL, students can also access general academicinformation such as class schedules, faculty information,and financial information. They are also able to registeronline.International & Intercultural CenterThe International and Intercultural Center (IIC)coordinates and administers an array of internationallyrelated activities at Alverno. Not only does it recruitinternational students from around the world but it alsoprovides them with a comprehensive range of servicesonce they are on campus.In addition, the IIC coordinates and administersAlverno study-abroad and student-exchange programs.Alverno students in virtually every major area of studyhave the opportunity to study in Argentina, Australia,Austria, Brazil, Canada, Chile, China, Denmark,England, France, Germany, Hong Kong, Ireland, Japan,Korea, Mexico, Scotland, Spain, Wales, and a host ofother countries.The IIC also coordinates Alverno short-term studyabroadcourses. These courses, taught by Alvernofaculty, include trips abroad of 10 to 14 days. In recentsemesters, Alverno faculty have led groups to Brazil,China, Costa Rica, England, Italy, Jamaica, Japan,Korea, Mexico, and Paraguay, to name just a few.LibraryLibrary resources and assistance are available in thelibrary, on the second floor of the Liberal Arts Building,or remotely from the library homepage (http://depts.alverno.edu/library). Alverno library patrons have accessto the resources of eight libraries through SWITCH, aconsortium of academic libraries in the Milwaukee area.SWITCH colleges include Alverno, Cardinal StritchUniversity, Concordia University Wisconsin, MilwaukeeInstitute of Art and Design, Mount Mary College,Sacred Heart School of Theology, St. Francis Seminary,and Wisconsin Lutheran College. SWITCH shares anonline catalog and delivery system. Students can usethe library’s online resources to access the holdingsand services of other local libraries and to find articles,books, electronic reserve materials, and Web resourcesto support their research. Interlibrary loan is available torequest materials not held by a SWITCH library.Instruction in the use of library resources and researchstrategies is provided as needed on site or as part ofa course-integrated informational literacy program.Electronic equipment includes a Kurzweil computerbasedreading system to aid both the visually impairedand reading-challenged student and players for CDs,audiocassettes, DVDs, and videos.Students are invited to study and relax in thecomfortable reading area in the Reference Room. Studytables and carrels are available throughout the library. Alibrary computer classroom offers 15 PCs with flatpaneldisplays along with desktop work areas. This spaceprovides ample room for group or individual work whennot in use as a library classroom.A valid Alverno College identification card is requiredto check out materials, use the SWITCH deliverysystem, request interlibrary loans, and access electronicdatabases remotely.LoungesThe third-floor open area in the Liberal Arts/AdministrationBuilding serves as a lounge for graduatestudents on Weekend College weekends. Other studentlounges are located on the first floor of the LiberalArts/Administration Building, in Austin Hall, and inthe Mug. Quiet study spaces are scattered throughoutcampus to meet the needs of busy students.Media HubThe Media Hub is a student-centered multimediaproduction facility. It is located on the first floor of theTeaching, Learning and Technology Center.The Media Hub offers students the opportunity to workin two production lab facilities. The Macintosh Labhouses 20 computers in a “smart classroom” setting.This lab has a color printer capable of duplexing andprinting larger-format pictures. The Multimedia Labcontains 17 PCs, 8 Macintosh computers, and aSMART Board. In both labs, students can access digitalcameras, scanners, and color printing. They are ableto produce brochures, PowerPoint shows, and iMovievideo presentations, and edit their student-teachingtapes in both VHS and DVD formats. Using digitizingstations in the Media Hub, students can upload theirvideo presentations to the Diagnostic Digital Portfoliofor viewing on a computer.There are soundproof editing suites as well as a videostudio for students to make individual and smallgroupvideo presentations. Students can check outlaptops, digital camcorders, digital cameras, FireWiredrives, 35mm cameras, audiocassette recorders, andVHS camcorders for classroom projects. This serviceis available to students with their bar-coded library IDcard.In addition, the Media Hub supports 24 smartclassrooms and 5 tech-ready rooms that providecomputer/video projection for teaching and learning.Four of the smart classrooms include SMART Boards.NewsletterThe Graduate Studies News provides current informationto students in Alverno’s graduate programs. It ispublished electronically on most weekends whenAlverno on the Weekend is in session.RecreationAlverno designs programs to meet a variety ofrecreational needs. The College maintains the FitnessCenter, gym, softball and soccer fields, showers, lockerrooms, and athletic offices. It offers intercollegiate sportsas well as recreational opportunities. Swimming, golf,and tennis are within walking distance. The campus alsoincludes space for walking or jogging.Research Center for Women and GirlsThe Alverno College Research Center for Women andGirls (RCWG) is a collaborative, multidisciplinary,action-oriented research center focused on initiatingpositive social change in the lives of women and girlsin Milwaukee and beyond. The RCWG researchteam, made up of Alverno students, faculty, staff, andMilwaukee community leaders, empowers women andgirls by allowing their voices, experiences, and ideas tohelp guide the RCWG research agenda.The RCWG does not conduct research that ends up justsitting on the shelves. It is the hope of the center thatits research findings positively impact the communityand improve the everyday lives of women and girls onthe local, state, and national levels. The vision of theRCWG is to become the premier research center forwomen and girls in the United States.For more information, visit the RCWG at www.depts.alverno.edu/rcwg, and become a fan of the center onFacebook.Student LifeStudents are encouraged to make the most of their yearsat Alverno by integrating the many dimensions of theirlife and by taking advantage of the many cocurricularactivities on campus. Live entertainment and a varietyof family and cultural programming events are some ofthe opportunities available.Campus Offices and Services11

Campus Offices and ServicesAlverno FacultyStudent ServicesStudent Services, which includes Campus Ministry,Counseling and Health Services, Office of the Dean ofStudents, Student Life, and Residence Life, is an integralpart of Alverno’s holistic approach to learning.The work of Student Services contributes to anenvironment that supports the total developmentof all students. Staff work with students to plan andimplement programs and services that encouragestudents’ intellectual, professional, physical, spiritual,social, and emotional growth and well-being.WellnessAlverno recently received a gold award from theWellness Council of America for its excellence inpromoting health and wellness. The College’s goal is toengage students and employees in positive and healthyactivities and to provide resources and programming tomeet the health needs of the entire Alverno community.Faculty and administrators at Alverno are all working together toward the same goal — the student’slearning. And each faculty and staff member creates part of the total learning environment, whether it’s ina classroom or in an office.Alverno faculty are widely known for their creative work. They are sought out by hundreds of colleagueseach year for their insights and contributions to education in general and to their various fields inparticular.For a small college faculty they do a significant amount of consulting, making presentations at professionalconferences, hosting workshops, and publishing.The work they are known for is their teaching. They are people who love to make learning happen, andwho have become expert in doing it. They come with strong professional backgrounds so that they canspeak with authority in their disciplines. But what they choose to speak about is how their disciplinesrelate to one another, and to the crucial process of human learning.Because they are growing themselves, and because the frontiers they explore are in the classroom ratherthan in a private lab or study, they make Alverno a lively place to be. They are teachers — master learners— working hard, and working together.To encourage wellness and create a healthierenvironment, smoking and the use of tobacco productsare prohibited on campus.Abromeit, JeanaPhD Sociology, University of Colorado-BoulderMA Sociology, University of Colorado-BoulderBlom, AlexPhD Physical Chemistry, Iowa State UniversityBS Chemistry, Minnesota State University, MankatoStudents have access to a free Fitness Center withstate-of-the-art equipment as well as an open gym, andwellness programs and information are readily available.Dining Services offers a variety of healthy choices.Allen, ZitaMSN Nursing, Marquette UniversityAthanasiou, NancyEdD Leadership for the Advancement of Learningand Service, Cardinal Stritch University, .MEd Educational Computing, Cardinal Stritch .UniversityBalistreri, DawnMA Communication, University of Wisconsin-.MilwaukeeBall, CarlPhD Genetics, University of Wisconsin-MadisonBorysenko, DinaMS Chemistry, National Technical University,Kharkiv, UkraineBowne, Patricia SusanPhD Zoology, University of AlbertaMS Biological Oceanography, University of MiamiBoyland, Joyce TangPhD Psychology, University of California, BerkeleyMA Psychology, University of California, BerkeleyBrooker, DavidPhD Political Science, Miami UniversityMA Political Science, Miami UniversityCampus Offices and ServicesBarrowman, CaroleCAS English, Northern Illinois UniversityMA British History, Northern Illinois UniversityBeard, MaeEdD Educational Leadership, Nova Southeastern.UniversityMS Administrative Leadership and Supervision,.University of Wisconsin-MilwaukeeBirney, RobertMBA Business Administration, Old Dominion .UniversityBrooker, RussellPhD Political Science, University of ChicagoMA Political Science, University of ChicagoBurton, RebeccaPhD Biology, Kansas State UniversityMA Zoology, University of MontanaButler, Richard P.MBA Business Administration, Michigan State .UniversityMA Industrial Relations, Michigan State UniversityCalhoun, JudyPhD Organic Chemistry, University of Illinois, .Champaign-UrbanaAlverno Faculty11811

Alverno FacultyAlverno FacultyAlverno FacultyCaruss, DawnMS Adult CNS/Adult Education Nursing, Universityof Wisconsin-MadisonBSN Nursing, Alverno CollegeCasey, KevinPhD History, Northern Illinois UniversityMA History, Northern Illinois UniversityCourtney, SeanPhD Adult Learning and Instructional Design, .Northern Illinois UniversityMA Psychology, University College, Cork, IrelandCromwell, GregoryMA Novel Writing, University of Manchester, .United KingdomCromwell, Lucy S.PhD English, University of Wisconsin-MilwaukeeMA English, University of DenverCrosby, MargaretPhD Spanish, University of New MexicoMA Spanish, Ohio UniversityCzarnik, MarianPhD English, Indiana University-BloomingtonMA English, Oakland UniversityDeutsch, BernardinPhD Philosophy of Education, Catholic University of.AmericaMS Educational Psychology, Catholic University of .AmericaDiez, Mary E.PhD Communication, Michigan State UniversityMA English, University of Nebraska-LincolnDollhopf, SherryPhD Microbiology, Michigan State UniversityBS Biology, University of Wisconsin-PlattevilleDuffy, DianePhD Political Science–Public Policy, University of.MinnesotaMSN Clinical Nurse Specialist, Marquette UniversityBSN Nursing, University of Wisconsin-MilwaukeeEarley, Margaret M.PhD Theology, Marquette UniversityMSS Sacred Science, Regina MundiEastberg, JodiPhD History, Marquette UniversityMA History, Marquette UniversityEhley, LindaEdD Leadership for the Advancement of Learningand Service, Cardinal Stritch UniversityMEd Educational Computing, Cardinal Stritch .UniversityEmami, ZohrehPhD Economics, Michigan State UniversityEngelmann, DonnaPhD Philosophy, Marquette UniversityMA Philosophy, Marquette UniversityGraduate Certificate Alternative Dispute.. .Resolution, Marquette UniversityFactor, JamesPhD Mathematics, St. Louis UniversityMS Mathematics, St. Louis UniversityFey, JoycePhD Communication Arts, University of Wisconsin-.MadisonMPS Communication Arts, Cornell UniversityFlamboe, Jennifer M.MA Foreign Language and Literature, University of .Wisconsin-MilwaukeeBA Spanish, University of Wisconsin-MadisonFrey, AngelaPhD Biology and Genetics, University of Minnesota-.MinneapolisGardner, SuzannPhD Studies in progress: Urban Studies, Universityof Wisconsin-MilwaukeeMS Curriculum and Instruction, University of .Wisconsin-MilwaukeeGarza-Nelson, ChristinePhD Studies in progress: Urban Education,.. .University of Wisconsin-MilwaukeeMS Speech Communication, University of.. .Wisconsin-WhitewaterBA Communication, University of Wisconsin-.WhitewaterGeenen, PatriciaMA Communication, Marquette UniversityGilbert, KathrynEdD Leadership for the Advancement of Learningand Service, Cardinal Stritch UniversityMEd, Cambridge CollegeGleason, RobertaMA Reading/Language Arts, Cardinal Stritch .UniversityBS Elementary Education, University of Wisconsin-.MadisonGoldstein, EllenMS Administrative Leadership in Education,.. .University of Wisconsin-MilwaukeeBA Business and Management/Professional .Communication, Alverno CollegeGraham, SandraPhD Educational Psychology, Marquette UniversityMDiv United Theological Seminary of the Twin CitiesGrantz, Regina, CMAMBA Business Administration, University ofWisconsin-MilwaukeeGroshek, Jean AnnMA Communication, University of Wisconsin-.MilwaukeeGroth, BarbaraDMin Theology/Ethics, Meadville/Lombard.. .Theological SchoolMS Early Childhood Education, National College of .EducationBA Humanities, Shimer CollegeGuilbault, LauraleePhD Chemistry, University of Tennessee-KnoxvilleHenderson, JimMBA Business Administration, Queen’s UniversityJelen, NancyMS Management, Cardinal Stritch UniversityMA Special Education, Vanderbilt UniversityBS Special Education and Elementary Education, .Vanderbilt UniversityJensen, PatriciaPhD Organizational Behavior, Case Western.. .Reserve UniversityMBA Business Administration, Tulane UniversityJohanson, JenniferMS Geological Science, University of Wisconsin-.MilwaukeeBS Geological Science, University of Minnesota-.DuluthJohnson, KimberlyMSN Critical Care Nurse Specialist, University of .Wisconsin-MilwaukeeMA Human Relations, Oklahoma UniversityJutrzonka, JulieMSN Nursing Education, University of PhoenixBSN Nursing, Alverno CollegeKailhofer, LoisPhD Mathematics, University of Wisconsin-MilwaukeeMS Mathematics, University of Wisconsin-MilwaukeeKamenski, MichaelMA Music, Academy of Music, Warsaw, PolandKilpatrick, BrendaMA Clinical Psychology, Wheaton CollegeMA Theological Studies, Wheaton CollegeKitten, MaryMS Nursing, University of Wisconsin-MilwaukeeKnight, DianeMS Curriculum and Instruction, University of .Wisconsin-MilwaukeeKnuteson, CatherinePhD Nursing, University of Wisconsin-MilwaukeeMSN Nursing, Marquette UniversityBSN Nursing, University of Wisconsin-MadisonKramer, TrudyMSN Nursing, Marquette UniversityLake, KathyPhD Urban Education, University of Wisconsin-.MilwaukeeMS Curriculum and Instruction, University of .Wisconsin-MilwaukeeLaManna, JustinPhD Environmental Biology, University of LouisvilleMS Biology, University of LouisvilleLamers, NancyMFA Painting and Drawing, University of.. .Wisconsin-MilwaukeeMST Art, University of Wisconsin-OshkoshLarson, DaraMFA Drawing and Printmaking, University of .Wisconsin-MilwaukeeLawrence, ScottMS Curriculum and Instruction, University of .Wisconsin-MilwaukeeLazo, Dimitri D.PhD History, University of Illinois at Champaign-.UrbanaMA History, Illinois State UniversityLeister, DanielPhD Religious Studies, McMaster UniversityMA Philosophy, University of Colorado-BoulderLevey, JanetMSN Nursing Education, Concordia University, .WisconsinLieberman, DenaPhD Anthropology, University of Wisconsin-MadisonMBA Finance and Marketing, Marquette UniversityMA Anthropology, University of Wisconsin-MadisonLittle, JonathanPhD English, University of Wisconsin-MadisonMA English Literature, Hunter CollegeAlverno Faculty12012

Alverno FacultyAlverno FacultyAlverno FacultyLoacker, GeorginePhD English Language and Literature, University of .ChicagoMA English, Marquette UniversityLockhart, CalandraPhD Educational Psychology, Auburn UniversityMEd Rehabilitation and Special Education, Auburn .UniversityBSE Elementary Education, Troy State UniversityLucas, PamPhD Urban Education, University of Wisconsin-.MilwaukeeMS Curriculum and Instruction, University of .Wisconsin-MilwaukeeMace, Desiree PointerPhD Education, University of California-BerkeleyMA Education, University of California-BerkeleyMack, JoanneJD, Marquette University Law SchoolBA English, University of Notre DameMartin-Thomas, JuliettePhD Psychology, University of Wisconsin-MilwaukeeMS Psychology, University of Wisconsin-MilwaukeeMatre, DanielMBA Business Administration, University of .Wisconsin-MilwaukeeBS Industrial Design, University of CincinnatiMcAdam, EdMS Physics, University of Wisconsin-MilwaukeeMendez, RosaMSN Nursing, University of Wisconsin-MilwaukeeMentkowski, MarciaPhD Educational Psychology, University of.. .Wisconsin-MadisonMA Educational Psychology, University of.. .Wisconsin-MadisonMernitz, HeatherPhD Nutritional Biochemistry and Metabolism,Tufts UniversityMS Human Nutrition, Tufts UniversityMillenbruch, JuliePhD Nursing, University of Wisconsin-MadisonMS Nursing, University of Missouri-ColumbiaMiller, CraigMBA Business Administration, University of .Wisconsin-MilwaukeeBBA Business Administration, University of .Wisconsin-MilwaukeeMoore, JillMFA Creative Writing, Goddard CollegeMA English Language and Composition, Eastern .Michigan UniversityMorris-Pruitt, SharonMS Nursing, University of Hawai’i, ManoaNawrocki-Chabin, RitaPhD Urban Education, University of Wisconsin-.MilwaukeeMA English, Marquette UniversityNevers, BarbaraMA Communication, Marquette UniversityO’Brien, EricaMSN Nursing, University of Wisconsin-MadisonBS Nursing, Northern Michigan UniversityO’Brien Hokanson, RobertPhD English, University of Wisconsin-MadisonMA English, University of Wisconsin-MadisonOlson, BarbaraMS Educational Administration, University of .Wisconsin-MadisonPalmer, Elizabeth KubalePhD Studies in progress: Clinical Psychology, Union .InstituteM Architecture, University of Wisconsin-MilwaukeePeccarelli, KathyMS Administrative Leadership and Supervision in .Education, University of Wisconsin-MilwaukeeBS Psychology, University of Wisconsin-ParksidePirkey, JeanMSN Nursing Education, Cardinal Stritch UniversityBSN Nursing, Marquette UniversityPope, Carol VollmerMBA, University of Wisconsin-MilwaukeePorter, RebeccaMBA Business Administration, University of ChicagoPufall, Molly M.MM Ethnomusicology, Early Music, and Jazz...Studies, Northern Illinois UniversityBA Music, Millikin UniversityPustejovsky, SusanPhD Mathematics, Marquette UniversityMS Mathematics, Marquette UniversityMA German Language/Literature, Marquette .UniversityRandall, AdonicaMS Biomedical Engineering, Marquette UniversityBS Computer Science, University of Missouri-RollaRauschenberger, MargaretMSN Adult Practitioner, Marquette UniversityRay, MikelenePhD Psychology, Virginia Commonwealth UniversityMS Psychology, Virginia Commonwealth UniversityReedy, Marilyn J.EdD Leadership for the Advancement of Learningand Service, Cardinal Stritch UniversityMA Education, Simpson CollegeRiordan, TimPhD Philosophy of Education, Marquette UniversityMA Philosophy, Marquette UniversityRogga, Lee AnnMSN Nursing, Bellarmine UniversityBSN Nursing, Morehead State UniversityRohde, BetsyMS Nursing, Cardinal Stritch UniversityBS Nursing, Marian CollegeBS Social Work, Lake Superior State UniversityRoller, PeterPhD Studies in progress: Ethnomusicology,. . University of Wisconsin-MadisonMA Ethnomusicology/Folklore, Indiana UniversityRunkel, RichardPhD Drama, University of Texas-AustinMA English, West Virginia UniversitySabel, CarolPhD Studies in progress: Nursing, University of .Wisconsin-MilwaukeeBSN Nursing, Marian CollegeSavagian, JohnPhD American History, Marquette UniversityMA Teaching, University of Wisconsin-Stevens PointSchulte, Judeen A.PhD Nursing, University of ColoradoMS Community Health Nursing, Boston UniversityShapiro, Amy H.PhD Philosophy, University of ChicagoMA Philosophy, University of ChicagoSharkey, Stephen R.PhD Sociology, University of ConnecticutMA Sociology, University of ConnecticutSkerven, KimberlyPhD Clinical Psychology, Marquette UniversityMSW Social Work, University of New HampshireSmith, PaulPhD Urban Education, University of Wisconsin-.MilwaukeeMA Philosophy, University of Wisconsin-MilwaukeeMS Educational Psychology, University of.. .Wisconsin-MadisonSommers, LyndaMFA Sculpture, University of Wisconsin-MilwaukeeBFA Ceramics, University of Wisconsin-MilwaukeeStallbaum, BrendaMSN Adult Psychiatric and Mental Health, Indiana .UniversityStanley, Judith E.PhD English Literature, University of Wisconsin-.MilwaukeeMA English Literature, Syracuse UniversitySternig, VallimaeMSN Nursing, University of Wisconsin-MilwaukeeStockwell, TracyMA Communication Studies, Marquette UniversityTackes, MargaretEdD Leadership for the Advancement of Learningand Service, Cardinal Stritch UniversityMS Special Education, University of Wisconsin-.MilwaukeeThompson, TracyPhD Physical, Organic and Computational.. .Chemistry, Rensselaer Polytechnic InstituteMS Synthetic Organic Chemistry, University of .Pennsylvania-PhiladelphiaToledo, Rebecca G., CPAMBA Business Analysis, San Francisco State .UniversityTruchan, Leona C.PhD Biological Sciences, Northwestern UniversityMS Biological Sciences, DePaul UniversityUllman, JuliePhD Counseling Psychology, Marquette UniversityMEd Counseling Psychology, Marquette UniversityVarga, PatriciaMSN Nursing, Marquette UniversityAlverno Faculty12212

Alverno FacultyAlverno AdministrationVasquez, KristinPhD Psychology, University of Wisconsin-MadisonMS Psychology, University of Wisconsin-MadisonMBA Marketing, University of Wisconsin-MilwaukeeVenn, MichelleMSN Nursing, University of PhoenixWalsh, PatriciaMA Interpersonal and Organizational.. .Communication, University of Wisconsin-MilwaukeeWeishaar, KatherinePhD Counseling, Psychology and Aging, The Union .InstituteMA Counseling, Central Michigan UniversityWicihowski, JodiMA Reading, Alverno CollegeBS Elementary Education, University of Wisconsin-.MilwaukeeWielichowski, LuanneMSN Parent Child Teaching, Marquette UniversityWile, DougPhD East Asian Language and Literature,.. .University of Wisconsin-MadisonBA Comparative Literature, University of.. .Wisconsin-MadisonWoyach, KimberlyDNP Doctorate of Nursing Practice, Concordia .UniversityMSN Family Nurse Practitioner, Concordia .UniversityBSN Nursing, Viterbo UniversityYoung, ChristianPhD History of Science and Technology, Universityof Minnesota-MinneapolisPresident EmeritaSister Joel ReadProfessors Emeritae, EmeritiSister J. Dolores Brunner, PhD, EducationKathleen Davis, PhD, Physical ChemistryHarry Fleddermann, PhD, Biblical StudiesThomas Hovorka, MFA, ArtWendell Kringen, PhD, BiologyWilliam H. McEachern, CPA, MA, PhilosophySister Marie Elizabeth Pink, MS, MathematicsSister Joel Read, MA, HistoryJames Leonard Roth, PhD, HistoryGreta Waldinger Salem, PhD, Political ScienceLinda Scheible, PhD, Urban Social InstitutionsKathleen Thompson, MA,Speech Communication/Public RelationsChristine Trimberger, MA, PhilosophySister Armella Weibel, MS, MathematicsNancy Wilson, MSN, NursingThe College’s administrative staff members serve the people who serve the students. When the faculty createsnew ways of learning, administrators reshape the systems to support faculty and those new ways of learning.Doing that job requires a new breed of academic manager. Administrators at Alverno are state-of-the-artmanagers, coordinating ongoing institutional change on behalf of the learner.In the Educational Research and Evaluation department, for example, intensive long-term studies ofstudents and alumnae provide unprecedented measures of the College’s effectiveness as an institution.Alverno administrators and staff members also work as “silent partners” with the faculty. They make apoint of encouraging students, in the library or in the Financial Aid Office or at the reception desk, to takethe initiative and solve their problems directly. And because they are mostly women, Alverno’s managersprovide a rich range of role models for college women.Mary J. Meehan, PhDPresidentKathleen O’Brien, PhDSenior Vice President for Academic AffairsKathy Lake, PhDAssociate Vice President for Academic AffairsTim Riordan, PhDAssociate Vice President for Academic AffairsJames K. Oppermann, MBASenior Vice President for Finance andManagement ServicesJulie Quinlan Brame, MMVice President for College AdvancementSusan M. Smith, MPSVice President for Marketing andEnrollment ManagementAcademic ServicesMarlene Neises, MEd, Executive DirectorAssistant to the Director of Academic Services forMulticultural IssuesSpecial Assistant to the Senior Vice-President forAcademic Affairs for Multicultural IssuesKaren Caulker, BAAdvising OfficeKatherine Bundalo, MS, DirectorAlumnae RelationsMary M. Frieseke, BA, DirectorAlverno College Institute for EducationalOutreachJudith Reisetter Hart, MS, DirectorAlverno Early Learning CenterBarbara Groshek, CoordinatorAlverno PresentsDavid Ravel, MFA, DirectorAssessment CenterKelly Talley, MDiv, DirectorAlverno FacultyAthleticsBrad Duckworth, MS, DirectorBookstoreJoel Robertson, ManagerCampus MinistryConnie Popp, EdD, Campus MinisterAlverno Administration124125

Alverno AdministrationAlverno Board of TrusteesAlverno AdministrationCareer EducationDebra Chomicka, MS, DirectorCounseling and Health ServicesMeg Pledl, MS, DirectorDining ServicesEric Weber, BBA, DirectorEducational Research and EvaluationGlen Rogers, PhD, DirectorFinancial Aid OfficeDan Goyette, MEd, DirectorHuman ResourcesSharon Wilcox, MS, DirectorInformation ServicesCindy Kreuzer, ManagerInformation SystemsJim Hilby, MS, Chief Information OfficerInstructional ServicesNancy Bornstein, MS, DirectorInternational & Intercultural CenterDimitri Lazo, PhD, DirectorInternship OfficeSue Leister, MA, DirectorLibraryCarol Brill, MLS, DirectorMarketing CommunicationsBrian Dorrington, BA, Director of CollegeCommunicationsMedia HubJoyce Lange, BA, DirectorPlant OperationsJohn Marks, DirectorProfessional Support ServicesDonna Kierzek, DirectorRegistrar’s OfficePatricia Hartmann, MS, RegistrarResearch Center for Women and GirlsKate Masley, PhD, DirectorResidence LifeVicki Schreiber, MS, DirectorSpecial Assistant to Academic AffairsAustin Doherty, PhDStudent LifeBrooke Wegner, MA, DirectorStudent ServicesVirginia Wagner, MRE, Associate VicePresident/Dean of StudentsTechnology ServicesAnita Eikens, MA, Executive DirectorMembers of the Alverno College Board of Trustees share the legal responsibility for governing the College.And although they all serve as unpaid volunteers, they take on that responsibility with energy — they aretruly a working board. Like Alverno students, Alverno Trustees assess their own learning and effectiveness.They also hold themselves and the College regularly accountable and rigorously assess their owncontributions and needs for improvement.Executive OfficersMaurice J. McSweeney, ChairmanRetired Partner, Foley & Lardner LLPKatherine M. Hudson, Vice ChairmanRetired Chairman of the Board, Brady CorporationSister Regina Pacis Meservey, S.S.S.F., SecretaryCoordinator, Sponsorship Services, School Sisters ofSt. FrancisRonald L. Blake, TreasurerCEO and President, Rewards Network Inc.Mary J. Meehan, Ph.D., President, Alverno CollegeTrusteesCharles R. Bartels, Director, Global Social Responsibilityand Knowledge Sharing, ManpowerMary Beth Berkes, Managing Director, OperatingPartner, Linden LLCSister Louise K. Bernier, S.S.S.F., Education andDocumentation Specialist, DuPage County CircuitCourt, IllinoisPeter W. Bruce,“of Counsel,” Davis and Kuelthau, S.C.Elaine Burke, Community VolunteerTina Chang, CEO, SysLogic, Inc.Ricardo Diaz, Executive Director, United CommunityCenterSusan Dragisic, President, United Way of GreaterMilwaukee, Inc.Judith A. Drinka, Attorney, Drinka, Levine & Masson, S.C.E. Kelly Fitzsimmons, Cofounder and CEO, HarQenJacquelyn Fredrick, President and CEO, BloodCenter ofWisconsin, Inc.Ellen M. Gardner, Retired President, Ameritech WICecelia Gore, Executive Director, Brewers CharitiesSister Toni Anne Gradisnik, Director, InternationalOffice of Development, School Sisters of St. FrancisGary P. Grunau, Grucon Group LLCMari-Anne Hechmann, Community VolunteerSamuel N. Hope III, President, Asset Renewal Services Inc.Howard J. Jacob, Director, Human and MolecularGenetics Center, Medical College of WisconsinKathleen A. Lawler, Retired Vice President,Communications, Harley-Davidson, Inc.Donald W. Layden, Jr., Partner, Quarles & Brady LLPStephen R. Lundeen, Attorney, Wille, Gregory & LundeenJean M. Maier, Senior Vice President, EnterpriseOperations and Technology, Northwestern MutualJanet D. Martin, Community VolunteerCarol Meils, M.D., Program Director, Heart FailureClinic, Wheaton Franciscan HealthcareAbigail J. Nash, Community VolunteerKristine Obrecht, Partner, Deloitte & Touche, LLPPaul E. Purcell, President and CEO, Robert W. Baird & Co.Abby P. Ramirez, Executive Vice President, Finance &Administration, INCOVA Technologies, Inc.Roy Reiman, Grandhaven OfficesRebecca Ryan, President, Next Generation ConsultingMarsha Sehler, Director of Business Development,Uihlein Wilson ArchitectsSister Barbaralie Stiefermann, S.S.S.F., Director, AlfonsGallery, St. Joseph CenterStephen J. Sweeny, Ph.D., President, College of NewRochelleChristopher E. Ware, Attorney, Reinhart Boerner VanDeuren S.C.Barbara J. Wyatt Sibley, Deputy Secretary, State ofWisconsin, Department of Regulation and LicensingEx OfficioShemagne O’Keefe ’99, President, Alverno AlumnaeAssociation BoardTrustees EmeritiCatherine B. Cleary, Retired Chairman, First WisconsinTrust CompanyMelita Lane Harkness, Retired Secretary/Treasurer,Board of Directors, Schwaab, Inc.Lloyd W. Herrold, Retired Attorney, Walsh & Keating, S.C.Mary Ann LaBahn, Retired Vice President, Bank OneTrust CompanyFrederick A. Muth, Jr., Chairman Emeritus, WhyteHirschboeck Dudek, S.C.Guy A. Osborn, Retired Chairman, Universal FoodsCorporation (Sensient)William L. Randall, Chairman Emeritus, U.S. BankWisconsinThomas L. Spero, Retired Office Managing Partner,Deloitte & Touche, LLPAnne H. Vogel, Art HistorianHonorary TrusteeVirginia B. Smith, Director, Futures Project,Higher Education Policy InstituteAlverno Board of Trustees12612

AlumnaeCampus Telephone DirectoryAlumnae128Alumnae are a college’s success. Alverno’s success does not appear in a handful of famous names or inaggregate earnings figures, but in the thousands of lives our alumnae have touched as productive workersand respected leaders in the communities where they live.Today, as in the past, Alverno graduates enter the workforce with a proven edge of experience and ability.More than 92% of our students find career work in their field within six months of graduation.Today we have more than 13,000 members in the Alverno Alumnae Association. Our alumnae stayinvolved with their alma mater by recruiting new students, fund raising, assessing student performance,and volunteering in the classroom. Many alumnae offer their professional work settings as sites for studentinternships and make themselves available to students as career mentors.Graduates of Alverno automatically become members of the Alverno Alumnae Association and receiveseveral benefits as part of their membership — a 15% discount in the bookstore, use of the ComputerCenter, free library services for one year, use of the Career Education Center, and more.The association organizes several events such as Homecoming, the Silver & Golden Guild anniversarycelebrations, and Alumnae Awards receptions. The association also cosponsors several professionalseminars to encourage professional development and networking among its members. Alumnae eventsreconnect alumnae with the College and with each other and provide opportunities for lifelong learning.Alverno Alumnae Association BoardShemagne O’Keefe ’99Alverno Alumnae Association Board PresidentMary Braband ’86Past Alverno Alumnae Association Board PresidentSusan Arvai ’92Dorothy Barnes-Miller ’05LaToya Bates ’02, ’08Danielle Brazee ’04Diane Charno ’93Penny Engebose ’08Joyce P. Gohr ’97Carol Graham ’58Erica Gumieny ’00Melissa Hudson ’02Judy Hurley ’88, ’00Cindy F. Jackson ’91Diane Loos ’05Aura Mora-Gheller ’87Judy Murphy ’75Rose Spang ’62Maricruz Talavera-Pettis ’99Marsha Tietz ’92Virginia Wagner ’69DepartmentExtension (382-XXXX)Academic Affairs..............................................6084Academic Services............................................6014Admissions......................................................6100Advising Office................................................6029Alumnae Relations...........................................6090Alverno Presents...............................................6150Art and Cultures Gallery..................................6149Assessment Center...........................................6020Associate Vice Presidents .for Academic Affairs.................................6084Athletics ..........................................................6324Austin Hall......................................................6314Bookstore.........................................................6333Business Office.................................................6122Campus Ministry.............................................6352Career Education.............................................6010Career Lab.......................................................6010Childcare Services............................................6076Clare Desk.......................................................6181Computer Center............................................6336Counseling Services.........................................6119Dean of Students.............................................6118Dining Services................................................6051Education Department....................................6186Elizabeth Hall..................................................6076Facilities...........................................................6436Financial Aid Office.........................................6046Fitness Center/Gym Corridor..........................6424Graduate and Adult Admissions Office............6100Health Services................................................6319Housekeeping..................................................6436Information Desk............................................6000Instructional Services.......................................6016Internship Office.............................................6006LibraryCirculation.................................................6060Reference Desk...........................................6062Reserve Desk...............................................6060Lost and Found................................................6159Mail Services....................................................6077Marketing Communications ...........................6166Media Hub......................................................6170Multicultural Issues..........................................6022Pitman Theatre................................................6150Pitman Theatre Box Office..............................6044President’s Office.............................................6064Registrar’s Office..............................................6370Student Life.....................................................6317Student Services...............................................6118Emergency Phone NumbersLife-threatening situation: Dial 911 from apay phone or 9-911 from an office phone.1. Be ready to answer questions and provideimportant information. Stay on the line.Give the location of the emergency, thebuilding, address, room number, and thephone number you are using.2. Call Campus Security at ext. 6911.3. Stay with the victim until help arrives.Non–life-threatening situation:Call Campus Security at ext. 6911.Addresses of Alverno BuildingsAlphonsa Hall3441 South 39th StreetAustin Hall3390 South 43rd StreetChristopher Hall4100 West Morgan AvenueClare Hall3333 South 39th StreetCorona Hall3335 South 39th StreetElizabeth Hall3251 South 39th StreetLiberal Arts Building3401 South 39th StreetTeaching, Learning and Technology Center3400 South 43rd StreetCampus Telephone Directory129

IndexIndexAAcademic policies and procedures, 106-108Access for students with disabilities, 112Accreditation, 3Adaptive Education (MAE), 13-14Administration, 123-124Administrative Leadership (MAE), 15-16AdmissionsMAE, 10-11MBA, 83-84MSN, 97-98Adult Education (MAE)Adult Education and Instructional Design, 56-58Adult Education and Instructional Technology,56, 59-60Adult Education and OrganizationalDevelopment, 56, 61-62Adult Education and Organizational DevelopmentCertificate, 37Advising, 112Alternative Education (MAE), 17-18Alumnae Association, 126ANCC, 91, 92Application processMAE, 10-11MBA, 83-84MSN, 98Art and Cultures Gallery, 112Assessment, 106Auditing classes, 107BBoard of Trustees, 125Bookstore, 112Business Office, 110-111CCalendar, 130Campus, 112Campus map, inside back coverCareer Education Center, 113Certificate programs, 37Communication Resource Center, 114Computer Center, 113Conference Center, 113Counseling Services, 113Course descriptionsMAE, 63-74MBA, 85-87MSN, 99-101DDegree requirements, 106Diagnostic Digital Portfolio, 9Dining Services, 114Disability services, 112Dropping courses, 108EEarly Literacy Success Certificate, 37External assessmentsMAE, 63MSN, 99FFaculty, 117-122Fees, 110Financial aid, 109Financial policies, 110-111GGallery, 112Global Connections in the Humanities (MAE), 19-20Global Connections in the Humanities Certificate, 37HHealth Services, 113IIncompletes, 107Instructional Leadership (MAE), 21-22Instructional Services, 114Instructional Technology for PK-12 Settings(MAE), 23-24Interactive Online, 114International & Intercultural Center, 114LLibrary, 114Licensure-only programs, 35-36Licensure to Master’s – Regular EducationEarly Adolescence/Adolescence, 40-42, 45Early Childhood/Middle Childhood, 40-43Middle Childhood/Early Adolescence, 40-42,44Licensure to Master’s – Cross-Categorical SpecialEducationEarly Adolescence/Adolescence, 46-49, 53-55Middle Childhood/Early Adolescence, 46-52Loans, 109MMaster of Arts in Education (MAE), 7-74Master of Business Administration (MBA), 75-87Master of Science in Nursing (MSN), 89-101Media Hub, 115Mission Statement, inside front coverMSN/MBA Combined Program, 102-103NNewsletter, 115PPhone numbers, 127Probation, academic, 108Professional Development (MAE)for community college teachers, 38-39for licensed teachers, 25-26Progress report, 107RReading Education (MAE), 27-29Reading Education with Adaptive Education (MAE),30-32Recreation, 115RegistrationMAE, 11MBA, 84MSN, 98Research Center for Women and Girls, 115SScience Education (MAE), 33-34Staff, 123-124Student Handbook, 106Student-on-Leave Program, 108Student records, 108Student Services, 116TTranscript request, 108Transfer creditsMAE, 11MBA, 84MSN, 98Tuition reimbursement, 111UUrban Education Fellows Program, 11WWeekend flexible schedulingMAE, 7MBA, 77MSN, 92Wellness, 116Withdrawal from College, 108IndexIndex130131

Academic Calendar 2010-13Alverno College Campus Map2010-11Semester 1August 27-29September 10-122011-12Semester 1August 26-28September 9-112012-13Semester 1August 24-26September 7-9N11MEMORIAL DRIVEH141234Austin Hall (AUThe Mug Coffee HouReiman PlazaTeaching, LearniTechnology CenLiberal Arts BuiLibrary24-26October 8-1022-24November 5-719-21December 3-510-12Semester 2January 21-23February 4-618-20March 4-623-25October 7-921-23November 4-618-20December 2-49-10Semester 2January 20-22February 3-517-19March 2-421-23October 5-719-21November 2-416-18December 7-830-Dec 2Semester 2January 25-27February 8-1022-24March 8-1043RD STREET9AALVERNO DRIVE1B2I31312106G45F39TH STREET567891011121314Pitman TheatreAthletic &Fitness CenterReiman GymnasiumAlphonsa Hall (Lampe Recital HallChristopher HaWehr HallAthletic FieldsAlumnae CourtPower PlantCorona Hall (CClare Hall (CL)Elizabeth Hall (EChildcare Center18-20April 1-315-17May 6-829-May 116-1830-April 1April 13-1527-29May 4-522-24April 5-719-21May 3-510-11C8DW. MORGAN AVENUE7EParking LotsABCDEFGHIParking RampHandicap ParkingPublic ParkingFaculty/Staff ParkPublic ParkingPublic ParkingFaculty/Staff ParkPublic ParkingPublic ParkingAcademic Calendar132Where 1 Austin is the Hall Mug? (AH)8 Christopher Hall (CH) PARKING LOTSThe 2 Mug Reiman is located Plaza in the lower level of Austin Hall Wehr (residence Auditorium hall). Enter from Alverno’s A main Parking entrance Ramp on 43rd Street. Austin Hall is east of the park3 Teaching, Learning &Technology Center (TL)4 Liberal Arts Building (LA)5 Pitman Theatre6 Athletic & FitnessCenter (AF)Reiman Gymnasium7 Alphonsa Hall (AL)Lampe Recital Hall9 Athletic Fields10 Alumnae Courtyard11 Power Plant12 Corona Hall (CO)13 Clare Hall (CL)14 Elizabeth Hall (EL)Alverno EarlyLearning CenterB Handicap ParkingC Public ParkingD Faculty/Staff ParkingE Public ParkingF Public ParkingG Faculty/Staff ParkingH Public ParkingI Public ParkingCampus Map

Table of Contents3400 South 43 rd StreetP.O. Box 343922Milwaukee, Wisconsin 53234-3922414-382-6100800-933-3401www.alverno.edue-mail: admissions@alverno.edu134