Docstoc

Graduate Catalog - Cardinal Stritch University

Document Sample
Graduate Catalog - Cardinal Stritch University Powered By Docstoc
					Graduate Studies 2005-2006
    Table of Contents
    THE UNIVERSITY, THE CAMPUS AND GRADUATE STUDIES
           The Mission of Cardinal Stritch University ............................................................................................................... 4
           The University ..........................................................................................................................................................5
           The Milwaukee Campus                    .........................................................................................................................................7
           Fostering Values in, Service to the Community ......................................................................................................... 8
           Graduate Studies at Stritch .......................................................................................................................................9
           Academic Excellence at Stritch .................................................................................................................................11
           Requirements for Admission ...................................................................................................................................12
           Tuition and Financial Aid ......................................................................................................................................14
           Academic Regulations ............................................................................................................................................16
           Graduate Academic Policies .....................................................................................................................................21
           Student Development Services .................................................................................................................................22
           Graduation Information ...........................................................................................................................................24


    COLLEGE OF ARTS AND SCIENCES
           Overview .................................................................................................................................................................. 26
           Degree Completion Requirements ...........................................................................................................................26
           Master of Arts in Clinical Psychology ...................................................................................................................... 27
           Master of Arts in History ......................................................................................................................................... 29
           Master of Arts in Religious Studies ..........................................................................................................................30
           Master of Arts in Visual Studies ...............................................................................................................................32


    COLLEGE OF BUSINESS
           Overview .................................................................................................................................................................. 36
           Master of Science in Management (MSM) ..............................................................................................................38
           Master of Business Administration (MBA) ............................................................................................................39




2
COLLEGE OF EDUCATION
       Overview .................................................................................................................................................................. 42
       Title III Higher Education Act Information ............................................................................................................45
       Master of Arts in Teaching ....................................................................................................................................... 45
       Master of Education in Instructional Technology, Master of Science in Instructional Technology ......................... 46
       Master of Education ................................................................................................................................................47
       Master of Education in Ministry .............................................................................................................................. 48
       Master of Science in Educational Leadership...........................................................................................................49
       Master of Arts in Reading/Language Arts ...............................................................................................................50
       Master of Arts in Reading/Learning Disability .......................................................................................................50
       Master of Arts in Special Education ........................................................................................................................51
       Master of Arts in Urban Education .........................................................................................................................53
       Course Descriptions .................................................................................................................................................54
       Doctorate in Leadership for the Advancement of Learning and Service ................................................................. 71
       District Administrator Licensure Program .............................................................................................................. 76


COLLEGE OF NURSING
       Overview .................................................................................................................................................................. 78
       Course Descriptions .................................................................................................................................................80


GRADUATE FACULTY, STAFF AND GOVERNANCE
       Graduate Faculty ...................................................................................................................................................... 82
       Office and Chair/Director Phone Extensions...........................................................................................................86
       Administration and Governance .............................................................................................................................87




                                                                                                                                                                                        3
    The Mission of Cardinal Stritch University
                                                                                                                   To this end, faculty and staff are particularly
                                                                                                                   interested in promoting the intellectual growth,
                                                                                                                   moral formation and self-disciplined behavior of
                                                                                                                   students in such ways that they will become as
                                                                                                                   much concerned about human resources, society’s
                                                                                                                   needs, social justice and world peace as they are
                                                                                                                   about the fine arts, the sciences and other fields of
                                                                                                                   knowledge.


                                                                                                                   NONDISCRIMINATION/
                                                                                                                   HARASSMENT POLICY
                                                                                                                   It is the policy of this University to foster a
                                                                                                                   community free of harassment and intimidation.
                                                                                                                   Students and employees are expected to conduct
                                                                                                                   themselves in a respectful manner at all times.
                                                                                                                   Incidents of harassment will not be tolerated
                                                                                                                   and should be promptly reported to a University
                                                                                                                   official.

                                                                                                                   Harassment refers to behavior that is unwelcome
    THE MISSION OF CARDINAL                                 The official University Mission Statement (to the      and personally offensive to its recipients. There
                                                            left) was adopted in November 1988.                    shall be no harassment on the basis of a student’s
    STRITCH UNIVERSITY:
                                                                                                                   or employee’s race, color, national origin, ancestry,
    To transform lives through
    value-centered education.                               FRANCISCAN VALUES                                      religion, age, gender, marital status, medical
                                                            The University has articulated a set of values         condition, sexual orientation, or physical or
                                                            to foster a spirit of service and to renew the         mental disability.
    Cardinal Stritch University is an independent
    Franciscan Catholic institution of higher educa-        University’s Franciscan heritage. The Values are as
                                                            follows:                                               Prohibited harassment includes but is not limited
    tion, sponsored by the Sisters of St. Francis of
                                                                                                                   to comments, slurs, jokes, innuendoes, cartoons,
    Assisi. The University, rooted in the liberal arts,
                                                            Creating a caring community by respecting              pranks, or physical harassment. Harassment also
    provides graduate and undergraduate programs
                                                            each individual’s personal dignity; extending          includes negative actions based upon a student’s
    to prepare students for life and for professional
                                                            hospitality, courtesy and kindness; and sharing        or employee’s participation in activities iden-
    careers.
                                                            friendship and openness;                               tified with any group. In order to promote a
                                                                                                                   non-discriminatory, inclusive environment, our
    The University assists women and men in pursu-
                                                            Showing compassion for others by serving and           University will support programs to educate its
    ing lifelong learning. It provides both traditional
                                                            caring for the poor and oppressed; having concern      community in regard to respect for all
    and non-traditional approaches to meet the
                                                            for justice issues; taking responsible social action   its members.
    educational needs of a diverse student body. The
    University strives to be a caring community. Its        offering unselfish service;
    faculty and staff regard superior instruction and                                                              COMMITMENT TO
    personal attention to each student as keys to quali-    Respecting creation by respecting all creatures;
                                                            fostering a simple lifestyle; promoting human
                                                                                                                   NONDISCRIMINATION
    ty education. In addition, faculty members model
                                                            dignity and empowerment of people; and                 Cardinal Stritch University, in accordance with
    and promote meaningful integration of theory
                                                            exhibiting concern for environmental issues;           applicable provisions of federal law, does not
    and practice.
                                                                                                                   discriminate on grounds of race, religion, color,
                                                            Striving for Peace by healing and reconciling;         national origin, sex, age, sexual orientation, creed
    Faculty, staff, administration and trustees cooper-
                                                            working for conflict resolution; forgiving; and        or handicap in the administration of any of its
    ate actively to anticipate and address the emerging
                                                            caring and understanding.                              educational programs or activities, including
    needs of students, the Stritch community and
                                                                                                                   admission or with respect to employment.
    society. The vitality of educational life is enhanced
    by the commitment of the University to programs
    of direct service to people who might not other-        INSTITUTIONAL GOALS
    wise be served.                                         At the undergraduate and graduate levels,
                                                            Cardinal Stritch University’s academic pro-
    In keeping with Franciscan values and guided            grams emphasize general studies, professional
    by the Judaeo-Christian tradition, the University       preparation and community service. The
    fosters the moral, spiritual, intellectual, cultural,   University is dedicated to assisting individuals
    emotional, social and physical development of           in their personal development through pursuit
    each person. Finally, the University promotes the       of the liberal arts and career-related courses in
    development of men and women who are com-               a campus atmosphere pervaded by the Judaeo-
    mitted to religious principles, who possess moral       Christian tradition.
    and aesthetic values, and who take their places as
    responsible persons, serving the local                  The University seeks to foster Christian Human-
    and global communities.                                 ism, professional betterment and good citizenship.
4
The University
THE HISTORY OF CARDINAL                               faculty teaching role, the accessibility of faculty    ACCREDITATION AND
                                                      and staff, small-sized courses taught by faculty,
STRITCH UNIVERSITY                                    providing undergraduate and graduate education,        MEMBERSHIPS
Cardinal Stritch University is a fully-accredited,    providing traditional and non-traditional              Cardinal Stritch University is accredited by The
Catholic University rooted in the liberal arts,       approaches to education and continuing                 Higher Learning Commission and a member of
whose main campus is located in metropolitan          its community service outreach efforts.                the North Central Association, 30 North LaSalle
Milwaukee, offering quality, value-centered                                                                  Street, Suite 2400, Chicago, IL 60602, phone:
education to men and women of all ages, races         In 1998, the first doctoral degree was offered         (800) 621-7440 or (312) 263-0456, fax: (312)
and creeds.                                           at Stritch, the Doctorate in Leadership for the        263-7462, www.ncahigherlearningcommission.
                                                      Advancement of Learning and Service.                   org; the National Council for Accreditation of
The University was chartered in 1937 by the State                                                            Teacher Education; the National League for
of Wisconsin as a degree-granting institution for     Today, though the Milwaukee campus remains             Nursing Accrediting Commission; the Wisconsin
the Sisters of St. Francis of Assisi. Its original    an intimate community, the total enrollment of         State Board of Nursing and the Wisconsin State
name was St. Clare College. In 1946, the name         Cardinal Stritch University makes it the second        Department of Public Instruction; Association of
was changed to Cardinal Stritch College in honor      largest independent institution of higher learning     Collegiate Business Schools and Programs; and
of the former Archbishop of Milwaukee and a           in Wisconsin and the largest Franciscan institution    Commission on Collegiate Nursing Education.
long-time friend of the Sisters, Samuel Cardinal      of higher education in North America. Excellent
Stritch. That same year, lay women were first         programs at the Associate, Bachelor, Master and        The University also holds institutional
admitted.                                             Doctoral levels, offered through both traditional      memberships in the following major
                                                      and non-traditional delivery methods, continue         professional associations:
Until 1962, Stritch was located on Milwaukee’s        to identify Stritch as a pioneer and innovator in
south side. In 1956, a Graduate Division was          higher education.                                      American Association of Colleges
established. The Sisters had long been recognized                                                            of Nursing
for their pioneering efforts and expertise in the
fields of special education and reading, and it was   STUDENTS, FACULTY                                      American Association of Colleges
these majors that were offered through the new        AND STAFF                                              of Teacher Education
Graduate Division. Male students were allowed         Student Body
to enroll in these programs, making the Graduate                                                             Association of Catholic Colleges
Division coeducational, while the Undergraduate       The diverse student body at Stritch attends either     and Universities
Division remained all women until 1970.               undergraduate- or graduate-level courses that
                                                      are offered both full time and part time. These        Association of Independent Liberal Arts
By 1982, the need became apparent for a               include recent high school graduates, college          Colleges for Teacher Education
non-traditional delivery system that could            transfers, working professionals, veterans of the
accommodate adults returning to school. In            armed services, retired persons and individuals        College Theology Society
answer to this need, Programs in Management           who are completing degrees they started years ago.
for Adults (PMA) were implemented. Designed                                                                  Consortium for the Advancement
specifically for the busy schedules of working        Out of a total full- and part-time enrollment of       of Adult Higher Education
adults, these programs were enthusiastically          approximately 7,600 students, about one-half
embraced. In addition to on-campus offerings,         are enrolled in traditional undergraduate and          Council for Advancement and
courses were, and continue to be, available at        graduate courses with the other half enrolled in the   Support of Education
off-campus sites in areas such as Madison, Beloit,    College of Business. More than 300 students live
Wausau and Eau Claire. In 1987, the programs’         on campus. The remaining student population is         Council of Colleges of Arts and Sciences
success led to the extension of the College           made up of those who commute and those who
of Business to include course offerings and a         take courses off campus at convenient locations        Council of Independent Colleges
regional office in the Minneapolis-St. Paul area      throughout Wisconsin and Minnesota coordinated
of Minnesota.                                         by regional campus sites in Madison and                National Association of Independent Colleges and
                                                      Minneapolis/St. Paul.                                  Universities
In 1997, the Cardinal Stritch College Board of
Trustees approved and signed a Proclamation to        Faculty and Staff                                      National Association of Intercollegiate Athletics
move to University status, culminating a two-year     Stritch is proud of its administration and teaching
research and assessment process. With distinct        faculty, which include both lay and religious          National Catholic Educational Association
academic divisions, a heterogeneous student           members. Full- and part-time personnel include
population and a full array of undergraduate and      men and women who are highly qualified and             Wisconsin Association of Independent Colleges
graduate programs, “university” was considered        experienced in their respective fields. More than      and Universities
a more appropriate identifier for the institution.    half of the full-time faculty hold terminal degrees
With this decision, the College was renamed           in their fields, most of these earned doctorates.      Wisconsin Foundation of Independent Colleges
Cardinal Stritch University and the academic          A number of faculty members have established
divisions became colleges: College of Arts            national reputations for their professional            Wisconsin Institute for the Study of War, Peace
and Sciences, College of Business, College of         achievements and creative talents. Unlike large        and Global Cooperation
Education, and College of Nursing. The Board          institutions of higher education, Cardinal Stritch
of Trustees of the institution reaffirmed its         University does not employ graduate assistants
commitment to maintaining its Catholic and            as instructors.
Franciscan identity, its Franciscan values, its
rootedness in the liberal arts, the primacy of the
                                                                                                                                                                 5
    PROGRAM CHANGE
    INFORMATION
    Cardinal Stritch University constantly strives
    to address program growth and quality services
    for students and may make alterations in its
    programs, regulations, policies and fees. The
    information in this catalog is based on the most
    current information available at the time of
    publication (August 2005). See the University’s
    Web site, www.stritch.edu.

    FINANCIAL INFORMATION
    Financial information, published in the Cardinal
    Stritch University Annual Report, is available
    upon request. To obtain a copy, contact the
    Office of Advancement at (414) 410-4200.




6
The Milwaukee Campus
LOCATION OF THE CAMPUS                                    Bonaventure Hall                                        The Joan Steele Stein Center for
Stritch occupies 40 acres of park-like                    Bonaventure Hall is the University’s main               Communication Studies/Fine Arts
campus in the residential suburbs of Fox Point            administration building. Due to ongoing                 This contemporary $8.7 million center, completed
and Glendale. Downtown Milwaukee is about                 construction related to the expansion of the            in August 1997, houses the Communication,
a ten-minute drive away, and Lake Michigan                building, many of the administrative offices that       Theatre Arts, Music and Art Departments along
is within walking distance of the campus. The             will be ultimately located in Bonaventure Hall          with a 400-seat teaching theater, a spacious
University is just off Interstate Highway 43,             are temporarily located throughout the campus,          art gallery, dressing rooms, photo laboratories,
providing easy accessibility by almost any form of        as well as in trailers in the north courtyard.          music practice rooms, a dance studio, metal and
transportation: Mitchell International Airport is         Once completed, the first floor will house the          woodworking shops, a graphic arts computer lab,
minutes away, as are the Greyhound and Badger             following major offices: President, Registration,       the box office, a modern lecture hall, and faculty
bus depots, and Amtrak railway station.                   Admissions, Financial Aid, Academic Affairs,            offices. In addition to classroom and educational
                                                          Business Office, Academic Support Center, Career        experiences, students, faculty, staff and the
For commuter students, the Milwaukee County               Services, and Academic Advising. Additionally,          surrounding community benefit from the array of
Transit System affords direct service to the University   the newly constructed Sister Camille Kliebhan           fine arts and cultural events held in this state-of-
via bus route 68. This connects nearby with other         Conference Center is located on the first floor.        the-art facility.
major routes in the city, including a Freeway Flyer       The second floor is home to the College of
service to and from downtown Milwaukee.                   Business, Public Relations, a nursing skills lab and
                                                          a suite of offices for faculty members from the         COLLEGE OF BUSINESS &
                                                          College of Arts and Sciences. The Facilities Office,    COLLEGE OF EDUCATION
CAMPUS FACILITIES                                         Security, Stenopool, Math/Computer Science
The complex of buildings including the Library,           Department, computer labs and classrooms are            REGIONAL SITES
Fieldhouse, Alfred S. Kliebhan Great Hall and the         located in the lower level.                             The College of Business and College of Education
O.W. Carpenter Campus Center received a first-                                                                    also serve students at regional sites. The
place award for design from the Wisconsin Society                                                                 Wisconsin Region is headquartered in Milwaukee
of Architects in 1986. The Wisconsin Concrete             Clare Hall                                              and serves students throughout the state of
Masonry Association named the Cardinal                    Clare Hall is a three-story residential structure,      Wisconsin. Located in Edina, the Minnesota
Stritch University Joan Steel Stein Center for            providing resident housing. Clare Hall is available     Region office serves solely business students in
Communication Studies/Fine Arts as its “Best of           to both undergraduate and graduate students.            Minnesota and the western part of Wisconsin.
Show” winner, awarding the Zimmerman Design
group the prestigious Maynard W. Meyer Award              Serra Hall
in 1998. Descriptions of these and other campus                                                                   LIBRARY SOURCES
                                                          Located between Clare and Bonaventure Halls,
buildings appear below.                                                                                           The University Library provides a wide variety
                                                          Serra Hall features the University’s food service       of materials and services to its user community.
                                                          and main dining room. The Chapel is located in
The Library                                                                                                       Open seven days a week and 93 hours weekly
                                                          the lower level.                                        during the regular semesters, it is located in
Two levels of abundant resources for study and
                                                                                                                  the building complex, which also includes the
research are located in the Stritch Library, along
with special study, audiovisual and meeting               Roger Bacon Hall                                        Fieldhouse and Campus Center. It is staffed
                                                          Roger Bacon Hall is a laboratory facility which         with professional librarians along with other
rooms. (For a complete description of Library
                                                          houses laboratories and classrooms for science and      professional, support, and student employees who
resources, see pages 7-8.)
                                                          nursing as well as faculty offices. It is adjacent to   assist patrons in a number of ways. Patrons may
                                                          the ramp/hallway which connects Bonaventure             check at the Reference Desk with questions about
The Fieldhouse                                                                                                    information needs or library services.
                                                          Hall to Serra Hall.
Stritch’s gymnasium, indoor running track and
exercise room are all located in the Fieldhouse, as                                                               The Library’s holdings include more than
is the Office of the Athletic Director. Information       Duns Scotus Hall                                        122,000 items in a variety of formats and more
regarding activities in these areas can be obtained       Connected to the south end of Bonaventure               than 1,300 periodical titles in paper, micro,
from the Director of Athletics.                           Hall by a glassed-in walkway, Duns Scotus is an         or online formats. The library also houses the
                                                          academic facility with classrooms, seminar rooms        Instructional Materials Center with children’s
                                                          and faculty offices.                                    literature along with primary and secondary
Alfred S. Kliebhan Great Hall                                                                                     instructional materials. The library staff
“The Great Hall” is a spacious foyer to the                                                                       maintains separate vertical files and annual
Library and Fieldhouse. Its location and                  The Education Building                                  report files. The Franciscan Center office and
comfortable furnishings make it an ideal place for                                                                special collections, which reflect the life and
                                                          This building, located at the northwest end of
studying, relaxing or gathering with friends.                                                                     impact of Saint Francis in daily life, are also
                                                          the campus, houses the Departments of Graduate
                                                          Education, Literacy and Language Development,           located in the Library facility.
O.W. Carpenter Campus Center                              Graduate Special Education and Undergraduate
The O.W. Carpenter Campus Center houses the               Education, and Special Education as well as The         Stritch is a founding member of the
Walter Schroeder Auditorium, the William and              Leadership Center.                                      Southeastern Wisconsin Information Technology
Patricia Blake Student Union, the bookstore, the                                                                  Exchange (SWITCH), which links seven area
mail room and conference rooms. The Offices of                                                                    academic libraries together. They share a single
the Dean of Students and Campus Ministry are              The Reading Center                                      online catalog called TOPCAT. Students may
also located in this building.                            Located in a office complex adjacent to the             request materials from any of the SWITCH
                                                          University Powerhouse, the Reading Center offers        libraries directly through the online catalog.
                                                          educational programs in reading, writing and            SWITCH provides a delivery service for these
                                                          mathematics to kindergarten, elementary and high        materials across the consortium with next day          7
                                                          school students.
                                                           Fostering Values in,
    service on weekdays. Students may request any
                                                           Service to the Community
    material that circulates, or may request copies of
    articles from periodicals.

    A currently updated University ID card is              Cardinal Stritch University reaches beyond the          THE LEADERSHIP CENTER
    necessary for a number of on-site and remote           campus to be of service to the community and            The Stritch Leadership Center was established
    library services. While the library is open to         to foster the Franciscan values on which it was         to nurture and enhance leadership in the
    the public during its normal business hours, a         founded. Two Stritch centers lead the way in            educational, political, charitable and corporate
    community or alumni card may be required for           these efforts.                                          sectors through the use of non-traditional,
    some services. The patron is responsible for all                                                               customizable programs as well as workshops,
    materials checked out on his/her ID card.              THE FRANCISCAN CENTER                                   conferences and speaking sessions. The key to
                                                           The Franciscan Center fosters the study of St.          becoming a successful leader involves change
    The library offers a wide variety of services          Francis and St. Clare and promotes research             within individuals. The center aims to engender
    to its local and remote patrons through its            on the history, spirituality and values of the          this change through five major areas:
    Web site found at http://library.stritch.edu. A        Franciscan tradition. It serves the University
    growing list of online databases, indexes, and         and wider community, as well as the Franciscan          • Leadership Formation: Developing the
    electronic resources can be found here in topic        family, through scholarship, dialogue and                  leadership capacity of individuals and
    areas such as: Business, Education, General            activities that bring Franciscan ideals and values to      organizations.
    Research, Healthcare, Humanities, Legal, News,         bear on contemporary issues and problems, both local    • Environmental Scanning: Identifying
    Science, and Social Sciences. The Web site             and global.                                                community needs and services related to
    also offers information about library services,
                                                                                                                      leadership.
    online transactions forms, guides to library           The center serves as a conference site for
    use, electronic reserves, and assistance with                                                                  • Leadership Research: Exploring theory and
                                                           pursuing spiritual and educational enrichment              models of leadership, building best practices
    Internet searching. Online reference is also           about St. Francis, St. Clare, and the Franciscan
    available through e-mail and chat software to                                                                     related to leadership, learning and service.
                                                           tradition. It also offers credit and non-credit
    library patrons in any location. A growing set         courses, workshops, seminars, speakers and              • Collaborative Ventures: Addressing needs that
    of electronic books and reference titles are also      major conferences on a host of issues, such as             cannot be done as effectively alone.
    available through the TOPCAT online catalog.           peacemaking and environmental concerns, from            • Leadership Clearinghouse, Brokerage and
                                                           a Franciscan perspective. The center also offers           Exchange: Creating connections among
    Other library services include library instruction     courses in conjunction with the University’s               leadership service providers
    sessions, group study rooms, reserves, interlibrary    Department of Religious Studies.
    loan, limited general computing access, the                                                                    .
    INFOPASS local library access program, and a                                                                   The center values diversity of experience and
    limited number of laptops for short-term loan to       THE FRANCISCAN LIBRARY                                  opinion and encourages contributions from
    students.                                              The Center houses books, videos and topics              seasoned leaders as well as individuals at the
                                                           about the Franciscan tradition. This collection of      beginning stages of their journey. For more
    While some materials do not circulate outside          Franciscan and medieval resources is available to       information, please call (414) 410-4553 or
    the library facility, photocopiers as well as online   researchers. The Center also houses the private         e-mail leadershipcenter@stritch.edu.
    full text materials are made available to users.       collection of bibliographies and articles of more
                                                           than 5,000 Franciscan men and women.
    Students are required to use their individual
    network login account when using public                The Franciscan Center is headed by Sister
    workstations on campus. One of the things this         Margaret Klotz, OSF, Ph.D. She can be reached
    account will do is track individual print requests     at (414) 410-4275, or mklotz@stritch.edu.
    from public network printers. If any individual
    student exceeds the threshold of prints provided
    each semester he/she will be able to purchase
    additional prints as needed. University network
    policy does not allow the use of another person’s
    account for any reason.




8
Graduate Studies at Stritch
Graduate programs are offered through the
Colleges of Arts and Sciences, Business,
Education, and Nursing. Information on
programs offered through each college is located in
designated sections of this catalog. All programs
offer qualified men and women the opportunity
to pursue advanced studies and to develop research
skills at times convenient to their schedules, both
on and off campus.

On-campus courses in the College of Education are
scheduled for late afternoons, evenings and Sat-
urdays during the regular school year and during
daytime and evening hours in the summer.

The College of Business offers evening classes
for working adults who desire a management-
or business-related master’s degree. These courses
run on a modular schedule and are conducted
throughout the year, both on campus and at off-
campus sites in the metropolitan Milwaukee area,
                                                       professional effectiveness as well as personal art    COLLEGE OF EDUCATION
                                                       practice.                                             The mission of the College of Education is to
throughout the state of Wisconsin, in the Minneap-
olis/St. Paul area and in other areas                                                                        transform lives and communities by preparing
                                                       To respond to the needs of working graduate           leaders for learning and service.
of Minnesota.                                          students, all classes are offered in the evenings.
                                                       Program completion is in two years. Classes meet      All programs in the College of Education are
Graduate programs are offered through the four         two nights per week during the fall and spring
colleges in the following areas of specialization.                                                           united by a common conceptual framework:
                                                       semesters and the six-week summer session.
                                                       Quality features of the MAVS include excellent        The College of Education is an innovative and
COLLEGE OF ARTS                                        faculty and program advisors, a collaborative         compassionate community devoted to bridging
                                                       learning environment and state-of-the-art
AND SCIENCES                                           facilities.
                                                                                                             knowledge, practice and service.
The Master of Arts in Clinical Psychology
                                                                                                             For each degree program, outcomes and candidate
is designed to provide training for individuals        The program outcomes have been aligned with           performance indicators delineate the knowledge,
to prepare them for a doctoral degree and/or           national art education standards. A Master of Arts    skills and dispositions to be developed in
employment in a variety of mental health settings.     in Visual Studies will provide the student with a     candidates for graduate degrees and/or advanced
The program is founded on Franciscan values            portfolio of work and a professional exhibition       certification. As a unit, the College of Education,
and an appreciation of, deep respect for, and          that demonstrates knowledge and skills.               is committed to effectively prepare candidates to
commitment to diversity, ethical practice, and
                                                                                                             meet the following standards of behavior:
service. The Master’s program embraces the             The Master of Arts in Religious Studies
scholar-practitioner model to develop competent        program is designed for women and men who
mental health care providers who are critical          wish to pursue a career in adult and family           Teachers know the subjects they are teaching.
thinkers, intelligent consumers of research, and       ministry, youth ministry, urban ministry,             Teachers know how children grow and can
skilled in providing psychological services in         religious education programs or a variety of          provide appropriate instruction.
a variety of health care settings. Integration of      other ministries in the church community.             Teachers understand that children learn
theory and practice and consideration of the roles     The MA in Religious Studies may also serve to         differently and can meet their diverse needs.
of culture, race, and gender will cut across all       prepare students who aspire to further graduate       Teachers know how to teach and use a variety of
courses.                                               studies in the field. The degree requires 30          strategies including technology.
                                                       credits of academic work. The Urban Ministry          Teachers know how to communicate well.
The Master of Arts in History was created              Certificate is offered in conjunction with the        Teachers plan different kinds of lessons.
for middle and high school history teachers            College of Education at both the graduate and         Teachers know how to assess student progress.
and others with a strong interest in history.          undergraduate levels.                                 Teachers evaluate their effectiveness and seek
This two-year program provides detailed course                                                               opportunities to grow professionally.
work focusing on important topics and eras in                                                                Teachers are connected with other teachers
U.S. and World History.
                                                       COLLEGE OF BUSINESS
                                                                                                             and the community and behave in a
                                                       The Master of Science in Management (MSM)             professional manner.
The 34-credit Master of Arts in Visual                 is for students interested in the internal
Studies is created for working adults who desire       management of private and non-profit                  Courses in the following programs can be applied
professional involvement in the Arts as artists, art   organizations.                                        toward requirements for either initial or extended
teachers, arts administrators and in gallery and                                                             teacher certification in Wisconsin. Some
museum work. The program provides exploration          The Master of Business Administration (MBA)           students who are not residents of Wisconsin
and analysis of a wide range of traditional and        is for students interested in middle or upper-level   may be assisted toward out-of-state certification.
non-traditional ideas, materials and designs.          management of an enterprise.                          Interested students should check with their
This dynamic and interactive program of study                                                                faculty advisor. Master’s degrees for educators
will also provide a theoretical and historical                                                               are available in both traditional and accelerated
understanding of art and design, enriching                                                                   formats in most cases.                                9
     A Master of Science in Educational Leadership
     leads to principalship and director of instruction
     certification in a 31-credit, accelerated cohort
     model.

     A Master of Arts in Reading/Language Arts
     leads to certification as a 316 Reading Teacher
     and a 317 Reading Specialist.

     A Master of Arts in Reading/Learning
     Disability leads to certification as a 316
     Reading Teacher and an 811 Learning
     Disabilities Teacher.

     A Master of Arts in Special Education can be
     applied to certification in cross-categorical special
     education, learning disability, cognitive disability,
     emotional disability, and exceptional education:
     adaptive education.

     The Master of Arts in Teaching (MAT) leads
     to certification with the opportunity to complete       license in the state of Wisconsin. This license
                                                             permits the student to serve as a superintendent
     a Master’s degree during the first year
                                                             or assistant superintendent.
     of employment as a teacher. This accelerated
     model allows full-time students to complete
                                                             For the College of Education, the University
     certification in 18 months.
                                                             Outreach Department works with school districts
                                                             to offer master’s programs at various school sites
     A Master of Arts in Urban Education is
                                                             depending on community needs and demand.
     specifically designed for post-baccalaureate students
     who frequently bring previous experience from
     another career field, as well as those students who     COLLEGE OF NURSING
     have a desire to teach in diverse settings, urban       Stritch offers a Master of Science degree in
     environments, and underrepresented populations.         Nursing (MSN). The focus of this program is
                                                             nursing in primary health care with an emphasis
     The Master of Education in Instructional                on the role of educator in a variety of client
     Technology and Master of Science in                     communities.
     Instructional Technology degrees are for teachers
     interested in effective use of instructional
     technology. The programs prepare teachers to
                                                             UNIVERSITY OUTREACH
     assume a leadership role in implementing and
     guiding instructional technology.                       University Outreach Degree Programs works in
                                                             conjunction with the College of Education to
     A Master of Education is for the classroom              offer Pre-K-12 educators a variety of graduate-
     teacher. The program enhances best teaching             level courses and degree programs at off-campus
     practices through integration of Wisconsin              sites located throughout the state of Wisconsin.
     Teacher Standards.                                      (Contact 414-410-4428 for further information.)

     The Master of Education in Ministry is                  University Outreach Professional Development
     designed for women and men who desire to                offers non-credit certificate programs, short
     engage in ministry formation in a variety of            courses, workshops, conferences, and special
     church and community settings. Areas of con-            events. These programs are designed for the
     centration are Youth Ministry, Adult and Family         general public as well as for currently enrolled
     Ministry, Urban Ministry, and Special Needs             degree-seeking students. Some programs have
     Ministry.                                               been approved for Milwaukee Archdiocese
                                                             Religious Education Certification. Continuing
     The Doctorate of Education in Leadership                Education Units (CEUs) are awarded for some
     for the Advancement of Learning and Service             programs and serve as a verification of attendance;
     degree emphasizes a balance of theory, research,        however, these units may not be applied toward
     reflection and practice. The format consists of         academic credit. Schedules are available on the
     monthly weekend seminars, intermittent learning         main campus via the Internet at www.stritch.edu
     team meetings, summer institutes and commu-             or by calling 414-410-4428 to request a catalog.
     nity mentor interactions within the cohort model.

     The District Administrator Licensure Program
     leads to certification for the superintendent’s
10
Academic Excellence at Stritch
Cardinal Stritch University implements an
institutional effectiveness model that measures
quality in five primary levels: Academic and
Service excellence, Fiscal and Organizational
efficacy as well as Franciscan Mission
effectiveness. Academic excellence is a critical
component of the University’s quality model and
is assessed and monitored for improvement in the
areas of instruction, student learning, academic
support and academic integrity.

In order to assess the quality of instruction
and learning, multiple assessment processes are
evaluated to ensure that students are competent
in their programs. All degree programs integrate
a value-centered educational experience. Each
program incorporates a curriculum that provides
a conceptual framework intended to help the
student:

•    Foster critical and analytical thinking
•    Refine written and oral communication
     abilities
•    Hone moral and ethical values
•    Appreciate the importance of lifelong
     learning
•    Embrace cultural diversity
•    Develop an appreciation of all forms
     of human expression
•    Realize the universal application of the
     Franciscan values

The primary educational goals of each graduate
degree program is to ensure that students
demonstrate the abilities to communicate
effectively, quantify data meaningfully, utilize
appropriate problem-solving and critical thinking
skills, use technology appropriately, research
effectively to gain knowledge, and uphold ethical
standards.

In order for the University to assess each student’s
capacity in these areas, several assessment
measures are collected and evaluated throughout
a student’s academic experience. Some measures
are evaluated in an effort to determine an
individual student’s progress, although most of
the assessment efforts are evaluated in aggregate
to determine the need for program and curricular
improvements or changes. These assessments
can be in the form of subjective surveys that
are part of nationally normed studies, as well
as objective tests that target student learning
and comprehension in reading, writing, critical
thinking and technology applications.

A full and detailed overview of the assessment
process at Stritch can be obtained through the
Office of Institutional Research and is provided to
each student upon admission to the University.


                                                       11
     Requirements for Admission to the University

     Graduate programs offered at Cardinal Stritch         3. An application fee is required for all             program/curriculum in effect at the time of their
     University are open to men and women who                 degree-seeking students. A new application         previous enrollment.
     have earned a bachelor’s degree from a college or        will not be processed until the application fee
     university recognized by a regional accrediting          has been paid.                                     Students who leave the University for more
     agency. Certain graduate courses are open to                                                                than two consecutive semesters (not including
     qualified undergraduate students with senior          4. A new application must be submitted                summer sessions) will re-enter under the academic
     status and a 2.75 grade point average (GPA).             when changing programs, but the student is         program/curriculum in effect at the time of their
     The credit will be considered as part of their           not required to pay the fee again or submit        re-entry.
     undergraduate program, however, and may not              new transcripts. Please contact the Office of
     be used after graduation as part of their master’s       Graduate Admissions at (414) 410-4042              A dismissed student may apply for readmission after
     program. Special Students, defined as those who          to have one mailed.                                one year upon demonstrating an improvement in
     have not elected to pursue a specific program, are                                                          motivation or preparation for graduate work. A
     also welcome at Stritch. (See Special Students        5. Individual departments or degree programs          dismissed student’s application for readmission will
     section below.)                                          may have additional admission requirements.        be referred to the Graduate Academic Standards
                                                              Please refer to the appropriate section for        Committee for review. If a student leaves the
                                                              the specific requirements of the programs of       institution for a semester or more, he/she returns
     ADMISSION PROCEDURE                                      interest.                                          at the same standing.
     AND REQUIREMENTS
     When applying for admission, applicants are           Admission Procedures and                              Re-entry to the College of Business
     encouraged to submit an application one month         Requirements of the College                           Students in the College of Business who have
     in advance of the starting date of their first        of Business                                           been out of class for six months or more are
     semester and obtain advisor approval prior to         The admission requirements for the College            required to submit a re-entry application
     course registration. Special Students can enroll      of Business are found on page 37. Additional          including official transcripts of any courses taken
     on a space-available basis up to the beginning        information may be obtained by contacting an          since leaving the University. All re-entry students
     of classes. Students who register for a course        enrollment counselor.                                 will be required to meet the University graduation
     without having developed a program of study                                                                 requirements and departmental major course
     with an advisor proceed at their own risk.            The minimum GPA for admissions to all graduate        requirements in effect at the time of re-entry. See
                                                           degree programs offered through the College           COB Student handbook for more details.
     1. Graduate application forms are available           of Business is 2.5.
        upon request in the Office of Graduate
        Admissions. When calling, please specify                                                                 INTERNATIONAL STUDENTS
        which application is needed (Master’s,             SPECIAL STUDENTS                                      In addition to the materials described above,
        Postbaccalaureate Certification, or Doctorate).    Stritch welcomes those students who wish to take      students who completed any of their baccalaureate
                                                           graduate courses, whether or not they have elected    studies outside of the United States must submit
     2. Official transcripts of all previous               to enroll in a master’s program. A Special Student    proof of proficiency in the English language.
        undergraduate and graduate work must be            application form and an official transcript from      This is usually accomplished by a TOEFL (Test
        sent directly from the institutions attended.      the undergraduate degree granting institution         of English as a Foreign Language) score of 550
        If work is transferred from one institution        are required from these individuals. Both forms       (213 computerized) or higher or a successful
        to another, copies of all transcripts will still   must be submitted to the Registrar’s Office           completion of an approved ESL program through
        be required. Transcripts submitted for             no later than mid-term of the first semester at       UW-Milwaukee or UW-Madison. A copy of the
        admission purposes become the property             Stritch. No grades or transcripts will be issued to   student’s visa, notarized verification of ability to
        of Cardinal Stritch University and cannot          students unless they have been fully accepted to      meet financial obligations, and proof of health
        be returned or copied. The admissions staff        the University. Special Students are not assigned     insurance coverage must also be submitted. These
        has access to the academic records of all          advisors. When a Special Student seeks admission      materials are required before the individual’s appli-
        students. Therefore, students do not need to       to a degree program, the University may accept        cation will be reviewed for admission.
        request a transcript of Stritch course work.       up to 12 graduate credit hours taken as a Special
                                                           Student at Stritch (this may vary by program).        Evaluation of Transcripts from Colleges
        The minimum GPA required for admission to          However, a seven-year time limit will apply ret-
        all graduate programs offered through the                                                                and Universities outside
                                                           roactively from the date of graduation from the
        College of Education is 2.75, with the             selected program.                                     of the United States
        exception of the Master of Science in                                                                    Cardinal Stritch University requires that all
        Educational Leadership, which requires a           Students in the College of Business may take          prior education obtained outside the United
        3.0 minimum GPA. In the College of Arts            up to 9 credits as a Special Student.                 States be evaluated by a nationally approved
        and Sciences, the Master of Arts in Clinical                                                             credential evaluation service with a membership
        Psychology and Master of Arts in History                                                                 in the National Association of Credit Evaluation
        requires a minimum 3.0 GPA. The Master             RE-ENTRY STUDENTS                                     Services (NACES).
        of Arts in Visual Studies and the Master of        All graduate students who have previously
        Arts in Religious Studies program require a        attended Cardinal Stritch University must submit
                                                           a re-entry application. Official transcripts of any   ACCESS TO STUDENT
        2.75 minimum GPA. The College of Nursing
        requires a minimum of 3.0 GPA.                     courses taken since leaving the University must       RECORDS
                                                           also be submitted.                                    Rights of access to student records and directory
        If your GPA falls below the minimum require        Students who leave the University for two or          information are governed by definition under the
        ment, please contact the Office of Graduate        fewer consecutive semesters (not including            Family Educational Rights and Privacy Act of
        Admissions at (414) 410-4042 for advising.         summer sessions) will re-enter under the academic     1974.
12
Students are hereby notified that pursuant to          possible. Students that are currently enrolled must    format master’s program through the College of
the Family Educational Rights and Privacy              renew this request each academic year.                 Education or College of Arts and Sciences will
Act of 1974, they are entitled to review those                                                                be pre-registered in all courses of their chosen
records, files, documents, and other materials         Any information other than the items listed above      program. To be waived out of a particular course,
which contain information directly related to          will not be released without the students’ specific    students will need to complete a waiver form that
them which are maintained by the University.           written permission except:                             is supplied by their advisor and must be signed by
It is further understood that they may request                                                                the Registrar’s Office. To withdraw from courses
a hearing, in accordance with the regulations          1. To school officials who have a                      in an accelerated program, the student must
issued by the Secretary of Health, Education,             legitimate educational interest in the              submit a written request for withdrawal to
and Welfare, to challenge the content of their            records. These school officials include             their advisor. Advisor approval is required
educational records, in order to insure that              all persons employed by the University              before selected courses are reported to the Regis-
the records are not inaccurate, misleading, or            in an administrative, supervisory,                  trar. A tuition deposit must accompany
otherwise in violation of their rights. They may          academic, research, or staff position.              each student’s registration.
have inserted in their records a written explana-         Also included are those persons
tion requesting the contents of such records if           employed by or under contract to the                After receiving a letter of acceptance from the
their suggested corrections or deletions are not          University to perform a special task,               University, College of Business applicants will
made by the University.                                   such as the attorney or auditor.                    receive invitations to attend a meeting at which
                                                                                                              they will fill out appropriate forms. Subsequent-
The students’ access and review are subject to the          A school official is considered to have           ly, the applicants will attend an orientation
following conditions:                                       a legitimate educational interest if the          meeting at which time the entire program will be
1. The University has 45 days to comply                     official is performing any tasks related          reviewed. All students in the cohort programs will
     with the students’ written requests to                 to a student’s education or discipline,           be registered in all courses of their program. See
     review their records.                                  performing tasks specified in the job             COB student handbook for more details.
                                                            description, or providing a service or
2. All information declared confidential by                 benefit relating to the student.
   the Act is not available for their                                                                         Please Note:
   inspection.                                         2.   In connection with a student’s request            Any changes in course selection which occur
                                                            for or receipt of financial aid.                  after initial registration must be requested in
3. After reviewing their records, students             3.   To accrediting organizations to carry out         writing and submitted to the Registration Office.
   may request that the unit maintaining                    their functions.                                  For College of Business students, a Change of
   the records remove or modify                        4.   To comply with a judicial order or                Status Form must be completed and signed by
   information they believe is misleading,                  lawfully-issued subpoena.                         an Educational Counselor.
   inaccurate or inappropriate. If the
                                                       5.   To appropriate parties in a health or             Students may not register for any course after
   students’ requests are refused, they may
                                                            safety emergency.                                 completion of the first week of the course.
   have inserted in their records a written
   explanation regarding the contents to               6.   The results of any disciplinary proceeding        Written permission of the instructor is required
   which they object or they may file an                    conducted by the University against an            if a student wishes to register for a course that
   appeal with the President’s Office.                      alleged perpetrator of a crime of violence        does not follow the same time frame as the
   Such appeals will be heard by a person                   to the alleged victim of that crime.              standard graduate courses.
   or committee designated by the President.
                                                       Record of Requests for Disclosure                      If a student wishes to take a course at another
Students are further notified that the Act states                                                             college or university, the course must first be
                                                       Cardinal Stritch University will maintain a record     approved by the student’s faculty advisor or Edu-
that the following information can be construed
                                                       of all requests for and/or disclosure of information   cational Counselor and then by the Registrar to
to be directory information which is available to
                                                       from a student’s educational records when the          assure that credits will transfer to Stritch.
the public, and the University hereby declares
                                                       student has not given written permission for           Audit status is never changed to credit status after
it to be such directory information: name,
                                                       disclosure and the disclosure is not to a school       the first week of class. However, credit status may
address, telephone listing, e-mail address, date
                                                       official. The record will include the name of the      be changed to audit status, with permission of
of birth, place of birth, major field of study,
                                                       party making the request, any additional party         the instructor, up to the last date for academic
participation in officially recognized activities
                                                       to whom it may be disclosed, and the legitimate        withdrawal (specified on academic calendar or in
and sports, weight and height of members
                                                       interest the party had in requesting or obtaining      college/program handbook).
of athletic teams, dates of attendance, degree
                                                       the information. The record may be reviewed by
and awards received, the most recent previous
                                                       the student.
educational agency or institution attended and
photograph.
                                                       REGISTRATION
Students have the right to inform the University       When all admissions procedures have been
that any or all of the bold-faced information          completed, qualified degree-seeking applicants
should not be released without students’ prior         will receive a letter of acceptance from the Office
consent. If students wish to restrict the release of   of Graduate Admissions. In the case of applicants
this information, they must complete a written         for programs in Arts and Sciences and Education,
request to that effect at the Registrar’s Office.      this letter will notify students of their advisors.
After they have filed the required written request,    Applicants should then contact their advisors to
the University will notify the appropriate offices     schedule an appointment to plan a program of
and begin to comply with their request as soon as      study. Students enrolling in an accelerated cohort
                                                                                                                                                                     13
     Tuition and Financial Aid

     TUITION                                                FINANCIAL AID                                         The time allowances for scheduled breaks,
                                                                                                                  holidays and leaves of absence are program
     Current tuition and fee amounts are outlined on        ATTENDANCE POLICY                                     specific and will be provided with program
     a separate sheet available at the Business Office.
     To request this information, please contact the                                                              information.
     Business Office at (414) 410-4232 or                   College of Business
     (410) 410-4230.                                        Institutional Holidays                                SATISFACTORY ACADEMIC
                                                            College of Business (COB) does not offer courses      PROGRESS (SAP)
                                                            during designated time periods throughout the         Students must maintain Satisfactory Academic
     PAYMENT OF FEES AND                                    year. These periods are considered institutional      Progress in order to remain eligible to receive
     REFUNDS                                                holidays for all COB students and are posted in       Financial Aid. Satisfactory Academic Progress is
     Payment of fees for undergraduate and graduate         the COB handbook.                                     achieved when both Quantitative and Qualitative
     programs occurs as written in the General                                                                    standards are met.
     Information Sheet, which is published each             Scheduled Breaks for Prerequisite Courses and
                                                            Waived Courses
     semester. The information refers to payment                                                                  Quantitative Standards
                                                            Anytime students are out of attendance for more
     of fees, payment plans, financial aid, late fees,                                                            1. Maximum Accumulation of Credits. Each
                                                            than 29 days because they tested out, waived a
     deposits, etc. Withdrawal and refund processes                                                               academic program has a published standard credit
                                                            course or are not required to take a prerequisite
     are also addressed. A late fee may be charged                                                                load for completion. Students will not be eligible
                                                            course, they need to request a leave of absence.
     for payments made after the due date. A tuition                                                              for Financial Aid for credits that will represent
     deposit will be required prior to registration. The    Leave of Absence                                      attempted credits in excess of 150% of the
     deposit will be applied to each student’s tuition      Students must contact the Financial Aid Office        standard credit load for their program. Credits
     bill. If students decide not to attend courses, they   in order to request a leave of absence. Stritch may   transferred to the University shall be included in
     may request a refund of the tuition deposit. The       grant a student a leave of absence of up to 175       the calculation of attempted credits for each student.
     request must be made in writing to the Business        days in any 12-month period during which the
     Office by the date indicated on the General            student is not considered withdrawn and a return                         PUBLISHED           150%
     Information Sheet.                                     of funds calculation is not required. This should                        PROGRAM             CREDIT
                                                            be done in writing no later than the student’s last   PROGRAM            LENGTH              LIMIT
     Financial transactions take place in the Business      day of attendance before the leave.
     Office, located in Bonaventure Hall.                                                                         Masters            30 - 39             45 - 58
                                                                                                                  Doctorate          60                  90
                                                            Request for Multiple Leaves of Absence
     The Program Representatives and the Accounting         Stritch may grant multiple leaves of absence as
     Office for the College of Business will provide        long as all of the leaves added together do not       2. Minimum Rate of Successful Course
     students with information regarding tuition, fees      exceed 175 days in a 12-month period.                 Completion. Students must earn at least 67% of
     and payment schedules.                                                                                       the credits that they attempt.
                                                            College of Arts & Sciences, College
                                                                                                                  Examples:                     Minimum Necessary
     FINANCIAL AID                                          of Nursing and College of Education                   Credits Attempted             Credits Earned
     Cardinal Stritch University offers awards which        (Doctoral and non-accelerated programs)               24                            17
     provide financial assistance to eligible students
     who are unable to meet their total university                                                                48                            33
                                                            Scheduled Breaks
     expenses. Eligibility for financial aid programs                                                             72                            49
                                                            Scheduled breaks are included in the academic
     is based primarily on financial need — the dif-        calendar as published in the undergraduate            96                            65
     ference between the total cost of attendance and       and graduate catalogs. Students are allowed a
     expected ability of the family to contribute toward    summer break between academic years. Individual       Qualitative Standard
     these expenses.                                        programs may vary from the University academic        Minimum Grade Point Average
                                                            calendar. In these cases, scheduled breaks will       Students must maintain an acceptable cumulative
     The Financial Aid Office determines each               follow the published program calendar.                (GPA) throughout the duration of their programs.
     student’s eligibility for financial assistance using                                                         For graduate students, the minimum cumulative
     federal methodology. Students must submit              Leave of Absence                                      GPA is 3.0.
     an approved application form annually so that          A Leave of Absence may be requested in writing
     eligibility for assistance can be determined. The      to the Financial Aid Office. This is not in           Reinstatement and Appeals
     methodology assumes that it is the responsibility      addition to any scheduled breaks.                     for Financial Aid
     of the student and/or the student’s family to pay                                                            If Financial Aid eligibility is lost, it is necessary to
     for university costs as they are able. The ability                                                           obtain a minimum 3.0 GPA or have completed at
     to pay is determined by examining the family’s         College of Education Accelerated                      least 67% of the courses attempted. The Financial
     current financial condition and considering such       Master’s Programs                                     Aid Office can determine if financial aid may then
     factors as family income and assets, taxes paid,       Leave of Absence                                      be reinstated.
     family size, unusual medical expenses, nontaxable      Students may request a Leave of Absence in
     income and benefits, etc.                              writing prior to the end of a scheduled break.        1. Appeals regarding quantitative standards
                                                            The Leave of Absence is not in addition to a          should be made to the Financial Aid Office.
                                                            scheduled break.                                      2. Appeals regarding qualitative standards
                                                                                                                  should be made to the Academic Dean/
                                                                                                                  Standards Committee.

14
Drops, Adds and Withdrawals                            Students should submit the Free Application             cants must maintain satisfactory academic
When dropping, adding or withdrawing from              for Federal Student Aid (FAFSA) to the central          progress. A student’s financial aid package must
classes, contact the Financial Aid Office to see if    processor.                                              be completed prior to approving the amount of
this action will have an effect on the Financial Aid                                                           the loan since loan amounts are dependent upon
Package.                                               FAFSAs are usually available in November or             other aid received. The subsidized Stafford is
                                                       December for the upcoming academic year but             a need-based loan where interest on the loan is
Unsatisfactory Academic Progress and                   are not to be filed before January 1. Students          paid by the Federal government while students
Student Debt Reduction                                 are urged to submit their financial aid form(s)         are in school at least half-time. The unsubsidized
In order to reduce a student’s loan debt, any          by April 1 in order to be eligible for all forms        Stafford is available regardless of need. The
borrowed Financial Aid funds credited for              of financial assistance.                                borrower is therefore responsible for the interest
future courses shall be refunded to the lender if                                                              that accrues. The interest rate for both loans is
Satisfactory Academic Progress is not maintained.      In addition, students must notify the financial aid     variable, unless you have a loan prior to October
                                                       office of any changes (biographical information,        1, 1992.
Grades, Academic Warning, Probation                    employer reimbursement, veteran benefits, etc.)
and Dismissal                                          since completing the University’s Admission             Graduate students may borrow up to $8,500 per
A minimum cumulative GPA of 3.0 is required            Application. If changes are needed, please request      academic year in subsidized Stafford Loan (based
for successful completion of all graduate degrees.     a Financial Aid Update form by calling the              on need) and up to $18,500 (minus subsidized
Certain degree programs may require a GPA              Financial Aid Office at (414) 410-4048.                 Stafford loan amount) in an unsubsidized Stafford
higher than 3.0; these exceptions are stipulated                                                               loan per academic year. Students may not borrow
in the respective program sections. (See catalog       Due to federal verification requirements, a copy        more than the cost of education as determined by
section Academic Regulations for all Graduate          of the student’s and/or parents’ federal income tax     the Financial Aid Office.
Programs.)                                             form or other pertinent financial records may be
                                                       needed to complete the financial aid application        For additional information on loans or other
Students who receive a grade below “C” will be         process. The Financial Aid Office will request          forms of Financial Assistance, please contact the
placed on Academic Warning. These students             the required documents on an individual basis           Financial Aid Office at (414) 410-4048.
will be required to meet with an advisor to plan       as required.
a strategy to improve future success. Required                                                                 Scholarships, Internships and
courses with unsatisfactory grades must be retaken.    All students receiving financial aid will be
                                                       expected to make satisfactory academic progress         Graduate Assistantships
(See catalog section Graduate Academic Policies.)
                                                       toward a degree. Lack of satisfactory progress          Graduate students should check with their
                                                       will result in the suspension of further financial      individual graduate department regarding opportu-
Incomplete Grades
                                                       aid until such time as the student again is in com-     nities for these forms of assistance.
Students may be granted a temporary grade
                                                       pliance with the satisfactory academic progress
of incomplete (“I”) if, through unforeseen
                                                       policy.
circumstances, they are prevented from completing                                                              Student Employment
course requirements. The instructor is not                                                                     Jobs are available on campus for students with
                                                       A master’s student needs to be accepted into a
required to grant a student an Incomplete                                                                      and without financial need. Preference is given
                                                       program and enrolled in at least 4 credits or in
and will do so only at the explicit request of                                                                 to those students with financial need who are
                                                       an accelerated degree program to receive financial
the student. (See catalog section Academic                                                                     enrolled full-time, but those students with
                                                       assistance. A Master’s candidate must be accepted
Regulations for all Graduate Programs.)                                                                        financial need who are enrolled part time are
                                                       into the program and enrolled in at least 6 credits
                                                       to receive financial assistance. Some scholarships      also eligible. There are a limited number of jobs
Grievances                                                                                                     available for students who do not receive Federal
                                                       and assistantships are available through specific
Grievances of an academic nature should be                                                                     Work-Study as part of a financial aid package.
                                                       graduate departments.
handled first with the individual instructor and,
if no agreement is reached, with the appropriate                                                               Withdrawals and Refunds
department head or Regional Assistant Dean.            Federal Loan Programs                                   Students receiving financial aid who withdraw
Appeals in academic matters that cannot be             A loan is a form of financial assistance that           entirely from the term in which they have received
settled at the departmental level are to be handled    requires repayment. To be eligible to receive any       aid are subject to federal refund regulations.
in accordance with the grievance procedure of          federal loans, the general application procedures
each individual college. (See catalog section          must be followed.                                       Students withdrawing from some classes while
Academic Regulations for all Graduate Programs)
                                                                                                               continuing enrollment in other classes are subject
                                                       Stafford Loan Program Subsidized                        to a revision of financial aid.
All Academic guidelines set forth above will also
apply to all financial aid programs.                   and Unsubsidized
                                                                                                               For more information regarding refund and
                                                       These programs enable students to obtain long-          withdrawal policies, please contact the Financial
General Application Procedure                          term, low-interest loans to help meet their             Aid Office at (414) 410-4048.
                                                       educational expenses. The loans are obtained
All students should apply for financial aid well
                                                       from a bank, savings and loan or credit union,
in advance of their intended enrollment date.
                                                       are insured by the Federal Government and are
Students may, and are encouraged to, apply for
                                                       guaranteed by state guarantee agencies. Any
financial aid at the same time application is made
                                                       student with financial need who is enrolled at
for admission to the University.
                                                       Stritch at least half-time in a degree or certificate
                                                       program, and who is a citizen or permanent
                                                       resident of the United States, may apply. Appli-
                                                                                                                                                                    15
     Academic Regulations for All
     Graduate Programs
     CLASSIFICATION
     Full-time traditional graduate students are those
     enrolled for a minimum of 7.0 credits per regular
     semester, or 3.5 credits during summer session.
     Half-time traditional graduate students are those
     enrolled for at least 3.5, but less than 7.0 credits
     per regular semester, or at least 1.75 but less than
     3.5 credits during the summer session. All other
     traditional graduate students are considered to be
     enrolled less than half-time.


     ACCELERATED COHORT
     DEGREE PROGRAMS
     In most cases, students will be considered full
     time while registered for classes within their
     accelerated degree program. Breaks in class
     attendance resulting from prerequisite course
     work not needed, transferred course work, courses
     for which the student tests out and are not taken,
     or approved leaves of absence will not alter
     the full-time status of students.


     TIME LIMIT
     Students must complete all requirements for the
     master’s or doctoral degree within seven consecutive
     academic years. Credits on a student’s record for
     more than seven years will not be accepted toward
     the degree without permission of the Graduate
     Academic Standards Committee. Permission is grant-
     ed only under extraordinary circumstances. Stu-
     dents who have not been enrolled at the University
     for two consecutive academic semesters (not
     including summer) must reapply to the University
     and to the program. See re-entry requirements,
     page 12. A second application fee is not required.


     COURSE LOAD
     The maximum course load permitted for those
     engaged in full-time study during the academic
     year is 12 semester hours of graduate work
     during a regular semester and nine credits             graduation. Students must provide Cardinal               student may drop or add courses during the first
     during the summer session. This regulation             Stritch University official transcripts substantiating   week of classes (Drop/Add Period) through the
     assures the graduate student adequate time             transfer course work. All course work must have          Registration Office. Dropped courses will not
     to produce quality work.                               a letter grade (“A” to “F” or equivalent) to be          appear on the student’s academic record. For
                                                            considered. Only graduate course work with an            summer courses and/or courses that are scheduled
     In sequential curriculum programs, students            equivalent grade of “B-” and above will qualify for      for less than a full traditional academic term, a
     may not carry more than the normal program             transfer to graduate degree programs at Stritch.         student may drop or add courses through 1/15th
     credit load without special permission from                                                                     of the course meeting time (Drop/Add Period).
     the respective college.                                Undergraduate courses recognized as meeting              In accelerated cohort degree programs, a student
                                                            graduate prerequisite requirements must have a           must drop and add courses prior to the beginning
     TRANSFER CREDIT                                        grade of “C” or better. Undergraduate courses            of each course.
     Up to nine credits may be accepted from another        used to meet postbaccalaureate certification
     regionally accredited school toward a master’s         requirements must have a grade of “C-” or above.         After the Drop/Add Period, a student may not
     degree earned at Cardinal Stritch University           (Subject to further restrictions by individual           add a course. For courses scheduled in traditional
     (subject to further restrictions by individual         Colleges.)                                               academic terms, a student may withdraw from a
     departments.) These credits may include                                                                         course through the 2/3 point of course meetings.
     credits which have already been applied toward         DROPS, ADDS AND                                          A student in a traditional calendar degree program
     completion of another graduate degree program.                                                                  must withdraw, in writing, with the Registration
     No course work may be applied toward a degree
                                                            WITHDRAWALS                                              Office.
                                                            In traditional fall and spring academic terms, a
16   if it is more than seven years old at the time of
A student in an accelerated cohort calendar
program must process a withdrawal through the
college or program department as specified in the                       QUALITY POINTS CORRESPOND TO GRADES AS FOLLOWS:
college student handbook.

If a student never attends or stops attending a                      GRADE              QUALITY POINTS             EXPLANATION
class before completing any graded work, but
does not officially withdraw, a grade of “WU,”
Unofficial Withdrawal, will be assigned.
                                                                     A                          4.00                 Superior
If a student stops attending a class after                           A-                         3.67
completing graded work, but does not officially
withdraw, a grade will be assigned. Course work
that has not been completed by such students                         B+                         3.33
will be given the equivalent of an “F” grade in
determining a final grade for the course.                            B                          3.00                 Very Good
                                                                     B-                         2.67
If a student has attended class, completed/




                                                                                                       }
attempted graded work (including participation if
it is a significant part of the grade for the course)                C+                         2.33
but then stopped attending without withdrawing
from the course in the timeframe allowed should                      C                          2.00                 Satisfactory
earn a grade of “WF.”                                                C-                         1.67                 Not acceptable for graduate work

Withdrawal from all courses is the same as
withdrawing from the University. To withdraw                         D+                         1.33
from the University, the student must contact
the Registration Office in person or in writing                      D                          1.00                 Poor
on or before the last date of withdrawal as listed                   D-                         0.67
on the semester calendar. The recorded date
of withdrawal will be the date the Registration
Office is notified of the student’s intent. The                      F                          0.00                 Failure
student will then receive a grade of “W” for all courses.
                                                                     WF                         0.00                 Failed Withdrawal
Students in accelerated cohort degree programs                       HP                                              High Pass, not computed
should contact their Academic Advisor or
department chair for course and program                              P                                               Pass, not computed
withdrawals. Students will receive a grade of “W”                    LP                                              Low Pass, not computed
only for course(s) that they were attending at the
time of their program withdrawal.                                    AU                                              Audit
                                                                     I                                               Incomplete
ADMINISTRATIVE                                                       W                                               Withdrawal
WITHDRAWAL                                                           WU                                              Unofficial Withdrawal
An administrative withdrawal refers to the
involuntary withdrawing of students from
enrollment in classes by a faculty member
or university administrator. Administrative                 to the University and the student. For further        further restrictions by the individual College.)
withdrawals are initiated by officials of the               information, please refer to the section on
university for compelling reasons, such as                  Academic Policies on page 21.                         A student’s GPA is calculated using the quality
registration in violation of university regulations,                                                              point system. For purposes of calculating the
failure to comply with academic requirements,                                                                     GPA, only courses taken at Cardinal Stritch
failure to pay university tuition/fees on time,             GRADING SYSTEM
                                                            Students working towards a master’s degree will       University will be considered. The credit hours
disciplinary suspension, severe psychological or                                                                  of each course are multiplied by the quality
health problems, or other such reasons deemed               receive no degree credit for a grade below a “C.”
                                                            College of Nursing students will receive no degree    points earned for the grade received; the quality
appropriate by the proper administrative officer.                                                                 points for all courses recorded are totaled and
Further information regarding administrative                credit for a grade below a “B-.” Should a master’s
                                                            candidate earn a “C-” or lower in a required          this number is divided by the total number of
withdrawal, procedures and appeal process is                                                                      credit hours recorded. All courses are included in
available in the Business Office.                           course, he/she will be allowed to retake the course
                                                            one additional time for an acceptable grade. In       the computation except those in which grades of
                                                                                                                  “HP” (High Pass), “P” (Pass), “LP” (Low Pass),
The University reserves the right to                        the case of a “C-” or lower in an elective course,    “S” (Satisfactory), “W” (Withdrawal), “WU”
administratively withdraw any student                       the student may repeat the course to earn a satis-    (Unofficial Withdrawal), “AU” (Audit), and “I”
whose conduct and/or academic performance                   factory grade or take another course in its place.    (Incomplete). Also, courses with a credit type of
is considered unsatisfactory, or whose further              In the case of a repeated course, only the second     “DV” (Developmental) are not calculated into
                                                            grade is used to calculate the GPA. (Subject to       the GPA. Due to the nature of some courses or
attendance is not deemed to be of mutual benefit                                                                                                                       17
     programs, a Pass-Fail may be used. Some courses,       person may not take part in the discussion. The            to document their sources properly. Both intentional
     usually at the end of a student’s program, are         Graduate Academic Standards Committee does                 plagiarism and inaccurate documentation are threats
     designated Pass-Fail. No grade is given in these       not have the authority to change a grade, but              to the integrity of the student and the University
     courses because the emphasis is on meeting the         may recommend that the instructor re-evaluate              because clear thinking and responsible work depend
     research requirement.                                  the situation. The Committee’s recommendation              on careful treatment of evidence, respectful treatment
                                                            is forwarded in writing to the Vice President for          of other writers and courteous treatment of one’s
                                                            Academic Affairs, who informs the student and              readers.
     An Unofficial Withdrawal (“WU”) is assigned            the Chair of the Department/Regional Associate
     when students who begin a course but stop              Dean of the College in which the course was                Examples of plagiarism include copying words,
     attending before completing any graded work and        taken.                                                     sentences or passages from a text, such as an
     do not officially withdraw. The course and grade                                                                  Internet source, a book, magazine, newspaper,
     remain on the student’s permanent record.              A student who has been dismissed from a                    pamphlet, the paper of another student, or a
     Students may be granted a temporary grade              graduate degree program for unacceptable grades            paper prepared by anyone other than the student
     of Incomplete (“I”) if, through unforeseen             may petition the department* for re-admission no           who submits the paper, without indicating the
     circumstances, they are prevented from                 later than 30 days after the letter of dismissal has       source of those words, sentences, or passages;
     completing course requirements. The instructor         been mailed to the student. The petition must              using quotations without copying them
     is not required to grant any student an                be in writing. It is the department’s decision to          correctly; paraphrasing or summarizing another
     Incomplete and may do so only upon request             re-admit the student or not and/or to place any            writer’s ideas, even if one does not quote the
     by the student. If a student finds it necessary to     conditions on the re-admission. Appeals of the             writer directly, without giving credit to that
     request an Incomplete in a course, arrangements        department’s decision must be made in writing              writer; failing to give adequate bibliographical
     must be made with the instructor prior to the end      to the College Dean to whom the department                 information to the reader who may need to refer
     of the semester or course. No instructor will grant    reports. The College Dean, in consultation with            to the source the writer has used; using graphs,
     an incomplete unless the student has made this         the department, may make the final decision and            charts, tables or other visual aids without giving
     arrangement. An Incomplete Contract must be            inform the student of the disposition of his/her appeal.   credit to the source from which they were taken;
     created between student and instructor specifying                                                                 and downloading and using any part of an article
     the work to be completed, the date by which the        * In the College of Business, “department” =               or oral presentation from a Web site without
     work is to be completed, and the default grade         College.                                                   documentation or even with documentation if
     that will be issued if the outstanding work is not                                                                the entire presentation comes from that Web
     submitted on a timely basis. The Incomplete            Academic Grievance procedures for students in              site. Students should know that documentation
     Contract must be signed by student as well as          the College of Business are included in the COB            formats (APA, MLA, Turabian) vary from
     instructor. The University Calendar specifies the      Student Handbook.                                          department to department and should consult
     date by which incomplete course work must be                                                                      the faculty or the Library web page about
     satisfied for courses that meet according to the                                                                  documentation specifics.
     traditional academic schedule. For courses with
                                                            ACADEMIC INTEGRITY
     non-traditional meeting schedules, incomplete          General Policy                                             Fabrication
     course work must be satisfied within ten               Inherent in the mission of Cardinal Stritch                Fabrication is an intent to deceive through
     weeks of the last meeting time of the course.          University is the strong belief in the principle of        inventing information or creating the illusion
     Exceptions may be granted, based on individual         academic integrity. Students’ actions reflect their        of having acquired or mastered information.
     circumstances.                                         moral character and, by extension, the University’s        Fabrication can be recognized in these examples:
                                                            reputation. Therefore, all students are expected to        listing bibliographic references not used; citing
     ACADEMIC GRIEVANCES                                    recognize and to abide by the following policy.            information not taken from the source indicated;
     If a student has cause to think that there is                                                                     falsely claiming to have completed a clinical,
                                                            It is a major responsibility of students and faculty       internship, field experience or course prerequisite;
     sufficient reason to question a grade or an            to promote academic integrity. Violations include
     academic disciplinary action, he/she may initiate a                                                               inventing data, materials or sources for academic
                                                            cheating, plagiarism, fabrication and other                assignments; taking a quiz or other examination
     formal appeal process. Grievances of an academic       academic misconduct.
     nature should be handled at the department level,                                                                 for someone else or permitting someone else to be
     beginning with the instructor. This appeal must                                                                   tested on one’s behalf; submitting another person’s
     be made in writing to the instructor no later than
                                                            Cheating                                                   work as if it were one’s own (written, illustrated,
     30 days after the final course grades have been        Students who cheat violate their integrity and             tabulated, etc.); submitting substantially the same
     made available to the student. If the grievance        the integrity of the University by claiming credit         work for more than one course; and not doing
     is not settled with the instructor, the student        for work they have not done and knowledge they             one’s agreed upon share of work in group projects.
     should take the complaint to the appropriate           do not possess. Examples of cheating include
                                                            copying answers from another’s work; permitting
     Department Chair/Regional Associate Dean. If
                                                            someone else to copy answers from their own
                                                                                                                       OTHER ACADEMIC
     the matter is not settled at the departmental level,
     the student may bring it to the Vice President for     work; using books, class notes, or any other means         MISCONDUCT
     Academic Affairs. Such appeals must be made in         or devices to obtain answers to a question when            Academic misconduct is generally understood to
     writing to the Vice President for Academic Affairs     not permitted; and submitting substantially the            be any intentional violation of academic integrity
     no later than 15 days after having received the        same work for more than one course.                        policies by which a student misrepresents his/her
     decision of the department. The Vice President                                                                    achievements or interferes in some way with the
     for Academic Affairs may refer grade appeals to                                                                   grading process.
                                                            Plagiarism
     the Graduate Academic Standards Committee.
                                                            Plagiarism is the use of someone else’s words, ideas or    Academic misconduct includes, but is not
                                                            other work without proper documentation. Students          limited to, such activity as collusion in activities
     In appeals for change of grade, the student and        who plagiarize violate their integrity and the integrity
     the academic person concerned are strongly urged                                                                  such as entering University property to obtain
                                                            of the University by laying claim to work that is not      unadministered tests or changing grades; stealing,
     to appear before the Committee when the case           their own. Students should be aware that even when
     is presented. Each may bring one other person                                                                     buying or selling parts of an unadministered
                                                            they do not intend to plagiarize, they might still be      test; bribing or accepting bribery for advance
     as support to the appeal hearing, although this        technically guilty of academic misconduct if they fail     information about tests.
18
Action and Appeal                                     member who had documented the violation. The           accommodation; or refusing to comply with the
                                                      group will consider the infraction and decide upon     directions of the faculty member.
Because breaches of academic integrity vary in
degree and seriousness, actions taken against         the action to be taken against the student, which
                                                      may include dismissal from the University. The         These behavioral expectations as outlined above
violators will, in some cases, be left to the
                                                      Vice President for Academic Affairs will notify        are applicable to other campus settings, e.g.,
discretion and judgment of the individual faculty
                                                      the student in writing as well as the Deans, the       Library, cafeteria, etc.
member. If requested, the Dean to whom the
College reports will serve as a referee or mediator   Vice President for Student Development/Dean
                                                      of Students and the Registrar of the action. The       Some disruptive students may have emotional or
in any case.
                                                      student may appeal the action in writing to            mental disorders. Although such students may
                                                      the Vice President for Academic Affairs, who           be considered disabled and are protected under
When a faculty member finds cause to act upon
                                                      will submit the case to the Academic Standards         the Rehabilitation Act of 1973, they are expected
a violation of academic integrity, the student will
                                                      Committee. This Committee will make the final          to meet the same standards of conduct as any
be notified within ten academic business days of
                                                      decision in the matter.                                student. It is important that the faculty member
the charge. The faculty member or designate and
                                                                                                             establishes the standards for his or her classroom
the student will then meet to discuss the violation
                                                      Multiple Violations                                    and enforces them for all students.
and the action to be taken. Possible actions that
can be taken include but are not limited to the       Upon evidence of more than one violation of
following:                                            academic integrity by a single student, the Vice       Threatening Behavior
                                                      President for Academic Affairs will convene an ad      Threatening behavior is defined as “any statement,
•    Resubmission of an equivalent, but not           hoc group including the chair of the department        communication, conduct or gesture, including
     identical exam, paper, project, etc.;            in which the violation occurred, the department        those in written form, directed toward any
                                                      chair of the student’s major, the Dean of the          member of the University community that causes
•    A grade of “F” or “Zero” on the exam,            College in which the violation occurred, and all       a reasonable apprehension of physical harm to
     paper, project, etc.;                            faculty members who had documented violations.         a person or property. A student can be guilty of
•    Failure for the course.                          The group will consider the infractions and decide     threatening behavior even if the person who is the
                                                      upon the action to be taken against the student,       object of the threat does not observe or receive
                                                      which may include dismissal from the University.       it, so long as a reasonable person would interpret
The faculty member will then submit in writing
                                                      The Vice President for Academic Affairs will           the maker’s statement, communication, conduct
to the chair of the department in which the
                                                      notify the student in writing as well as the Deans,    or gesture as a serious expression of intent to
violation occurred, the department chair of the
                                                      the Vice President for Student Development/            physically harm (U of Arizona).”
student’s major, the Dean of the College in which
                                                      Dean of Students and the Registrar of the action.
the violation occurred, and the Vice President for
                                                      The student may appeal the action in writing           Campus security (at main campus) will generally
Academic Affairs a description of the violation
                                                      to the Vice President for Academic Affairs, who        be called for threatening behavior; however, 911
and the action taken against the student. This
                                                      will submit the case to the Academic Standards         should be called first if the threat of harm is
document will be placed in a file maintained by
                                                      Committee. This Committee will make the final          imminent.
the office of the Vice President for
                                                      decision in the matter.
Academic Affairs.
                                                                                                             Threatening behavior must be reported to
                                                                                                             security, the Dean of Students office, and the
The student may appeal in writing the faculty         Disruptive/Threatening Behavior                        dean of the college in which the threat occurred.
member’s decision or action to the Dean of the        Policy                                                 An incident report must be completed within
College in which the violation occurred within
                                                                                                             24 hours and forwarded to the Dean of Students
15 academic business days after notification of
the violation. This written appeal should include
                                                      Disruptive Behavior                                    office, security, and the college dean, and a copy
                                                      Cooperation and mutual respect are imperative          will be retained by the filing employee. In a case
evidence to substantiate the student’s case.
                                                      in creating and maintaining an effective learning      in which the threat is made about, but not to, an
Within five academic business days of receiving
                                                      environment where all enrolled students can            individual, that individual will be notified as soon
the appeal, the Dean will arrange to meet with
                                                      receive the maximum value of the higher                as possible by security.
the faculty member and the student to work out
                                                      education experience.
a solution. If an agreement cannot be reached,
                                                                                                             Irrespective of law enforcement action, the Dean
the Dean will decide upon a course of action and
                                                      It is vital that student and faculty actions in        of Students office will investigate complaints
inform both the student and the faculty member
                                                      University settings or activities model behaviors      against students and will keep records of such
in writing within five academic business days of
                                                      that promote a positive learning environment.          complaints and investigations. The Dean of
the meeting.
                                                      It is the responsibility of both the students and      Students may require a mental health assessment
                                                      the faculty members to ensure that disruptive          at the student’s expense.
If the student or faculty member wishes to appeal
                                                      behaviors do not occur.
the decision of the Dean, an appeal can be made
                                                                                                             Threatening incidents will be handled by the
in writing to the Vice President for Academic
                                                      Stating unpopular opinions relating directly to the    Dean of Students office in a manner consistent
Affairs/Dean of Faculty, who will submit the
                                                      topic under discussion is not disruptive behavior,     with other violations of the student code of
case to the Academic Standards Committee.
                                                      provided it is done in a respectful manner.            conduct as outlined in the student handbook.
This Committee will make the final decision
                                                      Examples of disruptive behavior include, but           The University reserves the right, in appropriate
in the matter.
                                                      are not limited to the following: consistently         cases, to suspend the student temporarily, pending
                                                      speaking without being recognized; interrupting        determination of a hearing. The threatened
Serious Violations                                    other speakers; distracting the class from the         person, security, and the dean of the college in
Upon evidence of any serious and substantiated        subject matter or discussion, which may include        which the threat occurred, will be notified of the
violation of academic integrity, the Vice President   inappropriate cell phone use; harassing behavior       disposition of the case.
for Academic Affairs will convene an ad hoc group     or personal insults; failing to maintain civility in
including the chair of the department in which        discussions; engaging in side conversations; using     After a decision has been made, either the person
the violation occurred, the department chair of       the computer for non-class related functions;          who made the threat, or the threatened, may file
the student’s major, the Dean of the College in       bringing un-enrolled parties to class, except in the   an appeal with the University president. The appeal
which the violation occurred, and the faculty         case that a guide is permitted due to a disability     must be made in writing with specific reasons
                                                                                                                                                                    19
     stated as to why the individual believes an appeal
     to be in order. An appeal must be made within ten
     working days from the time the student is notified
     of the committee’s decision. The decision of the
     President will be final. If an appeal is filed, that
     appeal shall not result in a modification of the
     decision while an appeal is pending.

     Response and Intervention

     Students are expected to contribute positively to
     the classroom environment. That includes, but is
     not limited to, being on time and attentive during
     class, contributing in a respectful manner to
     the topic under discussion, and silencing all cell
     phones and pagers.

     If a faculty member asks a student to discontinue
     behavior the faculty member experiences as
     disruptive, the student is expected to do so, even
     if the student does not agree with the faculty
     member’s assessment. The student should not
     discuss it in front of the class, as that will likely
     escalate the situation. Rather, the student is
     encouraged to arrange an appointment to talk
     privately with the faculty member.

     If the disruption continues, a faculty member may
     ask the student involved in a disruptive situation
     to leave class. If that request is made, the student
     should do so quietly and without incident. It
     is suggested that, in that situation, the student
     should speak to the Dean of Students as soon as
     possible. The student may also submit a written
     account of the incident to the Dean of Students.
     A disruptive classroom situation may result in
     informal mediation, a formal contract between
     the student and the University outlining expected
     behaviors, a counseling referral, or disciplinary
     action. Disciplinary action can result in a variety
     of sanctions including, but not limited to,
     disciplinary probation, behavioral requirements,
     suspension, or expulsion.

     If a student is disturbed by another student’s
     behavior, the student is encouraged to speak with
     that student or the faculty member to explore
     strategies to resolve the issue. If the issue remains
     unresolved, the student that is being disturbed by
     another student’s behavior is encouraged to speak
     with the chair of the department in which the
     course resides.




20
Graduate Academic Policies
ACADEMIC DIFFICULTIES:
WARNING, PROBATION,
DISMISSAL
A minimum cumulative GPA of 3.0 is required
for successful completion of all graduate
degrees. Certain degree programs may require
a GPA higher than 3.0; these exceptions are
stipulated in the respective program sections.
If a student’s academic performance becomes
unsatisfactory, the College and/or the University
will take certain actions as follows.

Academic Warning
Students who receive a grade below “C” will be
placed on Academic Warning. These students
will be required to meet with an advisor to plan
a strategy to improve future success. Required
courses with unsatisfactory grades must be
retaken. The second grade earned in the course
will replace the first grade when computing the
cumulative GPA.

Academic Probation
Students who receive a second grade below “C”
or whose GPA falls below 3.0 will be placed on
Academic Probation. These students will have the
opportunity to raise their GPA to the minimum
acceptable level within the next six credits of
graduate course work. Students in the College of
Business should refer to their Student Handbook
for additional details.


Academic Dismissal
Students placed on Academic Probation who fail
to raise their GPA to the minimum acceptable
level within their next six graduate credits or
who receive a third course grade below “C” will
be candidates for Academic Dismissal. If the
student’s GPA is below 3.0, the dismissal will be
from the University. If the GPA is above 3.0 but
below the minimum in the field of study, students
will be academically dismissed from the program
only.

Students admitted on probation who fail to meet
the conditional requirements of their admission
shall be dismissed from the University. A dismissal
notification letter is issued from the Office of the
Academic Vice President.

Students dismissed from the University will
have 30 days to submit a letter of appeal to
the Academic Vice President who refers the
appeal to the Graduate Academic Standards
Committee. The Committee may use input from
the department and/or instructor in making its
decision. In the matters of Academic Dismissal,
the decision of the Committee is final.


                                                       21
     Student Development Services for
     Graduate Students
     Cardinal Stritch University is committed to the          other graduate students for developing support         religious communities, and the businesses,
     education of the total person. It is our belief that a   or discussion groups should contact the Associate      organizations and institutions of our society.
     student’s intellectual development must be enhanced      Dean of Students for assistance.                       Our programs include mentoring, spirituality
     and complemented by physical, emotional, cultural,                                                              groups, course development, vocation counseling,
     social and spiritual growth. It is the purpose of the    The University has several committees that seek        internships, field placements, conferences, and
     Division of Student Development, within the con-         graduate student representation. See the Associate     service experience.
     text of our University’s Franciscan values, to provide   Dean of Students if you would like to be
     services and opportunities which challenge students      considered for one of these appointments.
     to attain their fullest potential.
                                                                                                                     COMMUTER STUDENT
                                                                                                                     SERVICES
                                                              CAMPUS MINISTRY                                        There are many services available for commuting
     STUDENT DEVELOPMENT/                                     Persons of all faiths are invited to participate in    students, all of which are coordinated by the
     DEAN OF STUDENTS OFFICE                                  the worship services and other activities offered      Administrative Office of Student Development/
     This office is staffed by the Vice President of          by Campus Ministry. These include liturgies,           Dean of Students. These include apartment
     Student Development/Dean of Students, the                retreats, Scripture sessions, community service,       information, bus tickets, lockers, mail slots,
     Associate Dean of Students and staff. These              outreach programs, faith inquiry, counseling,          babysitters’ list and student health insurance
     individuals assist students in the resolution of         spiritual direction and personal growth. The staff     information. A special Commuter Lounge is
     non-academic concerns. In addition, the Vice             includes a Franciscan sister, a Catholic priest,       available in the Student Union. The Commuter
     President for Student Development/Dean of                and two other ministers, one of whom facilitates       Student Association serves to improve services
     Students provides leadership and supervision for         ecumenical programs.                                   for commuting students. Information concerning
     all staff, services and programs within the Division                                                            child care at St. Francis Children’s Center (located
     of Student Development. As a member of the               OFFICE OF MULTICULTURAL                                at the edge of campus) is available in the Adminis-
     University’s Administrative Board, the Dean of                                                                  trative Office of Student Development/ Dean of
     Students serves as a liaison for the administration
                                                              RELATIONS                                              Students.
     to students on matters concerning student life.          The Office of Multicultural Relations promotes
     The Associate Dean of Students oversees the              multicultural inclusiveness on campus among            CENTER FOR COUNSELING
                                                              faculty, staff and students. It assists in providing
     development and scheduling of student events
                                                              leadership for university-community education          AND MENTAL WELLNESS
     and activities, advises the Student Government                                                                  Located in Clare Hall, Room 147, supportive
     Association, serves on the Graduate Student              on racism issues and on the Franciscan value of
                                                              inclusivity. The director is available to students,    counseling and health services are available at the
     Services Committee, and provides leadership for                                                                 posted hours and by special appointment to all
     Stritch’s orientation programs. The Associate Dean       staff and faculty as a resource regarding University
                                                              policies, a mediator in conflict resolution and        students throughout the academic year.
     of Students also works closely with various other
     offices, faculty, and staff to coordinate services and   support for campus-wide activities. Resources
                                                              are provided to the campus regarding issues of         Counseling
     assistance to graduate students.
                                                              diversity and the office serves as a link between      Short-term personal and group counseling are
                                                              Stritch and Milwaukee’s community groups. The          provided by professional licensed counselors
     All University policies pertaining to student life
                                                              Multicultural Student Peer Liaison works with the      through this office. Sessions are strictly
     and a yearly activities calendar are available in this
                                                              student groups and the University in support of        confidential. Workshops on such topics as
     office. A monthly bulletin is published during
                                                              multicultural interests.                               anxiety, depression, Myers-Briggs Type Indicator,
     the fall and spring semesters which keeps students
                                                                                                                     stress management, conflict resolution, alcohol
     updated on current campus events. This office
                                                                                                                     and other drug use, and relationship issues are
     also publishes a Graduate Student Newsletter             THE OFFICE OF VOCATION                                 conducted throughout the academic year.
     and Graduate Student Handbook. Questions
     regarding University policies and student
                                                              DEVELOPMENT
     programs should be directed to this office. For          Our understanding of vocation is that each one         Health Services
     the convenience of evening students, this office         of us is called to follow God by discerning our        Health and wellness services are confidential
     has evening hours Mondays through Thursdays.             own and respecting each other’s call. The Office       and provided by a registered nurse. Some of
                                                              of Vocation Development encourages students,           the services include treatment for minor illness
                                                              staff, faculty, and alumni to seek out how they        and injuries, immunizations, TB skin testing,
     STUDENT LIFE ACTIVITIES                                  are to live in this world, to accept and respond       strep throat testing, pregnancy testing, blood
                                                              to the calling that is evident in the circumstances    pressure and weight monitoring and referral to
     AND ORGANIZATIONS                                        in which God has placed them. The focus of             physicians, dentists or other community resources.
     Formal education at Cardinal Stritch University          vocation is at the heart of who we are.                Workshops and information on such topics as
     is complemented by opportunities for growth
                                                                                                                     nutrition, STDs, HIV, date rape, and women’s
     through participation in co-curricular activities.       Our definition of vocation is: Employing one’s         and men’s health issues are conducted
     Student activities provide outlets for growth,           gifts and talents in a lifetime of doing what God
     stimulate and broaden interests, and provide             has called one to do. The Office of Vocation
     opportunities for the development of leadership          Development works to engage, equip, encourage,
     skills. Membership in student committees, clubs          and enable individuals to pursue their call to
     and other organizations is open to all students          service.
     in good academic standing. Information on stu-
     dent organizations and activities can be obtained        Through our programs, we nurture and generate
     through the Director of Student Activities.              a cadre of young faith-based leaders. Such persons
     Graduate students interested in developing special       will live out their lives as ordained or lay leaders
     activities and events, or wishing to gather with         within churches, faith-based organizations,
22
throughout the academic year and are available on        The Intramural Program provides sport activities
request. Information on student health insurance         and competition for those who enjoy a structured
is available in this office. A Peer Educator             approach to recreation. Leagues and/or tourna-
program is also housed in the Center for                 ments are offered in several different activities
Counseling and Mental Wellness. Health Services          including volleyball and basketball.
walk-in hours are 10 a.m.-noon daily throughout
the academic year. Appointments may be                   INTERCOLLEGIATE
scheduled in the afternoon.
                                                         ATHLETICS
                                                         Receiving both local and national recognition as
ASSISTANCE FOR STUDENTS                                  both scholars and athletes, the men and women
                                                         compete in Division II of the National Associ-
WITH DISABILITIES                                        ation of Intercollegiate Athletics. Men’s teams
Students with physical disabilities that affect          include basketball, soccer, baseball, volleyball
learning and require classroom accommodation             and cross country. The women participate in
(e.g. restricted eyesight requiring large print texts)   volleyball, basketball, softball, cross country, and
should contact the Academic Support Center to            soccer. Students who are interested in participat-
discuss their needs and make arrangements for            ing in intercollegiate athletics should contact the
necessary accommodations. This office serves as a        Director of Athletics (414) 410-4121 to discuss
liaison between pertinent offices on campus and          eligibility.
community agencies to help meet the needs of the
disabled student population. Services also include
arranging for appropriate support in collaboration       RESIDENCE LIFE
with faculty and assisting students in advocating        Clare Hall offers housing for more than 300 men
for themselves.                                          and women. Both single and double rooms are
                                                         available, with beds, wardrobe closets and desks
Students with emotional disabilities requesting          furnished for all residents. Each room has been
classroom accommodations should consult with             wired for cable and computer usage. Applications
a professional counselor in the Center for               for single and double rooms can be obtained
Counseling and Mental Wellness. Supportive               from the Director of Residence Life. Clare Hall is
counseling, referral services, and arrangements for      staffed by professionals (a full-time Director and
classroom accommodations are available.                  Assistant Director of Residence Life) and Student
                                                         Resident Assistants, all of whom provide personal
Resident students with special housing needs             support and student development programming
should notify the Department of Residence Life           opportunities for resident students. They are also
of their disability.                                     responsible for the enforcement of all University
                                                         policies pertaining to residence life.
INTERNATIONAL PROGRAMS
International students, as well as students              Commuting students who wish to stay overnight
seeking information regarding study abroad               may do so if a room is available. Arrangements
programs recognized by the University may seek           for accommodations are to be made at least one
the assistance of the Director of International          day in advance with the Department of Residence
Programs. Information is also available concerning       Life. Non-residents must be accompanied by
international service opportunities. Please seek         a resident student or registered as an overnight
assistance in room 138A of Clare Hall or call            guest. Detailed information regarding residence
extension (414) 410-4187.                                hall policies and procedures is provided in the
                                                         Resident Student Handbook, which all resident
                                                         students receive when they check into Clare Hall.
RECREATION AND                                           As space is required, the University leases
                                                         apartments at a nearby complex. Returning
INTRAMURALS                                              residence hall students may apply for these living
The primary goal of the Recreation Program               accommodations. Space is limited.
is to broaden each student’s education through
worthwhile leisure activities and to make each
student’s stay at Cardinal Stritch University as
enjoyable, healthy and rewarding as possible.
This goal is accomplished by developing
programs and activities which promote all-
campus recreation, lifetime sports, wellness and
the effective use of leisure time. A weight training
and exercise room, an indoor track, and various
aerobic and conditioning classes are available on
campus for all students.

                                                                                                                23
     Graduation Information
     APPLICATION
     It is the responsibility of the student to file
     an application for graduation. The deadlines
     for filing this application are March 1 for May
     graduation of the same academic year, August
     15 for August graduation of the same academic
     year, and October 1 for December graduation
     of the same academic year. All degree-seeking
     students must apply for graduation, whether
     participating in commencement ceremonies or
     not.

     If students cannot fulfill their degree
     requirements, they must withdraw in writing
     their application for graduation. Students must
     then re-apply for a subsequent graduation date.


     TIME LIMIT
     Students must complete all requirements for
     the master’s or doctoral degree within seven
     consecutive academic years. Credits on a
     student’s record for more than seven years will
     not be accepted toward the degree without
     permission of the Graduate Academic and
     Standards Committee. Permission is granted
     only under extraordinary circumstances.

     Certain degree programs may require degree
     completion to be within a shorter time frame
     than the seven years required by the University.
     Please refer to the program section for specific
     requirements.


     GPA REQUIREMENT
     A minimum cumulative GPA of 3.0 is required
     in all major courses for successful completion of
     all master’s degrees. Certain degree programs may
     require a GPA higher than 3.0; these exceptions
     are stipulated in the respective program sections.


     INDIVIDUAL COURSE GRADE
     REQUIREMENT
     Students working towards a master’s degree
     will not receive degree credit below a “C.”
     Certain degree programs may require some
     individual course grades to be higher than a
     “C.” These exceptions are stipulated in the
     respective program sections.                         HONORS
                                                          Cardinal Stritch University does not award honors
                                                          to students in master’s or doctoral programs.
     PARTICIPATION IN
     COMMENCEMENT
     Students need to successfully complete all
     degree requirements in order to participate in
     commencement ceremonies.




24
College of Arts and Sciences




                               25
     College of Arts and Sciences
     MISSION STATEMENT
     The College is dedicated to providing students
     with the means to explore connections among the
     diverse academic disciplines as the foundation for
     human understanding and the search for truth.

     FOCUS
     The liberal arts provide students with an
     integrated educational experience which helps to:

     •   Develop moral and ethical values,
     •   Develop an awareness of the transcendent,
     •   Foster critical thinking abilities,
     •   Develop an appreciation of all forms of
         human expression,
     •   Embrace cultural diversity,
     •   Instill joy in life long learning,
     •   Provide the basis for an enriched
         professional life,
     •   Provide the tools to communicate effectively
         the depth and breadth of their learning
         experience.

     In order to provide this liberating educational                                                             Apply for Graduation:
     experience, the Arts and Sciences faculty model      Research component:
                                                          Students must have completed the majority of           Students anticipating completion of all of the
     what they profess. The faculty commit themselves                                                            requirements for a master’s degree must file an
     to continue to:                                      their course work prior to beginning the research
                                                          component of the master’s degree. Among the            application for graduation even though they are
                                                          options are a thesis, a synthesis paper, interpre-     not participating in the ceremony. Deadlines
     • Strive for teaching excellence,                                                                           are March 1 for May graduation, October 1 for
     • Expand their own scholarly inquiry,                tation of research literature and a graduate field
                                                          experience. If a student elects a thesis, a graduate   December graduation, and August 15 for August
     • Share knowledge and methodology with                                                                      graduation. Formal commencement exercises are
       each other,                                        field experience paper or a research paper, one
                                                          copy is to be given to the director or advisor         held in May and December.
     • Demonstrate a spirit of genuine collaboration
       and community with each other and their            according to the deadlines established.
       students,                                                                                                 Practicum and Field Experience:
     • Accept and value diversity among each other        Comprehensive Examination:                             College of Arts and Sciences graduate students
       and their students.                                All master’s candidates must apply for and satis-      may gain valuable hands-on experience by taking
                                                          factorily complete a comprehensive examination         advantage of various practicum and research
                                                          before the master’s degree may be granted. The         opportunities. Departmental approval is required.
     DEGREE COMPLETION                                    examination is designed to test the student’s
     REQUIREMENTS                                         mastery of his/her major field rather than knowl-
     To complete a master’s degree through the College    edge of specific course material. Students are
     of Arts and Sciences, the following requirements     to apply for the comprehensive examination
     must be met:                                         through their faculty advisor.

                                                          Note: The comprehensive examination may
     Required course work:                                be repeated only once if it is not passed the
     A minimum of 30 hours of graduate-level course       first time.
     work completed with a minimum cumulative
     GPA of 3.0 with no individual course grades
     below a “C.”

     All master’s programs in this college also require
     the initial Professional Development Seminar
     and/or a research component (defined below).
     See separate list of requirements for the Master
     of Arts in Clinical Psychology.




26
PROGRAM DESCRIPTIONS -- COLLEGE OF ARTS AND SCIENCES


MASTER OF ARTS IN CLINICAL PSYCHOLOGY (PSY)
The Master of Arts in Clinical Psychology               must have completed a minimum of five               • Upon approval, students can waive/transfer a
program strives to develop competent health care        undergraduate psychology courses or their             maximum of nine credits for:
providers who are critical thinkers, intelligent        equivalent including General Psychology,                • Undergraduate courses in History and
consumers of research, and skilled providers of         Personality, Abnormal Psychology, Research                Systems in Psychology and Physiological
psychological services in a variety of health care      Methods, and Statistics.                                  Psychology
settings. Integration of theory and practice, a       • A minimum overall GPA of 3.0 (on a 4.0 point            • Graduate courses taken elsewhere
focus on ethics, and consideration of the roles         scale) and minimum GPA average of 3.0 in                  corresponding to courses in the program
of culture, race, and gender in assessment and          psychology courses.
therapy are stressed in all courses. The program is   • A completed application form with the
designed to prepare individuals for employment                                                              Students who do not meet the above requirements
                                                        required application fee.                           should complete undergraduate prerequisite
in a variety of mental health settings and/or
preparation for a doctoral program.                   • Three letters of recommendation sent directly       courses and/or meet with the Program Chair
                                                        to the Office of Graduate Admissions. These         to discuss their options before applying to the
                                                        letters should be from current or former            program.
PROGRAM STRUCTURE                                       professors, an employer, and/or a supervisor of
The 45-credit program is designed for working           paid or volunteer work in a psychology or social
professionals. Classes meet one night a week for        service area.                                       GRADUATION
four semesters and two summers, which enables         • A personal essay of two-to-four typed pages         REQUIREMENTS
students to pursue a master’s level degree while        describing reasons for seeking a graduate degree    To qualify for graduation, students must have:
simultaneously continuing a career. Students will       in clinical psychology. The essay should include
progress in a cohort group of approximately 15-                                                             1. Completed Master’s course work with a
                                                        some detail about past academic, employment,           minimum cumulative GPA of 3.0 with no
20 members, a setting designed to promote shared        and volunteer experiences in psychology,
learning and teamwork. In addition to class time,                                                              individual course grades below a “C” and no
                                                        expectations for graduate education, and               more than one course grade below a “B-.”
students are required to attend a weekly study          professional goals.
group session, plus 25 hours of practicum seminar                                                           2. Successful oral defense of a well-written
                                                      • Official transcripts from all colleges and             Master’s thesis.
per semester.
                                                        universities attended.
                                                                                                            3. Completed Clinical Field Practica of 400
                                                      • A personal interview with a graduate faculty
ADMISSION REQUIREMENTS                                  member. The interview is scheduled after the
                                                                                                               hours, plus 100 hours of Practicum Seminars,
To qualify for admission, students must have:                                                                  for a total of 500 hours.
                                                        Psychology Department has reviewed all the
• A baccalaureate degree from a regionally-             materials.
accredited college or university. All applicants



MA IN CLINICAL PSYCHOLOGY COURSE DESCRIPTIONS
Psy 533 Advanced Statistics and Research              presented and contrasted. Consideration is given      Psy 545 Assessment I
Methods                                               to the influence of biological and cultural factors   (3 Cr.)
(3 Cr.)                                               on the development of personality.                    The course is designed to provide students
Methods used by psychologists to study and                                                                  with general principles of assessment, basic
understand behavior will be discussed. Emphasis       Psy 541 Psychopathology                               interviewing skills, and behavioral observation.
is placed on research design, execution and           (3 Cr.)                                               Rationale, theory, and standardization of
statistical analysis of data.                         This course is designed to provide an overview        intelligence tests are discussed. The role of
                                                      of major theoretical issues and empirical research    culture in assessment and testing is discussed.
Psy 536 Ethics, Professional Standards, and           relevant to the development of psychopathology.       Introduction to the administration of verbal and
Legal Issues                                          Dimensional and descriptive approaches to             nonverbal tests, with emphasis on the Wechsler
(3 Cr.)                                               classification are reviewed, with emphasis on         Scales for Adults and for Children, and the
This course focuses on the ethical, legal and         the current forms of psychopathology found            Stanford Binet. A lab fee is charged. Prerequisite:
professional standards and principles that govern     in DSM. Empirical findings, methodological            PSY 538, 541
the practice of psychology. Topics include the        concerns, conceptual issues, and the role of
APA Ethical Standards, state regulations, and         multicultural factors are discussed.                  Psy 547 Theories and Techniques of
issues related to the professional practice and                                                             Individual Psychotherapy and Counseling
delivery of services.                                 Psy 543 Systems of Psychology                         (3 Cr.)
                                                      (3 Cr.)                                               This course familiarizes students with various
Psy 538 Advanced Personality Theory                   This course focuses on the philosophical,             individual therapeutic strategies using classroom
(3 Cr.)                                               physiological, and experimental influences on         theory and laboratory learning experiences.
This course is designed to introduce students         the founding and development of psychology.           Treatment approaches that are relevant to diverse
to the major theories of personality. Personality     Major schools of thought and influential              client populations are identified. Prerequisite:
theories such as psychoanalytic, social learning,     psychologists will be discussed.                      PSY 538, 541
and cognitive-behavioral approaches are                                                                                                                           27
     MA IN CLINICAL PSYCHOLOGY COURSE DESCRIPTIONS CONTINUED

     Psy 549 Assessment II                                 Psy 559 Practicum II
     (3 Cr.)                                               (4 Cr.)
     This course deals with the study of the theory        Continuation of Practicum I with emphasis on
     and rationale of personality tests. Focuses on        the development of advanced diagnostic and
     the use of objective and projective personality       therapeutic skills, and delivery of culturally
     assessment tools in conjunction with other            appropriate services. Weekly Practicum
     techniques. Emphasizes development of                 Seminars: 50 hours total required. Dates
     advanced diagnostic skills. A lab fee is charged.     and times of seminars will be announced.
     Prerequisite: PSY 538, 541, and 545                   Prerequisite: PSY 553

     Psy 551 Multicultural Issues in Clinical              Psy 598 Thesis I: Seminar
     Psychology                                            (1 Cr.)
     (3 Cr.)                                               This seminar will help prepare students to plan
     The course is designed to develop a                   and write their thesis research proposal. The
     comprehensive understanding of diverse                proposal will include the following sections:
     cultures. Theory and research are examined so         review of relevant literature, rationale for
     as to provide an understanding of the interplay       the research, methods, anticipated results
     between concepts of pathology, cultural               and analysis, and references. A Guide to the
     stereotyping and treatment. Clinical strategies       Preparation of the Proposal and Thesis in the
     that are culturally sensitive are emphasized.         Master of Arts in Clinical Psychology is provided
                                                           to the students. Students will receive credit for
     Psy 553 Practicum I                                   this course after they have received approval of
     (4 Cr.)                                               their proposal from their thesis advisor, thesis
     Students receive supervised clinical field            committee members, and the program chair.
     experience in a facility approved by the Clinical
     faculty. Weekly class meetings link practical         Psy 599 Thesis II: Independent Work
     issues and problems to the research literature        (3 Cr.)
     and theoretical discussion. Contemporary              Students will sign-up for independent work
     issues including managed care, reimbursements,        credit to complete their thesis research project.
     culturally sensitive strategies, and other critical   They will receive this credit after their advisor,
     topics are discussed. Weekly Practicum Seminars:      thesis committee members, and the program
     50 hours total required. Dates and times of           chair have approved their entire research project
     seminars will be announced. Prerequisite:             (including introduction, methods, results and
     Consent of instructor                                 analysis, discussion, and summary chapters).
                                                           Successful oral defense of the thesis is required.
     Psy 555 Theories and Techniques of Group
     Psychotherapy and Counseling                          NOTE:
     (3 Cr.)                                               Students are expected to complete their degree
     This course focuses on different group                in four semesters and two summers. There will
     therapeutic strategies using classroom theory and     be a grace period of one semester after this time
     laboratory learning experiences. Emphasis on          period to complete the thesis. Thereafter, a
     group therapy, family therapy, couples therapy,       registration fee equivalent to one credit will be
     mental health consultation and education, and         assessed for each additional semester that the
     community psychology. Prerequisite: PSY 538,          student is working on the thesis.
     541, and 547

     Psy 557 Biological Bases of Behavior
     (3 Cr.)
     This course focuses on how behavior is
     controlled by the nervous and endocrine
     systems. Biological mechanisms of perception,
     homeostasis, sexual behaviors, emotions,
     behavioral disorders, and memory will be
     emphasized.




28
MASTER OF ARTS IN HISTORY (HS)

The Master of Arts in History program is               ADMISSION REQUIREMENTS                                • With departmental approval, a maximum of six
designed to help those who want to advance their                                                               graduate credits in history may be transferred
                                                       To qualify for admission to Cardinal Stritch            into the program from other accredited
careers in fields such as archival work, education     University, you must:
(middle and high school teachers and junior                                                                    institutions.
college history instructors), historic preservation,   • Have a bachelor’s degree from a regionally-
                                                         accredited college or university with at least a
and preparation for a doctoral degree. The                                                                   GRADUATION
                                                         minor in history or equivalent preparation.
program will also be of interest to those who
desire to pursue their love of history.                • Grade point avaerage of 3.0 or better on a 4.0      REQUIREMENTS
                                                         scale.                                              To qualify for graduation from this program,
The Master of Arts in History can be completed         • Provide a statement of purpose of two to three      you must:
in approximately two years and offers students           typed, double-spaced pages describing reasons       • Complete the master’s course work with
in-depth knowledge of key facets of the human            for seeking a graduate degree in history. The         a minimum cumulative GPA of 3.0 with no
community in the United States and globally.             essay should include some detail about your           individual course grade below a “C” and no
Courses examine the lives of ordinary women and          qualifications, past academic and employment
                                                                                                               more than one course grade below “B-”
                                                         experiences, expectations for graduate studies,
men as well as heroes and leaders.                                                                           • Complete and publicly defend a major research
                                                         and professional goals
                                                       • Provide two letters of recommendation from            project
PROGRAM FORMAT                                           people (professors, employers, etc.) who can        • Pass the written comprehensive examination.
Classes meet in the evening, one night per week          comment on your academic achievement and/
during the fall and spring semesters, and two            or potential to successfully complete
nights a week during the summer. Students take           graduate studies
ten content courses that cover a range of topics       • Complete the admission application.
in United States and World History, along with           If a student does not meet all criteria, they
two one-credit research methods courses. The             may appeal to the History department for
program is slightly accelerated in that each course      acceptance on a conditional basis.
meets for ten weeks from 6-10 p.m.


MA IN HISTORY COURSE DESCRIPTIONS
HS 500 Readings and Research                           HS 504 U.S. History: The Gilded Age to                HS 522 The Ancient World: The Beginning to
(1-3 Cr.)                                              World War II                                          500 C.E.
Variable credit. This course is an opportunity for     (3 Cr.)                                               (3 Cr.)
the student to explore a topic in-depth through        This course provides a chronological sweep            A history of ancient world civilizations,
an extensive list of readings and the writing of a     through American history post-reconstruction to       Western and non-Western. Students will be
research paper. Prerequisite: Admission into the       World War II. Topics will expose the student to       exposed to the variety of the historical issues,
MA in History                                          critical issues in American history and some of       methodologies, and theoretical frameworks that
                                                       the historical works that address these topics.       currently dominate the field.
HS 501 Selected Topics: U.S. History/World
History                                                HS 505 U.S. History: World War II to Present          HS 523 Roots of the Modern World: 500 to
(3 Cr.)                                                (3 Cr.)                                               1650
Reading in a special historical topic or time          This course deals with contemporary issues            (3 Cr.)
period with an emphasis given to the approaches        and current historical scholarship in American        An examination of some of the political, social,
used by professional historians. Prerequisite:         history. Cultural, political, social, intellectual,   economic and cultural changes that occurred
Admission into the MA in History.                      religious themes will be examined.                    in Western Europe from the fall of Rome to
                                                                                                             the beginning of the scientific revolution.
                                                       HS 511 Research Methods I                             Prerequisite: Admission into the MA in History
HS 502 U.S. History: Colonial and                      (1 Cr.)                                               Program
Revolutionary America                                  This course will focus on evaluation,
(3 Cr.)                                                interpretation, and effective utilization
This course provides an overview of American                                                                 HS 524 The Modern World: 1650 to Present
                                                       of primary and secondary sources; use of
historical scholarship covering the periods of                                                               (3 Cr.)
                                                       bibliographical tools; and employment of social
settlement through the American Revolution.                                                                  An examination of the major themes in world
                                                       science methodology (including quantitative
Special attention will be given to current                                                                   history and their historiographical treatment.
                                                       models) to historical research.
literature and historiographical trends with the                                                             Topics include liberalism, socialism, nationalism,
examination of groups and events neglected by                                                                imperialism, the origins of World War I and
                                                       HS 521 Research Methods II                            II, the Cold War and globalism. Prerequisite:
previous historians.                                   (3 Cr.)                                               Admission into the MA in History Program
                                                       A study of the nature and theory of history;
HS 503 U.S. History: Civil War and                     historiographical practice and critique; and
Reconstruction                                         modes of historical writing.
(3 Cr.)
This course focuses on the historiographical
trends that shaped the construction of U.S.
History and the coverage of mid-19th century.
Topics will focus on key political, social,
intellectual, and social themes.                                                                                                                                  29
     MASTER OF ARTS IN RELIGIOUS STUDIES (RS)

     The Master of Arts in Religious Studies is           designed to assess students’ personal, spiritual         CERTIFICATION
     designed for women and men who wish to               and academic readiness for graduate studies and          Certification in adult and family ministry,
     pursue a career in adult and family ministry,        to assist them in planning for personal and              youth ministry, and urban ministry is granted
     youth ministry, urban ministry, directing            career development.                                      through the Religious Studies Department at
     religious education programs or a variety of other                                                            the completion of a process indicating basic
     ministries in the church community. The M.A.         Aside from the core area of required courses,            understandings and skills related to that ministry.
     in Religious Studies may also serve to prepare       students’ studies may be comprised of a broad            A portfolio presentation, sufficient course work,
     students who aspire to further graduate studies      selection of courses tailored to prepare them for        and an articulated philosophy of ministry is an
     in the field. The degree requires 30 credits of      specific careers. To accommodate special interests,      important part of the process.
     academic work.                                       a student may, with the approval of
                                                          the academic advisor, transfer up to nine credits        These certifications seek to empower women
     The Religious Studies Department realizes that       from another accredited graduate school.                 and men of faith for education, reflection and
     ministry in the Christian community requires                                                                  engagement in ministry experiences with various
     more than academic preparation. Thus, the            The final credits of a student’s studies are taken       groups. It is designed for clergy and seminarians,
     program also offers students opportunities for       in one of three culminating experiences: Synthesis       as well as for professional and volunteer lay
     mentoring and spiritual formation.                   Seminar (3 credits), Thesis (6 credits), Supervised      ministers. Pursuit of these certifications may be
                                                          Field Placement with Research Paper (4 credits).         a part of the Master of Education in Ministry, or
     ADMISSION REQUIREMENTS                               The comprehensive examination is both oral and           the Master of Arts in Religious Studies.
                                                          written and is taken from 12 questions given to
     In addition to an undergraduate degree from a        the candidate three weeks before the examination date.
     regionally-accredited college or university and a                                                             Courses required/recommended in pursuit of the
     minimum 2.75 GPA, admission to the Master of                                                                  Certification are those which address Scriptures
                                                          Students may also pursue a degree with an                in the context of life in the church community,
     Arts in Religious Studies Program requires:          emphasis in religious studies through the Master
     • at least 12 undergraduate credits in Religious                                                              analysis of the mission of the church and of a
                                                          of Education in Ministry (see page 48).                  total life of faith in the church community, and
        Studies or equivalent competencies in
        Scripture, Fundamental Theology, Ethics/                                                                   development of skills in working with various
        Moral Theology or related field;
                                                          GRADUATION                                               groups in pastoral settings.
     • an admission application;                          REQUIREMENTS
                                                                                                                   An initial one-credit course will assist the
     • an interview with a member of the Cardinal         • Completed Master’s course work (30 credits)            student to plan his/her program in ministry. See
        Stritch University Religious Studies                with a minimum cumulative GPA of 3.0                   Coordinator of Ministry Programs for a scheduled
        Department to assess readiness for graduate         with no individual course grades below a “C”           interview and plans for the course, RS 500,
        studies;                                            and no more than one course grade below a              Professional Development for Ministry, which
     • a writing sample completed on campus as part         “B-.”                                                  is offered each semester and during summer
        of the interview process.                         • Satisfactory completion of the culminating             sessions.
                                                            experience: Synthesis Seminar, Thesis, or
                                                            Supervised Field Placement with research
     PROGRAM FORMAT                                         paper.
     Courses are taken from three distinct areas
     of religious and pastoral studies: a core area       • Satisfactory completion of oral and written
     of five courses and two areas of electives. The        comprehensive exams.
     Professional Development Seminar (RS 500) is


     MA IN RELIGIOUS STUDIES COURSE DESCRIPTIONS
     RS 500 Professional Development Seminar              student may choose as a culminating experience           RS 505 Christology
     (1 Cr.)                                              for the M.A. in Religious Studies. Prerequisite:         (3 Cr.)
     An initial class in the program to enable            24 graduate credits                                      A study of the person and mission of Jesus as
     participants to reflect on Church Ministry and                                                                presented in the Scriptures, in ecclesiastical
     their place within it. Objective and subjective      RS 503 Religious Studies Practicum                       tradition and in religious classics.
     goals are examined, counseling given, and            (1-3 Cr.)
     decisions made relative to one’s personalized        A seminar and practicum in areas related to              RS 506 Contemporary Church
     goals.                                               religious studies. Utilizing the resources of            (3 Cr.)
                                                          theology, psychology, sociology and experience,          This course explores the emergence of the
     RS 501 Research Seminar                              the class is designed to assist the student in           Church from the New Testament communities,
     (2-3 Cr.)                                            gaining competency in a religious leadership role        provides a variety of models for understanding
     A research study designed to demonstrate the         and to test this competency under supervision.           the Church and explores the role of the laity in
     student’s understanding of biblical/theological                                                               the life and the development of the Church.
     questions, their proper resources and the            RS 504 Contemporary New Testament
     methodology appropriate to their investigation.      Studies                                                  RS 508 Contemporary Catholicism
                                                          (3 Cr.)                                                  (3 Cr.)
     RS 502 Synthesis Seminar                             This course will focus on a specific set of              This course examines the development of the
     (3 Cr.)                                              writings from the New Testament each time the            major doctrinal formulations in the Roman
     Provides the opportunity for students to review      course is offered.                                       Catholic tradition. In particular, the class focuses
     their graduate studies and to write an integrating                                                            on the dynamic of historical development of the
     paper. This seminar is one of the options a                                                                   Church in various sociological contexts.
30
MA IN RELIGIOUS STUDIES COURSE DESCRIPTIONS CONTINUED

RS 510 Special Topics                               throughout the centuries. Finally, students            RS 544 Specialized Ministries in the Church
(1-3 Cr.)                                           will discover how the tradition interfaces with        (2 Cr.)
A study of particular topics in theology and        religious experience, economics, politics, the         This course identifies and describes handicapped
Christian ministry formation.                       natural sciences, philosophy and theology in the       barriers to integration into the Church life
                                                    21st century.                                          which certain persons experience. Students
RS 513 Sacramental Theology                                                                                examine strategies and programs which promote
(3 Cr.)                                             RS 529 Peacemaking and Alternatives to                 integration, and they design a ministry plan for
This course explores the foundation of              Violence                                               a specific marginalized group.
sacraments from theological, historical and         (3 Cr.)
anthropological perspectives.                       This course allows participants to gain a broad        RS 545 Spirituality and Human Growth
                                                    understanding of the relationship between              (3 Cr.)
RS 515 Contemporary Old Testament Studies           personal and global peacemaking. The course            The spiritual journey moves us toward
(3 Cr.)                                             is designed to allow participants to explore           wholeness as integral human persons. The
This course explores specific writings of the Old   their own attitudes, values and skills, as well as     goals of this class are: to explore the dynamic
Testament each time it is offered.                  theories, methods and techniques related to the        of Christian spirituality; to examine several
                                                    study and practice of peace education in the           psychological-theological views of the integration
RS 516 Relational Ministry                          classroom.                                             process; to pursue the implications of the process
(1 Cr.)                                                                                                    for pastoral ministry and spiritual direction.
This course enables participants to realize the     RS 532 Introduction to Theological Thinking
importance of building relationships with           (3 Cr.)                                                RS 546 Practicum and Seminar
volunteers through the use of human resource        This course explores what it is that we do when        (4 Cr.)
skills, volunteer management techniques and an      we do theology. It examines various schools            This course involves a practicum in Church
understanding of peer ministry. It distinguishes    of thought that serve as a guide to explore            ministry with specific challenges to a pastoral
between developing relational goals and             the notion of meaning. Typical topics studied          worker. The accompanying seminar paper
managing programs.                                  are: human experience as a foundation for              addresses the issues, suggests an action-oriented
                                                    theologizing, models of revelation, concepts of        research project, and the integration of theory
RS 518 Luke-Acts                                    faith, God, religious language, development of         and practice in a supervised setting.
(3 Cr.)                                             doctrine and interpretation of the sources of
This course introduces students to the              religious thought.                                     RS 551 Thesis
contemporary study of the history of early                                                                 (6 Cr.)
Christianity preserved in the Gospel of Luke and    RS 535 Foundations for Ministry                        This project requires research in an area of
Acts of the Apostles. Luke-Acts will be read and    (2 Cr.)                                                the student’s choice under the direction of an
analyzed in the light of recent scholarship.        This course examines the theory and application        advisor. The paper should be a cohesive one
                                                    of ministerial leadership principles to practical      which outlines a clear theological/biblical/
RS 520 Women and Religion                           situations, such as the development of youth and       pastoral question, the positions of at least four
(3 Cr.)                                             adult programs that support personal spiritual         major theologians/biblical scholars and/or
This course examines the impact of feminist         growth and the faith development of groups and         pastoral/catechetical authorities on the questions
critiques on theology, scripture and church         communities.                                           chosen and analyzes their insights. The paper
life through a study of representative feminist                                                            should include a comprehensive bibliography/
theologians and through a survey of the religious   RS 536 Pastoral Dimensions for Ministry                reference list.
experience of women of the present and past.        (2 Cr.)
                                                    This course examines typical program processes         RS 555 Independent Study
RS 525 Religion in America                          in faith-community settings: needs assessment,         (1-3 Cr.)
(3 Cr.)                                             materials selection, implementation and                A guided study of major questions in religious
This course takes an historical approach to         evaluation of effectiveness. Building on a cycle of    studies according to adult learning techniques.
the development of the major periods and            spiritual/moral development, the course focuses
traditions of religious experience in the United    on resources pertinent to specific situations          RS 557 Philosophy of God
States. Students will examine the impact of         in Church Ministry, their utilization and              (3 Cr.)
these religions on the social, political and        evaluation.                                            This course examines the evolution of
cultural patterns and will probe current issues                                                            philosophical efforts to understand the mystery
(fundamentalism, the role of women, etc.) in the    RS 543 Theology of Justice and Peace                   of God. It will pay particular attention to the
light of these historical roots.                    (3 Cr.)                                                similarities and differences between Classical
                                                    This course will examine the historical settings       Theism, Pantheism, and Panentheism. The
RS 528 The Franciscan Intellectual Tradition        and the biblical and theological foundations           reason for the presence of evil in the world and
(3 Cr.)                                             for the Christian commitment to a just and             the possibility of immortality will also be explored.
The course introduces students to the richness of   peaceful world. Employing a process of social
the Franciscan intellectual tradition. Beginning    analysis, the latter part of the course will explore   RS 565 Introduction to Urban Ministry
with Francis and Clare of Assisi, students will     the ethical challenges facing the Christian            (1 Cr.)
examine how men and women passed on the             community, especially the urban church.                This course introduces students to the theology
tradition to the present day. Through reading,                                                             and practice of urban ministry. Students will
discussion, and theological reflection, students                                                           examine the biblical foundations and analytical
will identify the Franciscan views of God,                                                                 skills necessary to plan effective strategies
Jesus Christ, the world, and the human person                                                              in urban ministry. Students will assess the             31
     MA IN RELIGIOUS                                       MASTER OF ARTS IN VISUAL STUDIES (ART)
     STUDIES COURSE
     DESCRIPTIONS                                          The goal of the Master of Arts in Visual Studies     ART 590 Visual Thesis, 4 Cr.
     CONTINUED                                             is to further your professional development in       Mount Thesis Show
                                                           technical competencies and visuals insights.
                                                           Our unique program provides you with many            Note: Cardinal Stritch University reserves the right to
     needs of their own professional and spiritual         advantages.
                                                                                                                make changes in courses and requirements.
     formation for this ministry. The course is the
     initial learning experience for students seeking      Experience the challenge and excitement of new
     certification in urban ministry.                      media and methods in art making.                     PROGRAM EXPECTATIONS
                                                                                                                The program outcomes have been aligned with
     RS 566 Social Analysis and Pastoral Strategy          Work under the guidance of a faculty of
                                                                                                                national art education standards. A graduate of
                                                           accomplished artists who continue to produce
     (2 Cr.)                                                                                                    MAVS program develops a portfolio of work
                                                           and show their own work.
     This course will demonstrate the process of                                                                and a professional exhibition demonstrating
     pastoral strategizing based on an awareness and                                                            individual knowledge and skills.
                                                           Discuss current and historical trends in the art
     social analysis of the critical issues shaping the    world with other interested adults.
     urban environment of a congregation.                                                                       ADMISSION REQUIREMENTS
                                                           Participate in a supportive cohort community.
                                                                                                                To qualify for admission to the MA in Visual
     RS 568 The Bible and the City                                                                              Studies Program at Cardinal Stritch University a
     (2 Cr.)                                               Develop an authentic art practice in a facility
                                                                                                                student must have:
     The course explores the biblical authors’             featuring the most current technologies in both
                                                           digital and traditional modes of image making.       1. A bachelor’s degree from a regionally-
     viewpoints about the city as a social and                                                                      accredited college or university in art,
     theological reality. Students will also review                                                                 art education or equivalent.
                                                           Produce a professional thesis show as the
     contemporary approaches to biblical                                                                        2. A grade point average of 2.75 on a 4.0
                                                           culmination of your course of studies. Our
     interpretation, applying these skills to the use of                                                            system (probationary acceptance may be
                                                           graduate shows regularly attract record numbers
     the Bible in an urban pastoral setting.               of art lovers into our Northwestern Mutual Art           granted).
                                                           Gallery.                                             3. Three letters of recommendation.

                                                           The Master of Arts in Visual Studies empowers
                                                           students to confront the present and visualize the
                                                                                                                GRADUATION
                                                           future.                                              REQUIREMENTS
                                                                                                                To qualify for graduation from this program, you
                                                           PROGRAM CURRICULUM                                   must successfully accomplish the following:
                                                           ART 512 Drawing, 3 Cr.                               1. Complete master’s course work with a 3.0
                                                           ART 505 Photography, 3 Cr.                               overall grade point average on a 4.0
                                                                                                                    grading scale.
                                                           ART 509 Sculpture, 3 Cr.
                                                           ART 503 Art History and Criticism, 3 Cr.             2. Develop a body of artwork for exhibition.
                                                           ART 504 Ceramics, 3 Cr.                              3. Complete a successful oral defense of your
                                                                                                                    thesis exhibition.
                                                           ART 511 Painting, 3 Cr.
                                                                                                                4. Complete all requirements for the master’s
                                                           ART 502 Textiles, 3 Cr.                                  degree within seven consecutive academic
                                                           ART 506 Digital Imaging, 3 Cr.                           years.
                                                           ART 510 Metals, 3 Cr.
                                                           ART 507 Printmaking, 3 Cr.



                                                           MA IN VISUAL STUDIES COURSE DESCRIPTIONS
                                                           ART 501 Viewpoints: Mathematics and Art              works of art. We will use methods of producing
                                                           Workshop                                             “complex fabric” through layering Procion dyes,
                                                           (1 Cr.)                                              water-based pigments and solvent transfers.
                                                           This workshop is not part of the MAVS                Methods will include resist dying (Shibori),
                                                           requirements. Viewpoints is a workshop on the        stencil, photo silkscreen, and embellishment. In
                                                           connections between mathematics and art, and         addition, students may choose to use methods
                                                           the power of those connections to add interest       learned in other classes to further enrich their
                                                           and excitement to the presentation of either         works, such as the use of various printmaking
                                                           subject.                                             techniques, computer image development and
                                                                                                                alternate photo processes. Students will produce
                                                           ART 502 Textiles                                     finished works that will exhibit a variety of
                                                           (3 Cr.)                                              techniques and materials.
                                                           This studio course will explore the use of surface
32                                                         design techniques on textile substrates to create
ART 503 Art History and Criticism                     technology in relation to the Visual Arts. The       demonstrates these conceptual, formal and
(3 Cr.)                                               curriculum focuses on developing the technical       technical aspects of work in metalsmithing.
This course is a seminar/practicum style course       proficiency of educators and artists so that
that will survey the major concepts and methods       they may incorporate emerging media into             ART 511 Painting
of 20th Century art theory and criticism              their teachings as well as their personal work.      (1 Cr.)
from early formalism to the late Modernist            The interdisciplinary curriculum will address        This course will investigate the language of
critical theories of Clement Greenberg as well        the technical and conceptual aspects of digital      painting through a variety of approaches.
as other art-historical points of view such as        image creation and manipulation. Emphasis is
stylistic analysis, iconography, structuralism        placed on the production of expressive personal      ART 512 Drawing
and semiotics, and the social history of art.         images originating on both film and digital          (3 Cr.)
The more contemporary critical positions of           capture technologies. Projects will examine the      This course is an investigation of the ideas
postmodernism will also be discussed. These           relationship of art and technology to cultural       of drawing and two-dimensional image
would include poststructuralist attitudes             and social issues.                                   making. This course approaches drawing as a
and responses to late 20th Century art:                                                                    multifaceted practice. The first priority will be
deconstructionalist, feminist, neo-marxist,           ART 507 Printmaking                                  to reestablish the fundamentals of a working
and psychoanalytic criticism. The course will         (3 Cr.)                                              visual vocabulary. Basic concepts of drawing
cover a broad area of visual production that          This studio course is an accelerated overview        (composition, line, form, shape, value...) will
would include traditional fine art (painting/         of the technical and conceptual principles of        be actively engaged throughout this course.
sculpture), as well as photography, performance,      various printmaking processes. The curriculum        The concepts of figure drawing along with
film, and even areas of ‘’popular’’ culture,          focuses on developing the technical proficiency      conceptual and formal skills involving the
i.e. advertisements, rock videos, commercial          of educators and artists so that they may            teaching of drawing will be explored. The
television, etc.                                      incorporate Printmaking into their teachings as      participants of the class will be addressed as
                                                      well as their personal work.                         having a vast visual capacity, and are expected
ART 504 Ceramics                                                                                           to be highly motivated with a desire to further
(4 Cr.)                                               ART 509 Sculpture                                    individual understanding of drawing. Students
This studio course will explore a new innovation      (3 Cr.)                                              will be given time to produce a body of work
in ceramic technology -- paper clay -- in             This studio course will explore the primary          that they propose as a final project.
conjunction with several traditional techniques       conceptual, formal and technical aspects of
for forming, firing and finishing clay work.          creating three-dimensional artwork. Using            ART 513 Research Thesis
Recently developed through the research of a          additive, subtractive and composite methods,         (1 Cr.)
team of artists at various institutions world-        students will explore a variety of traditional       This one-credit course is designed to
wide, paper clay is paper pulp mixed with clay        and non-traditional materials including stone,       allow students the time to do research and
in various proportions to produce some rather         wood, clay, plaster, resin, metal, latex and found   experimentation in preparation for producing
amazing capabilities. Among these are: greatly        objects. Through research into historical and        a body of artwork for their thesis exhibition.
increased strength, elimination of cracking, the      current practices of artists and the writings of     In order to clarify and distill the concepts
possibility of successfully joining thick with thin   critics and theorists, students will develop the     behind their artwork, the students will first
and dry with wet clays, and many others. Paper        conceptual language to interpret sculptural          write a proposal documenting the form and
clay offers new options to both the studio artists    artwork. Through experimentation with                conceptual issues that the artist’s work will
and the art teacher because it eliminates many of     materials and techniques and through in-class        embody. Students will write an artist statement
the problems which have traditionally caused a        critiques, students will create a body of work       describing the content and the intent of their
high failure rate in ceramic works. It is non-toxic   which demonstrates these conceptual, formal          artwork. There will be an oral defense with the
and requires a minimum of new equipment.              and technical aspects of three-dimensional           faculty at the end of the semester to prepare
                                                      artwork.                                             for ART 590 Thesis Exhibition in the spring,
ART 505 Photography                                                                                        in which the student will begin actual work on
(3 Cr.)                                               ART 510 Metals                                       the thesis show.
This studio course is a comprehensive review          (3 Cr.)
of photography’s historical and contemporary          This studio course will explore the conceptual,      ART 590 Visual Thesis
methods of making and understanding                   formal and technical aspects of creating artwork     (4 Cr.)
photographic images. The interdisciplinary            in metalsmithing. Students will use non-ferrous      In conjunction with a visual thesis advisor
curriculum centers on developing technical            metals such as copper, brass, nickel, silver         the student will develop a body of creative
abilities which are unique to the visual              and gold, along with various other materials         artwork. This work must demonstrate a serious
language of photography. Working in both              such as stone, wood, resin and found objects.        level of technical and conceptual merit in the
19th and 20th century media, including                Techniques include sawing, soldering, various        chosen media. The work must be formally
pinhole, camera obscura, calotype, Polaroid           forming methods, etching, enamelling, casting        defended to the graduate faculty and presented
transfer and traditional negative to positive         and surface design. Concepts explored will           in a gallery exhibition. The research thesis is
printing procedures, students will examine the        include historical and contemporary notions          a written exposition which must show the
relationship of art and visual perception.            of adornment, the spiritual significance             ability to write well, demonstrate familiarity
                                                      of the amulet, the status object. Through            with the published materials in the field of the
ART 506 Digital Imaging                               experimentation with materials and techniques        thesis, and knowledge of the accepted ways of
(3 Cr.)                                               and through critiques and written reflections,       presenting and documenting the written text.
This studio course is an accelerated introduction     students will create a body of work which
and integrated overview of computer based                                                                                                                      33
34
College of Business




                      35
     College of Business
     MISSION STATEMENT
     The Mission of the College of Business at
     Cardinal Stritch University is to provide
     education leading to undergraduate and graduate
     degrees in business. It serves adult learners in
     Wisconsin and Minnesota who have significant
     work experience and wish to maintain their
     professional and personal activities while
     pursuing their educational goals.

     The College provides students with knowledge
     and skills built upon an ethical foundation,
     and rooted in the Franciscan Values. Through a
     unique combination of academic quality, service,
     and convenience, it prepares adult learners to be
     successful leaders in the global business environment.

     FOCUS
     The graduate degree programs offered through
     the College of Business (COB) operate in                 Cardinal Stritch University’s regional campus in Madison, Wis., offers graduate and
     accordance with the Mission Statement of                 undergraduate degrees in business and graduate degrees in education.
     Cardinal Stritch University and, in doing so,
     subscribe to the following principles:
                                                              suitable location within the states of Wisconsin         overall program is explained and necessary forms
     • COB and its graduate programs are                      and Minnesota, whenever a group of 16 to 22              are completed, are held prior to class start dates.
       committed to the experienced adult learner.            interested students can be brought together.
     • COB programs are oriented toward career                                                                         Designed for working adults, the COB graduate
       preparation and enhancement.                           The programs are offered in two regions. The             programs combine theory with practice. Students
                                                              Wisconsin Region consists of two campuses,               draw upon their professional experience in
     • COB programs emphasize ethics and values.
                                                              Milwaukee and Madison. This region covers most           classroom discussions and in small-group projects
     • COB programs strongly emphasize respect                of Wisconsin including Milwaukee, Waukesha,              in order to integrate theoretical knowledge with
       for students as individuals and the dignity            Washington, Sheboygan, Ozaukee, Dodge,                   the demands of the workplace. An integral part
       of every person.                                       Jefferson, Kenosha, Manitowoc and Racine                 of all COB master’s programs is the capstone
     • COB encourages personal attention and a                counties. Other locations include Madison, Green         course in which students write a significant paper
       commitment to student-teacher interaction.             Bay, Appleton, Marshfield, Wausau, Reedsburg,            addressing an issue, problem, or concern that they
     • COB programs emphasize top-quality                     and Beloit. The Minnesota Region includes Eau            face in their workplace. This culminating activity
       instruction with faculty members who are               Claire and La Crosse, Wis., and service areas in         permits the student to recognize the validity and
       active practitioners as well as scholars.              Minnesota. Offices and telephone numbers for the         value of using learned problem-solving methods
     • COB faculty members are committed to                   two regions are:                                         in a professional environment.
       helping students translate knowledge into
       action.                                                Wisconsin Region                                         A key objective of each program is to integrate
                                                              6801 North Yates Road, Milwaukee, WI 53217               values and ethical decision-making into the
     • COB emphasizes an instructional model                                                                           process of developing competency – an essential
       utilizing small groups working in teams to             (414) 410-4422 or 1-800-347-8822, ext. 4422
                                                                                                                       ingredient in managing today’s world of rapid
       solve problems in the workplace.                                                                                economic and technological change.
                                                              8017 Excelsior Drive, Madison, WI 53717
     Cardinal Stritch University’s business-oriented          (608) 831-2722 or (800) 383-3308
     graduate programs for working adults are                                                                          WHICH PROGRAM IS MOST
     offered through the College of Business. Like            Minnesota Region                                         SUITABLE?
     its undergraduate counterparts, the College              3300 Edinborough Way, Suite 320,                         Students who seek the MSM degree are likely
     of Business master’s degree programs allow               Edina, MN 55435                                          to be interested in the internal operations of
     working adults to advance their personal and             (952) 835-6418 or 1-800-878-7482                         an organization. The MSM curriculum has a
     professional educational goals while maintaining                                                                  definite focus on the management of people and
     a career. Graduate degree programs offered                                                                        is appropriate for managers in either for-profit
     by COB include the Master of Science in                  HOW THE PROGRAMS WORK                                    or non-profit organizations. Those who wish to
     Management (MSM) and the Master of Business              Whether on-campus or off-campus, instructional           remain in their specialty field but who want to
     Administration (MBA).                                    activities in the COB graduate programs are              advance to a managerial role or enhance their
                                                              typically scheduled in six- to eight-week courses,       managerial skills would find the MSM program
     REGIONS                                                  presented one weekday evening per week.                  suitable.
                                                              Capstone courses are 12 weeks. They are based
     The College of Business offers graduate programs         on a facilitative model of education in which the
     at off-campus sites as well as at the University.                                                                 The MBA is aimed at those interested in
                                                              students assume responsibility for self-directed, life   management of a total enterprise or leadership of
     Enrollment in these programs is possible at any          long learning. Information meetings, at which the        a major division of an organization. Students who
36                                                                                                                     seek the degree are more likely to be interested
in the external relationships of the firm: how          TIME LIMIT                                             DEGREE COMPLETION
it operates in the larger context of business in
general, and how it deals with environmental,
                                                        All requirements for the master’s degree must be       REQUIREMENTS
                                                        fulfilled within seven consecutive academic years      In order to receive a master’s degree in the College
economic, competitive, technological, regulatory        following initiation of course work in the major.
and cultural factors. This program gives more                                                                  of Business, the following requirements must be
                                                        Credits on a student’s record earned more than         met:
emphasis to the financial aspects of organizational     seven years prior to the master’s graduation date
management and, as such, requires that applicants       will not be accepted toward the master’s degrees       • Successful completion of the master’s
demonstrate appropriate levels of knowledge in          without the permission of the Graduate Academic           curriculum (33 credits for the MSM and
the areas of economics, statistics, accounting,         Standards Committee. Students who have not                36 for the MBA) with an overall GPA of 3.0
and finance.                                            been enrolled at the University for six months or         (4.0 scale) or better;
                                                        more must reapply to the University and to the         • Faculty recommendation for graduation;
ADMISSIONS PROCEDURES                                   program.                                               • All credits applied towards a master’s degree
In addition to the general admissions procedures                                                                  must have been completed within seven (7)
detailed on page 12, the following requirements         TRANSFER CREDITS                                          years of the awarding of the degree;
must be met by any student who applies for              Because of the specialized nature of the master’s      • In order to receive the degree, all equipment
admission to the COB master’s degree programs:          programs, only one degree-related graduate-               belonging to the University must be
                                                        level course of three or four semester credits            returned in good order, and all tuition and
• a bachelor’s degree from a regionally-accredited      (depending on the course) will be accepted from           fees must be paid in full;
   college or university;                               another regionally-accredited college or university    • Application for graduation must be
• a cumulative grade point average (GPA) of 2.5         in transfer. Only courses with grades of B or             submitted by March 1 for May graduation,
   on a 4.0 scale in all undergraduate work;            better will be considered.                                by Aug. 15 for August graduation, and
• three years of full-time work experience                                                                        by Oct. 1 for December graduation. Formal
   post-high school, including exposure to              For the graduate degree programs, only                    commencement ceremonies are held in May
   the functions of management (e.g., planning,         graduate courses that had a significant computer          and in December. Minnesota Region candidates
   budgeting, organizing, staffing, leading,            application as part of the course will be considered      attend commencement ceremonies in
   training, analyzing or controlling.)                 for transfer. There is no credit for prior learning       Minnesota in June.
                                                        (CPL) option available at the graduate level.
Prerequisites
Prerequisites must have been completed within           All credits applying towards a graduate degree
the last ten years at an accredited college or          must have been earned within the seven (7) years
university and be approved by the Academic              prior to the awarding of the graduate degree.
Assessors. A statistics prerequisite course must
have included appropriate computer methods for          GRADING SYSTEM/
statistical analysis. Each prerequisite is calendared
into the program sequence, giving students an           PERFORMANCE
opportunity to fulfill the requirement.                 REQUIREMENTS
                                                        COB uses the quality point system defined by
MBA
                                                        the University on page 17 of this catalog as well
 Undergraduate Statistics
                                                        as in the COB Student Handbook. Performance
 Undergraduate Microeconomics
                                                        requirements are as follows:
 Undergraduate Financial or
   Managerial Accounting
                                                        Graduate students enrolled in a COB master’s
 Undergraduate Finance
                                                        degree program are required to maintain a
MSM                                                     cumulative grade point average (GPA) of 3.0.
 Undergraduate Statistics                               If a student’s GPA falls below 3.0, he/she will be
                                                        considered on “academic probation” and must
Individuals who seek admission to a COB master’s        re-establish a GPA of 3.0 within the next six
degree program should contact the COB office in         graduate credits or face dismissal.
the appropriate Region.
                                                        No course grade lower than a “C” will be accepted
                                                        for credit in a COB graduate-level course. If
FINANCIAL INFORMATION                                   a grade of “C-” or lower is earned, the student
Information on tuition and payment procedures           is required to retake the course and repay the
can be obtained from the appropriate Regional           required tuition fee. The student must contact
COB Office, and tuition refund policies (in             the Director of Academic Counseling in the
the case of withdrawal) are defined in the COB          appropriate Region to make arrangements to
Student Handbook. The amounts vary according            retake the course in a timely manner. Receipt
to the program. Information on financial aid            of two grades of “C-” or lower will be judged as
can be obtained from the Financial Aid Office           cause for dismissal from the program.
at Cardinal Stritch University in Milwaukee.
Students should also check with their employers,
as many organizations offer tuition reimbursement
programs as an employee benefit.
                                                                                                                                                                      37
     PROGRAM DESCRIPTIONS COLLEGE OF BUSINESS

     MASTER OF SCIENCE IN MANAGEMENT (MSM)
     The 33-credit Master of Science (MSM) degree          and apply statistical tools in the analysis of data    creatively in implementing management strategies
     program focuses on the emerging field of the          which support quality effectiveness initiatives.       in a changing environment. Exercises also
     development of organizations. Students explore        A major component of the program is the                engage students in problem-solving and decision
     in depth basic management functions and learn         exploration of ethical and social issues that          making in developing and facing intrapreneruial
     how effective leadership can encourage the            students may encounter as managers.                    opportunities for competitive advantage and
     achievement of organizational objectives. Dealing                                                            organizational success. In the final course,
     with individual and group behaviors within an         The program also acquaints students with the           using the case study method, students integrate
     organization, the core curriculum focuses on          language, concepts, and tools of accounting            concepts learned throughout the MSM degree
     human resource management as it contributes to        and finance, and enables them to develop skills        program and learn to apply analytical techniques
     productivity, quality, and achieving organizational   and concepts needed to manage information              to address challenges and opportunities faced
     objectives. Students learn the dynamics of team       technology effectively and efficiently. Applied        by organizations in an environment of constant
     work, participate in a community service project      case studies enable students to think critically and   change.



     MSM COURSE DESCRIPTIONS
     ADM 321 Statistics I                                  and examine how its functions relate to                learn the tools and techniques to develop and
     (3 Cr., 6 Weeks)                                      improving productivity and quality in order to         implement strategies in order to manage in a
     This course introduces students to a variety          meet organizational objectives.                        changing environment.
     of data analysis techniques used in planning,
     decision-making, problem-solving, and process         MGT 534 Managing and Motivating Teams                  MGT 547 Intrapreneurship
     control functions common to the business              (3 Cr., 6 Weeks)                                       (3 Cr., 6 Weeks)
     world. The course develops the critical-thinking      In this course, students learn about team              This course focuses on creative problem-
     skills needed to identify and interpret statistical   dynamics and how to manage and motivate                solving and decision-making to achieve value
     reasoning that supports the interpretation of         teams and team members. Students learn                 for an organization’s stakeholders. It covers
     data and emphasizes the meaning and use of            how interpersonal, management, and conflict            the approaches, guidelines, and skills needed
     statistical information. (Prerequisite for MGT        resolution skills are beneficial to solving            to identify and develop intrapreneurial
     528)                                                  problems, making decisions, and completing             opportunities for competitive advantage and
                                                           projects.                                              organizational success. (pending approval)
     MGT 505 Advanced Management and
     Leadership                                            MGT 535 Advanced Organizational Behavior               MGT 562 Accounting and Finance for Non-
     (3 Cr., 6 Weeks)                                      (3 Cr., 7 Weeks)                                       Financial Managers
     Students explore in depth the basic management        This course deals with individual and group            (3 Cr., 8 Weeks)
     functions of planning, organizing, leading,           behaviors within an organization. It focuses on        In this course, students examine the language
     and controlling, as well as the competencies          challenging employees to exceed performance            and concepts of accounting and finance so
     associated with successful management such            goals while remaining committed to core values         that, as non-financial managers, they can
     as teamwork, global awareness, planning               of the organization. The course covers the             communicate more effectively with the fiscal
     and administration, and communication. In             theoretical approach to organizational behavior        personnel in an organization. Students study
     addition, they learn how effective leadership         and also the application of these concepts to real     key accounting and financial principles in
     can promote the achievement of organizational         world situations.                                      order to analyze and manage costs and profits.
     objectives. Students also complete a community                                                               Budgets, as management planning and control
     service project as part of this course.               MGT 540 Managing Technology for                        tools, are also discussed.
                                                           Organizations
     MGT 528 Statistical Analysis for Managers             (3 Cr., 6 Weeks)                                       MGT 574 Ethical Issues and Social
     (3 Cr., 8 Weeks)                                      This course enables students to develop the skills     Responsibility
     The emphasis in this course is on statistical and     and concepts needed to achieve organizational          (3 Cr., 6 Weeks)
     research methods as they apply to management          goals using the management of technology               In this course, students learn about the
     problems and decisions. Students learn statistical    and the information it generates. The course           ethical and social responsibilities necessary for
     tools and how to use and analyze appropriate          focuses on how information technology enables          managing in today’s environment. By examining
     data to promote quality effectiveness.                organizations to operate in more effective and         ethical and social issues that they encounter as
     Prerequisite: ADM 321 Statistics I                    efficient ways. (pending approval)                     managers, students learn to identify common
                                                                                                                  patterns of success and failure related to the
     MGT 532 Advanced Human Resource                       MGT 545 Managing Change                                ethical and social behaviors of organizations.
     Management                                            (3 Cr., 6 Weeks)
     (3 Cr., 6 Weeks)                                      Drawing from the areas of organizational               MGT 584 Capstone: Strategic Management
     This course presents a systematic framework for       behavior and management, this course focuses           for Organizations
     understanding the human resource management           on the manager’s role in affecting change within       (3 Cr., 12 Weeks)
     functions within an organization. The student         an organization. Through the study of cases            Corporate and organizational leaders design
     will get an overview of personnel management          of successful organizational change, students          strategic organizational management processes
38
MSM COURSE                                          MASTER OF BUSINESS ADMINISTRATION (MBA)
DESCRIPTIONS
CONTINUED                                           The MBA is a 36-credit, non-traditional,              ethical issues, human resource management, and
                                                    computer-enhanced, graduate degree program            global business policy and strategy.
                                                    designed with the working professional in mind.
to deal effectively with change. Using case study                                                         In the final course, Capstone: Global Business
analysis, SWOT analysis and policy analysis and     The main goal of the MBA program is to develop        Policy and Strategy, students apply theoretical
design, students investigate how these processes    the broad management analysis, synthesis, and         knowledge to the analysis of global business
promote ideal organizational positioning in         leadership skills required for middle- and upper-     problems. Using case study methods, students
a world of change. Based on the formulation         level management. As a professional degree            examine the development, implementation, and
of mission and vision statements, students          program, much of the MBA course work stems            reformation of a global business strategy. In
examine the impact of organizational culture        from the disciplines of management science,           addition, students select a problem or concern
and strategic planning and management               marketing, finance, and accounting. Due to the        related to course work throughout the MBA
to determine how these elements affect the          intensive nature of the advanced economics,           degree program and to their own professional
achievement of the organization’s strategic         statistics, finance, and accounting courses, MBA      responsibilities, research literature based on
objectives. In addition, students select a          degree applicants must demonstrate appropriate        similar situations, evaluate alternatives, and
                                                    levels of knowledge in these areas or take            recommend a solution for the selected challenge.
problem in the workplace and apply techniques
                                                    undergraduate-level prerequisites.                    The resultant Capstone Paper and defense of
and methodologies learned in previous course                                                              the research, through an oral presentation,
work to investigate possible solutions. Students    Other topics of study in the MBA curriculum           demonstrates the integration of professional and
then recommend a solution for the problem.          include quantitative analysis, operations             academic accomplishments.
The students present their research, analysis       management, organizational behavior, legal and
and recommendations in the form of a
significant paper and oral defense. Prerequisite:
Completion of all MSM course work                   MBA COURSE DESCRIPTIONS
                                                    ADM 321 Statistics I                                  and purchasing plants and equipment are also
                                                    (3 Cr., 6 Weeks)                                      covered. (Prerequisite for CMB 513)
                                                    This course introduces students to a variety
                                                    of data analysis techniques used in planning,         ASB 205 Accounting I: Financial Accounting
                                                    decision-making, problem-solving, and process         (3 Cr., 6 Weeks)
                                                    control functions common to the business              This course is an overview of the accounting
                                                    world. The course develops the critical-thinking      process, presenting the nature of accounting
                                                    skills needed to identify and interpret statistical   information and how it is used in managerial
                                                    reasoning that supports the interpretation of         decision-making. It focuses on basic accounting
                                                    data and emphasizes the meaning and use of            knowledge and the relationships among balance
                                                    statistical information. (Prerequisite for CMB        sheets, income statements, statements of cash
                                                    526)                                                  flow, and statements of retained earnings.
                                                                                                          (Prerequisite for CMB 509)
                                                    ADM 341 Microeconomics
                                                    (3 Cr., 5 Weeks)                                      CMB 502 Function and Practice of
                                                    This course is designed to provide a basic            Management
                                                    foundation in the principles of microeconomics        (3 Cr., 6 Weeks)
                                                    in relation to the behavior of individual units       In this course, the student receives a thorough
                                                    in the economy. The student considers the             foundation in management theory and practice.
                                                    elements of supply and demand, market                 The class addresses major issues faced by modern
                                                    structure and competition, and resource               managers and investigates how strategies can be
                                                    allocation issues. The study of individual units      applied to these issues.
                                                    in relation to the economic system as a whole
                                                    assists the student in developing a rational          CMB 504 Legal and Ethical Issues for
                                                    framework for decision-making in modern               Managers
                                                    business situations. (Prerequisite for CMB 507)       (3 Cr., 6 Weeks)
                                                                                                          This course is a study of the moral, ethical,
                                                    ADM 406 Managerial Finance                            and legal aspects of business decision-making
                                                    (3 Cr., 5 Weeks)                                      for various types of business organizations
                                                    In this course, the student learns the latest         including international businesses. The class uses
                                                    financial management techniques using                 a case study and problem exploration/solution
                                                    spreadsheet applications to optimize the wealth       approach.
                                                    of a business, subject to the constraints of taxes
                                                    and regulations. It provides a foundation by          CMB 507 Advanced Managerial Economics
                                                    addressing such topics as the role of finance,        (3 Cr., 8 Weeks)
                                                    the mathematics of finance, and the theories of       The course provides an overview of economic
                                                    how to value a business. The management of            theory and its use in analyzing budgetary issues,
                                                    accounts receivable and inventories, financing        marketing planning, and worldwide competitive
                                                    long-term assets, issuing stocks and bonds,           factors in business operations. Students will        39
     explore micro- and macro-economic principles,       CMB 525 Production and Operations
     applications, and techniques relating directly      Management
     to business. Prerequisite: Undergraduate level      (3 Cr., 7 Weeks)
     microeconomics class (ADM 341 or equivalent).       This course provides an introduction to the
                                                         field of operations management. The principles,
                                                         concepts, and techniques of production/
     CMB 508 Advanced Marketing Management
                                                         operations management will be discussed in
     (3 Cr., 6 Weeks)
                                                         relation to the problems and challenges of both
     This course is a study of advanced marketing
                                                         international and domestic settings. Topics
     management, especially product, price,
                                                         include: location planning, process selection and
     promotion, and distribution problem-solving
                                                         capacity planning, facilities layout, scheduling,
     within the legal, social, and international
                                                         quality assurance, inventory, and others.
     environments in which marketing problems
     occur.
                                                         CMB 526 Statistical Methods II
                                                         (3 Cr., 8 Weeks)
     CMB 509 Advanced Managerial Accounting
                                                         The purpose of this course is to develop
     (3 Cr., 8 Weeks)
                                                         the student’s understanding of the use of
     This course examines principles, techniques, and
                                                         statistics and research methods for business
     uses of accounting in the planning and control
                                                         applications. The focus is on the collection,
     of business organizations from the management
                                                         analysis, interpretation and reporting of data
     perspective. Areas of emphasis include the
                                                         for management decisions. Concepts covered
     budgetary process and related performance
                                                         include probability distributions and hypothesis
     evaluation techniques, cost-volume-profit
                                                         testing, regression and forecasting using Excel
     relationships, product costing methods, and
                                                         software. Prerequisite: Undergraduate statistics
     capital investment decisions. Prerequisite:
                                                         (ADM 321 or equivalent)
     Undergraduate level financial or managerial
     accounting class (ASB 205 or equivalent).
                                                         CMB 533 Human Resource Strategies
                                                         (3 Cr., 6 Weeks)
     CMB 510 Human Relations and
                                                         This course focuses on basic human resource
     Organizational Behavior
                                                         methods and links them to a firm’s business
     (3 Cr., 6 Weeks)
                                                         strategy. By reviewing practical examples,
     This course focuses on organizational conflicts
                                                         students learn about assessing an organization
     that impede management effectiveness and
                                                         and designing integrated staffing, development,
     explores solutions to these problems. Classical
                                                         and reward practices.
     and contemporary organizational theories
     are examined as background for the applied
                                                         CMB 544 Capstone: Global Business Policy
     management material.
                                                         and Strategy
                                                         (3 Cr., 12 Weeks)
     CMB 511 Quantitative Analysis for
                                                         This course illustrates the development,
     Management
                                                         implementation and reformulation of global
     (3 Cr., 8 Weeks)
                                                         business strategy. It stresses the need for,
     This class introduces quantitative techniques
                                                         awareness of, and accommodation to changes in
     useful in management decision-making
                                                         a company’s internal and external environments
     including break-even analysis, linear
                                                         and covers generic types of business strategies
     programming, sensitivity analysis, and other
                                                         and techniques for analyzing global initiatives
     decision-making models.
                                                         and operations. Students complete a Capstone
                                                         Paper that incorporates concepts from this course
     CMB 513 Advanced Managerial Finance
                                                         and previous courses and analyzes a problem or
     (3 Cr., 8 Weeks)
                                                         opportunity found in the workplace. Students
     This course presents the fundamental financial
                                                         defend their research during an oral presentation
     concepts and principles necessary for the
                                                         that also provides an overview of the Capstone
     financial planning, control, and analysis of
                                                         Paper. Prerequisite: Completion of all MBA
     business organizations from a management
                                                         course work
     perspective. Included as areas of concentration
     within this class are determinants of valuation,
     financial analysis and forecasting, capital
     investment decisions, capital cost and structure,
     the management of funding sources and
     working capital, and contemporary issues
     in financial management. Prerequisite:
     Undergraduate finance (ADM 406 Finance or
     equivalent)

40
College of Education




                       41
     College of Education                                                               TE
                                                                                    CA tation
                                                                                  N di
                                                                                      e
                                                                                  Accr
     MISSION STATEMENT
     Our mission is to transform lives and
     communities by preparing leaders for learning
     and service.

     FOCUS
     The College of Education is an innovative and
     compassionate community devoted to bridging
     knowledge, practice, and service. For each degree
     program, program outcomes and candidate
     performance indicators delineate the knowledge,
     skills and dispositions to be developed in
     candidates for graduate degrees and/or advanced
     certification. As a unit, the College of Education
     is committed to effectively preparing candidates
     to meet the following standards of behavior:

     Teachers
     Teachers know the subjects they are teaching.
     Wisconsin Teacher Standard One – The teacher
     understands the central concepts, tools of inquiry,
     and structures of the disciplines he or she teaches
     and can create learning experiences that make
     these aspects of subject matter meaningful
     for pupils.

     Teachers know how children grow and can
     provide appropriate instruction.
     Wisconsin Teacher Standard Two – The teacher
     understands how children with broad ranges
     of ability learn and provides instruction that
     supports their intellectual, social, and personal
     development.

     Teachers understand that children learn
     differently and can meet their diverse needs.
     Wisconsin Teacher Standard Three – The teacher
     understands how pupils differ in their approaches
     to learning and the barriers that impede learning
     and can adapt instruction to meet the diverse
     needs of pupils, including those with disabilities
     and exceptionalities.

     Teachers know how to teach and use a variety
     of strategies including technology.
     Wisconsin Teacher Standard Four – The teacher
     understands and uses a variety of instructional
     strategies, including the use of technology to
     encourage children’s development of critical          collaboration, and supportive interaction in the   Teachers evaluate their effectiveness and seek
     thinking, problem solving, and performance skills.    classroom.                                         opportunities to grow professionally.
                                                                                                              Wisconsin Teacher Standard Nine – The teacher is
     Teachers know how to manage a classroom.              Teachers plan different kinds of lessons.          a reflective practitioner who continually evaluates
     Wisconsin Teacher Standard Five – The teacher         Wisconsin Teacher Standard Seven – The teacher     the effect of his or her choices and actions
     uses an understanding of individual and group         organizes and plans systematic instruction based   on pupils, parents, professionals in the learning
     motivation and behavior to create a learning          upon knowledge of subject matter, pupils, the      community and others and who actively seeks
     environment that encourages positive social           community, and curriculum goals.                   out opportunities to grow professionally.
     interaction, active engagement in learning, and
     self-motivation.                                      Teachers know how to assess student progress.      Teachers are connected with other teachers
                                                           Wisconsin Teacher Standard Eight – The teacher     and the community and behave in a
     Teachers communicate well.                            understands and uses formal and informal           professional manner.
     Wisconsin Teacher Standard Six – The teacher          assessment strategies to evaluate and ensure the   Wisconsin Teacher Standard Ten – The teacher
     uses knowledge of effective verbal and nonverbal      continuous intellectual, social, and physical      fosters relationships with school colleagues,
     communication techniques as well as instructional     development of the pupil.                          parents, and agencies in the larger community
     media and technology to foster active inquiry,                                                           to support pupil learning and well being and acts
42                                                                                                            with integrity, fairness and in an ethical manner.
Administrators                                           Apply for Graduation:
Administrators are competent in the ten                  Students anticipating completion of all of the
teacher standards.                                       requirements for a master’s degree must file an
Wisconsin Administrator Standard One – The               application for graduation even if they are not
administrator has an understanding of and                participating in the ceremony.
demonstrates competence in the teacher standards
under s. PI 34.02.                                       Deadlines are March 1 for May graduation,
                                                         Oct. 1 for December graduation, and Aug. 15
Administrators implement a vision of learning            for August graduation. Formal commencement
that is shared by the school community.                  exercises are held in May and December.
Wisconsin Administrator Standard Two
– The administrator leads by facilitating the            Practicum and Research
development, articulation, implementation, and
stewardship of a vision of learning that is shared       Opportunities:
by the school community.                                 Education graduate students at Stritch may gain
                                                         valuable hands-on experience by taking advantage
Administrators nurture a school culture and              of practicum and research opportunities in the
instructional program that promotes student              following places.
learning and staff professional growth.
Wisconsin Administrator Standard Three – The             The Reading/Learning Center provides facilities
administrator manages by advocating, nurturing,          specifically designed for graduate education and
and sustaining a school culture and instructional        research. Graduate students have the opportunity
program conducive to pupil learning and staff            to work with elementary and middle school
professional growth.                                     students who are receiving reading, writing and
                                                         study skills help at the Center.
Administrators maintain a safe, efficient and
effective learning environment.                          The St. Francis Children’s Center, located at
Wisconsin Administrator Standard Four –                  the northwest corner of the Milwaukee campus,
The administrator ensures management of the              is a state-of-the-art-facility serving children
organization, operations, finances, and resources        with and without developmental and learning
for a safe, efficient, and effective learning            problems from birth to adolescence. Here,
environment.                                             unique opportunities are offered to education,
                                                         special education, and psychology students for
Administrators collaborate with families and             observation, participation and research projects in
community members.                                       the Center’s Integrated Early Childhood Programs
Wisconsin Administrator Standard Five – The              and the alternative academic level classrooms.
administrator models collaborating with families
and community members, responding to diverse             St. Coletta of Wisconsin (Jefferson, Wis.)
community interests and needs, and mobilizing            offers practica in adult services for persons with
community resources.                                     cognitive disability. Other special schools and
                                                         community agencies in metropolitan Milwaukee
Administrators act in a professional and ethical         are also available to graduate students for
manner.                                                  practicum experiences.
Wisconsin Administrator Six – The administrator
acts with integrity, fairness, and in an ethical
manner.

Administrators respond to all contexts that
affect schooling.
Wisconsin Administrator Seven – The
administrator understands, responds to, and
interacts with the larger political, social, economic,
legal, and cultural context that affects schooling.


DEGREE REQUIREMENTS
Completion requirements for different programs
in the College of Education vary across programs
and are stated in the sections of the catalog
that describe each specific program. All graduate
programs require a research component and
submission of a portfolio. Some programs also
require a comprehensive examination.

                                                                                                               43
     2004-2005 Higher Education Act Title II
     I. Students in the regular teacher-preparation         INSTITUTIONAL REPORT
     program                                                Office of Postsecondary Education
               • Stritch had 445 students in teacher        U.S. Department of Education
               preparation, including all areas of          Academic year: 2001-2002
               specialization.
                                                            The mission of Cardinal Stritch University
     II. Supervised student teaching                        is to assist women and men in pursuing
                • Eighty-eight (in the regular program      lifelong learning. Using both traditional and
                and any alternative-route programs)         nontraditional approaches, the University is
                were in student-teaching programs.          committed to programs of direct service to
                                                            individuals who might not otherwise be served.
     III. Supervising faculty                               The mission of the College of Education is to
                Supervising faculty includes all            transform lives and communities by preparing
     persons with faculty status who were assigned          leaders for learning and service.
     by the teacher-preparation program to provide
     supervision and evaluation of student teaching,        All teacher education programs (initial, extended,
     with an administrative link or relationship to the     undergraduate and graduate) are closely
     teacher-preparation program. Stritch had 19:           tied to the 10 Wisconsin Teacher Standards.
                • Four worked full time in professional     Programs are united by the following conceptual
                education. (These individuals work          framework: The College of Education is devoted
                full time in the College of Education       to bridging learning, practice and service.
                at Stritch and spent at least part of the   Each program in the College of Education
                time supervising teacher-preparation        is driven by program outcomes, measurable
                students.)                                  performance indicators, and assessment criteria.
                • Five worked full time at the              The performance indicators clearly specify
                University and part time supervising        what students should be able to know and do
                or teaching in the teacher-preparation      after completion of a course or program. The
                program.                                    College of Education emphasizes performance
                • Ten worked part-time in                   as a teacher as opposed to performance as a
                professional education and are not          university student.
                otherwise employed by Stritch.
                (These individuals may be part-time         The College is accredited by the National
                university faculty or pre-K-12 teachers     Council for the Accreditation of Teacher
                who supervise prospective teachers.         Education (NCATE). The last accreditation
                This number does not include K-12           report, in March of 2000, identified as a
                teachers who simply receive a stipend       strength the unit’s performance-driven, student-
                for supervising student teachers.)          centered instruction and assessment system.
                                                            “The progression from conceptual framework
     IV. Student/faculty ratio was 4.6.                     to standards to outcomes to performance
                                                            indicators is comprehensive, relatively complete,
     V. Hours of preparation                                and reflects work at the front end of the
              • On average, 40 hours per week of            performance-based movement in the preparation
              student participation in supervised           of school personnel,” according to the report.
              student teaching was required.                The assessment plan of the College of Education
              • The total number of weeks of                was favorably reviewed by the Department of
              supervised student teaching required          Public Instruction in March of 2002.
              was 18.
              • The total number of hours required
              was 720 hours.

     VI. State approval and accreditation of teacher
     preparation programs
                • Stritch’s teacher preparation
                program is accredited by the State of
                Wisconsin.
                • It is NOT under a designation as
                “low-performing” by the state (as per
                section 208 (a) of the HEA of 1998).


44
Program Descriptions – College of Education
MASTER OF ARTS IN TEACHING (MAT)
The Master of Arts in Teaching (MAT) program         Master of Arts in Teaching                      ADMISSION REQUIREMENTS
has a dual emphasis: teacher certification in        Certification Areas                             To qualify for admission to graduate studies at
Pre-K-12 education and a master’s degree that                                                        Cardinal Stritch University, you must have:
enhances the ability to apply theory to practice.    Early Childhood - Middle Childhood
This program is specifically designed for post-      Middle Childhood - Early Adolescence            • A bachelor’s degree from a regionally-
baccalaureate students who frequently bring             (requires a certifiable minor)                 accredited college or university
previous experience from another career field.       Early Adolescence - Adolescence                 • A grade point average of 2.75 on a 4.0 scale
It allows these students to enter a new career                                                         (probational acceptance may be granted).
                                                        (requires a certifiable major)
while advancing professionally and academically.
                                                     Art Education (Early Childhood - Adolescence)
                                                                                                     To gain full admission to the Master of Arts in
The MAT offers teacher certification and a           Foreign Language Education                      Teaching program, you must also provide:
master’s degree in a program specifically               (Early Childhood - Adolescence)              • Passing scores on at least two of the three
designed to meet the needs of the returning          Theater (Early Childhood - Adolescence)            sections of the Pre-Professional Skills
adult student. The program combines classroom
                                                     Music (Early Childhood - Adolescence)              Test (PPST)
instruction with field experience in Pre-K-12
schools. Completion of a student teaching                                                            • Two Attitude and Disposition questionnaires
placement qualifies students to apply for a                                                             on the approved MAT forms.
                                                     Certifiable minors for Middle Childhood
teaching license in their chosen area.               - Early Adolescence certification may be        • A personal essay, not more than two pages
                                                     selected from the following academic areas:        in length, outlining your reasons for seeking
An integral aspect of both the certification                                                            teacher certification, life experiences that may
                                                        Computer Science
process and master’s degree course work is the                                                          have affected this career choice, and the level
development of a professional portfolio. This           English (Language Arts)                         of commitment you are willing to make to a
portfolio will evolve throughout the course of the      History                                         master’s degree program.
program and is designed to meet the Wisconsin           Mathematics
Department of Public Instruction requirements           Political Science
for teacher licensure and renewal.                      Science (Broad field)                        GRADUATION
                                                        Social Studies (Broad field)                 REQUIREMENTS
Students who are extending their current license
                                                        Speech/Communications                        To qualify for graduation from this program,
into another certification area through the
                                                                                                     you must:
Master of Arts in Teaching program need to
be aware of the application deadline dates for                                                       • Complete master’s course work with a 3.0
                                                     Certifiable majors for Middle/Secondary           overall grade point average on a 4.0 scale with
student teaching. Students who plan to student       6-12 certification may be selected from the
teach during the fall semester need to apply by                                                        no individual grade lower than a “B-”
                                                     following academic areas:
March 1. Those planning to teach during the                                                          • Complete professional portfolio and student
                                                        Biology
Spring semester need to apply by October 1.                                                            teaching practicum
Arrangements must be made through the Director          Broad field Social Studies
                                                                                                     • Complete all requirements for the master’s
of Student Placements.                                  Chemistry                                      degree within seven consecutive academic years
                                                        Computer Science
PROGRAM FORMAT                                          English
Courses are offered during the evening in the           Foreign Language (French, Spanish)
traditional semester format. A limited number           History
of classes also are offered during daytime hours.       Mathematics
Full-time students can complete the certification       Political Science
portion of the program in just three semesters,         Sociology
and complete their master’s degree after they have
secured a teaching position. Part-time students
complete the program at their own pace. Credits
required for certification vary from 41 to 44
credits, depending upon the certification chosen.
These totals include a 12-credit student teaching
placement.




                                                                                                                                                           45
     MASTER OF EDUCATION IN INSTRUCTIONAL TECHNOLOGY,
     MASTER OF SCIENCE IN INSTRUCTIONAL TECHNOLOGY
     The use of computers and instructional                  into a Master’s program allowing one to                  GRADUATION
     technology continues to increase rapidly as             concurrently earn both a Master’s Degree and the
     does the number of educators who use them.              ITC certification. These courses are in a blended        REQUIREMENTS
     For some, the computer is the object of                 online format.                                           To qualify for graduation from this program,
     instruction; for others it is a tool to support                                                                  you must:
     learning. However, effective use of instructional       One may also choose to pursue the Initial                • Complete master’s course work with a 3.0
     technology has become an important part                 Instructional Library Media Specialist (901)               overall grade point average on a 4.0 scale with
     of teaching and learning for everyone. The              certification. The holder of this license is qualified     no individual grade lower than a “B”
     computer, Internet and other instructional              to work in an instructional media center providing       • Complete a Culminating Experience
     technologies have created opportunities                 library and instructional technology services. This
                                                                                                                      • Complete a comprehensive exam, covering
     undreamed of just a few years ago. Along                is a temporary license. One wishing to continue
                                                                                                                        four areas of computer science and educational
     with growth in technology use, several needs            to provide continued service and leadership in the
                                                                                                                        computing
     have evolved:                                           field must obtain the Professional Instructional
                                                             Library Media Specialist (902) License.                  • Complete all requirements for the master’s
     • a need to be able to use computers and
                                                                                                                        degree within seven consecutive academic years
        modern technologies effectively as tools to
                                                                                                                      • Obtain a recommendation for graduation from
        enhance learning, teaching, and training;            DEGREE REQUIREMENTS                                        the program chair.
     • a need to know how to integrate effectively the       Either program requires one to take 32 credits
        use of computers and other technologies into         chosen from within the ME or MS program
        the curriculum;                                      guidelines, and the Culminating Experience,
     • a need to be aware of emerging technologies,          CED 599. Both programs require a statistics
        including multimedia, communications                 competency, usually met with CED 549.
        and information access technologies, and to
        be able to plan for their implementation and         M.Ed. in Instructional Technology
        management;
                                                             • Introduction and Overview – 3 Cr. minimum
     • a need to be able to assume a leadership role
                                                             • Languages and Programming Fundamentals
        in planning, implementing, and supporting
                                                                – 6 Cr. minimum
        instructional technology.
                                                             • Computer Systems and Information
     Cardinal Stritch University offers two Master’s            Technology – 6 Cr. minimum
     Degree Programs which focus on the use of               • Computer Education, Curriculum and
     instructional technology and its integration. The          Methods – 9 Cr. minimum
     programs prepare one to assume a leadership role        • Educational Foundations – 3 Cr. minimum
     in implementing, guiding, and supporting the use        • Culminating Experience – Action Research
     of instructional technology.                               Project, 2 Cr.

     PROGRAMS                                                M.S. in Instructional Technology
     The Masters of Science in Instructional
     Technology offers a greater focus on technology,        • Introduction and Overview - 3 Cr. minimum
     including; languages, computer system                   • Languages and Software Design – 9 Cr.
     and information technology, digital media,                 minimum
     networking, and database management.                    • Computer Systems and Information
     This program is designed to meet the needs                 Technology – 9 Cr. minimum
     of educators and others who wish to pursue              • Foundations of Computer Education – Two
     technology in greater depth. The needs of the              courses minimum.
     computer teacher are well met by this program;
     others will certainly find the program valuable         • Culminating Experience – 2-4 Cr.
     and interesting as well.
                                                             ADMISSION REQUIREMENTS
     The Master of Education program focuses to              To qualify for admission to graduate studies at
     a greater extent upon curricular integration of         Cardinal Stritch University you must have:
     technology in support of K-12 student learning.
                                                             • A bachelor’s degree from a regionally-accredited
     Both programs stress practical and applicable             college or university
     information for teachers, trainers, staff developers,   • A grade point average 2.75 on a 4.0 scale
     administrators, and anyone who needs to use               (probational acceptance may be granted)
     technology to support learning.                         • Two letters of recommendation

     Secondary certified teachers, pursuing either
                                                             Admissions requirements for the 901/902 ITC
     program may qualify to extend their certification
                                                             Certification programs may differ.
     to include a Computer teacher endorsement (405
     license). Check with department for details.

     The University now offers the Instructional
     Technology Coordinator (ITC) certification.
     Many of its requirements may be incorporated
46
MASTER OF EDUCATION (ME)

Cardinal Stritch University offers an innovative     The portfolio and the results of the action          • Complete and present a comprehensive
Master of Education (ME) program for the             research project are formally presented to an           portfolio.
experienced K-12 teacher or adult educator whose     audience of faculty and cohort peers at the          • Complete all requirements for the master’s
primary goal is to improve student learning and      completion of the program.                              degree within seven consecutive academic
achievement. This program focuses on student                                                              years.
learning: what it means, how to measure it,          PROGRAM FORMAT                                       • Obtain a recommendation for graduation from
and how to improve it. Upon completing the                                                                   the program chair.
program, the educator will have established the      The Master of Education program is offered
foundation for obtaining either “Professional        both on and off campus using a cohort model of
Educator” or “Master Educator” status under          learning. Cohort educational formats offer an
Chapter PI 34, Wisconsin’s re-licensure rules.       atmosphere characterized by support, diversity
                                                     in thinking, autonomy and flexibility that
To earn this degree, a practicing educator must      enhances the quality of learning. The purpose
complete 32 credits of which 23 are core credits     of cohort learning is to build a true community
and 9 are cohort specific. Up to 6 credits of        of learners.
comparable coursework may be transferred into
the program.                                         The program involves classes one night a week
                                                     in addition to mandatory study team meetings.
                                                     Classes meet continuously throughout the year
CORE COURSES: 23 credits                             and are structured in an accelerated format with
                                                     program completion in approximately eighteen
EDU 500 Seminar on Student Learning (1)              (18) months.
EDU 592 Brain and Cognitive Research Applied
        to Learning (3)                              Nine credits of the on-campus program are
EDU 523 Assessment of Learning (3)                   self-selected electives that can be drawn from
EDU 602 Differentiated Learning (3)                  a variety of graduate departments. These are
EDU 604 Teacher Leadership and Learning (3)          generally offered in traditional semester formats.
CED 626 Statistics for Educators (3)
EDU 559 Concept-based Learning (3)
EDU 555 Action Research Applied to Learning          ADMISSION REQUIREMENTS
        I (1)                                        To qualify for admission to graduate studies at
EDU 556 Action Research Applied to                   Cardinal Stritch University and the Master of
        Learning II (1)                              Education program, students must have:
EDU 557 Action Research Applied to
        Learning III (1)                             • A bachelor’s degree from a regionally-
EDU 627 Portfolio: Evidence of Student               accredited                     college or
        Learning (1)                                 university.
                                                     • A grade point average of 2.75 on a 4.0 system.
COHORT SPECIFIC COURSES                                 (probational acceptance may be granted)

(Nine credits)                                       To gain full admission to the Master of Education
The cohort specific courses are mutually agreed      program, during the introductory seminar, you
upon between the school district where the           will be asked to provide:
cohort is located and Cardinal Stritch University.
                                                     • A letter of introduction that outlines your
These courses relate directly to district goals         aspirations for the course of study
and initiatives and could include coursework
in literacy, urban education, special education,     • A photocopy of a valid Wisconsin (or other
technology, teacher leadership or other areas.          state/country) teaching license or evidence of
                                                        prior teaching experience
                                                     • Two years of prior teaching experience
THE PORTFOLIO                                        • Two letters of recommendation to include:
While completing the required 32 credits, the              Current employer who knows the quality
educator systematically develops a portfolio               of your teaching ability
under the direction of faculty that includes:              Colleague, parent, or student who can
                                                           validate your communication and interactive
     •    Artifacts from required coursework               skills as a teacher
          demonstrating increased student
          achievement in the educator’s
          classroom and competence in                GR
                                                     GRADUATION
          Wisconsin’s Ten Teacher Standards;         REQUIREMENTS
     •    A “Professional Development Plan”
          establishing the foundation for            To qualify for graduation from this program,
          obtaining either a “Professional           you must:
          Educator” or “Master Educator”             • Complete master’s course work with a 3.0
          teaching certificate; and                    overall grade point average on a 4.0 grading
     •    An action research project focusing on       scale with no individual grade lower than a
          the improvement of student learning.         “B-.”
                                                     • Complete and present an action research
                                                       project.                                                                                           47
     MASTER OF EDUCATION IN MINISTRY
     The Master of Education in Ministry is designed       PROGRAM FORMAT
     for women and men who desire to engage in             This degree requires a minimum of 30 credits of
     ministry formation in a variety of church and         coursework. During the Professional Development
     community settings. Areas of concentration are        course (RS 500B) the students are assisted in
     Youth Ministry, Adult and Family Ministry, Urban      choosing an area of ministry to accomplish their
     Ministry, and Special Needs Ministry.                 goals. Courses are selected mainly from the cur-
                                                           ricula of the Religious Studies Department.
     This degree requires a maximum of 30 credits of       Courses in other graduate departments are
     academic coursework. In addition to the required      available according to the students’ programs.
     course of study, students may select from a broad     To accommodate special interests and with the
     selection of elective courses, tailored to prepare    approval of the academic advisor, students may
     them for specific careers.                            transfer up to nine credits from another accredited
                                                           graduate school.
     The first course in the Program, Professional
     Development Seminar, assesses students’ personal,
     spiritual, and academic strength of ministry and      DEGREE REQUIREMENTS
     assists them in planning for growth in every          For a Master of Education in Ministry:
     dimension needed. Key values are integrated           Theological Formation (12 cr. minimum)
     throughout the coursework and education prac-         Ministry Courses (3 cr. minimum)
     tices. These key values are:                          Concluding requirements (4-6 cr.)
     • Competency in the knowledge base of religious            (Choose one of the following:)
        studies                                            • Synthesis Seminar
     • Assessment of ministerial skills                    • Supervised Field Placement with Research
     • Ability to work collaboratively                        Paper
     • Development of a spiritual and liturgical life      • Thesis
                                                           • Comprehensive Examination
     • Library and research skills
     • Life long learning and growth                       ADMISSION REQUIREMENTS
                                                           To qualify for admission to graduate studies and
     In the Master of Education/Ministry, 12 credits       the ME-Ministry Program, students must have:
     earned in Religious Studies may serve as an area      • A bachelor’s degree from a regionally-accredited
     of concentration. The resulting degree would             college or university.
     be “Master of Education in (Youth, Adult and          • A grade point average of 2.75 on a 4.0 system.
     Family, Urban or Special Needs) Ministry.”               (probational acceptance may be granted)

                                                           To gain full admission to the program, during the
     CERTIFICATION OPTION                                  introductory seminar students will provide:
     Certification in adult and family ministry,
                                                           • A letter of introduction that outlines their
     youth ministry, and urban ministry is granted
                                                              aspirations for the program
     through the Religious Studies Department at
     the completion of a process indicating basic          • Two letters of recommendation which validate
     understandings and skills related to that ministry.      readiness for the program
     A portfolio presentation, sufficient course work,
     and an articulated philosophy of ministry is an       GRADUATION
     important part of the process.                        REQUIREMENTS
     These certifications seek to empower women            To qualify for graduation from this program,
     and men of faith for education, reflection and        students must have:
     engagement in ministry experiences with various       • Completed Master’s course work (30 credits)
     groups. It is designed for clergy and seminarians,       with a minimum cumulative GPA of 3.0
     as well as for professional and volunteer lay            with no individual course grades below a “C”
     ministers. Pursuit of these certifications may be        and no more than one course grade below a
     a part of the Master of Education in Ministry, or        “B-.”
     the Master of Arts in Religious Studies.              • Satisfactory completion of the culminating
                                                              experience: Synthesis Seminar, Thesis, or
     Courses required/recommended in pursuit of the           Supervised Field Placement with research
     Certification are those which address Scriptures         paper.
     in the context of life in the church community,       • Satisfactory completion of oral and written
     analysis of the mission of the church and of a           comprehensive exams.
     total life of faith in the church community, and      • Successfully completion of a research
     development of skills in working with various            component
     groups in pastoral settings.
                                                           • Completed requirements for the master’s
     An initial one-credit course will assist the             degree within seven consecutive academic years
     student to plan his/her program in ministry. See
     Coordinator of Ministry Programs for a scheduled      FOR ME IN MINISTRY COURSE
     interview and plans for the course, which is          DESCRIPTIONS, PLEASE SEE RELIGIOUS
     offered each semester and during summer sessions.     STUDIES SECTION ON PAGES 30-32
48
MASTER OF SCIENCE IN EDUCATIONAL LEADERSHIP
The Master of Science in Educational Leadership        ADMISSION REQUIREMENTS
(MEL) program is designed for educators who            To qualify for admission to graduate studies in
want to expand their leadership knowledge and          the MEL program, you must have:
skills to serve in formal or informal leadership
roles in schools. The Master’s degree leads to         • A bachelor’s degree from a regionally-accredited
Wisconsin certification as principal and direc-           college or university
tor of instruction. Those not interested in for-       • Grade point average of 3.0 on a 4.0 scale
mal administrative positions but interested in            (conditional acceptance may be granted)
expanding their leadership in the school such as       • Valid Wisconsin teaching license (if administra-
site council member, grade level coordinator or           tive certification is desired)
department chair will benefit equally from the         • Two Attitude and Disposition Questionnaires
program.                                                  completed by references
Each course is taught in a six- to nine-week course
format. The course content emphasizes case study       To gain full admission to the Master of Science in
and action research projects aligned to the stu-       Educational Leadership program, you must also
dents’ school organization and the reality of the      provide the following:
21st century leadership challenges. The program        • Maximum one-page (double-spaced) word-
has an experienced faculty with state and national       processed statement addressing your leadership
reputations for excellence.                              philosophy and your reasons for entering the
                                                         program.
The 31-credit program has several unique
features. Students accrue practicum hours in
leadership within their school systems during          GRADUATION
the course of the program. Each student has            REQUIREMENTS
a mentor who is a practicing administrator in          To qualify for graduation from this program,
public, private or parochial schools. The men-         you must:
tor assists the student throughout the program
by support, visitations and guidance with course       • Complete master’s course work with a 3.0
assignments.                                             overall grade point average on a 4.0 scale and a
                                                         satisfactory grade of “C” or better in any course
The program is aligned with state and national         • Complete a leadership portfolio
leadership standards. Students develop a               • Complete and present master’s project
leadership portfolio that reflects their understand-   • Complete all of the requirements within seven
ing, knowledge, and application of Wisconsin             consecutive academic years
leadership standards to prepare for DPI master
administrator license requirements.                    • Obtain recommendation for graduation from
                                                         the program chair
                                                       • Have a minimum of two years of classroom
PROGRAM FORMAT                                           experience
The program is offered in an accelerated format        • Have a minimum of 550 hours of classroom
at on- and off-campus locations. The degree can          experience.
be completed in 20 months, with classes one
night a week plus study-team meetings.

DEGREE REQUIREMENTS
For a Master’s in Educational Leadership
EDU 570 Introduction to
           Organizational Leadership
EDU 588 Leadership Practica and Research
EDU 574 Leadership Perspective of Nature
           and Nurture of Learning
EDU 576 Leadership in Planning,
           Assessing and Facilitating Learning
EDU 578 Human Resource Leadership for
           the Learning Organization
EDU 580 Developing, Supervising and
           Evaluating Staff
EDU 572 Planning for Organizational Quuality
EDU 582 School Law
EDU 584 School Business
EDU 586 Analysis of System Leadership




                                                                                                             49
     MASTER OF ARTS IN READING/LANGUAGE ARTS,
     MASTER OF ARTS IN READING/LEARNING DISABILITY
     The Master of Arts degree program in Reading,           for the 317 Reading Specialist certification,          RLD 530       Foundations of Literacy and
     founded in 1956, was one of Stritch’s and the           joint certification as a reading/learning disability                 Learning Disability
     nation’s first graduate degrees to respond to the       teacher, or an individually planned program.           RLD 550       Research and Readings in Literacy
     need for well-prepared teachers and specialists         All students completing a master’s degree must                       and Learning Disability
     in reading. In 1987, in response to the national        complete a final action research project and           RLD 552       Case Study Research
     need for well-prepared teachers in writing,             create a Professional Development Plan. Students
     Stritch expanded the program to include reading/        present the action research project to their peers     CEd 549       Technology Based Research
     language arts.                                          and faculty members. All programs also require                       and Statistics
                                                             the completion of a comprehensive written
     The Literacy and Language Development                   examination. The questions for this examination        316 License
     Department offers several programs that lead to         are embedded into the course work throughout           This program will not result in a Master’s degree.
     extended certification.                                 the programs.                                          The requirements for this certification are as follows:
     • Reading Teacher/Reading Specialist                                                                           RLA 502      Issues of Diversity in the Literacy
     • Reading Teacher and Learning Disabilities `           PROGRAM FORMAT                                                      Classroom
       Teacher                                               Program formats are of two kinds. One format           RLA 558      Reading and Writing with Children
                                                             involves a slower-paced program taken on               RLA 519      Word Recognition
     The first program prepares students for two             campus. A second format is an accelerated one.
     reading certifications: the 316 Reading Teacher                                                                RLA 507      Emergent Literacy
                                                             Students enter the program as a cohort and stay
     License and the 317 Reading Specialist License.         with the cohort for the duration of the program.       RLA 559      Comprehension
     In collaboration with the Department of                 Courses are eight weeks in duration. Students          RLA 510      Language, Cognition and Literacy
     Special Education, the Literacy and Language            meet once a week for three hours with the              RLA 509      Practicum: Assessment and
     Development Department also offers a program            instructor and then meet for an additional three                    Instruction of Literacy Difficulties
     leading to joint certification as a reading teacher     hours with their study team. Accelerated programs
     and a learning disabilities teacher. If students only   are offered primarily off campus.
     want 316-certification, they may individually plan                                                             ADMISSION REQUIREMENTS
     the second half of the program with their advisor.                                                             To qualify for admission to graduate studies,
                                                             DEGREE REQUIREMENTS                                    students must have:
     Standards from the International Reading                M.A. in Reading/Language Arts                          • A bachelor’s degree from a regionally-
     Association, the Council for Exceptional                                                                          accredited college or university
                                                             316/317      Certification
     Children, the National Council for the                                                                         • A GPA of 2.75 on a 4.0 scale
                                                             RLA 502      Issues of Diversity in the Literacy          (probational acceptance may be granted)
     Accreditation of Teacher Education, the
                                                                          Classroom                                 • A photocopy of a teaching license or written
     Wisconsin Department of Public Instruction
     and the Mission Statement of Cardinal Stritch           RLA 558      Reading and Writing with Children            verification of past/present experiences in an
     University and the College of Education guide           RLA 519      Word Recognition                             education-related field
     the curriculum and instruction for the                  RLA 507      Emergent Literacy                         • Two letters of recommendation
     department. In addition, each program has been                                                                 • Access to struggling readers or children with
                                                             RLA 559      Comprehension                                learning disabilities
     carefully constructed around program outcomes
     and student performance indicators. All programs        RLA 510      Language, Cognition and Literacy
     involve practica experiences whereby students           RLA 509      Practicum: Assessment and                 GRADUATION
     apply what they have learned in their classroom,                     Instruction of Literacy Instruction
     school, district, or the Cardinal Stritch University    RLA 516      Supervision of K-12 Literacy Program      REQUIREMENTS
     Reading/Learning Center.                                RLA 517      Literacy Development in the               To qualify for graduation from these programs,
                                                                          Content Area                              students must:
                                                                                                                    • Complete master’s course work with a 3.0
     PROGRAM STRUCTURE                                       RLA 550      Research and Readings in Literacy            overall grade point average on a 4.0 scale with
     Four program standards are the basis for the            RLA 552      Action Research                              no individual grade below a “C”
     degree of Master of Arts in Reading/Language            CEd 549      Technology Based Research and             • Complete and present an action research project
     Arts and Reading/Learning Disability. Upon                           Statistics                                • Complete an oral presentation
     completion of the program, reading/language                                                                    • Pass a comprehensive examination (written)
     arts professionals will demonstrate the essential                                                                 which is embedded into courses throughout
     knowledge, skills and abilities to:                     M.A. in Reading/Learning Disability                       the program
     1. Be problem solvers through identifying issues        Reading Teacher and Learning Disabilities Teacher      • Obtain faculty recommendation for
        and generating alternatives;                         Certification                                             graduation
     2. Be informed decision makers and                      RLD 518 Special Education Law                          • Complete all requirements for the master’s
        implementors both individually and                                                                             degree within seven consecutive academic
        collaboratively;                                     RLD 502 Issues of Diversity in the Literacy
                                                                                                                       years
                                                                           Classroom
     3. Be active learners through keeping current
        with the trends in literacy education; and           RLD 558 Reading and Writing with Children
     4. Be advocates through keeping current with            RLD 519 Word Recognition
        research, practice and trends regarding the          RLD 507 Emergent Literacy
        literacy development of diverse learners.            RLD 559 Comprehension
     Programs of study are all 35 credits. Students          RLD 510 Language, Cognition and Literacy
     first complete the program of studies for the 316       RLD 509 Practicum: Assessment and
     Reading Teacher License, a total of 20 credits.                       Instruction of Literacy Instruction
     If the student intends to pursue a master’s degree,     RLD 512 Math Strategies and Modifications
     the student continues with a program of study
                                                             RLD 515 Instructional Support in the School
50   that emphasizes the chosen focus: preparation
                                                                           and District
MASTER OF ARTS IN SPECIAL EDUCATION
The Master of Arts in Special Education (MA)           Module Four: Positive Behavior and Life Skills      INITIAL CERTIFICATION
programs are designed for those who want to            SED 568 Curriculum and Methods: Functional
teach students with special education needs                    Skills                                      GRADUATION
and/or to obtain a Master of Arts degree in            SED 531 Behavior Interventions: Students with       REQUIREMENTS
Special Education. The programs’ focus is to lead              special needs                               The requirements to qualify for graduation from
candidates to an understanding of diversity and                                                            this program are:
exceptionality, to an appreciation of the impact of    Module Five: Teaching in 21st Century               • Successfully pass Portfolio I and II
a disability on an individual and his/her family, to   SED 567 Designing For Diversity                         requirements (including a one-credit seminar)
demonstrate knowledge and skills in the areas of       SED 561 Students with Autism Spectrum               • Passing score on Praxis II
student assessment, instruction, and management.               Disorders                                   • A minimum of a 3.0 (with no grade lower
The Wisconsin Department of Public Instruction         SED 530 Parents, Agencies, and Transitions              than a B-)
(DPI) requirements for licensure and the Council                                                           • Pass Benchmarks as required throughout
for Exceptional Children (CEC) standards are the       Module Six: Area of Specialization                       program, including student teaching
foundations of the programs.                           Candidates choose at least one area of              • Show documentation that school clinical
                                                       specialization                                           hours have been completed (this requires
The programs have two strands, a certification         EBD:        SED 507 Positive Behavior Support            some daytime availability)
strand and a Master of Arts strand. In the                         for students with EBD                   • Complete all requirements for the master’s
certification strand, candidates may receive initial               SED 523C Educational Diagnosis of            degree within seven consecutive academic
certification in Special Education or extend                       EBD                                          years (MA option)
certification to include teaching Special Education    LD:         SED 578 Teaching Students with LD
students. Candidates will have developmental                       SED 523A Educational Diagnosis of
field experiences and will demonstrate the content                 LD                                      EXTENDED CERTIFICATION
knowledge, pedagogy and dispositions to be             CD:         SED 535 Teach Students with             PROGRAM
a successful teacher. In a culminating student                     Extensive Support Needs                 Maximum: 28 credits
teaching or practicum experience candidates will                   SED 523B Educational Diagnosis of
be expected to demonstrate learning strategies,                    CD                                      General Professional Preparation
individualized instruction, assessment and data                    SED 570 Alternative Communication       SED 503 Psychology of the Exceptional Child
driven instruction that leads to K-12 student                      Methods                                 SED 565 Educational Psychology
learning. In the Master of Arts strand, candidates                                                                  Student Teaching
build on the coursework to develop and present         Module Seven: Student Teaching                      EDM 512 Developmental Literacy
a thesis or an action research project based on        SED 576 Pre-Student Teaching Mentoring              RLA 557 Literacy Assessment and Strategies for
research and best practices.                           SED 577 or 579 Cross-Categorical Student                      the Special Educator
                                                               Teaching
There are two programs that include these two          SED 539 Student Teaching Seminar                    Required Basic Special Education Courses
strands. One program offers initial certification                                                          SED 522 Speech Language Development and
to those with a baccalaureate degree but no prior      Module Eight: Master’s Degree                                Disorders
teaching certification. The second program offers      CED 549 Technology Based Research and Stats         SED 530 Parents, Agencies, and Transitions
an additional certification to certified teachers.     SED 552 Graduate Field Experience: Action           SED 531 Behavior Interventions: Students with
                                                               Research OR SED 551: Thesis                          Special Needs
Also offered is a Special Education Adaptive                                                               SED 532 Assessment: Principles and Procedures
Certification for teachers in special areas.           INITIAL CERTIFICATION                               SED 561 Students with Autism Spectrum
                                                                                                                    Disorders
                                                       ADMISSION REQUIREMENTS
INITIAL CERTIFICATION                                                                                      SED 563 Developing and Implementing Useful
                                                       Pre-admission requirements for the Initial                   IEPs
PROGRAM                                                Certification Program for Special Education are:    SED 568 Curriculum & Methods: Functional
Maximum: 42 credits                                    • A bachelor’s degree from a regionally-                     Skills
                                                          accredited college or university                 SED 569 Curriculum Development:
Module One: Introduction To Education                  • A GPA of 2.75 on a 4.0 scale                               Modification and Differentiated
SED 503 Psychology of the Exceptional Child               (probational acceptance may be granted)                             Learning
SED 564 Introduction to Teaching and Lesson            • Two positive recommendations (our
         Planning                                         form) from professionals who have served         Area of Specialization (Choose at least one area)
SED 565 Educational Psychology                            in a supervisory capacity and can attest to      EBD:      SED 507 Positive Behavior Support
SED 566 Portfolio Seminar                                 the applicant’s likelihood for success in the              for students with EBD
                                                          program                                                    SED 523C Diagnosis of EBD
Module Two: Literacy Module                            • A letter of introduction of not more than         LD:       SED 578 Teaching Students with LD
EDM 512 Developmental Literacy                            2 pages in length outlining the reasons                    SED 523A Diagnosis of LD
RLA 557 Literacy Assessment & Strategies for              for seeking teacher certification and the                  RLA Reading course of candidate’s
         the Special Educator                             experiences that may have impacted this career             choice
                                                          choice                                           CD:       SED 535 Teach Students with
Module Three: Curriculum and Pedagogy                  • Professional Vitae/Resume                                   Extensive Support Needs
SED 569 Curriculum Development:                        • Passing scores on all three parts of the PPST               SED 523B Diagnosis of CD
        Modification and Differentiated                   (Praxis I)                                                 SED 570 Alternative Communication
        Learning                                                                                                     Methods
SED 563 Developing and Implementing Useful             The above are due before or during a candidate’s
        IEPs                                           first semester. Full Admission occurs after all     Cross-Categorical Practicum
SED 532 Assessment: Principles and Procedures          elements of Benchmark I have been successfully      SED 541 or 542 Practicum
                                                       completed and the candidate has been approved       SED 539 Practicum Seminar
                                                       by the Teacher’s Education Committee.                                                                   51
     MA IN SPECIAL EDUCATION (CONTINUED)
     Master’s Degree                                        ADAPTIVE CERTIFICATION
     CED 549 Technology Based Research and Stats            Maximum: 13 credits
     SED 552 Graduate Field Experience: Action              SED 530 Parents, Agencies, and Transitions
     Research OR SED 551: Thesis                            SED 531 Behavior Interventions: Students with
                                                                    Special Needs
     EXTENDED CERTIFICATION                                 SED 568 Curriculum and Methods: Functional
     ADMISSION REQUIREMENTS                                         Skills
                                                            SED 569 Curriculum Development:
     Admission requirements for the Extended                        Modification and Differentiated
     Certification Program for Special Education are:               Learning
     • A bachelor’s degree from a regionally-               SED 529 Fieldwork in Special Education
         accredited college or university
     • A GPA of 2.75 on a 4.0 scale                         All programs require passing PPST and M.S. Praxis
         (probational acceptance may be granted)            II scores.
     The following pre-admission requirements must
     be submitted to the department prior to or during
     the candidate’s first semester in the program:
     • Two positive recommendations (our
         form) from professionals who have served
         in a supervisory capacity and can attest to
         the applicant’s likelihood for success in the
         program
     • A letter of introduction of not more than
         2 pages in length outlining the reasons
         for seeking teacher certification and the
         experiences that may have impacted this career
         choice. This letter will be part of Portfolio I.
     • Professional Vitae/Resume
     • Passing score on the PPST writing test
         (certification candidates only)
     Full admission will occur after all of the
     above have been reviewed and all elements of
     Benchmark I have been successfully completed.
     This generally occurs after the completion of
     12-15 credits and includes passing the state
     certification exam, Praxis II: Middle School
     Content Knowledge #0146, as well as a portfolio.

     EXTENDED CERTIFICATION
     GRADUATION
     REQUIREMENTS
     The requirements to qualify for graduation from
     this program are:
     • Successfully pass Portfolio I and II
         requirements
     • A minimum of a 3.0 (with no grade lower
         than a B-)
     • Pass Benchmarks as required throughout
          program, including practicum
     • Complete all requirements for the master’s
          degree within seven consecutive academic
          years (MA option)




52
MASTER OF ARTS IN URBAN EDUCATION
The Master of Arts in Urban Education program            individual grades lower than a B-)
is specifically designed for post-baccalaureate          • Complete Department of Public Instruction’s
students who frequently bring previous experi-           general education requirements
ence from another career field, as well as those         • Complete professional portfolio and student
students who have a desire to teach in diverse set-      teaching practicum
tings, urban environments, and underrepresented
populations. The program has a dual emphasis:            COURSE SEQUENCE
teacher certification in K-6 or 1-8 education and a      Spring 2006
Special Education certification with an emphasis in
Learning Disabilities.                                   MUE 502 Assessment and Instruction in
                                                                    Mathematics (2 Cr., 8 weeks)
An integral aspect of the certification process is the   MUE 506 Assessment and Instruction in Science
development of a professional portfolio. This port-                 (2 Cr., 6 Weeks)
folio will evolve into a Professional Development        MUE 508 Assessment and Instruction in Social
Plan and is designed to meet the Wisconsin                          Studies (2 Cr., 8 Weeks)
Department of Public Instruction requirements for        MUE 504 Assessment and Instruction in Fine Arts
teacher licensure and renewal.                                      (2 Cr., 6 Weeks)
                                                         Must pass PRAXIS I before moving into sum-
                                                         mer semester
INITIAL CERTIFICATION
PROGRAM FORMAT                                           Summer 2006
Courses will follow the K-12 academic calendar.          MUE 540 Seminar in Urban Education I (2 Cr., 8
Full-time students can complete the certification                   weeks)
portion of the program in just three semesters, then     MUE 522 Identifying and Supporting Children
complete their master’s degree and the remaining                    with Learning Disabilities (3 Cr., 8
requirements for the LD certification during their                  Weeks)
next year of teaching. There are 34 credits required     Must pass PRAXIS II before moving into fall
for certification, which includes a student teaching     semester
placement.
                                                         Fall 2006
INITIAL CERTIFICATION                                    MUE 512 Literacy Development PK-3 (4 Cr., 15
ADMISSION REQUIREMENTS                                           Weeks)
                                                         MUE 542 Seminar in Urban Education II (4 Cr.,
To qualify for admission to graduate studies at                  15 Weeks)
Cardinal Stritch University, you must have:              MUE 530 Student Teaching in Urban Settings
• A bachelor’s degree from a regionally-                         (primary) (2 Cr., 3.5 hours per day)
     accredited college or university
• A GPA of 2.75 on a 4.0 scale                           Spring 2007
     (probational acceptance may be granted)
• Passing scores on two of three sections of the         MUE 514 Literacy Development 4-8 (4 Cr., 15
     Pre-Professional Skills Test (PPST). All three              Weeks)
     sections must be passed during the first            MUE 544 Seminar in Urban Education III (2 Cr.,
     semester of enrollment                                      8 Weeks)
• Access to classroom environment for at least 3.5       MUE 524 Adaptations for Students with Learning
    hours per day (either through current                        Disabilities (3 Cr., 15 Weeks)
    employment working under emergency                   MUE 532 Student Teaching in Urban Settings (2
    licensure, as a paraprofessional or volunteer                Cr., 3.5 hours per day)
    hours)
To gain full admission to the Urban Educator             The preceding courses complete the requirements
Initial Certification program, you must also pro-        for Initial Certification. For the Master’s degree,
vide:                                                    four additional courses must be completed:
• Two letters of recommendation
• A personal essay, not more than two pages in           Summer 2007
     length, outlining your reasons for seeking          CEDU 549 Technology-Based Research and
     teacher certification, life experiences that may            Statistics (3 Cr., 6 Weeks)
     have affected this career choice, and why you’d     MUE 602 Theoretical Perspectives of Literacy (1
     like to become an urban educator                            Cr., 4 Weeks)
                                                         MUE 603 Introduction to Case Study Research (1
INITIAL CERTIFICATION                                            Cr., 4 Weeks)
GRADUATION
                                                         Fall 2007
REQUIREMENTS
                                                         MUE 620 Case Study Research (2 Cr., 8 Weeks)
To qualify for graduation from this program, you
must:
• Complete master’s coursework with a 3.0
overall grade point average on a 4.0 scale (with no                                                            53
     COURSE DESCRIPTIONS FOR COLLEGE OF EDUCATION

     INSTRUCTIONAL                                         increasingly popular as a database for home,         CEd 516 Introduction to Programming: JAVA
                                                           business, and educational users. Using the           (3 Cr.)
     TECHNOLOGY (CED/                                      Wizard tools provided in this powerful               Java is a popular programming language. It
     CEDU)                                                 application, educators will learn to use Access      is used to teach programming in high school
     CEd 505 Introduction to Designing and                 in their classroom and for their professional        and for commercial use in both web sites and
     Creating Web Pages                                    tasks. This hands-on course covers basic database    to create freestanding applications. Course
     (1 Cr.)                                               concepts and their applications in an educational    participants, using problem-solving techniques,
     This is a course that provides an essential           environment. Prerequisite: Basic familiarity with    will learn to create, document, edit, debug,
     foundation for anyone who wishes to create a          databases                                            execute, and test Java applications and applets.
     Web page. This course is designed to familiarize                                                           Participants will have the opportunity to explore
     students with the basics of the Web and Web           CEd 510/CEDU 510 Computer and                        different Java programming environments and
     page construction. In this hands-on course, we        Instructional Technology Use in Schools              that place of Java in the school curriculum.
     will investigate the Web and learn to design and      (3 Cr.)
     create Web pages. We will create pages using a        This is a course for those who want to gain          CEd 519/CEDU 519 Web Languages: HTML
     web page editor and will observe HTML as the          experience in the use of computers personally        and Javascript
     underlying language basis for web pages. We           and professionally. The computer and modern          (2 Cr.)
     will use page editors to speed and facilitate page    instructional technologies are valuable tools to     Web Languages is a course designed to provide
     development. This course surveys the features         support teaching and learning. Class participants    an essential foundation for anyone who
     afforded by page editors and applies them to the      will gain hands-on experience using and              wishes to become accomplished in Web page
     process of designing and implementing dynamic         evaluating educational software and multimedia       development. It is assumed that one taking this
     Web pages. Prerequisite: Must be comfortable          instructional materials. Additional topics include   course is a proficient Web user. This course
     using the Web                                         ethics of computer use, the role of computers        covers page design concepts, page creation
                                                           as teacher’s and student’s productivity tools.       tools, Hypertext Markup Language (HTML),
     CEd 507 Office for Educators: Word and                Prerequisite: Departmental approval                  basic elements of JavaScript and the use of Java
     PowerPoint                                                                                                 applets as page enhancement tools. Prerequisite:
     (1 Cr.)                                               CEd 512 Structured C++                               CEd 523 or departmental approval
     Microsoft Word and PowerPoint, as components          (3 Cr.)
     of the Microsoft Office suite of applications, are    A practical and thorough introduction to             CEd 520/CEDU 520 Developing Action
     the most popular programs for word processing         the powerful C++ language. Students gain             Research for Instructional Technology
     and visual presentation for home, business,           proficiency in program design, coding, editing,      (3 Cr.)
     and educational users. Their use in schools           testing and debugging through hands-on               This course will give educators the opportunity
     has grown rapidly as schools have adopted the         experiences. Class members will also examine         to read and synthesize research and to relate
     Windows platform. In this course educators            and discuss the important role C++ plays as a        that research to practice. They will begin a
     will learn to apply these powerful tools to their     development tool. Prerequisite: Departmental         review of the literature in preparation for action
     classrooms and to their professional tasks as well.   approval                                             research, develop an action research proposal,
     This hands-on course covers the basics of both                                                             and participate in the IRB process. During
     programs as well as more advanced features such       CEd 513 Advanced C++: Object Oriented                this process, class members will also investigate
     as tables, mail merge, and integration of the two     Programming                                          institutional change, the school improvement
     programs. Prerequisite: Basic familiarity with        (3 Cr.)                                              process, and data driven decision-making.
     word processing                                       A study of the object oriented programming           This course considers two major paths: the
                                                           paradigm using C++. Students will learn              present, practical and pragmatic development of
     CEd 508 Office for Educators: Using Excel             the fundamental concepts of object-oriented          technology-related instruction and the awareness
     (1 Cr.)                                               programming. Through hands-on experiences            of the impact of technology on the restructuring
     Microsoft Excel, as a component of the                using C++ students will learn to design, code,       of learning environments. Prerequisite: A
     Microsoft Office suite of applications, is the        test and execute programs, which use the             minimum of 15 credits in CEd program
     most popular spreadsheet application for home,        object paradigm. Prerequisite: CEd 512 or            including CEd 549 or departmental approval
     business, and educational use. Educators will         departmental approval
     learn to apply the powerful tools in this program                                                          CEd 521 Learning with Technology: Effective
     to their classroom and to their professional          CEd 515 Visual Basic                                 Teaching Strategies
     tasks. This hands-on class covers the basics          (3 Cr.)                                              (3 Cr.)
     of spreadsheet construction, the creation of          A study of the first principles of problem solving   This course is designed to apply the basic
     graphs using the Chart Wizard, sorting and            and programming in the Visual Basic 6.0              skills acquired in introductory course work.
     filtering data, and integrating Excel with other      language. Students gain proficiency in program       In this course, students will be given the
     Microsoft Office applications. Prerequisite: Basic    design, coding, editing, testing and debugging       opportunities to review current topics in
     familiarity with spreadsheets                         through hands-on experience. Course members          education, practice with hands-on technology
                                                           will explore the object-based visual development     and demonstrate effective teaching strategies
     CEd 509 Office for Educators: Using Access            environment afforded by this language and the        using technology. This course examines methods
     (1 Cr.)                                               potential role of BASIC in the K-12 curriculum.      for integrating technology into the classroom,
     Microsoft Access, as a component of the               Prerequisites: departmental approval                 including interactive multimedia, computers,
54   Microsoft Office suite of applications, is                                                                 and communications technologies. It focuses
on current research pertaining to educational        topics include, but are not limited to digital        CEd 531/CEDU 531 Multimedia Concepts
technology. The emphasis is on designing,            photography, digital audio, digital video, DVD,       and Authoring Tools
implementing and evaluating course work that         wireless laptops, handhelds, and e-book software.     (3 Cr.)
integrates technology with attention to meeting      Blended together, these technologies are creating     This course provides opportunities to review,
district technology goals, addressing the Model      a new culture of teaching and learning in the         research, practice through hands-on activities,
Academic Standards for Wisconsin DPI, and            21st century school. Prerequisite: CEd 510 or         and demonstrate effective teaching strategies
meeting the Wisconsin DPI Teacher Standards.         Departmental Approval                                 using technology. The student will be introduced
Prerequisite: CEd 510 or departmental approval                                                             to multimedia concepts related to graphics,
                                                     CEd 527/CEDU 527 Technology Leadership                sound and video, as well as examine presentation
CEd 522 Instructional Technology for                 (3 Cr.)                                               software and hardware used for educational
Personal and Professional Use                        Issues of importance to computer coordinators,        purposes. Authoring tools exist today which
(3 Cr.)                                              school administrators and others involved in          make it possible to create powerful and exciting
This is a course for teachers who want to gain       the management of technology resources are            multimedia presentations. The student will
experience in the use of instructional technology    the focus of this class. Topics include strategic     learn to create multimedia presentations
both professionally and personally. The              planning, faculty and staff development,              incorporating text, audio, graphic and video
computer and modern interactive instructional        hardware and software procurement,                    components. Participants will also investigate
technologies are valuable tools to support           instructional implementation, management,             web-based multimedia resources, including
teaching and learning. Course participants will      security, maintenance, gender equity and ethics.      streaming media and associated technologies.
gain hands-on experience using and evaluating        Prerequisite: Department approval                     Prerequisite: Departmental approval
educational software and using the computer
as a teacher’s productivity tool. It also examines   CEd 528 Digital Video Production                      CEd 532 GPS in the Classroom
methods for integrating technology into the          (3 Cr.)                                               (1-2 Cr.)
classroom. The emphasis is on designing,             This course provides an introduction to               Variable credit. Armed with GPS (Global
implementing and evaluating course work that         digital media production for educators. It            Positioning Satellite) receiver, a compass, and
integrates technology, with attention to meeting     includes basic principles and concepts of             a map, participants will investigate, complete
district technology goals, addressing the model      digital video production using digital video          and create hands-on activities that integrate
academic standards for Wisconsin DPI and             camcorders, digital cameras, computer hardware        related science, mathematics, outdoor education,
meeting the Wisconsin DPI Teacher Standards.         and software, which are used to edit these            technology skills and standards in a fun and
                                                     multimedia projects. Students will begin with an      meaningful way. Students will learn about GPS
CEd 523/CEDU 523 Introduction to Using               overview of various digital media types. Readings     receivers (what they are and how to use them,
the Internet and Web                                 include copyright, visual literacy (visualization),   their history, their contemporary uses and
(1 Cr.)                                              Wisconsin DPI Information and Technology              educational applications), orienteering and map
The Internet and World Wide Web are                  Literacy Standards as they apply to these             skills, and geocaching.
information access tools which are becoming          technologies as well as curriculum integration
widely available in schools. It is imperative        ideas. Discussion points include: planning            CEd 549/CEDU 549 Technology Based
that educators are able to use these resources       multimedia projects, video techniques, editing,       Research and Statistics
themselves and to guide students in their            sharing projects, and effective curriculum            (3 Cr.)
effective and ethical use. This hands-on class       integration. Hands-on activities include using        A course dealing with statistical concepts
provides a thorough introduction to using the        DV camcorders and video-editing software.             and their use especially in the conduct and
Internet and World Wide Web. Prerequisite: 501       Prerequisite: A minimum of 12 credits in CEd          interpretation of research and administrative
or equivalent or Departmental Approval.              program or departmental approval                      decision making. The class features extensive
                                                                                                           use of Minitab, a computer-based statistical
CEd 525/CEDU 525 Using the Internet and              CEd 529 Using the Internet to Enhance                 processing package. This class should be taken
Web as a Curricular Resource                         Teaching and Learning                                 early in the program.
(2 Cr.)                                              (3 Cr.)
The Internet and World Wide Web are                  This course is designed to assist teachers            CEd 551 Introduction to Technology
becoming ever more important tools to support        in learning the theoretical foundations and           Leadership
student research and communication. Class            practical strategies that address current thinking    (1 Cr.)
members will learn methods and strategies for        on the use of electronically networked resources       This introductory course offers students the
effective curricular use of the Internet/Web.        in the classroom curriculum and instruction.          opportunity to assess their current leadership
Participants will discern and identify valid         Participants will learn the critical role that        skills and knowledge and determine their
resources of significant educational value and       electronic resources play in reaching new             learning needs for the Technology Leadership
plan to integrate their use as appropriate to        standards of literacy and academic achievement.       program that leads to administrative
support student learning. Prerequisite: CEd 523      They will learn how to access and evaluate            certification as a Technology Coordinator.
or departmental approval                             resources, implement design frameworks, and           Students will examine the facets of successful
                                                     utilize decision-making processes that will guide     technology leadership, begin to develop a
CEd 526 Technology Connections                       them in using electronically networked resources      vision of leadership that meets the demands of
(3 Cr.)                                              in ways that best serve themselves and their          increasingly technological learning society and
Technology is shaping the school of the              students. The ultimate goal of the class is to help   begin to construct a professional protfolio.
future. This overview of existing and emerging       teachers and students learn how to maximize use
technologies includes hands-on experiences as        of information resources, both traditional and
well as discussion of effective implementation       electronic, to become informed decision-makers
of multimedia in the classroom. Current              and lifelong learners.
                                                                                                                                                              55
     CEd 553/CEDU 553 Technology Leadership             CEd 571 Bibliographic and Reference                  list of the qualifications needed to complete
     II                                                 Methods                                              the Professional Instructional Library Media
     (3 Cr.)                                            (3 Cr.)                                              Specialist Certification (902 license).
     This course is a continuation of CEd 527           This course is intended to assist the prospective
     Technology Leadership. Its focus is issues         initial instructional library media specialist in    CEd 576 Instructional Leadership and
     of importance to technology coordinators,          learning reference methods, tools, techniques        Communication
     school administrators and others involved          and procedures including patron guidance and         (3 Cr.)
     in the management of technology resources.         education, use of electronic information access      The primary topics covered in this course
     Topics include strategic planning, faculty and     tools including online databases and Internet        include action research, instructional leadership
     staff development, hardware and software           based resources. Prerequisite: Departmental          and communications, and group dynamics.
     procurement, instructional implementation,         approval.                                            Curriculum and staff development, planning
     management, security, maintenance, gender                                                               and goal setting and evaluation techniques will
     equity and ethics. Prerequisite: CEd 527 or        CEd 572 Developing Media Collections for             be explored. The Wisconsin Library Media
     department approval                                Student and Staff Use                                Standards will be incorporated into the course
                                                        (3 Cr.)                                              as the role of the library media professional
     CEd 554 School Business and Technology             This course is designed to assist the learner        is discussed. Leadership development and
     (3 Cr.)                                            in becoming familiar with the methods and            collaborative partnerships will also be
     School Business and Technology will focus on       procedures used in organizing, managing and          discussed. The topics included are a partial
     the role of the technology coordinator in the      administering school media collections and           list of the qualifications needed to complete
     creation of the Technology Plan as it relates to   instructional materials programs. Instruction        the Professional Instructional Library Media
     instruction and the purchase of appropriate        will be conducted in a school library setting.       Specialist Certification (902 license).
     hardware and software for applications. This       Instructional methods employed will include
     course demonstrates the effective use of           lecture, discussion, field trips, case studies and   CEd 577 Advanced School Media
     collaboration in the management of resources       guest speakers. Prerequisite: Departmental           Administration
     within the school district environment.            approval.                                            (3 Cr.)
     Case studies will be used to simulate the                                                               The primary topics covered in this course
     complex tasks of technology planning and           CEd 573 Cataloging and Classifying Media             include administration, professionalism and
     implementation in order to give students the       Collections                                          personal management. Development of
     practice and experience of the business end of     (3 Cr.)                                              needs assessment, goal setting and planning,
     technology leadership. Prerequisite: Department    This class is intended to address issues and         and management of an effective library
     approval                                           techniques of cataloging of print and electronic     media program will be covered. In addition,
                                                        media and preparation of catalog entries.            professional organizations and legislation
     CEd 555 School Law and Technology                  Participants will learn the characteristics and      pertaining to the library media profession will
     (3 Cr.)                                            capabilities of electronic cataloging systems and    be discussed. The topics included are a partial
     School law and its relationship to technology      develop competency in their use. Prerequisite:       list of the qualifications needed to complete
     continue to emerge and evolve. School              Departmental approval.                               the Professional Instructional Library Media
     employees, school boards and students all                                                               Specialist Certification. (902 license).
     need to have an understanding of personal and      CEd 574 Administering School Media
     district responsibilities related to electronic    Programs                                             CEd 581/CEDU 581 Computer Architecture
     communications, access to the Internet,            (3 Cr.)                                              (3 Cr.)
     ADA compliance, security of equipment and          This course is designed to assist the learner        This course provides a conceptual tour of the
     networks and intellectual property rights.         in becoming familiar with the methods and            inside of a computer, including a study of
     In addition, liability issues, free speech, the    procedures used in organizing, managing and          computer components, their structure and
     Digital Millennium Act and educational uses of     administering school media collections and           function. Class members will learn about the
     technology are the reference points for student    instructional materials programs. Instruction        central processing unit, digital logic, computer
     discussion. A review of existing school district   will be conducted in a school library setting.       arithmetic, data representation, instruction
     technology policy will take place as well as the   Instructional methods employed will include          execution, and assembly language in a PC
     study of statutory and case law for technology     lecture, discussion, field trips, case studies and   environment. Prerequisite: A working knowledge
     issues. Prerequisite: Department approval          guest speakers. Prerequisite: Departmental           of a programming language
                                                        approval.
     CEd 561 Survey of Networks and                                                                          CEd 582/CEDU 582 Data Structures
     Telecommunications                                 CEd 575 Collection Management, Access and            (3 Cr.)
     (3 Cr.)                                            Effective Use                                        Data Structures is an essential foundation
     This course deals with network and                 (3 Cr.)                                              for anyone who programs or is curious about
     telecommunications theory, planning and            The primary topics of this course include access,    how software works. This course deals with
     implementation. Class topics include the basics    collection management and use, technology,           data management concepts, data storage and
     of local and wide area networking, network         design and production of instructional resources.    data access techniques. Course topics include
     design considerations, common protocols,           Copyright laws, trademarks and plagiarism will       abstract data types, encapsulation, strings, arrays,
     Internet, and tools for telecommunications and     be discussed. Current trends in technology,          linked lists, file structures, recursion, graphs,
     information access. Prerequisite: Department       library media resources and literature will also     trees, sorting, searching and an introduction
     approval.                                          be explored. In addition, technology evaluations     to object oriented programming concepts.
                                                        and resource lists for teacher use will be           Prerequisite: CEd 512 or Instructor Consent
                                                        developed. The topics included are a partial
56
CEd 583 Discrete Structures of Computing              course is a study of Database Management             CEd 626/CEDU 626 Statistics for Educators
(3 Cr.)                                               Systems, DBMS models, database design,               (3 Cr.)
Today’s computers, no matter how large, have          implementation and development of database           This course provides a foundation in the
a finite amount storage and as such are best          applications. Class members will work with           importance of data as an evaluative tool and
described by discrete mathematics. Many               Access extensively, as an example of a full          the application of data analysis (statistics) in the
techniques used in computing have roots in            featured and yet readily accessible database         classroom. The course includes information on
algebraic structures. This class deals with such      product. Prerequisite: CEd 582 or department         using different types of data both descriptive and
structures and their uses. Topics may include         approval                                             inferential. Students will learn how to analyze
sets, integer operations, functions, logic, Boolean                                                        this data in order to measure the effectiveness
algebra, graphs, trees and finite state machines.     CEd 591 Topics in Educational Computing              of classroom practice. The course provides an
Prerequisite: Departmental approval                   (1-3 Cr.)                                            introduction to the following topics: measures
                                                      Topics of importance and current interest are the    of central tendency and variation, correlation,
CEd 584 Digital Logic Concepts                        focus of this class.                                 norm-referenced and criterion referenced test
(3 Cr.)                                                                                                    scores, test validity and reliability, standard
A fascinating look at the logical basis and           CEd 592 Topics in Special Education: Survey          scores, and t-tests. The course format employs
fundamental building blocks of computers.             of Adaptive Technology                               a combination of team and individual activities
This class deals with the concepts of digital         (1-3 Cr.)                                            to develop student skills in designing classroom
circuit design and its role in computers and          This course looks broadly at the range of            research and in applying data analysis to the
other digital devices. Topics include logic           technology-based adaptations that are possible       classroom environment. The use of technology
gates, switching algebras, Karnaugh maps,             for special needs populations in the schools         as a tool for data analysis is an important course
combinational and sequential circuits and a           and in rehabilitation. Assistive technologies in     component.
look at some of today’s trends. Prerequisite:         communication, education and environmental
Departmental approval                                 control are explored in a workshop format.           CEDU 515 Programming with Visual Basic.
                                                      In addition, the topics of assessment,               NET
CEd 585 Numerical Analysis                            documentation and funding will be addressed.         (3 Cr.)
(3 Cr.)                                                                                                    A study of the first principles of problem
A study of numerical methods of differentiation       CEd 595 Technology Academy (Year)                    solving and programming in the Visual Basic.
and integration and their implementation using        (1-3 Cr.)                                            NET environment. Students gain proficiency
computers. Other topics include linear systems,       It is essential that educators are aware of new      in program design, coding, editing, testing
finite differences, interpolation and prediction.     technologies and are able to use them and            and debugging through hands-on experience.
A mathematically oriented class. Prerequisite:        assess their curricular impact. Organized like       Course members will explore the object-based
Calculus II or departmental approval                  a conference, this academy is designed to            visual development environment afforded by
                                                      allow each participant to design a technology        this language and the potential role of Visual
CEd 587 Systems Analysis and Design                   experience most relevant to their professional       Basic.NET in the K-12 curriculum. Prerequisite:
(3 Cr.)                                               and curricular needs. The class may be designed      Departmental approval
Computer-based information systems are                to allow enrollment for 1, 2 or 3 credits.
designed to perform a variety of tasks. This class                                                         CEDU 549 Technology Based Research and
deals with problem-solving techniques employed        CEd 597 Portfolio Seminar: Creating a                Statistics for Education
in analysis, design, implementation, control          Technology Leadership Portfolio                      (3 Cr.)
and management of computer-based systems.             (2 Cr.)                                              This course will help educators to read,
Through class projects, class members will            This course will focus on the development            understand and evaluate research. They will
participate in the entire Systems Development         of a licensure portfolio for the Technology          acquire knowledge of basic research design
Life Cycle. Prerequisite: department approval         Coordinator license. This course will                and guidelines for judging research quality.
                                                      provide students with instruction on the             The course will provide an instruction to
CEd 588 Operating Systems                             Wisconsin content standards and guidance             basic descriptive and inferential statistics. The
(3 Cr.)                                               on selectingartifcats for and organizing past        emphasis will be on the roles such procedures
System software is an essential part of               experiences into a licensure portfolio. Students     play in interpreting research. The computer
every computer system. Through lecture,               will create their own portfolio based on the         will be used to develop understanding of these
demonstrations, projects and presentations,           Wisconsin Administrator Standards and the            statistics.
class members will explore system software            requirements for the Technology Coordinator
concepts including operating systems, language        License and they will submit artifacts to validate   MATHEMATICS (MT)
translation, software development tools.              their professional competence. Prerequisite: CEd
                                                                                                           Mt 501 Topics in Mathematics Content
Additional topics include software trends             551
                                                                                                           (1-3 Cr.)
including artificial intelligence and expert
                                                                                                           Topics of current interest are the focus of this
systems. Prerequisite: CEd 582 or department          CEd 599 Culminating Experience
                                                                                                           class.
approval                                              (2-4 Cr.)
                                                      A project-oriented capstone class usually
                                                                                                           Mt 522 Topics in Geometry
CEd 589 Database Management Systems                   taken at the end of one’s graduate program.
                                                                                                           (3 Cr.)
(3 Cr.)                                               The nature of this study is determined by the
                                                                                                           This course offers a variety of geometrical topics
Because of their power and usefulness, an             student in conjunction with his or her advisor.
                                                                                                           which may include taxicab geometry, conic
understanding of database management systems          Culminating experience options include
                                                                                                           sections, four-dimensional space, trigonometry
and their application is essential to anyone          practicum experiences, action research projects
                                                                                                           in the unit circle, the geometry of the sphere,
involved with information technology. This            or a design and implementation project.                                                                     57
     and geometric patterns in art. The subjects          GRADUATE EDUCATION                                    Ed 507 Teacher Induction Project Support
     will be determined by the instructor and the                                                               (T.I.P.S.) A Seminar For Beginning Teachers
     needs of the students. Strongly recommended          (ED AND EDU)                                          (2 Cr.)
     for students seeking elementary and/or               Ed 500/EDU 500 Seminar on Student                     Survival strategies for the first or second year
     middle school certification. Three class hours.      Learning                                              teacher. This class will provide opportunities to
     Prerequisite: Department approval                    (1-2 Cr.)                                             share common areas of challenge and concern.
                                                          An introductory seminar for students entering         Problem-solving techniques will be utilized in
                                                          the program leading to the Master of Education        order to help participants analyze teaching skills
     Mt 540 Mathematical Modeling
                                                          degree. Participants will identify and establish      and to develop a series of alternate approaches
     (3 Cr.)
                                                          personal and professional goals based upon the        to a variety of curriculum, instruction and
     Mathematical modeling is an important tool
                                                          Wisconsin Teacher Standards. Emphasis will            management concerns.
     for solving real world problems. In this class
                                                          be placed on self-assessment as related to the
     participants study the problem-solving process
                                                          standards and the establishment of goals to           Ed 508 Mathematics for Young Children
     and learn how to identify a problem, construct
                                                          validate competency for each standard. Students       (3 Cr.)
     or select appropriate models, decide what data
                                                          will begin to develop and focus their vision of       This course involves the study of mathematics
     needs to be collected, test the validity of a
                                                          effective teaching and learning for themselves        content and teaching techniques for pupils
     model, calculate solutions and implement the
                                                          and their students.                                   of the pre-school to third grade level. It will
     model. Emphasis lies on model construction
     in order to promote creativity in order to                                                                 highlight the wide variety of problem-solving
                                                          Ed 501 Current Topics in Education                    techniques young children naturally employ in
     demonstrate the link between mathematics and
                                                          (1-3 Cr.)                                             their own lives.
     real world applications. Prerequisite: Calculus II
                                                          This course is an opportunity to explore current
                                                          teaching techniques and content emphases, e.g.,       Ed 509 Assessment of the Young/EC Child
     Mt 565 Data Analysis and Interpretation              restructuring, discipline, and critical issues in     (3 Cr.)
     (3 Cr.)                                              education on state, national and international        A study of tests and measuring devices (both
     This course has been developed specifically for      levels.                                               informal and standardized) for educational
     future mathematics teachers who must follow                                                                measurement, evaluation and planning with the
     Department of Public Instruction requirements        Ed 504 Memory Matters                                 young/early childhood exceptional educational
     for including statistics in the curriculum. The      (1-2 Cr.)                                             needs child. Terms needed to evaluate and
     course covers material usually presented in an       This course offers participants the opportunity       interpret diagnostic instruments will be
     applied statistics course putting emphasis on        to construct an understanding of human                discussed.
     the inferences and predictions that can be made      memory and to apply that understanding to
     after the computations are done. Exploratory         their personal and professional lives. Participants   Ed 510/EDU 510 Research and Statistics for
     data analysis which fosters the ability to reason    will investigate memory from the perspectives         Educators
     statistically is emphasized rather than formula      of biology and psychology including the               (3 Cr.)
     derivations. Practical ways to implement             recent findings from medical imaging studies.         This course will help educators to read,
     statistics into the curriculum are addressed         Participants will apply knowledge gained to           understand and evaluate research. They will
     using manipulatives, computer simulations and        evaluate and utilize mnemonic strategies in a         acquire knowledge of basic research design,
     relevant computer software. (Also listed under       variety of ways.                                      different types of research and rules for
     CS 365.) Three class hours. Prerequisite: MT                                                               interpreting research validity. The course will
     209                                                  Ed 505 Applied Linguistics for Second                 also provide an introduction to basic descriptive
                                                          Language Acquisition                                  and inferential statistics. The emphasis will be
     Mt 583 Discrete Mathematical Structures              (3 Cr.)                                               on the roles such procedures play in research
     (3 Cr.)                                              This course provides a comprehensive and              and on their interpretation. The computer will
     Today’s computers, no matter how large, have a       practical grasp of the theoretical foundations        be used to teach and develop understanding of
     finite amount of storage and, as such, are best      of second language acquisition. It includes           these statistics.
     described by discrete mathematical structures.       discussion of second language learning
     Many techniques used in computing have roots         theories, methods, contrastive analysis, and the      Ed 511 Curriculum and Instruction: Social
     in these structures. This course deals with a        relationship of linguistics and psychology, both      Studies
     variety of discrete structures and their uses.       behavioral and cognitive. The course stresses         (3 Cr.)
     Topics include integer operations, sets, partially   applications of linguistics theory to practical       Social Studies is a dynamic subject and the
     ordered sets, functions, relations, graphs,          classroom experiences.                                curriculum should, therefore, be vibrant,
     Boolean algebra, logic and predicate calculus.                                                             relevant, participatory and meaningful. This
     Three class hours. Prerequisite: MT 209 or           Ed 506 Including ESL Students in                      class is designed to explore and practice the
     department approval                                  Mainstream Classrooms                                 skills necessary to effectively teach elementary
                                                          (3 Cr.)                                               social studies. The fundamentals of curriculum
                                                          This course will present strategies to help ESL       development and alignment, an overview of the
     Mt 591 Current Topics in Mathematics
                                                          students succeed in mainstream classrooms. It         component areas of social studies content, the
     Education
                                                          is designed for K-12 educators who are looking        organization of instruction, appropriate and
     (1-3 Cr.)
                                                          for practical strategies, grounded in sound           motivational methodologies, thematic units, and
     Topics of current interest in mathematics
                                                          theory that can be implemented easily in current      integrated processes will be a major focus for
     education are covered in a practical, classroom
                                                          teaching situations. Class participants will          this class.
     oriented format. Prerequisite: Department
                                                          have the opportunity to try out the strategies
     approval
                                                          presented and even develop new ones in a highly
58                                                        interactive format.
Ed 512 Curriculum and Instruction: Early              Ed 519 Administration of Early Childhood               theoretical foundations and practical application
Childhood/EEN                                         Programs                                               of effective behavior management approaches.
(3 Cr.)                                               (3 Cr.)                                                Learning activities will direct participants
An integrated class designed to explore               A class designed to acquaint students with the         toward assessing their own classroom behavior
and practice the skills needed to provide a           legal, business and educational aspects involved       management needs and planning for progress
developmentally appropriate curriculum for            in initiating an early childhood program. In           based on the application of concepts and skills
young/EEN children. The class includes the            addition, the following topics will be examined:       presented in the class. In study team discussion
study of curriculum design, various curriculum        professionalism, program and staff support/staff       and group activities, participants will clarify class
models, methodology, informal assessment and          development, supervision, leadership styles,           concepts and consider how they are or are not
prescriptive instructional planning. The class will   community agencies and resources, curriculum           appropriate for their own teaching situation.
also include lesson plan design and behavioral        development, and the change process.
objectives. Opportunities will be provided to                                                                In the next phase of the class, participants will
evaluate strategies and methods which will            Ed 523/EDU 523 Assessment of Learning                  be directed to use critical thinking skills and
incorporate our multicultural society and the         (3 Cr.)                                                compare and contrast the Canter model to other
diverse learner. Students should register for Ed      This course provides a study of the full range         forms of behavior management. Participants will
512 and concurrently.                                 of assessment techniques including traditional,        then determine which approach, or combination
                                                      standardized and performance-based types of            of approaches, best fits their teaching situation.
Ed 516 How To Get Parents on Your Side                evaluation. A critique of multiple assessment          Lastly, participants will construct their own
(3 Cr.)                                               tools that measure student achievement will            classroom discipline plan consisting of Assertive
Research indicates that the key to a student’s        include the development and implementation of          Discipline skills and techniques as well as
success in school is parental support and             instruments. School improvement, based upon            those they have selected from other behavior
involvement. This class is designed to help           data-driven results, will also be explored.            management systems.
educators gain the skills and confidence
necessary to build positive, cooperative              Ed 524 Issues of Diversity and                         Ed 538 Cooperation and the Quality
relationships with all parents, even the most         Multiculturalism                                       Classroom
difficult ones. Class participants will learn how     (3 Cr.)                                                (3 Cr.)
to increase their teaching success with step-         This course provides students with an                  This course is designed to give teachers the
by-step parent communication techniques.              opportunity to examine and evaluate their belief       theory and skills to create lesson plans that meet
Interactive group sessions applying the class         systems as well as increase their knowledge about      the basic psychological needs of students and
concepts will assist participants in assessing        the diverse cultures found in today’s classrooms.      gain their cooperation in the learning process.
and planning for their parent involvement             Students will have an opportunity to develop a         Based on the works of Drs. William Glasser,
needs. Emphasis is placed upon confident and          curriculum for diverse/multicultural learners.         David Johnson, and Roger Johnson, this class
professional communication through phone                                                                     leads participants through a series of learning
contact, letters and conferencing, as well as         Ed 530 Succeeding With Difficult Students              activities designed to instruct them in the
ensuring parental support for homework,               (3 Cr.)                                                concepts of Control Theory and Cooperative
academic and behavioral problems.                     The course is designed to instruct teachers in the     Learning and how these concepts can be
                                                      theoretical foundation and practical application       combined in a program of instruction and
Ed 517 Teaching Students Responsible                  of effective behavior management strategies to         behavior management.
Behavior                                              utilize with students with serious emotional,
(3 Cr.)                                               behavioral, or motivational problems. Learning         Ed 539 The High-Performing Teacher
This course is designed to give teachers the          activities will direct class participants towards      (3 Cr.)
theory and skills to teach students how to take       understanding current research and theoretical         The course is designed to assist teachers in
responsibility for their own behavior in school.      models, applying the concepts in their efforts         learning the theoretical foundations and
Based on the work of Dr. William Glasser,             with difficult students, and planning for progress     practical strategies necessary to improve their
this class leads participants through a series of     based on the application of concepts and skills        professional self-esteem and the self-esteem of
learning activities designed to instruct them to      presented in the class. In study team, discussion,     their students. Learning activities will direct
teach their students the concepts of Control          and group activities participants will clarify class   class participants towards understanding current
Theory and to plan and implement a program            concepts and consider how they are or are not          research and theoretical models and applying
of Responsibility Training in their classrooms.       appropriate for their own teaching situation.          the concepts to their students. In study team,
                                                                                                             discussion, and group activities participants will
Ed 518 Using Cooperative Learning in the              Ed 533 Science for the Hesitant Teacher                clarify class concepts and consider how they are
Classroom                                             (1 Cr.)                                                or are not appropriate for their own teaching
(3 Cr.)                                               Strategies and ideas will be offered to teach the      situation.
This course introduces teachers to concepts and       scientific method, principles of light and sound,
models of cooperative learning. Cooperative           acid and bases, and basic botany to the younger        Ed 541 Developing and Using Authentic
methods are utilized throughout the class to          student. This class is especially designed for the     Assessment
provide students with concrete experiences            science hesitant teacher, but anyone interested        (3 Cr.)
while they plan implementation of cooperative         in enhancing their science teaching skills will        This course emphasizes the classroom and
learning in classrooms and schools.                   benefit.                                               building uses of assessment to promote student
                                                                                                             learning. It covers new techniques which
                                                      Ed 537 Assertive Discipline and Beyond                 will allow teachers to produce useful quality
                                                      (3 Cr.)                                                assessments in their classroom. Traditional
                                                      This class is designed to instruct teachers in the     educational assessment has had a strong focus on
                                                                                                                                                                     59
     accountability and meeting the needs of persons     rationale for school-based action research.              Ed 566/EDU 566 Principles and Practices of
     other than teachers. This class reverses the        Educators will read, interpret, and evaluate scholarly   Effective Staff Development
     approach and begins with developing assessment      research that relates to best educational practices,     (3 Cr.)
     that is useful to teachers and students. It takes   using electronic database systems in preparation for     The key ingredient in sustained school change
     the position that since the major purpose           beginning the action research process.                   is staff development. Researched approaches
     of schools is instruction, the major purpose                                                                 and models of effective staff development
     of assessment should be support of the              Ed 556/EDU 556 Action Research Applied to                programming will be explored with a focus
     instructional process.                              Learning II                                              on the processes of growth and change in the
                                                         (1 Cr.)                                                  adult learner. The role of the school leader
     Ed 546 Mentoring in Leadership                      Educators will begin the qualitative and                 in encouraging and facilitating professional
     (2 Cr.)                                             quantitative action research process. Institutional      growth and the relationship among curriculum
     This course is designed to assist mentors in        Review Board (IRB) forms will be submitted               development, staff development and desired
     the Leadership program in working with their        and Chapter I of the study will be written.              student outcomes will be examined through the
     program candidates. The class will emphasize        Methodology and a timeline for the remaining             formulation of a staff development plan.
     orientation to transformational leadership,         chapters will be developed.                              Emphasis will be placed on the skills needed to
     relationship building and communication,                                                                     resolve conflict and negotiate collaboratively.
     coaching and feedback as well as specific           Ed 557/EDU 557 Action Research Applied to
     program expectations.                               Learning III                                             Ed 567 Motivating Today’s Learner
                                                         (1 Cr.)                                                  (3 Cr.)
     Ed 548 Including Students with Special              This course focuses on the implementation of             This course is designed to assist teachers in
     Needs in the Regular Classroom                      the action research project. Students will collect       learning the theoretical foundations and quality
     (3 Cr.)                                             data relevant to their instructional intervention.       strategies which are designed to motivate
     This course specifically addresses the diverse      They will analyze the data and present it                all students and provide active learning
     learning and behavioral needs of exceptional        graphically if appropriate. They will then               opportunities equitably. Learning activities will
     students in the regular classroom. The focus will   evaluate the effectiveness of the project in terms       direct class participants towards understanding
     be on those students who have been formally         of learning. They will complete a written five-          current research and theoretical foundations
     identified as having disabilities, as well as       chapter report and design a formal presentation          and applying the concepts to their students.
     students without disabilities who demonstrate       for their peers.                                         In study-team, discussion and group activities,
     the need for special accommodations in the                                                                   participants will clarify class concepts and
     classroom. Topics will include: identifying         EDU 559 Concept-based Learning                           consider how they are or are not appropriate for
     students with special needs, legal issues           (3 Cr.)                                                  their own teaching situations.
     regarding students with special needs, classroom    This course examines systematic, standards-based
     accommodations, collaboration, and the use of       learning that focuses on important concepts, not         Ed 568 Methods of Teaching Foreign
     outside resources.                                  on isolated facts. Educators explore the meaning         Languages in Grades K-8
                                                         of student understanding, learn how to develop           (3 Cr.)
     Ed 549 Educational Research for                     essential questions and enduring understandings,         This course is designed to provide basic
     Administrators                                      how to authentically assess student learning, and        principles and practical instructional techniques
     (3 Cr.)                                             how to construct instructional activities that           for K-8 Foreign Language and English as a
     This course will acquaint students with an          guide students toward these instructional goals.         Second Language programs. Students develop
     understanding of research methodology                                                                        an understanding of the theoretical foundations
     as applied to various aspects of school             Ed 562 Establishing and Maintaining Positive             of second language acquisition and learn to
     administration. A dual focus will be offered.       and Productive Student Behavior                          incorporate appropriate instructional materials
     One, students will learn how to read research       (2-3 Cr.)                                                and activities in their lesson plans.
     relevant to school administration. Two, students    This course is designed to provide opportunities
     will learn basic statistical manipulations          to review and discuss various approaches to              Ed 569 Dimensions of Learning
     using a calculator and a computer statistical       increasing productive student behavior and how           (3 Cr.)
     package. Descriptive and inferential statistics     to apply these approaches in the classroom.              The Dimensions of Learning planning model
     will be covered. The emphasis will be upon          Emphasis will be placed on the prevention of             alters the instructional paradigm to reflect
     interpretation of data as opposed to formula        behavior problems through the development                current knowledge about teaching and learning.
     computation and the role technology plays in        of effective classroom procedures and an                 Course participants will interpret a model
     analysis of data and presentation of summary        understanding of conflict resolution methods.            format for meaningful alignment of curriculum,
     statistics.                                                                                                  instruction and assessment. Interactive course
                                                         Ed 565 Paradigms of Past and Contemporary                activities apply a framework for planning
     Ed 551 Thesis                                       Education                                                effective instruction based on five dimensions
     (6 Cr.)                                             (3 Cr.)                                                  of thinking critical to learning: attitudes
     Research in an area of the student’s choice under   This course introduces historical, philosophical,        and perceptions about learning, acquisition
     the direction of an advisor. Need prior consent     political, social, legal, moral and futuristic           and integration of knowledge, extension
     of instructor.                                      foundations. On-campus and off-campus                    and refinement of knowledge, utilization of
                                                         learning events include case studies, professional       knowledge, and productive habits of mind.
     Ed 555/EDU 555 Action Research Applied to           readings, field trips, interviews with educational
     Learning I                                          leaders, and reflective activities about the             Ed 570 Teaching Students to Get Along
     (1 Cr.)                                             purposes of schools and the roles of teachers in a       (3 Cr.)
60   This course provides an introduction and            diverse world.                                           This course is designed to assist teachers
in learning the theoretical foundations and            Ed 579 Strategies for Preventing Conflict and         Ed 586 Middle School for the Nineties
practical strategies necessary to foster teamwork      Violence                                              (3 Cr.)
and understanding of differences among their           (3 Cr.)                                               Middle-level educators must use reflective
students, to increase positive pro-social behavior     The course is designed to assist teachers in          practice and develop a knowledge base that
and reduce the possibility of violence in the          learning the theoretical foundations and              reflects the needs of young adolescents and
classroom. Learning activities will direct class       practical strategies necessary to reduce the threat   addresses teaching and curriculum practices
participants towards understanding current             of violence and increase safety for themselves        of successful middle schools. This class
research and theoretical foundations, and              and their students. Learning activities will          develops knowledge about young adolescents’
applying the concepts to their students. In            direct class participants towards understanding       developmental characteristics and needs.
study team, discussion, and group activities,          current research and theoretical foundations,         Students develop an understanding of early
participants will clarify class concepts and           and applying the concepts to their students. In       adolescent development and translate that
consider how they are or are not appropriate for       study team, discussion, and group activities,         knowledge into key aspects of curriculum and
their own teaching situation.                          participants will clarify class concepts and          instruction. This class develops professional
                                                       consider how they are or are not appropriate for      knowledge and skills that middle-level educators
Ed 574 Leadership Perspective of Nature and            their own teaching situation.                         need to change the culture of the middle school
Nurture of Learning                                                                                          in a diverse society.
(3 Cr.)                                                Ed 580 Teaching in the Quality Classroom
This seminar will engage study of current              (3 Cr.)                                               Ed 588 Helping Students Become Self-
literature, research and theory to understand          This course is designed to give teachers the          Directed Learners
leadership behavior appropriate to facilitating        theory and skills to create lesson plans that meet    (3 Cr.)
learning in individuals and organizations.             the basic psychological needs of students, gain       This course is designed to assist teachers in
Specifically, seminar participants will gain           their cooperation in the learning process, and        learning the theoretical foundations, skills
expertise on how people learn, options for             promote quality work. Based on the work of            and strategies to prepare today’s students for
organizing learning experiences, and leading a         Dr. William Glasser, this class leads participants    living productively in a global society. Learning
community of learners.                                 through a series of learning activities designed to   activities will direct course participants towards
                                                       instruct them in the concepts of Control Theory       understanding current research and applying
Ed 576 Leadership in Planning, Assessing               and Quality Schools and how these concepts            the concepts to their students. In study-team,
and Facilitating Learning                              can be combined in a program of instruction           discussion and group activities, participants will
(3 Cr.)                                                and behavior management that results in quality       clarify class concepts and consider how they are
This seminar will develop leadership skill in          student work.                                         or are not appropriate for their own teaching
the design and alignment of learning standards,                                                              situation.
assessment, and activities that advance                Ed 581 Seminar in Educational Leadership II
individual and organizational intelligence.            (2 Cr.)                                               Ed 591 Peer Coaching
Specifically, seminar participants will develop        This course is placed at the end of the master’s      (3 Cr.)
expertise in determining what is essential to          degree class sequence to summarize and refine         Coaching is the key for applying newly acquired
learn (curriculum), compatible assessment and          understandings of effective leadership behavior       knowledge in the classroom. This course is
learning strategies.                                   and characteristics. Participants will be guided      designed to instruct teachers in observation,
                                                       in the preparation of a major paper for class         data collection, analysis of instruction and
Ed 577 Building Your Repertoire of Teaching            presentation and critique. The paper will focus       conferencing skills.
Strategies                                             upon the critical area or issue identified during
(3 Cr.)                                                the student’s practicum and will analyze the role     Ed 592/EDU 592 Brain and Cognitive
This course is designed to assist teachers             of the school leader in relationship to the topic.    Research Applied to Learning
in learning the theoretical foundations and            This seminar combines formal class sessions           (3 Cr.)
instructional strategies that promote student          and individual conferences, culminating in the        This course explores the latest scientific
engagement. Learning activities will direct class      comprehensive examination.                            evidence on brain development as it applies to
participants toward understanding current                                                                    the learning process. Neuroscience research in
research and applying the concepts to their            Ed 582 Multiple Intelligences: Theory and             relationship to the special needs of the brain
students. In study-team, discussion and group          Applications                                          will also be discussed. Direct application of
activities, participants will clarify class concepts   (3 Cr.)                                               best practices for classroom curriculum and
and consider how they are or are not appropriate       This course focuses on Howard Gardner’s               instruction will be conducted.
for their own teaching situation.                      Theory of Multiple Intelligences (MI Theory),
                                                       his rationale and definition of intelligence,         Ed 594 Planning, Facilitating and Assessing
Ed 578 Curriculum and Instruction: Science             and the eight intelligences: body/kinesthetic,        Learning
(3 Cr.)                                                interpersonal, intrapersonal, logical/                (3 Cr.)
This course is designed to explore, develop and        mathematical, musical/rhythmic, naturalist,           This course reviews the current knowledge base
practice the knowledge, skills and strategies          verbal/linguistic and visual/spatial. Participants    regarding the principles of student assessment.
necessary to effectively teach science and make        design MI-based teaching and learning activities      Traditional and performance-based assessments
it fun and exciting. Science curriculum design         and implementation strategies for assessment,         are explored with direct application to standards,
and organization, instructional strategies, an         instruction, community-based learning, and K-         curriculum and instruction. Participants will also
overview of the main components of science             12 infusion.                                          create assessments to meet the needs of a diverse,
with an emphasis on the processes of science,                                                                inclusive classroom.
and assessment strategies that work particularly
well in science will be the focus for this class.                                                                                                                 61
     Ed 597 Waldorf Arts Seminar I                         Professional Portfolio comprehensive interview        Teacher Standards and submit artifacts to
     (3 Cr.)                                               with a faculty member.                                validate their professional competence.
     Waldorf education considers artistic activity
     to be both a path of self-development for all         Ed 615 Assessment to Improve Student                  ED 638 Teaching for Student Learning
     teachers and a way to awaken capacities in all        Learning                                              (2 Cr.)
     students. This class is designed to help teachers     (3 Cr.)                                               The primary outcome of this course is to
     develop artistic skills in the areas of movement,     This course is designed to assist teachers in         facilitate a professional learning community to
     music, recitation and crafts, and learn how to        learning the theoretical foundations and practical    promote teacher leadership, improve teaching
     integrate these artistic forms into the Waldorf       strategies that address the current thinking on       practices, and increase student learning.
     curriculum. The class will be taught through          classroom assessment. Participants will learn
     reading, demonstration, discussion, guided            the critical role that classroom assessment plays     EDUCATIONAL
     practice and participation.                           in the learning process. Both traditional and
                                                           contemporary methods of assessment will be            LEADERSHIP
     Ed 598 Waldorf Language Arts                          presented. The ultimate goal of the class is          Edu 570 Introduction to Organizational
     (3 Cr.)                                               to provide assessment strategies that not only        Leadership
     This course will acquaint students with the           measure student progress but also significantly       (3 Cr.)
     Waldorf educational approach to the teaching          improve teaching and learning.                        This introductory class offers students
     of the language arts. The methods and rationale                                                             the opportunity to analyze their current
     of effective and appropriate storytelling, drama,     Ed 616 Managing Behavior in the Diverse               leadership knowledge and skills and determine
     poetry and recitation, the introduction of the        Classroom                                             their learning needs for the Educational
     alphabet, and the teaching of writing, reading,       (3 Cr.)                                               Leadership program. Through the examination
     spelling, grammar, and composition to children        This course is designed to assist teachers in         of leadership, organizations, and school
     in grades one through eight in a fully integrated     learning the theoretical foundations and practical    improvement planning models, students will
     curriculum will be taught through reading,            strategies that address behavior management           learn how to analyze their school or district
     demonstration, discussion and guided practice.        in today’s diverse classrooms. Emphasis will          using political, structural, human resource and
                                                           be placed on preventative strategies, teaching        cultural frames. Finally, students will develop
     Ed 599 Supervision of Student Teachers                social skills, cooperation and conflict resolution.   their leadership vision and plan improvements
     (2 Cr.)                                               In addition, strategies for working with the          that will lead their schools effectively in the 21st
     A course designed to assist the cooperating,          challenging student will be explored in depth.        century.
     on-site teacher working with a student teacher.
     The emphasis is on communication, orientation,        Ed 620 Dealing with Discipline Problems: An           Edu 572 Planning for Organizational Quality
     supervision and evaluation skills. The course         Analytical Approach                                   (3 Cr.)
     reviews the preparation and expectations of           (3 Cr.)                                               Systems thinking, thorough planning, and
     Stritch pre-service students.                         This course is designed to help teachers apply        understanding the change process are crucial
                                                           Dr. William Glasser’s Control Theory to every         to the achievement of quality, whether in the
     Ed 602/EDU 602 Differentiated Learning                day classroom problems. This course focuses           classroom, school, or district. This course will
     (3 Cr.)                                               on helping teachers understand what motivates         focus on developing a systems perspective,
     This course synthesizes components of best            participants to misbehave in the classroom.           building a rationale for planning, and providing
     teaching practices that correlate to standards-       It then challenges them to analyze various            advanced planning techniques. Students will
     based, K-12 learning in an inclusive classroom.       discipline situations and apply Dr. Glasser’s         apply the components of comprehensive
     Teachers will devise, implement and evaluate          theories to discipline problems that they are         planning to their school improvement plan in
     learning strategies for culturally and academically   likely to encounter in their own classrooms.          order to support the achievement of quality
     diverse students.                                                                                           outcomes and build organizational capacity.
                                                           Ed 621 Teaching, Learning, and Assessment:
     Ed 604/EDU 604 Teacher Leadership and                 Improving Student Achievement                         Edu 574 Leadership Perspective of Nature
     Learning                                              (3 Cr.)                                               and Nurture of Learning
     (3 Cr.)                                               This course is designed to provide school             (3 Cr.)
     Educators examine, discuss and apply the              professionals with the psychological knowledge        This course will engage study of current
     skills, knowledge and attitudes needed to             base related to learning, motivation, and             literature, research and theory to understand
     work collaboratively as learners and leaders.         individual differences that contribute directly       leadership behavior appropriate to facilitating
     Leadership roles for classroom teachers will be       to improvements in the quality of student             learning in individuals and organizations.
     explored.                                             achievement and to provide guidance for the           Seminar participants will gain expertise on how
                                                           design of educational systems that would              people learn, options for organizing learning
     Ed 605 Culminating Seminar                            best support individual student learning and          experiences, and leading a community of
     (1 Cr.)                                               achievement.                                          learners. This course is intended to assist leaders
     Educators synthesize their experience and                                                                   in planning for a quality instructional program
     reflect upon the development of their visions of      Ed 627/EDU 627 Portfolio: Evidence of                 in their school.
     effective teaching, learning and leading. Through     Student Learning
     the portfolio process, they assess their own          (2 Cr.)                                               Edu 576 Leadership in Planning, Assessing
     attainment of program outcomes and determine          Educators will explore components of                  and Facilitating Learning
     ongoing professional goals based upon DPI and         professional portfolios that provide evidence         (3 Cr.)
     national teacher standards. This is the last class    of teacher performance. Students will create          This course applies theory and research to the
     taken prior to graduation in preparation for the      their own portfolio based on the ten Wisconsin        field of curriculum. It explores past and current
62                                                                                                               curriculum models and develops leadership
skills in the design and alignment of learning      Edu 586 Analysis of System Leadership                and talented, and other special needs will
standards, assessment, and instruction. Seminar     (3 Cr.)                                              be addressed. Prerequisite: Introduction to
participants learn how to plan for curricular       This course will focus on analysis and synthesis     Psychology
change.                                             of professional knowledge about leadership, with
                                                    an emphasis on contextual practice in systems.       EdM 504 Teacher Effectiveness
Edu 578 Human Resource Leadership for the           Participants will construct value positions and      (3 Cr.)
Learning Organization                               solidify personal and practical interpretations of   Introduces basic instructional teaching methods,
(3 Cr.)                                             organizational culture and change, collaborative     lesson planning, and the professional knowledge
This course will focus on the human needs           group processes, and decision making in              base that guides the art of teaching. Includes the
within the learning organization as related to      relation to the development and achievement of       Portfolio Presentation I benchmark. Required
adult development, and career cycles as well as     organizational purpose. Students will complete       for all certification tracks. Prerequisite: Students
hiring and mentoring new teachers. The skills       a culminating leadership portfolio in this final     must have passed all three parts of the PPST
of conflict resolution and collaboration will be    MEL course.
explored as well as ways to assess needs. A staff                                                        EdM 505 Initial Clinical Experience
development simulated experience will be used       Edu 588 Leadership Practica and Research             (1 Cr.)
to develop skills and refine knowledge of human     (4 Cr.)                                              Students will be required to complete 25-
resources.                                          This course applies theory and research to           50 hours in a clinical setting assigned by the
                                                    the analysis and synthesis of multiple sources       Initial Certification department. Must be taken
Edu 580 Developing, Supervising and                 of data impacting student achievement and            concurrently with EDM 504. Required for all
Evaluating Staff                                    school performance. Leadership practica will be      certification tracks.
(3 Cr.)                                             integrated into a concluding research project
This course will present a variety of staff         that structures students’ visions and plan           EdM 512 Developmental Literacy, Pre-K-
development models and processes for new            for school success. During this culminating          Primary
and experienced staff. Included will be             experience in the leadership program, students       (4 Cr.)
current models for staff supervision as well        will develop a school improvement plan using         Includes normal communicative and cognitive
as observation and conferencing processes.          student achievement data in an applied research      development and its effects on the academic,
Evaluation models will be presented for             experience. The plan will be refined throughout      behavioral, social development and literacy of
individuals as well as for overall programs for     the program.                                         the child.
staff development. A simulated experience will
allow class participants to develop and practice    Edu 629 Mentoring and Practicum                      EdM 514 Developmental Literacy, Upper
their skills and knowledge throughout the           (3-4 Cr.)                                            Elementary/Middle
course.                                             This course provides participants with the tools,    (4 Cr.)
                                                    strategies and understanding of mentoring and        Continuation of EDM 512, with a focus
Edu 582 School Law                                  coaching new and veteran teachers. Participants      on upper elementary through middle school
(3 Cr.)                                             will develop skills in understanding the needs       students. This course requires 15 hours of
School Law is designed to provide students          of teachers and in developing resources and          clinical experience. Required for Early Child
with a working knowledge of the legal               strategies to meet their needs. A practicum          certifications. Prerequisite: EDM 500, 502,
concepts that frame the operation of American       held on site at the participants’ educational        504/505, 512 and Portfolio I
education. While statutory and case law             facility will provide the opportunity to observe
serve as the reference points for study and         and coach a peer teacher and provide practical       EdM 517 Reading in the Content Areas
discussion, the principal objective is to gain an   methods to implement the teaching standards.         (3 Cr.)
understanding of the relationship between the                                                            Students will learn and implement effective
legal issues of education and the implications
for administrative leadership. Accordingly, each    MASTER OF ARTS IN                                    reading strategies to be used in middle school
                                                                                                         and secondary classrooms.
unit concludes with an analysis and discussion of   TEACHING
leadership implications.                                                                                 EdM 520 Elementary Content Methods
                                                    EdM 500 Educational Foundations and
                                                    Diversity                                            (4 Cr.)
Edu 584 School Business                             (4 Cr.)                                              Covers specific content areas for elementary
(3 Cr.)                                             Must be first course in certification sequence.      teachers in math, science (including health and
This course focuses on the role of the leaders as   Includes an introduction to the field of             environmental science), social studies and fine
the orchestrator of business operations of the      education, multiculturalism and historical           arts. The Wisconsin Model Academic Standards
school and the guardian of business decisions       foundations of education. Also provides              will serve as the foundation for this course. Must
that maximize instructional effectiveness           overview of MAT program requirements.                be taken concurrently with EDM 521 and 522.
and achieve organizational goals. This class        Required for all certification tracks.               Prerequisite: EDM 500, 502, 504/505, 512 and
demonstrates the effective use of collaboration                                                          Portfolio I
to manage resources within the school
                                                    EdM 502 K-12 Differentiated Instruction
environment. Through problem solving activities                                                          EdM 521 Elementary/Middle School Clinical
                                                    (4 Cr.)
and simulations, students will be actively                                                               Experience
                                                    Covers developmental learning stages in the
involved in the skills needed to facilitate the                                                          (1 Cr.)
                                                    context of Pre K-12 education. Focuses on
business operation of a school.                                                                          Continuation of clinical experience. Students
                                                    identifying and addressing student learning
                                                    needs outside of the norm through differentiated     will be required to complete 25-50 hours in an
                                                    instruction. School programming related              elementary classroom as assigned by the Initial
                                                    to children-at-risk, special education, gifted       Certification department. Students will design,        63
     implement, videotape and analyze a lesson with       EdM 545 Adolescent Literature                        A University supervisor assigned by the Director
     this context. Must be taken concurrently with        (3 Cr.)                                              of Student Teaching will evaluate student
     EDM 520 and 522. Prerequisite: EDM 500,              Explores how literature can be integrated into       teachers. Required for all certification tracks.
     502, 504/505, 512 and Portfolio I                    the various content areas to support young           Prerequisite: Portfolio II; completion of all
                                                          adults in using literacy skills for academic and     certification coursework
     EdM 522 General Elementary/Middle School             personal interests.
     Methods and Assessment                                                                                    EdM 595 Student Teaching: Early Childhood-
     (3 Cr.)                                              EdM 560 Classroom Management/Human                   Middle Childhood/Middle Childhood-Early
     Covers lesson planning, instructional methods,       Relations                                            Adolescence
     measurement, evaluation and testing for the          (4 Cr.)                                              (10 Cr.)
     elementary classroom teacher. Prerequisite:          Teacher candidates will learn to deal with a         Student teaching consists of a 20-week
     EDM 500, 502, 504/505, 512 and Portfolio I           wide range of academic, social and emotional         placement in a school setting(s) matching the
                                                          differences in the classroom with a goal of          teacher candidate’s area of certification. Student
     EdM 530 Specific Secondary Content                   establishing a successful classroom environment      teachers follow the hours of operation and
     Methods                                              for all students. Preventive, supportive and         academic calendar of their school placement(s).
     (3 Cr.)                                              intervention skills are addressed, including         A University supervisor assigned by the Director
     This course addresses specific content methods       conflict resolution. Includes Portfolio              of Student Teaching will evaluate student
     in English, math, science, social studies, foreign   Presentation II benchmark. Teacher candidates        teachers. Required for all certification tracks.
     languages, and art. The course is intended           will apply for student teaching during this          Prerequisite: Portfolio II; completion of all
     for teacher candidates who are preparing for         course. Must be last course in certification         certification coursework
     a teaching license at the Early Adolescence/         sequence, taken immediately prior to student
     Adolescence level. Teacher candidates use            teaching. This is the final course in the MAT
                                                          sequence. Required for all certification tracks.     EdM 596 Student Teaching: Foreign
     content-specific instructional resources                                                                  Language Early Childhood/Adolescence
     commonly used in grades six through twelve,          Prerequisite: EDM 500, 502, 504/505, 512 and
                                                          Portfolio I                                          (10 Cr.)
     as well as study the current trends and best                                                              Student teaching consists of a 20-week
     practices in their respective content areas.                                                              placement in a school setting(s) matching the
     Teacher candidates must be concurrently              EdM 591 Student Teaching: Early Childhood-           teacher candidate’s area of certification. Student
     enrolled in EDM 531. Prerequisite: EDM 500,          Middle Childhood                                     teachers follow the hours of operation and
     502, 504/505, Co-req. EdM 531                        (10 Cr.)                                             academic calendar of their school placement(s).
                                                          Student teaching consists of a 20-week               A University supervisor assigned by the Director
     EdM 531 Secondary Advanced Clinical                  placement in a school setting(s) matching the        of Student Teaching will evaluate student
     Experience                                           teacher candidate’s area of certification. Student   teachers. Required for all certification tracks.
     (1 Cr.)                                              teachers follow the hours of operation and           Prerequisite: Portfolio II; completion of all
     Continuation of clinical experience. Students        academic calendar of their school placement(s).      certification coursework
     will be required to complete 25-50 hours in          A University supervisor assigned by the Director
     a middle school or high school classroom as          of Student Teaching will evaluate student
                                                          teachers. Required for all certification tracks.     EdM 597 Student Teaching: Art K-12
     assigned by the Initial Certification department.                                                         (10 Cr.)
     Must be taken concurrently with EDM 530 and          Prerequisite: Portfolio II; completion of all
                                                          certification coursework.                            Student teaching consists of a 20-week
     532. Prerequisite: EDM 500, 502, 504/505 and                                                              placement in a school setting(s) matching the
     Portfolio I                                                                                               teacher candidate’s area of certification. Student
                                                          EdM 592 Student Teaching: Middle
                                                          Childhood-Early Adolescence                          teachers follow the hours of operation and
     EdM 532 General Secondary Methods and                (10 Cr.)                                             academic calendar of their school placement(s).
     Student Assessment                                   Student teaching consists of a 20-week               A University supervisor assigned by the Director
     (4 Cr.)                                              placement in a school setting(s) matching the        of Student Teaching will evaluate student
     Covers lesson planning, instructional methods,       teacher candidate’s area of certification. Student   teachers. Required for all certification tracks.
     measurement, evaluation and testing for              teachers follow the hours of operation and           Prerequisite: Portfolio II; completion of all
     the secondary classroom teacher. Must be             academic calendar of their school placement(s).      certification coursework
     taken concurrently with EdM 530 and 531.             A University supervisor assigned by the Director
     Prerequisite: EDM 500, 502, 504/505 and              of Student Teaching will evaluate student            EdM 598 Student Teaching: Music K-12
     Portfolio I                                          teachers. Required for all certification tracks.     (10 Cr.)
                                                          Prerequisite: Portfolio II; completion of all        Student teaching consists of a 20-week
     EdM 540 Early Childhood Curriculum and               certification coursework                             placement in a school setting(s) matching the
     Instruction                                                                                               teacher candidate’s area of certification. Student
     (4 Cr.)                                              EdM 593 Student Teaching: Early                      teachers follow the hours of operation and
     Students explore and practice the skills needed      Adolesence-Adolescence                               academic calendar of their school placement(s).
     to provide a developmentally appropriate             (10 Cr.)                                             A University supervisor assigned by the Director
     curriculum for young children. Includes              Student teaching consists of a 20-week               of Student Teaching will evaluate student
     curriculum design, various curriculum models,        placement in a school setting(s) matching the        teachers. Required for all certification tracks.
     methodology, informal assessment and                 teacher candidate’s area of certification. Student   Prerequisite: Portfolio II; completion of all
     prescriptive instructional planning. Prerequisite:   teachers follow the hours of operation and           certification coursework
     EDM 500, 502, 504/505, 512 and Portfolio I           academic calendar of their school placement(s).
64
EdM 604 Professional Development Seminar             on styles, genres, authors and topics that relate     demonstrations and experiments with various
(2 Cr.)                                              to diverse learning styles. Subject to approval of    strategies for instruction and assessment; and
Includes student teacher support and                 the Graduate Curriculum Committee.                    projects related to topic of personal interest and
mentoring, introduction to teacher professional                                                            need.
development plans and Portfolio Presentation         RLA 503 Effective Strategies for Teaching
III. Must be taken concurrently with appropriate     Reading to At-Risk Students                           RLA 509 Practicum: Assessment and
student teaching course. Required for all            (2 Cr.)                                               Instruction of Literacy Difficulties
certification tracks.                                Provides practical insight into and                   (3 Cr.)
                                                     demonstrations of the strategies found to be          Includes direct application of the assessment
EdM 614 Introduction to Qualitative                  effective for teaching reading to the at-risk         tools and teaching strategies covered in the
Research                                             reader K-12. Identifying characteristics of the       program.
(1 Cr.)                                              at-risk learner representative of various cultural
This course provides an introduction to              experiences will be explored as well as current       RLA 510 Language, Cognition and Literacy
qualitative research theory, criticism, and          research on effective instructional strategies.       (3 Cr.)
practices. Students will read and analyze            Students will develop effective and appropriate       This course will involve examination, discussion,
qualitative research and practice designing          instructional strategies for helping the at-risk      and application of linguistic and learning
mock qualitative research studies based on their     learner improve as a reader.                          differences as applied to the development of
potential action research questions. This course                                                           literacy; description of the reading process, the
functions as a companion to EDM 624: Action          RLA 504 Assessment and Instruction in the             relationship between oral and written language
Research Methodology. Prerequisite: MAT              Literacy Classroom                                    development including neurological functioning
certification                                        (3 Cr.)                                               and cognitive processing, phonological
                                                     Includes examination, discussion, and                 awareness, the development schemata and the
EdM 624 Action Research Methodology                  application of the following topics: teacher          role of prior knowledge, and instruction in
(3 Cr.)                                              and student strategies for promotion of word          phonological awareness.
This course provides an introduction to reading      identification/phonics, fluency, comprehension,
scholarly research and research design in general.   study skills, and written expression; selection of    RLA 516 Supervision of K-12 Literary
Students will learn to identify, analyze and         appropriate literature, practice materials, and       Programs
summarize scholarly research. Students will also     technology; formats for organizing classroom          (3 Cr.)
develop and conduct an initial literature review     instruction; classroom modifications for learning     This course provides guidelines for supporting
and proposal plan for the action research project    disabled children; and procedures for assessing       leaders through the change process; determining
associated with EDM 634. Prerequisite: CED           and monitoring the progress of diverse learners.      needs, selecting sound instructional materials
549                                                                                                        and technology, developing implementation
                                                     RLA 506 Teaching Reading in Elementary                and staff development plans, and establishing
                                                     Grades                                                accountability mechanisms to monitor program
EdM 634 Action Research Application                  (3 Cr.)                                               effectiveness. Students will construct a leadership
(2 Cr.)                                              This course will help teachers broaden their          literacy portfolio, documenting their growth as
Action Research is an opportunity to engage          knowledge of reading and provide them with            reading/language arts professionals.
in classroom action research. Action research is     good models for teaching reading. Participants
defined as working in an authentic educational       will be introduced to current reading research        RLA 517 Literacy Development in the
context with an authentic task that is both          and given opportunities to apply that research        Content Area
implemented and evaluated. The purpose of            in their daily teaching activities. Class content     (3 Cr.)
this course is to refine students’ problem-solving   includes all aspects of beginning reading, spelling   In this course, students will focus on the role
abilities while providing hands-on experience        as an aid to decoding and developing reading          of the middle/secondary school teacher in
in classrooms and schools. It is a requirement       fluency, vocabulary acquisition and its role in       developing strategic learners through content
for the completion of the Master of Arts In          comprehension, comprehension frameworks               area classes. Students will learn strategies for
Teaching degree. Prerequisite: EDM 614, 624          and formats used in guided reading and writing,       teaching children how to identify and use the
                                                     guidelines for diagnosing reading difficulties and    structure of the text to better understand and
                                                     selecting appropriate interventions, suggestions
READING/LANGUAGE                                     for ongoing assessment and linking assessment
                                                                                                           recall information.

ARTS                                                 and instruction, ways to select and use materials     RLA 518 Improving Reading in the Content
RLA 501 Current Topics in Reading/                   to match students’ reading abilities and needs,       Areas, Grades 6-12
Language Arts                                        and flexible groupings to ensure that all students    (3 Cr.)
(1-3 Cr.)                                            become successful readers.                            This course is designed to assist teachers
Explores current issues and techniques in                                                                  in learning the theoretical foundations and
reading/language arts.                               RLA 507 Emergent Literacy: Development                practical strategies that address current thinking
                                                     and Assessment                                        on developing content literacy in middle and
RLA 502 Issues of Diversity in the Literacy          (3 Cr.)                                               secondary students. Participants will learn the
Classroom                                            Focuses on how to design, implement and               critical role that reading and writing play in
(3 Cr.)                                              evaluate pre-school and primary grade literacy        reaching curriculum standards in their respective
The content of this class examines both              programs. Class activities include a study of the     content areas. They will learn strategies for
children’s and adolescent literature with regards    language development of young children, ages 3        assessing subject-matter text materials as well as
to cultural context and its relationship to          to 7, from various backgrounds; a study of the        their students’ reading proficiencies. Participants
students in today’s classrooms. Activities focus     interrelationships of the reading/language arts;      will gain an understanding of the reading             65
     process, particularly as it relates to text materials   RLA 552 Action Research                               RLA 570 Using Technology in Literacy
     used in the content areas. They will investigate        (3 Cr.)                                               Instruction
     the significance of prior knowledge, text               This course provides an opportunity for students      (1-3 Cr.)
     structures, active engagement and metacognition         to engage in classroom action research. Action        Provides classroom teachers, specialists,
     as critical to the reading process. Guidelines for      research is defined as working in an authentic        curriculum coordinators and administrators with
     designing units and lessons that focus on content       educational context with an authentic task            guided hands-on experiences using a variety of
     literacy in various subject areas will be presented.    that is both implemented and evaluated. The           reading and language arts software for reading/
     The topic of comprehension will be explored             purpose of this course is to refine students’         writing instruction, building databases and
     in-depth. Writing strategies will be presented as       problem-solving abilities while providing hands-      experimenting with classroom utility programs.
     an integral part of literacy development in any         on experience in classrooms and schools. It is a
     disciplinary area. Finally both teacher-directed        requirement for the completion of the Master of       RLA 578 Expansion of Best Practices in a
     and student self-directed study skills will be          Arts degree. Prerequisite: RLA 550                    Balanced Literacy Program
     addressed.                                                                                                    (1 Cr.)
                                                                                                                   This course is the second in a series of balanced
                                                             RLA 554 Issues in Literacy Instruction
     RLA 519 Word Recognition                                                                                      literacy training. It will build on the knowledge
                                                             (1 Cr.)
     (1 Cr.)                                                                                                       base established in the introductory course.
                                                             Explores current issues in literacy instruction.
     The content of this course is designed to                                                                     Integrated instruction, small group activities,
                                                             Students will explore a current issue in depth
     examine effective word identification, spelling,                                                              representing-to-learn, classroom workshops,
                                                             and formulate a research-based position
     and writing instruction. Students will examine                                                                authentic experiences and reflective assessment
                                                             statement.
     research and theory in this course, but it will be                                                            will be the focus methods for differentiating
     closely tied to classroom instruction and to the                                                              learning for a variety of students. These methods
                                                             RLA 555 Independent Study
     content of the rest of the program. Discussions                                                               for differentiation offered in best practice need
                                                             (1-3 Cr.)
     and work sessions will focus on phonological                                                                  to be understood by teachers in order to make
                                                             Provides a means for designing and
     awareness, phonemic awareness activities and                                                                  effective decisions to improve student literacy.
                                                             implementing a plan to pursue topics of
     assessment, phonics instruction, and strategies         personal, professional interest. The student
     for integrating word study with literature.             completes either a formal written report or a         READING/LEARNING
     Spelling and writing instruction are necessarily
     integrated.
                                                             project.                                              DISABILITY
                                                                                                                   RLD 502 Issues of Diversity in the Literacy
                                                             RLA 562 Graduate Field Experience for                 Classroom
     RLA 544 Literature for Children                         Literacy Minors 1
     (3 Cr.)                                                                                                       (3 Cr.)
                                                             (2 Cr.)                                               This is a reading intensive course that engages
     Explores how literature can be used to teach            Focuses on reading, summarizing, evaluating,
     children ages 5-11 to use the reading/language                                                                class participants in reading, reflection,
                                                             and applying literacy research to your own            discussion, and written response to issues of
     arts for personal and academic interests.               classroom setting. You will become familiar
     Class activities examine the genres, authors,                                                                 diversity in the context of literacy. In this
                                                             with the Reciprocal Teaching strategy and             course, students will read and examine narrative
     illustrators, writing styles, subjects and themes       utilize/modify components of the strategy
     in children’s literature in preparing teachers                                                                and expository literature to gain multiple
                                                             to do an action research project in your own          perspectives on issues of diversity in literacy
     to be selectors, recommenders, presenters and           classroom with a small group of students or
     discussion leaders of classic and contemporary                                                                development. The purpose of the selected course
                                                             whole class. You will develop an appropriate          readings is to generate a variety of ideas and
     literature.                                             pretest/posttest and a plan for implementing the      questions.
                                                             Reciprocal Teaching Strategy in your classroom
     RLA 545 Literature for Adolescents and                  for a minimum of five lessons. Prerequisite:
     Young Adults                                                                                                  RLD 509 Practicum: Assessment and
                                                             Completion of Undergraduate literacy minor            Instruction of Literacy Difficulties
     (3 Cr.)
     Explores how literature can be used to teach                                                                  (3 Cr.)
     young adults how to use the reading/language            RLA 563 Graduate Field Experience for                 Includes direct application of the assessment
     arts for personal and academic interests. Course        Literacy Minors 2                                     tools and teaching strategies covered in the
     activities examine the genres, authors, subjects,       (2 Cr.)                                               program.
     literary devices, issues, themes and future trends      Examines research and readings related to
     of adolescent literature, as well as examine the        perspectives on varying definitions of family         RLD 510 Language, Cognition and Literacy
     use of discussion, bibliotherapy, writing and           literacy, primarily in the U.S., in order to create   (3 Cr.)
     techniques appropriate for guiding young adults’        a profile of existing family literacy practices       Includes examination, discussion, and
     interactions with classic and contemporary              in your classroom. You will use this profile to       application of the following topics: issues of
     literature.                                             develop and implement a strategy that answers         diversity as applied to literacy education, a
                                                             the following question: How can you support           description of the reading process, historical
     RLA 550 Research and Readings in Literacy               parents and other caregivers in accomplishing         foundations of the field of literacy instruction;
     (3 Cr.)                                                 their own aims and learn from their cultural          key definitional issues regarding reading
     In this course, students examine experimental,          experiences to inform your instruction?               and learning disabilities, stages of oral and
     descriptive, and ethnographic research that deals       Prerequisite: Completion of Undergraduate             written language development, functions of
     with classroom setting and reading instruction.         literacy minor                                        the brain related to literacy, acquisition of and
     Seminar goals stress interpretation of research,                                                              instruction in word identification, the role of
     formation of a model that describes the reading                                                               background knowledge, instruction in reading
     process, and selection of a topic to pursue for the                                                           comprehension; and a review of intervention
66   final action research project.                                                                                programs for poor readers.
RLD 512 Math Strategies and Modifications             RLD 550 Research and Readings in Literacy               well as consider how to plan to incorporate the
(3 Cr.)                                               and Learning Disability                                 reading of literature into instruction and consider
This course will help educators modify                (3 Cr.)                                                 how to design writing programs. Students will
mathematics curriculum to fir the needs of            Includes examination, discussion, and application       also learn how to administer an informal reading
students with identified learning disabilities.       of research and best instructional practices on         inventory.
                                                      the following topics: the reading and learning
RLD 515 Instructional Support in the School           process; effective instructional strategies for         RLD 559 Comprehension
and District                                          students of various cultural diversities and ability    (3 Cr.)
(3 Cr.)                                               levels; selection and use of materials; assessment      This is an in-depth study in the area of
Includes examination, discussion, and                 strategies; and environmental contexts that             comprehension. Students will read theories
application of the following topics: models           affect learning. Class goals stress interpretation      related to comprehension development as well as
of collaboration, active listening and conflict       of research, developing a personal philosophy           learn about instructional strategies and programs
resolution with parents and colleagues; issues        of reading and reading instruction and the              meant to develop comprehension in readers.
of mainstreaming and inclusion; alternatives          investigation of various models of the reading          In addition, students will become familiar with
to grading; best use of personnel and                 process. Prerequisite: ED 510 or consent of             assessment tools related to comprehension
technology support; and common curricular             instructor.                                             development.
and environmental adaptations. The goal is
to provide management skills for the effective        RLD 552 Case Study Research                             SPECIAL EDUCATION
and efficient coordination of services between        (4 Cr.)
                                                      This course will focus on a case study that             SEd 503 Psychology of the Exceptional Child
home, school and community for students with
                                                      integrates research, theory, law, and practice          (2 Cr.)
disabilities.
                                                      through the development and analysis of specially       Includes the study of children with special needs:
                                                      designed services to meet the needs of students         gifted children; children with cognitive, learning,
RLD 518 Special Education Law
                                                      identified with special needs. The purpose of this      physical and sensory disabilities; and, children
(1 Cr.)
                                                      course is to: 1) examine experimental, descriptive,     with emotional and behavioral disabilities. The
This course will examine the legislative history
                                                      and ethnographic research relative to oral and          course considers ways of identifying exceptional
of special education services in the schools.
                                                      written language development and models of              children, stresses understanding of their special
Students will gain an understanding of the
                                                      service delivery; 2) critically review and critique     abilities and disabilities, and presents means
Individualized Education Plan (IEP) process
                                                      research; and 3) refine students’ problem-solving       of meeting their needs in special or regular
through examination of case studies and will
                                                      abilities while providing hands-on experience in        classes. This class is the prerequisite for all
learn how to problem solve for individual cases
                                                      classrooms and schools. Prerequisite: Program           special education classes. (Initial and Extended
through discussion and application of law.
                                                      class completion                                        Certification)
RLD 519 Word Recognition
                                                                                                              SEd 507 Positive Behavioral Support
(1-2 Cr.)                                             RLD 555 Theories of Literacy Instruction                for Students with Emotional/Behavioral
The content of this course is designed to             (2 Cr.)                                                 Disabilities
examine effective word identification, spelling,      Examines theoretical models of literacy                 (3 Cr.)
and writing instruction. Students will examine        instruction. Course goals stress interpretation         Provides the student with an understanding of
research and theory in this course, but it will be    of research and the formation of a personal             common developmental and behavior problems
closely tied to classroom instruction and to the      philosophy regarding literacy instruction. Case         of children and adolescents identified as at-
content of the rest of the program. Discussions       study research is introduced in this course as well.    risk and emotionally and behaviorally disabled
and work sessions will focus on phonological          Cross-listed with RD 555. Prerequisite: CEDU            (EBD). The focus of the course will be on
awareness, phonemic awareness activities and          549                                                     the development of positive behavior support
assessment, phonics instruction, and strategies
                                                                                                              strategies useful for preventing and reducing
for integrating word study with literature.
                                                      RLD 557 Literacy Assessment and Strategies              disciplinary problems, inappropriate and
Spelling and writing instruction are necessarily
                                                      for the Special Educator                                aggressive/violent behaviors with students that
integrated.
                                                      (3 Cr.)                                                 demonstrate challenging behaviors. Strategies
                                                      The content of this course is designed to               such as aggression replacement training, conflict
RLD 530 Foundations of Literacy and
                                                      acquaint special educators with techniques              resolution, cognitive behavior modification, bully
Learning Disability
                                                      for informal literacy assessment and effective          proofing, peer helping approaches and life space
(3 Cr.)
                                                      instruction through literacy strategies in the areas    crisis intervention will be addressed. Offered
Includes examination, discussion, and
                                                      of accuracy, fluency, and comprehension. Related        spring semester. (EBD area of emphasis for both
application of the following topics: legal issues
                                                      topics include planning appropriate instruction         initial and extended certification) Prerequisite:
regarding the identification and instruction of
                                                      for students experiencing literacy difficulties and     SED 503, 564, 565, 531, or consent of
learning disabled students, key definitional issues
                                                      communication with parents and professionals.           instructor
regarding the characteristics and prevalence rates
                                                      Offered spring. (Initial certification) Prerequisite:
of learning disability, historical foundations
                                                      EDM 512                                                 SEd 522 Speech Language Development and
of the field of learning disability, neurological
                                                                                                              Disorders
processes related to learning disability, an
                                                      RLD 558 Reading and Writing with Children               (2 Cr.)
overview of effective research based interventions
                                                      (3 Cr.)                                                 Focuses on disorders in communication
for the learning disabled, and curricular
                                                      This course is designed to examine effective            development and its effects on the academic,
modifications for the reading and learning
                                                      reading and writing instruction. Students will          behavioral and social development of the child.
disabled student. Subject to approval by the
                                                      examine research and theory in this course, as          The relationship of normal communicative and
Graduate Curriculum Committee.                                                                                                                                      67
     cognitive development on learning will also          communication skills enabling teachers to work        SEd 541 Cross-categorical Practicum: Middle
     be reviewed. Strategies for assisting students       jointly with parents to plan, implement and           Childhood to Early Adolescent
     with communication development that can be           evaluate programs for students with special           (3 Cr.)
     incorporated into the classroom curriculum           needs. It also emphasizes transition planning         A Practicum experience in assessment,
     are given. Offered fall and summer semesters.        in relation to laws, regulations, IEPs and self-      evaluation, IEP development and
     (Extended certification)                             determination. Students will understand that          implementation, and individual and group
                                                          transition is a lifelong process. Prerequisite: SED   teaching in a setting for elementary-middle
     SEd 523A Educational Diagnosis: Learning             503, 564, 565 or consent of instructor                school level students with cognitive disabilities,
     Disabilities                                                                                               learning disabilities and/or emotional/behavioral
     (1 Cr.)                                              SEd 531 Effective Behavior Interventions for          disabilities. (extended certification) Prerequisite:
     Focuses on formal and informal assessments used      Students with Special Needs                           Department approval
     to assess students suspected of having specific      (3 Cr.)
     learning disabilities. Offered spring semester.      Addresses the fundamental underpinnings of            SEd 542 Cross-categorical Practicum: Early
     (LD area emphasis for both initial and extended      effective behavioral interventions based on           Adolescent to Adolescent
     certification) Prerequisite: SED 503, 564, 565,      behavior analytical principles, which are useful      (3 Cr.)
     532 or consent of instructor                         for teaching functional, academic, and social         A Practicum experience in assessment,
                                                          behaviors. Focus of course content will be            evaluation, IEP development and
     SEd 523B Educational Diagnosis: Cognitive            on the technology of behavior change, steps           implementation, and individual and group
     Disabilities                                         to apply learning principles and techniques           teaching in a setting for middle-secondary
     (1 Cr.)                                              to maintain behavior change inclusive of self-        school level students with cognitive disabilities,
     Covers the administration, analysis and              management and generalization strategies.             learning disabilities and/or emotional/behavioral
     interpretation of individual and group               Offered fall semester. (Initial and extended          disabilities. (Extended certification) Prerequisite:
     assessment tools to evaluate cognitive disability.   certification) Prerequisite: SED 503, 564, 565 or     Department approval
     Emphasis will be given to learning how best to       consent of instructor
     use the information these tools offer while still
                                                                                                                SEd 551 Thesis
     being cognizant of their limits and potential        SEd 532 Assessment: Principles and                    (6 Cr.)
     abuse. This course provides discussion of            Procedures                                            Research in an area of the student’s choice under
     major theories surrounding the development           (2 Cr.)                                               the direction of an advisor. (Master’s degree)
     of assessment techniques, concerns regarding         Includes the technical prerequisites necessary        Prerequisite: CED 549 or consent of instructor
     bias in assessment instruments and practices,        to understand standardized assessments. The
     and application of assessment techniques in          course requires students to critically analyze
     classroom situations. Offered spring semester.       standardized tests, research alternative assessment   SEd 552 Graduate Field Experience - Action
     (CD area of emphasis for both initial and            measures, and practice administration, scoring        Research
     extended certification) Prerequisite: SED 503,       and interpreting of a norm-referenced test in a       (4 Cr.)
     564, 565, 532 or consent of instructor               written case study report. Offered fall semester.     Graduate Field Experience is an opportunity
                                                          (Initial and extended certification) Prerequisite:    to design and conduct action research. Action
     SEd 523C Educational Diagnosis:                      SED 503, 564, 565 or consent of instructor            research is defined as research in an authentic
     Emotional/Behavioral Disorders                                                                             educational context in which an authentic task
     (1 Cr.)                                                                                                    is implemented and evaluated. The purpose of
                                                          SEd 535 Teaching Students with Extensive              Graduate Field Experience is to refine students’
     Focuses on the administration, analysis and
                                                          Support Needs                                         problem-solving abilities while providing hands-
     interpretation of individual formal and informal
                                                          (2 Cr.)                                               on experience. It is an option for the completion
     assessment procedures used to evaluate students
                                                          Develops assessment, instruction and                  of the Master of Arts degree. (Master’s degree)
     with emotional and behavioral disabilities.
                                                          management skills necessary to educate persons        Prerequisite: CED 549 and consent of instructor
     Special emphasis will be given to specific
                                                          with severe developmental disabilities. Areas of
     functional behavioral assessment strategies
                                                          focus include mobility, self-help, socialization,
     useful for diagnosing and teaching emotionally/                                                            SEd 561 Students with Autism Spectrum
                                                          cognition, communication and pre-vocational
     behaviorally disturbed children and adolescents.                                                           Disorders
                                                          skills. Offered spring semester. (CD area
     Offered fall semester. (EBD area of emphasis                                                               (1 Cr.)
                                                          of emphasis for both initial and extended
     for both initial and extended certification)                                                               Provides an in-depth understanding of
                                                          certification) Prerequisite: SED 503, 564, 565,
     Prerequisite: SED 503, 564, 565, 532 or consent                                                            individuals who have the diagnosis of an
                                                          568 or consent of instructor.
     of instructor                                                                                              autism spectrum disorder. Characteristics will
                                                                                                                be reviewed and discussed in the context of
     SED 529 Fieldwork in Special Education               SEd 539 Seminar                                       the student’s unique educational needs and
     (3 Cr.)                                              (1 Cr.)                                               implications for inclusive educational practices.
     This course is designed for teachers attempting      Concentrates on professional issues, problem          Components of successful inclusive programs
     to mainstream students with special needs. It is     solving using current practicum problems and          will be reviewed. Students will become
     required for teachers in special areas who wish      the integration of theory and practice. The           acquainted with ways to design and implement
     to add an Adaptive Certification in Special          Professional Development Plan will be outlined.       positive support strategies and accommodations.
     Education. Prerequisites: Department approval        To be taken concurrent with student teaching.         Offered fall and summer. [Initial and extended
                                                          (Initial and extended certification) Prerequisite:    certification) Prerequisite: 503, 564, 565 or
     SEd 530 Parents, Agencies, and Transitions           Department approval                                   consent ot instructor
     (3 Cr.)
     This course focuses on collaboration and
68
SEd 563 Developing and Implementing                 in this course are grounded in findings on             SEd 577 Cross-categorical Student Teaching:
Useful IEPs                                         differentiated instruction, brain-based learning       Middle Childhood-Early Adolescence
(1 Cr.)                                             and integrated curriculum. Candidates will be          (4 Cr.)
Provides an understanding of the current            expected to create engaging learning experiences       This offers the supervised student teaching
Individualized Education Plan legislation and       that offer each student in a diverse population        experience in assessment, evaluation, IEP
processes. It focuses on developing legal and       the maximum opportunity for acquiring and              development and implementation, and
useful Individualized Education Plans and           expressing new learning. Offered summer.               individual and group teaching in a setting for
methods for implementing, monitoring and            (Initial certification)                                elementary-middle school level students with
analyzing their effectiveness for individuals                                                              cognitive disabilities, learning disabilities and/
with disabilities. Offered fall and summer.         SEd 568 Curriculum and Methods:                        or emotional/behavioral disabilities. (Initial
Prerequisite: SED 503, 565 or consent of            Functional Skills                                      certification) Prerequisite: Department approval
instructor                                          (3 Cr.)
                                                    Includes the study of objectives, curriculum           SEd 578 Teaching Students with Learning
SEd 564 Introduction to Teaching and Lesson         content, methodologies and instructional               Disabilities
Planning                                            materials appropriate for elementary, middle and       (2 Cr.)
(1 Cr.)                                             secondary students with exceptional educational        Includes a study of the objectives, curriculum
Includes fundamentals of instruction and            needs. This course emphasizes social skills            content, instructional methodologies and
lesson planning. Students will demonstrate an       training, personal living skills, self-determination   instructional material appropriate to students
understanding of the key components within          skills, community-based instruction and                with learning disabilities. The course emphasizes
a lesson plan and how to address individual         universal design. Offered spring. (Initial and         learning and study strategies in the areas of
learning styles. Offered fall, spring and summer.   extended certification) Prerequisite: 503, 564,        reading and mathematics, communication
(Initial certification)                             565 or consent of instructor                           strategies, and social skills development for
                                                                                                           students with specific learning disabilities.
SEd 565 Educational Psychology                      SEd 569 Curriculum Development:                        Offered spring semester. Prerequisite: SED 503,
(2 Cr.)                                             Modification and Differentiated Learning               564, 565, 569 or consent of instructor
A study of the science of learning as applied to    (4 Cr.)
the process of teaching, with special emphasis      Provides an understanding of the processes,            SEd 579 Cross-categorical Student Teaching:
on the process of instruction. Focus will           strategies and interpersonal dynamics involved         Early Adolescent-Adolescent
address theories of development, childhood and      in curricular development and improvement. It          (4 Cr.)
adolescence, cognition, individual differences,     focuses on analyzing and prescribing, modifying        This offers the supervised student teaching
information processing, motivation, behavioral      and delivering differentiated instruction in           experience in assessment, evaluation, IEP
learning theories, constructivism, cooperative      math, social studies, science and language arts        development and implementation, and
learning, effective learning environments and       for individuals with disabilities who receive          individual and group teaching in a setting for
multiple intelligence theory. Offered fall and      instruction in general and/or specific education       middle-secondary school level students with
summer. (Initial and extended certification)        settings. Offered fall. (Initial and extended          cognitive disabilities, learning disabilities and/
                                                    certification) Prerequisite: SED 503, 564, 565 or      or emotional/behavioral disabilities. (Initial
SEd 566 Portfolio Seminar                           consent of instructor                                  certification) Prerequisite: Department approval
(1 Cr.)
This course focuses on the information and
skills needed to develop a portfolio to meet
                                                    SEd 570 Alternative Communication                      URBAN EDUCATION
                                                    Methods (Includes Sign Language)                       MUE 512 Literacy Development PK-3
the requirements of the Department of Special
                                                    (1 Cr.)                                                (4 Cr.)
Education’s benchmarks. Topics emphasized
                                                    Focuses on using alternative communication             This course focuses on the relationship between
included the role of the Wisconsin Standards for
                                                    strategies and developing the basic expressive         language and literacy development in pre-
Teacher Development and Licensure, philosophy
                                                    and receptive sign language skills necessary           kindergarten through primary grade level
statement composition, artifact selection,
                                                    to teach students who do not use standard              students. Students will learn how to plan and
narrative writing, and resume preparation.
                                                    ways to communicate. Emphasis is                       provide instruction in the areas of reading,
The essential role of reflection in portfolio
                                                    placed on identifying barriers to successful           writing, listening, and speaking and to assess
development and professional growth will be
                                                    communication, developing/maintaining an               student performance for children in general
stressed. Recommended to be taken second
                                                    appropriate learning environment for students          education programs as well as students identified
semester in the program; offered fall, spring and
                                                    who are unable to communicate effectively              with learning disabilities. A variety of contexts
summer. (Initial and extended certification)
                                                    in a vocal manner. Offered fall semester. (CD          to facilitate the development of language and
                                                    area of emphasis for both initial and extended         literacy will be explored including the role of
SEd 567 Designing for Diversity                     certification) Prerequisite: SED 503, 564, 565 or
(1 Cr.)                                                                                                    phonics in the development of fluent readers.
                                                    consent of instructor                                  Modifications of content as needed for student
This course is designed to help teacher
candidates develop an understanding and                                                                    with learning disabilities to make progress in the
appreciation of the academic, cultural, social-     SEd 576 Pre-Student Teaching Mentoring                 general curriculum will be explored.
economic, racial, ethnic and gender diversity       (1 Cr.)
found in K-12 classrooms so they can design a       This course will support on-site supervision           MUE 502 Assessment and Instruction in
learning environment and learning experience        and mentoring of certification candidates who          Mathematics
that will meet the individual needs of this         have been placed in K-12 classrooms as permit-         (2 Cr.)
diverse population. The research-based assertions   licensed teachers.                                     This course is designed to create competencies
                                                                                                           in mathematics methods for students preparing        69
   to teach in the K-8 classroom. Through reading,       the importance of the arts in past and present       MUE 508 Assessment and Instruction in
   writing, and talking about mathematics as well        cultures. Emphasis will be placed on integrating     Social Studies
   as engaging in hands-on mathematics activities,       art, music, theatre, and storytelling with the       (2 Cr.)
   students will develop the skills necessary to         regular curricular areas such as reading, writing,   This course is designed to explore and practice
   successfully create and implement appropriate         mathematics, science and social studies. The         the skills necessary to fulfill the role of teacher
   mathematics activities for various grade levels.      student will write lesson plans, explore art         of elementary and middle school social studies.
   Included in these activities will be assessment       materials, music strategies, theatre techniques.     Included will be general information on
   processes as well as NCTM and state standards         In addition, procedures for assessment and           curriculum development, component areas of
   for mathematics education. In addition,               modification for children with disabilities will     broad field social studies, unit development,
   procedures for assessment and modification for        be addressed as they relate to the teaching of       outcome and assessment development, methods
   children with disabilities will be addressed as       elementary and middle school fine arts.              specific to social studies, computer technology
   they relate to the teaching of elementary and                                                              as integrated into the curriculum, and the
   middle school mathematics.                            MUE 506 Assessment and Instruction in                relationship of social studies to all other subject
                                                         Science                                              areas. Course content will examine minority
   MUE 522 Identifying and Support Children              (2 Cr.)                                              group relations including history, culture and
   with Learning Disabilities                            Through reading, writing, and talking about          sovereignty of American Indian Tribes and
   (3 Cr.)                                               science as well as engaging in hands-on              bands located in Wisconsin as well a focus on
   This course provides basic theoretical and            mathematics activities, students will develop        women and various racial, cultural, language and
   practical approaches to the identification and        the skills necessary to successfully create and      economic groups in the United States to include
   instruction of students with learning disabilities.   implement appropriate science activities for         but not limited to African-Americans, Hispanic-
   Historical foundations, major theoretical             various grade levels. Included in these activities   Americans, Hmong and cultures of poverty.
   approaches, and current issues in the field of        will be assessment processes as well as state
   learning disabilities are examined. Formal and        standards for science education, including the       MUE 524 Adaptations for Students with
   informal tools and procedures used to assess          conservation of natural resources. In addition,      Learning Disabilities
   students suspected of having specific learning        procedures for assessment and modification for       (3 Cr.)
   disabilities are explored. Characteristics of         children with disabilities will be addressed as      This course includes a study of the curriculum
   students with learning disabilities and related       they relate to the teaching of elementary and        content, instructional methodologies, and
   teaching strategies are described.                    middle school science.                               instructional materials appropriate for students
                                                                                                              with learning disabilities. Teaching and learning
   MUE 540 Seminar in Urban Education I                  MUE 542 Seminar in Urban Education II                strategies in the areas of reading, mathematics,
   (2 Cr.)                                               (4 Cr.)                                              communication, and social skills development
   This course is designed to prepare teacher            This course is a continuation of Seminar I.          for students with specific learning disabilities
   candidates to build a community of learners           Teacher candidates will build on the foundation      are reviewed and practiced. An understanding
   while considering a wide range of academic,           established in the first seminar to pursue a more    of the processes, strategies, and interpersonal
   social, and emotional differences among K-12          in depth study of minority group relations as        dynamics involved in curricular adaptation to
   students. Instructional strategies that promote       they relate to urban schools. The focus will         meet the needs of students with LD who receive
   appropriate individual and group behavior,            be on African-American, Hispanic, Native             instruction in general education classroom is
   classroom techniques that effectively respond to      American and Hmong culture groups in schools         promoted.
   inappropriate behaviors, and classroom methods        and communities. Linguistic and cultural
   that deal with the needs of “at risk” students and    differences and the impact they have on learning     MUE 544 Seminar in Urban Education III
   with severe behavior problems are addressed.          are explored.                                        (2 Cr.)
   Conflict resolution, motivation theories, and                                                              This course continues to build on the elements
   the impact of teacher expectations are explored       MUE 514 Literacy Development 4-8                     included in Seminars I and II. Using this
   as well as several brain-based strategies that        (4 Cr.)                                              knowledge, teacher candidates will establish
   relate to the teaching and learning process and       The content of this course includes examination,     networks, resources and tools for continuing to
   classroom management. Teacher candidates will         discussion, and application of the following         grow as urban educators. Teacher candidates will
   have the opportunity to participate in interactive    topics: teacher and student strategies for           have the opportunity to participate in interactive
   presentations and role-plays.                         promotion of word identification, fluency,           presentations and role-plays, listen to urban
                                                         comprehension, study skills, written expression;     principal and teacher panels, and fulfill the
   MUE 530 Student Teaching in Urban Settings I          selection of appropriate literature, practice        community/service learning component. This
   (2 Cr.)                                               materials, and technology; formats for organizing    seminar incorporates Portfolio, an opportunity
   Student teaching provides half-day, full semester     classroom instruction; and procedures for            to integrate and demonstrate increased
   opportunities to student teach in pre K-8 urban       assessing and monitoring learner progress. The       competency in the Wisconsin Standards for
   settings under supervision within one’s targeted      emphasis for students who enroll in this course      Teacher Development and Licensure.
   area(s) of certification. Focus on the practices      will be literacy learning and instruction for
   and roles of the beginning classroom teacher in a     students in grades 4-8. In addition, procedures      MUE 532 Student Teaching in Urban Settings II
   diverse, global world.                                for assessment and modification for children         (2 Cr.)
                                                         with disabilities will be addressed as they relate   Student teaching provides full-day opportunities
   MUE 504 Assessment and Instruction in Fine            to the teaching of elementary and middle school      to student teach in pre K-8 urban settings under
   Arts                                                  literacy.                                            supervision within one’s targeted area(s) of
   (2 Cr.)                                                                                                    certification. Focus on the practices and roles
   The Fine Arts Methods course is designed                                                                   of the beginning classroom teacher in a diverse,
   to provide students with an understanding                                                                  global world.
70 of the role of the Fine Arts in schooling and
Doctorate in Leadership for
the Advancement of Learning and Service
The Doctorate of Education in Leadership              - Application of other foundations and techniques      the end of the program. During the final course
for the Advancement of Learning and Service             to the field                                         students will complete a comprehensive exam.
provides advanced study in leadership that            - Applied research which primarily addresses           Ph.D. students must successfully complete six-
prepares graduates to make a significant                localized practitioner problems or questions         credits in addition to the two, two-credit courses
contribution to their organizations and to their                                                             listed above. The six-credits must be selected from
communities. Specifically, the program design         The Ph.D. course of study is more focused              the list of variable credit courses, with at least
develops knowledge, skills and attitudes for          on research skill courses (sometimes called            one credit coming from each of the three main
effective leadership that lead to the creation of     “methods”) than the Ed.D. Therefore, individuals       categories: Methods, Techniques, and Seminars.
exceptional learning organizations capable of         whose future employment may involve planning,          The courses will also be offered on weekends in a
meaningful service to the common good. The            conducting and interpreting research should            cohort model.
program’s ultimate goal is the transformation         consider the Ph.D. The Ed.D. is designed to be a
of organizations and individuals to enhance the       practitioner’s degree and features courses to assist   STUDENT POPULATIONS
quality of life in the greater community.             individuals to improve practice in their respective
                                                      fields and within their communities. Both degrees      The program is designed for professionals with
The course of study is designed for educators,        focus on leadership and are appropriate for            present or emerging leadership responsibilities
professionals, and researchers representing all       individuals who intend to enter higher education       in a variety of learning communities: universities
disciplines and professions. Graduates will           careers. While the Ph.D. will require students to      and colleges, business and industry, health care
ultimately create replicable models of learning       acquire a deeper and more specific understanding       institutions, community organizations, social
and service-centered organizations to face the        of the various components of research, both            services, unions, libraries, government agencies,
challenges of the 21st century. The doctoral          degrees will focus on implementation of                vocational education, staff training programs,
program at Cardinal Stritch University is active in   research, e.g. practical outcomes in the sharing of    consulting organizations, international agencies
key decision-making groups affecting the quality      knowledge.                                             as well as K-12 public, private and parochial
of life throughout southeastern Wisconsin, the                                                               schools. Participants share a common interest in
Midwest, and beyond. Stritch continues to play        Graduates of both programs will strive to make         leadership, and may use their own work sites as a
a leadership role among Franciscan institutions       the world a little better place in which to live.      focus of graduate study. In essence, the program is
across the country, and throughout the world, for     Specifically, a deeper knowledge of research leads     designed to facilitate the development of effective
renewing and embodying Franciscan Values.             to more community action and publications by           leaders for broader communities.
                                                      our students, which will help increase the image
The Doctorate of Education in Leadership for          of the University.                                     Each student develops an Individual Plan of
the Advancement of Learning and Service is                                                                   Scholarship that focuses on knowledge, skill,
a natural extension of Stritch’s commitment                                                                  and character development related to leadership
                                                      THE DISSERTATION                                       for learning and service. The Individual Plan of
to live and promote the Franciscan Values of
peacemaking, community, caring and hospitality.       The dissertation of the Ed.D. and Ph.D. both           Scholarship provides the framework for seminars,
More specifically, the program involves the entire    require rigid adherence to standards of research       independent study, field practice, and research.
Stritch community in preparing men and women          methodology while analyzing the data for               The Plan is developed and assessed through
with leadership skills, cutting-edge knowledge        practical implications in the development of           demonstrations of knowledge, skills, and attitudes
and community-based opportunities to exercise         original scholarship. However, the Ph.D. will          described in performance indicators. Evidence of
responsible leadership in their organizations and     require more depth in developing the theoretical       progress and proficiency related to the Individual
communities.                                          structure of research base. In addition, the Ph.D.     Plan of Scholarship are entered into student
                                                      dissertation will require extended depth of analysis   portfolios.
                                                      of the data and research, and contain rigorous
DISTINCTIONS BETWEEN                                  design procedures. All dissertations must address      COHORT GROUP
ED.D. AND PH.D.                                       leadership for the advancement of learning
                                                                                                             Students enroll in a cohort group with
Each doctoral student in the College of               and service, and explicate practical applications
                                                                                                             approximately 24 members. Each cohort group
Education may choose between one of two degree        implied in the results. The dissertation is fully
                                                                                                             begins with an introductory seminar. Members
tracks in the Doctorate in Leadership for the         incorporated into the regular course work to
                                                                                                             of the cohort group support and challenge one
Advancement of Learning and Service, e.g. A           integrate both course knowledge, theory, and
                                                                                                             another to accomplish goals, study together,
Doctor of Education degree (Ed.D.) or Doctor          practice.
                                                                                                             collaborate on projects, and teach each other what
of Philosophy degree (Ph.D.). The difference                                                                 they learn about leadership through community
between the two degrees is typically summarized       COURSE WORK                                            service and individualized study.
in the following manner: The Ed.D. is more            All doctoral students complete the Ed.D. course
applied and the Ph.D. is more research-oriented.      sequence which is comprised of 60 credits in
However, it is more complex than this one
                                                                                                             STUDY TEAMS
                                                      three years of work. Students selecting the Ph.D.
statement.                                                                                                   The study team is responsible for meeting
                                                      track take an additional 10 credits in theory and
                                                                                                             together in a location and time apart from the
                                                      research. At the end of the first year of study
Ph.D.                                                                                                        regularly scheduled seminar meetings. For each
                                                      (May/June), students will decide whether to
- Theoretical foundations of the field                                                                       seminar, the study team supports individual
                                                      continue in the Ed.D. track or pursue the Ph.D
- Application of other foundational or related                                                               member’s exploration of leadership theory and
                                                      in leadership.
  disciplines                                                                                                influences through readings, experiences, case
- Research which is directed toward theory                                                                   studies, and models. The study team will set its
  building, statistics and research design            PH.D. COURSES                                          own agenda that meets the needs of its members,
                                                      Students who pursue the Ph.D. track will take          documents activities, shares its findings in a
Ed.D.                                                 the two-credit course, Advanced Research Theory        seminar session, and evaluates its effectiveness as a
- Development of specialized practitioner skills      and Methods at the end of year one, and a two-         model of a learning community.
                                                      credit course in Theory and Model Building at                                                                  71
     DISTRICT ADMINISTRATOR’S                              directly to the practical applications of the         Section 1 – Leadership and Change
                                                           knowledge base and the dissertation.                  *    Define and describe leadership
     CERTIFICATION PROGRAM                                                                                       *    Give an example of how you have
     Students interested in earning the District                                                                      functioned as a leader in your position
     Administrator’s License in Wisconsin will enroll in   COMMUNITY MENTOR                                      *    Describe how you have participated in
     two additional seminars related to competencies       Cardinal Stritch University has a unique                   change. Describe inhibitors and facilitators
     required by the Department of Public Instruction      program by providing each student the                      of change as you perceived them
     but not incorporated into the doctoral program        support of a community mentor during his/her
     (The Superintendency and School Finance). An          doctoral studies. The doctoral student and the        Section 2 – Learning
     internship in the role of District Administrator      coordinator of mentoring collaborate to select a      *    Describe your interest in creating a
     may take the place of at least one practica, and a    community mentor who also reflects the student’s           “Learning Organization”
     practicing District Administrator may serve as the    background, interests, and goals. The mentor          *    Describe what you have done to contribute
     community mentor for the internship.                  serves as an external support and advisor who is           to the creation of a “Learning Organization”
                                                           grounded in the real world of leadership, learning,
                                                           and service. Mentors have a wealth of knowledge       Section 3 – Service and Organizational
     THE SUMMER INSTITUTES                                 and experience that can be shared with the            Transformation
     The summer curriculum sequence is comprised           doctoral student.                                     *    Define what you feel is the relationship
     of a Leadership in Learning and Service Institute                                                                among leadership, learning, and service
     series over three years. Each Institute provides
     focused seminar study of current leadership           GRADING                                               *    Describe how your service has been applied
                                                           Doctoral seminars and practica will be assessed            to the transformation of an organization
     research, theory and practice. Introductory
     seminars to the doctoral study and research are       High Pass/Pass/Incomplete/Fail. For transcript
                                                           purposes and translation to traditional grading       Section 4 – Goals for Doctorate in Leadership
     integrated into a conference-style atmosphere with                                                          *    Identify goals and expectations for pursuing
     numerous speakers, facilitators, and workshops on     scales, High Pass is equivalent to an A, Pass is
                                                           equivalent to a B and Fail is equivalent to an F.          a Doctorate in Leadership
     cutting-edge topics in leadership, learning, and                                                            *    Describe how the attainment of this degree
     service.                                              Successful demonstration of program outcomes
                                                                                                                      will enhance your ability to lead and
                                                           and performance indicators will determine                  transform organizations
                                                           passing. Students failing a learning sequence will
     FALL/SPRING WEEKEND                                   be given an opportunity to take an Incomplete
     SEMINARS                                              within a specified time frame, and will be given      GRADUATION
     The fall/spring curriculum sequence provides a        additional opportunities to demonstrate success
     six semester series of weekend academic seminars
                                                                                                                 REQUIREMENTS
                                                           for the outcomes in question. All program
     supplemented by learning team sessions. The                                                                 A student is a candidate for the Ed.D. degree
                                                           outcomes must be demonstrated successfully in
     academic seminars engage directed study of                                                                  when:
                                                           order to complete the degree.
     leadership, learning, service, and research. The                                                            1. All doctoral course work has been successfully
     learning team sessions provide for completion of                                                                  completed.
     academic seminar assignments and continuing
                                                           TECHNOLOGY COMPETENCY                                 2. All three yearly assessments of the curriculum
     exploration of leadership study. Doctoral classes     Enrollment in the doctoral program requires                 strands have been successfully completed.
     meet one weekend per month (Friday night,             competency in the use of electronic media to          3. The Dissertation has been accepted and
                                                           facilitate efficient and environmentally conscious          approved.
     Saturday, and Sunday afternoon) September
                                                           communications among constituents, regardless
     through April.                                        of locations. Students will be expected to have       4. The Oral Presentation has been successfully
                                                           access to a personal computer for E-mail, word              completed.
     TIME LIMITATION                                       processing, spreadsheets, graphic displays, and the   5. All financial obligations incurred with the
     The course sequence is three years, and students      use of the Internet for research and networking.            University have been met.
     are expected to complete the program in three                                                               6. All graduate credits applied to the degree have
     to four years. The maximum time limit for             ADMISSIONS REQUIREMENTS                                     been earned within seven years at the time of
     completing the program, including dissertation,                                                                   graduation.
                                                           To be considered for admission into the program,
     is seven years. Students continuing dissertation      students must submit:
     scholarship beyond the prescribed three-year          A. Official transcripts from all post-secondary       THE PRINCIPALS’ CENTER
     program schedule will enroll in one dissertation          institutions attended, including evidence of
     credit per semester to maintain contact with the                                                            Cardinal Stritch University has a unique
                                                               master’s degree completion.                       partnership with area principals in providing
     advisor and dissertation committee, and to have       B. Grade point average (GPA) of 3.5 on a 4.0
     access to University resources for research.                                                                professional development opportunities. The
                                                               scale in master’s course work is required.        Principal’s Center is comprised of Milwaukee
                                                           C. Portfolio consisting of, but not limited to,       area principals and University representatives
     PRACTICA/FIELD                                            the criteria listed below. Assemble portfolio     sponsoring continuing education for practicing
                                                               in a folder. All materials should be typed or     administrators through breakfast conversations
     EXPERIENCES                                               electronically produced.                          scheduled 3-6 times a year and a 3-day Summer
     The course sequence is three years and students       D. Curriculum Vitae                                   Institute. The Institute features prominent
     engage in at least three problem-based learning       E. Formal Paper (Divided in four sections)            regional and national educational speakers
     experiences within and outside of their fields        This essay is an essential aspect of the admission    scheduled at the end of June each year. Two to
     of employment. The practica/field experiences         process and will be carefully evaluated in order      three graduate credits can be earned by attending
     integrate learning through research, reflection,      to make a decision on your entry into the             the institute.
     and practice with the knowledge, skills and           doctoral program. Follow the guidelines carefully,
     dispositions of the curriculum. Students are          addressing all items. The paper will be evaluated
     encouraged to design practica/field experiences       as to:                                                CURRICULUM STRANDS
     in diverse learning communities, e.g., a different    *      Content relevance to topic proposed            The doctoral program involves a minimum of 60
     school district, institution, industry, state or      *      Clarity of presentation                        credits, including three summer institutes, fall and
     country. A practica plan should address purposes,     *      Maturity of style                              winter seminars and practica, and a dissertation.
     description of context, information base,             *      Maximum of six double-spaced pages             There are four integrated curriculum strands:
     relationships needed, timeline, and methods of                                                              leadership, learning, service, and research.
72   documentation/evaluation. The practica leads
Leadership Strand                                       •    The nature of Leadership, Learning and               further questions for study. This experience leads
The goal of the leadership curriculum is the                 Service                                              students to the further refinement of the disserta-
development of the knowledge, skills and                •    The evolution of Leadership, Learning and            tion focus and subsequent writing of the disserta-
dispositions that will facilitate leadership related         Service theory                                       tion proposal. Seminar course work builds on
to learning and service of other individuals while      •    The future of Leadership in Learning and             the research process focus of Ed 740, introducing
influencing organizational capacity for vision               Service                                              issues of analysis and computer applications for
and continuous improvement. Specifically, the                                                                     research and statistics.
                                                        •    Frameworks for engaging and empowering
curricula includes the exploration of advanced               learning organizations committed to moral
leadership understandings, theories, models,                                                                      Ed 714 Dimensions of Leadership Seminar
                                                             purpose                                              (4 Cr.)
philosophies, influences, applications and skills.
                                                        •    Intelligence-centered systems and                    This seminar will explore the moral and ethical
Course Sequence for Leadership Strand—Year                   institutions                                         dimensions of leadership values and behaviors
One                                                     •    The application of Leadership, Learning and          that engage and empower organizational transfor-
                                                             Service theory to practice in social                 mation and achievement of significant purpose.
Ed 700 Doctoral Seminar (1 Cr.)                                                                                   Students will identify moral and ethical leadership
                                                             transformation.
Ed 750 Leadership in Learning and Service                                                                         constructs and parallel leadership behaviors as
         Institute I (6 Cr.)                            Ed 710 Leadership Theory: Evolution                       articulated in philosophy, research and practice.
Ed 710 Leadership Theory: Evolution and                 and Influences                                            Students will construct personal standards and
         Influences (4 Cr.)                             (4 Cr.)                                                   designs for leadership behavior, which will signifi-
Ed 740 Research Seminar: A (3 Cr.)                      This course traces leadership theory historically         cantly engage and empower the membership of
                                                        and philosophically by examining major theorists,         an organization to transform itself and the greater
Ed 741 Applied Research: Leadership
                                                        models and historical contexts. While examin-             community in the successful pursuit of significant
         Practicum (2 Cr.)
                                                        ing leadership theory, students will explore major        goals. Students will create strategies to develop
Ed 714 Dimensions of Leadership Seminar                 social, political and cultural influences on the          and sustain common vision and collaborative
         (4 Cr.)                                        development of leadership theory, as well as the          action for the advancement of learning and service
                                                        implementation of leadership practice. Students           within an organization or community.
COURSE DESCRIPTIONS                                     will analyze various leadership theories from the
Ed 700 Doctoral Seminar
                                                        past and present in relationship to the emerg-            Leading the Learning
                                                        ing needs of organizations in the 21st century.           Organization Strand
(1 Cr.)                                                 Ultimately, students will construct a personal
Doctoral candidates are oriented to the doctoral        leadership theory that will advance organizations         Learning is a natural, ongoing process by which
program and to the four major strands of study:         as learning and service centered.                         information is acquired, integrated and applied
leadership, learning, service, and research. Students                                                             continually to purpose. It is a lifelong activity
will explore their current beliefs and understandings   Ed 740 Research Seminar: A                                that pervades every aspect of human existence.
about each strand. Through reading, reflection,         (3 Cr.)                                                   Most importantly, quality of learning is critical to
and dialogue, students will begin to create an          This seminar introduces the research process and          quality of existence.
Individual Plan of Scholarship for their doctoral       practice, focusing on the elements of research
studies. The plan will emanate from their analysis      design that apply to qualitative and quantitative         In an era of rapid and dramatic change, the
of the discrepancy between what they know and           research methodologies. Students will examine a           significance of learning efficacy is accelerated.
what they want to learn in the areas of leadership,     number of qualitative and quantitative research           At stake is the future health of institutions,
learning, service, and research based on program        methodologies such as case study and ethnograph-          social systems and environment. It is with this
outcomes and performance indicators for their           ic research, historical research, non-experimental        perspective of the relationship of learning to
doctoral study. Students will receive an introduction   quantitative research such as survey research, lon-       the evolution of the human experience that the
to doctoral dissertation research and the process of    gitudinal and correlational research, and experi-         Doctorate of Education in Leadership addresses
problem finding to aid in the early identification      mental research. The seminar emphasizes the basic         the nature and nurture of intelligence and
of potential research ideas. Further, the orientation   processes of research, including effective research       learning in individuals and organizations. The
seminar will acclimate students to their cohort         writing and literature review. In addition, students      goal of the learning strand of the leadership
group, practica requirements, mentoring, use of         are introduced to a variety of research resources         curriculum is advanced knowledge, skill and
technology, University library resources, and other     including computer applications for research and          dispositions that will facilitate the transformation
program policies and procedures.                        statistics. Planning for a pilot study is used as a       of organizations through the cultivation of
                                                        springboard to provide beginning researchers with         intelligent behavior in individuals and groups.
Ed 750 Leadership in Learning and                       an understanding of research components such              The learning strand of the curriculum will explore
Service Institute I                                     as research writing, argument-building, sampling          learning theories, models, influences and research
(6 Cr.)                                                 techniques, measurement issues and statistics.            in individual and organizational contexts.
This course is the first of three current research,     Statistical topics include an introduction to statisti-
theory and practice institute series. Drawing           cal reasoning, and descriptive statistics through         Course Sequence for Learning
from current theory and research, this course           correlation.                                              Strand—Year Two
adopts an annual institute format to focus on
advanced study of the emerging knowledge base           Ed 741 Applied Research:                                  Ed 701     Seminar in Leading a Learning
about leadership in learning and service. The           Leadership Practicum                                                 Organization (1 Cr.)
course is designed for individuals interested in        (2 Cr.)                                                   Ed 751     Leadership in Learning and Service
the transformation and organization of systems          The practicum allows students to implement                           Institute II (6 Cr.)
in a manner compatible with integrated knowl-           and analyze the pilot study planned in Ed 740:            Ed 720     Learning Theory: Evolution and
edge of leadership, human intelligence and moral        Research Seminar A. In consultation with the                         Influences (4 Cr.)
organizational purpose. Participants will engage        Doctoral advisor, the instructor(s) in Ed 740,            Ed 742     Research Seminar: B (3 Cr.)
in the developing revolution in conception of           and the community mentor, students investigate
individual and organizational intelligence and the                                                                Ed 743     Applied Research: Leading in a
                                                        a question or problem, and evaluate the results                      Learning Organization Practicum
extent and ways it can be advanced. Specifically,       from a leadership perspective. Drawing on their
they will dialogue about the cultivation of intel-                                                                           (2 Cr.)
                                                        knowledge base of related leadership and learn-
ligent behavior in learning, leadership and service.    ing theory, students critique the data from the           Ed 724     Dimensions of Leading the Learning
Topics to be addressed in the continuing institute      practicum experience, draw conclusions, and pose                     Organization (4 Cr.)
series include:                                                                                                                                                          73
     COURSE DESCRIPTIONS                                    of various research methodologies and experi-           COURSE DESCRIPTIONS
     Ed 701 Seminar in Leading a                            mental designs. This seminar also builds upon           Ed 702 Seminar in Leading to Serve
     Learning Organization                                  students’ understanding and use of descriptive and      (1 Cr.)
     (1 Cr.)                                                inferential statistics, including practical computer    The major emphasis of the final year of the
     This seminar introduces focused study of the           applications for research and statistics. Statistical   research strand is to facilitate student’s completion
     advancement of learning in individuals and             topics include correlation and regression, hypoth-      of the dissertation, help students integrate their
     organizations. Students will be oriented to a          esis testing and an introduction to non-parametric      knowledge of research with applied scholarship,
     curriculum that investigates an interrelated           statistics and analysis of variance. Work on the        and help students refine their conceptualization
     knowledge base about leadership and learning,          dissertation continues in the research seminar.         of research and the research process. The cur-
     particularly the role of leadership in nurturing                                                               riculum for the Service Year aims to provide a
     organizational intelligence essential to the growth    Ed 743 Applied Research: Leading in a                   base from which to critically and comprehensively
     and success of human systems. In introducing           Learning Organization Practicum                         examine important issues, and effectively catalyze
     students to this course of study, the seminar will     (2 Cr.)                                                 long-term, systemic transformation. Four major
     also establish structure for generating practicum      The practicum allows students to implement              components provide the overall structure for the
     and research questions.                                their individualized plan of learning and disserta-     Service Year curriculum. Parameters of Service
                                                            tion work planned in Ed 742: Research Seminar           defines service through multiple lenses – aca-
     Ed 751 Leadership in Learning and                      B. In consultation with the doctoral advisor,           demic, sociocultural, and individual psychology
     Service Institute II                                   the instructor/s in Ed 743, and the community           and behavior. Application of Service focuses on
     (6 Cr.)                                                mentor, students will pursue their individualized       the fundamental activities of applied, pragmatic
     Second of three current research, theory and           practicum plan. The seminar course work builds          service, particularly focusing on the emerging
     practicum institute series. Drawing from current       on the data analysis focus of Ed 742, particularly      role of technology. Nurturing Service builds on
     theory and research, this course adopts an annual      emphasizing computer applications for research          application, examining how applied service can be
     institute format to focus on advanced study of         and statistics. Students will report on the accom-      infused to effect transformational change in indi-
     the emerging knowledge base about leadership in        plishment of their learning and dissertation goals,     viduals, organizations, and society. Lastly, Service
     learning and service. The course is designed for       including an updated timeline for dissertation          Future integrates service with leadership, learning,
     educators and other individuals interested in the      completion.                                             and scholarship to provide a base from which to
     transformation and organization of systems in a                                                                mindfully assess the present and effectively plan
     manner compatible with integrated knowledge of         Ed 724 Dimensions of Leading the Learning               the future.
     leadership, human intelligence and moral organi-       Organization
     zational purpose. Participants will engage in the      (4 Cr.)                                                 Ed 752 Leadership in Learning and
     developing revolution in conception of individual      This seminar will examine leadership behaviors          Service Institute III
     and organizational intelligence and the extent and     that effectively engage and empower learning            (6 Cr.)
     ways it can be advanced. Specifically, course par-     organizations to commit to significant moral            Final of three current research, theory and
     ticipants will engage in dialogue about the cultiva-   purpose. Leadership cultivation of individual           practicum institute series. Drawing from current
     tion of intelligent behavior in learning, leadership   and organizational skill and disposition in learn-      theory and research, this course adopts an annual
     and service. Topics to be addressed in the continu-    ing will be emphasized. Students will specifically      institute format to focus on advanced study of
     ing institute series include:                          explore leadership skills, values and knowledge         the emerging knowledge base about leadership in
     *     The nature of Leadership, Intelligence           important to the development of communities of          learning and service. The course is designed for
           and Service                                      learners capable of significant service.                educators and other individuals interested in the
     *     The evolution of Leadership, Intelligence                                                                transformation and organization of systems in a
           and Service theory                               Leading to Serve Strand                                 manner compatible with integrated knowledge of
     *     The future of Leadership in Learning             The Doctorate of Education in Leadership creates        leadership, human intelligence and moral organi-
           and Service                                      a forum for advanced study of leadership and            zational purpose. Participants will engage in the
     *     Frameworks for engaging and empowering           learning in relationship to service. The goal of        developing revolution in conception of individual
           learning organizations committed to moral        the service strand of the leadership curriculum         and organizational intelligence and the extent and
           purpose                                          is to prepare men and women to effectively              ways it can be advanced. Specifically, course par-
     *     Intelligence-centered systems and institutions   apply their expertise in leadership and learning        ticipants will engage in dialogue about the cultiva-
     *     The application of Leadership, Learning          to the engagement and transformation of self,           tion of intelligent behavior in learning, leadership
           and Service theory to practice in social         organization, and community. Developing a               and service. Topics to be addressed in the continu-
           transformation.                                                                                          ing institute series include:
                                                            service focus within an organization includes an
                                                            emphasis on both the individual and the culture.        *     The nature of Leadership, Intelligence
     Ed 720 Learning Theory: Evolution                                                                                    and Service
     and Influences                                         The service strand in the doctoral program
                                                            explores avenues for expanding the definitions,         *     The evolution of Leadership, Intelligence
     (4 Cr.)                                                                                                              and Service theory
     This seminar traces the historical evolution of        theories, and practical components of service.
     learning theory in context of social, political,                                                               *     The future of Leadership in Learning
     economic and cultural influences. Students will        Course Sequence of Leading to Serve                           and Service
     engage in critical analysis of learning theory to      Strand—Year Three                                       *     Frameworks for engaging and empowering
     construct a personal theoretical framework about                                                                     learning organizations committed to moral
     leadership behavior that nurtures the nature of        Ed 702     Seminar in Leading to Serve (1 Cr.)                purpose
     learning in individuals and organizations.             Ed 752     Leadership in Learning and Service           *     Intelligence-centered systems and
                                                                       Institute III (6 Cr.)                              institutions
     Ed 742 Research Seminar: B                             Ed 730     Service Theory: Evolution and                *     The application of Leadership, Learning
     (3 Cr.)                                                           Influences (4 Cr.)                                 and Service theory to practice in social
     This seminar builds upon the research process          Ed 744     Research Seminar: C (3 Cr.)                        transformation.
     focus of Ed 740, and transitions to a focus on
     data analysis. It begins with a greater discrimina-    Ed 745     Applied Research: Leading to Serve
     tion between different research methodologies,                    Practicum (2 Cr.)
     and then focuses on the elements of design             Ed 734     Dimensions of Leading to Serve (4 Cr.)
     that apply to controlled experimental research.
     Simulations and pilot studies are used as a spring-
74   board to provide students with an understanding
Ed 730 Service Theory: Evolution and                    nents provide the overall structure for the Service
Influences                                              Year curriculum. Parameters of Service defines
(4 Cr.)                                                 service through multiple lenses – academic, socio-
Transformational leaders possess a developed            cultural, and individual psychology and behavior.
philosophy of service, the ability to critically and    Application of Service focuses on the fundamental
comprehensively examine important issues, and           activities of applied, pragmatic service, particu-
the motivation to effectively catalyze long-term,       larly focusing on the emerging role of technology.
systemic transformation. The curriculum for the         Nurturing Service builds on application, examin-
Service Year provides a base from which students        ing how applied service can be infused to effect
can develop the components necessary for trans-         transformational change in individual, organiza-
formational leadership. Four major components           tions, and society. Lastly, Service for Transformation
provide the overall structure for the Service Year      integrates service with leadership, learning, and
curriculum. Parameters of Service defines service       scholarship to provide a base from which to mind-
through multiple lenses – academic, sociocul-           fully assess the present and effectively plan the
tural, and individual psychology and behavior.          future – personally, organizationally, and globally.
Application of Service focuses on the fundamental
activities of applied, pragmatic service, particu-
larly focusing on the emerging role of technology.
Nurturing Service builds on application, examining
how applied service can be infused to effect trans-
formational change in individual, organizations,
and society. Lastly, Service Future integrates ser-
vice with leadership, learning, and scholarship to
provide a base from which to mindfully assess the
present and effectively plan the future.

Ed 744 Research Seminar: C
(3 Cr.)
This seminar continues to refine students’ under-
standing of the research process, building on
the data analysis topics examined in ED 742,
and transitioning to a focus on data interpreta-
tion. The seminar begins with a more detailed
examination of research validity and ethics, and
then focuses on valid interpretation and effective
reporting of results. As students continue to work
on their dissertation, research process issues are
discussed, particularly those applicable to the post-
data collection phases of the process. This seminar
provides students with a broader view of the
research process and their role in that process as
leaders and scholars, including practical informa-
tion on sharing and continuing their research.

Ed 745 Applied Research: Leading to Serve
Practicum
(2 Cr.)
The practicum allows students to implement an
individualized plan of learning and dissertation
work as planned in Ed 744: Research Seminar
C. In consultation with the Doctoral advisor, the
instructor/s in Ed 745, and the community men-
tor, students pursue their individualized practicum
plan. The seminar course work builds on the data
analysis/data interpretation focus of ED 744,
focusing on both the theoretical and practical
facets necessary to help students complete their
dissertation. Students will report on the accom-
plishment of their learning and dissertation goals,
including an updated timeline for dissertation
completion.

Ed 734 Dimensions of Leading to Serve
(4 Cr.)
Transformational leaders possess a developed
philosophy of service, the ability to critically and
comprehensively examine important issues, and
the motivation to effectively catalyze long-term,
systemic transformation. The curriculum for the
Service Year aims to provide a base from which
students can develop the components necessary for
transformational leadership. Four major compo-
                                                                                                                 75
     District Administrator Licensure Program
     The District Administrator licensure is a 14-16         This is a 21-credit program that leads to              of curriculum with standards and assessments, and
     month program that leads to certification for the      certification for the Superintendent’s license in the   the process of leading an organization to facilitate
     superintendent’s license in the state of Wisconsin.    state of Wisconsin. Students will need to enter the     curricular change.
                                                            program with a master’s degree from an accredited
     This license permits the student to serve as a         school and submit a portfolio demonstrating             ED 760 The Superintendency
     superintendent or assistant superintendent.            proficiency in the state teaching standards to be       (3 Cr.)
     The 21-credit District Administrator licensure         accepted into the certification program. Students       This course explores the skills, knowledge, and
     program is delivered in an accelerated, cohort         that complete the certification program may             dispositions essential to perform effectively as
     model format. One group of students comprise           transfer the 700 level credits into the Doctoral        a 21st century school district administrator.
     a cohort taking courses together and moving            Program at Cardinal Stritch University.                 Students will analyze and evaluate theories,
     through the program as a group.                                                                                strategies, and practices embraced by high-
                                                            COURSE DESCRIPTIONS                                     performing superintendents, with emphasis placed
     Classes meet on weekends, which enables students                                                               on the role of district leadership in effectuating
     to pursue this licensure while simultaneously          ED 771 Leadership Development Seminar                   change to improve schools and student
     continuing their careers.                              (1 Cr.)                                                 achievement. The instructor will draw upon the
                                                            During this course, students will complete a            background and experiences of doctoral students,
                                                            detailed portfolio that demonstrates knowledge,         as well as current research on change and learning
     ADMISSION REQUIREMENTS                                 skills, and dispositions of the ten teacher             theories, to examine how the Superintendent can
     To qualify for admission to the District               standards. Students will meet with a faculty            maximize educational, political, and managerial
     Administrator licensure program at Cardinal            member on a regular basis to develop a portfolio,       leadership.
     Stritch University, students must have:                receive an orientation to the certification program,
     * Three years of administrative experience in K-       and cover the details of teacher standards. This
       12 schools                                           portfolio will be enhanced to include the District      Ed 770 School Finance and Economics
     * Master’s degree from a regionally-accredited         Administrator Standards developed throughout            (3 Cr.)
       college or university in the field of education      the program.                                            This course will focus on the basic aspect of
     * A grade point average of 3.5 on a 4.0 scale in                                                               funding a school district to include major
       master’s course work                                 Ed 710 Leadership Theory: Evolution                     sources of revenue, financing issues and
     * Three structured references                          and Influences                                          budgeting processes. The focus will be on the
     * Hold a current administrative license: Director      (4 Cr.)                                                 current school finance system in Wisconsin
       of Instruction, Principal, Business Manager, or      This course traces leadership theory historically       and strategies for funding programs and public
       Director of Pupil Services                           and philosophically by examining major theorists,       schools in general in the future. The course will
                                                            models and historical contexts. While examin-           be based on the superintendent’s role in the
                                                            ing leadership theory, students will explore major      finance area as part of the business function of
     Special Note
                                                            social, political and cultural influences on the        the school district.
     * Courses in the District Administrator licensure      development of leadership theory, as well as the
       program will transfer directly in the Doctoral       implementation of leadership practice. Students
       program at Cardinal Stritch University,                                                                      Ed 714 Dimensions of Leadership Seminar
                                                            will analyze various leadership theories from the       (4 Cr.)
       however, students must apply separately to           past and present in relationship to the emerg-
       the Ed.D. in Leadership for the Advancement                                                                  This seminar will explore the moral and ethical
                                                            ing needs of organizations in the 21st century.         dimensions of leadership values and behaviors
       of Learning and Service.                             Ultimately, students will construct a personal
     * Candidates completing the doctoral program                                                                   that engage and empower organizational transfor-
                                                            leadership theory that will advance organizations       mation and achievement of significant purpose.
       at Cardinal Stritch University must complete         as learning and service centered.
       the Ed 760 course in Superintendency and                                                                     Students will identify moral and ethical leadership
       Ed 770 course in Economics and Finance to be                                                                 constructs and parallel leadership behaviors as
       eligible for the Superintendent’s license.           Ed 774 Leadership Perspective of the Nature             articulated in philosophy, research and practice.
                                                            and Nurture of Learning                                 Students will construct personal standards and
                                                            (2 Cr.)                                                 designs for leadership behavior, which will signifi-
     PROGRAM REQUIREMENTS                                   This course is the companion seminar to ED              cantly engage and empower the membership of
     The Superintendent licensure program will be           776 in the Learning Systems block of the                an organization to transform itself and the greater
     delivered in an accelerated, cohort model format,      District Administrator Licensure Program.               community in the successful pursuit of significant
     similar to the Doctoral Program at Cardinal            ED 774 will actively engage current research            goals. Students will create strategies to develop
     Stritch University. One group of students,             and theory to promote leadership perception             and sustain common vision and collaborative
     consisting of 10 to 20 students, comprises a           of behaviors that favorably influence learning          action for the advancement of learning and service
     cohort. Students take courses together and move        in individuals and organizations. Seminar               within an organization or community.
     through the program as a group. Courses are            participants will study the nature and nurture
     offered one weekend a month throughout the             of learning as it aligns with standards and             ED 772 Superintendent Seminar (Practicum
     year.                                                  assessments, and will also examine the role of          and Portfolio)
                                                            leaders in learning systems and relationships           (2 Cr.)
     Courses in the Superintendency license will be         thereof to the Wisconsin Administrator                  During this course, students will complete a
     offered on the same weekend as the doctoral            Standards. Prerequisite: Admission to District          detailed portfolio started in the initial portfolio
     classes. This format will be similar to the            Administrator Licensure Program.                        course of the program, which will demonstrate
     Doctoral Program with resources being shared,                                                                  knowledge, skills, and dispositions of the
     e.g. guest speakers, faculty, etc. The program         ED 776 Leadership in Planning, Facilitating             District Administrator Standards. In addition to
     will result in a specialist’s degree and fulfillment   and Assessing Learning                                  completing the portfolio, students will meet with
     of the requirements for endorsement of the             (2 Cr.)                                                 a faculty member on a regular basis to develop a
     Superintendency license.                               In this course, students will learn about historical    portfolio to ensure proficiency in all standards.
                                                            and current approaches to curriculum, national
     Students completing the Ed.D. in Leadership for        and state content and performance standards,
     the Advancement of Learning and Service must           alignment of curriculum, and the process of
     complete the Ed 760 course in Superintendency          curricular planning at the district, school, or
     and Ed 770 course in Economics and Finance to          program level. Students will develop expertise in
     be eligible for the Superintendent’s license.          different ways to organize curriculum, alignment
76
The Ruth S. Coleman
 College of Nursing




                      77
     Ruth S. Coleman College of Nursing

     MASTER OF SCIENCE IN NURSING (NRS)
     MISSION STATEMENT
     The mission of the College of Nursing is to
     educate students in the Franciscan Values to
     become nurses who meet society’s health needs.

     FOCUS
     This graduate program provides innovative and
     accessible educational opportunities for working
     nursing professionals who wish to advance their
     career as “Nurse Educator” in a variety of client
     communities. Supporting the University Mission,
     the College of Nursing aims to provide creative,
     flexible programs which integrate nursing theory
     and practices to meet emerging health education
     needs of all clients. Within a framework of
     Franciscan values that emphasize compassion
     and the valuing of individuals, the College of
     Nursing provides educational experiences in an
     open and caring environment, meeting the needs
     of diverse learners. Programs at Cardinal Stritch
     University allow students to realize their potential
     as individuals, professional nurses and responsible
     members of the world community.

     The Master of Science in Nursing (MSN)
     program prepares the nursing professional
     to work successfully with a range of clients
     in diverse communities. Program graduates
     will gain the knowledge and skills needed to           PROGRAM FEATURES                                  ADMISSION REQUIREMENTS
     use multiple educational tools and resources,
     allowing practicing professionals to function          AT A GLANCE:                                      The admission policies of the College of Nursing
     effectively in staff development, client teaching,     • Degree is completed in a planned progression    adhere to the general graduate admission policies
     health promotion, and community and nursing              as identified in the curricular plan.           and procedures of the University with the
     education.                                                                                               following additional requirements:
                                                            • Classes meet in the evening one to two nights
                                                              per week in a 15-16 week semester.              1. Official transcripts from all post-secondary/
     Course theory is carefully merged with practical                                                             colleges attended.
                                                            • Cohort model format (10-15 students).
     applications, allowing program participants to                                                           2. Grade point average (GPA) of 3.0 on a 4.00
     identify their individual needs of study and then                                                            scale in prior nursing and other course work
                                                            For more information about the Master
     create final projects that they can use for current                                                          is expected.
                                                            of Science in Nursing Program, call
     and/or prospective employment. Selected clinical                                                         3. License to practice as a Registered Nurse
                                                            1-800-347-8822, Ext 4042 or (414) 410-4042.
     experiences will provide opportunities for nurses                                                            in Wisconsin.
     to apply knowledge gained in their respective
                                                            The MSN program is accredited by:                 4. Undergraduate statistics course and
     interest areas.
                                                                                                                  nursing research prior to admission to
                                                            The Commission on Collegiate Nursing                  master’s candidacy. Computer literacy
     The program’s goals are to: value and acknowledge
                                                            Education (holds applicant status)                    is recommended.
     each student’s prior experiences and link these
                                                            One Dupont Circle, NW                             5. Portfolio consisting of, but not limited to,
     experiences with the student’s learning goals in
                                                            Suite 530                                             the criteria listed below. Assemble Portfolio
     developing the nurse educator role.
                                                            Washington, DC 20036-1120                             in a folder. All materials must be typed or
     Students in the program attend classes one to two                                                            electronically produced.
     nights a week for six semesters to complete the                                                              a. Curriculum Vitae — include:
     requirements for the Master of Science in Nursing                                                                 (1) Formal education, degree(s) obtained
     degree. The curriculum for the program is                                                                         and major, school attended and dates
     delivered in a cohort model (10-15 students/group).                                                               (2) All nursing and other positions held
                                                                                                                       (3) Any relevant CEU programs/courses
                                                                                                                       taken
                                                                                                                       (4) Any published professional articles (in
                                                                                                                       journals, hospital/agency publications,
                                                                                                                       school newspaper, etc.), title, date, journal,
78
        page number, etc. Attach copy.                   8. Personal interview with graduate nursing            initiate a request for an extension of the time limit
        (5) Presentations before staff, patient/            faculty member.                                     by contacting the MSN Program Chair of the
        family and other groups (including                                                                      College of Nursing.
        educational seminars presented to peers          Admission Process
        as part of job responsibilities), date, length                                                          The MSN Program Chair will submit the request
        of presentation, title, location.                A. Send the following to the Office of Graduate        and the recommendation to the University
                                                            Admissions, Box 412, at least two months in         Graduate Standards Committee for a decision.
        (6) Honors/awards received.                      advance of the beginning of the Spring
        (7) Membership in professional and               semester in which you plan to enroll:
        other organizations — offices held,                                                                     Courses Offered
                                                            1. Non-refundable application fee of $25            The MSN program is offered on a semester basis
        dates of membership.
                                                            2. Curriculum vitae                                 using a cohort model. A new group will start at
        (8) Community services: Names of
                                                            3. Brief formal paper                               the beginning of each Spring semester when a
        organization, description of activities.
                                                            4 Copy of RN License                                cohort of 10 to 15 students is available.
   b. Brief formal paper divided in four sections.
   This paper should not exceed 10 type-written             5. Three letters of recommendation
   pages. This paper is an essential aspect of           B. Request that the Registrar’s office of              CURRICULUM DESIGN
   the admission process and will be carefully              every higher education institution you have         Semester I:
   evaluated in order to make a decision on your            previously attended send an official transcript
   direct entry into the MSN program. Follow                to the Office of Graduate Admissions, Box 412.      NRS 502 Theories and Concepts in
   the guidelines carefully, speaking to all                                                                       Nursing, 2 Cr.
                                                         C. Complete a personal interview with a graduate
   items. The paper will be evaluated on the                nursing faculty member.                             NRS 526 Nursing Research, 3 Cr.
   basis of content, clarity of presentation,            D. When all of the above documentation has             NRS 504 Seminar in Emergent Health
   grammar, punctuation, etc.                               been received and evaluated, you will receive          Care, 3 Cr.
   Section 1. A description of the theoretical basis        a letter from the Graduate Admissions
   of your practice:                                        confirming your admission status.                   Semester II:
   A. This description may be eclectic, drawing                                                                 NRS 508 Philosophy of Nursing, 2 Cr.
   on knowledge from behavioral, biological and                                                                 NRS 510 Foundations of Education in
   other theories, or may be based on a nursing          Transfer of Graduate Credits
                                                                                                                   Nursing, 3 Cr.
   model such as Orem, Roy, etc.                         Students may transfer up to nine (9) credit hours
                                                         into the MSN program based on the following            NRS 528 Analyzing Quantitative Data, 2 Cr.
   B. Give two examples of application in                                                                          or NRS 530 Analyzing Qualitative
   practice.                                             criteria:
                                                         1. Courses transferred must compare in scope              Data, 2 Cr.
   Section 2. A description of collaborative                 and content to courses offered in the MSN
   activities, with all members of the health team:          program. The student will need to provide          Semester III:
   C. Define collaboration.                                  course description, course syllabus and other      NRS 507 Primary Health Care in Nursing, 3 Cr.
   D. Describe how collaboration is applied in               information that contributes to evaluation of      NRS 512 Instructional Design in
   your practice, using two examples.                        course requested for transfer.                        Nursing I, 3 Cr.
   Section 3. A description of leadership and change:    2. Grades in transferred course must be at least       NRS 545 Introduction to the Master of Science
   E. Define and describe leadership.                        3.0 on a 4.0 scale.                                   in Nursing Thesis/Project, 1 Cr.
                                                         3. Course work for transfer must be completed
   F. Give two examples of how you have
                                                             within five (5) years prior to admission to the
   functioned as a leader in your position. ( You                                                               Semester IV: (Summer Session)
                                                             MSN program.
   do not need to have had a “formal” leadership                                                                NRS 513 Instructional Design in
                                                         4. All transfer courses must be approved by the
   position; a staff nurse can be a leader.)                                                                       Nursing II, 2 Cr.
                                                             College of Nursing, MSN Program Chair.
   G. Describe how you have participated in              5. Grade of transfer credits will not be applied       NRS 517 Educational Consultation in
   change, giving two examples. Describe                     to cumulative grade point average (GPA)               Nursing, 2 Cr.
   inhibitors and faciliators of change as you               student earns in Stritch’s MSN program.
   perceived them.                                                                                              Semester V:
   Section 4. Goals for graduation:                                                                             NRS 506 Seminar in Advanced Nursing
   H. Describe your practice area.                       DEGREE REQUIREMENTS                                       Practice, 3 Cr.
   I. Identify goals for your graduate nursing           Seven-Year Limit                                       NRS 527 Advanced Practice in Primary
   education.                                            A seven-year period, beginning with the first             Health Care, 2 Cr.
   J. Describe how the attainment of these goals         course that the student wishes to count toward
   will advance your practice.                           the MSN degree (whether formally accepted              Semester VI:
6. Copy of RN license.                                   into the program or not), is the limit of time         NRS 540 Practicum in Educational Settings
7. Three letters of recommendations sent directly        to complete the requirements for the degree. As           in Nursing, 2 Cr.
                                                         health care science and new models of health care
   to the Office of Graduate Admissions.                                                                        NRS 546 Master of Science in Nursing Thesis/
                                                         delivery are evolving at an ever-increasing rate,
   The purpose of the recommendation is to               this time limit is provided to assure the student of      Project-I, 2 Cr.
   address the candidate’s potential to                  a good quality outcome unburdened by outdated          NRS 547 Master of Science in Nursing Thesis/
   successfully complete graduate studies. Make          knowledge. Therefore, it is recommended that any          Project-II, 1 Cr.
   sure at least two are from professional nurses.       needed prerequisite courses be completed before
You may consider:                                        beginning course work which will apply to the          Total: 36 credit hours
   (a) one from a supervisor                             degree. Steady course progress, and initiation of
                                                         work on MSN thesis/project early enough in the
   (b) one from instructor/nursing faculty               program are necessary for the completion of the
   member (if undergraduate study was within             requirements within the seven-year limit.
   last five years)                                      In extraordinary circumstances, students must
                                                                                                                                                                        79
     MSN COURSE DESCRIPTIONS

     Nrs 502 Theories and Concepts in Nursing             Nrs 510 Foundations of Education in Nursing            Nrs 526 Nursing Research
     (2 Cr.)                                              (3 Cr.)                                                (3 Cr.)
     The present status of theory and concept             This course is a systematic treatment of the           An increased understanding of the nursing
     development within the profession of nursing         science of learning. Theories, basic concepts          research process, problems inherent in nursing
     will be explored. Students will critique current     and principles of educational psychology will          research and education will be gained. Critical
     nursing concepts, theories, and their application    be examined and applied to the learner and             analysis, utilization, implementation, and
     to clinical practice, curriculum development,        specific learning settings. Knowledge will be          communication of research in primary health
     and nursing research. Students will explore          translated into strategies for effective teaching.     care and educational settings are discussed.
     their own conceptualization of nursing and           Theories of learning will be compared and              Emphasis is placed on development of skills
     its relationship to primary healthcare and           contrasted. Theoretical components of the              necessary to conduct research.
     education.                                           course will be examined through course learning
                                                          projects. Relevant research will be examined and       Nrs 527 Advanced Practice in Primary Health
     Nrs 504 Seminar in Emergent Health Care              discussed.                                             Care
     (3 Cr.)                                                                                                     (2 Cr.)
     Emergent health care delivery is analyzed within     Nrs 512 Instructional Design in Nursing I              The role of the advanced practice nurse in
     the broad framework of accepted organizational       (3 Cr.)                                                primary health care settings is the focus of this
     theory. The focus is on the social, political,       In this course the student explores, analyzes and      practicum. Students will assess, plan, implement
     technological, ethical, and economic dynamics        evaluates the process of developing a curriculum.      and evaluate a primary health care program for a
     that shape formal and informal health care           The student will design the framework for a            specific population.
     delivery. The responses made by organizations to     baccalaureate nursing curriculum. Combined
     these dynamics are viewed within the context of      with microteaching opportunities the student           Nrs 528 Analyzing Quantitative Data
     cultural values and attitudes toward health and      will develop and refine program outcomes               (2 Cr.)
     illness. The concept of primary health care is       and a course within a curriculum framework.            Statistical analysis procedures and tools will be
     introduced in the context of health care delivery.   In addition the student will develop learning          used to interpret or make meaning of collected
                                                          opportunities for a course that are congruent          data. The course will be taken by the student
     Nrs 506 Seminar in Advanced Nursing                  with the course outcomes. The student will             who has selected a quantitative research design
     Practice                                             identify evaluation strategies that would provide      for his/her thesis/project.
     (3 Cr.)                                              data regarding the learner’s achievement of
     Theoretical and clinical foundations for             specific outcomes. This course builds upon             Nrs 530 Analyzing Qualitative Data
     advanced nursing practice in health care settings    the theoretical components of NRS 510                  (2 Cr.)
     are discussed. The students will plan, develop,      Foundations of Education                               Essentials of qualitative inquiry as applied to
     and orchestrate a seminar focused on advanced                                                               nursing will be examined from the perspective
     nursing practice and current health care delivery    Nrs 513 Instructional Design in Nursing II             of each student’s specific selected problem. The
     systems, the competencies, legal requirements        (2 Cr.)                                                course will be taken by the student who has
     and professional standards that are required.        This course builds upon the theoretical                selected a qualitative research design for his/her
                                                          components of NRS 512, Instructional Design            thesis/project.
     Nrs 507 Primary Health Care in Nursing               in Nursing I. Students will be introduced to
     (3 Cr.)                                              evaluation models. Evaluation of programs and          Nrs 540 Practicum in Educational Settings in
     The student will analyze concepts, theories          learners in a variety of settings will be addressed.   Nursing
     and methodologies related to primary health          Students will become familiar with different           (2 Cr.)
     care planning, implementation and evaluation         types of evaluation tools and be able to develop       Through working with experienced faculty
     for aggregates, communities or populations.          tools and tests that measure learning outcomes.        in the setting of the students’ choice (nursing
     Through evaluation of the socio-political            Evaluation standards of various accrediting            education, staff development, client education),
     environmental variables the student will gain an     bodies will be discussed and applied to programs       the student will plan, implement and evaluate a
     understanding of the factors influencing primary     of instruction.                                        unit of instruction. The student will be an active
     health care program development. The role of                                                                member of the instructional team in his/her
     collaboration and partnership development will       Nrs 517 Educational Consultation in Nursing            focus area.
     be explored.                                         (2 Cr.)
                                                          The theoretical background of Consultation             Nrs 545 Introduction to the Master of
     Nrs 508 Philosophy of Nursing                        and Staff Development will be reviewed and             Science in Nursing Thesis/Project
     (2 Cr.)                                              analyzed for application to contemporary               (1 Cr.)
     Traditional, modern and contemporary                 work settings. The consultation role in nursing        The student is introduced to the process of
     educational philosophies and theories will be        and its utilization both as a service internal         developing a thesis/project. A thesis/project
     examined in the context of nursing education.        to an organization and as an external service          proposal will be developed.
     Specific nursing and philosophical concepts          to identified clients will be examined. The
     and activities will be explored as they relate to    various staff development models will be
     nursing education, staff development, and client     addressed. Needs assessment, budget planning,
     teaching. The content will be superimposed on        development of marketing plans in both staff
     Carper’s Patterns of Knowing in Nursing.             development and consultation in the advanced
                                                          practice nurse educator role will be explored.


80
Nrs 546 Master of Science in Nursing Thesis/
Project
(2 Cr.)
The thesis project provides the graduate student
the opportunity to study, in depth, an aspect of
nursing practice. Through this study, the student
utilizes the research process and develops a
proposal that is then accepted by the committee
and approved by the College of Nursing
Research Advisory Committee (RAC) or the
University’s Institutional Review Board (IRB).

Nrs 547 Master of Science in Nursing Thesis/
Project II
(1 Cr.)
The thesis provides the graduate student the
opportunity to study, in depth, an aspect of
nursing practice. Through this study, the student
continues the utilization of the research process
and the experience culminates with a formal
research report or project.




                                                    81
     Graduate Faculty
     Timothy Abler                                    Tom Bramorski                                      Daniel DiDomizio
     M.F.A., Columbia College-Chicago                 Ph.D., University of Iowa                          S.T.D., Institut Catholique
     Assistant Professor, Art                         Adjunct Instructor, Quantitative Courses           Professor, Religious Studies

     Mary Albrecht                                    John Brown                                         Dean Dietrich
     M.S., UW Stout                                   M.A., University of Wisconsin-Milwaukee            J.D., Marquette University
     Adjunct Instructor, Management                   Adjunct Instructor, Business                       Associate Adjunct Instructor, Law

     Dennis Allmon                                    Debra Bruers                                       Kristine Diener
     M.S., Cardinal Stritch University                M.A.P.A., Hamline University                       M.E., University of Wisconsin-Whitewater
     Adjunct Instructor, Instructional Technology     Instructor, Humanities and Communication           Adjunct Instructor, Instructional Technology
                                                      Adjunct Instructor, Business
     Arif Altaf                                                                                          Richard Diener
     M.B.A., University of St. Thomas                 David Burke                                        M.S., Cardinal Stritch University
     Adjunct Instructor, Statistics and Management    Ph.D., Claremont Graduate School                   Adjunct Instructor, Instructional Technology
                                                      Adjunct Instructor, Communications
     Harold Anderson                                                                                     Harold Dixon
     M.S.M., Cardinal Stritch University              JoAnne Caldwell                                    Ph.D.-A.B.D., University of Michigan
     Adjunct Instructor, Business                     Ph.D., Marquette University                        Adjunct Instructor, Statistics/Quantitative Courses
                                                      Associate Dean and Professor, Education
     Patrick Anderson                                                                                    David Drapes
     J.D., Marquette University                       Anna Campbell                                      Ph.D., Pacifica Graduate Institute
     Adjunct Instructor, Business                     Ph.D., Adelphi University                          Adjunct Assistant Professor, Clinical Psychology
                                                      Adjunct Associate Professor, Clinical Psychology
     William Andrekopoulos                                                                               Mary Duarte
     M.A., Cardinal Stritch University                Lynn Carey, RN                                     Ph.D., Marquette University
     Adjunct Instructor, Educational Leadership       Ph.D., Marquette University                        Assistant Professor, History
                                                      Adjunct Instructor, Nursing
     Kirsten Anglea                                                                                      Sister Coletta Dunn
     M.S., Cardinal Stritch University                Nancy Cervenansky, RN                              Ph.D., Catholic University
     Instructor, Educational Leadership               Ph.D., Marquette University                        Professor, Religious Studies
                                                      Dean and Associate Professor, College of Nursing
     Asuncion Miteria Austria                                                                            Sally Martin Egge
     Ph.D., Northwestern University                   Jay Chrostowski                                    Ph.D., Walden University
     Professor and Program Chairperson,               Psy.D., Florida Institute of Technology            Associate Professor, Business
     Clinical Psychology                              Adjunct Associate Professor, Clinical Psychology
                                                                                                         Leone Elliot
     Joseph Barrett                                   James Cobb                                         Ph.D., University of Wales-Swansea
     M.S., Institut D’Etudes Politques                Ph.D., University of Wisconsin                     Adjunct Instructor, Economics and Statistics
     Adjunct Instructor, Finance and Management       Adjunct Instructor, History
                                                                                                         Patricia Ellis
     Patrick Beilman                                  Kathleen Cooke                                     Ed.D., Cardinal Stritch University
     M.F.A., University of Wisconsin-Milwaukee        Ph.D., University of Wisconsin                     Adjunct Instructor, Education
     Adjunct Instructor, Art                          Adjunct Instructor, Educational Leadership
                                                                                                         Julie Erdman
     Nancy Blair                                      Larry Cork                                         M.S., University of Kansas
     Ph.D., University of Illinois                    M.B.A., University of Missouri                     Adjunct Instructor, Special Education
     Professor, Educational Leadership and Doctoral   Adjunct Instructor, IT/Statistics
     Studies                                                                                             Clive Extence
                                                      Vickie Dallman-Papke, RN                           M.S.M., Cardinal Stritch University
     Rachel Boechler                                  M.Ed., Carroll College                             Adjunct Assistant Professor, Business
     Ph.D., University of Wisconsin-Milwaukee         Adjunct Instructor, Nursing
     Assistant Professor, Educational Leadership                                                         Donald Ferguson
                                                      Kevin Davies                                       M.B.A., Lake Forest Graduate School of
     Anthea Bojar                                     M.B.A., Rockford College                           Management
     Ph.D., Marquette University                      Adjunct Instructor, Management                     Adjunct Instructor, Management
     Dean and Professor, College of Education
     Educational Leadership                           Joanne Dennis
                                                                                                         Christine Fieldbinder
                                                      M.S., University of Wisconsin-Milwaukee
                                                                                                         M.B.A., Marquette University
     Eric Bolland                                     Adjunct Instructor, Special Education
                                                                                                         Adjunct Instructor, Accounting
     D.B.A., Nova South Eastern
     Associate Adjunct Professor, Management and      Michael Dickmann                                   Arlene Finn
     Human Resources                                  Ph.D., University of Wisconsin                     M.S., University of Wisconsin-Milwaukee
                                                      Professor, Educational Leadership and Doctoral     Adjunct Instructor, Special Education
     Amy Boyd                                         Studies
     Ph.D., University of Michigan
82   Adjunct Instructor, Quantitative Courses
Barbara Fischer                                  Linda Heilman                                     John Killian
Ed.D.-A.B.D., Cardinal Stritch University        Ph.D., University of California, Berkeley         M.S., Cardinal Stritch University
Assistant Professor and Chairperson, Business/   Assistant Professor, Business                     Adjunct Instructor, Management
Economics
                                                 Debra Heiss                                       Robert King
Jennifer Fontanini                               Ph.D., University of Wisconsin                    Ph.D., University of Minnesota
M.S., University of Wisconsin-Milwaukee          Assistant Professor, Special Education            Associate Professor, Special Education
Assistant Professor, Regular Education
                                                 Michael Hetue                                     Sister Gabrielle Kowalski
Mark Forbord                                     M.B.A., Cardinal Stritch University               Ph.D., Michigan State University
M.B.A., Marquette University                     Adjunct Instructor, Accounting                    Professor, Special Education
Adjunct Instructor, Finance/Accounting
                                                 William Higgins                                   Catherine Knuteson, RN
Peter Galante                                    M.S., Silver Lake College                         Ph.D., University of Wisconsin-Milwaukee
M.F.A., Colorado State University                Adjunct Instructor, Management and                Adjunct Instructor, Nursing
Associate Professor, Art                         Organization Behavior
                                                                                                   Creig Kronstedt
Sharon Garrett, RN                               Ron Holm                                          Ph.D., Southern Illinois University
M.S.N., Indiana University School of Nursing     M.S.M., Cardinal Stritch University               Assistant Professor, Business
Assistant Professor, Nursing                     Adjunct Instructor, Management and
                                                 Quantitative Courses                              David Kurlinkus
Juli Garton                                                                                        J.D., Loyola University
M.S., University of Wisconsin-Milwaukee          Sheila Isakson                                    Adjunct Instructor, Law
Adjunct Instructor, Educational Computing        M.A., Miami University Ohio
                                                 Assistant Professor, Business                     Lori Ladiges
Doak Geiger                                                                                        M.A., Cardinal Stritch University
M.B.A., Syracuse University                      Marianne Jarmuz                                   Assistant Professor, Literacy and Language
Adjunct Instructor, Business                     M.S.M., Cardinal Stritch University               Development
                                                 Adjunct Instructor, Business
Chester (Chet) Gibbons                                                                             Robert Lengh
M.S.M., Cardinal Stritch University              Steven Johnson                                    Ed.D., Cardinal Stritch University
Adjunct Instructor, Management                   Ed.D., Illinois State University                  Adjunct Instructor, Business
                                                 Adjunct Instructor, Management and Human
Christine Gliszczinski                           Resources                                         Thomas Lifvendahl
M.S., University of Wisconsin-Milwaukee                                                            Ed.D., Northern Illinois University
Instructor, Special Education                    Tera Johnson                                      Adjunct Assistant Professor, Business
                                                 M.S., University of Wisconsin
Kubilay Gok                                      Adjunct Instructor, Economics                     Charles List
A.B.D., University of Wisconsin                                                                    Ph.D., Ohio Union Graduate School
Adjunct Instructor, Statistics                   Peter Jonas                                       Adjunct Instructor, Management/
                                                 Ph.D., Marquette University                       Organizational Behavior
Lawrence Gomes                                   Associate Professor and Chairperson,
Ph.D., Wayne State University                    Doctoral Studies                                  Louis Loeffler
Adjunct Instructor, Economics                                                                      M.S., Cardinal Stritch University
                                                 Lawrence Kahn                                     Instructor, Instructional Technology
Linda Gordy                                      J.D., University of Wisconsin
Ph.D., University of Wisconsin-Milwaukee         Adjunct Instructor, Law                           Jack Loman
Assistant Professor and Chairperson,                                                               M.P.A., Wayne State University
Literacy and Language Development                James Kasum                                       Adjunct Instructor, Management
                                                 Ph.D., University of Wisconsin-Milwaukee
Mary Graczyk-McMullen                            Professor, Instructional Technology               Bruce Loppnow
M.S., University of Wisconsin                                                                      M.S., Cardinal Stritch University
Adjunct Instructor, Special Education            Mary Ann Kathrein, RN                             Assistant Professor, Business
                                                 Ed.D., Northern Illinois University
Brad Grunert                                     Associate Professor, Nursing                      Fred Luedke
Ph.D., Marquette University                                                                        M.B.A., University of Chicago
Adjunct Instructor, Clinical Psychology          Gary Keller                                       Adjunct Instructor, Economics
                                                 M.A., University of Wisconsin-Milwaukee
Mary Hagle, RN                                   Assistant Professor, Business                     Robert Marzano
Ph.D., University of Illinois-Chicago                                                              Ph.D., University of Washington
Adjunct Assistant Professor, Nursing             Kristine Kiefer-Hipp                              Adjunct Associate Professor, Doctoral Studies
                                                 Ph.D., University of Wisconsin
Lucille Harvey                                   Associate Professor, Educational Leadership and   Louise Mattioli
Ph.D., University of Wisconsin                   Doctoral Studies                                  M.E., National Lewis University
Adjunct Instructor, English                                                                        Adjunct Instructor, Education
                                                                                                                                                   83
     Harold Mattison                                 David Passe                                       Sister Barbara Reynolds
     M.B.A., University of Wisconsin                 Ph.D., Iowa State University                      Ph.D., St. Louis University
     Adjunct Instructor, Marketing and Accounting    Adjunct Instructor, Economics and Statistics      Professor, Mathematics/Computer Science

     Susan McFarlane Tibbits                         Marion Patterson                                  Lance Richey
     Ph.D., LaSalle University                       M.S., Indiana University                          P.h.D., Marquette University
     Adjunct Associate Professor, Education          Adjunct Assistant Professor, Business             Associate Professor, Religious Studies
     and Literacy and Language Development
                                                     Rex Patton                                        Gwen Rivkin
     Christine Miller, R.N.                          D.B.A., Nova Southeastern University              M.P.A., University of Texas
     Ph.D., Wayne State University                   Adjunct Instructor, Statistics and Quantitative   Assistant Professor, Management
     Assistant Professor, Nursing                    Courses
                                                                                                       Terence Roehrig
     Daniel McNamara                                 Robert Patton                                     Ph.D., University of Wisconsin
     Ph.D., University of Wisconsin                  M.A., Northern Michigan University                Associate Professor and Chairperson, History/
     Adjunct Instructor, Quantitative Courses/O&P    Adjunct Associate Professor,                      Political Science
                                                     Instructional Technology
     Joseph Micheli                                                                                    Judith Rose
     M.A., University of Wisconsin-Milwaukee         Todd Penske                                       Ed.D., Northwestern University
     Adjunct Instructor, Finance and Accounting      M.B.A., Cardinal Stritch University               Adjunct Instructor, Business
                                                     Adjunct Instructor, IT/Management
     Jeanette Mitchell                                                                                 Barry Schakner
     Ed.D., Cardinal Stritch University              John Perry                                        Ph.D., Marquette University
     Assistant Professor, Leadership Center          Ph.D., Marquette University                       Adjunct Instructor, Psychology
                                                     Professor, Religious Studies
     Paul Moe                                                                                          Pam Schlenvogt
     J.D., Hamline University                        Corinne Kaplan Pistiner                           M.B.A., Cardinal Stritch University
     Adjunct Instructor, Law, Ethics and Finance     J.D., Indiana University                          Adjunct Instructor, Business
                                                     Adjunct Associate Professor, Law
     Randolph Molex                                                                                    Daniel Scholz
     M.A., University of Wisconsin-Milwaukee         James Platten                                     Ph.D., Marquette University
     Adjunct Instructor, Economics and Statistics    M.S., Cardinal Stritch University                 Assistant Professor and Chairperson,
                                                     Adjunct Instructor, Market and Management         Religious Studies
     Margaret Murphy, RN
     Ph.D., University of Wisconsin-Milwaukee        Sue Poston                                        Bradley Schroeder
     Adjunct Associate Professor, Nursing            M.S., University of Wisconsin-Milwaukee           M.B.A., Edgewood College
                                                     Instructor, Literacy and Language Development     Adjunct Instructor, Finance
     Jack Muryn
     M.B.A., University of Wisconsin-Milwaukee       Jerry Price                                       Ray Schwartz
     Adjunct Assistant Professor, Economics and      M.S., University of Wisconsin                     M.A., University of Maryland
     Accounting                                      Adjunct Instructor, Marketing                     Adjunct Instructor, Management

     Aimee Nelson                                    Donna R. Recht                                    Steven Sellars
     M.S., Cardinal Stritch University               Ph.D., Marquette University                       M.F.A., University of Texas
     Adjunct Instructor, Instructional Technology    Associate Professor, Educational Leadership and   Assistant Professor and Chairperson, Art
                                                     Doctoral Studies
     James Norris                                                                                      Anthony Shafer
     J.D./M.A., William Mitchell College of Law      Roy Redman                                        M.S., Cardinal Stritch University
     Adjunct Instructor, Law, Ethics and Economics   M.S., Cardinal Stritch University                 M.A., Northeastern Illinois University
                                                     Adjunct Instructor, Business                      Instructor and Chairperson,
     Jerry Ogdahl                                                                                      Regular Education Certification
     M.S., St. Cloud University                      Elizabeth Regimbal
     Adjunct Instructor, Systems Management and      M.A., University of Nebraska                      Molly (Martha) Shiffler
     Accounting                                      Assistant Professor, Business                     Ed.D., Cardinal Stritch University
                                                                                                       Assistant Professor, Literacy and Language
     Casey O’Keefe                                   Dawn Reinemann                                    Development
     M.S., Marquette University                      Ph.D., University of Texas at Austin
     Assistant Professor, Literacy and Language      Assistant Professor, Psychology                   Doug Short
     Development                                                                                       M.B.A., University of Michigan
                                                     Lora Reinholz                                     Adjunct Instructor, Statistics and Accounting
     Francis Olatunji                                M.B.A., Webster University
     Ph.D., University of Minnesota                  Adjunct Associate Professor, Finance and          Linda Simmons
     Adjunct Instructor, Human Resources,            Accounting                                        Ph.D., Nova University
     Training and Management                                                                           Associate Professor, Instructional Technology
                                                     Chris Rettler
     Kathleen Olewinski                              M.S., University of Wisconsin-Oshkosh             John Sklar
     M.S., Cardinal Stritch University               Adjunct Instructor, Literacy and Language         M.S., Cardinal Stritch University
     Adjunct Instructor, Business                    Development                                       Adjunct Assistant Professor,
84                                                                                                     Instructional Technology
Steven Smith                                 Ruth Waite, RN
M.B.A., Marquette University                 Ph.D., Marquette University
Adjunct Instructor, Statistics               Associate Professor, Nursing

John Sosey                                   George Watson
J.D., Marquette University                   Ph.D., Boston University
Adjunct Instructor, Law                      Adjunct Instructor, Managing Information
                                             Systems and Human Resources
Paul Stang
J.D., William Mitchell College of Law        Paul Weber
Adjunct Instructor, Law and Economics        Ph.D., Marquette University
                                             Assistant Professor and Chairperson, Education
David Stankevich
M.B.A., University of Wisconsin-Whitewater   Thomas Wendorf
Adjunct Instructor, Finance                  M.B.A., University of Minnesota
                                             Adjunct Assistant Professor, Management/IT
Terrance Steele
Ph.D., Kansas State University               Barbara White
Associate Professor, Psychology              Ph.D., Seattle University
                                             Adjunct Instructor, Management Leadership
Janice Strop
Ph.D., University of Wisconsin-Madison       Joan Whitman
Assistant Professor, Literacy and Language   M.A., Cardinal Stritch University
Development                                  Instructor, Professional Development

Robert Sullivan                              Gloria Wiener
M.A., Cardinal Stritch University            M.A., Cardinal Stritch University
Adjunct Instructor and Chairperson,          Director of Reading Learning Center
Special Education
                                             Walter Wochos
Thomas Swenson                               M.B.A., Marquette University
M.S., University of Wisconsin                Assistant Professor, Business
Adjunct Assistant Professor,
Educational Leadership                       Michele Wolf
                                             J.D., Hamline University
Suzanne Terry                                Adjunct Instructor, Law and Ethics
Ed.D., University of Michigan
Associate Professor, Literacy and Language   Georgia Yanicke
Development                                  Ph.D., University of Wisconsin
                                             Adjunct Instructor, Special Education
Corey Thompson
M.S., University of Wisconsin                Alejandro Yu
Assistant Professor, Regular Education       M.B.A., University of Wisconsin
                                             M.S., University of Wisconsin
John Michael Thompson                        Adjunct Instructor, Statistics
Ph.D., University of Wisconsin
Assistant Professor and Chairperson,         Michele Ziegler
Educational Leadership                       Ph.D., University of Wisconsin
                                             Assistant Professor, Special Education
Rebecca Toledo
M.B.A., San Francisco State University       Margaret Zickuhr
Adjunct Instructor, Accounting               J.D., Marquette University
                                             Adjunct Instructor, Law
Margaret Vellon
M.B.A., Southern Methodist University
Adjunct Instructor, Accounting

Rafael Viscasillas
M.S., Manhattan College
Adjunct Instructor, Human Resources

Teri Wagner
M.F.A., University of Wisconsin
Associate Professor and Program Chair,
Visual Studies

Jay Warner
Ph.D., University Massachusetts
Adjunct Instructor, Statistics
                                                                                              85
     Office and Chair/Director Phone Extensions

     ACADEMIC DEPARTMENTS                                                                     Literacy and Language Development
                                                                                                Linda Gordy, Ph.D., Program Chair . . . . . . . . . . . . . . 4483
     COLLEGE OF ARTS AND SCIENCES
       Sr. Mary Ann Polasek, Ph.D., Dean. . . . . . . . . . . . . . . 4010                    Regular Education (Master of Arts in Teaching)
                                                                                                Anthony Shafer, M.S., M.A., Program Chair . . . . . . . . 4542
     Art (Visual Arts) Department
                                                                                              Special Education
       Steven Sellars, M.F.A., Chair . . . . . . . . . . . . . . . . . . . . 4102
       Teri Wagner, M.F.A., Program Chair, Visual Studies . . 4103                              Robert Sullivan, M.A., Program Chair . . . . . . . . . . . . 4364

     History/Political Science Department
       Terence Roehrig, Ph.D., Chair. . . . . . . . . . . . . . . . . . . 4188
                                                                                              COLLEGE OF NURSING
                                                                                                Nancy Cervenansky, R.N., Ph.D., Dean . . . . . . . . . . . 4390
     Psychology Department
       Kathryn Markell, Ph.D., Chair . . . . . . . . . . . . . . . . . . 4473
       Asuncion Miteria Austria, Ph.D., Program Chair,
        Clinical Psychology. . . . . . . . . . . . . . . . . . . . . . . . . . 4471           ADMINISTRATIVE OFFICES
     Religious Studies Department                                                             Academic Affairs
       Dan Scholz, Ph.D., Chair . . . . . . . . . . . . . . . . . . . . . . 4162                Marna E. Boyle, Ed.D., Vice President for
                                                                                                Academic Affairs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4007


     COLLEGE OF BUSINESS                                                                      Business Office
       Kathleen Radionoff, M.S., M.B.A., Dean . . . . . . . . . . 4669                          Joyce M. Shiels, M.B.A., Assistant Vice President . . . . 4229


     Wisconsin Region                                                                         Career Services
                                                                                                Thomas Kipp, M.A., Director . . . . . . . . . . . . . . . . . . . 4157
         Carol Drury, M.A., Associate Dean . . . . (414) 410-4436
         . . . . . . . . . . . . . . . . . . . . . . . .(800) 347-8822 Ext. 4436
                                                                                              Dean of Students
         Gwen Rivkin, Associate Dean for Quality Assurance and
                                                                                                Christine Robinson, M.A., Vice President for Student
         Distance Learning. . . . . . . . . . . . . . . . . . (414) 410-4465
                                                                                                Development and Dean of Students . . . . . . . . . . . . . . 4183
         . . . . . . . . . . . . . . . . . . . . . . . . . (800) 347-8822 Ext. 4465
         Robert Simmons, Associate Dean for Faculty Services
         . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (414) 410-4453   Executive Vice President
         . . . . . . . . . . . . . . . . . . . . . . . . . (800) 347-8822 Ext. 4453             Peter Holbrook, M.S., Executive Vice President/
     Minnesota Region                                                                             Chief Operating Officer . . . . . . . . . . . . . . . . . . . . . 4043
           Linda Heilman, Ph.D., Associate Dean
          . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (952) 835-6418
          . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (800) 878-7482    Financial Aid
                                                                                                Amy Hoss, B.A., Director . . . . . . . . . . . . . . . . . . . . . . 4015

                                                                                              Graduate Admissions
     COLLEGE OF EDUCATION                                                                       Pat Eckerstorfer, B.S.M., Director . . . . . . . . . . . . . . . . 4061
       Anthea Bojar, Ph.D., Dean . . . . . . . . . . . . . . . . . . . . . 4434
                                                                                              Library
     Doctoral Studies                                                                           David Weinberg-Kinsey, M.L.S., Director . . . . . . . . . . 4261
       Peter M. Jonas, Ph.D., Program Chair . . . . . . . . . . . . . 4327
                                                                                              Registration
     Instructional Technology Department                                                        Christine Glynn, M.B.A., Interim Registrar. . . . . . . . . 4083
       Louis Loeffler, M.S.., Program Chair . . . . . . . . . . . . . . 4639
                                                                                              Security
     Educational Leadership Department                                                          Andrew DeRubertis, Director . . . . . . . . . . . . . . . . . . . 4221
       John Michael Thompson, Ph.D., Program Chair. . . . . 4341
                                                                                              Stenopool
     Graduate Education Department
                                                                                                Sr. Canise Kolbeck, Director . . . . . . . . . . . . . . . . . . . . 4499
       Paul Weber, Ph.D., Program Chair . . . . . . . . . . . . . . . 4733
86
Administration and Governance

MEMBERS OF                             ADMINISTRATIVE
THE UNIVERSITY                         BOARD
CORPORATION                            Sister Mary Lea Schneider, OSF, Ph.D.
The Sisters of St. Francis of Assisi   President
Sister Marcia Lunz, OSF
                                       Peter J. Holbrook, M.S.
Director of the Congregation
                                       Executive Vice President/COO
Sister Kathleen Hurley, OSF
                                       Marna E. Boyle, Ed.D.
Associate Director
                                       Vice President for Academic Affairs/
Sister Linda Tan, OSF                  Dean of the Faculty
Associate Director
                                       Christine Robinson, M.A.
                                       Vice President for Student Development/
                                       Dean of Students

                                       Karen L. Walrath, B.B.A., C.P.A.
                                       Vice President for Business and Finance

                                       Michael J. Brauer, B.A.
                                       Vice President for University Advancement

                                       Jack Glynn, M.B.A.
                                       Vice President of Facilities

                                       Linda Steiner, B.A.
                                       Vice President for Public Relations and University
                                       Communications




                                       Sister M. Camille Kliebhan, OSF, Ph.D.
                                       Chancellor




                                                                                            87
88

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:28
posted:8/17/2012
language:English
pages:89