COLLEGES

THE COLLEGE OF BUSINESS ADMINISTRATION (CBA)

THE COLLEGE OF HEALTH, PHYSICAL EDUCATION, RECREATION & TEACHER EDUCATION (HPERTE)

SCHOOL OF EDUCATION (SOE)

THE COLLEGE OF LIBERAL STUDIES (CLS)

THE COLLEGE OF SCIENCE AND ALLIED HEALTH (SAH)

THE COLLEGE OF BUSINESS ADMINISTRATION (CBA)

Dean - William Colclough

Associate Dean - Bruce May

Assistant to Dean - Amelia Dittman

223 Wimberly Hall; 608-785-8090

www.uwlax.edu/ba/

Departments/Units

Accountancy

Small Business Development Center

Economics

Finance

Information Systems

Management

Marketing

Degrees Offered

Bachelor of Science

Master of Business Administration

MAJORS AND MINORS

The following majors and minors are available:

Majors:

Accountancy

Economics

Finance

Finance with Risk and Insurance Concentration

Information Systems

International Business

Management

Tracks in:

General Management and Technology

Human Resources

International Management Marketing

Minors:

Accountancy

Business Administration*

Economics

Information Systems

International Business

* Not open to CBA Students.

MISSION

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

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

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

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

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

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

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

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

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

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

ADVISER ASSIGNMENT

Students are assigned to faculty advisers in the freshman year. Advisers will help students develop programs, plan schedules, discuss major and career choices and refer for assistance in the case of academic difficulties. Students are required to meet with their adviser at least once a semester. An academic adviser is also available in the Dean’s Office, 223 Wimberly Hall.

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

ADMISSION TO THE BUSINESS PROGRAM

Students who desire to major in business must apply for admission to the business program in order to register for upper division (300-400 level) courses offered by the college. A separate application for admission to the business program must be completed and approved by the dean prior to the semester the business major plans to take upper division College of Business Administration course work. To be eligible for admission, a student must meet the following criteria:

1. Complete the following five courses with a minimum grade of “C” in each: ACC 221, 222; ECO 110, 120; MGT 205.

2. Earn 54 or more credits.

3. Complete at least four of the following six pre-business courses:

Pre-Business Courses

BUS 230

C-S 101 or 120

ENG 110

MTH 175 (or 207) and 205

I-S 220

(Any remaining pre-business courses not taken prior to admission should be completed during the first semester after admission to the program.)

4. Earn a 2.50 cumulative GPA at time of application. This includes courses taken at UW-La Crosse and elsewhere.

Application forms for admission to the business program are obtained from the Dean’s Office, 223 Wimberly Hall. It is the student’s responsibility to make certain that appropriate approval has been received prior to registration for upper division business classes.

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

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

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

Freshman Year

* MTH 175 (or 207): Applied Calculus

* MTH 205 Elementary Statistics

* ECO 110 Microeconomics and Public Policy

* ECO 120 Global Macroeconomics

* ENG 110 College Writing I

* C-S 101 or 120 Introduction to Computing or Software Design I

It is recommended that students majoring in information systems take C-S 120 in lieu of C-S 101.

Sophomore Year

**ACC 221 Financial Accounting Principles

ACC 222 Managerial Accounting Principles

MGT 205 The Legal and Ethical Environment of Business

I-S 220 Information Systems for Business Management

BUS 230 Business and Economics Research and Communication

Admission to the business program is required prior to enrollment in the junior/ senior level business courses (see previous page).

Junior Year

MGT 308 Behavior and Theory in Organizations

MGT 393 Production Management

MKT 309 Principles of Marketing

FIN 355 Principles of Financial Management

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

Senior Year

MGT 449 Administrative Policy Determination

(taken final semester; requires completion of all other core requirements)

CORE/MAJOR REQUIREMENTS

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

Course	No	Title	Credits
ECO	110	Microeconomics and Public Policy	3
ECO	120	Global Macroeconomics	3
MGT	205	The Legal and Ethical Environment of Business	3
ACC	221	Accounting Principles I	3
ACC	222	Accounting Principles II	3
I-S	220	Information Systems for Business Management	3
BUS	230	Business and Economics Research and Communications	3
MGT	308	Behavior & Theory in Organizations	3
MKT	309	Principles of Marketing	3
FIN	355	Principles of Financial Management	3
MGT	393	Production Management	3
MGT	449	Administrative Policy Determination (Final Semester)	3
		Total Common Core	36
		Major Requirements	21-28
		(See appropriate department listings)
		Total credits required for graduation	120

Second Major in College of Business Administration

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

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

Scholarships

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

Internships

Students may elect to take up to 15 College of Business Administration internship

credits upon receiving approval of the department chair and dean; however, a maximum of six will be counted toward the 120 credits required for graduation. Internship credits may be applied toward fulfilling major requirements. To be eligible for a College of Business Administration internship, a student must have a cumulative grade point of 2.50 or above and have completed the following: ACC 221, 222; BUS 230; ECO 110, 120; FIN 355; I-S 220; MGT 205; 308; MKT 309.

REQUIREMENTS FOR GRADUATION

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

Fulfill the university’s General Education requirements.
Achieve a minimum 2.00 grade point average in the business core and major. Students majoring in accountancy must have a cumulative grade point average of 2.50 in the core and in their major.
Fulfill all other university general requirements.
Complete at least 60 credits outside business. (Up to nine credits of economics may be counted as outside business.)
Complete at least 50% of the business course requirements in residence at UW-L.

THE COLLEGE OF HEALTH, PHYSICAL EDUCATION, RECREATION AND TEACHER EDUCATION (HPERTE)

Dean (Interim) — Garth Tymeson

Associate Deans (Interim) — Mandi Anderson, Ron Rochon

Assistants to the Dean — Theda Holder, Sandra Keller

124 Mitchell Hall; (608)785-8156

www.uwlax.edu/HPER/index.html

For School of Education listings, see page 67.

Departments/Units

Exercise and Sport Science

Health Education and Health Promotion

Intercollegiate Athletics

Recreation Management & Therapeutic Recreation

Recreational Sports

University Graduate Studies

Degrees Offered

Bachelor of Science

Master of Public Health

Master of Science

Majors, Minors, Emphases and Concentrations:

Athletic Training

Community Health Education

Exercise and Sport Science with emphases in:

Fitness

Sport Management

Physical Education

*School Health Education

*Recreation Management

Therapeutic Recreation

Concentrations in:

Coaching Competitive Athletics

Special Physical Education

Strength and Conditioning

In addition to their major academic area, students may choose a second major, minor, emphasis or concentration from the above list. Programs outside of the college of HPERTE are also available, excluding majors in the College of Business and professional programs in the College of Science and Allied Health. See an assistant to the dean for available programs.

Transfer Policy

UW-L students transferring into the College of HPERTE must have a cumulative GPA of 2.50 or higher at the time of transfer.

The College of Health, Physical Education, Recreation, and Teacher Education (HPERTE) at UW-L specializes in the preparation of professionals for careers in health education/promotion, physical education/exercise and sport sciences, recreation/leisure, and K-12 education. Programs leading to physical education, health education, and K-12 teacher certification are state, regionally, and nationally accredited. Many of the graduate programs offered by the College are also nationally accredited. For additional information on pre-kindergarten, kindergarten, elementary, middle, and secondary teacher preparation, see the School of Education section (page 67).

Non-teaching professional preparation programs are available for students pursuing careers in community health education and health promotion, athletic training/sports medicine, sport management, fitness leadership, recreation management, and therapeutic recreation.

All professional programs have strong academic foundations in General Education requirements, professional cores, and field-based experiences to best prepare students for a wide variety of careers and job opportunities. Most programs culminate with a university-supervised “on-the-job” experience such as student teaching, internship, or preceptorship.

Personalized advisement is a key element in the success of all students in the College of HPERTE. Each student is assigned a faculty adviser when he/she enters the college. In addition, the college has academic assistants to the dean who work with students to verify final degree requirements. The Career Services Office provides individual career counseling and job seeking support for all students.

Several comprehensive community service programs housed in the College of HPERTE provide students with “hands-on” experiences to supplement classroom learning. Included among these programs are the La Crosse Exercise and Health Program, Special Populations Exercise Program, Strength and Conditioning Center, Musculoskeletal Research Center, Intramural and Recreational Sports, Intercollegiate Athletics, National Youth Sports Program, Adventure Education Ropes Course and Climbing Wall, Community Recreation Special Events, and numerous collaborative partnerships with community and educational agencies.

CENTER OF EXCELLENCE IN PHYSICAL EDUCATION

The Center of Excellence designation was awarded to the Department of Exercise and Sport Science by the Board of Regents of the University of Wisconsin System. The purpose of the center, which reflects the excellent reputation of the department, is to serve as a catalyst for maintaining faculty and curricular vitality while expanding the scope of comprehensive services provided to professionals in Wisconsin and throughout the nation. General goals are to provide inservice and expertise in emerging content areas and technology to physical educators and students in professional preparation programs; modify undergraduate and master’s curricula to incorporate recent trends and projected professional needs and expand research and public service components with special emphasis on assessment.

A three-dimensional professional preparation model was developed with the following foci: (1) enhancing life span motor development; (2) promoting the major purposes of professional preparation in physical education — prevention of injury or illness, skill enhancement, meaningful active living, and rehabilitation; and (3) developing instruments for assessment of performance and programs. Additional emphasis is placed on the importance of movement of young children and on age-related changes in active, older adults to develop and maintain efficient movement throughout the lifespan. The professional preparation programs within the Department of Exercise and Sport Science prepare graduates to assist individuals of all ages in developing meaningful, active lifestyles. Improving the level of skill in a wide variety of activities and promoting effective movement patterns will result in more active and healthy individuals in our society. For additional information regarding the Center of Excellence in Physical Education, please contact: Department Chair, Exercise and Sport Science, Mitchell Hall, University of Wisconsin-La Crosse, La Crosse, WI 54601.

Note: The Health Education and Health Promotion Department has made numerous changes to its curriculum, which are not reflected in this catalog. The school health education program has changed as well as many course numbers, prerequisites, descriptions and credits. The department has changed its department abbreviations as follows:

HED – general courses applicable to both majors.

CHE – courses applicable to community health majors.

SHE – courses applicable to school health majors.

Please see the health education Web site at www.uwlax.edu/hper/hehp for updated information.

HEALTH EDUCATION AND HEALTH PROMOTION (HED)

Two majors are offered at the undergraduate level. The School Health Education major is specifically designed to prepare teachers for the school setting and related community agencies where a teaching background is desired. The Community Health Education major uses an interdisciplinary approach to prepare students for positions in national, state and local public health agencies, voluntary agencies, business and industry, health care settings and community-based organizations.

Two graduate degrees, Master of Science in Health Education (School Health Education and Community Health Education Concentrations), and Master of Public Health in Community Health Education, are also offered. See Health Education in the Graduate Catalog.

Undergraduate Health Education Curriculum:

Students desiring to major in school health education must be enrolled in the College of HPERTE, apply for admission to teacher education (see the academic assistant to the dean, 125 Mitchell for details), and satisfy the following requirements:

Note: BIO 103 or 105, CHM 100 or CHM 103 are prerequisites for all health majors or minors.

* This course will also fulfill General Education will also fulfill General Education requirements.

** BIO 312-313 can be substituted for ESS 205-206.

School Health Education Major

Requirements in Health Education: 29-31 Cr.

HED	205	Introduction to Health and Wellness Education	3
HED	210	Introduction to School Health Programs	3
HED	251	Consumer Health and Safety Education	1
HED	252	Health Promotion and Disease Prevention for School Populations	1
HED	310	Introduction to Curricular Processes and Instructional Techniques	2
HED	331	Nutrition Education	3
HED	333	Drugs, Society and Human Behavior	3
HED	335	Human Ecology and Environmental Health	2
HED	345	Issues in Emotional Health	3
HED	351	Microcomputer Applications in Health Education	1
HED	354	Stress Management and Relaxation Skills	1
HED	420	Sexual Health Promotion	3
HED	454	Teaching Stress Management and Relaxation Skills	1
HED	460	Health Promotion and Preference	1
Electives:		One elective course in HED	1-3

Requirements in Science: 14-15 Cr.

*	BIO	103	Introductory Biology	4
			or
*	BIO	105	General Biology	4
*	CHM	100	Contemporary Chemistry	4
			or
*	CHM	103	General Chemistry I	5
**	ESS	205	Human Anatomy	3
**	ESS	206	Human Physiology	3

Requirements in Education: 32 Cr.

C-I	212	Level I Clinical Experience in Health Education	1
PSY	310	Child Development	3
EDM	317	Educational Media	1
EDM	318	Educational Media — Materials Production	1
ESS	321	Evaluation in Health Education and Physical Education	2
PSY	370	Educational Psychology	3
C-I	402	Clinical Fieldwork Experience in Health Education	1
C-I	403	Student Teaching	15
C-I	404	Teaching Internship	15
C-I	410	Curriculum Development in Health Education	2
C-I	412	Instructional Techniques in Health Education	2
C-I	415	Philosophical Foundations of Health Education	1

Statutory Requirements: 15 Cr.

RDG	328	Reading in the Content Areas	3
RDG	432	Middle Level Reading	3
*EFN	205	Understanding Human Differences	3
ESS	231	Introduction to Special Physical Education	3
*ERS	100	Introduction to Minority Cultures in the United States	3
		or
*HIS	306	History of Ethnic America	3
		or
*SOC	225	Racial and Ethnic Minorities	3
		or
*W-S	230	Women’s Diversity: Race, Class and Culture	3

School Health Education Minor

Requirements in Health Education: 24 cr.

HED	205	Introduction to Health and Wellness Education	3
HED	210	Introduction to School Health Programs	3
HED	251	Consumer Health and Safety Education	1
HED	252	Health Promotion and Disease Prevention for School Populations	1
HED	310	Introduction to Curricular Processes and Instructional Techniques	2
HED	331	Nutrition Education	3
HED	333	Drugs, Society and Human Behavior	3
HED	335	Human Ecology and Environmental Health	2
HED	345	Issues in Emotional Health	3
HED	420	Sexual Health Promotion	3

Requirements in Science: 14-15 Cr.

* BIO 103	Introductory Biology	4
	or
* BIO 105	General Biology	4
* CHM 100	Contemporary Chemistry
	or
* CHM 103	General Chemistry I	5
**ESS 205	Human Anatomy	3
**ESS 206	Human Physiology	3

Requirements in Education: 21 Cr.

C-I	402	Clinical Fieldwork Experience in Health Education	1
C-I	403	Student Teaching	15
C-I	410	Curriculum Development in Health Education	2
C-I	412	Instructional Techniques in Health Education	2
C-I	415	Philosophical Foundations in Health Education	1

Statutory Requirements: 12 Cr.

RDG	328	Reading in the Content Areas	3
RDG	432	Middle Level Reading	3
* EFN	205	Understanding Human Differences	3
ESS	231	Introduction to Special Physical Education	3

Community Health Education Major

Students desiring to major in community health education must be enrolled in the College of Health, Physical Education and Recreation and satisfy the following requirements:

Requirements in Health Education: 55 cr.

HED	205	Introduction to Health and Wellness Education	3
HED	240	Community Health Education Foundations	3
HED	331	Nutrition Education	3
HED	333	Drugs, Society and Human Behavior	3
HED	335	Human Ecology and Environmental Health	2
HED	340	Epidemiology and Community Health Problems	3
HED	350	Biometry and Research Design	3
HED	351	Microcomputer Applications in Health Education	1
HED	420	Sexual Health Promotion	3
HED	440	Program Development in Community Health Education	3
HED	441	Human Disease Prevention and Control	3
HED	452	Health Aspects of Aging	3
HED	491	Senior Seminar in Community Health Education	1
HED	498	Community Health Education Preceptorship	12

Exploration and Competency Development Areas

Select at least nine credits from non-required Health Education courses at the 300-

and 400-levels.

Interdisciplinary Requirements:

* C-S 101	Introduction to Computing	4
**ESS 205	Human Anatomy	3
**ESS 206	Human Physiology	3
CST 250	Introduction to Small Group Discussion	3
* MTH 205	Elementary Statistics	4
	or
* MTH 250	Statistics	3

Focus Areas

Each student is encouraged to develop an area of focus within their health education major. With an adviser, the student will select a group of courses that will prepare them for a field of practice. Focus areas the student may select are:

Instructional Design and Educational Technologies

Environmental Health

Gerontology

Health Administration

Health Care Education and Counseling

Health Marketing

Worksite Health Promotion

EXERCISE AND SPORT SCIENCE (ESS)

At the undergraduate level, the exercise and sport science major has three emphases: physical education teacher certification, fitness, and sport management. The department also offers a major in athletic training.

Note: Students enrolled in exercise and sport science majors must earn a grade of “C” or better in all required ESS courses listed in the prescribed programs.

Exercise and Sport Science Major — Physical Education Teacher Certification

Graduates of this teacher education curriculum are prepared to teach in K-12 physical education programs in Wisconsin and other states. To complement the broadly based program leading to a B.S. degree in physical education, students may choose a concentration or another major or minor. Concentrations are offered in special physical education (certification for physical education teacher certification majors only) and

coaching competitive athletics (open to students in the College of HPERTE, including the School of Education). The additional academic major/minor enables the student to become fully certified in other subjects as well as physical education. (See

p. 69 for detailed statement of teacher education requirements.)

Requirements in Exercise and Sport Science Major — Physical Education

Teacher Certification 53 cr.

Science Core:

**ESS205	Human Anatomy	3
**ESS206	Human Physiology	3
ESS207	Human Motor Behavior	3
ESS302	Physiology of Exercise	2
ESS303	Biomechanics	2

Teacher Preparation Core:

ESS	112	Fundamentals of Movement	2
ESS	115	Orientation to Exercise and Sport Science	2
ESS	201	Safety, First Aid and CPR	1
ESS	225	Management and Instruction in Physical Education	2
ESS	226	Clinical Experience in Teaching Physical Education I	1
ESS	312	Adventure Theory for Physical Educators	2
ESS	321	Evaluation in Health and Physical Education	2
ESS	326	Clinical Experience in Teaching Physical Education II	2
ESS	412	Issues and Philosophies in Teaching Physical Education	3
ESS	422	Teaching Health-Related Fitness	4
ESS	424	Curriculum Development and Administration of Elementary/Secondary Physical Education Programs	4

Activity Core:

ESS	113	Basic Swimming (see note p. 159)	1
ESS	120	Outdoor Activities in Physical Education	2
ESS	258	Team Sports	3
ESS	261	Developmental Gymnastics	1
ESS	367	Individual Sports	4
ESS	401	Dance	2
ESS	402	Advanced Activities	1
ESS		Aquatics Requirement (see note p. 157)	2

Requirements in Education: 16 Cr.

C-I	323	Methods of Teaching Elementary Physical Education	2
C-I	325	Methods of Teaching Middle/Secondary Physical Education	2
C-I	403	Student Teaching	12

Statutory and Administrative Code Requirements: 15-18 Cr.

* ERS	100	Introduction to Minority Cultures in the United States	3
		or
* HIS	306	History of Ethnic America	3
		or
* SOC	225	Racial and Ethnic Minorities	3
		or
* W-S	230	Women’s Diversity: Race, Class and Culture	3
* C-S	101	Introduction to Computing	4
		or
EDM	275	Microcomputers and Educational Applications	1
		or
HED/ESS		Approved computer workshop	1-3
PSY	370	Educational Psychology	3
ESS	231	Introduction to Special Physical Education	3
***RDG	330	Reading in Performance Based Content Areas	2
* EFN	205	Understanding Human Differences	3

Note: BIO 103* or 105* and PSY 100* are prerequisites for the exercise and sport

science major — physical education teacher certification emphasis. These courses will also fulfill General Education requirements.

All incoming freshmen wishing to major in exercise and sport science — physical education teacher certification must enroll in ESS 112, 115 and 120 during their first

year at UW-L.

Students must be admitted to teacher education and have earned and maintained an overall grade point average of at least 2.50 in order to enroll in the professional teacher education core courses and students must earn and maintain a grade point average of at least 2.75 overall and in their major, minor, concentration and professional course work to gain admission to student teaching and 3.00 for a teaching internship. (See p. 69.)

Athletic Training Major

Students in the athletic training major receive an educational foundation in the science areas of exercise and sport science/athletic training and practical experience in the athletic training laboratories. Graduates of the program are eligible to seek NATA-BOC certification and are prepared to work in a variety of sports medicine settings.

Students who desire to major in athletic training must apply for candidacy for entrance into the athletic training program. Final selection for entrance into the CAAHEP-accredited program is limited. Applicants must meet selection and retention criteria as outlined on p. 157 and meet the technical standards for admission to the athletic training educational program as published on the program web page (uwlax.edu/hper/ess/at) and student athletic trainer handbook. This is a competitive process and not all who apply will be accepted. Application materials may be obtained from the director of the athletic training program.

Requirements in Athletic Training Major 62 cr.

ESS	181	Introduction to Sports Medicine	3
ESS	201	Safety, First Aid and CPR	1
**ESS	205	Human Anatomy	3
**ESS	206	Human Physiology	3
ESS	207	Human Motor Behavior	3
ESS	282	Sports Medicine Laboratory I	3
ESS	302	Physiology of Exercise	2
ESS	303	Biomechanics	2
ESS	349	Psychology of Coaching	2
ESS	378	Athletic Injury Assessment Techniques —Lower Extremity	3
ESS	379	Athletic Injury Assessment Techniques — Upper Extremity	3
ESS	382	Sports Medicine Laboratory II	3
ESS	450	Exercise and Sport Science Internship	8
ESS	481	Therapeutic Principles of Rehabilitation in Athletic Training	3
ESS	482	Sports Medicine Laboratory III	3
ESS	483	Administration of Athletic Training Programs	3
ESS	484	Rehabilitation Techniques for Athletic Injuries	3
ESS	485	Current Readings & Research in Athletic Training	3

Interdisciplinary Requirements:

* HPR	105	Creating a Healthy, Active Lifestyle	3
HED	230	Nutrition for Fitness and Health	2
PSY	212	Life Span Development	3

Note:

Athletic training majors are required to take BIO 103* or 105*, MTH 205* or 250*, and PHY 104 to meet prerequisites for advanced courses.

Exercise and Sport Science Major with Fitness Emphasis

Students in fitness are prepared to assume positions requiring expertise in fitness testing/assessment, program design, and instruction in a wide variety of fitness related programs. Courses in health, exercise and sport science, gerontology, and business administration strengthen graduates’ professional preparation.

Students who desire to major in fitness may apply to the program after completing (or be in the process of completing) 45 semester credits, including five pre-admission core courses. Final selection for entrance into the fitness emphasis is limited. Students must meet selection and retention criteria, complete a semester internship and satisfy complete a semester internship and satisfy the requirements listed on p. 158.

Requirements in Exercise and Sport Science Major with

Fitness Emphasis 60 cr.

ESS	115	Orientation to Exercise and Sport Science	2
ESS	201	Safety, First Aid and CPR	1
**ESS	205	Human Anatomy	3
**ESS	206	Human Physiology	3
ESS	281	Prevention and Care of Athletic Injuries	2
ESS	302	Physiology of Exercise	2
ESS	303	Biomechanics	2
ESS	320	Field Experience in Fitness/Sports Management	3
ESS	323	Nutrition and Sport	2
ESS	344	Introduction to Fitness Assessment	3
ESS	355	Methods of Exercise Leadership	3
ESS	368	Strength Training Techniques and Programs	2
ESS	410	Legal Implications of Sport and Activity	2
ESS	442	Aging and Physical Activity	2
ESS	443	Youth and Family Fitness	3
ESS	447	Administration in Fitness and Sport	3
ESS	449	Seminar: Fitness/Sports Management	1
ESS	450	Internship	12

Interdisciplinary Requirements:

MKT	309	Principles of Marketing	3
CST	260	Professional Communication	3
		or
MGT	300	Business Communications	3

Electives: (3 credits required)

ESS	100	Lifeguard Training	1
ESS	100	Aerobic Dance	1
ESS	100	Jogging and Fitness	1
ESS	100	Cross Country Skiing	1
ESS	100	Swim Fitness	1
ESS	100	Water Exercise	1
ESS	100	Tennis	1
ESS	100	Fitness Walking	1
ESS	100	Golf	1
ESS	100	In-Line Skating	1
ESS	100	Cycling	1
ESS	116	WSI	2
HED	342	Health Promotion and Wellness Methods	2
HED	354	Stress Management and Relaxation Skills	1
HED	433	Alcohol, Health and Behavior	1
HED	452	Health Aspects of Aging	3
HED	454	Teaching Stress Management and Relaxation Skills	1
HED	456	Biofeedback, Meditation and Your Health	1
MGT	205	The Legal Environment of Business	3
MGT	308	Behavior & Theory in Organizations	3
MGT	385	Human Resources: Employment	3
MKT	365	Promotion	3
MKT	444	Sports and Recreation Marketing	3

Workshops:

In addition to the above elective courses, a maximum of three credits of approved workshops may be applicable to the Fitness Emphasis.

Note:

Exercise and sport science majors with fitness emphasis are required to take

BIO 103 or 105 and C-S 101 to meet prerequisites for advanced courses and/or for admission to the emphasis. These courses will also fulfill General Education

requirements.

Exercise and Sport Science Major with Sport Management Emphasis

Students in sport management become highly trained managers who find success in complex and varied sports settings. The program incorporates a broad base of course work in many disciplines, including exercise and sport science, business and communication skills.

Students who desire to major in sport management must apply to the program after completing (or be in the process of completing) 45 semester credits, including five pre-admission core courses. Final selection for entrance into the sport management emphasis is limited. Students must meet selection and retention criteria, complete a semester internship and satisfy the requirements listed on p. 158.

Requirements in Exercise and Sport Science Major with

Sport Management Emphasis 58 Cr.

ESS	115	Orientation to Exercise and Sport Science	2
ESS	201	Safety, First Aid and CPR	1
**ESS	205	Human Anatomy	3
**ESS	206	Human Physiology	3
ESS	302	Physiology of Exercise	2
ESS	303	Biomechanics	2
ESS	320	Field Experience in Fitness/Sport Management	3
ESS	410	Legal Implications of Sport and Activity	2
ES	445	Planning Facilities for Physical Activity & Sport	3
ESS	447	Administration in Fitness and Sport	3
ESS	448	Promotion and Development of Fitness & Sports Programs	2
ESS	449	Seminar: Fitness/ Sport Management	1
ESS	450	Internship	12

Interdisciplinary Requirements:

ACC	221	Financial Accounting Principles	3
MKT	309	Principles of Marketing	3
MKT	444	Sports and Recreation Marketing	3
MGT	300	Business Communications	3
		or
CST	260	Professional Communication	3
		or
ENG	307	Writing for Management, Public Relations and the Professions	3
MGT	308	Behavior & Theory in Organizations	3

Electives: (4 credits required)

ESS	281	Prevention and Care of Athletic Injuries	2
ESS	323	Nutrition and Sport	2
ESS	349	Psychology of Coaching Competitive Athletics	2
ESS	368	Strength Training Techniques and Programs	2
ESS	442	Aging and Physical Activity	2
ECO	320	Economics of Sport and Entertainment	3
HED	354	Stress Management and Relaxation Skills	1
HED	452	Health Aspects of Aging	3
HED	454	Teaching Stress Management and Relaxation Skills	1
FIN	355	Principles of Financial Management	3
MGT	205	The Legal and Ethical Environment of Business	3
MGT	305	Business Law	3
MGT	385	Human Resources: Employment	3
MKT	365	Promotion	3
REC	305	Operation and Management of Swimming Pools and Spas	2

Workshops:

In addition to the above electives, a maximum of three credits of approved workshops may be applicable to the sport management emphasis.

Note:

Exercise and sport science majors with sport management emphasis are required

to take BIO 103 or 105; C-S 101; and ECO 110 to meet prerequisites for advanced courses and/or for admission to the emphasis. These courses will also fulfill General Education requirements.

RECREATION MANAGEMENT AND THERAPEUTIC RECREATION

This undergraduate curriculum prepares students for professional recreation positions. Two majors are offered: recreation management and therapeutic recreation. A recreation minor is also offered. Other majors and minors for recreation students are available upon adviser’s approval.

Note:

Students enrolled in either of the two recreation majors must earn a grade of “C” or better in all required recreation (REC and RTH) courses listed in the prescribed programs.

Recreation Management —

Students are prepared to assume positions of responsibility within a wide range of commercial, tourism, governmental, and not-for-profit recreation and parks agencies where supervision or administration may be combined with program planning or leadership responsibilities. The recreation management curriculum prepares individuals for positions at a middle management or supervisory level. All students majoring in recreation management must complete a full semester internship at an approved agency. All majors, prior to enrollment in REC 449, also must complete the 25-hour underclass pre-professional experience requirement and the junior-level 50-hour experience requirement. These are non-class field experiences at recreation management agencies.

Therapeutic Recreation —

Students are prepared to assume positions as therapeutic recreation specialists. These professionals provide treatment, leisure education, and recreation participation

programs for persons with illnesses, disabilities, or special needs. All students majoring in therapeutic recreation must complete a full semester internship at an approved agency.

Recreation Management Major (REC)

Requirements for Major in Recreation Management 53 crs.

(Must earn a grade of “C” or better in all REC/RTH courses

required for major.)

REC	100	Foundations of Recreation	3
REC	200	Program Leadership of Recreation Activities	3
REC	300	Program Planning in Recreation	3
REC	302	Recreation Leadership and Supervision	3
REC	304	Maintenance of Park and Outdoor Recreation Areas	3
REC	305	Operation and Management of Swimming Pools and Spas	2
REC	320	Enterprises in Commercial Recreation and Tourism	3
RTH	325	Recreation for Persons with Special Needs	2
REC	340	Evaluation Methods and Practices	3
REC	400	Planning for Park and Recreation Facilities	3
REC	401	Management in Park and Recreation Resources	3
REC	402	Risk Management in Leisure Service Organizations	3
REC	420	Commercial Recreation Management	3
REC	449	Internship/Professional Preparation	1
REC	450	Internship	12

(See prerequisites on p. 247.)

Electives: 3 credits required: Choose from REC 202, 375, 380, 381; RTH 474.

Interdisciplinary Requirements:

* C-S	101	Introduction to Computing	4
* POL	102	State and Local Government	3
ENG	307	Writing for Management, Public Relations and the Professions	3
PSY	212	Life-Span Development	3
ACC	221	Financial Accounting Principles	3
		or
ACC	235	Introduction to Fund Accounting	3
* ECO	110	Microeconomics and Public Policy	3
* GEO	200	Conservation of Global Environments	3
		or
GEO	324	Conservation of Natural Resources	3
		or
* ENV	201	Introduction to Environmental Studies	3
* MTH	205	Elementary Statistics	4
		or
* MTH	250	Statistics	3

Therapeutic Recreation Major (RTH)

Pre-professional core requirements 38-39 crs.

* BIO	103	Introductory Biology	4
		or
* BIO	105	General Biology	4
* C-S	101	Introduction to Computing	4
* CST	110	Essentials of Speech Communication	3
* ENG	110	College Writing I	3
* MTH	205	Elementary Statistics	4
		or
* MTH	250	Statistics	3
* PSY	100	General Psychology	3
ESS	205	Human Anatomy	3
PSY	212	Life-Span Development	3
REC	100	Foundations of Recreation	3
REC	200	Program Leadership of Recreation Activities	3
RTH	250	Introduction to Therapeutic Recreation	3
RTH	326	Therapeutic Recreation Populations I	3
		or
RTH	327	Therapeutic Recreation Populations II	3

Professional core requirements 48-54 crs.

PSY	304	Abnormal Psychology	3
PSY	343	Group Dynamics	3
REC	302	Recreation Leadership and Supervision	3
RTH	326	Therapeutic Recreation Populations I	3
RTH	327	Therapeutic Recreation Populations II	3

(whichever was not completed for pre-professional

requirement)

RTH	355	Medical Language	3
RTH	452	or 203 or 204	2-3
RTH	456	Program Design & Administration of Therapeutic Recreation	3
RTH	462	Inclusive Recreation Program Administration	2-3
RTH	470	Facilitation Techniques in Therapeutic Recreation	4
RTH	476	Assessment and Treatment Planning in Therapeutic Recreation	3
RTH	480	Leisure Education	3
RTH	493	Therapeutic Recreation Trends and Issues	3
RTH	496	Orientation to Internship in Therapeutic Recreation	1
RTH	498	Internship in Therapeutic Recreation	12 or 16

Electives — 5-6 crs.

One course must be in RTH; choose from ESS 430, 442, HED 333, 342, 445, 452, PHL 339, PSY 310, 311, 312, 330, 401, 417, 426, REC 430, SOC 321, 322, 325, 420, 422, 429, RTH 330, 332, 333, 345, 474, 483, 490, 491. (Approval from the therapeutic recreation director should be received prior to enrollment in RTH 491.)

A. Students must have a minimum GPA of 2.50 or greater to enter the program.

B. Students should obtain a therapeutic recreation faculty adviser as early as possible while taking pre-preprofessional courses.

C. Before enrolling in professional courses for the therapeutic recreation major, the

following minimum requirements must be met:

1. All pre-professional course requirements must be completed with a grade of “C” or better;

2. Cumulative GPA of at least 2.50;

3. 50 hours of pre-professional volunteer therapeutic recreation experience must be documented.

D. Therapeutic recreation majors must pass all required professional core courses and required electives with a grade of “C” or better.

E. Appropriate RTH 490 or 491 workshops will apply. Approval from the therapeutic recreation director must be received prior to enrollment.

F. Transfer students with associate degrees should consult the therapeutic recreation program director to ensure fulfillment of requirements.

SCHOOL OF EDUCATION (SOE)

Director - Ronald Rochon (Interim)

235 Thomas Morris Hall

608-785-8122

Assistant to the Dean - Sandra Keller

220 Thomas Morris Hall

http://www.uwlax.edu/hper/soe/

Accreditation

UW-L teacher education programs are:

Accredited by:

North Central Association

National Council for Accreditation of TeacherEducation (NCATE), continuous since the 1960s

Approved by:

Wisconsin Department of Public Instruction, since 1937

Departments/Units

Educational Studies

College Student Development and Administration

Degrees Offered

Bachelor of Science

Master of Science in Education

Master of Education-Professional Development

Certification Programs Offered

Elementary/Middle Level Education

Early Childhood-Middle

Childhood (birth - 11 yrs)

*Requires completion of the Early Childhood Education minor

Middle Childhood-Early

Adolescence (6-13 yrs)

*Requires completion of a certifiable minor including:

Biology

Chemistry

Computer Science

Earth Science

Economics

English

French

General Science

Geography

German Studies

History

Instructional Media

Mathematics

Physics

Political Science

Psychology

School Health Education

Social Studies

Sociology

Spanish

Special Education

Teaching English to Speakers of Other Languages

Middle Level-Secondary Education

Early Adolescence - Adolescence

(10 - 21 yrs)

*Areas of study include:

Biology

Broadfield Science

Broadfield Social Studies

Chemistry

Computer Science

English

Mathematics

Physics

Early Childhood - Adolescence

(Birth - 21 yrs)

*Areas of study include:

Art

French

German Studies

Music-General

Music-Choral

Music-Instrumental

Spanish

SOE Mission

The major goal of teacher education is to prepare professionals for the schools of an ever-changing society. Teacher education candidates are engaged in consideration of common values held by the teaching profession. These values include respect for the dignity and autonomy of the learner and the commitment of schools to prepare citizens for life in a democratic society. Teacher education candidates are involved in a series of clinical experiences that provide an understanding of children, youth, and other learners in the development of teaching skills.

Teacher education programs are performance-based; that is students must demonstrate their growth and development in the requisite knowledge, skills, and dispositions that teachers need to possess. Students must create professional portfolios that document their proficiency relative to each of the standards that guide their programs.

Teacher Education Council

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

Conceptual Framework

School of Education programs are designed around the following conceptual framework: teachers and other education professionals exiting UW-L programs should be:

1) Thoughtful learners

2) Thoughtful leaders

3) Thoughtful inquirers

4) Thoughtful community members

SOE Professional Standards

Standard #1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he/she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

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

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

Standard #4: The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.

Standard #5: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

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

Standard #7: The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

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

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

Standard #10: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.

Standard #11: The teacher develops the sense of responsibility for his/her own professional growth and development as a career-long principle.

Standard #12: The teacher develops the knowledge and understanding of how bureaucratic/large organizations function and the skills to work in such organizations to a degree adequate to give the teacher a solid sense of organizational efficacy.

Standard #13: The teacher develops leadership and motivation skills to an adequate level to manage and control a classroom-sized group both in and outside the classroom successfully.

Standard #14: The teacher develops a degree of historical and sociological understanding of the profession and reform initiatives so as to understand and be able to function within the political realm influencing his/her work life.

Standard #15: The teacher understands the nature of knowledge as in process and bound by moral and ethical considerations.

SOE Graduate Student Standards

Standard #1: Students will acquire advanced knowledge and skills and demonstrate their knowledge and skills by applying them when providing leadership in their professional and educational communities.

Standard #2: Students shall demonstrate awareness of, respect for, and responsiveness to individual differences, all forms of human diversity, and the special needs of exceptional persons.

Standard #3: Students will become lifelong learners who will continually seek and engage in professional development.

Standard #4: Students will demonstrate an understanding of the role of their profession/discipline in addressing societal needs, problems, and issues.

Standard #5: Students will acquire advanced knowledge of human learning and development so that they can provide services and opportunities that support the learning and development of the individuals they serve.

Standard #6: Graduate programs shall prepare students for ethical practice in their specific educational roles.

Standard #7: Students and faculty will collaborate with other disciplines and community organizations and will develop relationships which will enhance the effectiveness of graduate programs and community services.

SOE Resources

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

Alice Hagar Curriculum Resource Center

- contains many teacher education materials and references for teaching all grade levels

- located on the upper floor of Murphy Library

Center for Cultural Diversity and Community Renewal

- created in response to our commitment to the value of diversity, need to recruit and retain students of color in teacher education programs

- Center works to establish positive relationships with communities of color in La Crosse and Milwaukee

- encourages young people to come to UW-L to pursue a career in teacher education

Rhea Pederson Reading Center

- provides reading resources for UW-L students and area teachers

- located in 335 Thomas Morris Hall

Reading Evaluation and Development (R.E.A.D.) Clinic

- located in Health Science Center

- provides assessment and tutoring services in reading and math for children and adolescents in area schools

NASA Educator Resource Center

- located in Thomas Morris Hall

- regional distribution site for comprehensive collection of NASA developed teaching materials

- houses a collection of reference materials for planning environmental and science education instruction

- materials are made available for minimal or no cost to teachers by the sponsorship of the NASA-Glenn Research Center, Cleveland, OH

- assists and supports the offering of environmental education and science teaching workshops and courses

Admission to Teacher Education

All students must be admitted to Teacher Education in order to enroll in professional education courses. Meeting the eligibility criteria does not guarantee admission into the Teacher Education Program. Resources available limit the number of students admitted.

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

Eligibility Criteria for Application

Prior to filing for admission to Teacher Education, SOE students must meet the following criteria:

1) Pre-Professional Skills Test (PPST)-The PPST is to be taken during the first semester on campus. Students must earn passing scores in mathematics (173), reading (175), and writing (174), to be eligible for program admission. Passing scores are set by the State Superintendent of Public Instruction.

2) Preliminary course work-SOE students must complete 40 semester credits of General Education courses (30 credits for music education students) before applying to the Teacher Education Program. These 40 credits must include the following: ENG 110, CST 110, EFN 205. Students also must complete PSY 212, which is not a General Education course.

3) Communication proficiency-Students must complete both ENG 110 and CST 110 with a minimum grade of "B". Students who fail to meet this grade requirement must earn a "C” or better in another 200-level writing or public speaking course prior to application for student teaching. (The General Education program states that students receiving less than a grade of "C" in CST 110 must repeat the course.)

4) Grade point (GPA)-Students must have earned a cumulative grade point average of 2.75 in all academic work taken prior to entering the Teacher Education Program. (This includes transfer grade points averaged with residence grade points when applicable.)

5) Required introductory education courses-Students must take two courses:

a) EFN 210-minimum grade of "C". -passing PPST and minimum GPA of 2.75 are prerequisites

b) C-I 211-Students must pass this course and receive a recommendation to continue in the program from the Clinical Faculty Review Committee.

Application Procedures

Students who meet the criteria described above may obtain an application in 220 Thomas Morris Hall. Students must be accepted into the program prior to registration for certain education courses. Applications must be submitted by August 15 and January 15.

August 15 applicants approved will be permitted to take courses requiring admission during the following spring semester. January 15 applicants approved will be permitted to take courses requiring admission during the following fall semester.

Applications are accompanied by a personal statement, a professional growth paper from EFN 210/C-I 211, a current transcript (second degree candidates only), PPST scores, clinical experiences, evaluations, and a letter of recommendation from someone who has knowledge of the applicant's potential to be an effective educator. In addition, a standards-based portfolio will be submitted. The portfolio includes documentation of experiences with education, children and community service.

Retention in Teacher Education

Students may be retained in the Teacher Education Program as long as they maintain a 2.75 GPA (3.00 for graduate students), show proficiency in oral and written communication, and are otherwise in good standing with the university and the School of Education.

Admission to Student Teaching & Internships

The student teaching experience is generally completed during the final semester in residence. Applications for student teaching may be obtained in the Student Teaching Office, 220 Thomas Morris Hall. Completed applications must be returned to that office by early February for fall semester placement, or by early October for a spring semester placement.

Students teach for a full semester, as calculated according to the calendar of the cooperating school. Most cooperating schools are located approximately within a 40-mile radius of La Crosse, though students may apply to teach in larger urban settings outside that radius.

To be eligible for student teaching, students must:

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

2) meet prerequisites specified for ECE 400, ECE 401, C-I 403, or C-I 409

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

Internships

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

Certification to Teach

Students must maintain a 2.75 cumulative grade point average and 2.75 in all certifiable majors and minors, concentrations and professional education courses. Exit exams may be required in certifiable areas.

Students who complete all university requirements and all teacher education requirements for student teaching/internship, but who fail to successfully complete the 15 credit student teaching/internship experience, may be awarded a degree in elementary education, physical education teaching, school health education, or secondary education. This degree will not earn Department of Public Instruction endorsement for licensure. (See the Academic Assistant to the Dean for details.)

Background Screening

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

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

Wisconsin Application

Graduates desiring a license to teach in Wisconsin may obtain the Wisconsin Department of Public Instruction’s License Application from the DPI website. Upon completion of all items appropriate to the certification desired, the application and a $100.00 check payable to the Wisconsin Department of Public Instruction should be returned to Morris Hall. When all certification requirements are satisfactorily completed, the certification officer will endorse the application and forward it for approval to the State Department of Public Instruction.

Out-of-State Applications

We recommend that graduates seeking certification in other states request application forms and instructions from the Department of Education of the state in which certification is desired. Students should seek such information early in the professional preparation program. Most states will require institutional endorsement as Wisconsin does.

Statutory Requirements:

Environmental Education and Conservation-Demonstration of knowledge and understanding in environmental education and in the conservation of natural resources is required for licenses in early childhood-middle childhood, middle childhood-early adolescence, science (majors or minors), and social studies (majors or minors). Instruction in environmental education and conservation is required for the completion of these programs.

Cooperatives-Demonstration of knowledge and understanding of cooperative marketing and consumer cooperatives is required for licenses in social studies (majors or minors). Instruction in cooperatives is noted by the major and minor course listings in social studies disciplines.

Exceptional Education-Demonstration of knowledge and understanding of procedures used for assessing and providing education for children with disabilities, including provider roles and responsibilities and curriculum modification.

Human Relations-Demonstration of knowledge and understanding in the areas of "Minority Group Relations" under PI 34 3.15 (4) (c) 1-6 to be certified to teach in the state of Wisconsin.

Reading-Demonstration of knowledge and understanding of teaching reading and language arts including phonics, for licensure in early childhood-middle childhood and middle childhood-early adolescence.

Conflict Resolution-Demonstration of knowledge and understanding in:

1) resolving conflicts between pupils and between pupils and school staff;

2) assisting pupils in learning methods of resolving conflicts between pupils and between pupils and school staff, including training in the use of peer mediation to resolve conflicts between pupils; and

3) dealing with crises, including violent, disruptive, potentially violent or potentially disruptive situations, that may arise in school or at activities supervised by a school as a result of conflicts between pupils or between pupils and other persons.

Mathematics, Social Studies, and Science-Students complete a minimum of twelve credits in mathematics, social studies, and science with the completion of an elementary education (early childhood-middle childhood certification) or elementary/middle level education major (middle childhood-early adolescence certification).

Standardized Testing:

A passing score on the Pre-Professional Skills Test in mathematics, reading, and writing is required of all students in teacher preparation programs. In addition, a passing score on the appropriate Praxis II content area test is required in order to be recommended for licensure by the certification officer. The State Superintendent of Public Instruction determines passing scores.

Notice

Students should be aware that the Department of Public Instruction is specific in its requirements about the content of both general education and professional education; therefore, prospective teacher education candidates should work closely with an adviser from the outset of their studies at the university. Completion of Department of Public Instruction requirements for licensure may take longer than four academic years.

Elementary/Middle Level Education

Certification Option 1: Elementary Education (Early Childhood through Middle Childhood Licensure)

By completing the following requirements, plus the Early Childhood Education minor, students may be certified to teach students from birth - 11 years. Students are required to create a portfolio showing their competence in meeting the Teacher Education Professional Standards and fulfill assessment requirements in order to meet Department of Public Instruction’s (PI34) standards for licensure.

Requirements in General Education

Students take specific courses from General Education to meet administrative code requirements for training in the areas of human relations, environmental education, and conservation. General Education check sheets listing required courses are available in Morris Hall. The two-year transfer policy does not exempt students from these

requirements.

Requirements in Allied Fields — 13 credits

MTH 125 Mathematics for Elementary Teachers 4

PSY 212 Lifespan Development 3

PSY 370 Educational Psychology 3

GEO 200* Conservation of Global Environments 3

(*required for certification; taken as a general education course)

Requirements in Professional Education — 44 credits

Final admission to teacher education is required for enrollment in most professional education courses. Applications for admission may be obtained in Morris Hall.

Courses not requiring Admission to Teacher Education

Credits

EFN 210 Introduction to Education 2

C-I 211 Level I Clinical Experience 1

EFN 303 Foundations of Public

Education in the

United States 2

EDM/ENG 310/510 Children’s Lit. 3

EDM 319 Technology for Teaching and Learning 2

ESS 327 Physical Education for

the Elementary Classroom Teacher 2

Courses requiring Admission to Teacher Education Credits

C-I 301 Methods in Music:

Elementary/Middle Level 2

C-I 313 Methods and Practices

in Art: Elementary/Middle Level 2

SHE 407 Health Education in the

Elementary School 3

SPE 401/501 Introduction to Exceptional Individuals 3

C-I 302/502 Level II Clinical Experience 1

C-I 334/534 Curriculum and Methods

in the Language Arts 3

C-I 354/554 Curriculum and Methods

in Mathematics 3

RDG 324/524 Elementary Level Reading 3

RDG 432 Middle Level Reading 3

C-I 335/535 Curriculum and Methods in Elementary/

Middle Science 3

C-I 336/536 Curriculum and Methods in the Social Studies 3

C-I 381/581 Environmental Education Methods 1

C-I 445/645 Refining Teaching Skills/ Level III Clinical

Experience 2

Student Teaching — 16 credits

C-I 409 Student Teaching:

Elementary 15

C-I 404 Teaching Internship 15

C-I 492 Student Teacher/Intern Seminar 1

Minor Requirements

Every elementary education major must complete the early childhood education minor. Those requirements are as follows.

Early Childhood Education Minor — 22 credits plus student teaching

Courses not requiring Admission to Teacher Education

Credits

ECE 213 Introduction to Early

Childhood Education 3

ECE 316/516 Administration of Early

Childhood Programs 2

ECE 322/522 Early Childhood Education: Infancy and

Toddlerhood 2

ECE 324/524 Early Childhood Education: Preschool 3

ECE 326/526 Early Childhood Education:

Kindergarten 3

ECE 327/527 Field Experience:

Kindergarten 1

Courses requiring Admission to Teacher Education

Credits

ECE 430/530 Creative Experiences for

Children: Art, Music, Drama 3

ECE 440/540 Language and Literacy

Development of Young Children 3

ECE 490/590 Seminar:Relationships with

Children, Families and Professionals 2

Early Childhood Education Student Teaching — 12 credits

ECE 400 Student Teaching: Early Childhood........ 4

ECE 401 Student Teaching: Kindergarten 8

Certification Option 2: Elementary/Middle Level Education (Middle Childhood through Early Adolescence Education Licensure)

By completing the following requirements, plus a certifiable minor, students may be certified to teach students from 6-13 years. Students are required to create a portfolio showing their competence in meeting the Teacher Education Professional Standards and fulfill assessment requirements in order to meet Department of Public Instruction’s (PI34) standards for licensure.

Requirements in General Education

requirements.

Requirements in Allied Fields — 13 credits

MTH 125 Mathematics for Elementary Teachers 4

PSY 212 Lifespan Development 3

PSY 370 Educational Psychology 3

GEO 200* Conservation of Global Environments 3

(*required for certification; taken as a general education

course)

Requirements in Professional Education — 47 credits

Final admission to teacher education is required for enrollment in most professional education courses. Applications for admission may be obtained in Morris Hall.

Courses not requiring Admission to Teacher Education:

Credits

EFN 210 Introduction to Education 2

C-I 211 Level I Clinical Experience 1

EFN 303 Foundations of Public

Education in the United States 2

EDM/ENG 310/510 Children’s Lit. 3

EDM 319 Technology for Teaching

and Learning 2

ESS 327 PE for the ElemTeacher 2

Courses requiring Admission to Teacher Education:

Credits

C-I 301 Methods in Music: Elementary/Middle Level 2

C-I 313 Methods and Practices

in Art: Elementary/Middle Level 2

SHE 407 Health Education in the Elementary School 3

SPE 401/501 Introduction to Exceptional Individuals 3

(waived for special education minors)

C-I 302/502 Level II Clinical Experience 1

C-I 334/534 Curriculum and Methods

in the Language Arts 3

C-I 354/554 Curriculum and Methods

in Mathematics 3

RDG 324/524 Elementary Level

Reading 3

RDG 432 Middle Level Reading 3

C-I 335/535 Curriculum and Methods in Elementary/

Middle Science 3

C-I 336/536 Curriculum and Methods in the Social Studies 3

C-I 381/581 Environmental Education Methods 1

C-I 445/645 Refining Teaching Skills/ Level III Clinical

Experience 2

EFN 460/560 Transescent Education 3

Student Teaching — 16 credits

C-I 409 Student Teaching:

Elementary 15

C-I 404 Teaching Internship 15

C-I 492 Student Teacher/Intern Seminar 1

Minor Requirements

Every Elementary/Middle Level major must complete a certifiable minor (see p. 63 for a listing of certifiable minors.)

MINORS IN THE SCHOOL

OF EDUCATION

Special Education Minor — Students majoring in Elementary/Middle Level education may complete special education certification in Cross-Categorical Special Education-Middle Childhood/Early Adolescence. Students enrolled in Middle Level/Secondary programs may complete special education certification in Cross-Categorical Special Education-Early Adolescence/Adolescence.

Special Education certification requires the completion of the following:

1) All Core Courses

2) At Least one Certification Option

a. Cross-Categorical Special Education

Middle Childhood/Early Adolescence

b. Cross-Categorical Special Education -

Early Adolescence/Adolescence

3) Special Education Professional Practice (a separate 9-credit student teaching experience) and a combined age level seminar, SPE 430/530.

Core Courses: 18 credits (All core courses are required for each Certification Option)

SPE 416 Introduction to Cross- Catagorical Special

Education Characteristics 3

SPE 424 Classroom Management and Positive Behavior

Interventions 3

SPE 431 Language Development and Disorders 3

SPE 440 Collaboration and Transition: School to Community 3

SPE 452 Individual Assessment 3

SPE 429 Inclusive Strategies for the Classroom 3

Certification Options:

Option 1: Cross-Categorical Special Education-Middle Childhood/Early Adolescence Courses: 15 credits

SPE 446/546 Methods in Cross- Categorical Special

Education-Middle Childhood/Early

Adolescence 3

SPE 461/561 Clinical in Special Education 2

SPE 483/583 Student Teaching: Cross-Categorical Special

Education-Middle Childhood/Early

Adolescence 9

SPE 430/530 Seminar in Special Education 1

Option 2: Cross-Categorical Special Education-Early Adolescence/

Adolescence Courses: 15 credits

SPE 447/547 Methods in Cross-Categorical Special

Education-EarlyAdolescence/Adolescence 3

SPE 461/561 Clinical in Special Education 2

SPE 484/584 Student Teaching: Cross-Categorical Special

Education-Early Adolescence/Adolescence 9

SPE 430/530 Seminar in Special Education 1

The special education clinical, student teaching, and seminar courses occur as a block in the same semester. SPE 461/561, Clinical in Special Education, occurs during the first five (5) weeks of the semester for a half-day experience each week. SPE 483/583 or SPE 484/584, Student Teaching, occurs during the last nine (9) weeks of the semester for full days each week. SPE 430/530, Seminar, runs the entire semester. SPE 446/546 or SPE 447/547, Methods, may be taken prior to or concurrent with the clinical/student teaching block semester.

General Science Minor

(Elementary/Middle Level

Education) — 22-23 credits

In addition to the General Education required science courses of BIO 103 or 105 and ESC 101, the following courses must be completed:

PHY/AST 155 Solar System Astronomy 4

* CHM 100 Contemporary Chemistry 4

C-I 461/661 Leadership for Elementary/Middle

Science Education 3

PHY 103 Fundamental Physics I 4

PHY 203 General Physics I 4

**Electives in Science............................7-8

* CHM 103 and CHM 104 may be taken in lieu of CHM 100.

** Recommended Electives:

PHY/AST 156: Stars and Galaxies (4 cr.)

BIO 204: Plant Biology (4 cr.)

BIO 303: Vertebrate Form and Function (4 cr.)

BIO 307: Ecology (4 cr.)

CHM 103: General Chemistry I (5 cr.)

CHM 104: General Chemistry II (5 cr.)

ESC 221: Introduction to Climate Systems (4 cr.)

ESC 222: Landform Process and Regions (4 cr.)

PHY 104: Fundamental Physics II (4 cr.)

PHY 204: General Physics II (4 cr.)

Social Studies Minor

(Elementary/Middle Level Education) — 22 credits

HIS 220 The U.S. in the Global Community 3

HIS 325 America in the Cold War 3

HIS 321 Wisconsin History 3

GEO 201 Geography of the United

States and Canada 3

GEO 110 World Cultural Regions. 3

ARC 100 Archaeology:Discovering our Past 3

SOC 120 Social Problems. 3

POL 340 The Making of American

Foreign Policy 3

POL 202 Contemporary Global Issues 3

ECO 110 Microeconomics and

Public Policy 3

ECO 120 Global Macroeconomics 3

EFN 200 Cooperatives 1

Instructional Media Minor (Elementary/Middle Level, Health Education,Physical Education, or Middle Level/Secondary Education) — 27 credits

This minor is open to students in all schools and colleges in the university. It is designed

for persons preparing for positions in school media centers and other public and private libraries.

* EDM 275 Microcomputers and Educational

Applications 1

EDM 301/501 Selection and Evaluation of

Instructional Materials 3

EDM 310/510 Children’s Literature 3

EDM 315/515 Adolescent Literature 3

EDM 319 Technology for Teaching

and Learning 2

EDM 335/535 Introduction to Cataloging

and Classification 3

EDM 402/602 Instructional Technology 3

EDM 403/603 Library Media Practice 3

EDM 433/633 Administration of School

Media Programs 3

EDM 461/661 General Reference 3

* C-S 101 or 224 may be taken in lieu of this course.

Middle Level /Secondary Education

Certification Option 1: Middle Level/Secondary Education (Early Adolescence through Adolescence Education Licensure)

Requirements in Subject Area Major

Students selecting this program option must complete a major within their chosen content area. All major content area requirements and teacher education program requirements must be completed before being eligible to apply for teacher certification.

Requirements in Teacher Education

Students must fulfill the requirements below and one or more certifiable majors of at least 34 credits to be licensed to teach students from 10-21 years. Students are required to create a portfolio showing their competence in meeting the Teacher Education Professional Standards and fulfill assessment requirements in order to meet Department of Public Instruction’s (PI34) standards for licensure.

Requirements in General Education

requirements.

Requirements in Allied Fields

— 6 credits

PSY 212 Lifespan Development 3

PSY 370 Educational Psychology 3

Requirements in Professional Education — 28-33 credits

Final admission to teacher education is required for enrollment in most professional education courses. Admission information may be obtained in Morris Hall.

Courses not requiring Admission to Teacher Education:

Credits

EFN 210 Introduction to Education 2

C-I 211 Level I Clinical Experience 1

EFN 303 Foundations of Public

Education in the

United States 2

EDM 319 Technology for Teaching

and Learning 2

Courses requiring Admission to Teacher Education:

Credits

C-I 304/504 Understanding the Contexts of Classroom Practice 4

C-I 305/505 Clinical Experience II: Understanding the Contexts of Classroom Practice 1

**RDG 328/528 Reading in the Content Areas 3

SPE 401/501 Introduction to Exceptional Individuals 3

(waived for special education minors)

RDG 432 Middle Level Reading 3

C-I 450/650 Clinical Experience III: Professional Development in Middle Level

and Secondary Schools 1

EFN 460/560 Transescent Education 3

C-I XXX Prescribed Methods in major(s)/minor(s) 3

**Music education, art education and physical education majors may substitute RDG 330/530 Reading in Performance-Based Content Areas unless completing an academic second major or minor.

Courses Required for Social Studies and/or Science Majors and Minors (as indicated):

Credits

EFN 200 Cooperatives (all social studies majors/minors 1

C-I 381/581 Environmental Education Methods (all social studies and science majors and minors) 1

GEO 200 Conservation of Global Environments (all social studies and science majors and minors;

may be taken as a general education course 3

Student Teaching — 16 credits

C-I 403 Student Teaching: Secondary 15

C-I 404 Teaching Internship 15

C-I 492 Student Teacher/Intern Seminar 1

Certification Option 2:

K-12 Certification (Early Childhood through Adolescence Education Licensure)

Requirements in Subject Area Major

Requirements in Teacher Education

Students must fulfill the requirements below and one or more certifiable majors of at least 34 credits to be licensed to teach students from birth - 21 years. Students are required to create a portfolio showing their competence in meeting the Teacher Education Professional Standards and fulfill assessment requirements in order to meet Department of Public Instruction’s (PI34) standards for licensure.

Requirements in General Education

Students take specific courses from General Education to meet administrative code requirements for the study of human relations; Science and Social Studies minors must also complete the requirements for environmental education and conservation. General Education check sheets listing required courses are available in Morris Hall. The two-year transfer policy does not exempt students from these requirements.

Requirements in Allied Fields

— 6 credits

PSY 212 Lifespan Development 3

PSY 370 Educational Psychology 3

Requirements in Professional Education — 28-33 credits

Final admission to teacher education is required for enrollment in most professional education courses. Applications for admission may be obtained in Morris Hall.

Courses not requiring Admission to Teacher Education:

Credits

EFN 210 Introduction to Education 2

C-I 211 Level I Clinical Experience 1

EFN 303 Foundations of Public

Education in the

United States 2

EDM 319 Technology for Teaching

and Learning 2

Courses requiring Admission to Teacher Education:

Credits

C-I 304/504 Understanding the Contexts of Classroom Practice 4

C-I 305/505 Clinical Experience II: Understanding the Contexts of Classroom Practice 1

**RDG 328/528 Reading in the Content Areas 3

SPE 401/501 Introduction to Exceptional Individuals 3

(waived for special education minors)

RDG 432 Middle Level Reading 3

C-I 450/650 Clinical Experience III: Professional Development in Middle Level

and Secondary Schools 1

EFN 460/560 Transescent Education 3

C-I XXX Prescribed Methods in major(s)/minor(s) 3

(3 credit minimum)

Student Teaching — 16 credits

C-I 403 Student Teaching: Secondary 15

C-I 404 Teaching Internship 15

C-I 492 Student Teacher/Intern Seminar 1

**Music education, art education and physical education majors may substitute RDG 330/530 Reading in Performance-Based Content Areas unless completing an academic second major or minor.

MIDDLE LEVEL/SECONDARY PROGRAM MAJORS

Middle Level/Secondary Education students may be certified in any of the following majors, minors, and/or concentrations. Though not a requirement, election of a complementary minor(s) or an additional major is encouraged because of the demand for teachers who are certified in more than one academic discipline. Consult the index to locate complete descriptions of the requirements for the following majors and minors.

Prescribed

Major/ Methods Additional

Minor Course Requirement*

Art (major only, K-12)

Broadfield C-I 312

C-I 313

Biology C-I 469 GEO 200

C-I 381

Broadfield Social Studies

(see following description)

Chemistry C-I 469 GEO 200

C-I 381

Computer Science C-I 364

English C-I 405

French (K-12) C-I 467

Spanish (K-12) C-I 467

Geography C-I 408 GEO 200

EFN 200

C-I 381

General Science (see following description)

German Studies (K-12) C-I 467

History C-I 408 GEO 200

EFN 200

C-I 381

Mathematics C-I 364

Choral Music (major only) (K-12)

C-I 306

General Music (major only) (K-12)

C-I 307, C-I 371

Instrumental Music (major only) (K-12)

C-I 308

Physics C-I 469 GEO 200

C-I 381

Political C-I 408 GEO 200

Science EFN 200

C-I 381

Sociology C-I 408 GEO 200

EFN 200

C-I 381

MIDDLE LEVEL/SECONDARY PROGRAM MINORS AND AREAS OF CONCENTRATION

Note:

Students seeking certification in any of the following minors should consult the

specific program requirements of the department offering those minors.

Prescribed

Methods Additional

Minor Course Requirement*

Coaching Competitive Athletics

(concentration only)

Earth Science C-I 469 GEO 200

C-I 381

Economics C-I 408 GEO 200

EFN 200

C-I 381

Instructional Media

Psychology C-I 408

School Health

Education SHE 410

Teaching English to

Speakers of Other

Languages C-I 463

MIDDLE LEVEL/SECONDARY BROADFIELD MAJORS

Students may elect a broadfield major in the area of science or social studies. These majors are not described under specific department headings because of their interdisciplinary nature.

General Science —

1. Students are required to complete a 54 semester credit major in science, including:

a. one 22-24 credit minor in one of the following: biology, chemistry, earth science, physics

b. 14 semester credits in one additional science area;

c. 8 semester credits in each of the two remaining science areas;

d. and if needed, 2-3 semester credits selected from any of the aforesaid sciences and/or history of science and/or philosophy of science and/or issues of science to total 54 credits.

2. In addition to the 54 science credits required for this major, students must complete:

a. two statutory or administrative code requirements: GEO 200 — Conservation of Global Environments, 3 credits or GEO 324 — Conservation of Natural Resources, 3 credits; and C-I 381 — Environmental Education Methods, 1 credit;

b. and one mathematics course beyond General Education is required.

3. The completion of two certifiable minors is highly recommended.

Social Studies —

54 to 56 credit hours distributed according to the following options:

Option A —

1. 34-36 credit major in geography, history, political science, or sociology;

2. 20 semester credits, with a minimum of three credits, from any two of the following areas: anthropology, economics, geography, history, political science, psychology, or

sociology;

3. GEO 200 Conservation of Global Environments;

EFN 200 Cooperatives;

C-I 381 Environmental Education Methods

4. In addition, students must complete C-I 408 Methods in History and Social Studies.

Option B —

1. 22-23 semester credit minor in one of the following: economics, geography, history, political science, psychology, or

sociology;

2. 32 semester credits with a minimum of three credits from three of the other subject areas;

3. GEO 200 Conservation of Global Environments;

EFN 200 Cooperatives;

C-I 381 Environmental Education Methods

4. In addition, students must complete C-I 408 Methods in History and Social Studies.

THE COLLEGE OF LIBERAL STUDIES (CLS)

Dean — John Magerus

Associate Deans - Ruthann Benson, Charles Martin-Stanley

Assistants to the Dean: Chris Bakkum, Kathy Elgin

227 Graff Main Hall; 608-785-8113

www.uwlax.edu/LS

Departments/Units

English

Ethnic & Racial Studies

History

Military Science

Modern Languages

Philosophy

Political Science/Public Administration

Psychology

Sociology/Archaeology

Women’s Studies

Degrees Offered

Bachelor of Arts

Bachelor of Science

Master of Science in Education

Education Specialist

MAJORS AND MINORS

Humanities/Social Sciences Majors:

*Archaeology — BA/BS

*Economics — BA/BS

*English — BA

*French — BA

French w/Business Concentration —BA *German Studies— BA

German w/Business Concentration — BA

*History — BA/BS

*History w/Regional World Emphasis — BA/BS

*Philosophy — BA/BS

*Political Science — BA/BS

*Psychology — BA/BS

*Public Administration — BA/BS

*Sociology — BA/BS

*Spanish — BA

Spanish w/Business Concentration — BA

Minors (only):

Anthropology

Creative Writing

Criminal Justice

Environmental Studies

Ethnic and Racial Studies

Professional Writing

International Studies

Latin American Emphasis

European Emphasis

Military Science

Public History

Teaching English to Speakers of Other

Languages

Women’s Studies

Emphases /Programs

Child/Youth Care

University Honors

The College of Liberal Studies includes departments and programs in the humanities, social sciences, and interdisciplinary studies, as well as the School of Arts and Communication. CLS is dedicated to continuing the established liberal studies tradition of providing many curricula leading to the bachelor of arts or the bachelor of science degree.

CLS is dedicated to providing quality instruction and learning experiences which prepare students for future education or careers and meaningful, responsible lives by fostering a climate of intellectual curiosity and creativity.

Graduates of the College will have developed the ability to communicate effectively, to think critically, to conduct sound research, to understand global issues, to use knowledge in all aspects of life, to participate meaningfully as citizens, and to discover and apply worthwhile values.

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

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

PROGRAMS IN THE HUMANITIES, SOCIAL SCIENCES, AND INTER- DISCIPLINARY STUDIES

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

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

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

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

SCHOOL OF ARTS AND COMMUNICATION (SAC)

Director - Ruthann Benson

Assistant to the Dean - Kathy Elgin

227 Graff Main Hall; 608-785-8113

www.uwlax.edu/LS

Departments

Art

Communication Studies

Music

Theatre Arts

Degrees Offered

Bachelor of Arts

Bachelor of Science

Majors And Minors

Arts and Communication Majors:

*Art — BA/BS

Communication Studies — BA/BS

*Interpersonal Communication Emphasis

*Public Relations and Organizational Communication Emphasis

*Persuasion and Public Communication Emphasis

*Telecommunication Emphasis

*Music — BA/BS

*Music Theatre Emphasis

History Emphasis

Jazz Performance Emphasis

Performance Emphasis

Piano Pedagogy

Theory Emphasis

Photography (minor only)

Theatre Arts — BA/BS

*General Studies Emphasis

*Performance Emphasis

*Design/Technical Emphasis

*Management Emphasis

*Music Theatre Emphasis

*Also offered as minors.

The School of Arts and Communication is dedicated to supporting and enhancing liberal studies while providing a