Chairperson: Ellen W. Eckman, Ph.D.
College of Education Graduate Programs in Educational Policy and Leadership website

Degrees Offered

Master of Arts (M.A.); Master of Education (M.Ed.); Doctor of Philosophy; Certificate

General Program Descriptions

The educational policy and leadership programs prepare graduate students to assume educational leadership roles in the areas of study provided by its programs and specializations. A distinctive characteristic of the programs is the commitment to the development of professionals as agents of critical inquiry and social justice. This is done through a systematic focus on the social, cultural, philosophical and historical contexts of education. The educational policy and leadership programs seek to apply the university goals of Christian commitment and scholarship to settings related to educational practice and policy, especially in public and private schools and institutions of higher education.

Master's Programs

The goal of the master’s programs is to engage the professional educator in extended critical reflection on the principles, practices, and rationales of human-service leadership in contemporary society. Specifically, the programs seek to develop educational leaders in K-12 schools, colleges, universities and educational organizations with expertise in the historical, philosophical and sociological foundations of educational policy issues. The programs are designed to accommodate the working professional, and program content is composed to reflect student backgrounds, interests and professional objectives.

M.A. – Educational Policy and Foundations

The master of arts with a specialization in educational policy and foundations is designed for teachers and educational leaders who wish to combine the study of foundations in education with research in an area of interest.

M.Ed. – Educational Administration

The master of education with a specialization in educational administration invites students to pursue the critical study of organizational leadership in K-12 schools and to assume leadership roles in those settings. The program prepares students for either the Wisconsin Director of Instruction license or the Wisconsin Principal license.

M.ED. – Student Affairs in Higher Education

The master of education with a specialization in student affairs in higher education prepares students for careers in settings such as: academic advising, career development centers, student unions, international student services, multicultural affairs, orientation programs, residential living programs, admissions and student organizations. The program includes course work in leadership, counseling, educational psychology and higher education.

M.Ed. – POST-BACCALAUREATE Elementary Education

The master of education with a specialization in elementary education is designed for students with a bachelor’s degree who wish to earn an initial Wisconsin elementary/middle (middle childhood/early adolescence — grades 1-8) teaching license. This licensure to master’s program is aligned with the knowledge, skills and dispositions related to effective teaching and articulated in the Wisconsin State Teaching Standards for Licensure and Professional Development. Like Marquette’s undergraduate teacher preparation program, this program prepares teachers to uphold the Jesuit traditions of care for the person, social justice, academic excellence, ethical behavior and service to the urban community.

M.Ed. – POST-BACCALAUREATE Secondary Education

The master of education with a specialization in secondary education is designed for students with a bachelor’s degree in biology, chemistry, economics, English, a foreign language, history, mathematics, physics, political science, psychology or sociology who wish to earn an initial Wisconsin middle/secondary (early adolescence/adolescence — grades 6-12) teaching license. This licensure to master’s program is aligned with the knowledge, skills and dispositions related to effective teaching and articulated in the Wisconsin State Teaching Standards for Licensure and Professional Development. Like Marquette’s undergraduate teacher preparation program, this program prepares teachers to uphold the Jesuit traditions of care for the person, social justice, academic excellence, ethical behavior and service to the urban community.

Teach for America

Marquette’s College of Education and Teach for America, an organization that recruits graduates from some of the country’s best colleges and universities to teach for two years in challenging urban or rural schools, partnered in 2009. Teach for America corps members who are assigned to teach in Milwaukee take courses toward elementary and secondary post-baccalaureate Wisconsin teacher licensure. Successful completion of the two-year program may also culminate with a master of education degree. For more information on how to apply to this program, visit the Teach for America website.

Certification Programs

The College of Education offers a variety of certification programs in alignment with requirements for educational licensure through the Wisconsin Department of Public Instruction. Certificates are granted by the Wisconsin Department of Public Instruction. The university’s decisions on recommendations for certification are made by its licensing officer after appropriate consultations and requirement reviews.

Administrative Licensure Certification

Certification programs are available for the Wisconsin Director of Instruction, Principal and Superintendent licenses. Licensed teachers who wish to acquire a principal or director of instruction license may also do so in conjunction with the master of education in educational administration. Note the superintendent certification is not eligible for Title IV federal aid.

Teaching Certification

Certification programs are available for Wisconsin teaching licensure at the middle childhood/early adolescence level (elementary/middle, grades 1-8) or the early adolescence/adolescence level (middle/secondary, grades 6-12). Students can earn either license alone or in conjunction with a master of education degree.

Doctoral Program

The goal of the doctoral program in educational policy and leadership is to engage the professional educator in extended critical reflection on the principles, practices and rationales of human-service leadership in contemporary society. Specifically, the program seeks to develop educational leaders in K-12 schools, colleges, universities and educational organizations with expertise in the historical, philosophical and sociological foundations of educational policy issues. The program is designed to accommodate the working professional, and program content is composed to reflect student backgrounds, interests and professional objectives.

APPLYING TO THE Master's Programs

Application Deadlines

Please note that deadlines by which all application materials must be received may vary based on degree and/or specialization.

  • M.Ed. with specialization in Student Affairs in Higher Education:
    • January 15 for consideration in Interview Day for graduate assistantships;
    • February 15 for consideration for all other types of merit-based financial aid;
    • July 15 for all other applicants.  

This program starts in the fall term.

  • M.Ed. with specialization in Educational Administration:
    • March 31 is the priority deadline for summer admission (normal program start); applications received after this date are considered as space permits.
    • Applications should be received no later than July 15 for consideration for admission for the fall term, if space allows.
  • M.A. with specialization in Educational Policy and Foundations:
    • January 15 for priority consideration for fall admission;
    • July 15 deadline for all other fall applications;
    • November 15 for spring applications.
       

Application Requirements for Master's Programs

Applicants must submit, directly to the Graduate School:

  1. A completed application form and fee online.
  2. Copies of all college/university transcripts except Marquette. Transcripts must include proof of earned bachelor's degree.*
  3. Three letters of recommendation addressing the applicant’s ability to do graduate-level work.
  4. A personal statement of purpose that includes professional and academic goals.
  5. A resume that includes professional and educational experiences.
  6. GRE scores (General Test only; scores must be received by application deadline). Waived for individuals applying to the student affairs in higher education specialization.
  7. (For international applicants only) a TOEFL score or other acceptable proof of English proficiency.

An interview and/or writing test may be required of applicants following the initial screening.

Teacher certification applicants are required to submit CORE Academic Skills and Praxis II scores to the College of Education’s Office of Teacher Education. These applicants must also undergo a criminal background check, conducted by Marquette University. A second criminal background check is conducted at the state level when student teaching is completed, as part of the teacher license application.

Individuals submitting applications for administrative licenses must undergo a criminal background check, conducted by the state, when their administrative program is complete and they submit their administrative license application to the state.

*

Upon admission, final official transcripts from all previously attended colleges/universities, with certified English translations if original language is not English, must be submitted to the Graduate School within the first five weeks of the term of admission or a hold preventing registration for future terms will be placed on the student’s record. 

Prerequisites for Admission to Master's Programs

Applicants should have graduated with a minimum of a bachelor’s degree from an accredited institution appropriate to their chosen field of graduate study.

APPLYING TO THE POST-BACCALAUREATE Teacher Certification PROGRAMS

All applicants seeking teacher certification must have transcripts evaluated by the College of Education before formally applying to the Graduate School for admission to any teacher certification program. Only upon approval of the department should students submit application materials to the Graduate School. Students seeking an advanced degree and certification must meet the criteria for both admission to the Office of Teacher Education and the Graduate School.

All inquiries concerning certification should be directed to the College of Education Graduate Office, located at Schroeder Health and Education Complex, 146, P.O. Box 1881, Milwaukee, WI 53201-1881, or via telephone at (414) 288-4613.

APPLICATION DEADLINES

For all certification programs: March 31 is the priority deadline for summer admission; applications received after this date are considered as space permits. Applications should be received no later than July 15 for consideration for admission for the fall term, if space allows.

Application Requirements for TEACHER Certification Applicants

After having transcripts evaluated by the College of Education, applicants must submit, directly to the Graduate School:

  1. A completed application form and fee online.
  2. Copies of all college/university transcripts except Marquette. Transcripts must include proof of earned bachelor's degree.*
  3. Three letters of recommendation addressing the applicant’s ability to do graduate-level work.
  4. A personal statement of purpose that includes professional and academic goals.
  5. A resume that includes professional and educational experiences.
  6. (For international applicants only) a TOEFL score or other acceptable proof of English proficiency.

An interview and/or writing test may be required of applicants following the initial screening.

Teacher certification applicants are required to submit CORE Academic Skills and Praxis II scores to the College of Education’s Office of Teacher Education. These applicants must also undergo a criminal background check conducted by Marquette University. A second criminal background check is conducted at the state level when student teaching is completed, as part of the teacher license application.

*

Upon admission, final official transcripts from all previously attended colleges/universities, with certified English translations if original language is not English, must be submitted to the Graduate School within the first five weeks of the term of admission or a hold preventing registration for future terms will be placed on the student’s record. 

APPLYING TO THE ADMINISTRATIVE Certification PROGRAMS

Applicants seeking a master's degree and principal or director of instruction certification must meet the criteria for both admission to the Office of Teacher Education and the Graduate School. Before applying to an administrative certification program, individuals must have at least a bachelor's degree from an accredited college or university with a minimum grade point average of 3.000 on a 4.000 point scale, along with one year of teaching experience.

All inquiries concerning certification should be directed to the College of Education Graduate Office, located at Schroeder Health and Education Complex, 146, P.O. Box 1881, Milwaukee, WI 53201-1881, or via telephone at (414) 288-4613.

APPLICATION DEADLINES

For all certification programs: March 31 is the priority deadline for summer admission; applications received after this date are considered as space permits. Applications should be received no later than July 15 for consideration for admission for the fall term, if space allows.

Application Requirements for ADMINISTRATIVE Certification Applicants

Applicants must submit, directly to the Graduate School:

  1. A completed application form and fee online.
  2. Copies of all college/university transcripts except Marquette.*
  3. Three letters of recommendation addressing the applicant’s ability to do graduate-level work.
  4. A personal statement of purpose that includes professional and academic goals.
  5. A resume that includes professional and educational experiences.
  6. GRE scores (General Test only; scores must be received by application deadline). Waived for applicants with proof of earned master's degree.
  7. (For international applicants only) a TOEFL score or other acceptable proof of English proficiency.

An interview and/or writing test may be required of applicants following the initial screening.

When their administrative program is complete and they submit their administrative license applications to the state, individuals must have a Wisconsin teacher license and three years of teaching experience. They must also undergo a criminal background check conducted by the state.

*

Upon admission, final official transcripts from all previously attended colleges/universities, with certified English translations if original language is not English, must be submitted to the Graduate School within the first five weeks of the term of admission or a hold preventing registration for future terms will be placed on the student’s record. 

APPLYING TO THE DOCTORAL PROGRAM

The doctoral program is designed to foster the development of scholar-practitioners. It asks students not only to inquire deeply into the process of teaching and learning, but also into how the organization of schooling shapes this process. In addition, the program asks students to acquire adjacent disciplinary strengths that provide contexts for considering what knowledge is of most worth, how forms of knowledge are socially distributed and what educational measures might help bring about a more just society. Students are expected to gain expertise in research that will enable them to contribute to the ways we think about education, and they are expected to develop technological and other practical skills that will enable them to implement strategies for change.

Prerequisites for Admission

Applicants should have graduated with, or be about to graduate with, a master’s degree or other professional degree such as J.D. or M.D. from an accredited institution appropriate to their chosen field of graduate study. The exceptional student applying to the doctoral program without a master’s degree, if accepted, must complete an appropriate master’s degree as part of his or her doctoral program requirements.

Application Deadline

Applicant files must be completed by Jan. 15 for admission consideration to the doctoral program. Applicants are notified by March 15.

Application Requirements for Doctoral Program

Applicants must submit, directly to the Graduate School:

  1. A completed application form and fee online.
  2. Copies of all college/university transcripts except Marquette.*
  3. Three letters of recommendation addressing the applicant’s ability to do graduate-level work.
  4. GRE scores (scores MUST be received by application deadline – Jan. 15).
  5. A sample of scholarly writing, such as a master’s thesis or a published article.
  6. A personal statement articulating research interests with professional aspirations.
  7. A resume that includes professional and educational experience.
  8. (For international applicants only) a TOEFL score or other acceptable proof of English proficiency.

An interview and/or writing test may be required of applicants following the initial screening.

*

Upon admission, final official transcripts from all previously attended colleges/universities, with certified English translations if original language is not English, must be submitted to the Graduate School within the first five weeks of the term of admission or a hold preventing registration for future terms will be placed on the student’s record.

Educational Policy and Leadership Master of Arts (M.A.) Requirements

Specialization: Educational Policy and Foundations

A master’s program is arranged in consultation with the student’s assigned adviser. The program of study should be submitted for approval to the director of graduate studies no later than the end of the first term. Where licensure is involved, the program is designed to meet Wisconsin requirements.

Educational Policy and Foundations

The master of arts degree in educational policy and foundations requires students to complete 33 credit hours of course work and complete a capstone research project.

Required foundation courses:
EDPL 6310Contemporary Philosophies of Education3
EDPL 6730History of Education in the United States3
Additional foundation courses selected from:6
Student Development in Higher Education
History of Higher Education in the United States
Sociological Foundations of Education
Lifespan Development (or equivalent)
Foundations of Curriculum Planning
Theories of Learning Applied to Instruction
Organizational Theory and Administration in K-12 Schools
Politics and Community Relations in Educational Organizations
American Law and the Educational Organization
Instructional Leadership
Child and Adolescent Development
Required research courses:
EDPL 6000Introduction to Educational Inquiry3
EDPL 6997Capstone in Educational Policy and Leadership3
Elective course groupings:15
Diversity, Identity and the Student Affairs Professional
Student Development in Higher Education
Environmental Theory Assessment in Higher Education
History of Higher Education in the United States
Organizational Theory and Administration in Higher Education
Foundations of Curriculum Planning
Theories of Learning Applied to Instruction
Designing and Teaching Effective Courses in Higher Education
Organizational Theory and Administration in K-12 Schools
Politics and Community Relations in Educational Organizations
The Principalship
American Law and the Educational Organization
Instructional Leadership
The Theory and Design of Curriculum
Seminar in Analysis of Teaching
Total Credit Hours33

Educational Policy and Leadership Master of Education (M.Ed.) Requirements

Specializations: Educational Administration, Elementary Education, Elementary Education-Teach for America, Secondary Education, Secondary Education-Teach for America, Student Affairs in Higher Education

Educational Administration

The master of education degree in educational administration requires students to complete 33-36 credit hours of course work and complete a leadership portfolio. Students complete all required courses and additional course work in either the principal or director of instruction options. 

Required Courses for Principal Licensure (33 credits)

EDPL 6000Introduction to Educational Inquiry3
EDPL 6440Foundations of Curriculum Planning3
EDPL 6700Organizational Theory and Administration in K-12 Schools3
EDPL 6712Politics and Community Relations in Educational Organizations3
EDPL 6720Business Administration of the Educational Organization3
EDPL 6730History of Education in the United States3
EDPL 6800American Law and the Educational Organization3
EDPL 6860Instructional Leadership3
EDPL 6997Capstone in Educational Policy and Leadership3
Courses specific to Principal Licensure:
EDPL 6750The Principalship3
EDPL 6980Practicum in the Principalship3
Total Credit Hours33

REQUIRED COURSES FOR Director of Instruction LICENSURE (36 CREDITS)

EDPL 6000Introduction to Educational Inquiry3
EDPL 6440Foundations of Curriculum Planning3
EDPL 6700Organizational Theory and Administration in K-12 Schools3
EDPL 6712Politics and Community Relations in Educational Organizations3
EDPL 6720Business Administration of the Educational Organization3
EDPL 6730History of Education in the United States3
EDPL 6800American Law and the Educational Organization3
EDPL 6860Instructional Leadership3
EDPL 6997Capstone in Educational Policy and Leadership3
Courses specific to Director of Instruction Licensure:
EDPL 6360Lifespan Development (or equivalent)3
EDPL 6870The Theory and Design of Curriculum3
EDPL 6985Practicum in Curriculum Leadership3
Total Credit Hours36

Elementary Education

The master of education degree in elementary education requires students to complete 41 credit hours* of course work. This includes one term of full-time student teaching.

Undergraduate Prerequisites

EDUC 1964Teaching Elementary Mathematics1
EDUC 2330Integrating the Arts Across the Curriculum3
EDUC 2964Teaching Middle School Mathematics1
EDUC 4347Teaching Elementary Reading, Language Arts, and Children's Literature 14
Total Credit Hours9

Required Graduate Courses (41 Credits)

EDUC 5217Methods of Teaching Children/Youth with Exceptional Needs3
EDUC 5240Critical Inquiry into Contemporary Issues3
EDUC 5297Teaching in the Middle School4
EDUC 5317Teaching Elementary-Level Science3
EDUC 5337Teaching Elementary Social Studies3
EDUC 5357Teaching Elementary Reading, Language Arts, and Children's Literature4
EDPL 6360Lifespan Development3
or EDUC 6340 Child and Adolescent Development
EDUC 6040Introduction to Learning and Assessment3
EDUC 6966Elementary/Middle Education Practicum3
One of the following:3
Philosophy of Education
History of Education in the United States
Sociological Foundations of Education
Three additional graduate level courses:
EDPL 6440Foundations of Curriculum Planning3
EDPL 6450Theories of Learning Applied to Instruction3
EDPL 6953Seminar in Analysis of Teaching3
Total Credit Hours41

* A minimum of 33 credits must be completed at the graduate level for the master’s degree. Course work completed at the undergraduate level (either at Marquette or at another institution) may reduce course requirements in this program. If some or all of the undergraduate prerequisites need to be satisfied, students must complete up to 50 credits for this degree.

Note: A transcript analysis determines whether additional math courses are required.

Elementary Education - Teach for America

The Teach For America master of education degree in elementary education requires students to complete 33 credit hours of course work. Students interested in the program must first directly apply to Teach For America and be placed at Marquette University. For more information on how to apply to this program, visit the Teach for America website.

Required Courses (33 Credits)

The following required courses are typically taken in the order listed.
EDUC 6350Teach for America Reading Methods3
EDUC 6000Urban Teaching Seminar3
EDUC 6966Elementary/Middle Education Practicum1
EDUC 6360Teach for America Math Methods 13
EDUC 6030Methods of Teaching Adolescents 3
EDUC 6966Elementary/Middle Education Practicum1
EDUC 6340Child and Adolescent Development3
EDUC 5240Critical Inquiry into Contemporary Issues3
EDUC 5217Methods of Teaching Children/Youth with Exceptional Needs3
EDPL 6931Topics in Educational Policy and Leadership (Elementary Science & Social Studies Methods)3
EDPL 6953Seminar in Analysis of Teaching3
EDPL 6450Theories of Learning Applied to Instruction3
EDUC 6966Elementary/Middle Education Practicum1
Total Credit Hours33

Secondary Education

The master of education degree in secondary education requires students to complete 37 credit hours* of course work. This includes one term of full-time student teaching.

Required Courses (37 Credits)

EDUC 5240Critical Inquiry into Contemporary Issues3
EDPL 6360Lifespan Development3
or EDUC 6340 Child and Adolescent Development
EDUC 6040Introduction to Learning and Assessment3
EDUC 5037Literacy in the Content Areas3
EDUC 5217Methods of Teaching Children/Youth with Exceptional Needs3
EDUC 5297Teaching in the Middle School4
One of the following courses:3
Philosophy of Education
History of Education in the United States
Sociological Foundations of Education
One additional Advanced Methods course:3
Teaching Middle/Secondary Social Science
Teaching Middle/Secondary Science
Teaching English in the Secondary School
Teaching World Languages and Cultures
Topics in Mathematics, Statistics and Computer Science
or Advanced Methods in Journalism, Communication, or Theatre
EDUC 6965Middle/Secondary Education Practicum3
Additional graduate course requirements:
EDPL 6440Foundations of Curriculum Planning3
EDPL 6450Theories of Learning Applied to Instruction3
EDPL 6953Seminar in Analysis of Teaching3
Total Credit Hours37

* Course work completed at the undergraduate level (either at Marquette or at another institution) may reduce course requirements in this program. A minimum of 33 credits must be completed at the graduate level for the master’s degree.

Prerequisite Course Work

Based on an analysis of the transcript, students may be required to complete additional course work in their content area of certification to meet Wisconsin Department of Public Instruction certification requirements.

Secondary Education - TEACH FOR AMERICA

The Teach For America master of education degree in secondary education requires students to complete 33 credit hours of course work. Students interested in the program must first directly apply to Teach For America and be placed at Marquette University. For more information on how to apply to this program, visit the Teach for America website.

Required Courses (33 Credits)

The following required courses are typically taken in the order listed.
EDUC 6000Urban Teaching Seminar3
EDUC 6965Middle/Secondary Education Practicum1
EDUC 6030Methods of Teaching Adolescents 3
EDUC 5217Methods of Teaching Children/Youth with Exceptional Needs3
EDUC 6965Middle/Secondary Education Practicum1
EDUC 6340Child and Adolescent Development3
EDUC 5240Critical Inquiry into Contemporary Issues3
EDUC 5037Literacy in the Content Areas3
EDUC 5277Methods of Teaching Bilingual-Bicultural Learners (or Advanced Methods for dual licensure students)3
EDPL 6450Theories of Learning Applied to Instruction3
EDPL 6953Seminar in Analysis of Teaching3
Secondary Advanced Methods Course Options:3
Teaching Middle/Secondary Social Science
Teaching English in the Secondary School
Teaching Middle/Secondary Science
Topics in Mathematics, Statistics and Computer Science
or Advanced Methods in Journalism, Communication or Theatre
EDUC 6965Middle/Secondary Education Practicum1
Total Credit Hours33

Student Affairs in Higher Education

The master of education degree in student affairs in higher education requires students to complete 36 credits of course work and complete a professional capstone project.

Required Courses (36 credits)

EDPL 6000Introduction to Educational Inquiry3
EDPL 6100Introduction to Student Affairs3
EDPL 6130Counseling Skills for Student Affairs Professionals3
EDPL 6140Diversity, Identity and the Student Affairs Professional 3
EDPL 6200Student Development in Higher Education3
EDPL 6210Environmental Theory Assessment in Higher Education3
EDPL 6250History of Higher Education in the United States3
EDPL 6260Organizational Theory and Administration in Higher Education3
EDPL 6800American Law and the Educational Organization3
EDPL 6965Practicum in Student Affairs Leadership 13
EDPL 6966Practicum in Student Affairs Leadership 2 *3
EDPL 6997Capstone in Educational Policy and Leadership3
Total Credit Hours36
*

Students who are waived from the second practicum course must choose a 3-credit elective in an area of interest.

Educational Policy and Leadership Doctoral Requirements

A Marquette doctoral student must complete a 57-credit program of study prepared in consultation with his or her adviser and outlined on an approved Doctoral Program Planning Form. The program must include an earned master’s degree of 30 credit hours, minimum, an additional 45 credit hours of course work (typically, of which, at least 30 must be in the College of Education), and 12 credit hours of dissertation course work. A maximum of 15 credit hours (earned in the completion of the master’s degree, possibly in combination with doctoral electives transferred in from other units/institutions) may potentially be applied to the doctoral program requirements. Acceptance of these credits, on a case-by-case basis, is contingent on the approval of the adviser and the director of graduate studies based on a comparable level of rigor as Marquette courses and benefit to the student’s program.

A doctoral program must contain the following elements:

Foundation Courses15
Seminar Social Contexts and Educational Policy 1
Seminar Social Contexts and Educational Policy 2
History of Education in the United States
Sociological Foundations of Education
Foundation Elective course (choose one)
Theories of Learning Applied to Instruction
Organizational Theory and Administration in K-12 Schools
History of Higher Education in the United States
Foundations of Curriculum Planning
Contemporary Philosophies of Education
Politics and Community Relations in Educational Organizations
Instructional Leadership
Research Courses12
Multiple Paradigms in Educational Research
Interpretive and Critical Research in Education 1
Intermediate Research and Statistics
Interpretive and Critical Research in Education 2
Measurement and Evaluation
Electives (Chosen from areas of focus below)18
Dissertation Course work12
Doctoral Dissertation
Total Credit Hours57

Students interested in pursuing a focus in the area of K-12/higher education leadership may select from the following electives:

Electives, K-12/Higher Education Leadership18
Organizational Theory and Administration in K-12 Schools (recommended)
Politics and Community Relations in Educational Organizations (recommended)
Diversity, Identity and the Student Affairs Professional
Student Development in Higher Education
Organizational Theory and Administration in K-12 Schools
History of Higher Education in the United States
Contemporary Philosophies of Education
American Law and the Educational Organization
Instructional Leadership
Measurement and Evaluation
Total Credit Hours18

Students interested in pursuing a focus in the area of K-12/higher education teaching and learning may select from the following electives:

Electives, K-12/Higher Education Teaching and Learning18
Theories of Learning Applied to Instruction (recommended)
The Theory and Design of Curriculum (recommended)
Diversity, Identity and the Student Affairs Professional
Student Development in Higher Education
Contemporary Philosophies of Education
Foundations of Curriculum Planning
American Law and the Educational Organization
Instructional Leadership
Total Credit Hours18

Students interested in pursuing a focus in the area of K-12/higher education policy analysis may select from the following electives:

Electives, K-12/Higher Education Policy Analysis18
Urban Public Policy (recommended)
Research Seminar in American Politics (recommended)
Organizational Theory and Administration in Higher Education
Contemporary Philosophies of Education
Measurement and Evaluation
Organizational Theory and Administration in K-12 Schools
Politics and Community Relations in Educational Organizations
American Law and the Educational Organization
Total Credit Hours18

Students may also create a customized set of electives with the approval of their adviser.

Normally, no second language is required, unless, at the discretion of the student’s adviser, proficiency in a second language is necessary in a student’s research.

A doctoral student must pass both the written and oral parts of a qualifying examination (DQE) prior to the advancement to candidacy. This is normally taken after the completion of course work. Program faculty determine the format for the examination. A student’s DQE committee and dissertation committee (although these do not need to have the same membership) should include at least two faculty from the EDPL Department. The remaining members may be from outside the department with no more than one coming from outside the university. Students should select all committee members in consultation with their adviser.

The doctoral dissertation must represent an original research contribution and show high attainment and clear ability to do independent research. Students must successfully defend both their dissertation proposal and the final dissertation.

Director of Instruction Certificate Requirements

This certificate program is designed for licensed teachers interested in the Director of Instruction license in the state of Wisconsin and requires students to complete 30 credit hours of course work.

Prerequisites for Licensure:
  • Wisconsin Teaching license
  • Master’s degree
  • Licensed teaching experience
Required Courses (30 credits)
EDPL 6000Introduction to Educational Inquiry3
EDPL 6440Foundations of Curriculum Planning3
EDPL 6700Organizational Theory and Administration in K-12 Schools3
EDPL 6712Politics and Community Relations in Educational Organizations3
EDPL 6720Business Administration of the Educational Organization3
EDPL 6800American Law and the Educational Organization3
EDPL 6860Instructional Leadership3
EDPL 6870The Theory and Design of Curriculum3
Human development course3
Practicum course3
Total Credit Hours30

Elementary Education Certificate Requirements

This certificate program is designed to meet the needs of adults with a certifiable bachelor’s degree who wish to earn an initial Wisconsin middle childhood/early adolescence (grades 1-8) teaching license and requires students to complete a minimum of 20-26 credit hours* of graduate-level course work.

Undergraduate Prerequisites:
EDUC 1964Teaching Elementary Mathematics1
EDUC 2330Integrating the Arts Across the Curriculum3
EDUC 2964Teaching Middle School Mathematics1
EDUC 4347Teaching Elementary Reading, Language Arts, and Children's Literature 14
Total Credit Hours9
Graduate Courses (20-26):
EDUC 5217Children and Youth with Exceptional Needs3
EDUC 5240Critical Inquiry into Contemporary Issues3
EDUC 5297Teaching in the Middle School4
EDUC 5357Teaching Elementary Reading, Language Arts, and Children's Literature4
EDUC 6040Introduction to Learning and Assessment3
EDPL 6360Lifespan Development3
or EDUC 6340 Child and Adolescent Development
EDUC 6966Elementary/Middle Education Practicum3
One of the following:3
Philosophy of Education
History of Education in the United States
Sociological Foundations of Education
Total Credit Hours26

* Wisconsin middle childhood/early adolescence (grades 1-8) teaching license requires students to complete 20-35 credit hours of course work, depending on background and/or equivalent course work completed (either at Marquette or at another institution).

Note: A transcript analysis will determine whether additional math courses are required.

If a student in the certification program should decide at a later time to pursue the master of education, the College of Education will apply earned credits toward the pursuit of the master of education, as long as it is within 6 years from the start of the initial certification program.

Principal Certificate Requirements

This certificate program is designed for licensed teachers interested in the Principal license in the state of Wisconsin and requires students to complete 30 credit hours of course work.

Prerequisites for Licensure:
  • Wisconsin Teaching license
  • Master’s degree
  • Licensed teaching experience
Required Courses (30 credits)
EDPL 6000Introduction to Educational Inquiry3
EDPL 6440Foundations of Curriculum Planning3
or EDPL 6870 The Theory and Design of Curriculum
EDPL 6700Organizational Theory and Administration in K-12 Schools3
EDPL 6707Leadership Foundations of Private Education3
or EDPL 6730 History of Education in the United States
EDPL 6712Politics and Community Relations in Educational Organizations3
EDPL 6720Business Administration of the Educational Organization3
EDPL 6750The Principalship3
EDPL 6800American Law and the Educational Organization3
EDPL 6860Instructional Leadership3
EDPL 6980Practicum in the Principalship3
Total Credit Hours30

Secondary Education Certificate Requirements

This certificate program is designed to meet the needs of the working professional with a bachelor’s degree who wish to earn an initial Wisconsin early adolescence/adolescence (grades 6-12) teaching license and requires students to complete 15-28 credit hours* of course work.

Required Courses (15-28 credits)

EDUC 5240Critical Inquiry into Contemporary Issues3
EDPL 6360Lifespan Development3
or EDUC 6340 Child and Adolescent Development
EDUC 6040Introduction to Learning and Assessment3
EDUC 5217Children and Youth with Exceptional Needs3
EDUC 5037Literacy in the Content Areas3
EDUC 5297Teaching in the Middle School4
One of the following courses:3
Philosophy of Education
History of Education in the United States
Sociological Foundations of Education
EDUC 6965Middle/Secondary Education Practicum3
One additional course in Advanced Methods:3
Teaching Middle/Secondary Social Science
Teaching Middle/Secondary Science
Teaching World Languages and Cultures
Topics in Mathematics, Statistics and Computer Science
Advanced Methods in Journalism, Communication, or Theatre
Total Credit Hours28

* Depending on background and/or equivalent course work completed (either at Marquette or at another institution).

Prerequisite Course Work

Based on an analysis of the transcript, students may be required to complete additional course work in their content area of certification to meet Wisconsin Department of Public Instruction certification requirements.

Note: If a student in the certification program should decide at a later time to pursue the master of education, the College of Education will apply earned credits toward the pursuit of the master of education, as long as it is within 6 years from the start of the initial certification program.

Superintendent Certificate Requirements

This certificate program is designed for licensed teachers interested in the Superintendent license in the state of Wisconsin and requires students to complete 27 credit hours of course work. This program is not eligible for Title IV federal aid.

Prerequisites:
  • Wisconsin Teaching license
  • Three years of teaching experience
  • Master’s degree
  • Principal license
  • Human development course
Required Courses (24 credits)
EDPL 8000The Superintendency3
EDPL 8010Advanced Personnel Leadership3
EDPL 8020Advanced Politics and Community Relations in Educational Organizations3
EDPL 8030Advanced Theory and Practice in Educational Finance3
EDPL 8040Advanced Program Planning and Evaluation in Educational Settings3
EDPL 8730History of Education in the United States3
EDPL 8870The Theory and Design of Curriculum3
EDPL 8965Advanced Practicum in Educational Leadership3
Total Credit Hours24
Elective Course (3 credits)

Students choose an elective in an area of interest and in consultation with their adviser.

Educational Policy and Leadership Courses

EDPL 6000. Introduction to Educational Inquiry. 3 cr. hrs.

Multiple approaches to educational research with emphasis on reading, critiquing and using research to inform educational practice. Introduction to the development of a research proposal.

EDPL 6100. Introduction to Student Affairs. 3 cr. hrs.

Historical, philosophical and theoretical foundations of the field of student affairs in higher education in the United States. Roles and functions of various student affairs divisions and how they contribute to purposes of post-secondary education. Current issues in the field.

EDPL 6130. Counseling Skills for Student Affairs Professionals. 3 cr. hrs.

An introduction to counseling theory and the role of counseling in student affairs emphasizing the development of basic counseling, helping and referral skills through readings, assignments and participation in role-plays. Students gain an appreciation for consultation between counselors and student affairs professionals and an understanding of the ethical and legal standards of the counseling profession.

EDPL 6140. Diversity, Identity and the Student Affairs Professional. 3 cr. hrs.

Research and theoretical perspectives on multiculturalism and diversity issues in higher education. Focuses on how race, ethnicity, gender, age, sexual orientation, disability, religion, socioeconomic status and national origin impact the college setting. Prereq: EDPL 6200.

EDPL 6200. Student Development in Higher Education. 3 cr. hrs.

Overview of major theories of college student development with emphasis on cognitive and psychosocial theories. Applications for work in student affairs and leadership in higher education.

EDPL 6210. Environmental Theory Assessment in Higher Education. 3 cr. hrs.

Survey of contemporary theories of and research on human/environment interaction and assessment. Application of their uses for outcomes assessment and improvement of college and university campus environments. Prereq: EDPL 6200.

EDPL 6250. History of Higher Education in the United States. 3 cr. hrs.

Basic history of the American college and university. Colonial foundations, private and state-controlled institutions, professional, technical, and graduate studies. Recent trends and issues in higher education.

EDPL 6260. Organizational Theory and Administration in Higher Education. 3 cr. hrs.

Contemporary theories of organizational behavior and administration and their applications to institutions of higher education. Educational governance and leadership.

EDPL 6300. Classics in the Philosophy of Education. 3 cr. hrs.

Selected texts from a number of ancient and contemporary thinkers significant in the philosophical and educational tradition. Analysis of ramifications for current educational theory and practice.

EDPL 6310. Contemporary Philosophies of Education. 3 cr. hrs.

Contemporary philosophical approaches to educational problems and issues, including: pragmatist, analytic, existentialist, phenomenological, critical, hermeneutic, postmodern, and feminist.

EDPL 6330. Sociological Foundations of Education. 3 cr. hrs.

Examination of theories and research in sociology and social anthropology which focuses on the individual as a member of society and schools and education within broader social structures.

EDPL 6360. Lifespan Development. 3 cr. hrs.

A survey of major theories of human development that describes interaction among biological, psychological, sociocultural, cognitive, and moral factors from birth to death. Implications for educational institutions and teaching across the lifespan.

EDPL 6370. Catholic Theology and Education. 3 cr. hrs.

History of philosophical theology in the Catholic tradition and its bearing upon educational theory and practice. Investigation into theological methods and principles and their implications for education through an examination of the thought of selected individuals representative of the Catholic heritage. Attention to such theologians as St. Augustine, St. Thomas Aquinas, St. Bonaventure, Duns Scotus, Newman, Rahner, and Lonergan. Specific problems confronting Catholic education today.

EDPL 6380. Motivation and Learning. 3 cr. hrs.

Major theories of motivation (socialization of achievement motivation, expectancy-value, attributions, self-efficacy) and their relationship to learning and self-regulation in schools, institutions of higher education, and workplaces. Implications for teaching practice and research.

EDPL 6400. Educational Research Methods. 3 cr. hrs.

Designing and conducting research for the purpose of improving educational practice. Emphasis on action research, qualitative and quantitative methods, conducting literature reviews, and proposal writing. Prereq: At least 12 graduate credits including EDPL 6000; cons. of dept.

EDPL 6410. Research Practicum. 3 cr. hrs.

Students design, conduct, write and present results of a practice-based research project. Addresses implications of practitioner research for curriculum, pedagogy, leadership and educational reform. Prereq: Cons. of dept.

EDPL 6420. Teacher as Leader. 3 cr. hrs.

Survey of leadership theories and roles for teachers in schools. Skill development in group dynamics, motivation, communication and human relations. The teacher leader in relation to organizational change, decision-making, team-building and moral leadership.

EDPL 6440. Foundations of Curriculum Planning. 3 cr. hrs.

Historical, philosophical, sociocultural, political, and economic forces which shape curriculum development and change. Theories of curriculum. Skill development in curricular planning and evaluation.

EDPL 6450. Theories of Learning Applied to Instruction. 3 cr. hrs.

Survey of major theories of learning. Use of learning theory to analyze and critique curriculum and design learner-centered instruction and assessments.

EDPL 6455. Sociocultural Perspectives on Learning. 3 cr. hrs.

Examination of Vygotsky and other sociocultural theorists who have studied learning and development in cultural, historical and institutional contexts. Use of sociocultural theory in research and practice.

EDPL 6460. Literacy and Children's Literature for the Primary Grades. 3 cr. hrs.

Theory and practice in teaching reading, language arts, and children's literature from a developmental perspective to diverse lower elementary learners.

EDPL 6470. Literacy and Children's Literature for the Intermediate Grades. 3 cr. hrs.

Theory and practice in teaching reading, language arts, and children's literature from a developmental perspective to diverse upper elementary learners.

EDPL 6480. Literature for Children and Adolescents. 3 cr. hrs.

History and survey of literature for children and adolescents. Theoretical study and practical application of reader response, literary analysis, and current topics in the field of literature for children and adolescents.

EDPL 6490. Writing for Children and Adolescents. 3 cr. hrs.

Theories and research on the writing process and current methods of teaching writing to elementary and secondary students.

EDPL 6500. Advanced Language Arts for Teachers. 3 cr. hrs.

Current research-based methods, materials, and assessment designed for practicing K-8 reading and language arts teachers in the primary and intermediate grades.

EDPL 6560. Literacy Assessment and Instruction. 3 cr. hrs.

Developmental theory of assessment and instruction with experience conducting assessment and planning of instruction and interventions to meet individual literacy needs of children and adolescents. Prereq: EDUC 6020 and EDPL 6470.

EDPL 6570. Literacy Leadership of Reading Programs. 3 cr. hrs.

Analysis and evaluation of instructional programs in reading. Emphasis on aiding teachers and administrators in planning, organizing and implementing effective reading programs. Methods for involving parents and the community in developing and implementing the reading program. Prereq: EDPL 6970.

EDPL 6580. Psychology of Reading. 3 cr. hrs.

Current theory and research on the psychological, neurophysiological, sociocultural, and educational factors that influence reading development and variation in reading development. Prereq: EDPL 6460 and EDPL 6470 or equiv.

EDPL 6670. Faculty Roles in Higher Education. 3 cr. hrs.

Seminar aimed at students planning academic careers in higher education. Focus on changes in traditional dimensions of teaching, research, and service in light of current research on teaching and learning; corporate influences on higher education; and current critiques of higher education.

EDPL 6680. Designing and Teaching Effective Courses in Higher Education. 3 cr. hrs.

Seminar aimed at students planning academic careers in higher education. Focus on planning, delivering, and evaluating courses in higher education that produce significant student learning in light of current advances in cognitive science relevant to teaching and learning.

EDPL 6700. Organizational Theory and Administration in K-12 Schools. 3 cr. hrs.

Contemporary theories of organizational behavior and administration and their applications to schools. Educational governance and leadership. To be taken toward the beginning of program.

EDPL 6707. Leadership Foundations of Private Education. 3 cr. hrs.

Historical, philosophical, sociological, political and theological foundations of education for both sectarian and non-sectarian schools. Implications for a variety of leadership models.

EDPL 6712. Politics and Community Relations in Educational Organizations. 3 cr. hrs.

Theoretical and practical dimensions of the sociocultural, economic and political forces affecting educational organizations and how educational leaders can respond and interact with them.

EDPL 6720. Business Administration of the Educational Organization. 3 cr. hrs.

The various business management support functions and their impact on the delivery of educational services. School finance, theories of taxation, legislative and judicial context for school business management, human resource management and employee contract administration, information management systems and technology, budget planning, facilities management, and related topics.

EDPL 6730. History of Education in the United States. 3 cr. hrs.

Examines the development of public education. Emphasizes contests over the proper role of schools in promoting equity, diversity, and democracy. Pays particular attention to how different groups experienced and shaped schools over time. Considers the relationship between the expansion of schooling and equal educational opportunity.

EDPL 6750. The Principalship. 3 cr. hrs.

Leadership of the individual school. Operational tasks of the principal including policy formation, implementation, coordination, and evaluation of the general and special instructional programs. Leadership roles of the principal in regard to faculty, students, parents, and community.

EDPL 6800. American Law and the Educational Organization. 3 cr. hrs.

The legal basis for American education; constitutional interpretations, court decisions and legislation affecting schools, school systems and institutions of higher education.

EDPL 6860. Instructional Leadership. 3 cr. hrs.

Models of adult development and evaluation. Focuses on evidence-centered classroom observation and supervision, theory and practice of feedback and coaching(supervision) and developing a culture of collaboration and growth for children and adults in the school.

EDPL 6870. The Theory and Design of Curriculum. 3 cr. hrs.

Exploration, applications, and critique of current models of curriculum design. Emphasis on curricular decision making and implementation at the school district level. Prereq: EDPL 6440 or EDPL 8440.

EDPL 6931. Topics in Educational Policy and Leadership. 1-3 cr. hrs.

In-depth study of educational concepts and theories in a broad area which, because of their topicality, are not the subject of a regular course. Specific topics will be designated in the Schedule of Classes.

EDPL 6953. Seminar in Analysis of Teaching. 3 cr. hrs.

Use of current theories and research on teaching to examine and assess teaching practice.

EDPL 6955. Seminar in Educational Policy and Leadership. 1-6 cr. hrs.

Graduate seminars on current topics in leadership and supervision of interest to the professional educator. S/U grade assessment.

EDPL 6965. Practicum in Student Affairs Leadership 1. 3 cr. hrs.

Field application relating to educational leadership theory to applied practice of higher education leadership in a university-approved setting. Requires participation in an on-campus seminar. S/U grade assessment. Prereq: Cons. of dept.

EDPL 6966. Practicum in Student Affairs Leadership 2. 3 cr. hrs.

Field application relating to educational leadership theory to applied practice of higher education leadership in a university-approved setting. Requires participation in an on-campus seminar. S/U grade assessment. Prereq: EDPL 6965 and cons. of dept.

EDPL 6970. Practicum: Literacy Assessment and Instruction. 3 cr. hrs.

A practicum involving assessment and instruction of K-12 students at varying stages of reading development. Prereq: EDPL 6560 and cons. of dept.

EDPL 6975. Practicum in K-12 Literacy Leadership. 1-3 cr. hrs.

A variety of school-based experiences in literacy leadership that can include the coaching of reading teachers, selection of curriculum and assessment materials, and development and delivery of in-service programs. S/U grade assessment. Prereq: EDPL 6570.

EDPL 6980. Practicum in the Principalship. 3 cr. hrs.

Field application relating to educational leadership theory to applied practice of the principalship in a university-approved setting. Requires participation in an on-campus seminar. S/U grade assessment. Prereq: Cons. of dept.; 18 hours of educational leadership courses.

EDPL 6985. Practicum in Curriculum Leadership. 3 cr. hrs.

Field application relating to educational leadership theory to applied practice of curriculum leadership in a university-approved setting. Requires participation in an on-campus seminar. S/U grade assessment. Prereq: Cons. of dept.

EDPL 6995. Independent Study in Education Policy and Leadership. 1-3 cr. hrs.

Provides opportunities to investigate and study areas of interest through readings, research, field experience, projects, and/or other educational activities under the direction of a faculty adviser. Prereq: Cons. of instr. and cons. of dept. ch. Graduate students must complete an approval form signed by the dept. ch. or designated representative.

EDPL 6997. Capstone in Educational Policy and Leadership. 3 cr. hrs.

Critical analysis and discussion of significant issues confronting the contemporary educational leader. Prereq: Cons. of dept.; at least 24 credits in educational leadership.

EDPL 6999. Master's Thesis. 1-6 cr. hrs.

S/U grade assessment. Prereq: Cons. of dept. and cons. of instr.

EDPL 8000. The Superintendency. 3 cr. hrs.

Leadership of the school district system. The roles played by the superintendent: board chief operating officer, visionary, motivator, risk-taker, communicator, lobbyist, etc. Prereq: Master's degree and principal's certification.

EDPL 8010. Advanced Personnel Leadership. 3 cr. hrs.

Comprehensive study of personnel services in the educational setting, including: recruitment, selection, compensation, staff development, collective bargaining, and employee contract administration. Prereq: Cons. of dept.

EDPL 8020. Advanced Politics and Community Relations in Educational Organizations. 3 cr. hrs.

Advanced study of theoretical and practical dimensions of the sociocultural, economic and political forces affecting educational organizations and how educational leaders can respond and interact with them.

EDPL 8030. Advanced Theory and Practice in Educational Finance. 3 cr. hrs.

Advanced study of school and school district finance from theoretical, research, legal, and political perspectives with emphasis on implications for school district leadership.

EDPL 8040. Advanced Program Planning and Evaluation in Educational Settings. 3 cr. hrs.

Exploration of theories, models, and current practices in leadership, planning, and assessment within educational organizations.

EDPL 8250. History of Higher Education in the United States. 3 cr. hrs.

Basic history of the American college and university. Colonial foundations, private and state-controlled institutions, professional, technical, and graduate studies. Recent trends and issues in higher education.

EDPL 8260. Organizational Theory and Administration in Higher Education. 3 cr. hrs.

Contemporary theories of organizational behavior and administration and their applications to institutions of higher education. Educational governance and leadership.

EDPL 8300. Classics in the Philosophy of Education. 3 cr. hrs.

Selected texts from a number of ancient and contemporary thinkers significant in the philosophical and educational tradition. Analysis of ramifications for current educational theory and practice.

EDPL 8310. Contemporary Philosophies of Education. 3 cr. hrs.

Contemporary philosophical approaches to educational problems and issues, including: pragmatist, analytic, existentialist, phenomenological, critical, hermeneutic, postmodern, and feminist.

EDPL 8330. Sociological Foundations of Education. 3 cr. hrs.

Examination of theories and research in sociology and social anthropology which focuses on the individual as a member of society and schools and education within broader social structures.

EDPL 8360. Lifespan Development. 3 cr. hrs.

A survey of major theories of human development that describes interaction among biological, psychological, sociocultural, cognitive, and moral factors from birth to death. Implications for educational institutions and teaching across the lifespan.

EDPL 8370. Catholic Theology and Education. 3 cr. hrs.

History of philosophical theology in the Catholic tradition and its bearing upon educational theory and practice. Investigation into theological methods and principles and their implications for education through an examination of the thought of selected individuals representative of the Catholic heritage. Attention to such theologians as St. Augustine, St. Thomas Aquinas, St. Bonaventure, Duns Scotus, Newman, Rahner, and Lonergan. Specific problems confronting Catholic education today.

EDPL 8440. Foundations of Curriculum Planning. 3 cr. hrs.

Historical, philosophical, sociocultural, political, and economic forces which shape curriculum development and change. Theories of curriculum. Skill development in curricular planning and evaluation.

EDPL 8450. Theories of Learning Applied to Instruction. 3 cr. hrs.

Survey of major theories of learning. Use of learning theory to analyze and critique curriculum and design learner-centered instruction and assessments.

EDPL 8455. Sociocultural Perspectives on Learning. 3 cr. hrs.

Examination of Vygotsky and other sociocultural theorists who have studied learning and development in cultural, historical and institutional contexts. Use of sociocultural theory in research and practice. Prerq: EDPL 8450.

EDPL 8700. Organizational Theory and Administration in K-12 Schools. 3 cr. hrs.

Contemporary theories of organizational behavior and administration and their applications to schools. Educational governance and leadership.

EDPL 8707. Leadership Foundations of Private Education. 3 cr. hrs.

Historical, philosophical, sociological, political and theological foundations of education for both sectarian and non-sectarian schools. Implications for a variety of leadership models.

EDPL 8710. Multiple Paradigms in Educational Research. 3 cr. hrs.

Examination of educational research and knowledge within a philosophy of science framework. Study of competing epistemologies and how they shape and are shaped by the practice of education. Focus on use of empirical-analytic, interpretive and critical paradigms for critiquing, conceptualizing and conducting educational research.

EDPL 8712. Politics and Community Relations in Educational Organizations. 3 cr. hrs.

Theoretical and practical dimensions of the sociocultural, economic and political forces affecting educational organizations and how educational leaders can respond and interact with them.

EDPL 8715. Interpretive and Critical Research in Education 1. 3 cr. hrs.

Theory and rationale of qualitative research methods in the social sciences. Historical research, case studies, field studies, non-invasive approaches. Data gathering and analysis procedures. Prereq: EDPL 8710 or equiv.

EDPL 8720. Interpretive and Critical Research in Education 2. 3 cr. hrs.

Building on the understanding and skills developed in EDPL 8715, students conduct, interpret and present in written and oral form a course-long research project. Addresses a range of research issues and problems as they emerge in students' works-in progress. Prereq: EDPL 8710 and EDPL 8715 or equiv.

EDPL 8730. History of Education in the United States. 3 cr. hrs.

Examines the development of public education. Emphasizes contests over the proper role of schools in promoting equity, diversity, and democracy. Pays particular attention to how different groups experienced and shaped schools over time. Considers the relationship between the expansion of schooling and equal educational opportunity.

EDPL 8800. American Law and the Educational Organization. 3 cr. hrs.

The legal basis for American education; constitutional interpretations, court decisions and legislation affecting schools, school systems and institutions of higher education.

EDPL 8860. Instructional Leadership. 3 cr. hrs.

Models of development and evaluation. Focuses on evidence-centered classroom observation and supervision, theory and practice of feedback and coaching (supervision) and developing a culture of collaboration and growth for children and adults in the school.

EDPL 8870. The Theory and Design of Curriculum. 3 cr. hrs.

Exploration, applications and critique of current models of curriculum design. Emphasis on curricular decision-making and implementation at the school district level. Prereq: EDPL 6440 or EDPL 8440.

EDPL 8880. Current Issues in Educational Policy and Leadership for the District Administrator. 3 cr. hrs.

Guided research and discussion of significant issues confronting educational leaders.

EDPL 8953. Seminar in Analysis of Teaching. 3 cr. hrs.

Use of current theories and research on teaching to examine and assess teaching practice.

EDPL 8955. Seminar Social Contexts and Educational Policy 1. 3 cr. hrs.

Examines significant historical and sociological texts pertinent to understanding matters of race and education.

EDPL 8956. Seminar Social Contexts and Educational Policy 2. 3 cr. hrs.

Examines the claims of influential texts that promote various policies meant to expand equality of educational opportunity.

EDPL 8959. Seminar Research on Teacher Education. 3 cr. hrs.

Study and analysis of current research on preparation and professional development of teachers. Prereq: EDPL 6450 or EDPL 8450.

EDPL 8960. Dissertation Proposal Seminar. 3 cr. hrs.

Systematic exploration of the process and production of the dissertation proposal, including refinement of dissertation question(s), a focused literature review, and draft of a proposal text. S/U grade assessment. Prereq: Cons. of dept.; 33 credits in the doctoral program.

EDPL 8965. Advanced Practicum in Educational Leadership. 3 cr. hrs.

Field application relating educational administrative theory to the applied practice of educational administration at the system or college level. Participants must be in a university-approved setting and must participate in an on-campus seminar. S/U grade assessment. Prereq: Cons. of dept.

EDPL 8995. Independent Study in Education Policy and Leadership. 1-3 cr. hrs.

Provides opportunities to investigate and study areas of interest through readings, research, field experience, projects, and/or other educational activities under the direction of a faculty adviser. Offered every term. Prereq: Cons. of instr. and cons. of dept. ch. Graduate students must complete an approval form signed by the dept. ch. or designated representative.

EDPL 8999. Doctoral Dissertation. 1-12 cr. hrs.

S/U grade assessment. Prereq: Cons. of dept.; cons. of instr.

EDPL 9970. Graduate Standing Continuation: Less than Half-Time. 0 cr. hrs.

Fee. SNC/UNC grade assessment. Prereq: Cons. of dept.

EDPL 9974. Graduate Fellowship: Full-Time. 0 cr. hrs.

Fee. SNC/UNC grade assessment. Prereq: Cons. of dept.

EDPL 9975. Graduate Assistant Teaching: Full-Time. 0 cr. hrs.

Fee. SNC/UNC grade assessment. Prereq: Cons. of dept.

EDPL 9976. Graduate Assistant Research: Full-Time. 0 cr. hrs.

Fee. SNC/UNC grade assessment. Prereq: Cons. of dept.

EDPL 9977. Field Placement Continuation: Less than Half-Time. 0 cr. hrs.

Fee. SNC/UNC grade assessment. Prereq: Cons. of dept.

EDPL 9978. Field Placement Continuation: Half-Time. 0 cr. hrs.

Fee. SNC/UNC grade assessment. Prereq: Cons. of dept.

EDPL 9979. Field Placement Continuation: Full-Time. 0 cr. hrs.

Fee. SNC/UNC grade assessment. Prereq: Cons. of dept.

EDPL 9984. Master's Comprehensive Examination Preparation: Less than Half-Time. 0 cr. hrs.

Fee. SNC/UNC grade assessment. Prereq: Cons. of dept.

EDPL 9985. Master's Comprehensive Examination Preparation: Half-Time. 0 cr. hrs.

Fee. SNC/UNC grade assessment. Prereq: Cons. of dept.

EDPL 9986. Master's Comprehensive Examination Preparation: Full-Time. 0 cr. hrs.

Fee. SNC/UNC grade assessment. Prereq: Cons. of dept.

EDPL 9987. Doctoral Comprehensive Examination Preparation: Less than Half-Time. 0 cr. hrs.

Fee. SNC/UNC grade assessment. Prereq: Cons. of dept.

EDPL 9988. Doctoral Comprehensive Examination Preparation: Half-Time. 0 cr. hrs.

Fee. SNC/UNC grade assessment. Prereq: Cons. of dept.

EDPL 9989. Doctoral Comprehensive Examination Preparation: Full-Time. 0 cr. hrs.

Fee. SNC/UNC grade assessment. Prereq: Cons. of dept.

EDPL 9991. Professional Project Continuation: Less than Half-Time. 0 cr. hrs.

Fee. SNC/UNC grade assessment. Prereq: Cons. of dept.

EDPL 9992. Professional Project Continuation: Half-Time. 0 cr. hrs.

Fee. SNC/UNC grade assessment. Prereq: Cons. of dept.

EDPL 9993. Professional Project Continuation: Full-Time. 0 cr. hrs.

Fee. SNC/UNC grade assessment. Prereq: Cons. of dept.

EDPL 9994. Master's Thesis Continuation: Less than Half-Time. 0 cr. hrs.

Fee. SNC/UNC grade assessment. Prereq: Cons. of dept.

EDPL 9995. Master's Thesis Continuation: Half-Time. 0 cr. hrs.

Fee. SNC/UNC grade assessment. Prereq: Cons. of dept.

EDPL 9996. Master's Thesis Continuation: Full-Time. 0 cr. hrs.

Fee. SNC/UNC grade assessment. Prereq: Cons. of dept.

EDPL 9997. Doctoral Dissertation Continuation: Less than Half-Time. 0 cr. hrs.

Fee. SNC/UNC grade assessment. Prereq: Cons. of dept.

EDPL 9998. Doctoral Dissertation Continuation: Half-Time. 0 cr. hrs.

Fee. SNC/UNC grade assessment. Prereq: Cons. of dept.

EDPL 9999. Doctoral Dissertation Continuation: Full-Time. 0 cr. hrs.

Fee. SNC/UNC grade assessment. Prereq: Cons. of dept.

Education Courses

EDUC 5007. Teaching Middle/Secondary Social Science. 3 cr. hrs.

Application of teaching methods to social studies in middle and high schools. Field experience required. Prereq: Admission to post-baccalaureate teaching licensure program.

EDUC 5017. Teaching Middle/Secondary Science. 3 cr. hrs.

Application of methods to teach inquiry-based science in the physical sciences, physics, biology, chemistry and environmental sciences at the middle/secondary level. Includes planning, preparation of materials, assessment, and use of technology aligned with National Science Education Standards and OSHA safety requirements. Field experience required. Prereq: Admission to post-baccalaureate teaching licensure program.

EDUC 5027. Teaching English in the Secondary School. 3 cr. hrs.

An investigation of the role of the teacher, the student, and the curricular methods, procedures, and materials used in the teaching of language, literature, and composition in the secondary school. A 40-hour field experience in selected area schools is required.

EDUC 5037. Literacy in the Content Areas. 3 cr. hrs.

Interrelationships of reading, writing, speaking, and listening as learning skills in the content areas. Included are methods and materials the teacher can use in the classroom setting to improve literacy skills in all content areas and integrate literature across the curriculum.

EDUC 5067. Strategies in Religious Education. 3 cr. hrs.

Application of current catechetical theory and educational strategies to the teaching of religion. Development of curriculum objectives and assessments. Analysis of instructional materials and other resources for teaching religion. Open to all upper division students in the university. Prereq: Admission to post-baccalaureate teaching licensure program.

EDUC 5217. Children and Youth with Exceptional Needs. 3 cr. hrs.

Introduction to children and adolescents with a wide range of exceptional needs. Addresses characteristics, causes, assessment, teaching strategies, and legal issues. Field experience required for certification students, optional for others.

EDUC 5230. Learning and Linguistic Diversity. 3 cr. hrs.

Covers three bodies of knowledge regarding language: basic principles of sociolinguistics, the nature of learning a second language or a second dialect, and theories of effective methods for teaching speakers of languages and dialects other than Standard English (e.g., bilingual education and/or English as a second language instruction). Each of these bodies of knowledge will be contextualized in students' learning experiences and in teachers' classroom practices.

EDUC 5240. Critical Inquiry into Contemporary Issues. 3 cr. hrs.

Examines key policies that influence equality of opportunities in K-12 schools.

EDUC 5277. Theory and Methods of Teaching Bilingual-Bicultural Learners. 3 cr. hrs.

Study, application, and practice of theories and methods of delivering bilingual/bicultural instruction. Focus on first and second language learning strategies and culturally responsive teaching methods that reflect the language and culture of students living in bilingual/bicultural contexts.

EDUC 5297. Teaching in the Middle School. 4 cr. hrs.

Foundations, methods, and strategies for teaching at the middle school level. Lab required. Field experience required.

EDUC 5317. Teaching Elementary-Level Science. 3 cr. hrs.

Curriculum development and instructional methods for teaching inquiry-based science at the primary and upper elementary level. Includes preparation of materials, assessment, use of technology and field experiences. Field experience required. Prereq: Admission to post-baccalaureate teaching licensure program.

EDUC 5337. Teaching Elementary Social Studies. 3 cr. hrs.

Curriculum development, instructional strategies and techniques for teaching elementary social studies with emphasis on primary research skills. Includes preparation of materials, assessment and micro-teaching.

EDUC 5357. Teaching Elementary Reading, Language Arts, and Children's Literature. 4 cr. hrs.

Teaching reading, language arts, and children's literature from a developmental perspective to diverse upper elementary learners. Emphasis on developing the relationship between the three literacy areas and how social factors influence students' literacy learning. Field experience required.

EDUC 5540. Philosophy of Education. 3 cr. hrs.

Principles and methods of various classical and contemporary philosophies and their implications and applications in education. Attention to professional ethics and students' development of their own philosophies of education.

EDUC 5931. Topics in Education. 1-4 cr. hrs.

Various topics in education as identified in the Schedule of Classes.

EDUC 5951. MU Led Travel/Study Abroad. 3 cr. hrs.

Course taught in an international setting by Marquette professors and where students earn Marquette credit. Study Abroad expenses apply. Prereq: Cons. of the Office of International Education.

EDUC 5964. Practicum: Teaching Elementary-Level Reading. 4 cr. hrs.

Supervised experience in the teaching of reading to struggling readers. Emphasis on linking literacy assessment and instruction. Includes seminars and small group tutoring sessions.

EDUC 6000. Urban Teaching Seminar. 3 cr. hrs.

First semester seminar designed to challenge and support new teachers as they select, implement and critically evaluate teaching methods and instructional materials within the context of the teaching assignments. Prereq: Admission to the Teach For America program.

EDUC 6030. Methods of Teaching Adolescents. 3 cr. hrs.

General middle school methods in the areas of learner-centered teaching, pedagogical strategies, supportive learning environment, lesson planning and assessment practices. Students investigate and study diverse learners, communication skills, critical reflection and social justice through the perspective of the middle school philosophy. Prereq: Admission to the Teach For America program.

EDUC 6040. Introduction to Learning and Assessment. 3 cr. hrs.

Application of major theories of learning to instructional planning and assessment. Use of technologies to enhance learning and assessment.

EDUC 6060. Design Issues in Technology and Instructional Systems. 3 cr. hrs.

Explores application of concepts, issues, processes, theories, and techniques of instructional design in a variety of electronic learning contexts including instructional modules, Web-based courses, computer graphics, and educational software.

EDUC 6070. Facilitating a Web-Based Course. 3 cr. hrs.

Research-based methods and techniques for building effective online learning communities, including facilitation of structured dialogue and interaction, reflection, critical thinking, collaboration, and active engagement in the learning process.

EDUC 6080. Theories and Research in Instructional Technology. 3 cr. hrs.

Survey of recent research developments and theoretical frameworks in the field, focusing on current cognitive and social constructivist theories. Students design individual research projects in areas of interest.

EDUC 6090. Emerging Instructional Technologies in Education. 3 cr. hrs.

Critical study of research and instructional use of emerging Web technologies in K-12 schools, higher education, and other learning environments.

EDUC 6340. Child and Adolescent Development. 3 cr. hrs.

An examination of the interaction among biological, psychological, social, and cultural factors that influence human development. Educational implications of these issues.

EDUC 6350. Teach for America Reading Methods. 3 cr. hrs.

Teaching reading, language arts, and literature from a developmental perspective for the lower elementary levels. Emphasis on developing the relationship among the three areas as well as developing experience in administering reading tests, diagnosing, and remediating reading problems. Prereq: Only open to Teach for America corps members.

EDUC 6360. Teach for America Math Methods 1. 3 cr. hrs.

Mathematical content and processes for elementary teachers using a problem-solving approach. Integrates mathematics content with teaching methods and learning theory for the lower elementary/middle school levels. Prereq: Only open to Teach for America corps members.

EDUC 6365. Teach for America Math Methods 2. 3 cr. hrs.

Mathematical content and processes for elementary teachers using a problem-solving approach. Integrates mathematics content with teaching methods and learning theory for the upper elementary/middle school levels. Prereq: Only open to Teach for America corps members.

EDUC 6370. Teach for America Integrated Methods: Science, Social Studies, and Fine Arts. 3 cr. hrs.

Curriculum development, instructional strategies and the application of teaching methods in elementary science, social studies and fine arts. Prereq: Only open to Teach for America corps members.

EDUC 6930. Special Topics in Education:. 1-5 cr. hrs.

Offered as an experimental course to evaluate and determine if a course should be incorporated into the regular curriculum of a program, or courses in the approval process pipeline, but not yet officially approved. Once the same course has been offered twice as a Special Topic, it cannot be offered again until it moves through the curriculum approval process and is approved with a regular curriculum course number. Prereq: Admitted to the graduate EDUC program; or cons. of dept.

EDUC 6965. Middle/Secondary Education Practicum. 1-3 cr. hrs.

Full day, full term of public or private school teaching, Monday through Friday. Regular on-site visitation by university faculty. Weekly seminar required. S/U grade basis. Prereq: EDUC 5297 and cons. of dept.; admission to the College of Education.

EDUC 6966. Elementary/Middle Education Practicum. 1-3 cr. hrs.

Full day, full term of public or private school teaching, Monday through Friday. Regular on-site visitation by university faculty. Weekly seminar required. S/U grade assessment. Prereq: EDUC 5297 and cons. of dept.; admission to the College of Education.