Wisconsin Course Descriptions
EDUC 600 - Ethical Issues in School and Society (three credits): Students in this course are charged with examining the role of an educator as a moral steward. Students will be asked to think about the individual role that they assume in achieving and maintaining a more democratic and ethical society through education. Investigations into controversial ethical issues and dilemmas prepare educators to critically think through potential situations that may arise with students, parents, administrators, and peers. Students will look at the overview of the systemic nature of education and schooling, with emphasis on the role of the teacher. Students will be introduced to the concept of learning in community, and the concept of nurturing and care for the system of education. The lens of the Viterbo values will be utilized and applied to teachers' roles in the educational system. These values are contemplation, hospitality, integrity, stewardship, and service. Using these values as a lens, students will review and take a stand on critical issues facing education at the present time.
EDUC 601 - Educational Research I (three credits): This course provides an overview of educational research theory and practice. Teachers will design an approved research project on an approved educational topic. Prerequisite: nine credits; admission to the Master of Arts in Education program.
EDUC 602 - Educational Research II (three credits): Teachers develop and implement a research project under the direction of their research advisor. The project will be presented during EDUC 604. Prerequisite: 601.
EDUC 604 - Proseminar (three credits): Seminar integrates the ideas presented in the core courses. It includes presentation of the research project developed in EDUC 601 and 602.
EDUC 623 - Teacher Leadership and Professional Learning (three credits): This course asks students to re-examine their role as one who generates change in the education system by engaging in self-reflection and self-assessment of his/her current classroom best practices. In addition, students will be asked to develop a plan for future professional growth and development, including their pedagogical strengths and their opportunities for improvement. Students will develop of professional development plan as their path to continuous improvement as an educator. Finally, teachers will produce a teaching performance self-assessment that will include videotaped segments to showcase their teaching highlights. The Viterbo values of contemplation, hospitality, integrity, stewardship, and service are expected to be visibly in student work that is submitted for the course.