Professional Studies in Education

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Welcome to another adventure with the MSED Learning Community (LC) program.

As you can see from the preceding page, we will be offering this program in a number of various locations throughout Wisconsin.  When you apply, just note in your application notes which location you are interested in.

Meeting dates to be determined by the cohort at your first meeting date.  

Further questions can be directed to Facilitator, Tim Sprain, at (608) 498-2888.

This 32 credit graduate program is designed for teachers and other education professionals seeking to meet desired professional advancement goals.

The Master of Science in Education (MSED) Learning Community program is based on a learning-in-community, constructivist philosophy.  Teachers who enroll make a commitment to achieve three goals:

• to improve professional practice
• to develop increased proficiency in a content specific area
• to earn a master's degree

What our Learning Community is:

• A Blended Learning Community: Face-to-face and solidly facilitated online discussions.
• The opportunity for sustained professional improvement.
• Activities that will translate to classroom transformation after each session.

MSED Learning Community:

• Networking with other driven and dedicated educators.
• Pedagogical reflection and refinement.
• Teacher Leadership training and support.
• Powerful book studies
• More pep in your teaching step!  Fall in love with teaching again.

During the time between face to face meetings, your learning is facilitated through Canvas, our online learning management system.

The Blended Learning Community meets either two weekends, or four days, a semester over 16 months.

• There will be either one meeting at the beginning of the semester and one near the end, or one meeting day each month. Meeting times, on the designated weekend, are Saturday 8 a.m.-4:30 p.m. and Sunday 8 a.m.-3:30 p.m. 

Testimonial statements from past learners:

• I loved that the program was led by facilitators, who are current classroom teachers.
• The blended format was great and I looked forward to the face-to-face weekends.
• The workload was very manageable for me, especially during the school year.

Fall 2024 term start:

• Burlington - Facilitators Dan Beaman and Ann Phillips
  • Facility - Waller Elementary, Burlington
  • F2F 2024 Fall Term Dates: 
    • September 28 & 29
    • December 7 & 8

• La Crosse - Facilitators Tim Sprain and Jeff Hansen
  • Facility - Longfellow Middle School, La Crosse.
  • F2F 2024 Fall Term Dates: 
    • Saturday 9/7
    • Sunday 10/13
    • Sunday 11/17
    • Saturday 12/7                                                                            
• Sun Prairie - Facilitators Vince Brandl and John Weiland
  • Facility - Patrick Marsh Middle School, Sun Prairie
  • F2F 2025 Summer Term Dates: TBD

Spring 2025 term start:

• Green Bay - Facilitators Justin Short and Stephanie Sullivan
  • Lombardi Middle School, Green Bay
  • F2F Spring 2025 Dates: 
    • February 1-2
    • April 12-13

Courses: Blended

COURSE DESCRIPTIONS

EDU 601/EDU 602/EDU 703/EDU 704               Learning in Community 
In this course, students will come to understand the value of learning in a collaborative setting.  Students will examine theories and key aspects of community development.  Students will practice creating and sustaining community within the learning community and within their workplace.  Opportunities will also be given to explore developing professional learning communities beyond the program.

   Objectives:

• Students will understand what it means to learn in community.
• Students will examine theories of community development.
• Students will create and sustain learning in community within the ME-PD Learning Community.
• Students will create and sustain learning in community within the professional workplace.

EDU 641/EDU 642/EDU 743/EDU 744               Educational Research 
In this course, students will gain knowledge of action research and implement an action research study in the workplace.  Students will understand and experience all stages of the action research process.  Students will recognize the value of data in making decisions regarding PK-16 teaching and learning.  Students will complete an action research study and disseminate the results.

   Objectives:

• Students will recognize different methods of educational research.
• Students will identify and implement various data collection tools.
• Students will understand and implement an action research study.
• Students will write a scholarly action research article.

EDU 621/EDU 622/EDU 723/EDU 724               Best Practice Pedagogy 
In this course, students will study and apply research-based best practices for teaching and learning.  They will be challenged to reflect upon current practice, incorporate best practices, and improve future practice as they seek continuous improvement.  Students will be provided a variety of forums to investigate, analyze and reflect upon their implementation of multiple instructional methodologies for the purpose of improving PK-16 student learning.

   Objectives:

• Students will study and apply best practices and current research to teaching with the purpose to improve PK-16 student learning.
• Students will understand brain development as it relates to student learning and the learning environment.
• Students will align teaching and instruction to the developmental needs of their students.
• Students will be familiar with and apply instructional strategies appropriate for specific content area subject matter.

EDU 631/EDU 632/EDU 733/EDU 734               Curriculum Development and Assessment 
In this course, students will evaluate current curriculum, investigate curricular frameworks, and align curriculum to teaching standards and academic standards.  Students will experience, investigate and implement various forms of assessment.  Students will design classroom curriculum that aligns curriculum and assessment for the purpose of improving PK-16 student learning.

   Objectives:

• Students will evaluate current curriculum and assessment practices.
• Students will improve their knowledge of academic content area.
• Students will align classroom curriculum and assessment with teaching standards and academic content standards.
• Students will collect and analyze evidence of PK-16 student learning and modify instruction as necessary.
• Students will utilize ongoing assessments to monitor and promote student learning and to guide curriculum development.
• Students will critique, identify and develop quality curriculum.

EDU 651/EDU 652/EDU 753/EDU 754                   Democracy, Diversity and Social Justice in Education 
In this course, students will examine social issues that influence the Learning Community, personal behavior, professional settings, and institutional systems. Issues explored will include (but will not be limited to) class, race, ethnicity, gender, sexual orientation, disabilities, and religion, as well as harassment and bullying.  Through this exploration, students will understand how social issues influence relationships in order to take action regarding equity and justice in the workplace.

   Objectives:

• Students will examine areas of diversity that influence the Learning Community and current professional settings.
• Students will examine reflectively the issues of diversity including, but not limited to class, race, ethnicity, gender, sexual orientation, disabilities, and religion.
• Students will promote issues of equity and justice. 
• Students will understand how diversity influences relationships at a personal and institutional level. Students will understand harassment and bullying.

EDU 611/EDU 612/EDU 713/EDU 714               Technology in Education
In this course, students will distinguish between informational and instructional technology.  They will be exposed to a variety of technology tools and software and gain practical technology skills.  Students will use a variety of online tools and programs to communicate and collaborate.  They will analyze and implement developmentally appropriate instructional technology in their workplace.  They will explore current technology and how it relates to the culture of PK-16 students.  Students will document competency related to student-created goals in a professional development portfolio.

   Objectives:

• Students will distinguish between informational technology and instructional technology.
• Students will be exposed to various informational and instructional technology tools and software.
• Students will be able to create, communicate and collaborate online.
• Students will explore the role of current technology and PK-16 student culture.
• Students will discover what technology is developmentally appropriate for their students.
• Students will critically choose when, where, and how to integrate technology within their classrooms.

EDU 661/EDU 662/EDU 763/EDU 764               Teacher Leadership
In this course, students will explore teacher leadership that strengthens professional practice.  They will reflect upon political issues and educational issues in developing their personal and professional identity.  Students will be challenged to demonstrate educational leadership beyond their own classroom.  Students will explore initiatives related to systems and trends that improve and contribute to learning.

   Objectives:

• Students will develop an awareness of and a means of utilizing their personal and professional identities.
• Students will share newly acquired skills and knowledge with others in the profession.
• Students will demonstrate leadership in the educational profession beyond teaching in their own classroom.
• Students will develop political awareness of educational issues.
• Students will develop an understanding of school systems.