B. The Unit
1. How many candidates are enrolled in
programs preparing them to work in P-12 schools? (Update the data from the most
recent AACTE/NCATE annual report.)
The College of Education prepares the largest number of
initially licensed teachers in Wisconsin among 33 institutions. Our most recent AACTE/NCATE (PEDS) report
(2006) states that (including non-education degree students seeking initial
licensure students):
| Full Time Students | Part Time Students | Total Students | |
| Education Major (undergraduate) | 1102 | 72 | 1174 |
| Education Major (graduate) | 91 | 256 | 347 |
| Total Students | 1193 | 328 | 1521 |
2. What is the size of the professional education faculty, including graduate assistants? How many of them are full-time, and part time? How many graduate assistants teach education courses? What do the data in Table 1 tell the unit about its faculty?(Complete Table 1).
Table 1
Professional Education Faculty and Graduate Teaching Assistants
| Academic Rank | # of faculty who are full-time in the unit | # of faculty who are full-time in the institution, but part-time in the unit | # of faculty who are part-time at the institution (often called adjunct faculty) | # of graduate teaching assistants teaching or supervising clinical practice |
| Professors | 15 | 1 | 0 | 0 |
| Associate Professors | 27 | 4 | 1 | 0 |
| Assistant Professors | 17 | 2 | 0 | 0 |
| Instr./Superv. | 9 | 22 | 29 | 0 |
| Lecturers | 0 | 0 | 0 | 0 |
| Other | 0 | 0 | 0 | 0 |
| TOTAL | 68 | 29 | 30 | 0 |
The unit employs 127 professional education faculty to teach and administer our programs. We do not employ graduate students to teach courses or supervise students. More than half of the professional education faculty are employed full time by the unit and the other half are split between those who work full time for the university and those who are part time employees. Of those employed full time in the unit, 87% have a doctorate.
3. What programs are offered for the preparation of teachers
for the first license to teach? What do the data in Table 2 tell the unit about
its initial teacher preparation programs? (Complete Table 2.)
Table 2
Initial Teacher Preparation* Programs and their Review Status
| Program Name | Award Level (e.g., Bachelor’s or Master’s) | Number of Candidates Enrolled or Admitted | Agency or Association Reviewing Programs (e.g., State or NAEYC) | Program Report Submitted for Review (Yes/No) | State Approval Status (e.g., approved or provisional) | National Recognition Status by NCATE** |
| EC/MC | BSE | 99 | State | Yes | A | N/A |
| MC/EA | BSE | 639 | State | Yes | A | N/A |
| EA/AEnglish | BSE | 115 | State | Yes | A | N/A |
| EA/AMathematics | BSE | 75 | State | Yes | A | N/A |
| EA/ASocial Sciences | BSE | 160 | State | Yes | A | N/A |
| EA/AScience | BSE | 46 | State | Yes | A | N/A |
| EC/AArt Education | BSE | 51 | State | Yes | A | N/A |
| EC/ABusiness Marketing Education | BSE | 45 | State | Yes | A | N/A |
| EC/AForeign Language | BSE | 33 | State | Yes | A | N/A |
| EC/ATheatre | BSE | 9 | State | Yes | A | N/A |
| EC/APhysical Education | BSE | 225 | State | Yes | A | N/A |
| EC/AMusic Education | BM | 112 | State | Yes | A | N/A |
| MC/EA & EA/ACross Categorical: Behavior Disorders, Learning Disabilities Emphasis | BSE | 83 | CEC/State | Yes | A | Recognized |
| MC/EA & EA/ACross Categorical: Disabilities Emphasis | BSE | 84 | CEC/State | Yes | A | Recognized |
| ECDual License Early Childhood & Special Education | BSE | 154 | NAEYC/State | Yes | A | Recognized with Condition |
*NCATE’s definition of initial teacher preparation differs with the definitions used by some states. For NCATE reviews, use NCATE’s definition in the glossary of the standards book.
**Responses in this column include: nationally recognized, recognized with conditions, not recognized, in process, revised report submitted, and not applicable (NA).
Table 2 shows that the College of Education has a broad, comprehensive offering of initial teacher education licensure programs. All of our programs are approved by the Wisconsin Department of Public Instruction and three of our programs have achieved national recognition/approval by their SPA. While the Dual Licensure Early Childhood program has been recognized with conditions by NAEYC, it has achieved full approval status by our state. They are currently amending their report to become fully approved.
4. What programs are offered for the advanced preparation of licensed teachers and other school professionals? What do the data in Table 3 tell the unit about its advanced programs? (Complete Table 3.)
Table 3
Advanced Preparation* Programs and their Review Status
| Program Name | Award Level (e.g., Bachelor’s or Master’s) | Number of Candidates Enrolled or Admitted | Agency or Association Reviewing Programs (e.g., State or NAEYC) | Program Report Submitted for Review (Yes/No) | State Approval Status (e.g., approved or provisional) | National Recognition Status by NCATE** |
| MC/EA & EA/ACross Categorical: Learning Disabilities Emphasis | MSE | 275 | CEC/State | Yes | A | Recognized |
| EC/ACommunication Sciences & Disorders | MS | 110 | CAA/State | Yes | A | N/A |
| EC/ACounselor Education | MS | 369 | CACREP/State | Yes | A | N/A |
| EC/AInformation, Technology & Libraries | MSE | 7 | State | Yes | A | N/A |
| EC/AReading | MSE | 66 | State | Yes | A | N/A |
| EC/ASchool Business Management | MSE | 158 | State | Yes | A | N/A |
| EC/ASchool Psychology | MSE | 97 | NASP/State | Yes | A | Recognized |
*NCATE’s definition of initial teacher preparation differs with the definitions used by some states. For NCATE reviews, use NCATE’s definition in the glossary of the standards book.
**Responses in this column include: nationally recognized, recognized with conditions, not recognized, in process, revised report submitted, and not applicable (NA).
Table 3 shows that the College of Education has a broad, comprehensive offering of advanced teacher education licensure programs. All of our programs are approved by the Wisconsin Department of Public Instruction and four of our programs have achieved national recognition/approval by their SPA. While not required by the State, all advanced programs who have sought SPA approval have been fully granted this recognition without conditions.
5. What programs are offered off-campus
or via distance learning technologies? What alternate route programs are
offered?
At present, we offer no full programs off-site. We have completed some advanced program work
in the Racine/Kenosha area (ESL/Bilingual) and are currently working on setting
up student teaching centers in Waukesha, Wisconsin and Rockford, Illinois. Many
of our courses are offered in a hybrid format and one new add-on licensure
program (Alternative Education) is offered completely online. In addition, the
Graduate Transition Certificate Program and portions of the Autism Certificate
Program from the Department of Special Education are online.
6. (Continuing Visits Only) What substantive changes have taken place in the unit since
the last visit (e.g., added/dropped programs/degrees; significant
increase/decrease in enrollment; major reorganization of the unit, etc.)?
(These changes could be compiled from those reported in Part C of the
AACTE/NCATE annual reports since the last visit.)
There have been few major changes since the last NCATE/DPI
accreditation visit. We have completed
three constituent surveys (two alumni and one employer), created a student
disposition assessment, and started tracking diversity status of schools for
student placements. In addition, the Department of Special Education has
adopted the cross-categorical framework for teacher licensure with three
licensure models. Undergraduate licensure models allow for Cross Categorical
with a specialization in Learning Disabilities and Emotional Disorders or Cross
Categorical with Cognitive Disability emphasis. Graduate licensure in Cross Categorical includes the learning disability
emphasis.
