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Of PageIn his September 21, 2001, installation address to the University of Wisconsin Oshkosh community, Chancellor Richard C. Wells publicly recognized the critical role of the College of Education and Human Services (COEHS) as the vital link between the University’s noble roots and achieving the University’s future vision. He acknowledged in times of uncertainty “all of our social institutions must take center stage” and reminded the audience “universities like UW Oshkosh with noble Normal School roots have an established legacy. Our tradition is one of fulfilling very challenging and unmet social needs.”
Announcing, “We are ready to serve”, Chancellor Wells engaged the university community in the process of identifying strategic governing ideas for the future of UW Oshkosh. They identified a Mission “Serving People” and defined the Vision as “a national model as responsive, progressive, and scholarly public service community known for its accomplished record of engaging people and ideas for common good”. These statements are clearly compatible with the noble roots and future directions of COEHS. Achieving this vision is dependent upon the time, energy, talent, and resources of the candidates, faculty, staff, and partners of COEHS.
The importance of this connection is clearly seen in examining the history associated with the formation of the University. In his remarks, Chancellor Wells explained, “Normal Schools were created in service of public education…service in support of democracy. Normal School roots are nothing short of revolutionary. They changed the face of public education and higher education helping to bring about equality of opportunity for members of excluded groups. We represent a transformational force that helped shape our democracy. This is our legacy. This will also be continued.” With these origins and future directions, COEHS makes a significant contribution to UW Oshkosh.
SYSTEM: UW Oshkosh is one of twenty-six institutions that makeup the University of Wisconsin System. The System enrolls about 156,975 students distributed among two doctoral institutions, eleven comprehensive four-year universities in a non-doctoral cluster, thirteen two-year colleges, and statewide programs in the University of Wisconsin Extension.
Immediate governance of the UW System is statutorily granted to a Board of Regents, comprised of fourteen citizens and one UW student nominated by the State Governor and approved by the legislature, one representative of the Wisconsin Technical College System, and one representative of the Department of Public Instruction (DPI). In the past ten years, the Board has demonstrated its commitment to macro management with focus on broad policy direction; supported goals stressing quality over access; retained the commitment to program review processes; and supported the development of new academic programs; and shown a strong commitment to P-16 initiatives in supporting public education at all levels.
Mission: UW Oshkosh is bound by and committed to the System mission statement that addresses the development of human resources, acquisition and spreading of knowledge both within and beyond campus borders, development of sensitivities and expertise in students, and a sense of value and purpose; also inherent are methods of instruction, research, extended education, and public service designed to educate people and improve the human condition. Although UW Oshkosh shares this core mission, it adopted its own select mission as well.
Goals and Shared Principles: In 1993 a university-wide goal-setting exercise resulted in the acceptance of eleven goals and five shared principles. To carry out the mission of the University and to achieve the agreed upon goals requires all UW Oshkosh community members to understand and respect their mutual obligations. See summary in Figure 1 for further explanations of these and other level elements.
Planning Process: Since the development of the stated mission, goals, and shared principles, three significant events transpired: 1) COEHS initial accreditation visit from National Council for Accreditation of Teacher Education (NCATE) resulted in development of Conceptual Framework; 2) Dean Coballes-Vega engaged COEHS in a strategic planning process resulting in a redefined mission, vision, values, and directions; 3) the university community redefined the Institution mission, vision, and governing ideas.
INSTITUTION: UW Oshkosh is located in the city of Oshkosh (Winnebago County) and in the heart of the Fox River Valley, the fastest growing region in Wisconsin. Oshkosh (63,000), bordering Lake Winnebago, is one of a chain of cities with a combined population of close to one million people including the surrounding rural area. According to 2000 US Census Data, Winnebago County, population 156,763, is profiled as 95% of its residents as white. County diversity includes residents who are African American (1.1%), American Indian (.5%), Asian (.2%), Hispanic or Latino (2.0%), and Multi-racial (.9%). Situated in the near northwest section of the city, UW Oshkosh is a modern campus comprised of more than 35 buildings, arranged along a central mall and boulevard and bordered on the west by the Fox River.
Of the comprehensive universities, UW Oshkosh is the largest. During Fall 2001, a total of 10,777 students were enrolled in COEHS, College of Letters and Science (COLS), College of Business Administration, College of Nursing, Graduate School, and Division of Continuing Education. About 1370 baccalaureate and 335 master’s degrees are granted annually.
During the 2000-2001 academic year, leadership at UW Oshkosh changed. Richard C. Wells was appointed Chancellor Fall 2000; Keith T. Miller appointed Provost and Vice Chancellor Fall 2001. Additional changes in the administrative structure are reflected in the Administrative Organizational Chart referenced in the Overview Notebook on site
UNIT: The College has a strong tradition in public post-secondary education. The COEHS Legacy started with the initial application to become the third teacher training institution. Oshkosh Normal School became official in 1871 with George Albee as first president and Rose Swart as teacher in the primary department. The Bachelor of Education Degree, a four-year curriculum, was implemented (1926) and Graduate Education to follow three decades later. The COEHS Planning Committee established in 1986 these six departments: Counselor Education, Curriculum and Instruction, Educational Foundations, Human Services and Professional Leadership (HSPL), Reading Education, and Special Education.
Initial Preparation Program
The Professional Education Program (PEP) encompasses the initial preparation
program in COEHS. While designed to provide an undergraduate degree in four
years, it encourages a fifth year of graduate study leading to licensure. This
design addresses the concerns of the field by intensifying high performance
standards, strengthening liberal arts and professional education requirements,
extending field experiences, tightening candidate assessment throughout the
program, and providing additional licensure alternatives.
A major in education can lead to Bachelor degrees of Science in Education, Music Education, or Fine Arts. PEP offers seven majors: Elementary Education, English as a Second Language (ESL), Broadfield Natural Science, Broadfield Social Science, Special Education Cross Categorical, Dual Elementary 1-6 and Special Education Cross Categorical, and Dual Early Childhood P-3 and Special Education Birth through Age 8. Candidates seeking licensure at the secondary level (early adolescent to adolescent) must major in a content field. PEP offers licensure opportunity in over forty areas. In addition it offers minors in eight areas: Elementary Language Arts, Elementary Social Science, Elementary Science, Library Science, Reading, ESL, and Bilingual Education (Spanish or Hmong). Departments within COLS offer additional licensable minors.
Advanced Preparation Programs
Master of Science in Education (MSE) – Counseling: The
Counseling Graduate Program prepares counselors for schools K-12, for higher
education settings, and for community counseling agencies. Three emphases –
community, school counselor, and student development in higher education –
are offered and were accredited since 1992 by the Council for Accreditation
of Counseling and Related Educational Programs (CACREP). In accordance with
CACREP standards, the curriculum is based on eight common core areas and clinical
courses: Professional Identity, Social and Cultural Diversity, Human Growth
and Development, Career Development, Helping Relationships, Group Work, Assessment,
and Research and Program Evaluation. All candidates are required to complete
the core curriculum, six credits of emphasis-specific course work, an eleven-credit
clinical sequence, and three credits in either chemical dependency or family
counseling. A thesis is not required; however candidates may elect a thesis
option within the program.
Master of Science in Education – Curriculum and Instruction: This program provides licensed teachers with the opportunity to expand their knowledge of teaching and education by offering a strong curriculum basis in various subject areas for interpreting and formulating educational research, engaging in scholarly writing, and expanding professional knowledge, but does not offer preparation for any advanced licenses. The 36-credit program is comprised of twelve core credits, six foundation credits, an elective, and teaching emphases courses. Non-licensure is available for those interested in improving their teaching when their needs are not met by other teaching emphases. Licensure requires enrollment and successful completion of the practicum within two years of completing their course work. Candidates may elect to pursue ESL/Bilingual/Bicultural Education licensure or add licensures for other age levels with the required credits applicable to the MSE degree.
Master of Science (MS) – Educational Leadership: Educational Leadership prepares professionals for leadership and change-agent roles in various educational and helping settings while providing wide latitude in student/advisor program planning. Candidates select from a variety of prescriptive emphases such as library/media certification, technology, supervision, and curriculum. The program is comprised of core courses, emphases, electives, and culminating experience. Half of these 36 credits are designated to core courses: Supervision of Instruction, Educational Research, Organization and Administration of Educational Systems, Curriculum for Leaders, and Multicultural Education for Leaders. Candidates take remaining program credits in courses more pertinent to their own unique settings and/or career ambitions. A capstone and comprehensive semester is required as part of Seminar; however, the option of writing a thesis in place of Seminar exists. Enrollment for the comprehensive exam is required. Licensure options are Director of Instruction and Instructional Library Media Specialist or Supervisor. In addition, the department developed an articulation agreement with UW Sheboygan, a two-year campus, to offer this program at their site. Initiated in Spring 2001 and specifically targeting licensed teachers, the program models the use of a learning community approach. Department faculty primarily teach the courses and the Program Director has reassigned time to assist candidates.
Master of Science in Education – Reading: The Department of Reading Education offers a MSE providing certified teachers with the opportunity to develop expertise in literacy education. The 36-credit program is designed for those who wish to be licensed as reading teachers (MSE completion not required) or who wish to prepare for service as reading specialists (MSE required). The department also holds the entitlement for a cooperative MSE with UW Green Bay. Plans of study include Reading Education and Graduate Achievement Program (GAP Reading Education). Twenty-four core course credits are required with an additional three to six credits for those in the thesis option; electives fill the remaining needed credits. Candidates may elect to complete a thesis or not. The GAP in Reading is a 15-hour post-graduate program allowing teachers with a master’s degree in education to do advanced graduate work in an individualized program to meet specific educational needs or goals.
Master of Science in Education – Special Education: This program, designed to provide a master’s degree, includes teaching licensure in the elective portion of the program. Three elective emphases in combination with the MSE degree are offered: 1) Non-licensure/Degree only; 2) Cross Categorical Special Education Licensure: Middle Childhood through Early Adolescence; and 3) Early Childhood Special Education. Culminating experience choices are Thesis or Field Report. Fifteen credits are required course work and 15 are electives; at least one half of the minimum 30 graduate credits are required from graduate-only courses. Majority of candidates pursue licenses as their primary objective; however, candidates may choose the non-licensure option, designed to meet the needs of professionals in related fields or those not seeking additional licensure.
Ancillary Programs
In addition to the six departments previously identified, COEHS has a number
of ancillary programs (Figure 3). Three community outreach programs are Head
Start, Center for Career Development and Employability Training (CCDET), and
Continuing Education (CE) and Outreach. A coordinator serves as college liaison
with the UW Oshkosh Division of CE and Extension. Providing university-wide
support for students are Reading Study Center and Project Success. The Educational
Media Collection (EMC) and Cooperative Educational Service Agency (CESA) 6 Media
Center (CMC) are instructional support services for the Departments of Reading
and/or Special Education. Fox Valley Writing Project (FVWP) provides assistance
with the development of writing for teachers on- and off-campus.
