Educational Studies Requirements

Courses in the Educational Studies department are offered for students pursuing teaching certification and students who have an academic interest in education. The Educational Studies department offers students several options: course work to earn teacher certification, an Educational Studies major or minor, or a combination of certification and a major or minor. Students also may take some courses in Educational Studies to meet the College's explorations or breadth requirements or as electives. Student teaching and clinical block (EDU 320) are restricted to students who are completing certification programs.

Communicating Plus: Educational Studies. The Communicating Plus Program at Ripon College emphasizes students' development of skills in four areas: written communication, oral communication, critical thinking and problem-solving. The major and minor in Educational Studies treat education as a social, political and intellectual process. To varying degrees, all the courses in Educational Studies address the development of skills and abilities in written and oral communication, critical thinking and problem-solving. However, the core set of courses taken by all students completing a major or minor in Educational Studies include special emphases on instruction and assessment in these areas. Departmental faculty regularly review this cluster of courses to insure that the Communicating Plus student learning goals are substantially addressed in them. In addition, the faculty has designed some assignments to carry over from one course to another to encourage the development of skills, abilities and sophistication of thinking over time.

Title II Report for Ripon College, submitted to the Department of Public Instruction during Spring semester of 2007. During the academic year 2005/2006, the Ripon College Educational Studies Department enrolled 186 students. During the fall and spring semesters, 29 students completed student teaching, 2 students qualified, but chose not, to student teach, and 7 did not meet or complete program requirements for student teaching. Of the 29 student teachers, 4 participated in the ACM Urban Education Program (UEP) in Chicago. The students were supervised by two ACM staff members. Eight student teachers chose to student teach at distances beyond the staff’s reach (one in Germany), and so hired their own college supervisors approved by the Educational Studies Department. Payment for supervisors is made to Ripon College, and then dispersed to the supervisor at the end of the teaching experience. Every student teacher was supervised 3 – 4 times in each of their two placements for a total of 7-8 supervisory visits. All 29 students successfully earned certification in their subjects and at their selected grade levels.

Educational Studies Major or Minor. The Educational Studies department and the Ripon College faculty have reasoned that education is a field of study independent of other disciplines. However, because of the liberal arts emphasis of the College and the philosophy of the department, it is argued that the social phenomenon of education is best understood in its relationship to another discipline. Therefore, each departmental program requires students to complete a major or minor in a discipline
outside education. It is not necessary to have a student teaching experience to understand the social institution of education; consequently, student teaching is not a requirement for the Educational Studies major or minor.

The Early Childhood Education Minor is designed for students who want to work in child care centers, preschool programs, and early childhood education programs. The minor, alone, does not qualify individuals for licensure through the Wisconsin Department of Public Instruction (DPI) or for teaching in most early childhood programs offered through public school districts.

Certification. Ripon College offers programs leading to certification at the early childhood through middle childhood (ages birth-11 years), middle childhood through early adolescence (ages 6-12/13), and early adolescence through late adolescence (ages 11-21) levels. Programs leading to K-12 certification in Foreign Language (French, German, and Spanish), Music, Physical Education, Physical Education and Health, and Theatre also are available. Students seeking certification will complete 1) the College’s exploration and breadth requirements (including specific requirements for certifiers), 2) a subject area major and/or minor, and 3) a sequence of professional courses in education and related fields. Early adolescence through adolescence and K-12 certifiers may opt to complete a teaching minor to add another field to the teaching certificate. Certification programs at Ripon meet standards set by the Wisconsin Department of Public Instruction (WI-DPI). Students who complete the requirements of a certification program are eligible for an initial Wisconsin teaching certificate. Certification requirements vary from state to state, but students who complete WI-DPI-approved programs at Ripon are usually able to obtain a teaching certificate in another state with very little difficulty.

Professional Development Portfolio: All students certifying at Ripon College are required to develop and present an electronic professional development portfolio at specific points in their programs. Portfolios include samples of classroom and clinical work chosen to demonstrate professional competence with respect to three sets of standards: 1) The 10 Wisconsin Teaching Standards, 2) 24 Ripon College Education Standards (outlined in the Teacher Education Handbook), and 3) The Wisconsin K-12 Model Academic Standards for the subject area/s and level/s of certification being sought.

Praxis I and II Tests: Students must earn passing scores in the Pre-Professional Skills Test (PPST) and the appropriate Praxis II content area exam for their certification
level and subjects. Information concerning the two exams is available in Todd Wehr 312 and on-line at the Educational Testing Service web site (ets.org).

General Education Requirements for Teacher Certification: Students completing teacher certification programs must complete course work in each of the following areas as part of their academic programs: written and oral communication, mathematics, fine arts, social studies, biological and physical sciences, and humanities (including literature), western and non-western history or contemporary culture.

Special Education: The Ripon College Educational Studies Department works in cooperation with the Special Education Department of the University of Wisconsin-Oshkosh to provide opportunities for students to acquire licensure in special education along with their regular education licensure. Students will usually begin to take course work at UW-Oshkosh during their junior year at Ripon College and should plan for a fifth year of study to complete the two programs. Students interested in this program should see their educational studies adviser before the beginning of the junior year.

Advising. With the exception of students seeking Physical Education certification,
students interested in teacher certification must have two academic advisers — one in the department of the academic major/minor and one in the Educational Studies Department. The departmental assistant, Susan Hill, works with new students to assign them to the appropriate educational studies adviser. Notices of advising assignments are sent out prior to the advising period each semester.

Requirements for Admission to the Teacher Education Program. Formal admission to the Educational Studies program is required of all certifiers and should be completed prior to enrollment in Educational Studies 320/Exercise Science 320 Clinical Block. To be approved for admission to the department, students must: 1) have a cumulative GPA of 2.5 or better; 2) earn passing scores on the Praxis I Pre-Professional Skills Test (PPST); 3) have taken and earned a grade of C or better in two of the department’s core courses (Educational Studies 190, 250, 260, and 270); 4) file a completed application for admission to the program; and 5) have earned a satisfactory review of their professional development portfolio.

Requirements for Approval for Student Teaching. Approval for student teaching is based on the following factors: 1) previous admission to the teacher education program; 2) a cumulative grade point average 2.75 or better; 3) passing scores on the appropriate Praxis II content area exam/s; 3) successful participation in 100 hours of clinical experiences; and 4) satisfactory review of the professional development portfolio by faculty in the teaching major/minor and educational studies. In addition, a formal application for student teaching must be filed with the Educational Studies Department by the Friday before mid-term break of the semester prior to student teaching.

Requirements for Approval for a Teaching License. Upon successful completion of student teaching, students may submit an application for licensure. Approval of these applications requires a full review of the student’s file, final review of the professional development portfolio, and receipt of all forms documenting the successful completion of all student teaching placements.

Teacher Education Handbooks. The standards and procedures for all program requirements
are detailed in the Teacher Education Handbook and the Student Teaching Handbook. These are available on the Ripon College Web site.

Post-Baccalaureate Teacher Education Program. Individuals who hold a bachelor’s degree from Ripon College or another institution may complete teacher certification at Ripon. Nontraditional students must submit a transcript for review by the chairs of the Educational Studies Department and the department of the teaching major. Based on analysis of this transcript, a program of study leading to certification will be developed. A GPA of 3.0 or above and passing scores on the Praxis PreProfessional Skills Test are requirements for entry into this program. All requirements specified above for approval for student teaching and certification apply to nontraditional students.

Student Teaching and Clinical Experiences. Each student enrolled in a certification
program at Ripon College will complete a minimum of 100 clock hours of approved
clinical experiences prior to student teaching. These hours will be completed in conjunction with courses in the certification curriculum.  Student teaching may be completed during the senior year or during a “ninth semester.” Student teaching is a full-day, full-semester experience following the semester calendar and daily schedule of the cooperating school district. Students enrolled
in student teaching may not enroll in other courses during that semester. All students must apply and be approved for student teaching before they can formally register for this course. See the Requirements section above for more information about this process.

Background Checks. Prior to their placement for the clinical block course (Educational
Studies/Exercise Science 320) and student teaching, students must give permission for the department to conduct a criminal background check using state and federal law enforcement data bases. Some schools and preschool programs may request permission to do their own background checks and may also require students to have a TB test prior to beginning a clinical or student teaching experience.

International Student Teaching. Ripon College allows students to complete their student teaching in an international placement through the Global Student Teaching program of the University of Minnesota at Morris. Information about this program is available from any Educational Studies faculty member.

Urban Student Teaching. Several options for student teaching in an urban school setting are available to Ripon College students. Educational Studies faculty members can help students make arrangements for such placements.

Ninth Semester Student Teaching Program. Ripon College has established a reduced tuition for students returning for a ninth semester to complete their student teaching. The ninth semester program should be considered by students who wish to complete a double major, a teaching major and minor, or an off-campus semester. Students must complete four full-time semesters at Ripon immediately prior to the student teaching semester to be eligible for this program.

Program Changes. The requirements for teacher certification specified in this catalog, the Teacher Education Handbook, the Student Teaching Handbook and other College and departmental publications are subject to change in response to mandates from the Wisconsin State Legislature or the Wisconsin DPI. Educational Studies Department faculty are able to advise students about the implications of such changes for their individual programs.

Requirements for an Early Childhood minor (non-certification). In addition to a major in another academic discipline, each student must complete education courses 235, 250, 270, 308, 315, 426, 435 and a 7-8 credit emphasis in math and science, language and literacy, or fine arts. Psychology 235 is recommended as a supporting course for this major.

Requirements for an Educational Studies major (emphasis in early childhood through middle childhood/ages birth-11): Each student must complete education courses 190, 235, 242, 250, 260, 270, 308, 315, 332, 337, 338, 341, 342, 346, 348, 412; and Exercise Science 241. To qualify for graduation from Ripon College, all students completing the EC/MC educational studies major also must complete a major or a 22-24 credit minor in an approved subject area. The minor must include a capstone experience approved by the faculty of the minor and the Educational Studies Department. No more than eight credits of course work in the minor may be at the 100 level.

Requirements for an Educational Studies major (emphasis in middle childhood through early adolescence education/ages 6-11/12): In addition to an approved major, each student must complete education courses 190, 240, 250, 260, 270, 308, 316, 332, 337, 338, 341, 342, 348, 412; Exercise Science 241.

Requirements for an Educational Studies minor (emphasis in early adolescence through adolescence education/ages 12-21): In addition to an approved major, each student must complete Educational Studies courses 190, 250, 260, 270, 311, 316, 344, 412; and the 401-402 course/s in their teaching major/s and minor/s.

Requirements for early childhood through middle childhood level certification (ages birth - 11/12): Students must complete the requirements described above for the EC/MC educational studies major, general education requirements for certification, an approved subject area major/minor, and Educational Stuides 320.  In addition, each student must qualify for and satisfactorily complete a semester of student teaching — Educational Studies courses 435, 441 and 471.

Requirements for middle childhood through early adolescence level certification (ages 6 - 12/13): Students must complete the requirements described above for the MC/EA educational studies major, general education requirements for certification, an approved subject area major and Educational Studies 320. In addition, each student must qualify for and satisfactorily complete a semester of student teaching — Educational Studies courses 441, 451 and 471.

Requirements for early adolescence through adolescence level certification (ages 11– 21): Students must complete the requirements described above for the EA/A educational studies minor, general education requirements for certification, an approved subject area major and Educational Studies 320.  In addition, each student must qualify for and satisfactorily complete a semester of student teaching — Educational Studies courses 451, 461 and 471.

Requirements for K-12 certification in music education: Students must complete general education requirements for certification, the requirements for a teaching major in Music, and the following Educational Studies courses 190, 250, 260, 270, 311, 320 and 412. In addition, each student must qualify for and satisfactorily complete a semester of student teaching — Educational Studies courses 421 and 471.

Requirements for K-12 certification in physical education: Students must complete general education requirements for certification, the requirements for a teaching major in Exercise Science, and the following Educational Studies courses 190, 250, 260, 270, 311 (health certifiers only) and 412. In addition, each student must satisfactorily complete Exercise Science 320 and a semester of student teaching — Educational Studies courses 431 and 471.

Courses

190. State Schools and Globalization (Kirchmeier)
Four credits. Offered both semesters. This course engages students in critical analysis of the functions, purposes and practices of schooling in American society. Students analyze the contradictory roles of schooling, both reproducing and changing the social structure and social relationships of society.  The evolution of schooling will be related to the development of modern local, state and national models of American government. Prerequisite: Second semester first year, or consent of the instructor.

235. Foundations of Early Childhood Education (Damm)
Three credits. Offered spring semester 2007. An introduction to the field of early childhood education. The course examines different theories of child development and learning, historical approaches to the education of young children, the development of early childhood education as a profession, and contemporary early childhood education programs in the United States and other countries. Field trips to child care facilities are a regular feature of this course.

242. Integrated Arts for Elementary Teachers (Katz)
Four Credits. Offered spring semester. A study of the theory and practice of integrating music, art, theatre and dance into early childhood, elementary and middle-level classrooms. Students will acquire basic skill sets required of each artistic discipline as well as compare various theories of imparting content in each area. Students will develop multiple lessons and projects that apply these concepts to teaching in curriculum areas such as reading, math, science, social studies and health.

250. Psychological Foundations of Education (Schulz)
Three credits. Offered both semesters. An examination of theories and principles of psychology as they apply to the teaching-learning process. Major course topics are human development, learning theory, classroom management, instructional techniques and assessment. This course includes a clinical experience.

260. Diversity in American Education (Katz)
Four credits. Offered both semesters. An exploration of the significance of race, ethnicity, gender, socioeconomic status and sexual preference in education. Students participate in exercises, presentations and simulations to learn how responses to individual and group differences can shape the teaching-learning process. All students intending to certify to teach must take the PPST during the course. Students also must submit for approval their application for admission into the teacher education program and their Professional Development Portfolio. This course includes a clinical experience. Prerequisite: Educational Studies 190 or 250.

270. Differentiated Instruction: Approaches for the Classroom (Schulz)
Three credits. An introduction to special education, including students with disabilities and English language learners. Students will study the professionally defined categories of exceptional learners, discuss policies and procedures for identifying and serving special needs children and youths, and practice strategies for adapting instruction to meet the needs of diverse learners. This course includes a clinical experience. Prerequisites: EDU 250 or permission of the instructor.

300. Departmental Studies (Staff)
One to three credits. Study of special topics in education. Topics are announced as courses are offered. Some topics may count toward the Global and Cultural Studies requirement.

308. Literature for Children and Young Adolescents (Williams)
Three credits. Offered spring semester. Survey and study of literature written for and read by children and young adolescents. Substantial reading in a variety of genres is required. Students will engage in critical evaluation of a wide range of texts. Prerequisite: Sophomore standing.

311. Literacy Development in Middle/Secondary Schools (Williams)
Four credits. Offered fall semester. A study of factors that influence adolescents' literacy development. Students will read and discuss case studies of adolescent literacy. Instructional techniques to enhance middle/secondary students' reading, thinking and writing abilities will be discussed. Reading and discussion of literature written for and read by adolescents is a significant component of the course. Prerequisite: Junior standing and Educational Studies 250.

314. Seminar on Classroom Management and Discipline (Jennings)
Two credits. Offered fall and spring semesters. A seminar designed to engage students in investigation into a variety of classroom management theories and approaches. Students will discuss case studies of classroom management issues and review scholarly articles and professional resource materials related to those cases. Members of the class will interview practicing teachers to learn about options available to classroom teachers to effectively create a climate conducive to learning for all students in an inclusive classroom.

315. Curriculum and Methods for Early Childhood Education (Damm)
Three credits. Offered spring semesters 2006, 2008. Based on the concept of developmentally appropriate practice, this course examines the curricula and methods used in child care settings and early childhood classrooms. Students develop resource files, learning centers and lesson plans. They complete a clinical experience and, based on that experience, prepare entries for their professional development portfolio. Prerequisite: Junior standing or permission of the instructor.

316. Middle School Education (Kirchmeier)
Two credits. Offered fall semester. A study of the distinguishing characteristics of education in a middle school setting. Major course topics include: 1) the developmental characteristics of young adolescent learners; 2) the history and organization of the middle school; and 3) teaching methods for the middle school setting. This course includes field trips to area schools. Prerequisite: Junior standing or permission of the instructor.

320. Clinical Block (Piernot/Staff)
Two credits. Offered both semesters. Observe classroom instruction, review materials, methods and planning for instruction and prepare and teach a variety of lessons. Students will spend four hours per week in an area classroom and one hour per week in an on-campus seminar. Campus supervisors will observe each student teaching at least twice during the semester. Enrollment is limited to students seeking teacher certification. Prerequisites: Junior status. Admission to the teacher education program, successful review of the professional development portfolio and criminal background check. Grading is Pass-Fail.

323. EC/MC Teaching: Social Studies (Kirchmeier)
Two credits. Offered fall semester. Study and practice of basic instructional techniques for teaching social studies in the early childhood and elementary school classrooms. Students will review a variety of social studies curricula, the Model Academic Standards, practice lesson and unit planning strategies, and participate in micro-teaching experiences. Includes three field trips. Prerequisite: Junior standing or permission of the instructor.

327. Education in Developing Countries (Kirchmeier)
Three credits. Offered fall semester. This course surveys the global phenomenon of the expansion of mass formal education (public schooling). The primary focus is on developing countries, with special emphases on Latin American and Africa. Topics include: competing theories of the causes, purpose and effects of schooling; the impact of global forces (globalization; Economic political and cultural) on education systems; varying models of schooling; and how factors of gender, race and class affect access to education. Prerequisite: EDU 190 and 260 or consent of the instructor.

337. EC/MC Teaching: Science and Health (Williams-Norton)
Three credits. Offered fall semester. Study and practice of basic techniques for teaching science and health in early childhood and elementary school classrooms. Students will review a variety of science/health curricula, practice lesson and unit planning strategies, organize a resource file, and participate in micro-teaching experiences. This course includes classroom participation. Prerequisite: Junior standing or permission of the instructor.

341. Language and Literacy Development: Reading (Williams)
Four credits. Offered fall semester. A study of children's oral and written language development with special emphasis on the development of reading skills and abilities during the preschool and elementary years. Students will examine reading curricula for young children, review basic phonics concepts, practice lesson and unit planning strategies, compile a resource file, complete a multifaceted assessment of a child's literacy development, and participate in a variety of micro-teaching experiences. Prerequisite: Junior standing or permission of the instructor.

342. Language and Literacy Development: Language Arts (Williams)
Four credits. Offered spring semester. A continuation of the study begun in Education 341. This course emphasizes the development of writing, oral communication and nonverbal communication during the preschool and elementary years. Students will examine language arts curricula, review basic grammatical concepts and consider how reading and language arts instruction can be most effectively integrated. Assignments and course activities are similar to those in Educational Studies 341. Attendance at the WSRA annual conference is a requirement of this course. Prerequisite: Junior standing or permission of the instructor.

344. Theory and Practice of Secondary School Teaching (Kirchmeier)
Three credits. Offered spring semester. Study of general principles and procedures for classroom teaching in middle and secondary schools. Topics include the history, curriculum and functions of middle and secondary education; curriculum development; unit and lesson planning; basic teaching strategies; evaluation and assessment; and classroom organization and management. Two field trips are required. Prerequisite: Previous or concurrent enrollment in the appropriate 401/402 methods course and junior standing or permission of the instructor..

346. Administration and Assessment of Early Childhood Education Programs (Steffen)
Two credits. Offered spring semester. A clinically based course in which students investigate the procedures and policies that govern early childhood programs and methods of assessing both children's learning and teacher/ program effectiveness. Students will examine the administrative structure of early childhood education and how it relates to families, other agencies, staff and children. They also will learn about assessment techniques and strategies used by early childhood professionals to evaluate children's learning and development, teaching effectiveness and program effectiveness. Prerequisite: Educational Studies 235 and junior standing.

348. Theories and Practices for Literacy Assessment (Williams)
Two credits. Offered spring semester. An examination of the theoretical basis for various literacy assessment tools and their use in the curriculum to identify patterns of students’ literacy development and appropriate instructional options to meet student learning needs. Students will practice using and interpreting the findings of several assessment instruments. Prerequisite: Educational Studies 311 or 341.

412. Philosophical and Social Issues in Education (Katz)
Three credits. A capstone experience for the sequence of professional education courses. This seminar will engage participants in study and discussion of current concerns in elementary, middle and secondary education and how these can be understood from various philosophical perspectives. Students will complete a senior project and present their work to the Ripon College community. Prerequisite: Senior standing or permission of the department chair.

425. Teaching Practicum: Early Childhood Education (Williams)
One to six credits. A capstone experience for the early childhood minor. This course is a supervised clinical experience in an early childhood educational setting. Working under the supervision of experienced staff, the student will assume responsibilities for teaching and program administration as agreed to by the agency and the supervising staff member at Ripon College. Prerequisite: Completion of course work and clinical experiences in the early childhood minor and approval by the faculty of the educational studies department.

Enrollment in Student Teaching is limited to those students who have been approved for Student Teaching by the faculty of the Educational Studies Department.

421. Student Teaching: Music (Dietrich)
Six or 12 credits.

431. Student Teaching: Physical Education (J. Johnson)
Six or 12 credits.

435. Student Teaching: Early Childhood (Williams)
Six credits.

441. Student Teaching: Elementary (Williams)
Six or 12 credits.

451. Student Teaching: Middle School (Katz)
Six credits.

461. Student Teaching: Secondary (Kirchmeier)
Six or 12 credits. Student teaching is a full-time, full-semester teaching experience that follows the daily time schedule and semester calendar of the district or school in which the student is working. All students must complete 12 credits of student teaching during the student teaching semester. Corequisite: Enrollment in Educational Studies 471. Grading is Pass-Fail.

471. Student Teaching Seminar (Katz/Staff)
One credit. Offered fall semester. A seminar devoted to discussion and analysis of student teaching experiences. The course also includes discussion of issues such as school administration, governance and finance, guidance services, teacher organizations, education for employment, drug and alcohol abuse, and preparation for a job search. Corequisite: Enrollment in student teaching. Grading is Pass-Fail.

480. Research Presentation (Staff)
One or two credits. A self-designed research project that addresses a specific aspect of the teaching-learning process in the grade and/or subject level the student is preparing to teach. The student is responsible for this project through all phases of its development to its presentation to the college community. Prerequisite: Approval of project topic and design by the faculty of the education department.

540. Independent Study (Staff)
One to four credits. Individual investigation of a topic or problem in education. Students are encouraged to pursue research that bridges education and their academic major. This course requires regular consultation with the instructor and the development of a research plan that includes the submission of a formal paper at the culmination of the study. Prerequisite: Consent of the department chair.

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