Amended September 2008
Amended September 2009
Amended September 2010
Amended September 2011
Amended September 2012
Amended November 2013
Amended November 2014
Amended December 2015
Amended February 2016
UW OSHKOSH ACADEMIC PROGRAM PLAN
As one of the seven key operational plans for the University of Wisconsin Oshkosh campus, the goal of
the Academic Program Plan is to provide an overview of existing academic structures, identify academic
planning needs and assumptions, and develop new academic program priorities. The plan will also
document curricular reform efforts and retention strategies and initiatives that support the principles of
Inclusive Excellence. This document is meant to serve as a guide to conducting a widespread review of
academic programs that will include students, faculty, academic staff and administrators.
Assessment of Plan
This plan serves as the foundation for the annual review process that will facilitate assessment of
progress toward priorities and future planning. The entire plan is reviewed on a four-year cycle and
annual updates are submitted to the Chancellor. During the 2009-2010 year, administrators as well as
faculty, academic staff, and student governance groups reviewed a revised plan. A faculty group also
reviewed the plan for the integration of the principles of Inclusive Excellence. Annual reviews will focus
on the existing academic structure, academic program inventory, and academic planning needs and
planning priorities developed over the course of the year.
Academic Structure The College of Business (COB) comprises of six academic discipline departments, an Office of
Undergraduate Programs, and an Office of MBA programs. College leadership is provided the Dean, an
Associate Dean, and six department chairs, which make up the College of Business Administrative
Council. Across disciplines, Undergraduate and Graduate Faculty Program Committees, chaired
respectively by an elected representative on the committees, provide academic program leadership. The
College also has center directors who provide outreach leadership jointly with the Dean including
the Center for Entrepreneurship and Innovation, the Center for Insurance and Risk Management,
the Small Business Development Center, the Wisconsin Family Business Forum, and the Center for
Sustainable Enterprise. Other formal leadership roles include a College Business Manager, Technology
Director, MBA Director, Undergraduate Programs Director, Student Professional Development
Director, Communications and Marketing Director, and a Development and Alumni Relations
Director. Various additional staff members, administrative assistants, and student workers support the
College's operations.
The College of Education and Human Services (COEHS) is directed by a Dean, one Assistant Dean and
is organized into seven academic departments (Literacy and Language, Professional Counseling,
Teaching and Learning, Special and Early Childhood Education, Human Services Leadership, Human
Kinetics and Health Education, and Educational Leadership and Policy). Support divisions that are not
involved in teacher education include the Reading Studies Center and Project Success along with several
divisions of support staff located within the Dean's suite including the Field Experience Office, the
Professional Education Program Office (PEP), Alternative Careers in Teaching (ACT!), the Center for
Additional Teaching Licenses, the Grants Office, K-12 Outreach, and the Office of Web & Social
Media.
The College of Letters and Science (COLS) is directed by a dean and three associate deans, and is
comprised of the Fine and Performing Arts, Humanities, Math/Science, and Social Science Divisions.
Within these divisions are 31 departments and six non-departmental programs, which combine to offer
more than 50 majors, minors and emphases. The College also provides leadership and oversight to
several other programs, including the Cooperative Academic Partnership Program (CAPP), Science,
Technology, Engineering and Mathematics (STEM) Center, and the UW System Women and Science
Program. Each unit within the College has support personnel to provide administrative assistance.
Finally, the College of Nursing (CON) is directed by a Dean, three Directors/Assistant Deans (Graduate
Programs, Undergraduate Program and Research and Evaluation) and receives support from 4 program
assistants, 1 support staff, and 1 administrative assistant. The staff of the Living Healthy Community
Clinic is supervised by a clinic manager and operates under the direction of the CON Dean and
community partners.
Data related to faculty and instructional academic staff will be available in the Data Book for Planning
Fall 2016 found on the Office of Institutional Research website.
In addition to the Colleges, several administrative units are vital to the success of our academic
programs and student outcomes. Details on the following programs can be found in the Yearly Update
By Areas:
1. The Division of Lifelong Learning and Community Engagement at the University of Wisconsin
Oshkosh are comprised of four units: Adult Student Resources, Program Advising, Professional
and Personal Development, and Adult Online Degree and Certificate Programs. The division
provides campus-wide leadership for off-campus credit and non-credit programs; development
of new online and hybrid degree programs and majors for working adults; partnerships with
business/industry, community and technical colleges; on and off-campus access and services for
adult nontraditional students; graduation project for assisting UW Oshkosh student stop-outs to
re-enter and complete their baccalaureate and associate degrees; and expanded university
outreach across the state, region, nation.
2. Graduate education at UW Oshkosh represents all four Colleges through 19 master’s programs,
one professional doctorate in Nursing, and 19 graduate certificate programs. Three of the
graduate degree programs are available cooperatively/collaboratively through five other UW
institutions and one UW College.
3. The University Studies Program, a 41-credit general education program, introduces UW
Oshkosh students to the opportunities of university life and the goals of a Liberal Education.
Students participate in learning communities and courses designed to build intellectual curiosity
and to lay the foundation for lifelong intellectual development and global citizenship. The
program is structured around three interconnected areas: quest/explore/connect.
4. The Center for Excellence in Teaching and Learning offers a variety of professional
development activities to assist faculty members by offering events, tools and resources focused
on intellectually rigorous investigation and integration of research into practice.
5. The University supports research, teaching, and the professional development of teacher/scholars
through its Office of Grants and Faculty Development. This office incorporates the university’s
unique Faculty Development Fund with other support services to enhance teaching, research
development, student research, grant seeking, and research administration and compliance.
6. The Undergraduate Advising Resource Center, in partnership with the campus community, seeks
to empower students to articulate and achieve their personal, educational and career goals.
2
Advisors work with students to explore goals, values, abilities, interests and limitations; explore
career goals; select and design an academic major that supports those goals; and, select
appropriate courses. Advisors work with faculty to help departments organize and design their
advising process and provide accurate information and conceptual support for faculty advisors.
7. Polk Library supports the curricular and research needs of the University by providing reliable
information and real service that is available 24/7. It provides access to books, videos, print
periodicals, archival materials and many forms of electronic information, such as full text
periodical articles, electronic books and more. Computer facilities within the library include
workstations in Polk 101, and a general computer access lab is located in Polk 118 for other
computer needs.
8. The Center for Academic Support of Inclusive Excellence) is a one-stop, student support center,
serving the needs of underserved students. The CASIE includes Multicultural Retention
Programs, Multicultural Education Center, Pre-College Programs and Student Support Services.
9. The UW Oshkosh Office of International Education (OIE) is responsible for providing
international students and visiting scholars with immigration services, advising, and campus and
community programming and for providing UW Oshkosh faculty, staff and students with
services related to educational study abroad opportunities and educational exchanges. The Office
of International Education works with faculty leading study abroad programs to promote shortterm programs to community members.
10. The University Honors Program (UHP) is designed to challenge UW Oshkosh’s best students to
be critical thinkers, problem solvers, and community leaders through a special curriculum, cocurricular opportunities, and a supportive community. It is a program open to students pursuing
any major in any of the campus’s four colleges. The faculty members who teach in the UHP
meet specific standards regarding teaching effectiveness and professional activity established by
the University Honors Council.
11. The Women's Center endeavors to become a vital force to ensure that all women on campus and
in the community fulfill their potential while also supporting an awareness that men and women
can work, play and live together based on mutual respect and an understanding of gender
differences, differences of race, ethnicity, sexuality, and class.
12. The LGBTQ Resource Center's mission is to identify and respond to the concerns and needs of
LGBTQ students, faculty, staff, and allies; to provide high-quality support services that
contribute to the academic and personal growth of LGBTQ students, faculty, staff, and allies;
and to offer a safe, supportive and welcoming environment for LGBTQ people and their allies.
13. The Division of Information Technology includes three units: Academic Computing,
Administrative Computing & Networking, and Learning Technology. The Division supports all
computer applications, services and systems associated with technology across the campus.
14. The Office of Institutional Research is responsible for the collection, analysis, interpretation and
dissemination of accurate and timely information on all aspects of the university in support of
institutional decision-making, planning and reporting.
15. Inclusive Excellence is the umbrella framework under which the UW System and its institutions
will move forward in coming years to strategically address equity, diversity and inclusion. The
central premise of Inclusive Excellence holds that UW System colleges and universities need to
intentionally integrate their diversity efforts into the core aspects of their institutions—including
academic priorities, leadership, quality improvement initiatives, decision-making, day-to-day
operations, and organizational cultures—in order to maximize their success.
16. The Center for Academic Resources (CAR) is funded by Differential Tuition and provides
tutoring and Supplemental Instruction for undergraduate students in gateway courses.
Programming decisions are linked to data from the Equity Score Card. Several new learning
assistance services are through CAR, which is located in the Student Success Center.
3
Curriculum Structure and Program Array
Faculty members have the formal responsibility to ensure and maintain the quality and academic rigor of
all academic programs. The University’s current array of undergraduate programs has the following
distribution of majors and minors among the four colleges: COB (9 majors/6 minors and 15 emphases);
COEHS (10 majors/12 minors); COLS (45 majors/44 minors); and CON (3 major/ with two unique
options that lead to the BSN degree: Traditional, Accelerated and Collaborative Nursing Program called
the BSN@Home program. The College of Nursing offers two graduate degrees (MSN and DNP), the
College of Business offers2, the College of Education and Human Services offers 7 and the College of
Letters and Sciences offers8. Within the COLS, 8 undergraduate programs are interdisciplinary in
nature. Within the Provost’s area, the Division of Lifelong Learning and Community Engagement offers
two interdisciplinary degree programs, the Bachelor of Liberal Studies (1 major and 2 emphasis areas in
Organizational Administration and Leadership Development) and the Bachelor of Applied Studies with
majors in Fire and Emergency Response Management and in Leadership and Organizational
Development with an additional emphases in Aviation Management and Public Safety. See Appendix 1
for a listing of majors, minors, graduate, professional, and interdisciplinary programs and Appendix 2
for a summary of graduate and certificate programs.
The University, led by the faculty and input from other relevant campus personnel, examines the
program array through the program approval and review processes to see what new programs and
emphases are needed to meet the needs of current and prospective students. Additional opportunities for
growth are supported through the funding of the UW System “Growth Agenda Initiative.” This initiative
provides the university with opportunities to create urgently needed new programs to meet the critical
need for a more highly educated workforce.
Academic Planning Needs and Assumptions
In developing this Academic Program Plan several assumptions are being made.
1. The high school graduate pool (statewide and in 6 primary feeder counties) is expected to decline
in projections to the year 2018. In contrast, the number of students of Asian, African American,
American Indian, and Latino descent graduating statewide in the primary feeder counties will
increase. In these counties, the graduation of students of color will increase dramatically over the
next few years. With the implementation of Inclusive Excellence on the UW system campuses
along with the increase of the student of color population in contrast to the majority population,
there will be increased competition among UW institutions to attract students of color from
across the state.
2. The data from the Equity Score Card, the Give Students a Compass Project and the WI Transfer
Equity Study and Inclusive Excellence goals for retention of underserved students all indicate
that there will need to be improvements in retention rates, particularly of first-year and minority
students. In addition, Inclusive Excellence goals suggest that there will need to be broad-based
curriculum infusion of multicultural issues. The forms of support for multicultural students
aimed at increasing the success of these students must be diverse and attuned to the specific
needs of underserved, students with disabilities, LGBTQ, poor and working-class, and women
students. The hiring of multicultural faculty and staff who themselves reflect the diversity in the
student population must be at the forefront of IE efforts.
3. Demand for higher education among the workforce continues to grow but this growth will not
necessarily be in our traditional undergraduate degree programs. There are several opportunities
for growth in graduate, STEM, adult, nontraditional student and off campus enrollment
including: the BAS in Fire and Emergency Management and in Leadership and Organizational
Studies with new Aviation Management and Public Safety emphases; increased degree
completion options for working adults who are graduates of associate degree programs, and
conversion and delivery of selected majors to working adults in nontraditional format (e.g., off4
4.
5.
6.
7.
8.
campus accelerated, hybrid, and on-line). To meet this need, the University offers collaborative
degrees such as the MS in Sustainable Leadership and three Engineering Technology majors in
Environmental, Mechanical and Electronic Engineering Technology.
Due to budget constraints and decreases in resources, reductions of support and service may
continue to occur in both academic departments and administrative offices. A commitment to
Inclusive Excellence promotes re-assessing and re-prioritizing current resources in order to make
diversity central to the campus mission.
As a result of the University Studies Program, programs reviewed how they support the essential
learning outcomes and created new courses or course revisions.
The strategic expansion of graduate level programs across the colleges is under consideration.
The university recognizes the value of participating in high impact practices as a way to support
retention and success of underserved students.
Growth Agenda goals focus on increasing the number of degrees by the year 2025.
Academic Programming Priorities
The four Colleges of the University, as a result of the strategic planning process, identified four strategic
initiatives that their individual plans and mission have in common. The four initiatives allow crosscollege activities while maintaining the distinctive character of each College’s faculty, staff, students
and curriculum. Academic program planning should be clearly tied to these cross-college initiatives.
Engaged Learning
Each of the Colleges is committed to providing an environment of engaged learning, one in which
faculty and academic staff include students as partners in the learning and discovery process. Classroom
and out of the classroom experiences will increasingly focus on student-centered education through high
impact practices that demonstrate underlying theoretical constructs, service learning, advising,
internships, project-based classes, student teaching, undergraduate research and scholarship
collaborative research and open-ended laboratory exercises. Greater attention to out of classroom high
impact practices such as advising, student life, student affairs and athletics will promote the university
wide learning outcomes and will increase student engagement. In keeping with the principles of
Inclusive Excellence, learning will involve engagement with real-life problems and address issues of
diversity. Engaged learning should involve collaboration with diverse communities such as ethnic and
racial communities as well as LGBTQ communities.
Globalization and Diversity
The University Studies program includes a requirement for all students to take required courses to
promote global citizenship. In addition, all four Colleges recognize the importance of having a global
perspective: an understanding of countries and cultures beyond the borders of the United States as well
as an appreciation of the diverse cultures resident in our country. The Colleges are committed to
enhancing opportunities for faculty, instructional academic staff and students to travel to other countries,
and to culturally diverse portions of our own country, to conduct research and study. As well, they are
committed to finding new ways to bring issues of globalization into their classrooms on campus. As
indicated in the UW System’s Inclusive Excellence initiative, the Colleges and University as a whole
must continue to pursue their goal of creating a campus environment that will increase the recruitment,
retention and graduation of underserved students. They should also expand their efforts to enrich the
curriculum and faculty so that cultural diversity becomes a prominent and pervasive trait campus-wide.
Community Engagement
The University has had a long history of working with the community. The university takes pride in the
service they provide to the region but recognize that with ever-changing social and economic conditions,
more can be done to assist state, local, public and private entities in achieving goals that benefit the
common good. The Colleges are committed to developing outreach activities that engage multicultural
communities in the area as well as encouraging individual faculty members and students to provide
5
services and expertise (e.g., water quality studies, service on boards of directors of not-for-profit
organizations, student internships in various community organizations) and to organize educational
events aimed at our community. The Division of Lifelong Learning and Community Engagement is also
committed to providing support service to the Colleges in the development of outreach activities and to
delivering courses and programs off campus in response to the needs of employers and organizations in
the community. In addition, LLCE’s office of Professional and Personal Development involves
community members in program planning efforts. It is important to document and assess the impact
faculty and academic staff members have on the community. Lastly, the University Studies Program
provides all students with community based learning experiences where students engage with alumni
mentors in learning experiences.
High Impact Practices
All students are able to participate in a wide range of high impact practices throughout the
undergraduate experience. The University Studies Program (USP) provides students with a common
intellectual experience that also embraces the traditional breadth of a liberal arts education to prepare
them for the challenges of work, for an engaged citizenry and for a meaningful and satisfying life.
Throughout the program, students participate in small learning communities, as disciplinary courses are
paired with writing and speaking courses in the first two semesters. Students participate in a community
engagement project as a part of the USP. The Connect course is designed for students to integrate and
synthesize knowledge from their Quest and Explore experiences in an advanced writing course that
synthesizes all three Signature Questions. Through coordinated learning experiences, students explore
their responsibilities as educated citizens in today’s world. Lastly, students complete their majors with a
capstone experience, designed to allow students to integrate their learning and apply their knowledge
and skills in authentic learning situations.
Inclusive Excellence
The Colleges recognize that diversity is integral to learning. The university is committed to increasing
the diversity of the student population, In turn; it acknowledges that students’ success will depend on the
diversity of faculty and staff being reflective of the diversity within the student population. In turn, the
Colleges promote diversity by making diversity central to the curriculum and encouraging curriculum
infusion of multicultural issues. Resources award departments and faculty and staff who have
contributed significant gains in inclusion to the colleges. All departments are encouraged to show
progress in curriculum infusion as well as inclusion of diverse students, faculty and staff.
Campus Challenges
Six campus challenges in making progress toward the cross-college strategic initiatives have been
identified.
Changing Student Profile: Implications for Recruitment, Retention, Mix
The first challenge concerns the changing student profile resulting from: 1) competitive pressures from
other UW campuses; and 2) demographic demands (a slightly smaller pool of high school students from
the counties that currently supply most of our students, a declining number of majority students, and an
increasing number of students of color).
The university seeks to develop an increasing high quality core student body. Admissions figures
demonstrate an academically strengthened student body and our incoming student profile is the fourth
highest in the UW system. In order to recruit additional students of color, the university must be much
more intentional in its recruitment plan for these populations. The university also seeks to recruit and
retain students of color and other underserved student populations. Retention of underserved students
remains an issue and numerous initiatives are underway to support student success. The university needs
to examine what is being done to address the unique challenges of underserved student populations in
order to increase the retention and success rates of these students. The growing need for professional and
6
personal development learning opportunities, certificates of specialization and baccalaureate and master
degree completion opportunities among working adults will increasingly be a factors in the student mix.
We can anticipate a larger proportion of nontraditional learners in the undergraduate and graduate
student population.
Changing Faculty Profile: Implications for Recruitment, Retention, and Mix
Several trends have implications for the Faculty and Academic Staff profile. The recruitment and
retention of a diverse faculty and academic staff at the university remains a challenge. Specific efforts to
increase the diversity of the staff are essential for the creation of a more inclusive campus climate.
Maintaining competitive salaries, professional development funds, and student quality are key issues in
ensuring healthy morale among faculty of all the Colleges and retention of a diverse high-performing
faculty. Budget cuts, rather than programmatic needs, have driven increases in the percentage of courses
taught by instructional academic staff. The University is challenged to make thoughtful decisions about
the appropriate mix of faculty and instructional academic staff and determine how to compete
effectively in hiring terminally qualified candidates, meet the changing needs of both to ensure retention
of high-performers, and communicate the value of both to a healthy University community. The
challenges faced by the University regarding faculty are: 1) improving faculty/academic staff
recruitment and retention 2) meeting the increased knowledge and skill development needs for faculty
and academic staff regarding inclusive excellence, culturally responsive pedagogies, understanding and
acceptance of cultural differences and addressing student learning styles; 3) providing adequate support
for faculty/academic staff to meet their teaching, research, and service obligations; 4) finding ways to
encourage the transition from academic staff to terminally trained faculty; 5) increasing the diversity of
the faculty and academic staff; and 6) managing workload and 7) creating a culturally competent and
welcoming campus community
Curriculum Structure, Program Planning, and Program Review
As the implementation of the new University Studies Program moves forward, we will address quality
and retention priorities through program approval and through professional development activities.
Assessment practices at the program, course, and learning support programs engage the principles of
Inclusive Excellence. The growth of new graduate level programs must be strategic and address the
markets and needs of our region. We are also challenged to advance our understanding of student
experiences outside the classroom (e.g., internships, clinical experiences, residence hall and student life),
and the implications of these experiences for student learning. It is important to review the types of
delivery systems used by the university to address the needs of an increasingly diverse student body.
Financial Support
With Growth Agenda funding from the state, the University has been able to address some of its
challenges, but other significant ones still exist. Reduction of state support for the University System has
created significant challenges for our University in several ways.
 Salaries for faculty and staff continue to lag behind our peer group that has made recruitment and
retention of diverse faculty difficult.
 Polk Library’s ability to support the curriculum and research on campus has been hampered by a
decrease in its collection budgets at a time when the cost of educational and research information
has increased.
 Our history, until recently, of not raising significant funds from private sources affects our ability
to offer competitive scholarships.
 Maintenance and renovation of current instructional facilities such as student laboratories and
specialized requirements for faculty and student research must be considered to maintain
program quality.
 We must find alternative revenue sources to support existing programs and to develop new ones
7

Use the principles of Inclusive Excellence in university decision- making and identification of
budget priorities.
Graduate Studies
Fifty year and 13,000 gradates later, Graduate Studies continues to provide important graduate programs
to Northeast Wisconsin residents and beyond in both traditional and online formats. All graduate
education initiatives are guided by the Graduate Education Strategic Plan that has as its vision “The
University of Wisconsin Oshkosh will be recognized as the premier provider of graduate education north
of Madison.” The mission of Graduate Studies is as follows: “Graduate education at the University of
Wisconsin Oshkosh fosters scholarly activities that develop leaders who think creatively and
analytically. Our graduate students and alumni contribute to the intellectual vitality of their communities
by not only creating knowledge but by applying that knowledge.” Within this context graduate
education is defined as “post baccalaureate education delivered within the context of programs leading
to degrees, certificates, and/or professional credentials … [and] is typically offered in areas in which we
have strong faculty credentials and we have authorization to grant degrees and certificates or to
recommend licensure.” A wide variety of opportunities and challenges were identified during the
planning process. They were then synthesized down into five opportunities: (1) Increase visibility of
graduate education on campus, (2) communicate our scholarly, leadership and research expertise, (3)
enhance external relationships, (4) go forth (expand program delivery), and (5) strengthen graduate
enrollment. Activities underway to address these opportunities and address concerns identified in the
2007 HLC report include:
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



Collaborating with the Educational Advisory Board to understand how other graduate schools
address graduate enrollment management questions.
Developing individual program and overall Graduate Studies Office Enrollment Projection Plans
to address enrollment projections, recruitment and retention.
Developing a Graduate Studies Marketing Plan to more effectively market graduate education.
Intensively reviewing all dual level courses to ensure differentiation between graduate and
undergraduate expectations.
More precisely defining Graduate Faculty to comply with HLC expectations.
Examining current program array including enrollment patterns, needs data, and informal
conversations with a variety of stakeholders to begin identifying potential changes in program
offerings, offering formats, etc.
Collaborating with faculty on the development of new programs and implementation of newly
approved programs including the MS Sustainable Management program and Executive MBA.
Increasing the visibility of graduate education at campus events
Outreach, Adult Access, Community Engagement, and Summer Session
A final challenge and opportunity for the campus is the expansion of outreach, adult student access,
community engagement, and summer session programs. Adult nontraditional students make up the
fastest growing segment of the higher education market in the United States. The competition for this
market segment is intense due to flat or declining population growth among traditional college-bound
high school graduates. However, barriers to the growth of these programs remain evident in campus
readiness to serve nontraditional students. Faculty involvement, student services, course scheduling, and
the compensation structure for teaching all pose problems for growth in these areas. The delivery of
credit and non-credit education to adults will require better coordination, acceptance, and integration
into the fabric of the University. Initiatives to increase the numbers of adult nontraditional students at
UW Oshkosh include increasing flexibility in scheduling to include online and hybrid course offerings,
extending services to evening and weekend hours, increasing partnerships and articulation agreement
with other institutions.
8
Campus Climate
Currently, we are planning to administer the campus climate survey in 2016. The results of the past
Campus Climate Survey and the Campus Pride Index indicate that the campus has areas of concern
regarding the experiences of underserved and diverse students and faculty. The university has the
opportunity to assist the greater Oshkosh community to come to understand and accept cultural
differences of many types. The university also has an important role is promoting and facilitating social
change through educational programming and teaching in the area of cultural competence. Retention of
diverse staff and students is essential to promoting the inclusive community and understandings.
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Appendix 1: Undergraduate Majors and Minors and
Graduate Degree Programs
10
11
Appendix 2
Graduate Degree, Achievement and Certificate Programs
Master’s Degree Programs:
Biology [COLS]
(Biology)
(Microbiology)
Business Administration [COB]
(Emphases in Finance, Health Care Management,
Human Resource Management, International
Business, Marketing, MIS, Project Management)
Professional Path
Executive Path
Data Science (Collaborative) [COLS]
Educational Leadership and Policy [COEHS]
General
Library Science
English [COLS]
Literacy (formerly Reading) [COEHS]
17 Reading Specialist Licensure
Mathematics Education [COLS]
Nursing [CON]
Clinical Nurse Leader
Nurse Educator
Professional Counseling [COEHS]
School Counselor
Clinical Mental Health Counselor
Student Affairs/College Counseling
Psychology [COLS]
Cognitive and Affective
Public Administration [COLS]
General
Health Agency
Social Work [COLS]
Health Care Practice
Mental Health
Special Education [COEHS]
Cross Categorical
Early Childhood
Non-licensure/degree only
Director of Special Education/Pupil Services
Sustainable Management (Collaborative) [COB]
MS
MBA
MS
MS
MA
MSE
MS
MSN
MSE
MS
MPA
MSW
MSE
MS
12
Teaching and Learning (formerly C and I) [COEHS]
MSE
Early Childhood Education – Individually Designed Program
ESL
ESL/Bilingual Education
Math Intervention
Middle Childhood/Early Adolescence
RtI for the Classroom Teacher
Science Education
Secondary Education – Individually Designed Program
Transnational Human Services Leadership [COEHS]
MSE
Doctoral Degree Programs:
Educational Leadership and Policy – The Superintendancy Ed. D.
Begin Fall 2016
Nursing [CON]
DNP
BSN to DNP with FNP specialty
MSN to DNP with FNP specialty
Certificates (Active Only):
Business
Business Foundations
Educational Leadership
Athletics and Exercise Leadership
Educational Administration for Principal Licensure
Leadership in Postsecondary, Technical and
Adult Education
Leadership for Social Justice
English
Creative Writing
New Literatures
Literacy
Reading Specialist Licensure (17)
316 Bilingual Reading Teacher
Disciplinary Literacy [Joint with Teaching and Learning]
Literacy Coaching
Nursing
Clinical Nurse Leader
Healthcare Informatics
Nurse Educator
Public Administration
Health Care Management Certificate
Special Education
Autism Spectrum Disorders
Director of Special Education/Pupil Services
Sign Language and Deaf Culture
Teaching and Learning
Classroom Assessment
Math Intervention
Disciplinary Literacy [Joint with Literacy]
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Graduate Achievement Programs (Active Only):
Reading
Graduate Cooperative/Collaborative/ Consortia Programs:
Business (MBA): Consortia program with the Universities of Wisconsin Eau Claire, La Crosse,
Oshkosh, and Parkside, in which the four universities award a consortia degree.
Business, UWEX, and LLCE (MS Sustainable Management): Collaborative degree managed by LLCE
through the Office of Graduate Studies and the COB. Includes UW Stout, Superior, Green Bay, Parkside
and Oshkosh.
Computer Science, UWEX, and LLCE (MS Data Science): Collaborative degree managed by LLCE
through the Office of Graduate Studies and the COLS. Includes Eau Claire, Green Bay, Ls Crosse,
Oshkosh, Stevens Point, and Superior.
University of Wisconsin System School Library Educational Consortium (licensure-only at the graduate
level): Cooperative Program with UW Madison, Eau Claire, Whitewater and Superior with UW
Oshkosh having the right to recommend 902i and 902p licensure.
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Appendix 3
Summary of Diversity
Fall Semester
Students enrolled
African American
American Indian
SE Asian
Other Asian
Pac Islander
Hispanic
2006
128
140
195
156
2007
138
133
215
139
2008
162
132
253
141
2009
201
148
292
145
191
186
220
247
2010
223
155
345
142
11
296
2011
267
179
357
136
18
314
2012
297
173
375
137
27
373
2013
314
205
364
164
28
385
2014
357
185
386
208
35
463
2015
363
204
369
216
32
485
Students of Color
White
Unknown
International
810
811
908 1,033 1,172 1,271 1,382 1,460 1,634 1,669
11,504 11,719 11,615 11,908 12,224 12,036 11,943 12,071 12,653 12,202
99
59
129
146
122
144
116
91
63
66
156
129
87
96
108
106
117
115
131
123
Total headcount
12,530 12,772 12,753 13,191 13,629 13,513 13,519 13,720 14,542 14,059
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Appendix 4
Essential Learning Outcomes for Students to Serve as a Basis
for Future Assessment
The University Studies Program embraces the following definition of liberal education:
Liberal education is a philosophy of education that empowers individuals with broad knowledge and
transferable skills, and a strong sense of values, ethics, and civic engagement. These broad goals have
been enduring even as the courses and requirements that comprise a liberal education have changed over
the years. Characterized by challenging encounters with important and relevant issues today and
throughout history, a liberal education prepares graduates both for socially valued work and for civic
leadership in their society. It usually includes a general education curriculum that provides broad
exposure to multiple disciplines and ways of knowing, along with more in-depth study in at least one field
or area of concentration. [Source: Advocacy “What is a liberal education?”]
Knowledge of Human Cultures and the Physical and Natural World
 Through study in fine and performing arts, humanities, mathematics and science, and social science
Focused by engagement with big questions, both contemporary and enduring
Skills, both Intellectual and Practical, including
 Identification and objective evaluation of theories and assumptions
 Critical and creative thinking
 Written and oral communication
 Quantitative literacy
 Technology and information literacy
 Teamwork, leadership, and problem solving
Practiced extensively, across the curriculum, in the context of progressively more challenging problems,
projects, and standards for performance
Responsibility, as Individuals and Communities, including
 Knowledge of sustainability and its applications
 Civic knowledge and engagement—local and global
 Intercultural knowledge and competence
 Ethical reasoning and action
 Foundations and skills for lifelong learning
Developed through real-world challenges and active involvement with diverse communities
Learning: Integrated, Synthesized, and Advanced, including
• Synthesis and advanced accomplishment across general and specialized studies
Demonstrated through the application of knowledge, skills, and responsibilities to new settings and
complex problems.
[Note: Learning Outcomes are adapted from AAC&U report, College Learning for a New Global Century.]
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