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Education and Educational Services Certificate Program

The Education and Educational Services Certificate Program provides a cohesive set of courses for undergraduate students interested in the many aspects of education, but who choose not to major in education during their undergraduate degree. Students interested in child development, neuroscience and the process of learning, or education-related policies, for example, may wish to complement their current major with this substantive program in education.

The Education and Educational Services Certificate serves both to provide undergraduates with structured access to education courses (see below) and to provide grounding and learning experiences that will serve students well as they investigate the many and surprisingly varied post-baccalaureate programs in Education. The certificate increases access to classes and careers in education. Students completing the certificate may be considering future plans to:

  • Enter a post-baccalaureate teacher education program.
  • Pursue a graduate program focused on “educational services,” including programs such as counseling psychology, school psychology, and rehabilitation psychology.
  • Complete advanced work in educational psychology or educational administration.
  • Begin a career in teaching and learning settings and practices outside the K–12 education system.

Requirements of this 15-credit certificate program include both Foundation and Focus course work (see below). All course work must be taken for a letter grade (not credit/no-credit or pass/fail) and students must earn at least a C grade in each course of the certificate. At least 12 credits of the certificate must be earned in residence at UW–Madison. There is no formal prerequisite structure to the certificate, although students will generally be expected to take Curric 240/375 first, followed by the two remaining Foundation courses and then the two Focus courses.

The application for this certificate program can be submitted at any time during the calendar year.

Note: The EES certificate was not designed for students currently interested in pursuing a teacher certification program, but primarily for students based outside the School of Education. Consequently, students completing any teacher education program, the Rehabilitation Psychology program, or an Individual Major in Education with substantially overlapping course work are not eligible for this certificate program.

Foundation Course Work. Complete the three requirements:

  • Curric 240 Critical Aspects of Teaching, Schooling, and Education, 3
  • One course from the Social Context of Education Strand(minimum 3 credits)
    • ELPA 502 Workshop in Educational Leadership and Policy Analysis (Topic: Legal Rights and Responsibilities for Teachers), 3. Soon to be a separate course, ELPA 540.
    • Ed Pol 300 School and Society, 3
    • Ed Pol 335 Globalization and Education, 3
    • Ed Pol 412 History of American Education, 3
    • Ed Pol 210 Education and Learning in Out-of-School Contexts, 3. Under development; to be offered 2013–2014.
  • One course from the Individual Processes in Teaching and Learning Strand (minimum 3 credits)
    • Ed Psych 320 Human Development: Infancy to Early Childhood, 3
    • Ed Psych 321 Human Development: Adolescence, 3
    • Ed Psych 331 Human Development from Childhood through Adolescence, 3
    • Ed Psych 301 Human Abilities and Learning, 3
    • Ed Psych 326 Mind, Brain, and Education (offered as Ed Psych 506 Contemporary Issues: Mind, Brain and Education, seminar 002), 3
    • RP&SE 300 Individuals with Disabilities, 3

Focus Course Work. Six additional credits from a list of course options (below) and any other Foundation courses above. Students may also substitute up to 3 credits of independent study with any School of Education faculty member.

  • Coun Psy 110 Human Resources Development: Career Strategies (Topics course), 1
  • Coun Psy 115 Human Resources Development: Educational Effectiveness (Topics course), 1
  • Coun Psy 225 Coming to Terms with Cultural Diversity: Invitation to Dialogue, 3
  • Coun Psy 325 Seminar: Students Seeking Educational Equality and Diversity, 3–4
  • Coun Psy 650 Theory and Practice in Interviewing, 3
  • Curric 305 Integrating the Teaching of Reading with the Other Language Arts, 3
  • Curric 277 Videogames and Learning, 3
  • Curric 375 Proseminar (Topics Course), 1–3
  • ELPA 350 Peer Leadership and Mentorship with Transitioning Students, 1
  • ELPA 502 Workshop in Educational Leadership and Policy Analysis (Topics course), 1–3
  • ELPA 660 Foundations of Education for Work, 2–3
  • ELPA 661 Organization and Operation of Education for Work Programs, 3
  • ELPA 662 Designing Education for Work Curricula, 3
  • ELPA 665 Career Development throughout the Life Span, 3
  • Ed Pol 150 Education and Public Policy (Topics course), 3
  • Ed Pol 200 Race, Ethnicity and Inequality in American Education, 3
  • Ed Pol 505 Issues in Urban Education, 3
  • Ed Pol 516 Religion and Public Education (cross-listed with Curric and Relig St), 3
  • Ed Pol 518 Introduction to Debates in Higher Education Policy, 3
  • Ed Pol 567 History of African American Education (cross-listed with AfroAmer), 3
  • Ed Pol 570 Anthropology and Education (cross-listed with Anthropology), 3
  • Ed Pol 648 Sociology and Education (cross-listed with Sociology), 3
  • Ed Psych 360 Informed Statistical Reasoning in an Uncertain World, 2–3
  • Ed Psych 506 Contemporary Issues in Educational Psychology (Topics course), 3
  • Ed Psych 540 Introduction to Professional School Psychology, 2
  • Ed Psych 542 The Biological Basis of Behavior, 3
  • RP&SE 500 Rehabilitation—Counseling Psychology: Foundations, 3

Education is a topic of widespread interest to UW–Madison students and is one of the hotly contested subjects in today's politics and society. The EES Certificate Program was designed in response to this campuswide interest in issues related to education, as well as national changes in teacher education and the emergence of post-baccalaureate teacher-preparation programs. It was created to contribute to the cultivation of informed and ethically engaged citizens and to enrich the public dialogue around critical issues in educational policy and practice.


This page was updated 12/16/14.