Program Admission
Admission as a Pre-Professional Student
Admission to the Professional Program
Changes in Admission Criteria and Program Requirements
Professional Program Eligibility Requirements
Program Admission Selection Criteria
Notification
Elementary Education Program Requirements
Liberal Studies, 40 credits
General Education Requirements
Environmental Education Requirement
Human Development, minimum 3 credits
Learning, minimum 3 credits
Foundations of the Profession, minimum 3 credits
Health Education
Mathematics
Creative Dramatics
Early Childhood Education
Multicultural Education and Human Relations Requirement
Conflict Resolution Requirement
Content Examinations and Portfolio Requirements
Elementary Education Professional Sequence
Elementary Education Minor
Teacher Education programs are part of a multifaceted community in the School of Education working to understand and improve the practice of education for all students, families, and educators. Through strong links between research and practice, the School of Education brings together scholars who are educators, and educators who are scholars, committed to making all schools socially just, academically rigorous, and culturally rich. The Elementary Education program has a multicultural focus designed to educate teachers who:
The goals and practices of our program are best suited to prospective educators who are willing and able to explore these issues in a teacher education program and who hope to enact these values in their teaching. Because the Elementary Education program seeks students who have a demonstrated interest in multicultural education and working effectively with diverse populations, applicants are strongly encouraged to seek out relevant courses and activities and to pursue cross-cultural volunteer and work experiences. While not required, these experiences are an important aspect of preparing for the program. For information about volunteer experiences, see www.education.wisc.edu/eas.
The Elementary Education program at UW-Madison consists of two complementary program options. The Early Childhood/Middle Childhood (EC/MC) option prepares teachers to work at the preschool, primary, and intermediate levels. The Middle Childhood/Early Adolescence (MC/EA) program option prepares teachers to work in intermediate and middle school settings. Both options lead to a Bachelor of Science degree in Education.
The Elementary Education program requirements are divided into four components.
The Elementary Education program uses a standards-based assessment system to support and evaluate professional development. This performance-based assessment system will document knowledge and skills necessary for teacher certification relative to the UW-Madison Teacher Education Standards. Upon entering the program, students will receive more information about these standards and about the portfolio-based performance assessment that will occur in classes and field experiences.
A student not yet eligible to apply to the professional component of the Elementary Education program may be admitted to the School of Education as a pre-Elementary Education student (PRE classification). This classification does not guarantee acceptance to the professional program (EED classification) or benefit students in the application process. UW-Madison students seeking the PRE classification must complete an intra-campus transfer form. Application materials are available on the EAS Web site, www.education.wisc.edu/eas. Admission with a PRE classification requires a minimum cumulative GPA of 2.5 based on all UW-Madison course work. This admission GPA may be modified by the Last 60 Credits Rule.
New students and off-campus transfer students wishing to enter UW-Madison with a PRE classification must apply through the Office of Undergraduate Admissions. The deadline for applying for fall and summer session admission is February 1; the deadline to apply for spring semester admission is October 1. Off-campus transfer students must be admitted to UW-Madison and will need to meet transfer admission expectations, see www.admissions.wisc.edu.
The information below describes recent eligibility requirements, the application process, and the selection procedures for the Elementary Education teacher education program. Resources limit the number of students who can be served by many UW-Madison teacher education programs. Thus, admission to the Elementary program is limited and may be competitive. Obtaining or exceeding the minimum criteria for eligibility does not guarantee admission. Students will be admitted to the program once a year, effective in the fall. Selection is made in the spring and students will be notified of their status in April. Half of the admitted students are assigned to begin the professional sequence in the fall and half, while admitted to the program in the fall, will begin the professional sequence in the spring semester. Determination of the start semester is based on cumulative credits earned. Students are notified of their semester start assignments at the time of program admission.-
Admission criteria and program requirements may be modified from one admission period to the next. The most current program information is available in Education Academic Services, B117 Education Building, 608/262-1651, and online at www.education.wisc.edu/eas.
To be eligible for admission to the professional program, applicants must
The Elementary Education program admissions procedures are intended to result in an academically qualified student body that is diverse in terms of both academic strengths and life experiences and has a commitment to providing the best possible education to elementary and middle school students. Having students with diverse life experiences, backgrounds and attitudes is critical if faculty are to prepare students to teach in schools that themselves have diverse enrollments. A diverse student body enriches the Elementary Teacher Certification Program as well as the profession in order that all public school students are afforded an education that is both intellectually rich and accepting of their diverse backgrounds.
Faculty will accept only those students judged to have the potential to be successful in the academically challenging Elementary Education Certification Program. In making admissions decisions, no factor will outweigh judgment that a particular applicantˆ‚s credentials, taken as a whole, represent unacceptably high academic risk.
Because admissions to the Elementary Education program is competitive, faculty realize that applicants are interested in knowing how best to present their applications—and whether they will have reasonable possibility of acceptance. The Admissions Committee will take the following into consideration when making admissions decisions: academic competence, multicultural competence, and reflective competence. Applicants will provide evidence of these competencies in the materials that they submit—academic transcripts from all campuses where course work has been completed, an admissions essay, an autobiographical sketch, and letters of recommendation.
The Mission Statement of the Elementary Education Area points to the role of graduates in creating academically rigorous classrooms that lead to high academic achievement for all students. For elementary and middle schools to promote academic achievement, elementary and middle school teachers must have demonstrated high levels of success in core disciplines throughout their university studies. Therefore, program faculty expect that students admitted to the program will have demonstrated high levels of academic preparation.
Academic achievement is, in part, reflected in an applicant's grade point average; however, GPA alone does not provide an adequate picture of academic performance. Therefore, the Elementary Education Admissions Committee will also closely examine the unique academic strengths of each candidate in comparison to others. The types of evidence that will be taken into account will include:
The Elementary Education program's mission is to prepare teachers who are able to promote academic achievement in all elementary-school and middle-school students. This includes those from diverse races, cultures, language backgrounds, family forms, and sexual orientations, as well as those from diverse economic, gender, and ability groups. The program faculty seek prospective teachers who will demonstrate both commitment to this mission and the prospect of contributing to it. The admissions committee will therefore examine the materials from each candidate for evidence of such commitment and prospect. A person's life experiences are a significant part of what she or he will contribute to fellow students and to teaching. Faculty are therefore interested in information about applicants' life experiences so that admissions decisions will result in a cohort that will contain reflection-provoking and mutually instructive diversity. Such evidence is likely to be found in the candidate's admission statement, autobiographical sketch, and the letters of recommendation. When examining the evidence submitted, the admissions committee will be looking for evidence of multicultural and interpersonal competencies as reflected in:
To have performed at high academic levels or to have had diverse life experiences is not adequate for admissions purposes unless these are accompanied by evidence that the applicant has been able to reflect on and learn from them. Demonstration of reflective competence is important as it likely contributes to one's interpersonal skills as well as to the qualities such as integrity, social awareness, and cultural sensitiveness that are qualities of a well-rounded human being who will be an excellent elementary or middle school teacher. The ability to reflect on one's life experiences is one factor that will allow the admissions committee to look for evidence that our students will be reflective practitioners who evaluate the effects of their assumptions, choices, and actions on others (students, parents, and other professionals in the learning community) and who will actively seek out opportunities to grow professionally. Evidence of reflective competence is likely to be found in the candidate's admissions essay, autobiographical sketch, and in letters of recommendation.
Admitted students will be assigned to a program option based on (1) the applicant's preference (Early Childhood/Middle Childhood or Middle Childhood/Early Adolescence) as indicated on the professional program application form and (2) the applicant's rank on the list of eligible applicants. The number of students admitted is contingent upon available space in the Elementary Education program. If applicants are tied in the combined ranking, the higher cumulative GPA will prevail.
Candidates will be notified of their admission status approximately two months after the March 1 deadline, in late April. Letters offering admission will specify a deadline for acceptance. Applicants must confirm acceptance of the offer of admission to Education Academic Services by the date specified in the letter offering admittance. Admission is not final until the response and any other acceptance-related materials are received by Education Academic Services. Applicants whose acceptance has not been confirmed by the deadline or who fail to begin their program in the assigned semester will forfeit their position.
If an applicant rejects his or her offer of admission, the vacated opening will be offered to the next person on the waiting list for that program option. Applicants who have been offered admission to one certification option cannot be considered for subsequent openings in another option during the same admission period. For this reason, students should apply only to those program options that are of interest. A student who accepts an offer of admission for one option may reapply for admission to the other option during the next admission period. However, students should be aware that (1) they must submit a new application during the appropriate application period; (2) each application period is discrete and a student's current status in the program will neither benefit nor disadvantage their selection for the following year; (3) if selected for another option, students will complete the professional sequence with the newly admitted cohort group; and (4) switching program options will likely extend the time necessary to complete a certification program on this campus.
Criminal background checks will be run on all students at admission. Results of these checks will be reviewed by School of Education faculty and staff. Positive results will result in additional information requests and may be shared with staff at field placement sites. Criminal background checks may also be run on students by school districts. Field site staff have the authority to determine the appropriateness of a student placement. Applicants must also complete a disclosure statement indicating (1) whether they have been admitted to, then withdrawn from, asked to withdraw from, or been dropped from a student teaching, clinical experience, or other intern/practicum program, and (2) if they have ever been placed on probation or disciplined by any college or university for academic dishonesty. Applicants with questions about these processes should see Associate Dean Jeffrey Hamm at EAS.
Students wishing to study abroad must plan to go prior to program admission or during the fall semester immediately after acceptance into the program; these students will begin the professional sequence in the spring semester. The Elementary Education program cannot defer the start of the professional sequence for an entire year.
As of July 1, 1998, the state of Wisconsin requires that all persons seeking initial and renewal licenses to teach reading or language arts in grades Pre-Kindergarten to Grade 6 (PK-6) must have completed instruction in teaching reading and language arts using appropriate instructional methods, including phonics. This requirement applies to students completing Elementary Education and Special Education (elementary and elementary/secondary options) certification programs.
UW-Madison students fulfill this requirement through the successful completion of Curric 305, 368, or 500. One of these courses is already required in each program area, so additional course work will not be needed to complete the phonics requirement.
Grade point average requirements are based on UW-Madison course work and may be modified by the Last 60 Credits Rule. Certification also requires passing a content examination. GPA requirements for graduation and/or teacher certification include:
During the freshman and sophomore years, students choose liberal studies courses, some education courses, and minor course work. Upon admission to the program, five semesters will be required to complete the professional program, regardless of the number of credits taken before admission. Professional education course work is sequential, and enrollment in the sequence must be maintained in each succeeding semester. Students who break the sequence without prior permission of the Elementary Education program chair forfeit that position without readmission in future semesters.
One semester of the program is devoted to full-time student teaching. During that semester, students may be required to live in a specific school community and will become active members of the school setting. The student teaching assignment is based on the public school year calendar. Since this differs from the university calendar, students should plan in advance for the extended semester and different holiday schedule. For more information, see Field Experiences for Teacher Certification.
The liberal studies requirements combine academic strengths and interests with an opportunity to explore a wide selection of courses offered across campus. Students will complete course work in humanities, social studies, and science. Effective summer 2007, three additional requirements, ethnic studies, global perspectives, and U.S. or European history will be required of all students in the School of Education. For specific course work, see Teacher Certification Liberal Studies Requirements.
Effective summer 1996, new freshmen must complete a group of campuswide course requirements known as the General Education requirements. This initiative is designed to provide all UW-Madison students with a comprehensive, well-rounded program of studies. See General Education Requirements.
The Elementary Education program already requires many of the courses approved to meet General Education (also known as "Gen Ed" or "GER") requirements, see below. Math 130 meets the General Education Quantitative Reasoning A requirement. Math 131 and 132 together fulfill the General Education Quantitative Reasoning B requirement. Curric 368 and 369 together fulfill the Communication B requirement.
Students seeking certification in Elementary Education must complete one course in environmental education from the list below. This course selection may also be applied toward the liberal studies or minor requirements. Only the courses listed have been approved to meet this requirement.
S=Social Studies; P=Physical Science; B=Biological Science.
AAE 337 (S)
Atm Ocn 121 (P)
Botany 100 (B), 152 (B), 260 (B)
Conser 300 (B) (no longer offered)
Econ 337 (S), 343 (S)
Envir St 120 (P), 121 (P), 126 (B), 127 (P), 139 (S), 300 (B), 309 (S), 324 (P), 339 (S), 343 (S), 361 (B), 375, 502 (B), 507 (B)
Geog 120 (P), 121 (P), 127 (P), 139 (S), 309 (S), 339 (S), 435 (P)
Land Arc 300 (B), 361 (B)
M&Envtox 507 B)
Pop Hlth 502 (B), 507 (B)
Soil Sci 301 (P), 324 (P), 435 (P)
Zoology 152 (B), 260 (B)
Select courses based on licensing option:
Early Childhood through Middle Childhood, complete one:
Ed Psych 320 Human Development in Infancy and Childhood
HDFS (formerly Child & Family Studies) 362 Development of the Young Child
Psych 560 Child Psychology may be substituted.
Middle Childhood through Early Adolescence, complete one:
Ed Psych 331 Human Development from Childhood through Adolescence
Ed Psych 320 and Ed Psych 321 Human Development in Adolescence
Psych 560 may be substituted for Ed Psych 320 and Psych 561 may be substituted for Ed Psych 321.
Ed Psych 301 Human Abilities and Learning
Select one from the following:
Ed Pol 300 School and Society
Ed Pol 412 History of American Education (crosslisted as History 412)
Ed Pol 500 Social Issues in Education
Ed Pol 648 Sociology of Education (crosslisted as Soc 648)—may be used only if course was taken before fall 2000.
Curric 501 Health Information for Teachers, 3 cr
Complete the following:
Math 130 Arithmetical Problem Solving, 3 cr
Math 131 Geometrical Inference and Reasoning, 3 cr
Math 132 Mathematical Models, 2 cr
Note: Students with college level calculus course work or advanced placement credit should see this site for possible exemptions: www.math.wisc.edu/~lempp/educ.html. General questions about these courses are also answered at this site.
Theatre/Curric 362 Drama in Education, 3 cr
(Early Childhood through Middle Childhood Option Only)
Curric 660 Early Childhood Education, 3 cr
This requirement consists of courses, workshops and experiences that broaden understanding of diversity as it relates to the practice of teaching and the field of education. See Multicultural Education and Human Relations Requirement. Students admitted to the Elementary Education program will meet all of the Multicultural and Human Relations requirements through the Elementary Education program.
All students pursuing teacher certification must have formal training in conflict resolution. See Conflict Resolution Requirement.
All individuals seeking an initial Wisconsin State teacher's license after August 31, 2004, are required to take and pass an approved content examination in the subject area(s) of interest. These tests, the Praxis II: Subject Assessments/Specialty Area Tests, are offered through the Educational Testing Service (ETS). Teacher education students at UW-Madison must take and pass the exam for their program area(s) and submit scores to EAS before entering their final, full-time student teaching semester. For more information, see Content Examinations.
Certification also requires each student to develop and maintain a teaching portfolio. For more information, see Portfolio.
The core of the Elementary Education program is the professional sequence: a five-semester sequence of methods courses and field experiences in school and community settings. Students are assigned to begin this sequence in either the fall or spring semester at the time of admission to the program. The professional methods courses and clinical experiences must be followed sequentially and taken in consecutive semesters.
Students must enroll in all course work outlined in each semester of the program, even if a course was taken prior to program admission. Deviations from this sequence must be approved in advance by the program chair.
The following courses must be taken in sequence and repeated if completed prior to program admission. Courses are Curriculum and Instruction listings in the Timetable unless otherwise indicated.
364 Introduction to Education, 3 cr
425 Concerns and Constraints in Teaching Young Children, 3 cr (Early Childhood through Middle Childhood option only)
340 Elementary Teaching Practicum I, 3 cr
368 The Teaching of Reading, 3 cr
369 The Teaching of Language Arts, 3 cr
422 The Teaching of Children's Literature, 3 cr
506 Strategies for Inclusive Schooling, 3 cr
367 Elementary Teaching Practicum II, 3 cr
Art Ed/Curric 322 Art and Design in Teaching, 3 cr
370 Teaching Mathematics, 3 cr
373 Elementary Teaching Practicum III, 3 cr
Music/Curric 354 Teaching Music, 3 cr
371 Teaching Social Studies, 3 cr
372 Teaching Science, 3 cr
Kines 323 Physical Education for Elementary School Children, 3 cr
440 Elementary Teaching Practicum IV, 3 cr
463 Student Teaching Seminar, 2 cr
Student Teaching, complete one:
464 Student Teaching in the Elementary School, 10 cr
465 Student Teaching in the Kindergarten, 10 cr
498 Student Teaching in the Middle School, 10 cr
Practicum experiences provide a school-based setting for students to develop their professional and classroom skills. These experiences generally begin a few weeks after the start of the semester and are approximately nine weeks in length. Students will usually spend three half-days at their assigned schools. Concurrent registration in the methods courses provides students with an opportunity to learn about, and then apply, teaching techniques in a classroom.
The full-semester student teaching assignment is the capstone experience of the professional sequence. Through it students expand upon the activities, responsibilities and expectations encountered during the practicum experiences. Student teachers will function as regular staff members in their assigned schools and also attend a seminar on campus one afternoon each week. Student teachers are required to follow the school day, school calendar, vacation days and policies of the school where they work. For more information about the field experience portions of the program, see the "Elementary Education Student Teaching Handbook" at http://www.education.wisc.edu/eas/share_dir/field_guide/index.htm.
Grade Level Distribution Requirements. Students should be aware of the grade level distribution requirements that apply to the three practica and student teaching experience (367 Literacy, 373 Math/Art, 440 Social Studies/Science practica, and 464/465/498 student teaching). It is required that students earning an EC-MC certification have experience working with three of the following levels: PreK, K, 1-3, and 4-6. Similarly, it is required that students earning a MC-EA certification have experience working with the following grade levels: 3-5 and 6-8. MC-EA students may be placed in grade levels 1-2 for their practica but will only be able to student teach in grade levels 3-5 and 6-8.
Diversity Requirement. To help ensure that program graduates are prepared to teach all students, at least one of the field-based experiences in the professional sequence (excluding the first semester) must be completed in a school that has demographic characteristics qualifying it as "culturally diverse." Diverse schools are designated by the school district as having numbers of children at or above the average percent of children in the district who are racially/ethnically diverse and/or who qualify for free/reduced lunch. Of the four semsters students are in the schools for the Curric 367 Literacy, 373 Math/Art, 440 Social Studies/Science practica, and 464/465/498 student teaching, at least one must be in a diverse school. A list of schools that qualify as culturally diverse is available in the elementary student teaching offices in 556 or 574 Teacher Education Building.
Students must select a minor area of study chosen from the current list of approved subject areas. Minor requirements vary from 22-27 credits, depending on the subject area of interest, and may be chosen in consultation with an advisor in Education Academic Services or the assigned Elementary Education faculty advisor. Students must file a minor declaration form when accepting admission to an Elementary Education program option.
Students may currently select from the options listed below; choices may become more limited in the near future. Course requirements for most of these minors can be found under the subject heading in the Curriculum and Instruction section of this catalog. Subjects listed with an asterisk (*) have their requirements listed directly below.
Middle school/junior high school teaching. Students should note that in most states middle school/junior high school licensing requires both completion of a certifiable major or minor in a content area and passing scores on a content examination in that area. Students planning to teach middle school or junior high school outside Wisconsin should consult with other states' departments of education or public instruction regarding their licensing requirements.
Complete a minimum of 27 credits to include the requirements of each group.
Literature—Complete a sequence of two courses in literature, e.g., English 167/168, Comp Lit 201/202.
Language Study—one course from:
English 323, 324, 325, 329, 330, 336, 331, 339 Linguis 101, 200, 301
Folklore—one course from:
African 210, 405, 471
English 275
Folklore 100, 210, 220, 230, 270, 320, 336, 342, 345, 346, 347, 360, 394, 428, 431, 444, 445, 450, 460, 471, 510, 630
LIS 624
Mass Communication—one course from:
Com Arts 250, 350, 351, 353, 355
Journ 201
Speech Communication—one course from:
Com Arts 260, 262, 266, 270, 272, 276
Social Literature—one course from:
Afroamer 155, 222, 262, 265, 267, 268 503, 504, 525, 602, 604, 605 Chic/Std 234, 240, 460, 467
Comp Lit 341
English 248, 249, 250, 270, 571, 591, 593, 595, 596, 662, 672
English Composition—one course from:
English 201, 203, 300 (formerly 204), 301, 302, 303, 305, 307, 315, 317
Electives—if needed to complete the 27 credits required for the minor:
Select any courses from the lists above or any other courses in communication arts, comparative literature,
intermediate/advanced English, folklore, linguistics, literature in translation, or theatre and drama. The following
courses from other departments may also be used:
African 201, 211, 402, 404, 411, 452, 453, 471
Anthro 344, 429, 430, 456
Classics 320, 322, 370, 555, 556
Women St 410, 411
Note: On an ongoing basis, the university faculty adds courses that may be relevant to this minor. Students considering an alternative to the courses listed here should consult their faculty advisor in elementary education. If the advisor approves, students should request that a recommendation be sent to Education Academic Services.
Complete a minimum of 22 credits to include:
Math 221 Calculus and Analytic Geometry
Math 222 Calculus and Analytic Geometry
Enrollment in 221 requires students to meet prerequisite requirements established by the mathematics department; Math 221 is a prerequisite for 222
One statistics course from the following:
201 Principles of Statistics I
224 Elementary Statistical Methods
301 Introduction to Statistical Methods
Credit can be given for only one of the above statistics courses.
Additional credits from among the following:
Math 234 Calculus—Functions of Several Variables (Prereq. Math 222)
Math 240 Introduction to Discrete Mathematics (Prereq. Math 221)
Math 340 Elementary Matrix and Linear Algebra (Prereq. Math 234)
Math 371 Basic Concepts of Mathematics (Prereq. Math 340)
Math 461 College Geometry (Prereq. Math 234)
Math 473 History of Mathematics (consent of instructor required)
Science minors for Elementary Education students were developed to encourage students to expand their science background for teaching in elementary schools. The minor requirements are quite flexible so that students can pursue their own areas of interest within the minor course work. Two minors are available for Elementary Education students, the Earth Science minor and the Science minor.
Earth Science minor—Complete a minimum of 24 credits from the astronomy, atmospheric and oceanic sciences, geology, and geography departments. Only geography courses coded "P" for Physical Science may be used toward the minor requirements. At least 10 of the 24 credits must be numbered 200 or above.
Science minor—Complete a minimum of 22 credits selected from one or more of the following areas. At least 10 of the 22 credits must be numbered 200 and above.
Biology—Departments of Botany, Zoology, and Bacteriology (Microbiology course listings)
Chemistry—Departments of Chemistry and Biochemistry
Physics—Department of Physics
Earth Science—Departments of Astronomy, Geography (physical geography courses only), Geology, Atmospheric and Oceanic Sciences
Complete a minimum of 22 credits to include:
Required Core of Studies, 13-15 credits
Theatre 120 Introduction to Dramatic Arts, 3 cr
Theatre 150 Introduction to Acting, 3 cr
Theatre 362 Drama in Education, 3 cr*
Choose one option:
Theatre 462 Theatre for Young Audiences: Production, 4-6 cr ***
Theatre 162 Theatre Production Laboratory,* 1 cr, and Theatre 357, Introduction to Theatre for Cultural and Social Awareness, 3 cr
Theatre 162, Theatre Production Laboratory*, 1 cr, and Theatre 619, an approved Summer Drama Institute Course***, 3 cr
Breadth Requirements in the Areas, 9 credits
Production, select one 3 credit course†:
Theatre 170 Fundamentals of Stagecraft
Theatre 250 Fundamentals of Acting (audition required)
Theatre 363 Principles and Practice of Stage Costume
Theatre 366 Stage Lighting I
Theatre 372, Set Design I
Theatre 368 Fundamentals of Directing
Theatre Research, select one 3 credit course:
Theatre 224 History of Theatrical Production
Theatre 324 Traditions in Dramatic Literature
Theatre 426 History, Theory, and Dramatic Criticism in Theatre for Young Audiences
Additional courses with approval of theatre and drama advisor
Education, select one 3 credit course:
Theatre 525 Theatre in Education*
Theatre 562 Drama in Education: Advanced Studies*
Electives
Complete theatre department electives to reach a minimum of 22 credits
Suggested sequence of courses:
Some courses are offered annually or biannually. Students should check with the Department regarding course offerings.
Sophomore year: 120, 150, 362
Junior year: Production (except 368) and Theatre Research courses
Senior year: Education and 368 (if selected for Production)
Theatre 462: Recommended during the last semester of study
* Includes practicum component
** Theatre 462 Theatre for Young Audiences : This course is a capstone experience that includes participation as an actor or crew member in a university theatre-for-young-audiences production, developing study guides for teachers around the production, developing a follow-up drama workshop, and implementing this workshop in individual classrooms following the production. Space is limited. Enrollment is only by instructor consent.
*** Summer Drama Institute courses are three credit courses that consist of week-long intensive classes and an independent study component to be determined by the instructor and to be completed within one month of the start of the course. Summer Drama Institute courses carry an additional fee. See www.dcs.wisc.edu/lsa/theatre/sdi.htm. Courses are to be determined in consultation with the Director of Theatre for Youth Program or the undergraduate advisor in the Department of Theatre and Drama.
† Production classes may require attendance at nontraditional times.