Community Engagement and Education, BS
The Community Engagement and Education Program is designed for students interested in changing their community, working in non-school educational roles or leadership in community-based organizations. Some students also pursue licensure for teaching in public schools after graduation or teach in private or charter schools.
Courses are offered during the day as well as online, in the evening and on weekends. We also give academic credit for prior professional experience. Areas of study include child care, youth work, urban education, alternative education, policy and leadership in community-based organizations, race relations, and community engagement and social action.
Our graduates work as youth leaders and educators, administrators in community-based organizations, teachers and directors of child care and head start centers, community organizers, and state and local elected officials. To learn more about careers, visit the CEED BS website and click on the “Careers” tab to see a list of actual jobs held by alumni, or click on the “Alumni” tab to read stories about some of our alums.
Program Highlights
- Can be completed fully online, face-to-face, or in combination. Courses offered in the evening, on weekends, online, and in hybrid format.
- Extremely diverse student body—learn with other students from a wide range of backgrounds.
- Up to 42 lower-division electives (free after the first 3) can be earned through our Prior Professional Educational Experience program.
- Accepts a wide range of transfer credits, from military transcripted credits to credits from Associates degrees that do not usually transfer. A number of articulation agreements allow additional credits from completed associates degrees in human services, early childhood education, business, and other programs from specific technical colleges. Visit the CEED BS website for more detail.
Requirements
| Code | Title | Credits |
|---|---|---|
| General Education Requirements | 30 | |
| Program Requirements | 39 | |
| Electives to graduate * | 51 | |
| Total Credits | 120 | |
- *
Prior Professional Education Experience (PPEE) and transfer credits count toward electives.
Preparatory Coursework
Based on individual placement results, some students may be required to complete preparatory coursework before enrolling in the courses listed here. This may include English language or composition preparation, developmental math, introductory chemistry, and/or student support courses for students participating in the First Year Bridge program.
General Education Requirements (GER)
UW-Milwaukee has General Education Requirements that must be met in order to earn a bachelor’s or associate degree. They include at minimum 30 credits (10 courses) in six categories that are designed to assure basic student competencies and provide a broad body of knowledge as a context for specialization.
Some degree requirements may fulfill GERs. Please review the requirements and consult with your academic advisor.
| Code | Title | Credits |
|---|---|---|
| General Education Categories and Credits | ||
| Civics and Perspectives (CP) | 6 | |
| Communication and Literacy (CL) | 6 | |
| Humanities and Arts (HA) | 6 | |
| Mathematics and Quantitative Reasoning (MQR) | 3 | |
| Natural Science and Wellness (NSW/NSWL) | 6 | |
| Social and Behavioral Science (SBS) | 3 | |
| Total Credits | 30 | |
Program Core
| Code | Title | Credits |
|---|---|---|
| Lower Division Required Courses | ||
| ED POL 111 | Introduction to Community Engagement and Change | 3 |
| ED POL 112 | Introduction to Community Education and Development | 3 |
| ED POL 113 | The Milwaukee Community (GER-CP) | 3 |
| or ED POL 203 | Communities and Neighborhoods in America | |
| ED POL 114 | Community Issues, Policies, and Solutions | 3 |
| Upper Division Required Courses | ||
| ED POL 375 | Cultural Foundations of Education | 3 |
| ED POL 506 | Research Techniques for Community Engagement and Education | 3 |
| ED POL 534 | Students Placed At Risk: Deconstructing Risk, Defining Promise | 3 |
| or ED POL 535 | Educating Students Placed At Risk: Pedagogies of Engagement | |
| ED POL 601 | Foundations of Community-Based Organizations | 3 |
| Educational Policy Foundations | ||
| Select 15 credits of ED POL level 300 or higher courses * | 15 | |
| Upper Division Electives | ||
| If elective courses are needed to reach 120 credits, the program recommends that up to 12 credits be 300+ level | ||
| Total Credits | 39 | |
- *
A maximum of 6 credits of fieldwork (ED POL 688 or ED POL 698) and up to 3 credits of ED POL 499 may be counted toward the Educational Policy Foundations requirement.
Requirements for Graduation
For information on credit, GPA, and other requirements for graduation, see UWM Degree Requirements.
Opportunities
Prior Professional Education Experience (PPEE)
A student who has been accepted as a major in Community Engagement and Education is eligible to earn credit for their professional/life experience by demonstrating their competency through essay examinations (PPEE). Credits earned, by passing individual exams with a grade of C or better, will be counted toward the Community Engagement and Education degree in 3-credit blocks. Students pay for one 3-credit course, and all additional credits they receive through the course are awarded without cost. In order to "pass" the course and receive at least 3 credits, a student must attempt 7 of the 14 competency area essay exams listed below.
Competency Areas
| Code | Title | Credits |
|---|---|---|
| Community Perspectives on Human Resource Programs | 3 | |
| Resource Development | 3 | |
| Local Community Systems | 3 | |
| Political/Economic Analysis | 3 | |
| Personal Growth Competency | 3 | |
| Philosophies of Change | 3 | |
| Group Process Skills | 3 | |
| Leadership Issues | 3 | |
| Research Skills | 3 | |
| Change Strategies | 3 | |
| Educational Advocacy | 3 | |
| Administrative Skills | 3 | |
| Social Problem Analysis | 3 | |
| Conflict Resolution | 3 | |
Community Engagement and Education majors wishing to demonstrate their competencies for these credits are required to enroll in the competency examination course, ED POL 100 Community Education I, during their first or second semester of study. PPEE students have the opportunity to earn a maximum of 42 credits, which will only apply toward a Community Engagement and Education degree and only as lower-division electives. Students who leave the CEED program will not be able to use these credits in other programs.
Student Advising and Support Services
At the College of Community Engagement and Professions (CCEP), your success is our priority. Our dedicated student advising and support services team is here to help you navigate your academic journey, from your first semester through graduation.
Whether you’re exploring majors, planning your course schedule, or preparing for your career, our advisors offer personalized guidance tailored to your goals. You’ll also find a range of support services designed to help you thrive—academically, personally, and professionally. We’re committed to providing a welcoming, inclusive environment where every student feels seen, supported, and empowered to succeed.
For more information, visit the CCEP Student Advising & Support Services website.
Email: ccep-advising@uwm.edu | Phone: 414-229-4707
Graduate Advising
If you are a School of Education graduate student, you may schedule an appointment with your faculty advisor by contacting your faculty advisor directly. Faculty contact information can be found in the Directory. Your faculty advisor will be listed in your PAWS account.
Accelerated Program Option
This program is offered as part of an accelerated graduate program. For more information, see Accelerated Graduate Degrees.
Community Engagement and Education, BS/Cultural Foundations of Community Engagement and Education, MS
This accelerated graduate degree involves the the following bachelor's and master's degrees: Community Engagement and Education, BS (CEED) and Cultural Foundations of Engagement and Education, MS (CFCEE). There are 6 forward-shared credits and 15 backward-shared credits for a total of 21 shared credits.
Eligible Shared Courses
CFCEE elective courses taken during the undergraduate career must be taken at the graduate (G) level to count forward toward the graduate career. These courses will count toward the CFCEE elective course requirement and also fulfill elective credits in the CEED undergraduate major.
Elective courses in CFCEE are selected in close consultation with the faculty advisor such that they can be tailored to the student's MS degree progression. Course selection must be approved by the advisor and program to move the student toward mastery of the CDS standards.
All courses listed below can be backward shared to fulfill credits toward the bachelor's degree.
| Code | Title | Credits |
|---|---|---|
| ED POL 520 | Peace Education 1 | 3 |
| ED POL 531 | Alternative Schools 1 | 3 |
| ED POL 534 | Students Placed At Risk: Deconstructing Risk, Defining Promise 1 | 3 |
| ED POL 535 | Educating Students Placed At Risk: Pedagogies of Engagement 1 | 3 |
| ED POL 581 | Youth Work Practice 1 | 3 |
| ED POL 597 | Public Schools, Church-State Issues: Educational Foundations 1 | 3 |
| ED POL 601 | Foundations of Community-Based Organizations 1 | 3 |
| ED POL 602 | Proposal Writing and Fundraising Skills for Community-Based Organizations 1 | 3 |
| ED POL 609 | Community Partnerships 1 | 3 |
| ED POL 624 | Education, Title IX, and the Human Experience 1 | 3 |
| ED POL 626 | Approaches to Discrimination in Education 1 | 3 |
| ED POL 630 | Public Policy in Urban America 1 | 3 |
| ED POL 633 | Community Development: History, Structure, Process-Empowering Communities 1 | 3 |
| ED POL 702 | Graduate Research Writing Seminar on K-12 Education 1 | 3 |
| ED POL 705 | Sociology of K-12 Education and Community | 3 |
| ED POL 710 | Research Methods for K-12 Education and Community Engagement | 3 |
| ED POL 740 | Modern Philosophies of K-12 Education and Community | 3 |
| ED POL 750 | History of K-12 Education in American Communities | 3 |
- 1
This course may be forward shared.
Undergraduate Requirements
Interested students must meet with an academic advisor to determine eligibility for the accelerated graduate degree. If eligible, students will submit the following materials to the department:
- 1-2 page statement explaining their interest in the particular field of study as reasons for pursuing an accelerated degree
- copy of their college transcript
- a recommendation letter from a faculty member in the chosen field
Both the CEED and CFCEE programs must agree to accept the student into the accelerated graduate degree.
Graduate Admissions Requirements
To be considered for admission into the Graduate School prior to completing their bachelor's degree, students must meet the minimum criteria for admission established by the MS in Cultural Foundations of Community Engagement and Education and the UWM Graduate School and be in progress to complete 105 bachelor's credits prior to their first term as a graduate student.
Students who do not satisfactorily meet admissions criteria for Graduate School are eligible to continue with their bachelor’s degree, provided they continue to meet undergraduate standards.
Sample Plan of Study
The sample plan below illustrates how students can progress through their undergraduate degree and transition into an Accelerated Graduate Degree (AGD). It provides an example of when undergraduate and graduate-level coursework may be completed and how shared credits can be applied toward both degrees. This is a sample plan, not a required course sequence, and your plan may vary. Work with your undergraduate advisor to develop an individualized plan and confirm all Accelerated Graduate Degree requirements.
| Year 1 | ||
|---|---|---|
| Fall | Credits | |
| ED POL 111 | Introduction to Community Engagement and Change | 3 |
| GER | 3 | |
| GER | 3 | |
| GER | 3 | |
| GER | 3 | |
| Credits | 15 | |
| Spring | ||
| ED POL 100 | Prior Professional Education Experience (or Elective) | 3 |
| ED POL 112 | Introduction to Community Education and Development | 3 |
| GER | 3 | |
| GER | 3 | |
| GER | 3 | |
| Elective | 3 | |
| Credits | 18 | |
| Year 2 | ||
| Fall | ||
| ED POL 113 | The Milwaukee Community (GER-CP) | 3 |
| ED POL 375 | Cultural Foundations of Education | 3 |
| GER | 3 | |
| GER | 3 | |
| Electives | 6 | |
| Credits | 18 | |
| Spring | ||
| ED POL 114 | Community Issues, Policies, and Solutions | 3 |
| GER | 3 | |
| Electives | 12 | |
| Credits | 18 | |
| Year 3 | ||
| Fall | ||
| ED POL 506 or ED POL 601 | Research Techniques for Community Engagement and Education or Foundations of Community-Based Organizations | 3 |
| ED POL Foundations (upper division) 1 | 3 | |
| ED POL Foundations (upper division) 1 | 3 | |
| ED POL Foundations (upper division) 1 | 3 | |
| Elective | 3 | |
| ED POL CFCEE Elective 2, 3 | 3 | |
| Credits | 18 | |
| Spring | ||
| ED POL 601 or ED POL 506 | Foundations of Community-Based Organizations or Research Techniques for Community Engagement and Education | 3 |
| ED POL 534 | Students Placed At Risk: Deconstructing Risk, Defining Promise | 3 |
| ED POL Foundations (upper division) 1 | 3 | |
| ED POL Foundations (upper division) 1 | 3 | |
| Elective | 3 | |
| ED POL CFCEE Elective 2, 3 | 3 | |
| Credits | 18 | |
| Year 4 | ||
| Fall | ||
| ED POL 702 | Graduate Research Writing Seminar on K-12 Education 4 | 3 |
| ED POL 710 | Research Methods for K-12 Education and Community Engagement 4 | 3 |
| Credits | 6 | |
| Spring | ||
| ED POL 705 | Sociology of K-12 Education and Community 4 | 3 |
| ED POL 750 | History of K-12 Education in American Communities 4 | 3 |
| Credits | 6 | |
| Year 5 | ||
| Fall | ||
| ED POL 740 | Modern Philosophies of K-12 Education and Community 4 | 3 |
| CFCEE Elective 2 | 3 | |
| Credits | 6 | |
| Spring | ||
| MS Elective (any department) | 3 | |
| MS Elective (any department) | 3 | |
| Credits | 6 | |
| Total Credits | 129 | |
- 1
See ED POL Foundations (Upper Division) course options below.
- 2
See CFCEE (Cultural Foundations of Engagement and Education) course options below.
- 3
Count forward to graduate career.
- 4
Count backward to undergraduate career.
| Code | Title | Credits |
|---|---|---|
| ED POL Foundations (Upper Division) Courses | ||
| ED POL 520 | Peace Education | 3 |
| ED POL 531 | Alternative Schools | 3 |
| ED POL 534 | Students Placed At Risk: Deconstructing Risk, Defining Promise | 3 |
| ED POL 535 | Educating Students Placed At Risk: Pedagogies of Engagement | 3 |
| ED POL 581 | Youth Work Practice | 3 |
| ED POL 597 | Public Schools, Church-State Issues: Educational Foundations | 3 |
| ED POL 601 | Foundations of Community-Based Organizations | 3 |
| ED POL 602 | Proposal Writing and Fundraising Skills for Community-Based Organizations | 3 |
| ED POL 609 | Community Partnerships | 3 |
| ED POL 624 | Education, Title IX, and the Human Experience | 3 |
| ED POL 626 | Approaches to Discrimination in Education | 3 |
| ED POL 630 | Public Policy in Urban America | 3 |
| ED POL 633 | Community Development: History, Structure, Process-Empowering Communities | 3 |
| Code | Title | Credits |
|---|---|---|
| CFCEE (Cultural Foundations of Engagement and Education) Course Options | ||
| ED POL 520 | Peace Education | 3 |
| ED POL 531 | Alternative Schools | 3 |
| ED POL 534 | Students Placed At Risk: Deconstructing Risk, Defining Promise | 3 |
| ED POL 535 | Educating Students Placed At Risk: Pedagogies of Engagement | 3 |
| ED POL 581 | Youth Work Practice | 3 |
| ED POL 597 | Public Schools, Church-State Issues: Educational Foundations | 3 |
| ED POL 601 | Foundations of Community-Based Organizations | 3 |
| ED POL 602 | Proposal Writing and Fundraising Skills for Community-Based Organizations | 3 |
| ED POL 609 | Community Partnerships | 3 |
| ED POL 624 | Education, Title IX, and the Human Experience | 3 |
| ED POL 626 | Approaches to Discrimination in Education | 3 |
| ED POL 630 | Public Policy in Urban America | 3 |
| ED POL 633 | Community Development: History, Structure, Process-Empowering Communities | 3 |
| ED POL 702 | Graduate Research Writing Seminar on K-12 Education | 3 |
| ED POL 705 | Sociology of K-12 Education and Community | 3 |
| ED POL 710 | Research Methods for K-12 Education and Community Engagement | 3 |
| ED POL 740 | Modern Philosophies of K-12 Education and Community | 3 |
| ED POL 750 | History of K-12 Education in American Communities | 3 |
Undergraduate Selection Criteria
Ideally, students will declare their intention to complete an accelerated degree as incoming first-year students; however, continuing and transfer students may also pursue the accelerated degree. All interested students must meet with an academic advisor to determine if it is possible to join the program given the student’s situation in terms of credits and any other issues in the portion of undergraduate study remaining to them. Students will be expected to start the program prior to the semester they will be taking courses that count forward towards the MS degree (usually the semester after achieving junior status). If there are no logistical constraints, the student must then write a 1-2 page statement explaining their interest in the particular field of study and reasons for pursuing an accelerated degree. The student should include a copy of their college transcript with this statement and a recommendation from a faculty member in the chosen field (a recommendation form will be provided). These materials should be submitted to the intake administrator (Office of Student Services) who will then notify the Educational Policy and Community Studies Department chairperson, the Accelerated Programs Coordinator, and the student’s undergraduate advisor. Both the CEED and CFCEE programs must agree to accept the student into the accelerated degree track. Approved enrollment into graduate level coursework during an undergraduate career does not guarantee admission to the Graduate School. Students who do not meet the admissions criteria established by the Graduate School are still eligible to complete the undergraduate CEED BS degree.
Graduate Admissions Requirements
The Accelerated Programs Coordinator will be involved in monitoring undergraduate student progress of individuals pursuing the accelerated degree. The CFCEE program will accept students pursuing the accelerated degree into the M.S. program if the student meets the minimum criteria for admission established by the UWM Graduate School.
Students who do not satisfactorily meet admissions criteria for Graduate School are eligible to continue with their bachelor’s degree, provided they continue to meet undergraduate standards.
Community Engagement and Education, BS/Educational Psychology, MS: Cognitive and Developmental Sciences
This accelerated graduate degree involves the following bachelor’s and master’s degrees: Community Engagement and Education, BS (CEED) and Educational Psychology, MS with a concentration in Cognitive and Developmental Sciences (ED PSY CDS). There are 6 forward-shared credits and 15 backward-shared credits for a total of 21 shared credits.
Eligible Forward-Shared Courses
Any graduate course that fulfills an ED PSY CDS elective can be forward shared and must be approved by the advisor and program to move the student toward mastery of the ED PSY CDS standards. ED PSY CDS electives can be taken from any area, including those outside of the CDS concentration, and are tailored to the student's ED PSY CDS degree progression. Courses must be taken at the graduate (G) level. These courses fulfill CEED elective credits.
Eligible Backward-Shared Courses
All courses required for ED PSY CDS are eligible for backward-shared credit and fulfill CEED elective credits.
Undergraduate Requirements
Interested students must meet with an academic advisor to determine eligibility for the accelerated graduate degree. If eligible, students will submit the following materials to the department:
- 1-2 page statement explaining their interest in the particular field of study as reasons for pursuing an accelerated degree
- copy of their college transcript
- a recommendation letter from a faculty member in the chosen field
Graduate School Admission Requirements
To be considered for admission into Graduate School prior to completing their bachelor’s degree, students must meet the minimum criteria for admission established by the MS in Educational Psychology and the UWM Graduate School and be in progress to complete 105 bachelor’s credits prior to their first term as a graduate student.
Because the ED PSY CDS programs coordinator will be involved in monitoring undergraduate student progress of individuals pursuing an accelerated degree, the ED PSY CDS program will permit guaranteed acceptance into graduate school provided they meet the criteria above.
Students who do not satisfactorily meet graduate school admissions criteria may continue with their BS in Community Education and Engagement.
Sample Plan of Study
The sample plan below illustrates how students can progress through their undergraduate degree and transition into an Accelerated Graduate Degree (AGD). It provides an example of when undergraduate and graduate-level coursework may be completed and how shared credits can be applied toward both degrees. This is a sample plan, not a required course sequence, and your plan may vary. Work with your undergraduate advisor to develop an individualized plan and confirm all Accelerated Graduate Degree requirements.
| Year 1 | ||
|---|---|---|
| Fall | Credits | |
| ED POL 111 | Introduction to Community Engagement and Change | 3 |
| GER | 3 | |
| GER | 3 | |
| GER | 3 | |
| GER | 3 | |
| Credits | 15 | |
| Spring | ||
| ED POL 100 | Prior Professional Education Experience (or Elective) | 3 |
| ED POL 112 | Introduction to Community Education and Development | 3 |
| GER | 3 | |
| GER | 3 | |
| GER | 3 | |
| Elective (ED PSY 212 for Counseling minor) | 3 | |
| Credits | 18 | |
| Year 2 | ||
| Fall | ||
| ED POL 375 | Cultural Foundations of Education | 3 |
| ED POL 113 | The Milwaukee Community (GER-CP) | 3 |
| GER | 3 | |
| GER | 3 | |
| Electives (ED PSY 220 for Counseling minor) | 6 | |
| Credits | 18 | |
| Spring | ||
| ED POL 114 | Community Issues, Policies, and Solutions | 3 |
| ED POL Foundations (upper division) 1 | 3 | |
| ED POL 360 | The Mexicano/Mexicana Experience in the U.S. | 3 |
| GER | 3-4 | |
| Elective (ED PSY 330 for Counseling minor) | 3 | |
| Credits | 15-16 | |
| Year 3 | ||
| Fall | ||
| ED POL 506 or ED POL 601 | Research Techniques for Community Engagement and Education or Foundations of Community-Based Organizations | 3 |
| ED POL Foundations (upper division) 1 | 3 | |
| ED POL Foundations (upper division) 1 | 3 | |
| ED POL Foundations (upper division) 1 | 3 | |
| Elective (COMMUN 350 or COMMUN 402 for Counseling minor) | 3 | |
| Elective ED PSY (CDS course) (COUNS 600 for Counseling minor) 2, 4 | 3 | |
| Credits | 18 | |
| Spring | ||
| ED POL 601 or ED POL 506 | Foundations of Community-Based Organizations or Research Techniques for Community Engagement and Education | 3 |
| ED POL 630 | Public Policy in Urban America | 3 |
| ED POL Foundations (upper division) 1 | 3 | |
| Electives (COUNS 403 for Counseling minor) | 6 | |
| Elective ED PSY (CDS course) 2, 4 | 3 | |
| Credits | 18 | |
| Year 4 | ||
| Fall | ||
| ED PSY 640G | Human Development: Theory and Research 5 | 3 |
| ED PSY CDS Elective 3, 5 | 3 | |
| Credits | 6 | |
| Spring | ||
| ED PSY 624G | Statistical Methods for Professionals and Practitioners I 5 | 3 |
| ED PSY CDS Elective 3, 5 | 3 | |
| Credits | 6 | |
| Year 5 | ||
| Fall | ||
| ED PSY 631G or ED PSY 735 | Cognition: Learning, Problem Solving and Thinking 5 or Social Cognition in Educational Psychology | 3 |
| ED PSY CDS Elective 3 | 3 | |
| Credits | 6 | |
| Spring | ||
| ED PSY CDS Electives 3 | 6 | |
| Credits | 6 | |
| Total Credits | 126-127 | |
- 1
See ED POL Foundations Upper Division course options below.
- 2
ED PSY electives can be taken from any area, including those outside of CDS. Course selection must be approved by the CDS advisor and program.
- 3
See CDS Concentration course options below.
- 4
Forward-shared credit to graduate career.
- 5
Backward-shared credit to undergraduate career.
| Code | Title | Credits |
|---|---|---|
| ED POL Foundations (Upper Division) Courses | ||
| ED POL 520 | Peace Education | 3 |
| ED POL 531 | Alternative Schools | 3 |
| ED POL 534 | Students Placed At Risk: Deconstructing Risk, Defining Promise | 3 |
| ED POL 535 | Educating Students Placed At Risk: Pedagogies of Engagement | 3 |
| ED POL 581 | Youth Work Practice | 3 |
| ED POL 597 | Public Schools, Church-State Issues: Educational Foundations | 3 |
| ED POL 602 | Proposal Writing and Fundraising Skills for Community-Based Organizations | 3 |
| ED POL 609 | Community Partnerships | 3 |
| ED POL 624 | Education, Title IX, and the Human Experience | 3 |
| ED POL 626 | Approaches to Discrimination in Education | 3 |
| ED POL 607 | Service Learning and Community Engagement | 3 |
| ED POL 608 | Social Media and Technology for Community Engagement | 3 |
| Code | Title | Credits |
|---|---|---|
| ED PSY CDS Concentration Courses | ||
| ED PSY 728 | Techniques of Educational Research | 3 |
| ED PSY 734 | Contextual Determinants of Motivation | 3 |
| ED PSY 735 | Social Cognition in Educational Psychology | 3 |
| ED PSY 741 | Cognitive Development | 3 |
| ED PSY 742 | Personality Theories and the Educational Process | 3 |
| ED PSY 743 | Human Development: Study of Infancy and Early Childhood | 3 |
| ED PSY 746 | Human Development: Study of the Adolescent | 3 |
| ED PSY 747 | Human Development: Study of the Adult | 3 |
| ED PSY 748 | Oral Language, Cognition, and Literacy | 3 |
| ED PSY 831 | Cognition: Theory and Research | 3 |
| ED PSY 833 | Social Psychology of Group Differences: Race and Ethnicity | 3 |
| ED PSY 834 | The Psychology of Achievement Motivation | 3 |
Honors in the Major
Honors in the Major are granted to students who have achieved a cumulative GPA of 3.200 or above on all School of Education credits.
High Honors in the Major
High Honors in the Major are granted to students who have achieved a cumulative GPA of 3.500 or above on all School of Education credits.
College of Community Engagement and Professions Dean's Honor List
GPA of 3.50 or above, earned on a full-time student's GPA on 12 or more graded credits in a given semester.
Honors College Degree and Honors College Degree with Distinction
Granted to graduating seniors who complete Honors College requirements, as listed in the Honors College section of this site.
Commencement Honors
Students with a cumulative GPA of 3.500 or above, based on a minimum of 40 graded UWM credits earned prior to the final semester, will receive all-university commencement honors and be awarded the traditional gold cord at the December or May Honors Convocation. Please note that for honors calculation, the GPA is not rounded and is truncated at the third decimal (e.g., 3.499).
Final Honors
Earned on a minimum of 60 graded UWM credits: Cum Laude - 3.500 or above; Magna Cum Laude - 3.650 or above; Summa Cum Laude - 3.800 or above.