Cultural Foundations of Community Engagement and Education, MS
The Department of Educational Policy and Community Studies offers a master’s program for educators, community leaders, and those working in community-based organizations. Students deepen their knowledge about urban education and the contexts of urban communities. The program enhances participants’ ability to critically analyze education and processes of community change, and courses focus on the causes of inequality and oppression and explore approaches for fostering change.
Our courses are offered in the evenings, online, hybrid, and on weekends to serve working students. All in-department courses required for the degree are offered online, and students are able to complete all of their departmental courses online over a two-year cycle as space permits.
A core of five courses provides a foundation in writing, sociology, history, philosophy and research.
Students are encouraged to develop and understand their own frameworks of values and theoretical perspectives as applied to the realities of urban education and urban communities. A faculty advisor will assist the student through the program, balancing flexibility and structure according to professional needs. Common focus areas include the following:
- Alternative Education/At-Risk Students
- Child Care
- Community Organizing for Social Change
- Community Engagement and Partnerships
- Educational Policy
- Discrimination and Education
- Urban Education
- Youth Work
Because our program is very flexible, allowing 9 credits of electives within the department as well as 6 credits that can be chosen from across the university, students often create their own unique informal focus areas, which have included: African American and Latino Studies, Working-Class Studies, Educating Hmong Students, Global Education, Comparative Education, Education and the Homeless, and more.
A wide variety of professionals seeking to understand the urban context of education and community change have found this program useful. Graduates work in a range of fields: directors of non-profit and community-based agencies; teachers and principals in public, private, and alternative schools; administrators of child care centers; directors of social action organizations; managers of programs serving youth; administrators in health service facilities; community organizers; elected government officials; police officers; administrators of group homes; doctoral students; professors; and more. To discover more about what alumni do after graduation, visit the Cultural Foundations MS program website. Click on the “Careers” tab to see a list of actual jobs taken by alumni, and to watch some short videos of alumni talking about their experiences in the program.
Admission Requirements
Application Deadlines
Application deadlines vary by program, please review the application deadline chart for specific programs. Other important dates and deadlines can be found by using the One Stop calendars.
Admission
An applicant must meet Graduate School requirements plus submit a written statement of educational and professional goals with desired area of concentration to be considered for admission to the program.
Credits and Courses
The program in Cultural Foundations of Community Engagement and Education requires a minimum of 30 graduate credits, divided among the following: required core courses (15); focus work (minimum 9 graduate credits), electives (minimum 6 graduate credits).
| Code | Title | Credits |
|---|---|---|
| Core Courses 1 | ||
| ED POL 702 | Graduate Research Writing Seminar on K-12 Education 2 | 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 |
| Focus Work in Cultural Foundations | ||
| Select 9 credits in the Department of Educational Policy and Community Studies 3 | 9 | |
| Electives | ||
| Select a maximum of 6 graduate credits of electives 4 | 6 | |
| Total Credits | 30 | |
- 1
Each of these required courses has a set of major questions that guide the instructor and the students.
- 2
ED POL 702 must be taken in the first two semesters after a student enrolls in the program.
- 3
May be focused in the following areas:
- alternative education
- multicultural education
- peace education
- urban education
- educational policy
Students will select this focus with the help of an advisor.
- 4
In order to individualize the program, a maximum of 6 graduate credits of electives is selected in consultation with the advisor to enhance the specific professional goals of the student. These credits may be selected from courses within the Department, courses in other departments in the School of Education, or courses outside of the School of Education. A maximum of 3 credits of Independent Reading and 3 credits of fieldwork may be included in the program.
Additional Requirements
Major Professor as Advisor
The student must have a major professor to advise and supervise the student’s studies as specified in Graduate School regulations. A student who is not assigned to an advisor at time of admission should immediately contact the Department Chair.
Capstone Paper/Project or Thesis
All students in the Cultural Foundations of Community Engagement and Education program must complete either a final paper, final project, or thesis as part of their degree requirements. Each option is completed under the direction of a faculty supervisor, who may not be the student’s initially assigned academic advisor.
Final Paper Option
The final paper option generally begins with a research paper written in one of the student’s classes. This paper is then brought to a more complete form with the support of a faculty supervisor. This option provides an opportunity to refine one’s research and writing skills and to develop a fully thought-out analysis of a topic a student is especially interested in understanding. It also can serve as a writing sample for future graduate school applications. Students do not generally take extra credits to complete this option unless they are writing an entirely new paper. Note that this is NOT a thesis, which is a much more intensive and formalized research effort.
Final Project Options
The final project option is generally for students who are interested in more practice-oriented work, and who may not be planning to go on for further graduate study. The final project often involves action research: collecting data on some change made on their job or on another effort, and concluding with a report and presentation about what was learned. However, final projects can take a range of forms depending on what is negotiated with a faculty supervisor and may require enrollment for credit. Final projects are less writing intensive than final papers.
Thesis Option
A thesis represents a much more substantial research project that is submitted formally to the Graduate School. Students pursuing the thesis option may take up to 6 credits of ED POL 990 Research or Thesis.
Exit Interview
Students completing any of the above options will also end with a final exit interview with two faculty members from the program.
Time Limit
The student must complete all degree requirements within five years of initial enrollment.
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.