Elementary Education graduates receive a bachelor's degree, teacher certification in grades K-9, and an outstanding preparation to enter one of the most important careers ever: teaching children and youth! Our program prides itself on teaching educators to successfully work in a variety of grade levels and subject areas. Post-graduation job placement is exceptionally high.
The Elementary Education professional sequence is a two-year commitment, typically starting in the fall of the junior year, although some courses may be taken in the sophomore year. Coursework and field experiences lead to the capstone experience of student teaching.
Our graduates become teacher leaders committed to teaching all children effectively and advancing social and educational justice through classroom practices, personal interactions, and community engagement. Social justice is at the heart of our program, and our graduates are prepared to navigate the opportunities and complexities of our current educational system while also imagining and innovating beyond it. We teach research-based practices that assist teachers throughout their careers in education.
Students are encouraged to get involved as soon as they arrive on campus, and we have a variety of ways for this to happen. Many education-related courses are open to freshmen and sophomores. The School of Education's Buddy Program, in which new students are paired with a junior or senior in the program, helps students find a supportive community on our Big Ten campus. Many students volunteer in local schools and community organizations, including Schools of Hope. We also welcome students to join our chapter of Aspiring Educators, a pre-professional educators association.
UW–Madison's Elementary Education program educates teachers to recognize, appreciate, and value the wide range of gifts diverse students bring to our increasingly multicultural, complex world. It contends directly with issues of equity in education, and supports teachers in creating classroom conditions where all children can thrive.
See what an Elementary Education professor and teacher candidate have to say about the Elementary Education Program at UW–Madison.
Certification Options
The Elementary Education area offers five certification options, giving students many choices as they plan their career paths. All certification options are designed to be completed in four semesters after program admission and some classes may be taken prior to starting the professional sequence. Students declare the Elementary Education major in winter, are admitted to the program and notified in the spring, and begin the four-semester professional sequence in the following fall. Admission to the program is effective in the summer.
Kindergarten through Ninth Grade - Students completing this core program option will be certified to teach general education at the grade levels of K-9 and will also be eligible to teach in a 4K classroom.
- English as a Second Language (ESL) K-12 and Kindergarten through Ninth Grade - A minor in English as a Second Language can be added to the core K-9 program. Students selecting this combination will be certified to teach K-9 and English as a Second Language in grades K-12. Only fluency in English is needed to teach ESL.
- Early Childhood Education (ECE) and Kindergarten through Ninth Grade - A minor in Early Childhood can also be added to the core K-9 program. Students selecting this combination will be certified to teach K-9 and Early Childhood Education from birth through Grade 3.
- Kindergarten through Ninth Grade, and Early Childhood Education, and English as a Second Language K-12 - Students may opt to complete both the ECE and ESL minors in combination with K-9 certification. Successful students receive certification in all three areas.
- Kindergarten through Ninth Grade and Special Education K-12 (Dual Certification) - Students interested in both Elementary Education and Special Education should investigate the Elementary Education and Special Education degree housed in the Department of Rehabilitation Psychology and Special Education. Upon completion, students are certified in K-9 general education and Special Education in grades K-12.
The Teacher Pledge
The School of Education at UW–Madison currently offers a very unique financial opportunity for students in the Elementary Education program, The Teacher Pledge. The School pledges to pay the equivalent of in-state tuition and fees for all teacher education students. In return, Elementary Education students pledge to work at a Wisconsin PreK-9 school for three to four years after graduation, depending on the location.
Madison College Transfer Agreement
Madison College students should also investigate the transfer agreement between Madison College and UW–Madison. Students meeting the requirements of this agreement are guaranteed admission to UW–Madison's School of Education and to Elementary Education.
“The incredible faculty, responsive advisors, and close-knit education peers have truly blossomed my love for education. They have guided me on my professional journey to be a positive role model, a kind and compassionate teacher, and an active contributor to my community. I feel confident and prepared to guide and support future generations of learners thanks to the UW-Madison Elementary Education Program!”
--- Annika Ziperski, K-9/Early Childhood, Educational Policy Studies Certificate
How to Get In
Students typically enter UW–Madison as Pre-Elementary Education students (PRE) and spend the first two years completing liberal studies, general education, and some of the professional education requirements. Elementary Education is declared during the sophomore year for the final two years on campus.
On-campus students starting at UW-Madison in other majors can move to Pre-Elementary Education by completing a Pre-Professional Declaration. A GPA of 2.50, based on all UW–Madison coursework or the last 60 credits, is required to transfer into Pre-Elementary Education. It is not necessary to be a Pre-Elementary Education student before declaring the Elementary Education major.
Eligibility to Declare Elementary Education
Elementary Education currently accepts declarations once a year, usually from December 1 – February 1. This period may be extended if additional spaces are available after the initial deadline. The on-campus declaration form is located on the School of Education's Undergraduate Admissions page, along with information about the declaration period, deadline, and current admission requirements. Students should consult this site prior to submitting a declaration, as this information may be modified from one declaration period to the next.
Off-campus students wishing to transfer directly into Elementary Education should complete the on-campus declaration and must also be admitted to UW-Madison. See Transfer Students and Students with a Bachelor’s Degree, below.
Elementary Education students are admitted to the program once a year, effective in the summer. Selection is made the previous spring and students begin the four-semester professional sequence in the subsequent fall semester.
Current Eligibility Requirements:
- Earn 40 or more total credits by the end of the fall semester of the declaration year.
- Submit completed program declaration form(s), transcripts, and all other related declaration materials by the declaration deadline specified on the School of Education's Undergraduate Admissions page.
- While no minimum gpa is required to apply for program admission, students should be aware of the 2.75 gpa required for graduation.
Students will be provisionally admitted pending the completion of all eligibility requirements by the end of the spring semester of the declaration year.
Transfer Students and Students with a Previous Degree
Transfer students and students who already hold a bachelor’s degree must be admitted to UW-Madison to enroll in a School of Education program. Admission to the campus has its own application, admission process, and application deadlines; see Office of Admissions and Recruitment for campus application information.
Students wishing to enter directly into Elementary Education should complete both the on-campus declaration and the UW-Madison application. All eligibility requirements must be met. Transfers who do not meet the declaration eligibility criteria will be admitted to UW-Madison with the Pre-Elementary Education designation.
An applicant with a previous undergraduate degree will be admitted to Elementary Education as a second degree candidate or as a School of Education "Special Student," depending on their academic background.
Second degree candidates in the School of Education are changing their academic direction and wish to complete a degree that is unrelated to their first. A large number of credits are usually required to complete the new degree requirements and a second degree is awarded upon its completion; more information is available here. Almost all students returning to pursue Elementary Education will be candidates for a second degree.
Admission as an Education Special Student indicates that the student has an interest in pursuing teacher certification in Elementary Education and studied this subject area extensively during their initial degree. This is rarely the case, however. A student enrolls in Elementary Education as a Special Student to complete the requirements that were not taken during the first degree; these are assessed on a case by case basis. Another degree is not awarded for this "certification only" coursework.
All off-campus students are strongly encouraged to meet with an advisor in the School of Education Student Services office in advance of their declaration. Consultations are available in person, virtually, or via telephone; email soeacademicservices@education.wisc.edu or call 608-262-1651 to schedule an appointment.
Background Checks
Pursuant to State of Wisconsin law PI 34.018(2), the School of Education is required to administer a background check on all students entering teacher education programs. This check is intended to determine if the applicant has engaged in any behavior that endangers the health, welfare, safety, or education of PK-12 pupils. Local school districts frequently conduct background checks on teacher education students prior to the start of their in-classroom field work, and the Department of Public Instruction (DPI) will also conduct a background check on each applicant for a Wisconsin educator license.
Students should be aware that background checks may be initiated by other agencies or organizations when they are seeking employment or a professional license. School administrators have the authority to determine the appropriateness of a student placement and may choose not to permit a placement based on a student’s background check results.
An individual who has been deemed ineligible to participate in field or clinical experiences based on the results of their background check may not be able to complete the requirements for their degree or certification. Students with questions about these processes should contact the Teacher Education Center, tec@education.wisc.edu.
University Requirements
All undergraduate students must complete both the following Core General Education (Core GenEd) and University Degree and Quality of Work requirements. The requirements below apply to students whose first term at UW-Madison or whose earliest post-high school college attendance at any institution is Summer 2026 or later.
Students whose first term at UW-Madison or whose earliest post-high school college attendance at any institution occurred before Summer 2026 should refer to the archived Guide for the requirements that apply to them.
Core General Education (Core GenEd) Requirements
| Civics & Perspectives | 3 credits of Civics & Perspectives coursework. |
| Communication & Literacy | 6 credits of Communication & Literacy coursework. This requirement may be partially satisfied by a qualifying placement test score. More information: https://go.wisc.edu/qualifyingenglishplacement |
| Humanities & Arts | 6 credits of Humanities & Arts coursework. |
| Mathematics & Quantitative Reasoning | 6 credits of Mathematics & Quantitative Reasoning coursework. This requirement may be partially satisfied by a qualifying placement test score. More information: https://go.wisc.edu/qualifyingmathplacement |
| Natural Science & Wellness | Complete both:
|
| Social & Behavioral Science | 3 credits of Social & Behavioral Science coursework. |
| Total Credits | 30 credits. |
For more information see the policy.
University Degree and Quality of Work Requirements
All undergraduate degree recipients must complete the following minimum requirements. Requirements for some programs will exceed these requirements; see program requirements for additional information.
| Total Degree | 120 degree credits. |
| Residency | Complete 30 credits in residence. A course is considered “in residence” if it is taken when in undergraduate degree-seeking status and:
|
| Quality of Work | Achieve at least the minimum grade point average specified by the school, college, and/or academic program. |
| Math | Demonstrate minimal mathematics competence by: |
| English Language | If required to take the UW-Madison English as a Second Language Assessment Test (MSN-ESLAT), demonstrate minimal English language competence by:
|
| Language | Complete one:
|
| Major Declaration | Declare and complete the requirements for at least one major. |
School of Education Degree Requirements
Communication: Breadth and Depth
Courses designated as Communication A (Comm A) and Communication B (Comm B) help students learn how to gather and assess information from a variety of sources and to present different kinds of information, insight, and analysis to diverse audiences. Comm A courses focus on essential communication skills and Comm B courses teach research, writing, and communication skills within a disciplinary area.
| Communication A | Complete either:
|
| Communication B | One course with the Communication B designation. |
Quantitative Reasoning: Breadth and Depth
Quantitative Reasoning A courses provide students with foundational skills in mathematics, computer science, statistics or formal logic that are needed for dealing with quantitative information. In Quantitative Reasoning B courses, students use quantitative tools in the context of other disciplines or course material.
| Quantitative Reasoning A | Complete either:
|
| Quantitative Reasoning B | One course with the Quantitative Reasoning B designation. |
Liberal Studies Requirements
All students are required to complete a minimum of 40 credits of Liberal Studies coursework. This requirement provides an opportunity to do some academic exploration beyond the scope of the major. Students take courses in areas of particular interest and also have an opportunity to sample the wide selection of courses offered across the university. Coursework is required in humanities, social studies (social science), science, and cultural and historical studies. Some elective coursework is also needed to reach the required number of credits.
The School of Education’s Liberal Studies requirements can be used to satisfy the campus-wide Core General Education requirements. Communication A and B, and Quantitative Reasoning A and B coursework can also be used towards Core General Education and other requirements. Academic advisors can suggest courses that will count in multiple places.
A basic outline of the liberal studies is included below. Students must consult the detailed version of the requirements for more information about course selection and how the liberal studies requirements apply to this major.
Are you interested in switching to the School of Education? If so, you should run a “what-if” DARS report. It will show how many of these requirements you have already met and are unmet.
Humanities
Complete a minimum of 9 credits from these categories.
| Literature | Complete a course with the Literature designation, minimum of 2 credits |
| Fine Arts | Complete a minimum of 2 credits from the list of courses below. |
| Humanities | Courses to total 9 Humanities credits. Select from:
|
Fine Arts Courses
| Code | Title | Credits |
|---|---|---|
| AFRICAN/AFROAMER 220 | HipHop, Youth Culture, and Politics in Senegal | 3 |
| AFRICAN/AFROAMER 233 | Global HipHop and Social Justice | 3 |
| AFROAMER 154 | Hip-Hop and Contemporary American Society | 3 |
| AFROAMER 156 | Black Music and American Cultural History | 3 |
| AFROAMER 225 | Introduction to African American Dramatic Literature | 3 |
| AFROAMER/ART HIST 241 | Introduction to African Art and Architecture | 3 |
| AFROAMER/ART HIST 242 | Introduction to Afro-American Art | 3 |
| AFROAMER/GEN&WS 267 | Artistic/Cultural Images of Black Women | 3 |
| AFROAMER/DANCE/MUSIC 318 | Cultural Cross Currents: West African Dance/Music in the Americas | 3 |
| AFROAMER 338 | The Black Arts Movement | 3 |
| AFROAMER/GEN&WS 367 | Art and Visual Culture: Women of the African Diaspora and Africa | 3 |
| AFROAMER/AFRICAN 413 | Contemporary African and Caribbean Drama | 3-4 |
| AMER IND 325 | American Indians in Film | 3 |
| Any ART course | ||
| Any ART HIST course | ||
| COM ARTS 350 | Introduction to Film | 3 |
| COM ARTS 357 | History of the Animated Film | 3 |
| Any DANCE course | ||
| DS 120 | Design: Fundamentals I | 3 |
| ENGL 207 | Introduction to Creative Writing: Fiction and Poetry Workshop | 3 |
| ENGL 307 | Creative Writing: Fiction and Poetry Workshop | 3 |
| ENGL 407 | Creative Writing: Nonfiction Workshop | 3 |
| ENGL 408 | Creative Writing: Fiction Workshop | 3 |
| ENGL 409 | Creative Writing: Poetry Workshop | 3 |
| ENGL 410 | Creative Writing: Playwriting Workshop | 3 |
| ENGL 411 | Creative Writing: Special Topics Workshop | 3 |
| ENVIR ST/HIST SCI/HISTORY 125 | Green Screen: Environmental Perspectives through Film | 3 |
| FOLKLORE/MUSIC 103 | Introduction to Music Cultures of the World | 3 |
| GERMAN 253 | Introduction to German Cinema | 3 |
| GERMAN 267 | Yiddish Song and the Jewish Experience | 3-4 |
| ILS 203 | Western Culture: Literature and the Arts I | 3 |
| ILS 204 | Western Culture: Literature and the Arts II | 3-4 |
| LITTRANS 207 | Slavic Science Fiction through Literature and Film | 3 |
| LITTRANS 231 | Manga | 3 |
| LITTRANS 232 | Anime | 3 |
| LITTRANS 233 | Russian Life and Culture Through Literature and Art (to 1917) | 3-4 |
| LITTRANS 234 | Soviet Life and Culture Through Literature and Art (from 1917) | 3-4 |
| LITTRANS/FOLKLORE 327 | Vampires | 3 |
| LITTRANS/THEATRE 335 | In Translation: The Drama of Henrik Ibsen | 3-4 |
| Any MUSIC course | ||
| Any MUS PERF course | ||
| Any THEATRE course | ||
Social Studies
| Social Studies | Complete 9 credits with the Social Science designation. The following programs have specific requirements:
|
Science
Complete a minimum of 9 credits, including Physical and Biological Science. A laboratory science course is also required. The lab course can count toward the Biological or Physical Science requirement if it has the requisite breadth designation.
| Physical Science | Complete one course with the Physical Science designation. |
| Biological Science | Complete one course with the Biological Science designation. |
| Lab Science | Complete one course with the Biological, Physical, or Natural Science designation with a lab component; see Course Search and Enroll. Additional eligible courses are listed below. |
| Science Elective(s) | If needed, complete a course with the Biological, Physical, or Natural Science designation to total 9 Science credits. |
Laboratory Courses
| Code | Title | Credits |
|---|---|---|
| ANTHRO 105 | Principles of Biological Anthropology | 3 |
| ATM OCN 101 | Weather and Climate | 4 |
| BOTANY 100 | Survey of Botany | 3 |
| BOTANY/PL PATH 123 | Plants, Parasites, and People | 3 |
| FOOD SCI/MICROBIO 324 | Food Microbiology Laboratory | 2 |
| GEOSCI 100 | Introductory Geology: How the Earth Works | 3 |
| PHYSICS 109 | Physics in the Arts | 3 |
| PLANTSCI 110 | Introduction to Plant Science and Technology | 4 |
Cultural and Historical Studies
Complete three requirements met by separate courses. Any of these courses can also be used to meet other requirements if it has the relevant breadth designation. A single course cannot satisfy more than one of the three Cultural and Historical Studies requirements listed below.
| Ethnic Studies | Complete 3 credits with the Ethnic Studies Designation. |
| United States or European History | Complete 3 credits from the list of courses below. |
| Global Perspectives | Complete 3 credits from the list of courses below. |
United States or European History Courses
| Code | Title | Credits |
|---|---|---|
| AFROAMER 154 | Hip-Hop and Contemporary American Society | 3 |
| AFROAMER 156 | Black Music and American Cultural History | 3 |
| AFROAMER 231 | Introduction to African American History | 3 |
| AFROAMER 272 | Race and American Politics from the New Deal to the New Right | 3 |
| AFROAMER/AFRICAN/HISTORY/POLI SCI 297 | African and African-American Linkages: An Introduction | 4 |
| AFROAMER 302 | Undergraduate Studies in Afro-American History | 3 |
| AFROAMER/HISTORY 321 | African American History Since 1900 | 3-4 |
| AFROAMER/HISTORY 322 | African American History to 1900 | 3 |
| AFROAMER/GEN&WS 323 | Gender, Race and Class: Women in U.S. History | 3 |
| AFROAMER/GEN&WS 324 | Black Women in America: Reconstruction to the Present | 3 |
| AFROAMER/GEN&WS 326 | Race and Gender in Post-World War II U.S. Society | 3 |
| AFROAMER/HISTORY 347 | The Caribbean and its Diasporas | 3-4 |
| AFROAMER/HISTORY 393 | Slavery, Civil War, and Reconstruction, 1848-1877 | 3-4 |
| AFROAMER/HIST SCI/MED HIST 523 | Race, American Medicine and Public Health | 3 |
| AFROAMER/ED POL 567 | History of African American Education | 3 |
| AFROAMER 621 | Slavery and Capitalism in the United States | 3 |
| AFROAMER 623 | Women and Slavery in the United States | 3 |
| AFROAMER/GEN&WS 624 | African American Women's Activism (19th & 20th Centuries) | 3 |
| AFROAMER/GEN&WS 625 | Gender, Race and the Civil Rights Movement | 3 |
| AFROAMER 626 | Slavery and Emancipation in the United States | 3 |
| AFROAMER/HISTORY 628 | History of the Civil Rights Movement in the United States | 3 |
| AFROAMER 631 | Colloquium in African American History | 3 |
| AFROAMER 671 | Selected Topics in African American History | 3 |
| AMER IND 100 | Introduction to American Indian Studies | 3 |
| AMER IND 185 | Indigenous Athletes and Sports | 3 |
| AMER IND/HISTORY 190 | Introduction to American Indian History | 3-4 |
| AMER IND 230 | Indigenous Resistance and Activism | 3 |
| AMER IND 250 | Indians of Wisconsin | 3 |
| AMER IND/ANTHRO 314 | Indians of North America | 3 |
| AMER IND/HISTORY 380 | Sovereignty and the Schoolhouse | 3 |
| AMER IND/SOC WORK 636 | Social Work in American Indian Communities: The Indian Child Welfare Act | 3 |
| ART HIST 357 | History of Wisconsin Architecture, 1800-present | 3 |
| ASIAN AM/AFROAMER/AMER IND/CHICLA 102 | Introduction to Comparative US Ethnic, American Indian, and Indigenous Studies | 3 |
| ASIAN AM/HISTORY 160 | Asian American History: Movement and Dislocation | 3-4 |
| ASIAN AM/HISTORY 161 | Asian American History: Settlement and National Belonging | 3-4 |
| ASIAN AM 170 | Hmong American Experiences in the United States | 3 |
| ASIAN AM/SOC 220 | Ethnic Movements in the United States | 3-4 |
| ASIAN AM/ASIAN/HISTORY 246 | Southeast Asian Refugees of the "Cold" War | 4 |
| ASIAN AM 253 | Critical Refugee Studies | 3 |
| ASIAN AM 441 | Hmong American Social Movements in the 20th and 21st Centuries | 3 |
| C&E SOC/HISTORY/POLI SCI/SOC 259 | Forward? The Wisconsin Idea, Past and Present | 1-3 |
| CHICLA/HISTORY 151 | The North American West to 1850 | 3-4 |
| CHICLA/HISTORY 152 | The United States West Since 1850 | 3-4 |
| CHICLA/HISTORY 153 | Latina/Latino/Latinx History | 3-4 |
| CHICLA 201 | Introduction to Chicanx/e and Latinx/e Studies | 3 |
| CHICLA/GEN&WS/HISTORY 245 | Chicana and Latina History | 3 |
| CHICLA/HISTORY/LACIS/POLI SCI 268 | The U.S. & Latin America from the Colonial Era to the Present: A Critical Survey | 3 |
| CHICLA 301 | Chicana/o and Latina/o History | 3 |
| CHICLA 315 | Racial Formation and Whiteness | 3 |
| CHICLA/GEN&WS 332 | Latinas: Self Identity and Social Change | 3 |
| CHICLA/SPANISH 364 | Survey of Latinx/e Popular Culture | 3 |
| CHICLA/HISTORY/POLI SCI 422 | Latino History and Politics | 3 |
| CHICLA/HISTORY 435 | Colony, Nation, and Minority: The Puerto Ricans' World | 3 |
| CLASSICS/HISTORY 110 | The Ancient Mediterranean | 4 |
| CLASSICS 206 | Classical Influences on Western Art and Science | 3 |
| CLASSICS/HISTORY/POLI SCI 362 | Athenian Democracy | 3 |
| CLASSICS/HISTORY/RELIG ST 517 | Religions of the Ancient Mediterranean | 3 |
| CURRIC/ED POL/HISTORY/JEWISH 515 | Holocaust: History, Memory and Education | 3 |
| ECON/HISTORY 466 | The American Economy Since 1865 | 3-4 |
| ED POL/HISTORY 107 | The History of the University in the West | 3 |
| ED POL/HISTORY 143 | History of Race and Inequality in Urban America | 3 |
| ED POL/HISTORY 412 | History of American Education | 3 |
| ED POL/HISTORY 478 | Comparative History of Childhood and Adolescence | 3 |
| ED POL/HISTORY 612 | History of Student Activism from the Popular Front to Black Lives Matter | 3 |
| ENGL/HISTORY/RELIG ST 360 | Early Medieval England | 3 |
| ENVIR ST/HIST SCI/HISTORY 125 | Green Screen: Environmental Perspectives through Film | 3 |
| ENVIR ST/GNS 210 | Cultures of Sustainability: Central, Eastern, and Northern Europe | 3 |
| ENVIR ST/HISTORY 328 | Environmental History of Europe | 3 |
| ENVIR ST/GEOG/HISTORY 460 | American Environmental History | 4 |
| ENVIR ST/HISTORY/LEGAL ST 430 | Law and Environment: Historical and Contemporary Perspectives | 3 |
| FOLKLORE/GNS 200 | Folklore of Central, Eastern and Northern Europe | 3 |
| FOLKLORE 442 | Immigration and Indigeneity in the Upper Midwest | 3 |
| GEN&WS/HISTORY 353 | Women and Gender in the U.S. to 1870 | 3-4 |
| GEN&WS/HISTORY 354 | Women and Gender in the U.S. Since 1870 | 3-4 |
| GEN&WS/HISTORY 392 | Women and Gender in Modern Europe | 3-4 |
| GEN&WS/HIST SCI 537 | Childbirth in the United States | 3 |
| GEOG/HISTORY/POLI SCI/SLAVIC 253 | Russia: An Interdisciplinary Survey | 4 |
| GEOG/HISTORY/POLI SCI/SLAVIC 254 | Eastern Europe: An Interdisciplinary Survey | 4 |
| HIST SCI/HISTORY/MED HIST 132 | Bees, Trees, Germs, and Genes: A History of Biology | 3 |
| HIST SCI 150 | The Digital Age | 3 |
| HIST SCI 201 | The Origins of Scientific Thought | 3 |
| HIST SCI 218 | History of Twentieth Century American Medicine | 3 |
| HIST SCI/AFROAMER 275 | Science, Medicine, and Race: A History | 3-4 |
| HIST SCI/HISTORY 323 | The Scientific Revolution: From Copernicus to Newton | 3 |
| HIST SCI 404 | A History of Disease | 3-4 |
| HIST SCI/HISTORY/MED HIST 508 | Health, Disease and Healing II | 3-4 |
| HIST SCI/MED HIST 509 | The Development of Public Health in America | 3 |
| HIST SCI/GEN&WS/MED HIST 531 | Women and Health in American History | 3 |
| HIST SCI/GEN&WS/MED HIST 532 | The History of the (American) Body | 3 |
| HISTORY 101 | Amer Hist to the Civil War Era, the Origin & Growth of the U S | 4 |
| HISTORY 102 | American History, Civil War Era to the Present | 4 |
| HISTORY 109 | Introduction to U.S. History | 3-4 |
| HISTORY 115 | Medieval Europe 410-1500 | 4 |
| HISTORY 119 | Europe and the World, 1400-1815 | 4 |
| HISTORY 120 | Europe and the Modern World 1815 to the Present | 4 |
| HISTORY 124 | Britain since 1688 | 3-4 |
| HISTORY 136 | Sport, Recreation, & Society in the United States | 3-4 |
| HISTORY 145 | America and China, 1776-Today | 3-4 |
| HISTORY 154 | Who is an American? | 3-4 |
| HISTORY 155 | The Long Black Freedom Struggle from the Civil War to the Present | 3-4 |
| HISTORY/JEWISH 156 | The American Jewish Experience: From Shtetl to Suburb | 3-4 |
| HISTORY 170 | East Meets West: Myth, Meaning, and Modernity | 3-4 |
| HISTORY 201 | The Historian's Craft (topic must be approved) | 3-4 |
| HISTORY/RELIG ST 208 | Western Intellectual and Religious History to 1500 | 3-4 |
| HISTORY/RELIG ST 209 | Western Intellectual and Religious History since 1500 | 3-4 |
| HISTORY/RELIG ST 212 | The History of Western Christianity to 1750 | 4 |
| HISTORY/JEWISH 213 | Jews and American Pop. Culture | 3-4 |
| HISTORY/JEWISH 220 | Introduction to Modern Jewish History | 4 |
| HISTORY 221 | Explorations in American History (H) | 3-4 |
| HISTORY 223 | Explorations in European History (H) | 3-4 |
| HISTORY 227 | Explorations in the History of Race and Ethnicity | 3 |
| HISTORY/ART HIST/ENVIR ST/GEOG/LAND ARC 239 | Making the American Landscape | 3-4 |
| HISTORY/LACIS 243 | Colonial Latin America: Invasion to Independence | 3-4 |
| HISTORY/LEGAL ST 261 | American Legal History to 1860 | 3-4 |
| HISTORY/LEGAL ST 262 | American Legal History, 1860 to the Present | 3-4 |
| HISTORY 269 | War, Race, and Religion in Europe and the United States, from the Scramble for Africa to Today | 3-4 |
| HISTORY 270 | Eastern Europe since 1900 | 3-4 |
| HISTORY 271 | Study Abroad in History: European History | 1-4 |
| HISTORY 272 | Study Abroad in History: United States History | 1-4 |
| HISTORY 302 | History of American Thought, 1859 to the Present | 3-4 |
| HISTORY 303 | A History of Greek Civilization | 3-4 |
| HISTORY 306 | The United States Since 1945 | 3-4 |
| HISTORY 307 | A History of Rome | 3-4 |
| HISTORY/MEDIEVAL/RELIG ST 309 | The Crusades: Christianity and Islam | 3-4 |
| HISTORY/JEWISH 310 | The Holocaust | 3-4 |
| HISTORY 329 | History of American Capitalism | 4 |
| HISTORY/INTL ST 332 | East Asia & The U.S. Since 1899 | 3-4 |
| HISTORY 344 | The Age of the American Revolution, 1763-1789 | 3-4 |
| HISTORY 345 | Military History of the United States | 3-4 |
| HISTORY 348 | France from Napoleon to the Great War, 1799-1914 | 3-4 |
| HISTORY 349 | Contemporary France, 1914 to the Present | 3-4 |
| HISTORY 350 | The First World War and the Shaping of Twentieth-Century Europe | 3-4 |
| HISTORY/CHICLA/LACIS/POLI SCI 355 | Labor in the Americas: US & Mexico in Comparative & Historical Perspective | 3 |
| HISTORY 357 | The Second World War | 3-4 |
| HISTORY 358 | French Revolution and Napoleon | 3-4 |
| HISTORY 359 | History of Europe Since 1945 | 3-4 |
| HISTORY/INTL ST 366 | From Fascism to Today: Social Movements and Politics in Europe | 3-4 |
| HISTORY 401 | Public History Workshop | 3 |
| HISTORY 403 | Immigration and Assimilation in American History | 3-4 |
| HISTORY/RELIG ST 409 | Christianity in the Atlantic World, 1500-1800 | 3 |
| HISTORY 410 | History of Germany, 1871 to the Present | 3-4 |
| HISTORY/RELIG ST 411 | The Enlightenment and Its Critics | 3 |
| HISTORY 417 | History of Russia | 3-4 |
| HISTORY 418 | History of Russia | 3-4 |
| HISTORY 419 | History of Soviet Russia | 3-4 |
| HISTORY 420 | Russian Social and Intellectual History | 3-4 |
| HISTORY 424 | The Soviet Union and the World, 1917-1991 | 3-4 |
| HISTORY/CHICLA/POLI SCI 422 | Latino History and Politics | 3 |
| HISTORY/LEGAL ST 426 | The History of Punishment | 3-4 |
| HISTORY 427 | The American Military Experience to 1902 | 3-4 |
| HISTORY 428 | The American Military Experience Since 1899 | 3-4 |
| HISTORY/SCAND ST 431 | History of Scandinavia to 1815 | 3 |
| HISTORY/SCAND ST 432 | History of Scandinavia Since 1815 | 3 |
| HISTORY 434 | American Foreign Relations, 1901 to the Present | 3-4 |
| HISTORY/SCAND ST 577 | Contemporary Scandinavia: Politics and History | 3-4 |
| HISTORY/LEGAL ST 459 | Rule of Law: Philosophical and Historical Models | 3-4 |
| HISTORY/LEGAL ST 476 | Medieval Law and Society | 3 |
| HISTORY/LEGAL ST 510 | Legal Pluralism | 3 |
| HISTORY 500 | Reading Seminar in History | 3 |
| HISTORY/JEWISH/SOC 518 | Antisemitism in European Culture | 3 |
| HISTORY/JOURN 560 | History of U.S. Media | 4 |
| HISTORY 607 | The American Impact Abroad: The Historical Dimension | 3 |
| ILS 201 | Western Culture: Science, Technology, Philosophy I | 3 |
| ILS 202 | Western Culture: Science, Technology, Philosophy II | 3 |
| MUSIC 202 | Delta Blues | 3 |
| MUSIC 203 | American Ethnicities and Popular Song | 3 |
| MUSIC 317 | Musical Women in Europe and America: Creativity, Performance, and Identity | 3 |
| SCAND ST 348 | The Second World War in Nordic Culture | 3 |
Global Perspectives Courses
| Code | Title | Credits |
|---|---|---|
| A A E/ENVIR ST 244 | The Environment and the Global Economy | 4 |
| A A E 319 | The International Agricultural Economy | 3 |
| A A E/NUTR SCI 350 | World Hunger and Malnutrition | 3 |
| A A E/INTL ST 373 | Globalization, Poverty and Development | 3 |
| A A E/INTL ST 374 | The Growth and Development of Nations in the Global Economy | 3 |
| A A E/ECON 473 | Economic Growth and Development in Southeast Asia | 3 |
| AFRICAN/HISTORY 106 | Introduction to African History | 3-4 |
| AFRICAN/HISTORY 129 | Africa on the Global Stage | 3-4 |
| AFRICAN 201 | Introduction to African Literature | 3 |
| AFRICAN 202 | Introductory Topics in African Cultural Studies | 3 |
| AFRICAN 203 | Introductory Topics in African Literature | 3 |
| AFRICAN 204 | Introductory Topics in African Languages | 3 |
| AFRICAN/FOLKLORE 210 | The African Storyteller | 3 |
| AFRICAN 212 | Introduction to African Popular Culture | 3 |
| AFRICAN/FRENCH 216 | Modern and Contemporary Francophone Topics | 3 |
| AFRICAN/AFROAMER 220 | HipHop, Youth Culture, and Politics in Senegal | 3 |
| AFRICAN 230 | Introduction to Yoruba Life and Culture | 3 |
| AFRICAN/AFROAMER 233 | Global HipHop and Social Justice | 3 |
| AFRICAN 231 | Introduction to Arabic Literary Culture | 3 |
| AFRICAN/AFROAMER/ANTHRO/GEOG/HISTORY/POLI SCI/SOC 277 | Africa: An Introductory Survey | 4 |
| AFRICAN/AFROAMER/HISTORY/POLI SCI 297 | African and African-American Linkages: An Introduction | 4 |
| AFRICAN 300 | African Literature in Translation | 3 |
| AFRICAN/INTL ST 302 | Arabic Literature and Cinema | 3 |
| AFRICAN/ASIAN/RELIG ST 370 | Islam: Religion and Culture | 3-4 |
| AFRICAN 403 | Theories of African Cultural Studies | 3 |
| AFRICAN/RELIG ST 408 | Everyday Religion in Africa | 3 |
| AFRICAN/RELIG ST 414 | Islam in Africa and the Diaspora | 3 |
| AFRICAN/COM ARTS/L I S 444 | Technology and Development in Africa and Beyond | 3 |
| AFROAMER/ART HIST 241 | Introduction to African Art and Architecture | 3 |
| AFROAMER/ANTHRO/C&E SOC/GEOG/HISTORY/LACIS/POLI SCI/SOC/SPANISH 260 | Latin America: An Introduction | 3-4 |
| AFROAMER/DANCE/MUSIC 318 | Cultural Cross Currents: West African Dance/Music in the Americas | 3 |
| AFROAMER/GEN&WS 367 | Art and Visual Culture: Women of the African Diaspora and Africa | 3 |
| AGROECOL 377 | Global Food Production and Health | 3 |
| ANTHRO 100 | General Anthropology | 3 |
| ANTHRO 102 | Archaeology and the Prehistoric World | 3 |
| ANTHRO 104 | Cultural Anthropology and Human Diversity | 3 |
| ANTHRO 105 | Principles of Biological Anthropology | 3 |
| ANTHRO/FOLKLORE/INTL ST/LINGUIS 211 | Global Language Issues | 3 |
| ANTHRO 237 | Cut 'n' Mix: Music, Race, and Culture in the Caribbean | 3 |
| ANTHRO 265 | Introduction to Culture and Health | 3 |
| ANTHRO 300 | Cultural Anthropology: Theory and Ethnography | 3 |
| ANTHRO/ASIAN 305 | Anthropology of South Asia | 3 |
| ANTHRO/AMER IND 314 | Indians of North America | 3 |
| ANTHRO 321 | The Emergence of Human Culture | 3 |
| ANTHRO 322 | The Origins of Civilization | 3 |
| ANTHRO 330 | Topics in Ethnology (topic must be approved) | 3-4 |
| ANTHRO 333 | Prehistory of Africa | 3 |
| ANTHRO 339 | Archaeology of Warfare and Human Nature | 3 |
| ANTHRO 350 | Political Anthropology | 3-4 |
| ANTHRO 357 | Introduction to the Anthropology of Japan | 3-4 |
| ANTHRO 365 | Medical Anthropology | 3 |
| ART HIST/ASIAN 179 | Passage Through India: South Asia's Global Architectural Histories | 3 |
| ART HIST 205 | Global Arts | 3-4 |
| ART HIST 305 | History of Islamic Art and Architecture | 3 |
| ART HIST 307 | From Tomb to Temple: Ancient Chinese Art and Religion in Transition | 3 |
| ART HIST 308 | The Tastes of Scholars and Emperors: Chinese Art in the Later Periods | 3 |
| ART HIST 354 | Cross-Cultural Arts Around the Atlantic Rim: 1800 to the Present | 3-4 |
| ART HIST/ASIAN 379 | Cities of Asia | 3 |
| ART HIST 411 | Topics in Asian Art | 3-4 |
| ART HIST 412 | Topics in African and African Diaspora Art History | 3-4 |
| ART HIST 413 | Art and Architecture in the Age of the Caliphs | 3 |
| ART HIST/ASIAN 428 | Visual Cultures of India | 3 |
| ART HIST 440 | Art and Power in the Arab World | 3 |
| ART HIST 510 | Proseminar in Islamic Art and Architecture | 3 |
| ASIAN 100 | Gateway to Asia: Special Topics | 3-4 |
| ASIAN 205 | Animal Ethics in Asia | 3 |
| ASIAN/LITTRANS 212 | Classical South Asian Literatures | 3 |
| ASIAN 252 | Contemporary Indian Society | 3 |
| ASIAN 253 | Japanese Popular Culture | 3 |
| ASIAN 254 | Korean Popular Culture | 3 |
| ASIAN/RELIG ST 274 | Religion in South Asia | 3 |
| ASIAN 277 | Kendo: Integration of Martial Arts and Liberal Arts | 2 |
| ASIAN 300 | Topics in Asian Studies | 3 |
| ASIAN 301 | Social Science Topics in Asian Studies | 3 |
| ASIAN/RELIG ST 303 | Jainism: Religion and Culture of Nonviolence | 3 |
| ASIAN/RELIG ST 306 | Hinduism | 3 |
| ASIAN/RELIG ST 307 | A Survey of Tibetan Buddhism | 3 |
| ASIAN/HISTORY/RELIG ST 308 | Introduction to Buddhism | 3-4 |
| ASIAN 310 | Introduction to Comics and Graphic Novels: Theory, History, Method | 3 |
| ASIAN/SOC 334 | Gender, Work, and Family in East Asia | 3 |
| ASIAN/SOC 336 | Social Change in Contemporary South Korea | 3 |
| ASIAN 351 | Survey of Classical Chinese Literature | 3 |
| ASIAN 352 | Survey of Modern Chinese Literature | 3 |
| ASIAN 353 | Lovers, Warriors and Monks: Survey of Japanese Literature | 3 |
| ASIAN 355 | Modern Japanese Literature | 3 |
| ASIAN 361 | Love and Politics: The Tale of Genji | 3 |
| ASIAN 371 | Topics in Chinese Literature | 2-3 |
| ASIAN 374 | Korean Cinema | 3 |
| ASIAN 378 | Anime | 3 |
| ASIAN 403 | Southeast Asian Literature | 3 |
| ASIAN/RELIG ST 405 | Gods and Goddesses of South Asia | 3 |
| ASIAN/RELIG ST 444 | Introduction to Sufism (Islamic Mysticism) | 3 |
| ASIAN/RELIG ST 466 | Buddhist Thought | 3 |
| ASIAN/RELIG ST 505 | The Perfectible Body in Religions, Medicines, and Politics | 3 |
| ASIAN 533 | Readings in Early Modern Japanese Literature | 3 |
| ASIAN 642 | History of Chinese Literature II | 3 |
| ATM OCN/ENVIR ST/GEOG 322 | Polar Regions and Their Importance in the Global Environment | 3 |
| C&E SOC/SOC 140 | Introduction to Community and Environmental Sociology | 4 |
| C&E SOC/SOC 222 | Food, Culture, and Society | 3 |
| C&E SOC/F&W ECOL/SOC 248 | Environment, Natural Resources, and Society | 3 |
| C&E SOC/POP HLTH 370 | Introduction to Public Health | 3 |
| CHICLA/SPANISH 215 | Border and Migration Studies of Latinx America | 3 |
| CHICLA/POLI SCI 231 | Politics in Multi-Cultural Societies | 3-4 |
| CHICLA/HISTORY/LACIS/POLI SCI 268 | The U.S. & Latin America from the Colonial Era to the Present: A Critical Survey | 3 |
| CHICLA/GEN&WS 334 | Feminist Social Movements Across the Americas | 3 |
| CHICLA/ED POL/LACIS 342 | Education across the Americas: Empire, Capitalism, and Resistance | 3 |
| CLASSICS 321 | The Egyptians: History, Society, and Literature | 3 |
| DANCE 118 | African Dance | 1 |
| DANCE 165 | Introduction to the Histories of Dance | 3 |
| ENTOM/NUTR SCI 203 | Introduction to Global Health | 3 |
| ENTOM/ENVIR ST 205 | Our Planet, Our Health | 3 |
| ENVIR ST/GEOG 139 | Global Environmental Issues | 3 |
| ENVIR ST/HIST SCI 213 | Global Environmental Health: An Interdisciplinary Introduction | 3 |
| ENVIR ST/GEOG 309 | People, Land and Food: Comparative Study of Agriculture Systems | 3 |
| ENVIR ST/GEOG 339 | Conservation and Climate Change - Local to International Strategies | 4 |
| ENVIR ST/HISTORY 465 | Global Environmental History | 3-4 |
| FOLKLORE 100 | Introduction to Folklore | 3 |
| FOLKLORE/MUSIC 103 | Introduction to Music Cultures of the World | 3 |
| FOLKLORE/RELIG ST 352 | Shamanism | 3 |
| GEN&WS 102 | Gender, Women, and Society in Global Perspective | 3 |
| GEN&WS 104 | Gender, Sexuality, and Global Health | 3 |
| GEN&WS/HISTORY 134 | Women and Gender in World History | 3-4 |
| GEN&WS 423 | The Female Body in the World: Gender and Contemporary Body Politics in Cross Cultural Perspective | 3 |
| GEN&WS/POLI SCI 435 | Politics of Gender and Women's Rights in the Middle East | 3 |
| GEN&WS 444 | From Past Feminisms to Postfeminism: Feminisms for the 21st Century | 3 |
| GEN&WS/PORTUG 450 | Brazillian Women Writers | 3 |
| GEOG 101 | Human Geography: Space, Place, Society, and Politics | 4 |
| GEOG/ASIAN/HISTORY/POLI SCI/SOC 244 | Introduction to Southeast Asia: Vietnam to the Philippines | 4 |
| GEOG/INTL ST 311 | The Global Game: Soccer, Politics, and Identity | 3-4 |
| GEOG 307 | International Migration, Health, and Human Rights | 3 |
| GEOG/INTL ST 315 | Universal Basic Income: The Politics Behind a Global Movement | 3 |
| GEOG 340 | World Regions in Global Context | 3 |
| GEOG 355 | Africa, South of the Sahara | 3 |
| GEOG 358 | Human Geography of Southeast Asia (German, Nordic, and Slavic) | 3 |
| GEOG/GEN&WS 504 | Feminist Geography: Theoretical Approaches | 3 |
| GEOG 507 | Waste Geographies: Politics, People, and Infrastructures | 3 |
| GNS 460 | Readings in Turkish: Contemporary Turkey through Literature and Media | 4 |
| GNS/HISTORY 265 | An Introduction to Central Asia: From the Silk Route to Afghanistan | 3 |
| HISTORY/ASIAN 103 | Introduction to East Asian History: China | 3-4 |
| HISTORY/ASIAN 104 | Introduction to East Asian History: Japan | 3-4 |
| HISTORY/ASIAN 108 | Introduction to East Asian History - Korea | 3-4 |
| HISTORY/CLASSICS 110 | The Ancient Mediterranean | 4 |
| HISTORY 130 | An Introduction to World History | 3-4 |
| HISTORY 133 | Global Military History (5000 BCE - Present) | 3-4 |
| HISTORY 137 | The History of War in Film | 3 |
| HISTORY 139 | Introduction to the Modern Middle East | 3-4 |
| HISTORY 142 | History of South Asia to the Present | 3-4 |
| HISTORY 145 | America and China, 1776-Today | 3-4 |
| HISTORY/INTL ST 146 | A Global History of Now | 3-4 |
| HISTORY 170 | East Meets West: Myth, Meaning, and Modernity | 3-4 |
| HISTORY 179 | Afro-Atlantic Histories and Peoples, 1791-Present | 3-4 |
| HISTORY 201 | The Historian's Craft (Latin American Topics) | 3-4 |
| HISTORY/RELIG ST 205 | The Making of the Islamic World: The Middle East, 500-1500 | 3-4 |
| HISTORY 225 | Explorations in Third World History (H) | 3-4 |
| HISTORY 229 | Explorations in Transnational/Comparative History (Humanities) (topic must be approved) | 3 |
| HISTORY/INTL ST/LACIS 242 | Modern Latin America | 3-4 |
| HISTORY/LACIS 243 | Colonial Latin America: Invasion to Independence | 3-4 |
| HISTORY/CHICLA/GEN&WS 245 | Chicana and Latina History | 3 |
| HISTORY/ASIAN/ASIAN AM 246 | Southeast Asian Refugees of the "Cold" War | 4 |
| HISTORY/ASIAN/POLI SCI 255 | Introduction to East Asian Civilizations | 3-4 |
| HISTORY 273 | Study Abroad in History: Non-Western History | 1-4 |
| HISTORY 278 | Africans in the Americas, 1492-1808 | 3-4 |
| HISTORY/MEDIEVAL/RELIG ST 309 | The Crusades: Christianity and Islam | 3-4 |
| HISTORY/ASIAN 319 | The Vietnam Wars | 3-4 |
| HISTORY/INTL ST 332 | East Asia & The U.S. Since 1899 | 3-4 |
| HISTORY/ASIAN 335 | The Koreas: Korean War to the 21st Century | 3-4 |
| HISTORY 336 | Chinese Economic and Business History: From Silk to iPhones | 3-4 |
| HISTORY/ASIAN 337 | Social and Intellectual History of China, 589 AD-1919 | 3-4 |
| HISTORY 340 | Cultural History of Korea | 3-4 |
| HISTORY/ASIAN 341 | History of Modern China, 1800-1949 | 3-4 |
| HISTORY/ASIAN 342 | History of the Peoples Republic of China, 1949 to the Present | 3-4 |
| HISTORY/AFROAMER 347 | The Caribbean and its Diasporas | 3-4 |
| HISTORY/ASIAN 363 | China and World War II in Asia | 3-4 |
| HISTORY/INTL ST 375 | The Cold War - From World War II to End of Soviet Empire | 3-4 |
| HISTORY/RELIG ST 409 | Christianity in the Atlantic World, 1500-1800 | 3 |
| HISTORY/CHICLA/POLI SCI 422 | Latino History and Politics | 3 |
| HISTORY/CHICLA 435 | Colony, Nation, and Minority: The Puerto Ricans' World | 3 |
| HISTORY 450 | Making of Modern South Asia | 3-4 |
| HISTORY/ASIAN 454 | Samurai: History and Image | 3-4 |
| HISTORY/ASIAN 456 | Pearl Harbor & Hiroshima: Japan, the US & The Crisis in Asia | 3-4 |
| HISTORY/ASIAN 458 | History of Southeast Asia Since 1800 | 3-4 |
| HISTORY/HIST SCI/MED HIST 564 | Disease, Medicine and Public Health in the History of Latin America and the Caribbean | 3 |
| INTL BUS 200 | International Business | 3 |
| INTL ST 101 | Introduction to International Studies | 3-4 |
| INTL ST 266 | Introduction to the Middle East | 3 |
| INTL ST 310 | International Learning Community Seminar (topic must be approved) | 1-3 |
| INTL ST/ED POL 335 | Globalization and Education | 3 |
| JOURN 567 | Mass Media and Global Communication | 4 |
| LITTRANS 226 | Introduction to Luso-Afro-Brazilian Literature | 3 |
| LITTRANS 231 | Manga | 3 |
| LITTRANS 261 | Survey of Chinese Literature in Translation | 3 |
| LITTRANS 263 | Survey of Japanese Literature in Translation | 3 |
| LITTRANS 264 | Survey of Japanese Literature in Translation | 3 |
| LITTRANS 373 | Topics in Japanese Literature | 3 |
| MUSIC 260 | Global Hand Drumming Ensemble: Survey of Selected Global Hand Drumming Traditions | 1 |
| POLI SCI 120 | Introduction to Comparative Politics | 4 |
| POLI SCI 182 | Introduction to Comparative Politics (Honors) | 3 |
| POLI SCI 320 | Governments and Politics of the Middle East and North Africa | 3-4 |
| POLI SCI 324 | Chinese Politics | 3-4 |
| POLI SCI/INTL ST 325 | Social Movements and Revolutions in Latin America | 3-4 |
| POLI SCI 328 | Politics of East and Southeast Asia | 3-4 |
| POLI SCI 329 | African Politics | 3-4 |
| POLI SCI 336 | Democracy (and Its Uncertain Future) | 4 |
| POLI SCI 349 | Global Access to Justice | 3 |
| POLI SCI/CHICLA/HISTORY/LACIS 355 | Labor in the Americas: US & Mexico in Comparative & Historical Perspective | 3 |
| POLI SCI 370 | Islam and Politics | 3-4 |
| RELIG ST/ASIAN 206 | The Qur'an: Religious Scripture & Literature | 3 |
| RELIG ST 400 | Topics in Religious Studies - Humanities (topic must be approved) | 3-4 |
| RELIG ST 401 | Topics in Religious Studies - Social Studies (topic must be approved) | 3-4 |
| RELIG ST 407 | Buddhism and Anti-Racism | 3 |
| SOC 170 | Population Problems | 3-4 |
| SPANISH 223 | Introduction to Hispanic Cultures | 3 |
| THEATRE 526 | The Theatres of China and Japan | 3 |
Liberal Studies Electives
| Liberal Studies Electives | Complete additional liberal studies coursework as needed to reach the required 40 Liberal Studies credits. |
Program Structure
Students of Elementary Education:
- Are exposed to a broad range of academic disciplines through liberal studies course work. The university-wide General Education requirements also encourage this breadth of study.
- Examine schools' relationship to society, the development of children and adolescents, and the processes of learning in their education course work.
- Study teaching methods and gain experience in schools through supervised field placements during their four-semester professional sequence.
- Complete elective coursework to reach the minimum of 120 credits required for the degree.
Practicum experiences provide a school-based setting for students to develop their professional and classroom skills. These part-time experiences generally begin a few weeks after the start of the semester and are approximately nine weeks in length. Concurrent registration in methods courses provide 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.
Program Options - Select One
Elective Coursework
Complete additional courses as necessary to reach the minimum of 120 credits required for the degree.
GPA and Other Graduation Requirements—Required for All Program Options
Graduation Requirements
Students must complete all requirements and also obtain the endorsement of the program faculty to receive certification through UW–Madison. The State of Wisconsin requires that anyone wishing to teach in a public K–12 setting hold a valid teaching license issued through the Department of Public Instruction. In addition to completing a certification program, students must submit a separate application for this license. Requirements below are based on UW–Madison coursework.
- 2.75 cumulative grade point average. This may be modified by the Last 60 Credits Rule.
- 2.75 cumulative grade point average across all professional education courses (excluding practicum and student teaching).
- 2.75 cumulative grade point average in the major.
- 2.75 cumulative grade point average in the minor, if required.
- Minimum 120 credits (degree candidates only).
- Major residency: Degree candidates must complete at least 15 credits of upper-level major coursework (numbered 300–699) in residence on the UW–Madison campus.
- Senior residency: Degree candidates must complete their last 30 credits in residence on the UW–Madison campus. Student teaching and practicum are considered part of the 30 credits.
Degree Audit Reporting System (DARS)
UW–Madison uses “DARS” to document a student's progress toward the completion of their degree, including any additional majors and certificates. A DARS (Degree Audit Reporting System) report shows all the requirements for completing a degree and, against courses that are planned or completed, shows the requirements that have been met, and those that are unmet. A report can offer suggestions about courses that may be taken to meet specific requirements and can assist in the academic planning and enrollment process. Students can access a DARS report in the Course Search & Enroll app or Student Center via My UW.
DARS also has a "what-if" function. This feature makes it possible to request a DARS report as if pursuing another program, major, or certificate. It is an excellent tool if considering a new or additional area of study. School of Education students in a pre-professional classification such as Pre-Elementary (PRE) or Pre-Kinesiology should request a "what if" DARS report of their professional program of interest. For example, Pre-Elementary Education (PRE) students will request Elementary Education K-9; Pre-Kinesiology (PKN) students will request the Kinesiology report. Minors have their own DARS programs and are run separately from the main degree audit.
More information (including tutorials) on how to request and read regular and what-if DARS reports is available under the Resources tab on the Office of the Registrar’s website.
DARS is not intended to replace student contact with academic advisors. It creates more time in an advising appointment to discuss course options, research opportunities, graduate school, or issues of personal interest or concern to students.
DARS is used as the document of record for degree program, major, and certificate completion in the School of Education.
Additional Certification Requirements and Applying for a License
In addition to completing UW–Madison's program requirements, students must also complete Wisconsin statutory requirements and certification requirements established by the Wisconsin Department of Public Instruction. Many of these requirements are embedded within the program's requirements and require no additional attention. The endorsement of the program coordinator/faculty is also required to receive certification through UW–Madison.
The State of Wisconsin requires that anyone wishing to teach in a public K–12 setting hold a valid teaching license issued through the Department of Public Instruction. In addition to completing a certification program, students must submit a separate application for this license.
Detailed information about certification requirements and applying for a license is available under Certification/Licensure.
Learning Outcomes
- Create and implement developmentally appropriate and challenging learning experiences that reflect high expectations for every learner, supporting learners to (1) develop deep understanding of content areas and their connections, and (2) apply understanding in meaningful ways.
- Select and/or create and sequence individually supportive and challenging learning experiences that reflect knowledge of individual learners, curriculum, pedagogies, and relevance to all learners and their families.
- Use a variety of teaching strategies, and evidence-based technologies and information resources to engage learners in meaningful learning activities that lead to content knowledge, critical thinking, creativity, innovation, self-evaluation, and self-directed learning. Use evidence to continually evaluate the effectiveness of these practices, and adjust these as needed to improve learner outcomes.
- Collaborate with others to create supportive, inclusive, linguistically responsive, and safe learning environments that help all learners meet high standards and reach their full potential.
- Choose, modify, and/or create multiple forms of unbiased formative and summative assessments to measure each learner’s progress toward instructional goals. Use assessment data gathered to respond to each learner’s strengths and needs in relation to short and long-term goals. Reflect on and justify planning decisions and ground one’s justifications in knowledge of learners, development, curriculum, pedagogies, and resources.
- Use studies completed in science and mathematics, social sciences, the humanities, histories, languages, and the arts to inform and deepen their teaching of content areas and meeting learners’ needs.
Four-Year Plan
Four-year plans related to different certification options are located under the Kindergarten - 9th Grade program option.
Advising and Careers
Elementary Education Advising
Students not yet admitted to Elementary Education meet with their assigned advisor in the School of Education Student Services office (see below). Students are assigned an additional departmental advisor when admitted to the professional component of their degree program.
School of Education Advising
Academic Advising in the School of Education
Dedicated to supporting and promoting student success, academic advisors are here to assist students with the adjustment to college, understanding their degree and career goals, and connecting them to resources. Advisors support prospective and current School of Education students in all programs through:
- Course selection
- Mentoring and advocacy for underrepresented and international students
- Understanding degree requirements and progression
- Interpreting academic policies
- Helping students recognize their strengths and suggesting ways to expand their skills
- Expanding learning through activities such as study abroad, volunteering/work/internship, and by assuming leadership roles
Advising appointments are available in person, virtually, or over the phone. Current students schedule appointments through the Starfish app in MyUW. Appointments can also be made by calling 608-262-1651, or in person in Room 139 Education Building.
Academic Dean Support staff are also here for you when facing academic or personal challenges. We provide undergraduate School of Education students support, problem-solving, advocacy, resources, and approve exceptions to policies.
Career Advising in the School of Education
Through individual appointments, events, courses, and online resources, the Career Center provides students and alumni with the tools needed to be successful in their career development.
Career and Internship Advisors are prepared to help students with:
- Exploration of career and academic pathways
- Resumes
- Cover letters
- Job/Internship search
- Interview preparation
- Mock interviews
- Graduate school search, applications and decisions
- Negotiating job or internship offers
- Professional networking
- Connecting with employers
Students are encouraged to meet with their Career and Internship Advisor early in their college experience to take full advantage of the resources and support available.
To make an appointment: log into Starfish from the MyUW dashboard.
For more information, visit the School of Education Career Center website or reach out at career-center@education.wisc.edu.
Wisconsin Experience
UW–Madison’s vision for the total student experience, the Wisconsin Experience, combines learning in and out of the classroom. Tied to the Wisconsin Idea and steeped in long-standing institutional values — the commitment to the truth, shared participation in decision-making, and service to local and global communities — the Wisconsin Experience describes how students develop and integrate these core values across their educational experience.
UW–Madison encourages students to mindfully engage in four core concepts throughout their time on campus: Empathy & Humility, Relentless Curiosity, Intellectual Confidence, and Purposeful Action.
Since its inception, the School of Education has embraced the concepts of the Wisconsin Experience, providing opportunities for students to learn in venues beyond the traditional classroom. Our students also independently seek out related activities and experiences, thus creating their own unique Wisconsin Experience.
Elementary Education and the Wisconsin Experience
Support for Freshmen and Transfer Students
UW-Madison offers support systems designed to help students transition from high school to higher education that focus on academic skills, social integration, an introduction to essential campus services, and promoting a feeling of connection to peers and to the university.
- The Wisconsin Experience Seminar is an interactive, discussion-driven 1-credit course offered for freshmen and transfer students that will explore campus resources and opportunities.
- Pathways to Teaching events that delve into the details of what it means to be a K-9 educator.
- Enrollment in Elementary Education courses before officially entering the program junior year, allowing students to connect early on, meeting faculty and their teacher education peers.
Learning from Current Practitioners
Teacher candidates in the Elementary Education program have multiple field experiences in K-9 schools. Students complete two practicum experiences of 120 hours each in a range of grade levels and culminating in a full-time student teaching experience sharing a classroom with a cooperating teacher. The connection between the teacher candidate, their field supervisor, and the cooperating classroom teacher in the Madison-area schools provides a high level of support for our students from the first day forward. Many of our graduates are offered teaching positions by the schools in which they did their fieldwork.
Partnering with Community Organizations
The Elementary Education team partners with non-profit organizations and area businesses. Our teacher candidates:
- Volunteer with Girls on the Run, Schools of Hope, Centro Hispano, Madison Literacy Network, and Badger Volunteers - Tutoring and Mentoring
- Work with Madison School and Recreation, the Cooperative Children’s Book Center (CCBC), MERIT Library, Badger Precollege, and Red Caboose Childcare
- Lead educational events and panels with schools and university faculty
- Intern at the Boys and Girls Club, Lussier Community Education Center, and the Goodman Community Center; explore more opportunities through the Career Center's Featured Education Internships or the International Internship Program
- Participate in the activities of the Madison Public Libraries, Mentoring Positives, MYArts, and Olbrich Gardens.
For additional experiences, visit the Career Center's Student Jobs and Other Experiences page.
Participation with Professional Organizations
Our teacher candidates attend and/or present at educational conferences such as the:
- American Educational Research Association (AERA)
- Teachers of English to Speakers of Other Languages (TESOL)
- National K-8 Literacy and Reading Recovery Conference (LitCon)
- Association for Supervision and Curriculum Development (ASCD)
- National Council of Teachers of Mathematics (NCTM)
- Wisconsin Mathematics Council (WMC)
Guest Speakers
Instructors in the Elementary Education Program bring guests from a variety of community organizations into their classrooms:
- Teachers, principals, and superintendents from area school districts to share information about school life and provide tips on the interview process, helping to connect theory to practice
- PBS Wisconsin to share technology and teaching resources
- Black Girl Magic to share about programming and pedagogy
- Out-of-school-time workers from the Goodman Community Center, Lussier Community Center, and Neighborhood House
- Wisconsin Education Association Council (WEAC) to introduce programs such as “Ambassadors for Equity” and “Early Career Educators”
- WIDA to introduce English Language Development Standards and to practice administering the ACCESS for ELLs assessment to K-9 students who may need academic English language support
- School social workers, child psychologists, and other service staff to share information about their roles and resources for future educators
Seeking Out Community Experiences
We encourage our students to venture outside the classroom and get to know the families and communities of their pupils by attending a community activity such as a worship service, a neighborhood festival, or a community potluck. Students spend time in and around the attendance area of their schools to develop an understanding of the places, people, spaces, and experiences that influence their pupils at home, in their schools, and in their communities.
Field Trips
While completing practicum experiences, students enjoy educational excursions to places in the Madison community such as the Madison Children's Museum, the Wisconsin State Historical Society, Madison Public Library's Play Lab, and on-campus gems like the UW-Madison Geology Museum, Allen Centennial Garden, and the UW-Madison Arboretum.
Students pursuing a minor in Early Childhood Education also visit a number of different centers and preschools during course field trips, such as Preschool of the Arts, Aldo Leopold Nature Preschool, Eagle's Wing Childcare Center, One City Preschool, and the UW Lab School.
Study Abroad
Teacher candidates are encouraged to explore cultures other than their own by participating in one of the School of Education’s exciting study abroad programs. For example, the Curriculum & Instruction department offers a 3-credit, 3-week course in June entitled "Diversity and Community in the Galapagos Islands" led by faculty in Elementary Education.
Additional Certifications, Majors, Minors, and Certificates
Many students in the K-9 Elementary Education program also complete programs in other areas of interest. Certification minors in Early Childhood Education and/or English as a Second Language can be combined with the core K-9 program. Popular double majors are in Spanish, Environmental Studies, Educational Policy Studies, Psychology, and History. Students frequently elect to complete certificates in Educational Policy Studies, Disability Rights and Services, Chican@ and Latin@ Studies, and Environmental Studies; popular minors are Social Studies, English Language Arts, Math, and Science. These options complement the skills and knowledge acquired through Elementary Education coursework.
Student Clubs and Organizations
Elementary Education students have multiple opportunities to participate in related organizations and activities such as Aspiring Educators of Wisconsin, Qouncil, Diverse Leaders in Education, the Multicultural Student Center, which houses the Indigenous Student Center, and the UW Game Lab.
Certification/Licensure
Additional Certification Requirements
In addition to completing UW–Madison's program requirements, certification also requires the completion of Wisconsin statutory requirements related to teacher education and certification requirements established by the Wisconsin Department of Public Instruction. Students must complete all requirements and also obtain the endorsement of the program faculty to receive certification through UW–Madison. For a description of additional certification requirements and information about applying for a license, see the Mary T. Kellner Teacher Education Center.
Applying for a Teaching License
The State of Wisconsin requires that anyone wishing to teach in a public K–12 setting hold a valid teaching license issued through the Department of Public Instruction. In addition to completing a certification program, students must submit a separate application for this license. Students intending to complete a teacher certification program should monitor program requirements carefully. The Wisconsin Department of Public Instruction (DPI) periodically implements regulations that affect all certification programs; teacher certification candidates are responsible for having up-to-date information about certification requirements.
Licensing Levels
The following undergraduate teacher licensing options are offered at UW–Madison.
- The core Elementary Education licensing level will be Kindergarten through Grade 9. Early Childhood, and English as a Second Language Kindergarten through Grade 12, can be added to the K-9 option.
- Special Education will offer licensing at the Early Childhood level, Kindergarten through Grade 12 level, and a program option that licenses in both Early Childhood Special Education and K-12 Special Education.
- Students completing the new Elementary Education and Special Education degree will be licensed in both Special Education Kindergarten through Grade 12 and Elementary Education Kindergarten through Grade 9.
- Students in special fields such as Art, Music, and Physical Education will be licensed at the Kindergarten through Grade 12 level. Physical Education students may add K-12 Adaptive Physical Education and/or K-12 Health.
Wisconsin State Licensing
The State of Wisconsin issues an initial teaching license to certified teachers. The current fee is $125. An online license application is available through the Department of Public Instruction. A background check will also be conducted by DPI. Information about fingerprint submission, when necessary, is available through the Department of Public Instruction.
Before applying for a license, DPI requires the electronic submission of “Endorsed Candidate for Licensure" (ECL) data by the certifying officer of the institution where the teacher preparation was completed. For UW–Madison teacher certification students the endorsement will come from the School of Education, L139 Education Building, 1000 Bascom Mall. Once this information has been submitted to DPI, students are notified by email that they may begin the application online.
Before endorsing a student, UW–Madison requires that
- all certification requirements are met;
- student teaching is completed;
- final grades are posted and reviewed;
- the degree is posted by the Registrar’s Office (which can take up to four to six weeks after the degree conferral date); and
- a recommendation for certification is received from the program faculty.
The Wisconsin Department of Public Instruction may require an additional six to eight weeks for license processing.
Licensing Outside of Wisconsin
To apply for a license in a state other than Wisconsin, first check out the application requirements of that state. The University of Kentucky has a website that provides links to teacher licensing agencies in all 50 states, the District of Columbia, and Puerto Rico.
Many states have a verification form that needs to be signed by a UW–Madison certification officer. This form verifies that a state-approved licensing program has been completed. These forms should be sent to the School of Education's Mary T. Kellner Teacher Education Center at L139 Education Building, 1000 Bascom Mall, Madison, WI 53706, or by email (educatorlicensing@education.wisc.edu) to be completed. You must complete your personal information on the form before sending it to the Teacher Education Center. If the form requests information about practicum and student teaching assignments (names of schools, grade levels, dates, etc.), this information must also be completed before sending the form to the Teacher Education Center.
Professional Certification/Licensure Disclosure (NC-SARA)
The United States Department of Education (via 34 CFR Part 668) requires institutions that provide distance education to disclose information for programs leading to professional certification or licensure. The expectation is that institutions will determine whether each applicable academic program meets state professional licensure requirements and provide a general disclosure of such on an official university website.
Professional licensure requirements vary from state-to-state and can change year-to-year; they are established in a variety of state statutes, regulations, rules, and policies; and they center on a range of educational requirements, including degree type, specialized accreditation, total credits, specific courses, and examinations.
UW-Madison has taken reasonable efforts to determine whether this program satisfies the educational requirements for certification/licensure in states where prospective and enrolled students are located and is disclosing that information as follows.
Disclaimer: This information is based on the most recent annual review of state agency certification/licensure data and is subject to change. All students are strongly encouraged to consult with the individual/office listed in the Contact Information box on this page and with the applicable state agency for specific information.
The requirements of this program meet certification/licensure requirements in the following states:
Wisconsin
The requirements of this program do not meet certification/licensure requirements in the following states:
Not applicable
Updated: 1 June 2026
Resources and Scholarships
Information related to scholarships, academic and career advising, study abroad opportunities, student well-being, and other resources for students in the School of Education can be found on the School's Resources page.