College of Education field experiences must be “developmental in scope and sequence and occur in a variety of school settings” (PI 34.15). Field experiences are designed to provide students with opportunities to work with pupils from diverse ethnic, racial, and socio-economic backgrounds in Milwaukee area schools.

Students must meet the requirements of Marquette’s College of Education along with the State of Wisconsin's Department of Public Instruction. Specific hours are assigned to different courses.

There are four formal and separate field experiences in the College of Education teacher preparation program.

Service Learning: EDUC 1210, EDUC 1220 (all majors)

EDUC 1210: Introduction to Schooling in a Diverse Society

Students must work with Marquette’s Service Learning Program for field placements. Approved field sites can be found by course instructor here.

Students are expected to:

  • Observe and appreciate the complexity of the art and craft of teaching with respect to children, the teaching role, classrooms, and contexts
  • Appreciate the possibilities for teaching for the common/public good in a pluralistic society
  • Draw from a variety of resources
  • Reflect on becoming a teacher

EDUC 1220: Psychology of Human Development in Children and Adolescents in a Diverse Society

Students must work with Marquette’s Service Learning Program for field placements. Approved field sites can be found by course instructor here.

Students in this course will critically examine physical, social, emotional, moral, and cognitive development of children and adolescents.  Variables such as gender, socioeconomic status, race, ethnicity, and language will be explored.

Field Experience: EDUC 2001 (all majors)

EDUC 2001: Teaching Practices I—Instructional Design & Teaching Models

Students must request a field placement from the Field Placement Office by completing the online Field Placement Request Form. Students are expected to:

  • Recognize and be prepared to discuss various teaching models in class
  • Conduct structured observations to identify and understand:
    • Physical environment
    • Learning climate
    • Social interaction of students
    • Relationship building
    • Classroom management and behavioral expectations
    • Instructional methods
    • Routines and procedures
    • Meeting the needs of diverse students
    • Assessing student learning
    • Providing feedback to students

This field experience requires that students spend a total of 20 hours in the assigned classroom over the course of the semester. This means students must report to the assigned classroom once a week for two hours each visit.

Students should establish a regular presence in their classroom placement, rather than packing required hours into a shorter time period. Students can only build rapport and truly develop their skills over the weeks.

The EDUC 2001 faculty instructorsand cooperating teachers/site supervisors overseeing your performance both in coursework and in the field-based experiences associated with this course evaluate your demonstration of a variety of professional dispositions.

Students also complete these two evaluation forms as part of their professional reflection. These evaluations are then reviewed by the TEAMCommittee. Feedback regarding any concerns will be communicated to you in writing by the Assistant Dean of Undergraduate

Field Experience: EDUC 4217 (all teacher certification candidates), EDUC 4037 (EA-A candidates only)

EDUC 4217: Methods of Teaching Youth & Children with Exceptional Needs (All Candidates)

Students must request a field placement from the Field Placement Office by completing the online Field Placement Request Form. If students are taking both EDUC 4037/4217 in the same semester, one field placement will be assigned to complete 40 total hours (20 required hours per course).

Students are expected to:

  • Work actively with students
  • Focus on the individuality of students
  • Determine the differentiation required to meet individual student needs
  • Analyze which students may be at risk and what some underlying reasons may be (with the assistance of the cooperating teacher and other school support teachers)
  • Pay special attention to students diagnosed with Exceptional Education Needs (EENs) or special needs
  • Identify which interventions are utilized and the effectiveness of those strategies

This field experience requires that students spend a total of 20 hours in the assigned classroom over the course of the semester. Note: All 20 hours must be completed prior to exam week in order to successfully pass this course. The classroom must have at least one student who has an Individual Education Plan (IEP), or you must contact the Field Placement Office to seek a new placement.

Field experiences at the Professional Program level also occur in the Milwaukee area and provide opportunities for more active involvement and engagement in the student learning process. Field experience at this level emphasizes the application of pedagogical strategies learned in methods coursework. During various courses, you will participate in the following activities.

EDUC 4037: Literacy in the Content Area (EA-A Candidates)

Students must request a field placement from the Field Placement Office by completing the online Field Placement Request Form. If students are taking both EDUC 4037/4217 in the same semester, one field placement will be assigned to complete 40 total hours.

Students are expected to:

  • Conduct small group instructional activities
  • Observe and analyze students’ literacy practices
  • Observe and analyze how the cooperating teacher utilizes literacy practices
  • Conduct whole class instruction, with the preparation of approximately 3—4 lesson plans

This field experience requires that students spend a total of 20 hours in the assigned classroom over the course of the semester. Students should establish a regular presence in their classroom placement, rather than packing required hours into a shorter time period. Students can only build rapport and truly develop their skills over the weeks.

Field Experience: EDUC 4297 (all teacher certification candidates)

EDUC 4297: Teaching in the Middle School (All Students)

Students must request a field placement from the Field Placement Office by completing the online Field Placement Request Form.

Students are expected to:

  • Contribute to a positive learning environment that supports all students’ engagement in learning
  • Plan and implement rigorous, culturally relevant instruction
  • Teach a minimum of four whole class lessons
    • Two lessons are observed by a university supervisor
    • Two lessons are recorded—one for peer review, discussion, and feedback from supervisor and one for review and feedback from instructor
  • Assess students in classroom activities
  • Provide effective feedback to students
  • Integrate technology
  • Collaborate with school faculty
  • Identify own areas for growth and professional development

This field experience requires that students spend a total of 40 hours in the assigned classroom over the course of the semester. Students should establish a regular presence two times per week in their classroom placement, rather than packing required hours into one day or over a shorter time period. Students can only build rapport and truly develop their skills over the weeks.

Field Experience: Advanced Methods (EA-A candidates only), EDUC 4964 (MC-EA candidates only)

Advanced Methods Courses (EA-A Candidates)

Students must request a field placement from the Field Placement Office by completing the online Field Placement Request Form.

Students are expected to:

  • Contribute to a positive learning environment that supports all students’ engagement in learning
  • Plan and implement rigorous, culturally relevant instruction
  • Teach a minimum of four whole-class lessons
    • Three lessons are observed by a university supervisor
    • One lesson is recorded for peer review and feedback from instructor
  • Assess students in classroom activities
  • Use assessment data to plan and implement lessons and units of instruction
  • Provide effective feedback to students
  • Integrate technology
  • Collaborate with school faculty
  • Identify own areas for growth and professional development

This field experience requires that students spend a total of 40 hours in the assigned classroom over the course of the semester.  Students should establish a regular presence in their classroom placement, rather than packing required hours into a shorter time period.  Students can only build rapport and truly develop their skills over the weeks.

EDUC 4964 Practicum: Teaching Elementary Reading in the Hartman Literacy and Learning Center (MC-EA Candidates)

Unlike other field placements at area schools, this reading practicum is conducted on Marquette’s campus at the Ralph C. Hartman Literacy and Learning Center, which the College of Education maintains as a training and research facility.

Students are expected to:

•    Provide literacy intervention to small groups of children attending urban schools

•    Provide direct services to students and families

•    Assess reading skills of children

•    Provide assistance to parents in promoting literacy development of their children

•    Be observed three times by a university supervisor

•    Use supervisor feedback to inform future instruction

This field experience requires that students spend a total of 30 hours (twice weekly for 10 weeks) tutoring school-age children in the Center.  Attendance is crucial given that students are transported to Marquette for tutoring.

Community-Engaged Internships I and II: EDUC 4896 and EDUC 4897 (EDST candidates only)

EDUC 4986 and 4987: Community-Engaged Internships I and II

EDUC 4986: Field experience in a community agency or educational site for the purpose of furthering the student's integration of theory and practice in a professional setting. Placement is for a minimum of 120 hours per semester under the supervision of site and University personnel and includes a weekly seminar.

EDUC 4987: Continuation of the internship experience (EDUC 4986). Placement is for a minimum of 120 hours per semester of supervised practice at the same site as the previous semester and includes a weekly seminar.

Interns will be expected to:

  • Complete 120 or more hours in your internship site as verified by your site supervisor. These hours must be spread out over the semester.
  • Hand in an evaluation from your site supervisor at the end of the semester and participate in a debriefing meeting with your site supervisor.
  • Attend and participate in all seminars, including completion of all required course paperwork documenting your hours with your site.
  • Compose and send email check-in reflections to your seminar instructor.
  • Plan and coordinate a site visit from your instructor in consultation with your site.
  • Develop, implement, and present on a project that adds value to the site.

To accomplish this, the intern will:

  • Discuss ideas for a project with a site supervisor, noting both the needs of the agency and the goals of the intern.
  • Create a timeline and expectations for the project with the supervisor: What will be done? What are the specific criteria for the project (using the rubric criteria as a guideline)? How will the supervisor and student know if the project meets expectations? When will it be completed? What is the shape, structure, or format of the project?
  • Complete the project over the course of the internship.

The presentation will take place at the end of the semester and will be attended by people from the internship sites, Marquette faculty and staff, members of the Educational Studies Advisory Board, and other interested guests.

Possible activities that the intern might engage in at the site include:

  • Talking with the staff about teaching, learning, diversity, planning, etc.
  • Working with individual clients and small groups of clients
  • Leading large group activities
  • Assessing programs
  • Preparing instructional materials
  • Creating assessments
  • Creating a bulletin board or display or media materials for the site
  • Teaching lessons planned with the supervisor or others from the site
  • Teachings lessons planned by the intern
  • Observing other professionals at the site
  • Talking with other professionals about the agency, its role in the community, etc.
  • Talking with parents or other family members
  • Attending professional conferences or other events with members from the agency