Course Offerings

SCI9001 Creation Apologetics 101   1 credit
An introduction to apologetics as applied to the realm of creation and evolution within the context of Lutheran ministry.
M Bergemann
Jan 24 – Feb 25
Online

SCI9002 Creation Apologetics 102   1 credit
Prerequisite(s): SCI9001
Developing and deepening creation apologetic principles for use in ministry settings.
M Bergemann
Jan 24 – Feb 25
Online

EDU9221 Teaching Bible History Using Art   1 credit
Explores the use of religious imagery to teach about art, writing, and Bible history to help students gain a deeper understanding of biblical truth.
B Dobberstein
Jan 10 – Feb 11
Online

Curious? Read this article written by the instructor, published in School Arts Magazine.

THE9522 Chaplaincy Issues and Fieldwork   3 credits
An overview of chaplaincy, related issues, and fieldwork experience in a specific area of chaplain ministry.
D Krause
Jan 5 – May 6
Online

THE9533 Grief, Loss, and Trauma – Help for the Hurting   3 credits
Explore grief, loss, and trauma from a mental health and biblical perspective. Develop understanding of what happens when someone experiences a traumatic loss and of how to minister to such a person, both initially and in the long term.
J Schuetze
Jan 5 – May 6
Online

THE9534 Grounded in Scripture   3 credits
An introduction to theology that focuses upon the scriptural teachings of special importance to chaplaincy ministry.
P Ziemer
Jan 5 – May 6
Online

THE9601 The Spiritual Side of PTSD   3 credits
Helps spiritual advisors recognize the signs of post-traumatic stress disorder (PTSD) and provide appropriate spiritual care.
J Fischer
Jan 5 – May 6
Online

THE9101 The Mission of the Church   1 credit
Foundational understanding of the church and the local congregation’s evangelism missions. Involves both evaluation of and planning for local congregation evangelism.
D Dobberstein
Jan 17 – Feb 21
Online

EDU8106 Play and Learning Experiences   1 credit
A study of young children’s learning through play, with a focus on ages 3-5. Includes identifying active learning experiences, establishing and maintaining an environment for play, and identifying teacher roles in play-based learning.
M Witt
Jan 10 – Feb 11
Online

EDU8112 Health and Safety in Early Childhood Centers   1 credit
Planning for safety, first aid, health, and nutrition in the early childhood learning environment.
M Witt
Feb 14 – Mar 11
Online

EDU8113 Assessment of Young Children   2 credits
The knowledge and skills necessary to establish a practical approach for the observation and development assessment of young children and communication of progress to parents.
R Burgess
Mar 14 – May 6
Online

EDU8114 Roles and Responsibilities of the Lutheran Early Childhood Educator   1 credit
An examination of the role of the early childhood educator in a Lutheran early childhood ministry setting.
C Holman
Apr 11 – May 6
Online

THE8112 The Role of ECE in Mission Outreach   1 credit
Strategies to increase gospel outreach through early childhood education.
M Otterstatter
Jan 10 – Feb 19
Online

EDT5001 Enhancing the Curriculum with Technology   3 credits
Does your classroom computer sit idle? Does your computer lab time seem wasted? Develop classroom practices that seamlessly merge technology and curriculum to enhance student learning.
R Feld, J Grunwald
Jan 5 – May 6
Online

EDT5005 (GRAD)/9501 Teaching Online   3 credits
Issues related to online learning, resources, ethics, copyright issues, learning styles, management of online courses, role of the online student and instructor, online communication, learner assessment, and course evaluation.
J Grunwald
Jan 5 – May 6
Online

EDT5007 Google Technologies in Education   3 credits
An in-depth study of the Google tools available through the G Suite for Education platform, with an emphasis on K-12 classroom use, including collaborative learning approaches and assessment strategies.
C DeLorme
Jan 5 – May 6
Online

MS in EDUCATION

EDT5001 Enhancing the Curriculum with Technology   3 credits
Does your classroom computer sit idle? Does your computer lab time seem wasted? Develop classroom practices that seamlessly merge technology and curriculum to enhance student learning.
R Feld, J Grunwald
Jan 5 – May 6
Online

EDT5005 Teaching Online   3 credits
Issues related to online learning, resources, ethics, copyright issues, learning styles, management of online courses, role of the online student and instructor, online communication, learner assessment, and course evaluation.
J Grunwald
Jan 5 – May 6
Online

EDT5007 Google Technologies in Education   3 credits
An in-depth study of the Google tools available through the G Suite for Education platform, with an emphasis on K-12 classroom use, including collaborative learning approaches and assessment strategies.
C DeLorme
Jan 5 – May 6
Online

EDU5002 The School as a Learning Community   3 credits
How do school leaders impact student learning through the school climate and personal relationships? Participants connect a school’s philosophy to its practice and explore how that philosophy affects curriculum and instruction. See how staff development, strategic planning, internal and external relationships, group dynamics, team building, and managing change relate to curriculum, instruction, and leadership style in the school.
J Kolander
Jan 5 – May 6
Online

EDU5003 Curriculum Design & Implementation   3 credits
An exploration of the school leader’s role in collaboratively developing, implementing, and evaluating curriculum to achieve a comprehensive and coordinated plan of instruction throughout the school.
R Rathje
Jan 10 – Mar 4
Online

EDU5106 Assessment of Learning and Instruction   3 credits
Create meaningful assessments that promote learning for all students and connect to intended student outcomes and established standards.
C Whaley
Jan 5 – May 6
Online

EDU5308 Leading the School Community   3 credits
Understanding the school’s role in assisting parents and the school leader’s role in building collaborative partnerships with families around a shared vision of student learning, school climate, and school culture. Fosters communication skills necessary to represent the school among families, the congregation, and the community.
T Russ
Mar 7 – May 6
Online

EDU5311 The Principalship   3 credits
Reviews the role and responsibilities of the principal as policymaker and facilitator, especially in areas of health and safety, human relations, student and enrollment management, and other duties. Develops skills in leading meetings, setting agendas, and communicating effectively.
L Holtz
Jan 5 – May 6
Online

SPE5203 Transition Planning and Collaboration in Special Education   3 credits
Facilitating effective planning for transitions (preschool, elementary, middle, high school, and postsecondary/adult) and collaboration with parents and professionals.
R Ehlers
Jan 5 – May 6
Online

SPE5209 Learning Disabilities and Emotional/Behavioral Disorders   3 credits
Identification and instructional supports for students with specific learning disabilities (SLD) and emotional or behavioral disorders (EBD).
R Youngblom
Jan 5 – May 6
Online

MS in EDUCATIONAL ADMINISTRATION

EDT5001 Enhancing the Curriculum with Technology   3 credits
Does your classroom computer sit idle? Does your computer lab time seem wasted? Develop classroom practices that seamlessly merge technology and curriculum to enhance student learning.
R Feld, J Grunwald
Jan 5 – May 6
Online

EDU5003 Curriculum Design & Implementation   3 credits
An exploration of the school leader’s role in collaboratively developing, implementing, and evaluating curriculum to achieve a comprehensive and coordinated plan of instruction throughout the school.
R Rathje
Jan 10 – Mar 4
Online

EDU5308 Leading the School Community   3 credits
Understanding the school’s role in assisting parents and the principal’s role in building collaborative partnerships with families around a shared vision of student learning, school climate, and school culture. Fosters communication skills necessary to represent the school among families, the congregation, and the community.
T Russ
Mar 7 – May 6
Online

EDU5311 The Principalship   3 credits
Reviews the role and responsibilities of the principal as policymaker and facilitator, especially in areas of health and safety, human relations, student and enrollment management, and other duties. Develops skills in leading meetings, setting agendas, and communicating effectively.
L Holtz
Jan 5 – May 6
Online

EDU5321 Early Childhood Director as Leader   3 credits
Reviews the role and responsibilities of the early childhood director as facilitator for areas of health and safety, human relations, student and enrollment management, and other duties. Develops skills in leading meetings, setting agendas, and communicating effectively.
R Burgess, L Holtz
Jan 5 – May 6
Online

MA in THEOLOGICAL STUDIES

THE5202 Bioethics   3 credits
Prepares students to evaluate bioethical dilemmas from a biblically grounded and scientifically informed standpoint. Participants survey principal moral philosophies that have shaped the field of bioethics, engage in debates concerning healthcare decisions throughout the human lifespan, and develop resolutions to ethical dilemmas in a manner that is consistent with Scripture and conversant with contemporary culture.
R MacPherson
Jan 5 – May 6
Online

THE5403 Maximum Impact with Short-Term Mission Trips   3 credits
A study of the rationale for and characteristics of a short-term mission that applies Confessional Lutheran theology and best-practice methodologies.
J Boeder
Jan 5 – May 6
Online

NOT TAKING A COURSE THIS SEMESTER?

EDU6999 Continued Graduate Study   0 credits
Maintains active status for students not enrolled in coursework.

EDU5906 Designing Effective Instruction   1 credit or 12.5 clock hours
Prerequisite(s): EDU5901
Develop the ability to provide meaningful feedback to improve beginning teachers’ lesson plans and instruction.
J Schaefer
Feb 21 – Apr 11
Online

EDU5908 Understanding, Supporting, and Facilitating a Professional Development Plan   2 credit or 25 clock hours
Prerequisite(s): EDU5901, EDU5903, EDU5907
Synthesize the research, theory, and writing, as well as teacher and administrator standards, behind a professional development plan, in order to be a resource in your school or district and assist new teachers in writing a professional development plan.
J Schaefer
Jan 31 – Mar 14
Online

LEARNING-FOCUSED INSTRUCTION

For Teachers

Earn the following Micro-Credentials and receive . . .

• 5 clock hours for each
• And the badge for each which you can display on all your social media platforms
• And the Learning-Focused Instruction Meta Badge when all seven Micro-Credentials are completed

This is self-paced, independent, competency-based learning.

1. REGISTER any time during the semester.
2. COLLECT the evidence of your competency.
3. SUBMIT your evidence.
4. RECEIVE your digital badge and share it on all your media platforms.

BDG0100 Developing Background   5 clock hours
Teachers who earn the Developing Background Micro-Credential are able to connect students’ prior knowledge with new material to build understanding.
A Uher

BDG0101 Essential Questions   5 clock hours
Teachers who earn the Essential Questions Micro-Credential create and use overarching unit questions that stimulate student curiosity by connecting the key inquiries of the subject matter to students’ lives.
J Meyer

BDG0102 Learning Target   5 clock hours
Teachers who earn the Learning Target Micro-Credential can design and share learning targets to support student learning. Evidence of learning is shown through an assessment called a performance of understanding.
C Melendy

BDG0103 Quick Formative Assessments   5 clock hours
Teachers who earn the Quick Formative Assessment Micro-Credential can quickly check all students for understanding during the lesson and use responses to adjust the lesson and increase student learning.
J Meyer

BDG0104 Full Formative Assessments   5 clock hours
Teachers who earn the Full Formative Assessment Micro-Credential check all students for a full or complete understanding of the learning target near the end of the lesson and use responses to adjust the lesson and increase student learning.
J Meyer

BDG0105 Active Engagement   5 clock hours
Teachers who earn the Active Engagement Micro-Credential engage learners in high cognition and high participation activities within a lesson to build student understanding.
A Uher

BDG0106 Summary & Practice   5 clock hours
Teachers who earn the Summary & Practice Micro-Credential create meaningful lesson closure, which includes skill reinforcement aligned to the lesson’s learning target.
A Uher

LEARNING-FOCUSED SUPERVISION

For EC Directors, Principals, and Instructional Coaches

Earn the following Micro-Credentials and receive . . .

• 5 clock hours for each
• And the badge for each which you can display on all your social media platforms
• And the Observation Meta Badge
• And the Conferencing Meta Badge
• And the Learning-Focused Supervision Uber Badge when all the Micro-Credentials are completed

This is self-paced, independent, competency-based learning.

1. REGISTER any time during the semester.
2. COLLECT the evidence of your competency.
3. SUBMIT your evidence.
4. RECEIVE your digital badge and share it on all your media platforms.

OBSERVATION META-BADGE

BDG0113 Look-Fors   5 clock hours
The instructional supervisor who earns the Look-Fors Micro-Credential knows and clearly communicates what to look for when observing a teacher.
A Bitter

BDG0114 Data-Scripting   5 clock hours
Principals, directors, or instructional coaches who earn the Data-Scripting Micro-Credential can collect data on carefully selected classroom interactions using a Formative Scripting Tool and sort the data in ways that lay the foundation for providing effective feedback to teachers.
J Schaefer

BDG0115 Data-Seating Chart   5 clock hours
Principals, directors, or instructional coaches who earn the Data-Seating Chart micro-credential can collect and sort data on carefully selected classroom interactions around students’ understanding and engagement using a formative classroom charting tool.
J Schaefer

BDG0116 Walk-Through   5 clock hours
Principals or instructional supervisors who earn the Walk-Through Micro-Credential can conduct brief classroom visits that efficiently gather and communicate worthwhile and usable information about student learning.
A Bitter

CONFERENCING META-BADGE

BDG0117 Pre-Conference   5 clock hours
Teachers who earn the Pre-Conferencing Micro-Credential can carry out a pre-visit conference that sets the tone for a growth-oriented visit focusing on student learning.
K Horn

BDG0118 Post-Conference   5 clock hours
Teachers who earn the Post-Conferencing Micro-Credential are capable of conducting a post-visit conference that provides meaningful feedback to improve instruction and student learning.
K Horn

BDG0119 Coaching Stance   5 clock hours
Principals, directors, or instructional coaches who earn the Coaching Stance Micro-Credential can utilize a combination of three stances appropriately when discussing instructional performance with teachers. Evidence of learning is shown through an assessment called a performance of understanding.
J Schaefer

BDG0121 Evidence-Based Conversation   5 clock hours
Instructional supervisors who earn the Evidence-Based Conversation Micro-Credential provide timely and effective observation feedback based on observable data while avoiding judgments and opinions.
J Meyer

Stand Alone Micro-Credentials that are part of the Learning-Focused Supervision Macro-Credential

BDG0123 Ministry Development Plan   5 clock hours
Teachers who earn the Ministry Development Plan Micro-Credential can facilitate a goal-setting conversation that allows an educator to develop a goal statement that addresses professional growth and the effect of that growth on student learning.
A Bitter

BDG0124 Evaluation Form   5 clock hours
Teachers who earn the Evaluation Form Micro-Credential can appreciate the importance of summative teacher evaluations. In addition, they can collect evidence needed to properly, fairly, and thoroughly rate a teacher. Finally, they also demonstrate that they can use the new WELS summative teacher evaluation rubric to both collect relevant evidence and conduct an end-of-year summative teacher evaluation conference.
J Wiechman

THE1002 Biblical History and Literature II   3 credits
A survey of God’s grace through the literature of the Old Testament major prophets and the New Testament gospel accounts set in the context of exilic, post-exilic literature and Intertestamental historical record.
J Schone
Jan 5 – May 6
Online

THE2001 Biblical History and Literature III   3 credits
A survey of God’s grace through the literature of selected New Testament epistles set in the context of the book of Acts. This is a writing-intensive course.
B Hennig
Jan 5 – May 6
Online

THE3002 Christian Doctrine II   3 credits
The scriptural truths concerning the blessing the Holy Spirit showers on believers, individually and collectively, in the presentation and appropriation of the gift of salvation.
D Scharf
Jan 5 – May 6
Online

THE3131 Parish Visitation   3 credits
A presentation of visitation as a method of ministry, especially as a way to minister to the needs of the grieving, the sick and shut-in, and the inactive member.
L Olson
Jan 5 – May 6
Online

3-Credit Courses

EDU5003 Curriculum Design & Implementation   3 credits
An exploration of the school leader’s role in collaboratively developing, implementing, and evaluating curriculum to achieve a comprehensive and coordinated plan of instruction throughout the school.
R Rathje
Jan 10 – Mar 4
Online

EDU5106 Assessment of Learning and Instruction   3 credits
Create meaningful assessments that promote learning for all students and connect to intended student outcomes and established standards.
C Whaley
Jan 5 – May 6
Online

EDU5308 Leading the School Community   3 credits
Understanding the school’s role in assisting parents and the principal’s role in building collaborative partnerships with families around a shared vision of student learning, school climate, and school culture. Fosters communication skills necessary to represent the school among families, the congregation, and the community.
T Russ
Mar 7 – May 6
Online

EDU5311 The Principalship   3 credits
Reviews the role and responsibilities of the principal as policymaker and facilitator, especially in areas of health and safety, human relations, student and enrollment management, and other duties. Develops skills in leading meetings, setting agendas, and communicating effectively.
L Holtz
Jan 5 – May 6
Online

EDU5321 Early Childhood Director as Leader   3 credits
Reviews the role and responsibilities of the early childhood director as facilitator for areas of health and safety, human relations, student and enrollment management, and other duties. Develops skills in leading meetings, setting agendas, and communicating effectively.
R Burgess, L Holtz
Jan 5 – May 6
Online

1-Credit or Clock Hours Courses

EDU5906 Designing Effective Instruction   1 credit or 12.5 clock hours
Prerequisite(s): EDU5901
Develop the ability to provide meaningful feedback to improve beginning teachers’ lesson plans and instruction.
J Schaefer
Feb 21 – Apr 11
Online

EDU5908 Understanding, Supporting, and Facilitating a Professional Development Plan   2 credit or 25 clock hours
Prerequisite(s): EDU5901, EDU5903, EDU5907
Synthesize the research, theory, and writing, as well as teacher and administrator standards, behind a professional development plan, in order to be a resource in your school or district and assist new teachers in writing a professional development plan.
J Schaefer
Jan 31 – Mar 14
Online

Learning-Focused Supervision Micro-Credentials

These Micro-Credentials are all online. You learn at your own pace. Earn 5 clock hours with successful completion.

BDG0113 Look-Fors   5 clock hours
The instructional supervisor who earns the Look-Fors Micro-Credential knows and clearly communicates what to look for when observing a teacher.
A Bitter

BDG0114 Data-Scripting   5 clock hours
Principals, directors, or instructional coaches who earn the Data-Scripting Micro-Credential can collect data on carefully selected classroom interactions using a Formative Scripting Tool and sort the data in ways that lay the foundation for providing effective feedback to teachers.
J Schaefer

BDG0115 Data-Seating Chart   5 clock hours
Principals, directors, or instructional coaches who earn the Data-Seating Chart micro-credential can collect and sort data on carefully selected classroom interactions around students’ understanding and engagement using a formative classroom charting tool.
J Schaefer

BDG0116 Walk-Through   5 clock hours
Principals or instructional supervisors who earn the Walk-Through Micro-Credential can conduct brief classroom visits that efficiently gather and communicate worthwhile and usable information about student learning.
A Bitter

BDG0117 Pre-Conference   5 clock hours
Teachers who earn the Pre-Conferencing Micro-Credential can carry out a pre-visit conference that sets the tone for a growth-oriented visit focusing on student learning.
K Horn

BDG0118 Post-Conference   5 clock hours
Teachers who earn the Post-Conferencing Micro-Credential are capable of conducting a post-visit conference that provides meaningful feedback to improve instruction and student learning.
K Horn

BDG0119 Coaching Stance   5 clock hours
Principals, directors, or instructional coaches who earn the Coaching Stance Micro-Credential can utilize a combination of three stances appropriately when discussing instructional performance with teachers. Evidence of learning is shown through an assessment called a performance of understanding.
J Schaefer

BDG0121 Evidence-Based Conversation   5 clock hours
Instructional supervisors who earn the Evidence-Based Conversation Micro-Credential provide timely and effective observation feedback based on observable data while avoiding judgments and opinions.
J Meyer

BDG0123 Ministry Development Plan   5 clock hours
Teachers who earn the Ministry Development Plan Micro-Credential can facilitate a goal-setting conversation that allows an educator to develop a goal statement that addresses professional growth and the effect of that growth on student learning.
A Bitter

BDG0124 Evaluation Form   5 clock hours
Teachers who earn the Evaluation Form Micro-Credential can appreciate the importance of summative teacher evaluations. In addition, they can collect evidence needed to properly, fairly, and thoroughly rate a teacher. Finally, they also demonstrate that they can use the new WELS summative teacher evaluation rubric to both collect relevant evidence and conduct an end-of-year summative teacher evaluation conference.
J Wiechman

SPE5203 Transition Planning and Collaboration in Special Education   3 credits
Facilitating effective planning for transitions (preschool, elementary, middle, high school, and postsecondary/adult) and collaboration with parents and professionals.
R Ehlers
Jan 5 – May 6
Online

SPE5209 Learning Disabilities and Emotional/Behavioral Disorders   3 credits
Identification and instructional supports for students with specific learning disabilities (SLD) and emotional or behavioral disorders (EBD).
R Youngblom
Jan 5 – May 6
Online

EDU8534 Differentiated Lesson Planning That Works   1 credit
How do you plan lessons that help all students learn, no matter what their ability level? Design and create content area lessons based on student interests, needs, and strengths using differentiated instructional (DI) strategies such as flexible grouping, menu boards, cubing, web-quests, rafts, and tiered tasks.
C Pfeifer
Jan 10 – Feb 11
Online

EDU9520 Formative Assessment That Works   1 credit
Are all students engaged and understanding your lessons? The formative assessment process has been helping teachers improve student learning for the past 15 years. Learn how the process works and put it into practice in your own classroom.
J Meyer
Feb 14 – Mar 18
Online

EDU9521 Mathematical Problem Solving That Works   1 credit
Help your students become confident problem solvers. This course will help you understand why students struggle with math problem solving, and let you practice proven ways to teach reasoning and problem-solving strategies.
B Bain
Jan 17 – Feb 18
Online

EDU9525 Reading Intervention That Works: A Multisensory Approach   1 credit
Provides a grounded understanding of the Orton-Gillingham approach as one option for reading intervention for students with dyslexia, with practical applications in the classroom through modeling, planning, and implementation of the strategy. (Not intended for Orton-Gillingham certification.)
J Mose
Jan 24 – Feb 25
Online

EDU9526 A Math Word Problem Intervention That Works   1 credit
Provides a grounded understanding of schema-based instruction for solving math word problems, an intervention for students with learning disabilities as well as an effective method for teaching all students, with practical applications in the classroom through modeling, planning, and implementation of the strategy.
J Mose
Feb 28 – Apr 8
Online

PSY9501 Acting on Hope I: Introduction to Bible-Based Counseling   1 credit
The first in a series of courses to prepare trained counselors for their role as a Christian counselor. Students develop a personalized use of God’s Word within an evidence-based best practice counseling framework in a way that honors God’s Word and meets clients’ counseling needs.
A Siggelkow
Jan 21 – Apr 8
Online