Graduate Studies Bulletin

Graduate Education for Educators

The Master of Science in Education (M.S.Ed.)

Martin Luther College’s Master of Science in Education graduate program provides continuing education for people like you. You lead the busy life of a teacher whose work is not done when the last bell rings. Martin Luther College understands your hectic schedule and therefore offers this degree program as an online program. You can complete coursework at a time convenient for you without leaving your hometown. Even though your instructor and classmates may be miles away, you will interact with them online by discussing, analyzing, synthesizing, and evaluating topics. You will gain practical helps for your teaching and will delve into research. In other words, professional growth as a reflective educator is available to you.

In addition to the convenience of obtaining a master’s degree, you will find that all courses are taught in the light of God’s Word. This means that we freely explore all aspects of teaching and learning while always remembering that the recipients of our teaching are themselves gifts from a gracious God. The respect for God’s creation permeates all online instruction. It also means that God’s Word is the basis for all ethical discussions and actions. As we live in the freedom of the Gospel, we learn and teach out of love for the Gospel.

This Graduate Studies Bulletin will help you learn about the Martin Luther College graduate program.

Martin Luther College

College Overview

Martin Luther College is owned and operated by the Wisconsin Evangelical Lutheran Synod (WELS). Formed from an amalgamation of Dr. Martin Luther College (founded 1884) of New Ulm, Minnesota, and Northwestern College (founded 1865) of Watertown, Wisconsin, Martin Luther College opened its doors in 1995. The college prepares men and women for various areas of the Christian ministry and offers continuing education programs for educators.

The beautiful eighty-eight acre campus is situated on top of a wooded range of hills overlooking the city of New Ulm, Minnesota. New Ulm, a Minnesota Star City with a population of 13,750, is located on U. S. Highway 14, 100 miles southwest of Minneapolis. For more information visit the Martin Luther College website at www.mlc-wels.edu

MLC offers sixteen varsity sports and is a member of the NCAA Division III as well as the Upper Midwest Athletic Conference (UMAC). The school colors of Martin Luther College are black, red, and white; the varsity mascot is the Knights.

Mission Statement

Martin Luther College exists to serve the ministerial needs of the Wisconsin Evangelical Lutheran Synod (WELS)

• by preparing men for pastoral training at Wisconsin Lutheran Seminary and
• by preparing men and women for service as teachers and staff ministers in the Synod’s churches and schools so that the WELS may be served by candidates both qualified and competent to proclaim the Word of God faithfully and in accord with the Lutheran Confessions in the Book of Concord.

Objectives

To fulfill this mission, Martin Luther College carries out all instruction and programs of student life according to the Gospel as revealed in the inspired Word of God. Through its programs the college desires

• to strengthen the student in a consecrated spirit of love for God and his Word;
• to educate the whole person for faithful, capable, intelligent citizenship in today’s world;
• to assist the student in acquiring the knowledge, attitudes, and skills needed for service in the church and for lifelong learning; and
• to encourage the student in developing and demonstrating a heart for service in the church, community, and world.

Function

Consistent with its mission and objectives, Martin Luther College

• encourages, recruits, and admits men and women qualified to undertake appropriate programs of study at Martin Luther College;
• offers courses of study which qualify men for entrance into Wisconsin Lutheran Seminary, where they will continue their preparation for the pastoral ministry of the WELS;
• offers courses of study for the preparation of qualified educators for the teaching ministry in the preschools and elementary and secondary schools of the WELS;
• offers courses of study for the preparation of qualified staff ministers for the congregations of the WELS;
• offers courses of study for the Master of Science in Education program at MLC;
• awards appropriate degrees, certificates, and diplomas to those who successfully complete the prescribed courses of study;
• serves students and synodical constituency with educational leadership in the instruction of Martin Luther College students, through the professional development of Martin Luther College faculty, and with programs in continuing education for teachers and staff ministers.

Nondiscriminatory Policy

Martin Luther College does not discriminate on the basis of race, color, national and ethnic origin, age, sex, or marital status in the administration of its educational policies, admission policies, scholarship and loan programs, athletic, and other college-administered programs, policies, and practices. Martin Luther College, as the Wisconsin Evangelical Lutheran Synod’s college of ministry, serves all without exception who meet the biblical and synodical standards for service in the church.

Accreditation

Martin Luther College is accredited as a baccalaureate degree and as a master of science in education degree-granting institution by The Higher Learning Commission of the North Central Association of Colleges and Schools www.ncahigherlearningcommission.org; 312-263-0456)

Registration

Martin Luther College is registered as a private institution with the Minnesota Office of Higher Education. Registration is not an endorsement of the institution. Credits earned at the institution may not transfer to all other institutions.

Contact Information

Director of Graduate Studies
Martin Luther College
1995 Luther Court
New Ulm, MN 56073
507 354-8221
graduatestudies@mlc-wels.edu
 

Master of Science in Education

Program Description

The Master of Science in Education is an online degree program that has the goal of contributing to the professional growth of teachers and encouraging them to be reflective, competent, and dedicated educators of children.
The Master of Science in Education degree from Martin Luther College is designed for persons who have an undergraduate degree in education from an accredited college or university.
This program is not intended to fulfill state licensure requirements in any state for any purpose. The purpose of the special education emphasis is to help the generalist teacher work with children in the regular classroom.

Outcomes of the Master of Science in Education Graduate Program

It is the goal of the Master of Science in Education program that upon graduation students will

• demonstrate and share a specialized body of knowledge in an advanced educational area.
• integrate educational theory with practical application necessary for effective and responsible decision making.
• apply research to promote effective teaching and to foster student learning.
• become reflective educators who understand and use assessment to inform and improve their teaching and student learning.
• be cognizant of the differing needs of learners.

Graduate Degree Awarded

Upon successful completion of the graduate program, students are awarded the Master of Science in Education (M.S.Ed.) degree.

Admission to Program

Admission Requirements

• An undergraduate degree in education from an accredited college or university.
• An undergraduate GPA of 3.00 or an average of at least 3.00 for no fewer than nine semester hours of graduate credit at an accredited graduate institution.
• If students do not have a 3.00 undergraduate GPA, students may be accepted into the program on the condition that they attain a 3.00 or higher GPA on their first nine graduate credits in the program.
• An official transcript of undergraduate and graduate work.
• Payment of the $35 registration fee.
• A written statement in which the applicant describes his or her views of education and teaching as well as their goals for the graduate program.

Students may take up to nine (9) hours of courses before applying for admission to the program. At the end of nine (9) hours, students may apply for admission and up to nine (9) credits may be applied to the program.

Special student status is available for those students desiring to take a graduate course, but who do not desire to enter the graduate program.  Special student status is open only to those persons who have an undergraduate degree in education from an accredited college or university. Only persons with such a degree may enroll in graduate courses.

An Application for Admission to the graduate program is available online at the Martin Luther College website www.mlc-wels.edu

Transfer Credits

Students who have completed graduate work at other colleges may transfer those courses to the graduate program at Martin Luther College.  The following are stipulations for this transfer.

• Transfer courses can be one of two types
  1. A course that is a close equivalent of an existing course offered in the MLC graduate program.  In this case, the transfer course substitutes for the similar course in the program.
  2. A course that does not exist in the MLC graduate program nor substantially overlaps in content with an existing course.  In this case, the course must be one that strengthens the overall program of the student.
• Transfer credits must have a B or better (“pass” or “credit” courses are not accepted).
• Credits are accepted only from an institution with regional accreditation.
• Courses must be appropriate to the program.
• A maximum of nine credits may transfer into the MLC curriculum.
• Courses taken more than four years prior to enrollment generally are not accepted as transfer credits.

The Director of Graduate Studies makes the determination as to which courses will transfer, based on the above criteria.  The Director may consult with the Graduate Faculty Council and with the instructors of courses similar to those for which the transfer credit is sought.

Both core and elective courses are accepted for transfer if the courses were taken prior to acceptance into the program. After acceptance into the master’s program, required core courses must be taken from MLC and are not eligible for transfer from other institutions.

Students must submit along with their transfer request, an official transcript from the college where they earned the credit, the course description, and if requested the course syllabus.

Full and Part-Time Status

Students enrolled in six (6) or more credits in a semester are considered full-time graduate students.  Students enrolled in three to five (3-5) credits in a semester are considered part-time graduate students.

Maintaining Active Student Status

Students who matriculate into this graduate program, but fail to enroll in program course work for a period of two years are automatically dropped from the program.  Students whose admission status is terminated because of a two-year lapse in enrollment may apply for readmission. They must meet the current criteria for admission, and if readmitted are subject to the current program policies and degree requirements.

Undergraduate Enrollment in Courses

An undergraduate student of senior standing with a GPA of 3.0 or higher may register for up to nine (9) graduate credits with the approval of the Dean of Education and the approval of the Director of Graduate Studies.  Graduate credits do not apply toward a baccalaureate degree.  Permission to take graduate courses does not constitute admission to the graduate program.

Finances and Financial Aid

Tuition and Fees

Per credit course tuition is set by the administration of Martin Luther College and is posted on the MLC website. A technology fee and a registration fee are also charged for each course. A one-time program application fee is charged.  The comprehensive examination fee and the tuition for capstone projects are paid before beginning them.
 

Purchasing Books

Students purchase books from bookstores or from online vendors of their choice.
 

Billing Error or Dispute

Errors or disputes about a charge are first addressed to the billing department of the Financial Services Office informally via email, phone, etc.  If the matter is not resolved informally, the student must write a letter detailing a description of the presumed error and the dollar amount.  The letter is addressed to the Chief Financial Officer who makes the final determination concerning the error or dispute.
 

Refund Policy

1. Semester courses
   • First two weeks of the course: full refund of tuition; no refund of registration or technology fee.
   • From week three to midterm: half the tuition cost; no refund of registration or technology fee.
   • From midterm to end of semester:  no refund; no refund of registration or technology fee.
2. Summer session
   • First two days: full refund of tuition, no refund of registration or technology fee.
   • Up to midterm of the course: half the tuition cost; no refund of registration or technology fee.
   • From midterm of course to end: no refund; no refund of registration or technology fee.

Non-Refundable Fees

Non-refundable fees are the program application fee, course registration fees, course technology fees, and comprehensive examination fee.
 

Financial Aid

Student loans (FFEL Stafford Loans) are available for students enrolled half-time (which the college defines as 3 to 5 credits a term) or full-time (6 or more credits) in a graduate program. A link to the Free Application for Federal Student Aid (FAFSA) can be found at www.studentaid.ed.gov. Students  need to complete a FAFSA form to determine eligibility for these federal loans. MLC’s federal school code is 002361. When filing a FAFSA, also email the MLC Director of Financial Aid to alert the director that you are a graduate student.  The MLC Financial Aid Office will then receive the FAFSA result and will send an award letter notifying you of the amount of loan for which you are eligible.
The MLC Master of Science in Education program is approved for Veteran Affairs benefits.  Contact the MLC Director of Financial Aid for further information.

Mr. Gene A. Slettedahl, Director
Financial Aid Office
Martin Luther College
1995 Luther Court
New Ulm, MN 56073
Phone: 507.354.8221, Ext. 225
Fax: 507.354.8225
Email: slettega@mlc-wels.edu

Online Expectations and Resources

Course Delivery

The master degree program is an online program.  EDU5005 Foundations of Educational Research is a hybrid course (one-week on campus and seven weeks online). It is a required course and is offered during each summer term. EDU5202 Behavioral and Emotional Disabilities is an elective course that is taught in a face-to-face format only. All other courses in the program are offered only in an online format.
A Schedule of Courses and the Application for Course Registration are posted on the Martin Luther College website www.mlc-wels.edu
 

Technology Requirements

A listing of current Computer Requirement for Online Courses is posted on the Martin Luther College website www.mlc-wels.edu.

• A Windows or Macintosh based computer with access to the internet. Although a 56K dial-up modem may work for most courses, be prepared for a long wait while you upload or download files. Therefore, it is strongly recommend that you have high-speed internet access, such as cable-modem or DSL service.
• A Web browser, either Microsoft Internet Explorer 4.0 or Netscape Navigator 4.5 as a minimum. More recent versions (higher version numbers) are recommended.
• An Email account for sending and receiving electronic mail, including attachments.
• A word processing system, compatible with Microsoft Word.
• Adobe Acrobat Reader installed on your computer in order to read PDF documents that are used by many courses and websites. A FREE Acrobat PDF Reader can be downloaded from http://www.adobe.com/products/acrobat/readstep2.html
• Some courses may also use video feed, in which case you will need Real One Player or Windows Media Player. Other courses may require PowerPoint. See the course syllabus for specific requirements.

 Technical Skills

Students are assumed to have general computing, word processing, and internet skills. Learning these skills is not part of any course in the graduate program. Students deficient in any of these skill areas are encouraged to obtain these skills prior to enrollment in any graduate level course.

Note: It is the student's responsibility to seek out technical assistance as needed from a local resource person. MLC cannot provide assistance on how to work with your computer and its installed programs and settings.
 

Time Required for an Online Course

Traditional 3-credit face-to-face courses require students to be in class for 45 class hours in a semester. Online courses obviously have no “in-class” time, so assuming one to two hours of preparation in addition to in-class time; students are expected to commit themselves to 90 to 135 hours per semester, which translates to 6 to 10 hours per week for an online course. Courses taught during the 8-week summer term need to cover the material in half the time as a course taught during a regular semester, and therefore students should expect at time commitment of 12 to 20 hours per week. Obviously, some students may require a larger or lesser time commitment depending on prior knowledge, reading speed, study habits, etc.

Online courses require a discipline and a time commitment that can be a challenge for some students. Most instructors in their course materials also make this point and give specific suggestions for time management. Instructors will monitor online time and will take the responsibility and initiative to contact students regarding progress or lack of progress.  Extensions may be requested, but students must have a valid reason, such as illness or serious family issues for such an extension. (See the policy for incompletes.)
 

Online Resources

How to Access Your Course on Moodle

Prior to the start of an online course, course instructors send out information to registered students providing them with information on the course and information on how to access the course in Moodle. Current information on accessing a course in Moodle can always be accessed online on the Martin Luther College website Accessing Moodle .
 

Working with Moodle

Many documents have been created by Martin Luther College to assist students while working in the Moodle course management system. A listing of frequently asked questions (FAQ) as well as current documents can always be accessed online on the Martin Luther College website www.mlc-wels.edu by typing Moodle Tips into the website search box located in the upper-right area of the webpage.
 

Access to Program Information on the Website

Necessary information regarding the Masters Program is posted on the Martin Luther College website www.mlc-wels.edu. This information can also be accessed by typing Graduate Studies into the website search box located in the upper-right area of the webpage. Forms and information include:

• Master of Science in Education overview
• Admission Requirements
• Class Calendar and Course Fees
• Contact Information
• Long-Term Course Calendar
• Program Application Form
• Register for a Course
• Program Plans
• Comprehensive Examination Application
• Capstone Project Application
• Institutional Review Board

Access to Martin Luther College Resources

As enrolled students at Martin Luther College, graduate students have access to all student privileges and resources. These include the College Bookstore, the College Library, and student services, such as admission to athletic and cultural events. Students may purchase textbooks through the bookstore or from online vendors. Library books may be checked out by e-mailing the library and including name, address, and student number. Additional resources, such EBSCO and ERIC databases, are accessible online through the Martin Luther College website www.mlc-wels.edu. A direct link to the MLC library databases for off-campus students is http://www.emil.mlc-wels.edu/. A user name and password to access library resources online is given to students when they register for a course.
 

Academic Policies

Degree Requirements

• Completion of all course work.
• A cumulative grade point average of 3.00 (B average).
• Successful completion of a capstone project or comprehensive examination.
• A completed application for graduation.

Time for Completion

Students have seven years from the time of acceptance to complete the program. Students may apply to the Director of Graduate Studies for an extension of one year.

 

Choosing an Emphasis

Upon application to the degree program students choose an emphasis: instruction, leadership, or special education.

 

Advising

Upon admittance to the graduate program, each graduate student is assigned an academic advisor. Students are assigned an advisor according to their chosen emphasis.
Advisors give advice to students regarding program choices and serve on advisees’ review committees.
All graduate students also have a technology advisor, Dr. James Grunwald.  He is the college’s Director of Academic Computing and works directly with the college’s online courses, faculty, and students. Dr. Grunwald can advise students about their technology needs and can help resolve questions on how to work with the course management system, Moodle. However, it is ultimately the student's responsibility to seek out local technical assistance as needed concerning problems with their computer, its installed programs and settings, and access to the internet.

 

Registering for Courses

Students register for courses online through the Office of Continuing Education.  The Application for Course Registration is found on the MLC website (www.mlc-wels.edu) under Academics, then Graduate Studies, then Register for a Course.  You can also access this information from the MLC website by typing Register for a Course into the website search box located in the upper-right area of the webpage.
The registration schedule for each semester is posted on the Martin Luther College website (www.mlc-wels.edu) under Academics, then Graduate Studies. This information can also be accessed by typing Graduate Studies into the website search box located in the upper-right area of the webpage.

 

Adding a Course

With the consent of the course instructor, a student may add a course during the first two weeks of the fall and spring semesters (one week in summer semester).
 

Withdrawing from a Course

Within the first two weeks of the fall and spring semesters (one week in the summer semester) students may drop a course. With the approval of the Director of Graduate Studies, students may withdraw from a course after the first two weeks of the fall and spring semesters through two weeks after midterm.  With the approval of the Director of Graduate Studies, a student may withdraw from a course after the first week of the summer semester through the fifth week of the summer semester.  The Director will consult with the course instructor in making a decision. For these courses the student’s record shows W and is not counted in computing the grade point average. An unauthorized withdrawal from a course is recorded as an F. This F is counted in the grade point average.
 

Incomplete Course Work

A grade of Incomplete may be assigned when, at the end of the term, students have not completed all course work. This grade is given only when the completed work is of satisfactory quality, and in the determination of the instructor, students have a valid reason for not finishing the requirements. A first semester Incomplete must be converted to a permanent grade by mid-term of the second semester, a second semester incomplete by the end of the summer session, and a summer session incomplete by midterm of the first semester, or the permanent grade is recorded as an F.

 

Minimum Enrollment

A minimum enrollment of five is generally required for courses to be offered. Ultimately, it the decision of the Director of Graduate Studies if a course is offered or not.

 

Grading

A	4.00 per semester hour
A-	3.67 per semester hour
B+	3.33 per semester hour
B	3.00 per semester hour
B-	2.67 per semester hour
C+	2.33 per semester hour
C	2.00 per semester hour
C-	1.67 per semester hour
D+	1.33 per semester hour
D	1.00 per semester hour
D-	0.67 per semester hour
F	0.00 per semester hour (Failure)

The comprehensive examination and the capstone projects are graded pass (P) /no pass (NP).
 

Audit

Audits in courses may be allowed with the instructor’s consent, in concurrence with the Director of Graduate Studies.

 

Grade Reports and Transcripts

Grade reports and unofficial transcripts are available to students online once they log into the MLC Portal. Official transcripts may be requested by completing the Transcript Request Form that is available online at the MLC website/Academics/ Records Office.  One free graduate transcript is available to each student.  A fee of $5.00 is charged for each subsequent transcript.  Make checks payable to Martin Luther College.  Address correspondence to:

Martin Luther College
Records Office
1995 Luther Court
New Ulm, MN 56073 

Family Educational Rights and Privacy Act

The Family Educational Rights and Privacy Act (FERPA) afford students certain rights with respect to their education records.
They are

1. The right to inspect and review the student’s education records within 45 days of the day the College receives a request for access.  Students should submit to the Records Office or the Director of Graduate Studies, written requests that identify the record(s) they wish to inspect.  The College official will make arrangements for access and notify the student of the time and place where the records may be inspected.  If the records are not maintained by the College official to whom the request was submitted, the official shall advise the student of the correct official to whom the request should be addressed.

2. The right to request the amendment of the student’s education records that the student believes are inaccurate or misleading. Students may ask the College to amend a record that they believe is inaccurate or misleading.  They should write the College official responsible for the record, clearly identify the part of the record they want changed, and specify why it is inaccurate or misleading. If the College decides not to amend the record as requested by the student, the College will notify the student of the decision and advise the student of his or her right to a hearing regarding the request for amendment.  Additional information regarding the hearing procedures will be provided to the student when notified of the right to a hearing.

3. The right to consent to disclosures of personally identifiable information contained in the student’s education records, except to the extent that FERPA authorizes disclosure without consent. One exception, which permits disclosure without consent, is disclosure to a school official with legitimate educational interests.  A school official is a person employed by the College in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); a person or company with whom the College has contracted (such as an attorney, auditor, or collection agent; a person serving on the Governing Board; or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official in performing his or her tasks.  A school official has a legitimate educational interest if the official needs to review an educational record in order to fulfill his or her professional responsibility.

4. The right to file a complaint with the U.S. Department of Education concerning alleged failures by Martin Luther College to comply with the requirement of FERPA.

Under no circumstances should a faculty member disclose any education record or personally identifiable information regarding a student to a third party, without checking with the Records Office first. 

Freedom of Expression and Inquiry

Freedom of inquiry is an essential aspect of our educational program. The Christian teachers will encourage such freedom from a perspective that is consistent with our educational principles.
For the better understanding of ourselves, the human community at large, and the physical environment, we are encouraged, guided, and obligated by these principles to become knowledgeable about the peoples on earth, present and past, in respect to their thoughts and activities, their arts and sciences. We pursue these goals the better to appreciate the full range of the gifts with which the human race and this good earth have been endowed by the divine Creator. On the one hand, our principles allow and urge unrestricted freedom of inquiry; on the other hand, they disallow uninhibited freedom of expression of any and all kinds in our educational program. As Christians we recognize and know that genuine human freedom comes alone through Christ Jesus, whose Spirit guides us through the Scriptures evaluating what is noble and beautiful, praiseworthy and pure, and mentally and emotionally wholesome.
In summary, therefore, our approach to education views all learning and wisdom from the perspective of God's will and in obedience to the Gospel of Jesus Christ as revealed in the Christian Scriptures. 

Students with Disabilities

Martin Luther College complies with Section 504 of the Rehabilitation Act of 1973 to serve students who have disabilities as defined in the Americans With Disabilities Act of 1990. Students accepted for admission to the graduate program are considered capable of meeting academic standards if reasonable accommodations can be made for their disability. It is the responsibility of students to provide written notification of the nature of the disability and the need for accommodations. Students must also provide results of formal testing and/or evaluation of the disability as well as historical documentation of having received accommodations in educational settings. The college may require additional testing or evaluation if the documentation is inadequate or older than three years with this cost borne by the student. Students file the notification of disability and the request for accommodations with the Director of Graduate Studies. The director will confer with appropriate persons to develop reasonable accommodations. Responsibilities of the student as well as accommodations are outlined in this plan. Accommodations are designed to meet the individual needs of students, but they do not compromise curricular goals, performance standards, or course content. If students do not agree with the accommodation plan, an appeal may be made to the Vice President for Academics whose decisions are final in all cases.

Standards for Written Work

The Graduate Faculty expects that all written work by graduate students will be in standard English and free of basic writing and spelling errors.  All writing assignments follow the format and style of the Publication Manual (current edition) of the American Psychological Association (APA). 

Plagiarism and Academic Integrity

Plagiarism is defined as written work that includes five or more successive words from another source other than the student’s own work that is not quoted and cited as described in the Publication Manual of the APA.
Students acknowledge and support the basic ethical principles that form the basis for all scientific and scholarly work, research, writing, and reporting. These principles are described in the Publication Manual of the APA (Ethical Standards for Reporting and Publishing of Scientific Information). In compliance with the Ethical Principles of Psychologists and the Code of Conduct (Section5.01-6.26), students who violate these standards, or otherwise fail to report honestly and accurately his or her own work, will receive a minimum of an “F” for the assignment and a written letter from both the Director of Graduate Studies and the student’s advisor to remain in the student’s academic file. Additional disciplinary actions including failure in the course and dismissal from the program are at the discretion of the Director of Graduate Studies in consultation with the Graduate Faculty Council. 

Student Appeal Process/Grievance Procedure

The Student Appeal Process/Grievance procedure is designed to resolve disagreements related to interpretation of college or graduate studies policies.  This procedure is also followed by students who wish to appeal their grade or dismissal from the Graduate Studies program.  The grievance procedure must be initiated within 30 calendar days after the student is aware of the complaint.  The following steps define the appeals procedure.
 

1. The student discusses the problem with the professor to resolve the issue.
2. If the student does not feel the problem is resolved, the student may inform the Director of Graduate Studies and ask for resolution of the concern.
3. If the student is not satisfied with the Director of Graduate Studies’ resolution, the student may appeal in writing to an Appeals Board ( two Graduate Faculty Council members and one graduate student) using the appropriate Appeal Form that is available online.  The Appeals Board informs the student of the decision in writing.
4. In the event the student rejects the decision, the student has the right to present the case in person and be accompanied by one other individual to the Vice President for Academics whose decision is final.  The student may also present the case via teleconference or other technology.

Application for Graduation

Students must apply for graduation.  A degree audit is done to ensure that the student has met all requirements to graduate.  The Application for Graduation form is found on the MLC website (www.mlc-wels.edu) under Academics, then Records Office, then Application for Graduation.
Students fulfilling all degree requirements graduate with a Master of Science in Education degree (M.S.Ed.).  Graduating students participate in the May commencement exercise regardless of when they complete their degree requirements.  Students wear appropriate academic regalia for the commencement exercise.

Contact Information

Director of Graduate Studies
Martin Luther College
1995 Luther Court
New Ulm, MN 56073
507 354-8221
graduatestudies@mlc-wels.edu

 

Program Options

Program Design

The program design contains the following.
 

1. A core of courses relating research to the principles and practices of elementary education.
2. An emphasis choice in one of three areas.
   • Instruction: the development of general understandings and skills of a master teacher
   • Leadership: a focus on the roles and functions of a leader in schools and that person’s responsibility for the supervision and improvement of instruction
   • Special education: a focus on the curriculum, instruction, and assessment specific to children with special needs.

   Note: Program Plan sheets for each of these three course options are located at www.mlc-wels.edu/home/academics/graduate/gradprogplans/

3. Successful completion of 36 credits that include a capstone option for either 3 or 6 credits or a comprehensive examination.

Characteristics of the Courses

Courses in the master’s program are scheduled for one semester (16 weeks) during the academic year. In the summer courses are scheduled for eight weeks.

Individual courses in the master’s program can vary in requirements, in the manner in which the course is conducted, in the time arrangement, and in the assignments. There are, however, four common characteristics:
 

• Each course is designed to be experiential, that is, the student will typically engage in some assignment or activity that relates to either classroom teaching or administrative/leadership responsibilities.
• Each course utilizes research is some way. This may relate to the ability to read and interpret research in the content areas of the course or the ability to conduct simple research.
• Each course requires writing skills commensurate with graduate work.
• Each course includes a reading list appropriate to graduate work.

   

Comprehensive Examination

To complete the Master of Science in Education program, students must choose to either write a comprehensive examination or complete a capstone project.

Choosing a Comprehensive Examination

Students who choose this option fulfill the following course requirements.

Core courses	9 credits
Emphasis courses	6 credits
Elective courses	21 credits
Total credits	36 credits
Comprehensive exam	0 credits

 

Applying for the Comprehensive Examination

1. Complete and submit the Application for Comprehensive Examination and fee payment to the Director of Graduate Studies. The examination fee is the same as the cost of one credit.
2. The Director of Graduate Studies will respond via email with approval and confirmation of your committee members and examination date.

The Comprehensive Examination must be written on the MLC campus.

Grading the Comprehensive Examination

The committee reads and scores the comprehensive examination using the Comprehensive Examination Rubric. Comprehensive examinations are graded pass/no pass.

Capstone Project

Choosing a Capstone Project

Students who choose a capstone project must select one of two options to fulfill the course requirements.

Option 1				Option 2
	Core courses	9 credits			Core courses	9 credits
	Emphasis courses	6 credits			Emphasis courses	6 credits
	Elective courses	18 credits			Elective courses	15 credits
	Total credits	33 credits			Total credits	30 credits
and				and
	Capstone Project	3 credits			Capstone Project	6 credits
	Total credits	36 credits		or Thesis
					Total credits	36 credits

 

Step 1: Applying for a Capstone Project

Note: For a detailed description of each project type, the Capstone Project Descriptions are found in the next section.

1. Complete the Application for Capstone Project and submit it with the appropriate payment to the Director of Graduate Studies.
2. The Director of Graduate Studies will respond via email with approval and confirmation of your committee members. Committee members review the written proposal. Committee approval of the written proposal is necessary before beginning the project.

Step 2: Writing the Proposal

After writing the proposal, submit it to your advisor and the Director of Graduate Studies. Proposals need committee approval before applying for IRB approval and before beginning the projects. All written proposals and projects follow the Publication Manual (current edition) of the American Psychological Association (APA) for style and format.

Field Project – 3 credits

A three to five page paper that:

• identifies a research problem or projectprovides rationale for the significance of the problem or project
• explains how the problem will be investigated (procedure) or how a project will be developed
• gives some evidence for the importance of the project by a review of current literature
• defines how the project will be assessed and
• includes appropriate references

Curriculum Development – 6 credits

A five to seven page paper that:

• identifies the curriculum project that is to be developed
• provides a rationale for the significance of the curriculum project
• gives some evidence for the importance of the curriculum project by a review of current literature
• describes the procedures for the curriculum project
• defines how the curriculum project will be assessed and
• includes appropriate references

Internship – 3 credits or 6 credits

A five to seven page paper that:

• states the objectives or purposes for the internship. Where possible, relate these objectives to professional standards (i.e. early childhood, Council for Exceptional Children, state standards, etc.)
• gives some evidence of the importance of these objectives by a review of current literature
• details all the arrangements for the internship
• suggests how each objective will be assessed
• includes appropriate references

The internship must be served under a Master Teacher.
The difference between three credits and six credits is the length of time spent in the internship. A three credit internship is half days for one semester or full days during summer. A six credit internship is full days for one semester.

Thesis – 6 credits

A thesis proposal contains the following, depending on the type of research. Mixed method research proposals follow the quantitative model.

Quantitative Quantitative research proposals follow this format: Introduction General statement of the problem Review of the current literature Specific research questions and/or hypotheses Significance of the proposed study Design and Methodology Subjects Instrumentation Procedures Data analysis and presentation Limitations of the design References Appendices

Qualitative Qualitative research proposals follow this format: Introduction General problem statement Preliminary review of current literature Foreshadowed problems Significance of proposed study Design and Methodology Site or social network selection Research role Purposeful sampling strategies Data collection strategies Data management and analysis Limitations of the design Reference or Bibliography Appendices

 

Step 3: Applying for Institutional Review Board Approval

Any research project involving human subjects must be reviewed and approved by the Martin Luther College Institutional Review Board (IRB) prior to the beginning of the project. Students file the Institutional Review Board form with the Director of Graduate Studies before beginning the project.

The Institutional Review Board reviews and approves proposals from students in the Master of Science in Education program for research with human subjects. The function of the review board is to assure compliance with federal law and professional ethics in the conduct of research. The board is appointed by the Director of Graduate Studies and includes two members from the general public, two graduate faculty members, the MLC FERPA Officer, and an undergraduate faculty member.

The relevant Federal Law affecting research is Title 45, Code of Federal Regulations, Part 46, Protection of Human Subjects (1991). This law specifically refers to educational research in section 46.101. (The complete document is available at http://ohsr.od.nih.gov/guidelines/45cfr46.html)

This section states that educational research of the type likely to be done by MLC graduate students in the masters program, is exempt from the informed consent requirements of the statute. Exempt research has the following characteristics.

• With very few exceptions, private identifiable information cannot be recorded by the investigator or members of the research team
• Research participants, parents, or legal guardians do not sign a consent form
• Exempt protocols will be approved for three years; studies continuing for more than three years will have to be re-submitted as new protocols.

Persons who believe their research qualifies for this exemption submit a Request for Exemption to the MLC Institutional Review Board. While informed consent with a right of refusal is not required in exempt research, it is the policy of the MLC Institutional Review Board that parents of minors be informed of any research done in a school setting. Ethical principles, particularly respect for persons, emphasize the importance of ensuring that subjects are fully informed about the nature of the research project so they can make an informed decision concerning participation. An Informed Consent Form is available on the Martin Luther College website (www.mlc-wels.edu) under; Academics, Graduate Studies, Institutional Review Board. A completed form must accompany the request for exemption.

Direct all questions regarding this policy to:
	Institutional Review Board Graduate Studies Martin Luther College 1995 Luther Court New Ulm, MN 56073 507 354 8221

 

Step 4: Completing a Capstone Project

1. The student’s advisor works closely with the student to ensure graduate-level standards are met.
2. The student’s committee reviews the student’s project. This review may be during the project and is always done upon completion of the project.
3. Upon completion of the project, the student meets with the committee for an hour-long defense of the project. This meeting may be on-campus or may be arranged electronically.

Grading a Capstone Project

Capstone Projects are graded pass/no pass

Capstone Project Descriptions

Thesis, 6 credits
(Register for EDU6500 Thesis)
The thesis is the most traditional format for investigation of an issue in education by means of data gathering and analysis. The research design for this option may be qualitative, quantitative, or mixed method. The following sections may be adapted to both types of research, but the general content of the chapters applies.

Chapter 1. Statement of the problem:
	This section informs the reader of the research topic being studied, the significance of the research, the scope of the study, and the setting and participants in the study.
Chapter 2. Literature review:
	This chapter provides an overview of what other researchers have determined in regard to the study.
Chapter 3. Research design:
	This section describes everything done to conduct the research.
Chapter 4. Results and discussion:
	This section presents the data and discusses the data’s relevance to the research question and/or the hypothesis of the research and the review of literature.
Chapter 5. Summary and conclusions:
	This is a summary of the project, the implications of the results, and suggestions for further study.
References

One copy of the thesis must be hard-cover and bound for placement in the MLC Library.

Curriculum development, 6 credits
(Register for EDU6201 Project/Professional Paper)
Curriculum development projects include designing new courses or units of instruction. They may include new instructional techniques and/or teaching materials. These courses or units must be described, evaluated, and documented in such a way that they could be applied and taught in a classroom by other teachers. Curriculum development projects involve constructing curriculum, teaching it, and assessing it.  The report follows this format.

PART I: INTRODUCTION
	Introduction
	Problem/Purpose of the Study
	Definition of Terms
PART II: LITERATURE REVIEW
	Introduction
	Heading
	Heading
	Summary
PART III: IMPLEMENTATION
	Introduction
	Procedures
	Artifacts
	Results
PART IV: REFLECTIVE ESSAY
	Introduction
	Conclusions
	Recommendations
REFERENCES

 

Internship, 3 or 6 credits
(Register for EDU6300 Internship – 3 credit or EDU6301 Internship – 6 credit)
The internship is completed in an educational setting. A six-credit internship is working full days during the school year for one semester. A three-credit internship is working full days in the summer or half-days for one semester. The internship is done under the supervision of a field supervisor who is approved by the student’s advisor and by the Director of Graduate Studies. For example, an internship may be completed under the supervision of a principal, experienced teacher, special education teacher, early childhood education teacher, or another educational leader. The report follows this format.

PART I: INTRODUCTION
	Introduction
	Problem/Purpose of the Study
	Definition of Terms
PART II: LITERATURE REVIEW
	Introduction
	Heading
	Heading
	Summary
PART III: JOURNAL (See Template)
PART IV: REFLECTIVE ESSAY
	Introduction
	Conclusions
	Recommendations
REFERENCES

 

Field project, 3 credits
(Register for EDU6200 Project/Professional Paper) A field project is an exploration of a practical issue in any educational setting that requires data gathering, analysis, and interpretation. The report follows this format.

PART I: INTRODUCTION
	Introduction
	Problem/Purpose of the Study
	Definition of Terms
PART II: LITERATURE REVIEW
	Introduction
	Heading
	Heading
	Summary
PART III: IMPLEMENTATION
	Introduction
	Procedures
	Artifacts
	Results
PART IV: REFLECTIVE ESSAY
	Introduction
	Conclusions
	Recommendations
REFERENCES

Course Listing

EDU5001 Issues in Education
This course is an overview of the critical issues that have and are affecting public and private education. The instructor will select from the following: American pluralism/multiculturalism and the common school ideal, demographic shifts and their effects on education, outreach and evangelism, marketing the school, choice proposals and vouchers, economic issues, competition for students, high-stakes testing and assessment, standards-based education, and others. The focus on the course will be to help teachers and principals understand the research related to these issues and be knowledgeable and reflective on their effects on Lutheran education.

EDU5002 The School as a Learning Community
This course is a study of the relationship of a school’s philosophy to its practice and how it affects curriculum and instruction. The role of staff development, strategic planning, internal and external relationships, group dynamics, team building, and managing change as these relate to curriculum, instruction, and leadership style in the school will be discussed.

 

EDU5003 Curriculum Design and Implementation
This course includes an examination of how content knowledge is created, organized, and linked to other disciplines and applied in an elementary/ middle level classroom. Standards-based curriculum design, curriculum mapping, and practical processes for integrating curriculum development into the normal cycle of teacher and school activity are emphasized.

EDU5004 Family Issues in Education
This course selects from the following topics: cultural influences on families, demographic changes in families divorce and its effects on learning, child abuse and neglect, understanding family systems, generation theory and young parents, school/home partnership, family ministry, crisis intervention, and reaching out to non-member families.

EDU5005 Foundations of Educational Research
Understanding quantitative and qualitative research and the critical analysis and application of such research to educational issues. Includes such topics as measurement theory, research designs, sampling, appropriate statistical analyses, developing research problems and hypotheses, and the use of variables in research. Prerequisite for EDU5011 Classroom Research.

EDU5006 Foundations of Ministry
This course is a discussion of the theological foundations of church and ministry and how these principles apply to the work of a teacher and those who serve as leaders and administrators in schools. The course includes such topics as biblical authority in a changing world, the Great Commission of church and school, understanding and articulating the Christian worldview, leadership and servant hood in the church, shared ministry in church and school, and preparation for service in the church. The student should through this course develop a personal philosophy of the practice of ministry.

EDU5011 Classroom Research
Development of skills for planning and completing a systematic action research inquiry into classroom practice, including analysis of practice, review of relevant literature, plans for change, implementation of the action research, and evaluation. Students will acquire a foundational knowledge for conducting action research. 

EDU5101 A Balanced Approach to Reading Instruction
The theory and best practices of teaching reading. Emphasis on the organization of a research-based, developmental reading curriculum. Topics include current teaching strategies, emergent literacy, vocabulary development, comprehension strategies, study skills, development, balanced instruction, national and state standards, and assessment.

EDU5102 Integrating the Language Arts
Curricular and methodological issues of language arts based on current research. Uses national and state language arts standards to examine best practices for language arts instruction. Emphasis on the integration of the language arts components: reading, listening, speaking, viewing, and visual representation.

EDU5103 Improving Instruction in Mathematics and Science
The teacher’s role in inquiry teaching and problem solving; the current science and mathematics curriculum; resources for teaching science and mathematics in the elementary school; state and national standards-based curriculum and instruction.

EDU5104 Enhancing Curriculum with Technology
Teachers will develop an understanding of the variety of ways curriculum content and instruction can be improved using teaching and learning strategies including technology in language arts and reading, mathematics, science, and social studies.

EDU5105 Improving Instruction Methodology
This course equips participants to lead staff development initiatives within elementary schools. Attention is given to research on effective teaching practices, brain research and its impact on instruction, multiple intelligence theory, learning styles, differentiated instruction, and practical approaches for presenting these practices to teachers.

EDU5106 Assessment of Learning and Instruction
The design and application of appropriate learning assessment strategies that consider the pedagogical intent, state, federal, and subject standards, and the diversity of the students.

EDU5107 Cognitive Psychology
Cognitive perspectives on perceptual, motor, intellectual, and language development; biological bases of each, and applications to teaching and learning.

EDU5108 Developmental Psychology
An intensive examination of the etiology of child and young adolescent behavior, language development, perceptual development, social development, and moral development with applications to teaching and learning.

EDU5201 Teaching Children with Learning Disabilities
This course is a survey in the field of learning disabilities and is designed for educators and administrators. The course addresses the theoretical foundation and the practical issues in the field of learning disabilities. Topics include the following: characteristics of children with learning disabilities, assessment of specific learning disabilities, strategies that help children with learning disabilities, and contributions from other disciplines.

EDU5202 Behavioral and Emotional Disabilities
This course provides teachers of emotionally/behaviorally disordered students with an understanding of and practice with techniques derived from ecological, behavioral, and educational models for classroom interventions, as these models are interpreted and understood from a scriptural viewpoint.

EDU5203 Diagnosis and Assessment of Students with Special Needs
Administration and interpretation of standardized instruments used in the identification of students with developmental disabilities, physical/health disabilities, emotional/ behavioral disorders, and learning disabilities. Includes laws governing assessment in special education, standards of professional practice, standardized and teacher-developed assessment procedures, and psychometric theory.

EDU5204 Diagnosis and Remediation of Reading Difficulties
Causes, diagnosis and assessment, prevention and correction; intervention practices useful to the classroom teacher and special teacher of reading.

EDU5205 Communication Disabilities
Historical and current issues related to education of individuals who have communication disabilities, including the deaf or hard of hearing, with implications for classroom teaching and mainstreaming.

EDU5301 Educational Leadership
This course provides an overview of school leadership in Lutheran elementary schools, including such topics as the biblical model of servant leadership, leadership aptitudes, personal leadership profile, team leadership and its application in the congregational setting, and the role of principal and pastor in relation to the Lutheran elementary school.

EDU5302 Supervision of Instruction
This course examines supervisory theory and provides a framework for matching supervisory approach to teacher need, preference and career stage. Techniques for effective observation and collection of meaningful data are presented and practiced. The distinction between formative and summative evaluation and the need for both are emphasized. Students are equipped to apply developmental philosophy to supervisory relationships.

EDU5303 Open Transfer of an Elective: xxxxxx
At times, a student may wish to transfer a course which has no comparable course in the Master of Science in Education program, but which fits the objectives and goals of the program. A student may submit for transfer such a course, together with an explanation of suitability of this course as transfer into the program. The Director of Graduate Studies will determine the suitability for transfer of such a course; if the transfer is accepted, the course will substitute for any of the electives. Students may have only one Open Transfer for an Elective. The transcript will indicate EDU5303 Open Transfer for an Elective: [the name of the transfer course will be listed]

 

Graduate Academic Calendar

 

Semester I - Fall	2008-09	2009-10
Online Registration Begins	July 15	July 15
Online Registration Ends	August 11	August 10
Classes Begin	August 25	August 24
Drop/Add Period	September 5	September 4
Deadline: Removal of “I” grade from Summer Semester	October 15	October 14
Online Registration Begins – Spring Semester	October 15	October 15
Final Date: Withdrawal from courses – with permission	October 31	October 30
Thanksgiving Recess	November 26-30	November 25-29
End of Fall Semester	December 12	December 11
Christmas Concert (On-campus) 3:00 p.m.	December 14	December 13
Grades Due by 8 a.m.	December 20	December 19
Semester II - Spring	2008-09	2009-10
Online Registration Ends	December 30	December 30
Classes Begin	January 8	January 7
Drop/Add Period	January 21	January 20
Online Registration Begins – Summer Semester	February 15	February 15
Deadline: Removal of “I” grade from Fall semester	February 27	February 26
Midterm Break	February 28-March 15	February 27-March 14
Final Date: Withdrawal from courses – with permission	March 27	March 26
Easter Break	April 9-13	April 1-5
End of Spring Semester	May 8	May 7
Commencement - 10:00 a.m.	May 16	May 15
Grades Due by 8 a.m.	May 18	May 17
Semester III - Summer	2008-09	2009-10
Final Registration	June 1	June 1
Classes Begin	June 16	June 15
Drop/Add Period	June 23	June 22
Online Registration Begins – Fall Semester	July 15	July 15
Final Date: Withdrawal from courses – with permission	July 18	July 17
Deadline: Removal of “I” grade from Spring Semester	July 24	July 23
End of Summer Semester	August 7	August 6
Grades Due by 8 a.m.	August 17	August 16

Graduate Faculty

Martin Luther College Faculty

Grunwald, James R.
B.S.Ed., Dr. Martin Luther College, New Ulm
M.S., University of Wisconsin, Oshkosh
M.A., Clarke College, Dubuque, IA
Ph.D., Nova Southeastern University

Melendy, Carla E.
B.A., Concordia University, River Forest, IL
M.E., Towson University, Towson, MD
Ph.D., Cappella University

Olson, Lawrence O.
B.A., Northwestern College, Watertown, WI
M.Div., Wisconsin Lutheran Seminary
D. Min., Fuller Theological Seminary
S.T.M., Wisconsin Lutheran Seminary

Spurgin, Alan M.
B.S., Eau Claire State Univ., Eau Claire, WI
M.S., University of Wisconsin, Milwaukee
Ed.D., University of South Dakota, Vermillion

Wendler, David O.
B.S.Ed., Dr. Martin Luther College, New Ulm
M.S., University of Wisconsin, Oshkosh
Ph.D., University of Minnesota

Whaley, Cynthia E.
B.S.Ed., Dr. Martin Luther College, New Ulm
M.A., Silver Lake College, Manitowoc, WI
Ph.D., University of Minnesota

Adjunct Faculty

Angell, Carol A.
B.S.E., University of Wisconsin, Oshkosh
M.S.E., University of Wisconsin, Oshkosh
Ph.D., Southern Illinois University, Carbondale

Brandt, James A.
B.S.Ed., Dr. Martin Luther College, New Ulm
M.S., University of Wisconsin, Oshkosh

Buelow, Ronald A.
B.S.Ed., Dr. Martin Luther College, New Ulm
M.A.T., Andrews Univ., Berrien Springs, MI
Ed.D., Nova Southeastern University

Gostchock, Scott A.
B.S.Ed., Dr. Martin Luther College, New Ulm
M.Ed., Brenau University
Ed.D., Nova Southeastern University

Heiden, Delores E.
B.S.Ed., Dr. Martin Luther College, New Ulm
M.S., University of Wisconsin, Whitewater
Ph.D., University of Wisconsin, Madison

Isch, John R.
B.S.Ed., Dr. Martin Luther College, New Ulm
M.S., University of Nebraska, Lincoln
Ph.D., University of Minnesota

Juern, John F.
B.S.Ed., Dr. Martin Luther College, New Ulm
M.A., Concordia Teachers College, River Forest
M.S., University of Wisconsin, Milwaukee
Ph.D., Marquette University

Kolander, John D.
B.S.Ed., Dr. Martin Luther College, New Ulm
M.S., University of Wisconsin, Oshkosh
Ph.D., University of Wisconsin, Madison

Kremer, Kenneth J.
B.S.Ed., Dr. Martin Luther College, New Ulm
M.S., University of Wisconsin, Milwaukee

Menk, Rolland R.
B.S.Ed., Dr. Martin Luther College, New Ulm
M.S., Wayne State College, Wayne, NE
Ph.D., University of Minnesota

Pfeifer, Gene R.
B.S.Ed., Dr. Martin Luther College, New Ulm
M.S., University of Wisconsin, Whitewater
Ph.D., University of Minnesota

Plath, LeDell D.
B.S.Ed., Dr. Martin Luther College, New Ulm
M.A., Concordia University, River Forest, IL
Ed.D., Marquette University

Martin Luther College Directory

During business hours call (507) 354-8221. After business hours messages may be left for individuals by dialing (507) 354-8221 and entering the extension number when prompted.

Martin Luther College
1995 Luther Court
New Ulm, MN 56073-3300
FAX (507) 354-8225 OR VISIT OUR WEBSITE AT: www.mlc-wels.edu

 

Administration

Mark G. Zarling, President	Ext. 211
Steven R. Thiesfeldt, Vice-President for Administration	Ext. 211
Diana L. Burt, Secretary to the President	Ext. 211

 

Academics

David O. Wendler, Vice-President for Academics	Ext. 207
David O. Wendler, Interim Director of Graduate Studies	Ext. 207
Deborah A. Plath, Secretary to the Vice-President for Academics	Ext. 207
James R. Grunwald, Director of Academic Computing	Ext. 249

 

Student Life, Housing, Automobiles, Student Government

Jeffrey L. Schone, Vice-President for Student Life	Ext. 289
John C. Boeder, Campus Pastor	Ext. 310
Naomi R. Hippert, Student Life Office	Ext. 289

 

Financial Aid

Gene A. Slettedahl, Director	Ext. 221
Lynnda S. Kalk, Financial Aid Assistant	Ext. 225
Valerie J. Bovee, Financial Aid Operations Assistant	Ext. 293

 

Records, Courses, Transcripts, Evaluation of Credits

David O. Wendler, Vice-President for Academics	Ext. 207
Diane L. Brutlag, Office Manager, Records Office	Ext. 369
Gwen L. Kral, Records Office	Ext. 222

 

Mission Advancement

Jonathan J. Scharlemann, Director of Mission Advancement	Ext. 386
William A. Pekrul, Director of Public Relations	Ext. 367
Arlene B. Stolte, Secretary	Ext. 295
James R. Hahn, Resource Development Director	Ext. 286
Kathryn J. Tohal, Resource Development Director	Ext. 220
Stephen J. Balza, Director of Alumni Relations	Ext. 387

 

Financial Services

Gary L. Sonnenberg, Chief Financial Officer	Ext. 292
Michael A. Thom, Accountant/Business Office Manager	Ext. 391
Ginger I. Melzer, Accounts Payable/Insurance	Ext. 218
Marlys A. Rosenau, Student Accounts Receivable/Payroll	Ext. 217
Heidi K. Schoof, Clerical Assistant/Secretary	Ext. 365

 

Continuing Education Office

David T. Bauer, Director of Continuing Education	Ext. 229
Julie L. Balge, Continuing Education	Ext. 368

 

Athletics

James M. Unke, Director of Athletics	Ext. 256
Barbara L. Leopold, Assistant Athletic Director	Ext. 200
Barbara A. Gorsline, Athletics Secretary	Ext. 232

 

Library

David M. Gosdeck, Library Director	Ext. 296
Helen E. Krueger, Circulation Manager	Ext. 242
Grace M. Bases, Technical Services Manager	Ext. 364
Janice A. Nass, Serials Manager	Ext. 327
Katherine M. Lotito, Media Specialist and Reference Librarian	Ext. 249

 

Technology, Network Services

Glenn E. Bode, Director of Technology	Ext. 100
James R. Grunwald, Director of Academic Computing	Ext. 349
Ken D. Jones, Computer Support Services	Ext. 100
Lois J. Bode, Database Management	Ext. 100
Karen L. Shilling, Support Services	Ext. 100
Aaron C. Spike, Network Support Services	Ext. 100
Laura L. Stelljes, Database Support Services	Ext. 100

 

Martin Luther College Governing Board

Pastor Ralph E. Scharf, Chairman (2009)*, West Allis, Wisconsin
Pastor Michael D. Schultz, Vice Chairman (2014), Lawrenceville, Georgia
Pastor Roy M. Beyer, Secretary (2012), Algoma, Wisconsin
Teacher Keith R. Bowe (2014), Menomonee Falls, Wisconsin
Mr. Steven Danekas (2010), Naperville, Illinois
Teacher Jonathan J. Hahm (2014), Caledonia, Minnesota
Mr. Robert D. Hinnenthal (2010), New Ulm, Minnesota
Teacher Scott R. Huebner (2010), Schofield, Wisconsin
Mr. Stephen D. Loehr (2014), Onalaska, Wisconsin
Mr. Barry V. Price (2012), Durand, Michigan
Mr. Steven J. Rosenbaum (2014), Wildomar, California
Mr. William Steinbrenner (2008), Fond du Lac, Wisconsin
Pastor Jeffrey D. Wegner (2014), Rumford, Rhode Island
*Date indicates the year when term expires.

 

Advisory Members to the Governing Board

Pastor Mark G. Schroeder, Watertown, Wisconsin, President, WELS
Pastor Charles R. Degner, St. Peter, Minnesota, President, Minnesota District, WELS
Vacancy, Administrator, Board for Ministerial Education, WELS
Pastor Mark G. Zarling, President, Martin Luther College

 

Executive Committee of the Governing Board

Pastor Ralph E. Scharf
Pastor Michael D. Schultz
Mr. Robert D. Hinnenthal
Pastor Roy M. Beyer