The College of Education and Professional Studies is home to approximately 1400 students preparing for professional careers in communicative disorders, counseling, exercise and sport science, school psychology, social work, and teaching.
Teacher Education, a large component of the College of Education and Professional Studies, has been a major commitment of the University of Wisconsin-River Falls since its founding in 1874. The university's teacher education programs have received national recognition for excellence and are fully approved by the Wisconsin Department of Public Instruction.
Diversity and Inclusivity
The UWRF College of Education and Professional Studies (CEPS) has as one of its central values respect for diversity. The CEPS is committed to being inclusive of all people within and served by the various programs offered through the college. These values, diversity and inclusivity, coincide with position and conduct statements outlined by the various disciplines housed within the college, including teacher education (American Association of Colleges for Teacher Education, 1972), school psychology (National Association of School Psychologists, 2010), counseling (American Counseling Association, 2005), communication disorders (American Speech-Language-Hearing Association, 2003), health and human performance (National Association for Sports and Physical Education, 2001), and social work (National Association of Social Workers, 2008). Movements within these fields related to work and advocacy in the domain of social justice reflect this value of respect for diversity, including bio-diversity (Menzel & Bogeholz, 2010). Teachers, administrators, school psychologists, school counselors, social workers, speech-language pathologists, other pupil service providers, exercise specialists, and coaches provide services, teach, and/or engage in research with or pertaining to members of social groups that have historically been and continue to be marginalized in the larger society.
It is the belief of the CEPS at UWRF that its leadership, professional preparation programs, and the cooperating districts that accept student teachers, practicum students, field placement students, and interns operate within multicultural communities comprised of people of diverse racial, ethnic, and class backgrounds; national origins; religious, spiritual, and political beliefs; physical abilities; ages; genders; gender identities; sexual orientations; physical appearances; and linguistic backgrounds, amongst other identities. The CEPS also believes communities are enriched by members' openness to learning about others who are different from them as well as to learning acceptance of others. The CEPS is dedicated to conducting classes and associated academic activities in such a manner and to foster a climate that allows students to learn and to grow in these regards. The people making up the CEPS agree to work together with candidates and interns and with student teacher, practicum, field placement, and internship supervisors and other professors to create professional preparation environments characterized by respect, safety, and trust. Further, all members of the CEPS are expected to be respectful of, inclusive of, understanding of, supportive of, and responsive to all individuals, including, but not limited to students, clients, families, staff, peers, and research participants.
