New Concordia Promise partners

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CUW is offering a groundbreaking opportunity for students currently enrolled in either a Christian high school or homeschool. The Concordia Promise provides affordable “dual credit courses”  that allow students to take college courses for $50 per credit. Beyond that, if the student chooses to attend Concordia University of Wisconsin for an undergraduate degree, they receive a scholarship covering the cost of their dual credit classes. This means huge savings on overall cost of attendance for our students!

Please join us in welcoming the following schools and take a look at the other schools we are currently partnering with.

Martin Luther High School
Greendale, WI

Milwaukee Lutheran High School
Milwaukee, WI

Northeastern Wisconsin (N.E.W.) Lutheran High School
Green Bay, WI

Racine Lutheran High School
Racine, WI

Wolf River Lutheran High School
Cecil, WI

To learn more about the Concordia Promise, contact

How to Build Deep and Rewarding Relationships with Your Online Classmates

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How can three people take the same online course but finish with a completely different learning experience? The decisions, actions, beliefs and attitudes of each student shape a great deal of the overall experience in an online class (or any type of class). The design of the course and the actions of the teacher are important. However, the student’s contributions make all the difference between feeling disconnected and impersonal, or experiencing a deep sense of connection with others in the class. Here are seven tips you help you feel like that second student.

  1. Communicate Early and Often- Threaded discussions in online classes provide powerful communication benefits that are not available in real-time communication. You can revisit past conversations with ease. You can take your time to think and carefully craft your response to a discussion. You even have a document recorded of communications. Given these benefits, have you ever been in an online course where some classmates wait until the end of the week to start participating? That is like going to a face-to-face class and not saying a word until the last ten minutes of the session. All of a sudden, you spout out all of the ideas and comments that came to mind from different parts of the class. Doesn’t that miss the idea of a two-way conversation? The same thing happens in an online threaded discussion unless you do something to prevent it. Log in several times a week to comment, read, reflect, and comment further. You will help create a more vibrant and authentic conversation for everyone by being an active member of the community. You will show deeper interest and respect for your co-learners. You will learn more from others. You will allow others to learn from you.
  2. Be Really Curious- There is a time to speak and a time to listen.  Listening is how we show genuine interest in others. It is also how we learn from others. Imagine that you are on a first date, trying to be on your best behavior.  This means listening as much or more than talking. It means asking good and genuine questions. It means making it a priority to show the other person that you care about them and what they have to say. Take on this attitude in an online class and you will quickly build positive, maybe even long-lasting relationships with others.
  3. Look for and Reach out to Specific Individuals- As you go through a course, you will discover that you relate with the goals and interests of other people. You will also notice students with different perspectives or backgrounds. These are people you can learn from. Reach out to them. Send the classmate a private message. Share what you appreciate about their comments. Invite them to connect beyond the course (via Twitter, email, etc.). Explain that you hope to stay in contact, sharing ideas and learning from one another.
  4. Self-Organize Student Activities- You are not limited to the formal activities of a course.  Why not try to arrange an informal study group, a Google Hangout to touch base and further discuss ideas from the class, set up a Twitter hash tag to exchange ideas, create a forum outside the formal class, or create a way to explore a topic that is interesting but does not fit in the planned course discussions?  This will help you build a stronger sense of community and it parallels the sort of informal group meetings that happen at many face-to-face institutions.
  5. Encourage and Affirm- Online course discussions can get content-focused, which has benefits. It also has a downside. Some early studies about online communication in the workplace show that online collaboration was more task-oriented with fewer “relational” comments. One way to be relational and content-focused at the same time is to share words of encouragement and affirmation with co-learners. Share what you appreciated about their perspective, comments, examples, and illustrations. Let them know when and how their comments help you, and thank them for it. Go beyond “Great idea!” comments. Be specific and descriptive. Instead of telling them that an idea is helpful, explain why or how it is helpful. If you think they have an interesting perspective, tell them why you think it is interesting. Give details. Share anecdotes and stories as you encourage and affirm.
  6. Challenge and Question- On the flip side, we want to nurture a rigorous learning community. That means disagreeing, challenging and questioning in gentle and respectful ways. Much learning takes place as we contrast our understanding with that of others. These contrasts join us in a mutual pursuit of truth and more accurate understanding of the subject.
  7. Build Upon the Ideas of Others- In some online classes, comments seem like a disconnected collection of individual posts, often driven by the desire to craft a post that meets the instructor’s expectations and earns a high grade. While this is a reality in many online courses, do not let it prevent you from taking things a step further. Turn posts into a dynamic conversation. A great way to do this is to build upon the ideas of others. Take an idea that another shares and add a new example, illustration, or further explanation of the idea. As more people do this, we see progress and discovery through online discussion. We turn disjointed comments into a meaning group discussion.

There are many ways to be an active learner in an online course, but these seven give you simple starting points.  Try them out see how it goes. Consider it a social experiment. You will feel more connected to others. You will make the class a more vibrant and positive experience for everyone. You will also increase your chances of building deep and positive relationships that last beyond graduation.

5 Myths About Online Learning

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5mythsaboutonlinelearningI’ve been involved with online learning for twenty years. During that time, much has changed, but the same five myths persist.

1. Online learning is about technology.

Technology makes online learning possible, but that is not the focus. Online learning is about people. The reason we have online learning is because there are people who want or need to learn something new, but they need to do it in a way that fits with their other important callings and responsibilities in life. A working mom with three kids may sense a calling to move into leadership in a business, and the knowledge acquired through an MBA can help her do that. She is willing to work just as hard for that degree as someone in a traditional, face-to-face program, but the time she has available is nine p.m. to midnight (after the kids are in bed). Online learning allows universities to accommodate such needs, while maintaining the same high academic standards expected of all students. One exciting aspect of online learning is that this format of teaching and learning offers a way to honor the many callings in a person’s life, while promoting increased access and opportunity to high-quality college degrees.

2. Online learning is all online.

Unless the movie Tron becomes a reality, this isn’t possible, because the learner lives in a physical world. During online courses, some learning happens online, but well-designed online courses also invite students to engage with the world around them. This comes through talking about what they are learning with family, friends, and colleagues. It also happens through creative assignments that might require students to do interviews, observations at a business or the natural world, service learning, or dozens of other possible activities in the physical world. If this myth was a reality, fully-online courses don’t exist very often.

3. Students don’t learn as much online.

Now that online learning has been around for over twenty years, we have a body of research to help us address this myth. Look at resources like, and you will find countless studies showing that there is frequently no significant difference between how much students learn from one delivery system to another. What matters is the quality of the course design, the commitment of the learner, and the mentoring of the teacher. When those are present, learning happens–whether it is face-to-face or online.

4. All online courses are the same.

We hear comments about online learning versus face-to-face learning, and we often treat online learning as if all online learning experiences are equal. We know that isn’t true for face-to-face courses. There are hundreds, even thousands, of ways to design and teach online courses. If one style or approach doesn’t work for you, don’t be too quick to rule out online learning; that would be like deciding to never walk into a school again, because you had one unpleasant teacher or course.

5. Online learning is impersonal.

It is unquestionable that the interaction with your teacher and classmates is different in an online class, but that doesn’t mean that it is impersonal. As many online learners will tell you, the communication and interaction with others can be rich, personal, and substantive online. It is true that online learning has different ways of communicating and interacting with other people. These differences are better than traditional classes in some ways and not as good in others. For example, when is the last time that you were in a face-to-face course where every student in the class contributed 500-1000 words of comments in a class discussion? That is common in an online course, but rare in a face-to-face class. At the same time, you can’t usually read the body language or nonverbal messages from others in the online class. That doesn’t mean that it is impersonal. It is just that you need to develop a different approach to building and maintaining relationships.

These five myths persist about online learning, but with your help we can dispel them. How can you help? You can start by sharing this article with others. You can go even further by inviting people to talk about these myths and by taking the time to get first-hand experience with the many different types of online learning. You might want to try a couple of massive open online courses, or sign up for one of Concordia’s many credit-based online courses. Or, if you are already taking online courses here or elsewhere, take the time to talk about your experiences with the people around you. In my own research, I find that online students often report having an academically challenging, meaningful, and personally rewarding experience.

Online Master’s in Teaching and Learning Program Ranked #1 in the State

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bb-m-curriculum-instructionThe University recently learned that its online Master’s in Teaching and Learning program (formerly Curriculum and Instruction) was ranked #1 in the state of Wisconsin and #20 nationally by Get Educated has done the research to find the best online degrees from accredited universities that won’t break the bank. CUW’s program has been labeled a “best buy” with a price tag that comes in below the national average.

“It is the goal of the Online Teaching and Learning program to provide customized educational opportunities for educators to further their professional development and study,” said Aimee Hickman, director of the program. “We highly value our students at CUW and it is an honor that CUW has been recognized for providing quality programming at an attainable and reasonable cost benefit to our students,” Hickman added.

To see the Get Educated write up and ranking for the CUW program, visit To learn more specifics and inquire about the program, visit

CUW Ranks 5th Best Online MBA in Management Information Systems

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CUW Education Administration Program Ranked #13“The Best Schools” recently shared their ranking of online MBA management information systems degrees, and CUW ranked 5th. provides in-depth rankings of degree programs and of colleges and universities. According to their site, they select the degree programs based on the quality of the program, types of courses provided, faculty strength, as well as school awards, rankings, and reputation.
Online MBA in Management Information Systems degree programs provide the leadership skills, business expertise, and technical competencies required for high-end positions in the rapidly growing field of management information systems (MIS). In a world highly dependent on technology, computer systems professionals play a vital role in meeting a company’s strategic objectives.
MBA in Management Information Systems degree programs typically cover the following subjects: database management systems, information systems design, managing IT projects, information management tools, and business data communications, as well as the procurement and implementation of new software and technologies.

In addition to developing key business skills, MIS students acquire vital skills for working with database systems and network administration. Students learn how to use information systems to serve a company’s business interests and thereby achieve its mission.

You can find out more about the CUW Online MIS program by visiting the MIS program site or by calling 1-877-289-1897.


Concordia University Unveils New Concordia Promise Program

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Concordia University has recently unveiled the Concordia Promise, an exciting initiative to support a variety of opportunities for advanced learning and higher education.

Concordia Promise

The Concordia Promise is a scholarship that offers affordable Dual Credit courses for students attending Christian high schools. The Concordia Promise scholarship reduces the cost of tuition from $200 per credit to $50 per credit.*

Concordia Promise Plus

The Concordia Promise Plus is a scholarship in the amount paid for Concordia University Dual Credit courses (up to $50 per credit). The scholarship applies to CU tuition after enrollment at CU for an undergraduate degree. Any student taking Concordia University Dual Credit courses while attending a Christian high school is eligible for the Concordia Promise Plus, if the student chooses to attend Concordia University for an undergraduate degree.

Additional Value for Partner High Schools, Teachers, and Families

Beyond enhancing curricular offerings and providing Christian scholarship funds, the Concordia Promise offers partner high schools additional benefits. Concordia Promise Partner Schools can receive an assortment of supplemental programs such as consulting services from Concordia University, professional development opportunities, participation in leadership summits for qualified high school students, and access to Concordia University’s free non-credit online courses focused upon the needs of high school students, teachers, parents, and administrators. Future courses include a free course for teachers in Christian schools on blended learning, a course for high school students on financial literacy, a course for high school students and families focused on “Is College Worth It?” and a course of career explorations to help high school students begin to explore college majors.

Dual Credit Courses

Concordia University currently offers a variety of fully online Dual Credit courses to help enhance high schools’ offerings of honors-level courses. High schools may also work with Concordia University to arrange face-to-face Dual Credit courses that take place directly on the high school campus. The Concordia Promise provides scholarships to make the Dual Credit courses more affordable for students.

To find out more information about Concordia Promise and Dual Credit courses visit the Dual Credit Site or contact Katie Baganz at

*Concordia Promise is available for students currently enrolled in a Christian high school or homeschool who are not eligible for state, district, or outside funding.

Online Education Administration Program Ranked #13 in the Nation

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EDADMINConcordia University Wisconsin’s Master of Education – Educational Administration program ranked #13 in the nation in a recent article by Factors for the program’s selection included academic excellence, course offerings, faculty strengths, and reputation.

CUW Education Administration Program Ranked #13

For more information regarding the award, view the article “The 25 Best Online Master’s in Educational Administration Degree Programs” or our press release.

If you’d like to know more about Concordia University Wisconsin’s Online M.S. Education – Education Administration program, contact one our our admissions counselors by filling out a form or calling 1-877-289-1897.

Earn EDGP Credit for your attendance at the LEA Convocation

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EDGP Credit

Earn EDGP Credit

Need credits for renewal of your teaching certification? Leverage your professional development from the LEA Convocation and register for this special offer (deadline has been extended to Friday, November 8).

Earning one graduate education professional development (EDGP) credit is an easy five‐step process:

  1. Compile a record of at least five hours of LEA Convocation programming in which you participated.
  2. Write and submit a summary of new ideas and learning you gleaned from the sessions you attended within the LEA Strand you selected.
  3. Develop and submit a plan of action describing how these new ideas will impact your daily ministry practice.
  4. Actually complete your plan of action (in classroom teaching, school leadership, etc.)
  5. Reflect and submit a summary of the direct impact the new ideas and learning had on your ministry practice.

Register Now

  1. Visit
  2. Be sure to select “Graduate Level and above” under Program Type and then “Graduate Non-Degree Seeking.”
  3. Enter the specific EDGP course number you wish to pursue.
  4. Enter code LEA2013 on your online application to waive your application fee
  5. Your cost should be paid directly to the MTM Project, c/o Cindy Guth; 12800 N. Lake Shore Drive; Mequon, WI 53097

Convocation Strands

LEA Emerging Technology Strand
  • EDGP 770 Integrating Technology in the Classroom
LEA Wellness and Relationship Strand
  • EDGP 613 Improving School Relationships
LEA Methods and Content Strand
  • EDGP 607 Best Practice Instruction
LEA Ministry and Vocation Stand
  • EDGP 599 Topics in Prof. Development: Ministry and Vocation
LEA Collaboration Strand
  • EDGP 599 Topics in Prof. Development: Professional Learning Communities at Work
LEA Leadership Strand
  • EDGP 701 Servant Leadership in Christian Ministry
LEA Global Education Strand
  • EDGP 599 Topics in Prof. Development: Global Education

Become a Ministry Technology Mentor Project Member

Make your professional development dollars go further!  By joining the Ministry Technology Mentor (MTM) Project (, as an individual or school member, you qualify for an additional 25% discount on graduate education tuition!  This discount applies to CUW’s entire Educational Design and Technology graduate program as well as introductory courses in the Literacy, Educational Administration, and School Counseling graduate programs.  Your MTM Project membership provides other real advantages as well, including customized workshops and inservices at your school, enrollment discounts for our summer institutes, and tuition discounts on the dual credit program (for high school students completing college coursework through CUW) and our new online course for middle-school students, designed to teach them strategies for success as an online student.  MTM Project membership even provides low-cost graduate education professional development credits for workshops attended at the recent LEA Convocation!  Your investment in an annual membership pays extraordinary dividends.  Visit us at or contact Cindy Guth, Coordinator of Member Services, at or 262.243.4342.  Partner with the MTM Project so we can support your ministry and mission!

CUW Online Presenters at the 2013 LEA Convocation

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2013 LEA Convocation sponosred by CUW

Find us at the LEA Convocation!

Interested in learning more about the people behind Concordia University Wisconsin's online programs? The following individuals from CUW Online are presenting at the 2013 LEA Convocation.

PresenterSession TitleRoom
Michael UdenExtreme Classroom Makeover102E
Session 1: Thursday from 3:30-4:30pm
Nicole MuthVisual Mathematics Manipulatives and Simulations102C
Session 2: Friday from 10:30 - 11:30am
Kathyrine L'HeureuxStrategies for Social-Emotional Behaviors in the Classroom201A
Wanda RoutierRock'n the Classroom STEAM Learning102B
Session 3: Friday from 12:45 - 1:45pm
Cynthia SpennerFun, Fantastic, Foldables!203C
Session 4: Friday from 2:15 - 3:15pm
Bernard BullOnline Learning as Educational Ministry103D
David BackManaging Digital DistractionsHilton Wright B
John OberdeckWhat We Know Now What We Didn't Know ThenHilton Mac Arthur
Session 5: Friday from 3:45 - 4:45pm
John OberdeckLooking for the Phoenix Effect203D
Steven WittPractical Strategies for Emerging Readers201B
Janice WeisenbachRaise Students: Make Them Shine103D
David BackTechnology Trends Teachers Need to Know102C
Session 6: Saturday from 8:30 - 9:30am
Bernard Bull21st Century Education 101203C
David BackOnline Instructional Design StrategiesHilton Mitchell
Amanda HelmkampSo You Think You Can Teach102C
Kathleen KremerFrom STEM to STEAMHilton Wright A

Digital Badges for Learning | Learning Beyond Letter Grades

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Digital Badges for Learning Panel Discussion

Learning Beyond Letter Grades MOOC – Live Event

“Digital Badges for Learning” panel discussion with Sheryl Grant, Jonathan Finkelstein & Sunny Lee (Moderated by Bernard Bull). This live event was part of the Learning Beyond Letter Grades Massively Open Online Course hosted by Concordia University Wisconsin’s Office of Continuing & Distance Education. Learning Beyond Letter Grades is a Massively Open Online Course provided by Concordia University Wisconsin’s Office of Distance and Continuing Education. The course allows participants to carefully consider the history, benefits, limitations, and alternatives to using letter grades in learning environments.

Dr. Bernard Bull

Moderator. Bernard Bull (@bdean1000) Assistant Vice President of Academics and Professor of Educational Design & Technology at Concordia University Wisconsin.

Digital Badges for Learning Panel:

Sheryl Grant

Sheryl Grant (@slgrant) is Director of Social Networking for the HASTAC/MacArthur Foundation Digital Media and Learning Competition and a doctoral student at the University of North Carolina-Chapel Hill’s School of Information and Library Science.

Jonathan E. Finkelstein

Jonathan Finkelstein (@JEFinkelstein) is founder and CEO of Credly, and director of the BadgeOS project, an open source system for recognizing and rewarding achievement. As founder of LearningTimes, Jonathan has worked with mission-driven organizations to produce and launch online programs and events. He is author of Learning in Real Time (Wiley), contributing author to The Digital Museum, and co-author of a report for the US Department of Education on the potential for digital badges.

Sunny Lee

Sunny Lee (@soletelee) is the Open Badges Project Lead at Mozilla Foundation.

Additional Information

Course Site:
Google+ Community: