About the College

The College of Education and Human Development’s graduate programs are designed to enrich and extend students’ theory, practice and leadership. The hallmark of the graduate programs is mentoring, working closely with a faculty advisor whose goal is to ensure that a student’s program meets his or her unique needs. Small classes, led by nationally recognized faculty, and a diversity of students encourage healthy debate, careful and systematic inquiry, and discussion based on real experiences and current issues.

The College has statewide responsibility for teacher preparation, educational research, child and family studies and service. Graduate study offers students the opportunity to be a force for change through their research and leadership. Students develop new assessment tools and curricula, publish books and articles, lead advocacy groups for children and parents, and present their research to regional, national and international audiences. As a member of the Holmes Group, a consortium of the country’s leading educational research institutions, the College is a national voice for stronger ties between schools and universities, focusing on research agenda developed collaboratively.

The College’s philosophy is that the best laboratory is the learning and teaching environment. Flexibility is built into individual programs to allow the greatest impact in specific areas of need.

This same commitment to individual growth and grass roots change is ingrained in the Graduate Outreach Program. Faculty members travel thousands of miles each year to teach graduate courses and consult with students who live too far from campus for a reasonable commute.

Accreditation

College of Education and Human Development programs are accredited by the National Council for Accreditation of Teacher Education which imposes rigorous academic standards of excellence in professional education. The teacher preparation programs have also received approval from the State Board of Education.

Financial Aid

A number of College of Education and Human Development graduate assistantships are available for qualified students at the master and doctoral levels. Information regarding assistantships is available from the Dean of the College. A definite decision on financial aid is made only after a completed admission has been received and approved. Other financial aid opportunities are described elsewhere in this catalog.

Overview of Degrees

The College of Education and Human Development offers a variety of graduate programs leading to the Master of Education, Master of Arts, Master of Arts in Teaching, Master of Science, the Certificate of Advanced Study, and Doctor of Education. The Master of Arts and Master of Science degrees require a thesis; the Master of Education and Master of Arts in Teaching are non-thesis programs. A number of specialty areas or concentrations are available for each degree program. Graduate students, in consultation with their advisors, plan their programs based on Graduate School and College requirements, certification guidelines, professional association recommendations, and individual goals.

Master of Education

The Master of Education is intended to enhance the preparation of classroom teachers and to prepare educators for specialty areas. The degree is granted on completion of a planned program of study which includes a minimum of 33-48 semester hours, depending on the discipline. Students are required to elect two seminars appropriate to their program of study or, with the agreement of the advisor, students may substitute an appropriate practicum or internship for one of the seminars. The seminars are in lieu of a thesis, graduate paper, or oral examination. The Master of Education program begins with the first course including transfer courses, and all work must be completed within a six-year period.

Eligibility for admission to Master of Education programs is based on completion of an approved teacher education program. However, an applicant from another undergraduate program may establish eligibility by meeting essential prerequisites. In accordance with Graduate School regulations, all thesis candidates must take the Graduate Record Examination. Non-thesis candidates may take either the Miller Analogies Test or the GRE. Applicants should allow up to six weeks for scores to be sent to the Graduate School.

Certificate of Advanced Study

The Certificate of Advanced Study (C.A.S.) provides a cohesive program of professional development beyond the master’s level for educational specialists, and the program of study is individually planned by the student and his or her advisor. A minimum of 30 semester hours of work beyond the master’s level is required to earn the C.A.S. Candidates must complete a minimum of 12 semester hours in professional education coursework at the 500- and /or 600-level at The University of Maine. All work for the C.A.S. must be completed within a six year period. A master’s degree in the C.A.S. subject matter is required for admission to the program

The Master of Arts in Teaching

The Master of Arts in Teaching (M.A.T.) is a 39-42 credit hour program offered for individuals who have at least a bachelor’s degree and wish to pursue public school teaching as a career. The M.A.T. is a full-time 13 month program that begins in June of each year and continues through the following year. This program immerses students in local Professional Development Schools at the elementary, middle level and secondary levels for course work and guided field experiences. Individuals applying for the M.A.T. program should have their undergraduate transcripts evaluated by the Maine Department of Education to determine whether or not they have taken the courses necessary to obtain teacher certification in at least one endorsement area. Courses in academic specializations required for teacher certification are not included in the M.A.T. and should be taken prior to application.

Doctor of Education

The Doctor of Education degree is offered in the specialty areas of Educational Leadership, Literacy and Counselor Education. In addition, an individually designed Ed.D. is offered for students whose interests are well developed and combine more than one area of concentration.

All doctorates include courses in Educational Foundations and Research Methodology. See individual programs for specific requirements. Applications should be received by Jan. 15 for candidates wishing to be considered for University teaching assistantships.

Individually Designed Ed.D.

This program is appropriate only for those applicants whose interests are well-developed and who present a well-focused proposal for study and research that can be supported by the University’s resources. An Individually Designed Ed.D. may be planned in one of three ways:

1. The applicant may draw upon an existing doctoral concentration in the College and another graduate concentration in the College.
2. The applicant may draw upon an existing doctoral concentration in the College and a program from another college within The University of Maine.
3. The applicant may fashion a program that represents more of a single rather than a dual focus, such as developing a program of study in Curriculum and Instruction.

Applicants for this program have major responsibility for defining and initiating study before admission, a process which must continue through matriculation. In addition, qualified faculty representing the projected field of study must intially express a commitment to sponsor and direct the applicant’s work.

Initial inquiries regarding this program should be made to Dr. Dorothy Breen, Graduate Coordinator, College of Education and Human Development, The University of Maine, Orono, ME 04469, (207) 581-2479. Applicants interested in assistantships and financial aid are advised to begin the application process one year in advance of matriculation. Those inquiring will receive all materials necessary to complete the application process.

Description of Degrees by Areas of Study

Elementary Education and Secondary Education (M.S., M.Ed., C.A.S.)

In addition to programs leading to graduate degrees for elementary and secondary teachers, programs may be developed for individuals whose interests and occupations are similar or closely allied to teaching such as environmental educators with government agencies, consultants, and health services. In all cases, planned programs will capitalize on the resources of the University at large and, with the exception of the core courses stipulated by the graduate faculty of the College, may vary widely to meet personal needs and professional goals.

Instructional Technology(M.Ed.)

The College of Education and Human Development is committed to helping Maine K-12 schools make the best and most effective use of existing and emerging technology. The M.Ed. in Instructional Technology is designed to meet the critical need for advanced training and to keep Maine education in the forefront of innovative teaching and learning.

The 39-credit hour program includes courses in the Foundations of Education (6 credits); General Instructional Technology (21 credits); and specialty electives in Educational Technology (12 credits). Foundation courses are intended to give students a comprehensive perspective of the dynamic field of Education, including the latest research, policy, political movements, trends and innovations. The Instructional Core electives allow students to pursue individual interests an/or those suggested by their employment situations.

Literacy Education  (M.A., M.S., M.Ed., C.A.S., Ed.D.)

Literacy programs provide practicing teachers and advanced professionals in literacy the opportunity to explore vital issues of literacy research and instruction. The programs are offered in an atmosphere that encourages discussions and inquiry, both in classes and seminars. While Maine leads the nation in many measures of literacy achievement in schools, changing global needs require continual examination and implementation of best literacy practices in schools. Coursework, with faculty who have extensive experience with schools and public school students, balances theoretical and practical issues so as to inform and change literacy practices in schools, regions, and the state. Because all literacy courses require on-going practical classroom experiences, applicants seeking admission to graduate courses and programs in literacy must have a minimum of 1 year of teaching experience.

Master’s in Literacy for Elementary or Secondary Education  (M.A., M.S., or M.Ed.)

These programs prepare beginning literacy specialists and individuals to become more skilled in teaching. A student has two options at the Master’s level; Literacy Specialist or Individually Designed Program in Literacy Education.

The master programs in literacy are offered as a cohort in various sites around the state. The cohort is a group of students who will take all required courses together in a single sequence. Cohorts begin on a regular basis, depending on enrollment.

Literacy Specialist

This program leads to Maine certification as Literacy Specialist, K-12. The program requires applicants hold certification in either elementary or secondary education. In addition, the Maine Literacy Specialist certification requires two years of successful teaching. The basic requirements consist of a core of 27 credits of coursework in literacy and nine credit hours in related fields. Degrees are awarded on successful completion of courses and either a written comprehensive exam or portfolio submitted to the academic advisor during the last semester of coursework. Courses are available throughout the year, but the practicum experience, through the Literacy/Assessment Internship, is offered only in the summer.

Literacy Specialist Program Requirements include:

• ERL 517 Literature for Children 3
  or
  ERL 518 Literature for Young Adults Credits: 3
• ERL 534 Literacy and Language Development Credits: 3
• ERL 535 Newer Practices in Reading Instruction Credits: 3
• ERL 536 Writing Process Credits: 3
• ERL 552 Seminar in Teacher Research Credits: 3
• ERL 553 Literacy Assessment Credits: 3
• ERL 569 Clinical Practices: Teaching Children with Difficulties in Literacy Credits: 6
• ERL 601 Seminar in Reading Credits: 3

In addition, students, in consultation with their advisor, will select three courses concentrating in one area or developed as an interdisciplinary theme across several areas, such as computer technology, special institutes, measurement, special education, multiculturalism, educational administration, counselor education or curriculum.

Individually Designed M.Ed. Program in Literacy Education

This 33-hour degree option is designed to further knowledge of literacy education, the processes and research of reading, writing, listening and speaking. It does not lead to an additional Maine certification. Students complete requirements in a core of at least 15 hours of literacy courses. Additional electives are chosen in consultation with advisors to complete the individually designed program of study.

Suggested Literacy Courses:

• ERL 517 Literature for Children
  or
  ERL 518 Literature for Young Adults Credits: 3
• ERL 534 Literacy and Language Development Credits: 3
• ERL 535 Newer Practices in Reading Instruction Credits: 3
• ERL 536 Writing Process Credits: 3
• ERL 537 Literacy Across the Curriculum Credits: 3
• ERL 552 Seminar in Teacher Research Credits: 3
• ERL 601 Seminar Reading Credits: 3
• Electives Seminar or practicum Credits: 3

Individually Designed M.Ed. with a Concentration in Early Literacy

This concentration in early literacy provides pre-K to grade two practitioners with in-depth knowledge and increased expertise in early literacy research, theory, and practice. The 33 credit hour program, designed in consultation with an advisor, requires a core of 12-18 credits in early literacy, 3 credits in research, 3 credits in a seminar or practicum, and 9 or more credit hours from special education or literacy. Courses in the concentration are available as electives to students in other graduate programs.

Core courses in early literacy concentration:

• EEL 531 Observing Young Learners to Inform Instruction Credits: 3
• EEL 542 Writing: Pre-school to Age 8 Credits: 3
• EEL 543 Books for Young Children Credits: 3
• EEL 544 Research on Reading Acquisition Credits: 3
• EEL 545 Intervention for Reading Difficulties Credits: 3
• EEL 546 Seminar: Teaching and Learning in Early Literacy Credits: 3

Individually Designed M.Ed. Program in Secondary English

This option for teachers is planned individually with a faculty advisor and includes graduate coursework in literacy education, pedagogy and English. The 33-hour program includes coursework requiring field experiences.

Suggested Literacy and Education Courses:

• ERL 518 Young Adult Literature Credits: 3
• ERL 530 Advanced Study in Language Arts Credits: 3
• ERL 535 Developmental Reading Credits: 3
• ERL 536 Writing Process Credits: 3
• ERL 537 Literacy Across the Curriculum Credits: 3
• ERL 552 Seminar in Teacher Research Credits: 3
• ERL 601 Seminar in Reading Credits: 3

Certificate of Advanced Study in Literacy Education

This program provides background with advanced theoretical and research understandings from theory and research as well as implications and applications for literacy programs and teaching. Participants will complete 2 CAS/Doctoral seminars in literacy.

Students completing a minimum of a 30-hour C.A.S. in Language Arts have two options.

Option 1: Individually Designed C.A.S. in Literacy

This program is for classroom teachers looking to improve their theoretical understanding, classroom practices, and professional skills.
Students are required to hold a Master’s degree in literacy or a related field. Students and advisors plan an individually designed program that combines advanced coursework in specific areas of literacy with other professional and academic areas such as human development, psychology, language and literature, research, administration and supervision. This C.A.S. does not lead to further certification.

Option 2: C.A.S. in Curriculum Coordination and Instructional Supervision in Literacy

This program is for classroom teachers looking to improve their theoretical understanding, classroom practices, and professional leadership skills.
This program prepares students for positions such as literacy consultant, and supervisor or administrator of literacy programs. Applicants for Maine and C.A.S. in literacy certification must hold a master’s degree in literacy, hold a valid teacher’s certificate, and have three years of successful teaching experience. Students will complete advanced coursework in literacy education in consultation with advisors, and must select courses to show evidence of a basic level of knowledge in the areas of supervision and evaluation of personnel, organizational theory and planning, educational leadership, educational philosophy and theory, effective instruction, curriculum development, staff development, and teaching the exceptional student in the regular classroom.

Doctoral Program in Literacy Education

The doctoral program is designed for individuals exhibiting leadership in literacy, such as curriculum development, teacher research, publishing, professional presentations, and theoretical research traditions. It prepares candidates for university positions, positions in administration and supervision of literacy programs at the local, state and federal level, textbook publishing firms, and various departments of government.

Each program is developed in relation to the student’s background and to the requirements of the degree. A primary function of the program is to develop competency in diverse educational research strategies as a significant means of advancing knowledge.

Applicants must interview with the literacy faculty to assess long-range goals and provide evidence of successful teaching experience, a record of professional leadership and responsibilities, and samples of professional writing.

Application information is available from the Graduate School. Additional information may be obtained from the faculty.

Program of Study for the Doctor of Education in Literacy Education

(Must be approved by entire literacy area faculty before submission to Graduate School)

1. Literacy Coursework (minimum 15 credit hours) At least four seminars (ERL 590) must be completed at CAS/Doctoral Level. It is assumed the student is a recent graduate of a literacy master’s degree program. For students with different backgrounds, a core of at least 15 credits of prerequisite literacy master degree coursework would be required.
2. Research Methods (minimum 12 credit hours) Students will be required to complete a minimum of 12 hours selected from courses such as the following in consultation with their doctoral program committee. (Prerequisite-EDS 521 Statistical Methods & SPSS Lab); Quantitative course e.g. EDS 697 Advanced Educational Research I; EDS 571 Qualitative Methods. Advanced course in quantitative or qualitative research methods (at least one); Dissertation Pilot Course (or approved research course within literacy area).
3. Elective Coursework (minimum 12 credit hours outside of Literacy).
4. Practicum Coursework EDG 657 Educational Practicum; EDU 690 Methods of College Teaching.
5. Dissertation Research EDS 699 Graduate Thesis (minimum-six credits).

Special Programs in Literacy

Reading Recovery (Center for Early Literacy)

The College of Education and Human Development is a regional Reading Recovery Teacher Leader and Teacher Training Site. Interested applicants must have the involvement of the superintendent and school board in order to apply for Teacher Leader or Teacher Training. Reading Recovery coursework may be applied to graduate programs if approved by one’s faculty advisor. For further information, call the Center for Early Literacy Recovery (207) 581-2438.

Literacy Collaborative

The Literacy Collaborative is a comprehensive model for school reform provided as a collaboration between The University of Maine, The Ohio State University, and elementary schools. It is a long-term professional development program designed to provide a school-wide approach to literacy instruction. The goal of the program is to assure successful literacy acquisition for every child.

The Literacy Collaborative design is based on principles derived from research on literacy learning and teaching, professional development, and educational change. Schools participating in the Literacy Collaborative make a long-term commitment for creating a system for successful primary literacy education. This commitment includes:

• the development of a school leadership team,
• the training and support of a literacy coordinator within the school,
• the establishment of long-term professional development for every member of the primary teaching staff,
• the provision of a safety net for at-risk children,
• implementation of a home book program, and the collection of data to monitor the progress of children during the implementation of the Literacy Collaborative program in the school.

During the first year of participating in Literacy Collaborative, a school identifies one member of the primary staff to become the literacy coordinator. This person enrolls in EEL 631 Early Literacy Learning, a year-long, six credit course provided at the University. At the same time, the school team participates in a team training provided by the University Literacy Collaborative faculty member. Subsequently, the literacy coordinator provides on-going professional development for teachers at the school site, and the school team oversees and monitors the effectiveness of its literacy program. The school team and literacy coordinator maintain on-going contact with the University Literacy Collaborative faculty member as long as the school continues to participate in Literacy Collaborative.

National Writing Project

The Maine Writing Project is a site of the National Writing Project Network. Students may be nominated by peers or administrators, or may nominate themselves for participation in the summer invitational institute. The institute focuses on current theory, research, and best practices in composing for learning across the curriculum. Participants engage in developing and sharing best teaching practices by crafting their own creative and expository writing, and creating a presentation in the area of their teaching expertise. Participants earn six graduate credits that fit most College of Education and Human Development programs of graduate study. At the completion of the institute, participants become Fellows and Teacher/Consultants in the National Writing Project Network. Call Dr. Jeff Wilhelm for more information on nominations (207) 581-2746.

Science Education (M.S., M.Ed., C.A.S.)

Graduate programs in Science Education provide coursework in professional education and in a specialized science or environmental field. Studies usually include specialization in a specific area such as a physical, biological or earth science, and an emphasis on a specific level such as elementary or secondary. Specialization in environmental education includes environmental studies or natural resources, marine education, and environmental problems.

Master’s candidates should have degrees in a specific science or science education. Non-thesis (M.Ed.) students complete a 33-credit hour program. Students in a M.S. or M.Ed. Science Education program take 15-18 credit hours in a major science subject area. Students in Environmental Education take 18 credit hours in general or specific environmental studies, including basic science as well as humanities and social sciences. Study may be broadened to include areas such as outdoor education, recreation, and community education.

The M.Ed. Plus Certification program allows the student to satisfy the Maine requirements for secondary science teacher certification while completing the 30-credit hour core and 12 credits of electives. The program includes one full semester of teaching internship in a local school.

The C.A.S. program includes an individually planned course of study developed by the student and advisor. The program may include half the work in professional education and the other half in an area of concentration such as science or environmental studies.

Social Studies Education (M.A., M.S., M.Ed., C.A.S.)

The 33-semester hour Master’s program is individually planned by the student and advisor within the regulations of the College and the Graduate School. Six of the credits must be in two seminars or in a seminar and a practicum. The program includes a minimum of 15 hours in social studies and professional education courses, 12 hours in social sciences, and six hours of electives. A Master of Arts and/or a Master of Science degree program would include 12 semester hours in the academic fields of the social sciences, 12 semester hours in social studies and professional education, and six semester hours centering around thesis work.

The C.A.S. in Social Studies Education is a 30 hour program designed to improve the performance and effectiveness of teachers and administrators as educators. The C.A.S. program includes 12 semester hours in social studies education, nine credit hours in related course work in professional education, and nine credit hours in the social sciences.

Counselor Education (M.A., M.S., M.Ed., C.A.S., Ed.D.)

The Master’s degree is designed to offer preparation for entry-level school counselors.

The Master’s degree requires 48 semester hours and is designed to offer preparation for entry level professional counseling in school settings. The curriculum is comprised of course work and intensive supervised field experiences considered to be essential in the preparation of professional counselors with a developmental orientation.

The Certificate of Advanced Study (C.A.S.) is offered as a planned program of electives approved by an advisor representing 30 semester hours beyond the Master’s degree. Through the Certificate of Advanced Study, students may develop specialized knowledge about counseling with certain client populations, obtain advanced levels of supervision of counseling practice, and qualify for school counselor certification if they have previously prepared to work in community agency settings.

Doctoral Program in Counselor Education

The doctoral program in Counselor Education is designed to prepare students for academic positions in counselor education. In designing this program, the faculty ascribe to the overarching goal of preparing competent scholar-practitioners. The program is closely allied with the faculty of Human Development and Family Studies. Counselor Education doctoral applications are due by December 1 for review for Fall acceptance.

Admission to the graduate program in Counselor Education, in addition to the basic requirements of the Graduate School, includes separate eligibility standards as established by the faculty and appearing in the Counselor Education brochure. A personal interview also is recommended.

Opportunities for financial aid may be available to students in Counselor Education in addition to those sources listed elsewhere in this catalog. Employment opportunities often are available in the professional and academic community (e.g., tutoring, proctoring, and part-time in counseling services). Further information may be obtained from the student financial aid office and the coordinator of Counselor Education.

We encourage consultation and collaboration among professionals in schools and community settings. Therefore, our students are provided field experiences in elementary, middle, and secondary schools and post secondary institutions. Opportunities are also available in the community contexts.

More information about the Counselor Education program may be found in the Counselor Education brochure available upon request from the College of Education.

Educational Leadership (M.Ed., C.A.S., Ed.D.)

Study in Educational Leadership provides students both a theoretical and practical understanding of educational organizations, leadership, and educational program planning and evaluation, and management functions. M.Ed. and C.A.S. programs prepare leaders primarily for public and private schools, but encompass higher education, and other education agencies as well. Doctoral study is a vehicle for scholarly analysis of organizational, leadership, and educational program issues.

The master’s level program requires a minimum of 39 semester hours credit. Two program choices are available:

• The Educational Leadership Core in which a cohort of students take 27 credits together (a new cohort begins each Fall);
• The Conventional Program in which students enroll in courses in a sequence agreed upon by the student and advisor.

The master’s degree is designed primarily to prepare program and school-level leaders such as principals, team leaders, head teachers, coordinators and other informal leadership roles.

The Certificate of Advanced Study in Educational Leadership offers opportunities for study toward new leadership roles, such as school superintendencies or supervisorships, or to develop research capacities. A minimum of 30 semester hours credit is required.

Admissions deadlines for the M.Ed. and C.A.S. programs are Nov. 1 (Spring admission), April 1 (Summer admission), and July 1 (Fall admission). Most coursework for these programs is offered in the late afternoon and evening in the Fall and Spring semesters and during the day in Summer Session. Study may be full or part-time.

The doctoral program in Educational Leadership is designed for experienced educational leaders. Doctoral candidates pursue advanced study and conduct research in organizational leadership and performance. The application deadline for the program is February 1. In addition to the usual application materials, a prospective candidate for the Ed.D. program must prepare and submit a leadership portfolio, submit a plan for meeting the program’s residency requirement and be interviewed by the Educational Leadership faculty.

Higher Educational Leadership (Ed.D.)

The doctoral concentration in Higher Educational Leadership enhances and broadens the leadership knowledge and skills of experienced mid-career professionals within colleges and universities. The curriculum includes 18 semester hours in his/her education core courses, a minimum of 18 semester hours tailored to individual professional goals, and a minimum of 12 semester hours in research and dissertation. The application process includes the submission of a leadership portfolio and personal interview in addition to the graduate school application requirements. Students are admitted as a cohort once each year and become resources and supports for each other. Additional information regarding the program and admissions process is available from Higher Education Leadership Doctoral Admissions, 5766 Shibles Hall, University of Maine, Orono, Maine 04469. Application deadline February 15.

Student Development in Higher Education  (M.Ed., M.A., M.S., C.A.S.)

The Student Development in Higher Education program encompasses a body of knowledge and theory which provides a basis for professional practice. It is designed around the guidelines established by the Council for the Advancement of Standards for Student Services/Development Programs. These standards represent what leaders in the field consider to be areas critical to effective practice. The Master’s program requires 39 credit hours.

Special Education (M.Ed., C.A.S.)

Graduate programs in Special Education prepare educators to meet national standards of excellence in communication skills, professional knowledge, and teaching competence. Programs of study are offered for both entry-level and experienced professionals and include certification and non-certification options.

Teacher of Students with Mild/Moderate Disabilities (M.Ed.)

This 42 credit-hour program leads to state certification as Teacher of Students with Disabilities (K-8 or 7-12). It is designed for students who have a background in elementary or secondary education and who can document competency and prior coursework in child/adolescent development; methods of teaching reading and writing; methods of teaching math; language development; adapting instruction for students with disabilities; and use of technology in the K-12 classroom. Applicants who have not met these prerequisites may be admitted for part-time study if they are currently employed in work with students with disabilities. Prereq-uisite course work should be taken prior to enrolling in courses for the M.Ed.

Educational Specialists for Students with Severe Disabilities (M.Ed.)

This 42 credit hour program leads to state certification as an Educational Specialist for Students with Severe Disabilities. It is designed for students who have a background in elementary or secondary education, but may be appropriate for students with undergraduate majors in related fields such as child development, psychology, communication disorders, occupational and physical therapy, and nursing.

Combined Concentration (M.Ed. or C.A.S.)

This option is designed for students who have prior professional experience working with students with disabilities and who already hold certification in special education or are not interested in certification. With a faculty advisor, students select courses around their unique needs and interests. Courses are drawn from Special Education and other areas in the College of Education and Human Development. M.Ed. programs are structured around a common core and typically require 36 credit hours of study, depending on student background. C.A.S. programs require a minimum of 30 credits beyond the M.Ed.

Specialties within the combined concentration include:

• Behavior disorders
• Learning disabilities
• Early literacy

In addition, candidates with the appropriate educational and professional background have the option of structuring the combined concentration to meet Maine certification requirements in the following categories:

Special Education Administration
Special Education Consultant (C.A.S. only)

The Special Education Administration option combines study in Special Education with study in Educational Leadership. It can be structured to lead to certification in the State of Maine as a Special Education Administrator for candidates who are already certified in Special Education or a related services field and who can document at least 3 years of successful teaching experience as a special educator or related services provider. M.Ed. programs typically require 42 credit hours of graduate study, depending on student background. C.A.S. programs are individually designed with a faculty advisor and require a minimum of 30 post-Master’s graduate credits.

The combined concentration option can also be structured to lead to certification in the state of Maine as a Special Education Consultant for candidates who have a prior Master’s degree in Special Education or a related services field, are already certified in Special Education, and have at least 3 years of successful teaching experience as a special educator. Programs of study are individually designed with a faculty advisor and require a minimum of 30 post-Master’s graduate credits.

Other Information

Field work and internships are an important component of all graduate programs in Special Education. Faculty and students are an integral part of the social and educational service community in Maine, and close relationships are maintained with public schools and community agencies. Faculty and students also have the opportunity to participate in projects sponsored by the Institute for the Study of At-Risk Students, the Center for Early Literacy, and the Center for Community Inclusion, Maine’s University Center for Excellence in Developmental Disabilities.

For admission to a graduate program in Special Education, students must meet basic standards of the Graduate School and special eligibility requirements (identified above) of the program. Applicants may be invited for a personal interview with the Special Education faculty. Students should request financial aid information from the University’s Student Financial Aid Office. Stipends are sometimes available through grants from the U.S. Office of Education. Eligible applicants will be notified by Special Education faculty if stipends are available.

Kinesiology and Physical Education (M.S., M.Ed.)

Faculty specialists employ the latest technology to measure and analyze physical response, development and deviation to provide understanding and application of the theory and techniques of kinesiology, health and fitness. Areas of specialization include physical education/teacher education, adapted physical education, and exercise science. Graduate assistantships may be available in the Health, Physical Education and Recreation Division and in the Athletics Department.

Graduate Faculty

Robert A. Cobb, Ed.D. (Springfield, 1969), Professor of Education and Dean of the College of Education and Human Development. Aspirations of youth and adults, school policy development, educational leadership, and higher education.

Elizabeth J. Allan, Ph.D. (The Ohio State University, 1999), Assistant Professor. Educational Leadership, Higher Education. Equity policy, gender and education.

A. James Artesani, Ed.D. (West Virginia University, 1992), Associate Professor, Special Education, Transition Program.

Rosemary A. Bamford, Ed.D. (Georgia, 1977), Professor and Site Coordinator for Reading Recovery. Literature for children and young adults, language arts and writing processes.

Marc D. Baranowski, Ph.D. (Pennsylvania State, 1977), Associate Professor of Human Development. Adolescent and adult development, gerontology, family stress.

Mary Bird, M.Ed. (Harvard University, 1987), Instructor. Science Education and Environmental Education.

Linda M. Bowe, M.Ed. (University of Maine, 1997), Assistant Professor. Educational Leadership. Program planning and evaluation, public service.

Edward N. Brazee, Ed.D. (Northern Colorado, 1975), Professor. Middle level education, curriculum development.

Phyllis E. Brazee, Ed.D. (Northern Colorado, 1976), Associate Professor. Curriculum and foundations.

Dorothy Tysse Breen, Ph.D. (Wisconsin, 1987), Associate Professor. Counseling children and adolescents, developmental guidance.

David Brown, Ed.D. (Vanderbilt University, 1980), Associate Professor. Leadership planning, policy analysis in local district and state governance.

Stephen A. Butterfield, Ph.D. (Ohio State, 1984), Professor of Education and Physical Education.

Sandra Caron, Ph.D. (Syracuse, 1986), Professor of Family Relations. Human sexuality: AIDS and families, contraception, date rape, sexuality education and curriculum development.

James Chiavacci, Ph.D. (University of Colorado-Denver, 1987), Instructional Technologist. Instructional Technology.

Theodore Coladarci, Ph.D. (Stanford, 1980), Professor. Educational psychology and research methodology.

Nellie Cyr, Ph.D. (University of Pittsburgh, 1997), Assistant Professor. Exercise physiology and exercise epidemiology.

William E. Davis, Ph.D. (Connecticut, 1968), Professor. Issues in special education, at-risk children and families; and school reform. Director, Institute for the Study of At-Risk Students.

Gordon A. Donaldson, Jr., Ed.D. (Harvard, 1976), Professor. Educational leadership, rural school administration, the principalship.

Suzanne Estler, Ph.D. (Stanford, 1978), Associate Professor of Higher Education. Decision making, change and policy processes in educational organizations.

Pamela S. Flood, M.Ed. (University of Maine, 1996), Assistant Research Professor. National Center for Student Aspirations.

Abigail Garthwait, Ed.D. (University of Maine, 2000), Assistant Professor. Instructional Technology. Appropriate integration of technology in K–12 classrooms.

Walter J. Harris, Ph.D. (Syracuse, 1973), Professor. Behavior disorders in children and adolescents, issues in special education.

Dianne L. Hoff, Ed.D. (University of Louisville, 1998), Assistant Professor. Educational Leadership. School legal issues, special school pop-ulations, the superintendency and the principalship.

Edward Jadallah, Ph.D. (Ohio State University, 1984) Associate Professor. Teacher education, social studies education.

Janice V. Kristo, Ph.D. (Connecticut, 1979), Professor. Integration of the language arts, literature, reading development, and classroom-based research.

Robert A. Lehnhard, Ph.D., (Ohio State, 1984), Associate Professor of Physical Education. Exercise physiology.

Owen J. Logue, Ed.D. (Vanderbilt University, 1992), Assistant Dean for Academic Services. Special Education.

John Maddaus, Ph.D. (Syracuse, 1987), Associate Professor. Social and historical foundations of education, educational policy, school choice, parent-teacher communications.

Mary Madden, Ph.D. (University of Maine, 2000), Assistant Research Professor. Girls’ development and education, program evaluation, and qualitative research.

George F. Marnik, Ed.D. (University of Maine, 1997), Assistant Professor. Educational Leadership. Change process in high schools.

Mary Ann McGarry, Ed.D. (University of Maine, 1994), Associate Professor. Science and Environmental Education.

Robert M. Milardo, Ph.D. (Pennsylvania State, 1982), Professor of Child Development and Family Relations. Family violence, social networks, divorce.

Sidney Mitchell, Ph.D. (McGill University, 2002), Assistant Professor. Educational Psychology.

Paula Moore, Ed.D (University of Maine, 1991), Director of Reading Recovery, Cooperating Assistant Professor Early literacy.

Eric A. Pandiscio, Ph.D. (University of Texas at Austin, 1994), Associate Professor. Math education.

Constance M. Perry, Ed.D. (Maine, 1976), Professor. Graduate and undergraduate teacher education.

Anne E. Pooler, Ed.D. (Maine, 1975), Associate Professor and Associate Dean for Instruction. Curriculum development with emphasis on social studies and economic education.

Brenda M. Power, Ph.D. (University of N.H., 1988), Professor. Literacy education and teacher as researcher.

Russell J. Quaglia, Ed.D. (Columbia, 1987), Associate Professor. Organizational theory, change aspirations and policy processes in educational organizations.

Glenn Reif, Ed.D. (Virginia Tech., 1990), Associate Professor. Physical education pedagogy.

James A. Rog, Ed.D. (Massachusetts, 1979) Associate Professor. Teacher education, staff development.

Gary L. Schilmoeller, Ph.D. (Kansas, 1977), Associate Professor of Child Development and Family Relations.

Peggy K. Schomaker, Ph.D. (Michigan State, 1961), Associate Professor of Consumer Economics and Management. Consumer economics, housing.

Janet E. Spector, Ph.D. (Stanford, 1983), Assistant Professor. Special education, assessment, and early literacy.

Sydney Carroll Thomas, Ph.D. (University of Rochester, 1993), Associate Professor. Human development in educational contexts, counseling philosophy and theory, politics of social class in schools.

Ruth Townsend, C.A.S. (University of Maine, 1999), Educational Program Specialist. Foundations and assessment.

Herman G. Weller, Ed.D. (Virginia Polytechnic Institute and State University, 1990), Associate Professor. Science education.

Jane Wellman-Little, C.A.S. (University of Maine, 1997), Instructor. Literacy education.

Jeff Wilhelm, Ph.D. (University of Wisconsin, 1994), Associate Professor. Developmental reading, the arts and literacy, technology and education, middle/secondary school issues, teaching of literature and literary response.

Nancy Yoder, Ph.D. (Emory University, 1979), Associate Professor. Educational Leadership. School/university partnerships, schooling/culture connections.

Lucille Zeph, Ed.D. (Vanderbilt, 1983), Associate Professor. Special education. Director, University Center for Excellence in Developmental Disabilities. Severe disabilities, public school integration, and educational leadership.