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.
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.
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.
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:
- The applicant may draw upon an existing doctoral concentration in the College and another graduate concentration in the College.
- The applicant may draw upon an existing doctoral concentration in the College and a program from another college within The University of Maine.
- 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.
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.
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 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.
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.
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.
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
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
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
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.
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.
(Must be approved by entire literacy area faculty before submission to Graduate
School)
- 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.
- 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).
- Elective Coursework (minimum 12 credit hours outside of Literacy).
- Practicum Coursework EDG 657 Educational Practicum; EDU 690 Methods of
College Teaching.
- Dissertation Research EDS 699 Graduate Thesis (minimum-six credits).
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
Graduate School
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