About the College
The College of Education and Human Development is the largest provider of undergraduate and graduate professional education programs and educational policy research in Maine. The College’s graduate programs prepare teachers and other specialists to apply research-based knowledge, field-tested experience and the latest technology to help address the changing needs of schools, colleges, children and families. As the home of statewide, regional and national research and professional development programs, the College’s work is constantly informed and innovative. The
College is a member of the Holmes Group, a consortium of the country’s leading educational research institutions, which provides a national voice for stronger ties between schools and universities, focusing on collaboratively developed research agendas.
Graduate programs are designed to enrich and extend theory, practice and leadership. The hallmark of graduate work at the College is mentoring–working closely with a faculty advisor whose goal is to ensure that student programs meet unique needs. Small classes, led by nationally recognized faculty, encourage debate, inquiry, and discussion based on real experiences and current issues. Flexibility is built into individual programs to allow the greatest impact in specific areas of need.
This same commitment to individual growth and inquiry is ingrained in the Graduate Outreach Program. Faculty members travel thousands of miles each year to teach graduate courses and consult with cohorts of students who live too far from campus for a reasonable commute.
The College’s education programs are fully accredited by the National Council for
Accreditation of Teacher Education and approved by the Maine Department of
A number of College of Education and Human Development graduate assistantships
are available for qualified students at the master and doctoral levels. A
definite decision on financial aid is made only after a completed admission has
been received and approved. The College administers the Linda N. Lancaster
Fund, which is designated to help cover some professional development expenses
of graduate students, such as travel to conferences. Graduate Assistantships in
various student affairs offices, based on application to the specific office,
serve a number of students especially in our programs in Higher Education and
Student Development. This catalog
describes other financial aid opportunities elsewhere.
College 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. More information about specific graduate
programs is available from the College of Education and Human Development.
Master of Education
Master of Education (M.Ed.) is intended to enhance the preparation of classroom
teachers and prepare educators for specialty areas. The degree is granted on completion
of a planned program of study that includes a minimum of 33-48 semester hours,
depending on the discipline. Those semester hours may include up to 6 hours of
approved transfer coursework from a fully accredited college or university
which would be acceptable at that institution in partial fulfillment of its
requirements for a graduate degree.
Students are required to elect two seminars appropriate to their program
of study or, with the agreement of the advisor, 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. All work for the M.Ed. program
must be completed within six years of matriculation.
for admission to M.Ed. programs is based on completion of prerequisites for the
specific program. Some K-12 programs
require prior teacher certification. 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.
of Advanced Study
Certificate of Advanced Study (C.A.S.) provides a cohesive program of
professional development beyond the master’s level for educational specialists.
The program of study is individually planned by the student and the student’s
advisor. A minimum of 30 credit 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 six
years. A master’s degree in the C.A.S. subject matter is required for
Master of Arts in Teaching
Master of Arts in Teaching (M.A.T.) is a 38-45 credit hour program for
individuals who have a bachelor’s degree in an academic area other than
education and wish to pursue certification for a career in teaching. The M.A.T.
is a full-time 12-month program that runs June to June. It includes all
professional education courses and school internships required for Maine
state teacher certification. The M.A.T.
prepares individuals for certification in elementary education (K-8); English,
mathematics, life and physical sciences, and social studies at the secondary
level (7-12); and foreign languages (K-12).
Applicants should have their undergraduate transcripts evaluated by the
Maine Department of Education to determine if they have taken the academic
courses necessary to obtain teacher certification in at least one endorsement
area. Applicants must be within two courses of completion of those academic
prerequisites and complete them prior to receiving the M.A.T.
Doctor of Education
The Doctor of Education (Ed.D.) degree is offered in the specialty areas of
Educational Leadership, Higher 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. Programs include a minimum of 90 credit hours beyond the
bachelor’s degree. Up to 45 credit hours
of relevant prior graduate work may be transferred into the program upon approval
of the doctoral committee. See individual programs for specific programmatic
and admissions requirements. Applications should be received by January 15 for
candidates wishing to be considered for University teaching assistantships.
M.Ed.: The 48-credit hour Master’s degree is designed to offer preparation for
entry-level professional counseling in school settings. The curriculum is
comprised of coursework and intensive supervised field experiences considered
to be essential in the preparation of professional counselors with a
C.A.S.: The C.A.S. is offered as a planned program of electives approved by an advisor
representing 30 credit hours beyond the Master’s degree. Through the C.A.S.,
students 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.
Ed.D.: The doctoral program in Counselor Education prepares 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. A personal interview also
is recommended. The program encourages consultation and collaboration among
professionals in schools and community settings. Therefore, students are
provided field experiences in elementary, middle, and secondary schools and
post-secondary institutions. Opportunities are also available in the community
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.
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 personnel.
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
in Educational Leadership provides both a theoretical and practical
understanding of educational organizations, leadership, 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
M.Ed.: The master’s program in Educational Leadership requires a minimum of
39 credit hours. Two program choices are available: the Educational Leadership
Core in which a cohort of students takes 27 credits together (a new cohort
begins each Fall); and the Conventional Program in which students enroll in a
sequence of courses 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, and coordinators.
C.A.S.: The C.A.S. 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 credit hours is required.
deadlines for the M.Ed. and C.A.S. programs are November 1 (Spring admission),
April 1 (Summer admission), and July 1 (Fall admission). Most coursework 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.
Ed.D.: The Ed.D. 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.
programs in Higher Education advance the knowledge and skills essential for
effective programmatic leadership in a variety of professional areas in today’s
colleges and universities. All programs emphasize the integration of oral and
written communication skills, critical thinking skills, a cognitive
understanding of colleges and universities as institutions, the social context
within which they function, the individual identity development of the students
they serve, and the effective use of
technology in curriculum and communication.
master’s program in Student Development in Higher Education encompasses a body
of knowledge and theory that 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. Theory to practice
internships provide hands-on experience in a student affairs setting. The 39
credit hour graduate program in Student Development in Higher Education
contains three major components:
development in higher education core (21 credit hours): A set of courses required of all students in
the program providing a base of knowledge about colleges and universities and
student development as a field. The
core includes at least 3 credit hours of theory to practice internship
experience and one 3 credit hour elective. The program culminates in an
integrating capstone seminar and final paper.
Core (6 credit hours): two courses providing a basic understanding
of educational research and statistical methods for conducting and/or
Block/concentration (12 Credit Hours)…an area of emphasis specific to the
student’s interests: Options include
educational leadership, counseling, women’s studies, adult education and
M.A./M.S. Degrees: Exceptional, proven students, typically anticipating future
doctoral work, who wish to do a thesis rather than the Capstone Seminar may
apply for transfer to a MA or MS program after at least 18 hours in the MEd
program in Student Development in Higher Education, to include EDS510 and
EDS521. The application must include a
proposal for the research project approved by the Higher Educational Leadership
faculty, and include signatures of three faculty committed to
serving on the supervisory committee.
typically hold graduate assistantships with offices and programs at UMaine for
which they apply directly to the specific offices.
in Higher Educational Leadership
Ed.D. concentration in Higher Educational Leadership enhances and broadens the
leadership knowledge and skills of mid-career professionals within colleges and
universities and other settings serving advanced learning needs. Its goal is to help leaders develop
knowledge, interpersonal skills, values and awareness that will enable them to
influence positively the functioning and educational outcomes of the
institutions they serve. Through its
structure and content the concentration is intended to (1) enhance both
individual professional skills and vision; (2) enhance institutional capacities
through more skilled leadership at all levels; (3) develop collaborative
networks of professional resources and support through colleagues, faculty, and
resource people with whom students have contact; and (4) provide a forum for analysis of regional and national
problems in higher education and for advancing solutions to those problems with
particular emphasis on understanding the impact of social contexts and
individual identity development on colleges and universities.
doctoral program in Higher Educational Leadership contains four major
components culminating in the dissertation including:
- Professional Core: a broad,
common strand of course work required of all students to provide a common
understanding of colleges and universities in modern society (18 credit hours) including the following
Research Foundations: a set of courses to provide expertise in
evaluating and conducting quantitative and/or qualitative research in
educational settings (a minimum of 12 credit hours)
Professional Specialization: a set of interdisciplinary courses tailored to individual professional
goals, needs and interests (a minimum of 18 credit hours which can
include an internship or field research)
Dissertation Research structured to
solve problems or produce knowledge with direct applicability to higher
educational practice (a minimum of 6 credit hours).
- HED 676/677 Doctoral Seminar in Higher Education (2
- HED 650 Social
Context of Higher Education
- HED 652 Dynamics
of Change in Higher Education
- HED 654 Higher
Education Policy and Politics
- EDU 690 Topics:
Advanced Leadership Studies (or a designated alternative)
structure of the program is defined by the Ed.D. requirements in the parent
Educational Leadership program. It
requires 90 credit hours past the bachelor’s degree. Students may transfer up to
45 hours from prior graduate work. The
disciplinary backgrounds and the applied experience mid-career students bring
with them are central to the learning environment. Students are expected to learn from one another as well as from faculty and others with specific
expertise in areas of higher education.
information regarding the program and the supplemental admissions process is
available from Higher Education Leadership Doctoral Admissions, 5766 Shibles
Hall, University of Maine, Orono, Maine 04469. Application deadline is
typically February 15.
The Master of Science degree program in Human Development provides students
with opportunities to pursue advanced study of the growth and development of
individuals at various periods in the life span (e.g., early childhood,
adolescence, adulthood), and of the family in its various forms and as a system
of relationships. Current concern with issues such as child abuse, day care,
divorce, family financial resources, human sexuality, adolescent pregnancy, and
family care of the elderly underscores the importance of study in this field.
The program prepares students for careers in preventive and developmental
family services, program planning and evaluation, and supervision of agencies
serving children and families.
students accepted into this program have diverse backgrounds, most often they
have an undergraduate degree in one of the social sciences and a basic
understanding of research procedures. Course requirements are flexible. In
consultation with faculty advisors, students develop a program of study based
on their experience and research interests. A minimum of 30 credits hours of
coursework, including six thesis credits, as well as one course in research
methods and one in statistics is required to complete the degree. Students are
encouraged to include relevant courses from related academic areas in their
plan of study. The Child Development Learning Center provides the opportunity
to work with young children. Numerous community agencies offer opportunities
for selected students to work with adults and children in a variety of
limited number of graduate assistantships are available on a competitive basis
each year. Students interested in an assistantship should send a letter to the
Associate Dean, College of Education and Human Development, requesting to be
M.Ed.: The M.Ed. in Instructional Technology is designed to help K-12
educators make the best and most effective use of existing and emerging
technology. The 36-credit hour program includes courses in the Foundations of
Education (6 credits); General Instructional Technology core (21 credits); and
specialty electives in Educational Technology (9 credits). Foundation courses
are intended to give students a comprehensive perspective of the changing field
of Education, including the latest research, policy, political movements,
trends and innovations. The electives allow students to pursue individual
interests and/or those suggested by their employment situations.
provide practicing teachers and advanced professionals in literacy the
opportunity to explore vital issues of literacy research and instruction with
nationally recognized faculty in an atmosphere that encourages discussions and
inquiry. While Maine is a national leader in many measures of literacy
achievement in schools, changing global needs require continual examination and
implementation of best literacy practices. Coursework, with faculty who have
extensive experience with schools and public school students, balances
theoretical and practical issues to inform and change literacy practices.
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 one year of teaching experience.
Master’s Programs in Literacy for Elementary or Secondary Education (M.A.,
M.S., or M.Ed.)
programs prepare beginning literacy specialists and individuals to become more
skilled in teaching. There are two options at the master’s level: Literacy
Specialist or an individually designed master’s degree. 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.
program leads to Maine certification as Literacy Specialist, K-12. Applicants
must hold certification in either elementary or secondary education and have
two years of successful teaching. 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.
Specialist Program Requirements include:
ERL 517 Literature for Children 3
ERL 518 Literature for Young Adults 3
ERL 534 Literacy and Language Development 3
ERL 535 Newer Practices in Reading Instruction 3
ERL 536 Writing Process 3
ERL 552 Seminar in Teacher 3
ERL 553 Literacy Assessment 3
ERL 569 Clinical Practices: Teaching Chidren with Difficulties in Literacy 6
ERL 601 Seminar in Reading 3
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.
Designed M.Ed. Program in Literacy Education
This 33-credit 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.
ERL 517 Literature for Children 3
ERL 518 Literature for Young Adults 3
ERL 534 Literacy and Language Development 3
ERL 535 Newer Practices in Reading Instruction 3
ERL 536 Writing Process 3
ERL 537 Literacy Across the Curriculum 3
ERL 552 Seminar in Teacher Research 3
ERL 601 Seminar Reading 3
Electives Seminar or practicum 3
Individually Designed M.Ed. with a Concentration in Early Literacy
This concentration 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 3
EEL 542 Writing: Pre-school to Age 8 3
EEL 543 Books for Young Children 3
EEL 544 Research on Reading Acquisition 3
EEL 545 Intervention for Reading Difficulties 3
EEL 546 Seminar: Teaching and Learning in Early Literacy 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 3
ERL 530 Advanced Study in Language Arts 3
ERL 535 Developmental 3
ERL 536 Writing Process 3
ERL 537 Literacy Across the Curriculum 3
ERL 552 Seminar in Teacher Research 3
ERL 601 Seminar in 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 two
C.A.S./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. A master’s degree
in literacy or related field is required. 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. It
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, 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 basic 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 (Ed.D.)
Ed.D.: The doctoral program in Literacy Education 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 Ed.D. in Literacy Education
(Must be approved by entire literacy area faculty before submission to the Graduate School)
- Literacy Coursework (minimum 15 credit hours). At least four seminars (ERL 590) must be completed at C.A.S./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 is required.
- Research Methods (minimum 12 credit hours). Students are 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).
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.
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. Literacy
Collaborative schools make a long-term commitment to creating a system for
successful primary literacy education. This commitment includes:
– development of a school leadership team
– training and support of a literacy coordinator within the school
– establishment of long-term professional development for every member of the primary
– provision of a safety net for at-risk children
– implementation of a home book program
– data collection to monitor the progress of children during implementation of the Literacy
Collaborative program in the school
During the first year of participation, a school identifies one member of the primary
staff to become the literacy coordinator. This person enrolls in EEL 631 Early
Literacy Learning, a yearlong, 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 participates in the Collaborative.
National Writing Project
The Maine Writing Project is an affiliate of the National Writing Project, a
network of educators at all levels dedicated to the improvement of the teaching
of writing across the curriculum. 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.
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 the Literacy
office for more information on nominations (207) 581-2438.
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.
C.A.S.: The C.A.S. program in Science Education 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.
Masters: 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
credits must be in two seminars or in a seminar and a practicum. The program
includes a minimum of 15 credit hours in social studies and professional
education courses, 12 in social sciences, and 6 credit hours of electives. A
Master of Arts and/or a Master of Science degree program would include 12
credit hours in academic fields of the social sciences, 12 in social studies
and professional education, and 6 credit hours centering around thesis work.
C.A.S.: The C.A.S. in Social Studies Education is a 30- credit hour program designed to
improve the performance and effectiveness of teachers and administrators as
educators. The C.A.S. program includes 12 credit hours in social studies
education, 9 in related course work in professional education, and 9
semester hours in the social sciences.
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 45-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 or have experience working with students
with disabilities, and who can document competency and prior coursework in
child/adolescent development and adapting instruction for students with
disabilities (SED 402 or the equivalent).
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. Prerequisite coursework
(child/adolescent development and SED 402 or the equivalent) must be taken
prior to enrolling in courses for the M.Ed.
Educational Specialists for Students with Severe Disabilities (M.Ed.)
This 45-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 and Early Literacy.
Special Education Administration/Consultant
Candidates with the appropriate educational and professional background have the option of
structuring the combined concentration to meet Maine certification requirements
in the categories of Special Education Administration or Special Education Consultant (C.A.S. only).
Special Education Administration (M.Ed. or C.A.S.)
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 three 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 Special Education Consultant option is 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 three 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
Fieldwork 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 Affiliated Program.
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 technology to measure and analyze physical response and development to provide understanding and application of the theory and techniques of kinesiology, health and fitness. Areas of concentration include Curriculum and Instruction, Exercise Science and Adaptive Physical Education. Graduate assistantships are available on campus and with community agencies. Thesis and non-thesis options are offered.
The Master’s degree is granted upon completion of a sequenced program of study, which includes a minimum of 33 credit hours, followed by a comprehensive written and oral examination for the M.Ed. or completion of a 30 credit hour program including a thesis for the M.S. degree.
This program is designed for applicants who already hold a Master’s degree whose interests for advanced study and research in education do not fall within existing Ed.D. programs. It is appropriate only for those applicants whose interests are well developed and who present a 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 two ways:
- The applicant may draw upon an existing doctoral concentration in the College and another graduate concentration in the College or University.
- The applicant may draw upon two or more areas within the College of Education and Human Development that do not presently offer doctoral programs but that offer master’s level programs (combining them, as appropriate, with study in a graduate program outside of the College.)
In either case, the program is expected to offer a strong base in doctoral level coursework in addition to the dissertation. A 21 credit hour common core providing a substantial portion of that base includes:
- Educational Foundations
- EDH 500 Social Context of Education
- EDH 662 Philosophy of Education
- EPT 522 Advanced Educational Psychology
- EDS 521 Statistical Methods in Educational Research
- EDS 571 Introduction to Qualitative Research
- EDG 595 Educational Research
- EDS 522 Statistical Methods in Educational Research II
- EDU 690 Topics: Advanced Qualitative Research
Applicants have major responsibility for defining and initiating study before admission, a process that must continue through matriculation. In addition, qualified faculty representing the projected field of study must initially express a commitment to sponsor and direct the applicant’s work.
Initial inquiries and a request for detailed guidelines regarding this program should be made to Dr. Anne Pooler, Graduate Coordinator, College of Education, University of Maine, Orono, ME 04469, (207) 581-2444. 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.
Robert A. Cobb, Ed.D. (Springfield, 1969), Dean of the College of Education and Human Development, Professor of Education. Aspirations of youth and adults, school policy development, educational leadership.
Elizabeth J. Allan, Ph.D. (The Ohio State University, 1999), Assistant Professor, Educational Leadership. Higher education, equity policy, gender and education, policy discourse analysis.
James Artesani, Ed.D. (West Virginia University, 1992), Associate Professor, Special Education. Positive behavioral practices, severe disabilities, transition programs.
Ann Asbeck, Ed.D. (University of N. Dakota, 1993). Coordinator, Graduate Outreach Program. Curriculum and instruction, integrated curriculum, multicultural education.
Rosemary Bamford, Ed.D. (Georgia, 1977), Professor, Literacy, 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. Learning/teaching science in informal settings.
Edward N. Brazee, Ed.D. (Northern Colorado, 1975), Professor, Middle level education. Curriculum development, young adolescents.
Phyllis E. Brazee, Ed.D. (Northern Colorado, 1976), Associate Professor, Teacher Education. Curriculum and Foundations with emphases in gender studies and peace education.
Dorothy Tysse Breen, Ph.D. (Wisconsin, 1987), Associate Professor, Counseling Education. Children and adolescents, developmental guidance, rural counseling.
David Brown, Ed.D. (Vanderbilt University, 1980), Associate Professor, Educational Leadership. Planning, policy analysis in local district and state governance.
Stephen A. Butterfield, Ph.D. (Ohio State, 1984), Professor, Kinesiology and Physical Education. Adaptive physical education, motor skills development, special education.
Sandra Caron, Ph.D. (Syracuse, 1986), Professor, Family Relations. Human sexuality, AIDS and families, sexuality education and curriculum development.
James Chiavacci, Ph.D. (University of Colorado-Denver, 1987), Instructional Technologist. Technology in the classroom.Theodore Coladarci, Ph.D. (Stanford, 1980), Professor, Educational Psychology. Statistics, research methodology.
Nellie Cyr, Ph.D. (University of Pittsburgh, 1997), Assistant Professor, Kinesiology and Physical Education. Exercise physiology and epidemiology.
William E. Davis, Ph.D. (Connecticut, 1968), Director, Institute for the Study of Students At Risk; Professor, Special Education. Issues in special education, at-risk children and families, school reform.
Gordon A. Donaldson, Jr., Ed.D. (Harvard, 1976), Professor, Educational Leadership. Rural school administration, the principalship.
John Donovan, Ph.D. (University of Buffalo, 2002), Assistant Professor, Mathematics Education. Secondary, post-mathematics education.
Suzanne Estler, Ph.D. (Stanford, 1978), Associate Professor, Educational Leadership, Higher Education. Decision-making, change and policy processes, diversity in colleges and universities.
Janet Fairman, Ph.D. (Rutgers, 1999), Assistant Research Professor. Public policy, school reform, assessment.
Abigail Garthwait, Ed.D. (University of Maine, 2000). Assistant Professor, Instructional Technology. Appropriate integration of technology in K-12 classrooms.
Dianne L. Hoff, Ed.D. (University of Louisville, 1998). Assistant Professor, Educational Leadership. School legal issues, special school populations, the superintendency and the principalship.
Walter J. Harris, Ph.D. (Syracuse, 1973), Director, Center for Research and Evaluation; Professor, Special Education. Educational policy, behavior disorders in children and adolescents, issues in special education.
Diane Jackson, Ed.D. (University of Maine, 2000), Clinical Instructor, Special Education. Adapting instruction for students with special needs, math methods in special education.
Edward Jadallah, Ph.D. (Ohio State, 1984), Associate Professor, Social Studies Education. Curriculum and instructional design/evaluation.
Janice V. Kristo, Ph.D. (Connecticut, 1979), Professor, Literacy. Integration of the language arts, literature, reading development, and classroom-based research.
Robert A. Lehnhard, Ph.D. (Ohio State, 1984), Associate Professor, Kinesiology and Physical Education. Exercise physiology.
Mary Ellin Logue, Ed.D. (University of Massachusetts, 1984), Assistant Professor, Early Childhood Education. Social development, special education.
Owen J. Logue, Ed.D. (Vanderbilt, 1992), Assistant Dean for Academic Services. Recruitment and retention factors impacting educators, predictors of success among deaf higher education leaders.
Mary Ann McGarry, Ed.D. (University of Maine, 1994), Assistant Professor, Science and Environmental Education. Wetlands, water research for teachers.
John Maddaus, Ph.D. (Syracuse, 1987), Associate Professor, Teacher Education. Social and historical foundations of education, educational policy, school choice, parent- teacher communications.
Mary Madden, Ph.D. (University of Maine, 2001), Assistant Research Professor. Development and education of adolescent girls.
Craig Mason, Ph.D. (University of Washington, 1993), Associate Professor, Educational Psychology. Quantitative/developmental psychology.
Robert M. Milardo, Ph.D. (Pennsylvania State, 1982), Professor, Human Development. Family/domestic violence, social networks, friendship/kin relationships.
Sidney Mitchell, Ph.D. (McGill, 2001), Assistant Professor, Educational Psychology. Student motivation and low achievement, teacher as researcher.
Paula Moore, Ed.D. (University of Maine, 1991), Director, Center for Early Literacy; Assistant Professor, Literacy. Reading Recovery, Vygotskian interpretation, redesigning primary education.
Gert Nesin, Ph.D. (University of Georgia, 2000), Clinical instructor, Teacher Education. Middle level education, curriculum integration, students at risk.
Eric A. Pandiscio, Ph.D. (University of Texas at Austin, 1994), Associate Professor, Math Education. Secondary math education, geometric construction software.
Constance M. Perry, Ed.D. (University of Maine, 1976), Professor, Teacher Education. Values education, moral development, instructional strategies.
Anne E. Pooler, Ed.D. (University of Maine, 1975), Associate Dean for Academic Services; Associate Professor. Curriculum development with emphasis on social studies.
Glenn Reif, Ed.D. (Virginia Tech., 1990), Associate Professor, Kinesiology and Physical Education. Physical fitness of children, pedagogy, psychomotor domain activities, standards-based instruction and assessment.
James A. Rog, Ed.D. (Massachusetts, 1979), Associate Professor. Teacher Education Staff Development, creating successful working conditions, instruction/assessment.
Gary Schilmoeller, Ph.D. (University of Kansas, 1977), Associate Professor, Human Development. Support for families with members with a disability.
Janet E. Spector, Ph.D. (Stanford, 1983), Assistant Professor, Special Education.
Measurement and evaluation, research methodology, dyslexia/learning disabilities,
Sydney Carroll Thomas, Ph.D. (University of Rochester, 1993), Associate Professor, Counseling Education. Human development in educational contexts, counseling philosophy and theory, politics of social class in schools.
Shihfen Tu, Ph.D. (University of Washington, 1994). Assistant Professor, Educational Psychology. Cognition and perception.
Herman G. Weller, Ed.D. (Virginia Polytechnic Institute and State University, 1990), Associate Professor, Science Education. Computer-based science learning, students’ misconceptions of science.
Jane Wellman-Little, (CAS, University of Maine, 1997), Clinical Instructor, Teacher Education. Developmental reading, Reading Recovery.
Lucille Zeph, Ed.D. (Vanderbilt, 1983), Director, University Affiliated Program; Associate Professor, Special Education. Severe disabilities, public school integration, educational leadership.