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.

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 widely 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 around the state each year to teach graduate courses and consult with cohorts of students who live too far from campus for a reasonable commute.

Accreditation

The College’s educator preparation programs are fully accredited by the National Council for Accreditation of Teacher Education and approved by the Maine Department of Education.

Financial Aid

A number of College of Education and Human Development graduate assistantships are available for qualified students from the master through the 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.

Overview of Degrees

The 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 Doctor of Education degree requires a dissertation.  The Master of Arts and Master of Science degrees require a thesis; the Certificate of Advanced Study, 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

The 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.

Eligibility 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.

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. 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 admission.

Master of Arts

The Master of Arts degree requires a thesis and a minimum of 30 credit hours including credit given for the thesis.  The minimum amount of credit for the thesis is 6 hours and in no case may it exceed 15 hours. A graduate student working toward a Master of Arts degree must successfully complete a minimum of 12 hours (exclusive of thesis) of 500- and/or 600- level coursework.

Master of Science

The Master of Science degree requires a thesis and a minimum of 30 credit hours including credit given for the thesis.  The minimum amount of credit for the thesis is 6 hours and in no case may it exceed 15 hours. A graduate student working toward a Master of Science degree must successfully complete a minimum of 12 hours (exclusive of thesis) of 500- and/or 600- level coursework.

Master of Arts in Teaching

The Master of Arts in Teaching (M.A.T.) is a 36-45 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.  Additionally, applicants must successfully pass the PRAXIS I exam and any other exam required by the state of Maine such as PRAXIS II.

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.

INDIVIDUALLY DESIGNED ED.D.

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:

1. The applicant may draw upon an existing doctoral concentration in the College and another graduate concentration in the College or University.
2. 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:

1. Educational Foundations
   • EDH 500 Social Context of Education
   • EDH 662 Philosophy of Education
   • EPT 522 Advanced Educational Psychology
2. Research Methodology
   • EDS 521 Statistical Methods in Educational Research
   • EDS 571 Introduction to Qualitative Research
   • EDG 595 Educational Research
     And either/or
   • 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 the 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.

Description of Degrees by Areas of Study

COUNSELOR OF EDUCATION PROGRAMS (M.A., M.S., M.Ed., C.A.S., Ed.D.)

M.A.: The Master of Arts degree requires a thesis and a minimum of 30 credit hours including credit given for the thesis. The minimum amount of credit for the thesis is 6 hours and in no case may it exceed 15 hours. A graduate student working toward a Master of Arts degree must successfully complete a minimum of 12 hours (exclusive of thesis) of 500- and/or 600-level coursewrok. The M.A. program offers concentrations in Mental Health Counseling and School Counseling.

M.S.: The Master of Science degree requires a thesis and a minimum of 30 credit hours including credit given for the thesis. The minimum amount of credit for the thesis is 6 hours and in no case may it exceed 15 hours. A graduate student working toward a Master of Science degree must successfully complete a minimum of 12 hours (exclusive of thesis) of 500- and/or 600-level coursewrok. The M.S. program offers concentrations in Mental Health Counseling and School Counseling.

M.Ed.: The 48-60 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 developmental orientation. The M.Ed. program offers concentrations in Mental Health Counseling and School Counseling.

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 typically 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 contexts.

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.

ELEMENTARY EDUCATION (M.A.T.)

M.A.T.: The Master of Arts in Teaching in Elementary Education is a 36-45 credit hour program for individuals who have a bachelor’s degree in an academic area other than education and wish to pursue Kindergarten through grade 8 certification for a career in teaching. The M.A.T. is a full-time 12-month program that runs from June to June. It includes all professional education courses and school internships required for Maine state teacher certification. 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. Additionally, applicants must pass the PRAXIS I and any other exam required by the state of Maine such as PRAXIS II.

ELEMENTARY EDUCATION (CURRICULUM, ASSESSMENT AND INSTRUCTION) (M.S., M.Ed., C.A.S.)

M.S.: The Master of Science program in Elementary Education (Curriculum, Assessment and Instruction) is a thesis program intended for practicing teachers who are considering continuing their graduate education by pursuing a doctoral degree. It requires 30 credits of coursework including six credits of thesis and 3 credits of research methods.

C.A.S.: The Certificate of Advanced Study in Elementary Education (Curriculum, Assessment and Instruction) is a 30 credit individually designed program for elementary educators, and is available to students who have completed a masters’ degree.

SECONDARY EDUCATION (M.A.T.)

M.A.T.: The Master of Arts in Teaching in Secondary Education program is a 36-45 credit hour program for individuals who have a bachelor’s degree in an academic area other than education and wish to pursue grade 7 through grade 12 certification for a career in teaching. The M.A.T. is a full-time 12-month program that runs from June to June. It includes all professional education courses and school internships required for Maine state teacher certification. The M.A.T. prepares students for certification in English, mathematics, life and physical sciences, and social studies (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. Additionally, applicants must pass the PRAXIS I and any other exam required by the state of Maine such as PRAXIS II. The M.A.T. program offers concentrations in English, Foreign Language, Mathematics, Science and Social Studies.

SECONDARY EDUCATION (CURRICULUM, ASSESSMENT AND INSTRUCTION) (M.S., M.Ed., C.A.S.)

M.S.: The Master of Science program in Secondary Education (Curriculum, Assessment and Instruction) is a thesis program intended for practicing teachers who are considering continuing their graduate education by pursuing a doctoral degree.  The M.S. degree is offered only on campus.  It requires 30 credits of coursework, including:

EDC 533 Dynamics of the Curriculum
EDS 520 Educational Assessment
EDS 615 Seminar in Methods of Teaching
six credits of thesis and three credits of research methods (e.g. EDG 595, EDS 510, EDS 521, EDS 571 or equivalent).

Other requirements include a three course concentration approved by the advisor and one elective.

M.Ed.: The Master of Education program in Secondary Education (Curriculum, Assessment and Instruction) is designed for elementary, middle level, and high school teachers who, while continuing a career in classroom teaching, seek to assume responsibility and leadership roles in enhancing standards in the areas of curriculum, assessment and instruction.  The M.Ed. program is offered both on campus and through Graduate Outreach.  A minimum of 33 credits is required.  The basic program for this M.Ed. includes the following course requirements:

EDC 533 Dynamics of the Curriculum
EDS 520 Educational Assessment
EDS 615 Seminar in Methods of Teaching
EDG 657 Educational Practicum

A four-course concentration approved by the advisor in areas such as literacy education, instructional technology, science education, special education, or in foundations of education is required. 

For the program offered through Graduate Outreach, the concentration includes the following four courses:  EAD 652, EDA 521, EDH 540, and EDH 600.

C.A.S.: The Certificate of Advanced Study in Secondary Education (Curriculum, Assessment and Instruction) is a 30 hour individually designed program and is available to students who have completede a master’s degree.

EDUCATIONAL LEADERSHIP PROGRAMS (M.Ed., C.A.S., Ed.D.)

Study 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 issues.

M.Ed.: The Master of Education 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 Certificate of Advanced Study in Educational Leadership offers opportunities for study beyond the master’s degree toward new leadership roles, such as school superintendencies or supervisorships, or to develop research capacities. A minimum of 30 credit hours is required.

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

HIGHER EDUCATION PROGRAMS (M.A., M.S., M.Ed., C.A.S., Ed.D.)

The 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.

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

M.Ed.: The 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:

1. Student 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.
2. Research Core (6 credit hours): two courses providing a basic understanding of educational research and statistical methods for conducting and/or interpreting it.
3. Focus Block/concentration (12 Credit Hours)…an area of emphasis specific to the student’s interests: Options include educational leadership, counseling, and individualized. Students may also complete the specialization in Women’s Studies.

C.A.S.: The College of Education and Human Development provides an option for a Certificate of Advanced Study providing 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 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. A master’s degree in the C.A.S. subject matter is required for admission to the program.

M.A./M.S.: 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 M.A. or M.S. program after at least 18 hours in the M.Ed. program in Student Development in Higher Education, to include EDS 510 and EDS 521. 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. The M.A. program offers concentrations in Counseling and Educational Leadership.  Students may also complete the specialization in Women’s Studies.

Students typically hold graduate assistantships with offices and programs at UMaine for which they apply directly to the specific offices.

Ed.D. in Higher Educational Leadership

The 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.

 The doctoral program in Higher Educational Leadership contains four major components culminating in the dissertation including:

1. 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 courses:
   • HED 676/677 Doctoral Seminar in Higher Education (2 semesters)
   • 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)
2. 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)
3. 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)
4. Dissertation Research structured to solve problems or produce knowledge with direct applicability to higher educational practice (a minimum of 6 credit hours).

The 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.

Additional 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 deadlines: Spring semester - November 15 / Fall semester -  March 1

HUMAN DEVELOPMENT PROGRAM (M.S.)

M.S.: 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.

Although 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 offers observational facilities and provides the opportunity to work with young children. Individuals have an opportunity to be involved in teacher training programs, curriculum development, and research focused on topics related to child and family development. Numerous community agencies offer opportunities for selected students to work with adults and children in a variety of contexts.

A 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 considered.

INDIVIDUALLY DESIGNED (M.Ed., C.A.S.)

M.Ed.:  The College of Education and Human Development provides an option for an individually designed Master of Education providing a cohesive program of professional development. The program of study is individually planned by the student and his or her advisor. A minimum of 33 semester hours of work is required to earn the M.Ed.  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. In addition coursework must include two seminars or one seminar and a practicum. The M.Ed. program offers concentrations in Middle Level, Students at Risk and Art Education.

C.A.S.: The College of Education and Human Development provides an option for a Certificate of Advanced Study providing 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 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.  A master’s degree in the C.A.S. subject matter is required for admission to the program.  The C.A.S. program offers concentrations in Middle Level and Instructional Technology.

INSTRUCTIONAL TECHNOLOGY PROGRAM (M.Ed.)

M.Ed.: The Master of Education in Instructional Technology is designed to help Pre K-12 educators make the best and most effective use of existing and emerging technology. The 36-credit 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.

LITERACY EDUCATION PROGRAMS (M.S., M.Ed., C.A.S., Ed.D.)

The Master of Education, Certificate of Advanced Study and Doctor of Education programs in Literacy Education provide practicing teachers and advanced professionals in literacy the opportunity to explore current 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. The master programs in literacy may be offered as a cohort in various sites around the state depending on enrollment and by special arrangements.

Master’s Programs in Literacy for Elementary or Secondary Education

M.Ed.: This program prepares 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 M.Ed. program offers concentrations in Literacy Specialist, Early Literacy, Elementary Education, Secondary Education, Coaching and Individualized.

Literacy Specialist Concentration (ERL)

M.Ed.: This 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. Courses are available throughout the year, but the clinical experience, ERL 569, is offered only during alternate summers.

Literacy Specialist Program Requirements include:

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

Elementary Education Concentration 

M.Ed.: 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. In addition, students are required to take ERL 601 as a capstone seminar. Electives are chosen in consultation with advisors to complete the individually designed program of study.

Suggested Literacy Courses:

ERL 517 Literature for Children 3
Or
ERL 518 Literature for Young Adults 3
ERL 534 Literacy and Language Development 3
ERL 535 Current Practices in Reading 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 (Required at end of program)

Electives Seminar or practicum 3

Early Literacy Concentration (EEL)

M.Ed.: This concentration provides certified practitioners working with children from birth to age 8 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:

ERL 590 Literacy for Young Children: Birth to age 8
EEL 543 Books for Young Children
ERL 534 Language and Literacy Development
ERL 590 Desigining Literacy Experiences for the Inclusive Early Childhood Program
Or
SED 598 Languages and Literacy for At-Risk Preschoolers
EEL 531  Observing Young Learners
ERL 590  Brain Development and the Young Child
EEL 542  Writing, Preschool –Age 8
ERL 552  Seminar in Teacher as Researcher
EDG 657 Practicum in Early Literacy

Two Electives

Secondary English Concentration

M.Ed.: 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
ERL 535 Current Practices in Reading
ERL 536 Writing Process
ERL 537 Literacy Across the Curriculum
ERL 552 Seminar in Teacher Research
ERL 601 Seminar in (Required)

Coaching Concentration

The Individually Designed Master’s degree or the Certificate of Advanced Study degree with a Concentration in Literacy Coaching will result in graduate degree and a “Literacy Coach” credential issued by the University of Maine and national registration with the Partnership in Comprehensive Literacy at the University of Arkansas - Little Rock.

1. A letter of application describing background experiences contributing to becoming a literacy coach, such as previous degrees, experience in leadership roles within a school, e.g., teacher leader, staff developer, school mentor, or similar role. Also include an updated resume of professional experiences and transcripts of courses.

Send the letter of application, resume, and transcripts to:

Marcia Nye Boody, Director
Maine Literacy Partnership
University of Maine
5766 Shibles Hall
Orono, ME 04469

Core Courses in Literacy Coaching Concentration:

Theory and Research (9 credit hours)
ERL 590 Comprehensive Literacy Model for School Change I
ERL 590 Comprehensive Literacy Model for School Change II
ERL 590 Literacy Coaches as Agents of Change

Seminar (3 credit hours)
ERL 601: Seminar in Reading

Children’s Literature (6 credit hours)
ERL 517: Children’s Literature
ERL 590: Nonfiction Literature

Practicum/Field Experiences (9 credit hours)
ERR 535: Reading Recovery Teacher Training I
ERR 536: Reading Recovery Teacher Training II
Or
EEL 547: Clinical Practices in Teaching Young Children with Reading Difficulties I
EEL 548: Clinical Practices in Teaching Young Children with Reading Difficulties II
And
ERL 590: Literacy Coach Specialist Practicum - Summer Clinic

Electives (6 credit hours)
ERL 590: Current Theories and Practices in Reading Comprehension
ERL 590: Current Theories and Practices in Vocabulary Instruction

C.A.S.: The College of Education and Human Development provides an option for a Certificate of Advanced Study providing 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 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.  A master’s degree in the C.A.S. subject matter is required for admission to the program.

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.: 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)

1. 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.
2. 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).
3. Elective Coursework (minimum 12 credit hours outside of Literacy).
4. Practicum Coursework. EDG 657 Educational Practicum; EDU 690 Methods of College Teaching.
5. Dissertation Research. EDS 699 Graduate Thesis (minimum-six credits).

Special Programs in Literacy

Reading Recovery

(For further information, call the Center for Literacy (207) 581-2438.)

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.

Maine Literacy Partnership 

The Maine Literacy Partnership is a comprehensive model for school reform provided as a collaboration between the University of Maine and elementary schools. It is a long-term professional development model designed to provide a school-wide approach to literacy instruction at grades K-2 and 3-6. The goal of the model is to assure successful literacy acquisition for every child. Maine Literacy Partnership 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 coach within the school
– Establishment of long-term professional development for every member of the primary grades
– Provision of safety nets for at-risk children
– Data collection to monitor the progress.

During the first year of participation, a school identifies one member of the K-2 or 3-6 staff to become the literacy coach. This person enrolls in a yearlong, nine credit course provided at the University. At the same time, the school team participates in a team training provided by the University of Maine Literacy Partnership faculty member. Subsequently, the literacy coach 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 coach maintain on-going contact with the University of Maine Literacy Partnership faculty member as long as the school participates in the Partnership.

National Writing Project

The Maine Writing Project is one of 185 sites of the National Writing Project, a network of K-college educators 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 effective practices. Participants engage in developing and sharing effective teaching practices by crafting their own creative and expository writing, and by creating a workshop presentation in an area of their 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 Teacher-Consultants in the National Writing Project. Call Dr. Rich Kent for more information on nominations (207) 581-2438.

SCIENCE EDUCATION PROGRAMS (M.S., M.Ed., C.A.S.)

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

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

M.Ed. The regular Master of Education degree program in Science Education requires a minimum of 33 credit hours. Applicants should have degrees in a specific science or science education and must take 15-18 credit hours in a major science subject area.

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 Certificate of Advanced Study 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.

M.S.: The Master of Science degree is a thesis program with a minimum of 30 credit hours. Applicants should have degrees in a specific science or science education. Students in the M.S. degree program take 15-18 credit hours in a major science subject area.

SOCIAL STUDIES EDUCATION PROGRAMS (M.A., M.S., M.Ed., C.A.S.)

M.A./M.S.: A Master of Arts and/or a Master of Science degree program would include 12 semester hours in the academic fields of history or selected social sciences, 12 semester hours in social studies pedagogy and/or related professional education, and 6 semester hours centering around thesis work. 

M.Ed.: The Master of Education program in social studies education is designed for certified social studies teachers who want to increase their knowledge in the social sciences, enhance social studies instruction for their students, and provide leadership in social studies curriculum development. With guidance from a faculty advisor, students complete 33 semester hours:  15 credit hours in history or selected social sciences, 12 in social studies pedagogy and/or related professional education courses (must include 2 seminars or a seminar and practicum), and 6 credit hours of electives.

C.A.S.: The Certificate of Advanced Study 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 credit hours in social studies pedagogy, 9 semester hours in related professional education courses, and 9 credit hours in the fields of history or selected social sciences.

SPECIAL EDUCATION PROGRAMS (M.Ed., C.A.S.)

Graduate programs in Special Education prepare educators to meet national standards of excellence in communication skills, professional knowledge, and teaching competence. Programs of study are offered for both entry-level and experienced professionals and include certification and non-certification options. The M.Ed. program offers concentrations in Mild/Moderate Disabilities, Severe Disabilities, Early Intervention, Students At Risk and Individualized. The C.A.S. program offers a concentration in Special Education Administration.

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.)

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.

Individually Designed Options 

M.Ed.: Individually designed programs are for professionals who already hold certification in special education or are not interested in certification as a special education teacher. 

Potential candidates include:

• Experienced special educators who want to pursue more advanced study of a particular exceptionality (e.g., learning disabilities, behavioral disabilities) or domain (e.g., early literacy);

• General education teachers who want to increase their expertise in working with students with disabilities in general education classrooms; and

• Related services personnel who want to increase their understanding of educational policies and practices pertaining to students with disabilities (e.g., instructional strategies, educational assessments, special education law).

With a faculty advisor, students select courses around their unique needs and interests.  Courses are drawn for Special Education and other areas in the College of Education and Human Development, although at least 50 percent of the student’s entire course work for the degree must be in Special Education.  M.Ed. programs are structured around a common core (research, seminar, and practicum) and require a minimum of 33 credit hours of study. C.A.S. programs require a minimjum of 30 credits beyond the M.Ed. and are also structured around a common core (research, seminar, and practicum).

Individually-designed programs typically comprise a 12 to 15 credit hour concentration and 12 to 15 hours of electives, selected with advisor’s approval. Examples of focuses within the individually-designed option include: 

Early Intervention
Emotional and Behavioral Disabilities
Learning Disabilities
Literacy
Special Education Administration

Early Intervention Personnel

M.Ed.: The training options for Early Intervention Personnel (TOP) project offers graduate study in early intervention/early childhood special education for practicing professionals in early intervention, early care and education and related fields. Participants in the TOP project can pursue programs leading to an endorsement as a Maine Teacher of Young Children with Disabilities ­– Birth to School-Age Five or to a master’s degree.  Both options emphasize an interdisciplinary, family-centered, developmentally and individually appropriate and inclusive perspective.  This 39-credit master’s degree program of study includes courses which provide a foundation in the field of early intervention/early childhood, as well as courses which emphasize preparation for leadership roles in the field.

Students At Risk

M.Ed.: The Individualized M.Ed. program consists of 36 credit hours at the graduate level.  The Students At Risk concentration consists of 18 credits which will be taken as part of the overall 36-credit master’s degree program.

Following is a list of courses that will be offered as part of this concentration:

1. SAR 540 – Students At Risk. (Previous designator EDH 540-Students At Risk and Their Families.) This is a survey course that focuses on the broad aspects of children and adolescents considered to be at risk in today’s schools and society. Normally, this is the initial course that should be taken as part of this concentration.  Three credits.
2. SAR 541  – Working with At-Risk Adolescents in the Public School. An introduction to working with at-risk adolescents within the conventional and alternative classroom settings. Course will examine the dynamics of at-risk conditions, educational barriers, teen culture, and social complexities that frequently serve as barriers to learning. Participants will learn how to develop strategies to help adolescents overcome challenges and create successful learning experiences.  Three credits.
3. SAR 542 – Alternative Models for At-Risk Students. [Introduction to Alternative Education.] Course provides students with an understanding of the concept of alternative education (alternatives in instruction) and relational teaching. This course will explore a wide variety of alternative instructional and programming options for at risk youth. Students will be provided with the knowledge and skills to develop alternative instructional and programming opportunities for their students who are typically viewed as “falling through the cracks” of our conventional public school programs. Three credits.
4. SAR 543 – Assessment, Methods, and Curriculum Design in Alternative Education.  Course focuses on instructional design and best practices for teaching at-risk adolescents. Students will create interest inventories and individual learning plans (ILPs) that optimize learning opportunities, align relevant and meaningful curriculum to Maine Learning Results, and learn strategies for incorporating multiple assessments to identify student progress as prescribed by state and national standards. Three credits.
5. SAR 544 –Systemic Supports for Students At Risk.  This course is designed to provide students with a comprehensive understanding of the multiple systems in a student’s life including (but not limited to) school, family, and community and ways to support students within and across each system.  Emphasis is on the (1) identification of and (2) strategies for working with each system to develop collaborative programming; and to work with students and families in a reflective and supportive manner.  Three credits.
6. SAR 545 – Seminar: At-Risk Children and Adolescents. An advanced level course that provides students with the opportunity to explore in depth a wide variety of issues and concerns that constitute common barriers to learning for today’s children and youth in contemporary schools and society. This course, which usually is taken at or near the end of the concentration, is intended to allow students to integrate their knowledge of the relevant research literature related to at-risk students and student dropouts. Three credits.

    For further information regarding this concentration please contact Roxanne Lee, Administrative Assistant II at (207) 581-2493 or Roxanne.lee@umit.maine.edu.

 
Field Work and Internships

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 Literacy, the Center for Research and Evaluation, and the Center for Community Inclusion, Maine’s University Center for Excellence in Developmental Disabilities Education, Research, and Service.

Admission

For admission to a graduate program in Special Education, students must meet basic standards of the Graduate School and professional eligibility requirements specific to the area, as described above.  In addition, applicants seeking admission to programs that lead to certification must submit Praxis I scores with their applications.  Candidates who are already certified in Maine and have taken Praxis I previously can submit a copy of their certificates to document that they have met state standards on the test.  Applicants may be invited for a personal interview with the Special Education faculty.  Students should request financial aid information from the University’s Office of Financial Aid.  Special Education scholarships are sometimes available for candidates with documented financial need.  To be eligible, applicants must have applied for financial aid through the University’s Office of Financial Aid.

KINESIOLOGY AND PHYSICAL EDUCATION PROGRAMS (M.S., M.Ed.)

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.

M.Ed.: The M.Ed. degree is granted upon completion of a sequenced program of study, which includes a minimum of 33-36 credit hours, followed by a comprehensive written and oral examination.  The M.Ed. program offers concentrations in Exercise Science and Curriculum and Instructrion.

M.S.: The M.s. degree is granted upon completion of a 30 credit sequenced program of study including a thesis.  The M.S. Program offers concentrations in Exercise Science and Curriculum and Instruction.

Graduate Faculty

Richard Ackerman, Ed.D. (Harvard, 1989), Associate Professor. Educational Leadership. Leadership formation, school organization, professional development.

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.

V. Susan Bennett-Armistead, Ph.D. (Michigan State University, 2006), Assistant Professor. Early Literacy.

Marcia Nye Boody, C.A.S. (University of Maine, 1998, Literacy Coach Trainer Certificate, University of Arkansas - Little Rock, 2007), Director, Maine Literacy Partnership. Literacy education, leadership teams, continuous school improvement.

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.

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.

Julie Cheville, Ph.D. (University of Iowa, 1997), Associate Professor. Language and literacy.

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.

Julie Dellamattera, Ed.D. (University of Maine, 2006), Assistant Professor, Early childhood development and education.

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

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.

Susan K. Gardner, Ph.D. (Washington State University, 2005), Assistant Professor, Higher educational leadership.

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.

Richard Kent, Ph.D. (Claremont, 2002), Assistant Professor. Literacy.  Portfolio pedagogy, adolescent male underachievement in literacy, innovative middle school and high school classrooms.

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.

Sarah Mackenzie, Ed.D. (Maine, 2002), Assistant Professor. Educational Leadership. Collective efficacy and collaborative climate in Maine high schools.

George Marnik, Ed.D. (Maine, 1997), Clinical Instructor. Educational Leadership. Change process in high schools, the principalship.

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.

Owen P. Maurais, C.A.S. (Univesity of Maine, 1985), Director, Penobscot River Educational Partnership.

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.

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), Interim Dean; 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.

Mary E. Rosser, M.Ed. (Griffith University, 1992, Reading Recovery Trainer Certificate, Auckland College of Advanced Education 1997), Director, University Training Center for Reading Recovery.

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, early literacy.

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.