EDUCATION (All Degrees)

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 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 outreach and distance education. 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, and offer many courses using distance formats.

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 decision on financial aid is made only after a completed application for 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, Doctor of Education, and Doctor of Philosophy. The Doctor of Education and Doctor of Philosophy degrees require 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 on the College of Education and Human Development website http://umaine.edu/edhd/academic-programs/graduate-programs/.

Master of Education

The Master of Education (M.Ed.) is intended to enhance the preparation of educational professionals in specialty areas. The degree is granted on completion of a planned program of study that includes a minimum of 33-60 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, or up to 12 hours of approved transfer coursework from the University of Maine. In lieu of a thesis, M.Ed. programs require completion of a comprehensive paper, project, portfolio, or oral examination, generally during the final semester or year of study. The purpose of this requirement is to enable demonstration of learning that has taken place across the program as a whole. 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 PreK-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. A master’s degree in the C.A.S. subject matter or related area is required for admission. The program of study is individually planned by the student and the student’s advisor. For candidates with a master’s degree in the subject matter, a minimum of 30 credit hours of work beyond the master’s level is required to earn the C.A.S. Candidates without a master’s degree in the subject matter will be required to complete additional credits beyond the program’s minimum degree requirements. 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.

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) (not available 2013-2014); English, mathematics, life and physical sciences, and social studies at the secondary level (7-12); and foreign languages (K-12). Applicants must submit passing scores, as determined by the State of Maine, on the Praxis I exam. Applicants must also submit passing scores on the Praxis II exam in the appropriate subject area prior to student teaching. Additionally, applicants who wish to be considered for competitively awarded graduate scholarships are encouraged to submit scores on the GRE or Miller Analogies Test. Applicants should also 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 and Doctor of Philosophy

Doctor of Education (Ed.D.) and/or concentrations within the Doctor of Philosophy in Education (Ph.D.) are offered in the specialty areas of Counselor Education (Ph.D., program at capacity; no applications accepted 2014-2015), Educational Leadership (Ph.D), Higher Education (Ed.D., Ph.D.), Literacy (Ph.D.), Prevention and Intervention Studies (Ph.D.), and STEM Education (Ph.D.). When resources permit, an individually designed Ed.D. may be offered for students whose interests are well developed and combine more than one area of concentration (program at capacity; no applications accepted 2014-2015). All applicants must submit scores on the GRE and meet other admissions requirements of the Graduate School and the specific program. Potential candidates should contact the Program Coordinator for each concentration or the Department Chair prior to submitting an application because some programs are offered only to cohorts and are not open to new students every year. In addition, program requirements, application deadlines, and admissions criteria vary by area (see program descriptions below). Candidates wishing to be considered for Graduate School awards should apply no later than January 15.

Description of Degrees by Areas of Study

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

M.A.: The Master of Arts degree requires a thesis and a minimum of 60 credit hours including credit given for the thesis. The minimum number 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. 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 60credit hours including credit given for the thesis. The minimum number 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. The M.S. program offers concentrations in Mental Health Counseling and School Counseling.

M.Ed.: The 60 credit hour Master’s degree is designed to offer preparation for entry-level professional counseling in school and mental health settings. The curriculum comprises coursework and intensive supervised field experiences considered to be essential in the preparation of professional counselors with a developmental orientation. Field experiences take place in elementary, middle, and secondary schools, and in post-secondary institutions. Opportunities are also available in community contexts. The M.Ed. program offers concentrations in Mental Health Counseling and School Counseling.

C.A.S.: The C.A.S. is offered as an individually-planned program of courses 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 either school counselor certification if they have previously prepared to work in mental health settings, or clinical licensure if they have previously prepared to work in school settings.

Ph.D. (program at capacity; no applications accepted 2014-2015): 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.

EDUCATIONAL LEADERSHIP PROGRAMS (M.Ed., C.A.S., Ph.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 PK-12 public and private schools, but also encompass 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 Cohort in which a group of students takes 27 credits together and the Individual 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, teacher leaders, and coordinators.

C.A.S.:
The Certificate of Advanced Study in Educational Leadership offers opportunities for study beyond the master’s degree toward leadership roles, such as school superintendencies or supervisorships or to develop research capacities. A minimum of 30 credit hours is required for those with a master’s degree in Educational Leadership; 39-45 hours for those with a master’s degree in a related field.

Coursework is offered in the late afternoon and evening in the Fall and Spring semesters and during the day or evening in Summer Session. Study may be full or part time.

Ph.D.:
The preK-12 doctoral program in Education with a concentration in Educational Leadership is designed for experienced educational leaders. Doctoral candidates join a cohort to pursue advanced study and conduct research in organizational leadership and practice. Students in the Ph.D. in Education program are part of two cohorts: a within-area cohort of individuals pursuing the same area of study in education and a cross-area cohort of individuals from different concentrations. The dual-cohort model fosters integration of multiple perspectives while enabling students to develop in-depth expertise in Educational Leadership. Cohorts begin periodically depending on demand and availability of resources. For further information about the program, see http://umaine.edu/edhd/graduate-programs/graduate-programs-2/prek-12-educational-leadership/ or contact Dr. Richard Ackerman (richard.ackerman@umit.maine.edu).

ELEMENTARY AND SECONDARY EDUCATION PROGRAMS

ELEMENTARY EDUCATION

Master of Arts in Teaching (Elementary M.A.T.): (not available 2014-2015)

Please contact the College of Education and Human Development in late fall 2014 regarding the admission status for Summer 2015.

Curriculum, Assessment and Instruction (M.S., M.Ed., C.A.S.)

M.S.: The Master of Science program in Elementary Education with a concentration in 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:

Other requirements include a three course concentration and one elective, approved by the thesis committee. The thesis committee may require a second research methods course, depending on the student’s prior coursework and experience.

M.Ed.: The Master of Education program in Elementary Education with a concentration in Curriculum, Assessment and Instruction is designed for elementary and middle level 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 as an online program. A minimum of 33 credits is required. The basic program includes the following course requirements:

EDC 533 Dynamics of the Curriculum

EDS 520 Educational Assessment

EDA 521 Evaluation of Instruction

EDU 586 Seminar: Action Research in PreK-12 Schools

EDU 587 Practicum: Action Research in PreK-12 Schools

Students in the on campus program complete a four-course concentration approved by the advisor in areas such as literacy education, English as a Second Language, instructional technology, science education, special education, or foundations of education. In addition, students take two electives, approved by their advisor.

For the online program, required courses are as follows: EDA 521, SAR 540, EDC 533, EDS 520, EAD 551, EDT 520, EDU 586, and EDU 587. Three electives complete the program.

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 in Elementary Education or a related field.

SECONDARY EDUCATION

Master of Arts in Teaching (M.A.T.):(not available 2014-2015)

Please contact the College of Education and Human Development in late fall 2014 regarding the admission status for Summer 2015.

Curriculum, Assessment and Instruction (M.S., M.Ed., C.A.S.)

M.S.: The Master of Science program in Secondary Education with a concentration in 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
EDA 521 Evaluation of Instruction
Six credits of thesis and three credits of research methods (e.g. EDG 595, EDS 521, EDS 571 or equivalent).

Other requirements include a three course concentration and one elective, approved by the thesis committee. The thesis committee may require a second research methods course, depending on the student’s prior coursework and experience.

M.Ed.: The Master of Education program in Secondary Education with a concentration in Curriculum, Assessment and Instruction is designed for 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 online. 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
EDA 521 Evaluation of Instruction

EDU 586 Seminar: Action Research in PreK-12 Schools
EDU 587 Practicum: Action Research in PreK-12 Sch

Students in the on-campus program complete a four-course concentration approved by the advisor in areas such as literacy education, English as a Second Language, instructional technology, science education, special education, or foundations of education. In addition, students take two electives, approved by their advisor.

For the online program required courses are as follows: EDA 521, SAR 540, EDC 533, EDS 520, EAD 551, EDT 520, EDU 586, and EDU 587. Three electives complete the program.

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 completed a master’s degree in Secondary Education or a related field.

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

M.Ed.: The Master of Education (MEd) in Student Development in Higher Education prepares entry-level professionals for a variety of positions in student affairs in post secondary education in increasingly diverse and technologically advanced colleges and universities. Master’s level academic coursework provides solid theoretical and practical grounding for understanding the student services profession in the context of colleges and universities as complex organizations including: student development, socio-cultural identity differences/diversity, ethical professional practice, research, and technological competence. The practical implications of coursework are explored through class discussions of application, internship experiences, and graduate assistantships in a variety of campus offices.

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 36-credit-hour graduate program in Student Development in Higher Education includes three major components:

Student development in higher education core (18 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 internship experience and 3 credits of electives. The program culminates in an integrating capstone seminar and final paper.
Research Core (6 credit hours): Two courses providing a basic understanding of assessment, research design and statistical methods for conducting and/or interpreting research.
Focus Block/Concentration (12 credit hours): An area of emphasis specific to the student’s interests: Options include: educational leadership, women’s studies, counseling, and an individualized option.

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.

At the master’s level students typically hold graduate assistantships with offices and programs at UMaine for which they apply directly to the specific offices.

Additional information regarding the program and the supplemental admissions process is available from Higher Education admissions, 136 Shibles Hall, University of Maine, Orono, Maine 04469 or by visiting the program’s website http://umaine.edu/edhd/graduate-programs/graduate-programs-2/higher-education

Application deadline for the M.Ed. is June 1^st for Fall enrollment, but those seeking graduate assistantship positions should apply no later than December 1 for preferred consideration.

Ph.D./Ed.D. in Higher Education

The doctoral program in Higher Education prepares ethical, visionary, informed, and competent programmatic and institutional leaders for increasingly diverse and technologically advanced colleges and universities.

Through its structure and content, the doctoral degree in Higher Education provides mid-career professionals with the theoretical and practical frameworks to understand colleges and universities as complex organizations within the American social context including foundations in leadership, law and policy, socio-cultural identity differences/diversity, ethical professional practice, historical context, and research. Students develop advanced research skills to explore critical questions related to these areas through coursework, evaluating existing scholarship, and by conducting original research.

Graduates of the Higher Education doctoral program will provide leadership characterized by:

High-level analytic thinking
Advanced research design and analysis skills
Problem-solving skills
Ethics-based decision making
Understanding of the dynamics of socio-cultural identity differences
Historical perspectives
Understanding of colleges and universities as complex organizations
An understanding of professional responsibilities, networks/communities, and ethics in the field
Effective, persuasive, and inclusive written and oral communication skills
Understanding the social context and complexities of higher education
Comprehension of the impact of social, economic, political, and legal trends
Computer literacy
Flexibility and confidence to provide leadership in times of change

The structure of the program entails 90 credit hours past the bachelor’s degree. Admission requires a master’s degree for which variable credits may be applied to the doctoral degree, upon approval of program faculty and in accordance with Graduate School guidelines. The master’s need not be in Education. 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. The student’s program consists of a variety of group and individualized experiences culminating in the dissertation including:

The Professional Core: a broad, common strand of doctoral level course work required of all students in the Higher Education program (18 credit hours)
Research Foundation: a set of courses to provide expertise in evaluating and conducting research in educational settings including basic statistics and introductory qualitative research, research design and either advanced statistics or advanced qualitative research (a minimum of 12 credit hours)
Professional specialization: a set of interdisciplinary courses tailored to the individual professional goals, needs, and interests (a minimum of 18 credit hours which may include master’s work and work transferred from other institutions)
Dissertation research structured to solve problems or produce knowledge with direct applicability to higher education practice (a minimum of 6 credit hours)

Additional information regarding the program and the supplemental admissions process is available from Higher Education admissions, 136 Shibles Hall, University of Maine, Orono, Maine 04469 or by visiting the program website: http://umaine.edu/edhd/graduate-programs/graduate-programs-2/higher-education/.

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

HUMAN DEVELOPMENT PROGRAM (M.S.)

M.S.: The graduate program in Human Development is designed to provide advanced training, with special emphasis on child development and family relations. This program is designed for those interested in working in the human development field in such leadership positions as center director, director of services, program coordinator, case manager or project manager.

The curriculum is designed to:

train students in the fundamentals of professional practice in agencies serving children, adolescents, adults and families
provide students with advanced content in one or more research areas (e.g., early childhood, human sexuality, family relationships)
provide students with internship opportunities in human service programs or in applied research mentored by a faculty member

For additional information on degree requirements, courses, seminars and internship options, go to Human Development.

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

M.Ed.: The college-wide individually designed Master of Education provides a cohesive program of professional development for educators. 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 lieu of a thesis, students must complete a comprehensive paper, project, portfolio, or oral examination, generally during the final semester or year of study. The purpose of this requirement is to enable demonstration of learning that has taken place across the program as a whole. The M.Ed. program is individually designed; however pre-planned concentrations are available in Art Education and Students at Risk.

C.A.S.: The college-wide Certificate of Advanced Study 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 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 or related field is required for admission to the program. C.A.S. programs are individually designed; however a pre-planned concentration is available in Instructional Technology.

Ed.D.: (at capacity; no applications accepted 2014-2015)

INSTRUCTIONAL TECHNOLOGY PROGRAM (M.Ed.)

M.Ed.: The Master of Education in Instructional Technology is designed to help Pre K-12 educators and Technology Integration Specialists make the best and most effective use of existing and emerging technology. The 36-credit program includes courses in the Foundations of Education (3 credits); General Instructional Technology core (21 credits); and specialty electives in Educational Technology (12 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 related to their employment situations.

The IT master’s degree allows a student to complete all course work from a distance using online and compressed video technologies.

The program of study typically includes the following 3-credit courses:

Instructional Technology Core (21 Credits):

EDT 520 Methods for Teaching with Computer Technology

EDT 525 Using the Educational Web

EDT 530 Introduction to Hypermedia in Education

EDT 540 Principles of Instructional Design

EDT 560 Applying Technology to Assessment in Education

EDT 616 Seminar in Educational Media

EDG 657 Educational Practicum, IT OR

EDG 693 Internship (required for 680 Endorsement)

Required (3 Credits):

EDS 520 Educational Assessment

Instructional Electives (Select 12 credits):

EDT 527 Network & Troubleshooting for Educators

EDT 529 Advanced Networking & Troubleshooting

EDT 535 Multimedia Design /Teaching & Learning

EDT 537 Foundations of Distance Education

EDT 545 Information Security in the Educational Environment

EDT 550 Video Communication in 21st Century

EDT 555 Computers and Cooperative Learning

EDT 559 Essentials for Educational Technology Leaders

EDT 580 Summer Technology Institute

EDT 598 Special Topics Courses (offered irregularly)

EDT 697 Independent Study (permission of advisor)

Other electives may be chosen with advisor’s approval

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

A general, science-based curriculum provides the foundation for this 33 credit hour Graduate program. However, the curriculum is designed with 6-9 credit hours of electives, allowing the student to focus on his/her specific academic interest within the field. Typical areas of concentration include Exercise Science, and Curriculum and Instruction. Classroom and laboratory experiences are designed to provide the student with an applied understanding of the scientific basis of exercise/training in different populations.

The program offers two paths towards a Master’s degree. Each includes a minimum of 33 credit hours.
M.Ed.: (non-thesis) Admission to this track requires scores from either the Miller Analogies Test (MAT) or the Graduate Record Examination (GRE).
M.S.: The M.S. requires carrying out an original piece of research resulting in a written thesis. Admission to this track requires scores from the GRE.

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

The Master of Education, Certificate of Advanced Study and Doctor of Philosophy 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. Master’s programs in literacy are sometimes offered to cohorts in various sites around the state.

Master’s Programs in Literacy

M.Ed. in Literacy Education (33 credits):

This option is designed to further elementary and secondary teachers’ knowledge of literacy theories, practices, and research. Applicants must hold certification in either elementary or secondary education and have two years of successful teaching. The program does not lead to Maine certification. Students complete requirements in a required core of 15 hours in literacy. To fulfill elective requirements, students consult with their advisor to identify appropriate courses.

Required Core Courses:

ERL 517 Literature for Children 3
- Or -
ERL 518 Literature for Young Adults 3
ERL 535 Current Practices in Literacy Instruction 3
ERL 540 Writing in Schools and Colleges 3
ERL 552 Seminar in Teacher Research (prerequisite: 15 graduate credits in literacy) 3
ERL 601 Seminar in Reading (prerequisite: 15 graduate credits in literacy) 3
Elective Requirements for Elementary Teachers 18
ERL 534 Literacy and Language Development 3
Electives (5 additional courses for 15 credits)
Three of five courses must be in literacy. The remaining electives may come from any college or university program. 15
- Or -
Elective Requirements for Secondary Teachers 18
Three of six courses must be in literacy. The remaining electives may come from any college or university program, including English.

Contact:

Elementary Focus: Dr. Susan Bennett-Armistead (susan.bennett-armistead@maine.edu)
Secondary Focus: Dr. Rich Kent (richard.kent@umit.maine.edu)

The M.Ed. program in Literacy Education also offers the following concentrations: Literacy Specialist, Early Literacy, and Individualized.

Literacy Specialist Concentration (39 credits)

M.Ed.: This program leads to Maine certification as a Literacy Specialist, K-12. Applicants must hold certification in either elementary or secondary education and have two years of successful teaching. The program is designed to reflect the International Reading Association’s 2010 Standards for Reading Specialist/Literacy Coach competencies in the areas of literacy acquisition, assessment, individual learner and program evaluation and development, and literacy leadership. The program is rigorous and tightly scheduled with few choices. As such, applicants are encouraged to speak with an advisor early in the process to prepare a course plan.

Literacy Specialist Program Requirements include:

ERL 517 Literature for Children 3
- Or -
ERL 518 Literature for Young Adults 3
ERL 537 Literacy Across the Curriculum 3 cr.
ERL 540 Writing in Schools and Colleges 3 cr.
ERL 553 Literacy Assessment 3 cr.
ERL 569 Clinical Practices: Teaching Children with Difficulties in Literacy 6 cr.
EEL 549: Literacy Processing: Exploring How Students Learn to Read and Write 6 cr.
OR,
ERR 535- Reading Recovery Internship 6 cr.
OR,
EEL 547-Literacy Intervention for Individual Learners 6 cr.

ELL 651-Intervention Design for Struggling Learners 6 cr.

ERL 590-Special Topics in English Language Arts: Literacy Coaching 6 cr.

Elective:
ERL 538-Current Practices in Vocabulary Teaching and Learning, PreK-12 3 cr.
OR,
ERL 539-Current Theories and Practices Reading Comprehension, K-12 3 cr.

Contact: Jane Wellman-Little (janew@maine.edu)

Early Literacy Concentration (33 credits)

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 530 Literacy for Young Children: Birth to age 8 3
ERL 517 Literature for Children 3
ERL 534 Literacy and Language Development 3
ERL 590 Designing Literacy Experiences for the Inclusive Early Childhood Program 3
EEL 531 Observing Young Learners 3
EEL 542 Writing, Preschool -Age 8 3
ERL 552 Seminar in Teacher Research 3
ERL 601 Seminar in Reading 3
Three Electives

Individualized Concentration (33 credits)

M.Ed.: The individualized concentration within the M.Ed. in Literacy Education offers the opportunity to focus on Writing and the Teaching of Writing as a low-residence option. The course of study is planned in consultation with a faculty advisor and includes online academic year courses and on-campus summer options. The program also includes an online practicum guided by a writing mentor.

Required Courses:

EDU 580 Northeast Writing Institute
EDU 580 Literacy Institute
- Or -
ERL 590 Maine Writing Project Summer Institute
ERL 544Digital Writing in Classrooms
ERL 540 Writing in Schools & Colleges
ERL 590 Special Topics in English Language Arts: Seminar in Fiction
ERL 590 Special Topics in English Language Arts: Seminar in Crafting Story
- Or -
ERL 590 Special Topics in English Language Arts: Seminar in Memoir
ERL 698 Writing Practicum
Plus additional electives

Contact: Dr. Rich Kent
See MaineWritingProject.org

Certificate of Advanced Study in Literacy Education

C.A.S.: The College of Education and Human Development’s Certificate of Advanced Study 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 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.

Doctoral Program in Literacy Education

Ph.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. For additional information about the program, please contact Dr. Susan Bennett-Armistead (susan.bennett-armistead@maine.edu).

Program of Study for the Ph.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 15 credit hours). Students are required to complete a minimum of 15 hours selected from courses such as the following in consultation with their doctoral program committee. (EDG 595; EDS 521/EDS 522 Statistical Methods I and II); EDS 571/572 Qualitative Methods; Dissertation Pilot Course or other 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

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

Maine Literacy Partnerships in Comprehensive Literacy (MPCL)

The Maine Partnerships in Comprehensive Literacy 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-12. The goal of the model is to assure successful literacy acquisition for every student. Maine Partnerships for Comprehensive Literacy 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-12 staff to become the literacy coach. This person enrolls in a yearlong, nine credit course provided at the University. 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 200 sites of the National Writing Project, a network of K-college educators dedicated to the improvement of the teaching of writing and learning in America’s schools. The annual institute of the Maine Writing Project is a six-credit course sequence focusing on current theory, research, and effective practices. in either a four-week, on-campus summer format or a spring semester online course (ERL 545) and a seven-day on-campus summer institute. 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. They are eligible to further their study with the Seminar in Mentoring (ERL 547) and Advanced Institute in Teacher Leadership (ERL 548). Contact Dr. Kenneth Martin for more information (Kenneth.Martin@maine.edu) or visit the MWP website at mainewritingproject.org.

PREVENTION AND INTERVENTION STUDIES (Ph.D. in Education concentration)

Prevention and Intervention Studies is a concentration within the Ph.D. in Education. The concentration focuses on issues related to risk, resilience, prevention, and intervention to increase positive academic and social-behavioral outcomes for prek-12 children and their families. Experiences are designed to prepare candidates to assume positions in teacher education, prek-12 schools, and local, state, or federal agencies. Candidates study and conduct research on risk and protective influences on development, as well as on evidence-based interventions to promote academic achievement and positive social behaviors in school. Potential candidates include special educators, classroom teachers, curriculum coordinators, administrators, and counselors who are committed to the goal of improving outcomes for preK-12 students who are at-risk for academic or social-behavioral difficulties. Study in this area may be of particular interest to individuals involved with design, implementation or evaluation of Response to Intervention in school or early childhood settings. Applicants must have a prior master’s or C.A.S. degree in an educational field relevant to their intended area of research and prior experience working in preK-12 schools. Program experiences generally take place within cohorts to enable students to experience directly the benefits of collaborative learning, and to model how the complex, real-world problems faced by schools can be addressed through collaboration among professionals who view education through different theoretical and practical lenses. Cohorts begin periodically depending on demand and availability of resources so potential applicants should contact the Department Chair, Dr. James Artesani (james.artesani@umit.maine.edu), before submitting an application.

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

Graduate programs in Science Education include coursework in professional education and in a specialized science field. Thesis programs have a substantial educational research component. Coursework in science includes 12 to15 credit hours of courses in a specific area such as a physical, biological, earth or marine science. Candidates should have undergraduate degrees in a specific science or science education. Study may be broadened to include areas such as outdoor education, recreation, and community education.

M.Ed. The regular (non-thesis) 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 credit hours in education and 12-15 credit hours in a major science subject area. This program does not lead to teacher certification. It is designed primarily for current science teachers who wish to strengthen their practice.

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 coursework 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 divided between education and a major science subject area. Students in this program work closely with a faculty advisor to engage in original research in science education.

Teacher Certification Programs. There are two programs available to candidates seeking teacher certification in science education (grades 8-12). They are listed separately in this catalog as the Master of Arts in Teaching program (MAT), and the Master of Science in Teaching, (MST).

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

Graduate programs in social sciences education are 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.

M.A./M.S.: A Master of Arts and/or a Master of Science degree program includes 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.: 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 High Incidence Disabilities, Low Incidence Disabilities, Early Intervention, and Individualized.

Certification Options

Teacher of Students with High Incidence Disabilities (M.Ed.)

This 36-credit hour program leads to state certification as Teacher of Students with Disabilities (K-8 or 7-12) (282). 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). It may also be appropriate for students with undergraduate majors in related fields such as child development, psychology, communication disorders, occupational and physical therapy, and nursing. Applicants who have not met program 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 302/500 or the equivalent) must be taken prior to enrolling in courses for the M.Ed.

Educational Specialists for Students with Low Incidence Disabilities (M.Ed.)

M.Ed.: This 36-credit hour program leads to state certification as an Educational Specialist for Students with Severe Disabilities (286). It is designed for candidates who have an interest in working with students with autism spectrum disorders and other low incidence disabilities, and who have a background in elementary or secondary education, but it may be appropriate for students with undergraduate majors in related fields such as child development, psychology, communication disorders, occupational and physical therapy, and nursing.

Early Intervention Personnel (M.Ed.)

This 36-credit program provides a foundation in the field of early intervention/early childhood and preparation for leadership roles. The program leads to state endorsement as Teacher of Children with Disabilities (birth to school-age 5). The curriculum is designed to prepare students in the fundamentals of professional practice in early intervention for inclusive environments, provide students with advanced content in a variety of research areas (e.g., early childhood, early childhood special education, family relationships, collaborative consultation), and place students in practicum experiences with high needs children ages birth-5 and their families. Courses are delivered via distance education technology.
The program is appropriate for students with a bachelor’s degree in early childhood education or a related field who are currently working with, or have a desire to serve, high needs children with disabilities, ages birth to five, and their families.

Individually Designed

M.Ed. or C.A.S.: Individually designed programs are for professionals who already hold certification in special education or are not interested in certification as a special education teacher. M.Ed. programs require a minimum of 36 credit hours of study. C.A.S. programs require a minimum of 30 credit for those with a master’s degree in Special Education; 39-45 hours for those with a master’s degree in a related field.

Potential candidates include:

Experienced special educators who want to pursue more specialized study of a particular disability or topic (e.g., autism spectrum disorders, positive behavior interventions and supports, learning disabilities), or to combine study in Special Education with study in another field (e.g., Educational Leadership, Instructional Technology, 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 from Special Education and other areas in the College of Education and Human Development, although at least 50 percent of the student’s credits for the degree must be in Special Education.

Students At Risk

The Students At Risk concentration consists of 18 credits which may be taken as part of a master’s degree or C.A.S. program, either in Special Education or within the individually- designed M.Ed. or C.A.S. in Education.

The following courses are offered as part of this concentration:

SAR 540 - Students At Risk.
SAR 541 - Working with At-Risk Adolescents in the Public School.
SAR 542 - Alternative Models for At-Risk Students.
SAR 543 - Assessment, Methods, and Curriculum Design in Alternative Education.
SAR 544 -Systemic Supports for Students At Risk.
SAR 545 - Seminar: At-Risk Children and Adolescents.

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 scores on Praxis Core Academic Skills for Educators with their applications. Candidates who are already certified in Maine and have taken the tests 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.

Contact information:

Dr. James Artesani, Department Chair and Program Coordinator (james.artesani@umit.maine.edu; 207-581-4061).

STEM EDUCATION (PhD in Education concentration)

The STEM Education PhD is an interdisciplinary program for those who have an interest in improving the quality of science, technology, engineering, or mathematics (STEM) education through research. The program is housed in the College of Education and Human Development and governed by an interdisciplinary committee consisting of STEM education faculty associated with the Maine Center for Research in STEM Education (RiSE Center). The program prepares students for faculty positions in STEM education within discipline departments and in colleges of education, or for education research positions in museums, research centers, and think tanks. It requires a minimum of 45 credits of coursework and a research dissertation.

The STEM Education PhD is full-time program in which students are supported through graduate assistantships and have a day-to-day presence on the University of Maine campus. Students in the program study and conduct research on a broad range of issues related to STEM education through coursework and interdisciplinary research apprenticeships, both of which combine rigorous research methodology with disciplinary perspectives on educational challenges and opportunities.

There are two pathways through the program, both of which are associated with the University of Maine’s Master of Science in Teaching (MST) Program. Pathway 1 is for students who are not graduates of the MST program or a similar program which includes a thesis in STEM education research. In this pathway, students who enter the concentration will concurrently enroll in the MST program, the course requirements of which are a subset of the course requirements for the STEM Education PhD. Completing the thesis of the MST program and its oral defense are necessary steps for advancing to candidacy. Pathway 2 is for students who are graduates of the MST or a similar program. After applying for and being accepted into the PhD program, and upon successful review by the admissions committee, students in this track will normally receive credit for MST or equivalent coursework that is concurrent with the PhD coursework, and for having met thesis and oral defense requirements.

For further information, contact Becky Libby (becky.libby@umit.maine.edu, 207-581-2444) or Dr. Jonathan Shemwell (jonathan.shemwell@umit.maine.edu).

GRADUATE CERTIFICATE PROGRAMS

Graduate certificate programs provide the opportunity for educational personnel to develop knowledge and skills in focused areas of study. Applicants must hold a bachelor’s degree and meet admissions requirements set for each certificate. Inquiries regarding application procedures should be directed to Becky Libby, by email becky.libby@umit.maine.edu or by phone 207-581-2444). Faculty contacts for certificate programs are listed below.

Autism Spectrum Disorders (Certificate)

In 2000, the Center for Disease Control estimated that 1 in 1000 children were diagnosed with an autism spectrum disorder (ASD). By 2014, those estimates had increased to 1 in 68. All preK-12 schools in Maine are required to provide educational services to students with an ASD in the Least Restrictive Environment (LRE). The primary purpose of this 3-course certificate sequence is to prepare experienced educators, administrators and related service providers to assume a leadership role in the development and implementation of educational programs for students with autism in school settings.

Certificate program objectives:

Candidates will develop theoretical knowledge and applied skills for understanding the needs of students with ASD and providing evidence-based practices according to individual needs.
Candidates will have the necessary theoretical and applied background to provide leadership to their schools and districts in developing a sound model of educational and social/behavioral support and intervention.
Candidates will be familiar with and able to access available resources to support their districts’ efforts in providing services for their students with ASD.
Candidates will have the knowledge and skills to serve as team leaders and coaches in supporting program implementation in their schools and districts.

Courses:

The certificate program includes three courses (a total of 9 credits). Courses will be offered annually, one per semester, in the following sequence:

SED 528 Educational Methods for Students with Autism
SED 598/CSD 586 Communication for Students with Autism Spectrum Disorders
SED 563 Positive Behavioral Supports for Students with Autism Spectrum Disorders

Contact:

Deborah L. Rooks-Ellis, Ph.D.

College of Education and Human Development

207-581-2352

deborah.l.rooks@maine.edu

Classroom Technology Integrationist (Certificate)

This certificate is designed to provide classroom teachers with the knowledge and skills to integrate the technology currently within their schools and districts.
Educational Objectives:

Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the International Society of Educational Technology (ISTE) student standards.
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.

(All work is based on the national ISTE standards and profiles.)

Required Courses:

EDT 520 Methods of Teaching with Computer Technology
EDT 525 Using the Educational Web
EDT 550 Video Communication in 21st Century

Contact: Dr. Abigail Garthwait (gail.garthwait@umit.maine.edu)

Early Childhood Teacher (Certificate)

Maine has established a new requirement that teachers working in public school Pre-K classrooms must hold, or be working toward, Endorsement 081: Early Childhood Teacher.
K-8 certified teachers can apply the four required courses in this certificate in partial fulfillment of the State’s requirements for the 081 endorsement.

Objectives:

Teachers will be prepared to work with young children and their families across a range of early childhood settings. Teachers may apply courses from this Certificate to State’s Early Childhood Endorsement (081). The certificate supports teachers’ eligibility to teach in a variety of early childhood settings, including inclusive pre-kindergarten classrooms located in public schools.
Teachers will learn about early child development - both in the classroom and through hands-on learning experiences - and use this knowledge to design, develop, and evaluate authentic learning experiences for young children.
Teachers will recognize that learning in early childhood environments lays a critical foundation for the young child’s later success in school, work, citizenship, and personal fulfillment.
Teachers will understand that through play in a content-rich environment, children begin to make sense of the world around them, building the foundations they will need to become capable, enthusiastic learners and responsible, healthy adults.

(All work is based on the state MDOE and NAEYC standards.)

Required Courses:

CHF 450 Early Childhood Special Education
HUD 521 Teaching Science for Young Children
HUD 529 Teaching Numeracy for Young Children
SEI 501 Typical and Atypical Development birth-5

Contact: Dr. Mary Ellin Logue (mary.logue@umit.maine.edu)

Education Data Specialist (Certificate)

The Education Data Specialist Certificate prepares educators to organize, analyze, and interpret a variety of types of educational achievement, attendance, and behavioral data in order to make data-driven decisions about instruction, curriculum, and assessment. The certificate requires completion of a four-course sequence (12 credits) in educational measurement, introductory statistics, data aggregation, and data analysis.

Objectives:

Students will interpret the results from large-scale and local assessments of student achievement for the purpose of communicating with the public, improving instruction, and informing the design of curriculum.
Students will gain skills in combining longitudinal data and performing analyses to detect changes in student learning, and identify areas in need of instructional remediation.
Students will become informed consumers of different types of educational data and learn to accurately use that information as part of data-driven decision making.

Recommended Course Sequence:

EDS 520 (Educational Assessment)
EDS 521 (Introduction to Educational Statistics I)
EDS 531 (Data analysis for education data specialists - I)
EDS 532 (Data analysis for education data specialists - II)

Admissions

Interested students must contact the certificate coordinator and complete an application for this specific certificate to the Graduate School. In some years, the certificate may be offered to cohorts only. Students who are currently enrolled in the Graduate School and who wish to pursue this certificate program must inform the Graduate School and the certificate coordinator of their intention to apply for admission to the certificate program before 9 of the required credits are completed. Candidates for this certificate should possess basic math skills and have demonstrated proficiency with commonly used productivity applications (e.g., Microsoft Office).

For more information:
Contact Becky Libby at 581-2444, (becky.libby@umit.maine.edu)

Educational Technology Coordinator (Certificate)

In Maine there is no State Department of Education endorsement or certification for the position of school or district Technology Coordinator. This certificate program is designed to develop the skills and knowledge that Technology Coordinators should have.

Educational Objectives:

Educational technology leaders will model, design, and disseminate plans that include methods and strategies for applying technology to maximize student learning.
Educational technology leaders will communicate research on the use of technology to implement effective assessment and evaluation strategies.
Educational technology leaders will understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and develop programs facilitating application of that understanding in practice throughout their district/region/state.
Educational technology leaders will coordinate development and direct implementation of technology infrastructure procedures, policies, plans, and budgets for PK-12 schools.
Educational technology leaders will facilitate development of a shared vision for comprehensive integration of technology and foster an environment and culture conducive to the realization of the vision.

Required Courses:

EDT 545 Information Security in the Educational Environment
EDT 529 Advanced Networking and Troubleshooting
EDT 537 Foundations of Distance Education
EDT 616 Seminar in Educational Media
EDT 559 Essentials for Educational Technology Leaders (last course)

Contact: Dr. Abigail Garthwait (gail.garthwait@umit.maine.edu)

Response to Intervention for Behavior (RTI-B) (Certificate)

Response to Intervention (RTI) is a model that focuses on research-based methods of prevention and intervention combined with data-based decision making to improve student behavioral and academic outcomes. The purpose of this certificate is to provide a sequence of courses that prepares school personnel to lead the development, implementation, evaluation, and sustainability of a three-tiered continuum of behavioral support and intervention in school settings.

Educational Objectives:

Graduates of this 9-credit certificate program will be able to:

Describe the theoretical foundations of Response to Intervention for Behavior and Positive Behavioral Intervention and Support, with an emphasis on the prevention and positive practices;
Apply the principals of implementation science to the development of multi-tiered service delivery;
Understand, from a longitudinal perspective, the key developmental and environmental factors that contribute to the development of prosocial and antisocial behavior;
Organize a continuum of research-based practices within a school wide system that address students’ social/behavioral needs across three tiers of intervention;
Use scientifically validated PBIS protocols and procedures to conduct program evaluation and data-based decision making;
Provide leadership to schools seeking to develop, implement, evaluate, and sustain RTI-B.

Course Sequence

SED 581 Response to Intervention for Behavior: School-wide Prevention
SED 582 Response to Intervention for Behavior: Targeted Intervention
SED 583 Response to Intervention for Behavior: Individualized Interventions

Contact: Dr. A. James Artesani (james.artesani@umit.maine.edu)

Teacher-Consultant in Writing (Certificate)

High-quality teachers in every classroom is a recognized priority in American education, and writing in particular has been identified as a high-profile concern in our schools and colleges. Since 1974, the National Writing Project has been identified with quality writing instruction and with teacher-led professional development at the local, state and national levels. The graduate certificate for Teacher-Consultant in Writing recognizes educators that have completed the twelve-credit complement of courses within the writing project program at the University of Maine and are prepared to lead others toward quality instruction and systemic growth in writing and literacy generally.

Objectives:

Educators will develop a rich understanding of the role of writing in the personal and professional lives of teachers and other educators.
Educators will enrich their understanding of methods for the teaching of writing, including the role of reflective practice and collegial exchange in generating teacher expertise.
Educators will understand the nature, methods, and challenges of mentoring colleagues and of teacher-leadership at the local school and district levels, including the demands of being an agent for change.
Educators will understand the importance and opportunity for teacher-leadership beyond the local level, including the Maine and National Writing Projects as well as governmental and trade organizations.

All work is based on the national standards of the National Writing Project (NWP), the National Council of Teachers of English (NCTE), and applicable content area organizations.

Courses:
ERL 545: Introduction to the National Writing Project (online)

ERL 546: Institute in Teacher Leadership

ERL 547: Seminar in Mentoring (online)

ERL 548: Advanced Institute in Teacher Leadership

Contact: Dr. Ken Martin kenneth.martin@maine.edu)

Graduate Faculty

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

Elizabeth J. Allan, Ph.D. (The Ohio State University, 1999), Professor, Higher education. Equity policy, gender and education, policy discourse analysis.

James Artesani, Ed.D. (West Virginia University, 1992), Associate Professor, Special Education. Positive Behavior Interventions and Supports, Emotional & Behavioral Disorders, and Autism Spectrum Disorders.

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

Bloedon, Taylor, Ph.D. (University of Maine, 2013) Assistant Professor, Kinesiology and Physical Education.

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

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.

Daniel K. Capps, Ph.D. (Cornell University, 2011), Assistant Professor of Science Education. Inquiry-based teaching, nature of science, professional development.

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

Theodore Coladarci, Ph.D. (Stanford, 1980), Professor, Educational Psychology. Statistics, research methodology.

Julie Dellamattera, Ed.D. (University of Maine, 2006), Associate Professor, Early Childhood Education. Leadership in early education and policies affecting early education teachers.

Brian Doore, Ph.D. (University of Maine, 2010), Assistant Research Professor, Center for Research and Evaluation.

Steven J. Elmer, Ph.D. (University of Utah, 2011), Assistant Professor. Kinesiology and Physical Education. Neuromuscular function/dysfunction, exercise-induced fatigue, adaptations to eccentric exercise training.

Janet Fairman, Ph.D. (Rutgers, 1999), Associate Research Professor, Center for Research and Evaluation. Public policy, school reform, assessment.

Susan K. Gardner, Ph.D. (Washington State University, 2005), Associate Dean of Accreditation and Graduate Affairs, Associate Professor, Higher Education. Doctoral student development, retention, and attrition, new faculty development and socialization processes.

Abigail Garthwait, Ed.D. (University of Maine, 2000). Associate Professor, Instructional Technology. Integration of technology in preK-12 classrooms.

Diane Jackson, Ed.D. (University of Maine, 2000), Lecturer, Special Education. Adapting instruction for students with special needs, math methods in special education.

Richard Kent, Ph.D. (Claremont, 2002), Associate 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. Nonfiction literature, children’s literature, integration of the language arts.

Paul Knowles, Ed.D. (University of Maine, 2005), Lecturer, Educational Leadership; LGBTQ youth and schools, conducting academic audits in schools, the marginalization of the school superintendent.

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

Yung-Wei (Dennis) Lin, Ph.D. (University of North Texas, 2011), Assistant Professor, Counselor Education. Play therapy, counseling supervision, meta-analysis.

Mary Ellin Logue, Ed.D. (University of Massachusetts, 1984), Associate Professor, Early Childhood Education. Parent involvement in children’s learning and schooling, prevention of learning and social difficulties, teacher education, and application of child development research to practice.

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

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

Kenneth H. Martin, Ph.D. (University of Maine, 2011), Lecturer, Literacy education. Secondary English education, literacy through technology, technology integration, professional development, teacher research.

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

Mary Mahoney-O’Neil, Ph.D. (University of Maine, 2010), Assistant Dean for Academic Services.

Craig Mason, Ph.D. (University of Washington, 1993), Director, Center for Research and Evaluation; Professor, Educational Psychology. Quantitative/developmental psychology.

Owen P. Maurais, C.A.S. (University 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), Associate Professor, Educational Psychology. Student motivation and low achievement, teacher as researcher.

Annette Nelligan, Ed.D. (University of Maine, 1995), Lecturer, Counselor Education. Implications of technology for counselors, school counseling practice with international student populations, group counseling, and supervision.

William D. Nichols, Ph.D (Texas A&M University) Dean of the College of Education and Human Development.

Eric A. Pandiscio, Ph.D. (University of Texas at Austin, 1994), Associate Professor, Math Education. Secondary math education, geometric construction software.

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.

Deborah L. Rooks-Ellis, Ph.D. (University of Arizona, 2009). Assistant Research Professor, Special Education and Center for Community Inclusion and Disability Studies. Early intervention, visual impairment, autism spectrum disorders, severe disabilities, inquiry-based approaches to teaching.

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.

Laura R. Shannonhouse, Ed.S. (The University of North Carolina at Greensboro, 2013), Assistant Professor. Counselor Education. Multicultural counseling training, community engagement and clinical outreach, leadership and advocacy, grief and loss.

Jonathan T. Shemwell, Ph.D. (Stanford University, 2011), Assistant Professor of Science Education and Cooperating Assistant Professor of Physics. Instructional theory and practice in science.

Janet E. Spector, Ph.D. (Stanford, 1983), Associate Professor, Special Education. Assessment, reading intervention, learning disabilities, literacy for students with autism spectrum disorders.

Shihfen Tu, Ph.D. (University of Washington, 1994). Associate Professor, Educational Psychology. Cognition and perception.

Jane Wellman-Little, (CAS, University of Maine, 1997), Lecturer, Teacher Education. Developmental reading, Reading Recovery.

Lucille Zeph, Ed.D. (Vanderbilt, 1983), Director, Center for Community Inclusion and Disability Studies; Associate Professor, Special Education. Intellectual and Developmental Disabilities; School and Community Inclusion; Human Policy; and Universal Design.