The College of Education and Human Development’s graduate programs are designed
to enrich and extend students’ theory, practice and leadership. The hallmark of
the graduate programs is mentoring, working closely with a faculty advisor whose
goal is to ensure that a student’s program meets his or her unique needs. Small
classes, led by nationally recognized faculty, and a diversity of students
encourage healthy debate, careful and systematic inquiry, and discussion based
on real experiences and current issues.
The College has statewide responsibility for teacher preparation, educational
research, child and family studies and service. Graduate study offers students
the opportunity to be a force for change through their research and leadership.
Students develop new assessment tools and curricula, publish books and articles,
lead advocacy groups for children and parents, and present their research to
regional, national and international audiences. As a member of the Holmes Group,
a consortium of the country’s leading educational research institutions, the
College is a national voice for stronger ties between schools and universities,
focusing on research agenda developed collaboratively.
The College’s philosophy is that the best laboratory is the learning and
teaching environment. Flexibility is built into individual programs to allow the
greatest impact in specific areas of need.
This same commitment to individual growth and grass roots change is ingrained in
the Graduate Outreach Program. Faculty members travel thousands of miles each
year to teach graduate courses and consult with students who live too far from
campus for a reasonable commute.
College of Education and Human Development programs are accredited by the
National Council for Accreditation of Teacher Education which imposes rigorous
academic standards of excellence in professional education. The teacher
preparation programs have also received approval from the State Board of
Education.
A number of College of Education and Human Development graduate assistantships
are available for qualified students at the master and doctoral levels.
Information regarding assistantships is available from the Dean of the College.
A definite decision on financial aid is made only after a completed admission
has been received and approved. Other financial aid opportunities are described
elsewhere in this catalog.
The College of Education and Human Development offers a variety of graduate
programs leading to the Master of Education, Master of Arts, Master of Arts in
Teaching, Master of Science, the Certificate of Advanced Study, and Doctor of
Education. The Master of Arts and Master of Science degrees require a thesis;
the Master of Education and Master of Arts in Teaching are non-thesis programs.
A number of specialty areas or concentrations are available for each degree
program. Graduate students, in consultation with their advisors, plan their
programs based on Graduate School and College requirements, certification
guidelines, professional association recommendations, and individual goals.
The Master of Arts in Teaching (M.A.T.) is a 39-42 credit hour program offered
for individuals who have at least a bachelor’s degree and wish to pursue public
school teaching as a career. The M.A.T. is a full-time 13 month program that
begins in June of each year and continues through the following year. This
program immerses students in local Professional Development Schools at the
elementary, middle level and secondary levels for course work and guided field
experiences. Individuals applying for the M.A.T. program should have their
undergraduate transcripts evaluated by the Maine Department of Education to
determine whether or not they have taken the courses necessary to obtain teacher
certification in at least one endorsement area. Courses in academic
specializations required for teacher certification are not included in the M.A.T.
and should be taken prior to application.
Robert A. Cobb, Ed.D. (Springfield, 1969), Professor of Education and Dean of
the College of Education and Human Development. Aspirations of youth and adults,
school policy development, educational leadership, and higher education.
Elizabeth J. Allan, Ph.D. (The Ohio State University, 1999), Assistant
Professor. Educational Leadership, Higher Education. Equity policy, gender and
education.
A. James Artesani, Ed.D. (West Virginia University, 1992), Associate Professor,
Special Education, Transition Program.
Rosemary A. Bamford, Ed.D. (Georgia, 1977), Professor and Site Coordinator for
Reading Recovery. Literature for children and young adults, language arts and
writing processes.
Marc D. Baranowski, Ph.D. (Pennsylvania State, 1977), Associate Professor of
Human Development. Adolescent and adult development, gerontology, family stress.
Mary Bird, M.Ed. (Harvard University, 1987), Instructor. Science Education and
Environmental Education.
Linda M. Bowe, M.Ed. (University of Maine, 1997), Assistant Professor.
Educational Leadership. Program planning and evaluation, public service.
Edward N. Brazee, Ed.D. (Northern Colorado, 1975), Professor. Middle level
education, curriculum development.
Phyllis E. Brazee, Ed.D. (Northern Colorado, 1976), Associate Professor.
Curriculum and foundations.
Dorothy Tysse Breen, Ph.D. (Wisconsin, 1987), Associate Professor. Counseling
children and adolescents, developmental guidance.
David Brown, Ed.D. (Vanderbilt University, 1980), Associate Professor.
Leadership planning, policy analysis in local district and state governance.
Stephen A. Butterfield, Ph.D. (Ohio State, 1984), Professor of Education and
Physical Education.
Sandra Caron, Ph.D. (Syracuse, 1986), Professor of Family Relations. Human
sexuality: AIDS and families, contraception, date rape, sexuality education and
curriculum development.
James Chiavacci, Ph.D. (University of Colorado-Denver, 1987), Instructional
Technologist. Instructional Technology.
Theodore Coladarci, Ph.D. (Stanford, 1980), Professor. Educational psychology
and research methodology.
Nellie Cyr, Ph.D. (University of Pittsburgh, 1997), Assistant Professor.
Exercise physiology and exercise epidemiology.
William E. Davis, Ph.D. (Connecticut, 1968), Professor. Issues in special
education, at-risk children and families; and school reform. Director, Institute
for the Study of At-Risk Students.
Gordon A. Donaldson, Jr., Ed.D. (Harvard, 1976), Professor. Educational
leadership, rural school administration, the principalship.
Suzanne Estler, Ph.D. (Stanford, 1978), Associate Professor of Higher Education.
Decision making, change and policy processes in educational organizations.
Pamela S. Flood, M.Ed. (University of Maine, 1996), Assistant Research
Professor. National Center for Student Aspirations.
Abigail Garthwait, Ed.D. (University of Maine, 2000), Assistant Professor.
Instructional Technology. Appropriate integration of technology in K–12
classrooms.
Walter J. Harris, Ph.D. (Syracuse, 1973), Professor. Behavior disorders in
children and adolescents, issues in special education.
Dianne L. Hoff, Ed.D. (University of Louisville, 1998), Assistant Professor.
Educational Leadership. School legal issues, special school pop-ulations, the
superintendency and the principalship.
Edward Jadallah, Ph.D. (Ohio State University, 1984) Associate Professor.
Teacher education, social studies education.
Janice V. Kristo, Ph.D. (Connecticut, 1979), Professor. Integration of the
language arts, literature, reading development, and classroom-based research.
Robert A. Lehnhard, Ph.D., (Ohio State, 1984), Associate Professor of Physical
Education. Exercise physiology.
Owen J. Logue, Ed.D. (Vanderbilt University, 1992), Assistant Dean for Academic
Services. Special Education.
John Maddaus, Ph.D. (Syracuse, 1987), Associate Professor. Social and historical
foundations of education, educational policy, school choice, parent-teacher
communications.
Mary Madden, Ph.D. (University of Maine, 2000), Assistant Research Professor.
Girls’ development and education, program evaluation, and qualitative research.
George F. Marnik, Ed.D. (University of Maine, 1997), Assistant Professor.
Educational Leadership. Change process in high schools.
Mary Ann McGarry, Ed.D. (University of Maine, 1994), Associate Professor.
Science and Environmental Education.
Robert M. Milardo, Ph.D. (Pennsylvania State, 1982), Professor of Child
Development and Family Relations. Family violence, social networks, divorce.
Sidney Mitchell, Ph.D. (McGill University, 2002), Assistant Professor.
Educational Psychology.
Paula Moore, Ed.D (University of Maine, 1991), Director of Reading Recovery,
Cooperating Assistant Professor Early literacy.
Eric A. Pandiscio, Ph.D. (University of Texas at Austin, 1994), Associate
Professor. Math education.
Constance M. Perry, Ed.D. (Maine, 1976), Professor. Graduate and undergraduate
teacher education.
Anne E. Pooler, Ed.D. (Maine, 1975), Associate Professor and Associate Dean for
Instruction. Curriculum development with emphasis on social studies and economic
education.
Brenda M. Power, Ph.D. (University of N.H., 1988), Professor. Literacy education
and teacher as researcher.
Russell J. Quaglia, Ed.D. (Columbia, 1987), Associate Professor. Organizational
theory, change aspirations and policy processes in educational organizations.
Glenn Reif, Ed.D. (Virginia Tech., 1990), Associate Professor. Physical
education pedagogy.
James A. Rog, Ed.D. (Massachusetts, 1979) Associate Professor. Teacher
education, staff development.
Gary L. Schilmoeller, Ph.D. (Kansas, 1977), Associate Professor of Child
Development and Family Relations.
Peggy K. Schomaker, Ph.D. (Michigan State, 1961), Associate Professor of
Consumer Economics and Management. Consumer economics, housing.
Janet E. Spector, Ph.D. (Stanford, 1983), Assistant Professor. Special
education, assessment, and early literacy.
Sydney Carroll Thomas, Ph.D. (University of Rochester, 1993), Associate
Professor. Human development in educational contexts, counseling philosophy and
theory, politics of social class in schools.
Ruth Townsend, C.A.S. (University of Maine, 1999), Educational Program
Specialist. Foundations and assessment.
Herman G. Weller, Ed.D. (Virginia Polytechnic Institute and State University,
1990), Associate Professor. Science education.
Jane Wellman-Little, C.A.S. (University of Maine, 1997), Instructor. Literacy
education.
Jeff Wilhelm, Ph.D. (University of Wisconsin, 1994), Associate Professor.
Developmental reading, the arts and literacy, technology and education,
middle/secondary school issues, teaching of literature and literary response.
Nancy Yoder, Ph.D. (Emory University, 1979), Associate Professor. Educational
Leadership. School/university partnerships, schooling/culture connections.
Lucille Zeph, Ed.D. (Vanderbilt, 1983), Associate Professor. Special education.
Director, University Center for Excellence in Developmental Disabilities. Severe
disabilities, public school integration, and educational leadership.
Graduate School
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