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. A number of graduate programs are offered online, and others that are not completely online, typically utilize a variety of hybrid approaches to make graduate education more accessible. In addition, all synchronous graduate courses, online and on campus, are offered in the evenings making them convenient for working educators.
Accreditation
All of the College’s initial teacher certification programs are fully accredited by the Council for the Accreditation of Education Preparation (CAEP) 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 Education Specialist, 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 Education Specialist, 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 https://umaine.edu/edhd/graduate/
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 33-36 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, or internship 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. Applicants may be required to take the Miller Analogies Test or the Graduate Records Exam, if required by their specific program. Applicants should allow up to six weeks for scores to be sent to the Graduate School.
Education Specialist
The Education Specialist (Ed.S.) provides a cohesive program of professional development beyond the master’s level for practicing educators. A master’s degree in the Ed.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 Ed.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 Ed.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 (MAT) degree is an accelerated teacher licensure program in secondary education that leads to initial teacher certification in a designated content area and a master’s degree. It is designed for those already holding an undergraduate degree in a relevant content area and interested in becoming a secondary school teacher. Content areas include: Math, Life Science, Physical Science, English, Social Studies, and World Languages.
Doctor of Education and Doctor of Philosophy
Doctor of Education (Ed.D.) in and/or concentrations within the Doctor of Philosophy in Education (Ph.D.) are offered in the specialty areas of, Educational Leadership (Ed.D.), Higher Education (Ph.D.), Literacy (Ph.D.), Prevention and Intervention Studies (Ph.D.), and STEM Education (Ph.D.). Standardized test scores, such as the graduate records exam, are determined by the faculty of each program 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.
Graduate Faculty
Richard Ackerman, Ed.D. (Harvard, 1989). Professor, Educational Leadership. Leadershipformation, 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.
Courtney Angelosante, M.S., BCBA, (University of Southern Maine, 2011). Lecturer, Special Education. Positive Behavior Interventions and Supports, School-wide climate.
A. James Artesani, Ed.D. (West Virginia University, 1992). Associate Dean of Graduate Education, Research, and Outreach and Associate Professor, Special Education. Positive Behavior Interventions and Supports, Emotional and Behavioral Disorders.
Victoria Bennett-Armistead, Ph.D. (Michigan State University, 2006). Associate Professor, Early Literacy. Language and literacy acquisition in young children; Literacy instruction in Pre- K and kindergarten; Informational text.
Catherine Biddle, Ph.D. (Pennsylvania State University, 2015). Associate Professor, Educational Leadership. Rural school and community response to social and economic change.
Margo Brown, M.Ed., CAS (University of Maine, 2001). Lecturer, Human Development and Family Relations and Coordinator, Katherine Miles Durst Child Development Learning Center.
Rebecca Buchanan, Ph.D. (University of California Santa Cruz, 2017). Assistant Professor, Curriculum, Assessment, and Instruction. Intersection of personal identity, professional development, school reform, literacy, and language.
Ian Cameron, M.S. Lecturer, Human Development and Family Studies. Adolescence and emerging adulthood. Adult development and aging.
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 Emeritus, Educational Psychology. Statistics, research methodology.
Melissa Cuba, Ph.D. (Virginia Commonwealth University, 2020). Visiting Assistant Professor of Special Education
Julie DellaMattera, Ed.D. (University of Maine, 2006). Associate Professor, Early Childhood Education. Leadership in early education and policies affecting early education teachers.
Justin Dimmel, Ph.D. (University of Michigan, 2015). Associate Professor, Mathematics Education and Instructional Technology. Communication practices in mathematics education; virtual reality in mathematics education.
Janet Fairman, Ph.D. (Rutgers, 1999), Associate Professor, Public policy, school reform, and assessment.
Sara Flanagan, Ph.D. (Purdue University, 2012). Assistant Professor, Special Education. Literacy and secondary students with and without high incidence disabilities, with a specific
focus on written expression.
Maria Frankland, Ph.D. (University of Maine, 2020). Lecturer, Educational Leadership.
Kathleen Gillon, Ph.D. (Iowa State University, 2015). Assistant Professor, Higher Education. Access and equity in higher education. Role of geography in the facilitation of college-going for marginalized student populations.
Michelle McAnuff Gumbs, Ph.D. (Ohio University, 2006). Associate Professor of Literacy Education.
Leah Hakkola, Ph.D. (University of Minnesota, 2015). Associate Professor, Higher Education. Diversity discourses in higher education; recruitment and admissions
Sarah Howorth, Ph.D., BCBA (State University of New York at Buffalo, 2015). Assistant Professor, Special Education.
Elizabeth Hufnagel, Ph.D. (The Pennsylvania State University, 2014). Associate Professor, Science Education. Emotional expressions and teaching and learning about science topics in classrooms and other science settings. Climate change and other environmental topics.
Diane Jackson, Ed.D. (University of Maine, 2000). Lecturer, Special Education. Adapting instruction for students with special needs, math methods in special education.
Lauren Jacobs, M.S. (University of Maine, 2017). Lecturer, Kinesiology and Physical Education. Outdoor sport opportunities.
Jesse Kaye-Schiess, M.Ed. (University of Maine, 2016). Lecturer, Kinesiology and Physical Education and Academic Advisor.
Richard Kent, Ph.D. (Claremont, 2002). Emeritus Professor, Literacy. Portfolio pedagogy, adolescent male underachievement in literacy, innovative middle school and high school classrooms.
Vanessa Klein, Ph.D. (Kent State University, 2015). Assistant Extension Professor, 4-H STEM Specialist, and Assistant Professor, Education. Educational programming, leadership for applied research focused 4-H STEM programming, environmental education, and teacher education.
Robert A. Lehnhard, Ph.D. (Ohio State, 1984). Professor, Kinesiology and Physical Education. Exercise physiology. Cardiovascular physiology; metabolic support of exercise and growth.
Mary Ellin Logue, Ed.D. (University of Massachusetts, 1984). Associate Professor Emerita, 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.
Craig Mason, Ph.D. (University of Washington, 1993). Professor, Education and Applied Quantitative Methods. Research methodology, developmental epidemiology, behavioral informatics.
Jennifer McNulty, M.Ed. (University of Maine, 2010). Lecturer, Kinesiology and Physical Education. Health methodology and curriculum development.
Ian Mette, Ph.D. (University of Missouri, 2012). Associate Professor, Educational Leadership. School reform; instructional leadership; educational supervision.
Tammy Mills, Ph.D. (Montclair State University, 2016). Assistant Professor of Curriculum, Assessment, and Instruction. Explore the complexities of teaching and learning and using non-linear theoretical perspectives of teaching and learning to better understand practice.
Sidney Mitchell, Ph.D. (McGill, 2001). Associate Professor, Educational Psychology. Child development, childhood socialization, family violence, and trauma and resilience.
Mia Morrison, M.Ed. (University of Maine, 2014). Lecturer, Instructional Technology.
William Dee Nichols, Ph.D. (Texas A&M University, 1995). Professor, Literacy Education. Literacy; comprehension; vocabulary; fluency
Christopher Nightingale, Ed.D. (Boston University, 2009). Associate Professor, Kinesiology and Physical Education. Athletic training; mentoring; physical education pedagogy.
Eric A. Pandiscio, Ph.D. (University of Texas at Austin, 1994). Associate Professor, Math Education. Secondary math education, geometric construction software.
Daniel Puhlman, Ph.D. (Florida State University, 2013). Assistant Professor, Family Studies.
Timothy Reagan, Ph.D. (University of Illinois, Champaign-Urbana, 1982). Professor, Literacy Education. Educational and applied linguistics, educational policy studies, educational reform, comparative education, and philosophy of education.
Asli Sezen-Barrie, Ph.D. (Pennsylvania State University, 2011). Associate Professor, Curriculum, Assessment, and Instruction. Goal of improving science teacher education.
Bryan Silverman, Ph.D. (Kent State University, 2014). Lecturer, Curriculum, Assessment, and Instruction. Education and identity, specifically how culture, in a broad understanding, operates on identity. Ideas of rooted cosmopolitanism.
Joshua Taylor, Ph.D. (Virginia Commonwealth University, 2021). Assistant Professor of Special Education.
Shihfen Tu, Ph.D. (University of Washington, 1994). Professor, Education and Applied Quantitative Methods. Cognition and perception, cognitive development, research methodology
Graduate School
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