The page uses Browser Access Keys to help with keyboard navigation. Click to learn moreSkip to Navigation

Different browsers use different keystrokes to activate accesskey shortcuts. Please reference the following list to use access keys on your system.

Alt and the accesskey, for Internet Explorer on Windows
Shift and Alt and the accesskey, for Firefox on Windows
Shift and Esc and the accesskey, for Windows or Mac
Ctrl and the accesskey, for the following browsers on a Mac: Internet Explorer 5.2, Safari 1.2, Firefox, Mozilla, Netscape 6+.

We use the following access keys on our gateway

n Skip to Navigation
k Accesskeys description
h Help
Loyola University Maryland    
 
    
 
  Dec 11, 2017
 
2017-2018 Graduate Academic Catalogue

School of Education



Dean: Joshua S. Smith, Professor
Office: Xavier Hall
Telephone: 410‑617‑5343
Website: www.loyola.edu/soe

Associate Dean: Robert J. Helfenbein, Associate Professor
Office: Xavier Hall
Telephone: 410‑617‑5377

Graduate Department Chairs
Education Specialties: David Marcovitz, Associate Professor
Teacher Education: Afra Hersi, Associate Professor
 

Graduate Program Directors
Curriculum and Instruction: Stephanie Flores-Koulish
Educational Leadership: Peter R. Litchka
Educational Technology: Kelly Keane
Kodály Music Education: Lauren McDougle
Literacy: Wendy M. Smith, Leah K. Saal
Montessori Education: Jack H. Rice
School Counseling: Jennifer Scaturo Watkinson
Special Education: Cathy A. Rosensteel

Washington Montessori Institute at Loyola
Director of AMI Training (Elementary Level):
Jamie Rue
Director of AMI Training (Primary Level): Janet R. McDonell

Clinical Faculty
Professional Development Schools: Laura L. Alpaugh; Adell Cothorne; Melissa Mulieri;  Stacy A. Williams; James Wolgamott
School Counseling: Theresa Mitchell
Special Education: Cathy A. Rosensteel
Coordinator of Clinical Experiences: Stacy A. Williams

Professors: Victor R. Delclos; Bradley T. Erford; Cheryl Moore-Thomas; Donald J. Reitz (emeritus); Lee J. Richmond; Beatrice E. Sarlos (emerita); Joshua S. Smith; Wendy M. Smith
Associate Professors: Stephanie A. Flores-Koulish; Robert J. Helfenbein; Afra A. Hersi; Mark A. Lewis; Peter R. Litchka; David Marcovitz; Elana E. Rock; Jennifer Watkinson
Assistant Professors: Vanessa Dodo Seriki; Ramon Goings; Camika Royal; Leah K. Saal; Qi Shi; Margarita Zisselsberger
Visiting Assistant Professors: Rabeena Alli; Yun-Dih Chia-Smith; Adell Cothorne; William Hambleton; Wilbert Hawkins; Peggi Hunter; Kelly Keane; Robert Kenyon; Erin J. Richardson; Philip Robey; John Savard, S.J.; Pamela Wruble; Jennifer Zwillenberg
Clinical Faculty: Angela Gerstein; Latoya Kosh; Cathy A. Rosensteel; Jennifer Shields
Affiliate Faculty: Sarah W. Andrews; Alison Awes; Hope Baier; Jessica Bernacki; Joen Bettmann; James Blumhardt; James Bowyer; Jacqueline Cossentino; Nicolas D'Ambrosio; Ashey Davis; Diane Delaney; Jennifer Dingle; Patricia Drummond; Silvia Dubovoy; Gabriele Edwards; Samantha Filipiak; Rebecca Foster; Annette M. Haines; Jordan Hammes; Diana Healy; Nicholas G. Hobar; Loretta Holmberg; Elise Huneke-Stone; James Javorsky; Sharon G. Kachur; Marcia R. Lathroum; Taisha Laurent; Nancy Lechner; Susan Love; Gregory MacDonald; Tina Maddox; Lucia Martin; Jason McCoy; Carol Z. A. McGinnis; Judith McKeever; Gordon Michaloski; Martha Milli; John D. Mojzisek; Silvia Montanaro; Akiintunde Morakinyo; Karen Murphy; Michele M. Murphy; Robert Murray; Jenny Obrebska; Judith A. Orion; Katherine Orlando; Molly E. O'Shaughnessy; Jennifer Peduzzi; Richard Prodey; Larry Quade; Kerry L. Raup; Jack Rice; Colleen Roux; Ginni Sackett; Kathleen A. Sears; Karen Shaw; Darla Sinclair; Sedrick Smith; Francois Suhr; Troy Todd; Allyn S. Travis; Patricia Wallner; Theresa Webster; Kaitlyn Weinberger; Amy Weishaar; Arthur Williams; Naoko O. Wilsey; Monique Yates

The Reverend Peter-Hans Kolvenbach, S.J., former Superior General of the Society of Jesus, has described the goal of Jesuit education with the following words: "We aim to form...men and women of competence, conscience, and compassionate commitment." In recognition of its connection to the Jesuit mission of the Loyola community, the School of Education has adopted the three words, Competence, Conscience, Compassion as the foundation for its conceptual framework.

These words capture the goals that the School of Education sets for its students and form the organizing structure for its learning outcomes. The division's conceptual framework states that it envisions an extensive learning community grounded in the values of our Jesuit mission, informed by a learner-centered model of instruction, and seeking to cultivate education leaders of competence, conscience, and compassion.

Mission and Educational Objectives

Within the Jesuit traditions of intellectual excellence, social justice, ethical responsibility, and cura personalis, the School of Education promotes leadership and scholarship in the development of teachers, counselors, administrators, and other educators.

The School of Education offers programs leading to a Master of Arts (M.A.), Master of Arts in Teaching (M.A.T.), Master of Education (M.Ed.), and the Certificate of Advanced Study (C.A.S.). These programs are designed to advance the study of education as an academic discipline and to further the professional development of teachers, administrators, and other educational personnel in public and independent schools.

Graduate programs in the School of Education are committed to the following university-wide graduate learning goals that embrace the core values and principles inherent in Loyola's mission:

Master Knowledge and Skills

  • Master the skills, methods, and knowledge appropriate to the discipline
  • Synthesize knowledge using interdisciplinary approaches
  • Acquire the tools to continue professional development and lifelong learning

Think Critically

  • Access, analyze, and evaluate information effectively
  • Disseminate and communicate information effectively

Manifest Leadership and Social Responsibility in the Workplace and Community

  • Understand and value individual differences and have the skills for working effectively in a diverse and changing world
  • Comprehend the ethical principles appropriate to the discipline, have the ability to identify ethical dilemmas, and understand the frameworks for selecting and defending a right course of action
  • Contribute professionally and personally to the broader community
  • Consider issues of justice in making decisions

Accreditation

The programs in teacher education are accredited by the National Council for Accreditation of Teacher Education (NCATE), www.ncate.org. This accreditation covers initial teacher preparation programs and advanced educator preparation programs. However, the accreditation does not include individual education courses that the institution offers to P-12 educators for professional development, relicensure, or other purposes. The graduate program in school counseling is also accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP).

Admission Criteria

The School of Education seeks graduates from accredited institutions of higher learning who demonstrate significant academic ability. A minimum QPA of 3.000 in undergraduate work or a master's degree from an accredited institution is required for full acceptance. Probationary acceptance may be granted for applicants with a QPA between 2.750 and 3.000. Letters of recommendation, standardized tests, or a personal interview may be required.

Please note Loyola is no longer accepting applications for the special education programs.

Applicants for the Master of Arts in Teaching (M.A.T.) are required to submit evidence of a passing score (based on the Maryland cutoff level) on the Praxis Core Academic Skills for Educators (Core) Tests (Reading, Math, and Writing) or Praxis I: Pre-Professional Skills Tests. Consistent with new regulations for teacher certification set forth by the state of Maryland, qualifying scores on the SAT, ACT, or GRE may be substituted for Praxis Core or Praxis I performance (please refer to http://www.marylandpublicschools.org/ for details on Basic Skills). In addition, applicants to the M.A.T. program must have an undergraduate degree with a major or significant coursework in the desired certification area.

Applicant's transcripts will be reviewed to determine if content area qualifications are met for the type of certification sought. In particular, candidates for elementary certification must meet course requirements in English, math, science, and social studies. For certification in secondary teaching in grades 7-12, a major and/or 27-30 credits in the area of certification are required. Secondary education certification programs focusing on grades 7-12 are offered in biology, chemistry, earth/space science, English, mathematics, physics, and social studies. For certification in grades PK-12, a major and/or 27-30 credits in the area of certification are required. Grades PK-12 certification programs are offered in art, French, music (both instrumental and vocal), and Spanish.

All candidates are required to purchase and use LiveText. Candidates in the M.A.T. must purchase the Field Experience Edition of LiveText. Candidates in the special education and literacy programs should purchase the LiveText Standard Edition. LiveText is a web-based software application used by the School of Education for key assignment submission, artifact collection, accreditation standard integration, and student assessment in initial licensure and advanced programs. LiveText accounts can be purchased at the Loyola bookstore or online (www.livetext.com). In addition, all current candidates taking a course that requires a LiveText assignment must purchase a membership. Using LiveText software in conjunction with Loyola's NCATE-approved, standard-based program allows candidates to easily align all work with the latest state and federal standards for teacher education programs. They can also easily show proof that they have completed requirements for certification. LiveText allows candidates to showcase their work (worksheets, lesson plans, and other artifacts) at their own discretion to future employers and others. In addition, this software provides powerful tools for creating lesson and unit plans, including built-in standards, resources, and templates.

Many of the field, practicum, and internship sites now require candidates placed in their facilities to submit fingerprints and criminal background checks before they are allowed to begin their placement. The School of Education will assist candidates in meeting this requirement before they begin their field placements. Any candidate not cleared by this process will not be eligible to complete a certification program.

Education candidates must meet the knowledge, skills, and disposition standards as set forth by The School of Education's national accrediting body. Candidates will be assessed by faculty at two transition points before Internship I or Practicum I. to identify strengths, areas for improvement, and to recommend continuation in the program. Candidates who fail to meet these standards will have a Professional Assessment Form filed with the department chair by a Loyola faculty member. The resulting Professional Assessment Review may result in removal from the program and/or internship for the protection of both the Loyola student and the K-12 students.  Complete details of this procedure are available in the student handbook.

Literacy Teacher and Reading Specialist programs admit students only in Fall semester.

The M.A.T. is not available to international students for summer admission. 

Detailed admission information (application procedures, required documents, deadlines, etc.) can be found under Admission.

Credits Required

Requirements for each degree and program are specified within the description for that program.

Master of Arts (M.A.)

This option is designed for individuals who wish to undertake a significant scholarly project as part of their degree program. This option is especially appropriate for those who plan to pursue an advanced degree beyond the master's level. For all programs except curriculum and instruction, students complete a six-credit thesis project under the guidance of an advisor in place of six general elective credits. Guidelines for the development and completion of the proposal and thesis are available from departmental advisors. In the curriculum and instruction program, students choosing the thesis option begin the thesis project in ED 670  and complete it in ED 800 ; guidelines for the development and completion of this thesis are provided in the associated courses and in conjunction with the advisor.

Waivers

Any specific course requirement may be waived by a student's advisor based upon prior completion of graduate coursework in the same content area. The student must request a waiver in writing. The advisor's written approval will be sent to the student and the Records Office. In the event a course requirement is waived, an elective course must be substituted in its place. No more than three courses may be waived in any graduate program.

Nondegree Students

Nondegree students admitted to the School of Education are limited to enrollment in eleven graduate credits before deciding to pursue a master's degree, postbaccalaureate certification, or certificate of advanced study. Nondegree students are not permitted to take courses in the school counseling program. Nondegree students who wish to pursue a master's degree, certification, or certificate of advanced study must reapply to the specific program of interest. Courses taken as a nondegree student may be advanced into a degree or certificate program with the approval of the academic advisor if the courses conform to the requirements of the degree or certificate. Nondegree students may not participate in Internships and Practicums.