2021-2022 Graduate Academic Catalogue 
    Oct 03, 2022  
2021-2022 Graduate Academic Catalogue [ARCHIVED CATALOG]

School of Education

Interim Dean: Afra Ahmed Hersi, Professor
Telephone: 410‑617‑5343
Website: www.loyola.edu/soe

Associate Dean: David Marcovitz, Professor
Telephone:  410-617-2250

Assistant Dean of Assessment and Data Management: Heather Moore
Telephone: 410-617-2996

Graduate Department Chairs
Education Specialties: Joseph Stewart-Sicking, Professor
Teacher Education: Stacy Williams, Clinical Instructor

Graduate Program Directors
Curriculum and Instruction: Stephanie Flores-Koulish
Educational Leadership: Peter R. Litchka
Educational Technology: Kelly Keane
Kodály Music Education: Lauren McDougle
Literacy: Kristina Collins and Leah K. Saal
Montessori Education: Carrie Lang
Master of Arts in Teaching: Melissa Mulieri
School Counseling: Jennifer Scaturo Watkinson

Professors: Victor R. Delclos (emeritus); Stephanie A. Flores-Koulish; Afra A. Hersi; Peter R. Litchka; David Marcovitz; Cheryl Moore-Thomas; Lee J. Richmond (emerita); Beatrice E. Sarlos (emerita); Joshua S. Smith; Wendy M. Smith (emerita); Joseph Stewart-Sicking
Associate Professors: Margarita Gomez; Camika Royal; Leah K. Saal; Qi Shi; Jennifer Watkinson
Assistant Professors: Marie Heath
Senior Lecturer: Kelly Keane; Myra Smith
Lecturers: Irene Bal; Loretta Holmberg-Masden; Christine Mahady; Regina Massella;John Savard S.J.
Educator in Residence: Yun-Dih Chia-Smith
Clinical Assistant Professor: Nouf Bazaz; Stephanie Durnfold; Gayle Cicero; Kharod France; Benjamin Parker
Clinical Instructors: Kristina Collins; Mark Covington; Angela Gerstein; Carrie Lang; Melissa Mulieri; Jennifer Pettey; Stacy Williams; Monique Yates
Division Director of Literacy (Loyola Clinical Centers): Kristina Collins
Coordinator of Clinical Experiences (School Counseling): Gayle Cicero
Affiliate Faculty: Amy Benson; Jessica Bernacki; Carla Blackwell; Ashley Cuthbertson; Ashley Davis; Cristina De Leon; Patrick Dempsey; Mary Destino; Silvia Dubovoy; Gabriele Edwards; Jennifer Elkins; Anne Epstein; Andrea Fleener; Samantha Filipiak; Rebecca Foster; Gabriela E. Lopez Gomez; M. Shannon Helfrich; Amanda Issac; James Javorsky; Karey Lontz; Tiffany Liddell; Stephanie Litchenberger; Gabriel E. Lopez Gomez; Kaytee Lurz;  Gregory MacDonald; Lucia Martin; Taisha Martin; Jason McCoy; Kia McDaniel; Janet R. McDonell; Judith McKeever; Akintunde Morakinyo; Colleen Mulgrew; Karen Murphy; Jenny Obrebska; Diana Parisi; Larry Quade; Kerry L. Raup; David Robb; Colleen Roux; Jennifer Shields; Miarni Smith; Sedrick Smith; Sharlyn Smith; Polli Soholt; Gene Stenger; Nancy Staley; Francois Suhr; Troy Todd; Christina Turner; Anne Velasco; Theresa Webster; Kaitlyn Weinberger; Amy Weishaar; Regina Young

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 Postbaccalaureate Certificate (PBC), Master of Arts (MA), Master of Arts in Teaching (MAT), Master of Education (MEd), Post-Master's Certificate (PMC), and the Certificate of Advanced Study (CAS). 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


The School of Education has met all of the components of the Maryland Institutional Performance Criteria and is fully approved by the Maryland State Department of Education (200 West Baltimore Street, Baltimore, MD 21201) to offer undergraduate and graduate programs. This approval covers initial teacher preparation programs and advanced educator programs. However, the approval does not include individual education courses that the institution offers to P-12 educators for professional development, relicensure, or other purposes.

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.

Applicants for the Master of Arts in Teaching (MAT) with a GPA lower than 3.0 are required to submit evidence of a passing score (based on the Maryland cutoff level) on the Praxis Core Academic Skills for Educators or equivalent  Consistent with new regulations for teacher certification set forth by the state of Maryland, (please refer to the Maryland Department of Education for details on Basic Skills)). In addition, applicants to the MAT program must have an undergraduate degree with a major or significant coursework in the desired certification area.

Transcripts will be reviewed to determine if content area qualifications are met for the type of certification sought. Applicants 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 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 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.

A transcript analysis determines the content area prerequisites you may be required to complete in addition to the MAT program coursework. A full list of required prerequisites courses can be found on the elementary or secondary education program pages. Students missing no more than three prerequisite courses may be admitted conditionally to the part-time program. These courses are taken outside of Loyola and must be completed by the end of your second semester in the program. Students are encouraged to take the courses at their local community college.

Master of Arts in Teaching candidates may submit acceptable College-Level Examination Program (CLEP) scores to satisfy up to 6 prerequisite credits. Exams may not duplicate courses on candidates' transcripts.

Education candidates must meet the knowledge, skills, and disposition standards as set forth by our accrediting body. Candidates will be assessed by faculty 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 PK-12 students. Complete details of this procedure are available in the student handbook.

Live Text

All candidates are required to purchase and use LiveText. 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 throughout the standards-based programs allows candidates to align work with the latest state and federal standards for teacher education programs. Candidates can easily document completion of certification requirements. 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.

Fingerprinting and Criminal Background Checks

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.

Credits Required

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

Waivers by Substitution

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 (11) graduate credits before deciding to pursue a master's degree, postbaccalaureate certification, or certificate of advanced study. Nondegree students who wish to take courses must email the Director of Graduate Programs prior to registration for permission to register. Priority will be given to master's degree students. 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.