1. Overview
2. Statement of Purpose
3. Outcomes
4. Transfer of Graduate Credits
5. Degree Requirements
6. Accreditation
7. Title II Accountability
8. M.Ed./MAT Tuition and Fees (2009-10 Academic Year)
9. Admission Requirements
10. Overview of Study Options
11. Study Option #1
12. Study Option #2
13. Study Option #3
14. Study Option #4
15. Study Option #5
16. Study Option #6
17. Study Option #7
18. Study Option #8
19. Gateway Assessment
20. Program Completion Thesis/Portfolio
21. School of Education and Human Services Academic Policies
22. Field Experiences
23. Technology
24. Program Completer Status and Certification
25. Teaching Certification (Initial Licensure)
26. Code of Ethics of the Education Profession
27. Education Course Descriptions
28. M.ED. and MAT Programs Faculty

Overview
Mount St. Mary’s Graduate Programs in Education have a reputation of educational excellence. Originally attracting working professionals from the regional area either seeking initial certification to teach or advanced training in specialized fields, the School of Education and Human Services now attracts a rich blend of graduate students that includes recent graduates of undergraduate programs and international students. The unit strives to meet the needs of all graduate students by limiting class sizes and emphasizing the importance of close faculty-student relationships.
The unit supports academic excellence through curricula designed to help graduate students to (a) acquire the essential skills of analytical thought and self-expression, (b) gain and integrate knowledge in various disciplines, (c) acquire an understanding of other cultures, (d) develop an awareness of the various facets of moral and ethical problems, (e) achieve a high degree of personal fulfillment, and (f) improve skills in pursuing independent study of educational issues within school communities.

To complement these essential skills and dispositions, Master of Arts in Teaching candidates complete a sequence of professional courses to (a) gain general and specialized knowledge in one or more content areas, (b) gain knowledge about past and current theories of education, (c) develop a thorough knowledge of child growth and development, and (d) develop the appropriate pedagogical skills for effective classroom teaching. Master of Arts in Teaching programs include certification in Elementary Education, Elementary/ Special Education, and Secondary Education programs in English, mathematics, social studies, foreign language (Spanish, French, German, Latin), business, art and music.

Master of Education candidates complete a sequence of professional courses to prepare them as specialists in their field of study. These courses emphasize the importance of academic research and prepare graduates to be instructional leaders. Mount St. Mary’s University offers Master of Education programs in Reading and Technology Facilitation and a certificate of Advanced Study in Reading.

Statement of Purposes
Mount St. Mary’s University proudly prepares teachers for today and for tomorrow through its Master of Arts in Teaching programs for prospective teachers and Master of Education programs for currently certified teachers. The Professional Education Unit recognizes the diversity of experiences brought to our programs by these entering graduate students and complements those experiences by advancing the university tradition of liberal arts education in a Catholic setting. To this end, the unit develops educators who are proficient in content and pedagogy, reflective, and ethical professionals dedicated to leadership in an increasingly diverse, technological and global society.

Outcomes

Transfer of Graduate Credits

How to Request Transfer Credit
• Request an application for transfer credit from the School of Education and Human Services Office. A form is available online at www.msmary.edu/mountgrad
• Request official transcripts from the institution(s) from which you earned the credits.
• Submit an official catalog course description and/or syllabus for course(s) you wish to be considered.

Degree Requirements
Students are responsible for ensuring that all of the following graduation requirements have been satisfied:
• Completion of all undergraduate prerequisites and a minimum of 36 graduate hours comprising required core courses, electives and independent research
• A cumulative GPA of at least 3.00
• Completion of course work within the five-year time limit

Requests for time extensions must be submitted in writing and may be granted at the sole discretion of the program director.

No foreign language or comprehensive examination is required.

Accreditation
All teacher education programs at MSMU are accredited by the Maryland State Department of Education (MSDE).

Mount St. Mary’s University received specialized accreditation for its education programs through the National Council for the Accreditation of Teacher Education. The following programs are accredited by NCATE and MSDE through 2014:

• Master of Education; Reading and Technology Facilitation

• Certificate of Advanced Study in Reading

• Master of Arts in Teaching; Elementary Education, Elementary/ Special Education, Secondary Education (Business, English, Mathematics, Social Studies, Foreign Languages), Art Education and Music Education)

Title II Accountability
Under Federal Title II regulations, the University is required to report the pass rates of graduates who took required teacher certification tests for Maryland certification. See Appendix I.

M.Ed./MAT Tuition and Fees (2010-11 Academic Year)M.Ed./MAT $393 per credit
Internship I Fee $200
Internship II Fee $250
Practicum Fee $100

Admission Requirements

Master of Education Admission Requirements
Individuals wishing to apply for admission into an M.Ed. program must hold a state teaching certificate and should submit the following items:
• completed application
• nonrefundable $35 processing fee
• undergraduate transcript(s) from an accredited four-year institution
• two letters of recommendation
• copy of current state teaching certificate
• For both Technology Facilitation and Reading Specialist concentrations, an entrance portfolio demonstrating teacher proficiency in the National Educational Technology Standards for Teachers (NETS-T) or International Reading Association Standards (IRA) is also required. See the education office for required components, and
• participate in an admission interview

Master of Arts in Teaching Admission Requirements
Individuals wishing to apply for admission into an MAT program must submit:
• completed application
• nonrefundable $35 processing fee
• undergraduate transcript(s) from an accredited four-year institution
• two letters of recommendation
• Praxis I-Academic Skills Assessment Maryland passing scores (or other equivalent such as SAT, GRE, GMAT) and PRAXIS II Content Knowledge Maryland passing scores, and
• prepare an admissions portfolio, and
• participate in an admission interview
*For foreign language a writing sample and language proficiency interview are required.

When taking exams, please designate Mount St. Mary’s University (use college code 5421) as well as the Maryland State Department of Education (MSDE) as score recipients. If the student plans to teach in a state other than Maryland, it is the student’s responsibility to research the specific certification requirements of that state.

Application
Applications are accepted throughout the year and are reviewed for admission into the programs on an ongoing basis. Graduate students may begin their studies at the start of the fall, spring or summer semesters. Applications are available from the education office or online at www.msmary.edu/med.

Application and supporting data should be directed to:
Coordinator of Teacher Education

School of Education and Human Services
Knott Academic Center
Mount St. Mary’s University
Emmitsburg, MD 21727
Phone: (301) 447-5371 | Fax: (301) 447-7405

Special Student Status
Special student status applies to students who have not satisfied all of the admission requirements as determined by the program director. Students with special student status may earn up to nine graduate credits while working toward satisfaction of the admission criteria.

Students who have not met the undergraduate GPA requirement of 2.75 may be considered for admission if they have successfully met all other admission criteria AND have obtained at least a grade of B, B+, A- or A in each of the nine graduate credits taken as a special student at Mount St. Mary’s University AND have been found worthy of admission by the Graduate Committee.

Non-Degree Student Status
Individuals who are not seeking a degree or certification but who wish to enroll in graduate courses may enroll in any courses except a teacher internship or Research Thesis. Non-degree students may change their status to M.Ed. or MAT by applying for admission, using the application procedure described in the application section of this catalog.

Transcript Analysis
Official transcripts are reviewed by the program director to determine if the applicant has fulfilled the Maryland State Department of Education requirements for undergraduate preparation. The university reserves the right to require additional coursework from applicants who may need to strengthen their knowledge in content areas based upon the transcript analysis. The program director provides written documentation of the transcript analysis to the student. The transcript analysis is retained by the school of education and human services in the student’s permanent file.

Undergraduate Coursework
Students seeking an MAT may need to enroll in a number of undergraduate courses based on the analysis of their undergraduate transcripts. Students may take the necessary undergraduate courses at Mount St. Mary’s University or any other accredited two- or four-year college. Students are advised to seek course approval from the program director prior to enrolling in undergraduate courses to ensure that the courses will be counted toward certification. A photocopy of the course description and a brief letter requesting approval should be submitted to the program director. Based on a review of the course description, the program director will notify the student in writing of the decision regarding approval. If the course is taken at another institution, a transcript of the final course grade must be sent to the program director promptly so that the grade can be recorded on the student’s Education Curriculum Worksheet.

The Graduate Committee
The Graduate Committee consists of three full-time school of education and human services professors who have taught or are currently teaching in the graduate program. The committee is responsible for reviewing prospective students’ applications for special student enrollment and admission into the program as well as for advancement to candidacy. The Graduate Committee reserves the right to deny admission to any candidate it feels would not represent the university well in his/her field experiences. Reasons for admission denials include, but are not limited to, incorrect use of the English language, unprofessional attitude and failure to achieve the requisite Praxis scores and/or GPA.

OVERVIEW OF STUDY OPTIONS

The M.Ed. Degree with Concentrations in Technology Facilitation or Reading
These programs are designed for certified teachers who seek a graduate degree in education.

Certificate of Advanced Study in Reading
This program is designed for certified teachers holding a master’s degree and seeking a program leading to a reading specialist certificate K-12.

The MAT Degree with Initial Certification in Elementary Education (Grades 1-6)
This program is designed for those who hold a baccalaureate degree (in any field of study) and who seek to become an elementary teacher grades 1-6. The course of study, customized for each individual on the basis of his/her academic background and professional experience, leads to a graduate degree and an initial Maryland elementary grades teaching certificate.

The MAT Degree with Initial Certification in Elementary/Special Education
This program is designed for those who hold a baccalaureate degree (in any field of study) and who seek initial certification in elementary education (grades 1-6) and generic special education (grades 1-8) as well as a graduate degree. The course of study is customized for each individual on the basis of his/her academic background and professional experience.

The MAT with Initial Certification in Secondary Education (Grades 7-12)
This program is designed for those who hold a baccalaureate degree and who seek a teaching certificate at the secondary level. Study programs are customized for each individual based on his/her academic background and professional experience and are offered in selected content areas. These content areas include: business education, English, French, German, Latin, mathematics, social studies and Spanish.

The MAT with Initial Certification in Art or Music
This program is designed for those who hold a baccalaureate degree in the fine arts and who seek a teaching certificate in art or music (grades preK-12). Study programs are customized for each individual based on his/her academic background and professional experience.

Study Option #1

Master of Education with Concentration in Technology Facilitation
The Master of Education with a concentration in technology facilitation is designed to prepare educators to serve as building/campus-level technology facilitators. Technology facilitators teach technology applications and provide professional development for teachers and other school staff. They demonstrate effective uses of technology and collaborate with classroom teachers to enhance K-12 student learning.

Entrance technology portfolio required.

Prerequisite Coursework
MEDUC 502 Learning Theory and Human Development or an equivalent course taken within the last 10 years 3 cr.

Required Courses
MEDUC 501     Current Trends in Education    3 cr.
MEDUC 524     Fundamentals of Educational Research     3 cr.
MEDUC 525     Research Thesis  (to be taken within the last 9 credits
                      of the program)    3 cr.
MEDUC 610     Foundations of Instructional Technology    3 cr.
MEDUC 611     Computer Graphic Design     3 cr.
MEDUC 612     Instructional Design and Development    3 cr.
MEDUC 613     Technology in Teaching and Learning    3 cr.
MEDUC 614     Assistive and Adaptive Technology    3 cr.
MEDUC 615     Distance Education    3 cr.
MEDUC 616     Role of the Technology Facilitator    3 cr.
MEDUC 617     Practicum in Instructional Technology*    6 cr.

Total Credits 36 cr.

*All courses can be completed in the evenings except MEDUC 617 Practicum in Instructional Technology. The practicum requires 90 hours of on-site experiences that can only be completed during the day (fee applies).

Study Option #2

Master of Education with Concentration in Reading:
Reading Specialist K-12
The Master of Education with a concentration in Reading is designed to prepare educators to serve as building/campus-level Reading Specialists. This program is designed with an emphasis on teaching the English language learner. The concentration leads to advanced certification as a reading specialist, K-12, from the Maryland State Department of Education.

Prerequisite Coursework
For elementary certified teachers (the following courses or their equivalent as determined by the program director):
MSPED 510     Reading Assessment and Intervention
MEDUC 512     Instruction of Reading
MEDUC 528     Processes and Acquisition of Reading
MEDUC 532     Materials for Teaching Reading

For secondary certified teachers (the following courses or their equivalent as determined by the program director):
MEDUC 512     Instruction of Reading
MEDUC 528     Processes and Acquisition of Reading
MEDUC 526     Reading in the Content Area I
MEDUC 527     Reading in the Content Area II

Required Courses
MEDUC 501     Current Trends in Education    3 cr.
MEDUC 503     Educational Assessment and Measurement     3 cr.
MEDUC 524     Fundamentals of Educational Research    3 cr.
MEDUC 525     Research Thesis (to be taken within the last 9 credits
                      of the program)    3 cr.
MEDUC 600     Roles of the Reading Specialist    3 cr.
MEDUC 601     Advanced Processes and Acquisition of Reading    3 cr.
MEDUC 602     Teaching Reading to English Language Learners   3 cr.
MEDUC 603     Teaching Reading in the Content Area for English    
                      Language Learners     3 cr.
MEDUC 604     Reading Assessment Seminar    3 cr.
MEDUC 605     Reading Specialist Practicum*     6 cr.

Electives (choose one)
MEDUC 504     Technology for Learning    3 cr.
MSPED 508      Students with Special Needs and Diverse Learning
                       Styles    3 cr.
MSPED 510      Reading Assessment and Intervention     3 cr.
MSPED 511      Management for Inclusive Settings    3 cr.
MEDUC 528      Processes and Acquisition of Reading    3 cr.
MEDUC 532      Materials for Teaching Reading    3 cr.     

Total Credits 36 cr.

* All courses can be completed in the evenings except MEDUC 605 Reading Specialist Practicum. The practicum requires 90 hours of on-site experiences that can only be completed during the day (fee applies).

Study Option #3

Certificate of Advanced Study in Reading
This program is designed for certified teachers holding a master’s degree and seeking a program leading to a reading specialist certificate, K-12.

Prerequisite Coursework
For elementary certified teachers (the following courses or their equivalent as determined by the program director):
MSPED 510     Reading Assessment and Intervention
MEDUC 512     Instruction of Reading
MEDUC 528     Processes and Acquisition of Reading
MEDUC 532     Materials for Teaching Reading

For secondary certified teachers (the following courses or their equivalent as determined by the program director):
MEDUC 512     Instruction of Reading
MEDUC 528     Processes and Acquisition of Reading
MEDUC 526     Reading in the Content Area I
MEDUC 527     Reading in the Content Area II

Required Courses
MEDUC 503     Educational Assessment and Measurement    3 cr.
MEDUC 600    Roles of the Reading Specialist    3 cr.
MEDUC 601    Advanced Processes and Acquisition of Reading    3 cr.
MEDUC 602    Teaching Reading to English Language Learners    3 cr.
MEDUC 603    Teaching Reading in the Content Area for English
                     Language Learners     3 cr.
MEDUC 604    Reading Assessment Seminar    3 cr.
MEDUC 605    Reading Specialist Practicum*     6 cr.
MEDUC 613    Integrating Teaching and Learning    3 cr.
MEDUC 699    Special Topics: M.Ed.    3 cr.

Total Credits 30 cr.

* All courses can be completed in the evenings except MEDUC 605 Reading Specialist Practicum. The practicum requires 90 hours of on-site experiences that can only be completed during the day (fee applies).

Study Option #4

Master of Arts in Teaching with Initial Certification in Elementary Education
This study option is designed for those who hold a bachelor’s degree and are seeking an initial Maryland teaching certificate at the elementary grade level (grades 1-6) and a graduate degree. This program serves students who did not earn a baccalaureate degree in education and who seek to become elementary school teachers.

The program of study includes the graduate courses listed below plus undergraduate liberal arts credits as mandated by the MSDE. The program director in education reviews each applicant’s undergraduate transcript and determines for each the number of credits required.

Required Courses*
MEDUC 501    Current Trends in Education    3 cr.
MEDUC 502    Learning Theory and Human Development    3 cr.
MEDUC 504    Technology for Learning    3 cr.
MEDUC 506    Mathematics in the Integrated Curriculum**    3 cr.
MEDUC 507    Science in the Integrated Curriculum**    3 cr.
MSPED 508    Students with Special Needs and Diverse Learning
                     Styles    3 cr.
MSPED 510     Reading Assessment and Intervention    3 cr.
MEDUC 512    Instruction of Reading**    3 cr.
MEDUC 513     Social Studies in the Integrated Curriculum**    3 cr.
MEDUC 523    Teacher Research Seminar (to be taken concurrently
                     with MEDUC 518)    3 cr.
MEDUC 528     Processes and Acquisition of Reading    3 cr.
MEDUC 532     Materials for Teaching Reading     3 cr.
MEDUC 518    Teacher Internship*** (fall only)    10 cr.

Total Credits 46 cr.

* Some of the courses require a field experience component in which students observe or teach in a classroom setting several times during the semester. Students are advised to refer to the Education Courses section of this catalog as they plan their course sequence.

** Internship I courses must be taken concurrently, MEDUC 506 and MEDUC 507 in the fall semester and MEDUC 512 and MEDUC 513 in the spring. Ten full days or 20 half days are required for field placement each semester.

*** All 500-level courses can be completed in the evenings except MEDUC 518. MEDUC 518 includes teaching obligations that can only be completed during the day. This requirement involves full-time classroom work and is completed in the latter stages of the student’s program (fee applies). Teacher Internships should be completed only in a Professional Development School in Frederick County, Md. An “Application for Teacher Internship” must be submitted to the School of Education and Human Services no later than March 15.

Study Option #5

Master of Arts in Teaching Elementary/Special Education
This study option is designed for those who hold a bachelor’s degree and are seeking initial Maryland teaching certificates in elementary education (grades 1-6) and generic special education (grades 1-8) as well as the Master of Arts in Teaching degree. This study option serves those who did not earn a baccalaureate degree in education and who seek to become elementary school or special education teachers.

The program of study includes the graduate courses listed below as well as undergraduate liberal arts credits as mandated by the MSDE. The program director reviews each applicant’s undergraduate transcript and determines the number of credits required.

Required Courses*
MSPED 500    Assessment in Special Education**     3 cr.
MEDUC 501    Current Trends in Education    3 cr.
MEDUC 502    Learning Theory and Human Development    3 cr.
MEDUC 504    Technology for Learning    3 cr.
MEDUC 506    Mathematics in the Integrated Curriculum***    3 cr.
MEDUC 507    Science in the Integrated Curriculum***    3 cr.
MSPED 508    Students with Special Needs and Diverse Learning Styles    3 cr.
MSPED 509    Curriculum Design/Adaptation**     3 cr.
MSPED 510    Reading Assessment and Intervention     3 cr.
MSPED 511    Management for Inclusive Settings    3 cr.
MEDUC 512    Instruction of Reading***    3 cr.
MEDUC 513    Social Studies in the Integrated Curriculum***    3 cr.
MEDUC 523    Teacher Research Seminar (to be taken concurrently
                     with MSPED 519)    3 cr.
MEDUC 528    Processes and Acquisition of Reading    3 cr.
MEDUC 532    Materials for Teaching Reading    3 cr.
MSPED 519     Elementary/Special Education **** (fall only)    10 cr.

Total Credits 55 cr.

* Some of the courses require a field experience component in which students observe or teach in a classroom setting several times during the semester. Students are advised to refer to the Education Courses section of this catalog as they plan their course sequence.

** Completion of this program’s requirements involves two summer courses typically offered the month of May requiring daytime field experiences and a fall semester teacher internship during the academic year.

*** Internship I courses must be taken concurrently, MEDUC 506 and MEDUC 507 in the fall semester and MEDUC 512 and MEDUC 513 in the spring. Ten full days or 20 half days are required for field placement each semester.

**** All 500-level courses can be completed in the evenings except MSPED 519. MSPED 519 includes teaching obligations that can only be completed during the day. This requirement involves full-time classroom work and is completed in the latter stages of the student’s program (fee applies). Teacher internships should be completed only in a Professional Development School in Frederick County, MD. An “Application for Teacher Internship” must be submitted to the School of Education and Human Services no later than March 15.

Study Option #6

Master of Arts in Teaching with Initial Certification in Secondary Education (Grades 7-12)
This study option is designed for those who hold a bachelor’s degree and are seeking an initial Maryland teaching certificate at the secondary level and a graduate degree.

The content areas include business education, English, French, German, Latin, mathematics, social studies and Spanish.

Certification requirements include the following professional sequence of classes:(Additional credits in the student’s certificate “content” area may be required to meet state of Maryland requirements. These credits are determined in consultation with the program director.)

MEDUC 501    Current Trends in Education    3 cr.
MEDUC 502    Learning Theory and Human Development    3 cr.
MEDUC 504    Technology for Learning    3 cr.
MEDUC 505    Management of the Curriculum    3 cr.
MSPED 508    Students with Special Needs and Diverse Learning
                     Styles    3 cr.
MEDUC 514    Secondary Educational Assessment and
                     Measurement*    3 cr.
MEDUC 536    Content Area Pedagogy*
                     (or MEDUC 550 for social studies; MEDUC 560 for
                     Foreign Languages)    3 cr.
MEDUC 523    Teacher Research Seminar (to be taken concurrently
                      with MEDUC 521)**     3 cr.
MEDUC 526     Reading in the Secondary Content Areas I    3 cr.
MEDUC 527    Reading in the Secondary Content Areas II*    3 cr.
MEDUC 521     Teacher Internship** (fall only)    10 cr.

Total number of credits in the professional course sequence: 40 cr. *

* Internship I consists of MEDUC 514, 536 (or 550, 560) and 527. Two full days or four half days per week are required for field placements. These courses should be taken concurrently in the spring prior to Internship II.

 **Internship II consists of MEDUC 521 and MEDUC 523.

All 500-level courses can be completed in the evenings except MEDUC 521. MEDUC 521 includes teaching obligations that can only be completed during the day. This requirement involves full-time classroom work and is completed in the latter stages of the student’s program (fee applies).

Teacher internships should be completed only in a Professional Development School in Frederick County, Md. An “Application for Teacher Internship” must be submitted to the School of Education and Human Services no later than March 15.

Study Option #7

Master of Arts in Teaching with Initial Certification in
Art Education (Grades Pre-kindergarten-12)
This program option is designed for those seeking a Master of Arts in Teaching in art education, and who have earned an undergraduate degree in fine arts.

Certification requirements include the following professional sequence of classes:(Additional credits in the student’s certificate “content” area may be required to meet state of Maryland requirements. These credits are determined in consultation with the program director.)

MEDUC 501    Current Trends in Education    3 cr.
MEDUC 502    Learning Theory and Human Development    3 cr.
MEDUC 504    Technology for Learning    3 cr.
MEDUC 505    Management of the Curriculum    3 cr.
MSPED 508    Students with Special Needs and Diverse Learning
                     Styles    3 cr.
MEDUC 514    Secondary Assessment and Measurement*    3 cr.
MEDUC 523    Teacher Research Seminar (to be taken concurrently
                     with MEDUC 520)** 3 cr.
MEDUC 526    Reading in the Secondary Content Areas I    3 cr.
MEDUC 527    Reading in the Secondary Content Areas II*    3 cr.
MEDUC 530    Art Methods*    3 cr.
MEDUC 520    Teacher Internship** (fall only)    10 cr.

Total number of credits in the professional course sequence: 40 cr.

* Internship I consists of MEDUC 514, 527 and 530. Two full days or four half days per week are required for field placements. These courses should be taken concurrently in the spring prior to Internship II.**Internship II consists of MEDUC 520 and MEDUC 523. All 500-level courses can be completed in the evenings except MEDUC 520. MEDUC 520 includes teaching obligations that can only be completed during the day. This requirement involves full-time classroom work and is completed in the latter stages of the student’s program (fee applies).

Teacher internships should be completed only in a Professional Development School in Frederick County, Md. An “Application for Teacher Internship” must be submitted to the School of Education and Human Services no later than March 15.

Study Option #8

Master of Arts in Teaching with Initial Certification in Music Education (Grades Pre-kindergarten-12) 
This program option is designed for those seeking a Master of Arts in Teaching in music education, and who have earned an undergraduate degree in fine arts.

Certification requirements include the following professional sequence of classes: (Additional credits in the student’s certificate “content” area may be required to meet state of Maryland requirements. These credits are determined in consultation with the program director.)

MEDUC 501    Current Trends in Education    3 cr.
MEDUC 502    Learning Theory and Human Development    3 cr.
MEDUC 504    Technology for Learning    3 cr.
MEDUC 505    Management of the Curriculum    3 cr.
MSPED 508    Students with Special Needs and Diverse Learning
                     Styles    3 cr.
MEDUC 514    Secondary Assessment and Measurement*    3 cr.
MEDUC 523    Teacher Research Seminar (to be taken concurrently
                     with MEDUC 520)**    3 cr.
MEDUC 526    Reading in the Secondary Content Areas I    3 cr.
MEDUC 527    Reading in the Secondary Content Areas II*    3 cr.
MEDUC 540    Music Methods*    3 cr.
MEDUC 520    Teacher Internship** (fall only)    10 cr

Total number of credits in the professional course sequence: 40 cr.

* Internship I consists of MEDUC 514, 527 and 540. Two full days or four half days per week are required for field placements. These courses should be taken concurrently in the spring prior to Internship II.**Internship II consists of MEDUC 520 and MEDUC 523.

All 500-level courses can be completed in the evenings except MEDUC 520. MEDUC 520 includes teaching obligations that can only be completed during the day. This requirement involves full-time classroom work and is completed in the latter stages of the student’s program (fee applies).

Teacher internships should be completed only in a Professional Development School in Frederick County, Md. An “Application for Teacher Internship” must be submitted to the School of Education and Human Services no later than March 15.

GATEWAY ASSESSMENT

Master of Arts Programs

Gateway 1: Entrance
Teacher candidates must submit passing scores for Praxis I (or other equivalent such as SAT, GRE, GMAT) and Praxis II Content Knowledge, as required by the state of Maryland (within the first 9 credit hours), have achieved an undergraduate final GPA of at least 2.75, submit two letters of recommendation, submit a letter of intent, and participate in an admissions interview. Applicants may seek exemption for the GPA requirement by submitting evidence of prior learning and professional experience in a relevant field.

Gateway 2: Pre-Internship
Prior to Internship I teacher candidates must complete a minimum of four foundational courses, maintain a GPA of 3.0, complete all undergraduate content courses as identified in the admissions process, and meet the two-semester residency requirement.

Gateway 3: Transition
Teacher candidates must complete a successful Internship I as measured by GPA, MSMU Benchmarks (based on INTASC principles) and Disposition Assessment.

Gateway 4: Program Completion
Teacher candidates must complete a successful Internship II including program completion portfolio, reflective inquiry project and Maryland passing scores on Praxis II (subject assessments). Graduate students must also maintain a minimum cumulative 3.0 GPA and complete at least 36 hours of graduate-level coursework.

Master of Education Programs
In order to earn a Master of Education degree students must maintain a minimum cumulative 3.0 GPA, complete at least 36 credit hours of graduate-level coursework including a 6-credit practicum, have successfully presented a research thesis and have passed each gateway.

Gateway 1: Entrance
Occurs for M.Ed. candidates at the time they make initial application to the M.Ed. program. Candidates move to Gateway 2 when all conditions for the practicum have been met.

Gateway 2 Pre-Practicum

Gateway 3 Transition
Is midway through the practicum when candidates submit a log of experiences and reflections to the university supervisor. Through a comparative analysis of IRA/ISTE standards with the log of experiences and reflections, a plan for the remainder of the practicum is developed.

Gateway 4 Program Completion
Is the successful completion of the practicum (with a B or better), research thesis and defense (B or better), and all program requirements as determined by a transcript analysis.

Program Completion Thesis/Portfolio

Master of Education Research Thesis
M.Ed. students are required to complete a research project and thesis, as individually determined and pursued by the student, in consultation with a research advisor from the faculty. The research thesis is presented in a public forum.

Master of Arts in Teaching Professional Portfolio and Reflective Inquiry Project
As part of the teacher internship semester, MAT students will develop an electronic professional portfolio based on benchmarks. The portfolio is a collection of work that demonstrates a candidate’preparedness to teach. Also, during the internship semester MAT students engage in a reflective inquiry project that is presented in a public forum.

School of Education and Human Services
Academic Policies 

Admission and Advancement to Candidacy
Advancement to candidacy may be awarded to those who have fulfilled all admission requirements.Upon advancement to candidacy, MAT students have five years to complete their program. All graduate students must maintain a 3.00 GPA. If necessary, students may petition the Graduate Committee for an extension.

Admission and Advancement Decision Appeals
Applicants who wish to appeal a decision regarding special student enrollment or advancement to candidacy decisions must submit a written request to the program director.

Course Waivers
If a student has a strong undergraduate background or significant professional experiences in a field,he or she may request to have a core course waived by the program director. A waiver is not an award of credit, but it permits the student to substitute an approved higher-level course in place of the core requirement. Waivers are awarded to strengthen a student’s academic program. Students interested in pursuing a course waiver may request an application for waiver from the education office.

Academic Sessions
Both 16-week and 8-week courses are offered. Sessions are offered on a year-round basis, with eight academic sessions per year.

Fall Semester:
Full semester (16 weeks), Fall I Session (8 weeks) and Fall II Session (8 weeks)

Spring Semester:
Full semester (16 weeks), Spring I Session (8 weeks) and Spring II Session (8 weeks)

Summer Semester:
Summer I Session and Summer II Session

Field Experiences

Professional Development School (PDS)
A Professional Development School (PDS) is a collaboratively planned and implemented partnership for the academic and clinical preparation of teacher candidates and the continuous professional development of both school system and institution of higher education faculty. The focus of a PDS partnership is improved student performance through research-based teaching and learning.

The university enjoys a long-standing PDS partnership with elementary, middle and high schools in Frederick County, Md. It is possible, but not mandatory, that early field experiences take place in one of our PDS sites. However, the standards for Maryland PDSs hold that all teacher candidates are provided equitable access to an extensive internship (at least 100 consecutive days) in a PDS. Our field placement coordinator, working in concert with our PDS liaison and building principals, arranges internship placements in PDSs. A mentor teacher and professor in residence or university supervisor support candidates’ professional development toward meeting our benchmarks. Upon graduation, candidates are expected to demonstrate standards-based teaching that is measured through evaluation of teaching performance and portfolio assessment. Education programs use the standards of the Interstate New Teacher Assessment and Support Consortium (INTASC) in its benchmarks. Teacher candidates are also expected to demonstrate the personal dispositions that relate to successful teaching.

Internships
Some graduate courses require several field experiences. The field experience course requirements will usually be met at one of the established Professional Development Schools (PDS) in Frederick County, Maryland. 

Teacher Internship- MAT-Elementary Education
The Maryland State Department of Education (MSDE) requires 100-day internships in Professional Development School sites. This is an unpaid internship.

Prior to Internship I teacher candidates must complete a minimum of 4 of the following core courses: MEDUC 501, 502, 504, 528, 532, MSPED 508; maintain a GPA of 3.0; have completed all undergraduate content courses as identified in the admissions process; have successfully fulfilled all Praxis I requirements and Praxis II Content Knowledge and met the two-semester residency requirement.

Internship I is a year-long placement to be taken in the fall and spring semester and requires 10 full days or 20 half days in a PDS placement per semester. Internship I accompanying courses: 506 and 507 in the fall semester and 512 and 513 in the spring.

Internship II is to be taken in the following fall semester. This is a weeklong, all-day placement in a PDS site beginning mid-August and ending mid-December. The accompanying courses are: 518 Teacher Internship and 523 Teacher Research Seminar.

Teacher Internship-MAT-Elementary/Special Education
MSDE requires 100-day internships in PDS sites. All teacher candidates will be required to complete the 100-day internship. The elementary/ special education certification internship requires a summer internship typically the month of May in addition to regular semester hours.

Prior to Internship I teacher candidates must complete a minimum of 4 of the following core courses: MEDUC 501, 502, 504, 528, 532, MSPED 508; maintain a GPA of 3.0; have completed all undergraduate content courses as identified in the admissions process; have successfully fulfilled all Praxis I requirements and Praxis II Content Knowledge and met the two-semester residency requirement.

Internship I is a year-long placement to be taken in the fall and spring semester and requires 10 full days or 20 half days in a PDS placement per semester. Internship I accompanying courses: 506 and 507 in the fall semester and 512 and 513 in the spring.
Internship II is to be taken in the following fall semester. This is a weeklong, all-day placement in a PDS site beginning mid-August and ending mid-December. The accompanying courses are: 519 Teacher Internship and 523 Teacher Research Seminar.

Teacher Internship- MAT-Secondary/Art/Music
Prior to Internship I teacher candidates must complete a minimum of 4 of the following core courses: MEDUC 501, 502, 504, 505, 526, MSPED 508; maintain a GPA of 3.0; have completed all undergraduate content courses as identified in the admissions process; have successfully fulfilled all Praxis I requirements and Praxis II Content Knowledge and met the two-semester residency requirement. Internship I is a semester-long placement to be taken in the spring semester and requires 2 full days or 4 half days each week in a PDS placement accompanying courses 514, 527, 536 (alternate Art: 530, Music: 540, Social Studies: 550, Foreign Languages: 560).

Internship II is to be taken in the following fall semester. This is a week-long, all day placement in a PDS site beginning mid-August and ending mid-December. The accompanying courses are: 521 or 520 Teacher Internship and 523 Teacher Research Seminar.

Incomplete Grades in Internship Courses
Note: Students who have taken an I in MEDUC 518, MEDUC 520, MEDUC 521 or MSPED 519 may retake the internship only after petitioning and obtaining the permission of the Graduate Committee to do so. Be advised that given the nature of the teacher internship, incompletes are rarely awarded. The receipt of an Application for the Teacher Internship from a student reflects a serious commitment to the internship experience.

Incomplete Grades in Internship Courses
Note: Students who have taken an I in MEDUC 518, MEDUC 520, MEDUC 521 or MSPED 519 may retake the internship only after petitioning and obtaining the permission of the Graduate Committee to do so. Be advised that given the nature of the teacher internship, incompletes are rarely awarded. The receipt of an Application for the Teacher Internship from a student reflects a serious commitment to the internship experience.

Practicum
Both Master of Education concentrations (Reading and Technology Facilitation) culminate their program of study with a practicum. A practicum provides prospective reading specialists/technology facilitators with scaffolded opportunities to experience the multiple roles of the reading/technology specialist. With an experienced reading/technology specialist as mentor and a university supervisor, participants will develop a Professional Development Plan so as to further develop and demonstrate their proficiency with the International Reading Association (IRA) Standards for Reading Specialists/International Society for Technology in Education (ISTE) Standards for Technology Facilitation. Each practicum requires 90 hours of on-the-job work and approximately 270 hours of preparatory time. Lab fee applies.

Technology

Mount St. Mary’s University emphasizes the integration of technology into teaching as outlined by Maryland Teacher Technology Standards (MTTS). Coursework models best practice in uses of technology as tools to enhance student learning.

Program Completer Status and Certification
Only program completers may obtain teacher certification. A program completer is the teacher candidate who has completed all program requirements, including the submission of official passing Praxis II scores (Content and Pedagogy) for the state of Maryland. It is imperative that students designate Mount St. Mary’s University and the Maryland State Department of Education as score recipients. For specific details about seeking Maryland certification, consult the Maryland State Department of Education Certification Branch http://certification.msde.state.md.us

Teaching Certification (Initial Licensure)
Obtaining MSDE certification requires that candidates: 
• Complete an approved program
• Meet Maryland’s qualifying scores on the Praxis I and Praxis II
• Send a cover letter with name, Social Security number, complete mailing address, phone number and the area of certification seeking. The student must also submit official transcripts for all coursework taken and send test scores for the required teacher certification tests.

For specific details and possible additional requirements, log on to http://certification.msde.state.md.us

Code of Ethics of the Education Profession

Preamble
The educator, believing in the worth and dignity of each human being, recognizes the supreme importance of the pursuit of truth, devotion to excellence, and the nurture of the democratic principles. Essential to these goals is the protection of freedom to learn and to teach and the guarantee of equal educational opportunity for all. The educator accepts the responsibility to adhere to the highest ethical standards.

The educator recognizes the magnitude of the  responsibility inherent in the teaching process. The desire for the respect and confidence of one’s colleagues, of students, of parents, and of the members of the community provides the incentive to attain and maintain the highest possible degree of ethical conduct. The Code of Ethics of the Education Profession indicates the aspiration of all educators and provides standards by which to judge conduct.

The remedies specified by the National Education Association and/or its affiliates for the violation of any provision of this Code shall be exclusive and no such provision shall be enforceable in any form other than the one specifically designated by the National Education Association or its affiliates.

Principle I: Commitment to the Student
The educator strives to help each student realize his or her potential as a worthy and effective member of society. The educator therefore works to stimulate the spirit of inquiry, the acquisition of knowledge and understanding, and the thoughtful formulation of worthy goals.

 In fulfillment of the obligation to the student, the educator—

1. Shall not unreasonably restrain the student from independent action in the pursuit of learning. 
2. Shall not unreasonably deny the student’s access to varying points of view.
3. Shall not deliberately suppress or distort subject matter relevant to the student’s progress.
4. Shall make reasonable effort to protect the student from conditions harmful to learning or to health and safety.
5. Shall not intentionally expose the student to embarrassment or disparagement.
6. Shall not on the basis of race, color, creed, sex, national origin, marital status, political or religious beliefs, family, social, or cultural background, or sexual orientation, unfairly—
a. Exclude any student from participation in any program
b. Deny benefits to any student
c. Grant any advantage to any student
7. Shall not use professional relationships with students for private advantage.
8. Shall not disclose information about students obtained in the course of professional service unless disclosure serves a compelling professional purpose or is required by law.

Principle II: Commitment to the Profession
The education profession is vested by the public with a trust and responsibility requiring the highest ideals of professional service.

In the belief that the quality of the services of the education profession directly influences the nation and its citizens, the educator shall exert every effort to raise professional standards, to promote a climate that encourages the exercise of professional judgment, to achieve conditions that attract persons worthy of the trust to careers in education, and to assist in preventing the practice of the profession by unqualified persons.

In fulfillment of the obligation to the profession, the educator—

9. Shall not in an application for a professional position deliberately make a false statement or fail to disclose a material fact related to competency and qualifications.
10. Shall not misrepresent his/her professional qualifications.
11. Shall not assist any entry into the profession of a person known to be unqualified in respect to character, education, or other relevant attribute.
12. Shall not knowingly make a false statement concerning the qualifications of a candidate for a professional position.
13. Shall not assist a non-educator in the unauthorized practice of teaching.
14. Shall not disclose information about colleagues obtained in the course of professional service unless disclosure serves a compelling professional purpose or is required by law.
15. Shall not knowingly make false or malicious statements about a colleague.
16. Shall not accept any gratuity, gift, or favor that might impair or appear to influence professional decisions or actions.

Adopted by the National Education Association 1975 Representative Assembly

Education Course Descriptions

MSPED 500 Assessment in Special Education (3)
Provides for the study, interpretation and use of a variety of commercial assessment tools used in the field of special education. Students will collect and analyze data obtained in an inclusive classroom or special education setting. The data will be used to construct developmentally appropriate classroom activities. A field component is required (summer semester). Prerequisites: MSPED 510 and MEDUC 512. This course is for students who are part of the Elementary/ Special Education Program.

MEDUC 501 Current Trends in Education (3)
A study of the political, social, economic and intellectual forces currently shaping American education. Special attention is given to educational reforms since the 1960s, the role of the teacher in a democratic society, the challenges facing the contemporary teacher in an era of cultural diversity, changing family structures, technological change, drugs, the pressures for reform, and professionalism in teaching. Prerequisite: None. Fall.

MEDUC 502 Learning Theory and Human Development (3)
Designed to integrate teaching and learning theory. Current research related to child development, cognition, teaching practice and learning styles is explored. Three half-day field observations in a classroom setting are required. Prerequisite: None.

MEDUC 503 Educational Assessment and Measurement (3)
The theory and practice of formal (i.e., achievement, aptitude, etc.) and informal assessment (i.e., portfolio and outcome-based, etc.) are studied. Emphasis is placed on how to assess within the classroom and how to apply assessment information to classroom instruction. Prerequisites: none. For M.Ed. students only. Offered in even years

MEDUC 504 Technology for Learning (3)
Emphasizes an analysis of the application of technology for learning, including problem solving and assessment. Hands-on experience is emphasized in the exploration of the use of computer hardware and software, digital photography and the Internet. Copyright laws are also reviewed. Prerequisite: None.

MEDUC 505 Management of the Curriculum (3)
Provides an examination of the aims, processes, content and organization of curriculum within secondary school instruction. Particular focus will be given to the interface between student learning and teacher instruction, through a study of classroom management strategies. Theories of student learning in the middle and high grades, and the tools teachers need to connect instruction to learning, will be explored. Basic competencies in lesson and curriculum planning will be developed. Emphasis is placed upon the notion of discipline as integrating subject knowledge with certain teacher-student behaviors and classroom environments for that knowledge to translate into learning. For MAT Secondary only.

MEDUC 506 Mathematics in the Integrated Curriculum (3)
Teacher candidates learn how to assist their pupils as they construct an understanding of mathematics. Focus will be given to teaching math skills within the context of problem solving, communication, connections and reasoning using many tools including manipulatives, technology, children’s literature and journaling. Taken concurrently with MEDUC 507 in the fall semester. Ten full days or 20 half days of field experience are required. Prerequisite: None. Lab fee.

MEDUC 507 Science in the Integrated Curriculum (3)
Presents modern methods for elementary science instruction via inquiry and Constructivist teaching principles. Teacher candidates will explore methods to stimulate children to wonder, to use process skills and to construct meaning of scientific principles and concepts. Taken concurrently with MEDUC 506 in the fall semester. Ten full days or 20 half days of field experience are required. Prerequisite: None. Lab fee.

MSPED 508 Students with Special Needs and Diverse Learning Styles (3)
Explores the academic, behavioral and socio-emotional characteristics of students having special needs. Specific handicapping conditions will be described, and behavioral management and classroom inclusion strategies will be presented. Additionally, the learning and response styles of students of diverse ethnicities will be presented. Prerequisite: None.

MSPED 509 Elementary Education Curriculum Design and Adaptation (3)
Teacher candidates learn how to modify school curricula to accommodate differences in their students’ learning styles. Theoretical bases for curriculum adaptation as well as practical application will be discussed. A field component is required. Prerequisite: MEDUC 512. This course is for students who are part of the Elementary/ Special Education Program.

MSPED 510 Reading Assessment and Intervention (3)
Assists teacher candidates in becoming proficient consumers and users of classic based assessments and assessment data. Instruction will focus on: building knowledge of the purposes of the assessment; types of assessment tools; how to administer and use several valid, reliable, well researched formal and informal assessments of reading; related skills of how to effectively interpret the results of assessments; and how to communicate assessment results in a variety of contexts. Teacher candidates will show that they can use assessment data to guide instructional decisions. Teacher candidates will demonstrate their abilities by selecting, administering, and/or interpreting assessments appropriate for screening, progress monitoring, diagnosing and outcome measurement. Prerequisites: MEDUC 528 and 532. MSDE approved.

MSPED 511 Management for Inclusive Settings (3)
Focuses on the study of teaching methods and classroom management techniques that facilitate the learning of students with special needs. Prerequisites: MEDUC 501, 502 and MSPED 508. This course is for teacher candidates who are part of the Elementary/ Special Education Program. Field experience requirement.

MEDUC 512 Instruction of Reading (3)
Provides the teacher candidate the ability to use a representative array of research-based instructional techniques and strategies in the area of reading. Instructional routines and strategies in the five major components of reading instruction (phonological and phonemic awareness; phonics, spelling and word study; fluency development; vocabulary; and comprehension) suitable for various age and ability groups are emphasized. Throughout the course, teacher candidates will demonstrate their skill with the instructional routines and strategies by role-play, live demonstrations, critiquing good and inadequate models, and reviewing the research support available for those approaches. Taken concurrently with MEDUC 513 in the spring semester. Ten full days or 20 half days of field experience are required. Prerequisites: MEDUC 528 and 532. MSDE approved. Lab fee.

MEDUC 513 Social Studies in the Integrated Curriculum (3)
Topics in multicultural education, history, geography, economics, political science, social science and current events are presented and integrated into the curriculum to enhance critical thinking and problem solving skills. Teacher candidates will have the opportunity to make literacy connections for each topic presented. Attention is given to a variety of strategies that include, but are not limited to, multiple intelligences, case study, concept formation, primary sources and values formation. Taken concurrently with MEDUC 512 in the spring semester. Ten full days or 20 half days of field experience are required. Prerequisite: None. Lab fee.

MEDUC 514 Secondary Educational Assessment and Measurement (3)
The theory and practice of formal (i.e., achievement, aptitude, etc.) and informal assessment (i.e., portfolio and outcome-based, etc.) are studied. Emphasis is placed on how to assess within the classroom and how to apply assessment information to classroom instruction. This course is taken concurrently with MEDUC 527 and 536 or 530 or 540 or 550 or 560 during Internship I. MSDE approved. Spring.

MEDUC 518 Teacher Internship: Elementary (10 credits)
Provides the teacher candidate the opportunity to participate in observation and supervised student teaching in nearby elementary schools. Open only to teacher candidates enrolled in the MAT Elementary Program. Prerequisite: successful completion of all professional and content courses. Fall.

MSPED 519  Elementary/ Special Education Internship (10 credits)
Designed to provide the teacher candidate the opportunity to participate in a three-tiered internship setting (regular classroom, inclusive classroom and resource room) under the mentorship of a special educator, a classroom teacher and a university supervisor. Prerequisite: successful completion of all professional and content courses. Fall.

MEDUC 520 Teacher Internship: Art or Music (10 credits)
Provides the teacher candidate the opportunity to participate in observation and supervised student teaching in nearby schools. Open only to teacher candidates enrolled in the MAT Art or Music Program. Prerequisite: successful completion of all professional and content courses. Fall.

MEDUC 523 Teacher Research Seminar (3)This course, taken during Internship II, is designed to engage the teacher candidate in an understanding of the basics of educational research and the value of research for the beginning teacher. Specific attention is given to problem definition, data collection and methods of analysis related to instruction. Similarly, teacher candidates are helped to develop their proficiency in “reflective practice” as a key dimension of successful classroom instruction. An individual reflective inquiry project will be planned, undertaken and documented. Where applicable, approval by the Mount’s Institutional Review Board will be required for this project. Prerequisites: MEDUC 502 and 504. For MAT students only. Fall.

MEDUC 524 Fundamentals of Educational Research (3)
Designed to introduce students to quantitative and qualitative research methods. Students will apply their knowledge of research methods by conducting a critical review of the research in an area of interest. Prerequisite: None. Fall.

MEDUC 525 Research Thesis (3-6 credits)
Building upon MEDUC 524, this course requires the completion of a research project and thesis, as individually determined and pursued by the student in consultation with a research tutor from the faculty. The thesis will be a scholarly study of a research project, showing graduate level synthesis of existing research and literature in a field, and the systematic investigation of a topic within that field according to the canons and traditions of a particular research approach. Review and approval by the university’s Institutional Review Board may be required, as deemed necessary, prior to the investigation. The thesis will be evaluated by a faculty committee. Guidelines on the research process and thesis will be published separately. Prerequisites: MEDUC 524. This course must be taken within the last 9 credits in the program. For M.Ed. students only. Spring.

MEDUC 526 Reading in the Secondary Content Areas I (3)
Provides teacher candidates with an understanding of the essentials of reading processes necessary for secondary students to become proficient readers. Participants gain an understanding of the following five areas: purposes and types of reading, methods of assessing reading, strategies and skills in reading, student-centered reading instruction and affecting dimensions of reading. MSDE approved. Fall.

MEDUC 527 Reading in the Secondary Content Areas II (3)
Expands on MEDUC 526, enabling teacher candidates to apply theories, strategies and practices daily in classroom instruction. This course is taken concurrently with MEDUC 514 and 536 or 530 or 540 or 550 or 560 during Internship I. MSDE approved. Spring.

MEDUC 528 Processes and Acquisition of Reading (3)
Assists teacher candidates in understanding the reading acquisition process through observation and analysis of reading and written language development, and the study of current issues in reading research. It is organized around current, accepted, research-based theoretical models that account for individual differences in reading. Introduction to language structures including spoken syllables, phonemes, graphemes and morphemes is included in this course. Participants will apply knowledge of the core areas of language to reading acquisition in terms of first and second language acquisition, typical development and exceptionalities. Participants will be introduced to current scientific research. Prerequisite: None. MSDE approved.

MEDUC 530 Art Methods (3)
Teacher candidates will become acquainted with the various media, techniques and principles of art. The course is designed to provide a basis for understanding, evaluating and developing students’ artistic abilities in grades pre-kindergarten through 12. This course is taken concurrently with MEDUC 514 and MEDUC 527 during Internship I. Prerequisites: MEDUC 501 and MEDUC 502.

MEDUC 532 Materials for Teaching Reading (3)
Assists teacher candidates in selecting and evaluating materials for teaching reading and related skills that are consistent with the findings of scientifically based reading research. Teacher candidates should leave this course with an understanding of research-supported programs, approaches and methods so that they can address different levels of reading proficiency within the classroom and enable students to become strategic, fluent and independent readers. Participants will be prepared to involve parents and members of the school and surrounding community to promote daily reading both inside and outside of school. Field experience is required. Prerequisites: none. MSDE approved.

MEDUC 536 Content Area Pedagogy (3)
Explores models of instruction and teaching methods that guide and support adolescent and young adult learning. Emphasis will be given to lesson and unit planning, communication and assessment strategies across the curriculum, and the use of instructional resources. Field experiences are discipline-specific, extend teacher candidate knowledge of teaching and learning. This course is taken concurrently with MEDUC 514 and MEDUC 527 during Internship. Prerequisites: MEDUC 501, 502.

MEDUC 540 Music Methods (3)
Provides preparation and support for the variety of musical teaching opportunities within the elementary and secondary school classrooms. Teacher candidates will experience and evaluate a broad survey of methods and materials, from which they will begin to formulate original concepts and teaching philosophies and consider methods for inclusion in their present teaching situations as appropriate. Such concepts include the fundamental approaches of Emile Jacques-Dalcroze, Zoltan Kodaly and Carl Orff, as well as the modern philosophy of Edwin Gordon. The implementation of such important documents as the various state-mandated Standards of Learning and the National Standards of Music Education will be addressed as well as fundamental musical concepts, literature and professional development. This course is taken concurrently with MEDUC 514 and MEDUC 527 during Internship. Prerequisites: MEDUC 501 and MEDUC 502.

MEDUC 560 Teaching Social Studies in Secondary Schools
Provides a foundation for classroom methodology and the development and delivery of NCSS and VSC standards-based instructional activities, lessons, and assessments for secondary school learners. Teacher candidates will engage in discussion regarding the reasons for social studies in a democratic nation and an increasingly diverse country and world. They will examine issues, trends and research topics related to social studies education. Teacher candidates will develop a working knowledge of differentiated instruction for students of all abilities, cultures, and learning styles during the accompanying field experience of Internship I, and they will learn about the importance of serving as role models and leaders who continue to grow professionally. This course is taken concurrently with MEDUC 514 and MEDUC 527 during Internship I. Prerequisites: MEDUC 501, 502.

MEDUC 598 Independent Study: MAT (3)
Topic varies. Requires permission from the instructor and Coordinator of Teacher Education.

MEDUC 599 Special Topics: MAT (1-3)
Supplements the department offerings by permitting the pursuit of special subjects of thematic or interdisciplinary interest. Prerequisite: Permission of the Coordinator of Teacher Education. (As needed)

 MEDUC 600 Roles of the Reading Specialist (3)

Addresses the multiple roles that reading specialists play in K-12 schools. Through course readings, discussions and projects, students will develop the skills to summarize research studies, to plan and deliver research-based professional development workshops for colleagues, and to communicate data-driven decisions with K-12 learners, their parents, colleagues and policy makers.

MEDUC 601 Advanced Processes and Acquisition of Reading (3)
Examines the theory and research of beginning reading and skilled reading as a backdrop for studying the processes and acquisition of reading for English language learners and individuals with learning disabilities.

MEDUC 602 Teaching Reading to English Language Learners (3)
Emphasizes the prevention of and intervention for reading difficulties in emergent and early readers, including the appropriate placement, program planning and ongoing assessment of English language learners. The course advocates a literacy program of graphophonics, semantics and syntactics in teaching reading.

MEDUC 604 Reading Assessment Seminar (3)
Provides prospective reading specialists an overview of formal and informal reading assessments for the K-12 learner. Through case study analysis students will gain skill in selecting and administering appropriate assessments and making recommendations for instruction to meet individual student needs, including second language learners and those with reading disabilities. Emphasis will be on the evaluation of commercial instruments, the uses of assessment data from state, local and classroom assessments, and the communication of assessment results to parents and school personnel.

MEDUC 605 Reading Specialist Practicum (6)
Provides prospective reading specialists with the opportunity to participate on a school-based literacy team and teach K-12 students in a Frederick County Public School Summer Academy. Emphasis will be on using assessments to develop and deliver reading interventions to individuals and small groups of students, and designing and providing reading workshops for other professionals, paraprofessionals and parents.

Emphasis will be placed on developing sound approaches and procedures to solve statistical problems. In addition, producing correct interpretation of results and clear reporting of analysis are of primary importance. Understanding the concepts and procedures developed and applying and interpreting them correctly are the primary goals of the course.

Theoretical analysis will be kept to a minimum; however, understanding of techniques will be emphasized. It will be assumed that the student can perform basic algebraic calculations.

MEDUC 610 Foundations of Instructional Technology (3)
Examines theoretical frameworks and current research on instructional technology and considers the influence of competing entities on technology’s use and decision making in the classroom. Prerequisite: None.

MEDUC 611 Computer Graphic Design (3)
Covers the essential software, concepts and skills to develop quality graphics, layout and media products with an emphasis on multimedia and desktop publishing. Students learn to use state-of-the-art software for graphic designs, which are the foundations of Web-based delivery systems and all forms of instructional media. The skills developed through this course will be used in subsequent project-based courses where students develop hypermedia products and author educational web pages. Prerequisite: None.

MEDUC 612 I Instructional Design and Development (3)
Uses a learning theory approach to instructional design. Students will evaluate web- and media-based learning systems and use instructional design principles to create an electronic learning environment that requires the learner’s active, constructive and reflective involvement. Prerequisite: MEDUC 611.

MEDUC 614 Assistive and Adaptive Technology (3)
In this course teachers plan, implement and evaluate student uses of adaptive and assistive devices. Prerequisite: None.

MEDUC 615 Distance Education (3)
Students explore relevant concepts and issues in distance education through exploration of existing practices and theoretical foundations. In this course, students will collaboratively develop a distance education module and team teach/facilitate an asynchronous learning environment. Prerequisite: MEDUC 610.

MEDUC 616 Role of the Technology Facilitator (3)
Addresses the multiple roles of the technology facilitator in K-12 schools. Through course readings, discussions and projects, students will develop the skills to summarize research studies, to plan and deliver research-based professional development workshops, to prepare a school technology plan, to engage in facilities planning, and to address issues of security and legal and ethical uses of technology in schools. Prerequisites: MEDUC 613, 614, 615.

MEDUC 617 Practicum in Instructional Technology (6)
Provides prospective technology facilitators the opportunity to participate on a school-based technology team. Partnered with an experienced technology facilitator or specialist, the prospective facilitator will engage in the daily tasks associated with using technology to enhance student learning, K-12. Prerequisite: MEDUC 524, 616.

MEDUC 698 Independent Study: M.Ed. (3)
Topic varies. Requires permission from the instructor and graduate director.

MEDUC 699 Special Topics: M.Ed. (1-3)
Supplements the department offerings by permitting the pursuit of special subjects of thematic or interdisciplinary interest. Prerequisite: Permission of department chair. (As needed)

M.Ed. and MAT Programs Faculty

Stacey Brown-Hobbs
Accreditation Coordinator
PDS Liaison
ABD, College of Notre Dame;
B.S., Mount St. Mary’s University;
M.A., Hood College

Carolyn Cook
B.A., Washington Bible College;
M.Ed., Shippensburg University;
Ph.D., Pennsylvania State University

Caroline Eick
B.Ed., McGill University;
M.A., Loyola College;
Ph.D., University of Maryland

Laura Corbin Frazier
Coordinator of Teacher Education
ABD, Towson University;
B.A., University of Delaware
M.Ed., Mount St. Mary’s University

J. Michael Harpe
Horning Fellow
B.A., North Carolina Central University;
M.A., North Carolina Central University;
M.A., Fayetteville State University;
Ed.D, Fayetteville State University

Elizabeth Monahan
Director of the Center for Catholic School Excellence
B.A., The College of Notre Dame of Maryland;
M.S. The Johns Hopkins University

Barbara Martin Palmer
Dean, School of Education and Human Services
B.A., Frostburg University;
M.S., Hood College;
Ph.D., University of Maryland

Patrick Ryan
B.A., University of Pennsylvania;
M.A. University of Virginia;
Ph.D., University of Florida

Emeriti

Jack Campbell
B.S., Mount St. Mary’s University;
M.Ed., University of Delaware;
Ed.D., Pennsylvania State University

Judy Ramoy Johnstone
B.A., American University;
M.Ed., Ph.D., University of Maryland