Master of Science in Education
College of Arts and Sciences
Hillman, Susan J. (Chair)
Ph.D., Indiana University-Curriculum and Instruction; B.S.,
University of Maine at Orono-Elementary Education. |
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Associate Professor |
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Bald, Lisa
M.S., University of Southern Maine-Literacy Education; B.S.,
University of Southern Maine-Education |
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Faculty Mentor |
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Barnhart, David L.
Ed.D, Teacher's College, Columbia University - Administration
of Special Education; M.A.Teacher's College, Columbia University
- Mental Retardation; B.S. Bloomsburg State College - Elementary
- Special Education. |
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Faculty Mentor |
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Beaudoin, Michael
Ed.D, University of Massachusetts, Amherst; M.A. The American
University School for International Service; B.S., University
of Maine - Sociology. |
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Professor |
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Binger, Diane
M.S., State University of New York - Counselor Education; B.S.,
State University of New York - Health Education. |
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Faculty Mentor |
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Blanchard, Peter
M.S., Bank Street College-Math Leadership; M.Ed., Xavier University-Elementary
Education; B.S., Xavier University-Math/Science |
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Faculty Mentor |
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Cannan, Donald
Ed.D., Nova University-Educational Leadership; M.S., University
of Maine-School Guidance and Counseling; B.S., Maine Maritime
Academy-Marine Engineering |
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Faculty Mentor |
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Cressey, Susan
M.S., University of Southern Maine; B.A., University of Connecticut. |
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Faculty Mentor |
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Defazio, Mark
M.S., University of Southern Maine - Literacy Education; B.S.,
University of Southern Maine - English. |
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Faculty Mentor |
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Ford, Charles
Ph.D., SUNY at Buffalo - Organization and Administration; M.Ed.,
B.S., Pennsylvania State University - Communications; B.S.,
Pennsylvania State University - Mathematics and English; B.A.,
Taylor University- Natural Sciences. |
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Professor |
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Hatch, Sherrilyn K.
Ed.D., Boston College - Curriculum and Supervision; M.S., Southeast
Missouri State University - Special Education/ Language Therapy. |
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Faculty Mentor |
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Hylton, Jaime
Ph.D., University of Virginia - English Education; M.A., University
of Virginia - English; M.S.Ed., University of Nevada - Reading/English;
B.S.Ed., Northern Arizona University - English. |
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Professor |
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Iwanusa, Kathryn
M.S.Ed., University of New England; B.S.Ed., University of Michigan-Music. |
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Faculty Mentor |
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Knapp, Robert
S.T.D., S.T.L., University of St. Thomas ( Rome, Italy ); M.S.,
Fordham University - Education; M. Div. B.A., St. John's College
- Philosophy. |
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Faculty Mentor |
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Lambert, Shawn
M.Ed, University of Maine-Administration; B.A., Colby College-English |
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Faculty Mentor |
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Marcotte, Carol
Ph.D., Berne University; M.S., University of Southern Maine-Education;
B.S., University of Southern Maine-Elementary Education |
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Faculty Mentor |
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McCann, Joyce
ED.D. Boston University-Special Education-Gifted; M.S., University
of Southern Maine-Reading;B.A. St. Joseph's College- History,
English |
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Faculty Mentor |
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Murphy, David
Ed.D., NOVA Southeastern University - Educational Leadership;
M.S., Bridgewater State College - School Administration; B.A.,
Stonehill College - Elementary Education. |
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Faculty Mentor |
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Norbert, Mary
M.S., University of New England; B.A., Boston College - Secondary
Education / English. |
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Faculty Mentor |
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O'Connor, Maura
M.A., Fairfield University - Instructional Computer Science;
B.A., Saint Joseph College- Special Education/Child Study. |
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Faculty Mentor |
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O'Neill, Patrick
Ed.D., NOVA Southeastern University; M.S., Manhattan College-Administration
and Clinical Supervision; B.A., Manhattan College-Teacher Preparation
English/Reading, Special Education |
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Faculty Mentor |
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Paquette,Tamiko
M.S.,University of New England; B.A. Trinity College of Vermont-Elementary
Education & English |
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Faculty Mentor |
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Prince, Sanford
M.S., Unversity of Southern Maine-Professional Teacher/Exceptionality;
B.S., University of Maine-Elementary Education |
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Faculty Mentor |
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Sayers, Fran
Ph.D., Florida State University; M.A., Auburn University; B.G.S.,
Auburn University. |
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Faculty Mentor |
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Sferes, Thomas
Ed.D., Vanderbilt University - Educational Administration; Ed.M.,
Teachers College,Columbia University - Foreign Language Methodology;
M.A., University of Connecticut - Spanish; B.A., University
of Connecticut - Spanish. |
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Faculty Mentor |
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Stirling, Lee Anna
Ed.D., Columbia University - Staff / Organization; M.S., Lesley
College - Learning Disabilities / Special Needs; B.S., Syracuse
University - Elementary Education. |
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Faculty Mentor |
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Trombley, Linda
M.A., Smith College - Teaching/English; B.A., University of
Massachusetts - English. |
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Faculty Mentor |
Mission of the Education Department
The mission of the Department of Education
is to develop - through research, service, and innovative teaching
- reflective teachers and school leaders who are competent and caring
lifelong learners.
Guiding Principles
In addition to the mission statement, the Department of Education
has identified four guiding principles to clearly specify our goals
for our students. These principles are:
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Rigorous
of mind |
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Compassionate
of heart |
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Competent demonstration |
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Reflective stance |
"Rigorous of mind" and "compassionate
of heart" are overlapping principles we want to build in our
students. Tasks may require primarily one principle-describing a theory
in leadership-yet many times an overlap occurs when one applies knowledge
to the school setting-how can a theory in leadership be used to benefit
the school environment and impact student learning? Hence, as these
two principles "rigorous of mind" and "compassionate
of heart" are played out, the essence of both is our commitment
to requiring "competent demonstration" from our students
whether they are aspiring to be teachers or school leaders or are
presently teachers or school leaders pursuing an advanced degree.
The fourth principle, "reflective stance," encompasses the
first three principles, since it is critical that our students are
continuously reflective in all aspects of their work. These four principles
work with our mission statement to define our commitment to our students.
Overview of MSED
Utilizing a distance-learning format, the Master
of Science in Education Program brings the University of New England
to the learner. We have designed this program so that teaching professionals
can have a high quality graduate education experience in the convenience
of their home or school. The program offers experienced teachers the
opportunity to study, reflect and practice skills based on the most
recent educational research and instructional techniques that will
enhance confidence and skill in the classroom.
Two programs are offered each leading to the master of science in
education - one program emphasizes general studies and a second program
is subject focused with an 18-credit concentration in literacy. Both
programs are presented through multiple learning modalities and have
courses that include videotaped presentations featuring nationally
recognized experts in education. Specialized study guides facilitate
application of the concepts presented in the video lessons; textbooks
and selected articles provide additional information and understanding.
Courses are provided in a sequential format with content that builds
upon the previous courses to ensure that students are exposed to a
comprehensive curriculum relevant to contemporary classroom teachers.
Students must register via U-Online. All materials, videos, study
guides, texts, required readings, and assignments are sent to the
student's home or school without additional charges for shipping except
for those who reside outside the United States.
Features of program
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Offer an innovative
curriculum that presents the latest educational theories and
the practical skills necessary to maximize performance and competency
as professional educators. |
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Create a unique opportunity
for teachers to work in a collegial manner with fellow teachers
to produce teams that enhance and encourage ongoing professional
development. |
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Enable teachers to complete
academic work and degree studies in a time/place flexible manner
utilizing video materials featuring nationally known teacher
educators. |
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Establish a learning environment
for teachers to become more reflective about their practice,
and translate new insights into meaningful change. |
Links
Notice and Responsibilities Regarding
this Catalog
The University of New England reserves the
right in its sole judgment to make changes of any nature in its programs,
calendar, or academic schedule whenever it is deemed necessary or
desirable, including changes in course content, the rescheduling of
classes with or without extending the academic term, canceling of
scheduled classes or other academic activities, in any such case giving
such notice thereof as is reasonably practicable under the circumstances.
While each student may work closely with an academic advisor, he or
she must retain individual responsibility for meeting requirements
in this catalog and for being aware of any changes in provisions or
requirements.
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