Academic Catalog 2016–2017
H EADING 1
Academic Catalog 2016–2017 e School of Education reserves the right to change without notice any programs, policies, requirements, or regulations published in the academic catalog. e catalog is not to be regarded as a contract.
Please note that in the event of serious consequences arising from extreme weather conditions, communicable health problems, or other extraordi- nary circumstances, the School of Education may change the normal academic schedule and/or make appropriate changes to course structure, format, and delivery. In the event such changes become necessary, information will be posted on the School of Education web site. Table of Contents
Introduction 6
About Johns Hopkins University 6 About e School of Education 6 Accreditation 7 Mission 7 Vision 8 Core Values 8 Conceptual Framework 9
School of Education Degree and Certi cate Programs 10
Educator Preparation Programs - Master’s Degrees 10 Educator Preparation Programs - Graduate Certi cates 11 Doctoral Programs 13 Division of Public Safety Leadership Programs 13 Suspended Programs 14 Required State Speci c Disclosures for Students Enrolled in Online Distance Education Programs 14
2016-17 Academic Year Calendar 16
Admission, Registration and Finances 17
Admission 17 General Admission Policy 17 Health Insurance for School of Education Students 19 International Student Admission Policy 19 Graduate Special Students (Non-Degree) 21 Transfer of Credits 22 Changing Programs 23 Adding a Second Master’s Degree 23 Admission to Other Schools of the University 23 Advising 23 Registration 24 General Registration Policy 24 Adding a Course 25 Dropping a Course 25 Withdrawing From A Course 25 Auditing Courses 26 Wait Lists 26 Course Load 26 Leave of Absence 27 Withdrawal from a Program 27 Interdivisional Registration 27 Refunds 28 Immunization Law for New and Continuing Students Under the Age of 26 29 Attendance/Participation 29 Examinations 30 Religous Holiday Observance 30 Graduation Requirements 30
3 Table of Contents
Disability Sevices 30 Tuition and Fees 30 Student Accounts 31 Financial Aid 36 Scholarships, Grants, and Awards 38 Tax Law Bene ts 39 Employment-Based Tuition Bene ts 39 School of Education Scholarships 40 Veterans/G.I Bill Assistance 42
Academic Policies 43
Grading System and Academic Records 43 General Grading Policy 43 Grade Point Average 43 Failure (F) Grade 43 Withdrawl (WD) Grade 43 Incomplete (I) Grade 44 Repeated Courses 44 Grade Appeals 44 Grade Reports, Transcripts, and Academic Record Requests 45 Academic Standards 46 Good Academic Standing 47 Unsatisfactory Academic Standing 47 Academic Probation 48 Academic Dismissal 48 Graduation 48 Academic and Student Conduct Policies 49 Statement of Principles 49 Policies Governing Academic Conduct 50 Policies Governing Student Conduct 51 University Policies 54
Graduate Education Programs 56
Administration, Supervision and Leadership 56 Master of Science in Education: School Administration and Supervision 56 Master of Science in Education: Technology for Educators (Online) 57 Graduate Certi cate Programs in Administrations, Supervision, and Leadership 58 Counseling and Human Development 61 Master of Science in Counseling 61 Graduate Certi cate Programs in Counseling and Human Development 66 Education in the Health Professions 67 Master of Education in the Health Professions & Post-Master’s Certi cate in Evidence-Based Teaching in the Health Professions (Online) 67 Special Education and Gifted Education 69 Master of Science in Special Education 69 Master of Science in Education: Gifted Education 77 Graduate Certi cate Programs in Special Education and Gifted Education 78 Teaching and Learning 81 Master of Arts in Teaching (MAT) 82 Master of Science in Education: Educational Studies 85 (Online Teach For America and TNTP Options)
4 Table of Contents
Master of Science in Education: Educational Studies (Urban Teachers Option) 86 Master of Science in Education: Educational Studies 86 (Individualized Interdisciplinary Program of Study Option) Master of Science in Education: Educational Studies (Independant Schools Option) 87 Master of Science in Education: Reading 88 Graduate Certi cate Programs in Teaching and Learning 89 Doctoral Programs 91 Educator Preparation and Doctoral Course Descriptions 95
Division of Public Safety Leadership 138
Bachelor of Science in Organizational Leadership 139 Master of Science in Organizational Leadership (Online and Face-to-Face Options) 141 Master of Science in Intelligence Analysis 142 Cohort Calendar 144 Public Safety Leadership Course Descriptions 145
Research and Development Centers 154
Center for Research and Reform in Education 154 Center for Social Organization of Schools 154 Center for Technology in Education 154
School of Education Faculty 155
Graduate Education Faculty 155 Division of Public Safety Leadership Faculty 157 Research Center/Institute Faculty 157 Joint/Courtesy Appointments 158
Administration 160
Johns Hopkins University Administration 160 School of Education Administration 162 School of Education National Advisory Council 162
5 INTRODUCTION human services for the continuous development of children, youth and adults. ey are the Center for About Johns Hopkins University Research and Reform in Education, which focuses on “What are we aiming at?” at’s the question improving the quality of education for children in pre- ou r rst president, Daniel Coit Gilman, asked at his kindergarten through middle school; Center for Social inauguration in 1876. What is this place all about, Organization of Schools, which concentrates its research exactly? His answer: “ e encouragement of research... and development resources on the toughest problems and the advancement of individual scholars, who by in education—improving low-performing schools and their excellence will advance the sciences they pursue, the education they o er their students; and Center for and the society where they dwell.” Technology in Education, which strives to improve Gilman believed that teaching and research go hand the quality of life of children and youth, particularly in hand—that success in one depends on success in those with special needs, through teaching, research and the other—and that a modern university must do both leadership in the use of technology. well. He also believed that sharing our knowledge and e newly created Institute for Education Policy discoveries would help make the world a better place. pr ovides policy-makers with high-quality research; After more than 135 years, we haven’t strayed commissions new research that responds to real-world f rom that vision. is is still a destination for excellent, needs; advises national and state organizations on ambitious scholars and a world leader in teaching and proven interventions that narrow persistent achievement research. Distinguished professors mentor students gaps; and provides an independent forum that brings in the arts and music, humanities, social and natural stakeholders together for constructive dialogue on sciences, engineering, international studies, education, students’ educational outcomes. business, and the health professions. ose same faculty Our students come from a wide variety of academic members, and their colleagues at the university’s Applied and professional backgrounds, including upcoming and Physics Laboratory, have made us the nation’s leader recent college graduates seeking careers in education, in federal research and development funding every year professionals from disciplines outside of education since 1979. seeking a career change, and experienced educators at’s a tting distinction for America’s rst and counselors who want to enhance their skills in the rese arch university, a place that revolutionized higher classroom and practice area. education in America. e school addresses some of the most challenging e mission of e Johns Hopkins University is to pr oblems facing education today in areas ranging from ed ucate its students and cultivate their capacity for life-long early childhood education to adult learning through learning, to foster independent and original research, and its doctoral and graduate programs, research and to bring the benefits of discovery to the world. development activities, external partnerships with school systems and educational entrepreneurs, and collaborative About The School Of Education connections to the broader Johns Hopkins research Established in 2007, the Johns Hopkins University community. S chool of Education is a national leader in education No matter the eld, the Johns Hopkins School reform through research and teaching. Grounded in the of Education has a program to suit a variety of unique Johns Hopkins tradition of research and innovation, the needs. Located in Baltimore, Maryland, the School of School of Education is ranked rst in the nation by U.S. Education is committed to preparing current and future News & World Report and is among the top recipients educators for an important and rewarding career path. of funded research in the United States. e school is accredited by both the Council for th e e School of Education o ers a challenging Ac creditation of Educator Preparation (CAEP) and the en vironment where students can pursue a wide variety Council for the Accreditation of Counseling & Related of degree and certi cate programs in six key areas of Educational Programs (CACREP), and all programs emphasis: Teaching and Learning; Special Education leading to licensure are approved by the Maryland State and Gifted Education; Administration, Supervision Department of Education. and Leadership; Counseling and Human Development; Whether you’re a teacher, aspiring counselor or Education in the Health Professions; and Public Safety th ought leader in your eld, the Johns Hopkins School Leadership. Our programs and applied research have of Education will help you achieve your goals. For more measurably improved the quality of PK-12 education, information, please visit www.education.jhu.edu. with an emphasis on the most challenged urban schools. Several research and development centers play an integral role in furthering the school’s mission to support and advance the quality of education and
6 Accreditation Mission e Johns Hopkins University is accredited by the: e mission of the School of Education is to support and advance the quality of education and Middle States Commission on Higher human services for the continuous development of Education 3624 Market St. children, youth, and adults. is mission, which forms Philadelphia, PA 19104 the core of the school’s Conceptual Framework, is 267-284-5000 accomplished through: www.msche.org • Teaching • Research e School of Education is accredited by the • Program development Council for the Accreditation of Educator Preparation • Leadership and service (CAEP) and the Council for Accreditation of • Partnerships Counseling and Related Educational Programs (CACREP). In ful lling its mission, the School of Education CAEP is an accrediting body for schools, colleges, prepares leaders and change agents who are ready and departments of education authorized by the United to address complex challenges in education and in States Department of Education. CAEP determines communities through the achievement of its ve which institutions meet rigorous national standards Conceptual Framework student outcomes: in preparing teachers and other school specialists for the classroom. CAEP’s performance based system of Content Experts who demonstrate content accreditation fosters competent classroom teachers and knowledge at a high conceptual level, integrate other educators who work to improve the education of appropriate national, state, and local standards in their all students from kindergarten through grade 12. CAEP work, and demonstrate the potential to be innovative may be contacted at: content leaders in their classrooms, organizations, and/ or professional organizations. Council for the Accreditation of Educator Preparation Reflective Practitioners who modify, 2010 Massachusetts Ave, NW Suite 500 differentiate, and analyze effective instruction or Washington, DC 20036 intervention within the context of a particular classroom 202-223-0077 or school, engage in and benefit from research that leads http://caepnet.org/ to improved student/client outcomes, cultivate a reflective disposition for lifelong learning. CACREP is an independent agency recognized by the Council for Higher Education Accreditation Diversity Advocates who respect differences to accredit master’s degree programs in counseling. among learners (cultural, ethnic, racial, gender, sexual CACREP may be contacted at: orientation, ability, socio-economic, etc.) in their classrooms/schools/organizations. Council for Accreditation of Counseling and Related Educational Evidence-based Decision-makers who describe Programs 1001 North Fairfax Street, formal and informal assessments by which progress can Suite 510 Alexandria, VA 22314 be measured at the individual learner, classroom, school, 703-535-5990 and organization levels, use data and other evidence to http://www.cacrep.org plan for instruction and/or development, and utilized an evidence-based approach to teaching and intervention. All programs leading to professional licensure are approved by the Maryland State Department of Applied Technology Integrators who advance Education (MSDE), which may be contacted at: instruction through the appropriate integration of Maryland State Department of technology and seek technologies appropriate to Education 200 West Baltimore Street school-based instruction or organizational needs. Baltimore, MD 21201 410-767-0100 www.marylandpublicschools.org
7 Vision e Johns Hopkins University School of Education Civility and Diversity (in people, thought, and will lead the world in attracting the most talented practice): Civility and diversity are processes that form and diverse individuals into the elds of education, the warp and weft of our school community, weaving counseling, and public safety. We will guarantee together the multiplicity of perspectives and experiences educational improvement and community well-being by that enhance all our work. assuring that our students, and others in the profession, have the most innovative tools and e ectiv e approaches to advance learning.
Core Values To achieve its mission, School of Education faculty, sta , and students uphold and promote the following core values:
Innovation (in discovery, scholarship, leadership, and application): As members of a university community known preeminently for research and its application, we challenge ourselves to create and test new approaches to the educational needs of our schools and communities, as well as in our own administrative and student support systems.
Excellence: As reflective practitioners, we engage in regular self assessment and invite external peer reviews to drive the continuous improvement of our academic programs, research activities, and administrative systems.
Collaboration and Partnerships : We believe that multi-disciplinary and inter-institutional teams, including other schools within Johns Hopkins and public school systems, provide the range of perspectives required to address the most challenging issues facing PK-12 schools and communities.
Evidence-based Practice : Research and its application and evaluation form an iterative cycle that guides informed practice in our program development, policy formulation, and school reform initiatives. So, too, evidence-based decision making shapes our internal activities such as student and financial services.
Integrity : One hundred years of continuous service to our region’s public schools and urban neighborhoods has earned us a reputation as a trustworthy partner in enhancing the quality of life for children, youth, and adults. By continuing to focus our actions and decisions on the students, schools, and communities we serve, we will sustain this primary commitment.
8 CONCEPTUAL FRAMEWORK
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9 SCHOOL OF EDUCATION DEGREE AND CERTIFICATE PROGRAMS
EDUCATOR PREPARATION PROGRAMS-MASTER’S DEGREES
Program Academic Area of Emphasis Number of Program Info on credits Page:
Master of Arts in Teaching (MAT)
Concentrations Elementary Education (Grades Teaching and Learning 39 pg.82 1-6)
Secondary Education (Grades Teaching and Learning 39 pg.82 7 -12)
Master of Education
Concentrations Health Professions (Online) Education in the Health 33 pg.67 Professions
Master of Science in Counseling
Concentrations Clinical Mental Health Counseling Counseling and Human 60 pg.62 Development
School Counseling (Flexible and Counseling and Human 48 pg.64, 65 Fellows Programs) Development
Master of Science in Education
Concentrations Educational Studies (Online Teaching and Learning 30 pg.85 Teach For America and TNTP Options)
Educational Studies (Urban Teaching and Learning 48 pg.86 Teachers Option)
Educational Studies (Individualized Teaching and Learning 33-39 pg.86 Interdisciplinary Program of Study Option)
Educational Studies (Independent Teaching and Learning 33 pg.87 Schools Option)
Gifted Education Special Education and Gifted 33 pg.77 Education
Reading Teaching and Learning 39 pg.88
School Administration and Administration, Supervision 39 pg.56 Supervision and Leadership
Technology for Educators (Online) Administration, Supervision 36 pg.57 and Leadership
10 Program Academic Area of Emphasis Number of Program Info Credits on Page:
Master of Science in Special Education
Concentrations Early Childhood Special Special Education and 39 pg.73 (Certi cation Programs) Education (Infant/Primary) Gifted Education
Mild to Moderate Disabilities Special Education and 39 pg.73 (Elementary/Middle & Gifted Education Secondary/Adult)
Severe Disabilities Special Education and 36 pg.74 (Grades K-12) Gifted Education
Concentrations (Non- General Special Education Special Education and 36-39 pg.76 Certi cation Program) Studies Gifted Education
Severe Disabilities Special Education and 36 pg.76 Gifted Education
Severe Disabilities: Emphasis Special Education and 36 pg.76 in Autism Spectrum Disorders Gifted Education
EDUCATOR PREPARATION PROGRAMS-GRADUATE CERTIFICATES
Subject Area/ Program Academic Area of Number of Program Info Theme Emphasis Credits on Page:
Counseling Counseling (Certi cate of Advanced Counseling and Human 30 pg.66 Graduate Study [CAGS]) Development
Clinical Mental Health Counseling Counseling and Human 15 pg.67 Development
School Leadership Educational Leadership for Administration, 15 pg.58 Independent Schools Supervision and Leadership
Leadership for School, Family and Administration, 15 pg.59 Community Collaboration Supervision and (Note: The School of Education is not Leadership currently accepting applications or admitting new students into this program)
School Administration and Administration, 18 pg.60 Supervision Supervision and (Online and Face-to-Face Options) Leadership
11 Subject Area/ Program Academic Area of Emphasis Number Program Theme of Info on Credits Page:
Special Advanced Methods for Di erentiated Special Education and Gifted 15 pg.78 Education Instruction and Inclusive Education Education and Gifted Education Applied Behavior Analysis Special Education and Gifted 24 pg.79 Education
Early Intervention/Preschool Special Special Education and Gifted 15 pg.79 Education Specialist Education
Education of Students with Autism Special Education and Gifted 18 pg.80 and other Pervasive Developmental Education Disorders
Gifted Education Special Education and Gifted 18 pg.80 Education
Technology for Data-Based Decision Making and Administration, Supervision and 15 pg.58 Educational Organizational Improvement Leadership Leaders Leadership in Technology Administration, Supervision and 15 pg.59 Integration Leadership
Other Evidence-Based Teaching in the Education in the Health Professions 18 pg.67 Specializations Health Professions
K-8 Mathematics Lead-Teacher Teaching and Learning 18 pg.89 Education (Note: e School of Education is not currently accepting applications or admitting new students into this program)
K-8 STEM Lead-Teacher Education Teaching and Learning 15 pg.89 (Note: e School of Education is not currently accepting applications or admitting new students into this program)
Mind, Brain and Teaching Teaching and Learning 15 pg.90 (Online)
Urban Education Teaching and Learning 18 pg.90
12 Doctoral Programs
Program Number of Credits Program Info on Page:
Doctor of Education (Ed.D.)(Online) 90 pg.92
Doctor of Philosophy (Ph.D.) in 90 pg.91 Education
DIVISION OF PUBLIC SAFETY LEADERSHIP PROGRAMS
Program Concentrations Number of Credits Program Info on Page:
Bachelor of Science
Organizational Leadership 60 pg.139
Master of Science
Intelligence Analysis 36 pg.142
Organizational Leadership (Online Face- 36 pg.141 to-Face Program Options)
13 SUSPENDED PROGRAMS State Authorization of Distance Education e Johns Hopkins University School of Johns Hopkins University has been approved by the Education has noti ed the Maryland Higher Education Maryland Higher Education Commission to participate Commission (MHEC) of its decision to suspend the in the National Council for State Authorization academic programs listed below and is no longer Reciprocity Agreements e ective February 22, 2016. admitting new students into these programs: NC-SARA is a voluntary, regional approach to state oversight of postsecondary distance education. Suspended Graduate Certificates Adolescent Literacy Education Contact Information for State Agencies Assistive Technology Johns Hopkins University distance education Cooperative Learning Instructional Practices students can contact the higher education agency in Earth/Space Science their state with questions, comments, or complaints (see Education of Students with Severe Disabilities http://web.jhu.edu/administration/provost/programs_ E ective Teaching of Reading services/accreditation/contacts_for_student_complaints Emergent Literacy Education for contact information). English as a Second Language Instruction K-8 Science Lead Teacher Wisconsin Online Teaching and Learning for Adults Wisconsin residents are entitled to a tuition refund Teacher Leadership in accordance with Wisconsin law under the following Teaching the Adult Learner circumstances. e student will receive a full refund of all money paid if the student: Suspended Master’s Degree Programs 1. Cancels within the three-business-day Master of Arts in Teaching with a concentration cancellation period under EAB 6.04; in Early Childhood Education 2. Accepted was unquali ed and the school did not secure a disclaimer under EAB Master of Arts in Teaching with a concentration 9.04; in English for Speaker of Other Languages 3. Enrollment was procured as the result of any misrepresentation in the written Master of Science in Special Education with a materials used by the school or in oral concentration in Technology in Special Education representations made by or on behalf of the school. Any SOE student who is currently enrolled in one Refunds will be made within ten business days of of the above programs will be given the opportunity cancellation. to complete the program. If you are a student who is A student who withdraws or is dismissed after currently enrolled in one of these programs and you attending at least one class, but before completing 60% have a question, please contact your faculty adviser. of the instruction in the current enrollment period, is entitled to a pro rata refund as follows: REQUIRED STATE SPECIFIC DISCLOSURES FOR STUDENTS ENROLLED IN ONLINE DISTANCE EDUCATION PROGRAMS All prospective and currents students should note that the JHU School of Education is required to disclose certain state speci c regulations regarding the delivery of the school’s online distance education programs. e following state-speci c disclosures and policies pertain to students who enroll in Johns Hopkins University distance education programs.
14 At Least But Less Refund of an Tuition
1 Unit/Class 10% 90%
10% 20% 80%
20% 30% 70%
30% 40% 60%
40% 50% 50%
50% 60% 40%
60% No No Refund
As part of this policy, the school may retain a one- time application fee of no more than $100. e school will make every e ort to refund prepaid amounts for books, supplies and other charges. A student will receive the refund within 40 days of termination date. If a student withdraws after completing 60% of the instruction, and withdrawal is due to mitigating circumstances beyond the student’s control, the school may refund a pro rata amount. A written notice of withdrawal is not required.
15 2016 2017 ACADEMIC YEAR CALENDAR
Summer Semester 2016 Final examination period for 15-week classes December 19 April 1 Last day of 2016 fall semester Financial aid ng date for 2016 summer February 15 semester Scholarship deadline for full-time programs and new March 28 – May 31 students Registration period for 2016 summer semester February 27 (Note: Students may register late for or add a course up until Date upon which any I (incomplete) grade recorded the day before the course begins, provided it is not already full) in SIS for the 2016 fall semester and 2017 January May 27 Intersession is automatically replaced by an F grade on Last day to submit graduation application for 2016 a student’s academic transcript summer semester June 1 2016 Summer Session I begins January Intersession 2017 July 1 October 31 – January 22 Date upon which any I (incomplete) grade recorded in SIS Registration period for 2017 January Intersession for the 2016 spring semester and May session is (Note: Students may register late for or add a course up until automatically replaced by an F grade on a student’s the day before the course begins, provided it is not already full) academic transcript January 3 – 21 Scholarship deadline for PSL students July 4 2017 January Intersession January 16 Fourth of July holiday; no classes held Martin Luther King, Jr., holiday; no classes held (Note: Monday-onl y classes meeting in Session I only have 5 scheduled meeting dates, therefore, faculty must schedule a make-up class session. All Monday-Wednesday Spring Semester 2017 classes have an additional class scheduled to October 31 – January 22 meet on Wednesday, July 13) Registration period for 2017 spring semester
July 12 (Note: Students may register late for or add a course up until Summer Session I ends July 18 November 1 Summer Session II begins Financial aid priori ng date for 2017 spring semester August 27 January 3 2016 Summer Session II ends Last day to submit graduation application for 2017 October 6 spring semester Date upon which any I (incomplete) grade recorded January 23 in SIS for the 2016 summer semester course is automatically 2017 spring semester classes begin replaced by an F grade on a student’s academic April 1 transcript Financial aid priori ng date for 2017 summer semester May 1 - May 6 Fall Semester 2016 Final examination period for 15-week classes May 6 June 1 Last day of 2017 spring semester Financial aid priority ling date for 2016 fall semester May 24 Scholarship deadline for continuing education student s University-wide Commencement July 5 – August 30 Registration period for 2016 fall semester May Session 2017 the October 31– January 22 August 26 Registration period for 2017 May Intersession Last day to submit graduation application for 2016 fall Students may register late for or add a course up until semester the day before the course begins, provided it is not already full) August 31 May 8 – May 27 2016 fall semester classes begin May Session classes September 5 July 1 Labor Day; no classes held Date upon which any I (incomplete) grade recorded in SIS November 23 – November 27 for the 2017 spring semester and 2017 May session is anksgiving H oliday; no classes held automatically replaced by an F grade on a student’s December 13 – 19 academic transcript 16 ADMISSION, REGISTRATION, AND Johns Hopkins University FINANCES School of Education O ce of Admissions ADMISSION 6740 Alexander Bell Drive, Suite 110 Columbia, MD 21046-2100 ENERAL DMISSION OLICY G A P Academic records (transcripts, diplomas, and degree e admission process for degree and certi cate certi cates) from non-U.S. institutions must be pro grams in the School of Education is designed to evaluated by an authorized credential evaluation assure academic quality and program integrity. e agency and sent to the O ce of Admissions in lieu of admission process respects the dignity, privacy, and transcripts (see International Student Admission Policy). academic well-being of the applicant and is based on Applicants seeking to start a full-time master’s principles of fairness and equality of opportunity. program in the School of Education must also submit Johns Hopkins University is committed to o cial GRE scores as part of the application process. re cruiting, supporting, and fostering a diverse While the o cial GRE is only compulsory for applicants community of outstanding faculty, sta , and students. seeking to enroll in a full-time master’s program, all As such, Johns Hopkins does not discriminate on the applicants to School of Education part-time master’s basis of race, color, gender, marital status, pregnancy, programs are encouraged to submit o cial GRE scores ethnicity, national origin, age, disability, religion, sexual as part of their application package. orientation, gender identity or expression, veteran status, In addition to the above requirements, some or other legally protected characteristic in any student School of Education programs may stipulate additional program or activity administered by the university, admission requirements (e.g., standardized test scores). including the administration of its educational policies, Applicants should contact the O ce of Admissions at admission policies, scholarship and loan programs, and [email protected] or go online at athletic and other university-administered programs or in employment. http://education.jhu.edu/admission/ to determine speci c admission criteria, suitability of prior To be admitted to a School of Education degree quali cations, or certi cation requirements for individual or certi cate program, students must apply online at programs. http://education.jhu.edu/admission/how-to-apply. e admission process, while considering grade html. At minimum, the application requirements will point average and, for some programs, standardized include: • an essay test scores, also takes into consideration professional • a CV or résumé experience and other distinctive characteristics of individual learners. • completed dispositions survey • three (for doctoral and full-time master’s Quali ed applicants may also be contacted to programs) or two (for all other programs) schedule a personal admission interview. Students who signed letters of recommendation provide fraudulent or incomplete information during • o cial transcripts from all post-secondary the admission process will be disquali ed or dismissed. institutions attended Applications are processed and les managed through • an $80 application fee the School of Education’s O ce of Admissions; however , admission decisions are made by program O cial copies of undergraduate and, where admissions committees. All admission decisions applicable, graduate transcripts must be mailed to rendered are nal and cannot be appealed. the Office of Admissions, while other application To be eligible for federal nancial aid, federal materials–the essay, CV/résumé, dispositions survey, regulations require that a graduate student be accepted and signed letters of recommendation–can be uploaded (unconditionally) into a 15-credit or greater degree or electronically using SIS (Student Information System) certi cate program and maintain an enrollment status of Self-Service or mailed after the online application has at least half-time each semester (i.e. taking a minimum been completed. of 4.5 credits per semester). No funds are available for repeated courses if a student has previously used federal To be considered “o cial,” transcripts must be submitted in the institution’s sealed envelope. Unless n ancial aid to pay for the original course. otherwise noted for a speci c academic program, all o cial transcripts and any other application materials Admission Decisions by Applicants being submitted in hardcopy form. Applications should Applicants (excluding those admitted into the online be mailed directly to: Doctor of Education program) who are o ered admission can expect to receive noti cation of their decision by email. Unless indicated otherwise in the o er email, 17 applicants have two weeks in which to accept, decline, Undergraduate Programs Admission Policy— or defer the o er of admission using the School of Division of Public Safety Leadership Education’s SIS Self-Service website at e Division of Public Safety Leadership (PSL) https://sis.jhu.edu/sswf/ . e School of Education is the only unit in the School of Education that o ers admission with the expectation that students will o ers undergraduate programs. In addition to the enroll in courses in the semester for which they are ab ove general admission requirements, applicants for admitted, unless a deferral is granted (see below). admi ssion to a PSL undergraduate program must: • Hold a high school degree or equivalent. Deferrals • Possess an associate of arts degree from an Admitted students may decide to defer admission accredited college or university or have earned int o a program for up to one year from the semester for at least 60 transferable college-level credits which they were admitted. Admitted students cannot with a minimum cumulative grade point defer admission once they have registered for a course in average (GPA) of 3.0 (on a 4.0 scale). the School of Education. (Note: Newly admitted students who have registered [matriculated] for a course who subsequently wish to Quali ed applicants may be contacted for an withdraw from the course(s) they have enrolled in and admissions interview. For more information about re-enroll in the program at a later date should contact admission to the School of Education’s undergraduate the O ce of the Registrar—see also Withdrawing from a programs, please contact the Division of Public Safety Course.) Leadership at 410-516-9900. Financial aid and tuition support (e.g., awards) are not automatically deferred. Please inquire with Graduate Certificate and Master’s Degree the Financial Aid O ce before requesting a deferral. Admission Policy Students with deferred admission status who wish to In addition to the above admission requirements, extend their deferral beyond the initial one-year time applicants for graduate certi cate and master’s degree period must email a written request to the O ce of programs must: Admissions at [email protected]. •Hold a bachelor’s degree (and in some cases a Extended deferral requests are not automatically master’s degree) from an accredited college or g ranted and will be processed by the O ce of university. Admissions. e decision to grant a deferral beyond • Have earned a minimum cumulative grade the one-year time period is at the discretion of the Vice point average (GPA) of 3.0 (on a 4.0 scale) in Dean for Academic A airs (or designee). Students all previous undergraduate and graduate studies with deferred admission status who have requested an (including for incomplete programs of study extension of their deferral will be noti ed via email by and for programs still in progress). the O ce of Admissions as to whether their request has • (Public Safety Leadership programs only) been approved or denied. Currently serve a federal, state, or local public Students with deferred admission status cannot safety agency, intelligence agency or in the register for courses in the JHU School of Education. military, or receive an exception from the PSL Students with deferred admission status who wish to director. change their deferred status—for example, in order Note: In exceptional circumstances, the School to enroll in a course before their o cial period of of Education may consider admitting an applicant deferment expires or to withdraw their application whose GPA falls below a 3.0 GPA, provided they from a program completely—should contact both their demonstrate other qualities that suggest they faculty adviser and the O ce of Admissions. have the ability to succeed in a given academic program. Note: Veterans applying for readmission following inactivation/deactivation of a previous admission Doctoral Degree Admission Policy decision cannot be denied entrance for reasons See the Doctoral programs web page— relating to their service. http://education.jhu.edu/Academics/doctoral/ —for the speci c admission requirements for the School Note: For the online Doctor of Education program, of Education’s Ph.D. and Ed.D. programs. an o er of admission is for the speci c cohort for which an application was submitted. An applicant may accept or decline the admission o er, but deferring to the next cohort in not an option. 18 Full Application Deadlines automatically renew for the spring once a student enrolls Unless otherwise indicated on the SOE website, for the spring semester. e student health insurance fee the application deadlines detailed in the table below will be billed directly to the student's account (at $900 shall apply to all School of Education programs. per semester for fall and spring) and is subject to the School of Education strongly encourages all applicants payment guidelines of the student accounts o ce. to apply by the full consideration application deadline. Coverage for eligible dependents is available at an School of Education guarantees to process any fully additional cost. completed application received by the full consideration For more detailed information about the insurance deadline and notify applicants whether they have been plan, or if your academic program does not begin in the admitted or denied admission within the n n fall, please contact the O ce of the Registrar at timeframes speci hile some programs may or 410-516-9816. be willing to consider applications received after the full consideration deadline, the School of Education cannot Part-Time Students guarantee 1) that late applications will be accepted, All currently enrolled part-time degree-seeking and and 2) if a late application is accepted, that admission certi cate students are also eligible to enroll in the Johns decisions will be processed within the no on Hopkins University Student Health Bene t Plan adminis- timeframes speci . tered by the Consolidated Health Plans, Inc. (CHP). Note: To determine if a program is exempt Information about enrollment dates and costs are listed above. from the above application deadlines or has extended its application deadline, please contact the O ce of Admissions at INTERNATIONAL STUDENT ADMISSION POLICY 410-516-9797 or refer to the School of Demonstration of English Language Proficiency Education’s admissions website, by Non-native-speaking Applicants educatio . As one measure of potential for academic success HEALTH INSURANCE FOR SCHOOL OF EDUCATION while a student in the School of Education, international applicants must demonstrate pro ciency in both written STUDENTS and spoken English. Full-Time and International Students To demonstrate pro ciency, international It is University policy that all full-time students applicants must submit o cial TOEFL (Test of English maintain adequate health insurance coverage to provide as a Foreign Language) or International English protection against unexpected accidents and illnesses. For Language Testing System (IELTS) scores if English is not their native language. The minimum TOEFL requirement is 600 (paper-based) or 100 (Internet- which all students enrolled in full-time programs and based). e minimum IELTS requirement is 7.0. In currently without health insurance coverage should enroll addition, applicants to certain graduate degree programs in. (Note: Full-time students with pre-existing health may be required to provide additional evidence of insurance coverage can choose to waive enrollment in the English pro ciency, including: University plan.) International Students with an F-1 or • an in-person or telephone interview (for J-1 Visa status are required to purchase the University example, via Skype) with an admission plan and will be automatically enrolled. committee member e Consolidated Health Plans, Inc. (CHP), who has applicant’s own work e total • a writing examination administered by the School of Education coverage period is August 15, 2016–August 14, 2017 and the per term coverage dates are as follows: fall semester, espective program admissions committee will August 15, 2016–February 14, 2017; spring semester, determine and request the additional evidence of English February 15, 2017–August 14, 2017. Fall enrollment pro iency required for admission to the given program. begins July 7 and ends September 15, 2016. Students program admissions committee may grant can enroll in the plan via SIS Self-Service at a waiver from the TOEFL/IELTS requirement if the (look for the “Personal Info” tab and applicant has demonstrated by other means su ent then select “Health Insurance”). Coverage will pro ciency in spoken and written English for success in
19 Admission Term Full Consideration Application Timeframe for Notifying Full Deadline Consideration Applicants
Summer Febrary 1 6-8 weeks
Fall-Non-Doctoral Programs April 1 6-8 weeks
Fall-Doctoral Programs Only December 1 8-10 weeks
Spring October 1 6-8 weeks
the program. An applicant may file a TOEFL/IELTS program or for Graduate Special Student (Non-Degree) waiver request form when submitting his/her application status. to the Office of Admissions . T he waiver form can be Applicants should make arrangements with an found online at: authorized credential evaluation agency for an evaluation http://www.students.education.jhu.edu/forms/. of their academic credentials, an assessment of the overall Some international applicants may be admitted with grade point average, and a course-by-course evaluation. the requirement that they complete a workshop(s) and/or T he official course-by-course evaluation should be sent to course(s) in spoken and/or written English. the Office of Admissions in lieu of academic transcripts. Evaluations should be sent by the agency to: Adm issions Policy for International Students Requiring a Student (F-1) Visa Johns Hopkins University An international applicant requiring a student School of Education (F-1) visa to attend school must obtain full admission to O ce of Admissions a degree program well in advance of the start of 6740 Alexander Bell Drive, Suite 110 the semester. T he School of Education does not issue Columbia, MD 21046-2100 certificates of eligibility (Form I-20) for conditional acceptance to a degree program, nor does it issue an I-20 Because fees and documents required for evaluation for any certificate programs. T he application and other may vary by agency, applicants are encouraged to required admission documents must be received by the contact the agencies directly for additional information. Office of Admissions on or before the posted application e following is a sample list of recognized deadlines. If applications and other required documents credential evaluation agencies: are not received by the Office of Admissions on or be fore the deadline, the application will automatically be World Education Services, Inc. considered for the next available semester. Bowling Green Station F-1 students are required to show proof that they PO Box 5087 can afford all tuition and expenses for the academic year New York, NY 10274-5087 in order to receive their I-20 status. Telephone: 212-966-6311 Fax: 212-739-6100 Note: For summer semester admissions, Email: [email protected] international applicants may be considered Website: www.wes.org for full-time graduate degree programs only. Applications for part-time degree programs Educational Credential Evaluators beginning in the summer will not be considered. PO Box 514070 Milwaukee, WI 53203-3470 International Credential Evaluation Telephone: 414-289-3400 Applicants who hold degrees or have earned credits Fax: 414-289-3411 from non-U.S. institutions must have their academic Email: [email protected] records evaluated by a credential evaluation agency Website: www.ece.org before they can be considered for admission to a degree 20 International Student Services to ward a student’s degree. Upon receipt of an acceptance package from the In order to comply with USCIS regulations, all Sc hool of Education, the international student who F-1 students are required to register for the full course ne eds to obtain a student (F-1) visa is required to lo ad at the beginning of each fall and each spring contact the O ce of International Services (OIS) at semester. Other regulations are outlined in the letter the 667-208-7001 or [email protected] to request a certi cate international student receives with the Form I-20. of eligibility (Form I-20). e I-20 is not automatically Assisting students on F-1 visas is central to the support sent with the acceptance package. Before an I-20 is for international students provided by OIS. e o ce is sued, the international student is required to send can also assist students who hold other nonimmigrant nancial documentation and a notarized a davit of visas and direct them to the appropriate resources support to: or government o ces. If students are unclear about Johns Hopkins University the type of visa they should obtain, they should visit School of Education the USCIS website at www.uscis.gov for additional O ce of Admissions information, or contact OIS at 667-208-7001 or 6740 Alexander Bell Drive, Suite 110 [email protected] with any questions. Columbia, MD 21046-2100 All current international students on F-1 visas Current information on the required amount of sponsored by the School of Education are automatically
funds, types of acceptable nancial documentation, and subscribed to the International Service listserv upon the forms may be found online at http://www.students. rst semester of enrollment. Regular updates are sent education.jhu.edu/studenta airs/international/ In regarding visa-related matters and other items of interest order to maintain F-1 visa status, students must adhere to to international students. the regulations set by the U.S. Citizenship and
Immigration Services (USCIS). Note: Federal nancial aid is not available for Failure to abide by any of the regulations could international students. result in students being considered “out of status” by the USCIS. International Graduate Special Students (Non- Upon arrival at Johns Hopkins, international Degree)
students on an F-1 visa are required to visit OIS and International applicants who hold types of visas bring passports, I-94 cards, and I-20s. other than an F-1 visa and who wish to enroll as
Before leaving the United States for any reason, the part-time Graduate Special Students (Non-Degree) uI-20 m st be signed by an OIS sta member in order for should follow the application directions outlined under the student to re-enter the country. It is imperative to Graduate Special Students (Non-Degree). International schedule an appointment with OIS four weeks prior to graduate students attending other institutions on the departure date. student (F-1) visas during the regular academic Students on an F-1 visa must pursue a full course year are also welcome to enroll as Graduate Special of study at the school listed on the currently valid Form Students (Non-Degree) during the summer. For more I-20 during every academic session or semester, except information, contact the O ce of Admissions at 410- during o cial school breaks. Full-time status/full course 516-9797. of study is de ned by the School of Education as being enrolled in minimally nine credits each fall and nine GRADUATE SPECIAL STUDENTS (NON-DEGREE) credits each spring semester for graduate study, and as Post-baccalaureate students who wish to take being enrolled in minimally 12 credits each fall and 12 graduate level credit courses (.500-level and above), but credits each spring semester for undergraduate study. who are not interested in earning a degree or certi cate, Credits completed during the January intersession and may enroll as Graduate Special Students (Non-Degree). May session are counted toward the spring semester Potential Graduate Special Student (Non-Degree) count (for example, three credits completed in the 2017 applicants should speak with the O ce of Admissions January intersession, six credits completed in the 2017 (410-516-9797) before applying. spring semester, and three credits completed in the 2017 May session equate to 12 credits for the spring 2017 Note: Graduate Special Student (Non-Degree) semester). Summer semester courses are not considered status is not permitted for persons seeking initial when calculating full-time F-1 visa status, although credit teacher certi cation, nor are Graduate Special earned during summer semester courses may be applied Students (Non-Degree) eligible to apply for nancial aid.
21
Graduate Special Students (Non-Degree) must School of Education Alumni Seeking meet all prerequisites for course registration and are Enrollment as Graduate Special Students (Non- subject to School of Education academic standards. Degree) Graduate Special Students (Non-Degree) must possess a Graduate Special Student (Non-Degree) status is bac helor’s or graduate degree from an accredited college well suited for School of Education graduate degree- or university and have earned a minimum cumulative and certi cate-holders who are interested in taking grade point average of at least 3.0 (on a 4.0 scale) in all additional courses for personal and professional previous undergraduate and graduate studies (including development, as opposed to pursuing another degree or incomplete programs of study and for programs still in certi cate. School of Education alumni may enroll in progress). Applicants wishing to register for courses further courses by completing the online application. above the .500-level must receive the approval from the No additional transcripts or application fees are required academic area of emphasis to which the course belongs. for this status. Some courses are restricted to degree-seeking students only. TRANSFER OF CREDITS Graduate Special Student (Non-Degree) applicants must submit: Transfer of Undergraduate Credits
• an application online at http://education.jhu. Undergraduate degree applicants may transfer edu/admission/special-student.html credits for courses taken at regionally or nationally • $25 application fee accredited institutions of higher education when a grade • o cial transcripts from all accredited post- of C or above has been earned. Transfer credits will be secondary institutions attended viewed in the context of the student’s proposed program of study. Transfer credits will be judged as appropriate Graduate Special Student (Non-Degree) applicants to the student’s program by the program director. will receive an admission decision via email, generally no A student may also receive credit by achieving more than two weeks after submission of the complete a minimum score, as determined by the School of app lication. Education, on Advanced Placement (AP), College-Level Examination Program (CLEP), or DSST examination Graduate Special Students (Non-Degree) programs approved by the American Council on Seeking to Apply to a Full Degree/Certi cate Education’s Center for Lifelong Learning. Program A maximum of 60 credits may be transferred into Graduate Special Students (Non-Degree) who an undergraduate degree program in the School of subsequently wish to enroll in a School of Education Education, including credits by examination. Decisions degree or certi cate program must submit a new regarding the acceptance of undergraduate transfer application and all required supporting materials (see credits are made by the Division of Public Safety General Admission Policy above). Leadership’s admissions committee and will be evaluated Prior admission as a Graduate Special Student on a case by case basis. Prospective students should (Non-Degree) does not guarantee subsequent admission request a preliminary transfer evaluation by calling to a School of Education degree or certi cate program. the Division at 410-516-9900 prior to submitting an Any application of credits earned as a Graduate Special application. Student (Non-Degree) toward a degree or certi cate is subject to approval by the program admissions Transfer of Graduate Credits committee. e number of credits earned by a Graduate e maximum number of graduate credits earned Special Student (Non-Degree) that may be applied at another accredited college or university that may be toward a School of Education degree or certi cate transferred into a graduate certi cate or master’s varies by program, but in no case shall exceed 9 credits. program in the School of Education varies by program, G raduate Special Students (Non-Degree) who do not but in no case shall exceed three credits for graduate intend to pursue or apply credits toward a degree or certi cates and six credits for master’s degrees. certi cate program may register for courses totaling For doctoral programs, the maximum number of more than 9 credits, but in no circumstances can transferable graduate credits allowed is 36 credits for the these additional credits be applied toward a School of Ed.D. program (42 credits in certain cases) and 12 Education degree or certi cate program. credits for the Ph.D. program. Graduate-level credits that were earned as part of a bachelor’s degree program cannot be transferred into an SOE graduate program.
22 In most cases, for graduate ce cate or master’s ADDING A SECOND MASTER’S DEGREE programs, the School of Education will normally Graduates with a School of Education master’s only accept transfer credits for courses taken no more degree who subsequently enroll in a second master’s ears prior to a student’s acceptance into the program must complete a minimum of 30 additional program. e ecision regarding whether or not credits beyo ster’s program to earn a to accept graduate transfer credits, whether earned second master’s degree econd master’s program externally or internally (i.e. via another School of may, however, include spe c program requirements Education or other Johns Hopkins University graduate that obligate students to take more than the minimum program), into a School of Education ce e or 30 additional credits. (Refer to individual program degree program rests: 1) (for applicants) with the descriptions for spe equirements.) Students respective program admissions committee, or 2) (for should submit an online application. Application enrolled students) with the faculty adviser or major requirements (excluding transcripts and fees) such as the adviser (for doctoral students), and will be decided essay, CV/résumé, dispositions survey, and signed letters upon on a case by case basis. Only graduate level credits of recommendation can be uploaded electronically using e arned at the grade of “B” or above (or equivalent) SIS Self-Service or mailed to: may be transferred into a School of Education graduate degree or cer program. Johns Hopkins University A matriculated graduate student in the School who, School of Education under extraordinary circumstances, wishes to take a course red by another institution to satisfy School 6740 Alexander Bell Drive, Suite 110 of Education degree requirements must obtain written Columbia, MD 21046-2100 approval in advance from the Vice Dean for Academic A s (or designee). Approval is granted only in Note: Students may not enroll in two master’s exceptional cases. programs concurrently.
ADMISSION TO OTHER SCHOOLS OF THE CHANGING PROGRAMS UNIVERSITY Applicants Applicants to degree or certi cate programs who Students in the School of Education who wish to wish to change to another de cate program transfer to one of the other schools in the university d within the School of Education must submit a (such as Engineering, Public Health, or the Carey request in writing to f Admissions at Business School) are required to submit an admission admissi application to that school. Admission to the School of Education establishes no claim or priority for admission Admitted Students to any other school in the University. Documents Students who have already been admitted to a submitted to the School of Education as part of the degree or cert program, and who wish to change to application process are not transferable to other schools another degree or cer program within the School of Education, must submit a written request to the Vice Education for one year. Dean for Academi or designee). Vice Dean (or designee) will determine (on a case by case basis A and in consultation with other parties as necessary) the By consulting with their faculty adviser (or the appropriate course of action thereafter—for example, division adviser for PSL students)* throughout their whether the student must resubmit formal applications academic programs, students can ensure conformity to and all other required materials (excluding transcripts program curricula and regulations, select coursework to and fees) to the O e of Admissions and whether best meet professional goals, and stay on track for timely the student can transfer credits from one School of completion of their academic program. (Note: For many Education program to another. procedural questions––regarding registration, for example Students seeking to change programs are not ––students [except those in PSL] should consult with an automatically admitted to a new program; their requests academic program coordinator rather than their faculty must be approved by the appropriate person(s) and adviser.) Faculty advisers are assigned to each student the decision communicated directly to the student. [except those in PSL] upon admission to a program. Financial aid recipients must notify the ancial aid Advising may be done in person, by phone, or by email. ce when changing a degree or ce e program.
23 When to seek advising: REGISTRATION • Prospective students are encouraged to speak with the academic program coordinator or the Registration Calendar: faculty contact designated for each academic Registration Start and End Dates for Academic Year 2016-17 area of emphasis, or the division adviser Semester Start and End (for PSL programs), prior to submitting an Dates application. • Newly admitted students are expected to Summer Registration March 28-May 31 speak with their faculty adviser (or division adviser for PSL students) to set up a program Summer Session 1 June 1-July12 of study prior to registering for their rst class. • Graduate Special Students (Non-Degree) Summer Session 2 July 18-August 27 students should contact the O ce of Admissions (410-516-9797) prior to applying. Fall Registration July 5-August 30 (Note: Graduate Special Students (Non-Degree) students wishing to register Fall Start and End Dates August 31- for courses above the .500-level must receive December 19 the approved from the academic area of January Intersession Registration October 31- emphasis to which the course belongs.) January 2 • Matriculated students who have not January Intersession Start and End Dates January 3-21 registered for a course in more than a year should consult with their faculty adviser (or Spring/May Session Registration October 31- division adviser for PSL students) prior to January 22 registering for additional classes. January 23-May 6 • When planning courses in their concentration Spring Start and End Dates area, students should schedule appointments with their faculty adviser prior to registering May Session Start and End Dates May 8-27 for advanced-level graduate coursework. • Students on academic probation or Please note: Students may register late for any course provided suspension are required to meet with their that it has not had its rst meeting and the course is not already faculty adviser (or division director for PSL full. students) prior to re-registration. GENERAL REGISTRATION POLICY Note: PSL students can contact the division adviser Only students who have been admitted to a by calling 410-516-9900. program (or as a Graduate Special Student) may register for courses. Students are encouraged to register for courses as early as possible during each registration period since a course may close or be canceled due to low enrollment before the end of registration. Students may not sit in on a class without being o cially registered for that class, nor should they contact instructors to request permission to register for or attend a closed course. Students who fail to complete their registration and sit in on a class will not receive a grade or credit for attending class. Registration begins several months before each semester (see Registration Calendar). Students who have been admitted to a program may register for courses online using the School of Education’s SIS Self-Service website at https://sis.jhu.edu/sswf/. Registration materials may also be brought to any campus center or to the O ce of the Registrar at the Columbia Center. When registering online, by mail, or by fax, students may choose to pay then or be 24 electronically billed (see the Student Accounts section in When dropping one course and adding another that catalog for more details). course during the rst two weeks of the semester, 100 When students initially register for courses each percent of the tuition from the dropped course may be semester, they will be charged tuition fees and a applied to the tuition of the added course, provided nonrefundable $175 registration fee. Following their that the added course has not met. (To ensure that 100 initial course registration, students may register for percent of the tuition from the dropped course will additional courses without being subject to any additional be applied to the course being added, the Add/Drop course registration fees (see Adding a Course below). Form must be submitted in person to the O ce of the January intersession is considered a separate Registrar or by fax at 410-516-9817.) After the second sememester from the fall and spring semesters. However, class meeting, a student who wishes to drop a 12- to students may register for the January intersession at the 15-session course and add an alternate format course same time they register for spring semester courses, and (provided the alternate format course has not already one registration fee coveres both semesters. May session held its rst class meeting or is closed) may apply the courses are also considered spring semester courses. appropriate refund from the dropped course to the Students should register for May session courses at the tuition of the added course. same time they register for spring semester courses. Registrations are processed as they are received. DROPPING A COURSE If a selected course is full, a student may be placed in an Students may drop a course without nancial alternate course. Additional information regarding penalty up to the date of the rst class using the SIS registration may be found in the online course schedule, Self-Service website at https://sis.jhu.edu/sswf/, or by https://sis.jhu.edu/classes. submitting the facsimile Add/Drop Form (downloadable from the School of Education’s Current Students http://www.students.education.jhu.edu/ Note: Students should use their student JHED ID website at forms/ number to register for courses. All outstanding debts to , in person, by fax at 410-516-9817, or by mail Johns Hopkins University must be paid in full in order to: to register for courses. Office of the Registrar Johns Hopkins University ADDING A COURSE School of Education Following initial course registration (see General 6740 Alexander Bell Drive, Suite Registration Policy above), students may register for 110 Columbia, MD 21046-2100 additional courses (or “add” a course), provided that the course(s) has not met for the rst time and is not already Students who drop a course after the rst class has closed. Students may add alternate format courses (i.e., met receive a prorated tuition refund. Tuition refunds mini-courses, or those that meet for one or two weeks) are calculated from the date the drop occurs (if done
any time before the rst class meeting, provided the online) or the date that the O ce of the Registrar course is not closed. Students may not add a course once receives the facsimile Add/Drop Form (see Refund that course has held its rst class meeting. Students may Schedule). e registration fee is nonrefundable. add courses online using the SIS Self-Service website at Students dropping to less than half-time status will have https://sis.jhu.edu/sswf/, or by submitting the facsimile their federal aid canceled and will be responsible for any Add/Drop Form (downloadable from the School of debit balance created. Education’s Current Students website at http://www.students.education.jhu.edu/forms/ WITHDRAWING FROM A COURSE To withdraw from a course, students must submit in person, by fax at 410-516-9817, or by mail to: the facsimile Add/Drop Form (downloadable from the School of Education’s Current Students website Office of the Registrar http://www.students.education.jhu.edu/forms/) in Johns Hopkins University School of person, by fax at 410-516-9817, or by mail to: Education 6740 Alexander Bell Drive, Suite 110 Columbia, MD 21046-2100. Office of the Registrar Johns Hopkins University (Johns Hopkins employees must submit a School of Education tuition remission voucher. Faxed copies of the 6740 Alexander Bell Drive, Suite vouchers are acceptable). 110 Columbia, MD 21046-2100
25 Students may not withdraw from courses online Students enrolled for credit who wish to change to using th e Self-Service website. Notice to the auditor status must submit o l Add/Drop Forms instructor of intent to withdraw is not su nt, nor (dropping the class for credit and adding the same class are telephone withdrawals accepted. / for audit) before the appropriate deadline each semester, Audit Calendar lists the last date each semester to as noted in the Withdrawal/Audit Calendar. For the withdraw without academic penalty (without receiving last day to change to auditor status for alternate format the grade of F). Students should contact the O e of classes, students should consult the Withdrawal/Audit the Registrar at 410-516-9816 to con last date Calendar, or contact the O e of the Registrar at 410- to withdraw without academic penalty or to change to 516-9816. auditor status for other alternate format courses. Students who withdraw after the o withdrawal WAIT LISTS date deadline or stop attending class at any time without If the course for which a student is attempting to properly submitting an cial Add/Drop Form receive register is full (i.e., it has met its enrollment limit), that an F (Failure) grade for the course(s). Tuition refunds student may opt via the SIS Self-Service website at are calculated from the date the O e of the Registrar to be placed on a wait list. receives the Add/Drop Form (see Refund Schedule). Students placed on a wait list for any course will be egistration fee is nonrefundable. Financial aid contacted in the order in which they were placed on the recipients will have their aid award adjusted according to list. Students should not contact the instructor to credits registered. International students on an F-1 visa request approval to be removed from the wait list and are advised to contact the International Services e r a course. Students may wait list at 410-516-1013 before withdrawing or dropping a for only one section of a particular course O of course. the Registrar will contact the student (via the student’s JHU email address) only if an opening occurs prior to AUDITING COURSES eeting of the course. Students may not Students who register as auditors pay full course participate in a class unless o ly registered for it. tuition. Regular attendance is expected, and the course Wait listing for a course is not an o ial registration. is recorded on the student’s transcript. Auditors are not required to complete quizzes, examinations, and other COURSE LOAD assigned work and do not receive academic credit for the A student who is employed full-time is encouraged course. Audited courses do not count toward the credits to take only one or two courses each semester, and must required for ancial aid eligibility. Not all courses are receive written permission from a faculty adviser before open to auditors. registering for three or more courses. To accelerate a
t that that that
No notation prior to the prior to the prior to the prior to the prior to the if course is 1st class 3rd class 2nd class 3rd class 4th class dropped meeting meeting meeting meeting meetiug
WD notation from the 1st from the 3rd from the 2nd from the 3rd from the 4th if course is to the 2nd to the 5th to the 3rd to the 6th to the 8th dropped class meeting class meeting class meeting class meeting class meeting
May not once the 2nd once the 6th once the 4th once the 7th once the 9th withdraw or class begins class begins class begins class begins class begins change
Note: schedule in the Withdrawal/Audit Calender applies to both online and in-person courses.
26 course of study, students should consider enrolling in Note: Veterans applying for readmission following th e January intersession or May session. inactivation/deactivation of a previous admission Full-time undergraduate students are those who decision cannot be denied entrance for reasons enroll for twelve or more credits each semester. Full-time relating to their service. graduate students are those who enroll for nine or more credits each semester. Part-time graduate students are WITHDRAWL FROM A PROGRAM those who enroll for less than full-time each semester as A student wishing to withdraw from a program previously de ned. Graduate courses require an average should consult rst with his/her faculty adviser. If of three hours outside preparation for each class hour. a student decides to withdraw from a program, s/ he must le written notice with the Vice Dean for LEAVE OF ABSENCE Academic A airs (or designee) and with the O ce of A student may be placed on leave of absence for the Registrar. In addition to ling written notice to personal or other reasons. e approval of the Vice withdraw from a program, students must also notify Dean for Academic A airs (or designee) is required the O ce of the Registrar, using the Add/Drop form before leave is granted for a speci c period, not normally (see Withdrawing from a Course), if they also wish to to exceed one year. (A student whose leave of absence withdraw from any course(s) in which they are currently status expires has the option to request a leave of absence enrolled at the time the decision is made to withdraw extension on a yearly basis, subject to the approval of from a program. the Vice Dean (or designee). ) A request for a leave of A student who formally withdraws from a program, absence is not automatically granted–decisions will be but who subsequently wishes to be reinstated to the made on a case-by-case basis. If a leave of absence is program, must reapply following the School’s regular granted, the Vice Dean (or designee) will notify the application process. O ce of the Registrar. ere is no fee for a leave of absence. e period Note: Students who wish to switch programs of leave is considered an approved interruption of rather than withdraw from the University entirely the degree program and will not count toward the should refer to the School of Education’s policy on maximum time allowed for degree completion. Changing Programs A student seeking to be placed on a leave of absence, extend a leave of absence, or be reinstated INTERDIVISIONAL REGISTRATION following a leave of absence must submit the request During the fall and spring semesters, degree-seeking in writing (using either the Leave of Absence Request students in the School of Education may register for form or Approval for Reinstatement Following a Leave courses in another school at Johns Hopkins University of Absence form) to SOE’s O ce of Student A airs, by submitting a Registration Form (downloadable from having rst obtained the signature approval of his/her the School’s Current Students website at fa culty adviser or (for PSL students) division director. http://www.students.education.jhu.edu/forms/ with e form and any supporting materials should be the host school’s course and section number. is form mailed to the following address: may be submitted in person, by fax at 410-516-9817, or by mail to: Johns Hopkins University School of Education, Office of the Registrar Office of Student Affairs, Johns Hopkins University 6740 Alexander Bell Drive, School of Education Columbia, MD 21046 6740 Alexander Bell Drive, Suite 110 or emailed to [email protected]. Columbia, MD 21046-2100
e O ce of Student A airs shall forward the e SOE student’s faculty adviser must approve petition to the Vice Dean for Academic A airs (or the interdivisional registration and documentation of designee), who will make the nal decision. the approval should be attached to the Registration Students granted a leave of absence will also need to Form. Payment for the course should be included withdraw from any course(s) in which they are enrolled with the Registration Form. All appropriate approval at the time the request is approved (see Withdrawing signatures from the School of Education must be fr om a Course). Students placed on a leave of absence obtained before the registration can be processed. SOE are still required to meet tuition/fee and nancial aid students pay the per-credit rate of the school o ering obligations. the course. Graduate Special Students (Non-Degree) in
27 the School of Education are not permitted to register IV Funds online at http://www.students.education. interdivisionally. jhu.edu/financial/titleivreturns.html. Those partially Students from other divisions (except the schools withdrawing will have their aid awards adjusted to the of Arts and Sciences and Engineering) of the University reduced cost of attendance. Students who drop to less may take courses o ered by the School of Education than half-time prior to commencing courses that yield by completing the Interdivisional Registration Form, half-time attendance will have their federal aid canceled, including all appropriate signatures from their even portions which may have been refunded to them home school and from the School of Education, for living expenses, and will receive a bill from the and submitting it to their home school Registrar School for the balance due. for processing. Students in Arts and Sciences and If a course is canceled by the School, the tuition is Engineering programs should use the Supplemental refunded in full, and the registration fee is refunded if Registration Form, available from the Homewood that course was the only course for which the student Registrar’s O ce, which requires the permission of their registered. All refunds will be approved by the O ce of faculty adviser and the SOE Vice Dean for Academic the Registrar in accordance with the Refund Schedule. A airs (or designee). School of Education students have A refund may take four to six weeks to process. Students priority in registering for School of Education courses. will receive refunds according to the method of payment All interdivisional students must abide by School of they originally used to pay their tuition. Education policies, procedures, and deadlines. All Exceptions to the Refund Policy published prerequisites for the course must be met prior Students may receive an exception to the refund to enrollment. policy for extraordinary circumstances beyond their Students from the Zanvyl Krieger School of Arts control, provided that the request is made during the and Sciences (other than those in Advanced Academic same semester in which the course is taken and that the Programs), Whiting School of Engineering (other than circumstances can be documented. Maximum refunds those in Engineering for Professionals), Bloomberg under such circumstances will be equal to one refund School of Public Health, School of Medicine, School level higher than the student received. Students who of Nursing, Paul H. Nitze School of Advanced experience severe medical problems, a death in their International Studies, and the Peabody Institute should immediate family, or are called into active duty may follow the same registration procedures for summer as receive a 100 percent refund. All petitions including for fall and spring, with the exception that payment for supporting documentation should be submitted in the summer course needs to accompany the registration. writing to: Students from Advanced Academic Programs in the Zanvyl Krieger School of Arts and Sciences and Engineering for Professionals in the Whiting School Office of the Registrar of Engineering register and pay for summer courses as Johns Hopkins University they do for fall and spring courses (through their home School of Education school’s Registrar’s O ce). For more information, 6740 Alexander Bell Drive, Suite 110 students should contact the O ce of the Registrar at Columbia, MD 21046-2100 410-516-9816. Note: Students in online distance education REFUNDS programs who are resident in Wisconsin are Students who o cially drop or withdraw from a entitled to a tuition refund in accordance course during an academic semester will receive tuition with Wisconsin law. For more information, refunds based on the above Refund Schedule. Refunds please view http://web.jhu.edu/administration/ apply only to the tuition portion of a student’s charges provost/programs_services/accreditation/state_ and are calculated from the date drop occurs (if done authorization. online) or the date that the O ce of the Registrar receives an o cial Add/Drop Form. Refunds are not applicable to registration and other non-tuition fees and are not granted to students suspended or dismissed for disciplinary reasons. Federal aid recipients who withdraw from all coursework will have aid returned to the federal government according to federal “Return of Title IV funds” regulations (see Policy on Return of Title
28 IMMUNIZATION LAW FOR NEW AND CONTINUING of the Registrar to ful ll the requirement, as these forms STUDENTS UNDER THE AGE OF 26 are not transferable across schools/programs. A registration hold will be placed on the student’s record According to Washington, DC, Immunization if completed immunization forms are not submitted by Law 3-20, students under the age of 26 who attend the following semester’s registration period. classes in Washington, DC, must get vaccinations for Measles, Mumps, Rubella (MMR) and Tetanus/ Diphtheria. Students will need to submit proof of ATTENDANCE /PARTICIPATION their immunizations (using the Immunization Form Participation in lectures, discussions, and other downloadable from the School of Education’s Current activities is an essential part of the instructional process. Students website at http://www.students.education. Students are expected to attend class regularly; those jhu.edu/forms/ the rst semester they register for who are compelled to miss class meetings should inform courses in Washington, DC. Completed immunization their instructors of the reasons for absences. Faculty forms can be faxed to the O ce of the Registrar at often include classroom participation and attendance 410-516-9817. Students who may have already in student grading and evaluation. In such cases, the instructor will clearly communicate attendance/ submitted proof of immunizations for another school/ program within Johns Hopkins University are required participation expectations and how this is weighted in to resubmit the form to the School of Education’s O ce terms of grading (for example, the penalty, if any, for an
Refund Schedule
Note: The Refund Schedule applies to both online and in-person courses. Registration fees are nonrefundable.
2-day mini- January Courses that Courses that Courses that courses Intersession/May meet 4-9 class meet 10-14 class meet 15 or more Session sessions sessions class sessions
100% From the day of registration prior to the begining of the 1st class meeting
80% not applicable from the 1st class not applicable from the 1st class from the 1st class meeting prior to meeting and prior meeting and the begining of the to the 2nd class prior to the 3rd 2nd class meeting class meeting
70% not applicable from the 2nd class from the 1st from the 2nd class from the 3rd meeting and prior class meeting meeting and prior class meeting and to the 3rd class and prior to to the 3rd class prior to the 4th meeting the 2nd class meeting class meeting meeting
50% from the 1st from the 3rd class from the 2nd from the 3rd class from the 4th class meeting meeting and prior class meeting meeting and prior class meeting and and prior to to the 5th class and prior to to the 5th class prior to the 7th the 2nd class meeting the 3rd class meeting class meeting meeting meeting
0% once the 2nd once the 5th class once the 3rd once the 5th class once the 7th class begins, begins, there is no class begins, begins, there is no class begins, there is no refund there is no refund there is no refund refund refund
29 unauthorized absence from class) in the course syllabus. Disability Services O e recognizes the Students who expect to miss several class sessions for diverse characteristics and experiences of the School personal, professional, religious, or other reasons are of Education community and commits to creating a encouraged to meet with their faculty adviser to consider climate of mutual respect that supports one another’s alternative courses prior to registration. success. For more information, visit: http://www.students.education.jhu.edu/disability/. EXAMINATIONS A student who must miss an examination should TUITION AND FEES notify the instructor. If the absence is jus e, the Prior to the he summer, fall and spring instructor may permit a deferred examination. (including January intersession and May session), semesters, students may select from a number of RELIGIOUS HOLIDAY OBSERVANCE payment options (refer to the Student Accounts section Religious holidays are valid reasons to be in this catalog for details). excused from class. Students who must miss a class or Registration requests cannot be processed unless examination because of a religious holiday must inform accompanied by appropriate payment or selection of an the instructor as early in the semester as possible in order available payment option. to be excused from class and to make arrangements to Students who have just begun cial aid make up any work that is missed. Students who expect application process may not ch cial aid” in lieu to miss several classes because of religious holidays are of payment at the time of registration. Students wishing encouraged to meet with their faculty adviser to consider to receive cial aid must pay for courses at the time alternative courses prior to registration. of registration if they have not completed all required documentation. GRADUATION REQUIREMENTS Tuition for each course (including laboratory or Once admitted to a degree or certi cate program in computer fees) is included in the course listings. the School of Education, students must complete all coursework at Johns Hopkins University, except with prior written approval from a faculty adviser. Exceptions ACADEMIC YEAR 2016-17 TUITION are rarely given (see Transfer of Credits). Graduate and Doctoral Programs in Education Bachelor's, master's and certi cate students must Full-time Programs maintain a cumulative grade point average of at least 3.0 (on a 4.0 scale) to retain eligibility for nancial aid and to • Full-time master’s programs: $1,000 per receive approval for graduation. Doctoral students must credit maintain a cumulative grade point average of at least 3.25 • Full-time Master of Arts in Teaching (MAT): (on a 4.0 scale) to receive approval for graduation. $39,000 • Full-time Master of Science in Special Unless indicated otherwise, students enrolled in Education with a concentration in Mild-to- bachelor's, master’s or certi cate programs have a maximum Moderate Disabilities: $39,000 of ve years to complete their degree. With the exception of • Full-time Master of Science in Counseling transfer credits, all credits applied toward a degree or certi cate must have been earned within ve years prior to with a concentration in School Counseling the point a student becomes eligible to graduate. Any request (Fellows Program): $48,000 for an exemption to this policy—for example, extending the • Full-time doctoral programs: $43,923 per time period allowed to complete a degree/certi cate—must academic year* be submitted in writing by the student to, and approved by, *Note : Students in the full-time Ph.D. program the Vice Dean for Academic A airs (or designee). Prior to who take course s ove r the sum mer semester pay submitting a formal written request to the Vice Dean (or the standard p art-time credit tuition rate ($1,464 designee)for an exemption, students are encouraged to discuss matters rst with their faculty adviser or (for PSL per credit) for Ph.D. doctoral level courses. students) division director. Part-time Programs • Graduate-level programs: $740 per credit DISABILITY SERVICES for all locations/programs, except for those Disability Services O e collaborates with programs noted below students, instructors o provide equitable, • Online master’s level and graduate inclusive, and sustainable learning environments that t promote academic success for all students. Students • Online Master of Education in the Health needing academic accommodations must register with Professions (MEHP)/Post-Master’s Ce e the Disability Servic e by contacting in Evidence-Based Teaching in the Health [email protected] or 410-516-9734. Professions programs: $1,200/$700 per credit* Recent documentation from a credentialed professional must be provided—all information remains c ntial. 30 *Note: Courses in the MEHP and Post-Master’s by the Johns Hopkins University employee tuition Certi cate in Evidence-Based Teaching in the remission plan. Health Professions programs are $1,200 per credit, with the exception of Johns Hopkins University Late Registration Fee and Johns Hopkins Hospital and Health System Students registering for the rst time during a given employees, who pay $700 per credit. term on or after the day of the rst class meeting will be charged $100 in addition to the registration fee of $175. • Online EdD program: $4,000 per course • PhD program: $1,464 per credit Late Payment Fee A late payment fee of $100 will also be assessed Public Safety Leadership Programs if payment for tuition and fees is not received by the • Bachelor of Science in Organizational speci ed due date listed on the monthly electronic bills Leadership: $690 per credit (see the Electronic Billing section of this catalog for • Master of Science in Organizational details). Leadership (face-to-face option): $1,010 per credit Returned Check Fee • Online Master of Science in Organizational A $35 returned check fee will be assessed on all Leadership: $900 per credit paper and electronic Automated Clearing House (ACH) • Master of Science in Intelligence Analysis: check payments that are returned by the bank. $1,260 per credit Payment Plan Termination Fee Students who are terminated from the monthly payment Application Fee plan will be charged a $75 termination fee by Johns • $80 application fee for degree or certi cate Hopkins University. programs • $25 application fee for graduate special (non- Laboratory Fees degree) status Where applicable, laboratory fees are included in course tuition fees (noted in the online course schedule). e application fee, which must be submitted with the application, is nonrefundable and cannot be waived Graduation Fees or deferred, except in certain circumstances for School of A fee of $175 is required for all undergraduate and Education alumni (see Note below). graduate degree/certi cate candidates.
Note: Students who have previously earned a Note: See also Application for bachelor’s, master’s, or doctoral degree from the Graduation deadline information. School of Education are not required to submit an application fee or transcript when they apply Delinquent Account Collections for admission to a second degree or certi cate A fee amounting to 25% of the outstanding debt program. Students who have graduated from a will be charged for any accounts turned over to a School of Education certi cate program, and who collections agency. apply for admission to a degree or to a second certi cate program within one year of graduation, Note: Transcripts and grades will not be are not required to submit an application fee or released to students with an outstanding transcript. However, if it has been more than one financial obligation to the University. year since completion of the certi cate program, a new application fee is required. STUDENT ACCOUNTS For general inquiries about your student account, Matriculation Fee speci cally receipt of payments, refunds, online tuition A one-time fee of $500 is required for doctoral payments, nancial holds, 1098T, collections, company students and must be paid prior to beginning billing, etc., call 410-516-9722 or 1-800-GO-TO-JHU coursework. (1-800-468-6548), fax 410-516-9721, or email [email protected]. Registration Fee A $175 nonrefundable fee per semester is required Payment Options for registration. e registration fee is not covered To pay for tuition and associated fees, students can use one of the following payment options: 31 • Pay online with an electronic check or ID number. Payments can be mailed to: credit card • Pay with a check by mail Johns Hopkins University • Pay with cash, check, or credit card at one School of Education of the campus locations Office of Student Accounts • Enroll in the monthly payment plan 6740 Alexander Bell Drive, Suite 110 • Pay with an employer contract Columbia, MD 21046-2100 • Take advantage of JHU’s tuition remission for university employees (JHU tuition Paying by check authorizes the School to remission covers tuition costs only) electronically debit a student’s account. Once the • Pay via electronic billing transaction has been completed, the actual check will be • Pay via wire transfer destroyed. (Checks will not be returned to students.) Students who submit a paper check that is returned Students with approved nancial aid should elect by the bank will be charged a $35 returned check fee, to be electronically billed for any charges not covered by placed on nancial hold, and may be removed from the award. See Schedule A below for billing periods and courses for which they are currently registered. payment due dates. A late payment fee of $100 will be assessed if payment is not received by the speci ed due Pay in Person date. Students who choose the monthly payment plan Pay with cash, credit card, or check at these option may use Schedule B below as a payment guide. locations: Schedules A and B can also be found online at: • Columbia Center (6740 Alexander Bell http://www.students.education.jhu.edu/pay/. Drive, Columbia, MD, 21046) rst oor Students are responsible for their nancial information desk obligations to the School of Education, no matter what • Montgomery County Campus (9601 Medical payment option is chosen. If the School of Education Center Drive, Rockville, MD 20850) ask at the does not receive payment in the agreed scheduled main reception desk in the center building for time (see billing schedules), students will be placed directions on nancial hold and may be removed from courses • Education Building (2800 North Charles for which they are currently registered. Grades may Street, Baltimore, MD 21218) Room 120 be withheld, and students will be prevented from registering for future courses until payment is received. Students may submit all forms of payment at Payments from students seeking to register may be kept any school location. e University accepts four and applied against prior obligations to the university. major cards: MasterCard, Visa, Discover, and Delinquent accounts turned over to our collection American Express. Credit card payments are not agency will be assessed an additional 25% of their processed immediately. When students pay with a outstanding debt. credit card, a sta member will verify that the credit card information on the payment form is complete Pay your Account Online and forward payment to the Oce of Student e fastest way for students to have their tuition Accounts in Columbia to be processed at a later payment credited to their JHU student account is to date. Payment Authorization Forms can be found at pay via SIS Self Service. Payments can be made in http://www.students.education.jhu.edu/forms/. Self Service by using a credit card (Visa, MasterCard, Students who submit a credit card that is declined will Discover or American Express) or an electronic check. be placed on nancial hold and may be removed from Students must log into SIS Self Service using their courses for which they are currently registered. Johns Hopkins Enterprise Directory (JHED) ID and password. To make payments online or view your Monthly Payment Plan student account, go to https://sis.jhu.edu/sswf/. Students have the option of deferring their tuition Students who submit an electronic ACH check that payments by enrolling in the monthly payment plan is returned by the bank will be charged a $35 returned each semester. To enroll: check fee, placed on nancial hold, and may be removed •Contact Tuition Management Systems from courses for which they are currently registered. (TMS) by phone at 1-800-722-4867 or visit the website at https://jhusoe.afford.com/ . Pay with a Check by Mail • Identify yourself as a Johns Hopkins Checks for tuition and fees should be made payable University School of Education student to Johns Hopkins University and include the student’s when contacting TMS. 32 • Know your Hopkins ID before calling. is to the School of Education and seek can be found on the SIS Self Service home reimbursement from his/her employer. page. (Students can enroll in the monthly payment • Know the amount of tuition and fees to be plan or choose to be electronically billed.) budgeted with the monthly payment plan. (Note: January courses should be included in the Johns Hopkins Remission fall payment plan.) Students who are Johns Hopkins employees participating in the tuition remission bene t plan, please Please be aware of the following: note the following: • Payment plans are semester speci c and • Tuition remission covers tuition costs only. cannot be used to pay past due balances Fees are not covered. from previous semesters. • Students must submit a completed tuition • Book charges are excluded from the remission application form for each course to payment plan. the O ce of Student Accounts. • Students in part-time programs pay • e application(s) can be faxed to 410-516- a nominal enrollment fee of $50 each 9721 or mailed to: semester to join the payment plan (summer, fall, and spring). Johns Hopkins University • Students in full-time programs pay a School of Education nominal enrollment fee of $75 at the Office of Student Accounts beginning of each academic year to join the 6740 Alexander Bell Drive, Suite 110 annual plan. Columbia, MD 21046-2100 • See Schedule B below for open enrollment and payment due dates for the current • If the remission does not cover the entire cost payment plan. of tuition, the student is required to pay the remaining balance at the time of registration. If payment has not been made in accordance with • Students can select the monthly payment plan the payment schedule, TMS has the right to assess a $50 to pay for tuition not covered by the tuition late payment fee and/or terminate your agreement. In remission bene t or choose to be electronically additio n, if you are no longer eligible to participate in billed. th e monthly payment plan, a $75 termination fee will For additional questions about tuition be charged to your student account by the School of remission, contact the O ce of Student Education. Accounts at 410-516-9722 or email [email protected]. Employer Contract If an employer is paying for all or part of a student’s tuition, please note the following: • Students must submit a purchase order or contract from their employer authorizing Johns Hopkins University to bill their employer directly for tuition and any associated fees. • If the contract does not cover the entire cost of tuition and fees, the student is required to pay the remaining balance. • Students can choose to receive an electronic bill or enroll in the monthly payment plan to cover any additional costs for tuition and associated fees. • A faxed copy of the student’s employer contract is acceptable. (Fax to 410-516- 9721) • If a student’s employer pays the student directly for tuition expenses, that student is required to pay tuition and fees directly 33 SCHEDULE A: BILLING CYCLES - MARCH 2016 THROUGH MAY 2 017 JHU SCHOOL OF EDUCATION
The Bill Covers Charges and Payments Applied to The Date when the Electronic Bill your Student Account Between the Following Dates is Presented on the Web Statement Due Date *
March 10, 2016-April 13, 2016 April 14, 2016 April 29, 2016
April 14, 2016-May 11, 2016 May 12, 2016 May 27, 2016
May 12, 2016-June 8, 2016 June 9, 2016 June 24, 2016
June 9, 2016-July 13, 2016 July 14, 2016 July 29, 2016
July 14, 2016-August 10, 2016 August 11, 2016 August 26, 2016
August 11, 2016-September 14, 2016 September 15, 2016 September 30, 2016
September 15, 2016-October 12, 2016 October 13, 2016 October 28, 2016
October 13, 2016-November 9, 2016 November 10, 2016 November 25, 2016
November 10, 2016-December 14, 2016 December 15, 2016 December 30, 2016
December 15, 2016-January 11, 2017 January 12, 2017 January 27, 2017
January 12, 2017-February 8, 2017 February 9, 2017 February 24, 2017
February 9, 2017-March 9, 2017 March 10, 2017 March 25, 2017
March 10, 2017-April 13, 2017 April 14, 2017 April 29, 2017
April 14, 2017-May 11, 2017 May 12, 2017 May 27, 2017
*Note: Due dates are subject to change
34 SCHEDULE B: AY 2016 – 2017 MONTHLY PAYMENT PLAN JHU SCHOOL OF EDUCATION
Semester Payment Plan Payment First Payment Due Payment Plan Options Enrollment Start Plan Date Enrollment End Date
Summer 2016 March 28, 2016 June 1, 2016 June 1, 2016 THREE installments due the 1st of each month. First payment due June 1; remaining balance due on the 1st of July and August.
Fall 2016 July 5, 2016 Sept 1, 2016 Sept 1, 2016 FOUR installments due the 1st of each month. First payment due Sept.1; remaining balance due on the 1st of Oct, Nov, and Dec.
Intersession 2017 Oct 31, 2016 Feb 1, 2017 Feb 1, 2017 FOUR installments due the 1st of each Spring 2016 month. First payment due Feb.1; remaining balance due on the 1st of March, April, and May.
Annual Plan March 28, 2016 N/A June 1, 2016 TEN installments due the 1st of each month. for Full-time First payment due June 1; remaining Programs only payments due on the 1st of July, Aug, Sept, Oct, Nov, Dec, Jan, Feb, and March.
Note: Contact Tuition Management Systems (TMS) at 1-888-713-7238 or https://jhusoe.afford.com/ for more information.
35 Electronic Billing Swift Code: MANTUS33INT Students selecting this option are required to have CHIPS ABA #: 0555 a current Johns Hopkins email address and a valid Johns Hopkins Enterprise Directory (JHED) ID and US Sponsor Payments ONLY: password. To locate a JHED ID, read the instructions at Johns Hopkins University http://jhed.jhu.edu. M&T Bank Noti cation of outstanding tuition balances will One M&T Plaza be sent electronically to a student’s JHU email account. Bu alo, NY 14203 Billing statements are emailed the second Wednesday Transit/routing/ABA number: 022000046 of each month if activity has occurred since the last Account number: 09000522 billing cycle. Students are required to make payment Duns #001910777 upon noti cation of this bill. Balances not paid by the Cage Code: 5L406 due date will be assessed a $100 late payment fee. Paper statements are no longer mailed to students. Students International Sponsor Payments ONLY: can update their email address by calling 1-800-GO- Johns Hopkins University TO-JHU or emailing [email protected]. M&T Bank For current billing periods and due dates, read Schedule One M&T Plaza A above. Bu alo, NY 14203 SWIFT code: MANTUS33INT Wire Transfer Payment Information CHIPS ABA number: 0555 International students may choose to wire payment IBAN number: N/A information directly to Johns Hopkins University or use Account number: 09000522 our new service with Western Union. Information for Transit/routing/ABA number: 022000046 both options is provided below: Please be sure to include a student ID number or International Wire Transfers - Western Union other identifying information with the wire transfer. for International Payments After the wire transfer is completed, please notify Johns Hopkins University has contracted with the Student Accounts O ce of your payment amount Western Union Business Solutions to assist with and date of remittance. An email can be sent to the processing wire payments from international students. [email protected]. If you have additional is payment option allows you to pay the university questions about wire transfers, please contact the your student account balance in the currency of your Student Accounts O ce at 410-516-9722. choice and provides a simple and secure method for initiating payments electronically. We encourage all Student Account and Bill Viewing Online international students to choose this cost e ective and For students wishing to view or pay their student e cient method of payment to the Johns Hopkins account online or view their monthly electronic bills University. online, visit https://sis.jhu.edu/sswf/. Log on to your SIS Self-Service account. Go to the billing tab and select the Summary or Statements FINANCIAL AID option. e “Pay by International Wire Transfer” link is e School of Education o ers programs of one of your payment options. nancial support that include federal grants and loans and state and school-based scholarships and grants. Direct Wire Payments to the University In general, consideration for nancial aid is restricted If you are a student or sponsor who would like to to students who have been fully and unconditionally wire tuition payments directly to the University please accepted into a degree or approved certi cate program, note the following: enroll half-time or more each semester, complete all courses for which aid was awarded, and maintain a 3.0 US & International Students ONLY: GPA (graduate students) or a 2.0 GPA (undergraduate Johns Hopkins University students). M&T Bank Financial aid is available only for courses that are One M & T Plaza required of the program and for which students will Bu alo, NY 14203 receive credit toward completion of their program. Checking Account Courses taken merely for personal reasons or simply so Transit/Routing/ABA #: 022000046 a student can remain enrolled at least half time are not Account # 970370230 eligible for federal nancial aid. 36 Audited courses do not count toward the credits available to students who are ineligible or only partially required for nancial aid availability. Only those eligible for the subsidized version. certi cate programs that are 15 credits or longer are eligible for nancial aid. Note: Deferment of loan repayment is available In addition, to receive federal aid, students must for students enrolled at least half-time (6 credits be U.S. citizens or eligible non-citizens; have registered each semester for undergraduates; 4.5 credits for with the Selective Service between the ages of 18 and graduate students—see Loan Deferment Requests 26 if male; not owe refunds on federal grants or be under Grade Reports, Transcripts and Academic in default on federal educational loans; never been Record Requests). convicted of an o ense involving possession or sale of illegal drugs while receiving federal student aid; and be Students who only need one course to graduate and admitted prior to the rst day of classes for the semester wi ll enroll less than half-time will go into their grace in which they receive aid. period as of the date they ceased attending half-time. Students admitted in mid-term will become Deferment is also available for several other reasons, eligible for aid for the next semester. Alternative such as for service as a volunteer under the Peace Corps private educational loans can be used by students who Act or the Domestic Volunteer Service Act of 1973. are enrolled less than half time and by international For more information or to print a paper Deferment students. International students are encouraged Form, visit www.myfedloan.org. to investigate the possibility of aid through their To be considered for nancial aid, a student government or outside agencies before applying for these mu st le the Free Application for Federal Student Aid loans, which require a cosigner who is a US citizen. (FAFSA) using the o cial code of E00475 and complete e academic year consists of the summer, fall, the Planned Enrollment Form. and spring semesters. For nancial aid purposes, the Both forms are available online at http://www. spring semester includes the January intersession and the students.education.jhu.edu/ nancial/app ly/. Students May session. Students must maintain satisfactory selected for federal veri cation will also have to provide academic progress and credit compliance (half-time signed copies of their most recent federal IRS Tax enrollment per semester in which aid is received) to Transcript and those of parents or spouses, where continue to be eligible for nancial aid. applicable, including all schedules led and W-2 No funds will be available for repeated courses. forms. Students who present inconsistent or conicting Academic progress is reviewed at the end of each information may provide signed copies of federal tax semester. returns as above. School-based scholarship applicants Loss of aid eligibility due to noncompliance with also must complete the Schoolbased Scholarship s atisfactory academic progress policy may be appealed Application and write an essay. Students must be fully in writing to the Financial Aid O ce, including admitted prior to the rst day of classes for the semester presentation of evidence substantiating the reason for in which they receive aid. Gift aid (scholarships and failing to achieve academic progress. Federal regulations grants) combined with employer-paid tuition support identify the special circumstances that can be taken into is taxable to the extent that it exceeds the federally consideration in an appeal. e appeal statement will allowable costs of tuition, fees, and required books and identify what measures the student has taken, or will supplies, or is dedicated to other costs, such as living take, to rectify the situation. expenses. Federal grants may be taxable if, together with e appeal statement will be reviewed and faculty other gift assistance, they exceed the allowable costs. advisers and/or Deans may be consulted. e student Students whose aid award exceeds the cost of tuition and will be noti ed of the decision in writing. All decisions fees may request book vouchers for use at the school’s are nal. Full details on satisfactory academic progress bookstores three weeks prior to the start of class. When requirements for nancial aid recipients may be found aid from all sources exceeds the tuition and fees charged at http://www.students.education.jhu.edu/ nancial/ by the school, the student may request a satisfactory-academic-progress.html. refund of any credit balance remaining after aid has been Students must demonstrate nancial need as disbursed by calling the Student Accounts O ce in c alculated by federal methodology to be considered Columbia at 410-516-9722. eligible for all need-based aid, including government e School of Education reserves the right to ask subsidized direct loans. For purposes of federal loan for documentation necessary to determine aid eligibility. eligibility, undergraduates must have completed at least Documents submitted as part of aid applications become 30 credits to qualify for a sophomore-level loan, and at the property of the school and cannot be returned. least 60 credits to qualify for upper-classman loan limits. Applications for federal aid cannot be processed Unsubsidized direct loans, which are not need-based, are if the relevant tax returns have not been led in 37 accordance with IRS code. Federal regulations require Important Financial Aid Dates that the school report suspected cases of fraud or misrepresentation to the appropriate federal, state, and January 1 e Free Application local authorities. for federal student aid In compliance with the Higher Education (FAFSA) is available Opportunity Act of 2008, students receiving Title IV aid who drop below half-time status or withdraw February 1 Scholarship deadline for completely will have their aid returned to the new students in full-time government according to a federal formula. Aid programs proceeds, which have been previously refunded to the student for living expenses, may have to be repaid March 1 Application deadline for immediately as well. Since such changes in academic new students in full-time status will also a ect students’ future eligibility for aid, programs it is recommended that Title IV aid recipients who contemplate withdrawing or reducing their status below April 1 Financial aid priority ling half-time rst consult the nancial aid o ce: deadline for the summer semester Financial Aid Office Johns Hopkins University June 1 Financial aid priority School of Education ling deadline for the fall 6740 Alexander Bell Drive, Suite semester 110 Columbia, MD 21046-2100 410-516-9808 June 1 Application deadline for [email protected] the School of Education scholarships for returning O ce hours are 8:30 a.m. to 5:00 p.m., Monday students through Friday November 1 Financial Aid priority ling deadline for the spring semester
SCHOLARSHIPS, GRANTS, AND AWARDS Undergraduate students with high nancial need will be considered for Federal Pell and Supplemental Opportunity Grants as a consequence of ling the institutional nancial aid application and FAFSA. Graduate students enrolling in teacher preparation programs in critical shortage areas will be considered for the new Federal TEACH Grant as a result of ling the FAFSA and the School of Education’s TEACH Grant Application, available on the School’s Current Students website at http://www.students.education.jhu.edu/ financial/apply/. Residents of Maryland can be considered for assistance for the next academic year. Most programs require the submission of the FAFSA to the federal processor by March 1 of each year. Workforce Shortage Student Assistance Grants have a July deadline, but those who le a FAFSA by March 1 will receive priority based on need. Legislative Scholarships are available to full or part-time students through their Maryland delegates and senators. For more information regarding Maryland State aid and scholarship applications, contact the State O ce of
38 Student Financial Assistance at 410-767-3301 or 1-800- recognized education credential. 974-0203 or visit the Maryland Higher Education • A Lifetime Learning Credit: up to $2,000 credit is Commission (MHEC) website at available for qualifying educational expenses, limited . A limited number of school-based partial tuition to 20 percent of tuition and required fees paid for any scholarships are available each year. Selection is based year of postsecondary education. is includes primarily on l need, but scholastic merit is also courses taken to acquire or improve job skills, even if considered. School of Education scholarship applications the courses are not part of a degree program. are available online at • Students not qualifying for the American from January 15 through June Opportunity Tax Credit or Lifetime Learning Credits 30. may be able to deduct up to $4,000 of quali ed Applications must be completed by this deadline. tuition and fees paid for by the student, a spouse, or Since need is a factor in the selection process, applicants dependents, if modi ed adjusted gross income is not should e the FAFSA so that results are received prior more than $80,000 if single or $160,000 if married ling to the July 1 deadline. As one application provides jointly (2015 income cuto ; 2016 limits may di er). consideration for all available funds, it is not necessary for students to apply for spec scholarships. All scholarship award decisions nal, authority resting EMPLOYMENT-BASED TUITION BENEFITS with the scholarship committee of the School of Employment-based tuition s Education. represent an alternate source of assistance to School of Information on the new Federal TEACH Grant, Education students. Employers and labor unions often available to education students who intend to teach provide educational be for their employees as part in a public or private elementary or secondary school that of a larger be package. sistance may take serves students from low-income families, can be found the form of a contract between the employer and the at university or a full or partial tuition reimbursement . plan between the employer and the employee. Please Students are encouraged to contact other scholarship note that students who participate in employer tuition sources, such as cultural groups and professional reimbursement programs should plan to pay all tuition organizations. and fees at the time of registration and follow their e following websites provide additional employer’s procedures for requesting reimbursements. information on nancial aid sources: Students should contact their employer’s human • Financial Aid Information page esources ce to discuss the availability of tuition assistance. Information on billing or contract procedures • U.S. Department of Education home page may be obtained from the Student Accou ce at ( ) 410-516-9722. Employees receiving tuition assistance may be responsible for taxes on the value of the tuition TAX LAW BENEFITS assistance received and should check with employers for ere are several tax bene ts that provide help for more details. those nancing the costs of higher education as listed Johns Hopkins University provides a tuition below. Many have income level caps and there are remission program for full-time employees. For restrictions on taking advantage of more than one information, contact JHU’s Be ce at 410-516- deduction and/or education credit at the same time. 2000. Please consult a tax adviser for full information and/or visit the IRS website at . OTHER STUDENT SERVICES For the latest information on disability support, career services, student and alumni relations, and • Employer-paid tuition assistance for undergraduate and graduate coursework is tax-free campus locations, visit up to $5,250. . • Interest paid on student loans is deductible up to $2,500, regardless of the age of the loan. • e American Opportunity Tax Credit: up to $2,500 credit available for qualifying educational expenses paid for the rst four years of post-secondary graduate education for students pursuing an undergraduate degree or other
39 SCHOOL OF EDUCATION SCHOLARSHIPS Dean Ralph Fessler 100th Anniversary Aegon USA Inc. Scholarship Fund Scholarship Fund Established in 1999 by Aegon USA Inc. to provide is fund was established in 2011 to provide nancial scholarship support to School of Education and Public assistance for students in the School of Education. Safety Leadership students who demonstrate nancial need. Isaac and Fannie Fox Scholarship Fund Established in 1997 by Lillian Bernice Fox, ‘61, the Marlene K. Barrell Scholarship Fund scholarship supports undergraduate students in memory Established in 2004 to support graduate students in the of her parents. School of Education. Lillian Bernice Fox Scholarship Fund BGE Scholarship Fund Established in 1997 by Lillian Bernice Fox, ‘61, for is fund was established in 1998 with a generous undergraduate students. gift from the Baltimore Gas and Electric Company. Scholarships are awarded to students who demonstrate e Stanley C. Gabor Scholarship Fund nancial need. Established in 1999 in honor of Dean Emeritus Gabor at the time of his retirement to provide support to Carey Bloomberg Scholars Program Business School and School of Education students who Established in 1995 with a gift from Michael demonstrate nancial need. Bloomberg, ENGR ’64 and former chairman of the JHU Board of Trustees. e Bloomberg Scholars e Sheldon D. and Saralynn B. Glass Program provides scholarship support to the School Endowed Counseling Scholarship Fund of Education. e competitive awards are made to Established in 2011 with a generous gift from Dr. support outstanding adult part-time students in master’s Sheldon D. Glass and Mrs. Saralynn B. Glass to provide programs. scholarship funds for full-time students enrolled in the Counseling Fellows program who demonstrate nancial Edward Franklin Buchner Fellowship in need. Education Established in 1987 by the late Louisa Buchner in honor Nancy Grasmick Fellowship Fund of the late Dr. Edward Franklin Buchner, professor Established in 1998 to provide nancial assistance to of education and philosophy and rst chairman of doctoral students in the School of Education. the university’s College Courses for Teachers, created in 1909. e fellowship is for doctoral candidates in David and Bessie Greenberg Scholarship Fund education at the School of Education. Established in 2010 by Sheldon and Robin Greenberg to provide nancial assistance for practitioners in the elds Dorothy Davis Scholarship for Gifted of law enforcement, re/EMS, emergency management, Education public health, the military, security, and related public Established in 1987, this scholarship is for graduate safety endeavors who pursue their degree(s) through the students in gifted and learning disabled education and Division of Public Safety Leadership. provides half-tuition scholarships. Alma D. Hunt/VCM Grant for Special Decker-Gabor Scholarship Education is scholarship provides tuition assistance for Established in 1999 by an anonymous donor in honor undergraduate and graduate students. Established in of the donor’s grandmother (1891–1987), a lady whose 1999 by the late Al Decker, former trustee emeritus, humble life and generous spirit were underscored by and his wife, Virginia Decker, the scholarship honors her compassionate concern to put others rst, the Stanley C. Gabor, dean of the school from 1982 until grant provides tuition assistance to urban students with his retirement in 1999. demonstrated nancial need who are in the internship stage of their special education program in the School of Linda A. Fedor Memorial Scholarship Education. Established in 2004 by the Fedor family in memory of their daughter and sister, this scholarship supports an Jumble-Inn Scholarship internship in the master’s degree in special education e Jumble-Inn Scholarship was established in 1920 program at the School of Education. by a gift from the Jumble-Inn Committee to bene t women who teach in Baltimore elementary schools, 40 who are residents of the city, and who are candidates Education. Dr. Bamberger served as director of College for degrees in education. Preference is given to those in Courses for Teachers and the summer session during the need of nancial assistance. 1930s and 1940s.
Mary Levin Scholarship Fund Eugene H. Ryer Scholarship Fund Established in 1978 for post-master’s degree students by Established in 1998 in memory of Eugene H. Ryer, who the late Cecelia L. Bass, ’41, and Leon P. Bass in honor attended evening courses at Hopkins during the 1930s, of her sister, the late Mary Levin, former executive by his wife, Catharine H. Ryer, and son, David E. Ryer, secretary to the deans of McCoy College and the ’64. e fund provides nancial aid for students in the Evening College, now separately known as the Carey School of Education. Business School and the School of Education. Aileen and Gilbert Schiffman Fellowship Helen Hassie Lichtenstein Scholarship Established in 1996 by a gift from e Hodson Trust Established in 1986 by the late Dr. Arthur Lichtenstein, in memory of Gil Schi man, professor emeritus and ’30, ’34, in memory of his wife Helen Hassie former director of the Graduate Division of Education, Lichtenstein, ’39, this scholarship is awarded annually this fellowship is awarded to School of Education to a doctoral student at the School of Education doctoral students. who exempli es a commitment to the eld of special education and may need institutional support to Sonia Beser Snyder and Naomi Beser further his or her studies. Dr. and Mrs. Lichtenstein, Scholarship Fund both alumni of the School of Education, were special Established in 1997 by Sonia Beser Snyder, ’44, in education professionals in Baltimore public schools for memory of her twin sister, Naomi Beser. many years. William H. Thomson Scholarship Kelvin D. Machemer Scholarship Dorothy S. omson established this fund in memory Established in 2004 by Kelvin D. Machemer to provide of her husband to provide nancial assistance to worthy scholarship support for part-time students in the School students in the School of Education. of Education. Anna McClintock Welch Matching Fund Michael-Weinstein Scholarship e family and friends of Anna McClintock Welch Established in 1998 by Joel A. and Bonita M. established a fund in her honor to assist working Weinstein,’72, in memory of her mother and brother, undergraduate students who require partial nancial aid this fund provides nancial assistance to students in the for their education. e fund matches up to 50 percent School of Education. of the student’s earned income required to cover tuition, fees, and books. Although this is a scholarship program, Richard and Marie Conley Mumma Scholarship the donors of the fund encourage recipients to repay the Fund gift and thereby help students in the future. Established in 1997 by the estate of Richard and Marie Conley Mumma, this scholarship provides nancial Eva Orrick Bandell Wilson Memorial assistance to graduate students. Richard Mumma served Scholarship as dean of McCoy College and the Evening College Established in 1967 by Eva Orrick Bandell Wilson, from 1951 to 1970. who attended classes in the Evening College, the fund provides aid for students with demonstrated nancial Helen M. and E. Magruder Passano Jr. need in the School of Education. Scholarship Established in 1997 by Helen M. Passano, ’78, and E. Alison P. Wolcott Memorial Scholarship Magruder Passano, ’67, ’69, and Waverly Inc., the fund Established in 2008, for the purpose of advancing the provides need-based scholarships. service goals and ideals of Alison Paige Wolcott, to help cover the tuition and fees of a student enrolled in the Pi Lambda Theta Scholarship Master of Arts in Teaching (MAT) program. Established in 1980 by the Chi Chapter of Pi Lambda eta, a national honor and professional association in education, to honor Drs. Florence E. Bamberger and Angela Broening. e fund provides nancial assistance for graduate education students at the School of 41 VETRANS/G.I. BILL ASSISTANCE of the certi cate to the VA certifying o cial (address e Johns Hopkins University is approved by the above) or fax to 410-516-9817. Maryland Higher Education Commission for training Transfers veterans and the widows and children of deceased Students who have previously used bene ts and veterans under provisions of the various federal laws are transferring from another college or university need pertaining to veterans’ educational bene ts. Information to obtain a Request for Change of Program or Place of about veterans’ bene ts is available at www.gibill.va.gov. Training (VA Form 22-1995) from the Department Information on applying for veterans’ bene ts of Veterans A airs at www.gibill.va.gov. A copy of the and enrollment procedures may be obtained from the completed application, along with a copy of the DD- Department of Veterans Affairs http://vabenefits.vba. 214 (not required for ACTIVE DUTY personnel), va.gov/vonapp/. should be submitted to the Veteran’s Certi cation Students eligible for veterans’ educational bene ts O cer as noted above. (excluding Post 9-11, Chapter 33) register and pay their University bills in the same manner as non-veteran Continuing JHU Student Enrollment students. Reimbursement is made by the Department Students are required to email the VA certifying of Veteran A airs on a monthly basis. e amount o cial at [email protected] each semester after of reimbursement is determined by the student’s rate they register if they want to use veteran bene ts for of pursuit calculated by the number of courses taken tuition and fees, including the graduation fee. A student during a semester. who received veteran’s bene ts while attending the Students eligible for Post 9-11, Chapter 33 University during the preceding semester and who re- veterans’ bene ts register in the same manner as non- enrolls with no change of objective needs only to advise veteran students. A partial tuition payment is made the certifying o cial that re-certi cation under the by the Department of Veterans A airs directly tho et provisions of the original VA form 22-1990 is desired. University. Students receiving veteran’s bene ts must pursue a e amount of payment is governed by the program of courses that leads to the exact objective student’s eligibility established by the VA. e student (normally a degree or certi cate) indicated on the is responsible for the remaining tuition. original VA application. Any change in program or In all of the above cases, veterans’ educational objective requires submission of a Request for Change of bene t payments cover only a portion of assigned Program (VA Form 22-1995). fees. Questions regarding enrollment procedures for Veterans are also required to advise the certifying the School of Education may be directed to the VA o cial at [email protected] immediately of certifying o cial at 410-516-9816 or at any change in their program, status or course load that [email protected]. might a ect the amount of their monthly payment from To obtain veterans educational bene ts, a veteran the VA. must comply with the following procedures: Failure to do so may cause the Department of Veterans A airs to seek restitution from the veteran of a Initial Enrollment resulting overpayment of benefits. 1. e veteran must rst apply and be admitted to one of the schools of the University. Students from Other Institutions 2. Obtain an Application for Program of Education of Students attending other colleges and universities Training (VA Form 22-1990) from the Department of who enroll at Johns Hopkins University should request Veterans Affairs. Forms are available at http://vabenefits. that a letter be sent from their primary institution to vba.va.gov/vonapp/about_vonapp.asp. (Vonapp stands the Department of Veteran A airs and to the School of for Veterans On Line Application.) Education stating that the courses and credits at Johns 3. After completing the application, send it, along with Hopkins University are accepted toward the student’s a certi ed copy of the DD214, to the following address: degree.
Veteran’s Certi cation O cer Standards of Progress O ce of the Registrar Continuation of VA payments is dependent on School of Education the student meeting the academic standards established 6740 Alexander Bell Drive, Suite 110 by the university for all students. e student also Columbia, MD 21046 must meet any standards of progress that are or may be established by VA regulations. e VA will return an o cial “Certi cate of Eligibility” to the student who must submit a copy 42 S scale (as outlined in the above table). In such cases, the award of a Pass (P) grade is equivalent to the award of G S A a “B” grade or above, while the award of a Fail (F), and the consequences thereof, equate to the award of an “F” GENERAL GRADING POLICY grade in the letter based grading sc e use of the grading scale used for o l grades for all Pass (P)/Fail (F) grading system for courses should be School of Education students—graduate, undergraduate, clearly stated in the course syllabus. and nondegree—is listed in the table below. Please note that the grades of D+, D, and D pertain only Note: Pass (P) grades are not considered in the to undergraduate coursework o the Division determination of a student’s Grade Point Average of Public Safety Leadership. e grade of A+ is not (GPA). However, Fail (F) grades awarded on the assigned at any level. basis of Pass (P)/Fail (F) grading system will count Each instructor assigns grades according to his/her toward a student’s GPA. own system, which should be explained in the course syllabus. GRADE POINT AVERAGE All students must possess acceptable written To calculate grade point average (GPA): command of the English language; instructors will 1. multiply the number of credits for each course by the consider writing quality when assigning grades, and quality points (noted on Grading Scale) associated with make referrals for those needing improvement in writing the grades received in each course skills. 2. add quality points 3. add credits Grading Scale 4. divide quality points by the number of credits A 4.0 A– 3.7 FAILURE (F) GRADE B+ 3.3 An “F” (failure) grade indicates the student’s failure B 3.0 to complete satisfactorily the work of the course. No B– 2.7 grade of “F” may be counted toward a graduate degree C+ 2.3 or se in which the “F” is received C 2.0 is not required for graduation, it need not be repeated. C– 1.7 However, if the course is required, it must be repeated. *D+ 1.3 If the required course involves laboratory work, both *D 1.0 the lecture and laboratory work must be repeated, *D- 0.7 unless the instructor grants permission for a student F 0.0 to retake only one of these course components when I Incomplete repeating the required course. In all cases in which an MR No grade reported as yet by the “F” grade was received, the failing grade will remain on instructor, not a failing grade the transcript and will be calculated into the grade point WD O ial withdrawal (not assigned average, unless the course is repeated. (Per the School of by instructor) Education’s Repeated Courses policy (see below), when X Grade not yet submitted by instructor a course is repeated, both the original F and repeated No notation on an o ial report may be changed course grades appear on the academic record; however, except to correct an error or to replace an “I” only the repeated course grade is used in calculating the (incomplete) grade. grade point average.)
e grades of D+, D, and D– are awarded at the WITHDRAWL (WD) GRADE undergraduate level only. WD (withdrawal) grade sign ial withdrawal from a course approved by the ce of the Note: Some programs may have additional Registrar. It is not assigned by the instructor. Students grading requirements. For further details, please who wish to withdraw from a course must submit refer to the individual program descriptions in this the facsimile Add/Drop Form (downloadable from catalog. the School of Education’s Current Students website at e ) in Alternative Grading Scale person, by fax at 410-516-9817, or by mail to the O Some courses may choose to employ a Pass (P)/Fail (F) of the Registrar, Johns Hopkins University, School grading system rather than a letter-based grading of Education, 6740 Alexander Bell Drive, Suite 110, 43 Columbia, MD 21046-2100. approval for graduation. • Some programs, particularly at the master’s INCOMPLETE (I) GRADE level, may have additional grade requirements An “I” (incomplete) grade is used when the for repeated courses, for example, stricter instructor is not prepared to give grade for requirements for internship courses. Students the course because of some jus delay in the should refer to the program page in the student’s completion of speci oursework. l Academic Catalog or the program handbook grade is submitted to f the Registrar by the (where applicable) for more information on instructor (using the Grade Change Form) after the ourse or grading policies. student’s completed work has been graded, provided the work was done within the agreed timeframe, as Please note that a student who repeats a course, set by the instructor. In the event that the work is not irrespective of whether it is taken voluntarily or completed within the agreed timeframe, and no grade mandated as part of the requirements for academic is reported within four weeks after the start of the probation, may only receive assistance following semester, a grade of “F” replaces the “I” on toward the cost of the repeated course if the student did the student’s academic transcript. Academic Year cial aid assistance to pay for Calendar details the last date that students may submit the original course. incomplete work for each semester. GRADE APPEALS REPEATED COURSES Grades are awarded for an individual student’s Graduate Students academic work during each semester and then recorded A gradu student may in SIS (the university’s student record system) as the voluntarily repeat one course while enrolled in a al ranking of an individual student’s mastery of program; and it can only be a course in which a grade of the course content. Grades are determined by faculty B- or below was received. e course may be repeated throug h the exercise of their considered academic only once. judgment, and the School of Education’s administration (Note: Students who are placed on academic will not override an instructor’s considered academic probation may be required to repeat one or more courses as judgment when it comes to grade award decisions. Mere part of theirplan for reinstatement to good academic disagreement or dissatisfaction with an instructor’s standing—see policy on Unsatisfactory Academic Standing evaluation of a student’s academic work is not su ent below. Courses that students are required to repeat as part basis for a grade appeal. Nor may a student appeal a of their academic probation do not count as “voluntarily” course instructor’s decision not to grade an assignment repeated courses.) that was submitted past the s ed submission When a course is repeated, both the original and deadline or if the work was submitted after the course repeated course grades appear on the academic record; instructor has ourse grade in SIS. however, only the repeated course grade is used in At each review level, consideration of a grade appeal calculating the grade point average. Course credit may is limited to an evaluation of whether or not the grade be applied toward degree requirements only once, even awarded was determined in accordance with the policies/ if a course is e repeated course is indicated standards outlined in the course syllabus. A course with an “R” on the academic record. Graduate students instructor’s failure to follow the policies/standards should be aware of the following when repeating outlined in the course syllabus—for example, a grade courses: calculation error—may be considered evidence that the • Only one course with a grade of C+, C, or C- al course grade was not so determined. will count toward a graduate degree program. A student who disagrees with the award of a grade Graduate students do not receive credit toward on a particular assignment or with the al course grade hich must discuss the matter with the course instructor as the second or third grades of C+, C, or C- are of the appeals process. If the matter remains earned. unresolved following this initial discussion with the c ourse instructor, the student is encouraged to ask his/ determine academic disciplinary actions her faculty adviser (or division director in the case of includes repeated course grades. (See policy on PSL students) to assist as a mediator to resolve the Unsatisfactory Academic Standing below.) dispute. • [Note: In the event that the course instructor must achieve a minimum cumulative grade is also the student’s faculty adviser, an alternative point average of 3.0 (on a 4.0 scale) to receive mediator, such as the 44 Where course grades are concerned, if the Dean, a hearing committee may be appointed to review matter still cannot be resolved, the student may appeal the case and make a recommendation. Any decision the course instructor’s decision to the Vice Dean for rendered by the Dean (or designee) is al and cannot Academic designee). Only urse grades be appealed further. may be appealed to the Vice Dean’s level—students may All ourse grade appeals must be initiated n ot appeal grades for individual assignments to the Vice within 30 cale nal course grade Dean’s level. has been posted in SIS and all appeal cases must be Any appeal to the Vice Dean must be submitted resolved within 90 calendar days from the date the in writing using SOE’s Course Grade Appeal Form student submits the Course Grade Appeal Form and (downloadable from the School of Education’s Current all required supporting materials to SOE’s e of Students website at http://www.students.education. Student s. For appeals that reach the Vice Dean jhu.edu/forms/. In submitting an appeal, the student and Dean’s level review stage, the School of Education must provide a thorough rationale for the basis of the shall notify the student in writing that the student’s appeal, detail the steps that have been taken thus far to grade appeal has been receive on of the resolve the issue, and include supporting materials as decision concerning course grade appeal will evidence. Such materials would typically consist of the be communicated to the student’s faculty adviser and course syllabus, the disputed assignment(s) in question placed in the student’s record. (if applicable), and any correspondence (such as email) between the student and the instructor and/or adviser, GRADE REPORTS, TRANSCRIPTS, AND ACADEMIC etc. RECORD REQUESTS grade appeal form and supporting materials must be received by SOE’s ce of Student s Grade Reports within 30 calendar days of ourse grade being Students can request via email at soe.registration@ posted in SIS. e grade appeal form and supporting jhu.edu to receive grade reports once the instructor has materials should be mailed to the following address– submitted the course grade to the O of the Registrar J ohns Hopkins University School of Education, following the end of the course. grade report will be ce of Student , 6740 Alexander Bell Drive, mailed to the student’s home address; it is not available Columbia, MD 21046—or emailed to soe.students@ by telephone or personal inquiry. Currently enrolled jhu.edu. ( term “grade appeal” should be referenced students can also access their semester grades and review in the email subject link.) Acting as the designee of the and update their address information via the Self - Vice Dean, the O e of Student will review Service website at https://sis.jhu.edu/sswf/. Students and determine that the appeal was initiated within the who have questions about this service should contact the 30-day appeal window and that appropriate supporting O of the Registrar at 410-516-9816. materials have been submitted. In certain circumstances, Note: Grade reports are not issued for a student the O of contact the student with an ation to the asking for further information—for example, requesting University. additional supporting materials or cation regarding the appeal. Transcripts Following the initial review by the O e of Students who wish to obtain transcripts of their Studen provided the appeal was initiated School of Education academic records should access within the required 30-day timeframe and includes all the School of Education’s website http://www.students. supporting materials, the e of Student airs shall education.jhu.edu/register/grades.html for information forward the grade appeal form and supporting materials on how to order transcripts online, by mail, or in t o the Vice Dean to decide the case. person . Students who wish to obtain transcripts from After the Vice Dean (or designee) has delivered his/ previously attended colleges and universities should her judgment, a student may, n, appeal contact those institutions directly. the decision in writing to the Dean of the School of Photocopies of transcripts received by the School of Education. In such cases, the Dean (or his/her designee) Education from other domestic educational institutions will determine if the case warrants further consideration. will not be made available to a studen ese Review of grade appeals at the Dean’s level documents are submitted speci or consideration will focus on procedural considerations, assuring of admission and cannot be made available for any other that internal appeal processes have been followed in use. Requests for photocopies of transcripts from accordance with stated policies. At the discretion of the international educational institutions, however, will
45 be considered due to the di culty of obtaining those Note: Half-time status for graduate students documents directly. equates to a minimum of 4.5 credits per semester. For undergraduate students it is 6 credits per Note: Transcripts are not issued for a student semester. with an outstanding nancial obligation to the University, nor will they be released without a Family Educational Rights and Privacy Act student’s signed authorization. e University maintains its academic records in accordance with the provisions of the Family Academic Records Requests Educational Rights and Privacy Act of 1974 (commonly Requests to inspect and/or receive copies of known as FERPA), as amended. Each October, the documents (other than transcripts from previous University publishes its policy on family educational institutions and con dential letters of recommendation) rights and privacy in the Johns Hopkins Gazette. maintained in the academic record of a student must Copies of this policy can be obtained from the O ce of be submitted in writing with an original signature to Registrar or online at www.jhu.edu/news_info/policy/ the O ce of the Registrar, Johns Hopkins University, ferpa.html. School of Education, 6740 Alexander Bell Drive, Suite 110, Columbia, MD 21046-2100. Faxed requests will Retention of Records not be honored. For further information or questions, e academic record includes all documents students should contact the O ce of the Registrar at related to an individual student such as application for 410-516-9816. admission, letters of recommendation, etc., as well as the record of academic performance commonly referred to Veri cation Requests as the transcript. Requests for veri cation of enrollment or degrees • Retention of student records is dependent on earned can be submitted to the O ce of the Registrar an individual’s student status within the School via telephone or email. e student’s name, Social of Education. Security Number, and the name(s) and address(es) of • Records for individuals who are denied the recipient(s) are required to process the request. For admission are retained for a period of one year. more information or assistance, contact the School’s • Records for students who are admitted to Transcript/ Records Coordinator at 410-516-9816. a program but do not register for courses are retained for a period of one year. Loan Deferment Requests • Records for students who are admitted to Loan deferment is certi cation of enrollment a program, enroll, but do not complete the and is processed by the O ce of the Registrar. e program and do not graduate are retained for School of Education participates in the National six years after the last term of enrollment. S tudent Clearinghouse, which is an industry-sponsored • Records for students who are admitted to a consortium that was created to simplify the enrollment program and graduate from that program are veri cation and deferment processes for schools. e retained permanently. Clearinghouse is responsible for providing status and deferment information, on behalf of the school, Transcript records are archived permanently in to guaranty agencies, lenders, servicers, and the the O ce of the Registrar. Documentation pertaining Department of Education’s National Student Loan Data to registration is held only for a period of ve years. If System (NSLDS). any questions should arise regarding documentation of During the second week of each month, the enrollment in a course beyond that ve-year period, it School electronically transmits a report of students’ will be the student’s responsibility to produce proper enrollment status to the Clearinghouse, which, in documentation to support any claim for a change to tur n, will supply veri cation of enrollment to lending their record. agencies. Deferment forms submitted to the O ce of the Registrar will be forwarded to the Clearinghouse for ACADEMIC STANDARDS processing weekly. e requirements for the degrees and certi cates Students may call the Clearinghouse at 703-742- o ered through the School of Education are subject to 7791 and speak to a Student Service Representative change. e School does not guarantee continuation of if it appears a lender has not accessed the correct any particular curriculum or program of study. information. e University does not guarantee the award of a degree
46 or certi cate to students enrolled in any academic the semester in which he/she completes the additional program. award of degrees and c s 24 credits, the student will be academically suspended. conditional based on satisfaction of all current degree/ A student will also be academically suspended if he/ certi e and instructional requirements at the time she achieves a grade point average below 2.0 during a of such award, compliance with the University and semester(s) while on academic probation. School regulations, as well as performance meeting After a period of not less than one year, an the expectations of faculty. Any breach of academic academically suspended student may submit a written standards may result in disciplinary actions against petition to the Director of the Division of Public Safety the student(s) involved; please see the Academic and Leadership (PSL) for consideration of reinstatement Student Conduct Policies section for an overview of on a probationary basis. Suspended students must grievance and due process procedures. meet with a faculty adviser prior to reinstatement. If a student is reinstated, any additional grade of C- or below GOOD ACADEMIC STANDING will result in academic dismissal, which is nal. Students who have been academically dismissed are permanently Undergraduate Students barred from registering for any credit-bearing courses To remain in good academic standing, or matriculating in a degree/ cate program in the undergraduate students in Public Safety Leadership School of Education. programs in the School of Education must maintain at least a C average (2.0 on a 4.0 scale) throughout their Graduate Students enrollment. In addition, undergraduate students must achieve a minimum cumulative grade point average of academic standing is considered unsatisfactory if any of 2.0 (on a 4.0 scale) to receive approval for graduation. the following outcomes occur:
Graduate Students No grade of F may be counted toward a degree To remain in good academic standing, School of . Education graduate students (master’s , and C+, C, nondegree) must maintain at least a B average (3.0 on or C- for a course. (D grades are not given a 4.0 scale) throughout their enrollment. In addition, to graduate students.) No more than one course in which the grade of C+, C, or C- is minimum cumulative grade point average of 3.0 (on a earned may be counted toward the degree or 4.0 scale) to receive approval for graduation. e no credits for courses in which a second or third grade of Doctoral Students C+, C, or C- is earned. To remain in good academic standing, School of Education doctoral students must maintain a 3.25 grade [Note: In the Urban Teachers collaboration program a point average (on a 4.0 scale) throughout their student's academic standing is considered unsatisfactory enrollment. In addition, doctoral students must achieve in the event s/he earns a single grade of C+, C, or C-. a minimum cumulative grade point average of 3.25 (on Please refer to the program handbook for more a 4.0 scale) to receive approval for graduation. information.] ge UNSATISFACTORY ACADEMIC STANDING falls below 3.0 (on a 4.0 point scale). e School of Education reserves the right to c dismiss at any time a student whose academic standing and/or professional expectations as de ned by or general conduct is considered unsatisfactory. individual programs, for example, failing to display appropriate professional dispositions in Undergraduate Students a course/program or performing unsatisfactorily An undergraduate student’s academic standing is during an internship placement. considered unsatisfactory if his/her cumulative grade point average falls below 2.0. In such an event, the Doctoral Students (EdD and PhD) student will be placed on academic probation. To be A doctoral student’s academic standing is considered removed from academic probation, the student must unsatisfactory if any of the following outcomes occur: raise his/her cumulative grade point average above • 2.0 within 24 credits of being placed on academic of F may be counted toward a doctoral degree program, probation. and a student may be dismissed from the program. If a student on academic probation fails to raise • his/her cumulative grade point average above 2.0 by course. No grade of C+ or lower may be counted 47 toward a doctoral degree program. Students receiving a (or the division director for PSL students) or the C+ or lower will be required to retake the course (if it program. is a required course) or take an alternate course (if it was an elective course). ACADEMIC DISMISSAL • Students will be automatically dismissed from their below 3.25 (on a 4.0 point scale). academic program, irrespective of his/her cumulative • grade point average at the time, in the event that any of the following occur: consider progress based on expectations set by the • Fails to meet the conditions for reinstatement program, discussions with the adviser, and input from to good academic standing while on academic the student. probation. (Note: Doctoral students must regain • a cumulative GPA of 3.25 necessary for good academic standing within one semester of being programs. placed on academic probation, otherwise they will be automatically dismissed from the program.) ACADEMIC PROBATION • Earns an additional grade of C+ or below In the event that any of the above outcomes occur, while on academic probation or having the following actions are taken: subsequently been reinstated to good standing laced on academic probation following academic probation. for a period of not less than one semester. • Earns two or more F grades in the same While a student can appeal the award of a semester or cumulatively over the course of his/ grade (see Grade Appeals policy), a student her entire program of study. cannot appeal the decision to place him/her on • (for non-doctoral students) Earns three C academic probation. grades (C+, C, or C-) in the same semester or her faculty cumulatively over the course of his/her entire adviser (or the division director for PSL program of study. students) to develop a plan for reinstatement • (for doctoral students) Earns two C grades to good academic standing. (C+, C, or C-) in the same semester. • (for non-doctoral students) Earns an F grade [Note: Doctoral students will receive a letter and two C grades (C+, C, or C-) in the same from their programs explaining the terms of semester or cumulatively over the course of his/ the probation and the clear requirements for her entire program of study. reinstatement.] • (for doctoral students) Earns an F grade and • Any courses taken during the probationary one C grade (C+, C, or C-) in the same period must be approved by the student’s semester. faculty adviser (or the division director for PSL students). If the student received an Dismissal decisions based on grades and unsatisfactory grade in a required course, the cannot be appealed. While a student cannot appeal the student must repeat the course in which the School’s decision to dismiss them, a student may appeal unsatisfactory grade was earned. (See policies the award of the original grade(s) (see Grade Appeals on Failure (F Grades) and Repeated Courses.) policy). Students who have been academically dismissed If the unsatisfactory grade was earned in a are permanently barred from registering for any credit- course that is not required, the student may bearing courses or matriculating in a degree/certi cate take another course that meets with faculty program in the School of Education. adviser approval. on GRADUATION once s/he has met the following conditions A student who expects to receive a degree or (where applicable): the student has 1 c cate must submit an Application for Graduation completed any required repeated course(s) with Form and graduation fee of $175. If earning both a a satisfactory grade, 2) regained a cumulative c cate and a degree in the same academic year, only grade point average of 3.0, (or 3.25 for doctoral one graduation fee of $175 needs to be paid. students), as required for good academic Students who are planning to graduate by May 2017 standing, and 3) met all other conditions of must apply for graduation using the online graduation probation set by his/her faculty adviser application form, which is available through Self-
48 Service at https://sis.jhu.edu/sswf/. Students should use (See the application deadlines at the end of this section.) their JHED ID username and password to access the Students who submit graduation applications after the online graduation application form. nk to the spring semester deadline may need to wait until the end application is in the Registration menu under the of the following semester to have their degree conferred. Program of Study Information. All students, regardless Students will have the choice of having their diplomas of whether or not they plan to attend the ceremonies, mailed to them approximately two weeks after the May need to complete this application for graduation commencement ceremonies, or they can attend the approval. graduation form is also available online at commencement ceremonies and pick up their diplomas ht tp://www.students.education.jhu.edu/forms/ and at at the conclus ion of the ceremony. all campus locations. Note: Students l receive application must be submitted no later than their diplomas via mail. the start of the stude nal semester of coursework. (See the application deadlines at the end of this section.) Ceremony information is sent to those on the Students must complete separate applications for tentative graduation list at the beginning of March. To each degree and/or ce cate they expect to receive. receive their diplomas, students must pay all student Applications should be mailed or faxed to 410-516- accounts in full and resolve all outstanding charges of 9817 with the appropriate graduation fee to: misconduct and violations of academic integrity. adlines (which are also listed in the Academic e Registrar Year Calendar) for submitting the graduation Johns Hopkins University application form and fees are as follows: School of Education ATTN: Graduation Semester Application Deadline 6740 Alexander Bell Drive, Suite 110 Columbia, MD 21046-2100 Summer May 27 (conferral date August 26, 2016) Students who are planning to graduate should complete all coursework on time and should not Fall August 26 request or receive the grade of “I” (incomplete) during (conferral date Dec. 30, 2016) the semester. Approximately one month after the semester begins, students who have submitted the Spring January 3 Application for Graduation Form receive con g (conferral date May 23, 2017) letters from the graduation coordinator. ir names are Note: Johns Hopkins diplomas indicate the degree placed on the tentative graduation list for the semester ation and major without identifying the in which they anticipate completing their degree/ student’s concentration. cate requirements. School of Education Academic Council meets ACADEMIC AND STUDENT CONDUCT POLICIES three times each year to review candidates for conferral STATEMENT OF PRINCIPLES and to make recommendations to the University President for commencement. Students completing all rpose of the School of Education’s Academic requirements at the end of the May session and summer and Student Conduct Policies is to promote and protect sessions are reviewed by the Academic Council in the rights, welfare, intellectual integrity, safety, property, October; those shing at the end of the fall semester and health of all members of the academic community, are reviewed in February; and those nishing at the as well as to promote the orderly operation of the School end of the January intersession and spring semester are and to safeguard its property and facilities. reviewed in May. se policies are intended to enhance free After the Academic Council meets in October and exchange of ideas in an academic setting and are to be February, students on the graduation list receive letters con strued with that interest in mind. are based con ng the Council’s action. on the principle that each student assumes individual ohns Hopkins University confers degrees res ey pertain to at the end of the summer, fall, and spring semesters. any person who is currently enrolled in a School of commencement ceremonies are held in May. Education course or program, or who has completed May commencement brochure will include the degree or ce e requirements and is awaiting olicies apply to misconduct name s of those students who applied to graduate by the designated deadlines for the academic year. committed on University premises or during School
49 of Education related or sponsored activities o School in research, and falsi cation, forgery, alteration, premises. destruction, or misuse of the University seal and o cial ese policies are intended to resolve student documents. (For violations related to non-academic related matters in as informal an administrative setting conduct matters, see Polices Governing Student as possible. e School of Education reserves the Conduct below.) right to institute disciplinary action whether or not the o ense results or may result in action by a civil or (1) Procedures Governing Student-Initiated criminal court. e School of Education also reserves Complaints the right to dismiss at any time a student whose Students who wish to initiate a complaint regarding academic standing or general conduct is considered the academic conduct of another student should consult unsatisfactory. with the instructor of the course in question or with ese policies, where appropriate, make reference their faculty adviser. (Students who wish to initiate a to other University policies and procedures. Further, the complaint related to non-academic student conduct School of Education considered other JHU divisional should contact the Student A airs o ce. See Procedures student conduct policies in developing these policies, Governing Student Conduct Complaints below.) and in some cases statements herein are based on or reiterate statements contained in other JHU divisional (2) Procedures Governing Faculty-Initiated policies. Complaints All records of academic and student conduct cases, e School of Education places the highest value and all supporting documentation, shall be maintained on intellectual integrity and personal trust within our in accordance with University policy and state and community as outlined above. Instructors are required federal laws concerning maintenance and disclosure of to investigate any suspicion of academic misconduct. student records. Instructors should document the potential evidence and all communication with the student concerning the POLICIES GOVERNING ACADEMIC CONDUCT possible infraction. Before making a nal decision in a School of Education students assume an obligation case, instructors should consult with the faculty to conduct themselves in a manner appropriate to the program lead/division director and student’s faculty Johns Hopkins University’s mission as an institution of adviser. If the instructor ultimately determines that higher education and with accepted standards of ethical academic misconduct has occurred, the instructor must and professional conduct. Students must demonstrate complete SOE’s Academic Misconduct Form, providing personal integrity and honesty at all times in completing a brief description of the infraction and the action to be classroom assignments and examinations, in carrying taken. out their eldwork or other applied learning activities, e instructor must determine the penalty imposed and in their interactions with others. Students are at his/her discretion. For a rst o ense, and depending obligated to refrain from acts they know or, under the on the severity of the charge, the instructor may choose circumstances, have reason to know will impair their to 1) reduce the number of points or the grade level integrity or the integrity of the University. awarded for the assignment in question, 2) allow the e School of Education de nes academic student to resubmit the assignment, but set a limit on misconduct as any intentional or unintentional act the possible number of points or the grade that the that provides an unfair or improper advantage beyond student may earn, 3) award zero points/an F grade for a student’s own work, intellect, or e ort, including the assignment without granting the student an but not limited to cheating, fabrication, plagiarism opportunity to resubmit, or 4) impose another type of (http://guides.library.jhu.edu/business/coursestopics/ penalty as s/he deems appropriate. If the instructor plagiarism), unapproved multiple submissions, or decides to impose another type of penalty (option #4), helping others engage in misconduct. is includes the the penalty must be determined in consultation with misuse of electronic media, text, print, images, speeches their program or division lead. For a second o ense, or and ideas. Any act that violates the spirit of authorship for a particularly egregious rst-time case of academic or gives undue advantage is a violation. Students are misconduct, the instructor must award an automatic F responsible for understanding what constitutes academic grade for the entire course and the student may be misconduct. dismissed from the academic program. Other violations of academic integrity and ethical If the student accepts the charge and penalty conduct include, but are not limited to, knowingly imposed by the instructor, s/he will sign the consent furnishing false or incomplete information to any agent statement on the Academic Misconduct Form. A student of the University for inclusion in academic records, who signs the consent statement admitting the infraction violation of the rights of human and animal subjects 50 accepting the penalty cannot subsequently appeal. If the student disagrees with the academic in which the alleged infraction took place, plus a senior misconduct charge and/or the penalty imposed by the administrator (equivalent to an Assistant or Associate instructor s/he must sign the statement Dean level appointment) and a representative from the on the Academic Misconduct Form, instead of the consent statement, acknowledging that s/he is aware of evidence in support of the charge and the evidence the the instructor’s decision. In such cases, the student may appeal the decision to the Vice Dean for Academic decision and determine the appropriate course of action. A airs. A written report prepared by the committee containing a Once both parties have signed the form, it will be brief description of the alleged infraction and the penalty placed in the student’s record (which the Registrar’s imposed (if applicable) must be placed in the student’s O ce maintains), with a copy sent to the student’s record. adviser, program lead, and Vice Dean for Academic A airs. is pr ocess should be initiated during the decision, the student may submit a written appeal in the semester at issue and completed within 30 days of the form of a letter within seven working days to the Dean instructor’s identifying the alleged academic misconduct. of the School of Education. An appeal to the Dean must If the student disagrees with the instructor’s decision, and/or the penalty imposed by the instructor, the student may appeal to the Vice Dean for Academic on newly discovered evidence that was not available at A airs (or designee). Any appeal to the Vice Dean must the time of the initial appeal. When the request is based be submitted by the student in the form of a letter. In on new evidence, the case may be referred back to the submitting an appeal, the student must provide a Vice Dean (or designee) or hearing committee for further thorough rationale for the basis of the appeal and include supporting materials as evidence. Such materials would typically consist of the disputed work in question, designee) or hearing committee, the Dean (or designee) the signed Academic Misconduct Form, and any correspondence (such as email) between the student and All academic misconduct appeals must be resolved the instructor. e appeal form and supporting within 60 calendar days from the date the student materials must be received by SOE’s O ce of Student A airs within seven working days of the date the initial Academic Misconduct Form is signed by the instructor hearing committee/Dean’s level review stages, written and student. e appeal letter and supporting materials should be mailed to the following address—Johns must be communicated to the student, instructor, faculty Hopkins University School of Education, 6740 adviser, and faculty program lead/division director, and a Alexander Bell Drive, Columbia, MD 21046—or copy of the communication must be placed in the emailed to Jenny Eddinger at [email protected]. ( e term “academic misconduct appeal” should be referenced in the email subject link.) POLICIES GOVERNING STUDENT CONDUCT In addition to maintaining good academic standing determine that the appeal was initiated within the 7-day and integrity, students are expected to refrain from appeal window and that appropriate supporting materials conduct that injures persons or property; impedes in any way the orderly operations of the School; prevents contact the student for further information—for the work of its faculty, sta , or students; or disrupts example, requesting additional supporting materials or the intellectual exchange in the classroom. e School expects students to be law-abiding citizens, to respect the rights of others, and to refrain from behavior which tends to impair the School’s purpose or its reputation in required 7-day timeframe and includes appropriate the community. Students who have committed acts that are a danger to their own personal safety or that harm forward the appeal letter and supporting materials to the or have the potential of harming others, or who destroy, impair, or wrongfully appropriate property, will be faculty hearing committee to review the case. disciplined and may forfeit their right to be members of the University community. faculty members, including one faculty member drawn
51 (1) Regulations Governing Student Conduct , School of Education prohibits the following or use of any controlled substance (including, types of conduct. Students and student organizations but not limited to, illegal drugs) on School or that engage in such conduct will be subject to the University property. disciplinary proceedings and sanctions and penalties f alcohol outlined below. Speci students and student by individuals under the legal drinking age in organizations are expected to refrain from: Maryland (21 years of age), or the provision • Acts which disrupt or interfere with the of alcohol to minors on School or University orderly operation of teaching, administration, property. (Students are also expected to abide research, and other academic activities. by the University’s policies regarding the use • Intentionally or recklessly interfering with and abuse of alcohol.) normal School or University activities or School emergency services. or University property, facilities (leased or • Behavior that causes, or can reasonably be n expected to cause, physical harm to a person. cards, documents, records, or resources. ( • Abusive language and/or physical, verbal, includes any misuse of electronic resources and or written threats against; intimidation of; or f persistent, unwanted contact with any member IT Resources Policy.) of or visitor to the University community. • Failure to observe policies regulating the use • Conduct that violates the University’s of School or University buildings, property, or Sexual Misconduct Policy (available at http:// other resources. sexualassault.jhu.edu/policies-laws/), including, • Violations of criminal law that occur on but not limited to conduct that constitutes School premises or in connection with School sexual harassment, abuse, assault, or rape of he School another person. or University community, or that impair the • Conduct that constitutes discriminatory School’s or University’s reputation. harassment of anothe r person in • Violations of any other University-wide violation of the University’s Anti-Harassment policies or campus regulations governing Policy (available at http://oie.jhu.edu/ student conduct, including orders issued discrimination-and-harassment/general-anti pursuant to a declared state of emergency. -harassment.policy.html). (Students are also expected to abide by all Maryland state laws Other behavior may be equally inconsistent with relating to the abuse of minors and, where the standard of conduct expected of a student in the applicable, the regulations of school district School of Education and the School’s commitment to systems with whom the School of Education providing an environment conducive to learning and partners pertaining to teacher-student research. To remain in good standing, students are also relations.) expected to abide by the academic regulations outlined • Refusing to comply with the directions above in the Policies Governing Academic Conduct. ulty, formance (2) Complaints of Discrimination, Harassment of their duties. (including Sexual Harassment, Sexual Assault • Refusing to appear or giving false statements and Sexual Violence, collectively, “Sexual when asked to present evidence or respond to Misconduct”), Dating Violence and Domestic an investigation involving student conduct. Violence (“Relationship Violence”), and e of Stalking School or University property, or the property University prohibits discrimination and of others, or knowingly possessing stolen harassment on the basis of race, creed, national origin, property. ethnicity, color, age, sex (including sexual misconduct), • Falsifying, forging, altering, destroying sexual orientation, gender, gender identity or expression, or religion, disability, veteran status, marital status, University documents or seals. pregnancy, and/or genetic information. Conduct that orage violates the University’s Anti-Harassment Policy or of any chemicals, weapons, or explosives, Sexual Misconduct Policy (both available at http://oie. y jhu.edu/policies-and-laws/jhu-policies/index.html property. is misconduct within this policy and will be investigated 52 by the University’s O ce of Institutional Equity (OIE). 6740 Alexander Bell Drive Complaints of discrimination, harassment, sexual Columbia, MD 21046 misconduct, relationship violence and stalking can be Telephone: 410-516-6027 brought to the attention of the University’s OIE Title Email: [email protected] IX (contact information below), School of Education O ce of Student A airs (contact information below), or (3) Procedures Governing Student Conduct other responsible employees. Complaints of sexual Complaints harassment, sexual assault, relationship violence, and A member of the faculty or sta , a student, and stalking (collectively, “sexual misconduct”) will be other aggrieved persons may le a complaint alleging investigated and resolved in accordance with the misconduct by a student and/or student organization University’s Sexual Misconduct Policy and Procedures for a non-academic related matter (as outlined above in (available at http://sexualassault.jhu.edu/policies- the Regulations Governing Student Conduct) with the laws/). Complaints involving non-sexual discrimination School of Education’s O ce of Student A airs (SA). and harassment will be investigated and resolved in (To le a complaint alleging academic misconduct, accordance with the University’s Procedures on please refer to the Policies Governing Academic Discrimination and Harassment (available at Conduct.) http://oie.jhu.edu/discrimination-and-harassment/ Complaints alleging violation of certain campus harassment-and-discrimination-complaint- policies, which provide procedures for handling matters procedures/. within the purview of the policies, will be referred to the
appropriate University o ce for handling. For example, Note: E ective August 19, 2015, these procedures complaints involving discrimination, harassment, no longer apply to cases of sexual misconduct, sexual misconduct, relationship violence or stalking, only to cases involving non-sexual discrimination will be referred to University’s O ce of Institutional and harassment. Equity. For these complaints, the University’s Sexual Misconduct Policy and Procedures will be followed Once a complaint is brought to the attention (available at available at http://sexualassault.jhu.edu/ of the Title IX Coordinator, OIE will conduct the policies-laws/). See Section (2) above for more details. investigation. e School of Education’s O ce of For cases that do not involve complaints of Student A airs will assist the investigation as directed by discrimination, harassment, sexual misconduct, OIE. relationship violence or stalking, SA will notify the student and/or student organization of the allegations O ce of Institutional Equity and will schedule a personal meeting within seven Wyman Park Building, Suite 515 working days of receipt of a written complaint. If the 3400 N. Charles Street student and/or student organization cannot be reached, Baltimore, MD 21218 a certi ed letter will be sent to the student and/or Telephone: 410-516-8075 student organization outlining the allegations. Email: [email protected] In such cases, within 30 days of receipt of a written TTY: 711, MD Relay complaint, SA will conduct an inquiry into the matter to Fax: 410-516-5300 determine the seriousness of the allegations and whether O ce of Institutional Equity—Anonymous sanctions are necessary. e student’s faculty adviser and Sexual Harassment Hotline the Vice Dean for Academic A airs (or designee) will Telephone: 410-516-4001 be noti ed, on a need to know basis, of the complaint Toll Free: 1-800-516-4001 and/or investigation. Depending on the severity of the allegations, the student may be asked not to attend classes during the investigation. Information on ling a complaint with OIE can A complaint may be resolved informally or formally. be found on the JHU Sexual Assault Response and If mediation or other informal mechanisms of resolution Prevention website: http://sexualassault.jhu.edu/index. are used to resolve complaints of discrimination or html. harassment, these informal mechanisms may be used only on a voluntary basis. A complainant may end an Jennifer Eddinger informal process at any time for any reason and initiate O ce of Student A airs the formal hearing process described in Section (4) Johns Hopkins University School of Education below. For other complaints, if it is determined that sanctions are not necessary, the School of Education’s 53 O ce of Student A airs and the student and/ working days of receiving it, may submit a written or student organization may arrive at a mutually response to the Dean (or designee). acceptable agreement concerning the disposition of the A request for appeal must be based on procedural charges. However, if it is determined that sanctions are error that had a signi cant, substantive e ect on the necessary, SA will meet with the student and/or student outcome of the proceedings, or on newly discovered organization to present the imposed sanctions. evidence that was not available at the time of the initial All allegations that a student and/or student hearing. When the request is based on new evidence, organization has violated School of Education policies the case may be referred back to the hearing committee or campus regulations are intended to be resolved as for further consideration. After nal review of all expeditiously as possible. Accordingly, the procedures documentation and the nal recommendation of the outlined here in the Academic and Student Conduct hearing committee, the Dean (or designee) shall make Policies will not be delayed pending the resolution of the nal decision in the matter. any criminal or other legal proceedings arising out of the same incidents. (6) Sanctions and Penalties for Violating Student Conduct Policies (4) Procedures for Convening a Hearing Students violating the School of Education student Committee conduct policies may be subject to the following For cases that do not involve complaints of sanctions: discrimination, harassment, sexual misconduct, • Warning: written notice to a student relationship violence or stalking, if no agreement is that continued or repeated violations of reached as provided for above, SA will notify the Dean speci ed School or University policies may of the School of Education. In such cases, the Dean (or be cause for further disciplinary action designee) will appoint a hearing committee to consider (censure, suspension, dismissal, restitution). the matter. e hearing committee shall comprise at A permanent record of the violation will be least three members, drawn from the faculty and senior retained in the student’s le. administrative sta . In some cases, another student • Censure: written reprimand for violations enrolled in a School of Education program may be asked of speci ed School or University policies, to serve on the hearing committee. At the hearing, the including notice to the student that repeated committee will meet with the accused student and/ violations may be cause for further disciplinary or student organization and the complainant to make action (suspension, dismissal, restitution). ndings of fact, determine whether there has been a • Suspension: termination of student status violation of the School’s student conduct policies, and, for a speci ed period of time, including in such cases, makes decisions concerning sanctions an academic semester or semesters, with within seven working days of being convened. reinstatement subject to speci ed conditions, e evidence considered by the hearing committee the violation of which may be cause for further shall be open to review by the accused student and/ disciplinary action, normally in the form of or student organization and the complainant prior to dismissal. the hearing, as will the records of all proceedings of the • Dismissal: termination of student status at hearing committee itself. Otherwise, the committee’s the University. proceedings will be closed. Neither the accused student • Restitution: reimbursement for damage to and/or student organization nor the complainant will be or misappropriation of School, University, allowed to make copies of the records or to keep them. or private property, which may be imposed exclusively or in combination with other (5) Procedures for Appealing Hearing disciplinary actions. (Such reimbursement Committee Decisions may take the form of monetary payment or For cases that do not involve complaints appropriate service to repair or otherwise discrimination, harassment, sexual misconduct, compensate for damages. Restitution may be relationship violence or stalking, following noti cation imposed on any student who, either alone of the decision of a hearing committee, the complainant or through group or concerted activities, or the accused student and/or student organization participates in causing the damages or costs.) may submit a written appeal within seven working days to the Dean of the School of Education. When UNIVERSITY POLICIES such a request is submitted by the party contesting the Below is a select listing of university policies decision, the Dean (or designee) may send a copy of relevant to students. For a complete listing of Johns the request to the opposing party, who, within seven Hopkins University policies, please refer to 54 https://www.jhu.edu/university-policies/ • University Statement on Equal Opportunity– http://oie.jhu.edu/discrimination-and-harassment/ equal-opportunity-statement.html • Statement on Diversity & Inclusion– http://web.jhu.edu/dlc/resources/statements_diversity _inclusion/ • Principles for Ens–uring Equity, Civility and Respect for All– https://www.jhu.edu/assets/uploads/2014/09/equity_ civility_respect.pdf • Anti-Harassment Policy– http://oie.jhu.edu/discrimination-and-harassment/ general-anti-harassment-policy.html • Sexual Misconduct Policy and Procedures– http://sexualassault.jhu.edu/policies-laws/ • Procedures on Discrimination and Harassment– http://oie.jhu.edu/discrimination-and-harassment/ harassment-and-discrimination-complaint-procedures/ • Policy Addressing Campus Violence– https://www.jhu.edu/assets/uploads/2014/09/campus _violence.pdf • Policy on the Safety of Children in University Programs– https://www.jhu.edu/assets/uploads/2014/09/child_ safety.pdf • Policy on Alcohol Abuse and Drug-Free Workplace– http://hopkinsworklife.org/_template_assets/ documents/employee_assistance/Drug-free%20in% 20single%20pages%202016-17.pdf • Policy on Maintaining a Drug-Free Environment– http://hopkinsworklife.org/employee-assistance/drug _free_work_environment/ • University Policy on Family Educational Rights and Privacy (FERPA)– http://www.jhu.edu/news_info/policy/ferpa.html • Policy on Student Social Security Number Protection and Use http://www.jhu.edu/news_info/policy/ssnuse.html • Photography and Film Rights Policy– http://www.jhu.edu/news_info/policy/photography. html • Campus Security Policy and Campus Crime Statistics Act (Clery Act)– http://security.jhu.edu/compliance-and-crime- statistics/index.html
55 GRADUATE EDUCATION PROGRAMS supervision of an in-school mentor and a university supervisor. ADMINISTRATION, SUPERVISION AND program is delivered in a face-to-face mode LEADERSHIP and classes are taught at the Baltimore Homewood and Columbia Center campuses. Faculty Contact: Dr. Annette Anderson, [email protected] Learning Outcomes Prospective students with questions about programs Upon successful completion of the program, we and/or the application process shou st contact expect students will: [email protected]. ledge s academic emphasis addresses the needs of regarding school leadership. principals and other administrators, as well as those • Demonstrate knowledge of skills needed for aspiring to move into ship positions collaborating with hers to create a as department chairs, team leaders, and curriculum vision and plan of improvement for a school. coordinators. Programs focus on technology, data • Demonstrate skills and dispositions that are decision making, best practices, and assessment. needed to manage and to lead with respect to human and material resources and the total MASTER OF SCIENCE IN EDUCATION: organization of a school. SCHOOL ADMINISTRATION AND • Demonstrate knowledge, skills, and SUPERVISION ool, s Master of Science (MS) in Education family, and community engagement. concentration is designed for chers and • Demonstrate the ability to assess and to other certi personnel pursuing leadership positions understand the larger context in which in kindergarten through grade 12 (K-12) school settings educators work today. and is approved by the Maryland State Department • Demonstrate knowledge of strategies and of Education (MSDE) for school administration and procedures for working fairly and justly supervision (Administrator I) on. Designed with all stakeholders in a diverse school primarily for those pursuing principalship, assistant environment. principalship, and supervisory positions, this 39-credit • Demonstrate knowledge of strategies and program is aligned with the nationally recognized processes for providing a school instructional Interstate School Leaders Licensure Consortium program for all students that is evaluated for (ISLLC) Standards, as well as with the Maryland t Instructional Leadership Framework outcomes. and other relevant factors (i.e., attendance, for Program options are also appropriate for preparing example). department chairs, team leaders, or curriculum are coordinators. In addition to the standard School of skilled in databased decision making and Education admissions requirements, applicants are the use of technology for instructional and expected to be: 1) c ers or other ce d administrative purposes. school personnel, and 2) currently employed by a school • Demonstrate skills and strategies related to district or an accredited independent school. the safe and orderly operation of a school. A strong emphasis is placed upon the provision of opportunities for students to develop the skills Please note that students must attend an and competencies that are necessary for successful organizational meeting or make arrangements educational leadership. Students have the opportunity to to meet with the program coordinator in the combine their practical experience with current research semester prior to registering for the internship. regarding best practices in areas such as leadership, curriculum and instruction, school law, technology, Program Plan and other important curricula areas. seminar is a Number of Credits Required: 39 capstone class where students synthesize prior learning First Sequence of Concentration Requirements as well as explore some current issues; the internship (24 credits) provides an opportunity for students to create a Must be taken prior to the second sequence. portfolio based on hands-on experiences in a school. 851.705 e Leadership internship is completed in the school where the students 851.601 Organization and Administration of are assigned to work and is completed under the careful Schools 851.603 School Law 56 852.602 Supervision and Professional Development technology among all education stakeholders. 881.610 Curriculum eory, Development, and • Create systemic plans aligned with a shared Implementation vision for school e ectiveness and student 851.708 Systemic Change Process for School learning through the infusion of information Improvement and communication technology (ICT) and 881.611 Action Research for School Improvement digital learning resources. 881.622 Advanced Instructional Strategies • Develop robust and reliable access to current and emerging technologies and digital Second Sequence of Concentration Requirements resources, with equity for all stakeholders. (15 credits) • Engage in planning and assessment centered Take the following two courses for a total of 6 credits: on the needs and abilities of students. 851.609 Administrative and Instructional Uses of • Develop and review policies, nancial Technology plans, accountability measures, and incentive 851.616 Issues in K-12 Education Policy structures to support the use of ICT and other digital resources for learning. Choose one of the following 3-credit electives: • Integrate content standards and related 882.524 Education of Culturally Diverse Students digital curriculum resources that are aligned 851.630 School, Family, and Community with and support digital age learning and work. Collaboration for School Improvement I • Design online and blended learning environments e following courses may be taken only after that facilitate digital learning and support completing the rst sequence of 24 credits: communities of inquiry. 851.809 Seminar in Educational Administration and Supervision Learning Outcomes 851.810 Internship in Administration and Upon successful completion of the program, we Supervision expect students will: • Become a technology leader to support MASTER OF SCIENCE IN EDUCATION: the e ective use of technology for digital TECHNOLOGY FOR EDUCATORS learning. ONLINE • Establish leadership skills for supporting data e online 36-credit Master of Science (MS) in driven decision-making. Education with a concentration in Technology for • Develop skills for advanced technologies, Educators prepares educators and related professionals including eLearning, telecommunications to use a broad range of technologies in their multiple and multimedia-based instruction, tools for roles as teacher, instructional designer, technology instructional management and assessment, and coach, researcher, change agent, or leader in the eld. adaptive computer access. e program is aligned with International Society for • Engage in technology integration, applying Technology in Education (ISTE) standards for the new science of learning, 21st century educational technology, as well as with learning theories skills, and a constructivist approach to from the National Academies of Science’s initiatives on teaching and learning, as well as the use of the new science of learning. e knowledge base within authentic assessment strategies, di erentiated the Technology for Educators program comes from both instruction and appropriate technology tools to existing and emerging methods for e ective technology accommodate all learners, including students integration and e ective leadership, including policy, with special needs. practice, research, wisdom, theory, culturally responsive • Build leadership skills through mentoring, education, and legislation. e program’s coursework consulting, professional development, and involves project based learning and collaborative systems change. planning. Candidates gain competencies in instructional leadership, instructional and assistive technologies, Program Plan systems change, data driven decision-making and Number of Credits Required: 36 Un iversal Design for Learning. Core Requirements (9 credits) 893.601 Evaluation and Research of Technology Program Goals Supported Interventions and Programs e goals of the program are to: 893.850 Advanced Applications of Instructional • Cultivate proactive leadership skills for Technology developing a shared vision for educational 893.701 Advanced Seminar in 21st Century Skills 57 Concentration Requirements (27 credits) assessment centered around the needs and 810.607 Culturally Responsive Teaching abilities of students. 892.562 Access to General Education Curriculum • Develop and review policies, nancial with Technology Accommodations or plans, accountability measures, and 893.508 Technology and the Science of Learning incentive structures to support the use 893.634 Technology Leadership for School of ICT (information and communication Improvement technology) and other digital resources for 880.623 Instructional Design for Online Learning learning and in district school operations. 893.628 Gaming and Media Design for Learning 893.545 Integrating Media into Standards-Based Learning Outcomes Curriculum Upon successful completion of the program, we 893.645 Designing and Delivering eLearning expect students will: Environments • Become a technology leader to support 893.550 Emerging Issues for Instructional schools and organizations. Technology • Establish leadership skills for supporting 893.632 Data-Driven Decision-Making for Schools data driven decision-making. and Organizations • Establish advanced use of data to engage in systemic strategic planning. GRADUATE CERTIFICATE PROGRAMS IN • Build leadership skills through mentoring, ADMINISTRATION, SUPERVISION AND LEADERSHIP consulting, professional development, and systems change.
DATA BASED DECISION MAKING AND Requirements (15 credits) ORGANIZATIONAL IMPROVEMENT 893.601 Evaluation and Research of Technology is advanced 15-credit certi cate program Supported Interventions and Programs provides school leaders and leaders of other 893.632 Data-Driven Decision Making for Schools organizations with knowledge and skills to explore and Organizations and apply basic concepts supporting data-driven 893.634 Technology Leadership for School decision-making and performance accountability. Improvement Program candidates survey data-driven decision-making 893.645 Designing and Delivering E-Learning applications, problem-solving techniques, and methods Environments for engaging in systemic change. Candidates learn to 893.850 Advanced Applications of Instructional apply data-driven decision-making applications and Technology (formerly 893.800 Graduate Internship data-mining strategies to existing classroom, school, or in Instructional Technology) organizational data, and to use persuasive technology (captology) techniques to create compelling decision EDUCATIONAL LEADERSHIP FOR oriented presentations. Candidates engage in the INDEPENDENT SCHOOLS dynamics of scenario-based problem solving and is graduate certi cate program, o ered in implementation activities using eld-based data to make collaboration with the Association of Independent decisions about school or organizational planning. Maryland and DC Schools (AIMS), serves the needs of directors, heads of schools, principals, and other Program Goals professionals responsible for the management of non- e goals of the program are to: public schools. e program is also designed to serve • Develop proactive leadership skills independent schools’ teachers who aspire to become for developing a shared vision for administrators in an independent school setting. e educational technology among all certi cate program comprises 15 graduate credits, with education stakeholders, including teachers the option of applying them to the Master of Science in and support sta , school and district Education with a concentration in Educational Studies. administrators, teacher educators, students, parents, and the community. Learning Outcomes • Create systemic data plans aligned with a Upon successful completion of the program, we shared vision for school e ectiveness and expect students will: student learning. • Gain a deep understanding of their • Engage in planning, teaching, and budgets, general principles of budget development, and strategies for 58 communicating budgetary issues to their the conceptual knowledge and practical skills to constituencies. organize, implement, and evaluate a team approach • Develop budgets for their schools that to partnerships; create goal oriented programs of support faculty and sta in meeting their school, family, and community involvement within instructional goals. the larger context of systemic change and reform; • Become more pro cient supervisors and communicate e ectively with diverse families and professional developers with teachers and community individuals and agencies; and encourage an sta . organizational climate that is conducive to partnerships • Become more competent consumers and and collaboration. producers of research that is relevant to their jobs. Program Goals • Function more e ectively and sensitively e goals of the program are to: with faculty, students, sta , parents, • Provide participants with an understanding of and communities of diverse cultures and the role of family and community involvement socioeconomic status. and support within the broader context of • Enhance and re ne their management school improvement and systemic reform. skills, including supervision of personnel, • Enhance participants’ communication strategic planning, con ict management, and teambuilding skills to increase their and fund raising. e ectiveness as leaders and facilitators of • Improve their application of policy and a team approach to school, family, and laws to problems or issues that emerge. community partnerships. • Become competent instructional leaders • Assist participants in understanding the through the analysis and use of data about principles and techniques required for creating their schools and their communities. organizational climates conducive to the • Build pro ciency in the use of technology e ective implementation of school, family, and for instruction and administration. community partnerships. • Become e ective mentors and supervisors • Provide participants with a comprehensive for their faculty and sta . understanding of family and community • Work e ectively as part of a team and involvement and the strategies and skills develop teams of teachers who provide necessary to design, implement, and evaluate participatory and democratic leadership to goal-oriented programs of school, family, and the school. community partnerships. • Prepare students to plan and implement Applicants to this certi cate program must practices that improve student outcomes by be educational professionals employed in a K-12 strengthening school, family, and community independent school. relationships.
Requirements (15 credits) Requirements (15 credits) 851.642 Leadership in Curriculum, Instruction, 851.648 Team Leadership and Assessment for Independent Schools 882.524 Education of Culturally Diverse Students 851.643 Supervision and Professional Development 893.601 Evaluation and Research of Technology for Personnel in Independent Schools Supported Interventions and Programs 851.644 Public Relations, Marketing, and Fund 851.630 School, Family, and Community Raising for Independent Schools Collaboration for School Improvement I 851.645 Governance of Independent Schools 851.631 School, Family, and Community 851.646 Business Management and Finance for Collaboration for School Improvement II Independent Schools LEADERSHIP IN TECHNOLOGY LEADERSHIP FOR SCHOOL, FAMILY INTEGRATION ONLINE AND COMMUNITY COLLABORATION is 15-credit online graduate certi cate program (Note: e School of Education is not currently accepting prepares master teachers to become pro cient at applications or admitting new students into this program) integrating technology into standards-based curriculum to improve student learning. Candidates become is 15-credit graduate certi cate program te chnology leaders in the classroom, school, and district. is designed to provide educational leaders with 59 Program Goa ls (Administrator I). Program options are also appropriate goals of the program are for students to: for preparing department chairs, team leaders, or • Engage in planning, teaching, and assessment curriculum coordinators. In addition to the standard centered around the needs and abilities of S chool of Education admissions requirements, applicants students. are expected to be: eachers or other c d • Develop proactive leadership skills for school personnel, and 2) currently employed by a school developing a shared vision for educational district or an accredited independent school. technology among all education stakeholders, A strong emphasis is placed upon the provision school of opportunities for students to develop the skills and district administrators, teacher educators, and competencies that are necessary for successful students, parents, and the community. educational le nternship is the capstone course; it is completed in the school where the student Learning Out com es works and is performed under the careful supervision Upon successful completion of the program, we of an in-school mentor and a university supervisor. expect students will: Candidates must meet with a faculty adviser before they • Develop skills for advanced technologies, are fully admitted to this ce e program. including e-learning, telecommunications be taken as a stand-alone and multimedia-based instruction, tools for cate program, may be incorporated into the instructional management and assessment, and 39-credit master’s degree in School Administration and adaptive computer access. Superv ision, or may be combined with another School • Engage in technology integration, applying of Education graduate to earn a the new science of learning, 21st century Master of Science in Education with a concentration in skills, and a constructivist approach to Educational Studies. teaching and learning, as well as the use of Courses option are delivered entiated i n a face-to-face mode and delivered at the Baltimore instruction and appropriate technology tools to Homewood and Columbia Center campuses. accommodate all learners, including students On line Opt ion with special needs. • Build leadership skills for mentoring, online 18-credit graduate cate program consulting, professional development, and option is designed to ct the rigor of the School of systems change. Education’s face-to-face program option while utilizing the convenience of the online platform to prepare rising Re quireme nts (15 c redits) K-12 school leaders for the transition into leadership 893.634 Technology Leadership for School with unparalleled knowledge and support. ere are Improvement two pathways within the online c on: 1) a 893.508 Technology and the Science of Learning xible option, open to any school-district employed 893.645 Designing and Delivering E-Learning ed teachers and other certi onnel and 2) Environments an option restricted to JHU Teach For America corps 893.632 Data-Driven Decision Making for Schools members that follows a cohort model. In addition to the and Organizations standard School of Education admissions requirements, 893.850 Advanced Applications of Instructional applicants are expected to: 1) be ce teachers or Technology (formerly 893.800 Graduate Internship other certi ol personnel with at least 27 months in Instructional Technology) of teaching experience, 2) be currently employed by a school district or an accredited independent school, and SCHOOL ADMINISTRATION AND 3) hold a master’s degree. SUPERVISION ONLINE AND FACE TO Please note that while the program meets the FACE OPTIONS cation requirements for Maryland, the School 18-credit face-to-face graduate certi ate of Education cannot guarantee that the coursework program option is designed for school-district employed will meet state credentialing requirements outside of certi eachers and other c personnel pursuing Maryland. It is the responsibility of candidates who are leadership positions in kindergarten through grade employed in states other than h 12 (K-12) school settings and is approved by the their state credentialing agency what the c n Maryland State Department of Education (MSDE) for requirements are for their state and whether there is ce on in school administration and supervision reciprocity with Maryland. For more information on the pathways within the 60 Learning Outcomes programs at Johns Hopkins University prepare Upon successful completion of the program, we counselors who specialize in School Counseling and expect students will: Clinical Mental Health Counseling to implement • Demonstrate speci c content knowledge theoretical, empirical, and practical frameworks that regarding school leadership. facilitate client growth and development, introspective • Demonstrate knowledge of skills needed for awareness, and well-being. Students acquire the requisite collaborating with sta and others to create a awareness, knowledge, and skills to deliver counseling vision and plan of improvement for a school. services that value the human dignity and worth of • Demonstrate skills and dispositions that are all clients irrespective of their individual di erences. needed to manage and to lead with respect to Faculty members maintain a special commitment to human and material resources and the total the cultivation of ethical practice, data driven decision- organization of a school. making, multicultural counseling competence, social • Demonstrate knowledge, skills, and justice, transformational leadership, re ective practice, dispositions that promote e ective school, lifelong learning, and personal development in students, family, and community engagement. in accordance with guidelines prescribed by the Council • Demonstrate the ability to assess and to for the Accreditation of Counseling and Related understand the larger context in which Educational Programs (CACREP), the Council for educators work today. the Accreditation of Educator Preparation (CAEP— • Demonstrate knowledge of strategies and formerly NCATE), the Maryland Higher Education procedures for working fairly and justly Council (MHEC), the Maryland State Department of with all stakeholders in a diverse school Education (MSDE), and the Maryland Department of environment. Health and Mental Hygiene (MDHMH). • Demonstrate knowledge of strategies and processes for providing a school instructional MASTER OF SCIENCE IN COUNSELING program for all students that is evaluated for e Master of Science (MS) in Counseling e ectiveness based on student achievement degree is designed to prepare individuals to work for and other relevant factors (i.e., attendance, for the betterment of those around them. e School of example). Education’s Counseling programs prepare competent, • Demonstrate skills and strategies related to ethical, datadriven, culturally responsive and passionate the safe and orderly operation of a school. counselors who become leaders in the profession. Our programs o er a nationally recognized evidenced- Please note that students must attend an based counseling curriculum aligned with national and organizational meeting or make arrangements state standards, a distinguished faculty with extensive to meet with the faculty program coordinator counseling experience, a strong support system through in the semester prior to registering for the partnerships with schools districts and mental health internship. settings, valuable clinical experience, and access to the resources of a world renowned institution. Requirements (18 Credits) e programs’ curriculum and eld experiences 851.601 Organization and Administration of are accredited by the Council for the Accreditation Schools of Counseling and Related Educational Programs 851.603 School Law (CACREP). Students can choose to specialize in one of 851.705 E ective Leadership two concentrations: 852.602 Supervision and Professional Development • Clinical Mental Health Counseling 881.610 Curriculum eory, Development, and • School Counseling Implementation 851.81X Internship in Administration and e School Counseling Program prepares Supervision students to work in urban focused school settings. ere are two options for completing the 48-credit COUNSELING AND HUMAN DEVELOPMENT degree: Faculty Contact: Dr. Norma L. Day-Vines, • e School Counseling Fellows Program is an [email protected] intensive full-time training program that not Prospective students with questions about programs only prepares students to work in urban- and/or the application process should rst contact focused school settings, their eld experience [email protected] placements are in urban schools. Students e Counseling and Human Development graduate in 15 months. 61 Undergraduate degrees from a variety of disciplines (e.g. part-time program that prepares students to communication, sociology, anthropology, foreign work in urban-focused school settings. Students languages, religion, philosophy, education, psychology) are considered for program admissions. It is currently one program, but are encouraged to follow a of two Clinical Mental Health Counseling program in prescribed program of study. Maryland accredited by the Council for the Accreditation of Counseling and Related Educational Programs During the 2016-17 academic year, School (CACREP). Counseling students in the Flexible Program will have the option of completing a 48- or 60-credit Admissions Requirements master’s degree. Students who opt to complete the Applicants to the program must hold a bachelor’s 60-credit program will complete additional degree from an accredited college or university and have coursework that leads to licensure as a clinical earned a minimum cumulative grade point average of 3.0 mental health counselor. Beginning with the 2017- (on a 4.0 scale) in all previous undergraduate and 18 academic year, all students will be required to graduate studies (including incomplete programs of study register for the 60-credit master’s degree. Please and for programs still in progress). Applicants must consult with Sharon Myers ([email protected]) for submit an application, o l transcripts from all more information. accredited postsecondary institutions attended, a résumé or curriculum vitae, an essay, dispositions survey, and Application Deadlines two letters of recommendation. ntent of the essay should address why the candidate wants to be a counselor,
• October 1: for spring admission to the part- the type of contributions the candidate would want to time Clinical Mental Health Counseling and make to the clinical mental health , a discussion of School Counseling (Flexible) master’s programs how the candidate’s background and professional • December 1: Priority deadline for summer experiences may support and/or constrain their becoming admission to the full-time Master of Science in ective counselor, and an exploration of how the
School Counseling (Fellows) program candidate’s experiences regarding human diversity, N e priority application deadline is for volunteerism, travel and/or work have impacted his/her desire to be a counselor. Selected qual s those applicants who wish to receive early consideration for the Fellows Program. Applicants will be invited to participate in a group admission who do not meet the December 1 priority deadline interview. may still be considered for the February 1 deadline. In order to assess applicant dispositions, faculty will review the required essay and dispositions survey • February 1: for summer admission to the part- and evaluate responses at the group interviews. time Clinical Mental Health Counseling and School admissions committee reserves the option to require that Counseling (Flexible) master’s programs and full- applicants successfully complete prerequisite coursework prior to admission. time School Counseling (Fellows) master’s program • April 1: for fall admission to the part-time Clinical Program Goals Mental Health Counseling and School Counseling (Flexible) master’s programs Students will demonstrate pro cy in the eight major counseling content areas: social and cultural diversity, human growth and development, CLINICAL MENTAL HEALTH career development, group work, assessment, helping COUNSELING relationships, research and program evaluation, and 60-credit master’s degree in Counseling professional orientation and ethics. with a concentration in Clinical Mental Health Counseling prepares students to work in a wide range Learning Outcomes of clinical, community, and human service settings. Upon successful completion of the program, we program provides future counselors with the expect students will: knowledge and skills critical to the practice of clinical • Facilitate the growth and development of mental health counseling. It provides the required clients within clinical mental health settings academic credits toward licensure in the state of using guidelines prescribed by the Council for Maryland and many other states. Moreover, the program the Accreditation of Counseling and Related is designed to meet the needs of students from diverse Educational Programs) and the American
backgrounds who have a wide range of professional goals. Counseling Association’s (ACA) Code of Ethics. 62 • Serve as advocates and leaders in educational 863.501 Introduction to Clinical Mental Health and/or mental health settings. Counseling (online course) • E ectively and appropriately counsel children, 861.511 Career/Life Development and Planning families and/or individuals within mental health 861.609 Diagnosis in Counseling settings. 863.603 Couple and Family erapy (lab course) • Demonstrate the knowledge, role and 861.612 Appraisal and Testing for Counselors function of the mental health counselor and how (online course) it relates to professional practice. 861.503 Group Counseling and Group Experience • Build collaborative relationships with (lab course) community stakeholders. 863.630 Addictions Counseling I: eory and • Demonstrate e ective and meaningful Approaches (online course) group work with diverse groups of clients. 863.681 Research and Evaluation for Counselors • Develop data-driven mental health programs (online course) that meet the unique needs of clients in 860.639 Cognitive Behavior erapy populations across the developmental spectrum. 863.870 Practicum in Clinical Mental Health • Develop and implement a plan for evaluating Counseling counseling activities and mental health 863.875 Internship in Clinical Mental Health programs. Counseling • Work ethically and legally in mental health Electives—three or nine credits of electives settings. (depending on number of internship hours
• Demonstrate cultural sensitivity and completed) must be selected with approval of a responsiveness with all client demographics. faculty adviser.
• Demonstrate skilled use of computers, Program Notes computer technology, and the internet. • 861.502 and 861.507 Counseling Program Requirements Techniques are required prerequisites for all e program’s plan of study requires a minimum counseling courses except 810.606 Human of 60 graduate credits. With the approval of a faculty Development and Learning. adviser, a student may transfer a maximum of three • Students must complete 36 credits prior to graduate credits from an accredited college or university enrolling in 863.870 Practicum in Clinical if the course is directly applicable to the student’s degree Mental Health Counseling and have taken requirements. Students can opt to complete 600 or 1000 863.607 Diversity and Social Justice in hours of internship activity. If students choose to Counseling. complete a 600-hour internship experience, they must • A minimum of 48 credits of required enroll in a six-credit internship and register for nine coursework must be taken before enrolling in credits of electives. If students opt to complete a 1000- 863.875 Internship in Clinical Mental Health hour internship experience, they must enroll in a 12- Counseling. credit internship and register for three credits of electives. • Students planning to start their practicum or e program is aligned with the State of Maryland’s internship must attend a mandatory orientation licensure requirements and CACREP standards. in August in order to be eligible to begin Students are required to achieve a passing score on internship in the fall semester. the CPCE (Counselor Preparation Comprehensive • It is mandatory that students attend all lab Examination) exam to graduate from the program. sessions to complete the requirements of the course. Program Plan • Students must receive a grade of B or Number of Credits Required: 60 better in all laboratory courses and practicum 861.502 Counseling eory and Practice (lab experiences and pass all internship courses course) (which are graded on a pass/fail basis) to 861.507 Counseling Techniques (lab course) remain in the program. Counseling students 810.606 Human Development and Learning who do not receive successful site evaluations (online course) from their site supervisor and/or who receive a 863.795 Ethical and Legal Issues of Mental Health failing grade in the internship course may have Counseling (online course) to repeat these courses/experiences and could be 863.607 Diversity and Social Justice in Counseling dismissed from the program. (lab course) • If a grade of B- or below is earned in a 63 required laboratory course, the student must and graduate studies (including incomplete programs repeat the course and earn a grade of A or B of study and for programs still in progress). Applicants before registering for any other course. If any must submit an application, o cial transcripts from all additional grade of B- or below is earned in any accredited postsecondary institutions attended, a résumé other required laboratory course, the student or curriculum vitae, a personal statement of goals, will be dismissed from the program, even if an dispositions survey, and two letters of recommendation. A or B was earned in the rst repeated course. Quali ed applicants will be invited to participate in a group admission interview. SCHOOL COUNSELING (FLEXIBLE In order to assess applicant dispositions, School PROGRAM) of Education faculty will review the required goal e part-time School Counseling Flexible statement and dispositions survey and evaluate responses Program, which is approved by the Maryland State in the group interview. e admissions committee Department of Education (MSDE) and accredited by reserves the option to require that program applicants the Council for the Accreditation of Counseling and successfully complete prerequisite coursework prior to Related Educational Programs (CACREP), requires the admission. completion of a minimum of 48 graduate credits for graduation. Graduates of the program are eligible for Learning Outcomes MSDE certi cation as a school counselor. Upon successful completion of the program, we During the 2016-17 academic year, School expect students will: Counseling students in the Flexible Program will have the • Facilitate K-12 students’ growth and option of completing a 48- or 60-credit master’s degree. development within the framework of the Students who choose to complete the 60-credit program American School Counselors Association’s will complete additional coursework required for licensure (ASCA) National Standards (academic as a clinical mental health counselor. Beginning with the development, career development, and 2017-18 academic year, all students will be required to personal/social development). register for the 60-credit master’s degree. Please consult • Serve as advocates and educational leaders in with with Sharon Myers ([email protected]) for more the K-12 setting. information. Students who complete the 60-credit • E ectively and appropriately counsel K-12 program will have satis ed the coursework requirements students. for certi cation as school counselors and licensure as • Demonstrate the knowledge, role and function clinical professional counselors in Maryland. of the professional school counselor and how it e mission of the School Counseling program is relates to school reform, drop-out prevention to serve a diverse population of graduate students and college access programming. representing a variety of cultural dimensions, lifestyles, • Build collaborative relationships with and capabilities. e top priority of the faculty is community stakeholders. to train competent, ethical, data-driven, culturally • Demonstrate e ective and meaningful group responsive, and passionate professional school counselors work with diverse groups of students. who possess a high level of competence in providing • Develop a data-driven school counseling professional counseling and consultation services to program that meets the unique needs of schools individuals, families, and communities and have the and diverse school communities. skills to research and evaluate the practice. • Develop and implement a plan for evaluating e program’s content includes the following areas: counseling activities and school counseling professional orientation and ethical practice, social and programs. cultural diversity, human growth and development, • Work ethically and legally in a school setting. career development, helping relationships, group work, • Demonstrate cultural sensitivity and ass essment, and research/program evaluation. Students responsiveness with students, parents, are instructed via didactic experiences, small group colleagues, etc. experiences, and applied learning at community based sites (e.g., agencies, schools). Program Requirements With the approval of a faculty adviser, a student Admissions Requirements may transfer a maximum of three graduate credits from Applicants to the program must hold a bachelor’s an accredited college or university if the course is directly degree from an accredited college or university and have applicable to the student’s program. In their last year earned a minimum cumulative grade point average of at of study, students complete a 600-hour internship. In le ast 3.0 (on a 4.0 scale) in all previous undergraduate preparation for the internship, students will be required 64 Preparation Comprehensive Examination) exam to receive a failing grade in the Internship course will be graduate from the program. di smissed from the program. Students must also receive Students who have not ed the special successful site evaluations from the site supervisor in education requirement as indicated on their State of order to graduate from the program. Maryland Teaching required to take If a grade of B- or below is earned in a required the following course: 871.501 Introduction to Children laboratory course, the student must repeat the course and Youth with Exceptionalities. and earn a grade of A or B before registering for any other course. If any additional grade of B- or below Program Plan is earned in any other required laboratory course, the Number of Credits Required: 48 student will be dismissed from the program, even if an 861.502 Counselin eory and Practice (lab A or B was earned in eated course. Students course) must attend the mandatory Internship in School 861.507 Counseling Techniques (lab course) Counseling meeting held every January in the spring 861.614 oundations of School Counseling before they are to begin their internship. 810.606 Human Development and Learning (online course) SCHOOL COUNSELING FELLOWS 861.511 Career/Life Development and Planning PROGRAM 863.607 Diversity and Social Justice in Counseling School Counseling Fellows Program is (lab course) designed for individuals interested in pursuing a career 863.736 School Counseling Leadership and in school counseling with a focus on school reform, Consultation spe cally targeting at-risk youth in urban and/or 863.527 Counseling the Early Adolescent or metropolitan school districts. e chosen for this 863.571 Counseling Adolescents or i nnovative full-time program are part of a distinguished 863.526 Introduction h cohort of students who complete the 48-credit Master Children of Science in Counseling degree requirements in 15 861.503 Group Counseling and Group Experience months. Approved by the Maryland State Department (lab course) of Education and accredited by the Council for 861.609 Diagnosis in Counseling Accreditation of Counseling and Related Educational 861.612 Appraisal and Testing for Counselors Programs (CACREP), the Fellows Program prepares (online course) individuals to be leaders and advocates in schools, 863.681 Research and Evaluation for Counselors counsel K-12 students and families, consult and (online course) collaborate with community and school stakeholders, 863.808 Practicum in School Counseling and develop data-driven comprehensive counseling 863.820 Internship in School Counseling programs that promote social justice and equity in 871.501 Introduction to Children and Youth with schools. Graduates of the Fellows Program are eligible Exceptionalities or three credits of electives selected for Maryland State c a school counselor. with the approval of a counseling faculty adviser
In addition to completing the 48-credits listed above, Admissions Requirements students completing the 60-credit degree program option Applicants to the program must hold a bachelor’s will complete the following courses: degree from an accredited college or university and have earned a minimum cumulative grade point average of at 863.795 Ethical and Legal Issues of Mental Health least 3.0 (on a 4.0 scale) in all previous undergraduate Counseling (online course) and graduate studies (including incomplete programs of study and for programs still in progress). Applicants must submit an applicatio cial transcripts from all Approaches (online course) accredited postsecondary institutions attended, a résumé or curriculum vitae, a personal statement of goals, dispositions survey, three letters of recommendation, Program Notes and GRE scores. Q ed applicants will be invited to It is mandatory that students attend all lab sessions participate in a group admission interview. to complete the requirements of the course. Students must receive a grade of B or better in all laboratory courses and practicum experiences and pass all internship courses (which are graded on a pass/fail basis) to remain in the program. Counseling students who 65
Learning Outcomes Fall Semester (15 credits) Upon successful completion of the program, we 861.614 e Foundations of School Counseling expect students will: 863.607 Diversity and Social Justice in Counseling • Facilitate K-12 students’ growth and (lab course) development within the framework of the 861.511 Career/Life Development and Planning practice. American School Counselors 861.503 Group Counseling and Group Experience Association’s (ASCA) National Standards (lab course) (academic development, career development, 863.808 Practicum in School Counseling and personal/social development). • Serve as advocates and educational leaders in Winter Intersession (6 credits) the K-12 setting. 861.612 Appraisal and Testing for Counselors • E ectively and appropriately counsel K-12 861.609 Diagnosis in Counseling students. Spring Semester (9 credits) • Demonstrate the knowledge, role and 863.820 Internship in School Counseling function of the professional school counselor 863.736 School Counseling Leadership and or and how it relates to school reform, drop-out Consultation prevention and college access programming. • Build collaborative relationships with Summer Semester II: Session I (9 credits) community stakeholders. 871.501 Introduction to Children and Youth with • Demonstrate e ective and meaningful group Exceptionalities or Elective(s) work with diverse groups of students. 863.681 Research and Evaluation for Counselors • Develop a data-driven school counseling (online course) program that meets the unique needs of schools 863.527 Counseling the Early Adolescent and diverse school communities. 863.571 Counseling Adolescents • Develop and implement a plan for evaluating counseling activities and school counseling Program Notes programs. It is mandatory that students attend all lab sessions • Work ethically and legally in a school setting. to complete the coursework requirements of the course. • Demonstrate cultural sensitivity and Students must receive a grade of B or better in all responsiveness with students, parents, laboratory courses and practicum experiences and pass all colleagues, etc. internship courses (which are graded on a pass/fail basis) to remain in the program. Counseling students who Course of Study receive a failing grade in the Internship course will be e Fellows Program course of study involves dismissed from the program. Students must also receive classroom, laboratory, and eld/site education and successful site evaluations from the site supervisor in training. Students experience a new standard for training order to graduate from the program. school counselors, one that blends theory and practice as If a grade of B- or below is earned in a required they attend a 600-hour internship in the day and classes laboratory course, the student must repeat the course at night. Interns deliver counseling services under the and earn a grade of A or B before registering for any supervision of certi ed school counselors. other course. If any additional grade of B- or below is earned in any other required laboratory course, the Program Schedule and Location student will be dismissed from the program, even if an A Fellows are admitted in the Summer Semester only or B was earned in the rst repeated course. and complete the degree requirements the following summer. All classes are held at the Education Building, GRADUATE CERTIFICATE PROGRAMS IN located on the university’s Homewood campus in Baltimore. COUNCELING AND HUMAN DEVELOPMENT CERTIFICATE OF ADVANCED GRADUATE Program Plan STUDY (CAGS IN COUNSELING) Number of Credits Required: 48 e Certi cate of Advanced Graduate Study Summer Semester I: Sessions I and II (9 credits) (CAGS) is an advanced 30-credit, post-master’s 810.606 Human Development and Learning program with a concentration in counseling and clinical (online course) supervision for counselors who wish to enhance those 861.507 Counseling Techniques (lab course) skills. Students develop individualized programs with 861.502 Counseling eory and Practice (lab course) 66 specialized concentrations with their faculty adviser’s EDUCATION IN THE HEALTH PROFESSIONS appr oval. Applicants are required to have completed a Faculty Contact: Dr. Antoinette (Toni) Ungaretti, master’s degree in counseling or a re from [email protected] an accredited institution of higher education and submit Program Administrator: Margaret Shamer, o transcripts from all accredited postsecondary [email protected], 410-516-5265 institutions attended, a statement of personal and career MASTER OF EDUCATION IN THE goals, a detailed résumé or curriculum vitae, dispositions HEALTH PROFESSIONS & POST- survey, and two letters of recommendation. MASTER’S CERTIFICATE IN EVIDENCE- (Note: Letters are not required for students currently BASED TEACHING IN THE HEALTH enrolled in the School of Education’s Clinical Mental PROFESSIONS (ONLINE) Health Counseling or School Counseling master’s 33-credit Master of Education (M.Ed.) in programs.) the Health Professions (MEHP) and 18-credit Post– Eligible applicants will be invited for an interview Master’s e in Evidence-Based Teaching in the with the admission committee. Health Profess ered through a partne schools: Education, Required Course Medicine, Nursing, Public Health, and Business. e 861.713 Advanced Treatment Approaches goal of the both the master’s and c ograms, whose participants are designated as MEHP Fellows, Elective Courses is to develop interprofessional leaders and change 27 credits with the approval of the faculty adviser agents who will globally transform health professions education. Recommended electives include: se programs are designed to serve accomplished 863.880 nd Practice of Clinical health professionals with advanced degrees in medicine, Supervision nursing, public health, pharmacy, dentistry, respiratory 863.875 Internship in Clinical Mental Health therapy, physical therapy, medical technology, and other Counseling allied h . prepares participants to cators, educational leaders, and POST-MASTER’S CERTIFICATE educational researchers. IN CLINICAL MENTAL HEALTH programs consist of interprofessional COU NSELING educational experiences designed and delivered by s 15-credit post-master’s certi s designed faculty from e partner school master’s to prepare counselors and other human services program includes an educator portfolio built through professionals for specialized areas of practice through the various courses of the program and a capstone the provision of advanced preparation and supervised experience in either educational leadership/professional experience. It is also intended for students who need development or in educational research. Participants to complete the academic requirements for licensure in the c nd master’s programs are provided as clinical professional counselors. Students develop opportunities to engage in deep discussions, team individualized programs of study with specialized projects, and group presentations in an interactive online concentrations in consultation with their faculty adviser. e course schedule and online format program must be completed within three years. is designed to complement the lives of busy health Applicants are required to have completed a professionals who want to advance their competence as master’s degree in counseling or a related m educators. an accredited institution of higher education and submit Applicants for the master’s degree or the post- o nscripts from all accredited postsecondary master’s are required to hold an advanced institutions attended, a statement of personal and career degree (master’s or higher) in a health profession goals, a detailed résumé or curriculum vitae, dispositions or related courses online survey, and two letters. format. While it is anticipated that most candidates will (Note: Letters are not required for students currently complete the cate program within two years and enrolled in the School of Education’s Clinical Mental the master’s program within four years, students have a Health Counseling or School Counseling master’s e years to complete the master’s degree. programs.)
67 Post-Master’s Certi cate in Evidence-Based proposals. In the educational leadership/professional Teaching in the Health Professions development track, MEHP Fellows develop skills in MEHP Fellows take the rst 18 credits as the program design, advocacy, and evaluation, leadership core for the 33-credit MEHP program or as a stand- skills, program management and faculty evaluation, alone postmaster’s certi cate. e emphasis of the with elective options in faculty development and grant/ core/certi cate is on preparing health professionals proposal writing. Both tracks continue the development to teach e ectively. Participants examine learning of the educator portfolio and conclude with a capstone theories, adult learning and development theories, project that results in a manuscript poised for hypotheses-driven education-based practice, curriculum publication. Finally, in both tracks, MEHP Fellows will development, assessment and feedback, instructional develop, implement, and disseminate a capstone project strategies, cultural competence, technology integration, applying knowledge, skills and dispositions acquired and educational scholarship. Participants create throughout the program. an educational philosophy to guide their work, a curriculum development project, and an agenda for their Educational Leadership/Professional educational scholarship. Development Track MEHP Fellows in the educational leadership/ Core/Certificate Program Goals professional development track will: As part of the core/certi cate, participants will: • Serve as a mentor to others in their • Apply evidence-based strategies and institution. methodologies to teach in a variety of settings. • Build and evaluate professional development • Demonstrate the assessment of learner needs programs. in order to di erentiate instruction. • Secure political, personnel, and nancial • E ectively plan instruction and teach from support for health professions education an interprofessional perspective. initiatives. • E ectively teach as a member of an • Develop an interprofessional orientation interprofessional team. to the development, implementation, and • Provide interdisciplinary learning evaluation of health education programs. experiences. • Appreciate the contributions and perspectives • Incorporate their knowledge of standards and of various health professions. standards-based instructional approaches to • Demonstrate negotiation skills. teaching. • Apply cultural competence to educational • Employ collaborative and clinical teaching program development and delivery. models. • Assess learning. Educational Research Track • E ectively integrate current and emerging MEHP Fellows in the educational research track technology into instruction. will: • Demonstrate understanding of adult learning • Construct meaningful research questions to principles, theory, and development. discover knowledge that advances education in • Function as re ective practitioners. the health professions. • Design, implement, and evaluate curriculum. • Conduct an experiment to determine the • Enhance cultural competence and understand e ectiveness of knowledge transfer. its applicability to e ective teaching, learning • Develop an interprofessional perspective to and communication. research on education in the health professions. • Advise students e ectively. • Analyze empirical data to support the theories of e ective teaching and adult learning theory. Master of Education in the Health Professions • Know how to design studies to empirically (MEHP) test hypotheses about educational methods and To earn the full 33-credit master’s degree, MEHP outcomes. Fellows complete the core/certi cate and then add • Apply knowledge of cultural, racial and one of two 15-credit track options—in educational ethnic diversity considerations to the design, leadership/professional development or in educational implementation, analysis and reporting of research. Within the research track, MEHP Fellows educational research. develop skills in educational research methodology, • Disseminate and apply ndings to advance mixed methods research, educational research design, teaching and learning in the health professions. with elective options in statistics or writing grants and 68 Requirements (33 credits for the MEHP; 18 Note: Students may take an alternative elective credits for the Post-Master’s Certificate) course, subject to faculty adviser approval. (All courses are worth three credits unless otherwise indicated.) SPECIAL EDUCATION AND GIFTED EDUCATION Faculty Contact: Dr. Laurie U. deBettencourt, [email protected]. Post-Master’s Certi cate in Evidence-Based Teaching in the Health Professions (18 credits) Prospective students with questions about programs and/or the application process should rst contact (Taken either as a standalone program or as the rst [email protected]. part of the 33-credit MEHP program.) 610.610 Foundation to Innovation: Adult Learning is academic emphasis o ers master’s degree and certi cate options for experienced special education 880.629 Evidence-Based Teaching educators and related professionals as well as those 880.631 Ensuring Learning through Assessment preparing to enter the eld of special education. is and Feedback area also o ers options designed to prepare teachers 880.633 Curriculum Development and administrators for leadership roles in the eld of 880.635 Instructional Strategies I (1.5 credits) gifted education, including a certi cate program aimed 880.637 Instructional Strategies II (1.5 credits) at classroom teachers and a master’s program with 880.661 Educational Scholarship: Design (1.5 an emphasis on research and program development. credits) Degrees and certi cates are designed to prepare highly 880.662 Educational Scholarship: Implementation e ective special educators and gifted educators, for (1.5 credits) both certi cation and non-certi cation, to work with Educational Leadership/Professional students having a wide range of disabilities and special Development Track for the MEHP (15 credits) needs, including gifted children. 880.639 Development, Management and Evaluation of Health Professions Education MASTER OF SCIENCE IN SPECIAL Programs EDUCATION 880.641 Leadership in Health Professions Candidates for the Master of Science (MS) in Education Programs I Special Education may be recent college graduates or 880.642 Leadership in Health Professions professionals experienced in elds other than teaching Education Programs II who wish to develop special education careers. e 880.647 Professional Development Projects in School of Education o ers candidates the following Health Professions Education I (capstone) options: Electives • Full-time master’s program in Mild-to- 880.610 Writing Grant and Contract Proposals for Moderate Disabilities leading to teacher Health Professions Education or certi cation (Generic Special Education). is 880.643 Mentoring in Health Professions one-year program launches a new cohort every Education Programs summer. • Part-time master’s programs in various Note: Students may take an alternative elective concentrations leading to teacher certi cation course, subject to faculty adviser approval. (Generic Special Education and Severely and Profoundly Disabled). Educational Research Track for the MEHP (15 Students may begin one of these programs in credits) any semester and have a maximum of ve years 880.639 Development, Management and to complete the program requirements. Evaluation of Health Professions Education • Part-time master’s programs in various Programs concentrations that do not lead to teacher 883.510 Understanding Educational Research certi cation (for students who choose to pursue the Master of Science in Special 880.665 Mixed Methods Research 880.649 Research Projects in Health Professions Education degree but who do not wish to Education I (capstone) qualify for teacher certi cation). Students may begin one of these programs in any semester Electives and have a maximum of ve years to complete 880.610 Writing Grant and Contract Proposals for the program requirements. Health Professions Education or Depending on the speci c concentration, students 880.667 Applied Statistics 69 complete 36 to 39 graduate credits for their master’s applicants to Special Education master’s programs degrees. Students must work with a faculty adviser to are encouraged to submit GRE scores as part of develop a program of study that includes required and their application package. elective courses. Students may complete the program coursework at the Baltimore Homewood (Education In ternship Requirements Building) and Columbia Center campuses, depending Students seeking State on are required to on where courses are o each semester. complete two internships during their program. Prior to the internship, students will be required to undergo MASTER’S PROGRAMS LEADING TO a criminal background check. Students wishing to enroll TEACHER CERTIFICATION in an internship course must complete an application through the School of Education’s Field Experience following Master of Science (MS) in Special ce (http://www.students.education.jhu.edu/ Education programs have been approved by the FieldExperience/) at least one semester Maryland State Department of Education (MSDE) for teacher n in the following areas: prior to the one in which they plan to complete • Early Childhood Special Education (Infant/ the internship. Students are responsible for completing Primary): birth through grade three. (MSDE all requirements prior to each internship and should n) frequently review the information shared on the Field • Mild to Moderate Disabilities (Elementary/ Experien b page. Middle), grades one through eight. (MSDE Students must earn a grade of B or better in each n) required internship. If a student earns a grade below B • Mild to Moderate Disabilities (Secondary/ in an internship, the student must repeat the internship, Adult), grades six through twelve. (MSDE and earn a grade of B or A. Students may not register n) for any other course until they complete the repeated • Severe Disabilities, birth through grade 12. internship. If a student earns a grade below B in Profoundly subsequent internships, the student may be dismissed Disabled) from the program.
Admission Requirements Program of Study To be fully admitted, applicants must have Depending on the of concentration, earned at least a bachelor’s degree from an accredited students complete 36 to 39 graduate credits for their college or university and have earned a minimum master’s degree. Students must work with a faculty cumulative average GPA of 3.0 (out of 4.0) in all adviser to develop a program of study that includes previous undergraduate and graduate studies (including required and elective courses. (Note: Students who for incomplete programs of study and for programs still take courses outside their approved program of progress). Applicants must complete the online study do so at their own risk—there is no guarantee application and submit cial transcripts from all that credit earned from unapproved courses will be accredited post-secondary institutions attended, a accepted.) In addition to coursework, students must résumé or curriculum vitae, an essay indicating the successfully complete the internships, Graduate Student candidate’s professional goals, dispositions survey, Project (with presentation), and Graduate Student and either three (for the full-time Mild to Moderate Internship Portfolio; pass Praxis II and a Comprehensive master’s program option) or two (for all part-time Examination; and ogram-spec c master’s program options) letters of recommendation, requirements prior to graduation. Upon graduation, plus achieve passing score: Praxis I/Core, SAT, students will be eligible for Maryland State on ACT or GRE. (Please visit the Maryland State under the appropriate specialization area. Department of Education (MSDE) website at http://www.marylandpublicschools.org/about/Pages/ Program Goals to view goals of the School of Education’s MS in the current state requirements.) Special Educ ograms are to: • Secure accreditation from the Council for Note: Applicants seeking to enroll in the full-time the Accreditation of Educator Preparation Master of Science in Special Education program (CAEP, formerly NCATE) and the Council must submit GRE scores as part of the application for Exceptional Children (CEC), as well as process. While the GRE is compulsory only for approval by the Maryland State Department of applicants seeking to enroll in the full-time Master Education (MSDE). of Science in Special Education program, all , 70 as measured by the successful completion of of individuals with exceptionalities. coursework, comprehensive exams, graduate projects and presentations, and required state Standard 2: Learning Environments Praxis exams. • 2.0 Beginning special education professionals • Graduate highly quali ed special educators create safe, inclusive, culturally responsive who possess the requisite competencies learning environments so that individuals to e ectively educate students with with exceptionalities become active and exceptionalities from a diverse range of e ective learners and develop emotional well- backgrounds and needs in a variety of being, positive social interactions, and self- educational settings. determination. • 2.1 Beginning special education professionals Program Objectives through collaboration with general educators e learning objectives of the School of Education’s and other colleagues create safe, inclusive, MS in Special Education certi cation programs are to: culturally responsive learning environments
• To prepare quali ed and credentialed special to engage individuals with exceptionalities in meaningful learning activities and social education professionals who are prepared to apply evidenced based strategies. interactions. • To provide multiple opportunities to bridge • 2.2 Beginning special education professionals theory with practice. use motivational and instructional • To prepare quali ed and credentialed special interventions to teach individuals with education professionals who possess and exceptionalities how to adapt to di erent exhibit collaborative and ethical behaviors with environments. students and colleagues. • 2.3 Beginning special education professionals • To prepare quali ed and credentialed special know how to intervene safely and appropriately
education professionals have acquired the with individuals with exceptionalities in crisis.
knowledge to access necessary resources and
the professional networks that will further their Standard 3: Curricular Content Knowledge professional development. • 3.0 Beginning special education • To provide cutting edge research and professionals use knowledge of general and excellent instruction, as evidenced by faculty specialized curricula to individualize scholarship and teaching evaluations. learning for individuals with exceptionalities. Learning Outcomes • 3.1 Beginning special education professionals e learning outcomes for graduates of the School understand the central concepts, structures of the discipline, and tools of inquiry of the of Education’s MS in Special Education certi cation programs are measured across seven content standard content areas they teach, and can organize this knowledge, integrate cross-disciplinary skills, areas, as outlined by the Council for Exceptional Childr en (CEC, 2012). and develop meaningful learning progressions for individuals with exceptionalities. Standard 1: Learner Development and • 3.2 Beginning special education professionals Individual Learning Differences understand and use general and specialized • 1.0 Beginning special education professionals content knowledge for teaching across understand how exceptionalities may interact curricular content areas to individualize with development and learning and use learning for individuals with exceptionalities. this knowledge to provide meaningful and • 3.3 Beginning special education professionals challenging learning experiences for individuals modify general and specialized curricula to with exceptionalities. make them accessible to individuals with • 1.1 Beginning special education professionals exceptionalities. understand how language, culture, and
family background in uence the learning of Standard 4: Assesment individuals with exceptionalities. • 4.0 Beginning special education • 1.2 Beginning special education professionals professionals use multiple methods of use understanding of development and assessment and data sources in making individual di erences to respond to the needs educational decisions. 71 • 4.1 Beginning special education professionals teach cross-disciplinary knowledge and skills select and use technically sound formal and such as critical thinking and problem solving to informal assessments that minimize bias. individuals with exceptionalities. • 4.2 Beginning special education professionals use knowledge of measurement principles and Standard 6: Professional Learning and Ethical practices to interpret assessment results and Practice guide educational decisions for individuals with • 6.0 Beginning special education professionals exceptionalities. ld and • 4.3 Beginning special education professionals their professional Ethical Principles and in collaboration with colleagues and families Practice Standards to inform special education use multiple types of assessment information practice, to engage in lifelong learning, and to in making decisions about individuals with advance the profession. exceptionalities. • 6.1 Beginning special education professionals • 4.4 Beginning special education professionals use professional Ethical Principles and engage individuals with exceptionalities to Professional Practice Standards to guide their work toward quality learning and performance practice. and provide feedback to guide them. • 6.2 Beginning special education professionals understand how foundational knowledge and Standard 5: Instructional Planning and Strategies current issues in uence professional practice. • 5.0 Beginning special education professionals • 6.3 Beginning special education professionals select, adapt, and use a repertoire of evidence- understand that diversity is a part of families, based instructional strategies to advance cultures, and schools, and that complex human learning of individuals with exceptionalities. issues can interact with the delivery of special • 5.1 Beginning special education professionals education services. consider an individual’s abilities, interests, • 6.4 Beginning special education professionals learning environments, and cultural and understand the sig long learning linguistic factors in the selection, development, and participate in professional activities and and adaptation of learning experiences for learning communities. individual with exceptionalities. • 6.5 Beginning special education professionals • 5.2 Beginning special education professionals advance the profession by engaging in activities use technologies to support instructional such as advocacy and mentoring. assessment, planning, and delivery for • 6.6 Beginning special education professionals individuals with exceptionalities. provide guidance and direction to • 5.3 Beginning special education professionals paraeducators, tutors, and volunteers. are familiar with augmentative and alternative Standard 7: Collaboration communication systems and a variety of assistive technologies to support the • 7.0 Beginning special education communication and learning of individuals professionals collaborate with families, with exceptionalities. other educators, related service providers, • 5.4 Beginning special education professionals individuals with exceptionalities, and use strategies to enhance language development personnel from community agencies in and communication skills of individuals with culturally responsive ways to address the exceptionalities. needs of individuals with exceptionalities • 5. 5 Beginning special education professionals across a range of learning experiences. develop and implement a variety of education • 7.1 Beginning special education professionals and transition plans for individuals with use the theory and elements of e ective collaboration. exceptionalities across a wide range of ences in • 7.2 Beginning special education professionals collaboration with individuals, families, and serve as a collaborative resource to colleagues. teams. • 7.3 Beginning special education professionals • 5.6 Beginning special education professionals use collaboration to promote the well-being of teach to mastery and promote generalization of individuals with exceptionalities across a wide learning. range of settings and collaborators. • 5.7 Beginning special education professionals
72 EARLY CHILDHOOD SPECIAL 872.503 Instructional Program Planning and EDUCATION (INFANT/PRIMARY LEVEL) Methods: Grades PreK–3 (MSDE CERTIFICATION—GENERIC 872.504 Materials for Teaching Reading to Young SPECIAL EDUCATION) Children with Disabilities: Grades K–3 is 39-credit program prepares teachers and 872.506 Instruction of Reading for Young Children related services professionals to work with infants, with Disabilities: Grades K–3 preschoolers, and children in grades one through three 872.509 Assessment of Reading for Young Children who are receiving early intervention or special education with Disabilities: Grades K–3 services. Students also learn techniques in working 872.514 Development of Young Children with with families of young children with special needs. Disabilities A combination of coursework and eld experiences develops competence in legal and philosophical issues, Advanced Field Placements (6 credits) typical and atypical child development, evaluation and 872.810 Internship: Early Intervention and assessment, curriculum and instruction, collaborative Preschool Special Education programming, and professional development. 872.811 Internship: Preschool and Primary Level Graduates of this program are eligible for Special Education certi cation in generic special education in Maryland. Alo ng with the required coursework, graduate students MILD TO MODERATE DISABILITIES: must achieve qualifying scores on the Praxis I/Core ELEMENTARY/MIDDLE AND exam (or one of the alternative State approved tests) S ECONDARY/ ADULT (MSDE prior to admission and pass the Special Education CERTIFICATION—GENERIC SPECIAL Praxis II exam prior to the second internship. All EDUCATION) students must complete two internships, a Graduate is 39-credit program, which can be taken Student Project (with presentation), a Graduate Student on either a full- or part-time basis, is designed for Internship Portfolio, and pass all required Praxis and individuals who are seeking teacher certi cation Comprehensive exams before program completion. to work with students who have mild to moderate disabilities, including learning disabilities, emotional Program Plan disturbances, and mild intellectual disabilities. e Number of Credits Required: 39 full-time program option launches a new cohort every Prerequisite Courses (12 credits) (may be taken summer and candidates complete the program in four elsewhere) semesters. In the part-time program option, candidates 871.501 Introduction to Children and Youth with can start the program at any point during the academic Exceptionalities year (summer, fall or spring semester) and complete 872.800 Exploratory Site-Based Field Experience the program at their own pace. Candidates in the in Early Childhood Special Education (or prior part-time program option must complete all program experience) requirements within ve years. 882.511 Human Growth and Development: A Teacher certi cation options are available at the Lifespan Perspective elementary/middle school (grades one through eight) 884.500 Introductory Processes and Acquisition of or secondary/adult levels (grades six through 12). e Reading teacher certi cation program provides instruction and applied experiences in legal issues, educational Core Courses (9 credits) assessment, data-based decision making, instructional 871.510 Legal Aspects, Service Systems, and programming, behavior management, and collaborative Current Issues in Special Education (online course) programming among general and special educators. 871.512 Collaborative Programming in Special Students learn to apply specialized techniques within Education a continuum of educational settings, with a particular 871.513 Applied Behavioral Programming emphasis on urban settings. Graduates of this program are eligible for Specialized Courses (24 credits) certi cation in generic special education in Maryland. 872.500 Seminar: Current Trends and Issues in Along with the required coursework, graduate students Early Childhood Special Education must achieve qualifying scores on the Praxis I/Core 872.501 Screening, Diagnosis, & Assessment of exam (or one of the alternative State approved tests) Young Children with Disabilities prior to admission and pass the Special Education 872.502 Instructional Program Planning and Praxis II exam prior to the second internship. All Methods: Birth–3 Years students must complete two internships, a Graduate 73 Student Project (with presentation), a Graduate Student Required Courses: Secondary/Adult Internship Portfolio, and pass all required Praxis and Concentration (39 credits) Comprehensive exams before program completion. 871.510 Legal Aspects, Service Systems, and (Note: Applicants seeking to enroll in the full-time Current Issues in Special Education (online course) program option must submit GRE scores.) While the 871.511 Instructional Planning and Management GRE will be compulsory only for applicants seeking to in Special Education enroll in the fulltime program option, applicants to the 871.512 Collaborative Programming in Special part-time program option are encouraged to submit Education GRE scores as part of their application package. 871.513 Applied Behavioral Programming 874.512 Characteristics of Students with Mild Program Plan to Moderate Disabilities: Learning Disabilities, Number of Credits Required: 39 Behavioral Disorders, and Intellectual Disabilities Prerequisite Courses for both Elementary/ 874.514 Educational Assessment of Students with Middle (15 credits) and Secondary/Adult Mild to Moderate Disabilities: Secondary/Adult Concentrations (12 credits) (may be taken 874.526 Classroom Management: Methods for elsewhere) Students with Mild to Moderate Disabilities 871.501 Introduction to Children and Youth with 874.527 Career Assessment and Programming: Exceptionalities Education of Students with Mild to Moderate 882.511 Human Growth and Development: A Disabilities Lifespan Perspective 874.528 Diversifying the General Education 884.500 Introductory Processes and Acquisition of Curriculum: Methods for Secondary Students with Reading Mild to Moderate Disabilities 884.502 Diagnosis/Assessment for Reading 874.542 Reading, English, and Language Arts: Instruction Methods for Secondary Students with Mild to 884.505 Materials for Teaching Reading (required Moderate Disabilities for Elementary/Middle candidates only) 874.870 Mild to Moderate Disabilities Internship: Induction—Secondary/Adult Required Courses: Elementary/Middle 874.871 Mild to Moderate Disabilities Internship: Concentration (39 credits) Culmination—Secondary/Adult 871.510 Legal Aspects, Service Systems, and 892.562 Access to General Education Curriculum Current Issues in Special Education (online course) with Technology Accommodations (online course) 871.511 Instructional Planning and Management in Special Education SEVERE DISABILITIES (MSDE 871.512 Collaborative Programming in Special CERTIFICATIO N—SEVERELY AND Education PROFOUNDLY DISABLED) 871.513 Applied Behavioral Programming is 36-credit graduate degree prepares individuals 874.512 Characteristics of Students with Mild to teach students whose educational priorities include to Moderate Disabilities: Learning Disabilities, specialized instruction and intensive support in areas of Behavioral Disorders, and Intellectual Disabilities independent living and adaptive behavior. is degree 874.513 Educational Assessment of Students with also includes courses appropriate for teachers working Mild to Moderate Disabilities: Elementary/Middle with students identi ed on the Autism Spectrum. 874.524 Spoken and Written Language: Methods e program’s curriculum addresses legal issues; for Students with Mild to Moderate Disabilities instructional planning; applied behavioral programming; 874.525 Mathematics: Methods for Students with collaborative programming; medical and physical Mild to Moderate Disabilities aspects; communication and social skills; augmentative 874.526 Classroom Management: Methods for communication instruction; motor, hearing, and vision Students with Mild to Moderate Disabilities management; community and independent living skills 874.541 Reading: Methods for Students with Mild instruction. to Moderate Disabilities Graduates of this program may be eligible to apply 874.860 Mild to Moderate Disabilities Internship: for Maryland special education certi cation (Severely Induction—Elementary/Middle and Profoundly Disabled—birth through grade 12). 874.861 Mild to Moderate Disabilities Internship: Graduates seeking state certi cation will need to Culmination—Elementary/Middle complete four reading courses (see the pre-requisites 892.562 Access to General Education Curriculum listed in the program plan below), in addition to the 36 with Technology Accommodations (online course) 74 credits of required coursework and pre-requisites. NON-CERTIFICATION MASTER’S Along with the required coursework and pre- PROGRAMS requisites, graduate students must achieve qualifying scores on the Praxis I/Core exam (or one of the e School of Education o ers a number of alternative State approved tests) prior to admission program options for students not seeking certi cation and pass the Special Education Praxis II exam prior but who want to enhance their skills in a specialized area to the second internship. All students must complete of special education. Currently, the School o ers three two internships, a Graduate Student Project (with noncerti cation specializations: presentation), a Graduate Student Internship Portfolio, • General Special Education Studies and pass all required Praxis and Comprehensive exams • Severe Disabilities before program completion. • Severe Disabilities: Emphasis in Autism Spectrum Disorders Program Plan Number of Credits Required: 36 Admission Requirements Prerequisite Courses (18 credits) (may be taken To be fully admitted, applicants must have at elsewhere) least a bachelor’s degree from an accredited college or 871.501 Introduction to Children and Youth with university and have earned a minimum cumulative Exceptionalities average GPA of 3.0 (out of 4.0) in all previous 872.504 Materials for Teaching Reading to Young undergraduate and graduate studies (including for Children with Disabilities: Grades K-3* incomplete programs of study and for programs still 872.506 Instruction of Reading for Young Children in progress). Applicants must complete an application with Disabilities: Grades K-3* and submit o cial transcripts from all accredited post- 882.511 Human Growth and Development: A secondary institutions attended, a résumé or curriculum Lifespan Perspective vitae, an essay indicating your professional goals, 884.500 Introductory Processes and Acquisition of dispositions survey and two letters of recommendation. Reading* 884.502 Diagnosis/Assessment for Reading Note: In addition to ful lling the above Instruction* application requirements, applicants to the Master *Note: e above reading courses are required for of Science in Special Education: General Special state licensure in Maryland. Education Studies are also required to submit proof of their initial State teacher certi cation in Required Courses (36 credits) special education. 871.510 Legal Aspects, Service Systems, and Current Issues in Special Education (online course) Internship Requirements 871.511 Instructional Planning and Management Students will be required to complete an internship in Special Education as part of their master’s program. Prior to the internship, 871.512 Collaborative Programming in Special students will undergo a criminal background check. Education Students wishing to enroll in an internship course 871.513 Applied Behavioral Programming must complete an application through the School of 871.514 Medical and Physical Aspects of Education’s Field Experience O ce (http://www. Disabilities students.education.jhu.edu/academic/ 877.513 Education of Students with Severe FieldExperience/) at least one semester prior to the one Disabilities: Augmentative Communication Systems in which they plan to complete the internship. Students 877.514 Community and Independent Living Skills are responsible for completing all requirements prior to 877.515 Education of Students with Severe each internship and should frequently review the Disabilities: Hearing and Vision Impairments information shared on the Field Experience O ce web 877.518 Education of Students with Severe page. Disabilities: Management of Motor Skills Students must earn a grade of B or better in each 877.555 Teaching Communication and Social required internship. If a student earns a grade below B Skills in an internship, the student must repeat the internship, 877.810 Internship in Severe Disabilities: Induction and earn a grade of B or A. Students may not register 877.811 Internship in Severe Disabilities: for any other course until they complete the repeated Culmination internship. If a student earns a grade below B in subsequent internships, the student may be dismissed 75 from the program. to broaden their knowledge and skills working with children, youth, and adults with severe disabilities. Program Requirements Past graduates of the program have included physical, Depending on the speci c concentration, students occupational, and speech therapists, nurses, community complete 36 to 39 graduate credits for their master’s residence sta , teachers, and educational program degree. Students must work with a faculty adviser to directors. develop a program of study that includes required It is recommended that applicants confer with and elective courses. All students must complete a a faculty adviser to plan a program of study before Graduate Student Project (with presentation) and pass applying for admission. All students must complete Comprehensive exams before program completion. the internship, a Graduate Student Project (with presentation), a Graduate Student Portfolio, and pass GENERAL SPECIAL EDUCATION STUDIES the Comprehensive Examination prior to graduation. e Master of Science in General Special Education Studies provides an individualized 36-39-credit Program Plan program of study for individuals working in school Number of Credits Required: 36 and community organizations that support children, Prerequisite or Corequisite Courses (may be youth, and adults with disabilities. is program taken elsewhere) accepts certi ed special educators and related services 871.501 Introduction to Children and Youth with and community based professionals. Applicants must Exceptionalities possess an academic background in special education or 882.511 Human Growth and Development: A a closely-related eld and have experience working with Lifespan Perspective individuals who have cognitive and/or developmental disabilities. (As part of the admissions process, applicants Required Courses (36 credits) are required to submit proof of their initial State teacher 871.510 Legal Aspects, Service Systems, and certi cation in special education.) Current Issues in Special Education (online course) With the approval of their faculty adviser, students 871.511 Instructional Planning and Management may apply credits earned in two graduate certi cate in Special Education programs toward the Master of Science in Special 871.512 Collaborative Programming in Special Education degree with a concentration in General Education Special Education Studies. Students must apply for 871.513 Applied Behavioral Programming the master’s program and the graduate certi cates 871.514 Medical and Physical Aspects of concurrently. All programs requirements must be Disabilities completed within ve years. Current eligible graduate 877.513 Education of Students with Severe certi cate program o erings include: Disabilities: Augmentative Communication Systems • Advanced Methods for Di erentiated 877.514 Community and Independent Living Skills Instruction and Inclusive Education 877.515 Education of Students with Severe • Early Intervention/Preschool Special Disabilities: Hearing and Vision Impairments Education Specialist 877.518 Education of Students with Severe • Education of Students with Autism and Disabilities: Management of Motor Skills Other Pervasive Developmental Disorders 877.555 Teaching Communication and Social • Gifted Education Skills 877.810 Internship in Severe Disabilities: Induction e following two courses are required for several of the 87x.xxx Elective (students must take 3 credits of certi cates: elective coursework, subject to the approval of the 871.510 Legal Aspects, Service Systems, and faculty adviser) Current Issues in Special Education (online course) 874.830 Graduate Project in Mild to Moderate SEVERE DISABILITIES: EMPHASIS IN Disabilities AUTISM SPECTRUM DISORDERS is 36-credit master’s degree program option (Note: Course number for graduate project may prepares individuals to teach students on the autism di er, depending on area of specialization.) spectrum—ages birth through adult—whose educational priorities include specialized instruction and support SEVERE DISABILITIES in areas of communication, social/emotional skills, is 36-credit program is designed for special cognitive skills, and adaptive/ independence skills. educators and related service practitioners seeking Students must complete one applied internship in 76 a setting which provides support to students on the needs of academically talented students in classrooms. autism spectrum. e purpose of this internship is to As part of the program, candidates will observe gifted allow the student to demonstrate mastery of program students and design lessons and develop programs that content and leadership through application in real-world are appropriate for gifted students’ intellectual and settings. In addition, students must complete a Graduate developmental needs. e program is recognized by the Student Project (with presentation), a Graduate Student Maryland State Department of Education as meeting Portfolio, and pass the Comprehensive Examination the requirements for Gifted and Talented Specialist prior to graduation. certi cation in Maryland. e program is designed to be completed in six Program Plan semesters, with students typically taking two courses per Number of Credits Required: 36 semester—though students may elect to take longer. A Prerequisite or Corequisite Courses (may be new cohort will launch every fall (subject to su cient taken elsewhere) enrollments), with courses being delivered at the 871.501 Introduction to Children and Youth with Columbia Center campus. Exceptionalities 882.511 Human Growth and Development: A Program Goals Lifespan Perspective e goals of the program are to prepare students who are able to: Required Courses (36 credits) • Explain the foundations and theories of gifted 871.510 Legal Aspects, Service Systems, and education. Current Issues in Special Education (online course) • Use knowledge of development and 871.511 Instructional Planning and Management characteristics of gifted students as learners to in Special Education design appropriate curricula. 871.512 Collaborative Programming in Special • Recognize individual learning di erences Education among diverse gifted learners when planning 871.513 Applied Behavioral Programming curricula. 877.513 Education of Students with Severe • Create learning environments that foster Disabilities: Augmentative Communication Systems creativity, cultural understanding, and positive 877.514 Community and Independent Living Skills social interactions among diverse learners. 877.550 Inclusive Practices for Autism Spectrum • Use knowledge about the role of language Disorders and communication in talent development to 877.551 Survey of Autism and Other Pervasive help gifted learners succeed in school. Developmental Disorders • Use instructional strategies that are 877.553 Classroom Programming for Students with appropriate for gifted students from diverse Autism backgrounds within inclusive classroom 877.555 Teaching Communication and Social settings. Skills • Use assessment techniques for placement and 877.810 Internship in Severe Disabilities: Inductio n monitoring progress of gifted students. 87x.xxx Elective (students must take 3 credits of • Reect on ethical and professional practices elective coursework, subject to the approval of the including their own attitudes, behaviors, and faculty adviser) ways of communicating with diverse learners. • Collaborate e ectively with families, other MASTER OF SCIENCE IN EDUCATION: educators, and related service providers GIFTED EDUCATION associated with gifted learners. e 33-credit Master of Science (MS) in Education • Use their knowledge of organizational wit h a concentration in Gifted Education is designed theory and the needs of di erent groups in a to prepare teachers and administrators for leadership pluralistic society to formulate organizational roles in the eld of gifted education, with an emphasis goals promoting evidence based practices and on research and program development. Based on the challenging expectations for individuals with National Association for Gifted Children (NAGC) and exceptional learning needs. the Council for Exceptional Children (CEC) standards • Develop procedures for continuous for teachers of gifted children, candidates will study improvement management systems by using the foundations of gifted education, characteristics of their understanding of the e ects of cultural, gifted learners, and hone their knowledge and skills in social, and economic diversity, and the curriculum, instruction, and assessment to meet the variations of individual development to inform 77 their development of programs and services for Coursework can be completed within a one-year period individuals with exceptional learning needs. with course assignments featuring applied projects in • Use educational research to improve schools. instructional techniques, intervention Students may combine this certi cate with a second strategies, and curricular certi cate in special education to pursue the Master of materials. Science in General Special Education Studies. Students • Design and implement research activities interested in the two-certi cate pathway to the master’s to evaluate the e ectiveness of instructional degree must apply for admission into the master’s and practices and to assess progress toward the certi cate programs concurrently. organizational vision, mission, and goals of their programs. Learning Outcomes Upon successful completion of the program, we Program Plan expect students will: Number of Credits Required: 33 • Describe characteristics of various disabilities Required Courses (27 credits) and how they impact education. 885.501 e Gifted Learner • Demonstrate knowledge of di erentiation 885.505 Creativity and Critical inking instructional approaches incorporating process, 885.510 Curriculum, Assessment, and Instruction content, product, and technology for students for Gifted Learners with special needs. 885.512 e Gifted/Learning Disabled Learner • Demonstrate an understanding of classroom 885.604 Social and Emotional Needs of the Gifted management in a di erentiated classroom. 885.515 Program Development and Assessment in • Demonstrate an ability to assess and use Gifted Education curriculum based measurement (CBM) 885.516 Action Research in Gifted Education assessment to improve learning for special 885.820 Practicum in Gifted Education needs students. 885.519 Seminar in Gifted Education • Interpret information from formal and informal assessment instruments in order Elective Courses (6 credits) to plan, modify, and adapt for secondary In addition, students must take two 3-credit elective curriculum. courses, subject to the approval of their faculty adviser, • Recognize cultural diversity of students. in special education, counseling, leadership, or another • Adapt a curriculum in a core content area interest area pertinent to the degree. using di erentiation of instruction learning strategies and alternative assessment. GRADUATE CERTIFICATE PROGRAMS IN SPECIAL • Evaluate and apply a range of exible EDUCATION AND GIFTED EDUCATION di erentiating instructional grouping strategies for whole-class, small group, and individualized ADVANCED METHODS FOR learning experiences during a unit or lesson in DIFFERENTIATED INSTRUCTION AND his or her classroom. INCLUSIVE EDUCATION • Work collaboratively to share knowledge, is 15-credit certi cate program is designed for skills, and experience. educators who are challenged by students’ varied learning backgrounds and needs. Program content Requirements (15 credits) provides practical classroom-based methodologies for 871.512 Collaborative Programming in Special educators teaching within heterogeneous classroom Education settings. 878.501 Di erentiated Instruction and Inclusion Educators acquire methodologies for di erentiating 878.502 Curriculum Design and Adaptations for curriculum outcomes and instructional techniques to Strategic Interventions I e ectively teach the range of students in classrooms 878.503 Educational Measurement and Curricular- today, including students with disabilities, bilingual Based Assessment backgrounds, at-risk students, typical learners, and 878.505 Cooperative Learning for Diverse School gifted learners. Programs e certi cate comprises ve courses that feature foundational and advanced research-based practices related to how educators can collaborate, plan, and instruct students with diverse learning needs. 78
APPLIED BEHAVIOR ANALYSIS an individual student or a group of students in e 24-credit Post-Master’s Certi cate in Applied an educational setting. Behavior Analysis (ABA)—designed for special • Design, implement, and evaluate a behavior educators, administrators, and school counselors—o ers reduction program based on assessment speci c coursework and training in the eld of applied results to decrease inappropriate behaviors for behavior analysis. Special education teachers who receive individual students or a group of students in an preparation in the evidence-based practice of ABA educational setting. will be better prepared to meet the needs of a growing • De ne and practice the Guidelines for population of children diagnosed with autism spectrum Responsible Conduct for Behavior Analysts disorders (ASD). Additionally, the ABA certi cate will (BACB, 2012). support the career goals of special education teachers • Implement, manage, and practice applied and other school personnel who desire this specialized behavior analysis in an educational setting. training. Johns Hopkins University is the only school In addition, following successful completion of of education in the state of Maryland to o er this the coursework and practicum requirements, sp ecialized certi cate. students will be prepared to take the Behavior e Behavior Analyst Certi cation Board, Inc.® has Analyst Certi cation Board (BACB) exam. approved the course sequence as meeting the coursework and practicum experience requirements for eligibility to Requirements (24 credits) ta ke the Board Certi ed Behavior Analyst Examination.® 873.601 Introduction to Applied Behavior Analysis Applicants will have to meet additional requirements and Special Education to qualify for board certi cation. Upon completion 873.602 Research Methods: Evaluation, of the program, graduates will be eligible to apply for Measurement and Single Case Design certi cation as a behavior analyst (BCBA), o ered 873.603 Behavioral Assessment and Intervention through the BACB. It is expected that all students for Challenging Behaviors will pursue BCBA certi cation upon completion of 873.604 Behavioral Assessment and Instructional the program. For more information about BCBA Strategies certi cation, please visit the BCAB web site. 873.605 Ethics and Professional Conduct for e broad educational objective of the ABA Behavior Analysts program is to prepare special educators to become 873.606 Applications of ABA in the Classroom e ective teachers and leaders in applied behavior analysis 873.610 ABA Practicum I within their schools (preK through grade 12). 873.611 ABA Practicum II Applicants must hold a master’s degree in behavior EARLY INTERVENTION/PRESCHOOL analysis, education, or psychology from an accredited SPECIAL EDUCATION SPECIALIST institution of higher education. Applications will be accepted throughout the year, with a new cohort is 15-credit certi cate program is designed scheduled to launch each year in the fall. for individuals who are already certi ed in preschool/ primary education who wish to acquire knowledge and Learning Outcomes skills associated with high-quality early intervention Upon successful completion of the coursework and and preschool special education for young children practicum components of the certi cate, we expect with disabilities from birth to ve years of age. students will: Some applicants may need to complete a sequence • De ne, demonstrate, and apply the concepts of prerequisite courses to be fully admitted to this and principles of behavior analysis within an certi cate program. educational setting. Program Goals • Utilize research methods to evaluate and e goals of the program are to prepare students measure the e ectiveness of intervention and who will: instructional procedures within an educational • Be highly knowledgeable and skillful in setting. planning, implementing, and monitoring early • Conduct and complete behavioral assessments intervention/ preschool special education in order to identify the e ective instructional services for young children with disabilities and program or behavior reduction plan in an educational setting. their families. • Design, implement and evaluate an • Contribute to meeting the statewide need for teachers of young children with disabilities and instructional program based on assessment be knowledgeable advocates for young children results to increase a desired behavior/skill for 79 with disabilities. students will: • Contribute to local and statewide reform and • Describe the developmental aspects, leadership of programs for young children with descriptive characteristics, and diagnostic disabilities. characteristics of autism. • Examine a variety of instructional and Students may combine this certi cate with a second behavioral interventions that may be certi cate in special education to pursue the Master of appropriate in educating Science in General Special Education Studies. Students persons with autism. interested in the two-certi cate pathway to the master’s • Describe and discuss theories of causation degree must apply for admission into the master’s and from the perspectives of various disciplines. certi cate programs concurrently. • Demonstrate an understanding of the importance of a collaborative approach when Prerequisite Course (may be taken elsewhere; making programming or intervention decisions must have been completed within the past two for the student with autism. years) • Explain the Individuals with Disabilities 871.510 Legal Aspects, Service Systems, and Education Act with speci c regard to parent Current Issues in Special Education (online course) participation, supporting students with autism, and behavioral issues. Requirements (15 credits) • Evaluate the importance of individualization 871.512 Collaborative Programming in Special when making programming or intervention Education decisions for a student with autism. 872.501 Screening, Diagnosis, and Assessment of • Evaluate the importance of early detection of Young Children with Disabilities autism spectrum disorders. 872.502 Instructional Program Planning and • Critically evaluate the theoretical basis and Methods: Birth–3 Years empirical evidence for traditional and non-
872.504 Materials for Teaching Reading to Young traditional interventions in a scienti c manner. Children with Disabilities: Grades K–3 • Distinguish the functions of behavior. 872.810 Internship: Early Intervention and • Implement evidence-based practices to Preschool Special Education address student learning of social skills, communication skills, academic skills, and Students must earn a grade of B or better in the decrease challenging behaviors that interfere required internship. If a student earns a grade below B with learning. in the internship, the student must repeat the internship, and earn a grade of B or A. Students may not register for Prere quisite Course (may be taken elsewhere; any other course during the repeated internship. must have been completed within the past two years)
EDUCATION OF STUDENTS WITH 871.510 Legal Aspects, Service Systems, and AUTISM AND OTHER PERVASIVE Current Issues in Special Education (online course) DEVELOPMENTAL DISORDERS Designed for certi ed special educators and Requirements (18 credits) professionals from the related services disciplines, this 871.513 Applied Behavioral Programming 18-credit graduate certi cate program addresses the 877.513 Education of Students with Severe wide range of competencies that are necessary for the Disabilities: Augmentative Communication provision of e ective educational programming for 877.551 Survey of Autism and Other Pervasive students who are diagnosed with autism and other Developmental Disorders pervasive developmental disorders. 877.553 Classroom Programming for Students with Students may combine this certi cate with a second Autism certi cate in special education to pursue the Master of 877.555 Teaching Communication and Social Science in General Special Education Studies. Students Skills interested in the two-certi cate pathway to the master’s 877.830 Graduate Project in Severe Disabilities degree must apply for admission into the master’s and certi cate programs concurrently. GIFTED EDUCATION e 18-credit Graduate Certi cate in Gifted Learning Outcomes Education is designed to address the needs of teachers Upon successful completion of the program, we expect who are seeking an endorsement in gifted education. 80
Candidates will study the foundations of gifted 885.512 e Gifted/Learning Disabled Learner education, characteristics of gifted learners, and hone 885.604 Social and Emotional Needs of the Gifted their knowledge and skills in curriculum, instruction, 885.505 Creativity and Critical inking and assessment to meet the needs of academically 885.820 Practicum in Gifted Education talented students in their classrooms. As part of the program, candidates will observe gifted students and TEACHING AND LEARNING design and present lessons that are appropriate for their Faculty/Program Contacts: Dr. William (Bill) Sowders, intellectual and developmental needs. [email protected] (for the Master of Arts in Teachin g); e program meets all state of Maryland and Dr. Mary Ellen Beaty-O’Farrell, [email protected] (for national standards for teaching gifted education. the Master of Science in Education: Reading); Debbie e certi cate is designed to be completed in three Hollick, [email protected] (for the online Master of semesters, with students typically taking two courses per Science in Education: Educational Studies/TFA and semester—though students may elect to take longer. A TNTP options); Sarah Meech, [email protected] new cohort will launch every fall (subject to sucient (for the Master of Science in Education: Educational enrollments), with courses being delivered at the Studies/Independent Schools option); Dr. Eric Rice, Columbia Center. [email protected] (for all other Teaching and Learning Students may combine this certi cate with a second programs) certi cate in special education to pursue the Master of Prospective students with questions about programs Science in General Special Education Studies. Students and/or the application process should rst contact interested in the two-certi cate pathway to the master’s [email protected]. degree must apply for admission into the master’s and is academic emphasis o ers program options certi cate programs concurrently. to meet the needs of those seeking initial teaching certi cation as well as experienced educators. Using Program Goals research-based strategies, faculty mentoring and e goals of the program are to prepare students supervised internship experiences, the Master of who are able to: Arts in Teaching (MAT) degree prepares elementary • Explain the foundations and theories of gifted and secondary educators in the use of best-practices education. for success in the classroom. e MAT program, • Use knowledge of development and the available in both full- and part-time formats, provides characteristics of gifted students as learners to teaching certi cation for recent graduates of bachelor design curricula appropriate for them. or graduate degree programs, as well as professionals • Recognize individual learning di erences changing careers. Specialized master’s programs are among diverse gifted learners when planning also o ered targeting Teach For America (TFA) curricula. corps members and TNTP alumni, and for individuals • Create learning environments that foster currently teaching or who desire to teach in creativity, cultural understanding, and positive independent schools. In addition, experienced educators social interactions among diverse learners. who desire to enhance their professional knowledge and • Use knowledge about the role of language skills and develop new areas of specialization can take and communication in talent development to advantage of the Master of Science in Education with help gifted learners succeed in school. concentrations in Educational Studies (Individualized • Use instructional strategies that are interdisciplinary program of study option) and Reading. appropriate for gifted students. Finally, a variety of advanced graduate certi cates are • Use assessment techniques for placement and also available for educators to stay current in speci c monitoring the progress of gifted students. content areas and help improve student achievement. • Re ect on ethical and professional practices including their own attitudes, behaviors and MASTER’S PROGRAMS IN TEACHER AND LEARNING ways of communicating with diverse learners. • Master of Arts in Teaching (MAT) • Collaborate e ectively with families, other • Master of Science in Education with a educators, and related service providers concentration in Educational Studies (Teach For associated with gifted learners. America, TNTP and Urban Teachers options) • Master of Science in Education with Requirements (18 Credits) a concentration in Educational Studies 885.501 e Gifted Learner (Individualized Interdisciplinary Program of Study 885.510 Curriculum, Assessment, and Instruction option) for Gifted Learners • Master of Science in Education with a 81 concentration in Educational Studies (Independent planning, instructional delivery, and assessment Schools option) work together to enhance classroom teaching. • Master of Science in Education with a • Have a positive impact on student concentration in Reading achievement in elementary and secondary classrooms. MASTER OF ARTS IN TEACHING • Serve as model re ective teachers who e Johns Hopkins Master of Arts in Teaching use data to inform practice in school based (MAT) program prepares candidates for initial settings. certi cation in Maryland as Elementary and Secondary • Demonstrate high ethical standards and teachers. become an integral part of the school (Note: e School of Education is not recruiting community. candidates for certi cation in Early Childhood Education, World Languages or English for Speakers of Learning Outcomes Other Languages (ESOL). For the latest information on Graduates of this program are exemplary the School’s teacher certi cation o erings, prospective teachers who: applicants should refer to the School of Education’s website.) • Incorporate knowledge of standards and O ering part- and fulltime options, the program standards based instructional approaches to the integrates the content and classroom experience design and the implementation of teaching. required for certi cation and for e ective teaching. e • Apply evidence-based strategies and MAT is designed for recent graduates of bachelor or methodologies to teach in a variety of settings, graduate degree programs in appropriate content areas, employing a constructivist approach. as well as mid-career professionals who desire to become • Know how to use the assessment of learner teachers. needs in order to di erentiate instruction to ere are four program options for completing impact student learning. the MAT program, each designed to accommodate • Know how to design, implement, and candidates’ scheduling and professional needs. evaluate lesson planning and transform the Regardless of the format, all candidates ful ll the same planning into classroom practice. general requirements for the MAT program. e • Provide interdisciplinary learning experiences program options are: where appropriate. • e full-time Master of Arts in Teaching is • Incorporate their knowledge of standards and a 12-month/3-semester program (starting in standards-based instructional approaches to the the summer semester and ending the following design and the implementation of teaching. spring semester) that includes a full school-year • E ectively integrate technology into internship. instruction. • e part-time Master of Arts in Teaching • Function as re ective practitioners. program option is designed for individuals • Demonstrate a commitment to diversity in transitioning into teaching. Candidates in the teaching. part-time program option must complete all • Maintain respectful and collaborative program requirements within ve years. relationships with families and communities • e Professional Immersion Master of Arts that support schools and students’ growth and in Teaching (ProMAT) program is a 16-month learning. partnership program with Montgomery County Public Schools. Program Requirements • e Baltimore Education Fellows Program Students work with a faculty adviser to complete is a fulltime 12-month program option open a program of study that ful lls the requirements for only to recent graduates of the Johns Hopkins certi cation as a teacher in Maryland. e MAT University Krieger School of Arts and Sciences. requires a minimum of 39 credits, and speci c additional content area coursework that may vary due to Program Goals di erences in undergraduate preparation. Students may e goals for the MAT program are to develop pursue the degree on a full- or part-time basis; however, exemplary professional educators for today’s and the internship requires full-time teaching in a school tomorrow’s classrooms who: setting. • E ectively integrate contemporary, research- e nature and duration of the internship are based theory and practice. determined by the full- or part-time program option • Demonstrate an understanding of how selected. MAT students must pass the content 82 knowledge portion of Praxis II to be scheduled for their 871E.502 ducational Alternatives for Students with pre-internship class. Special Needs e nationally recognized Interstate Teacher 884.508 Methods of Teaching Reading in the Assessment and Support Consortium (InTASC) Secondary Content Area: Part I Standards guide the MAT program. Using these 884.510 Methods of Teaching Reading in the standards, students demonstrate their competence Secondary Content Area: Part II through a portfolio development process monitored by 810.660 Teacher as inker and Writer faculty and supervising teachers and their participation 810.62X Special Topics in Secondary Education in a variety of eld placements. e MAT program 810.61X Methods of Teaching in the Secondary requires candidates to participate in electronic learning School: Parts I & II (subject speci c) communities. 810.679 Classroom Management To be eligible for Maryland State teacher 893.508 Technology and the Science of Learning certi cation, students must complete the MAT 810.653 MAT Field Experience program requirements (including successful 810.646 MAT Clinical Practice for Secondary defense of the portfolio, successful completion of Candidates: Part I the internship, and earn a GPA of at least 3.0 for 810.647 MAT Clinical Practice for Secondary all coursework) and pass all Praxis I/Core (or state Candidates: Part II approved alternative tests) and Praxis II exams required by the state. (Note: Praxis is a professional Admission assessment test for beginning teachers. Praxis II Applicants to the MAT program must: requirements vary by certi cation area.) • Possess a bachelor’s or graduate degree (or equivalent) from an accredited college or Coursework university in the area of intended certi cation Elementary Education (generally, a major or 36 related credits.) Number of Credits Required: 39 • Have earned a minimum cumulative grade 810.606 Human Development and Learning point average of 3.0 (on a 4.0 scale) in all 810.607 Culturally Responsive Teaching previous undergraduate and graduate studies 810.602 Curriculum, Instruction, and Assessment (including for incomplete programs of study in School Settings and for programs still in progress). 871.502 Educational Alternatives for Students with • Complete the online application form and Special Needs submit (along with the application fee) a CV/ 884.501 Advanced Processes and Acquisition of résumé, an essay that convinces reviewers that Reading the applicant has a commitment to becoming 884.502 Diagnosis/Assessment for Reading a teacher who believes in positive educational Instruction change, dispositions survey, two (for the part- 810.603 Methods of Teaching in the Elementary time program option) or three (for all other School: Part I program options) letters of recommendation, 810.604 Methods of Teaching in the Elementary and o cial transcripts from all postsecondary School: Part II institutions attended. 884.505 Materials for Teaching Reading • Achieve passing scores on either the GRE (for 884.507 Instruction for Reading applicants to the full-time program) or one 810.679 Classroom Management of the following tests (for applicants to part- 893.508 Technology and the Science of Learning time program options): Praxis I/Core, SAT, 810.653 MAT Field Experience ACT or GRE). (Please visit the Maryland State 810.641 MAT Clinical Practice for Elementary Department of Education (MSDE) website at Candidates: Part I http://www.marylandpublicschools.org/about/P 810.642 MAT Clinical Practice for Elementary ages/DEE/Certi cation/testing_info/praxis1.aspx Candidates: Part II to view current state requirements. ) Secondary Education Note: Applicants seeking to enroll in the full- Number of Credits Required: 39 time MAT program must submit GRE scores as 810.606 Human Development and Learning part of the application process. While the GRE is 810.607 Culturally Responsive Teaching compulsory only for applicants seeking to enroll 810.602 Curriculum, Instruction, and Assessment in the full-time MAT, applicants to the part-time in School Settings MAT program option are encouraged to submit 83 GRE scores as part of their application package. week. e certi cation areas include Elementary (grades If found eligible for admission, applicants will be 1–6) and Secondary (grades 7–12) Education in the invited for interview, during which the applicant’s prior disciplines of English, mathematics, four sciences coursework will be reviewed to determine whether it (biology, chemistry, earth/space science, and physics), meets the State’s content threshold for certi cation. and social studies. is twelve-month cohort teacher Candidates who do not meet the State’s requirements preparation program begins every June and ends the will need to ful ll any additional undergraduate content following May. requirements before completing the program. In addition, all students entering the program are FULL-TIME MAT FRAMEWORK required to complete a criminal disclosure statement • Candidates complete the program in 12 and to undergo state and federal criminal background months (3 semesters). checks, revealing no history of criminal activity, prior • Candidates are placed in a supervised to placement in any internship. (Under Maryland law, internship in a Professional Development persons who have committed acts of violence or crimes School (PDS) during the program. against children are not eligible for teacher certi cation.) • In lieu of a master’s thesis, candidates submit Students must be admitted to the MAT program to and present a digital portfolio of their work. enroll in classes. • Certi cation eligibility is met through successful completion of all MAT program CERTIFICATION requirements, including the supervised Teacher candidates may pursue certi cation in one internship, Praxis II exams, content courses, of four areas of concentration: electronic portfolio, and 39 course credits. • Elementary Education (grades 1-6). • Secondary Education (grades 7-12). Content Note: Applicants seeking to enroll in the full-time areas for secondary education certi cation MAT program must submit GRE scores as part of include English, mathematics, social studies, the application process. and the sciences (biology, chemistry, earth/ space science, and physics). PART-TIME MASTER OF ARTS IN TEACHING All of the programs in teacher education at Johns e part-time MAT is the part-time program Hopkins University are fully accredited through the option at Johns Hopkins University that has been Council for the Accreditation of Educator Preparation developed to assist in the recruitment and initial (CAEP—formerly NCATE) and lead to teacher certi cation of teachers. is program is designed for certi cation in the State of Maryland, which reciprocates career changers and for individuals who did not prepare with most other states. for teaching as undergraduates. Candidates can become eligible for certi cation in Elementary (grades 1–6) or FULL-TIME MASTER OF ARTS IN Secondary (grades 7–12) Education in the disciplines of TEACHING English, mathematics, four sciences (biology, chemistry, e full-time Master of Arts in Teaching program earth/space science, and physics), and social studies. option allows candidates to complete a nationally e part-time program is designed for those who need accredited MAT degree while engaged in a full-time to continue to work full-time or those who have other supervised teaching internship. All full-time MAT fulltime obligations. Candidates can begin the program candidates are responsible for full tuition, registration in any semester (spring, summer, and fall). e part- fees, and books for all 39 credits. Financial aid is time option allows candidates to progress through available for those who qualify. the program at their own pace, but candidates must e full-time MAT is designed for individuals complete all program requirements within ve years. who are interested in being initially certi ed to teach Candidates are not obligated to take a speci c number in a speci c content area and develop skills that can of courses per semester, but are recommended to be applied in a variety of school settings. Candidates take not more than three per semester. us, each begin the program by taking classes daily, mornings candidate may determine a comfortable course load. e and afternoons, through most of the summer. Some candidate’s course load and exibility will determine experiences in a public school system summer program the time necessary to complete the program. Upon may also be available. e following fall semester, completion of the program, candidates will be eligible interns begin a full-year, full-time supervised internship for teacher certi cation in the state of Maryland, which while taking classes in the evening, two-to-three nights a includes reciprocity with a majority of other states. 84 e curriculum integrates the theory and practice of BALTIMORE FELLOWS EDUCATION teaching through a full-semester, supervised internship PROGRAM in a school setting. Courses are usually held in the e Baltimore Fellows Education is a full-time evening. Candidates admitted to the program are program option that begins each June and runs for 12 responsible for full tuition, registration fees, and books months. e coursework is the same as that listed for for all 39 credits. Financial aid is available for those who the full-time MAT option described above. Candidates qualify. For more information, contact the Financial Aid must be recent graduates of the Johns Hopkins Oce at 410-516-9808 or at soe. [email protected]. University Krieger School of Arts and Sciences who want to make a di erence in the classroom and are PART-TIME MAT FRAMEWORK interested in urban education reform. • Candidates have a maximum of ve years to Successful applicants will receive a scholarship that complete all degree requirements. provides for full-tuition support and a $20,000 living • Candidates are placed in a Professional stipend. Candidates will be placed in internships Development School (PDS) for a 100-day, full exclusively with Baltimore City Public Schools, semester supervised internship as the nal step providing an immersion experience in an urban setting. in the program. (Students in the part-time For more information on this program, please visit MAT program option must have passed the http://education.jhu.edu/Academics/masters/MAT/ content knowledge portion of Praxis II to be fellows/index.html. scheduled for their internship class.) • In lieu of a master’s thesis, candidates submit MASTER OF SCIENCE IN EDUCATION: and present a digital portfolio of their work. EDUCATIONAL STUDIES (ONLINE TEACH • Certi cation eligibility is met through successful completion of all MAT program FOR AMERICA AND TNTP OPTIONS) requirements, including the supervised e School of Education’s partnership programs internship, Praxis I/Core (or state approved with Teach For America (TFA) and TNTP are specially alternative) and II Exams, content courses, designed to support the development of TFA corps electronic portfolio, and 39 course credits. members and alumni and TNTP alumni as they work to increase student learning in their classrooms through PROFESSIONAL IMMERSION MASTER OF strategic and comprehensive coursework, professional ARTS IN TEACHING (PROMAT) PROGRAM: development, and re ection. Participants in these MONTGOMERY COUNTY PARTNERSHIP partnership programs develop classroom skills as teacher Johns Hopkins University, in partnership with leaders in order to make signi cant academic gains with Montgomery County Public Schools (MCPS), o ers their students, meet the needs of the whole child, and a 16-month (taken over four semesters) MAT degree have a long term impact in the eld of education. starting in January every year for candidates interested in becoming certi ed teachers in Montgomery County Program Goals in areas of need identi ed by MCPS. Please visit the e goals for the program are to develop School of Education website for a current list of these transformational educators who: areas—http://education.jhu.edu/Academics/masters/ • Track and monitor student progress in an MAT/montgomery.html. ongoing manner to ensure students make e partnership program provides some tuition dramatic academic gains. support and immersive professional experiences • Consistently integrate and apply their skills (internships are all day from August through June) in planning, instructional delivery, and with MCPS schools. In return, some candidates may be assessment to enhance student learning. o ered employment with MCPS (although this is not • Impact their classrooms, schools and guaranteed) and will be expected to commit to teaching communities as content experts by providing in MCPS for two years upon successful completion of excellent education to their students and the program. serving as student advocates. Interested students should contact the School • Are diversity advocates and inspire their of Education at 410-516-9760. Applications for this students to strengthen their own advocacy program must be completed by October 1 each year. All skills, in order to develop a deep understanding completed applications will be screened, and applicants of themselves as people and learners, and use will be noti ed only if they are selected for an interview. their learnings to access future opportunities for growth and development. • Engage various stakeholders in a student's life 85 to provide holistic, personalized support. MASTER OF SCIENCE IN EDUCATION: • Become re ective practitioners who have the EDUCATIONAL STUDIES (URBAN ability to di erentiate, modify, and analyze TEACHERS OPTION) their own instruction and are able to foster a e Urban Teachers program at the Johns Hopkins re ective disposition for continuous learning School of Education prepares new teachers to succeed and improvement. through a clinical training model as rigorous as the Johns Admission Hopkins model for training doctors, with the goal of Applicants to the program must: improving student outcomes in high-need schools and • Meet all schoolwide admissions criteria training candidates to become highly e ective teachers. • Be full-time teachers is four-year collaborative program includes a 14-month residency working in urban schools prior to • Be in good standing with their respective alternative certi cation partner (TFA or TNTP) becoming a lead teacher; 48 credits of graduate coursework leading to the award of a Master of Science in Education degree, which is completed in two years Program Requirements and is clinically based, allowing for teachers to practice Number of Credits Required: 30 (excluding waived their skills immediately in the classroom; and three years credits) of coaching and mentoring to assist in developing Waived Credits (9 Credits) outstanding practice once in the eld. Granted upon proof of successful completion of summer ose interested in the Johns Hopkins School of training program through TFA or TNTP Education Urban Teachers collaborative program must Required Courses (21 Credits) go through a two-stage application process: 1) 813.601 Seminar in Transformational Leadership I applicants must rst apply and be admitted into Urban 813.602 Seminar in Transformational Leadership II Teachers, and 2) once accepted into Urban Teachers, 813.603 Seminar in Transformational Leadership III candidates must then apply for admission to the Johns 813.604 Seminar in Transformational Leadership IV Hopkins School of Education's master's degree. 813.611 Classroom Management I MASTER OF SCIENCE IN EDUCATION: 813.612 Classroom Management II EDUCATIONAL STUDIES 813.621/631/641 E ective Practice in Teaching and (INDIVIDUALIZED INTERDISCIPLINARY Learning I (for General Educators/Special Educators/ PROGRAM OF STUDY OPTION) ESOL Educators) 813.622/632/642 E ective Practice in Teaching and is Master of Science (MS) in Education with Learning II (for General Educators/Special Educators/ a concentration in Educational Studies (MS Ed ESOL Educators) Studies) program option o ers a unique way to earn 813.681/682 Teaching for Transformation I a master’s degree while pursuing one or two areas of (Secondary Content Methods/Elementary Math and specialization—and the JHU School of Education is Science Content) th e only school in Maryland that o ers such a degree. 813.683/684 Teaching for Transformation II e 33–39 credit program is an individualized, (Secondary Content Methods/Elementary Social Studies interdisciplinary advanced master’s degree in an area not & Language Arts) covered by other master’s degrees o ered by the School of Education, allowing students to create a program Elective Courses (9 Credits) of study that re ects their area(s) of specialization and Depending on their program of study, and subject to the personal career goals. is program option is intended approval of their faculty adviser, candidates will take 9 for teachers, administrators, and other educational credits of elective courses. professionals who already possess certi cation in their eld or who do not require certi cation. (Please note Capstone Project that although some of the specialization options In addition to the above coursework, candidates are available to candidates within this master’s program required to complete a Master's ePortfolio as a capstone option do lead to certi cation, it is not a program project. feature of the MS Ed Studies degree itself.) e MS Ed Studies program is open both to schoolbased candidates and those who are not school- based but have an interest in pursuing one or more ar eas of specialization. While some courses can be taken online, this program option is not currently o ered as a 86 fully online degree. into the two-certi cate pathway must address how the Student outcomes depend upon the pathway certificates will work together to foster the prospective chosen, but all students who complete the program will: student’s future plans; and admission to the master’s • Develop an in-depth knowledge of at least program is contingent upon admission to the two one area of education. certi cates. Students interested in the two-certi cate • Increase their awareness of the breadth of pathway must apply for admission into the master’s work in education, either through a second area program before starting the second certi cate. of specialization or through core educational coursework. MASTER OF SCIENCE IN EDUCATION: • Complete an independent project in their EDUCATIONAL STUDIES (INDEPENDENT area(s) of concentration in the capstone course, SCHOOLS OPTION) the Seminar in Teacher Leadership. (Examples e Master of Science (MS) in Education with include a research project, an action plan, or a a concentration in Educational Studies/Independent professional development plan.) Schools option is designed for individuals currently teaching or those who desire to teach preK through ere are two pathways for completing the MS 12th grade in independent schools. e program’s E d Studies program. One pathway allows a student target audience includes (but is not limited to) teachers, to combine the deep study of one area of education coaches, and administrators. is 33-credit graduate with an exposure to the breadth of educational theory program option leads to a master’s degree, but not and practice. It requires the following common core certi cation. Teacher candidates will be prepared courses, which are consistent with the core requirements through the practical application of the theories learned in the other School of Education Master of Science in in class and taught by faculty with expertise and practical Education programs: day-to-day experience in teaching or supervising teacher 881.622 Advanced Instructional Strategies candidates in independent schools. 881.611 Action Research for School Improvement Courses are o ered at the Baltimore Homewood 855.610 Seminar in Teacher Leadership and Columbia Center campuses. e goal of this program option is to provide candidates with the e remainder of the program includes a 15–18 foundational pedagogy and knowledge base necessary credit specialization (often a graduate certi cate) and to become successful teachers in independent schools. 6–9 credits of electives designed in consultation with a Applications are accepted throughout the year; and faculty adviser. e combination of the core courses and although the program is designed to be completed the electives allows students who choose this pathway in two years, exceptions can be made to extend the to be exposed to several areas of education outside their program length based on individual circumstances. main concentration. Since the program is designed for educators with a In the second pathway students may elect to range of experiences, it draws on the InTASC Standards combine two graduate certi cate programs (15–18 (which now embrace all levels of teaching experience) credits each). Students then take the Seminar in Teacher and is also informed by the principles and standards Leadership course, a bridging capstone course that of the Association of Independent Maryland & DC includes an independent project tying together the Schools (AIMS), the Council on Exceptional Children two certi cates, to complete the MS Ed Studies. is (CEC), and those of the International Society for pathway allows a student to study in depth two areas of Technology Education (ISTE). educational theory and practice. Students pursuing this pathway are advised to complete one certi cate before Program Goals starting a second certi cate. e goals of the program are to: Prospective students planning to apply to the • To provide coursework in pedagogy that individualized, interdisciplinary MS Ed Studies program meets the unique needs of independent schools. option should consult with a program adviser about • To provide each candidate with instructional which pathway best meets their needs before they apply. and classroom/behavioral management skills Prospective students planning on completing one needed to teach successfully at all levels of or two graduate certificates as part of their program of independent schools. study should apply for admission into the certificate(s) • To integrate practical experience in actual at the same time they apply to the master’s program. As classroom with concepts taught in the part of the application process, applicants must write university classroom. an essay describing how the program will contribute • To base all coursework on the InTASC, towards their future plans. e essay for admission ISTE, CEC, and AIMS standards and 87 principles. learners, including those who struggle with reading and • To use portfolio assessment to demonstrate writing, gifted students, and students with culturally and the candidate’s understanding of and adherence linguistically diverse experiences. to the principles employed throughout the roughout the program, and with the assistance program. of School of Education faculty, candidates develop a professional digital portfolio for presentation as they Program Plan move toward graduation. is portfolio includes Number of Credits Required: 33 pra ctical research and research reviews, philosophy Core Courses (9 Credits) statements, literacy program designs, multimedia and 851.633 Introduction to the Independent School o ther literacy materials selections, and reports from (mandatory in rst semester of program) practical supervised clinical experiences. In consultation 851.634 Curriculum, Instruction, and Assessment with a faculty adviser, candidates plan a Graduate In Independent School Settings 39-credit program of study, culminating in clinical 855.610 Seminar in Teacher Leadership practicum experiences and portfolio review. Candidates completing the course of study with initial certi cation Required Courses (9 Credits) and three years of successful teaching experience ful ll Candidates choose one of the following 3-credit all requirements for certi cation as a reading specialist technology courses: in the state of Maryland. e program is nationally 810.676 e Paperless Classroom recognized by the International Literacy Association 893.508 Technology and the Science of Learning (ILA) and the Council for the Accreditation of Educator Preparation (CAEP–formerly NCATE). Candidates choose one of the following 3-credit special education courses: Note: All students must provide evidence of a 871.502 Educational Alternatives for Students with satisfactory federal and state criminal background Special Needs check at the beginning of the program and before 885.501 e Gifted Learner each course in which work with human subjects is involved. Candidates take the following 3-credit development course: Program Goals 851.635 Educating the Whole Child: Teaching to e goals of this master’s program are to prepare the Developmental Needs of the Child credentialed reading specialists and literacy coaches who are: Elective Courses (15 Credits) • Knowledgeable of the theoretical and Candidates, subject to the approval of their faculty evidence-based foundations of reading and adviser, will take 15 credits of elective courses. writing processes and instruction. • Re ective practitioners of instructional MASTER OF SCIENCE IN EDUCATION: approaches, materials utilizing various READING technologies, and an is master’s program is designed to develop and integrated, comprehensive, balanced enhance the knowledge and skills of classroom teachers curriculum that supports student learning in and other professionals to prepare future leaders in reading and writing. the eld of literacy instruction in all settings, such • Committed to diversity with an abiding as classrooms, school districts, and informal learning respect for the di erences among learners. environments. • Evidence-based decision-makers with a Various evidence-based instructional approaches thorough understanding of formal and informal and perspectives of literacy are presented and examined assessments. during the program. A foundation in cognitive psychological issues is provided, as well as coursework Learning Outcomes in sociocultural and critical dimensions of literacy. Upon successful completion of the program, we Candidates learn to organize creative and e ective expect students will: learning environments and to evaluate, design, produce, • Understand the theoretical and evidence- and implement programs and strategies to teach based foundations of reading and writing literacies to young children, adolescents, and adults. processes and instruction. Practical assessment and meaningful instruction are • Use instructional approaches, materials, treated as integrated processes to address the needs of all and an integrated, comprehensive, balanced 88 curriculum to support student learning in programs) reading and writing. • Use a variety of assessment tools and practices e 18-credit Graduate Certi cate program for K-8 to plan and evaluate e ective reading and Mathematics Lead-Teachers and the 15-credit Graduate writing instruction. Certi cate program for STEM (Science, Technology, • Create and engage their students in Engineering, and Mathematics) Lead-Teachers at Johns literacy practices that develop awareness, Hopkins University o er a unique opportunity for understanding, respect, and a valuing of teachers to deepen their understanding of mathematics di erences in our society. and STEM content knowledge, pedagogical content • Create a literate environment that fosters kn owledge, and to experience leadership opportunities reading and writing by integrating foundational through engaging in the professional development knowledge, instructional practices, approaches of their peers. e focus of these two graduate and methods, curriculum materials, and the certi cate programs is to enrich teachers’ subject appropriate use of assessments. content knowledge in the area of mathematics and the STEM disciplines, and to build upon their leadership Program Plan potential through inquiry, dialogue, writing, and Number of Credits Required: 39 re ection. Each program brings together faculty from 884.604 Emergent Literacy: Research into Practice the JHU schools or Arts and Sciences, Engineering, 884.615 Cross-Cultural Studies in Literacy and Education. Participants will be eligible to receive 884.617 Children and Adolescent Literature a graduate certi cate in either mathematics or STEM 884.610 Advanced Diagnosis for Reading education upon satisfactory completion of the program Instruction requirements. 881.611 Action Research for School Improvement 884.642 Linguistics for Teachers Program Goals 884.811 Supervised Clinical Practicum I for rough course activities in small interactive Masters in Reading Candidates groups, whole class participation, and individual 881.622 Advanced Instructional Strategies preparation, participants will demonstrate an 884.701 Reading Comprehension and Critical understanding of and competencies in: Literacy • Engaging K-8 students in high quality 884.850 Clinical Practicum in Writing and Other mathematical/STEM learning activities that Media help them to develop strong mathematical/ 884.620 Seminar in Reading: Roles of the Reading STEM skills and conceptual understanding. Specialist • Demonstrating high quality standards-based 884.820 Supervised Clinical Practicum in Reading mathematical/STEM teaching practices. II • Providing K-8 professional development in mathematics/STEM that helps other teachers Choose one of the following elective courses for a better understand the content. total of 3 credits. All candidate choices must be • Communicating e ectively within the school determined in consultation with, and approved by, the community the view that mathematics/STEM faculty adviser. is more 884.612 Teaching Reading and Writing in the than rote sets of rules and procedures. Content Areas to ESL Students • Providing engaging explorations of 884.703 Seminar in Adolescent Literacy Education mathematics/STEM using appropriate (o ered during the spring semester only) technology. 882.511 Human Growth and Development: A • Assuming leadership in mathematics/STEM Lifespan Perspective (only recommended under that is supportive within the school setting. special circumstances • Connecting research in mathematics/STEM education to educational practice. GRADUATE CERTIFICATE PROGRAMS IN TEACHING AND LEARNING Program Requirements for K-8 Mathematics Lead-Teachers (18 credits) K-8 MATHEMATICS AND STEM LEAD- 810.680 Number and Operations for K-8 Lead TEACHER EDUCATION Teachers (Note: e School of Education is not currently accepting 810.681 Algebra for K-8 Lead Teachers applications or admitting new students into these two 810.682 Geometry for K-8 Lead Teachers 89 810.683 Measurement for K-8 Lead Teachers Program Goals 810.684 Data Analysis and Probability for K-8 Lead During the program, students will: Teachers • Identify areas in the learning sciences that 810.685 Integrated Mathematics and Science have relevant application to teaching and Applications for K-8 Lead Teachers learning in formal and informal learning settings. Examples include topics such as Program Requirements for K-8 STEM Lead- emotion and learning, memory, attention, Teachers (15 credits) cognitive development, learning di erences, All students take the following three-credit course: literacy, and numeracy. 810.685 Integrated Mathematics and • Identify basic brain structures and functions. Science Application s for K-8 Lead Teachers • Interpret ndings from basic and applied research studies. Students take two of the following three-credits • Synthesize research ndings and consider science courses, determined in consultation with their relevance to educational interventions. faculty adviser: • Apply content from courses to educational 810.686 Life Science for K-8 Lead Teachers practices and policies. 810.687 Earth/Space Science for K-8 Lead Teachers 810.688 Chemistry for K-8 Lead Teachers Requirements (15 credits) 810.689 Physics for K-8 Lead Teachers 887.615 Explorations in Mind, Brain, and 810.690 Environmental Science for K-8 Lead Teaching Teachers 887.616 Fundamentals of Cognitive Development 887.617 Neurobiology of Learning Di erences Students take two of the following three-credits 887.618 Cognitive Processes of Literacy and mathematics courses, determined in consultation with Numeracy their faculty adviser: 887.619 Special Topics in Brain Sciences 810.680 Number and Operations for K-8 Lead Teachers URBAN EDUCATION 810.681 Algebra for K-8 Lead Teachers e 18-credit Graduate Certi cate in Urban 810.682 Geometry for K-8 Lead Teachers Education prepares students to work in a variety 810.683 Measurement for K-8 Lead Teachers of capacities serving urban students. It o ers three 810.684 Data Analysis and Probability for K-8 Lead tracks depending on the student’s focus: pedagogy, Teachers partnerships, or policy. All students take a core three- course sequence focused on 1) understanding the MIND, BRAIN AND TEACHING (ONLINE) characteristics of urban areas and school systems, and e 15-credit Graduate Certi cate in Mind, 2) learning a core set of theories around learning, Brain, and Teaching is designed for PK-16 teachers, leadership and partnerships. Each track also includes two administrators, and student support personnel seeking specialized courses in that area. Finally, students take to explore how research from the learning sciences one research course. [Note: is course counts towards has the potential to inform the eld of education. the core coursework in the Master of Science (MS) in Courses will promote integration of diverse disciplines Education with a concentration in Educational Studies that investigate human learning and development. (Individualized Interdisciplinary Program of Study e certi cate builds upon basic and applied research option) for students seeking to apply Urban Education from the elds of cognitive science, psychology and certi cate towards the MS degree program. ] Courses brain science, neurology, neuroscience, and education. are o ered at the Baltimore Homewood campus only. It provides educators with knowledge of cognitive Students can enter the program in the spring or fall development and how emerging research in the brain semester. sciences can inform educational practices and policies. is program is o ered in a fully online format. Learning Outcomes e timeframe for completion is one academic year plus rough course activities and individual one semester. e courses are o ered in a sequential preparation, participants will demonstrate an order in a cohort structure. Enrolling in individual understanding of and competencies in: courses requires the permission of the faculty adviser. • Understanding the interrelationships of race, e next online cohort is due to launch in fall 2017. class and culture in urban classrooms. • Communicating e ectively within the school and parent community. 90 • Engaging community resources to enhance will have advanced research skills for improving learning experiences. education practice, with spe emphases on policy • Building leadership capacity within the analysis and education improvement e program school setting. strives to prepare candidates that are equipped to: (1) • Linking school and classroom practices with meet the myriad challenges associated with systemic systemic initiatives. education change; (2) apply exceptional content area • Understanding the implications of recent expertise contextualized within a comprehensive research about urban school reform. multidisciplinary frame of reference; (3) successfully bridge the theory and research to evidence-based Program Plan practice gap; (3) be actively involved in public policy Number of Credits Required: 18 development and evaluation; (4) conduct research on Core Courses (9 Credits) complex databases linking educational practices to 880.611 ocial Context of Urban Education student outcomes, or lead laboratory- or school-based 880.613 Teaching, Learning, and Leadership for research programs that inform improve Successful Urban Schools educational practices and student outcomes; and 851.630 School, Family, and Community (5) develop national models of educational practice Collaboration for School Improvement I that guide curriculum development and educator preparation. Pedagogy Track (6 credits) 880.603 Educating the Whole Child: Teaching to Program Goals the Developmental Needs of the Urban Child Graduates will be prepared to l faculty and 810.607 Culturally Responsive Teaching research scientist positions at research-intensive universities or secure positions at research institutes and Partnership Track (6 credits) centers that conduct and manage large-scale education- 851.631 School, Family, and Community based evaluations. Upon successful program completion Collaboration for School Improvement II we expect that graduates will: 880.617 Urban School Reform • Be prepared for employment in research/ faculty positions at top-tier research Policy Track (6 credits) institutions. 851.512 Politics of Education • Contribute to the interdisciplinary public 880.617 Urban School Reform discourse on education improvement. • Engage in and promote evidence-based Research Course (3 credits) practices through the application of rigorous 881.611 Action Research for School Improvement methodology. or • Link education research to policy and 880.624 Evaluation and Research in Education practice. eveloping DOCTORAL PROGRAMS an independent line of ethical and culturally ohns Hopkins University School of Education responsive research. doctoral programs are designed to prepare future • Contribute to development of the next scholars and leaders with the knowledge and skills to generation of scholars. address 21st century educational challenges. Our Doctor • Be able to school policy and reform. of Philosophy (Ph.D.) and Doctor of Education (Ed.D.) programs er a unique learning experience that Admission integrate and build upon the research of SOE faculty, At minimum, applicants to the Ph.D. program as well as faculty from the broader Johns Hopkins should hold a master’s degree from an accredited college community. Doctoral students have an opportunity to university. Previous degrees must document work and collaborate with leading academicians in their outstanding academic achievement in an area of study lds and have greater impact on education policy and - closely associated with the objectives of the program. practice locally, nationally, and internationally. Applicants must submit the online admission application DOCTOR OF PHILOSOPHY (PH.D.) IN form, application fee cial transcripts from all EDUCATION postsecondary institutions attended. If the earned degree or credit is from an educational institution abroad, the overarching goal of the School of Education’s candidate’s academic record must be evaluated by a Ph.D. in Education program is to develop scholars who credential evaluation agency before consideration for 91 admission. Applicants are required to earn superior scores Students will typically enroll in 12 hours per semester on the Graduate Record Examination (GRE) (taken for the rst three years of their program and 9 hours within the past ve years), present acceptable TOEFL per semester during the fourth year of their program, or IELTS scores (if an international student), and for a total of 90 credit hours. All students are expected demonstrate potential to become top scholars. to maintain enrollment as full-time graduate students Additionally, applicants are required to submit a over the course of the program. With the approval of curriculum vitae, a personal statement their major adviser and director of the Ph.D. program, (outlining professional plans, goals, and expectations students may transfer up to 12 credit hours of previously related to the Ph.D. program), dispositions survey, and completed graduate-level coursework to substitute for three letters of reference a rming the applicant’s selected required courses in the program. quali cations for advanced graduate study and potential Typically, each year six-to-twelve Ph.D. students for professional development in the eld. Selected will be admitted each year to begin classes in the fall applicants who meet the entrance requirements will be semester. e majority of required courses will be invited to interview with the doctoral admissions delivered on the Baltimore Homewood campus in committee. a face-to-face format, although students may (with approval) enroll in selected elective courses in divisions Program Structure and Requirements throughout the university. e program requirements include earning a Students must complete comprehensive exams and minimum of 90 graduate credits, of which a minimum a dissertation prospectus after completing two years of 78 credits must be taken at the doctoral level at Johns of study. e successful completion of the written Hopkins University. While the program will be tailored documents and oral defense of those documents allows to the speci c learning needs of each student, it includes the student to proceed to the dissertation proposal.. the following coursework components: • Research methods and statistics courses Dissertation (minimum of 18 credit hours) e program is designed as an apprenticeship • Core seminars (15 credit hours) model leading to a traditional research dissertation. e • Major and/or minor area electives & readings expectation is that students will be developing the skills (minimum of 21 credit hours) and background knowledge throughout the program • Research and/or teaching credits (18 credit required to pursue a traditional research dissertation. hours) Although the dissertation is not part of the formal • Dissertation research (18 credit hours) coursework, the program is designed to put a student on track to develop an area of expertise as the foundation In addition to successfully completing all the for an independent research project directed by the coursework requirements, candidates must also adviser. Students are expected to complete and defend satisfy the following program benchmarks: internship a dissertation proposal by the end of the third year of performance, written and oral comprehensive study and use the nal year of the program to complete examinations, dissertation prospectus development and defend the dissertation. e dissertation is expected and defense, dissertation proposal development and to demonstrate mastery of the relevant literature and Graduate Board Oral Examination, Ph.D. candidacy, scholarship in the collection and interpretation of data. and the dissertation. Each student will receive an annual e work should be of appropriate for publication in written evaluation from the School of Education’s high impact journals in the student’s area of expertise. Doctoral Studies Committee detailing his/her progress e dissertation will be presented at a nal oral defense in meeting the required benchmarks at the end of each before the student’s Dissertation Advisory Committee. spring semester. All School of Education Ph.D. students will devote Note: Full tuition assistance and annual stipends are at least four years to full-time study and research as available to support selected outstanding candidates. a resident student. is period of time will provide For more information about the Ph.D. program, please opportunity for full engagement and participation in the visit http://education.jhu.edu/Academics/doctoral/ academic community and allow students to develop and If you have any questions about the Ph.D. program, demonstrate the scholarly capabilities required of the please contact [email protected]. degree. e typical program of study is eight semesters, DOCTOR OF EDUCATION (ED.D.) with six semesters devoted to coursework and research/ (ONLINE) teaching intensive experiences and two semesters To address the dramatically changing landscape devoted primarily to independent dissertation research. of education in the 21st century, which includes 92 new research on the science of learning, advances statement including responses to the following: in technology, and the emergence of a for-pro t • Describe a signi cant Problem of Practice education sector, the Johns Hopkins University School relevant to your current context of professional of Education o ers an innovative online Doctor of practice. Education degree program. is Ed.D. program is • Indicate the importance of this problem designed to prepare an exceptional corps of educational within the educational landscape as well as the practitioner-scholars both nationally and internationally, candidate’s context of professional practice. who can set a high standard for transformational • Discuss the potential underlying causes for or leadership in education, apply evidence-based practices contributing factors related to this Problem of to improve educational outcomes, and meet the vast Practice. challenges associated with improving learning outcomes • Discuss the ways in which this problem aligns in both public and private educational environments. with your chosen area of specialization.
Program Goals Some selected applicants who meet the entrance Upon successful completion of the Ed.D., we expect requirements may be invited to interview with the that graduates will: doctoral admissions committee. • Participate in a diverse community of International students must ful ll the general educational practice. requirements for admission and complete additional • Contribute to the public discourse on requirements–see improvement of education. http://www.students.education.jhu.edu/studenta airs • Engage in and promote evidence-based /international/apply.html(Note: is program is not practices through the application of rigorous eligible for student visa sponsorship.) methodology. Students who enter the program are expected to • Link high quality education research to policy possess an understanding of basic statistics as evidenced and practice. by documented successful completion of a graduate-level • Provide leadership in their education context statistics course. Students who lack this statistics course by applying advanced theoretical perspectives experience will be required to successfully complete to problems of practice. statistics modules prior to enrollment in the program. • Develop mutually bene cial partnerships Please note that for the online Ed.D. program, an between public and private interests. o er of admission is for the speci c cohort to which an • Lead innovative education policy. application is submitted. Students may accept or decline • Implement inclusive and socially just policies, the admission o er, but de ering to a future cohort is not practices, and organizational change processes. an option.
Admission Program Structure and Requirements At minimum, applicants to the Ed.D. program Program requirements include a minimum of 90 should hold a master’s degree from an accredited college graduate credits. Students must enter the program with or university. Previous degrees must document high a master’s degree with a minimum of 36 graduate-level academic achievement (a minimum GPA of 3.0) in an credits, which will be transferred into the Ed.D. area of study closely associated with the objectives of the program. If a student does not have the required 36 program. If the earned degree or credit is from an master’s credits, the student will be admitted on a educational institution abroad, the candidate’s academic conditional basis and must complete the additional record must be evaluated by a credential evaluation graduate-level credits at an accredited college or agency before consideration for admission. Applicants university. Students with post-master’s graduate credit in must submit the online admission application form, related education content completed prior to admission application fee, o cial transcripts from all to the Ed.D. program may petition to transfer in an post-secondary institutions attended, a curriculum additional six credits of equivalent coursework with vitae, dispositions survey, and three letters of appropriate documentation and with the approval of the recommendations signed by the recommender. Ed.D. program directors. us, students must complete Letters of recommendation should speak to the between 48 and 54 credits at the doctoral level at JHU. applicant's competency to conduct rigorous e program includes the following required coursework scholarly work as well as the applicant's impact on components: his or her professional practice. A letter from a professor at the master’s granting institution is preferable. • Foundations of Education (12 credits + electives) Additionally, applicants will submit a personal • Applied Research and Evaluation (12 credit 93 hours) • Specialization Area (12 credit hours) • Applied Dissertation (9 credit hours) In addition to successfully completing all the coursework requirements, candidates must also satisfy written assessments and an oral comprehensive examination that document attainment of competencies and an Applied Dissertation.
Problems of Practice and Applied Dissertation Students examine a Problem of Practice (POP), which is an area of concern that they have observed within their professional context. is POP becomes the focus of the student’s Applied Dissertation research. e Applied Dissertation is embedded within the Ed.D. program coursework, which provides students with a unique opportunity to examine an issue important to the organization in which they are employed. During
the rst year in the program, students examine their articulated POP to identify underlying causes and associated factors. During the second year of the program, students develop a potential solution, such as an intervention or policy change, and a plan to study the implementation of this intervention as well as proximal outcomes. Students will demonstrate mastery of rst- and second-year competencies through written and oral comprehensive assessments, which will serve as indicators of readiness for conducting their applied research. Students will then evaluate the e ectiveness of this solution as their Applied Dissertation (Year 3). Characteristics of the Applied Dissertation that make it unique to this program include: • Written assignments within courses that focus on the student's POP. • Coursework that leads students to consider solutions that hold the potential for signi cant change or impact within their organization and/or have implications for policy. • Dissertation components that are embedded
94 EDUCATOR PREPARATION AND and higher order thinking skills. is course includes DOCTORAL COURSE DESCRIPTORS uses of the Internet to obtain curricular resources. Course Please note that the School of Education cannot content is aligned with the Maryland Common Core guarantee that every course listed below will be o ered Curriculum employed by partnership schools. (3 credits) during the 2016-17 academic year. For the most up- ED.810.604 Methods of Teaching in the to-date listing of the School of Education’s course Elementary School: Part II o erings, including details of course pre-requisites is course is designed for candidates in the and enrollment restrictions, please visit elementary education certi cation program. Students
https://sis.jhu.edu/classes/. explore strategies for teaching science, social studies, and health with an integration of language arts, and the ED.610.610 Foundation to Innovation: Adult aesthetics areas of music, art, and physical education in Learning the elementary school. Activities, materials, and Participants will study the history, philosophy, and technology address the varying developmental and theory of adult learning, as well as the breadth of the learning needs of elementary school children and eld as they construct their personal philosophies of examine ways of integrating aspects of the curriculum. adult learning for their portfolios. Participants analyze Participants engage in lesson planning and the contributions of major contributors to the eld from microteaching activities for teaching problem solving Knowles to Brook eld. Participants explore the evolution and higher order thinking skills. is course includes of adult learning theory including traditional and uses of the Internet to obtain curricular resources. emerging views of the practice of adult learning, such as Course content is aligned with the Maryland Common andragogy, self-directed learning, transformative learning, Core Curriculum employed by partnership schools. social and cognitive constructivism, and critical (3 credits) re ection. Participants will investigate the importance of the contextual elements of epistemology and cultural ED.810.606 Human Development and Learning issues, such as class, gender and race. ey will analyze is course integrates key insights into current key contributions to the eld of adult development and theory and practice in human growth and development to the eld of adult learning. Students will develop their and educational psychology (learning). Participants own educational philosophy document. (3 credits) analyze a variety of learner characteristics that in uence student development and academic achievement. Course ED.810.602 Curriculum, Instruction, and content is aligned with the Maryland Common Core Assessment in School Settings Curriculum employed by partnership schools. (3 credits) Students consider the philosophical, historical, and psychological foundations for elementary and secondary ED.810.607 Culturally Responsive Teaching school curriculum and explore the linkages between Candidates will explore the social, organizational, assessment-based curriculum and instructional strategies. and structural factors in uencing educational After examining the scope and sequence of the K-12 opportunities, experiences, and outcomes of culturally curriculum, students evaluate options presented in diverse students. rough personal re ection and various school reform plans and contemporary research analysis, candidates will determine the best way for them ndings in e ective schools and e ective instruction. to positively impact students, regardless of ethnicity, Course content is aligned with the Maryland Common gender, socioeconomic status, sexual orientation, etc. Core Curriculum employed by partnership schools. Course content is aligned with the Maryland Common (3 credits) Core Curriculum employed by partnership schools. (2-3 credits) ED.810.603 Methods of Teaching in the Elementary School: Part I ED.810.611 Methods of Teaching in Secondary is course is designed for candidates in the English elementary education certi cation program. Students Participants explore a variety of instructional explore strategies for teaching mathematics, language arts, techniques, focusing on best practices drawn from and the aesthetic areas of music, art, and physical research and expert practitioners, re ective teaching, and education in the elementary school. Activities, materials, inductive approaches to instruction. Speci c applications and technology address the varying developmental and to secondary education in English are provided. rough learning needs of elementary school children and laboratory sessions, students apply the course content to examine ways of integrating aspects of the curriculum. their English classroom, examine appropriate teaching Participants engage in lesson planning and materials, and engage in micro-teaching sessions. micro-teaching activities for teaching problem solving Methods for teaching literacy at the secondary level are 95 integrated into course assignments. is course includes by partnership schools. (6 credits; may be taken over two use of the Internet to obtain curriculum resources. semesters) Course content is aligned with the Maryland Common ED.810.621 Special Topics in Secondary Core Curriculum employed by partnership schools. English (6 credits; may be taken over two semesters) e purpose of this course is to improve prospective ED.810.612 Methods of Teaching in Secondary teachers' content knowledge in English. Students explore Math speci c topics in English through seminar discussions, Participants explore a variety of instructional research, projects, and classroom application techniques, focusing on best practices drawn from assignments. Topics are content-focused and vary each research and expert practitioners, re ective teaching, and semester with the needs of the students. Course content inductive approaches to instruction. Speci c applications is aligned with the Maryland Common Core Curriculum to secondary education in math are provided. rough employed by partnership schools. (3 credits) laboratory sessions and the use of technology, students apply the course content to their math classroom, ED.810.622 Special Topics in Mathematics examine appropriate teaching materials, and engage in e purpose of this course is to improve prospective micro-teaching sessions. Methods for teaching literacy at teachers' content knowledge in mathematics. Students the secondary level are integrated into course explore speci c topics in math through seminar assignments. is course includes use of the Internet to discussions, research, projects, and classroom application obtain curriculum resources. Course content is aligned assignments. Topics are content-focused and vary each with the Maryland Common Core Curriculum employed semester with the needs of the students. Course content by partnership schools. (6 credits; may be taken over two is aligned with the Maryland Common Core Curriculum semesters) employed by partnership schools. (3 credits)
ED.810.613 Methods of Teaching in Secondary ED.810.623 Special Topics in Science Science e purpose of this course is to improve prospective Participants explore a variety of instructional teachers' content knowledge in science. Students explore techniques, focusing on best practices drawn from speci c topics in science through seminar discussions, research and expert practitioners, re ective teaching, and research, projects, and classroom application inductive approaches to instruction. Speci c applications assignments. Topics are content-focused and vary each to secondary education in science are provided. rough semester with the needs of the students. Course content laboratory sessions, students apply the course content to is aligned with the Maryland Common Core Curriculum their science classroom, examine appropriate teaching employed by partnership schools. (3 credits) materials, and engage in micro-teaching sessions. Methods for teaching literacy at the secondary level are ED.810.624 Special Topics in Secondary Social integrated into course assignments. is course includes Studies use of the Internet to obtain curriculum resources. e purpose of this course is to improve prospective Course content is aligned with the Maryland Common teachers’ content knowledge in social studies. Students Core Curriculum employed by partnership schools. (6 explore speci c topics in social studies through seminar credits; may be taken over two semesters) discussions, research, projects, and classroom application assignments. Topics are content-focused and vary each ED.810.614 Methods of Teaching in Secondary semester with the needs of the students. Course content Social Studies is aligned with the Maryland Common Core Curriculum Participants explore a variety of instructional employed by partnership schools. (3 credits) techniques, focusing on best practices drawn from research and expert practitioners, re ective teaching, and ED.810.640 Supervised Internship and Seminar inductive approaches to instruction. Speci c applications in the Elementary Schools Students spend a minimum of a semester in to secondary education in social studies are provided. appropriate elementary school settings under the rough laboratory sessions, students apply the course guidance and direct supervision of a certi ed teacher content to their social studies classroom, examine and/or a university supervisor, depending upon the appropriate teaching materials, and engage in program format. A support seminar meets to enable micro-teaching sessions. Methods for teaching literacy at students to discuss and re ect upon their experiences. the secondary level are integrated into course Emphasis is placed on applying concepts, techniques, assignments. is course includes use of the Internet to and theories learned in courses and other structured obtain curriculum resources. Course content is aligned learning experiences to classroom settings. Supervisors with the Maryland Common Core Curriculum employed provide guidance in the application of rigorous content 96 in developmentally appropriate ways. Participants placed on applying concepts, techniques, and theories re ect, continue to develop their portfolios, and prepare learned in courses and other structured learning for portfolio presentations. Course content is aligned experiences to secondary classroom settings. Supervisors with the Maryland Common Core Curriculum employed provide guidance in the application of rigorous content by partnership schools. (6 credits) in developmentally appropriate ways. Participants re ect, continue to develop their portfolios, and prepare ED.810.641 MAT Clinical Practice for for portfolio presentations. Course content is aligned Elementary Candidates: Part I with the Maryland Common Core Curriculum is school based experience is designed to provide employed by partnership schools. (6 credits) MAT candidates with an opportunity to work with public and private school students in diverse settings. ED.810.646 MAT Clinical Practice for Hosting sites (PDS and Partnership Schools) serve as Secondary Candidates: Part I clinical laboratories where students begin a minimum is school-based experience is designed to provide 100-day internship where they can observe how pupils MAT candidates with an opportunity to work with learn, discover appropriate teaching strategies, plan public and private school students in diverse settings. lessons, implement teaching methods, as well as develop Hosting sites (PDS and Partnership Schools) serve as classroom management skills. is course is aligned with clinical laboratories where students begin a minimum the expectations of the Maryland Common Core and 100-day internship where they can observe how pupils CAEP requirements. is course provides an learn, discover appropriate teaching strategies, plan opportunity to practice clinically while being guided by lessons, implement teaching methods, as well as develop an experienced master teacher and university faculty. classroom management skills. is course is aligned with Candidates must complete this experience with a B or the expectations of the Maryland Common Core and better in order to advance to the Clinical Practice II CAEP requirements. is course provides an course. (2 credits) opportunity to practice clinically while being guided by an experienced master teacher and university faculty. ED.810.642 MAT Clinical Practice for Candidates must complete this experience with a B or Elementary Candidates: Part II better in order to advance to the Clinical Practice II is school based experience is designed to provide course. (2 credits) MAT candidates with an opportunity to continue working with public and private school students in ED.810.647 MAT Clinical Practice for diverse settings. Hosting sites (PDS and Partnership Secondary Candidates: Part II Schools) serve as clinical laboratories where students is school-based experience is designed to provide complete their minimum 100-day internship observing MAT candidates with an opportunity to continue how pupils learn, practicing appropriate teaching working with public and private school students in strategies, planning lessons, implementing teaching diverse settings. Hosting sites (PDS and Partnership methods, as well as re ning classroom management skills. Schools) serve as clinical laboratories where students Students will complete their professional portfolio with complete their minimum 100-day internship observing evidence acquired in this course. is course is aligned how pupils learn, practicing appropriate teaching with the expectations of the Maryland Common Core strategies, planning lessons, implementing teaching and CAEP requirements. is course provides an methods, as well as re ning classroom management opportunity to practice clinically while being guided by skills. Students will complete their professional portfolio an experienced master teacher and university faculty. with evidence acquired in this course. is course is Candidates must complete this experience with a B or aligned with the expectations of the Maryland Common better in order to be recommended for graduation and Core and CAEP requirements. is course provides an state certi cation. (3 credits) opportunity to practice clinically while being guided by an experienced master teacher and university faculty. ED.810.645 Supervised Internship and Seminar Candidates must complete this experience with a B or in the Secondary Schools better in order to be recommended for graduation and Students spend a minimum of one semester in state certi cation. (3 credits) appropriate secondary school settings under the guidance and direct supervision of a certi ed teacher and/or a university supervisor, depending upon the program format. A support seminar meets to enable students to discuss and re ect upon their experiences. Emphasis is
97 ED.810.653 MAT Field Experience ED.810.679 Classroom Management is school or community based experience is Students consider the practical ways of managing designed to provide MAT candidates with an the classroom by examining organizational techniques, opportunity to observe and work with public and private procedures and routines, and teaching strategies that school students in diverse settings. Hosting sites serve as help foster appropriate student behavior. Class members clinical laboratories where students can observe how investigate management styles and discipline models to pupils learn, discover appropriate teaching strategies, develop their own framework for e ective classroom implement teaching methods, as well as begin to develop management. (2-3 credits) classroom management skills. is course is aligned with the expectations of the Maryland Common Core and ED.810.685 Integrated Mathematics and Science CAEP requirements. is course provides an Applications for K-8 Lead Teachers opportunity to practice clinically while being guided by is course will apply mathematical concepts an experienced master teacher and university faculty. identi ed in the standards in various science content Candidates must complete this experience with a B or areas (Life Science, Earth and Space Science, Chemistry, better in order to advance to the Clinical Practice I Physics, and Environmental Science). Basic course. (1 credit) mathematical concepts and operations such as numbers, rates, lines, angles, time, shapes, dimensions, equations, ED.810.660 Teacher as inker and Writer averages probabilities, ratios, etc. will be used to make Novice teachers will re ect upon and write about connections to science. Additionally, mathematical their teaching experiences as a means of improving their representations will be used to plot, graph, and analyze teaching practice. ey will employ a variety of writing scienti c data. e course provides opportunities for the forms to re ect on their di erent roles and contexts teacher-leaders to develop requisite goals, plans, and required of them in their classrooms, schools, and materials for teacher development workshops in their communities. Each class session will serve as a writing school to enhance their peers' understanding and skills workshop with collaborative activities designed to in relation to teaching math and science with an generate pieces of writing (expository, narrative, integrated approach. e methodology will include descriptive, imaginative, and dramatic). (3 credits) problem solving, collaborative learning, multiple criteria and tools for assessment, and case study analysis. ED.810.661 Portfolio Development (3 credits) is course is required for Master of Science in Education candidates. e course is yearlong, requiring ED.811.611 Special Education and Inclusion: monthly submissions from the candidates and Promises and Challenges communication with a portfolio coach to support them is course provides: (1) an overview of the as they develop their Master’s portfolio. (0 credit) characteristics of students with exceptional learning needs; (2) the eld’s history, laws, procedures and ED.810.665 School Reform in the Urban trends; and (3) a framework for understanding key Environment concepts in inclusion as they relate to the academic, is course examines systemic school reform social, and emotional development of all learners. movements in the urban school context. School reform Participants will begin to consider the cultural and occurs at many di erent levels, from the classroom level linguistic issues that in uence students’ needs and with individual teachers, to the national level with families’ understanding of special education services. federal mandates. We will explore reform at di erent (2 credits) levels and analyze the theory, policies, practices, and controversies of various mechanisms of reform, including ED.811.612 Introduction to Assessment and Tiered the K-8 movement, small high schools, school choice Instruction (charters and vouchers), mayoral control, merit-pay, and is course examines teaching and learning for alternative routes to teaching. Participants will synthesize students with exceptional learning needs in the general information about school reform in urban schools and education classroom, with speci c attention to the role systems and will re ect on their role in this process. Final of informal assessment and subsequent di erentiation in evaluation of reform strategies will be grounded in the response to ndings. Foci include: (a) best practices for e ect these reforms are having on improving learning for nondiscriminatory assessment, (b) practice administering all students in urban schools. (1-3 credits) group and individual informal assessments, (c) knowing how, when, and why to vary learning environments, l earning activities, and content, and (d) implementing Tier 1 accommodations/modi cations and Tier 2
98 interventions to support student learning opportunities. the educational activities of the classroom. Participants (2 credits) will show an understanding of and develop a Functional Behavior Analysis and a Functional Behavior EED.811.612 Introduction to Assessment and Plan/Behavior Improvement Plan and consider the Tiered Instruction interactions of people, environments, and responses to is course examines teaching and learning for behaviors as they in uence student behavior. (1 credit) students with exceptional learning needs in the general education classroom, with speci c attention to the role ED.811.620 Foundations in Elementary Education: of informal assessment and subsequent di erentiation in Introduction to Teaching and Learning response to ndings. Foci include: (a) best practices for In this course, participants will begin to examine nondiscriminatory assessment, (b) practice administering the features of high-quality instruction and in what ways group and individual informal assessments, (c) knowing are they the same and di erent across the content areas. how, when, and why to vary learning environments, Participants will explore the issues central to urban learning activities, and content, and (d) implementing education, including race, culture, and diversity, as well Tier 1 accommodations/modi cations and Tier 2 as the importance of building relationships with students interventions to support student learning opportunities. and families. Participants will also explore the ways in (2 credits) which colleagues can support each other in improving ED.811.613 Clinical Residency: Tiered the teaching practice of all. (3 credits)
Intervention Strategies ED.811.621 Language Development in Children Participants in this course will investigate a Tier 3 In this course, participants will begin to learn about intervention in literacy. ey will gain a deeper language development. Participants will examine understanding of the reading process and examine when various aspects of language development, including and why reading development breaks down. Participants second language acquisition and dialect including the will also practice techniques and strategies that can be milestones that mark English and second language implemented to support struggling readers in grades development at various stages and the factors that 2-12. (3 credits) in uence rst and second language acquisition and ED.811.614 Small Group Practicum development. Participants will also explore how language-rich environments and practices contribute to Participants will select, administer, and interpret lasting language development. (2 credits) formative assessments for small groups of students (6-8 students). Using a diagnostic, clinical teaching ED.811.622 Number, Operations, and Algebraic model, participants use ongoing data to inform planning inking I and instruction. Participants will formulate reports that Participants investigate the conceptual and delineate student pro ciencies and diculties and o er procedural knowledge involved in learning to count, recommendations for students, parents, and school understanding our number system, and adding and personnel. (2 credits) subtracting whole numbers. Particular attention is given ED.811.615 Formal Assessment and Designing to the importance of the representation and Individualized Education Programs communication of mathematical ideas, the attributes of is course provides review of measurement worthwhile tasks, and to gaining a deep understanding statistics and practice with the administration, scoring, of the ways in which algebraic thinking underpins and interpretation of commonly used norm-referenced arithmetic. (2 credits) instruments and procedures for determination of ED.811.623 Elementary Classroom Management eligibility for special education. Comparisons are made Seminar with informal assessment results, and ways to is course will enable participants to study communicate results are discussed. Writing a formal multiple models of Classroom Management systems, report based on multiple data points is explained and learn about and practice classroom management detailed. e IEP process, from referral to eligibility techniques, unpack how to develop productive determination and placement, is examined. (2 credits) relationships with students, and create a plan for ED.811.616 Understanding and Managing Behavior building and managing a productive and loving An overview of behavior management is presented classroom in their host school. Each session is aligned to within the framework of understanding the context and a particular indicator or set of indicators within the function of behavior and developing systems that Teacher Practice Rubric. (1 credit) promote prosocial behaviors to facilitate engagement in
99 ED.811.624 Number, Operations, and Algebraic ED.811.629 Measurement, Data, and Geometry inking II Participants investigate the conceptual and Participants investigate the conceptual and procedural knowledge involved in measurement, procedural knowledge involved in multiplying and geometry, and data. Particular attention is given to dividing whole numbers; gaining a deep understanding connections among these domains; ways these domains of the meaning of fractions, decimals, percentages and support learning in other areas of mathematics; and integers; and operating with rational numbers and strategies for interdisciplinary learning. e use of integers. Particular attention is given to the importance technology to support conceptual inquiry-based learning of the representation, communication, and assessment of is also emphasized. (2 credits) mathematical thinking as well as the ways in which algebraic structures and generalizations deepen arithmetic ED.811.635 Children's Literature thinking. (3 credits) In this course, participants will immerse themselves in the study of a wide variety of children’s literature
ED.811.625 Emergent and Early Reading including traditional and nontraditional texts, Participants learn about the development of social, informational texts, and media texts. Participants will cognitive, and linguistic processes involved in learning to understand the di erent variables for choosing texts by read in English. roughout the course, participants class and individual child. Participants will use research engage in a series of iterative tasks to deepen their and literary criticism, along with their deepening understanding of the connections between assessment, content knowledge, to develop a lens for analyzing texts instruction, and materials for beginning readers and to in terms of possible instructional purposes, student contextualize the theoretical perspectives studied. access and interests, and issues of equity (both for biased (3 credits) representations and the cultural and linguistic challenges of texts). Participants will examine the use of assessment ED.811.626 Social Studies Methods strategies to select and design instruction to meet Participants are given an overview of social studies speci c learning goals and will monitor progress. Data via a close study of state and national standards. ey will be used to plan further lessons, systematically mark come to understand the teacher’s role in designing social growth, and di erentiate instruction for student success. studies instruction that engages students in relevant (0 credit) interpretation of a historical event, movement, or period.
Geography as a means of helping students make sense of ED.811.640 Secondary ELA Immersion and the world around them and civics education through the Discourse lens of social justice and active citizenship are also is course models a productive and nurturing addressed. (3 credits) classroom environment. Participants become completely immersed in their own learning about reading and ED.811.627 Elementary Content Area Reading writing, speaking and viewing and discussing texts of all is course will give participants an in-depth kinds. For each sequence of instruction, participants understanding of non ction reading, writing, and debrief the learning and the instructor’s onstage/o stage researching. Participants will (1) explore non ction decision-making. Participants also develop and present literature (2) analyze the processes of reading and writing lessons that are closely aligned to the Common Core in the content areas, (3) conceptualize, design, and State Standards. (3 credits) implement a content area research project with their s tudents. Using a workshop model, participants will be ED.811.641 Language Acquisition
immersed in the process of researching and reporting out Participants will look deeply at three major topics new content knowledge rst as learners, and then that are important to supporting linguistically and through the lens of a teacher. (2 credits) culturally diverse students in urban, secondary education settings: language variation, academic language, and ED.811.628 Reading in the Upper Grades second language acquisition. e course will explore Reading is an active process of constructing meaning these interrelated topics, attending to both socio- from text. It requires the integration of a complex set of cultural and cognitive- linguistic perspectives on learning non-linear processes and is in uenced by developmental, and learning environments. e purpose of the course is cognitive, social, and cultural factors. Participants will to guide educators to use linguistic awareness to inform understand the research and use multiple ways and their teaching. e course will examine the Common strategies to teach reading. Participants will use a wide Core State Standards and the role of language in array of assessment tools selected for their usefulness in assessment. (3 credits) improving instruction and monitoring progress. (2 credits) 100 ED.811.642 Reading Diagnosis and Intervention context and the additional texts being used in In this course, participants will learn how to diagnose conjunction with it, through the process of reading and reading di culties among struggling adolescent readers. then designing original multimodal, multi-genre text In addition, they will learn about interventions that may sets. (2 credits) be used to address Tier 2 support in the English ED.811.650 Secondary Math Immersion Language Arts classroom. Speci cally, participants will learn how to assess students, analyze assessment data, is course is designed to provide participants with plan appropriate interventions, and monitor students’ an overview of mathematical thinking and reasoning put progress toward literacy goals. Participants will learn forth in the Common Core State Standards for grades research-based interventions that support the literacy 6-12. Participants will experience rst-hand a development of a diverse population of secondary mathematics learning environment that places a premium students. (3 credits) on students’ mathematical sense-making. e overarching goal of this course is to immerse participants in the kind ED.811.643 Writing in the Secondary Classroom of high cognitive demand math learning experiences they is course prepares participants for the thoughtful will ultimately provide for their own students. examination of writers and writing instruction. Participants will not only leave this course with lasting roughout the course, participants will be introduced to images of high quality mathematics instruction, they will strategies and skills they can use to enhance their own also be able to connect those images to speci c exemplary writing and the writing of their students. Using a process teacher behaviors articulated in the UT Teacher Practice approach and workshop model, participants will learn Rubric. (3 credits) how to teach students to communicate ideas e ectively ED.811.651 Proportional Reasoning in a variety of genres, for di erent purposes, and for Participants will work with their small group diverse audiences. Explicit attention will be paid to teaching assignments to integrate ideas of proportional reading and writing connections, and technology will be thinking, such as using a factor-of-change, a ratio table, used to explore new literacy practices. Data will be used cross-multiplication, and scaling up and down. is to plan lessons, monitor progress, provide on-going work with their students will provide an opportunity for feedback, and di erentiate instruction. (3 credits) exploring ways to identify a student's level of ED.811.644 Genre Study I: Argument and understanding for proportional thinking, such as the Informational Texts ability to di erentiate between additive and is course is divided into two modules: immersion multiplicative relationships, and developing tasks and in reading and writing informational texts, and activities that will correct and deepen that immersion in reading and writing argument. Participants understanding. (3 credits) will analyze texts to identify the characteristics, ED.811.652 Algebraic inking structures, and techniques commonly used in a variety of texts within each genre. Participants will develop and e overarching goal of this course is for deliver comprehension lessons in each genre and will participants to gain a richer understanding of high develop two mini-units, one that integrates reading and school algebra and learn how students in grades 6-12 writing of informational texts and a parallel one for develop algebraic thinking and skills. Participants will argument. (2 credits) learn and practice the skills necessary to plan, enact and reect on teaching in terms of its e ect on student ED.811.645 Selecting Texts for Secondary learning. Participants will experience rst-hand a ELA Instruction mathematics- learning environment that places a In this course, participants explore a wide range of premium on students’ algebraic sense-making. (2 credits) texts and genres for their quality, complexity, and the diverse roles they play in secondary ELA. Methods will ED.811.653 Math Methods I be introduced for nding and locating texts appropriate is course is designed to provide participants with for and appealing to urban teenagers. Participants will initial structure and resources to provide a framework for evaluate canonical, contemporary, and young adult books teaching that includes data collection, case analysis, small to consider the challenges and opportunities they group instruction, whole group paired and individual provide. In addition to developing the vocabulary for instruction. Participants will discuss e ective methods analyzing how texts operate, participants will explore for lesson planning, incorporating the needs of students quantitative and qualitative methods for targeting their with IEPs and 504 plans, and assessment. Participants complexity. Participants will also examine how the text will have the opportunity to rehearse lessons prior to complexity of any single text is dependent on classroom implementation and respond to feedback. (3 credits) 101 ED.811.654 Geometrical inking ED.811.662 Reading Processes and Acquisition In this course participants learn how students in is course introduces participants to reading grades 6-12 develop geometric thinking and skill; learn processes and acquisition. Speci cally, the fundamental and practice the skills necessary to plan; and enact and principles of reading and reading acquisition are re ect on teaching in terms of its e ect on student presented and discussed. Participants will learn how learning. rough eld experiences, observation, young children learn to read, where reading re ection and reading, participants will continue to developmental may break down, and about issues identify and analyze teacher moves and mathematical common among adolescents who struggle to make tasks in terms of how well they support the development meaning of grade-level texts in the classroom. of students’ geometric thinking. (2 credits) Participants will be introduced to instructional strategies, materials, and classroom-based assessments to ED.811.655 Math Methods II support the adolescent reader. (1 credit) is course will continue the work done in Math Methods I around planning, collaborating, data ED.811.663 Secondary Content Area Reading/ collection, self-assessment, rehearsal, revision of lessons Literacy to suit students’ needs, and general support. Participants is course explores how listening, speaking, will continue to receive guidance on addressing the reading, writing, and viewing are tools for both accessing Specially Designed Instruction (SDI) needed for students and demonstrating content knowledge within an with IEPs and 504 plans. is course will focus on issues academic discipline at the secondary level. rough the arising in the participants’ clinical work providing lens of disciplinary literacy, participants will explore the e ective math instruction to a diverse group of learners. centrality of word knowledge in the academic (3 credits) disciplines, and a range of reading and writing strategies to support comprehension of diverse content area texts . ED.811.660 Foundations in Secondary Education: (2 credits) Introduction to Teaching and Learning is course provides an understanding of key ED.813.601 Seminar in Transformational learning theories for secondary teachers. Participants will Leadership and Teaching: Part I explore how issues such as race, culture, diversity, gender, In the Seminar in Transformational Leadership and and sexuality relate to and impact adolescent Teaching, educators will determine what development and urban education. In addition, transformational teaching looks like in the unique participants will learn how to build upon the strengths context of their eld experience: classroom, school, and and skills of urban adolescents, families, and community. Each session will focus on speci c topics communities to facilitate academic achievement. that educators will evaluate for alignment with their Participants will also explore pedagogical practices that vision of transformational teaching. Finally, they will allow teachers to cultivate professional learning develop a plan of action to apply within their own communities and support the success of urban context. Topics may include the attributes of exemplary adolescents. (3 credits) teachers, services of community organizations, and characteristics of today’s learners. (1 credit) ED.811.661 Secondary Classroom Management Seminar ED.813.602 Seminar in Transformational is course will focus on introductory exposure to Leadership and Teaching: Part II classroom management through readings, discussion, In the Seminar in Transformational Leadership and practice, and re ection. Participants will develop an Teaching, educators will determine what understanding of e ective classroom management transformational teaching looks like in the unique systems by actively implementing strategies in a summer context of their eld experience: classroom, school, and classroom placement. Participants will also be introduced community. Each session will focus on speci c topics to the concept of the school-to-prison pipeline and its that educators will evaluate for alignment with their relationship to classroom management and disciplinary vision of transformational teaching. Finally, they will practices. Participants will learn about and understand develop a plan of action to apply within their own how e ective classroom management strategies, context. Topics may include the attributes of exemplary procedures, and strong student-teacher relationships can teachers, services of community organizations, and help counteract the school-to-prison pipeline. (1 credit) characteristics of today’s learners. (1 credit)
102 ED.813.603 Seminar in Transformational ED.813.621 E ective Practices in Teaching and Leadership and Teaching: Part III Learning I: General Educators In the Seminar in Transformational Leadership and In this course, educators will acquire the knowledge Teaching, educators will determine what and skills of research-based e ective practices in teaching transformational teaching looks like in the unique and learning. rough a combination of coaching and context of their eld experience classroom, school, and online modules, educators will reect upon their practice community. Each session will focus on speci c topics and apply instructional skills to motivate their students that educators will evaluate for alignment with their to achieve at the highest academic level. Educators will vision of transformational teaching. Finally, they will select online modules that best address their develop a plan of action to apply within their own development as a transformational teacher. (3 credits) context. Topics may include the attributes of exemplary teachers, services of community organizations, and ED.813.622 E ective Practices in Teaching and characteristics of today’s learners. (2 credits) Learning II: General Educators In this course, educators will build upon the ED.813.604 Seminar in Transformational knowledge and skills of research-based e ective practices Leadership and Teaching: Part IV acquired in E ective Practices in Teaching and Learning Teach For America corps members are required to I. rough a combination of coaching and online attend a Seminar in Transformational Leadership and modules, educators will reect upon their practice and Teaching course all four semesters while in the corps. apply instructional skills to motivate their students to is course will meet ve Saturdays per semester to achieve at the highest academic level. With guidance develop corps members’ competencies in the Teaching as from advisors and coaches, educators select online Leadership (TAL) framework, the TAL impact model, modules that best address their development as a and our developing understanding of transformational transformational teacher. (3 credits) teaching. While much of a corps members’ university development is rooted in instructional methods and ED.813.631 E ective Practices in Teaching and teacher execution, the Seminar in Transformational Learning I: Special Educators Leadership and Teaching course develops teachers’ In this course, educators will acquire the knowledge ability to foster the more enduring qualities of access, and skills of research-based e ective practices in teaching advocacy, and habits of mind. Additionally, the students and learning. rough a combination of coaching and in this class will be observed once per quarter via a online modules, educators will reect upon their practice video-based online protocol. (2 credits) and apply instructional skills to motivate their students to achieve at the highest academic level. Educators will ED.813.611 Classroom Management: Part I select online modules that best address their In this course, educators will gain a deep development as a transformational teacher. Special understanding of basic classroom management educators will also receive di erentiated instruction to approaches including skills to maintain organized and address the speci c needs of their classrooms. (3 credits) e cient learning environments through classroom procedures and routines. Further, teachers will study ED.813.632 E ective Practices in Teaching and motivation theory and apply the research in their own Learning II: Special Educators classrooms. is course focuses on how to drive students In this course, educators will build upon the to invest in their own academic success and be knowledge and skills of research-based e ective practices self-motivated in school and beyond. (3 credits) acquired in E ective Practices in Teaching and Learning ED.813.612 Classroom Management: Part II I. rough a combination of coaching and online modules, educators will reect upon their practice and In this course, educators learn advanced strategies apply instructional skills to motivate their students to to help students become self-motivated to drive their achieve at the highest academic level. With guidance own academic growth and future life options. By from advisors and coaches, educators select online studying motivation theory, educators develop plans to modules that best address their development as a support the individual learning and behavioral needs of transformational teacher. (3 credits) all students, even those who may be disruptive in class. Educators use their own unique classroom experiences to further their professional growth and learning in this course. (3 credits)
103 ED.813.641 E ective Practices in Teaching and ED.813.663 Teaching Reading in the Content Learning I: ESOL Educators Areas: Part II In this course, educators will acquire the knowledge is course focuses on research-based approaches to and skills of research-based e ective practices in teaching developing content literacy, a critical component for and learning. rough a combination of coaching and student achievement in the content areas. Students will online modules, educators will re ect upon their learn and apply assessment practices, including practice and apply instructional skills to motivate their diagnostic, portfolio, and student self-assessments, students to achieve at the highest academic level. which pinpoint students’ content literacy strengths and Educators will select online modules that best address areas for improvement. Educators also will learn and their development as a transformational teacher. apply instructional strategies to use before, during and Further, elements of e ective ESOL education will be after engaging with content area texts and materials. An highlighted. (3 credits) emphasis will be on assessing the responsiveness to student’s learning di erences (e.g., language, culture, ED.813.642 E ective Practices in Teaching and learning styles, multiple intelligences, learning Learning II: ESOL Educators di culties/disabilities, and giftedness). (1 credit) In this course, educators will build upon the ED.813.664 Portfolio Development, Part I: knowledge and skills of research-based e ective practices Teacher Growth acquired in E ective Practices in Teaching and Learning is course is required for Master of Science in I. rough a combination of coaching and online Education candidates. e course is part one of the modules, educators will re ect upon their practice and yearlong process, requiring monthly submissions from apply instructional skills to motivate their students to the candidates and communication with a portfolio achieve at the highest academic level. With guidance coach to support them as they develop their Master’s from advisors and coaches, educators select online portfolio (0 credit) modules that best address their development as a transformational teacher. (3 credits) ED.813.665 Portfolio Development, Part 2: Student Growth ED.813.661 Assessment for Reading Instruction for Young Children is course is required for Master of Science in Education candidates. e course is part two of the is course presents foundational concepts of yearlong process, requiring monthly submissions from assessment in reading as well as the various types and the candidates and communication with a portfolio purposes of emergent and beginning reading assessments. coach to support them as they develop their Master’s Educators will plan and implement research-based portfolio. e course requires successful completion of reading assessments and use assessment data to make 813.664. (0 credit) educational decisions and inform early literacy instruction. Educators will use e ective techniques for ED.813.666 Instruction in Reading for the Young communicating assessment results to peers, students, and Child parents. (1 credit) is course presents research-based approaches to developing a comprehensive literacy program for ED.813.662 Assessment for Reading Instruction children at varying stages of literacy development. Early is course presents foundational concepts of childhood educators will incorporate into their daily assessment in reading as well as the various types and lessons e ective practices to promote language and purposes of literacy assessment. Educators will plan and literacy development, including concepts of print, implement research-based reading assessments and use phonological and phonemic awareness, word recognition assessment data to make educational decisions and (e.g., phonics and spelling), uency, vocabulary, inform literacy instruction. Educators will use e ective comprehension, and writing. is course focuses on techniques for communicating assessment results to accelerating literacy development through early peers, students, and parents. (1 credit) intervention strategies. Also emphasized are strategies for involving families and the community in support of the literacy program. (3 credits)
104 ED.813.667 Instruction in Reading improve student learning and achievement. Emphasis is course presents research-based approaches to will be on synthesizing learning, reective practice, and developing a comprehensive literacy program for professional growth. (3 credits) students at varying stages of literacy development. ED.813.682 Teaching for Transformation I: Educators will incorporate into their daily lessons Elementary Content e ective practices to promote language and literacy development, including phonological and phonemic In this course, educators in grades PreK-5 will take awareness, word recognition (e.g., phonics and spelling), a three-part journey to advancing their knowledge and uency, vocabulary, comprehension, and writing. is skills as elementary instructional leaders. ey will: 1) course focuses on accelerating literacy development in learn and apply e ective practices for conducting action students with low reading achievement through early research in the classroom to inform teaching and identi cation and intervention strategies. Also learning; 2) engage in a process for providing students emphasized are strategies for involving families and the access to opportunities otherwise unavailable to them community in support of the literacy program. (3 credits) that will inspire students to become lifelong learners and make productive and ful lling life choices; and 3) build ED.813.668 Materials for Teaching Reading to the upon their knowledge and skills in content area teaching Young Child and learning to become strategic instructional decision is course focuses on evaluation and selection of makers, increase their self-e cacy in the classroom, and reading materials for a comprehensive early literacy improve student learning and achievement. Emphasis program. Early childhood educators will learn and apply will be on synthesizing learning, reective practice, and e ective practices for selecting, evaluating, and professional growth. (3 credits) organizing texts and materials, including informational ED.813.683 Teaching for Transformation II: and digital texts and resources, for a variety of purposes Secondary Content of reading. Attention will be given to evaluating quality of literature, addressing diverse cultural and linguistic In this course, educators in grades 6-12 will take a backgrounds, leveling systems, intervention and family three-part journey to advancing their knowledge and support, and children’s interests and motivation. skills as secondary instructional leaders. ey will: 1) (3 credits) learn and apply e ective practices for conducting action research in the classroom to inform teaching and l ED.813.669 Materials for Teaching Reading earning; 2) engage in a process for providing students is course focuses on evaluation and selection of access to opportunities otherwise unavailable to them reading materials for a comprehensive literacy program. that will inspire students to become lifelong learners and Educators will learn and apply e ective practices for make productive and ful lling life choices; and 3) build selecting, evaluating, and organizing texts and materials, upon their knowledge and skills in content area teaching including informational and digital texts and resources, and learning to become strategic instructional decision for a variety of purposes of reading. Attention will be makers, increase their self-e cacy in the classroom, and given to evaluating quality of literature, addressing improve student learning and achievement. Emphasis diverse cultural and linguistic backgrounds, leveling will be on synthesizing learning, reective practice, and systems, intervention and family support, and student professional growth. (3 credits) interest and motivation. (3 credits) ED.813.684 Teaching for Transformation II: ED.813.681 Teaching for Transformation I: Elementary Content Secondary Content In this course, educators in grades PreK–5 will take In this course, educators in grades 6-12 will take a a three-part journey to advancing their knowledge and three-part journey to advancing their knowledge and skills as elementary instructional leaders. ey will: 1) skills as secondary instructional leaders. ey will: 1) learn and apply e ective practices for conducting action learn and apply e ective practices for conducting action research in the classroom to inform teaching and research in the classroom to inform teaching and learning; 2) engage in a process for providing students learning; 2) engage in a process for providing students access to opportunities otherwise unavailable to them access to opportunities otherwise unavailable to them that will inspire students to become lifelong learners and that will inspire students to become lifelong learners and make productive and ful lling life choices; and 3) build make productive and ful lling life choices; and 3) build upon their knowledge and skills in content area teaching upon their knowledge and skills in content area teaching and learning to become strategic instructional decision makers, increase their self-e cacy in the classroom, and makers, increase their self-e cacy in the classroom, and
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improve student learning and achievement. Emphasis software that can be applied to their daily work. will be on synthesizing learning, re ective practice, and (3 credits) professional growth. (3 credits) ED.851.616 Issues in K-12 Education Policy ED.813.690 TNTP Independent Study is course provides an introduction to and an In this course, educators will demonstrate overview of several key and rapidly expanding areas of competency of objectives related to e ective instruction. educational policy research, teacher e ectiveness, teacher rough a combination of independent personal labor markets and teacher policy. e goals of this development and cultivation of classroom evidence, course are to familiarize students with some of the most educators will create a portfolio. Topics covered in the current research in these areas, and to encourage and portfolio will include: instructional planning, assessment support students to develop skills as critical consumers and data review, classroom management and culture, and of empirical work and policy debates in educational special education. (6 credits) policy. (3 credits) ED.851.512 Politics of Education ED.851.630 School, Family, and Community Federal involvement in education has grown Collaboration for School Improvement I enormously in recent decades with calls for national Participants examine the theory, research, and best standards and increasing reliance on standardized tests. practices on school, family, and community While state legislatures and school boards traditionally partnerships. Individuals explore di erent types of provide funding and policy, mayors, parents and partnerships, challenges to developing school-based advocates of charter schools are seeking to rede ne the partnership programs, and the components of e ective nature of local control. Education leaders should partnership programs that enhance student performance understand the politics of education; the swiftly and success. Participants design an action plan for changing balance of power; and how education politics is partnerships to address school improvement goals. practiced between and within the levels of government (3 credits) and the public. Students will study and analyze current issues and case studies that focus on the politics of ED.851.631 School, Family, and Community education. (3 credits) Collaboration for School Improvement II Building on the knowledge and skills developed in ED.851.601 Organization and Administration of 851.630 (School, Family, and Community Schools Collaboration for School Improvement I), students Students examine the role of the school continue to explore research-based theories and best administrator, with emphasis on instructional practices in school, family, and community improvement, pupil development and services, school collaboration. e emphasis of this second course in the and community relations, administration of facilities sequence is on students revising, implementing, and and nance, professional development and services for evaluating a key activity in the action plan for sta , and organizational relationships and responsibilities. partnerships developed in 851.630. (3 credits) Participants will explore best practices for fostering student achievement. (3 credits) ED.851.633 Introduction to the Independent School is course will focus on the unique quality of the ED.851.603 School Law independent school. A speci c focus will remain on the Participants explore the legal foundations and relationship between the parent and the teacher, structure of education and consider contemporary issues reworking curriculum to t the diverse needs of the based on legislation and court decisions. Students student, understanding the importance of pedagogy and develop techniques of legal research and analyze a topic history in the independent school, and fostering a love of of interest. (3 credits) learning in each child. (3 credits) ED.851.609 Administrative and Instructional Uses of Technology Prospective and practicing school administrators examine the issues, ideas, and programs surrounding the use of technology as a tool for administration and instructional management. rough hands-on experience, participants explore practical uses for
106 ED.851.634 Curriculum, Instruction, and educational, governmental, and social service agencies; Assessment in Independent School Settings and fund-raising strategies. Students analyze and Students consider the philosophical, historical, and critique various strategies through case studies and psychological foundations for lower and upper school discussion. (3 credits) curriculum and explore the linkages between ED.851.645 Governance of Independent Schools assessment-based curriculum and instructional strategies. After examining the scope and sequence of the lower and Students learn to facilitate positive working upper school curricula, students evaluate options relationships within the board of trustees and build presented in various school reform plans that pertain to e ective partnerships between the board and the independent schools and contemporary research ndings school's faculty and sta . Topics include setting, on e ective schools and e ective instruction. (3 credits) communicating, and evaluating progress toward annual goals; strategic planning with faculty, sta , and board ED.851.642 Leadership in Curriculum, Instruction, members; establishing structures for boards to and Assessment for Independent Schools accomplish their work; reporting e ectively to boards on Students examine curriculum theory, design, and important issues and concerns; models for evaluating the content and their relation to instruction and assessment head of school; models for evaluating board performance as applied to independent schools. Topics include: and contributions of individual board members; curriculum and the independent school mission developing trustees as e ective school advocates; and statement; K-12 curriculum scope and sequence; managing crises. Students gain an understanding of the leadership of curriculum change; curriculum mapping pressures exerted from multiple constituencies, nding and its implications; methods of assessment; ways to base decisions on what is good for students, interdisciplinary curriculum development; culturally what is good for the institution, and what is consistent responsive curriculum, instruction, and assessment; and with their own values. (3 credits) di erentiation of curriculum and instruction. ED.851.646 Business Management and Finance for Participants apply course content by developing a plan Independent Schools for curriculum implementation in their own schools. (3 credits) Students learn to apply business principles and nancial processes that are the foundation for successful ED.851.643 Supervision and Professional independent school management. Content includes: Development for Personnel in Independent Schools oversight of independent school budgets; understanding Students examine models of instructional of tuition and other revenue sources; knowledge and supervision, including clinical supervision and various e ective use of endowments, nancial aid, and loans; approaches to personalizing supervisory strategies understanding of major expenses; annual budget appropriate for independent schools. Emphasis is on planning; grasping the legal and ethical implications of development of an annual, school-based professional nancial management; developing salary scales and development plan; alignment of instructional goals with policies; using principles of strategic, long-range the supervision and evaluation of teachers; delegation of planning; and facilities planning, maintenance, and supervisory roles; recruitment, retention, and support of management. Applications include case studies for faculty and sta in independent schools; designing identifying and resolving common problems and teacher incentives, recognition, and award programs; challenges. (3 credits) and using the principles of high-quality professional ED.851.705 E ective Leadership development to enhance teachers' knowledge and skills. Students apply concepts to practical situations in Students review the principles and techniques laboratory sessions. (3 credits) required of principals, assistant principals, and teacher leaders. e course emphasizes diagnosis of the school ED.851.644 Public Relations, Marketing, and climate, principles of distributed leadership, motivation Fund-raising for Independent Schools of faculty teams, and the dynamics of working in and Students explore the importance of public relations, with groups to accomplish school improvement goals. marketing principles, and fund raising to independent Emphasis is placed on the leader’s role in creating a school success. Topics include: maintaining positive collaborative vision/mission for a school and in community relations; management of admission establishing meaningful working relationships with the policies and procedures; operation of public relations larger community. (3 credits) and publicity functions; coordination of relations with other independent schools; facilitating relations with
107 ED.851.708 Systemic Change Process for School ED.855.610 Seminar in Teacher Leadership Improvement Students in the nal year present and evaluate their Students examine the literature on systemic change projects and plans for implementing change in their in schools, with an emphasis on the roles of the teacher work environments. In addition, participants examine leader. Topics include planning, implementing, and selected topics and current issues in educational evaluating the change process for school improvement. leadership. (3 credits) (3 credits) ED.855.621 Instructional eory in Online ED.851.809 Seminar in Educational Teaching and Learning Administration and Supervision is course will provide an empirical and theoretical Students prepare and present a seminar paper on a foundation for e ective online teaching and learning. problem in educational administration or supervision. Participants will explore cutting-edge research, theory, e paper includes a comprehensive literature review, an and practice of online instruction and engage in assessment of implications for administrative and collaborative inquiry to address common assumptions supervisory behavior, and an implementation plan for about online and blended learning including cultural addressing the problem in an educational setting. competence and ethical issues. Participants will draw Students engage in case study analyses, role playing, and upon relevant instructional theories, conceptual assessment exercises. (3 credits) frameworks, and e ective best practices as criteria for selection, implementation, and integration of online ED.851.810 Internship in Administration and learning environments, and apply these theories and Supervision frameworks as they begin to construct a literature review Students participate in a supervised practicum to inform the intervention that addresses underlying experience in an educational setting. Individual and causes and factors related to their Problem of Practice group sessions of the interns are held. Students must project. (3 credits) attend an organizational meeting in the semester prior to the semester in which they wish to intern and obtain ED.855.622 Instructional Design eories and approval to register for the internship. (3 credits) Models In this course, participants will examine theory and ED.851.814 Internship in Administration and research in instructional design (ID), evaluate the various Supervision ID models, and learn to evaluate and apply e ective Students participate in a supervised practicum nstructional design to enhance interdisciplinary learning experience where they demonstrate the application of experiences in online and blended educational knowledge, dispositions, competencies, skills and environments. Instructional design theories and solutions to day-to-day activities performed by approaches will be discussed and contrasting views and practicing administrators or supervisors. Students are perspectives of instructional design will be presented. A required to complete a minimum of 200 observation and user-centered, iterative approach to design will be
performance hours aligned with leadership standards. examined and applied to online and blended learning Experiences are re ective of real and simulated environments. Contemporary issues and trends in eld-based activities in a variety of educational settings. instructional design and a systems approach to design Students must complete a nal internship re ection will be presented. e basic philosophical premise of the paper, as well as a comprehensive portfolio that includes course is that there is not one method for design but
artifacts that are illustrative of their best work. (3 credits) rather an approach that considers the content, context, audience, and method of delivery in design. Participants ED.852.602 Supervision and Professional will learn to e ectively integrate and apply technology Development into instruction and will continue constructing a Students examine models of instructional literature review that addresses underlying causes and supervision, including clinical supervision and various factors related to their Problem of Practice. (3 credits) approaches to personalizing supervisory strategies. Emphasis is on supervision skills, including the assessment of teacher performance, e ective conferring strategies, and working with teachers to construct instructional improvement plans. Students apply concepts developed to practical situations in laboratory sessions. (3 credits)
108 ED.855.640 Building Strategic School, Educational principles, and practices to the student’s organization by Organization, and Community Partnerships appropriately applying these perspectives as they relate is course provides opportunities for students to to the student’s Problem of Practice. Students will also engage in re ective practice as an educational or learn to identify and manage nancial resources organizational leader, while building organizational and including grants, philanthropy, and program and community partnerships to leverage multiple resources product revenues. Students will identify the strategic for addressing a speci c organizational systems issue. challenges within talent and nancial management and Students are expected to 1) become familiar with the application of appropriate, yet innovative, solutions pertinent theoretical literature; 2) understand the to these challenges. Students will provide evidence of a internal and external organizational environment and the deep and comprehensive understanding of how pressures of those institutional relationships; 3) organizations could better invest in a particular aspect of understand the roles and responsibilities of creating and talent and nancial management to achieve greater sustaining dynamic partnerships, including acting as an educational and organizational outcomes related to their informal project manager and community advisor; and Problem of Practice and the leadership required to 4) anticipate the challenges of navigating through initiate such an e ort. (3 credits) politics, policy, fundraising, marketing, social networking, and possible media involvement. is course ED.855.643 Turnaround Leadership in Schools will include creating multiple strategies for and Educational Organizations communicating with internal and external stakeholders is course will provide participants with a deep as appropriate to disseminate ndings related to their knowledge of the educational challenges school and Applied Dissertation topic. (3 credits) other educational organization leaders face in turnaround situations as well as what is known about ED.855.641 Strategic Systems Change and Action e ective instructional, human capital, and change Planning management strategies for turning organizations around. Education leaders, public and private, need to It will combine research from multiple elds with understand the structures for managing the school and/or practice examples drawn from existing turnaround organizational environment. ese structures include schools and organizations. e focus will be on what is organizational visioning and action planning, budgeting needed to design an organization such as a high poverty and nance, and the leadership skills that incorporate school for success through e ectively implementing high instructional design, curriculum integration with leverage change strategies including distributed standards, and logistics of technology implementation, leadership, recruitment, training, and evaluation; using professional development, and evaluation. is course is data to guide and monitor interventions; and e ectively designed to introduce knowledge management concepts integrating external partners to address critical capacity into an organizational or educational context and to needs. Attention will also be paid to utilizing these provide an in-depth focus on data-driven decision turnaround strategies in educational organizations broadly, depending on the student’s Problem of Practice. making in organizational and educational institutions. Participants will develop an understanding of how to is course will o er insights and opportunities to create and support change through a systems approach. further explore the literature to support proposed Students will apply these novel concepts and perspectives solutions and/or interventions to ameliorate the to continued construction of the literature review to identi ed Problem of Practice. (3 credits) inform their Problem of Practice. (3 credits) ED.855.708 Mind, Brain Science and Learning ED.855.642 Talent Management & Organizational Building on Multiple Perspectives on Learning and Finance for Entrepreneurial Leaders Teaching, this course will survey theoretical and is course promotes knowledge and application of empirical research in the study of cognitive development best practices in the development of primary focusing on recent and ongoing studies of memory, organizational resources – its talent and nancial attention, language, and social/emotional development. resources. Students will engage in 1) discovering best Participants will examine research literature from practices in the educational and/or organizational multiple elds in the brain sciences, including cognitive theoretical literature; 2) exploring talent management science, experimental psychology, and neuroscience. and development (TM) concepts, applications, and General topics include an overview of brain structure and solutions through analysis of current case studies from function, imaging technology, normal brain the organizational and educational environments; and development, and how di erences in development may 3) actively learning to apply current TM theories, a ect learning. ey will explore recent ndings on
109 topics such as the e ects of stress, sleep, and ED.855.716 Contemporary Approaches to multi-tasking on brain development and learning. Educational Problems Students will consider how research ndings inform In Contemporary Approaches to Educational practice and policies in education and related elds. Problems, students critically investigate methods (3 credits) professionals use to theoretically and empirically examine contemporary issues in education. We ED.855.710 Multicultural Education introduce improvement sciences as a frame for e rapid and explosive demographic shifts in this understanding and intervening in educational problems. country among culturally and linguistically diverse Students will investigate research within their area of students, the fact that these students are projected to specialization and build the knowledge and skills to comprise the majority of school age students by the year critically analyze existing research literature. e nal 2020, and the current educational trajectory of students outcome of this course is a synthesis of literature from marginalized groups provide a compelling rationale relevant to factors associated with and underlying causes for identifying strategies and interventions for facilitating for their Problem of Practice. e course also includes a transformative multicultural approaches to education. focus on academic writing. (3 credits) Using Pedersen’s tripartite model of multiculturalism, students will address the requisite awareness, knowledge, ED.855.718 Disciplinary Approaches to Education and skills for enhancing their multicultural competencies. Educators use theories, concepts and approaches Students will create a conceptual framework to organize from sociology, economics, history, anthropology, and research approaches related to this model and to inform other disciplines to make sense of problems in their eld. the development of their applied project of practice. is course introduces the concepts central to these (3 credits) approaches. Students will learn about these theoretical perspectives through reading central texts related to these ED.855.712 Multiple Perspectives on Learning and disciplines of educational theory and will develop a Teaching theoretical frame for their Problem of Practice project is course will survey classical theoretical based on the perspectives examined in the class. perspectives on learning and teaching including (3 credits) behaviorism, cognitive, constructivist, sociocultural, social cognitive, and situative perspectives. Students will ED.855.720 Leadership in Educational examine the research literature to identify the strengths Organizations and limitations of these perspectives in relation to rough this course, students will examine understanding issues within their organizations. ey contemporary educational practices and their relationship will create a conceptual framework to organize these to leadership theories, models, and strategies. is course research approaches and to inform the development of will focus on new and historical perspectives related to their Problem of Practice. (3 credits) leadership development, group dynamics, and e ective individual and organizational behaviors, visioning, and ED.855.714 Power, Politics, and Policy in transformation. is course navigates the complexities of Education human behavior and organizational outcomes from Government entities have increasingly molded psychological and behavioral perspectives and includes public education. In the United States, federal laws and empirical ndings drawn from neuroscience focused on mandates have enormous in uence on local schools; resilience and the emerging eld of neuroleadership. state governments have endorsed and implemented Course participants will continue to frame and examine a national Common Core curriculum standards; and contemporary problem of practice signi cant to their funding is based on top-down distribution while mayors, workplaces and develop innovative solutions to these school boards, parents, students, and other local issues. (3 credits) stakeholders bid for local control of their schools. In this vein, other political groups press for reductions or the ED.855.723 Education Policy Practicum elimination of federal involvement in schooling. ese In this course students will learn how national and transactions involve power relations and concepts of state education policy is made, examine the impact it democracy and freedom. rough this course, students has, and learn how research ndings can in uence its will examine various theories, concepts, principles, and formation. (3 credits) dynamics of power, politics, and policy and how these ideas apply to education, organizations, and leadership. (3 credits)
110 ED.855.725 Research Landscape ecacy of special education preparation. (3 credits) is course is designed to teach students the skills necessary to understand di erent paradigms and methods ED.855.753 Digital Age Technology and Instruction of research. Students will have the opportunity to is course provides opportunities for participants to evaluate quantitative and qualitative research. Further, explore a variety of technology trends and pedagogical students develop an understanding of the principles, shifts in a range of topics related to personalized learning processes, and purposes of di erent types of educational environments, mobile learning, assistive technology, research. Types of research methodology that will be cloud computing, and the sharing of digital resources. discussed include: experimental research, Participants conduct needs assessments to determine quasiexperimental research, correlational research, which practices improve the implementation of single‐subject research, and qualitative research. Students technology at the organizational level and gauge the will develop an understanding of the quality indicators capacity of their school organization in implementing and high standards necessary to conduct educational digital age technology successfully. Participants draw research within their areas of interest. Further, students upon relevant instructional theories, conceptual will have the opportunity to develop the skills to critique frameworks, and e ective best practices as criteria for quantitative and qualitative research studies published in selection, implementation, and integration of peer review journals. (3 credits) technology, and apply these theories and frameworks as they begin to construct a literature review to inform their ED.855.744 Policy Issues A ecting General and solution or intervention related to their Problem of Special Education Relationships Practice project. (3 credits) In this course, issues a ecting general and special education relationships will be examined at the federal, ED.855.754 Evaluation of Digital Age Learning state and local levels. Students will become familiar with Environments the major structures and individuals that in uence is course provides participants the opportunity to policy development and implementation, with a determine how digital-age technologies improve critical particular emphasis on special education service delivery. thinking and creativity in the K-12 classroom. Topics Students will be exposed to policy analyses and will gain include evaluating the e ectiveness and application of an understanding of some of the current tensions and learning technologies to improve student-learning debates within the special and general education outcomes, using learning analytics to determine domains and the federal policies dealing with both. In instruction e ectiveness, online and computer-assisted addition, this seminar will address current issues such as testing and strategies to maximize results, federal and assessment, Common Core standards, RTI (Response to state reporting practices, as well as formative and Intervention) and the blurring of special education roles summative program and performance evaluation. in the new ways general education proposes to address Participants in this course analyze technology mediated the needs of students with disabilities during the time of education and learning environments, as they relate to new federal policies being proposed for teacher training. instruction and learning. Participants apply these
(3 credits) perspectives as they nalize a literature review and enact solutions to their Problem of Practice project. (3 credits) ED.855.746 Studying Special Education Teacher Prep ED.855.755 Controversies in Measurement for is course focuses on the research literature Education Science Research pertaining to what we know, what we need to know, and While delivering core concepts from measurement the challenges in designing research on and in theory, this course will introduce students to the full understanding special education teacher preparation. range of measurement controversies relevant to current Students will review papers developed as part of two education science research, with a special emphasis on OSEP funded projects: COPSSE (whose goal is to K-12 schooling in urban settings. Measurement enhance classroom practice and improve outcomes for controversies will include alternative perspectives on test students with disabilities by undertaking a rigorous construction and scaling, measures of high school research agenda that addresses special education dropout, indices of behavior problems, course sequences personnel issues ) and NCIPP ( whose aim is to improve and curriculum tracks, measures of segregation and teacher quality and increase commitment to teaching network structure, and alternative positions on how to students with disabilities). e understanding of these measure resource inputs into schools. e course will projects will provide a solid foundation to more recent consider how the conclusions of education science work (e.g., Feng & Sass, 2010). Students will discuss the research have been shaped by constraints on
111 measurement, as well as the prospects for pushing out ED.855.771 Approaches to Urban Education the frontiers of knowledge by breaking through these Approaches to Urban Education introduces students constraints. (3 credits) to urban studies, including an examination of the nature of cities in the 21st century and theoretical approaches ED.855.756 Higher Education Teaching Skills for to understanding urban life. Students explore both the Doctoral Students diversity that characterizes many cities and the is course will provide a mechanism for students in concentrated poverty and segregation along racial and the PhD program to obtain credits as a teaching ethnic lines that are found in many urban school assistant. (3 credits) districts. e course examines the question of how ED.855.760 Advanced Counseling eories urban education is both similar to and di erent from education in other geographical contexts. (3 credits) e purpose of this course is to provide a critical analysis of both postmodern and traditional counseling ED.855.772 Individuals in Urban Contexts theories. Traditional approaches include person-centered Individuals in Urban Contexts examines urban theory which includes concepts and constructs residents, with a speci c focus on those populations most foundational to most counseling theories and likely to attend public schools. Students also explore cognitive-behavioral theory which is evidence-based. their own position relative to these populations. e Postmodern approaches will include systems, ecological, course begins with a look at the expression of diversity in feminist and multicultural theories. Attention will be urban public school systems, especially around given to the application of theory in various contexts and characteristics such as race, class, culture and linguistic from diverse perspectives and worldviews, understanding status. Students undertake an ethnographically-informed behavior change in context, the counselor-client study of the populations with which their Problem of relationship, conceptualization and development of i Practice is most concerned, focused on an assets-based nterventions for constructive, relevant and culturally understanding of their context. Finally, the course helps appropriate change with diverse client populations and students to examine and re ect upon their own position the implications for research. Students will evaluate and with respect to the identity of these populations and the synthesize counseling theories and frameworks as they categories examined in the rst part of the course. develop and implement potential solutions and program (3 credits) interventions and, consider evaluating the process of enacting the intervention and outcomes of the ED.855.830 Interdisciplinary Seminar I: Seminar intervention related to their Problem of Practice. in School Improvement (3 credits) Students explore current research and scholarly perspectives on school improvement, school reform, ED.855.763 eory and Practice of Clinical urban education, and the science of learning. Students Supervision will be exposed to SOE faculty conducting research in is course is a didactic and clinical study of these areas. Participants will develop and articulate their
supervision. e didactic component involves an own broad research interests and will have an orientation to the di erent conceptual frameworks and opportunity to explore the alignment of those interests models of supervision; the context of the supervision with di erent faculty members. Participants will develop relationship, including variables such as gender, race, perspective papers and make brief presentations to their culture, socioeconomic status, sexual orientation, and peers. Peers will be asked to provide feedback. (3 credits) religion; and the ethical, legal, and professional regulatory responsibilities of clinical supervisors. e ED.855.840 Doctoral Research clinical component includes the development of a Doctoral students apply theories and concepts supervisory contract, informed consent, documentation related to their areas of study. (3 credits) procedures, evaluation approaches, and structure for supervision sessions. Students practice supervision skills and strategies and techniques for doing individual and group supervision. Participants will apply these novel perspectives as they continue constructing a literature review and search for solutions to inform their Problem of Practice project. (3 credits)
112 ED.860.502 Self-Care and Wellness for Counselors spitting in the client's soup. e use of Adlerian Compassion fatigue (Figley, 1993), also called counseling in the context of school, group, and families secondary traumatic stress disorder, refers to the is also studied. (1 credit) emotional e ects on the counselor of exposure to ED.860.561 Adolescent Suicide: Counseling working with those who have experienced traumatic Assessment and Prevention events. Many counselors fail to recognize the signs and symptoms of compassion fatigue, and they do not take Participants review potential indicators leading to preventive measures to avoid the physical and adolescent suicide. Students consider psychosocial psychological problems that can result. is course will factors of adolescent suicide, the in uence of the school introduce students to key concepts related to secondary environment and support systems, the parenting process, traumatic stress, compassion fatigue, stress, and burnout, and data on the incidence of suicide with emphasis on and will help them explore self-care as a way to prevent counseling intervention, assessment, and prevention problems. Students will have the opportunity to assess strategies. (1 credit) their current level of resilience and to experience a several ED.860.579 e WDEP Formulation: Learning self-care activities that promote physical, emotional, and and Practicing Reality erapy spiritual wellness. Students will be introduced to the transtheoretical change model developed by Prochaska is interactive course focuses on practical skills et al. (Prochaska, Norcross & DiClemente, 1995) that immediately useful on the job; skills that can be they will apply in developing a personal self-care plan. integrated into other theories. It includes discussion, Although the primary focus of this course is on the role-playing demonstrations of cases presented by individual counselor, some attention will also be given to participants, and small group practice. Participants will organizational issues that can contribute to mental health gain a working knowledge of choice theory, the basis of workers’ role fatigue, as well as ways to address these reality therapy, followed by an explanation and larger systems issues. (1 credit) demonstration of the WDEP system (wants, doing, evaluation, planning). Integrated into the session will be ED.860.528 Post-Traumatic Stress Disorder a review of research on reality therapy and a discussion of is course provides an overview of the etiology of misconceptions about the practice and implementation and issues critical to the diagnosis and treatment of of the principles of reality therapy. (3 credits) Post-Traumatic Stress Disorder (PTSD). An emphasis ED.860.614 Counseling Individuals with Anxiety is placed on the understanding of historical trends and Disorders contemporary theoretical and clinical models. (1 credit) Students in this course review the nature of anxiety ED.860.548 Counseling Clients with Eating and how it a ects human functioning, performance, and Disorders interaction. Topics such as phobias, panic attacks, stress is course provides students with an overview of management, and general anxiety are discussed. e current issues facing adults and children who struggle emphasis of the course is on e ective treatment using a with eating disorders and eating disorder related wide range of approaches. (1 credit) symptomatology, with a particular emphasis on de ning and assessing eating disorders from a multicultural ED.860.615 Domestic Violence: Its Implications on perspective. Students will learn about the multiple risk Spouses and Children and Remediation Strategies factors that contribute to eating disorders as well as the for Mental Health Professionals psychological, physical, educational, societal, and Despite the fact that more and more members of counseling implications for eating disorders. (1 credit) society have developed heightened awareness of the incidence and impact of domestic violence in the United ED.860.556 Adlerian Approaches to Counseling States, many men, women, and children are still a ected Adlerian principles and practice in counseling and by violence in their families. e emotional, social, and therapy are examined, with an emphasis on practical physical impacts are far-reaching and usually have serious application. Important Adlerian ideas are covered, such long-term e ects. is seminar addresses the dynamics as family constellation and birth order, lifestyle, goals, that occur in violent families, with particular emphasis striving for signi cance, community feeling, social on counseling strategies that can be used by mental interest, teleological behavior, early memories, and the health professionals when working with spouses, concept of the self. Many Adlerian techniques are children, and other family members. (1 credit) covered including, paradox, acting as-if, use of metaphor, humor, push-button, catching oneself, and
113 ED.860.616 Achieving Change with Di cult Clients ED.860.663 Multi-Cultural Dimensions in Trauma e mechanisms and processes of therapeutic change Work are detailed according to the latest research literature, and is course examines the social and cultural applied in the context of working with de ant, dimensions of working with those a ected by trauma. unmotivated, or otherwise resistant clients. Much of the Intersections of diversity (class, gender, sexual course is devoted to providing speci c techniques and orientation, ethnicity, ability) dimensions, ethics and strategies that are directly relevant to positive outcomes. practice are explored to o er clinicians a cultural equity (1 credit) framework for practice and e ective intervention strategies. (1 credit) ED.860.639 Cognitive Behavioral erapy with Depressed Clients ED.860.692 Counseling Gay and Lesbian Youth Advanced counseling students and professionals is course is designed to help professionals become review the theory and practice of Cognitive and aware of the societal issues and developmental needs of Cognitive Behavioral erapy in treating depression. gay, lesbian, bisexual, and questioning youth. Various forms of a ective illness are discussed in the School-based interventions are presented, including context of counseling and therapy. Recent advances in interventions related to sta development and individual theory and strategies are presented with particular and group counseling. (1 credit) emphasis on narrative and constructivist approaches. (1 credit) ED.860.708 Systemic Assessment of Child Abuse Child abuse and neglect is a serious issue that ED.860.640 Introduction to Positive Psychology threatens the lives and well-being of millions of children is course provides an introduction to the study of in the US each year. Counselors working with families topics related to happiness and the positive aspects of must become skilled at recognizing and identifying human experience. Emphasis will be placed on the children who are at risk for abuse and neglect. is signi cance of optimism, well-being, resilience, strong course addresses issues of assessment, intervention, law social connections and the value of contributing to and ethics in the eld of child abuse. (1 credit) something bigger than oneself. Positive psychology interventions will be addressed. (1 credit) ED.860.710 Sexuality and Intimacy in Couple and Family Counseling ED.860.655 Developing a Successful Private is course is designed to promote greater Practice understanding of sexual functioning and intimacy is course assists participants in developing a through a study of historical, multicultural and relational successful private practice and is suitable for those who perspectives on human sexuality. Speci c sexual issues have not yet launched a private practice, as well as for will be examined as these relate to clinical and relational those who have already begun a practice. Students learn issues in couples and families. (1 credit) the pros and cons of a private practice. Topics include de ning the practice, business planning, setting up an ED.861.502 Counseling eory and Practice o ce, developing consent to treatment and other forms, (Lab course) recruiting clients, billing, dealing e ectively with is course provides an overview of the major managed care, writing treatment plans and authorization theories of counseling and therapy, such as cognitive, requests, assessing treatment e ectiveness, and many behavioral, existential, Gestalt, and Adlerian. Students other topics. (1 credit) explore integrative approaches, as well as multicultural and feminist perspectives. Participants focus on a wide ED.860.660 Psychopharmacology for Counselors range of speci c techniques and practices that are Participants are introduced to the major categories associated with each theory and how they are applied in of psychopharmacologic medications and gain an various situations. (3 credits) understanding of and appreciation for the use of these ED.861.503 Group Counseling and Group medications in the treatment of mental and emotional Experience (Lab course) disorders. e counselor also learns about the need for e ective collaborative relationships with psychiatrists Students investigate practical and theoretical and other physicians. (1 credit) concepts of group dynamics and group counseling to acquire skills in facilitating various kinds of group interaction. Students explore interpersonal dynamics, personal communication styles, fundamental group
114 counseling strategies, and group facilitation through class ED.861.605 Human Development and laboratory experiences. (3 credits) is course reviews signi cant ndings regarding current theory and practice in human growth and ED.861.507 Counseling Techniques (Lab course) development along the lifespan through a is course provides an overview of the history and biopsychosocial lens. Learners gain insights into aspects philosophy of professional counseling, with special of human development that impact behavior in a variety attention to the roles, functions, and limitations of of realms to include biological, cognitive, school, community, and organizational counselors. socio-emotional, and dispositional in uences. Course Included is an understanding of the essentials of basic outcomes focus on theoretical understanding and counseling skills; attending, listening, and interviewing application of research ndings to normal functioning as stages of clinical treatment; and client/counselor well as case conceptualization and counseling relationships. Students learn about professional interventions within school and clinical mental health counseling organizations, professional credentialing, and counseling populations. (3 credits) standards and ethics in counseling and related human services. e course emphasizes self-growth, awareness, ED.861.609 Diagnosis in Counseling and observational skills as related to becoming a Students study the Diagnostic and Statistical Manual facilitator of individual, group, family, and systems of Mental Disorders (DSM V) to learn to assess, change. (3 credits) diagnose, and treat psychopathology based on current DSM criteria. eories related to the etiology of major ED.861.511 Career/Life Development and Planning categories of mental disorder such as anxiety, depression, Participants review major theories of career substance abuse, and personality disorders are examined. development and decision making, occupational Students gain an understanding of the impact of sociology, and vocational psychology. e course places abnormal behavior on individuals, families, and society. career counseling concepts in a life-span perspective and Instructors provide a developmental framework for reviews career development materials and cross-cultural understanding diagnosis from multicultural, feminist, strategies. (3 credits) and systems perspectives. (3 credits)
ED.861.513 Integrating Alternative Approaches to ED.861.612 Appraisal and Testing for Counselors Mental Wellness Students explore individual and group approaches to e course titled Integrating Alternative Approaches assessment and evaluation through the use of to Mental Wellness seeks to include culturally diverse standardized test instruments and rating scales. counseling practices such as mindfulness, yoga Emphasis is given to principles of test construction, meditation, and expressive arts combining them with reliability and validity, psychometric properties, and conventional psychotherapies such as Adlerian, strategies for the selection, administration and existential, Gestalt, behavioral & cognitive behavioral interpretation of behavioral, psychological, and therapies. It builds on the foundation established in educational tests. Implications of age, gender, ethnicity, Counseling eory & Practice (ED.861.502) wherein culture, heritage, language, disability, and professional/ students introspect, analyze & synthesize essential ethical issues are examined. (3 credits) concepts from various psychotherapeutic theories aiming to develop a personalized integrative theory. e ED.861.614 e Foundations of School Counseling emphasis is on a therapist’s creation of a repertoire of is course is a survey of the knowledge base and counseling techniques & interventions, drawn from practices in contemporary school counseling. It will multiple theories and most importantly from the client’s emphasize the educational, historical, sociological, own life practices. Students learn to integrate key economic, philosophical, and psychological dynamics of concepts from theories such as cognitive, behavioral, the professional school counselor’s role. Students existential, Adlerian and Gestalt while concurrently integrate knowledge and learn skills to examine data resourcing alternative therapeutic modalities of driven comprehensive school counseling programs that expressive arts, mindfulness, movement, music, and yoga enhance academic, career, and personal/social meditation. Emphasis will be placed on the importance development for all students. (3 credits) of a therapist’s regard for client’s competence in overcoming challenges to facilitate relief from emotional distress, reprieve from behavioral dysfunction & restructuring of maladaptive cognitive schema. (3 credits)
115 ED.861.668 Role-Play and Related Experiential ED.863.503 Introduction to Neuroscience for Methods in Counseling Mental Health Clinicians is didactic and experiential course will introduce is course will examine a selection of recent students to the theory and methods developed by Jacob advances in neuroscience that provide clinicians with L. Moreno, M.D., who originated group psychotherapy, alternative ways of thinking about mental disorders. As psychodrama, and sociometry (the measurement of social we have moved beyond the Decade of the Brain relations). Students will have the opportunity to see a (1990-2000), ever more exciting ndings from research full psychodrama (via videotape) and to participate in have emerged. We will examine examples of mental limited psychodramatic structures to gain rst-hand disorders where the evidence for structural and/or experience with the method. Students will also practice functional brain abnormalities is strongest. e limited psychodramatic and sociometric techniques implications of this for assessment, prevention, and during supervised in-class practice sessions. Special treatment will be discussed. Examples from the major attention will be given to the safe and ethical use of life stages of childhood, adolescence, adulthood, and old action methods with speci c populations, including age will be examined. We will make use of recent trauma survivors and other vulnerable populations. research articles to frame the discussion. (1 credit) Culturally competent practice will also be discussed. Applications of psychodrama and related action methods ED.863.524 Individual and Group Dynamics: to individuals, couples, families, and groups will be Behavior in Context discussed. (1 credit) Individual and group dynamics are at the core of adaptive or maladaptive human behavior. A solid ED.861.713 Advanced Treatment Approaches grounding in basic empirically-derived principles of is course explores a wide range of e ective motivation aids counselors in better formulating and techniques and strategies in counseling and therapy, in presenting problems and in conceptualizing appropriate the context of successfully treating various mental and interventions. Foundations for this course are derived emotional disorders. Approaches and procedures from from classic theories and research ndings in personality such diverse models as psychodynamic, cognitive, psychology, social psychology, cross-cultural psychology, behavioral, experiential, and systemic are explored, along and neuroscience. Students explore the in uence of the with theories of change and research ndings on e ective person, the situation, and cultural diversity as forces in counseling and therapy. (3 credits) shaping behavioral tendencies. A unifying theme within the course is the in uence of resilience as a dispositional ED.863.501 Introduction to Clinical Mental perspective for both the client and the helping Health Counseling professional. (3 credits) is course provides an overview of the role and scope of the clinical mental health counseling profession. ED.863.526 Introduction to Play erapy with Students address a number of topics including the Children historical, theoretical, philosophical, and empirical e major goal of this course is to facilitate students'
foundations of clinical mental health counseling. e knowledge, dispositions and skills to counsel children course addresses role functions and employment settings through play therapy and other major theoretical of mental health counselors; program development, applications. Students' learning will be facilitated emergency management, prevention, intervention, through didactic presentations, interactive discussions, consultation, assessment approaches, and education; and and supervised counseling practice with elementary the contextual dimensions of diverse clients seeking school children. is course also emphasizes the mental health counseling services. is course is a counselor's collaborative work with children's legal requirement of our accrediting body, the Council for the guardians/family members. (3 credits)
Accreditation of Counseling and Related Educational ED.863.571 Counseling Adolescents Programs (CACREP). is is a foundational course that is course provides an overview of the various prepares students to work in a broad range of mental aspects of adolescent counseling, ranging from adolescent health counseling programs by acquainting them with depression, suicide, crisis, drug and alcohol abuse, peer the foundations of clinical mental health counseling. pressure, self-esteem issues, culture, family issues, and (3 credits) developmental themes. Part of the course is dedicated to examining current research on adolescents. e emphasis of the course is on clinical training in group, family, and individual contexts. Relevant ethical and legal issues are addressed. (3 credits) 116 ED.863.603 Couple and Family erapy ED.863.630 Addictions Counseling I: eory and (Lab Course) Approaches Students study the theory and practice of family Students explore the fundamental principles of therapy with an emphasis on models of family addictions counseling from a wide range of perspectives. development and major approaches to intervention with ese include the psychopharmacological aspects of families. Systemic models of family intervention are alcohol and abusable drugs, along with theories and emphasized, as well as the study of other historically assessments of addictive disorders. Many treatment important and contemporary approaches to family models are considered and examined in the context of therapy. e course blends didactic and experiential individual, group, and family therapy perspectives. e learning. (3 credits) course also addresses the research literature on codependence, COA's, AA and other 12-step programs, ED.863.607 Diversity and Social Justice in dual diagnosis, relapse, prevention, and multicultural and Counseling gender issues. (3 credits) Participants explore aspects of counseling clients from diverse ethnic, racial, and socioeconomic ED.863.650 Working with Children's backgrounds. rough didactic and experiential Contemporary Issues of Grief and Trauma learning techniques, students consider counseling is course recognizes a multitude of loss and grief strategies for enhancing cross-cultural interventions. issues faced by children in a contemporary world. (3 credits) Students gain an understanding of children's complicated grief issues including suicide, homicide, AIDS, violence, ED.863.626 Behavioral Medicine and Health abuse, bullying, terrorism, and trauma. rough the use Psychology Applications in Clinical Mental Health of case studies, students learn how to utilize speci c Counseling clinical techniques when working with children is course provides a broad introduction to the eld experiencing traumatic loss. Participants gain an of behavioral medicine as part of the eld of health awareness of normal grief responses in children, tasks of psychology. rough a culturally-sensitive grief, myths of grief, and techniques useful in helping biopsychosocial lens, students examine theory and r children grieve. Students learn practical ways to respond esearch as it applies to behavioral and emotional factors to children's grief reactions and questions and learn grief that impact the delivery of primary, secondary, and resolution techniques to work with children in tertiary prevention e orts as part of a multidisciplinary educational and counseling situations. ey also learn team within medical settings. e content will explore how to recognize behaviors that signal loss and how to applications of behavioral medicine and health identify at-risk and traumatized children. (3 credits) psychology principles to a variety of health care conditions as they occur across the developmental ED.863.652 Advanced Play erapy Interventions continuum, preparing the clinical mental health is course is designed for those who have had counselor for a variety of roles in health care systems. previous preparation in basic play therapy, and who (3 credits) desire to enhance their understanding and re ne their skills in techniques and methods of play therapy when ED.863.629 College Admissions Counseling working with children and adolescents in school, is course presents an overview of college community-based, and private counseling settings. admissions counseling for those who work with students Advanced interventions and strategies will focus on making the transition from high school to college (e.g., aspects related to various theoretical orientations and middle and high school counselors, teachers, and college creative approaches to counseling young children, admissions personnel who want to become more familiar adolescents, and families. e usefulness of expressive art with high school processes and protocol). E ective techniques, sand play, bibliotherapy, and school-based strategies and practices that enhance students’ college play therapy will be some of the advanced topics covered. readiness will be introduced and practiced. Topics for Students will have the opportunity to receive supervised the course include: the college counselor’s timeline, experience as they practice and observe play therapy resources available to counselors for college applications techniques through experiential assignments. Speci c and nancial aid planning, academic planning for college discussions will focus on how counseling and play readiness, tips for writing college recommendations, therapy inuences the practice of counseling with developing a school-wide college-going culture, children and adolescents, and how current empirically dismantling inequities in college admissions, and based research and ethical clinical practice inuence the managing a college counseling o ce. (3 credits) development of play therapy and counseling theories. (3 credits) 117 ED.863.652 Advanced Play erapy Interventions ED.863.736 School Counseling Leadership and is course is designed for those who have had Consultation previous preparation in basic play therapy, and who is course is designed to prepare students to lead desire to enhance their understanding and re ne their programs and employ consultation strategies in the skills in techniques and methods of play therapy when development and implementation of data driven school working with children and adolescents in school, counseling programs. Students will learn leadership and community-based, and private counseling settings. school-based consultation principles, theories, skills, and Advanced interventions and strategies will focus on models necessary to enhance the learning environment. aspects related to various theoretical orientations and Emphasis is placed on the role of the school counselor as creative approaches to counseling young children, a systemic change agent. Ultimately, the course will assist adolescents, and families. e usefulness of expressive art future school counselor leaders build e ective techniques, sand play, bibliotherapy, and school-based stakeholder consultation teams that promote equitable play therapy will be some of the advanced topics covered. services for all K-12 students. (3 credits) Students will have the opportunity to receive supervised ED.863.795 Ethical and Legal Issues of Mental experience as they practice and observe play therapy Health Counseling techniques through experiential assignments. Speci c Participants explore professional issues in discussions will focus on how counseling and play counseling, with speci c regard to ethics and laws that therapy in uences the practice of counseling with pertain to the profession, such as ethical codes, children and adolescents, and how current empirically responsibility, competence, public statements, based research and ethical clinical practice in uence the con dentiality, reporting abuse, and dual relationships. development of play therapy and counseling theories. Professional issues in the context of community mental (3 credits) health are also covered in terms of historical, societal, and ED.863.674 Meditation and Mindfulness philosophical aspects, as well as licensing, roles, policies, is course explores various methods of meditation legislation, reimbursement, and the professional identify from a counseling perspective to experientially of community counselors. Racial and ethnic issues, as well as gender, sexual orientation, socioeconomic status, understand multicultural practices that o er relief from emotional disorders such as anxiety and depression. and mental status in community counseling settings are Emphasis is placed on neuroscienti c validation of also addressed. (3 credits) meditation as a process to cultivate mindfulness and ED.863.808 Practicum in School Counseling healing presence in a counseling setting. Students research natural outcomes such as concentration, is supervised practicum experience is o ered in awareness and insight both into self and with client. two modalities. e rst modality is an experiential Eastern world concepts of ego, mind, body, mental course including seminar discussions, review of major health, psychopathology, su ering, compassion, and theories of counseling with an emphasis on the liberation are also addressed. A portion of class will be integration of theory and practice, interview analysis, devoted to the actual practice and application of video and/or audiotape observations, and supervised techniques from reading assignments. (3 credits) exercises. Emphasis here is given to the development of foundational counseling skills (i.e. trust building, ED.863.681 Research and Evaluation for collaborative goal development, interpretation, Counselors summarization, paraphrasing, case conceptualization). Participants learn the basic concepts for e second modality is a practicum course involving 100 understanding and conducting research and program hours of individual counseling and group counseling, as evaluation related to the counseling and human services well as supervisory experience in a school setting or elds. Students study experimental and clinical setting where children and/or adolescents are quasi-experimental designs, examine quantitative and served. Supervision of this experience will be provided qualitative methodologies, and learn basic statistical by the on-site supervisor and a school counseling procedures for data analysis. (3 credits) program faculty member. Emphasis here is given to the development of cultural competence, social/emotional issues of children and adolescents (e.g., depression, bullying) and school-related issues (e.g., crisis management). e course is taken near the end of a student's program of study just prior to the internship. (3 credits)
118 ED.863.820 Internship in School Counseling ED.871.501 Introduction to Children and Youth is supervised experience in school counseling with Exceptionalities includes both eld work and class instruction. Students Students investigate the major areas of spend 600 hours, over the course of two consecutive exceptionality addressing the characteristics and semesters (Fall-Spring sequence), engaged in counseling, educational needs of students with a broad range of consultation, and program development activities under special instructional needs. Students review incidence the direct supervision of a practicing, certi ed school and etiology, diagnostic and instructional services, counselor. (3 credits; 6 credits taken over two semesters) educational continuum of programs, and ndings of recent research. (3 credits) ED.863.830 Graduate Project in Counseling Students of demonstrated ability with a special ED.871.502 Educational Alternatives for Students interest in counseling study under the personal direction with Special Needs of a faculty member in the School of Education. Designed especially for general educators, Students must meet with their faculty adviser and counselors, supervisors, and administrators, this course prepare an outline of the proposed project prior to examines di erentiated instruction for students with registration. (1- 6 credits) special needs in general education classrooms. Students review the legal foundations and requirements of special ED.863.870 Practicum in Clinical Mental Health education and the collaborative role of general and Counseling special educators in the implementation of is supervised practicum experience is o ered in individualized educational programs in general education two modalities. e rst modality is an experiential classrooms. (3 credits) course including seminar discussions, review of major theories of counseling with an emphasis on the ED.871.510 Legal Aspects, Service Systems, and integration of theory and practice, interview analysis, Current Issues in Special Education video and/or audiotape observations, and supervised is survey course reviews litigated and legislated exercises. Emphasis here is given to the development of standards for special education and related services for foundational counseling skills (i.e. trust building, persons with disabilities. Students explore current issues collaborative goal development, interpretation, in the provision of services for persons with disabilities, summarization, paraphrasing, case conceptualization). including inclusion, the response to intervention (RTI), e second modality is a practicum course involving and regulations for eligibility. (3 credits) practical training at a community based agency or ED.871.511 Instructional Planning and intuition. Training focuses on integrating counseling Management in Special Education theories in social context with individual counseling practice. Emphasis here is given to the development of Students focus on the instructional and cultural competence in joining, trust building, organizational skills necessary for teaching students who developing clinical hypotheses and interventions, and receive special education services. Topics of primary collaborating with clients in the development of goals, emphasis include developing e ective individualized relevant legal and ethical issues. e course includes both education plans; preparing and delivering exemplary didactic and experiential learning and is taken near the lesson plans; and identifying instructional best practice end of a student's program of study just prior to the strategies that promote e ective classroom organization internship. (3 credits) and instruction. Students create lesson plans using best practice strategies. (3 credits) ED.863.875 Internship in Clinical Mental Health Counseling ED.871.512 Collaborative Programming in Special Education is supervised internship in counseling includes both class instruction and either a 600- or 1000-hour is course focuses on collaboration themes internship. Students must register for this course in common to various educational settings: interpersonal consecutive fall and spring semesters, as it is a communication, problem solving, cultural diversity, two-semester course. (6-12 credits; taken over two teamwork, and family systems theory. Students examine semesters) techniques that promote e ective communication between teachers, school administrators and related professionals, and families of students with special needs. Co-teaching models that work e ectively are also discussed. (3 credits)
119 ED.871.513 Applied Behavioral Programming instruments and procedures for screening, evaluating, is course will focus on the methodology of applied and assessing the status of a young child's cognitive behavior analysis including how the principles of development, physical development (including vision and behavior can be used to make changes and hearing), communication development, social and improvements in classroom behavior. Observational emotional development, and adaptive development. methods, single-subject designs, behavior promotion and (3 credits) reduction, and generalization strategies are reviewed in ED.872.502 Instructional Program Planning and relation to the needs of students with disabilities. Methods: Birth-3 Years Students assess and develop individual behavior projects that demonstrate their ability to design, implement, and Early intervention can have a signi cant e ect on evaluate behavioral support programs in an ethically developmental outcomes for young children with responsive manner. (3 credits) disabilities and their families. is course will prepare students to support the facilitation of a family-centered ED.871.514 Medical and Physical Aspects of foundation for learning and literacy in infants and Disabilities toddlers. Students will focus on planning, implementing, is survey course provides students with and evaluating programs for eligible infants, toddlers, information from the medical sciences concerning the preschoolers, and their families. Topics include: (a) a etiologies and treatments of disabilities. Topics include survey of curricular options for young children and human genetics and embryology; the newborn period; families, (b) selection of family-centered treatment the structure, functions, and interrelationships of the outcomes, (c) design of instructional activities for major systems of the human body; infectious diseases; promoting developmental progress, (d) evaluation of and emergency procedures. e relationship between program e ectiveness, and (e) evaluation of family students’ medical issues and classroom activities is satisfaction with services. (3 credits) discussed. (3 credits) ED.872.503 Instructional Program Planning and ED.871.860 Dissertation Research in Special Methods: Grades Pre-K-3 Education In this course, students will develop competencies in Doctoral students in special education prepare the planning, administering, and reporting the results of a dissertation proposal and conduct research under the variety of screening, evaluation, and assessment direction of the appropriate research committee in the instruments or procedures for children in School of Education. Written approval of the proposal pre-kindergarten through primary level special education must be received from the major adviser prior to programs. Students will interpret test results for purposes registration. (3 credits) of: (a) communicating ndings to families; (b) communicating ndings to colleagues; (c) individual ED.872.500 Seminar: Current Trends and Issues in program planning for learning and literacy; and (d) Early Childhood Special Education monitoring of individualized programs. Students will Beginning students in the Early Childhood Special create strategies for e ective management of resources a Education (ECSE) program will explore research, policy nd information related to the screening, evaluation, or and practice in the eld of ECSE. Students will acquire a assessment process at pre-kindergarten through primary broader schema for roles and responsibilities, career levels of special education. (3 credits) planning, accepted standards, contemporary practice, and organizational structures related to ECSE. Students will ED.872.504 Materials for Teaching Reading to become familiar with features of national, state, and local Young Children with Disabilities: Grades K-3 ECSE systems. Students will also examine issues related is course examines the variables associated with to reform-based preschool and primary special education the selection and use of appropriate materials for in Maryland. (3 credits) teaching reading to kindergarten and primary level students with disabilities. Students will create an ED.872.501 Screening, Diagnosis, and Assessment organized, comprehensive intervention plan that of Young Children with Disabilities e ectively integrates meaningful and engaging e rst few years of life establish initial patterns of technology and print materials to address the essential learning, literacy, and behavior, and set the pace for components of reading (phonemic awareness, phonics, subsequent development. In this course, the emphasis is uency, vocabulary, comprehension) and written on the translation of evaluation and assessment expression. Students will develop a print-rich classroom information into meaningful outcomes for young environment that promotes interests, motivation, and children with disabilities. Students will review positive attitudes about literacy. (3 credits) 120 ED.872.506 Instruction of Reading for Young ED.872.830 Graduate Project in Early Childhood Children with Disabilities: Grades K-3 Special Education Students will explore evidence-based techniques that Students with a demonstrated ability and a special can be applied in classroom reading instruction for interest in early childhood special education study under kindergarten and primary students with disabilities. the personal direction of a faculty member in the School Assessment data will be used to prepare and implement of Education. e student must meet with the faculty instruction in phonemic awareness, phonics, word member who will supervise his or her project prior to recognition, spelling, uency, comprehension and registration. (3 credits) organizational skills. Students will develop strategies for di erentiating instruction to address the wide range of ED.873.601 Introduction to Applied Behavior reading and related language abilities found in K-3 Analysis and Special Education inclusion classrooms. (3 credits) is course provides introductory knowledge of Applied Behavior Analysis (ABA). Among the topics ED.872.509 Assessment of Reading for Young explored will be the scienti c foundation on which ABA Children with Disabilities: Grades K-3 is built, the concepts and principles of behavior analysis, In this course, students will select, administer, and and an overview of the application of ABA in educational interpret a variety of reading assessments to use as the settings. (3 credits) basis to create individualized prevention and intervention strategies. ese assessments will include ED.873.602 Research Methods: Evaluation, formal and informal measures with a focus on the Measurement and Single Case Design diagnosis of reading problems, individualized planning e course will examine the methods of single for reading instruction, and implementation of such subject research design, including de ning and reading programs as Orton-Gillingham, the Stevenson measuring behavior, data collection and interpretation method, phonemic awareness, the alphabetic principle, of graphs, and single case research designs. Students will and modi cation of the literacy environment. (3 credits) learn to utilize research methods to evaluate and measure the e ectiveness of intervention and instructional ED.872.514 Development of Young Children with procedures within an educational setting. (3 credits) Disabilities is course examines typical and atypical ED.873.603 Behavioral Assessment and development of young children, with a special emphasis Intervention for Challenging Behaviors on the etiology of developmental disabilities. Biological is course will investigate the principles and and environmental in uences on young children are procedures of the eld of applied behavior analysis as it explored within the context of family and culture. relates to challenging behaviors. Observational methods, (3 credits) behavior promotion and reduction, and generalization ED.872.810 Internship: Early Intervention and strategies will be reviewed in relation to the needs of students with disabilities. Students will design, Preschool Special Education Designed for students seeking Maryland special implement, and evaluate a behavior reduction program education teacher certi cation at the infant/primary level, based on assessment results to decrease inappropriate this internship provides supervised eld experiences in behaviors for an individual student or a group of early intervention or preschool special education students in an educational setting. (3 credits) programs for young children with disabilities in the ED.873.604 Behavioral Assessment and birth-to- ve-years age range. Internship sites and Instructional Strategies activities are individually selected according to student e course will focus on developing e ective interest and training needs. (3 credits) teaching plans based on Applied Behavior Analysis ED.872.811 Internship: Preschool and Primary (ABA); exploring a variety of teaching strategies Level Special Education including discrete trial instruction, applied verbal Designed for students seeking Maryland special behavior, shaping, chaining, direct instruction, precision education teacher certi cation at the infant/primary teaching, personalized systems of instruction, incidental level, this internship provides supervised eld teaching, functional communication training, experiences in special education for children in the augmentative communication systems, programming for three- to-eight year age range. Field sites and activities acquisition, generalization, and maintenance; and are individually selected according to student interest making data-based decision making to improve and training needs. (3 credits) instruction. Students will design, implement and
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evaluate an instructional program based on assessment ED.874.512 Characteristics of Students with Mild results to increase a desired behavior/skill for an to Moderate Disabilities: Learning Disabilities, individual student or a group of students in an Behavioral Disorders, and Intellectual Disabilities educational setting. (3 credits) Students with a demonstrated ability and a special interest in early childhood special education study under ED.873.605 Ethics and Professional Conduct for the personal direction of a faculty member in the School Behavior Analysts of Education. e student must meet with the faculty is course will provide discussion and examination member who will supervise his or her project prior to of ethics and responsible conduct of behavior analysts registration. (3 credits) with an in-depth review of the Guidelines for Responsible Conduct for Behavior Analysts (BACB, ED.874.513 Educational Assessment of Students 2012). It will also include an overview of the behavior with Mild to Moderate Disabilities: Elementary/ consultation model and examine the in uence of Middle Applied Behavior Analysis (ABA) on autism, Students explore assessment instruments and developmental disabilities, and special education. procedures for diagnosing elementary and middle school (3 credits) students who are experiencing learning and behavior problems. Participants administer and interpret ED.873.606 Applications of ABA in the Classroom norm-referenced, criterion-referenced, and is course will provide in-depth discussion and curriculum-based instruments that assess academic strategies regarding the implementation of applied achievement, social behavior, and emotional behavior analysis in the classroom setting. Strategies will functioning. (3 credits) focus on documentation of services, training, and monitoring of others in carrying out behavior change ED.874.514 Educational Assessment of Students procedures, performance monitoring and procedural with Mild to Moderate Disabilities: Secondary/ integrity, supervision, evaluating e ectiveness of Adult intervention and teaching, and maintaining behavior Students examine assessment instruments and change in the natural environment. Students will also procedures for diagnosing secondary level students who learn and plan for unwanted e ects of reinforcement, are experiencing learning and behavior problems in punishment, and extinction in a classroom setting. school. Students administer and interpret Students will also examine current issues in special norm-referenced, criterion-referenced, and education as they relate to the implementation of applied curriculum-based instruments that assess academic behavior analysis, including inclusion, e ective data achievement, social-emotional behavior, and vocational collection, choosing evidence based practices, and functioning. (3 credits) discussing the bene ts of behavior analysis with other ED.874.524 Spoken and Written Language: professionals. Finally, the course will help candidates prepare for the Board Certi ed Behavior Analysts Methods for Students with Mild to Moderate (BCBA) exam. (3 credits) Disabilities Students learn teaching strategies that can be used ED.873.610 ABA Practicum I by teachers with students who have diculty with oral e practicum is designed to meet the eld and written expressive language. Instructional methods experience requirements as outlined by the Behavior include both curriculum modi cations and Analyst Certi cation Board (BACB; www.bacb.com). teacher-devised tasks. (3 credits) is practicum provides supervised experiences in the ED.874.525 Mathematics: Methods for Students application of behavior analytic services in educational with Mild to Moderate Disabilities setting. e practicum will also include a face-to-face seminar with an instructor. (3 credits) Students examine e ective instructional strategies for the remediation of problems frequently found in the ED.873.611 ABA Practicum II mathematics performance of students with mild to e practicum is designed to meet the eld moderate disabilities. (3 credits) experience requirements as outlined by the Behavior Analyst Certi cation Board (BACB; www.bacb.com). is practicum provides supervised experiences in the application of behavior analytic services in educational setting. e practicum will also include a face-to-face seminar with an instructor. (3 credits)
122 ED.874.526 Classroom Management: Methods for ED.874.542 Reading, English, and Language Arts: Students with Mild to Moderate Disabilities Methods for Secondary Students with Mild to is course reviews the theoretical foundations for Moderate Disabilities developing practical interventions and management Students learn to apply strategies designed to strategies to deal with inappropriate classroom improve the reading and writing performance of behaviors, as well as strategies for individualized secondary students with disabilities. Highlighted are education program (IEP) development and strategies designed to maximize content area reading implementation. Behavior modi cation, therapeutic comprehension and writing within the content areas. strategies, social skills instruction, and communication During the course, students apply strategies with a principles are applied to the design and implementation secondary student or students experiencing reading of structured classroom management programs. di culties. is course incorporates goals and objectives (3 credits) that correspond to the MSDE required course, 884.508 Methods of Teaching Reading in the Secondary Content ED.874.527 Career Assessment and Programming: Area, Part I. (3 credits) Education of Students with Mild to Moderate Disabilities ED.874.830 Graduate Project in Mild to Moderate is course examines the assessment and instructional Disabilities methods needed to implement and evaluate career Students with demonstrated ability and a special transition and vocational programs that promote interest in mild to moderate disabilities study under the successful post-school adjustments for students with mild direction of a faculty member in the School of to moderate disabilities. Participants review the practice Education. Students must meet with their faculty adviser of vocational and career assessment, vocational and prepare an outline of their proposed project prior to instruction, vocational counseling, and the development registration. (3 credits) of recreation and leisure skills and activities. (3 credits) ED.874.860 Mild to Moderate Disabilities ED.874.528 Diversifying the General Education Internship: Induction - Elementary/Middle Curriculum: Methods for Secondary Students with Designed for students seeking Maryland generic Mild to Moderate Disabilities special education certi cation at the elementary/middle Students discuss the characteristics of adolescents level, this internship, scheduled approximately midpoint with mild to moderate disabilities. Students review the in a student's program, provides supervised experiences goals of the secondary school and gain an understanding in the education of children and youth in grades one of the range of curricular demands and graduation through eight who require special education services. requirements, and their impact on students with special e internship sites and activities are assigned according needs. e implications of school organization and to each student's interest and training needs. e service delivery models for students with disabilities are participant implements foundational knowledge, skills, explored. Students develop accommodations, and dispositions gained in course work in the areas of modi cations, co-teaching plans, and projects across assessment, instruction, classroom management, and secondary curricular content areas. (3 credits) individual behavior intervention appropriate for the ED.874.541 Reading: Methods for Students with learning characteristics of elementary and middle school Mild to Moderate Disabilities age students with disabilities. (3 credits) Students learn to apply strategies designed to ED.874.861 Mild to Moderate Disabilities improve the reading performance of elementary/middle Internship: Culmination - Elementary/Middle school students with mild to moderate disabilities. Designed for students seeking Maryland generic Highlighted are strategies related to word identi cation special education certi cation at the elementary/middle and paraphrasing and methods such as progress level, this internship, scheduled near the completion of monitoring and self-evaluation. During the course, a student's program, provides supervised experiences in students apply a strategy with a student who is the education of children and youth in grades one experiencing reading di culties. (3 credits) through eight who require special education services. e internship sites and activities are assigned according to each student's interest and training needs. e participant continues professional development begun during the induction internship by implementing content speci c knowledge, skills, and dispositions
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gained in subsequent course work, with a focus on ED.877.514 Community and Independent Living evaluating, selecting, and using reading materials and Skills instructional methods appropriate for the learning is course reviews the philosophical movements characteristics of elementary and middle school age that have fostered the improvements to the instruction students with disabilities. is course incorporates goals of children, youth, and adults with disabilities. and objectives that correspond to the MSDE required Participants (a) apply the principles of ecological course, Materials for Teaching Reading. (3 credits) assessment in the development of curriculum sequences for children and youth with severe disabilities; and (b) ED.874.870 Mild to Moderate Disabilities examine current research based teaching practices Internship: Induction - Secondary/Adult designed to promote the adaptive skills that contribute to Designed for students seeking Maryland generic the social competence and community acceptance of special education certi cation at the secondary/adult individuals with severe disabilities. (3 credits) level, this internship, scheduled approximately midpoint in a student's program, provides supervised experiences ED.877.515 Education of Students with Severe in the education of adolescents and young adults in Disabilities: Hearing and Vision Impairments grades six through 12 who require special education Participants review suitable methods of assessing the services. e internship sites and activities are assigned visual and auditory capabilities of students with severe according to each student's interest and training needs. and multiple disabilities and the instructional e participant implements foundational knowledge, adaptations necessary to increase their function in daily skills, and dispositions gained in course work in the areas activities. Topics include ocular and auditory of assessment, instruction, classroom management, and pathologies and their educational implications, individual behavior intervention appropriate for the functional vision evaluation, and behavioral audiometry. learning characteristics of middle and high school age (3 credits) students with disabilities. (3 credits) ED.877.518 Education of Students with Severe ED.874.871 Mild to Moderate Disabilities Disabilities: Management of Motor Skills is course examines atypical variations in the Internship: Culmination - Secondary/Adult Designed for students seeking Maryland generic motor development of students with severe disabilities, special education certi cation at the secondary/adult with an emphasis on the remediation of abnormal level, this internship, scheduled near the completion of a patterns in the performance of daily activities. student's program, provides supervised experiences in the Participants gain information about speci c remediation education of adolescents and young adults in grades six strategies and the appropriate use of assistive equipment through 12 who require special education services. e to promote functional positioning, movement, and oral internship sites and activities are assigned according to motor skills. (3 credits) each student's interest and training needs. e ED.877.550 Inclusive Practices for Autism participant continues professional development begun Spectrum Disorders during the induction internship by implementing
content speci c knowledge. is course incorporates is course examines the legal mandates for goals and objectives that correspond to the MSDE inclusive practices in public schools and barriers to required course, 884.510 Methods of Teaching Reading successful inclusion for students with autism. Students in the Secondary Content Area - Part II. (3 credits) will identify the process for determining the most appropriate educational environment and learn the ED.877.513 Education of Students with Severe critical steps in preparing students and teachers for Disabilities: Augmentative Communication Systems inclusion. Models of inclusion and instructional Students examine the design of augmentative modi cations for the general education classroom will communication systems that include use of graphic be reviewed. Students will learn to de ne the varying symbols for individuals with severe disabilities. applications of inclusive settings, plan goals and Participants design and construct communication aids objectives that re ect the inclusion goals, and and develop strategies for integrating augmentative implement strategies that lead toward inclusion. communication into the curriculum. (3 credits) (3 credits)
124 ED.877.551 Survey of Autism and Other Pervasive ED.877.811 Internship in Severe Disabilities: Developmental Disorders Culmination Providing a comprehensive review of current Designed for severe disabilities program participants information about autism and other pervasive on the Maryland State certi cation track, this internship developmental disorders, this course draws on research provides supervised eld experiences in the application of ndings and clinical experience from a number of related instructional strategies and curriculum adaptations disciplines, including psychiatry, psychology, needed to teach children with severe disabilities. neurobiology, and pediatrics. In addition to exploring Students completing the culminating internship assume theories of causation, developmental aspects, descriptive a more complete leadership role in their placement and diagnostic characteristics, and legal and social issues, setting and are expected to demonstrate applied students are introduced to the primary therapeutic and instructional and behavioral skills at and advanced intervention strategies employed with students who have mastery level. (3 credits) autism. e theoretical basis of, and empirical evidence ED.877.830 Graduate Project in Severe Disabilities for, the diverse traditional and nontraditional therapies that have been proposed for persons with autism are also Students of demonstrated ability with special interest explored. (3 credits) in services for persons with severe and multiple disabilities study under the direction of a faculty member ED.877.553 Classroom Programming for Students in the School of Education. Students must meet with with Autism their faculty adviser and prepare an outline of their Students examine the design and implementation of proposed projects prior to registration. (3 credits) e ective classroom programs for students with autism who di er in age and level of functioning. e course ED.878.501 Di erentiated Instruction and topics include classroom structure and organization, Inclusion group instruction strategies, educational assessment and Students examine practical, ethical, and theoretical IEP development, data collection, curriculum, issues in the context of national, state, and local instructional activities and materials, parent involvement, initiatives for least restrictive placement of students with and stang and support services. (3 credits) diverse learning needs, including typical students, ESOL students, students with disabilities, and those who are ED.877.555 Teaching Communication and Social gifted. Individuals compare and contrast existing service Skills delivery systems and model programs that are successful is course examines the assessment and at integrating students with a range of educational needs instructional strategies that have been shown to be into general education settings. (3 credits) e ective in promoting the development of cognitive, language, and social skills by students who have severe ED.878.502 Curriculum Design and Adaptations for Strategic Interventions I disabilities, including those diagnosed with autism, Asperger’s Syndrome, or other pervasive developmental Students analyze and adapt curricula from general disorders. Participants examine the instructional education and design lessons to implement goals and adaptations needed to promote the development of objectives from learners' individualized education cognitive, communicative, and social skills in students programs into their general education settings. Topics with severe disabilities, and review the relevant empirical include frameworks for curriculum design, assistive literature. (3 credits) technology, e ective teaching methods for heterogeneous instruction, and instructional planning ED.877.81 Internship in Severe Disabilities: techniques that address the needs of students. Induction (3 credits) Designed for severe disabilities program participants on the Maryland State certi cation and Non-Certi cation track, this internship provides supervised eld experiences in the application of instructional strategies and curriculum adaptations needed to teach children with severe disabilities. Students completing the induction internship gradually assume leadership responsibilities in their placement setting and are expected to demonstrate uency of applied instructional and behavioral skills. (3 credits)
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ED.878.503 Educational Measurement and that link home, school, and community experiences that Curricular-Based Assessment nurture and foster students’ strengths and Students review standardized achievement tests, accomplishments. is course will emphasize the creation criterion-referenced tests, and curriculum-based of classroom environments that are a rming, respectful measurement, and interpret results as they relate to and intellectually rigorous. (3 credits) program planning for learners with diverse learning needs in general education classrooms. e course ED.880.613 Teaching, Learning and Leadership for emphasizes developing curricular-based assessments and Successful Urban Schools progress monitoring of students, determining local and is course will examine the principles, policies, and school norms for tests, and evaluating learners' progress practices of leadership and instruction that promote and performance in academic and social curricular areas. e ective schools. Students will be exposed to the (3 credits) E ective Schools Correlates, the principles of the Coalition of Essential Schools and numerous e orts on ED.878.505 Cooperative Learning for Diverse the local and state and federal level designed to improve School Programs the quality of education particularly as those practices Students explore the recent research on cooperative and policies a ect urban student achievement. Students learning and develop methods for using cooperative will weigh the traditional patterns of teaching, learning, systems in heterogeneous settings that accommodate and governance with current federal, state, and local individuals with a range of diverse learning needs. standards and new evidence-based, collaborative Participants discuss cooperative and peer learning practices. Emphasis will be placed on examining models programs and explore research ndings and practical and methodologies currently in use in Baltimore City classroom organization and instructional strategies. Public Schools and other local metropolitan areas. (3 credits) Students will use this research and knowledge as a basis for selecting e ective methods that could be adapted to ED.880.603 Educating the Whole Child: Teaching their particular setting. (3 credits) to the Developmental Needs of the Urban Child is course will focus participants’ learning on child ED.880.617 Urban School Reform and adolescent development consistent with is course examines systemic school reform developmental pathways: cognitive, linguistic, emotional, movements in the urban school context. School reform social, and physical. Topics include the needs of urban occurs at many di erent levels, from the classroom level school children relative to health care, nutrition, with individual teachers, to the national level with di erentiation, inclusion, special education, gifted federal mandates. We will explore reform at di erent education, arts education, higher order thinking and levels and analyze the theory, policies, practices, and creative problem-solving. (3 credits) controversies of various mechanisms of reform, including the K-8 movement, small high schools, school ED.880.610 Writing Grant and Contract Proposals choice (charters and vouchers), mayoral control, for Health Professions Education merit-pay, and alternative routes to teaching.
Students in this course gain practical experience in Participants will synthesize information about school writing grant and contract proposals addressing the reform in urban schools and systems and will reect on education of health professionals for submission to state their role in this process. Final evaluation of reform and federal agencies and to private organizations. Course strategies will be grounded in the e ect these reforms are topics include: (1) the purposes of federal grant and having on improving learning for all students in urban contract programs, (2) private and public sources of schools. (3 credits) nancial assistance for research and development activities, and (3) methods and procedures for writing ED.880.623 Instructional Design for Online technically sound proposals. Each student writes a Learning complete grant or contract proposal during the semester. is course will guide participants through a process (3 credits) of designing online instruction for adult learners, applicable for a variety of content areas and settings. ED.880.611 e Social Context of Urban Education Building upon a research-based instructional design In this course, participants will explore, critique, and model, participants will plan online learning experiences create lessons and activities that utilize all learners’ that combine pedagogy, organization, design, and intellectual, social, and emotional styles that make up technology. Participants will be able to design their cultural ways of knowing and doing. Participants will be introduced to a variety of strategies and practices
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media-enhanced, engaging online activities and assess measurable objectives, choosing educational strategies, learning. (3 credits) implementation, and evaluation. Educational methods include readings, mini-lectures, interactive web modules, ED.880.624 Evaluation and Research in Education discussion groups, and application exercises. e course is course is an introduction to research design also addresses issues related to curriculum maintenance and methodology for students working toward a master's and enhancement and dissemination of degree or graduate certi cate within the School of curriculum-related work. (3 credits) Education. It enables students to design a research project proposal while developing the intellectual tools ED.880.635 Instructional Strategies I needed to critique research within a designated area of In this course, participants will learn about various specialization. is seminar will be invaluable for instructional strategies to enhance interdisciplinary students who will be completing an action research learning experiences in health professions education. project or master's thesis as a requirement for Instructional methods will include such collaborative graduation. (3 credits) educational models as small and large group teaching, ED.880.629 Evidence-Based Teaching team-based, interactive and experiential case-based learning. Techniques will include the use of simulations is course prepares participants for leadership in as well as teaching at the bedside with a focus on education through translation of the best available educator behaviors that stimulate achievement of evidence and application of research into educational learners. With an appreciation of the diversity of the practice. Students will develop the skills and knowledge student body, participants will e ectively integrate and needed to review and synthesize the strength of evidence apply technology into instruction to develop and deliver available, and recommend educational practice changes health professions curricula, including web-based if indicated. Topics include: a review of the research teaching environments, content management systems, process, research critique, rating and synthesizing the collaborative project development, and interactive media strength of evidence, decision-making for educational with an emphasis on instructional design advancements practice in the health professions, and research and which a ect the learning environment. Evidence of research translation opportunities. Participants will add participants’ knowledge and application of course topics relevant content to their professional portfolio through will be captured in a professional portfolio. (1 credit) this course (3 credits) ED.880.637 Instructional Strategies II ED.880.631 Ensuring Learning through Assessment and Feedback In this course, the principles underlying the is course prepares participants to demonstrate their assessment and teaching of adult learners will be applied ability to build an educational experience from the to classroom and clinical settings in both academic and perspective of assessing student learning achievement. practice environments. Selected learning style models ey will review the literature on assessment and examine and technology integration strategies will be examined. the processes to align learning goals and objectives with Emphasis is placed on the selection and application of corresponding learning experiences, assessments and practical teaching strategies to diverse learners. Speci c scoring guides. In addition, they will examine the use of teaching skills will be analyzed for their applicability to formative and summative feedback to monitor and speci c methodologies, settings and learners. Course evaluate learning. Moreover, they will explore approaches related re ections and products will be posted in to providing feedback and will engage in scenarios to participants’ professional portfolios. (1 credit) practice and evaluate its use. Finally, participants will ED.880.639 Development, Management, and critique and evaluate approaches to assessment and Evaluation of Health Professions Education feedback in health profession settings. Artifacts from Programs course activities will be posted in participants’ professional portfolios. (3 credits) In this course participants will demonstrate their ability to implement a systemic approach to program ED.880.633 Curriculum Development development and evaluation. ey will review the In this course, participants will propose a curricular literature on program e ectiveness and examine the project in health professions education, which will be components that contribute to success. ey will also documented in their professional portfolio. ey will approach program development from the perspective of learn and apply six steps to curriculum development: its critical components – population characteristics, problem identi cation and general needs assessment, needs assessment, content, logistics, instructional targeted needs assessment, writing goals and speci c formats, implementation, assessment, and evaluation
127 using quantitative and qualitative methods. In addition, research and scholarship in education; and identi cation participants will incorporate a continuous process of of resources needed to facilitate excellence in teaching. program improvement that includes closing the loop by Participants will develop their own faculty development analyzing information on student performance, plan for a relevant part of their own institution. stakeholders, trends, and funding to identify changes (3 credits) that will enhance the e ectiveness of the program. Course products and reections will be highlighted in a ED.880.647 Professional Development Projects in professional portfolio. (3 credits) Health Professions Education is year-long 3-credit course is a requirement for ED.880.641 Leadership in Health Professions the Master of Education in the Health Professions Education Programs I specializing in the Educational Leadership/Professional Leadership extends beyond management and Development track. Participants apply principles learned involves multiple skills. is course addresses: 1) in courses in curriculum development, teaching, di erent theories of leadership; 2) self and time assessment, and adult learning by designing, management; and 3) leadership of people, including implementing, evaluating, and writing up a professional hiring and sta ng programs, communication and development project in health professions education marketing of ideas/plans, motivation, use of power and leadership. Degree candidates work with an advisor with inuence, delegation and empowerment of others, experience in professional development and adult promoting collaboration, leading and participating in learning toward the end of the post-baccalaureate teams, negotiation and conict management, and certi cate program or upon entering the master’s degree integrating diverse backgrounds and perspectives. program. e advisor helps the candidate choose a Participants will develop an understanding of their meaningful and achievable project. Participants have the preferred leadership style through a variety of assessment option of identifying an additional mentor at their home instruments and create an individually tailored leadership institution. Educational methods include regular development plan that will be placed in a professional meetings with advisors, periodic deadlines for achieving portfolio. (3 credits) interval work, capturing reections and artifacts in a professional portfolio, and an end of program oral ED.880.642 Leadership in Health Professions abstract presentation and paper. Participants may use Education Programs II their professional development projects in application Leadership extends beyond management and exercises during courses in teaching, assessment, and involves multiple skills. is course addresses: 1) curriculum development methodology. (3 credits) organizational change theory and the leadership of change; 2) leadership of tasks/processes/systems ED.880.649 Research Projects in Health Professions (including principles of task management and the use of is year-long 3-credit course is a requirement for strategic planning, quality improvement, policy/ the Master of Education in the Health Professions procedure and data to achieve organizational goals and specializing in the Educational Research track. promote e ciency); and 3) resource management and Participants apply principles learned in courses in creation (including nancial management, fund raising, research methodology by designing, implementing, alignment of resource use and development with presenting, and writing up a research project in health function and goals). (3 credits) professions education. Degree candidates are assigned a Johns Hopkins mentor with experience in educational ED.880.643 Mentoring in Health Professions research toward the end of the post-master’s certi cate Education Programs program or upon entering the master’s degree program. is course will provide an organizational approach e mentor helps the candidate choose a meaningful and to managing and evaluating faculty development and achievable project. Participants have the option of mentoring opportunities, as a means of helping all identifying an additional mentor at their home faculty members realize their potential and achieve their institution. Educational methods include regular goals and of achieving diversity in leadership. It will meetings with mentors, periodic deadlines for achieving review the literature on faculty development and interval work, capturing reections and artifacts in a mentoring. Participants will develop the knowledge and professional portfolio, and an end of program oral skills needed to address speci c areas such as orientation abstract presentation and paper. Participants may use of new faculty; policy and procedures to promote faculty their research projects in application exercises during development and access to quality mentoring; courses in research methodology. (3 credits) educational sessions and programs to address teaching methods and educational technology; promotion of 128
ED.880.661 Educational Scholarship: Design approaches. Consequently, students will complete Participants will develop a proposal for a project in problem sets using SPSS, write a data analysis proposal educational leadership or for a study in educational and submit an article critique. ese assignments aim to research. ey will incorporate their learning from connect the concepts discussed in class with the tools of previous courses in the program to outline the study and data analysis in practice. (3 credits) to begin a preliminary literature review. Participants will create a case to support the need for and contribution of ED.881.610 Curriculum eory, Development, and their proposal. e proposal will be further developed in Implementation Educational Scholarship: Implementation. (1 credit) Students examine curriculum theory through philosophical, historical, and sociological perspectives ED.880.662 Educational Scholarship: and apply course content to contemporary curriculum Implementation issues. Topics include aligning instruction with state Participants will continue the development of their and school district curricula and modifying curricula to proposals begun in the Educational Scholarship Design meet individual learner needs. Students also explore course. With feedback from mentors and the instructor, e ective strategies for implementing curriculum changes. participants will research appropriate methodologies as (3 credits) possible venues for the study. ey will nalize the proposal and submit for review by the instructor and ED.881.611 Action Research for School faculty team. Proposals must be approved in order for Improvement participants to proceed with the completion of the Students explore the role of the educator as an master’s degree. Participants in the certi cate program action researcher, with special emphasis on formulating will implement their proposals as an educational project and re ning research questions as well as on selecting (1 credit) appropriate methodologies for classroom or school-based research. Students review research as a tool for assessing ED.880.665 Mixed Methods Research and improving teaching/learning environments. Participants will examine the nature of mixed (3 credits) methods research including de nitions and applications to research questions. ey will explore its foundation ED.881.621 Effective Schools and Effective and review of various designs. rough the course they Instruction will be able to introduce mixed methods research to their Participants review recent research on e ective own research questions and to describe appropriate schools and e ective instructional techniques. Additional approaches to data collection, analysis, and topics include strategies for implementing relevant interpretation. ey will demonstrate the ability to write research ndings and implications for administrators, and evaluate mixed methods research. (3 credits) supervisors, and teachers. (3 credits)
ED.880.667 Applied Statistics ED.881.622 Advanced Instructional Strategies is course covers some of the core statistical Students review recent research on e ective techniques used in research and analysis. It is targeted to instruction and explore advanced classroom strategies graduate students with limited prior experience in and techniques designed to enhance their e ectiveness in statistics but a willingness to learn statistical concepts and meeting the needs of diverse populations of learners. an enthusiasm for quantitative data analysis. e course Examples include direct instruction, cooperative will cover several techniques for describing data, learning, dimensions of learning, creative problem estimating attributes of populations, and hypothesis solving, and applications of technology to thinking and testing. Some time will be spent reviewing and learning. Students develop expert teaching skills and understanding analysis implications, assumptions and learn to diagnose and deliver instructional strategies that are most appropriate in speci c circumstances. challenges when using di erent levels of measurement. e course will also discuss ANOVA, as well as predictive (3 credits) modeling with a particular focus on the role of regression ED.882.641 Entrepreneurial Education Leadership (continuous and dichotomous dependent variables) in is course engages the learner in understanding data analysis. e core of the course is the application of leadership traits and behaviors, particularly statistical concepts covered – it will not focus on the entrepreneurism, and the need for entrepreneurial mathematical and statistical computations behind the leadership in educational organizations. Readings, various techniques. e best way to learn this material is discussions, and examples will support the development by working through examples and assigned problems, as of knowledge about leadership, entrepreneurial thinking, well as reviewing the literature using the di erent
129 learning and innovation. By developing a keen awareness and careful consideration of alternatives. e goals for of the competencies associated with Entrepreneurial the class include a greater comfort in reading, reviewing Education Leadership at the individual, group, and and critiquing educational research, increased organizational levels, the learner will create a leadership understanding of the various designs for research in strategy to address their own educational leadership educational and related elds especially mixed methods challenges as they continue the work of self-directed research design. Students will design a research project leadership development. (3 credits) related to a problem-of-practice within the students’ organizational context as partial completion of Year 1 ED.883.510 Understanding Educational Research comprehensive assessments. (3 credits) Participants explore the processes and approaches to research in education. Students critique published ED.883.719 Research Methods and Systematic research studies and examine both quantitative and Inquiry II qualitative research methodologies. Class members is is the second in a two-course series focused on conduct a computerized literature search and prepare a mixed methodology research. In this course, students research review in their respective areas of concentration. continue deepening their understanding of mixed (3 credits) methods research through course readings, discussions, and assignments. Students will be encouraged to explore, ED.883.601 Basic and Inferential Statistics critique, design, and conduct mixed methods research is course is designed as an introduction to basic with a focus on qualitative research methodology. is descriptive and inferential statistics. Topics will include course covers key strategies of qualitative inquiry, the summary and analysis of data using graphs, measure common qualitative methods (e.g., observational of central tendency, simple regression, correlation, t-tests research techniques and interpretative methodology), (independent and dependent), and Analysis of Variance and elements of e ective qualitative research proposals. (ANOVA). Emphasis will be place on the theoretical Students will design a research project related to a understanding of the statistical concepts and analyses will problem-of-practice within the students’ organizational be described in class but accomplished using Stata context as partial completion of their Year 2 software. (3 credits) comprehensive assessments. (3 credits) ED.883.710 Quantitative Research Methods ED.883.721 Evaluation of Education Policies and Students prepare to conduct research in the Programs behavioral sciences, particularly descriptive, correlational, experimental, and quasi-experimental research designs. is course is intended to provide an overview of Participants develop a research proposal in their key elements and topics related to program and policy respective areas of concentration. (3 credits) evaluation and research. Students will become familiar with types of evaluation and their purposes including ED.883.711 Qualitative Research Methodology I their role in research and development and program Students are introduced to qualitative research improvement. e course will also cover developing researchable questions and problem identi cation, logic methodology and designs in education. e theory and principles of observational research techniques and models and program theory, threats to validity, interpretative methodology are examined. Students are experimental and quasi-experimental designs, qualitative assisted in identifying components of qualitative research and mixed methods designs, ethics, and cost-bene t to look at patterns and relationships between subject and analysis (3 credits) variables in a natural setting. (3 credits) ED.883.849 Dissertation Research ED.883.718 Research Methods and Systematic Doctoral students prepare the dissertation proposal Inquiry I and conduct research under the direction of the is is the rst in a two-course series designed to appropriate research committee in the School of teach students the skills necessary to design mixed Education. Written approval of the proposal must be methods research focused on problems of practice. e received from the major adviser prior to registration. course is structured to introduce students to mixed (3 credits) methodology while focusing on quantitative methods including conceptualizing and identifying problems of practice. e course is based on the premise that research develops and evolves through an iterative process. is research process requires analysis, decisions, judgments,
130 ED.884.501 Advanced Processes and Acquisition of ED.884.507 Instruction for Reading Reading Students in this course study how reading research is is foundation course provides a basis for graduate applied to the various methods, strategies, and study of instructional reading strategies, literacy techniques of elementary classroom reading instruction. materials, and assessment approaches in K-12 reading Emphasis is placed on developing expert knowledge in education. Students examine scienti cally based reading teaching phonics, word recognition, vocabulary, reading research; linguistic, psychological, and sociocultural comprehension strategies, organization, and study skills theories and factors related to reading acquisition; and related with reading and academic achievement. how various theories are applied to classroom reading Participants explore strategies for di erentiating practices. Topics include phonemic awareness, phonics instruction to address the wide range of reading abilities and spelling, vocabulary development, text structure, and cultural experiences found in classrooms. (3 credits) uency, and reading comprehension. (3 credits) ED.884.507 Instruction for Reading ED.884.502 Diagnosis/Assessment for Reading Students in this course study how reading research Instruction is applied to the various methods, strategies, and Students in this course learn approaches for techniques of elementary classroom reading instruction. assessing and addressing the reading abilities and needs Emphasis is placed on developing expert knowledge in of children. Course activities include the examination of teaching phonics, word recognition, vocabulary, reading learner characteristics and implications for appropriate comprehension strategies, organization, and study skills reading instruction. Students study and analyze a broad related with reading and academic achievement. selection of formal and informal assessment techniques Participants explore strategies for di erentiating and instruments, their application to reading instruction instruction to address the wide range of reading abilities and classroom practice, and strategies for e ectively and cultural experiences found in classrooms. (3 credits) communicating relevant information to parents, educators, and other professionals about children’s ED.884.508 Methods of Teaching Reading in the reading performances. (3 credits) Secondary Content Area, Part I Students in this course learn methods for ED.884.502 Diagnosis/Assessment for Reading developing e ective reading skills and strategies that lead Instruction to student academic achievement. e course emphasizes Students in this course learn approaches for assessing teaching reading strategies for secondary students that and addressing the reading abilities and needs of children. can be applied across the content areas. Emphasis is Course activities include the examination of learner placed on advanced vocabulary learning, reading characteristics and implications for appropriate reading comprehension, study skills, and critical reading. instruction. Students study and analyze a broad selection Participants in the class also explore strategies for of formal and informal assessment techniques and di erentiating instruction to address the wide range of instruments, their application to reading instruction and reading abilities and cultural experiences found in classroom practice, and strategies for e ectively classrooms. (3 credits) communicating relevant information to parents, educators, and other professionals about children’s ED.884.510 Methods of Teaching Reading in the reading performances. (3 credits) Secondary Content Area, Part II
Participants extend the methodology learned in ED.884.505 Materials for Teaching Reading Content Reading I to include applications in the Students in this class develop ways to evaluate and classroom, with connections to assessment and informal select appropriate materials for classroom reading diagnostic work done by content classroom teachers. instruction. Course activities include reviews of Development of a classroom learning community, commercially produced reading programs, children’s uniting theoretical, diagnostic, and instructional literature, remedial materials, and the use of appropriate structures with carefully selected materials, is the goal of and culturally sensitive instructional approaches for this course. Additionally, participants extend skill teaching diverse student learners. Materials are evaluated building related to reading across other language areas, in relation to current research, developmental and such as writing, speaking, and listening, and throughout cultural appropriateness, and student interest and content areas. Discussion includes adult literacy, ESOL motivation. (3 credits) and reading in content classrooms, and organizational/ study skills in preparation for employment and higher education. (3 credits)
131 ED.884.604 Emergent Literacy: Research into ED.884.617 Children and Adolescent Literature Practice is course examines in-depth instructional issues is course addresses in-depth instructional issues involving multiple genres of children and adolescent involving emergent literacy processes. Topics include the literature. Topics include the examination of text application of current literacy theory to alphabetics, structures in informational, expository, and narrative word identi cation, and word study strategies for materials; eective identi cation and selection of classroom instruction; designing and providing authentic instructional and independent level texts for student early literacy experiences and literacy-rich environments; reading; developing awareness of literature about, and and strategies and methods for storytelling and in resources related to, culturally diverse groups in the developing contextual oral reading uency. (3 credits) United States; understanding self as a reader and to use that understanding to inform teaching practices, ED.884.610 Advanced Diagnosis for Reading engagement and motivational issues related to text Instruction instruction and selection; and how digital literature can is course advances and re nes the knowledge of be used in classroom instruction. (3 credits) students about advanced diagnostic processes in determining reading di culties and designing ED.884.620 Seminar in Reading: Roles of the appropriate and related interventions. Case study and Reading Specialist small group collaboration are used to develop students' Students in the nal year present and evaluate their abilities to integrate data from multiple sources, generate projects and plans for addressing the needs of students at diagnostic pro les, and make instructional all levels of reading ability in their classrooms, schools, recommendations. Students learn to administer and school districts. In addition, participants examine standardized and criterion-referenced assessments and selected topics and issues in reading instruction. about the principles, philosophies, and strategies of (3 credits) eective remedial approaches. (3 credits) ED.884.642 Linguistics for Teachers ED.884.612 Teaching Reading and Writing in the is course acquaints teachers and other reading Content Areas to ESL Students professionals with aspects of linguistic theory that apply
e reading process for speakers of other languages is in elementary and secondary classrooms. Emphasis is on examined so that participants are able to provide a variety a thorough, research-based understanding of phonology, of instructional, cognitive, motivation, and study skill morphology, semantics, syntax, and pragmatics. strategies. Technology instruction is addressed for Students learn ways to use the information to strengthen teaching ESL students Internet skills, as well as other existing reading and language arts instruction. Issues of computer applications to enhance reading and writing cultural diversity, second language learning, and skills. Participants become familiar with the English developmental issues of language are covered in this Language Arts Content Standards, the Core Learning interactive format. (3 credits) Goals, and their relationship to the ESL Content Standards. (3 credits) ED.884.701 Reading Comprehension and Critical Literacy ED.884.615 Cross-Cultural Studies in Literacy Building on the instructional strategies and skills of Students in this class investigate how culture, earlier coursework, this advanced graduate course language, school and out-of-school literacy experiences, examines classic and contemporary research and theory and education policy in uence student attitude, learning, in reading comprehension and critical literacy and how and content area knowledge. Participants evaluate these dimensions and processes are applied to literacy multicultural literacy research, curriculum, literature, and education. During the course students learn to explore new literacies, and how social and cultural factors and appreciate the diversity of literacy research contribute to daily classroom literacy instruction and perspectives, and to learn to think and write critically everyday life. e course emphasizes creating democratic and analytically about research, literacy education policy, and culturally sensitive learning environments. (3 credits) and practices that in uence and are used in classroom education. ese topics are overlapped by advanced instructional methods and strategies for teaching students reading comprehension and critical literacy skills and dispositions. (3 credits)
132 ED.884.703 Seminar in Adolescent Literacy ED.884.850 Clinical Practicum in Writing and Education Other Media e Seminar in Adolescent Literacy Education Reading and writing printed texts have been, by provides opportunities for students to explore the latest tradition, interconnected processes. In the Digital Age, research, theory, and literacy education practices for other media, such as still and moving images and audio adolescents in a seminar format. Topics include novel texts, increasingly coexist alongside printed texts. During and useful technologies, motivating reluctant readers, this practicum experience, candidates examine current and cultural and linguistic diversity in adolescent literacy issues involving the communication shifts that are education. (3 credits) occurring in the 21st century. Using digital literacies, writing, and object-centered multimedia ideas and ED.884.810 Supervised Clinical Practicum I for instructional approaches, candidates work with teachers Reading Certi cate Students and students in designing, producing, and using new e practicum for advanced reading education and traditional literacies to best prepare themselves and certi cate students is a capstone experience of students others for advancing technologies and practices that are enrolled in reading certi cates. Candidates demonstrate changing the ways that people communicate and abilities to translate literacy education research into network. (3 credits) practice. e overarching intent of Practicum I is to develop literacy education leaders while re ning ED.885.501 e Gifted Learner candidates’ knowledge and applications of research. Students survey a historical overview of gifted Coursework centers on actual work with children and education and examine research literature, intelligence allows JHU candidates to provide evidence of their theorists, and current practices used with gifted learners mastery of reading education skills and strategies. to gain perspective on the academic, social, and a ective (3 credits) nature and manifestations of giftedness. Special needs populations are examined for unique characteristics and ED.884.811 Supervised Clinical Practicum I for needs to further support the premise of a diverse gifted Masters in Reading Candidates audience. Emphasis will be placed on gifted learning is rst practicum is a midpoint program experience characteristics as they inform identi cation, planning, of Reading Specialist candidates. Candidates demonstrate and support strategies. Participants explore the potential abilities to translate literacy education research into role they play in working with gifted youth, alternate practice. e overarching intent of Practicum I is to placement opportunities, and the identi cation process develop literacy education leaders while re ning through case studies. (3 credits) candidates’ knowledge and applications of research. Coursework centers on actual work with children and ED.885.505 Creativity and Critical inking allows JHU candidates to provide evidence of their Participants examine the psychological and mastery of reading education skills and strategies. educational aspects of creative thinking. Participants (3 credits) review studies of the characteristics of creative children and adults, the creative process, and the identi cation of ED.884.820 Supervised Clinical Practicum in Reading II potentially creative children and adolescents. e course introduces teaching strategies and curriculum materials is second practicum is a capstone course that for fostering creative behavior in all subjects at both the builds on all previous program coursework and especially elementary and secondary school levels. Participants the pre-requisite “Seminar in Reading: Roles of the will review studies of creative people and teaching Reading Specialist” course. Work concentrates on strategies that foster creative behavior. Strategies for developing e ective reading specialist and literacy teaching higher level critical and creative thinking will coaching qualities and skills, facilitating change in school be explored and practiced. (3 Credits) communities, and fostering teacher growth and student achievement. A strong emphasis of the course is on job-embedded professional development. Candidates deliver demonstration lessons and lesson planning assistance to teachers and conduct professional development workshops in school settings. e practicum allows candidates to provide evidence of their mastery of particular ILA leadership/reading specialist standards. (3 credits)
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ED.885.510 Curriculum, Assessment, and ED.887.612 Understanding Human Behavior and Instruction for Gifted Learners Helping Relationships, Part II Students explore the various approaches to Building on the information presented in di erentiating curriculum, instruction, and assessment Understanding Human Behavior and Helping for gifted students. Strategies and techniques that are Relationships, Part I, this course examines ways of supported by research and best practice are discussed and assisting with emotional disorders that teachers may face analyzed. Comparisons of existing programs, theories, in the classroom. e main focus of the course is on concepts, and ideas related to instructional programs for recognizing the signs of these disorders and working gifted students are encouraged. Students design with the school counselor to support children with these interventions for translating theories about gifted diagnoses in the classroom setting. General school issues education into practice in their personal workplaces. such as bullying and abuse prevention will also be (3 credits) covered. (3 credits)
ED.885.512 e Gifted/Learning Disabled Learner ED.887.615 Explorations in Mind, Brain, and Participants review recent research-based ndings Teaching into identi cation and programming for the gifted child During the past decade the learning sciences have with learning disabilities. Participants consider produced a vast frontier of knowledge on how the brain appropriate strategies and teaching techniques for the processes, stores, and retrieves information. Educators remediation of di culties, as well as the development of have increasingly recognized a role as consumers of this enriched content and accelerated and innovative emerging knowledge. Participants in the course will approaches for maximization of potential in areas of review this research, examining how it intersects with giftedness. (3 credits) the correlates of a model of research-based e ective teaching including the teaching of the arts across content ED.885.515 Program Development and Assessment areas. Topics of study will include the brain’s memory in Gifted Education systems, the impact of emotions on learning, the Students will consider all the parts of a successful processes involved in higher order thinking and learning, system-wide program for gifted and talented students. and issues related to child development. Participants will Emphasis will be on nding and serving diverse apply course studies to the creation of learning units that populations, using various assessment methods to emphasize application of knowledge and the integration identify and place students in a gifted program, monitor of the arts. (3 credits) progress, and measure value added for students. (3 credits) ED.887.616 Fundamentals of Cognitive Development ED.885.519 Seminar in Gifted Education is introductory course surveys theoretical and Students will explore current issues in gifted empirical work in the study of cognitive development. A education at the local and national levels, including ways variety of methodological approaches are addressed, to advocate for Gifted and Talented programs and with a focus on cognitive processes related to learning.
services, how to nd and use current research and the e course proceeds from behaviorist, cognitivist, and roles of a leader in the eld. (3 credits) sociocultural perspectives of the early and mid-20th ED.885.604 Social and Emotional Needs of the century to recent and ongoing research in the neuro- Gifted and cognitive sciences. Topics include the development of language, motivation, and intelligence, as well as the Participants will examine the unique social and acquisition of skills and concepts related to mathematics, emotional needs of gifted and talented learners and their reading, writing, and problem-solving. Implications for families. Primary emphasis will be on consultation, education are considered. (3 credits) guidance and counseling strategies for use with diverse gifted learners including those from special populations. (3 credits) ED.885.820 Practicum in Gifted Education Students participate in a supervised practicum experience in an educational setting under the direction of the faculty. Individual assessment sessions are held. Students must receive written approval at least two months prior to registration. (3 credits)
134 ED.887.617 Neurobiology of Learning Di erences ED.893.508 Technology and the Science of Learning is course is intended to prepare educators with New technologies are part of the intellectual information about how di erences and disabilities in landscape in which new kinds of knowledge are breaking brain development impact the abilities of school aged down the boundaries of previous distinct disciplines. e children and adolescents to participate in instructional design and use of new technologies make possible new activities. Particular attention is given to autism approaches to learning, new contexts for leaning, new spectrum disorder (ASD), speci c learning disabilities tools to support learning, and new understandings of the (SLD), attention de cit disorder and attention de cit dynamics of the learning process itself. is course disorder with hyperactivity (ADD and ADHD), and examines the role of technology relative to the key psychiatric disorders that are found in the constellation concepts of active learning, metacognition, and transfer of disabling conditions identi ed as emotional of knowledge from multidisciplinary perspectives on disturbance (ED). e course will include case studies learning. Based on the new science of learning, students of students with each disabling condition, with a focus will develop and implement technology related strategies on how the disability a ects learning, the current status that align instructional technology to standards-based of imaging technologies, and the current uses of instruction, teach problem solving and higher-order medications for assisting students in school settings. thinking skills, promote cooperative learning, and use Students taking this course will review research and link re ective teaching and inductive approaches to increase information from lecture to the creation of an student achievement. (3 credits) instructional unit demonstrating knowledge of how a ED.893.545 Integrating Media into disabling condition can be accommodated in school. Standards-Based Curriculum (3 credits) Participants explore the possible ways technology ED.887.618 Cognitive Processes of Literacy & can be integrated into the core standards being Numeracy developed on a national level. Technology enhanced is course is designed to o er students an progress tracking, evaluation and measurement tools are opportunity to study, discuss and explore aspects of brain explored from both a hardware and software perspective. function that in uences learning, remembering, and Online resources utilized to enhance curriculum and utilizing textual and numeric concepts. e classroom learning are investigated, evaluated and inter-relationship of developmental factors, prior discussed in an open forum. Students explore untapped knowledge, instructional design and implementation, technology resources and work collaboratively to develop and assessment mandates will be investigated and instruction that utilizes technology in the K-12 discussed. Current research, di erentiated strategies, classroom. (3 credits) technologies and the impact of disabilities will be ED.893.550 Emerging Issues for Instructional included. (3 credits) Technology ED.887.619 Special Topics in Brain Sciences e new digital landscape is drastically changing is capstone course addresses speci c topics in brain how people work, collaborate and learn. New research and encourages the participants to apply research innovations in digital technologies are powerful to inform instructional practices. (3 credits) in uences in 21st century classrooms. In this course, participants are exposed to emerging issues for ED.892.562 Access to General Education internet-based culture and education, including gaming, Curriculum with Technology Accommodations virtual and augmented reality, digital libraries and (Lab Class) databases, big data and data mining, and the use of Class members investigate student characteristics, social media and digital tools for enhancing instructional the collaborative role of educators, and strategies for delivery. Learners will explore the use of emerging di erentiating instruction for students with learning technologies and their integration into schools and disabilities within the general education environment. organizations.” (3 credits) Participants examine universal design for learning strategies and technologies to enhance student participation in educational programs. (3 credits)
135 ED.893.563 Multimedia Tools for Instruction institutions. Participants investigate how decisions and Students examine applications of multimedia, strategies are developed and how tacit or explicit including video image capture and multimedia knowledge can be identi ed, captured, structured, valued production tools. Students investigate storage issues, and shared for e ective use. Course topics include standards, security, networking capabilities, data leadership and strategic management relative to compression, animation, and incorporation into existing organizational decision-making, managerial and applications. Participants develop projects that integrate organizational structures, organizational learning, and multimedia applications into e ective instruction. decision support systems. A related intent is to develop (3 credits) an understanding of data mining metrics that can be used to create predictive models that support systemic ED.893.601 Evaluation and Research of Technology change in schools. Opportunities are provided for Supported Interventions and Programs participants to use online and electronic tools that can In this course students learn and practice the skills assist in facilitating meaningful conversations about necessary to evaluate the use of instructional technology instruction and learning among their school's faculty in educational settings. e course covers a range of and sta . (3 credits) alternative and mixed methods for data collection, such as observation, interviewing, the use of surveys, and ED.893.634 Technology Leadership for School analysis of data. Students develop an evaluation plan that Improvement can be implemented in their own educational settings Education leaders need to understand the use of and demonstrates their ability to select and/or develop technology for teaching, learning, and managing their appropriate metrics to identify the impact of technology school environment. ese skills include schoolwide in the teaching-learning process. Students use empirical technology planning and leadership that incorporate methods to describe, explore, and/or explain the instructional design, curriculum integration with relationships between technology and program and/or standards, logistics of technology implementation, individual outcomes. (3 credits) professional development, and evaluation. Students will develop an understanding of how to create and support ED.893.628 Gaming and Media Design for technological change through a systems approach. Learning Topics include sources of resistance to change, tools for is course provides an overview of the learning planning, decision making and change, creating and theories, best practices, and classroom application models supporting a culture for learning and change, and involved with incorporating educational games and managing and institutionalizing change systems. simulations into a learning environment. e use of (3 credits) current and emerging technologies found in the gaming arena will be explored and documented for classroom ED.893.645 Designing and Delivering E-Learning application. is course brings together cultural, Environments business, government, and technical perspectives on is course explores how educators use online developing and integrating electronic gaming techniques collaborative technology tools in the classroom and in and technologies to enhance and enrich learning. Course professional development so that all learners achieve at participants will develop an understanding of the current higher levels. Online collaborative tools provide a new set of technologies that focus on the social collaborative trends (technical and sociological) in computer and console gaming, and what can be learned and applied aspect of the Internet. ese tools include, but are not from the world of gaming to positively a ect teaching limited to: learning management systems, wikis, and learning. ey will also experience an authentic webinars, image repositories, document sharing, and creative process when they explore the game design bookmarking tools. e collaboration and interaction process. (3 credits) aspect of these tools provide novel opportunities for K-12 students to understand rigorous content, think ED.893.632 Data-Driven Decision-Making for critically, solve problems, collaborate, communicate Schools and Organizations e ectively, and become responsible for their own e increasing impact of a knowledge economy and learning. In addition, the infusion of online globalization has been a catalyst to the elds of collaborative technologies into professional development knowledge management and organizational allows educators the opportunity to utilize methods and decision-making. is course is designed to introduce strategies for e ective collaboration beyond the walls of knowledge management concepts into an educational the schoolhouse. is class will introduce online context and to provide an in depth focus on data-driven collaborative tools and, together, participants will decision making in educational organizations and
136 explore instructional implications, best practices, and ED.893.850 Advanced Applications of Instructional learning activities and objectives that bene t students in Technology the K-12 classroom setting and teachers in their e advanced applications course provides students professional development. (3 credits) the opportunity to individualize their program experience, to sharpen existing skills, to gain new skills, ED.893.701 Advanced Seminar in 21st Century and to pursue their technology interests related to Skills curriculum and professional development to support e graduate seminar is the capstone course in the technology-based programs. Students work with their Technology for Educators program and re ects students’ advisor to create a professional, customized learning individual mastery for using technology with diverse experience that stretches the student through his/her learning populations. e seminar focuses on examining participation in the development, design, the constructs of educational technology topics and implementation, or evaluation of high-quality culminates in a student online presentation of his or her technology products, projects, or services. e activities capstone project. ese projects showcase the products in this course are aligned to individual student’s and skills developed by learners during the core courses schedules and can include collaborative opportunities throughout the term of their academic studies. e goals with public and private sector organizations and agencies of the seminar are to engage and support participants in that have local, regional, national, or international understanding the historical, cognitive, technical, interests. is course supports the development of political, and sociological issues involved in the e ective leadership expertise in an area designated by the student use of technology in education and particularly in the as a set of skills needed to advance the individual in their integration of technology into instruction. e seminar chosen area of study and professional practice. (3 credits) concludes for learners with an online multimedia defense of their portfolios. (3 credits)
ED.893.708 Technologies and Creative Learning rough the latest research in learning in the computer age, this course explores how technology can support creative learning. Henessey and Amabile (2010) state that creativity is essential to human progress. rough evidence-based research, learners will explore the computer culture and how it is shaping instruction. e age of machines is creating an identity crisis, the identity life-cycle will be explored as well as the eld of human computer interaction and its e ects on creative thinking. e concept of participatory culture and media education will be discussed and how they support developing digital communities of learners. We will also discuss computer- supported collaborative learning and how online communities can be catalysts for interactive media creation. We will also explore disruptive technologies, radical game design, and the new literacies in the digital age. Students will submit a nal project related to design and how people create and learn with a particular technology. Part of the project is to write a theoretical or critical re ection on creative learning experiences. (3 credits)
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DIVISION OF PUBLIC SAFETY public safety professionals, since the focus is not LEADERSHIP crimina l justice, re science, EMS, or an intelligence e Division of Public Safety Leadership’s (PSL) trade craft program. core purpose is to develop leaders in both public safety is focus on leadership opens the program to and community public sector organizations through community professionals in the public sector. teaching, scholarship, and community outreach. To strike a balance between academic instruction PSL de nes public safety organizations as federal, and extracurricular projects, students are required to state and local law enforcement, re and emergency, complete individual and group projects on behalf of military, intelligence analysis, medical services, public their own and other organizations, applying newly health, transit, private security, and occupational ac quired skills and information to the professional work safety. In addition, PSL includes community public environment. sector organizations such as public health, housing, roughout the program, many students participate drug treatment centers, jobs development, education in workshops and seminars led by subject-area experts, administration, government organizations, small political leaders, police chiefs, re chiefs, community business associations, industry/community relations, leaders, business executives, military ocers, and others. community supervision, legal aid, mental health, Students participate in eld study trips such as the recreation and parks, and other related organizations. Gettysburg Battle eld, the United States Holocaust Leaders and aspiring leaders from all facets of a Memorial Museum, Arlington National Cemetery, and community come together to learn, form lasting other historic sites in the region. relationships, build trust, and become more e ective in having greater collective, positive impact. Research Along with protecting life and property, and e Division’s reputation for conducting quality reducing and managing crime, leaders are asked to research has led to funded projects for federal, state, and respond to increased concerns and fears, matters related local agencies. A primary focus of the Division’s research to local andnational security, and social conditions is the relationship between public safety agencies and beyond theircontrol. Public expectation for public safety the viability and sustainability of neighborhoods. and community services is at an all-time high. e e Division provides support to local and state changing role and mission of public safety and agencies in evaluating federally funded projects. e community service organizations necessitate innovative Division has conducted research projects on the leadership approaches to providing quality service. e ectiveness of the “hot spots” community programs, Today’s public safety and community service the characteristics of successful rst-line supervisors, the professionals must meet the challenges of increased e ectiveness of police district and precinct commanders, scrutiny, a highly charged political environment, public counterterrorism training needs for federal transit demand for lasting change, shortage of quali ed organizations, national training needs addressing personnel, and leading in a constrained scal violence against women, and the feasibility of studying environment. th e ecacy of the Secure Communities immigration program. Programs PSL continuously pursues new avenues for research. To respond to these and other challenges, PSL, in PSL faculty and sta have been and continue to be conjunction with public safety executives from around engaged in research on school safety, transportation the country, has established several interdisciplinary safety (ports and railways), campus safety, evacuation programs for public safety, military, intelligence analysis, planning, identity theft, the police response to and public sector professionals. ese exceptional cohort people who have disabilities, constitutional literacy, programs are recognized nationally for their quality immigration, and customs enforcement. curricula, excellent faculty, and the success of graduates. Degree programs include: Faculty Renowned faculty teaches in the Division of Public • Bachelor of Science in Organizational Leadership Safety Leadership. e faculty includes full-time and • Master of Science in Organizational Leadership adjunct professors from Johns Hopkins University and (online and face-to-face options) major organizations throughout the region. e faculty • Master of Science in Intelligence Analysis combines scholars, business leaders, and practitioners that bring a wealth of practical experience and e curricula re ect leadership, management, and knowledge to the Division’s programs and activities. liberal arts, and di er from other programs o ered to e diversity of the faculty gives a broad-based
138 perspective to the Division’s undertakings and premier Program Goals role in leadership education. e BS in Organizational Leadership seeks to Faculty members incorporate organizational, prepare students for graduate study and to realize the community, and national public safety issues through Division’s core purpose to develop leaders in public class discussion, projects, case studies, and eld trips. safety and other organizations 1) through teaching, Faculty and sta are called upon regularly to serve on scholarship, and community outreach; and 2) by national commissions, work groups, and task forces. educating and graduating students in areas of particular ey have served on national commissions on such importance to organizational leadership, including: topics as homeland security, intelligence, pro ling, • Ethics and integrity recruiting, identity theft, performance of federal • Individual and organizational behavior agencies, technology, interoperability, transportation • Change management security, accreditation, computer crime, school safety, • Communications violence against women, and more. • Critical thinking • Integrating technology Al umni • Research Since 1994, over 1,000 talented professionals, representing over 50 agencies, have received degrees Program Objectives from e Johns Hopkins University Division of Public Upon successful completion of the program, we Safety Leadership. ey are an extraordinary group of expect candidates will have: individuals committed to making a di erence in their • Developed content mastery in organizational professions and in their communities—and most earned leadership principles and applications. their degrees while in full-time positions and raising • Acquired critical thinking techniques for families. Research shows that their extraordinary applying leadership principles and skills professional development e orts are often rewarded: after necessary to incorporate and maintain the completing their course of study, over 66 percent of culture of any community or organization. alumni have been promoted. Of those who have • Become familiar with the challenges and graduated, more than 75 have achieved the rank of chief opportunities of diversity in an organization, of police and two have served as re chiefs. Other putting that mastery to good use in improving program alumni have gone on to hold leadership organizational culture and e ectiveness. positions in federal law enforcement agencies, the private • Acquired skills in data-based decision sector, public safety research organizations, and the making, in order to make the best use of military. current research in organizational leadership. BACHELOR OF SCIENCE IN • Developed the ability to integrate applied ORGANIZATIONAL LEADERSHIP technology to meeting challenges and fostering improvement in organizations. e 60-credit undergraduate degree completion program provides students with a quality education Curriculum and myriad opportunities to develop professionally 700.315 Logic for Leaders and personally. roughout the program, students 700.303 Communication Skills for Leaders interact with renowned leaders, both local and national, 700.351 Introduction to the Change Process in public safety, education, government, the military, 700.421 Information Resources in the Social nonpro t organizations, and business and industry. Sciences Designed for those who have earned an associate of arts 700.309 Team Building and Leadership degree or 60 transferable credits, students must complete 700.317 Research Evaluation: From eory to 60 upper-level (junior and senior year) undergraduate Application credits. e 60-credit undergraduate program o ers 700.304 Values and Ethics a leadership-based interdisciplinary curriculum 700.311 Social Problems in Contemporary Society emphasizing the practical application of the ideas and 700.354 Managing Diversity skills gained in class. 700.352 Quality Management Graduates receiving a Bachelor of Science (BS) in 700.302 eories of Personality Organizational Leadership will be eligible for admission 700.470 Community Development into the Master of Science in Organizational Leadership 700.341 Creative inking and Problem Solving program (either the online or face-to-face option). 700.310 Management of Information Systems
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700.502 Developmental Psychology (Note: Applicants with fewer than 60 credits should contact the program (410-516-9900) for a transcript 700.301 onomics of Social Issues 700.530 Special Topics in Leadership evaluation and program plan.) 700.313 Comparative Studies in History and • Meet entrance criteria established by the Politics University. 700.505 Applied Ethics, the Constitution, and • Submit an online application, essay, Leadership résumé, dispositions survey, two letters of 700.312 Management: Power and ence s from all accredited post-secondary institutions Cohort Formation and Schedule attended. (Academic records from non-U.S. Students in the BS in Organizational Leadership institutions must be evaluated by an authorized program proceed through the program in a cohort. credential evaluation agency.) Cohort members begin and end the program with the s ame group of colleagues, taking all the same courses Interested applicants may begin the application in the same sequence. Each co ects diversity process online at http://psl.jhu.edu/admissions/ in the organization, rank, experience, gender, race, contact the Division at 410-516-9900. Applicants are and ethnicity of its students. cohort builds trust, interviewed and an admissions committee makes the breaks down traditional and long-standing barriers l selection of candidates. among organizations, and fosters the development of
longstanding professional networks and friendship Transfer of Undergraduate Credits program places a strong emphasis on the learning and Undergraduate degree applicants may transfer interaction among peers that occurs in the classroom. credits from an accredited institution of higher Attendance at each class is essential. education with a grade of C or better. Transfer credits BS in Organizational Leadership program is will be reviewed on an individual basis. Transfer credits just over two years in length. Classes generally meet will be evaluated as appropriate to the student’s program every other Friday and Saturday each month from 8:30 by the Division. a.m. until 5:00 p.m. Holiday and summer breaks are A student may also receive credit by achieving built into the schedu a minimum score, as determined by the School of 19, 2016. Education, on Advanced Placement (AP), College-Level Examination Program (CLEP), or DSST examinations Location of Classes approved by the American Council on Education’s Classes are held at the Columbia Center (6740 Center for Lifelong Learning. Alexander Bell Drive, Columbia, MD 21046), A maximum of 60 credits may be transferred conveniently located along the I-95 corridor. into the program, including credits by examination. Prospective students should request a preliminary Admission transfer evaluation by calling the Division at 410-516- Applications to the program are reviewed on a 9900 prior to submitting an application. rolling basis, and those admitted will be placed into cohorts. Tuition Undergraduate tuition for the 2016-17 academic Requirements for Admission year is $690 per credit hour. Financial assistance is Applicants to the BS in Organizational Leadership available. program, for the cohort beginning on August 19, 2016 Note: Tuition for clients funding an organization- • Currently serve in a federal, state, or local c cohort is negotiated and set by individual public safety agency, intelligence agency, the contract. military, or a public sector organization, or receive an exception from the PSL director. • Hold a high school degree or equivalent. • Possess an associate of arts degree from an accredited college or university and have earned at least 60 transferable college-level credits with a minimum cumulative grade point average of 3.0 (on a 4.0 scale).
140 MASTER OF SCIENCE IN 705.712 Project Management: Leading Projects to ORGANIZATIONAL LEADERSHIP Successful Outcomes (ONLINE AND FACE-TO-FACE OPTIONS) 705.718 Strategic Planning for Leaders 705.635 Leadership and Organizational Behavior e Master of Science (MS) in Organizational 705.732 Applying Research: Access, Methods and Leadership is a 36-credit graduate degree program Accountability which is o ered in two formats: a traditional face- 705.719 Crisis Mitigation, Management, and to-face option and an online option. e curriculum Communication consists of 12 three-credit courses covering such topics 705.720 Leadership: A Developmental Process as leadership, change management, strategic planning, 705.620 Managerial Economics project management, and ethics and integrity. 705.820 Current Issues in Leadership: Capstone Program Goals Curriculum: Online Program Option e MS in Organizational Leadership seeks to 705.605 Ethics, Integrity, and the Responsibility of realize the Division’s core purpose to develop leaders Leaders in public safety and other organizations 1) through 705.718 Strategic Planning for Leaders teaching, scholarship, and personal development; and 705.700 Individual and Group Dynamics 2) by educating and graduating students in areas of 705.712 Project Management: Leading Projects to particular importance to organizational leadership, Successful Outcomes including: 705.732 Applying Research: Access, Methods and • Ethics and integrity Accountability • Individual and organizational behavior 705.620 Managerial Economics • Change management 705.635 Leadership and Organizational Behavior • Strategic planning 705.745 Information Technology for Leaders • Information technology 705.750 Case Studies in Leadership • Research 705.615 Leading and Managing Change 705.719 Crisis Mitigation, Management, and Program Objectives Communication Upon successful completion of the program, we 705.820 Current Issues in Leadership: Capstone expect candidates will have: • Developed content expertise in organizational Cohort Formation leadership principles and applications. Students in the MS in Organizational Leadership • Become a re ective practitioner who is able to program typically proceed through the program in a apply leadership principles and skills necessary cohort. Cohort members begin and end the program to incorporate and maintain the culture of any with the same group of colleagues, taking all the same community or organization. courses in the same sequence. Each cohort re ects • Mastered the challenges and opportunities diversity in the organizations, rank, experience, gender, of diversity in an organization, putting race, and ethnicity of its students. e cohort builds that mastery to good use in improving trust, breaks down traditional and long-standing barriers organizational culture and e ectiveness. among organization, and fosters the development of • Acquired strong skills in data-based decision longstanding professional networks and friendships. e making, in order to make the best use of program places a strong emphasis on the learning and current research in organizational leadership. interaction among peers that occurs in the classroom. • Developed the ability to integrate applied Attendance at each class is essential. technology to meeting challenges and fostering improvement in organizations. Note: Some students may be admitted on
a rotating basis without being placed in a Curriculum: Face-to-Face Program Option program-long cohort. Cohorts formed for client 705.605 Ethics, Integrity, and the Responsibility of organizations choosing to fund organization- Leaders speci c cohorts by contract are restricted to 705.700 Individual and Group Dynamics employees of the client organization. 705.745 Information Technology for Leaders 705.615 Leading and Managing Change
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Program Schedule Tuition Face-to-face classes are held at the Columbia Center Tuition for the academic year for the MS (6740 Alexander Bell Drive, Columbia, MD 21046), in Organizational Leadership program is as follows: conveniently located along the I-95 corridor. Classes • $1,010 per credit hour for face-to-face courses. generally meet every other Friday and Saturday from • $900 per credit hour for online courses. 8:30 a.m. until 5:00 p.m. Holiday and summer breaks are built into the schedule. Students typically take four Note: Tuition for clients funding an organization- courses per semester and the program can be completed c cohort is negotiated and set by individual in less than two years next face-to-face cohort contract. begins January 20, 2017. online program is two years in length. Students MASTER OF SCIENCE IN INTELLIGENCE participate in weekly class sessions and typically take two ANALYSIS courses per semester. ext online cohort begins on Division of Public Safety Leadership o s January 23, 2017. the 36-credit Master of Science (MS) in Intelligence Analysis to enhance the nation’s capabilities in the Admission analysis of strategic and tactical information collected Applications to the program are reviewed on a from open and closed sources. MS in Intelligence rolling basis. Analysis is an intense course of study for current intelligence analysts who are, or aspire to be, among the Requirements for Admission leaders of the Intelligence Community (IC). Applicants to the MS in Organizational Leadership Dynamic, robust leadership is as important as program must: analytical expertise in meeting the goal of ciently • Currently serve in a federal, state, or local producing intelligence of value. Leaders within the public safety agency, intelligence agency, the intelligence community must foster and sustain a military, or in a public sector organization, or collaborative, ethical foundation on which to build receive an exception from PSL’s Director. intelligence products. e products must be based on • Possess a bachelor’s degree from an accredited collectively embraced standards of objectivity, quality, college or university, together with a successful timeliness, and relevance. academic record. (Admission to a master’s S in Intelligence Analysis enhances the program generally requires that a student has tradecraft and the analytical skills of professionals in the earned a minimum cumulative average GPA ld. ough this program, students build creativity, of 3.0 (out of 4.0) in all previous apply imagination, mentor less experienced analysts, and undergraduate and graduate studies (including learn to improve communication among themselves. incomplete programs of study).) • Meet entrance criteria established by the Competencies and Goals University. S in Intelligence Analysis considers the • Submit an online application, essay, challenges articulated by the National Commission résumé, dispositions survey, two letters of on the Terrorist Attacks Upon the United States from (9/11 Commission Report), the Commission on the all accredited post-secondary institutions Intelligence Capabilities of the United States Regarding attended. (Academic records from non-U.S. Weapons of Mass institutions must be evaluated by an authorized Destruction, and subsequent annual threat credential evaluation agency.) assessments. noteworthy reports provide the • Be a United States citizen foundation for several program objectives egree program inspires the analyst’s creative, intuitive, and Interested applicants may begin the application analytical thinking in the production of intelligence of process online at http://psl.jhu.edu/admissions/ value for policy makers. contact the Division at 410-516-9900. Applicants are curriculum is built on proven strategies for interviewed and an admissions committee makes the improving communication and collaboration at all levels l selection of candidates. in the intelligence production process. learning program of the MS degree in
Intelligence Analysis focuses on four primary areas of
142 competency: and Practice • Integration: Ethics, decision making, 720.718 Terrorism: Concepts, reats, and communication, and strategy. Delivery • Communication: Dynamic written, oral, and 720.701 Special Issues in Intelligence Analysis visual presentation of intelligence analysis, and 720.600 History of Espionage sharply honed research skills. 720.710 Structured Analytical Techniques • Implementation: Leadership, teamwork, and 720.702 Art and Science of Decision Making collaboration in developing intelligence products of 720.713 Managing Di erences value for the decision maker. 720.820 Current Issues: Capstone • Perspective and Insight: Institutionalizing imagination through creative thinking, stimulated Cohort Formation and Schedule by a worldview energized and broadened by Students in the MS in Intelligence Analysis exposure to the literary, historical, cultural, and program proceed through the program in a cohort. sociological viewpoints pertinent to threats faced by Cohort members begin and end the program with the the citizens of the United States and other nations. same group of colleagues, taking all the same courses in the same sequence. Each cohort re ects diversity in Objectives the organization, rank, experience, gender, race, and e MS in Intelligence Analysis degree is ethnicity of its students. e cohort builds trust, breaks designed to inculcate leadership skills in all levels down traditional and longstanding barriers among of the intelligence analysis hierarchy. Further, the organizations, and fosters the development of enduring degree is designed to enhance the analytical skill levels professional networks and friendships. e program of intelligence analysts, throughout the “greater” places a strong emphasis on the learning and interaction intelligence community, to include federal, state, and among peers that occurs in the classroom. Attendance at local criminal intelligence analysts, and contractor each class is essential. analysts. e MS in Intelligence Analysis program is Speci cally, students: approximately two years in length. Classes meet on • Develop and apply basic leadership skills and Saturdays from 8:30 a.m. 5:00 p.m. Holiday and principles necessary for producing intelligence summer breaks are built into the schedule. e next of value within a bureaucratic setting, either cohort begins January 21, 2017. governmental or private. • Develop written, oral, and visual presentation Location of Classes skills necessary for dynamic, succinct, and Classes are held at the Columbia Center (6740 timely reporting of analytical conclusions to Alexander Bell Drive, Columbia, MD 21046), policy and decision makers. conveniently located along the I-95 corridor. • Acquire and make use of research tools applicable to the collection and analysis of Requirements for Admission large volumes of data. Applicants to the next MS in Intelligence Analysis • Apply new and enhanced skills to making cohrt beginning on January 21, 2017 must: informed, timely decisions, and ensuring that • Currently be serving as intelligence analysts related tasks are understood, accomplished, and in the intelligence community; federal, state, or assessed. local public safety agencies; or private vendors • Learn the importance of ethics and integrity who serve IC agencies. as a foundation for analytical debate and • Possess a bachelor’s degree from an conclusion. accredited college or university, together with a • Enhance their creative and strategic thinking successful academic record. (Admission to a in the intelligence environment. master’s program generally requires that a student has earned a minimum cumulative Curriculum average GPA of 3.0 (out of 4.0) in all previous 720.630 Applied Critical inking undergraduate and graduate studies (including 720.635 Leadership and Organizational Behavior incomplete programs of study).) 720.604 Ethics of Belief • Meet entrance criteria established by the 720.609 Analytical Writing 720.752 Strategic inking: Concept, Policy, Plan,
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University. • Submit an online application, essay, résumé, dispositions survey, two letters of s from all accredited post-secondary institutions attended. (Academic records from non-U.S. institutions must be evaluated by an authorized credential evaluation agency.) • Be a United States citizen.
Interested applicants may begin the application process online at http://psl.jhu.edu/admissions/ or contact the Division at 410-516-9900. Applicants are interviewed and an admissions committee makes the al selection of candidates.
Tuition Tuition for the academic year 2016–17 for the MS in Intelligence Analysis program is $1,260 per credit hour. Financial assistance is available.
Note: Tuition for clients funding an organization- speci c cohort is negotiated and set by individual contract.
COHORT CALENDAR Below are the upcoming cohort start dates. Applications and all supporting documents should be submitted to PSL at least 30 days prior to the start of the cohort of interest.
Bachelor of Science in Organizational Leadership August 19, 2016
Master of Science in Organizational Leadership Face-to-Face Program January 20, 2017
Online Program January 23, 2017
Master of Science in Intelligence Analysis January 21, 2017
144 DIVISION OF PUBLIC SAFETY written presentation skills and how to use them to LEADERSHIP COURSE DESCRIPTORS persuade, change, and challenge. (3 credits)
Please note that the School of Education cannot ED.700.304 Values and Ethics guarantee that every course listed below will Leaders have pondered ethical problems since before
be offered during the 2016-17 academic year. the days of Ancient Greece. Today, people continue For the most up-to-date listing of the School of to re ect on challenges to personal and organizational Education’s course offerings, please visit integrity, moral decision-making, and standardizing https://sis.jhu.edu/classes/ behavior through a common set of rules. Students discuss parameters set by great leaders and philosophers ED.700.301 The Economics of Social Issues of the past and challenge many long-standing beliefs Local, national, and international economic that govern modern thinking about ethics and integrity. factors have always in uenced the course of business, ey explore situations that, while appearing relatively government, and the nonpro t community. simple, led to the professional demise of leaders and Understanding these factors can aid leaders in public disrespect for organizations. ey draw on forecasting, budgeting, innovating, and managing more their own beliefs and experiences to debate how and e ectively. Students critique economic articles and case why certain decisions are made. Students explore studies, conduct cost and bene t analyses, and relate contemporary issues such as abortion, gun control, and political in uence. (3 credits) co ncepts such as market analysis, scarcity, supply and demand, and scal uctuation to their daily functions and organization. rough readings, class discussion, ED.700.305 The Ethics of Dissent Organizations and communities expect their and exercises, students explore international monetary and market systems and their e ect on goods, trade, leaders to act ethically and develop, promote, and employment, and community development. (3 credits) follow the rules by which all the members of their organization are to operate. Leaders cannot exist by ED.700.302 Theories of Personality merely clinging to established rules. rough readings Knowing how people mature, draw conclusions, and discussion of philosophy, history, organizational and motivate themselves can be invaluable to leaders. behavior, and commonly held beliefs, students assess In recent years, contemporary personality psychology behaviors and processes that inhibit the highest has advanced the practical tools available to assist in standards of ethics. Students focus on the concept of managing groups, solving problems, and achieving goals. dissent and the importance of listening to dissenters. ey scrutinize various forms of behavior and decision S tudents interpret individual and group action in certain situations by focusing on four conceptual frameworks: making to distinguish complaint, cynicism, protest, and dissatisfaction from wrongdoing. (3 credits) (1) motivation (goals, intentions, defense mechanisms); (2) cognition (self-concept, beliefs, values, attitudes, opinions); (3) traits and temperament (biological ED.700.309 Team Building and Leadership Team building varies among organizations and predispositions, introversion, extraversion, energy level, character); and (4) social context (culture, class, gender, units within organizations. e need for a team ethnicity). Case studies and examples from students’ may be short-term or permanent. Regardless of the organizations are used throughout the course. (3 credits) circumstance, the ability to develop and nurture productive, outcome-oriented teams is a primary ED.700.303 Communication Skills for Leaders responsibility of all leaders. Causing people to realize Professionals are judged, in great part, by their and achieve their potential as individuals and members written, verbal, presentation, and consultation skills. fo a maet yam ,mees ta ,semit ekil na gnimusnoc-lla .ksat Using case studies and scenarios, students apply various Students draw on their own experience and current tools to communicating, in uencing, and persuading workgroup to assess the stages of team development, internal, external, and political audiences. ey apply solve problems that emerge within their team, gain consensus, motivate the group, and evaluate and convey communi cation theory and practice to routine and crisis situations. Communication skills are practiced success. rough readings, cases, and team projects, students identify and foster the positive capabilities of and critiqued in matters related to administration, operations, labor relations, interagency relations, and individuals, to bene t the entire team. (3 credits) marketing. Students di erentiate factual writing from opinion writing. ey practice visual, verbal, and
145 ED.700.310 Management of Information enhance leadership abilities to better guide organizations Systems through continuing struggles with racial equality, Information systems have changed the way women’s rights, war, counterculture, rebellion, loss of government, nonpro t organizations, and small innocence, mistrust of authority, cultural change, misuse businesses conduct their activities. rough case studies, of government authority, and student activism. Students le ctures, discussions, and hands-on activities, students successfully completing this course will be able to explore the rapidly changing world of information immediately apply learned knowledge and skills in their systems. Focus will be on systems, networking, value and current positions. Improved analytical and creativity cost, the Internet, information security, the law, and the skills gained through the course will assist them with future. (3 credits) future performance in higher leadership positions. (3 ED.700.311 Social Problems in Contemporary credits) Society ED.700.315 Logic for Leaders e number and complexity of social issues facing Logic is the branch of philosophy that studies leaders in government, business, education, the religious the methods and principles of correct reasoning and community, and the nonpro t organizations abound. argumentation, and the language involved in such Among them are people’s distrust of government and reasoning. Reasoning and appeals to reason do or long-standing institutions, use and abuse of technology, ou ght to underscore every leadership e ort, every the new service industry, changes in class structure, academic discipline, and common human discourse. Bad the decline of suburbia, and a controlled media. reasoning is at the root of many human mistakes and rough case studies, readings, videos, audio books, failure s, including failures of leadership. Good reasoning and debate, students re ect on how past leaders have is a preventative and a remedy for such mistakes and addressed these and other issues. ey consider their failures. us, mastery of logic should be near the top of own “sphere of in uence” and ability to a ect change in the list of every aspiring leader, scholar, and contributor matters of importance to their immediate work group, to the public conversation. To that end, this course organization, and community. (3 credits) focuses on the parts and types of arguments, good vs. bad arguments, rules for making such distinctions, ED.700.312 Management: Power and Influence and methods for making such distinctions. (NB: With Power and in uence are important means to its emphasis on formal logic, this course ful lls an accomplishing a de ned end, whether it is a product or undergraduate math/quantitative science requirement.) service. When power and in uence are applied properly, (3 credits) positive outcomes result. When they are abused, organizations and people are con ned and success is ED.700.317 Research Evaluation: From Theory restrained. Students scrutinize various sources of power to Application and the social, economic, and cultural conditions that Failure to understand, conduct, and apply research create them. ey call upon their own experiences to weakens organizations and fosters an environment in discuss individual, group, and organizational power. which progress is sti ed. Vendor-driven, consultant- Students investigate historic events in which people driven, and academic-driven research are weak of great power quickly became powerless and those substitutes for agency-driven research. Students review of modest in uence grew to become world leaders. research in several disciplines and appraise the sources rough readings, class discussion, and group projects, of data and other information for reliability. ey they probe their own “sphere of in uence” and how it apply research methods to gaining new and better may be tapped to achieve desired goals. (3 credits) understanding of their community, organization, and work unit. ey employ speci c research methods, such ED.700.313 Comparative Studies in History as surveys, focus groups, and quantitative analysis to and Politics aid in developing ideas, solving problems, and critically Public safety leaders are faced with particularly evaluating programs. (3 credits) challenging issues today. Many of these issues are rooted in history written during the decade of the 1960s. Students will gain a greater understanding of and new insights into many contemporary issues by studying the past within a context rich in political science, justice, and professionalism concepts. Having a thorough understanding of the 1960s and its issues will
146 ED.700.341 Creative Thinking and Problem ED.700.352 Quality Management Solving e “quality movement” changed the way E ective problem solving requires more than government, business, and nonpro t organizations o -the-shelf approaches and “how to” processes. accomplish their mission. ere are important lessons People look to their leaders to think and act creatively to be learned from the successes, failures, national when faced with complex problems and critical issues. and international experiments, and best practices that Creative thinking – like analytical, strategic, and have emerged from e orts to achieve “total quality.” other types of thought – can be learned and nurtured. Students dissect enduring theories and principles such rough discussion, class projects, and exercises, as Deming’s theory of profound knowledge and Juran’s students identify and overcome obstacles to creative approach to continuous quality improvement. With thinking, cultivate their own creative thought process, examples drawn from the public and private sectors, and learn how to encourage creative thinking in others. they discuss and debate organizational renewal and the (3 credits) steps required to improve and sustain organizational e ectiveness and eciency. (3 credits) ED.700.470 Community Development ED.700.354 Managing Diversity Residents in urban, suburban, and rural areas are assuming greater control over the destiny of their e diversity of today’s workforce creates rich neighborhood. e nature of suburbia is changing. o pportunities and real dilemmas for supervisors and e boundaries between jurisdictions in metropolitan executives. Avoiding sweeping generalities, political regions are disappearing. Amid these changes, the rhetoric, and traditional hype, and breaking diversity core mission of American public safety remains the issues into their nest components allows leaders to same - to serve people and, ultimately, sustain the identify and achieve viable solutions. rough lecture, viability of neighborhoods and communities. rough discussion, research, and debate, students explore issues, discussion, guest speakers, and exposure to a variety contributions, failures, and successes related to diversity of neighborhood situations, students view community within America’s communities and organizations. ey development as a discipline. ey analyze the physical, delve into behaviors, such as stereotyping, prejudice, and social, and human capital in neighborhoods and how fear mongering that block organizational and individual they in uence progress, stability, and deterioration. progress, change, and e ectiveness. Practical strategies, Students draw on concepts such as planning, capacity including organizational action plans, task forces, building, mobilization, advocacy, and nancial regional and national recruiting, and diversity education leveraging to solve neighborhood and community programs are assessed. Students draw on their personal co ncerns. ey focus on the role and responsibility of and organizational experiences in examining innovative leaders to guide their organizations and units to a ect approaches to con ict management. (3 credits) po sitive change in neighborhoods. (3 credits) ED.700.421 Information Resources in the ED.700.351 Introduction to the Change Process Social Sciences Rapid, continuous change is a constant element in Knowing how to access information – the best modern organizational life. Change is both welcomed available information – is essential to student success. and feared. It is needed, anticipated, and shunned. Members of the faculty expect students to apply Getting people to move in a new direction is one of a academic excellence to exploring, selecting, analyzing, leader’s most important missions and greatest stressors. and applying sources of information. rough a series Relying on their organizational experiences, students of practical exercises and experiences, students learn gauge the value and practical application of various to conduct independent searches for social science schools of thought on managing change. rough information. ey develop systematic approaches to projects and case studies, they apply basic analytical and identi cation and retrieval of data, research, opinion, facilitation tools – scanning, planning, organizational and more. Students apply criteria to judging the quality de sign and structure, marketing – to the change process. of the information they nd. ey learn, too, how to Students develop a personal approach to managing incorporate quality information into papers, articles, ch ange in their careers and current assignments. (3 and presentations they prepare for their courses and credits) workplace. (3 credits)
147 ED.700.502 Developmental Psychology ED.705.588 Ethics and Society
Knowing how people develop, from conception to e survival of a society is inextricably linked to death, aids in understanding how they respond to those the moral and ethical behavior of its people. Students around them, their environment, and other signi cant traverse through historic and contemporary events that in uences. Students consider the “life span” approach continue to in uence society’s standards – morals, laws, to the study of human development as they delve into codes of conduct, dissent, and more. rough readings, milestones of maturation in childhood, adolescence, case studies, and discussion, students sort through the midlife , and old age; gender and psychosexual varied theories and philosophies of how a just society is issues; and the impact of human trauma, loss, and formed and sustained. Students apply their exploration vi ctimization. Popular media, long-held beliefs, major of ethics to daily decision-making in the workplace theories, and scienti c research play a role in student and in their personal lives. ey gain an understanding discussion and debate on the importance of role models, of the “domino e ect” of moral decision-making and relationships, morals, goals, culture, and psychological how such decisions shape people, neighborhoods, hardiness. (3 credits) communities, cities, and nations. (3 credits)
ED.700.505 Applied Ethics, the Constitution, ED.705.605 Ethics, Integrity, and the and Leadership Responsibility of Leaders Organizations and communities expect their leaders Confronted with moral problems every day, people to act justly and develop, promote, and follow the rules make critical decisions based on their beliefs, which by which all the members are expected to operate. In the incorporate their core values. Understanding how values United States, the most important and in uential model are formed and applied, and being able to assess those for setting forth such parameters is the Constitution, the judgments, are essential to leaders who must guide and nation’ s supreme law. How it is interpreted and applied assess employees’ integrity and ethical behavior every in uences issues such as privacy, intrusion, hiring, day. rough readings, case studies, and discussion, whistle blowing, trade, education, and environmental students probe how executives and supervisors resolve sa fety. Students study the Constitution, as written ethical problems. ey discover ways to develop and and intended, and use this knowledge to dissect its gain employee input to and support for agency and unit many judicial, legislative, and political interpretations. values. In addition, students examine the forces that Students consider morality, philosophy, national currently guide professional and organizational behavior, crises, and more, as they discuss and debate how the such as the Constitution of the United States, judicial Constitution has been used to better society and as a opinion, and religious doctrine. (3 credits) tool to foster self-serving interests (3 credits) ED.705.608 Human Resource Management: ED.700.530 Special Topics in Leadership People and Productivity With little or no notice, major and minor events Competence in managing human resources is a can change the course of action for a leader. Whether primary attribute of successful leaders. e overall the tragedy of September 11, an unanticipated work work environment is contingent, in great part, on how slowdown, a heinous crime, or a reduction in an le aders administer employees, contractual workers, and overtime budget, leaders must respond with rapid, others. A leader’s reputation and future can be made logical, sound solutions. Some events, such as the o r broken based on how routine and extraordinary protests and riots of the late 1960s, the application human resources issues are managed. Students apply of digital and microwave technology, and dramatic fundamentals of human resource management to increases in federal funding, can change a profession – contemporary organizations, focusing on issues such as occurred with American public safety. Others have as human resources law, workforce development, short-term a ects, if managed well. Students probe a recruitment, selection, appraisal, promotion, retention, myriad of events that shaped and continue to shape the diversity, employee recognition, and more. ey nation’s communities. rough readings, discussion, compare human resources programs and activities within and group activities, they scrutinize how leaders reacted their own organization to modern and widely accepted to signi cant events and issues. Students respond to practice. Students discuss a myriad of employee concerns current events that emerge during the tenure of the such as internal communication, bias, sexual harassment, course. (3 credits) obvious and subtle intimidation, and workplace violence. (3 credits)
148 ED.705.615 Leading and Managing Change ED.705.635 Leadership and Organizational Change is inevitable and a constant for many Behavior individuals and organizations. Budget, demand for E ective leaders routinely take the pulse of their services, resource allocation, labor agreements, and organization and know what it means. ey develop politics are among many factors that in uence change, a “sixth sense” about what works and what does not. but may not be within an executive’s control. Change Students assess how leaders in uence organizational can be received well and perceived as essential to behavior and the various systems – individual, group, progress, growth, and excellence in the delivery of and culture – that contribute to the successful operation services. It also may be perceived as negative, imposing, of today’s multifaceted service agencies. rough and the cause of organizational decline. Knowing how readings, case studies, and simulations, students to manage change well is the responsibility of every compare organizational behaviors – including internal leader. Students scrutinize planned and unanticipated communication, quality control, and marketing – to change. ey discuss and debate current literature and activities in their own agencies. Students employ proven processes for managing change. Focusing on change and innovative approaches to assessing organizations and that has occurred in their own organizations, students developing ways to accomplish de ned goals and tasks. consider its e ect on resources, employees, and people’s ey are exposed to the Executive Core Quali cations satisfaction with the delivery of service. Students delve (ECQ’s) required of the Senior Executive Service in the into the power, role, and in uence of leaders as change federal government. (3 credits) agents and apply the lessons learned to their current work environment. (3 credits) ED.705.700 Individual and Group Dynamics Individual and group dynamics are at the core ED.705.618 Leadership through the Classics of evidence-based management practices. Leaders At some point, every employee assumes a role direct individuals and groups and the interaction that as leader. For some, regardless of his or her rank of occurs among multiple groups toward accomplishment position within the hierarchy, this is a daily role. Are of a mission or purpose. Additionally, they need to leaders made or born? Are there hidden and obvious understand self-leadership involving personal resilience messages embedded in times past that provide an as well as methods of building cultures of resilience. answer? Are the characteristics of e ective leaders truly Knowing how groups and followers function is essential timeless? Are there lessons in classic literature to guide to sound decision making, implementing new concepts, today’s leaders? rough discussion and debate, readings changing direction, solving problems, and motivating from great literature, review of classic lms, and more, others. Students dissect modern theories and research students discover the themes, strengths, and weaknesses in individual and group dynamics. ey identify and of leaders who have claimed a place in history. Students t accepted principles of dynamics to their current relate these discoveries to the issues, challenges, and wor k environment, respecting the uniqueness of their demands they face in today’s increasingly complex work organization. ey di erentiate small and large group environment. (3 credits) dynami cs and dissect the role of group leader, focusing on issues such as boundaries, group identity, cohesion, ED.705.620 Managerial Economics con ict, power, group recognition, and intergroup All organizations are driven by or conform to alliances. (3 credits) economic realities. In a period of tight budgets and public demand for scal accountability, leaders must ED.705.712 Project Management: Leading know how to apply basic economic theory to strategy, Projects to Successful Outcomes decision making, and problem solving. ey must know Leaders manage projects and project teams every how to assess demand for services and apply scarce day. ey form expectations, optimize stakeholder resources to meeting these demands, and they must involvement, and integrate needed change into do so within the constraints of a budget over which existing environments. ey develop tasks, assign they may have only limited control. Students apply responsibilities, and track progress. Achieving intended, techniques of demand analysis, bene t-cost analysis, and high quality outcomes through e ective project forecasting and learn ways to in uence decision making mana gement is both science and art. Students apply the and the budget process. ey apply their understanding seven-step project management life cycle – initiating, of economics to establishing, modifying, or sustaining pla nning, organizing and stang, implementing, the strategic and daily operational approaches and tactics measuring and assessing, controlling, and close-out – to of their immediate work group. (3 credits) routine, exceptional, unit, and agency-wide projects.
149 ey focus on essentials such as assessing capability theories and notions of quality and its application to deliver, de ning individual and team workload, to various organizational settings. rough several budgeting, communicating, scheduling tasks, and famous corporate and government cases, students apply monitoring progress. Students plan the role of managers, techniques drawn from diverse models designed to supervisors, and team members in a variety of projects. improve eectiveness, e ciency, and value. rough ey have the opportunity to focus on projects they readings and discussion, students explore the success bring to the class from their own organization. (3 and failure of past systems and movements such as total credits) quality movement. (3 credits)
ED.705.718 Strategic Planning for Leaders ED.705.732 Applying Research: Access, A strategic plan sets a steady course for an Methods, and Accountability organization, allowing it to endure changes in At a time when new information emerges every administration, shifts in demand for service, political day, with greater speed and at a greater volume than in uence, scal uctuation, and more. Setting the any time in history, knowing how to nd and apply course of action through strategic planning is relevant research is one of a leader’s most important skills. to every organization, regardless of size, discipline, or Technology gives today’s leaders incredible access to task. rough readings and discussion, students develop raw data, intelligence analysis, best and promising an individualized approach to strategic planning based practices, organizational histories, and much more. It is on experience and needs within their own agencies. incumbent on leaders to wade through this information Students apply an array of techniques to assess, modify, quickly and e ciently to determine its accuracy and and present strategic plans and motivate others to relevance, and then guide others to use it. Students participate in the strategic planning process. ey learn experiment with and apply a variety of methods to incorporate strategic plans into their day-to-day designed to help them identify and assess existing functions. Students employ a variety of techniques to research, policies, organizational studies, government involve and motivate employees to participate in the data, scholarly journals, and popular articles. ey apply strategic planning process and implement the plan once the ndings of their research to conducting agency, unit, it is established. (3 credits) policy, and program assessments and convey ndings in practical ways to employees, executives, political leaders, ED.705.719 Crisis Mitigation, Management, and others. (3 credits) and Communication If not managed well, a critical incident or series ED.705.745 Information Technology for of critical incidents can pose signi cant threat to a Leaders community and an organization’s well-being. It can Leaders in uence and are in uenced by rapidly establish, sustain, or destroy a leader’s reputation and changing technology, but technology is changing with survival. Eective prevention, mitigation, recovery, and such speed that it is di cult for many leaders to remain restoration are contingent on a leader’s ability to develop current. Technology is transformational and connected crisis management and contingency plans, assess a to signi cant changes in interpersonal communication, situation, direct and motivate individual or multi-agency shopping, war, evidence, news, intelligence, liability, response, and communicate well to all involved. is and much more. Leaders drive the technology that is course is built on the belief that a leader in a crisis is a applied to data analysis, planning, information security, leader in routine day-to-day matters, as well. Students personnel management, personnel safety, internal and review and evaluate current crisis management theory external communication, scal accountability, and and practice. ey draw on their experience to assess routine and emergency communication. Students cite high pro le situations and apply lessons learned to their strengths, opportunities, weaknesses, and vulnerabilities own organizations and work environments. (3 credits) associated with modern application of technology. ey discuss and debate the current and future potential for ED.705.724 Building Quality Organizations technology in the workplace, as a tool to advance the In too many organizations, the term “quality” has become little more than an overused and abused buzzword. Its meaning has been lost to hype. Yet, there are enduring principles to creating and maintaining quality within organizations, such as Deming’s theory of profound knowledge and Juran’s approach to continuous quality improvement. Students discuss
150 well-being of people and communities, and as a vehicle ED.720.600 History of Espionage for harm and disruption. Students focus on information Every analyst stands on a foundation created by the sharing and analysis, telecommunication, and linking long history of the profession, but few have studied the networks and systems. ey apply technology to history carefully. Students will seek answers to timeless assessing needs and solutions, determining the best questions by exploring classic examples of intelligence application and deciding when it reaches the point of gatheri ng and analysis through the di erent periods of overkill. ey learn, too, how to judge technology- human history. Beginning with some classic, ancient related information given to them by employees, examples, and working through the Middle Ages, ve ndors, and others. (3 credits) students will note the advances to the profession during the Elizabethan period and consider how those forms of ED. 705.750 Case Studies in Leadership intelligence analysis have inuenced current practices. Learning through the experience of others is one From an American perspective, students will explore the of the best tools in a leader’s toolbox to build personal intelligence activities during the Revolutionary War, skills and organizational strength. Case studies from the the Civil War, and World Wars I and II, ending at the public and private sector provide an opportunity for beginning of the modern era around 1950. (3 credits) students to examine how organizations work and how managers deal with complex issues in policy making, ED.720.604 Ethics of Belief human resources, resource allocation, eld operations, Students explore concepts such as logic, marketing their organization, and more. rough the epistemology, and ethics and how the relationship application of leadership principles learned in previous between them inuences the gathering and analysis classes and new ones o ered in this course, students of information and subsequent decision making. critique and debate approaches and solutions to a series ey develop and enhance skills necessary to conduct of cases. rough reading and analyzing case studies, basic and complex analysis, routinely and in crisis participating in class discussions, and interacting with situati ons. rough discussion, debate, readings, and guest lecturers, students identify strategies for solving research, students seek to answer several important problems faced by individuals and organizations. questions. How much data or evidence should one Students identify and present examples drawn from their collect and consider before drawing a conclusion? own experience relevant to the case studies. Students Can one base a conclusion solely on data or does it gain and demonstrate critical thinking skills as they always reect inuences such as beliefs, will, politics, apply their expertise to solving the cases presented in history, and other factors? To what degree is an class. (3 credits) employee accountable for undesirable consequences of a thoughtful, well-researched, logical decision? What is the ED.705.820 Current Issues in Leadership: di erence between belief and knowledge and why does Capstone this matter to individuals, organizations, and political Leaders today are tasked with e ectively and communities when drawing conclusions? (3 credits) e ciently responding to a rapidly changing political, social, strategic, operational, and technical environment. ED.720.609 Analytical Writing ey guide a contemporary workforce that imposes e ability to justify and present an analytical new expectations and demands on its leaders. As a conclusion in clear, succinct prose is essential for anyone culminating course, students discuss the major issues supplying policy-makers with information they need to that recurred throughout the entire curriculum and formulate a decision. Students consider traditional and the creative solutions they developed to deal with innovative methods of intelligence brie ng, focusing on these issues. e knowledge gained in previous courses the di erence between accuracy and truth in non ction of study, combined with new learning, provides a writing and how facts are woven into a narrative form. foundation for students to embrace proven traditional Students prepare written reports and presentations on a approac hes and develop innovative methods to lead variety of topics and, in doing so, construct narratives, their personnel and organizations well into the future. project credibility, convey recommendations, and Students participate in individual, group, and class reinforce key messages. (3 credits) projects to establish a course of action to pursue as they embark from the program. (3 credits)
151 ED.720.630 Applied Critical Thinking ED.720.701 Special Issues in Intelligence Applied critical thinking is the foundation of Analysis intelligence analysis and logic is the foundation for New information a ecting the intelligence applied critical thinking. Logic studies the methods community emerges every day. Subject matter on threat, and principles of correct reasoning and argumentation, response, groups, factions, and resources is voluminous. and the language involved in such reasoning. Bad Sp eci c areas warrant special attention. is course reasoning is at the root of most mistakes and failures in provides an added dimension to the degree program. intelligence analysis. Good reasoning is a preventative Colloquia consist of half-day and full-day programs on and a remedy for such mistakes and failures. us, important topics. ey include guest lectures, panel mastery of logic is a valuable rst step in the study and discussions, and open debate. Colloquia supplement practice of intelligence analysis. To that end, students in information provided in other courses and present new this course learn the parts and types of arguments, good subject matter. Content is designed to engage students vs. bad arguments, rules for making such distinctions, in addressing urgent, unexpected, and timely issues that and methods for making such distinctions. is course arise. In the colloquia, students have the opportunity to also serves as a prerequisite for other courses in the raise issues and apply their analytical skills to an array Master of Science in Intelligence Analysis, especially e of topics. is course includes a eld experience. (3 Ethics of Belief, Art and Science of Decision Making, credits) and Structured Analytic Techniques. (3 credits) ED.720.702 Art and Science of Decision ED.720.635 Leadership and Organizational Making Behavior Some of the latest research into decision making E ective employees routinely take the “pulse” indicates that fully one half of all decisions fail when one of their organization and know what it means. ey considers the criteria of whether the decision made was develop a “sixth sense” about what works and does not impleme nted and remained implemented for a period work within their organization and the community they of at least two years. Further, and more disturbingly, serve. Students assess how people in various positions the research indicates that two thirds of all decisions are in uence organizational behavior and the systems made using bad or failure-prone practices, contributing – individual, group, and cultural – that contribute to the high rate of failure. Failed decisions at both the to the successful operation of today’s multifaceted personal and organizational level carry incalculably service agencies. rough readings, case studies, and high costs in real dollars and in terms of lost credibility s imulations, students compare organizational behaviors, and missed opportunities. In some cases, bad decisions such as internal communication, quality control, and become ascos and debacles. Interestingly, there are marketing, to activities in their own agencies. ey three common blunders and seven traps that account employ proven and innovative approaches to assessing for most of the poor choices we make. is course organizations and developing ways to accomplish will move beyond the research to explore the practical organizational tasks and goals. (3 credits) applications of how people actually go about the process of making smart decisions. Students will work with ED.720.700 Research Methods for Intelligence both case examples and with their own work-related and Analysts personal decisions as part of the work. (3 credits) New information a ecting the intelligence community emerges every day. Subject matter on ED.720.710 Structured Analytical Techniques threat, response, groups, factions, and resources is In a highly diverse society with rapidly changing voluminous. Speci c areas warrant special attention. te chnological advances, leadership and management is course provides an added dimension to the degree requires a broad understanding of factors that impact program by focusing on the importance of gathering human behavior. rough the study of dispositional information from open sources and by applying proven and situational in uences on behavior, the leader is te chniques in that arena to convert that data into useful able to understand their impact on the performance information for the intelligence customer or decision of individuals within an organization leading to a maker. Students will make use of up-to-date methods of more informed application of management practices. research learning how to prepare for their own capstone Moreover, through a grounding in social psychology, research projects. Skills and techniques in approaches to personality psychology, and neuroscience, the leader is both qualitative and quantitative research methods will better equipped to build/maintain resilience in self and be applied to current intelligence topics. (3 credits) others and to foster resilient cultures. (3 credits)
152 ED.720.713 Managing Differences analysis. rough reading and analyzing case studies Successful people understand di erences that and interacting with guest lecturers, students identify go beyond traditional or stereotypical diversity- strategies for resolving actual situations. Students related issues. ey monitor, analyze, and manage present their own experiences and examples to enhance di erences stemming from internal hierarchy, di scussion of the cases. Students gain and demonstrate incompatible functions and ideals, con icting agencies critical thinking skills as they apply their experience to and governments, and other di erences. If ignored, solving the cases presented in class. (3 credits) these di erences may erupt into misinterpretation, misperception, inappropriate communication, or other ED.720.752 Strategic Thinking: Concept, behavior that harms people and institutions. Students Policy, Plan, and Practice assess di erences in goals, values, beliefs, motive, Strategic thinking sets a steady course for an function, rank, religion, race, gender, and personality. individual task or an entire organization. It aids in ey discuss factors that in uence and drive both confronting change, coping with crises, planning tolerance and intolerance. Students apply techniques for for transitions, and envisioning alternatives and overcoming behaviors that block individual, community, new possibilities. It sustains people, programs, and and organizational e ectiveness in diverse settings. assignments through changes in administration, rough readings, case studies, and group activities, shifts in demand for service, and political in uence. students compare various strategies for providing quality Students discuss and debate strategic decisions that service to diverse internal and external communities. (3 shaped modern history, including the use of military credits) power to serve political ends. ey examine the development of warfare from the 19th century to the ED.720.718 Terrorism: Concepts, Threats, and present, emphasizing strategic and theoretical concepts. Delivery rough readings and discussion, students develop Students scrutinize the changing face of terrorism their strategic thinking skills and apply them to a and terrorist threats, from a global endeavor to garner myriad of case studies. ey apply step-by-step methods support for a cause, to small radical cells bent on causing to developing and implementing a strategy for their harm for the sake of harm. ey consider terrorism as a work unit. Students apply an array of techniques to phenomenon and examine the counterforce options and assessing, modifying, and presenting strategic plans and constraints used to prevent and defeat terrorists. Myths, motivating others to participate in the strategic planning misperceptions, and hype are distinguished from fact. process. ey also examine their role in their agency’s Students gain the tools necessary to identify and focus and/or client’s strategic plan. (3 credits) on legitimate threat to guide clients to address people, time, location, and behavior - the things most critical ED.720.820 Current Issues: Capstone to preventing heinous terrorist acts from occurring. As a culminating course, students discuss the major rough scenarios and case studies, students exhibit issues that recurred throughout the program and the leadership skills in countering terrorist activity, helping creative solutions they developed to deal with these other leaders and the agencies they serve maintain issues. is course draws upon the knowledge students perspective, and minimizing panic and alarmist reaction gained in previous courses and applies it to improving to terrorist threat. Students identify and apply measured the quality of their work and services provided to responses to the information they gain on crises and customers. Students develop an array of new tools, such potential crises. (3 credits) as e ective questioning, and apply them to improving the products delivered to the people they serve. rough ED.720.750 Case Studies in Intelligence readings, lectures, dialogue, and debate, students apply Analysis the principles of enlightened leadership to challenges Learning through the experience of others is one they face every day. Students develop a course of action of the best tools for building and enhancing skills and to a ect positive change in their current assignment and thought processes. Case studies from the public and assess their experience in the degree program. (3 credits) private sector provide an opportunity for students to examine how leaders apply intelligence information to functions such as planning, policy-making, resource allocation, and eld operations. rough the application of principles learned in previous classes and new ones o ered in this course, students critique and debate approaches to a series of cases involving intelligence
153 RESEARCH AND DEVELOPMENT CENTER FOR TECHNOLOGY IN CENTERS EDUCATION rough their extensive research, partnerships, e Center for Technology in Education (CTE) program development, leadership and service activities, the strives to improve the quality of life of children and youth, School of Education’s research and development centers particularly those with special needs, through teaching, play an integral role in furthering the school’s mission to research, and leadership in the use of technology. rough support and advance the quality of education and human a unique partnership, CTE combines the research and services for the continuous development of children, youth, tea ching resources of the School of Education and the and adults. Recognized as national leaders in creating leadership and policy support of the Maryland State new research-based models of instruction, these centers Department of Education. e Center’s emphasis on are making lasting improvements in student achievement technology in education is based on the belief that and are helping to build high quality education systems children with special needs have a right to the best possible that give every child the greatest opportunity to learn and education in the least restrictive environment, and the succeed. belief that technology can transform instruction so that all children can maximize their potential. CTE directs much CENTER FOR RESEARCH AND REFORM IN of its work to expanding educators’ awareness and skills so EDUCATION they are able to improve their practice and thereby increase (CRRE) works to improve the quality of education for student achievement. To learn more about the work of the children in grades preK through middle school. It carries Center for Technology in Education, please visit http:// out high-quality evaluation studies and reviews of research www.education.jhu.edu/research/CTE. on educational programs. e center’s work has included local, national, and international evaluations on topics such as e ective programs for at-risk students, English language learners, leadership development, and online learning. CRRE is dedicated to providing stakeholders with rigorous evidence on what works in education, and publishes a best evidence website, magazine, newsletter, and blog focused on evidence-based reform. To learn more about the work of the Center for Research and Reform in Education, please visit www.education.jhu.edu/crre.
CENTER FOR SOCIAL ORGANIZATION OF SCHOOLS Founded more than 45 years ago at Johns Hopkins University, the Center for Social Organization of Schools (CSOS) concentrates its research and development resources on the toughest problems in education— impro er otheirving students.low-perfo erming center schools compris and ethes sociologists education ,they psychologists, social psychologists, and educators who conduct research to improve the education system, as well as sta who develop curricula and provide technical assistance to help put this research into practice in some of the most challenging schools and districts across the country. e center’s major programs are Talent Development Secondary (a leading partner in Diplomas Now), the Center on School, Family and Community Partnerships, the Everyone Graduates Center, and the Early Learning Partnership. CSOS also houses the Baltimore Education Research Consortium and Stocks in the Future. To learn more about the work of the Center for Social Organization of Schools, please visit www. jhucsos.com/.
154 SCHOOL OF EDUCATION FACULTY Joan DeSimone, PhD Assistant Professor GRADUATE EDUCATION FACULTY Laken D. Detchemendy, MEd Lecturer Yolanda Abel, EdD Associate Professor Wendy Drexler, PhD Visiting Assistant Professor Chadia Abras, PhD Associate Professor & Associate Dean for Christine Eccles, PhD Accreditation, Assessment and Technology Visiting Assistant Professor
Kate R. Allman, PhD Christine Eith, PhD Visiting Assistant Professor Assistant Professor
Annette C. Anderson, PhD Elizabeth R. Eny, MA Assistant Professor & Assistant Dean for Lecturer Community Schools Heidi S. Foley, MAT Courtney Bauer, PhD Lecturer Lecturer Robyn A. Ford, MAT Mary Ellen Beaty-O’Ferrall, PhD Lecturer Associate Professor Amber Glaros, MS Alexander Bonet, MS, MBA Lecturer Lecturer Ileana A. Gonzalez, PhD Carey C. Borkoski, PhD, EdD Assistant Professor Assistant Professor Darci Gueta, MEd Camille L. Bryant, PhD Lecturer Associate Professor Keri M. Guilbault, EdD Shawnette L. Bryant, MS Assistant Professor Lecturer Alison T. Gunter, MEd Julia Burdick-Will, PhD Lecturer Assistant Professor Leslie Haas, EdD Deborah Carran, PhD Lecturer Professor Mariale M. Hardiman, EdD Terri L. Cofer, MEd Professor, Vice Dean and Interim Dean Lecturer Christina Harnett, PhD Angela D. Coker, PhD Associate Professor Visiting Associate Professor Lieny Jeon, PhD Kristina Colbert, MEd Assistant Professor Lecturer Ranjini M. JohnBull, PhD Joan Curtis, PhD Assistant Professor Lecturer Jennifer Jones, EdD Norma Day-Vines, PhD Lecturer Professor Tyi-Sanna Jones, PhD Laurie U. deBettencourt, PhD Lecturer Professor
155 Karen Karp, EdD Eric P. Rice, PhD Visiting Professor Assistant Professor
Kathleen Kennedy, MEd Marsha Riggio, PhD Lecturer Visiting Assistant Professor
Vivian V. Lee, EdD Karin Sandmel, PhD Associate Professor Assistant Professor
Tamara Marder, PhD John D. Sharkey, MAT Associate Professor Lecturer
Marcia V. Marinelli, PhD Robin W. Shay, MS Visiting Professor Lecturer
Amy L. Shelton, PhD Lecturer Professor & Associate Dean for Research
Eric T. Mayes, PhD Henry M. Smith, EdD Assistant Professor Assistant Professor
Donna McConnell, MEd R. William Sowders, PhD Lecturer Assistant Professor
Laura S. Minicucci, MS Laura Stagnaro-Green, MEd Lecturer Lecturer
Stephen L. Morgan, PhD Marc L. Stein, PhD Bloomberg Distinguished Professor of Associate Professor Sociology and Education Lauren Taylor, MS Wendy Osefo, PhD Lecturer Visiting Assistant Professor
Stephen J. Pape, PhD Lecturer Professor Linda A. Tsantis, EdD E. Juliana Paré-Blagoev, EdD Associate Professor Assistant Professor Antoinette (Toni) Ungaretti, PhD Carolyn Parker, PhD Assistant Professor & Assistant Dean Assistant Professor Dwayne E. Williams, PhD Patricia Peterson, MEd Lecturer Lecturer Alicia F. Woolf, MEd Jonathan A. Plucker, PhD Lecturer Julian C. Stanley Professor of Talent Development Emily J. Yanisko, PhD Lecturer
Lecturer Anita Young, PhD Associate Professor Sherri Prosser, PhD Visiting Assistant Professor
Aparna Ramaswamy, PhD Visiting Assistant Professor
156 DIVISION OF PUBLIC SAFETY LEADERSHIP Joyce L. Epstein, PhD FACULTY Professor Center for Social Organization of Schools Ira Blatstein, PhD Assistant Professor Je rey Grigg, PhD Assistant Professor Christopher Dreisbach, PhD Center for Social Organization of Schools Associate Professor Veronique C. Gugliucciello, MS Sheldon F. Greenberg, PhD Instructor Professor Center for Technology in Education
Phyllis McDonald, EdD Maureen Jones, MS Associate Professor Instructor Center for Technology in Education Antigoni Papadinitriou, PhD Assistant Professor Cynthia Lake, MA Instructor Center for Research and Reform in Education RESEARCH CENTER/INSTITUTE FACULTY
Christine Alexander, EdS Richard Lofton, PhD Instructor Assistant Professor Center for Technology in Education Center for Social Organization of Schools
Robert Balfanz, PhD Douglas Mac Iver, PhD Professor Professor Center for Social Organization of Schools Center for Social Organization of Schools
Ashley R. Berner, DPhil Martha A. Mac Iver, PhD Assistant Professor Associate Professor Institute for Education Policy Center for Social Organization of Schools
Linda Carling, EdD Nancy Madden, PhD Associate Research Scientist Professor Center for Technology in Education Center for Research and Reform in Education
Faith Connolly, PhD K. Lynne Mainzer, EdD Assistant Professor Associate Professor Center for Social Organization of Schools Center for Technology in Education
Roisin P. Corcoran, PhD Cynthia Millikin, PhD Assistant Professor Assistant Professor Center for Research and Reform in Education Center for Technology in Education
Marcia Davis, PhD Jennifer R. Morrison, PhD Assistant Professor Assistant Professor Center for Social Organization of Schools Center for Research and Reform in Education
Tammy L. Devlin, MS Jacqueline A. Nunn, EdD Instructor Professor & Associate Dean Center for Technology in Education Center for Technology in Education
Rachel E. Durham, PhD David C. Pelo , MA Assistant Professor Instructor Center for Social Organization of Schools Center for Technology in Education
Jeanne Dwyer, MS Steven M. Ross, PhD Instructor Professor Center for Technology in Education Center for Research and Reform in Education
157 Steven B. Sheldon, PhD Margarita Calderón, PhD Associate Professor Professor Emerita Center for Social Organization of Schools Center for Research and Reform in Education
Robert Slavin, PhD Margaret (Bette) Chambers, PhD Professor Professor and Director of the Institute for Center for Research and Reform in Education E ective Education University of York (UK) Susan C. Stein, MEd Instructor Alan Cheung, PhD Center for Technology in Education Professor e Chinese University of Hong Kong David M. Steiner, PhD Professor Robin P. Church, EdD Institute for Education Policy Associate Professor & Senior Vice President for Education Christopher R. Swanson, EdD Kennedy Krieger Institute Associate Research Scientist Center for Technology in Education Martha Bridge Denckla, MD Director, Developmental Cognitive Neurology Kristen ompson, MS Clinic & Batza Family Endowed Chair Instructor Kennedy Krieger Institute & Center for Technology in Education Professor of Neurology, Pediatrics, and Psychiatry Mark Trexler, EdD JHU School of Medicine Assistant Research Scientist Center for Technology in Education William G. Durden, PhD President Emeritus Rebecca Wolf, PhD Dickinson College Assistant Professor Center for Research and Reform in Education Steven A. Farber, PhD Sta Scientist JOINT/COURTESY APPOINTMENTS IN THE Carnegie Institution for Science, Department of Embryology SCHOOL OF EDUCATION John A. Flynn, MD Karl L. Alexander, PhD D. William Schlott Professor of Medicine & John Dewey Professor Emeritus of Sociology, Director, Spondyloarthritis Program Academy Professor and Research Professor of JHU School of Medicine Sociology JHU Krieger School of Arts and Sciences Steven J. Holochwost, PhD WolfBrown Anne E. Belcher, PhD Associate Professor Wayne P. Hunt, EdD JHU School of Nursing Assistant Professor Department of Psychiatry and Behavioral Robert W. Blum, MD, PhD, MPH Sciences Professor & William H. Gates Sr. Chair, JHU School of Medicine Department of Population, Family & Reproductive Health Philip J. Leaf, PhD JHU Bloomberg School of Public Health Professor & Director, Center for the Prevention of Youth Violence Linda Brandenburg, EdD JHU Bloomberg School of Public Health Assistant Professor and Senior Director of Secondary Appointment—JHU School of School Autism Services Medicine Kennedy Krieger Institute Mary Ellen B. Lewis, EdD Julia Burdick-Will, PhD Assistant Professor & Director of Special Assistant Professor, Department of Sociology Educational Projects JHU Krieger School of Arts and Sciences Kennedy Krieger Institute
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Charles J. Limb, MD Jon Vernick, JD, MPH Professor Associate Professor & Co-Director, Johns Department of Otolaryngology Hopkins Center for Gun Policy and Research; University of California San Francisco Deputy Director, Johns Hopkins Center for Injury Research and Policy Jonathan M. Links, PhD JHU Bloomberg School of Public Health Professor & Deputy Chair, Environmental Health Sciences; Director, Public Health Preparedness Programs Barbara A. Wasik, PhD JHU Bloomberg School of Public Health Professor, Early Childhood Education Joint Appointments—Radiology & Emergency Medicine, Temple University JHU School of Medicine; Deputy Director, O ce of Critical Event Preparedness and Response (CEPAR), Daniel Webster, ScD, MPH Johns Hopkins University & Health System Professor & Co-Director, Johns Hopkins Center for Gun Policy and Research Michèle M. M. Mazzocco, PhD JHU Bloomberg School of Public Health Professor & Research Director, Center for Early Education and Development W. Stephen Wilson, PhD University of Minnesota Professor, Department of Mathematics JHU Krieger School of Arts and Sciences Stephen L. Morgan, PhD Bloomberg Distinguished Professor of Sociology and Education Department of Sociology JHU Krieger School of Arts and Sciences
Jonathan A. Plucker, PhD Julian C. Stanley Professor of Talent Development Johns Hopkins Center for Talented Youth
Michael S. Rosenberg, PhD Professor Emeritus & Dean of the School of Education SUNY New Paltz
John H. Shatzer, Jr., PhD Associate Professor of Medical Education and Administration Vanderbilt University School of Medicine
Amy L. Shelton, PhD Director of Research Johns Hopkins Center for Talented Youth
Jamie R. Shuda, EdD Director of Life Science Outreach, Institute for Regenerative Medicine & Coordinator of Life Science Education, Netter Center for Community Partnership University of Pennsylvania
Forrest Spencer, PhD Associate Professor, Department of Biology JHU Krieger School of Arts and Sciences
Stephen Teret, JD, MPH Professor & Director, Center for Law and the Public’s Health JHU Bloomberg School of Public Health
159 ADMINISTRATION Mr. Robert J. Abernethy Mr. Leonard Abramson JOHNS HOPKINS UNIVERSITY Mr. Peter G. Angelos ADMINISTRATION Mr. C. Michael Armstrong Mr. Norman R. Augustine BOARD OF TRUSTEES Dr. Lenox D. Baker Jr. Mr. H. Furlong Baldwin Dr. Ashok Agarwal Dr. Jeremiah A. Barondess Mr. Anthony A. Anderson Dr. Ernest A. Bates Mr. James K. Anderson Mr. David H. Bernstein Mr. Je rey H. Aronson Ms. Paula E. Boggs Ms. Janie E. "Liza" Bailey Ms. Aurelia G. Bolton Mr. Je rey S. Barber Mr. George L. Bunting Jr. Ms. Chaomei Chen Ms. Constance R. Caplan Ms. Renee Y. Chenault-Fattah Mr. Anthony W. Deering Mr. Charles Clarvit Ms. Ina R. Drew Mr. Blake L. Cordish Mr. Manuel Dupkin II Ms. Susan Daimler Ms. Pamela P. Flaherty Mr. Ronald J. Daniels Mr. James A. Flick Jr. Mr. Andreas C. Dracopoulos Mr. Richard S. Frary Mr. Roger C. Faxon Dr. Sanford D. Greenberg Mr. Louis J. Forster Mr. Benjamin Howell Griswold IV Dr. Allyson H. Handley Ms. Lee Meyerho Hendler Ms. Taylor Hanex Hon. Rafael Hernandez-Colon Mr. Michael D. Hankin Mr. R. Christopher Hoehn-Saric Mr. David C. Hodgson Mr. Stuart S. Janney III Dr. Charles J. Homcy Dr. Jeong H. Kim Dr. Bahija Jallal Mr. David H. Koch Mr. Solomon J. Kumin Mr. Donald A. Kurz Mr. Ethan D. Leder Ms. Joanne Leedom-Ackerman Mr. Jay L. Lenrow Dr. Alexander H. Levi Mr. Ross Margolies Dr. F. Pierce Linaweaver Dr. Stephen G. Moore Mr. Roger C. Lipitz Ms. Heather H. Murren Mr. Raymond A. Mason Mr. David P. Nolan Ms. Christina L. Mattin Ms. Sarah Brown O'Hagan Ms. Gail J. McGovern Ms. Karen B. Peetz Mr. Harvey M. Meyerho Mr. Brian C. Rogers Ms. Naneen Hunter Neubohn Mr. Marshal L. Salant Mr. Ronald M. Nordmann Mr. Charles W. Scharf Mr. Ralph S. O'Connor Mr. Charles P. Scheeler Mr. Morris W. O t Mr. Mayo A. Shattuck III Mr. Walter D. Pinkard Jr. Mr. William J. Stromberg Mr. George G. Radcli e Mr. James L. Winter Mr. Joseph R. Reynolds Mr. David P. Ya e Mr. David M. Rubenstein Mr. Mark E. Rubenstein EMERITUS TRUSTEES Mr. John F. Ru e Mr. Frank Savage Mr. Robert J. Abernethy Mr. Wayne N. Schelle Mr. Leonard Abramson Dr. Huntington Sheldon Mr. Peter G. Angelos Dr. Rajendra Singh Mr. C. Michael Armstrong Mr. Wendell A. Smith Mr. Norman R. Augustine Mr. Shale D. Stiller Esq. Dr. Lenox D. Baker Jr. Dr. Morris Tanenbaum Mr. H. Furlong Baldwin Ms. Adena Wright Testa Esq. Dr. Jeremiah A. Barondess Mr. William F. Ward Jr. Dr. Ernest A. Bates Mr. Calman J. Zamoiski Jr. Mr. David H. Bernstein Ms. Paula E. Boggs
160 PRINCIPAL ADMINISTRATIVE Stephen M. Ruckman OFFICERS AND DEANS Senior Adviser to the President for Policy
Ronald J. Daniels Fritz W. Schroeder President Vice President for Development and Alumni Relations
President’s Cabinet Christy Wyskiel Senior Adviser to the President for Enterprise Development Kerry A. Ates Vice President and Chief of Sta Deans and Directors
Andrew Conner Fred Bronstein Interim Vice President, Investments and Chief Dean of the Peabody Institute Investment O cer Patricia M. Davidson Heidi E. Conway Dean of the School of Nursing Vice President for Human Resources Bernard T. Ferrari Daniel G. Ennis Dean of the Carey Business School Senior Vice President for Finance and Administration Elaine T. Hansen Andrew B. Frank Executive Director of the Center for Talented Youth Special Adviser to the President on Economic Development Mariale M. Hardiman Interim Dean of the School of Education Helene T. Grady Vice President for Planning and Budget Michael J. Klag Dean of the Bloomberg School of Public Health Charlene Moore Hayes Senior Executive for Human Capital Strategy Vali R. Nasr Dean of the Paul H. Nitze School of Advanced International Keith O. Hill Studies Vice President for Corporate Security Paul B. Rothman Jason Kravitz Frances Watt Baker and Lenox D. Baker Jr. Dean of the Senior Adviser to the President for Communications School of Medicine
Sunil Kumar T.E. Schlesinger Provost and Senior Vice President for Academic A airs Benjamin T. Rome Dean of the G.W.C. Whiting School of Engineering omas S. Lewis Vice President for Government and Community A airs Ralph D. Semmel Director of the Applied Physics Laboratory Maureen S. Marsh Secretary of the Board of Trustees Winston Tabb Sheridan Dean of University Libraries and Museums Robert A. McLean Vice President for Facilities and Real Estate Beverly Wendland James B. Knapp Dean of the Zanvyl Krieger School of Arts Catherine Pierre and Sciences Interim Vice President for Communications
Paul Pineau Vice President and General Counsel
Stephanie L. Reel Vice Provost for Information Technology and Chief Information O cer
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SCHOOL OF EDUCATION ADMINISTRATION High School
Deans Lisa Egbuonu-Davis Vice President, Global Patient Centered Outcomes Mariale M. Hardiman and Solutions Sano Interim Dean of the School of Education & Vice Dean, Academic A airs John C. Erickson Chairman, Retirement Living Television Chadia Abras Erickson Retirement Communities Associate Dean, Accreditation, Assessment & Technology Charles M. (Chuck) Fleischman Annette C. Anderson Former CEO Assistant Dean, Community Schools Digene Corporation Michele Ewing Leslie Gilbert-Lurie Associate Dean, External Relations Board Member and Immediate Past President Los Angeles County Board of Education Jacqueline A. Nunn Associate Dean, Educational Technology Sheldon D. Glass National Medical Director Debbie Rice MedMark, Inc. Associate Dean, Finance and Administration Saralynn B. Glass Amy L. Shelton Social Worker (retired) Associate Dean, Research Nancy S. Grasmick Antoinette (Toni) Ungaretti State Superintendent of Schools (retired) Assistant Dean, Assessment Maryland State Department of Education
Division and Program Directors Hill Harper Antoinette (Toni) Ungaretti Actor/Author Director, Master of Education in the Health Professions Program Howard C. Mandel Obstetrician Gynecologist Doug Ward Director, Division of Public Safety Leadership Eric Paquette Senior Vice President of Production Research and Development Center Directors Sony Pictures Entertainment, Screen Gems Robert Balfanz Co-Director, Center for Social Organization of Schools Abhay K. J. Parekh CEO Joyce Epstein Lytmus, Inc. Co-Director, Center for Social Organization of School E. Magruder Passano, Jr. Douglas Mac Iver President and CEO Co-Director, Center for Social Organization of Schools One Waverly LLC
Jacqueline A. Nunn Maxine D. Phillips Director, Center for Technology in Education Vice President of International Business Development Robert Slavin Phillips Foods, Inc. Director, Center for Research and Reform in Education Courtney Williams SCHOOL OF EDUCATION NATIONAL Co-Founder & CEO ADVISORY COUNCIL Torsh Je Weissglass, Chair President Board of Education at Oak Park and River Forest
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