Johns Hopkins University School of Education

Academic Catalog 2012 - 2013 Table of Contents

page

Introduction ...... v About Johns Hopkins University ...... v. . About The School of Education ...... v. . Accreditation ...... vi . . . Mission ...... vi Vision ...... vi . . . Core Values ...... vii . . . Conceptual Framework ...... viii

School of Education Degree and Certificate Programs ...... ix Educator Preparation Programs—Master’s Degrees ...... ix Educator Preparation Programs—Graduate Certificates ...... x . Doctoral Programs ...... xii . . . Division of Public Safety Leadership Programs ...... xii .

2012–13 Academic Year Calendar ...... xiii. . .

Admission, Registration, and Finances ...... 1 . Admission ...... 1 . . General Admission Policy ...... 1 . . Health Insurance for School of Education Students ...... 2 . International Student Admission Policy ...... 2 . Graduate Special Students (Non-Degree) ...... 4 Transfer of Credits ...... 5. . Changing Programs ...... 6 . . Adding a Second Master’s Degree ...... 6. . Admission to Other Schools of the University ...... 6 . Length of Time Admission Decisions Remain Active ...... 6 Inactive/Deactivated Certificate or Degree Applications ...... 6 . Faculty Advising ...... 7 . . Registration ...... 7 General Registration Policy ...... 7 Adding a Course ...... 8 . . Dropping a Course ...... 8 Withdrawing from a Course ...... 8. . Auditing Courses ...... 9 Wait Lists ...... 9

education.jhu.edu/ i Course Load ...... 9 . . Leave of Absence ...... 10. . . Withdrawal from a Program ...... 10 . . Interdivisional Registration ...... 10 Refunds ...... 11 Immunization Law for New and Continuing Students under the Age of 26 ...... 11 Attendance ...... 12. . . Examinations ...... 12 Religious Holiday Observance ...... 12. . Graduate Degree Program Requirements ...... 12 Disability Services ...... 12 . . . Tuition and Fees ...... 13 . . Student Accounts ...... 14 Financial Aid ...... 18 . . . Scholarships, Awards, and Grants ...... 19 . . Tax Law Benefits ...... 20. . . Employment-Based Tuition Benefits ...... 20. . School of Education Scholarships ...... 21. . Veterans / G .I . Bill Assistance ...... 23. . .

Academic Policies ...... 25 Grading System and Academic Records ...... 25. . General Grading Policy ...... 25 Grade Point Average ...... 25. . . Failure (F) Grade ...... 25 Withdrawal (WD) Grade ...... 25 Incomplete (I) Grade ...... 26 Repeated Courses ...... 26 Grade Appeals ...... 26 . . . Grade Reports, Transcripts, and Academic Record Requests ...... 27. Academic Standards ...... 28. . . Good Academic Standing ...... 28. . . Unsatisfactory Standing ...... 28 . . Graduation ...... 29. . . Academic and Student Conduct Policies ...... 30. . Statement of Principles ...... 30 Policies Governing Academic Conduct ...... 30 Policies Governing Student Conduct ...... 31 University Policies ...... 35 . . .

ii The School of Education Academic Year Catalog 2012–2013 Graduate Education Programs ...... 36 Administration, Supervision and Leadership ...... 36. . Master of Science in Education: School Administration and Supervision ...... 36 Graduate Certificate Programs in Administration, Supervision and Leadership ...... 37 Counseling and Human Development ...... 40 . . Master of Science in Counseling ...... 40 . . Graduate Certificate Programs in Counseling and Human Development ...... 44 Education in the Health Professions ...... 44 . . Master of Education in the Health Professions & Post-Master’s Certificate in ...... 44 Evidence-Based Teaching in the Health Professions Language, Literacy and Reading Education ...... 46 Master of Science in Education: Reading ...... 46 . Graduate Certificate Programs in Language, Literacy and Reading ...... 47 Special Education ...... 48 . . . Master of Science in Special Education ...... 48 Master’s Programs Leading to Teacher Certification ...... 49 . Non-Certification Master’s Programs ...... 52 Graduate Certificate Programs in Special Education ...... 56 . Teaching and Learning ...... 57 . . Master of Arts in Teaching (MAT) ...... 58 . . Master of Science in Education: Educational Studies (Teach for America Option) ...... 60 Master of Science in Education: Educational Studies ...... 61 (Individualized Interdisciplinary Program of Study Option) Master of Science in Education: Technology for Educators ...... 61 Graduate Certificate Programs in Teaching and Learning ...... 62 . Doctoral Programs ...... 66 . . . Graduate Education Course Descriptors ...... 67. .

Division of Public Safety Leadership ...... 104 . . Bachelor of Science in Management and Leadership ...... 105. . Master of Science in Management (Online and Face-to-Face Options) ...... 106 Accelerated Master of Science in Management ...... 107. . Master of Science in Intelligence Analysis ...... 107. . . Cohort Calendar ...... 109. . . Division of Public Safety Leadership Course Descriptors ...... 110

Research and Development Centers ...... 119. . . Center for Research and Reform in Education ...... 119. . Center for Social Organization of Schools ...... 119. . . Center for Technology in Education ...... 119. . .

education.jhu.edu/ iii School of Education Faculty ...... 120 Full-Time Graduate Education Faculty ...... 120 . . Full-Time Division of Public Safety Leadership Faculty ...... 121. . Full-Time Research Center Faculty ...... 121 . . Joint/Secondary Appointments in the School of Education ...... 122

Administration ...... 124 Johns Hopkins University Administration ...... 124. . . School of Education Administration ...... 126. . . School of Education National Advisory Council ...... 127 . .

iv The School of Education Academic Year Catalog 2012–2013 Introduction

About Johns Hopkins University Johns Hopkins also has a campus near Rockville in Montgomery County, MD, and has academic facilities in The Johns Hopkins University opened in 1876, with the Nanjing, China, and in Bologna, Italy . It maintains a net- inauguration of its first president, Daniel Coit Gilman . work of continuing education facilities throughout the “What are we aiming at?” Gilman asked in his installation Baltimore-Washington region, including centers in down- address . “The encouragement of research … and the town Baltimore, in downtown Washington and in advancement of individual scholars, who by their excellence Columbia . will advance the sciences they pursue, and the society where When considered in partnership with its sister institu- they dwell ”. tion, the Johns Hopkins Hospital and Health System, the The mission laid out by Gilman remains the universi- university is Maryland’s largest employer and contributes ty’s mission today, summed up in a simple but powerful more than $10 billion a year to the state’s economy . restatement of Gilman’s own words: “Knowledge for the world ”. The mission of The Johns Hopkins University is to educate its What Gilman created was a research university, dedi- students and cultivate their capacity for life-long learning, to cated to advancing both students’ knowledge and the state foster independent and original research, and to bring the of human knowledge through research and scholarship . benefits of discovery to the world. Gilman believed that teaching and research are interdepen- dent, that success in one depends on success in the other . A modern university, he believed, must do both well . The About the School of Education realization of Gilman’s philosophy at Johns Hopkins, and at For over a century, the Johns Hopkins University School of other institutions that later attracted Johns Hopkins-trained Education has been preparing educators to make a differ- scholars, revolutionized higher education in America, lead- ence in the lives of children, youths and adults . Founded in ing to the research university system as it exists today . 1909 as the College Courses for teachers, the school offers After more than 130 years, Johns Hopkins remains a doctorate and graduate programs and develops research- world leader in both teaching and research . Eminent profes- based models of instruction that are improving learning sors mentor top students in the arts and music, the human- outcomes worldwide—from early childhood to the adult ities, the social and natural sciences, engineering, interna- learner . Grounded in the Johns Hopkins tradition of tional studies, education, business and the health research and innovation, the school continues to shape the professions . Those same faculty members, and their research fields of teaching, school administration, special education, colleagues at the university’s Applied Physics Laboratory, counseling, education in the health professions, and public have each year since 1979 won Johns Hopkins more federal safety leadership . research and development funding than any other The School of Education is among the nation’s top university . recipients of federal education reform grants and is involved The university has nine academic divisions and cam- in a variety of research and development activities, external puses throughout the Baltimore-Washington area . The partnerships, and collaborative connections to the broader Krieger School of Arts and Sciences, the Whiting School of Johns Hopkins research community . Three research and Engineering, the School of Education and the Carey development centers support its work: the Center for Business School are based at the Homewood campus in Research and Reform in Education, the Center for Social northern Baltimore . The schools of Medicine, Public Organization of Schools, and the Center for Technology in Health, and Nursing share a campus in east Baltimore with Education . In addition, the school’s nationally recognized The Johns Hopkins Hospital . The Peabody Institute, a Division of Public Safety Leadership provides graduate leading professional school of music, is located on Mount and undergraduate programs in management, and conducts Vernon Place in downtown Baltimore . The Paul H . Nitze applied research in various areas of public safety leadership . School of Advanced International Studies is located in Approximately 1,500 School of Education students Washington’s Dupont Circle area . are enrolled at the university’s Homewood campus in The Applied Physics Laboratory is a division of the Baltimore and two off-campus centers located in the university co-equal to the nine schools, but with a non- Baltimore-Washington area . The school also offers online academic, research-based mission . APL, located between and professional development programs to national and Baltimore and Washington, supports national security and international learners . For more information, please visit also pursues space science, exploration of the Solar System www.education.jhu.edu . and other civilian research and development .

education.jhu.edu/ v Accreditation Mission The Johns Hopkins University is accredited by the: The mission of the School of Education is to support and advance the quality of education and human services for the Middle States Commission on Higher Education continuous development of children, youth, and adults . 3624 Market St . This mission, which forms the core of the school’s Philadelphia, PA 19104 Conceptual Framework, is accomplished through: 267-284-5000 www.msche.org • Teaching • Research The School of Education is accredited by the National • Program development Council for Accreditation of Teacher Education (NCATE) and the Council for Accreditation of Counseling and • Leadership and service Related Educational Programs (CACREP) . • Partnership programs NCATE is an accrediting body for schools, colleges, In fulfilling its mission, the School of Education strives to and departments of education authorized by the United produce candidates that are: States Department of Education . NCATE determines • Knowledgeable in their respective content area/dis- which institutions meet rigorous national standards in pre- cipline: Understanding of content and demonstration paring teachers and other school specialists for the class- of an ability to integrate appropriate national, state, room . NCATE’s performance based system of accreditation and local standards in the candidate’s work . fosters competent classroom teachers and other educators who work to improve the education of all students from • Reflective practitioners: Ability to modify, differenti- kindergarten through grade 12 . NCATE believes every ate, and analyze effectiveness of instruction within the student deserves caring, competent, and highly qualified context of a particular classroom or school; ability to teachers . NCATE may be contacted at: engage in and benefit from research that leads to improved student outcomes; cultivation of a reflective National Council for Accreditation of disposition for lifelong learning . Teacher Education • Committed to diversity: Respect for the differences 2010 Massachusetts Ave, NW among learners (for example, but not limited to, cul- Suite 500 tural, ethnic, racial, gender, sexual orientation, ability, Washington, DC 20036 socio-economic) in the candidate’s classroom/school; 202-466-7496 commitment to the development of all students; com- www.ncate.org mitment to working in schools characterized by diver- CACREP is an independent agency recognized by the sity of students; understanding of different learning Council for Higher Education Accreditation to accredit needs/styles and an ability to differentiate instruction master’s degree programs in counseling . CACREP may be appropriately . contacted at: • Data-based decision-makers: Understanding of the formal and informal assessments by which progress can Council for Accreditation of Counseling be measured at the individual student, classroom, and and Related Educational Programs school levels; ability to use data to plan for instruction 1001 North Fairfax Street, Suite 510 (classroom-based or school-wide) . Alexandria, VA 22314 703-535-5990 • Integrators of applied technology: Ability to enhance http://www.cacrep.org instruction through the appropriate integration of technology; ability to use technologies appropriate to All programs leading to professional licensure are approved school-based instruction . by the Maryland State Department of Education (MSDE), which may be contacted at: Vision Maryland State Department of Education 200 West Baltimore Street The Johns Hopkins University School of Education will Baltimore, MD 21201 lead the world in attracting the most talented and diverse 410-767-0600 individuals into the fields of education, counseling, and www.marylandpublicschools.org public safety . We will guarantee educational improvement and community well-being by assuring that our students, and others in the profession, have the most innovative tools and effective approaches to advance learning .

vi The School of Education Academic Year Catalog 2012–2013 Core Values • Evidence-based Practice: Research and its application and evaluation form an iterative cycle that guides To achieve its mission, School of Education faculty, staff, informed practice in our program development, policy and students uphold and promote the following core values: formulation, and school reform initiatives . So, too, • Innovation (in discovery, scholarship, leadership, evidence-based decision making shapes our internal and application): As members of a university commu- activities such as student and financial services . nity known preeminently for research and its applica- • Integrity: One hundred years of continuous service to tion, we challenge ourselves to create and test new our region’s public schools and urban neighborhoods approaches to the educational needs of our schools and has earned us a reputation as a trustworthy partner in communities, as well as in our own administrative and enhancing the quality of life for children, youth, and student support systems . adults . By continuing to focus our actions and deci- • Excellence: As reflective practitioners, we engage in sions on the students, schools, and communities we regular self assessment and invite external peer reviews serve, we will sustain this primary commitment . to drive the continuous improvement of our academic • Civility and Diversity (in people, thought, and programs, research activities, and administrative practice): Civility and diversity are processes that form systems . the warp and weft of our school community, weaving • Collaboration and Partnerships: We believe that together the multiplicity of perspectives and experi- multi­-disciplinary and inter-institutional teams, includ- ences that enhance all our work . ing 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 .

education.jhu.edu/ vii viii The School of Education Academic Year Catalog 2012–2013 School of Education Degree and Certificate Programs

Educator Preparation Programs—Master’s Degrees

Program Academic Area of Number of Program Information on Emphasis Credits Page

Master of Arts in Teaching (MAT) Concentrations Elementary Education Teacher and Learning 39 58-60 (Certification Programs) (Grades 1-6) Secondary Education Teacher and Learning 39 58-60 (Grades 7-12)

Master of Education Education in the Health Concentration Health Professions 33 44 Professions

Master of Science in Counseling Counseling and Mental Health Counseling 60 40 Human Development Concentrations School Counseling (Flexible Counseling and 48 41-43 and Fellows Programs) Human Development

Master of Science in Education Educational Studies Teaching and Learning 39 60 (Teach for America Option) Educational Studies (Individualized Teaching and Learning 33-39 61 Interdisciplinary Program Concentrations of Study Option) Language, Literacy and Reading 39 46 Reading Education School Administration Administration, Supervision 39 36 and Supervision and Leadership Technology for Educators Teaching and Learning 36 61

Master of Science in Special Education Early Childhood Special Education Special Education 39 49 (Infant/Primary) Mild to Moderate Disabilities Special Education 39 50 Concentrations (Elementary/Middle & (Certification Programs): Secondary/Adult) Mild to Moderate Disabilities: Differentiated Special Education 36 51 and Inclusive Education Severe Disabilities Special Education 36 52 (Grades K-12)

education.jhu.edu/ ix General Special Special Education 36-39 53 Education Studies Mild to Moderate Disabilities: Differentiated Special Education 36 53 and Inclusive Education Concentrations (Non-Certification Severe Disabilities Special Education 36 54 Programs) Severe Disabilities: Emphasis in Autism Special Education 36 54 Spectrum Disorders Technology in Special Special Education 36 55 Education

Educator Preparation Programs—Graduate Certificates Program Academic Area Number of Subject Area/Theme Program Information on of Emphasis Credits Page Online Teaching and Teaching and Learning 15 65 Adult Learning Learning for Adults Teaching the Adult Learner Teaching and Learning 15 65 Counseling (Certificate of Counseling and Human Advanced Graduate Study 30 44 Development Counseling [CAGS]) Counseling and Human Mental Health Counseling 15 44 Development Adolescent Literacy Language, Literacy and 15 47 Education Reading Education Effective Teaching of Language, Literacy and Reading 15 47 Reading Reading Education Emergent Literacy Language, Literacy and 15 47 Education Reading Education Educational Leadership for Administration, Supervision 15 37 Independent Schools and Leadership Leadership for School, Administration, Supervision Family, and Community 15 37 and Leadership Collaboration

School Leadership School Administration and Supervision (Online and Administration, Supervision 18 38-39 Face-to-Face Program and Leadership Options) Teacher Leadership: Administration, Supervision Instructional Leadership in 15 39 and Leadership School Settings

x The School of Education Academic Year Catalog 2012–2013 Program Academic Area of Number of Subject Area/Theme Program Information on Emphasis Credits Page Advanced Methods for Differentiated Instruction Special Education 15 56 and Inclusive Education Assistive Technology Special Education 15 56 Early Intervention/ Preschool Special Education Special Education 15 56 Special Education Specialist Education of Students with Autism and other Pervasive Special Education 18 57 Developmental Disorders Education of Students with Special Education 15 57 Severe Disabilities Earth/Space Science Teaching and Learning 18 62 K-8 Mathematics Teaching and Learning 18 63 Lead-Teacher Education K-8 Science STEM (Science, Technology, Teaching and Learning 18 63 Lead-Teacher Education Engineering, Mathematics) Education K-8 STEM Teaching and Learning 15 63 Lead-Teacher Education Mind, Brain, and Teaching (Online and Face-to-Face Teaching and Learning 15 64 Program Options) Data-Based Decision Making and Organizational Teaching and Learning 15 62 Technology for Educators Improvement Leadership in Technology Teaching and Learning 15 64 Integration English as a Second Language, Literacy and 15 48 Language (ESL) Instruction Reading Education Evidence-Based Teaching Education in the Health 18 44 Other Specializations in the Health Professions Professions Gifted Education Teaching and Learning 18 63 Urban Education Teaching and Learning 15 66

education.jhu.edu/ xi Doctoral Programs Program Information Program Concentrations Number of Credits on Page

Doctor of Education (Ed.D.)

General (No Concentration) 87 66 Counseling 87 66 Special Education 87 66 Teacher Development and Leadership 87 66

Doctor of Philosophy (Ph.D.) in Education

General (No Concentration) 90 66

Division of Public Safety Leadership Programs Program Information Program Concentrations Number of Credits on Page

Bachelor of Science

Management and Leadership 60 105

Master of Science

Intelligence Analysis 42 107 Management (Online and Face-to-Face Program Options) 45 106 Management (Accelerated Program) 30 107

xii The School of Education Academic Year Catalog 2012–2013 2012–13 Academic Year Calendar

Summer Semester 2012 August 27 April 1 2012 fall semester classes begin Financial aid priority filing date for 2012 summer September 3 semester Labor Day; no classes held April 2–May 29 November 21–25 Registration period for 2011 summer semester Thanksgiving Holiday; no classes held May 30 December 4 2012 Summer Session I begins Last day of term/final exam—only for 15 week May 31 Tuesday classes Last day to submit graduation application for 2012 December 10–15 summer semester Final examination period for 15-week classes July 1 December 15 Last day for students to submit incomplete work from 2012 spring semester and May Session Last day of 2012 fall semester July 4 February 11 Fourth of July holiday; no classes held Last day for students to submit incomplete work from 2012 fall semester and 2013 January Intersession July 14 Summer Session I ends January Intersession 2013 July 16 January 2–26 Summer Session II begins 2013 January Intersession August 25 January 21 2012 Summer Session II ends Martin Luther King Jr ., holiday; no classes held October 4 Last day for students to submit incomplete work from the Spring Semester 2013 2012 summer semester October 29–January 23 Fall Semester 2012 Registration period for 2013 spring semester

June 1 November 1 Financial aid priority filing date for 2012 fall semester Financial aid priority filing date for 2013 spring semester July 1 January 4 Deadline for Maryland State Workforce Shortage Student Last day to submit graduation application for 2013 spring Assistance Grants application semester July 1 January 28 Deadline for 2012–13 campus-based scholarships 2013 spring semester classes begin July 9–August 26 March 1 Registration period for 2012 fall semester Deadline for 2013–2014 Maryland State Scholarships August 24 April 1 Last day to submit graduation application for 2012 fall Financial aid priority filing date for 2013 summer semester semester

education.jhu.edu/ xiii May 6–May 11 May Session 2013 Final examination period for 15-week classes May 7–May 25 May 11 May Session classes Last day of 2013 spring semester May 23 July 1 University-wide Commencement; Last day for students to submit incomplete work from School of Education Diploma Ceremony 2013 spring semester and 2013 May Session

xiv The School of Education Academic Year Catalog 2012–2013 ADMISSION, REGISTRATION, AND FINANCES

Admission Finances Admissions/ General Admission Policy The admission process, while considering grade point Registration/ The admission process for degree and certificate programs average and, for some programs, standardized test scores, in the School of Education is designed to assure academic also takes into consideration professional experience and quality and program integrity. The admission process other distinctive characteristics of individual learners. respects the dignity, privacy, and academic well-being of Students who provide fraudulent or incomplete informa- the applicant and is based on principles of fairness and tion during the admission process will be disqualified or equality of opportunity. dismissed. Johns Hopkins University is committed to recruiting, Applications are processed and files managed through supporting, and fostering a diverse community of out- the School of Education’s Office of Admissions; however, standing faculty, staff, and students. As such, Johns admission decisions are made by program admissions Hopkins does not discriminate on the basis of race, color, committees. All admission decisions rendered are final and gender, marital status, pregnancy, ethnicity, national ori- cannot be appealed. To expedite the process, applicants gin, age, disability, religion, sexual orientation, gender must submit official copies of undergraduate and, where identity or expression, veteran status, or other legally pro- applicable, graduate transcripts with their admission appli- tected characteristic in any student program or activity cation. To be considered “official,” transcripts must be administered by the university, including the administra- submitted in the institution’s sealed envelope. Unless oth- tion of its educational policies, admission policies, scholar- erwise noted for a specific academic program, all applica- ship and loan programs, and athletic and other university- tion materials should be mailed directly to: administered programs or in employment. Johns Hopkins University To be admitted to a School of Education degree or School of Education certificate program, students must submit a formal Office of Admissions application. At minimum, this will include: 6740 Alexander Bell Drive, Suite 110 • the online application form Columbia, MD 21046-2100 • an essay Academic records (transcripts, diplomas, and degree • a CV or résumé certificates) from non-U.S. institutions must be evaluated • two letters of recommendation by an authorized credential evaluation agency and sent to • official transcripts from all post-secondary institutions the Office of Admissions in lieu of transcripts (see attended International Credential Evaluation). Candidates must be fully admitted in order to be eligible to register for courses. • an $80 application fee To be eligible for federal financial aid, federal regula- Note: Applicants seeking to start a full-time master’s pro- tions require that a student be accepted (unconditionally) gram in the School of Education in summer 2014 must into a 15-credit or greater degree or certificate program submit GRE scores as part of the application process. While, and maintain an enrollment status of at least half-time for the 2014 admission cycle onwards, the GRE will be each semester (i.e. 6 credits). No funds are available for compulsory only for applicants seeking to enroll in a full- repeated courses. time master’s program, all applicants to School of Education Admission decisions remain active for one year from part-time master’s programs are encouraged to submit GRE the semester of admission into a degree or certificate pro- scores as part of their application package. gram. Applicants are required to respond to an offer of admission within the time period provided by returning the In addition to the above requirements, some School Notice of Intent form enclosed with their acceptance letter. of Education programs may stipulate additional admission A deferral of an acceptance may also be granted when requirements (e.g., standardized test scores). Applicants requested in writing by submitting the Notice of Intent should contact the Office of Admissions at 410-516-9797 form and indicating the desired deferral date. Deferrals may or go online at http://education.jhu.edu/admission/ to be granted for up to one year from the semester of admis- determine specific admission criteria, suitability of prior sion. The decision to grant a deferral beyond the one-year qualifications, or certification requirements for individual time period is at the discretion of the Associate Dean with programs. Qualified applicants may also be contacted to responsibility for oversight of the program. schedule a personal admission interview.

education.jhu.edu/ 1 Admissions/ Registration/ Finances may stillbeconsidered fortheFebruary 1deadline.) Applicants whodonotmeettheDecember 1prioritydeadline who wishtoreceive early consideration fortheabove programs. ( December 1 October 1 April 1 deadlines shallapplytoallSchoolofEducation programs: Unless indicated,thefollowing application otherwise Application Deadlines See theDoctoral Admissions web page— Doctoral Degree Admission Policy • • must: andmaster’scants forgraduatecertificate degree programs In additiontotheabove admissionrequirements, appli- Admission Policy Graduate andMaster’s Certificate Degree 410-516-9900. contact theDivision ofPublic Safety Leadershipat School ofEducation’s undergraduateprograms, please interview. For more informationaboutadmissiontothe Qualified applicants willbecontactedforanadmissions • • • graduate program must: requirements, applicantsforadmissiontoaPSLunder- programs. In additiontotheabove generaladmission unit intheSchoolofEducation thatoffersundergraduate The Division ofPublic Safety Leadership(PSL)istheonly of Public Safety Leadership Undergraduate Programs Admission Policy—Division jhu.edu/Academics/doctoral/admissions.html 2 Note: The priority applicationdeadlineisforthoseapplicants in progress). incomplete programs ofstudyandforprograms still undergraduate andgraduatestudies(includingfor average of3.0(ona4.0scale)inallprevious Have earnedaminimumcumulative gradepoint college oruniversity. degree) from aregionally ornationallyaccredited Hold abachelor’s degree (andinsomecasesamaster’s Be endorsed by theirchief, CEO,ortheirdesignee. a 4.0scale). a minimumcumulative gradepointaverage of3.0(on earned atleast60transferablecollege-level credits with nationally accredited collegeoruniversity andhave Possess degree anassociateofarts from aregionally or Hold ahighschooldegree orequivalent. grams (forFall Admission). time Master ofScienceinCounselingpro- (for Summer Admission) andforthepart- Priority deadlineforallfull-timeprograms Spring Admission Master ofScienceinCounselingprograms) Fall Admission (except forthepart-time http://education.

. The School ofEducation Academic Year Catalog 2012–2013 [email protected] study. Please contacttheOffice ofStudent Affairsat Enrollment basedontheprogram of deadlinedatesvary demic year deadlinedatesandtoanswer otherquestions. Health Insurance Plan (Aetna Student Health, complete anonlineenrollment formwiththeUniversity 13 academicyear, studentsinfull-timeprograms must against unexpectedaccidentsandillnesses.For the2012– adequate healthinsurancecoverage toprovide protection It isUniversity policythatallfull-timestudentsmaintain Full-Time Students H website, 410-516-9797 orrefer totheSchoolofEducation’s admissions application deadlines,pleasecontacttheOffice ofAdmissions at Note: To ifaprogram determine isexempt from theabove February 1 • • including: to provide additionalevidenceofEnglish proficiency, graduateprograms mayberequiredapplicants tocertain The minimumIELTS requirement is7.0.In addition, based), 250(computer-based),or100(Internet-based). guage. The minimum TOEFL requirement is600(paper- System (IELTS) scores ifEnglish isnottheirnative lan- Language) orInternational English Language Testing must submitofficial TOEFL (Test of English asaForeign spoken English. cants mustdemonstrateproficiency inbothwrittenand student intheSchoolofEducation, internationalappli- As onemeasure ofpotentialforacademicsuccesswhilea Non-native-speaking Applicants Demonstration ofEnglish LanguageProficiency by I Student Health, in theannualUniversity Health Insurance Plan (Aetna are notcovered by adequatehealthinsurancemayenroll New inthefallsemesterwho studentsstarting part-time Part-Time Students February 15,2013. semester mayenroll intheUniversity’s healthplanby September 15,2012.Students inthespring starting aetnastudenthealth.com nternationa ea Skype) withanadmissioncommitteemember (forexample,via an in-personortelephoneinterview least 520 an official TSE (Test ofSpoken English) score ofat To demonstrate proficiency, internationalapplicants l th http://education.jhu.edu/admission/ I ns u Counseling programs only) Masterthe part-time ofSciencein Summer Admission (andFall Admission for rance l http://www.aetnastudenthealth.com S or410-516-6027forthe2012–13aca- t u

dent for ) to obtain health insurance. ) toobtainhealthinsurance. F A ull dmission -T ime S P t u . o dents l http://www. ic y soe. ) by

• a writing sample certified to be the applicant’s own work Office of Admissions • a writing examination administered by the 6740 Alexander Bell Drive, Suite 110 School of Education Columbia, MD 21046-2100 The respective program admissions committee will deter- Because fees and documents required for evaluation may vary by agency, applicants are encouraged to contact the mine and request the additional evidence of English profi- Finances Admissions/ ciency required for admission to the given program. The agencies directly for additional information. The following Registration/ program admissions committee may grant a waiver from is a list of preferred agencies: the TOEFL/IELTS requirement if the applicant has dem- World Education Services, Inc. onstrated by other means sufficient proficiency in spoken Bowling Green Station and written English for success in the program. An P.O. Box 5087 applicant may file a TOEFL/IELTS waiver request form New York, NY 10274-5087 when submitting his/her application to the Office of Telephone: (202) 331-2925 Admissions. The waiver form can be found online at Fax: (212) 739-6100 http://www.students.education.jhu.edu/forms/. Email: [email protected] Some international applicants may be admitted with Website: www.wes.org the requirement that they complete a workshop(s) and/or course(s) in spoken and/or written English. International Consultants of Delaware, Inc. P.O. Box 8629 Admissions Policy for International Students Philadelphia, PA 19101-8629 Requiring a Student (F-1) Visa Telephone: (215) 222-8454 ext. 603 An international applicant requiring a student (F-1) visa Fax: (215) 349-0026 to attend school must obtain full admission to a degree Email: [email protected] program well in advance of the start of the semester. The Website: www.icdel.com School of Education does not issue certificates of eligibil- World Educational Credential Evaluators ity (Form I-20) for provisional or conditional acceptance P.O. Box 341468 to a degree program, nor does it issue an I-20 for any cer- Tampa, FL 33694-1468 tificate programs. The application and other required Telephone: (813) 962-6506 admission documents must be received by the Office of Email: [email protected] Admissions on or before the posted application deadlines. Website: http://users.erols.com/wecewellington/ If applications and other required documents are not received by the Office of Admissions on or before the Agencies other than the ones listed above may be con- deadline, the application will automatically be considered tracted to provide this service, but it is recommended that for the next available semester. the applicant contact the Office of Admissions prior to purchasing a course-by-course evaluation to determine if Note: For summer semester admissions, international appli- the agency selected is authorized. cants may be considered for full-time graduate degree pro- grams only. Applications for part-time degree programs International Student Services beginning in the summer will not be considered. Upon receipt of an acceptance package from the School of Education, the international student who needs to obtain International Credential Evaluation a student (F-1) visa is required to contact the International Applicants who hold degrees or have earned credits from Services Office at 410-516-1013 to request a certificate of non-U.S. institutions must have their academic records eligibility (Form I-20). The I-20 is not automatically sent evaluated by a credential evaluation agency before they with the acceptance package. Before an I-20 is issued, the can be considered for Graduate Special Student (Non- international student is required to send financial docu- Degree) status or admission to a degree/certificate pro- mentation and a notarized affidavit of support to: gram. Applicants should make arrangements with an authorized credential evaluation agency, such as those Johns Hopkins University listed here, for an evaluation of their academic credentials, School of Education an assessment of the overall grade point average, and a Office of Admissions course-by-course evaluation. The official course-by-course 6740 Alexander Bell Drive, Suite 110 evaluation should be sent to the Office of Admissions in Columbia, MD 21046-2100 lieu of academic transcripts. Evaluations should be sent by Current information on the required amount of funds, the agency to: types of acceptable financial documentation, and forms may Johns Hopkins University be found online at http://www.students.education.jhu.edu/ School of Education studentaffairs/international/. In order to maintain F-1 visa

education.jhu.edu/ 3 Admissions/ Registration/ Finances tional students. visa-related mattersandotheritemsofinterest tointerna- semester ofenrollment. Regular updatesare sentregarding uponthefirst scribed totheInternational listserv Service sored by theSchoolofEducation are automaticallysub- should visittheUSCISwebsite at are unclearaboutthetypeofvisathey shouldobtain,they the appropriate resources orgovernment offices.If students who holdothernonimmigrantvisasanddirect themto Office.national Services The officecanalsoassiststudents for internationalstudentsprovidedport by theInter­ ter theinternationalstudentreceives withtheForm I-20. summer semester).Other regulations are outlinedinthelet- his/her program inthefallorspringsemester(not Furthermore, enrolled anewly F-1studentcanonlybegin the beginningofeachfallandspringsemester. students are required toregister forthefullcourseloadat applied toward astudent’s degree. credit earnedduringsummersemestercoursesmaybe ered whencalculatingfull-timeF-1visastatus,although 2012 semester).Summer semestercoursesare notconsid- January intersession2013totalninecredits forthefall pleted infall2012andthree credits completedinthe of preceding springcredits (forexample,sixcredits com- those intheMay sessionare includedinthetotalnumber total numberofcredits forthepreceding fallsemester, and pleted duringtheJanuary intersessionare includedinthe spring semesterforundergraduatestudy. Credits com- in minimally12credits eachfalland12credits each spring semesterforgraduatestudy, andasbeingenrolled minimally ninecredits eachfallandninecredits each is definedby theSchoolofEducation asbeingenrolled in official schoolbreaks. Full-time status/fullcourseofstudy academicsessionorsemester,during every except during study attheschoollistedoncurrently valid Form I-20 departure date. International Office Services fourweeks priortothe It isimperative toscheduleanappointmentwiththe member inorder forthestudenttore-enter thecountry. must besignedby anInternational Office Services staff Before leavingtheUnited States foranyreason, theI-20 I-94cards, OfficeServices andbringpassports, andI-20s. on anF-1visaare required tovisittheInternational students beingconsidered “out ofstatus” by theUSCIS. Failure toabideby anyoftheregulations couldresult in U.S. Citizenship andImmigration (USCIS). Services status, studentsmustadhere totheregulations setby the 410-516-1013 or tional information,orcontactInternational at Services 4 All current internationalstudentsonF-1visasspon- Assisting studentsonF-1visasiscentraltothesup- In order tocomplywithUSCISregulations, allF-1 Students onanF-1visamustpursueafullcourseof Upon arrival atJohns Hopkins, internationalstudents [email protected] www.uscis.gov withanyquestions. foraddi-

The School ofEducation Academic Year Catalog 2012–2013 • submit: Graduate Special Student (Non-Degree) applicantsmust courses are restricted todegree-seeking studentsonly. Dean withresponsibility foroversight ofthecourse.Some the .500-level mustreceive theapproval oftheAssociate progress). Applicants wishingtoregister forcoursesabove incomplete programs ofstudyandforprograms stillin previous undergraduateandgraduatestudies(including grade pointaverage ofatleast3.0(ona4.0scale)inall lege oruniversity andhave earnedaminimum cumulative ate degree from aregionally ornationallyaccredited col- Students (Non-Degree) mustpossessabachelor’s orgradu- School ofEducation academicstandards. Graduate Special prerequisites forcourseregistration andare subjectto Graduate Special Students (Non-Degree) mustmeetall apply forfinancialaid. nor are Graduate Special Students (Non-Degree) eligibleto forpersonsseekinginitialteachercertification, permitted Note: Graduate Special Student (Non-Degree) statusisnot before applying. speak withtheOffice ofAdmissions (410-516-9797) Graduate Special Student (Non-Degree) applicantsshould as Graduate Special Students (Non-Degree). Potential not interested inearningadegree mayenroll orcertificate, level credit courses(.500-level andabove), butwhoare Post-baccalaureate studentswhowishtotakegraduate G 410-516-9797. more information,contacttheOffice ofAdmissions at Special Students (Non-Degree) duringthesummer. For academic year are alsowelcome toenroll asGraduate other institutionsonstudent(F-1)visasduringtheregular (Non-Degree). International graduatestudentsattending tion directions outlinedunderGraduate Special Students Special Students (Non-Degree) shouldfollow theapplica- Graduatean F-1visaandwhowishtoenroll aspart-time International applicantswhoholdtypesofvisasotherthan International Graduate Special Students (Non-Degree) tional students. Note: Federal- financialaidisnotavailable forinterna sion ofthecompleteapplication. possible, butgenerallynomore than60daysaftersubmis- informed inwritingoftheadmission decisionasearly Graduate Special Student (Non-Degree) applicantswillbe • • rad admission/special-student.html an applicationonlineat institutions attended official transcriptsfrom allaccredited post-secondary $25 applicationfee u ate S pecia l S t u dents http://education.jhu.edu/ (N on -D egree ) Graduate Special Students (Non-Degree) Seeking to its will be judged as appropriate to the student’s program Apply to a Full Degree/Certificate Program by the program director. Graduate Special Students (Non-Degree) who subsequently A student may also receive credit for extra-institu- wish to enroll in a School of Education degree or certificate tional learning by achieving a minimum score, as deter- program must submit a new application and all required mined by the School of Education, on Advanced supporting materials (see General Admission Policy above). Placement (AP), College-Level Examination Program Finances Admissions/ Prior admission as a Graduate Special Student (Non- (CLEP), or DSST examination programs approved by the Registration/ Degree) does not guarantee subsequent admission to a American Council on Education’s Center for Lifelong School of Education degree or certificate program. Any Learning. application of credits earned as a Graduate Special Student A maximum of 60 credits may be transferred into an (Non-Degree) toward a degree or certificate is subject to undergraduate degree program in the School of approval by the program admissions committee. The num- Education, including credits by examination. Decisions ber of credits earned by a Graduate Special Student (Non- regarding the acceptance of undergraduate transfer credits Degree) that may be applied toward a School of Education are made by the Division of Public Safety Leadership’s degree or certificate varies by program, but in no case shall admissions committee and will be evaluated on a case by exceed 9 credits. Graduate Special Students (Non-Degree) case basis. Prospective students should request a prelimi- who do not intend to pursue or apply credits toward a nary transfer evaluation by calling the Division at 410- degree or certificate program may register for courses total- 516-9900 prior to submitting an application. ing more than 9 credits, but in no circumstances can these additional credits be applied toward a School of Education Transfer of Graduate Credits degree or certificate program. The maximum number of credits earned at another regionally or nationally accredited college or university School of Education Alumni Seeking Enrollment as that may be transferred into a graduate certificate or mas- Graduate Special Students (Non-Degree) ter’s program in the School of Education varies by pro- Graduate Special Student (Non-Degree) status is well gram, but in no case shall exceed three credits for graduate suited for School of Education graduate degree- and cer- certificates and six credits for master’s degrees. For doc- tificate-holders who are interested in taking additional toral programs, the maximum number of transferable courses for personal and professional development, as credits allowed is 36 credits for the Ed.D. program and 18 opposed to pursuing another degree or certificate. School credits for the Ph.D. program. of Education alumni may enroll in further courses by In most cases, for graduate certificate or master’s pro- completing the online application. No additional tran- grams, the School of Education will normally only accept scripts or application fees are required for this status. transfer credits for courses taken no more than five years prior to a student’s acceptance into the program. The final Visiting Graduate Special Students (Non-Degree) decision regarding whether or not to accept graduate A student who is matriculated and is in good standing in transfer credits, whether earned externally or internally another college or university’s graduate degree program (i.e. via another School of Education or other Johns may be accepted as a visiting Graduate Special Student Hopkins University graduate program), into a School of (Non-Degree). The student should submit the online Education certificate or degree program rests: 1) (for Application for Graduate Special Student Status form, the applicants) with the respective program admissions com- application fee, and an official letter (on university letter- mittee, or 2) (for enrolled students) with the faculty head) from his/her faculty adviser or university registrar adviser or major adviser (for doctoral students), and will confirming the student’s status as a graduate student in be decided upon on a case by case basis. Only graduate good standing. In some cases, Visiting Graduate Special level credits earned at the grade of “B” or above (or equiv- Student (Non-Degree) applicants may need to provide alent) may be transferred into a School of Education grad- official copies of their current graduate transcripts for uate degree or certificate program. approval to register for .600- or .700-level courses. A matriculated graduate student in the School who, under extraordinary circumstances, wishes to take a course offered by another institution to satisfy School of Transfer of Credits Education degree requirements must obtain written Transfer of Undergraduate Credits approval in advance from the Associate Dean with respon- Undergraduate degree applicants may transfer credits for sibility for oversight of the program. Approval is granted courses taken at regionally or nationally accredited institu- only in exceptional cases. tions of higher education when a grade of C or above has been earned. Transfer credits will be viewed in the context of the student’s proposed program of study. Transfer cred-

education.jhu.edu/ 5 Admissions/ Registration/ Finances concurrently. Note: Students maynotenroll intwo master’s programs all required materials (excluding transcriptsandfees) to: ments.) Students shouldsubmitformalapplicationsand individual program descriptionsforspecificcredit require- more thantheminimum30additionalcredits. (Refer to cific program requirements thatobligatestudentstotake The secondmaster’s program may, however, includespe- first master’s program toearn asecondmaster’s degree. complete aminimumof30additionalcredits beyond the subsequently enroll inasecond master’s program must Graduates withaSchoolofEducation master’s degree who A degree program. orcertificate ients mustnotifythefinancialaidofficewhenchanginga communicated directly tothestudent.Financial aidrecip- be approved by theappropriate person(s)andthedecision program;matically admittedtoanew theirrequests must credits from oneSchoolofEducation program toanother. Office ofAdmissions andwhetherthestudentcantransfer required materials(excluding transcriptsandfees)tothe dent mustresubmit formalapplicationsandallother course ofactionthereafter—for example,whetherthestu- theappropriate asnecessary) sultation withotherparties Dean will determine(onacaseby casebasisandincon- which thestudentisseekingadmission. The Associate Dean with responsibility foroversight oftheprogram into Education, mustsubmitawrittenrequest totheAssociate degree program withintheSchoolof orcertificate program, andwhowishtochangeanother certificate Students whohave already beenadmittedto adegree or Admitted Students writing totheOffice ofAdmissions. within theSchoolofEducation mustsubmitarequest in change toanotherdegree program offered orcertificate Applicants todegree programs whowishto orcertificate Applicants C 6 hanging dding Columbia, MD21046-2100 6740 AlexanderBell Drive, Suite 110 Office ofAdmissions School ofEducation Johns Hopkins University Students seekingtochangeprograms are notauto-

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The School ofEducation Academic Year Catalog 2012–2013 A Dean withresponsibility foroversight oftheprogram. one-year timeperiodisatthediscretion oftheAssociate admission. The decisiontograntadeferralbeyond the may begrantedforuptooneyear from thesemesterof form andindicatingthedesired deferraldate.Deferrals requested inwritingby submittingtheNotice ofIntent ter. Adeferralofanacceptancemayalsobegrantedwhen Notice ofIntent formenclosedwiththeiracceptancelet- sion withinthetimeperiodprovided by returning the Applicants are required torespond toanofferofadmis- semester ofadmissionintoadegree program. orcertificate Admission decisionsremain active foroneyear from the R L the University. no claimorpriorityforadmissiontoanyotherschoolin school. Admission totheSchoolofEducation establishes are required tosubmitanadmissionapplicationthat Engineering, Public Health, ortheCarey Business School) to oneoftheotherschoolsinuniversity (suchas Students intheSchoolofEducation whowishto transfer A denied entrance forreasons relating totheirservice. tion/deactivation ofaprevious admissiondecisioncannotbe Note: Veterans applyingforreadmission following inactiva- fee, to: documentsandthe$80application with allsupporting student willberequired tosubmitanotherapplication, of theprogram intowhichthestudentwasadmitted, from theAssociateDean withresponsibility foroversight written approval toextendtheadmissiontimeperiod not enrolled duringthattime,norsoughtandreceived admitted totheSchoolofEducation, andthestudenthas If ithasbeenlongerthanayear sinceastudentwas I nacti ength emain dmission pp Columbia, MD21046-2100 6740 AlexanderBell Drive, Suite 110 Office ofAdmissions School ofEducation Johns Hopkins University l ications v e A

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Faculty Advising By consulting with their faculty adviser throughout their • New students are expected to speak to their faculty degree or certificate program, students can ensure confor- adviser prior to registering for their first class. mity to program curricula and regulations, select course- • Graduate Special Students (Non-Degree) students work to best meet professional goals, and stay on track for should contact the Office of Admissions (410-516- Finances Admissions/ Registration/ timely completion of their academic program. (Note: For 9797) prior to applying. (Note: Graduate Special many procedural questions—regarding registration, for exam- Students (Non-Degree) students wishing to register for ple—students should consult with an academic program coor- courses above the .500-level must receive the approval of dinator rather than their faculty adviser.) Faculty advisers are the respective Associate Dean with responsibility for assigned to each student upon admission to a program. oversight of the course being offered.) Advising may be done in person, by phone, or by email. • Matriculated students who have not registered for a When to seek advising: course in more than a year should consult with their • Prospective students are encouraged to speak with the faculty adviser prior to registering for additional classes. academic program coordinator or (for educator • When planning courses in their concentration area, preparation programs) the faculty contact designated students should schedule appointments with their for each academic area of emphasis prior to submitting faculty adviser prior to registering for advanced-level an application, and prospective students must speak graduate coursework. with their assigned faculty adviser to set up a program • Students on academic probation or suspension are of study prior to their acceptance into a degree or required to meet with their faculty adviser prior to certificate program. re-registration.

Registration General Registration Policy When students initially register for courses each Only students who have been fully admitted to a program semester, they will be charged tuition fees and a non- (or as a Graduate Special Student) may register for refundable $150 registration fee. Following their initial courses. Students are encouraged to register for courses as course registration, students may register for additional early as possible during each registration period since a courses without being subject to any additional course course may close or be cancelled due to low enrollment registration fees (see Adding a Course below). before the end of registration. Students may not sit in on January intersession is considered a separate semester a class without being officially registered for that class, nor from the fall semester. However, students may register should they contact instructors to request permission to for the January intersession at the same time they register register for or attend a closed course. Students who fail to for fall semester courses, and one registration fee covers complete their registration and sit in on a class will not both semesters. May session courses are considered spring receive a grade or credit for attending class. semester courses. Students should register for May session Registration begins several months before each semes- courses at the same time they register for spring semester ter (see Registration Calendar). Students who have been courses. admitted to a program may register for courses online Registrations are processed as they are received. If a using the School of Education’s ISIS Self-Service website selected course is full, a student may be placed in an at https://isis.jhu.edu/. (Students should refer to the alternate course. Additional information regarding regis- School’s Current Students website, http://www.students. tration may be found in the online course schedule, education.jhu.edu/, for instructions.) Registration materi- http://education.jhu.edu/courseschedule/. als may also be brought to any campus center or to the Note: Social Security numbers are required for a student’s Office of the Registrar at the Columbia Center. When initial registration. Once a student is in the School of registering online, by mail, or by fax, students may choose Education’s registration system, the student should use his/ to pay then or be electronically billed (see the Student her student ID number in place of the SSN to register for Accounts section in the catalog for more details). courses. All outstanding debts to Johns Hopkins University must be paid in full in order to register for courses.

education.jhu.edu/ 7 Admissions/ Registration/ Finances Service websiteService at once thatcoursehashelditsfirstclassmeeting. the courseisnotclosed.Students maynotaddacourse weeks) anytimebefore thefirstclassmeeting,provided (i.e., mini-courses,orthosethatmeetforonetwo closed. Students alsomayaddalternateformatcourses course(s) hasnotmetforthefirsttimeandisalready tional courses(or“add” acourse),provided thatthe Registration Policy above), studentsmayregister foraddi- Following initialcourseregistration (seeGeneral A www.students.education.jhu.edu/forms/ School ofEducation’s Current Students website at the facsimileAdd/Drop Form (downloadable from the alternate formatcourse(provided thealternate format who wishestodrop a12-to15-sessioncourseandaddan 410-516-9817.) Afterthesecond classmeeting,astudent mitted inpersontotheOffice oftheRegistrar orby faxat the coursebeingadded,Add/Drop Form mustbesub- of thetuitionfrom thedropped coursewillbeappliedto the addedcoursehasnotmet.(To ensure that100percent applied tothetuitionofaddedcourse,provided that cent ofthetuitionfrom thedropped coursemaybe course duringthefirsttwoweeks ofthesemester, 100per- are acceptable). tuition remission voucher. Faxed copies ofthevouchers Hopkins21046-2100. (Johns employees mustsubmita 6740 AlexanderBell Drive, Suite 110,Columbia,MD Registrar, Johns Hopkins University, SchoolofEducation, fax at410-516-9817,orby mailtotheOffice ofthe 8 not already full. Please note:Students mayregister lateforanycourseprovided thatithasnothaditsfirstmeetingandthecourseis May Session Start andEnd Dates Spring Start andEnd Dates Spring/May Session Registration January Intersession Start andEnd Dates Fall Start andEnd Dates Fall/January Intersession Registration Summer Session II Summer Session I Summer Registration Semester dding Students mayaddcoursesonlineusingtheISISSelf- When dropping onecourseandaddinganother

a C o u rse https://isis.jhu.edu/ R egistration , orby submitting S tart ) inperson,by

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School ofEducation’s Current Students website at facsimile Add/Drop Form (downloadable from the To withdraw from acourse, studentsmustsubmitthe W website at to thedateoffirstclassusingISISSelf-Service Students maydrop acoursewithoutfinancialpenaltyup D dropped coursetothetuitionofaddedcourse. closed) mayapplytheappropriate refund from the course hasnotalready helditsfirstclassmeetingoris ance created. eral aidcanceledandwillberesponsible foranydebitbal- dropping tolessthanhalf-timestatuswillhave theirfed- Schedule). The registration feeisnonrefundable. Students receives thefacsimileAdd/Drop Form (seeRefund done online)orthedatethatOffice oftheRegistrar refunds are calculated from thedatedrop occurs(if class hasmetreceive aprorated tuitionrefund. Tuition 21046-2100. Students whodrop acourseafterthefirst 6740 AlexanderBell Drive, Suite 110,Columbia,MD Registrar, Johns Hopkins University, SchoolofEducation, fax at410-516-9817,orby mail totheOffice ofthe www.students.education.jhu.edu/forms/) inperson,by School ofEducation’s Current Students website athttp:// facsimile Add/Drop Form (downloadable from the www.students.education.jhu.edu/forms/ Registrar, Johns Hopkins University, SchoolofEducation, fax at410-516-9817,orby mailtothe Office of the for a l ropping ithdrawing endar A cademic : https://isis.jhu.edu Start andEndDates Start May 7–25 January 28–May 11 October 29 –January 23 January 2–26 August 27–December 15 July 9–August 26 July 16–August 25 May 30–July 14 April 2–May 29

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2012–13 a C o /, orby submittingthe u rse ) inperson,by http:// 6740 Alexander Bell Drive, Suite 110, Columbia, MD to change to auditor status for alternate format classes, 21046-2100. Students may not withdraw from courses students should consult the Withdrawal/Audit Calendar, online using the ISIS Self-Service website. Notice to the or contact the Office of the Registrar at 410-516-9816. instructor of intent to withdraw is not sufficient, nor are telephone withdrawals accepted. The Withdrawal/Audit ait ists Calendar lists the last date each semester to withdraw W L Finances Admissions/ without academic penalty (without receiving the grade of If the course for which a student is attempting to Registration/ F). Students should contact the Office of the Registrar at register is full (i.e., it has met its enrollment limit), that 410-516-9816 to confirm the last date to withdraw with- student may opt via the ISIS Self-Service website at out academic penalty or to change to auditor status for https://isis.jhu.edu/ to be placed on a wait list. Students other alternate format courses. placed on a wait list for any course will be contacted in Students who withdraw after the official withdrawal the order in which they were placed on the list. Students date deadline or stop attending class at any time without should not contact the instructor to request approval to be properly submitting an official Add/Drop Form receive an removed from the wait list and officially registered for a F (Failure) grade for the course(s). Tuition refunds are cal- course. Students may wait list for only one section of a culated from the date the Office of the Registrar receives particular course. The Office of the Registrar will contact the Add/Drop Form (see Refund Schedule). The registra- the student (via the student’s JHU email address) only if tion fee is nonrefundable. Financial aid recipients will an opening occurs prior to the first class meeting of the have their aid award adjusted according to credits regis- course. Students may not participate in a class unless tered. International students on an F-1 visa are advised to officially registered for it. Wait listing for a course is not contact the International Services Office at 410-516-1013 an official registration. before withdrawing or dropping a course. Course Load Auditing Courses A student who is employed full-time is encouraged to take Students who register as auditors pay full course tuition. only one or two courses each semester, and must receive Regular attendance is expected, and the course is recorded written permission from a faculty adviser before register- on the student’s transcript. Auditors are not required to ing for three or more courses. To accelerate a course of complete quizzes, examinations, and other assigned work study, students should consider enrolling in the January and do not receive academic credit for the course. Audited intersession or May session. courses do not count toward the credits required for finan- Full-time undergraduate students are those who cial aid eligibility. Not all courses are open to auditors. enroll for twelve or more credits each semester. Full-time Students enrolled for credit who wish to change to graduate students are those who enroll for nine or more auditor status must submit official Add/Drop Forms credits each semester. Part-time graduate students are (dropping the class for credit and adding the same class those who enroll for less than full-time each semester as for audit) before the appropriate deadline each semester, as previously defined. Graduate courses require an average of noted in the Withdrawal/Audit Calendar. For the last day three hours outside preparation for each class hour.

Withdrawal/Audit Calendar

Transcript 2-Day January Courses That Courses That Courses That Notation Minicourses Intersession/ Meet 4-9 Class Meet 10-14 Class Meet 15 Or More May Session Sessions Sessions Class Sessions

No notation prior to the prior to the 3rd prior to the 2nd prior to the 3rd prior to the 4th if course is 1st class class meeting class meeting class meeting class meeting dropped meeting 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 class to the 6th class to the 8th class dropped class meeting class meeting meeting meeting 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

education.jhu.edu/ 9 Admissions/ Registration/ Finances School’s Current Students website at submitting aRegistration Form (downloadable from the courses inanotherschoolatJohns Hopkins University by students intheSchoolofEducation mayregister for During thefallandspringsemesters,degree-seeking I School ofEducation’s policyonChangingPrograms. withdraw from theUniversity entirely shouldrefer tothe Note: Students whowishto switch programs rather than tion process. gram, mustreapply following theSchool’s regular applica- but whosubsequentlywishestobereinstated tothepro- draw from aprogram. rently enrolled atthetimedecisionismadetowith- to withdrawfrom anycourse(s)inwhichtheyare cur- form (see Withdrawing from aCourse),iftheyalsowish also notifytheOffice oftheRegistrar, usingtheAdd/Drop written noticetowithdrawfrom aprogram, studentsmust and withtheOffice oftheRegistrar. In additiontofiling oversight oftheprogram inwhichthestudentisenrolled ten noticewiththeAssociateDean withresponsibility for decides towithdrawfrom aprogram, s/hemustfilewrit- consult firstwithhis/herfacultyadviser. If astudent A studentwishingtowithdrawfrom aprogram should W denied entrance forreasons relating totheirservice. tion/deactivation ofaprevious admissiondecisioncannotbe Note: Veterans applyingforreadmission following inactiva- must submittherequest inwritingtotheAssociateDean. placed onleave ofabsence,orextendaleave ofabsence, allowed fordegree completion.Astudentseekingtobe program and willnotcounttoward themaximumtime leave isconsidered anapproved ofthedegree interruption notify theOffice oftheRegistrar. a leave of absence isgranted,theAssociateDean will basis, subjecttotheapproval oftheAssociateDean.) Once option torequest aleave ofabsenceextensiononayearly (A studentwhoseleave ofabsencestatusexpires hasthe for aspecificperiod,notnormallytoexceed oneyear. the studentisenrolled isrequired before leave isgranted with responsibility foroversight oftheprogram inwhich reasons. The approval oftherespective AssociateDean A studentmaybeplacedonleave ofabsenceforpersonal L education.jhu.edu/forms/ 10 nterdi ea ithdrawa v A studentwhoformallywithdrawsfrom aprogram, There isnofeeforaleave ofabsence. The periodof e

of v isiona A b l sence

from l R egistration

a P ) withthehostschool’s course rogram http://www.students. The School ofEducation Academic Year Catalog 2012–2013 410-516-9816. tion, studentsshouldcontactthe Office oftheRegistrar at their homeschool’s Registrar’s Office). For more informa- mer coursesastheydoforfallandspring(through Whiting SchoolofEngineering register andpay forsum- and SciencesEngineering forProfessionals inthe Academic Programs intheZanvyl KriegerSchool ofArts accompany theregistration. Students from Advanced exception thatpaymentforthesummercourseneedsto tion procedures for summer as for fall and spring, with the and thePeabody Institute shouldfollow thesame registra- Paul H. Nitze SchoolofAdvanced International Studies, of Public Health, SchoolofMedicine, SchoolofNursing, those inEngineering forProfessionals), Bloomberg School Programs), Whiting SchoolofEngineering (otherthan Sciences (otherthanthoseinAdvanced Academic for thecoursemustbemetpriortoenrollment. cies, procedures, anddeadlines.Allpublishedprerequisites visional studentsmustabideby SchoolofEducation poli- in registering forSchoolofEducation courses.Allinterdi- the program. SchoolofEducation studentshave priority School ofEducation withresponsibility foroversight of sion oftheirfacultyadviserandtheAssociateDean inthe Homewood Registrar’s Office, whichrequires thepermis- Supplemental Registration Form, available from the Sciences andEngineering programs should usethe school Registrar forprocessing. Students and inArts the SchoolofEducation, andsubmittingittotheirhome appropriate signatures from theirhomeschoolandfrom pleting theInterdivisional Registration Form, includingall take coursesoffered by theSchoolofEducation by com- andSciencesEngineering) oftheUniversityArts may register interdivisionally. Degree) intheSchoolofEducation are notpermittedto offering thecourse.Graduate Special Students (Non- processed. Students paytheper-credit rateof theschool Education mustbeobtainedbefore theregistration canbe All appropriate approval signatures from theSchoolof the courseshouldbeincludedwithRegistration Form. should beattachedtotheRegistration Form. Payment for sional registration anddocumentationoftheapproval The student’s facultyadvisermustapprove theinterdivi - son, by fax at410-516-9817,orby mailto: and sectionnumber. This formmaybesubmittedinper- Students from and theZanvyl KriegerSchoolofArts Students from otherdivisions(except theschoolsof Columbia, MD21046-2100 6740 AlexanderBell Drive, Suite 110 School ofEducation Johns Hopkins University Office of the Registrar Refund Schedule Note: Registration fees are nonrefundable

Refund 2-day mini- January Courses that Courses that Courses that courses Intersession/ meet 4–9 class meet 10–14 class meet 15 or more Finances Admissions/

May Session sessions sessions class sessions Registration/

100% From the day of registration prior to the beginning of the 1st class meeting

80% not applicable from the 1st class not applicable from the 1st class from the 1st class meeting and prior meeting and prior meeting and prior to to the beginning of to the 2nd class the 3rd class meeting the 2nd class meeting

70% not applicable from the 2nd class from the 1st class from the 2nd class from the 3rd class meeting and prior meeting and prior meeting and prior meeting and prior to the 3rd class to the 2nd class to the 3rd class to the 4th class meeting meeting meeting meeting

50% from the 1st class from the 3rd class from the 2nd from the 3rd class from the 4th class meeting and prior meeting and prior class meeting and meeting and prior meeting and prior to the 2nd class to the 5th class prior to the 3rd to the 5th class to the 7th class meeting meeting class meeting meeting meeting

0% once the 2nd class once the 5th class once the 3rd class once the 5th class once the 7th class begins, there is no begins, there is begins, there is begins, there is begins, there is refund no refund no refund no refund no refund

Refunds receive refunds according to the method of payment they Students who officially drop or withdraw from a course originally used to pay their tuition. during an academic semester will receive tuition refunds based on the Refund Schedule. Refunds apply only to the Exceptions to the Refund Policy tuition portion of a student’s charges and are calculated Students may receive an exception to the refund policy for from the date drop occurs (if done online) or the date that extraordinary circumstances beyond their control, pro- the Office of the Registrar receives an official Add/Drop vided that the request is made during the same semester in Form. Refunds are not applicable to registration and other which the course is taken and that the circumstances can non-tuition fees and are not granted to students sus- be documented. Maximum refunds under such circum- pended or dismissed for disciplinary reasons. stances will be equal to one refund level higher than the Federal aid recipients who withdraw from all course- student received. Students who experience severe medical work will have aid returned to the federal government problems, a death in their immediate family, or are called according to federal “Return of Title IV funds” regulations into active duty may receive a 100 percent refund. All (see Policy on Return of Title IV Funds online at http:// petitions including supporting documentation should be www.students.education.jhu.edu/financial/titleivreturns. submitted in writing to: html). Those partially withdrawing will have their aid Office of the Registrar awards adjusted to the reduced cost of attendance. Johns Hopkins University Students who drop to less than half-time prior to com- School of Education mencing courses that yield half-time attendance will have 6740 Alexander Bell Drive, Suite 110 their federal aid canceled, even portions which may have Columbia, MD 21046-2100 been refunded to them for living expenses, and will receive a bill from the School for the balance due. If a course is canceled by the School, the tuition is Immunization Law for New and Continuing refunded in full, and the registration fee is refunded if that Students under the Age of 26 course was the only course for which the student regis- According to Washington, DC, Immunization Law 3-20, tered. All refunds will be approved by the Office of the students under the age of 26 who attend classes in Registrar in accordance with the Refund Schedule. A Washington, DC, must get vaccinations for Measles, refund may take four to six weeks to process. Students will Mumps, Rubella (MMR) and Tetanus/Diphtheria.

education.jhu.edu/ 11 Admissions/ Registration/ Finances 9734. Recent documentationfrom acredentialed profes- by contacting modations mustregister withtheDisability Office Services success forallstudents.Students needingacademicaccom- sustainable learningenvironments thatpromote academic andstafftoprovideinstructors, equitable,inclusive, and The Disability Office Services collaborateswithstudents, D may permitadeferred examination. the instructor. If theabsenceisjustifiable,instructor A studentwhomustmissanexaminationshouldnotify E tive coursespriortoregistration. aged tomeetwiththeirfacultyadviserconsideralterna- sonal, professional, religious, orotherreasons are encour- Students whoexpecttomissseveral classsessionsforper- expectations andgradingpolicyinthecoursesyllabus. and evaluation. willclearlycommunicate The instructor andattendanceinstudentgrading classroom participation tors ofthereasons forabsences.Faculty ofteninclude - pelled tomissclassmeetingsshouldinformtheirinstruc expected toattendclassregularly; thosewhoare com- process. Students oftheinstructional an essentialpart are Participation inlectures, discussions,andotheractivitiesis A School ofEducation’s Current Students website at (using theImmunization Form downloadable from the Students willneedtosubmitproof oftheirimmunizations www.students.education.jhu.edu/forms/ submitted by thefollowing semester’s registration period. dent’s record ifcompletedimmunizationformsare not programs. Aregistration holdwillbeplacedonthestu- ment, astheseformsare nottransferableacross schools/ Education’s Office oftheRegistrar tofulfilltherequire- are required toresubmit theformtoSchool of another school/program withinJohns Hopkins University may have already submittedproof ofimmunizationsfor Office of the Registrar at410-516-9817. Students who Completed immunizationformscanbefaxed tothe ter theyregister forcoursesin Washington, DC. 12 x ttendance isa aminations b i l it [email protected] y S er v ices ) thefirstsemes- or410-516- http:// The School ofEducation Academic Year Catalog 2012–2013 information, visit respect oneanother’s thatsupports success.For more community andcommitstocreating aclimateofmutual characteristics andexperiencesoftheSchoolEducation dential. The Disability Office Services recognizes thediverse sional mustbeprovided—all informationremains confi- question. with responsibility foroversight oftheprogram in ing by thestudenttoandapproved by theAssociateDean complete adegree/certificate—must besubmitted inwrit- policy—for example,extendingthetimeperiodallowed to gible tograduate.Anyrequest foranexemption tothis within five years priortothepointastudent becomeseli- toward adegree musthave beenearned orcertificate with theexception oftransfercredits, allcredits applied mum offive years tocompletetheirdegree. Furthermore, enrolled inmaster’s programs have orcertificate amaxi- graduation. eligibility forfinancialaidandtoreceive approval for point average ofatleast3.0(on a4.0scale)tomaintain given (see Transfer ofCredits sectionabove). ten approval from afacultyadviser. Exceptions are rarely work atJohns Hopkins University, except withpriorwrit- School ofEducation, studentsmustcompleteallcourse- Once admitted toagraduatedegree program inthe G courses priortoregistration. meet withtheirfacultyadvisertoconsideralternative classes becauseofreligious holidaysare encouragedto work that ismissed.Students whoexpecttomiss several from class andtomakearrangementsupany as earlyinthesemesterpossibleorder tobeexcused because ofareligious holidaymustinformtheinstructor class. Students whomustmissaclassorexamination Religious holidaysare valid reasons tobeexcused from R disability/ e rad l igio Unless graduatestudents indicatedotherwise, Graduate studentsmusthave acumulative grade u ate u . s H D o egree l ida http://www.students.education.jhu.edu/ y P O rogram b ser v ance R e qu irements

Tuition and Fees Prior to the first day of the summer, fall (including • $1,260 per credit for the Master of Science in January intersession), and spring (including May session) Intelligence Analysis graduate program semesters, students may select from a number of payment options (refer to the Student Accounts section in this cata- Application Fee Finances Admissions/ Registration/ log for details). • $80 application fee for degree or certificate programs Registration requests cannot be processed unless • $25 application fee for graduate special (non-degree) accompanied by appropriate payment or selection of an status available payment option. Students who have just begun the financial aid appli- The application fee, which must be submitted with the cation process may not check “financial aid” in lieu of application, is nonrefundable and cannot be waived or payment at the time of registration. Students wishing to deferred, except in certain circumstances for School of receive financial aid must pay for courses at the time of Education alumni (see Note below). registration if they have not completed all required Note: Students who have previously earned a bachelor’s, documentation. master’s, or doctoral degree from the School of Education are Tuition for each course (including laboratory or com- not required to submit an application fee or transcript when puter fees) is included in the course listings. they apply for admission to a second degree or certificate AY 2012–13 Tuition program. Students who have graduated from a School of Education certificate program, and who apply for admission Graduate Education Courses to a degree or to a second certificate program within one • $635 per credit for graduate-level (non-doctoral) year of graduation, are not required to submit an applica- courses (all locations) tion fee or transcript. However, if it has been more than one year since completion of the certificate program, a new • $790 per credit for online courses application fee is required. • $1,200 per credit for the Master of Education in the Health Professions (MEHP)/Post-Master’s Certificate Matriculation Fee in Evidence-Based Teaching in the Health Professions A one-time fee of $500 is required for doctoral students programs (Please note that the tuition rate for these and must be paid prior to beginning coursework. programs for Johns Hopkins University and John Hopkins Hospital and Health System employees is $700) Registration Fee • $1,000 per credit for full-time master’s program A $150 nonrefundable fee per semester is required for reg- • $39,000 for the full-time Master of Arts in Teaching istration. The registration fee is not covered by the Johns (MAT) program Hopkins University employee tuition remission plan. • $39,000 for the full-time Master of Science in Special Education with a concentration in Mild-to-Moderate Late Registration Fee Disabilities program Students registering for the first time during a given term • $48,000 for the full-time Master of Science in on or after the day of the first class meeting will be Counseling with a concentration in School Counseling charged $100 in addition to the registration fee of $150. (Fellows) program Late Payment Fee • $1,331 per credit for doctoral-level courses A late payment fee of $100 will also be assessed if pay- • $39,930 per academic year for full-time doctoral ment for tuition and fees is not received by the specified program due date listed on the monthly electronic bills (see the Note: Students in full-time doctoral programs who take Electronic Billing section of this catalog for details). courses over the summer semester pay the standard part-time doctoral credit tuition rate ($1,331 per credit). Returned Check Fee A $35 returned check fee will be assessed on all paper and Public Safety Leadership Courses electronic Automated Clearing House (ACH) check pay- • $670 per credit for undergraduate-level courses ments that are returned by the bank. • $890 per credit for graduate-level courses Payment Plan Termination Fee • $1,015 per credit for graduate accelerated programs Students who are terminated from the monthly payment • $1,200 per credit for online graduate-level courses plan will be charged a $75 termination fee.

education.jhu.edu/ 13 Admissions/ Registration/ Finances registered. Grades maybewithheld,and students willbe may beremoved from coursesfor whichtheyare currently schedules), studentswillbeplaced onfinancialholdand receive payment intheagreed scheduledtime(seebilling option ischosen.If theSchoolofEducation doesnot to theSchoolofEducation, nomatterwhatpayment jhu.edu 6548), fax410-516-9721,oremail call 410-516-9722or1-800-GO-TO-JHU (1-800-468- financial holds,1098T, collections,companybilling,etc., receipt ofpayments,refunds, onlinetuitionpayments, For generalinquiriesaboutstudentaccounts,specifically Questions Concerningyour Student Account S Note: See Application forGraduation deadlineinformation. required. candidatesis candidates and$100forallcertificate A feeof$175forallundergraduateandgraduatedegree Graduation Fees tuition fees(notedintheonlinecourseschedule). feesareWhere includedincourse applicable,laboratory FeesLaboratory and Ccanalsobefoundonlineat may useScheduleBasapaymentguide.SchedulesA, Students whochoosethemonthlypaymentplanoption payment isnotreceived by thespecifiedduedate. due dates.Alatepaymentfeeof$100willbeassessedif full-time program) below forbillingperiodsandpayment time program) andScheduleC(forstudentsenrolled ina award. See ScheduleA(forstudentsenrolled inapart- electronically billedforanychargesnotcovered by their Students withapproved financialaidshould electtobe • • • • • • • one ofthefollowing paymentoptions: To payfortuitionandassociatedfees,studentscanuse Payment Options education.jhu.edu/pay/ 14 t Pay viaelectronic billing tuition costsonly) tuitionremissionuniversity covers employees (JHU Take advantage ofJHU’s tuition remission for Pay withanemployer contract Enroll inthemonthlypaymentplan campus locations Pay withcash,check,orcredit card atoneofthe Pay withacheckby mail Pay onlinewithanelectronic checkorcredit card u Students are responsible fortheirfinancialobligations dent . A cco u . nts http://www.students. soe.studentaccounts@ The School ofEducation Academic Year Catalog 2012–2013 account, goto word. To your makepaymentsonlineorview student LogonID(LID)andpass- Enterprise Directory (JHED) log intoISISSelf using theirJohns Service Hopkins American Express) oranelectronic check.Students must using acredit card MasterCard, (Visa, Discover or Self Payments Service. canbemadeinSelf by Service credited totheirJHUstudentaccountispayviaISIS The fastestwayforstudentstohave theirtuitionpayment Pay your Account Online their outstandingdebt. collection agencywillbeassessedanadditional25%of the university. Delinquent accountsturnedover toour ter maybekeptandappliedagainstpriorobligationsto ment isreceived. Payments from studentsseekingtoregis- prevented from registering forfuture coursesuntilpay- with anoutstandingfinancialobligationtotheUniversity. Note: Transcripts andgrades willnotbereleased tostudents agency. charged foranyaccountsturnedover toacollections A feeamountingto25%oftheoutstandingdebtwillbe Delinquent Account Collections courses forwhichtheyare currently registered. placed onfinancialhold,andmay beremoved from by thebankwillbechargeda$35returned check fee, will notbereturned tostudents.) completed, theactualcheckwillbedestroyed. (Checks debit astudent’s account.Once thetransaction hasbeen Paying by check authorizes theSchooltoelectronically number. Payments canbemailedtothelock box address at: Johns Hopkins University andincludethestudent’s ID Checks fortuitionandfeesshouldbemadepayableto Pay withaCheckby Mail courses forwhichtheyare currently registered. fee, placedonfinancialhold,andmayberemoved from returned by the bank will be charged a $35 returned check Students whosubmitapapercheckthatisreturned Baltimore, MD21264-4572 P.O. Box 64572 School ofEducation Johns Hopkins University Students whosubmitanelectronic ACH checkthatis https://isis.jhu.edu/ . Pay in Person tion, if you are no longer eligible to participate in the Pay with cash, credit card, or check at these locations: monthly payment plan, a $75 termination fee will be • Columbia Center (6740 Alexander Bell Drive, charged to your student account by the School of Columbia, MD, 21046) – first floor information desk Education. • Montgomery County Campus (9601 Medical Center Employer Contract Finances Admissions/

Drive, Rockville, MD 20850) – ask at the main Registration/ If an employer is paying for all or part of a student’s reception desk in the center building for directions tuition, please note the following: • Education Building (2800 North Charles Street, • Students must submit a purchase order or contract Baltimore, MD 21218) – Room 120 from their employer authorizing Johns Hopkins Students may submit all forms of payment at any school University to bill their employer directly for tuition location. The University accepts four major cards: and any associated fees. MasterCard, Visa, Discover, and American Express. Credit • If the contract does not cover the entire cost of tuition card payments are not processed immediately. When stu- and fees, the student is required to pay the remaining dents pay with a credit card, a staff member will verify balance. that the credit card information on the payment form is • Students can choose to receive an electronic bill or complete and forward payment to the Office of Student enroll in the monthly payment plan to cover any Accounts in Columbia to be processed at a later date. additional costs for tuition and associated fees. Payment Authorization Forms can be found at http:// • A faxed copy of the student’s employer contract is www.students.education.jhu.edu/forms/. acceptable. (Fax to 410-516-9721) Students who submit a credit card that is declined will be placed on financial hold and may be removed from • If a student’s employer pays the student directly for courses for which they are currently registered. tuition expenses, that student is required to pay tuition and fees directly to the School of Education and seek Monthly Payment Plan reimbursement from his/her employer. (Students can Students have the option of deferring their tuition pay- enroll in the monthly payment plan or choose to be ments by enrolling in the monthly payment plan each electronically billed.) semester. To enroll: Johns Hopkins Remission • Contact Tuition Management Systems (TMS) by Students who are Johns Hopkins employees participating phone at 1-800-722-4867 or visit the website at in the tuition remission benefit plan, please note the fol- https://www.afford.com/jhusoe. lowing: • Identify yourself as a Johns Hopkins University School • Tuition remission covers tuition costs only. Fees are not of Education student when contacting TMS. covered. • Know your Hopkins ID before calling. This can be • Students must submit a completed tuition remission found on the ISIS Self Service home page. application form for each course to the Office of • Know the amount of tuition and fees to be budgeted Student Accounts. with the monthly payment plan. (Note: January courses • The application(s) can be faxed to 410-516-9721 or should be included in the fall payment plan.) mailed to: Please be aware of the following: Office of Student Accounts • Payment plans are semester specific and cannot be used Johns Hopkins University to pay past due balances from previous semesters. School of Education • Book charges are excluded from the payment plan. 6740 Alexander Bell Drive, Suite 110 • Students in part-time programs pay a nominal Columbia, MD 21046-2100 enrollment fee of $50 each semester to join the • If the remission does not cover the entire cost of payment plan (summer, fall, and spring). tuition, the student is required to pay the remaining • Students in full-time programs pay a nominal balance at the time of registration. enrollment fee of $75 at the beginning of each • Students can select the monthly payment plan to pay academic year to join the annual plan. for tuition not covered by the tuition remission benefit • See Schedule B for open enrollment and payment due or choose to be electronically billed. dates for the current payment plan. For additional questions about tuition remission, contact If payment has not been made in accordance with the the Office of Student Accounts at 410-516-9722 or email payment schedule, TMS has the right to assess a $50 late [email protected]. payment fee and/or terminate your agreement. In addi-

education.jhu.edu/ 15 Admissions/ Registration/ Finances be assesseda$100latepaymentfee.Paper statementsare cation ofthisbill.Balances notpaidby theduedatewill cycle. Students are required tomakepaymentuponnotifi- each monthifactivityhasoccurred sincethelastbilling Billing statementsare emailedthesecond Wednesday of sent electronically toastudent’s JHUemailaccount. tions at and password. To locateaJHEDLID,read- theinstruc LogonID(LID) Hopkins Enterprise Directory (JHED) rent Johns Hopkins emailaddress andavalid Johns Students selectingthisoptionare required tohave acur- Electronic Billing 16 ***Note: Duedatesare subjecttochange*** April 11,2013–May 8,2013 March 14,2013–April 10,2013 February 14,2013–March 13,2013 January 10,2013–February 13,2013 December 13,2012–January 9,2013 November 15,2012–December 12,2012 October 11, 2012–November 14,2012 September 13,2012–October 10,2012 August 9,2012–September 12,2012 July 12,2012–August 8,2012 June 14,2012–July 11,2012 May 10,2012–June 13,2012 April 12,2012–May 9,2012 March 15,2012–April 11,2012 your Student Account Between theFollowing Dates The BillCovers Charges andPayments Applied to Notification ofoutstandingtuitionbalanceswill be http://jhed.jhu.edu S ched . ul Jhu e A: A: S B choo i ll ing l C

of y c E l d es u – M – cation The School ofEducation Academic Year Catalog 2012–2013 Presented onthe Web The Date Billis whentheElectronic May 9,2013 April 11,2013 March 14,2013 February 14,2013 January 10,2013 December 13,2012 November 15,2012 October 11, 2012 September 13,2012 August 9,2012 July 12,2012 June 14,2012 May 10,2012 April 12,2012 arch online or view theirmonthlyelectroniconline orview billsonline,visit For orpaytheirstudent account studentswishingtoview Student Account andBill Viewing Online https://isis.jhu.edu/ [email protected] full-time programs below oronline at programs andScheduleCfor Schedule Aforpart-time email address by calling1-800-GO-TO-JHU oremailing no longermailedtostudents.Students canupdatetheir .education.jhu.edu/pay/electronic.html P art 2012 2012 For current billingperiodsandduedates,see -T ime thro P rograms u gh . M . a y 2013 Statement Date Due May 17,2013 April 19,2013 March 22,2013 February 22,2013 January 18,2013 December 21,2012 November 23,2012 October 19, 2012 September 21,2012 August 17,2012 July 20,2012 June 22,2012 May 25,2012 April 27,2012

http://www.students .

Schedule C: Billing Cycles – March 2012 through May 2013 Jhu School of Education Part-Time Programs

The Bill Covers Charges and Payments Applied to The Date when the Electronic Bill is your Student Account Between the Following Dates Presented on the Web Statement Due Date Finances Admissions/ March 15, 2012 – April 11, 2012 April 12, 2012 May 25, 2012 Registration/

April 12, 2012 – May 9, 2012 May 10, 2012 May 25, 2012

May 10, 2012 – June 13, 2012 June 14, 2012 June 22, 2012

June 14, 2012 – July 11, 2012 July 12, 2012 August 24, 2012

July 12, 2012 – August 8, 2012 August 9, 2012 August 24, 2012

August 9, 2012 – September 12, 2012 September 13, 2012 September 21, 2012

September 13, 2012 – October 10, 2012 October 11, 2012 October 19, 2012

October 11, 2012 – November 14, 2012 November 15, 2012 January 25, 2013

November 15, 2012 – December 12, 2012 December 13, 2012 January 25, 2013

December 13, 2012 – January 9, 2013 January 10, 2013 January 25, 2013

January 10, 2013 – February 13, 2013 February 14, 2013 February 22, 2013

February 14, 2013 – March 13, 2013 March 14, 2013 March 22, 2013

March 14, 2013 – April 10, 2013 April 11, 2013 April 26, 2013

April 11, 2013 – May 8, 2013 May 9, 2013 May 24, 2013

***Note: Due dates are subject to change***

Schedule B: 2012/2013 Monthly Payment Plan Jhu School of Education

Payment Plan Payment Plan Semester Enrollment Enrollment First Payment Due Payment Plan Options Start Date End Date

Summer 2012 April 2, 2012 June 1, 2012 June 1, 2012 THREE installments due the 1st of each month. First payment due June 1; remaining balance due on the 1st of July and August.

Fall 2012 and July 9, 2012 Sept. 1, 2012 Sept. 1, 2012 FOUR installments due the 1st of each month. First January Intersession payment due Sept.1; remaining balance due on the 2013 1st of Oct, Nov, and Dec.

Spring 2013 Oct. 29, 2012 Feb. 1, 2013 Feb. 1, 2013 FOUR installments due the 1st of each month. First payment due Feb.1; remaining balance due on the 1st of March, April, and May.

Annual Plan for April 2, 2012 June 1, 2012 TEN installments due the 1st of each month. First Full-Time payment due June 1; remaining payments due on the Programs 1st of July, Aug, Sept, Oct, Nov, Dec, Jan, Feb, and March.

Students can contact Tuition Management Systems (TMS) either by phone at 1-888-713-7238 or visit their website at https://www.afford.com/jhusoe.

education.jhu.edu/ 17 Admissions/ Registration/ Finances The appealstatementwillbereviewed andfacultyadvisers the studenthastaken,orwilltake, torectify thesituation. appeal. The appealstatementwillidentify what measures circumstances thatcanbetakenintoconsideration inan academic progress. Federal regulations identifythe special of evidencesubstantiatingthereason forfailingtoachieve writing totheFinancial AidOffice, includingpresentation academicprogress policymaybeappealedin isfactory progress isreviewed attheendofeachsemester. funds willbeavailable forrepeated courses.Academic received) tocontinuebeeligibleforfinancial aid.No (half-time enrollment persemesterinwhichaidis academicprogress and credittain satisfactory compliance semester includestheMay session.Students mustmain- semester includestheJanuary intersessionandthespring spring semesters.For financialaidpurposes,thefall which require acosignerwhoisUScitizen. ment oroutsideagenciesbefore applyingfortheseloans, to investigate thepossibilityofaidthrough theirgovern- national students.International studentsare encouraged students whoare enrolled lessthanhalftimeandby inter- for aidthenextsemester. aid. Students admittedinmid-termwillbecomeeligible first dayofclassesforthesemesterinwhichtheyreceive receiving federalstudentaid;andbeadmittedpriortothe while offense involving possessionor saleofillegaldrugs on federaleducationalloans;never beenconvictedofan male; notowe refunds onfederalgrantsorbeindefault the Selective between Service theagesof18and 26 if U.S. citizens oreligiblenon-citizens; have registered with financial aid. programs thatare 15credits orlongerare eligiblefor required forfinancialaidavailability. Only thosecertificate eligible forfederalfinancialaid. student canremain enrolled atleasthalftimeare not Courses takenmerely forpersonalreasons orsimplysoa receive credit toward completionoftheirprogram. are required oftheprogram andforwhichstudentswill students). Financial aidisavailable onlyforcoursesthat GPA (graduatestudents)ora2.0GPA (undergraduate courses forwhichaidwasawarded, andmaintaina3.0 gram, enroll half-timeormore eachsemester, completeall tionally acceptedintoadegree orapproved pro- certificate restricted tostudentswhohave beenfullyanduncondi- awards. In general,considerationforfinancialaidis state andschool-basedscholarshipsgrants, thatincludefederalgrantsandlow-interestport loans, The SchoolofEducation offersprograms offinancialsup- F 18 inancia Loss ofaideligibilityduetononcompliancewithsat- The academicyear consistsofthesummer, fall,and Alternative private educationalloanscan beusedby In addition,toreceive federalaid,studentsmustbe Audited coursesdonotcount toward thecredits l A id The School ofEducation Academic Year Catalog 2012–2013 financial/satisfactory-academic-progress.html available onlineat Education Financial AidApplication. Bothformsare the officialcodeofE00475andcompleteSchool Free Application forFederal Student Aid(FAFSA) using To beconsidered forfinancialaid,astudentmustfilethe it exceeds thefederallyallowable costsoftuition,fees,and employer-paid istaxabletotheextentthat tuition support eligible foraidthenextsemester. receive aid.Students admittedinmidtermwillbecome to thefirstdayofclassesforsemesterinwhichthey and writeanessay. Students mustbefullyadmittedprior must completetheSchool-basedScholarshipApplication returns asabove. School-basedscholarship applicantsalso ing informationmayprovide signedcopiesoffederaltax W-2 forms.Students whopresent inconsistentorconflict- spouses, where applicable,includingallschedulesfiledand recent federalIRS Tax Transcript andthoseofparents or tion willalsohave toprovide signedcopiesoftheirmost may befoundat academic progress requirements forfinancialaidrecipients cumulative gradepointaverage. Full detailsonsatisfactory (at leasthalf-timeinaterm)andachieves therequired the studentsubsequentlycompletesonesemesterormore fied ofthedecisioninwriting.Alldecisionsare final. and/or Deans maybeconsulted. The studentwillbenoti- edu/financial/apply/ visit For more Form, ortoprintapaperDeferment information Corps Act ortheDomestic Volunteer Act Service of1973. asavolunteer underthePeacesons, suchasforservice isalsoavailablehalf-time. Deferment forseveral otherrea- into theirgrace periodasofthedatetheyceasedattending course tograduate andwillenroll lessthanhalf-timewillgo Academic Record Requests). Students who onlyneedone RequestsDeferment underGrade Reports, Transcripts and the Registrar (seeLoan forms loandeferment certifies graduates; 4.5credits forgraduate students). The Office of enrolled atleasthalf-time(6credits eachsemesterforunder- Note: ofloanrepayment Deferment isavailable forstudents tially eligibleforthesubsidized version. are available tostudentswhoare ineligibleoronlypar- for upper-classmanloanlimits. a sophomore-level loan,andatleast60credits toqualify ates musthave completedatleast30credits toqualifyfor loans. For purposesoffederalloaneligibility, undergradu- all need-basedaid,includinggovernment subsidized direct lated by federal methodologytobeconsidered eligiblefor Gift aid(scholarshipsandgrants)combinedwith Satisfactory academicprogressSatisfactory maybereestablished if Unsubsidized direct loans,whichare not need-based, Students mustdemonstratefinancialneedascalcu- www.myfedloan.org http://www.students.education.jhu.edu/ http://www.students.education.jhu. . Students selectedforfederalverifica- . . required books and supplies, or is dedicated to other costs, Scholarships, Grants, And Awards such as living expenses. Federal grants may be taxable if, Undergraduate students with high financial need will be together with other gift assistance, they exceed the allow- considered for Federal Pell and Supplemental Opportunity able costs. Students whose aid award exceeds the cost of Grants as a consequence of filing the institutional finan- tuition and fees may request book vouchers for use at the cial aid application and FAFSA. Graduate students enroll- school’s bookstores three weeks prior to the start of class. Finances

ing in teacher preparation programs in critical shortage Admissions/ Registration/ When aid from all sources exceeds the tuition and fees areas will be considered for the new Federal TEACH charged by the school, the student may request a refund Grant as a result of filing the FAFSA and the School of of any credit balance remaining after aid has been dis- Education’s TEACH Grant Application, available on the bursed by calling the Student Accounts Office in School’s Current Students website at http://www.students. Columbia at 410-516-9722. education.jhu.edu/financial/apply/. The School of Education reserves the right to ask for Residents of Maryland can be considered for assis- documentation necessary to determine aid eligibility. tance for the next academic year. Most programs require Documents submitted as part of aid applications become the submission of the FAFSA to the federal processor by the property of the school and cannot be returned. March 1 of each year. Workforce Shortage Student Applications for federal aid cannot be processed if the rel- Assistance Grants have a July deadline, but those who file evant tax returns have not been filed in accordance with a FAFSA by March 1 will receive priority based on need. IRS code. Federal regulations require that the school Legislative Scholarships are available to full or part-time report suspected cases of fraud or misrepresentation to the students through their Maryland delegates and senators. appropriate federal, state, and local authorities. For more information regarding Maryland State aid and In compliance with the Higher Education scholarship applications, contact the State Office of Opportunity Act of 2008, students receiving Title IV aid Student Financial Assistance at 410-767-3301 or 1-800- who drop below half-time status or withdraw completely 974-0203 or visit the Maryland Higher Education will have their aid returned to the government according Commission (MHEC) website at www.mhec.state.md.us. to a federal formula. Aid proceeds, which have been previ- A limited number of school-based partial tuition ously refunded to the student for living expenses, may scholarships are available each year. Selection is based pri- have to be repaid immediately as well. Since such changes marily on financial need, but scholastic merit is also con- in academic status will also affect students’ future eligibil- sidered. School of Education scholarship applications are ity for aid, it is recommended that Title IV aid recipients available online at http://www.students.education.jhu. who contemplate withdrawing or reducing their status edu/financial/apply/ from February 1 through June 30. below half-time first consult the financial aid office. Applications must be completed by this deadline. Since Financial Aid Office need is a factor in the selection process, applicants should Johns Hopkins University file the FAFSA so that results are received prior to the School of Education July 1 deadline. As one application provides consideration 6740 Alexander Bell Drive, Suite 110 for all available funds, it is not necessary for students to Columbia, MD 21046-2100 apply for specific scholarships. All scholarship award deci- 410-516-9808 sions are final, authority resting with the scholarship com- [email protected] mittee of the School of Education. Information on the new Federal TEACH Grant, Office hours are 8:30 a.m. to 5:00 p.m., Monday through which provides grants of up to $4,000 per year to educa- Friday. tion students who intend to teach in a public or private elementary or secondary school that serves students from Important Financial Aid Dates low-income families, can be found at http://studentaid. ed.gov/PORTALSWebApp/students/english/TEACH.jsp. The Free Application for federal January 1 Students are encouraged to contact other scholarship student aid (FAFSA) is available sources, such as cultural groups and professional Application deadline for most March 1 organizations. Maryland State scholarships The following websites provide additional informa- Financial aid priority filing deadline April 1 tion on financial aid sources: for the summer semester www.finaid.org Financial aid priority filing deadline • Financial Aid Information page ( ) June 1 for the fall semester • U.S. Department of Education home page Application deadline for School of (www.studentaid.ed.gov) July 1 Education scholarships Financial Aid priority filing deadline November 1 for the spring semester

education.jhu.edu/ 19 Admissions/ Registration/ Finances • • • • • www.irs.gov adviser forfullinformationand/orvisittheIRSwebsite at education credit atthesametime.Please consultatax taking advantage ofmore thanonedeductionand/or Many have incomelevel capsandthere are restrictions on financing thecostsofhighereducationaslistedbelow. There are several taxbenefitsthatprovide helpforthose T 20 a income cutoff;2012limitsmaydiffer). single or$160,000ifmarriedfilingjointly(2011 adjusted gross incomeisnotmore than$80,000if for by thestudent,aspouse,ordependents,ifmodified deduct upto$4,000ofqualifiedtuitionandfeespaid Tax Credit orLifetimeLearningCredits maybeableto Students notqualifyingfortheAmericanOpportunity courses are ofadegree notpart program. taken toacquire orimprove jobskills,even ifthe education. year ofpostsecondary This includescourses 20 percent oftuitionandrequired feespaidforany available forqualifyingeducationalexpenses,limitedto A LifetimeLearningCredit—up to$2,000credit is degree orotherrecognized educationcredential. education forstudentspursuinganundergraduate graduate for thefirstfouryears ofpost-secondary credit available forqualifyingeducationalexpensespaid The AmericanOpportunity Tax Credit—up to$2,500 $2,500, regardless oftheageloan. Interest paidonstudentloansisdeductibleupto graduate courseworkistax-free upto$5,250. Employer-paid tuitionassistanceforundergraduateand x

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B : enefits The School ofEducation Academic Year Catalog 2012–2013 JHU’s Benefits Office at410-516-2000. program forfull-timeemployees. For information,contact ers formore details. tuition assistancereceived andshouldcheckwithemploy - assistance mayberesponsible fortaxes onthevalue ofthe Office at410-516-9722. Employees receiving tuition procedures maybeobtainedfrom theStudent Accounts ity oftuitionassistance.Information onbillingorcontract employer’s humanresources officetodiscusstheavailabil- ing reimbursements. Students shouldcontacttheir tration andfollow theiremployer’s procedures forrequest- should plantopayalltuitionandfeesatthetimeofregis- inemployerparticipate tuitionreimbursement programs employer andtheemployee. Please notethatstudentswho tuitionreimbursementfull orpartial planbetween the contract between theemployer andtheuniversity ora benefits package. The assistancemaytaketheformofa tional benefitsfortheiremployees ofalarger aspart dents. Employers andlaborunionsoftenprovide educa- alternate source ofassistancetoSchoolEducation stu- Employment-based tuitionbenefit programs represent an E visit vices, studentandalumnirelations, andcampuslocations, For career thelatestinformationondisabilitysupport, ser- O mp ther Johns Hopkins University provides atuitionremission http://students.education.jhu.edu/ l o y S ment t u dent - B ased S er T v ices u ition

B enefits . School of Education Scholarships

Restricted (Need-Based) Scholarships Helen M. and E. Magruder Passano Jr. Scholarship Established in 1997 by Helen M. Passano, ’78, and E. Aegon USA Inc. Scholarship Fund Magruder Passano, ’67, ’69, and Waverly Inc., the fund Established in 1999 by Aegon USA Inc. to provide schol- Finances Admissions/ provides need-based scholarships. “Mac” Passano has Registration/ arship support to School of Education and Public Safety served the university in a variety of ways, including the Leadership students who demonstrate financial need. School of Education’s National Advisory Council and the Alma D. Hunt/VCM Grant for Special Education JHU Alumni Council, which presented him with the Established in 1999 by an anonymous donor in honor of Heritage Award for outstanding contributions to JHU and the donor’s grandmother (1891–1987), a lady whose hum- the community. ble life and generous spirit were underscored by her com- Eva Orrick Bandell Wilson Memorial Scholarship passionate concern to put others first, the grant provides Established in 1967 by Mrs. Eva Orrick Bandell Wilson, tuition assistance to urban students with demonstrated who attended classes in the Evening College, the fund financial need who are in the internship stage of their spe- provides aid for students with demonstrated financial need cial education program in the School of Education. in the School of Education. BD Diagnostics Biotechnology Education Scholarship The BD Diagnostics Biotechnology Education Unrestricted Scholarships (Open to All Students) Scholarship Fund was established in 2011 for students Marlene K. Barrell Scholarship Fund accepted into the Graduate Certificate in Biotechnology Established in 2004 to support students in the School of Education program who are teaching in a low-income Education. school in the Baltimore Metropolitan region. Dean Ralph Fessler 100th Anniversary BGE Scholarship Fund Scholarship Fund This fund was established in 1998 with a generous gift This fund was established in 2011 to provide financial from the Baltimore Gas and Electric Company. assistance for students in the School of Education. Scholarships are awarded to students who demonstrate financial need. Decker-Gabor Scholarship This scholarship provides tuition assistance for undergradu- The Stanley Gabor Scholarship Fund ate and graduate students. Established in 1999 by the late Established in 1999 in honor of Dean Emeritus Gabor at Al Decker, former trustee emeritus, and his wife, Virginia the time of his retirement to provide support to Carey Decker, the scholarship honors Stanley C. Gabor, dean of Business School and School of Education students who the school from 1982 until his retirement in 1999. demonstrate financial need. Michael/Weinstein Scholarship David and Bessie Greenberg Scholarship Fund Established in 1998 by Joel A. and Bonita M. Weinstein, Established in 2010 by Sheldon and Robin Greenberg to ’72, in memory of her mother and brother, this fund pro- provide financial assistance for practitioners in the fields of vides financial assistance to students in the School of law enforcement, fire/EMS, emergency management, pub- Education. lic health, the military, security, and related public safety endeavors who pursue their degree(s) through the Division Eugene H. Ryer Scholarship Fund of Public Safety Leadership. Established in 1998 in memory of Eugene H. Ryer, who attended evening courses at Hopkins during the 1930s, by Jumble-Inn Scholarship his wife, Catharine H. Ryer, and son, David E. Ryer, ’64. The Jumble-Inn Scholarship was established in 1920 by a The fund provides financial aid for students in the School gift from the Jumble-Inn Committee to benefit women of Education. who teach in Baltimore elementary schools, who are resi- dents of the city, and who are candidates for degrees in Sonia Beser Snyder and Naomi Beser education. Preference is given to those in need of financial Scholarship Fund assistance. Established in 1997 by Sonia Beser Snyder, ’44, in mem- ory of her twin sister, Naomi Beser. Kelvin D. Machemer Scholarship Established in 2004 by Kelvin D. Machemer to provide William H. Thomson Scholarship scholarship support for part-time students in the School Dorothy S. Thomson established this fund in memory of of Education. her husband to provide financial assistance to worthy stu- dents in the School of Education.

education.jhu.edu/ 21 Admissions/ Registration/ Finances their daughterand sister, an thisscholarshipsupports Established in2004by theFedor of familyinmemory Linda A.Fedor Memorial Scholarship in giftededucationandprovides half-tuitionscholarships. Established in1987,thisscholarship isforgraduatestudents Dorothy Davis ScholarshipforGifted Education General Scholarships(Open toAll Students) Graduate Education Scholarships schools formanyyears. were specialeducationprofessionals inBaltimore public Mrs. Lichtenstein,bothalumnioftheSchoolEducation, hisorherstudies.Dr. tofurther institutional support and mitment tothefieldofspecialeducationandmayneed student attheSchoolofEducation whoexemplifies acom- ’39, thisscholarshipisawarded annuallytoadoctoral ofhiswifeHelen ’30, ’34,inmemory Hassie Lichtenstein, Established in1986by thelateDr. Lichtenstein, Arthur Helen Hassie Lichtenstein Scholarship Fellows program whodemonstratefinancialneed. funds forfull-timestudentsenrolled intheCounseling D. Glass andMrs.Saralynn B.Glass toprovide scholarship Established in2011withagenerous giftfrom Dr. Sheldon Counseling ScholarshipFund The Sheldon D.and Saralynn B.Glass Endowed Need-Based Scholarships ship isawarded toSchoolofEducation doctoralstudents. director oftheGraduate Division ofEducation, thisfellow- ofGil Schiffman,professormemory emeritusandformer Established in1996by agiftfrom The Hodson Trust in Aileen andGilbert SchiffmanFellowship the SchoolofEducation. now separatelyknown astheCarey Business Schooland to thedeansofMcCoy CollegeandtheEvening College, her sister, Levin,formerexecutive thelateMary secretary the lateCeceliaL.Bass, ’41,andLeonP. Bass inhonorof Established in1978forpost-master’s degree studentsby LevinScholarshipFundMary toral studentsintheSchoolofEducation. Established in1998toprovide financialassistancetodoc- Nancy Grasmick Fellowship Fund School ofEducation. fellowship isfordoctoralcandidatesineducationatthe ty’s CollegeCoursesfor Teachers, created in1909. The cation andphilosophyfirstchairmanoftheuniversi- of thelateDr. Edward Franklin Buchner, professor ofedu- Established in1987by thelateLouisaBuchner inhonor Edward Franklin Buchner Fellowship inEducation General Scholarships(Open toAll Students) Doctoral Degree Scholarships 22

The School ofEducation Academic Year Catalog 2012–2013 Arts in Arts Teaching (MAT) program. the tuitionandfeesofastudentenrolled intheMaster of vice goalsandidealsofAlisonPaige Wolcott, tohelpcover Established in2008,forthepurposeofadvancing theser- Alison P. Wolcott Memorial Scholarship and thesummersessionduring1930s1940s. Bamberger asdirector ofCollegeCoursesfor served Teachers education studentsattheSchoolofEducation. Dr. Broening. The fundprovides financialassistanceforgraduate cation, tohonorDrs. Florence E.Bamberger andAngela Theta, anationalhonorandprofessional associationinedu- Established in1980by theChiChapterofPi Lambda Pi LambdaThetaScholarship McCoy CollegeandtheEvening Collegefrom 1951to1970. undergraduate students.Richard Mumma asdeanof served Conley Mumma, graduateand thisscholarshipsupports Established in1997by theestateofRichard andMarie Scholarship Fund Richard andMarie ConleyMumma Bloomberg ScholarsProgramBloomberg Merit-Based Scholarships gram attheSchoolofEducation. internship inthemaster’s degree inspecialeducationpro- and thereby help studentsinthefuture. donors ofthefundencourage recipients torepay thegift and books.Althoughthisisa scholarship program, the student’s earnedincomerequired tocover tuition,fees, cation. The fund matchesupto50percent ofthe ate studentswhorequire financialaidfortheiredu- partial lished afundinherhonortoassistworking undergradu- The familyandfriendsofAnnaMcClintock Welch estab- Anna McClintockWelch Matching Fund Need-Based Scholarships graduate students. Established in1997by LillianBernice Fox, ‘61,forunder- Lillian Fox Bernice Scholarship Fund ofherparents. graduate studentsinmemory Established in1997by LillianBernice Fox, ‘61,forunder- Isaac andFannie Fox ScholarshipFund General Scholarships(Open toAll Students) Undergraduate Degree Scholarships studentsinmastersprograms. part-time petitive awards are outstandingadult madetosupport totheSchoolofEducation. scholarship support The com- Trustees. The Bloomberg ScholarsProgram provides ENGR ’64andformerchairmanoftheJHUBoard of Established in1995withagiftfrom Michael Bloomberg, Veterans/G.I. Bill Assistance The Johns Hopkins University is approved by the 3. After completing the application, the veteran sends it, Maryland Higher Education Commission for training along with a certified copy of the DD214, Copy 4, to veterans and the widows and children of deceased veterans the following address: under provisions of the various federal laws pertaining to Finances Admissions/ Veteran’s Certification Officer Registration/ veterans’ educational benefits. Information about veterans’ Office of the Registrar benefits is available at www.gibill.va.gov. School of Education Http://www.gibill.va.gov/apply-for-benefits/road-map/ 6740 Alexander Bell Drive, Suite 110 is an excellent tool offered by the Department of Veteran Columbia, MD 21046 Affairs as many veterans and active duty personnel can qualify for more than one education benefits program. The VA will return an official “Certificate of Eligibility” This “Road Map” will help you determine what benefit is to the student who must submit a copy of the certificate best for you and how to apply for it. to the VA certifying official (address above) or fax to More information on applying for veterans’ benefits 410-516-9817. and enrollment procedures may be obtained from the Department of Veterans Affairs http://vabenefits.vba. Transfers va.gov/vonapp/. When transferring from another college or university, Students eligible for veterans’ educational benefits the veteran must obtain a Request for Change of Program (excluding Post 9-11, Chapter 33) register and pay their or Place of Training (VA Form 22-1995) from the University bills in the same manner as non-veteran stu- Department of Veterans Affairs at www.gibill.va.gov. dents. Reimbursement is made by the Department of Submit the completed form to the Veteran’s Certification Veteran Affairs on a monthly basis. The amount of reim- Officer as noted above. bursement is determined by the student’s rate of pursuit cal- culated by the number of courses taken during a semester. Continuing JHU Student Enrollment Students eligible for Post 9-11, Chapter 33 veterans’ Students are required to email the VA certifying official at benefits register in the same manner as non-veteran [email protected] each semester after they register students. A partial tuition payment is made by the if they want to use veteran benefits for tuition and fees, Department of Veterans Affairs directly to the University. including the graduation fee. A student who received The amount of payment is governed by the student’s eligi- veteran’s benefits while attending the University during bility established by the VA. The student is responsible for the preceding semester and who re-enrolls with no change the remaining tuition. of objective needs only to advise the certifying official that In all of the above cases, veterans’ educational benefit re-certification under the provisions of the original VA payments cover only a portion of assigned fees. Questions form 22-1990 is desired. regarding enrollment procedures for the School of Students receiving veteran’s benefits must pursue a Education may be directed to the VA certifying official at program of courses that leads to the exact objective 410-516-9816 or at [email protected]. (normally a degree or certificate) indicated on the original To obtain veterans educational benefits, a veteran VA application. Any change in program or objective must comply with the following procedures: requires submission of a Request for Change of Program (VA Form 22-1995). Initial Enrollment Veterans are also required to advise the certifying 1. The veteran must first apply and be admitted to one of official at [email protected] immediately of any the schools of the University. change in their program, status or course load that might 2. He or she then obtains an Application for Program of affect the amount of their monthly payment from the VA. Education of Training (VA Form 22-1990) from the Failure to do so may cause the Department of Veterans Department of Veterans Affairs. Forms are available at Affairs to seek restitution from the veteran of a resulting http://vabenefits.vba.va.gov/vonapp/about_vonapp. overpayment of benefits. asp . (Vonapp stands for Veterans On Line Students from other Institutions Application.) Once logged in, applicants will find links to various veterans’ forms required to apply for Students attending other colleges and universities who Veterans Benefits. enroll for the summer session at Johns Hopkins University should request that a letter be sent from the primary insti- tution to the Department of Veteran Affairs stating that the courses and credits at Johns Hopkins University are accepted toward the student’s degree.

education.jhu.edu/ 23 Admissions/ Registration/ Finances that thebenefitsmayberesumed. student’s progress toward his/herobjective anddetermines are suspendeduntilthe VA completesareview ofthe that thestudentfailstomeetthesestandards, thebenefits are ormaybeestablishedby VA regulations. In theevent The veteran alsomustmeetanystandards ofprogress that university forallstudents,veterans andnon-veterans alike. eran meetingtheacademicstandards establishedby the Continuation of VA paymentsisdependentonthevet - Standards ofProgress 24 The School ofEducation Academic Year Catalog 2012–2013 outlined intheabove table). In suchcases,the award ofa grading systemratherthanaletter-based gradingscale(as Some coursesmaychoosetoemploy aPass (P)/Fail (F) Alternative Grading Scale gram descriptionsinthiscatalog. ments. For details,pleaserefer further totheindividualpro- Note: Someprograms mayhave additionalgrading require- * to correct anerror ortoreplace an“I”(incomplete)grade. No notationonanofficialreport maybechangedexcept I F *D C– C C+ B– B B+ A– A Grading Scale for thoseneedingimprovement inwritingskills. writing qualitywhenassigninggrades,andmakereferrals willconsider mand oftheEnglish language;instructors labus. Allstudentsmustpossessacceptablewrittencom- own system,whichshouldbeexplainedinthecoursesyl- Leadership. The gradeofA+isnotassignedatanylevel. coursework offered intheDivision ofPublic Safety onlytoundergraduate grades ofD+,D,andDpertain degree—is listedinthetablebelow. Please notethatthe Education students—graduate,undergraduate,andnon- The gradingscaleusedforofficialgradesallSchoolof G G A education.jhu.edu graduate level only. The grades ofD+,D,andD–are awarded attheunder- enera cademic rading Grades X WD MR *D- *D+ assignsgradesaccordingEach instructor tohis/her l G Grade notyet submittedby instructor by instructor) Official withdrawal(notassigned instructor, notafailinggrade No gradereported asyet by the Incomplete Meaning rading S y stem / 25 Policies P o l

ic and y A Quality Points 0.0 0.7 1.0 1.3 1.7 2.0 2.3 2.7 3.0 3.3 3.7 4.0 cademic R ecords 4. 3. 2. 1. To calculategradepointaverage (GPA): G grading systemwillcounttoward astudent’s GPA. Fail (F)grades awarded onthebasisofPass (P)/Fail (F) tion ofastudent’s Grade Point Average (GPA). However, Note: Pass (P)grades are notconsidered- inthedetermina course syllabus. ing systemforcoursesshouldbeclearlystatedinthe based gradingscale. The useofthePass (P)/Fail (F)grad- thereof, equatetotheaward ofan“F”gradeintheletter- above, whiletheaward ofaFail (F),andtheconsequences Pass (P)gradeisequivalent totheaward ofa“B”gradeor who wishtowithdrawfrom acoursemust submitthe Registrar. It isnotassignedby theinstructor. Students drawal from acourseapproved by the Office ofthe The WD (withdrawal)gradesignifiesanofficialwith- W is usedincalculatingthegradepointaverage.) academic record; however, onlytherepeated coursegrade original Fandrepeated coursegrades appearonthe policy (seebelow), whenacourseisrepeated, boththe repeated. (Per theSchool ofEducation’s Repeated Courses culated intothegradepointaverage, unlessthecourseis failing gradewillremain onthetranscript andwillbecal- course. In allcasesinwhichan“F”gradewasreceived, the these coursecomponentswhenrepeating therequired tor grantspermissionforastudenttoretake onlyoneof work mustberepeated,- unlesstheinstruc and laboratory required work, courseinvolves boththelecture laboratory if thecourseisrequired, itmustberepeated. If the required forgraduation,itneednotberepeated. However, cate. If thecourseinwhich“F”isreceived isnot “F” maybecountedtoward agraduatedegree- orcertifi complete satisfactorilythework ofthecourse.No gradeof An “F”(failure) gradeindicatesthestudent’s failure to F ai rade ithdrawa divide qualitypointsby thenumberofcredits add credits add qualitypoints the gradesreceived ineachcourse quality points(notedonGrading Scale)associatedwith multiply thenumberofcredits foreachcourseby the lu re P (F) G (F) oint l (WD) G (WD) A rade v erage rade

Academic Policies Academic Policies 21046-2100. 6740 AlexanderBell Drive, Suite 110,Columbia,MD Registrar, Johns Hopkins University, SchoolofEducation, by faxat410-516-9817, orby mailtotheOffice ofthe • • • be aware ofthefollowing whenrepeating courses: an “R”ontheacademicrecord. Graduate studentsshould course isrepeated. The repeated courseisindicatedwith applied toward degree requirements onlyonce,even ifa lating thegradepointaverage. Coursecredit maybe however, onlythe repeated coursegradeisusedincalcu- repeated coursegradesappearontheacademicrecord; tarily” repeated courses.) oftheiracademicprobation donotcountas“volunas part - Standing below. Coursesthatstudentsare required torepeat demic standing—seepolicyonUnsatisfactory Academic oftheirplanforreinstatementcourses aspart togoodaca- on academicprobation mayberequired torepeat oneormore may berepeated onlyonce.(Note: Students whoare placed which agradeofB-orbelow wasreceived. The course while enrolled inaprogram; anditcanonlybeacoursein A graduatestudentmayvoluntarily repeat onecourse Graduate Students R dents maysubmitincompletework foreachsemester. The Academic Year Calendardetailsthelastdatethatstu- “F” replaces the“I”onstudent’s academictranscript. ofthefollowingweeks after thestart semester, agradeof agreed timeframe,andnogradeisreported withinfour In theevent thatthework isnotcompletedwithinthe provided thework wasdonewithintheagreed timeframe. Form) afterthestudent’s completedwork has beengraded, of theRegistrar (usingtheGrade by theinstructor Change cific coursework. AfinalgradeissubmittedtotheOffice some justifiabledelayinthestudent’s completionofspe- not prepared togive afinalgradeforthecoursebecauseof is An “I”(incomplete)gradeisusedwhentheinstructor I http://www.students.education.jhu.edu/forms/ school ofEducation’s Current Students website at 26 ncomp epeated cumulative gradepointaverage of3.0(ona4.0scale) Graduate studentsmustachieve aminimum Standing.) grades. (See sectiononUnsatisfactory Academic actionsincludesrepeated course academic disciplinary The numberofCandFgradesusedtodetermine of C+,C,orC-are earned. forcoursesinwhichsecondorthirdcertificate grades students donotreceive credit toward theirdegree or count toward agraduatedegree program. Graduate Only onecoursewithagradeofC+,C,orC-will When acourseisrepeated, boththeoriginaland l ete C o (I) G (I) u rses rade ) inperson, The School ofEducation Academic Year Catalog 2012–2013 evidence thatthefinalcoursegrade wasnotsodetermined. standards announcedinthesyllabus maybeconsidered academic judgment.Afaculty member’s failure tofollow was determinedbasedonthefaculty member’s considered of whetherornotthefinalcourse gradebeingappealed consideration ofgradeappealsislimitedtoanevaluation cific basisandevidencefortheappeal.At eachreview level, sion inthematter. the Dean (orhis/herdesignee)shallmakethefinaldeci- mittee toreview thecaseandmakearecommendation; Dean (orhis/herdesignee)mayappointahearingcom- to theDean oftheSchoolEducation. In suchcases,the with theAssociateDean, astudentmayappealinwriting basis foragradeappeal. judgment. Mere disagreement withafacultymemberisnot was notbasedonthefacultymember’s considered academic dent’s basisforbelievingthatthefinalcoursegradeassigned question. The appealmustbeinwriting,statingthestu- Public Safety Leadership—withoversight forthecoursein Dean (Research/Doctoral Programs), orAssociateDean for Associate Dean (Educator Preparation Programs), Associate sion totherelevant AssociateDean—either the matter, thestudentmayappealfacultymember’s deci- dent’s failstoresolve discussionwithhis/herinstructor the Associate Dean/Dean’s level. Dean’s level—only finalcoursegradesmayappealedtothe grades forindividualassignmentstotheAssociateDean/ the facultymember. Students, however, maynotappeal assignment orforacourseshoulddiscussthematterwith override gradesthatare sodetermined. demic judgment,andtheSchoolofEducation willnot the facultythrough theexercise oftheirconsidered aca- Grades foracademicwork andcoursesare determinedby G assistance topayfortheoriginalcourse. course ifthestudentdidnotpreviously receive financialaid financial aidassistancetoward thecostofrepeated the requirements foracademicprobation, mayonlyreceive ofof whetheritistakenvoluntarily ormandatedaspart Please note thatastudentwhorepeats acourse,irrespective • rade program-specific courseorgradingpolicies. handbook (where applicable)formore informationon page intheAcademic Catalogortheprogram internship courses.Students shouldrefer totheprogram courses—for example,stricterrequirements for may have additional graderequirements forrepeated Some atthemaster’s programs, particularly level, approval forgraduation. to maintaineligibilityforfinancialaidandreceive All appeals must be in writing, setting forth thespe- All appealsmustbeinwriting,settingforth If thematterisnotresolved following consultation Where finalcoursegradesare concerned,ifthestu- A studentwhodisagrees withagradeonparticular A ppea l s

address informationviatheISISSelf-Service website at access theirsemestergradesandreview andupdatetheir or personalinquiry. Currently enrolled studentscanalso the student’s homeaddress; itisnotavailable by telephone the endofcourse. The gradereport willbemailedto the coursegradetoOffice oftheRegistrar following to receive hassubmitted gradereports once theinstructor fidential lettersofrecommendation) maintainedinthe (other thantranscriptsfrom previous institutionsandcon- Requests toinspectand/orreceive copiesofdocuments Academic Records Requests Education’s website of Education academicrecords shouldaccesstheSchoolof Students whowishtoobtaintranscriptsoftheirSchool Transcripts https://isis.jhu.edu/ Students canrequest viaemailat Grade Reports G student’s record. cated totheStudent Affairsofficeandplacedinthe concerning afinalcoursegradeappealwillbecommuni- appeal hasbeenreceived. Notification ofthefinaldecision notify thestudentinwritingthatstudent’s grade Dean’s level review stage,theSchoolofEducation shall appeal. For appealsthatreach theAssociateDean and/or endar daysfrom thedatestudentlaunchesinitial posted andallappealcasesmustberesolved within90cal- 30 calendardaysafterthefinalcoursegradehasbeen edu/register/grades.html be released without astudent’s signedauthorization. standing financialobligationtotheUniversity, norwillthey Note: Transcripts are notissuedforastudent withanout- difficulty ofobtainingthosedocumentsdirectly. tional institutions,however, willbeconsidered duetothe for photocopiesoftranscriptsfrom internationaleduca- and cannotbemadeavailable foranyotheruse.Requests are submittedspecificallyforconsideration ofadmission will notbemadeavailable toastudent. These documents Education from otherdomesticeducationalinstitutions and universities shouldcontactthoseinstitutionsdirectly. wish toobtaintranscriptsfrom previously attendedcolleges transcripts online,by mail,orinperson.Students who outstanding financialobligationtotheUniversity. Note: Grade reports are notissuedforastudentwithan 410-516-9816. shouldcontacttheOffice oftheRegistrarthis service at R education.jhu.edu ecord rade All finalcoursegradeappealsmustbeinitiatedwithin Photocopies oftranscriptsreceived by theSchoolof R R eports e qu ests , T , . Students whohave questionsabout / 27 http://www.students.education.jhu. ranscripts ) forinformationonhow toorder [email protected] , , and A cademic

semester. per semester. For undergraduate studentsitis6credits per Note: Half-time statusforgraduate studentsis5-6credits not accessedthecorrect information. Student Representative Service ifitappearsalenderhas the Clearinghouseat703-742-7791andspeaktoa Clearinghouse forprocessing weekly. Students maycall ted totheRegistrar’s Office tothe willbeforwarded enrollment tolendingagencies.Deferment formssubmit- Clearinghouse, which,inturn,willsupplyverification of transmits areport ofstudents’ enrollment statustothe System (NSLDS). ofEducation’sDepartment National Student Loan Data andthe the school,toguarantyagencies,lenders,servicers, providing statusanddefermentinformation,onbehalfof cesses forschools. The Clearinghouseisresponsible for simplify theenrollment verification anddefermentpro- thatwascreated consortium to is anindustry-sponsored intheNationalparticipates Student Clearinghouse,which cessed by theRegistrar’s Office. The SchoolofEducation ofenrollment andisproLoan defermentiscertification - RequestsLoan Deferment Records Coordinator at410-516-9816. information orassistance,contacttheSchool’s Transcript/ recipient(s) are required toprocess therequest. For more Number, andthename(s)address(es) ofthe phone oremail. The student’s name,Social Security can besubmittedtotheOffice oftheRegistrar viatele- Requests forverification ofenrollment ordegrees earned Verification Requests individual student such as application for admission, letters individual studentsuchasapplication foradmission,letters The academicrecord includesalldocumentsrelated toan Retention ofRecords www.jhu.edu/news_info/policy/ferpa.html can beobtainedfrom theOffice ofRegistrar oronlineat vacy intheJohns Hopkins Gazette. Copiesofthispolicy publishes itspolicyonfamilyeducationalrightsandpri- FERPA), asamended.EachOctober, theUniversity Rights andPrivacy Act of1974(commonly known as dance withtheprovisions oftheFamily Educational The University maintainsitsacademicrecords inaccor- Family Educational RightsandPrivacy Act Office of the Registrar at410-516-9816. information orquestions,studentsshouldcontactthe 2100. Faxed requests willnotbehonored. For further Alexander Bell Drive, Suite 110,Columbia,MD21046- Johns Hopkins University, SchoolofEducation, 6740 with anoriginalsignature totheOffice oftheRegistrar, academic record ofastudentmustbesubmittedinwriting On thefirstofeachmonth,Schoolelectronically .

Academic Policies Academic Policies graduation. average of3.0(ona4.0scale)toreceive approval for students mustachieve aminimumcumulative gradepoint scale) throughout theirenrollment. In addition,graduate degree) mustmaintainatleastaBaverage (3.0ona4.0 Education graduatestudents(degree, andnon- certificate, To remain ingoodacademicstanding,Schoolof Graduate Students 4.0 scale)toreceive approval forgraduation. a minimumcumulative gradepointaverage of2.0(ona course. In addition,undergraduatestudentsmustachieve may notcountanyD+,D,orD-gradesearnedina 4.0 scale)throughout theirenrollment. Undergraduates of Education mustmaintainatleastaCaverage (2.0ona dents inPublic Safety Leadershipprograms intheSchool To remain ingoodacademicstanding,undergraduatestu- Undergraduate Students G ofgrievanceoverview anddueprocess procedures. Academic andStudent ConductPolicies sectionforan actionsagainstthestudent(s)involved; pleaseseethe ary Any breach ofacademicstandards mayresult indisciplin- meetingtheexpectationsoffaculty.well asperformance compliance withtheUniversity andSchoolregulations, as requirementsand instructional atthetimeofsuchaward, tional basedonsatisfactionofallcurrent degree/certificate program. The award ofdegrees iscondi- andcertificates degree tostudentsenrolled inanyacademic orcertificate ticular curriculumorprogram ofstudy. The Schooldoesnotguaranteecontinuationofanypar- through the SchoolofEducation are subjecttochange. The requirements forthedegrees offered andcertificates A • • • • commonlyreferredperformance toasthetranscript. of recommendation, etc.,aswell astherecord ofacademic 28 ood cademic enroll, but donotcompletetheprogram anddonot Records forstudentswhoare admittedtoaprogram, of oneyear. but donotregister forcoursesare retained foraperiod Records forstudentswhoare admittedtoaprogram retained foraperiodofoneyear. Records forindividualswhoare deniedadmissionare Education. individual’s studentstatuswithintheSchoolof Retention ofstudentrecords isdependentonan The University doesnotguaranteetheaward ofa A cademic S tandards S tanding The School ofEducation Academic Year Catalog 2012–2013 considered unsatisfactory. student whoseacademicstandingorgeneralconductis The University the righttodismissatanytimea reserves U • • ifanyofthefollowing outcomesoccur: unsatisfactory A graduatestudent’s academicstandingisconsidered Graduate Students University, whichisfinal. grade below Cwillresult inacademicdismissalfrom the to reinstatement. If astudentisreinstated, anyadditional Suspended studentsmustmeetwithafacultyadviserprior basis. for considerationofreinstatement on aprobationary the Director oftheDivision ofPublic Safety Leadership cally suspendedstudentmaysubmitawrittenpetitionto on academicprobation. a gradepointaverage below 2.0duringasemester(s)while dent willalsobeacademicallysuspendedifhe/sheachieves credits, thestudentwillbeacademicallysuspended.Astu- semester inwhichhe/shecompletestheadditional24 her cumulative gradepointaverage above 2.0by the being placedonacademicprobation. lative gradepointaverage above 2.0within24credits of academic probation, thestudentmustraisehis/hercumu- be placedonacademicprobation. To beremoved from average fallsbelow 2.0.In suchanevent, thestudentwill ifhis/hercumulative gradepoint ered unsatisfactory An undergraduatestudent’s academicstandingisconsid- Undergraduate Students port anyclaimforachangetotheirrecord.port responsibility toproduce proper documentationtosup- course beyond thatfive-year period,itwillbethestudent’s should ariseregarding documentationofenrollment ina tion isheldonlyforaperiodoffive years. If anyquestions Registrar’s Office. Documentation toregistra pertaining - Transcript records are archived permanentlyinthe • nsatisfactor No more thanonecourseinwhichthegradeofC+,C, course. (Dgradesare notgiven tograduatestudents.) The studentearnsasecondgrade ofC+,C,orC-fora program. of Fmaybecountedtoward adegree orcertificate The studentearnsagradeofFforcourse.No grade permanently. and graduatefrom thatprogram are retained Records forstudentswhoare admittedtoaprogram enrollment. graduate are retained forsixyears afterthelasttermof After aperiodofnotlessthanoneyear, anacademi- If astudentonacademicprobation failstoraisehis/ y A cademic S tanding 9817 withtheappropriate graduationfeeto: theyexpecttoreceive.or certificate must completeseparateapplicationsforeachdegree and/ application deadlinesattheendofthissection.)Students of the student’sstart finalsemesterofcoursework.(See the jhu.edu/forms/ Service at Service application form,whichisavailable through ISISSelf- must applyforgraduationusingtheonline degree candidates). candidates;$100forcertificate graduation fee($175forgraduateandundergraduate must submitanApplication forGraduation Form and A studentwhoexpectstoreceive adegree orcertificate G • • following actionsare taken: In theevent thatanyoftheabove outcomesoccur, the • • is alsoavailable onlineat application forgraduationapproval. The graduationform they plantoattendtheceremonies, need tocompletethis Information. Allstudents,regardless ofwhetherornot the Registration menuundertheProgram ofStudy ation applicationform. The linktotheapplicationisin JHED usernameandpassword toaccesstheonlinegradu- education.jhu.edu rad period mustbeapproved by thestudent’s faculty standing. Anycoursestakenduringtheprobationary develop aplanforreinstatement togoodacademic The studentshouldcontacthis/herfacultyadviserto him/her onacademicprobation. policy), astudentcannotappealthedecisiontoplace can appealtheaward ofagrade(seeGrade Appeals period ofnotlessthanonesemester. While astudent The studentisplacedonacademicprobation fora placement. unsatisfactorilyduringaninternship performing professional dispositionsinacourse/program or programs—for example,failingtodisplayappropriate professional expectationsasdefinedby individual The studentfailstomeetotheracademicand/or below 3.0(ona4.0pointscale). The student’s cumulative gradepointaverage falls C- isearned. courses inwhichasecondorthird gradeofC+,C,or Graduatecertificate. studentsreceive nocredits for or C-isearnedmaybecountedtoward thedegree or School ofEducation Johns Hopkins University Office oftheRegistrar Applications shouldbemailedorfaxed to410-516- The applicationmustbesubmittednolaterthanthe Students whoare planningtograduateby May 2013 u https://isis.jhu.edu/ ation andatallcampuslocations. / 29 http://www.students.education. . Students shouldusetheir confirming theCouncil’s action. February, studentsonthegraduationlistreceive letters After theAcademic CouncilmeetsinOctober and intersession andspringsemesterare reviewed inMay. February; andthosefinishingattheendofJanuary ishing attheendoffallsemesterare reviewed in reviewed by theAcademic CouncilinOctober; thosefin- at theendofMay sessionandsummersessionsare for commencement.Students completingallrequirements and tomakerecommendations tothe University President three timeseachyear toreview candidatesforconferral requirements. anticipate completingtheirdegree/certificate tentative graduationlistforthe semesterinwhichthey graduation coordinator. Their namesare placedonthe Graduation Form receive confirminglettersfrom the students whohave submitted the Application for the gradeof“I”(incomplete)duringtheirfinalsemester. all coursework ontime andshouldnotrequest orreceive Students whoare planningtograduateshouldcomplete the originalgrade(s)(seeGrade Appeals policy). be appealed,althoughastudentmayappealtheaward of to academicprobation. Such decisionsare finalandcannot automatically dismissedfrom theprogram withoutrecourse C-), oranFandtwoCgradesinthesamesemesterwillbe Students whoearntwoFgrades,three Cgrades(C+,C,or • • result inacademicdismissal,whichisfinal. her cumulative gradepointaverage atthetime,will any additionalgradeofC+orbelow, irrespective ofhis/ If astudent isreinstated togoodacademicstanding, academic standing. point average (ifapplicable)required forgood his/her facultyadviser, andhasregained the3.0grade grade, hasmetallotherconditionsofprobation setby has completedtherepeated course(s)withasatisfactory The studentwillbereleased from probation whens/he that meetswithfacultyadviserapproval. is notrequired, thestudentmaytakeanothercourse gradewasearnedinacoursethat If theunsatisfactory policies onFailure (FGrades) andRepeated Courses.) gradewasearned.(See in whichtheunsatisfactory in arequired course,thestudentmustrepeat thecourse adviser. If grade thestudentreceived anunsatisfactory The SchoolofEducation Academic Councilmeets Approximately onemonthafterthesemesterbegins, Columbia, MD21046-2100 6740 AlexanderBell Drive, Suite 110 ATTN: Graduation

Academic Policies Academic Policies statements containedinother JHU divisionalpolicies. some casesstatementsherein are basedon orreiterate dent conductpoliciesindeveloping thesepolicies,andin School ofEducation considered otherJHUdivisionalstu- other University policiesandprocedures. Further, the conduct isconsidered unsatisfactory. any timeastudentwhoseacademicstandingorgeneral School ofEducation therighttodismiss at alsoreserves may result inactionby acivilorcriminalcourt. The actionwhetherornottheoffenseresults or disciplinary ble. The School ofEducation therighttoinstitute reserves matters inasinformalanadministrative settingaspossi- School premises. School ofEducation related orsponsored activitiesoff misconduct committedonUniversity premises orduring ments andisawaitinggraduation. These policiesapplyto gram, orwhohascompleteddegree require orcertificate - rently enrolled inaSchoolofEducation courseorpro- abide by them. toanypersonwhoiscur- They pertain ple thateachstudentassumesindividualresponsibility to with thatinterest inmind. They are basedontheprinci- of ideasinanacademicsettingandare tobeconstrued safeguard andfacilities. itsproperty as topromote theorderly operationoftheSchoolandto health ofallmemberstheacademiccommunity, aswell rights, welfare, intellectualintegrity, safety, property, and Student ConductPolicies istopromote andprotect the The purposeoftheSchoolEducation’s Academic and S A cate programs willreceive theirdiplomasviamail.) the conclusionofceremony. (Note:- studentsincertifi commencement ceremonies andpickuptheirdiplomasat May commencementceremonies, ortheycanattendthe mas mailedtothemapproximately twoweeks afterthe to have their degree conferred. may needtowaituntiltheendoffollowing semester graduation applicationsafterthespringsemesterdeadline lines attheendofthissection.)Students whosubmit for the2012-13academicyear. (See theapplicationdead- dents whoappliedtograduateby thedesignateddeadlines mencement brochure willincludethenamesofthosestu- mencement ceremonies are heldinMay. The May com- end ofthesummer, fall,andspringsemesters. The com- 30 tatement cademic These policies,where appropriate, makereference to These policiesare intendedtoresolve student related These policiesare intendedtoenhancefree exchange The Johns Hopkins University confersdegrees atthe Students willhave thechoiceofhavingtheirdiplo -

of

P and rincip S l t es u dent C ond u ct P o The School ofEducation Academic Year Catalog 2012–2013 l icies cerning maintenanceanddisclosure ofstudentrecords. dance withUniversity policyandstatefederallawscon- documentation,shallbemaintainedinaccor- all supporting the University forinclusioninacademic records, violation nishing falseorincompleteinformation toanyagentof conduct include,butare notlimitedto,knowingly fur- tutes academicmisconduct. Students are responsible forunderstandingwhatconsti- of authorshiporgives undueadvantage isaviolation. images, speechesandideas.Anyactthatviolatesthespirit includes themisuseofelectronic media,text,print, submissions, orhelpingothersengageinmisconduct. This cheating, fabri-cation,plagiarism,unapproved multiple includingbutnotlimitedto work, intellect,oreffort, an un-fairorimproper advantage beyond astudent’s own duct asanyintentionalorunintentionalactthatprovides of theUniversity. reason toknow willimpairtheirintegrityorthe from actstheyknow or, underthecircumstances, have interactions withothers.Students are obligatedtorefrain work orotherappliedlearningactivities,andintheir outtheirfield- assignments andexaminations,incarrying integrity andhonestyatalltimesincompletingclassroom fessional con-duct.Students mustdemonstratepersonal education andwithacceptedstandards ofethicalandpro- Hopkins University’s missionasaninstitutionofhigher conduct themselves inamanner appropriate totheJohns School ofEducation studentsassumeanobligationto P concentration tion andmajorwithoutidentifyingthestudent’s Note: Johns Hopkins diplomasindicatethedegree qualifica- form andfeesare asfollows: Year Calendar)forsubmittingthegraduationapplication violations ofacademicintegrity. full andresolve alloutstandingchargesofmisconductand their diplomas,studentsmustpayallstudentaccountsin tive graduation listatthebeginningofMarch. To receive o l icies All records ofacademicandstudentconductcases, Other violationsofacademicintegrityand ethical The SchoolofEducation definesacademicmiscon- Spring Fall Summer Semester The deadlines(whichare alsolistedintheAcademic Ceremony informationissenttothoseonthetenta- G o v

erning A January 4 August 24 May 31 Deadline cademic C ond u ct • • • • • followed: manner,impartial theprocedures listedbelow are tobe Governing Academic Conduct)are decidedinafairand and otherviolationsasoutlinedabove inthePolicies (including, butnotlimitedto,cheatingandplagiarism To assure thatchargesofstudentacademicmisconduct (2) Procedures Governing Faculty-Initiated Complaints Student ConductComplaintsbelow.) the Student Affairsoffice.See Procedures Governing related tonon-academicstudentconductshouldcontact ulty adviser. (Students whowishtoinitiateacomplaint ofthecourseinquestionorwiththeirfac- the instructor academic conductofanotherstudentshouldconsultwith Students whowishtoinitiateacomplaintregarding the (1) Procedures Governing Student-Initiated Complaints Governing Student Con-ductbelow.) tions related tonon-academicconductmatters,seePolices of theUniversity sealandofficialdocuments.(For viola- and falsification,forgery, ormisuse alteration,destruction, of therightshumanandanimalsubjectsinresearch, education.jhu.edu response, thecommitteewillrender adecisionwithin the chargeandevidence studentoffersin Following apresentation of oftheevidenceinsupport and arepresentative from theStudent Affairsoffice. to anAssistantorAssociateDean level ap-pointment), infraction tookplace,asenioradministrator(equivalent the divisionofferingcourseinwhichalleged members andincludeafacultymemberdrawnfrom the matter. The committeeshallcompriseatleastthree designee) willappointahearingcommitteetoconsider Education. In suchcases,theDean (orhis/her Associate Dean shallnotifytheDean oftheSchool If noagreement isreached asprovided forabove, the penalty isfinal. signed writtenreport outliningtheinfractionand placed inthestudent’s record. The decisioninthe involvedsigned by allparties inthecase,shallbe description oftheinfractionandpenaltyagreed to, agreed upon,awrittenreport containing abrief If thestudentadmitsinfractionandapenaltyis to thestudentby theinstructor. Evidence thechargeshallbemadeavailable supporting Public Safety Leadership. (Research/Doctoral Programs), orAssociateDean for (Educator Preparation Programs), AssociateDean appropriate AssociateDean—either the AssociateDean shall receive writtennoticeofthechargefrom the andthestudent,student between theinstructor In theevent themattercannotberesolved directly resolve matterdirectly. student, providing to anopportunity bothparties shalldiscussthechargewith The instructor / 31 • • • • expected torefrain from: Specifically, studentsandstudentorganizationsare proceedings andsanctionspenaltiesoutlinedbelow. engage insuchconductwillbesubjecttothedisciplinary of conduct.Students andstudentorganizationsthat The SchoolofEducation prohibits thefollowing types (1) Regulations Governing Student Conduct be membersoftheUniversity community. property, theirrightto willbedisciplinedandmayforfeit others, orwhodestroy, impair, orwrongfullyappropriate sonal safetyorthatharmhave thepotentialofharming have committedactsthatare adangertotheirown per- purpose oritsreputation inthecommunity. Students who to refrain from behaviorwhichtendstoimpairtheSchool’s be law-abidingcitizens, torespect therightsofothers,and exchange intheclassroom. The Schoolexpectsstudentsto faculty, staff, theintellectual orstudents;disrupts orderly operationsoftheSchool;prevents thework ofits that injures impedesinanyway the personsorproperty; integrity, studentsare expectedtorefrain from conduct In additiontomaintaininggoodacademicstandingand P • o community. contact withanymemberofor visitortotheUniversity threats against;intimidationof;orpersistent,unwanted Abusive languageand/orphysical,verbal, orwritten cause, physicalharmtoaperson. Behavior thatcauses,orcanreasonably beexpected to School orUniversity activities oremergencyservices. Intentionally orrecklessly withnormal interfering other academicactivities. operation ofteaching,administration,research, and Acts orinterfere withtheorderly whichdisrupt designee) shallmakethefinaldecisioninmatter. dation ofthehearingcommittee,Dean (orhis/her review ofalldocumentationandthefinalrecommen- consideration.Afterfinal hearing committeeforfurther evidence,thecasemaybereferrednew backtothe of theinitialhearing. When therequest isbasedon discovered evidencethatwasnotavailable atthetime effect ontheoutcomeofproceedings, oronnewly procedural error thathadasignificant,substantive of Education. AnappealtotheDean mustbebasedon within seven working daystotheDean oftheSchool decision, thestudentmaysubmitawrittenappeal Following notificationofthehearingcommittee’s the student’s record. infraction andthepenaltyimposedshallbeplacedin committee containingabriefde-scriptionofthe course ofaction.Awrittenreport prepared by the seven working daysanddeterminetheappropriate l icies G o v erning S t u dent C ond u ct

Academic Policies Academic Policies • • • • • • • • • • • • • 32 orders issuedpursuanttoadeclared stateofemergency. campus regulations governing studentconduct,including Violations ofanyotherUniversity-wide policiesor impair theSchool’s orUniversity’s reputation. members of theSchool or University community, or that or inconnectionwithSchoolfunctions, thataffect Violations ofcriminallawthatoccur onSchoolpremises or University buildings,property, orotherresources. Failure policiesregulating theuseofSchool toobserve University’s Use ofITResources Policy.) electronic resources andequipmentdefinedinthe records, orresources. includesanymisuseof (This equipment, keys,identificationcards, documents, University property, facilities(leasedorowned), The unauthorized orimproper useofSchoolor the useandabuseofalcohol.) expected toabideby theUniversity’s policiesregarding on SchoolorUniversity property. (Students are also (21 years ofage),ortheprovision ofalcoholtominors individuals underthelegaldrinkingageinMaryland The possessionorconsumptionofalcoholby onSchoolorUniversityillegal drugs) property. any controlled substance(including, butnotlimitedto, The unauthorized distribution, possession,oruseof on SchoolorUniversity property. chemicals, weapons, orexplosives, includingfireworks, The unauthorized use,possession, orstorageofany seals. misusing officialSchoolorUniversity documentsor Falsifying, forging,altering,destroying orotherwise knowingly possessingstolenproperty. University property, ofothers,or ortheproperty Theft, vandalism, ordeliberatemisuseofSchool investigation involving studentconduct. asked topresent evidenceorrespond toan Refusing toappearorgivingfalsestatementswhen oftheirduties. acting inperformance University officials,faculty, administrators,orstaff Refusing tocomplywiththedirections ofSchoolor administration/jhuoie/compliance.html Harassment Policy, available at University’s Policy AgainstSexual Harassment orAnti- harassment ofanotherpersoninviolationthe Conduct thatconstitutessexualordiscriminatory toteacher-studentrelations.) pertaining partners district systemswithwhomtheSchoolofEducation minors and,where applicable,theregulations ofschool by statelawsrelating allMaryland totheabuseof compliance.html available at person. (See theUniversity’s Sexual Violence Policy constitutes sexualabuse,assault,orrapeofanother Policy, including,butnotlimitedtoconductthat Conduct thatviolatestheUniversity’s Sexual Violence http://web.jhu.edu/administration/jhuoie/ ). (Students are alsoexpectedtoabide http://web.jhu.edu/ . The School ofEducation Academic Year Catalog 2012–2013 Anti-Harassment Policy (available at Sexual Violence Policy, Non-Discrimination Policy, and the University’s Policy AgainstSexual Harassment, nancy, and/orgeneticinformation.Conductthatviolates religion, disability, veteran status,maritalpreg- sexual orientation,gender, genderidentityorexpression, age, sex(includingsexualharassmentandviolence), on thebasisofrace,creed, nationalorigin,ethnicity, color, The University prohibits discriminationandharassment (2)  Policies Governing Academic Conduct. abide by the academicregulations outlinedabove inthe remain ingoodstanding,studentsare alsoexpectedto environment conducive tolearningandresearch. To Education andtheSchool’s commitmenttoproviding an dard ofconductexpectedastudentintheSchool Other behavior maybeequallyinconsistentwiththestan- Complaints (available at Harassment, Sexual Harassment andSexual Violence with theUniversity Procedures onDiscrimination, policies willbeinvestigated andresolved inaccordance University community. Complaintsbrought underthese of anyUniversity administrative officerby membersofthe the preceding policiesthatare brought totheattention (including sexualharassmentandviolence)under and resolve complaintsofdiscriminationandharassment within thispolicy. The University isprepared toreceive jhuoie/compliance.html administration/jhuoie/compliance.html web.jhu.edu/administration/jhuoie/compliance.html Coordinator intheOffice ofInstitutional Equity ( Director forEquity Compliance&Education/Title IX

Office ofStudent Affairs( brought totheattentionofSchoolEducation including sexualharassmentandviolence,maybe discrimination andharassment. during theinvestigation andresolution ofcomplaints ant andtheaccusedare afforded equalprocedural rights Section (4)below), shallbefollowed. Boththecomplain- Education’s Policies Governing Student Conduct(see Hearing Committee,aslistedbelow undertheSchoolof should beconvened, theProcedures forConvening a by OIE.If itisdeterminedthatahearingcommittee of Student Affairswillassisttheinvestigation asdirected duct theinvestigation. The SchoolofEducation’s Office JHU Office ofInstitutional Equity (OIE),OIEwillcon- this policy. Including Sexual Harassment andSexual Violence Complaints ofDiscrimination andHarassment, Garland Hall, Suite 130 The Johns Hopkins University Allison J.Boyle, JD,MPH Title IXCoordinator Director, Equity Complianceand Education/ Complaints ofdiscriminationandharassment, Once acomplaintisbrought totheattentionof ) andtheprocedures describedin http://web.jhu.edu/administration/ [email protected] http://web.jhu.edu/ ) ismisconduct ) andthe http:// ): possible. Accordingly, theprocedures outlinedhere inthe regulations are intendedtoberesolved asexpeditiously as tion hasviolatedSchoolofEducation policies orcampus for more details. the Office ofInstitutional Equity]). See Section (2)above and Sexual Violence Policy [available at Anti-Harassment Policy, Policy AgainstSexual Harassment violation oftheUniversity’s Non-Discrimination Policy, ment, includingsexualharassmentandviolence,in for handling(e.g.,complaintsofdiscriminationorharass- policies, willbereferred totheappropriate University office ofthe procedures forhandlingmatterswithinthepurview campus policies,whichprovidealleging violationofcertain must besubmittedinwrittenformtoSA.Complaints Policies Governing Academic Conduct.) The complaint plaint allegingacademicmisconduct,pleaserefer tothe Education’s Office ofStudent Affairs(SA).(To fileacom- Governing Student Conduct)withtheSchool of demic related matter(asoutlinedabove intheRegulations by astudentand/ororganizationfornon-aca- aggrieved personsmayfileacomplaintallegingmisconduct A memberofthefacultyorstaff, astudent,andother (3) Campus Safety andSecurity, at410.516.6629. call Lt.Mark E.Long,Investigations Section, Homewood For securitycontactsatotherUniversity locations,please information forthefollowing campusesisavailable at: complaint withcampussecurity. Campussecuritycontact cases ofsexualviolence,acomplainantmayalsofile In casesinvolving potentialcriminal conduct,includingin administration/jhuoie/compliance.html education.jhu.edu Procedures Governing Student ConductComplaints All allegationsthatastudentand/or studentorganiza- Telephone: 410.614.3473 Baltimore, MD21205 Suite 503 550 N.Broadway Johns Hopkins Medicine CorporateSecurity Telephone: 410.516.4600or410.516.7777 Baltimore, MD21218 3400 N.CharlesStreet Shriver Hall Homewood CampusSafety andSecurity Toll Free: 1.800.516.4001 Telephone: 410.516.4001 Sexual Harassment Hotline Office of Institutional Equity—Anonymous Facsimile: 410.516.5300 TTY: 410.516.6225 Email: Telephone: 410.516.8075 Baltimore, MD21218 3400 North CharlesStreet [email protected] / 33

] willbereferred to http://web.jhu.edu/ Sexual Violence Complaints,(available at Discrimination, Harassment, Sexual Harassment and For thesecomplaints,theUniversity Procedures on be askedtoinvestigate andassist inresolving theissue. harassment,theOffice ofInstitutionaltory Equity will involves sexualviolence,harassment,ordiscrimina- attend classesduringtheinvestigation. If thecomplaint severity oftheallegations,studentmaybeaskednotto the complaintand/orinvestigation. Depending onthe Leadership —willbenotified,onaneedtoknow basis,of Doctoral Programs), orAssociateDean forPublic Safety Preparation Programs), AssociateDean (Research/ ate AssociateDean—either theAssociateDean (Educator necessary. The student’s facultyadviserandtheappropri- seriousness oftheallegationsandwhethersanctionsare intothemattertodetermine will conductaninquiry and/or studentorganizationoutliningtheallegations. not bereached, letterwillbesenttothestudent acertified meeting. If thestudentand/ororganizationcan- nization oftheallegationsandwillscheduleapersonal complaint, SAwillnotifythestudentand/ororga- legal proceedings arisingoutofthesameincidents. delayed pending theresolution ofanycriminalorother Academic andStudent ConductPolicies willnotbe edu/administration/jhuoie/compliance.html student enrolled inaSchoolofEducation program may ulty andsenioradministrative staff. In somecases,another shall compriseatleastthree members,drawnfrom thefac- committee toconsiderthematter. The hearingcommittee the Dean (orhis/herdesignee)willappoint ahearing notify theDean oftheSchoolEducation. In suchcases, If noagreement isreached asprovided forabove, SAwill (4) imposed sanctions. the studentand/ororganizationtopresent the determined thatsanctionsare necessary, SAwillmeetwith cerning thedispositionofcharges.However, ifitis tion mayarrive atamutuallyacceptableagreement con- Student Affairsandthestudentand/ororganiza- tions are notnecessary, theSchoolofEducation’s Office of the formalhearingprocess describedinSection (4)below. process ormediationatanytimeforreason andbegin tion isvoluntary. Acomplainantmayendaninformal (including sexualassault),regardless- ofwhetherparticipa not beusedtoresolve complaintsofsexualviolence staff member. Informal mechanismsandmediationmay trained mediator, orotherappropriate administrative or ual harassment,inthepresence ofatrainedcounselor, basis,andforcomplaintsofsex- used onlyonavoluntary ment, theseinformalmechanismsormediationmaybe are usedtoresolve complaintsofdiscriminationorharass- lowed. If informalmechanismsofresolution ormediation Procedures forConvening aHearing Committee Within 30daysofreceipt ofawrittencomplaint,SA Within seven working daysofreceipt ofawritten For othercomplaints,ifitisdeterminedthatsanc- http://web.jhu. ) willbefol-

Academic Policies be asked to serve on the hearing committee. At the hear- further disciplinary action (suspension, dismissal, ing, the committee will meet with the accused student restitution). and/or student organization and the complainant to make • Suspension: termination of student status for a findings of fact, determine whether there has been a viola- specified period of time, including an academic tion of the School’s student conduct policies, and, in such semester or semesters, with reinstatement subject to cases, makes decisions concerning sanctions within seven specified conditions, the violation of which may be working days of being convened. cause for further disciplinary action, normally in the The evidence considered by the hearing committee form of dismissal. shall be open to review by the accused student and/or stu- • Dismissal: termination of student status at the dent organization and the complainant prior to the hear- University. ing, as will the records of all proceedings of the hearing • Restitution: reimbursement for damage to or committee itself. Otherwise, the committee’s proceedings misappropriation of School, University, or private will be closed. Neither the accused student and/or student property, which may be imposed exclusively or in organization nor the complainant will be allowed to make combination with other disciplinary actions. (Such

Academic Policies Academic copies of the records or to keep them. reimbursement may take the form of monetary payment (5) Procedures for Appealing Hearing Committee or appropriate service to repair or otherwise compensate Decisions for damages. Restitution may be imposed on any Following notification of the decision of a hearing com- student who, either alone or through group or concerted mittee, the complainant or the accused student and/or activities, participates in causing the damages or costs.) student organization may submit a written appeal within (7) Notifications in Cases of Sexual Harassment and seven working days to the Dean of the School of Sexual Violence Education. When such a request is submitted by the party In cases of sexual harassment (including sexual violence contesting the decision, the Dean (or his/her designee) and sexual assault), subject to the requirements of FERPA, may send a copy of the request to the opposing party, both the complainant and the accused will be notified in who, within seven working days of receiving it, may sub- writing of the outcome of the complaint and the outcome mit a written response to the Dean (or his/her designee). of any appeal, where “outcome” means whether sexual A request for appeal must be based on procedural error harassment was found to have occurred; provided, that in that had a significant, substantive effect on the outcome of cases alleging a sex offense, the final determination with the proceedings, or on newly discovered evidence that was respect to the alleged sex offense and any sanctions not available at the time of the initial hearing. When the imposed against the accused will be shared with the com- request is based on new evidence, the case may be referred plainant. This notice will be provided to the complainant back to the hearing committee for further consideration. and the accused in the same manner and in the same time After final review of all documentation and the final recom- frame. Further, the Dean of the School of Education (or mendation of the hearing committee, the Dean (or his/her his/her designee) will, upon written request, disclose to designee) shall make the final decision in the matter. the alleged victim of any crime of violence or a non-forc- (6) Sanctions and Penalties for Violating Student ible sex offense, the report on the results of any disciplin- Conduct Policies ary proceeding conducted against a student who is the Students violating the School of Education student con- alleged perpetrator of such crime or offense with respect duct policies may be subject to the following sanctions: to such crime or offense. If the alleged victim of such crime or offense is deceased as a result of such crime or • Warning: written notice to a student that continued or offense, the next of kin of such victim shall be treated as repeated violations of specified School or University the alleged victim for purposes of the preceding sentence policies may be cause for further disciplinary action (see the University Procedures on Discrimination, (censure, suspension, dismissal, restitution). A Harassment, Sexual Harassment and Sexual Violence permanent record of the violation will be retained in Complaints for definitions of “crimes of violence” and the student’s file. “non-forcible sex offenses” available at http://web.jhu.edu/ • Censure: written reprimand for violations of specified administration/jhuoie/compliance.html). School or University policies, including notice to the student that repeated violations may be cause for

34 The School of Education Academic Year Catalog 2012–2013 • • • • cies, pleaserefer to dents. For acompletelistingofJohns Hopkins University poli- Below isaselectlistingofuniversity policiesrelevant tostu- U • administration/minutes_policies_reports/policies education.jhu.edu ni Anti-Harassment Policy – minutes_policies_reports/policies/discrimination/ http://webapps.jhu.edu/jhuniverse/administration/ Procedures onDiscrimination Complaints– for All– Principles forEnsuring Equity, CivilityandRespect minutes_policies_reports/policies/diversity/ http://webapps.jhu.edu/jhuniverse/administration/ Statement onDiversity &Inclusion – minutes_policies_reports/policies/equal_opportunity/ http://webapps.jhu.edu/jhuniverse/administration/ University Statement onEqual – Opportunity Harassment%20Policy_2012.pdf administration/jhuoie/docs/Resources-Policies/Anti- equity/ administration/minutes_policies_reports/policies/ v ersit http://webapps.jhu.edu/jhuniverse/ y P http://webapps.jhu.edu/jhuniverse/ / 35 o l icies http://web.jhu.edu/ . • • • • • • • Privacy – University Policy onFamily Educational Rightsand – Policy ontheSafety ofChildren inUniversity Programs and Use – Policy onStudent Social Security Number Protection minutes_policies_reports/policies/violence/ http://webapps.jhu.edu/jhuniverse/administration/ Policy Addressing Campus Violence – http://hrnt.jhu.edu/pol-man/appendices/sectionE.cfm Policy onAlcoholAbuse andDrug-Free Workplace – Assault_Policy_040511.docx http://hrnt.jhu.edu/pol-man/Documents/Sexual_ Policy onSexual AssaultandProcedures – html minutes_policies_reports/policies/child_safety/ Photography andFilm Rights Policy – edu/news_info/policy/photography.html ssnuse.html http://webapps.jhu.edu/jhuniverse/administration/ http://www.jhu.edu/news_info/policy/ferpa. http://www.jhu.edu/news_info/policy/

http://www.jhu.

Academic Policies Graduate Education and assessment. Programs focusondatadecisionmaking,bestpractices, chairs, teamleaders,andcurriculumcoordinators. move intoeffective leadership positionsasdepartment and otheradministrators,aswell asthoseaspiringto This academicemphasisaddresses theneedsofprincipals ences inaschool. The internshipiscompletedinthe students tocreate basedonhandsonexperi- aportfolio current issues;theinternshipprovides for anopportunity dents synthesize priorlearningaswell asexplore some curricula areas. The seminarisacapstoneclasswhere stu- schoollaw,instruction, technology, andotherimportant practices inareas suchasleadership, curriculum and practical experiencewithcurrent research regarding best ership. Students to combine their have theopportunity forsuccessfuleducationallead- petencies thatare necessary forstudentstodevelop theskillsandcom- opportunities accredited independentschool. and 2)currently employed by aschooldistrictoran schoolpersonnel, teachersorothercertified 1) certified sions requirements, applicantsare expectedtobe: In additiontothestandard SchoolofEducation admis- ment chairs,teamleaders,orcurriculumcoordinators. Program optionsare alsoappropriate forpreparing- depart Instructional LeadershipFrameworkMaryland outcomes. (ISLLC)Consortium Standards, aswell aswiththe nationally recognized Interstate SchoolLeadersLicensure positions, this39-credit program isalignedwiththe principalship, assistantprincipalship, andsupervisory Designed primarilyforthosepursuing I) certification. (Administrator for schooladministrationandsupervision by State theMaryland ofEducation Department (MSDE) through grade12(K-12)schoolsettingsandisapproved personnel pursuingleadershippositionsinkindergarten teachersandothercertified tion isdesignedforcertified This Master ofScienceinEducation (MSEd) concentra- S M Academic Coordinator: Jenna Ballard, Faculty Contact:Dr. Wilbert Hawkins, A u Grad 36 choo aster dministration 410-516-9755 A strong emphasisisplacedupontheprovision of l A

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, L eadership The School ofEducation Academic Year Catalog 2012–2013 851.810 Supervision 851.809 the firstsequenceof24credits: The following coursesmaybetakenonlyaftercompleting 851.630 882.524 Choose oneofthefollowing 3-credit electives: 851.616 Technology 851.609 Take thefollowing twocoursesforatotalof6credits: Second Sequence ofConcentration Requirements (15credits) 881.622 881.611 Improvement 851.708 Implementation 881.610 852.602 851.603 851.601 851.705 Must betakenpriortothesecondsequence. (24 credits) First Sequence ofConcentration Requirements Number ofCredits Required: 39 Program Plan internship. coordinator inthesemesterpriortoregistering forthe meeting ormakearrangements tomeetwiththeprogram Please note thatstudentsmustattendanorganizational mentor andauniversity supervisor. ofanin-school completed underthecareful supervision school where thestudentsare assignedtowork andis Internship inAdministration andSupervision Seminar inEducational Administration and for SchoolImprovement I School, Family, andCommunityCollaboration Education ofCulturally Diverse Students Issues inK-12Education Policy Administrative andInstructional Uses of Advanced Instructional Strategies Action Research forSchoolImprovement Systemic ChangeProcess forSchool Curriculum Theory, Development, and Supervision andProfessional Development School Law Organization andAdministration ofSchools Effective Leadership

851.643 851.642 Requirements (15credits) professionals employed inaK-12independentschool. Applicants program mustbeeducational tothiscertificate • • • • • • • • • • • Graduates oftheprogram willbeableto: a concentrationinEducational Studies. applying themtotheMaster ofScienceinEducation with program comprises 15graduatecredits, withtheoptionof the managementofnon-publicschools. The certificate schools, principals,andotherprofessionals responsible for theneedsofdirectors, headsof Schools (AIMS),serves with theAssociationofIndependent andDC Maryland program, offeredThis graduatecertificate incollaboration I E S G education.jhu.edu ndependent d u rad leadership totheschool. anddemocratic teachers whoprovide participatory Work ofateamanddevelop effectively teamsof aspart faculty andstaff. fortheir Become effective mentorsandsupervisors andadministration. instruction Build proficiency intheuseoftechnologyfor communities. analysis anduseofdataabouttheirschools leadersthroughBecome the competentinstructional problems orissuesthatemerge. Improve theirapplication ofpolicyandlawsto management, andfundraising. ofpersonnel,strategicplanning,conflict supervision Enhance andrefine theirmanagementskills,including cultures andsocioeconomicstatus. students, staff, parents, andcommunitiesofdiverse Function more effectively andsensitively withfaculty, research thatisrelevant totheirjobs. Become more competentconsumersandproducers of developers withteachersandstaff. Become andprofessional more proficient supervisors goals. and staffinmeetingtheirinstructional Develop faculty budgetsfortheirschoolsthatsupport issuestotheirconstituencies. communicating budgetary principles ofbudgetdevelopment, andstrategiesfor Gain adeep understandingoftheirbudgets,general u per cationa u v ate Personnel inIndependent Schools Supervision andProfessional Development for Assessment forIndependent Schools Leadership inCurriculum, Instruction, and ision l S

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in A dministration 851.646 851.645 851.631 851.630 893.601 882.524 851.648 Requirements (15credits) • • • • The program objectives are to: collaboration. and nizational climatethatisconducive topartnerships munity individualsandagencies;encourageanorga- communicate effectively withdiverse familiesandcom- within thelargercontextofsystemicchangeandreform; programs ofschool,family, andcommunityinvolvement createuate ateamapproach topartnerships; goal-oriented edge andpracticalskillstoorganize, implement,andeval- provide educationalleaderswiththeconceptualknowl- This 15-credit program isdesignedto graduatecertificate L 851.644 C eadership o school, family, andcommunitypartnerships. implement, andevaluate goal-orientedprograms of todesign, and thestrategiesskillsnecessary understanding offamilyandcommunityinvolvement Provide withacomprehensive participants family, andcommunitypartnerships. conducive totheeffective implementation ofschool, techniques required forcreating organizationalclimates inunderstandingtheprinciplesand Assist participants and communitypartnerships. and facilitatorsofateamapproach toschool,family, building skillstoincrease theireffectiveness asleaders Enhance participants’ communicationandteam- systemic reform. within thebroader contextof school improvement and of familyandcommunityinvolvement andsupport Provide withanunderstandingoftherole participants ll a b oration Independent Schools Business Management andFinance for Governance ofIndependent Schools for Independent Schools for SchoolImprovement II School, Family, andCommunity Collaboration for SchoolImprovement I School, Family, andCommunityCollaboration Supported InterventionsandPrograms Evaluation andResearch of Technology Education ofCulturally Diverse Students Team Leadership Public Relations, Marketing, andFund Raising

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Graduate Education Graduate Education designed toprepare school-districtemployed certified national andinternationalaudiences. This initiative is technologyto Supervision focusingoninstructional inSchoolAdministrationgraduate certificate and for Technology inEducation (ISTE),offersan18-credit withtheInternationalEducation, inpartnership Society The Johns Hopkins University Schoolof (JHU) S 851.810 Implementation 881.610 852.602 851.705 851.603 851.601 Requirements (18Credits) internship. gram coordinator inthesemesterpriortoregistering forthe meeting ormakearrangements tomeetwiththefacultypro- Please notethatstudentsmustattendanorganizational Education withaconcentrationinEducational Studies. program toearnaMastergraduate certificate ofSciencein or maybecombinedwithanotherSchoolofEducation master’s degree inSchoolAdministration andSupervision, cate program, maybeincorporatedintothe39-credit program. certificate with afacultyadvisorbefore theyare fullyadmittedtothis mentor andauniversity supervisor. Candidatesmustmeet ofanin-school underthecarefulperformed supervision pleted intheschoolwhere thestudentworks andis ership. The internshipisthecapstonecourse;itcom- forsuccessfuleducationallead- petencies thatare necessary forstudentstodevelop theskillsandcom- opportunities district oranaccredited independentschool. school personnel,and2)currently employed by aschool are teachersorothercertified expectedtobe:1)certified School ofEducation admissionsrequirements, applicants or curriculumcoordinators. In additiontothestandard appropriate forpreparing chairs,teamleaders, department (Administrator I).Programsupervision optionsare also inschooladministrationand (MSDE) forcertification approved by State theMaryland ofEducation Department ten through grade12(K-12)schoolsettingsandis fied personnelpursuingleadershippositionsinkindergar- school-district employed- teachersandothercerti certified This 18-credit program isdesignedfor graduatecertificate S (P 38 choo choo artnership - maybetakenasastand-alonecertifi The certificate A strong emphasis isplacedupontheprovision of l l A A Internship inAdministration andSupervision Curriculum Theory, Development, and Supervision andProfessional Development Effective Leadership School Law Organization andAdministration ofSchools dministration dministration P rogram

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The School ofEducation Academic Year Catalog 2012–2013 please email in applyingtothisprogram orifyou have questions, to theSchoolofEducation’s website. If you are interested (launchinginJunefor thenextcohort 2013),pleaserefer Supervision are notoffered online.) 39-credit master’s degree inSchoolAdministration and guaranteed tobeoffered online. The remaining coursesinthe that onlythe18-credits offered are through thiscertificate for amaster’s degree inEducational Studies. (Please note program be combinedwithanothergraduatecertificate degree inSchoolAdministration andSupervision, ormay gram, maybeincorporatedintothe39-credit master’s Standards (NETS-A). (ELCC), andISTE’s National Educational Technology (ISLLC), Educational LeadershipConstituentsCouncil the Interstate SchoolLeadersLicensure Consortium program, candidatesare prepared tomeetthestandards of Upon successfulcompletionoftheyear-long certificate chat,andemail. using toolssuchasdiscussionforum, online inCTE’s Electronic LearningCommunity(ELC) cycle Students ofinstruction. communicatefrequently courses are onarigorous weekly fullyfacilitatedandrun gram withthedevelopment ofanelectronic portfolio. The internship coursecontinuesthrough thelengthofpro- each eighttonineweeks long.Acustomized three-credit face-to-face residencies andcompletefive coursesthatare National Conference.) ISTE website forspecificdatesandlocationsoftheISTE activities, andconference presentations. (Please visitthe ISTE National walk,celebratory Conference withagallery ofstudentsishighlightedatthe The work ofthecohort Conferences orendoftheir program. ateitherthestart thatstudentsattendoneofISTE’sis mandatory National approximately oneyear, culminatingwithaninternship. It online orientationkickoffinearlyJune andcontinuesfor learning. builds onCTE’s research-based approach toonline technology, andtoofferitina Web-based formatthat Education, toadaptitincludeafocusoninstructional programSupervision offered certificate by theSchoolof and focusoftheface-to-faceSchoolAdministration and ship between JHUandISTEaimstomaintainthedepth inanonlineformat. deliver this certificate - The partner University Centerfor Technology inEducation (CTE)to diverse learning needs,succeed. while ensuringthatallstudents,includingstudentswith tools todealwithissuesregarding technology instructional witheffective strategiesand administrators andsupervisors personnelaspiringtobecome teachers andothercertified For informationregarding theapplication deadline maybetakenasastand-alonepro- This certificate In thisprogram, studentsmustattendoneofthe launcheswitharequiredThe certificate two-week ISTE haspartnered withtheJohns Hopkins [email protected] . • • • Program Goals Supervision are notoffered online.) 39-credit master’s degree inSchoolAdministration and guaranteed tobeoffered online. The remaining coursesinthe that onlythe18-credits offered are through thiscertificate for amaster’s degree inEducational Studies. (Please note program be combinedwithanothergraduatecertificate degree inSchoolAdministration andSupervision, ormay gram, maybeincorporatedintothe39-credit master’s tocompletetheprogram. orientation ismandatory minating withaninternship. Participation intheonline September. It continuesforapproximately oneyear, cul- launches withatwoweek onlineorientationinlate chat,andemail. such asdiscussionforums, The program Education’s Electronic LearningCommunityusingtools frequently onlineviatheCenterfor Technology in ous, weekly cycle Students ofinstruction. communicate ship. The coursesare onarigor- fullyfacilitated andrun offered ineight-week segmentswithacustomized intern- sonnel aspiringtobecomeleadersinspecialeducation. trict employed per- teachersandothercertified certified Administration andSupervision istargetedatschool-dis- This 18-credit onlineGraduate inSchool Certificate ( S Implementation 881.610 852.602 851.810 851.705 851.603 851.601 Requirements (18Credits) education.jhu.edu for choo knowledgeable ineducatingallstudents. Build acollegialnetwork/community ofleaders leadership; research-based approaches inschoolordistrict in generalandspecialeducation,proven practices,and development andcriticalexaminationofcurrent issues Actively inongoing professional engageparticipants in leadershiproles today. education, andenablethemtomeettherigorrequired forspecial positions, instilltheknowledge necessary school-based, district-level, orstate-level leadership Attract high-qualityeducatorsandprepare themfor This certificate maybetakenasastand-alonepro- This certificate The year-long program combinesfive onlinecourses S pecia l A Curriculum Theory, Development, and Supervision andProfessional Development Internship inAdministration andSupervision Effective Leadership School Law Organization andAdministration ofSchools dministration l E d u / 39 cation

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Implementation 881.610 852.602 851.810 851.705 851.603 851.601 Requirements (18Credits) 855.610 851.630 851.610 883.506 851.648 Requirements (15credits) • • • • • The program objectives are to: program. distributed leadershipare keyconceptsaddressed inthis greater influenceinschools. Teacher empowerment and expand, teachersare increasingly calledupontoexercise education. Asresponsibilities associatedwiththeirroles the area ofleadershipinthemovement toimprove public prepares teacherstoimprove theirknowledge andskillsin The 15-credit Graduate in Certificate Teacher Leadership in T email applying tothisprogram orifyou have questions,please School ofEducation’s website. If you are interested in (launchinginJunenext cohort 2013),pleaserefer tothe For informationregarding theapplicationdeadlinefor eacher S learning communities. Enable teacherstobecomecontributingmembersof related toimproved teachingandlearning. Familiarize teacherswithcriticalissuesandpractices leadership. Develop knowledge andskillsneededforeffective team professional colleagues. through collaborationwithother instruction Provide experiencesthatprepare teacherstoimprove to functionsuccessfullyasleadersintheirschools. Equip teacherswiththeknowledge andskillstheyneed choo [email protected]

L Curriculum Theory, Development, and Supervision andProfessional Development Internship inAdministration andSupervision Effective Leadership School Law Organization andAdministration ofSchools Seminar in Teacher Leadership for SchoolImprovement I School, Family, andCommunityCollaboration Mentoring andPeer Coaching Alternative Methods forMeasuring Performance Team Leadership l S eadership ettings . : I : nstr u ctiona l

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Graduate Education Graduate Education • • Application Deadlines • • completing the48-credit degree: The SchoolCounselingProgram offerstwooptionsfor • • specialize inoneoftwoconcentrations: Programs (CACREP) standards. Students canchooseto Accreditation ofCounselingandRelated Educational experiences are alignedwiththeCouncilfor renowned institution. The programs’ curriculumandfield experience, andaccesstotheresources ofaworld- districts andmentalhealthsettings,valuable clinical withschools systemthrougha strong partnerships support distinguished facultywithextensive counselingexperience, curriculum alignedwithnationalandstatestandards, a nationally recognized evidenced-basedcounseling become leadersintheprofession. Our programs offera culturally responsive andpassionatecounselorswho programs prepare competent,ethical,data-driven, around them. The SchoolofEducation’s Counseling prepare individualstowork forthebettermentofthose The Master ofScienceinCounselingdegree isdesignedto M [email protected] Academic Coordinator: AnnaFitzgibbon, Faculty Contact:Dr. Norma Day-Vines, C ors whoprovide leadershipinthedevelopment ofper- This academicemphasisprepares highlyqualifiedcounsel- 40 o Health CounselingandSchool(Flexible) February Mental 1: forfalladmissiontothepart-time the February 1deadline. December 1prioritydeadlinemaystillbe considered for above programs. Applicants whodonotmeetthe applicants whowishtoreceive early consideration forthe Note: The priorityapplicationdeadlineisforthose Counseling programs (forfalladmission) Mastersummer admission)andpart-time ofScience in Science inSchoolCounseling(Fellows) program (for December 1: Priority deadlineforfull-timeMaster of complete theprogram. program. Students have amaximumof five years to The SchoolCounselingFlexible Program isapart-time 15 months. urban-focused schoolcounseling.Students graduatein full-time trainingprogram for individualsinterested in The SchoolCounselingFellows Program isanintensive School Counseling Mental Health Counseling aster u nse l

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in man C o D [email protected] u nse e v e l l ing opment The School ofEducation Academic Year Catalog 2012–2013 sional experiences may support and/orconstraintheir sional experiencesmaysupport discussion ofhow thecandidate’s background andprofes- didate wouldwanttomake thementalhealthfield,a wants tobeacounselor, the typeofcontributionsthecan- content oftheessayshouldaddress whythecandidate vitae, anessay, andthree lettersof recommendation. The institutionsattended,arésumé orcurriculum secondary application, officialtranscriptsfrom allaccredited post- programs stillinprogress). Applicants mustsubmitan studies (includingincompleteprograms ofstudyandfor (on a4.0scale)inallprevious undergraduate andgraduate earned aminimumcumulative gradepointaverage of3.0 from aregionally accredited collegeoruniversity andhave Applicants totheprogram mustholdabachelor’s degree Admissions Requirements ences, andappliedlearningatcommunity-basedsites. viadidacticexperiences,smallgroup experi- instructed ment, andresearch/program evaluation. Students willbe development, helpingrelationships, group work, assess- cultural diversity, humangrowth anddevelopment, career professional orientationandethicalpractice,social chology) are considered forprogram admissions. foreign languages,religion, philosophy, education,psy- disciplines (e.g.communication,sociology, anthropology, fessional goals.Undergraduate degrees from avariety of from diverse backgrounds whohave awiderangeofpro- andisdesignedtomeettheneedsofstudents of Maryland the required academiccredits toward licensure inthestate practice ofclinicalcommunitymentalhealth.It provides counselors withtheknowledge andskillscriticaltothe settings. human service The program provides future to work inawiderangeofclinical,community, and centration inMental Health Counselingprepares students The 60-credit master’s degree inCounselingwithacon- M • opment theories. ment todiversity, andtheunderstandingofhumandevel- core values ofcounseling:promoting research, commit- of clinicalandschoolcounseling.Candidateslearnthe sonal, organizationalandcollective well-being inthefields enta (Flexible) master’s programs Mental Health CounselingandSchool October 1: forspringAdmission tothepart-time time SchoolCounseling(Fellows) master’s program master’s programs; forsummeradmissiontothefull- The program’s contentincludes thefollowing areas: l H ea l th C o u nse l ing approval ofanadviser Electives—twelve credits ofelectives mustbe selectedwith 863.875 863.681 863.870 Approaches 863.630 861.503 861.612 863.603 861.609 861.511 xxx.xxx 863.607 861.502 861.605 Counseling 863.795 861.507 Number ofCredits Required: 60 Program Plan Examination) examtograduatefrom theprogram. on theCPCE(CounselorPreparation Comprehensive standards. Students are required toachieve apassingscore Counseling andRelated Educational Programs (CACREP) requirements andtheCouncilforAccreditation of program isalignedwiththeState ofMaryland’s licensure credits ofelectives inanarea ofspecialization. The (typically over twosemesters[fall/spring])andearn12 requirements. Students completea600-hourinternship the courseisdirectly applicabletothestudent’s degree graduate credits from anaccredited collegeoruniversity if adviser, astudentmaytransfermaximumofthree graduate credits. With theapproval oftheprogram The program’s planofstudyrequires aminimumof60 Program Requirements prerequisite coursework priortoadmission. option torequire thatapplicantssuccessfullycomplete group interviews. the The admissionscommitteereserves review therequired essayandevaluate responses atthe inagroup admissioninterview.be invitedtoparticipate desire tobeacounselor. Selected qualifiedapplicantswill volunteerism, travel and/orwork have impactedhis/her how thecandidate’s experiencesregarding humandiversity, becoming aneffective counselor, andanexplorationof education.jhu.edu In order toassessapplicantdispositions,facultywill

Internship inMental Health Counseling Research andEvaluation forCounselors Mental Health CounselingPracticum Addictions CounselingI: and Theory (lab course) Group CounselingandGroup Experience Appraisal and Testing forCounselors Couple andFamily Therapy (labcourse) Diagnosis inCounseling Career/Life Development andPlanning Professional Orientation (lab course) Diversity andSocial Justice inCounseling Counseling andPracticeTheory (labcourse) Human Development andCounseling Ethical andLegalIssues ofMental Health Counseling Techniques (lab course) / 41 • • • • • • • Program Notes professional orientationandethicalpractice, socialand practice. nities andhave theskillstoresearch andevaluate the toindividuals,families,andcommu- consultation services of competencyinproviding professional counselingand professional schoolcounselorswhopossessahighlevel ethical, data-driven, culturallyresponsive, andpassionate ities. The top priorityofthefacultyistotraincompetent, ing avariety ofculturaldimensions,lifestyles,andcapabil- adiverse populationofgraduatestudentsrepresentserve - asaschoolcounselor.certification Graduates oftheprogram are State eligibleforMaryland of aminimum48graduatecredits forgraduation. Programs (CACREP) standards, requires thecompletion Accreditation ofCounselingandRelated Educational Education (MSDE)andalignswiththeCouncilfor is approved byState theMaryland of Department SchoolCounselingFlexibleThe part-time Program, which S choo A orBwasearnedinthefirstrepeated course. student willbedismissedfrom theprogram, even ifan earned inanyotherrequired course,the laboratory other course.If anyadditionalgradeofB-orbelow is and earnagradeofAorBbefore registering forany course,thestudentmustrepeat thecourse laboratory If agradeofB-orbelow isearnedinarequired inorder tograduatethe program.supervisor receive successfulsiteevaluations from thesite be dismissedfrom theprogram. Students mustalso who receive afailinggradeintheInternship coursewill basis) toremain intheprogram. Counselingstudents all internshipcourses(whichare gradedonapass/fail coursesandpracticumexperiencespass laboratory Students mustreceive agradeofBorbetter in all complete therequirements ofthecourse. It thatstudentsattendalllabsessionsto ismandatory to begininternshipinthefallsemester. meetinginJanuary inordera mandatory tobeeligible Students theirinternshipmustattend planningtostart Mental Health Counseling. be takenbefore enrolling in863.875Internship in A minimumof48credits ofrequired coursework must Counseling. have taken 863.607Diversity andSocial Justice in 863.870 Mental Health CounselingPracticum and Students mustcomplete36credits priortoenrolling in Human Development andCounseling. prerequisite forallcounselingcoursesexcept 861.605 861.507 Counseling Techniques isarequired The program’s contentincludesthefollowing areas: The missionoftheSchoolCounselingprogram isto l C o u nse l ing (F l e x i bl e P rogram )

Graduate Education Graduate Education 863.736 863.607 861.511 861.605 861.614 861.507 861.502 Number ofCredits Required: 48 Program Plan and Youth withExceptionalities. the following course:871.501Introduction toChildren Maryland Teaching are Certificate alsorequired totake education requirement asindicatedontheirState of ate from theprogram. Preparation Comprehensive Examination) examtogradu- achieve apassingscore ontheCPCE(Counselor criminal background check.Students are required to complete acriminaldisclosure statementandundergoa preparation fortheinternship, studentswillberequired to year ofstudy, studentscompletea600-hourinternship. In directly applicabletothestudent’s program. In theirlast nationally accredited collegeoruniversity ifthecourseis maximum ofthree graduatecredits from aregionally or With theapproval oftheadviser, astudentmaytransfer Program Requirements work priortoadmission. gram applicantssuccessfullycompleteprerequisite course- theoptiontorequiresions committeereserves thatpro- and evaluate responses inthegroup interview. The admis- Education facultywillreview therequired goalsstatement pate inagroup admissioninterview. - mendation. Qualified applicantswillbeinvitedtopartici vitae, apersonalstatementofgoals,three lettersofrecom- institutionsattended,arésumé orcurriculum secondary application, officialtranscriptsfrom allaccredited post- programs still inprogress). Applicants mustsubmitan studies (includingincompleteprograms ofstudyandfor (on a4.0scale)inallprevious undergraduateandgraduate minimum cumulative gradepointaverage ofatleast3.0 from anaccredited collegeoruniversity andhave earneda Applicants totheprogram must holdabachelor’s degree Admissions Requirements agencies, schools). ences, andappliedlearningatcommunitybasedsites(e.g., viadidacticexperiences,smallgroup experi- instructed ment, andresearch/program evaluation. Students are development, helpingrelationships, group work, assess- cultural diversity, humangrowth anddevelopment, career 42 Students whohave notalready satisfiedthespecial In order toassessapplicantdispositions,Schoolof School Counseling Leadership and Consultation School CounselingLeadership and Consultation (lab course) Diversity andSocial Justice inCounseling Career/Life Development andPlanning Human Development andCounseling The Foundations ofSchoolCounseling Counseling Techniques (labcourse) Counseling andPracticeTheory (labcourse) The School ofEducation Academic Year Catalog 2012–2013 internship. January inthespringbefore theyare tobegintheir Internship inSchoolCounselingmeetingheldevery tory the firstrepeated course.Students mustattendthemanda- missed from theprogram, even ifanAorBwasearnedin other required course,thestudentwillbedis- laboratory If anyadditionalgradeofB-orbelow isearnedinany a gradeofAorBbefore registering foranyothercourse. course,thestudentmustrepeat thecourseandearn ratory inorderfrom tograduatetheprogram. thesitesupervisor gram. Students mustalsoreceive successfulsiteevaluations in theInternship coursewillbedismissedfrom thepro- program. Counselingstudentswhoreceive afailinggrade (which are gradedonapass/failbasis)toremain inthe practicum experiencesandpassallinternshipcourses coursesand receive agradeofBorbetterinalllaboratory complete therequirements ofthecourse.Students must It thatstudentsattendalllabsessionsto ismandatory Program Notes approval ofacounselingadviser Elective—three credits ofelectives selectedwiththe 863.820 863.808 863.681 861.612 861.609 861.503 863.526 863.571 863.527 that promote socialjusticeandequityin schools. develop data-driven comprehensive counselingprograms rate withcommunityandschool stakeholders,and counsel K-12studentsandfamilies, consultandcollabo- prepares individualstobeleadersandadvocates inschools, Educational Programs (CACREP), theFellows program Council forAccreditation ofCounselingandRelated State ofEducation Department andaccredited by the requirements in15months.Approved by theMaryland the 48-credit Master ofScienceinCounselingdegree ofstudentswhocomplete of a distinguishedcohort part Those chosenforthisinnovative full-timeprogram are atrisk youth inurbanand/ormetropolitan schooldistricts. seling withafocusonschoolreform, specificallytargeting individuals interested inpursuinga career inschoolcoun- The SchoolCounselingFellows Program isdesignedfor S choo If agradeofB-orbelow isearnedinarequired labo- l C Internship inSchoolCounseling Practicum inSchoolCounseling Research andEvaluation forCounselors Appraisal and Testing forCounselors Diagnosis inCounseling (lab course) Group CounselingandGroup Experience Introduction toPlay Therapy withChildren Counseling Adolescents or Counseling theEarlyAdolescent or o u nse l ing (F e ll ows P rogram ) 861.502 861.507 861.605 Summer Semester I:Sessions IandII(9credits) Number ofCredits Required: 48 Program Plan the university’s Homewood campusinBaltimore. All classesare heldattheEducation Building, locatedon complete thedegree requirements thefollowing summer. Fellows are admittedintheSummer Semester onlyand Program ScheduleandLocation fied schoolprofessional counselors. - ofcerti underthesupervision deliver counselingservices hour internshipinthedayandclassesatnight.Interns andpracticeastheyattenda600- one thatblendstheory standardexperience anew fortrainingschoolcounselors, laboratory, andfield/siteeducationtraining.Students The Fellows Program courseofstudyinvolves classroom, Course ofStudy GRE scores oftheapplicationprocess. aspart Counseling Fellows Program insummer2014mustsubmit Note: Applicants thefull-timeSchool seekingtostart pate inagroup admissioninterview. - mendation. Qualified applicantswillbeinvitedtopartici vitae, apersonalstatementofgoals,three lettersofrecom- institutionsattended,arésumé orcurriculum secondary application, officialtranscriptsfrom allaccredited post- programs still inprogress). Applicants mustsubmitan studies (includingincompleteprograms ofstudyandfor (on a4.0scale)inallprevious undergraduateandgraduate minimum cumulative gradepointaverage ofatleast3.0 from anaccredited collegeoruniversity andhave earneda Applicants totheprogram must holdabachelor’s degree Admissions Requirements StateMaryland asaschoolcounselor. certification Graduates oftheFellows Program are eligiblefor education.jhu.edu Counseling andPracticeTheory (labcourse) Counseling Techniques (lab course) Human Development andCounseling / 43 the firstrepeated course. missed from theprogram, even ifanAorBwasearnedin other required course,thestudentwillbedis- laboratory If anyadditionalgradeofB-orbelow isearnedinany a gradeofAorBbefore registering foranyothercourse. course,thestudentmustrepeat thecourseandearn ratory inorderfrom tograduatetheprogram. thesitesupervisor gram. Students mustalsoreceive successfulsiteevaluations in theInternship coursewillbedismissedfrom thepro- program. Counselingstudentswhoreceive afailinggrade (which are gradedonapass/failbasis)toremain inthe practicum experiencesandpassallinternshipcourses coursesand receive agradeofBorbetterinalllaboratory complete therequirements ofthecourse.Students must It thatstudents attend alllabsessionsto ismandatory Program Notes 863.571 863.527 863.681 871.501 Summer Semester II:Session I(9credits) Consultation 863.736 863.820 Spring Semester (9credits) 861.609 861.612 Winter Intersession (6credits) 863.808 861.503 861.511 863.607 861.614 Fall Semester (15credits) If agradeofB-orbelow isearnedinarequired labo- Counseling Adolescents Counseling theEarlyAdolescent or Research andEvaluation forCounselors Exceptionalities orElective(s) Introduction toChildren and Youth with School CounselingLeadershipand Internship inSchoolCounseling Diagnosis inCounseling Appraisal and Testing forCounselors Practicum inSchoolCounseling (lab course) Group CounselingandGroup Experience Career/Life Development andPlanning (lab course) Diversity andSocial Justice inCounseling The Foundations ofSchoolCounseling

Graduate Education Graduate Education T (CAGS) (CAGS) tion globallyinthehealthprofessions. leaders andchangeagentswho can helptransformeduca- grams istoproduce graduateswhowillbeinterprofessional and Business. pro- The goaloftheMEHPandcertificate schools ofEducation, Medicine, Nursing, Public Health, grams are jointlyoffered through anassociation oftheJHU in Evidence-Based Teaching inthe Health Professions pro- Professions (MEHP)and18-credit Post–Master’s Certificate The 33-credit Master ofEducation intheHealth P & M Academic Coordinator: Margaret Shamer, Faculty Contact:Dr. Antoinette(Toni) Ungaretti, E 863.824 863.880 Recommended electives include: 27 credits withtheapproval ofthefacultyadviser. Electives 861.713 Required Course(3credits) withtheadmissioncommittee. interview master’s programs.) Eligible applicantswillbeinvitedforan Education’s Mental Health CounselingorSchool required forstudentscurrently enrolled intheSchoolof three lettersofrecommendation. (Note: lettersare not career goals,adetailedrésumé orcurriculumvitae,and institutionsattended,astatementofpersonaland ary submit officialtranscriptsfrom allaccredited post-second- nationally accredited institutionofhighereducationand degree incounselingorarelated fieldfrom aregionally or with theiradviser’s approval. individualized programs withspecialized concentrations selors whowishtoenhancethoseskills.Students develop forcoun- centration incounselingandclinicalsupervision an advanced 30-credit, post-master’s program withacon- ofAdvancedThe Certificate Graduate Study (CAGS) is C G 44 eaching ertificate d aster rad [email protected] 410-516-5265 u ost Applicants are required tohave completedamaster’s cation -M u

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o u nse Counseling orSchoolmaster’s programs.) Education’s ClinicalCommunityCounseling/Mental Health required forstudentscurrently enrolled intheSchoolof three lettersofrecommendation. (Note: lettersare not career goals,adetailedrésumé orcurriculumvitae,and institutionsattended,astatementofpersonaland ary submit officialtranscriptsfrom allaccredited post-second- nationally accredited institutionofhighereducationand degree incounselingorarelated fieldfrom aregionally or three years. faculty adviser. The program mustbecompletedwithin with specialized concentrationsinconsultationwiththeir ors. Students develop individualized programs ofstudy requirements forlicensure asclinicalprofessional counsel- intended forstudentswhoneedtocompletetheacademic experience.Itadvanced preparation andsupervised isalso specialized areas ofpracticethrough theprovision of professionals for pare counselorsandotherhumanservices This 15-credit post-master’s isdesignedtopre certificate - H P • studentswill: ofthecertificate, As part advance theircareer andpreparation forpromotion. pare through theircoursework to ateachingportfolio Studentsthe certificate. willpre completingthecertificate - ship are integraltoeachofthesixcourses thatcomprise cultural competence,technologyintegration,andscholar- Themes ofhypotheses-driven education-basedpractice, is onpreparing healthprofessionals toteacheffectively. 33-credit MEHPprogram. The emphasisofthecertificate icate asastand-aloneprogram orasthecore of the with direct applicationtotheirwork environments. learningexperienceinteachingand a part-time medical technologyorotherhealthrelated fieldwhowant pharmacy, dentistry, therapy, respiratory physicaltherapy, fessionals degreed inmedicine,nursing,publichealth, ost ea teach inavariety ofsettings. Apply evidence-basedstrategiesandmethodologies to l Applicants are required tohave completedamaster’s Candidates cantakethe18-credit post-master’s- certif The twoprograms healthpro are- designedtoserve l th -M ing C aster

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• • • • • • • Students intheEducational Leadershiptrackwill: Leadership TrackEducational tions acquired throughout theprogram. capstone project applyingknowledge, skillsanddisposi- willdevelop,participants implement,anddisseminatea of aprofessional portfolio. Finally, inbothconcentrations, tomization, through electives, andcontinued development ment anddelivery. Bothtracksalsoallow forsomecus- a broader level focusingonlarger-scaleprogram develop- tural competence,andapplicationofeffective teachingto tracks share acore coursethatemphasizes leadership, cul- Educational Research intheHealth Professions. Both Leadership intheHealth Professions, andonein two 15-credit trackoptions—oneinEducational degree, oftheMEHPconsists ofone thesecondpart For studentscontinuingontocompletethemaster’s • • • • • • • • • • • • • education.jhu.edu development anddelivery. Apply culturalcompetencetoeducationalprogram Demonstrate negotiationskills. various healthprofessions. Appreciate thecontributionsandperspectives of education programs. development, implementation, and evaluation ofhealth Develop aninterprofessional orientationtothe health professions educationinitiatives. Secure for political,personnel,andfinancialsupport Build andevaluate professional development programs. Serve asamentortoothersintheirinstitution. Advise studentseffectively. communication. applicability toeffective teaching, learningand Enhance culturalcompetenceandunderstandits Design, implement, andevaluate curriculum. Function asreflective practitioners. principles, theory, anddevelopment. Demonstrate understandingofadultlearning into instruction. Effectively integratecurrent andemergingtechnology Assess learning. Employ collaborative andclinicalteachingmodels. standards-based approaches toteaching. instructional Incorporate theirknowledge ofstandards and Provide learningexperiences. interdisciplinary team. Effectively teachasamemberofaninterprofessional interprofessional perspective. Effectively andteachfrom an planinstruction to differentiate instruction. Demonstrate theassessmentoflearnerneedsinorder / 45 Programs 880.641 880.639 (15 credits) Educational Leadership Track fortheMEHP 880.637 880.635 880.633 880.631 880.629 610.610 MEHP program) ofthe33-creditstandalone program orasthefirstpart the Health Professions (18credits) (takeneitherasa Post-Master’s inEvidence-Based Certificate Teaching in 18 credits forthePost-Master’s Certificate) Requirements (33credits fortheMEHP; professions orinarelated field. hold anadvanced degree (master’s orhigher)inthehealth the standalonepost-master’s are certificate required to Hopkins University. Applicants forthemaster’s degree or online formatwithanoptionalresidency atJohns Starting infall2012,theprograms willbedelivered inan fall. every programscohort willlaunchanew certificate years tocompletethemaster’s degree. The MEHPand gram withinfouryears, studentshave amaximumoffive program withintwoyearscertificate andthemaster’s pro- While itisanticipatedmostcandidateswillcompletethe • • • • • • • Students intheEducational Leadershiptrackwill: Research TrackEducational and learninginthehealthprofessions. Disseminate andapplyfindingstoadvance teaching and reporting ofeducationalresearch. considerations tothedesign,implementation,analysis Apply knowledge ofcultural,racialandethnicdiversity hypotheses abouteducationalmethodsandoutcomes. Know how todesignstudiesempiricallytest effective teachingandadultlearningtheory. thetheoriesof Analyze empirical datatosupport education inthehealthprofessions. Develop aninterprofessional perspective toresearch on of knowledge transfer. Conduct anexperimenttodeterminetheeffectiveness professions. knowledge thatadvances education inthehealth research meaningful Construct questionstodiscover Leadership inHealth Professions Education Health Professions Education Programs Development, Management andEvaluation of Instructional Strategies II Instructional Strategies I Curriculum Development and Feedback Ensuring Learningthrough Assessment Evidence-Based Teaching Foundation toInnovation: Adult Learning

Graduate Education Graduate Education all learners. toaddress instruction theneedsof ment andmeaningful edge, professional skillsandstrategiesforpracticalassess- based approaches thatgive candidatesthe contentknowl- informal learningenvironments. Programs useevidence- reading inallsettings,from traditionalclassrooms to ofteachinglanguage,literacyand als tomastertheart This academicemphasisprepares teachersandprofession- consultation withanadviser, candidatesplana39-credit clinicalexperiences.Inreports from practicalsupervised multimedia andotherliteracy materials selections,and reviews, philosophystatements,literacyprogram designs, includespracticalresearchThis portfolio and research forpresentationportfolio astheymove toward graduation. candidates develop a professionaltechnical experts, digital School ofEducation and professors, courseinstructors, experiences. students withculturallyandlinguisticallydiverse withreadingstruggle andwriting,giftedstudents, address theneedsofalllearners,including thosewho areful instruction treated asintegratedprocesses to adolescents, andadults.Practical assessmentandmeaning- grams andstrategiestoteachliteraciesyoung children, and toevaluate, design,produce, andimplementpro - to organize creative andeffective learningenvironments tural andcriticaldimensionsofliteracy. Candidateslearn cal issuesisprovided, aswell ascoursework in sociocul- the courseofstudy. Afoundationincognitive psychologi- perspectives ofliteracyare presented andexaminedduring districts, andinformallearningenvironments. inallsettings,suchasclassrooms, school acy instruction professionals toprepare future leadersinthefieldofliter- the knowledge andskillsofclassroom teachersandother This concentrationisdesignedtodevelop andenhance M Academic Coordinator: Jenna Ballard, Faculty Contact:Dr. Jonathan Eakle, L 880.647 871.525 880.645 Programs 880.643 46 ang aster 410- 516-9755 Throughout theprogram, andwiththeassistanceof Various approaches and evidence-basedinstructional u

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and [email protected] [email protected] R : R : eading eading , E d The School ofEducation Academic Year Catalog 2012–2013 u cation 880.649 xxx.xxx xxx.xxx circumstances) 882.511 884.703 884.612 consultation with,andapproved by, thefacultyadviser. 3 credits. Allcandidatechoicesmust bedeterminedin Choose oneofthefollowing elective coursesforatotalof 884.820 Specialist 884.620 884.850 884.701 881.622 884.811 884.642 881.611 884.610 884.617 884.615 884.604 Number ofCredits Required: 39 Program Plan with humansubjectsisinvolved. ning oftheprogram andbefore eachcourseinwhichwork federal andstatecriminalbackground checkatthebegin- Note: All studentsmustprovide evidenceofasatisfactory Accreditation of Teacher Education (NCATE). Association (IRA)andtheNational Councilfor nationally recognized by theInternational Reading reading specialistinthestateofMaryland. The program is experience fulfillallrequirements asa forcertification course ofstudywiththree years ofsuccessfulteaching review.riences andportfolio Candidatescompletingthe program of study, culminatinginclinicalpracticumexpe- 883.510 880.639 (15 credits) Educational Research Track fortheMEHP

Education (capstone) Research Projects inHealth Professions Research Elective II Research Elective I Perspective (onlyrecommended underspecial Human Growth andDevelopment: ALifespan (offered duringthespringsemesteronly) Seminar inAdolescent LiteracyEducation Areas toESLStudents Teaching Reading and Writing intheContent Supervised ClinicalPracticum inReading II Seminar inReading: Roles oftheReading Clinical Practicum in Writing andOther Media Reading Comprehension andCritical Literacy Advanced Instructional Strategies Reading Candidates Supervised ClinicalPracticum forMasters in Linguistics for Teachers Action Research forSchoolImprovement Advanced Diagnosis forReading Instruction Children andAdolescent Literature Cross-Cultural Studies inLiteracy Emergent Literacy:Research intoPractice Understanding Educational Research Health Professions Education Programs Development, Management andEvaluation of

and instruction, stateandnationalstandards,and instruction, andtheuses included. Coursework addresses research-based assessment prescriptive teaching,anddirect methods,are instruction literature-basedinstruction, programs, diagnostic/ school. Various approaches, suchasphonics instructional students from preschool through high andkindergarten the implementationofeffective reading for instruction enhance theknowledge andskillsofclassroom teachersin This 15-credit program isdesignedto graduatecertificate E * 884.810 884.850 884.701 884.617 884.615 Requirements (15credits) with humansubjectsisinvolved. ning oftheprogram andbefore eachcourseinwhichwork federal andstatecriminalbackground checkatthebegin- Note: All studentsmustprovide evidenceofasatisfactory in Education withaconcentrationinEducational Studies. toearnaMasterEducation graduatecertificate ofScience withanotherSchoolof may alsocombinethiscertificate be appliedtothatmaster’s program ofstudy. Students coursework may leadership roles inschools.Allcertificate program, whichprepares Reading certified Specialists for Science inEducation withaconcentrationinReading University SchoolofEducation’s 39-credit Master of tificate program mayelecttoapplytheJohns Hopkins acy educationstandards. Students whocompletethecer- program isalignedwithstateandnationalliter- certificate andcurrentinstruction literacyeducationpolicies. The involves advanced technologiesforliteracy studyofnew advanced assessment procedures, andmaterials,also tion suchassubjectarea reading comprehension strategies, addresses advanced- level evidence-basedliteracyinstruc StateMaryland ofEducation. Department Coursework tification coursesinreading educationrequired by the tion. It buildsonandextendsthefoundationalinitialcer- educa- students from middleschoolthrough secondary for the implementationofeffective literacyinstruction enhance theknowledge andskillsofclassroom teachersin This 15-credit program isdesignedto graduatecertificate A G education.jhu.edu before enrolling inthe Practicum. Note: All coursework mustbecompleted othercertificate ffecti do rad l escent v u e ate Certificate Students*Certificate Supervised ClinicalPracticum IforReading Clinical Practicum in Writing andOther Media Reading Comprehension andCritical Literacy Children andAdolescent Literature Cross-Cultural Studies inLiteracy T eaching

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L ang * 884.810 three credits: Take therequired CapstoneCourseforatotalof 884.508 884.507 three credits: Take onecoursefrom thefollowing foratotalof 884.505 884.502 884.501 Take thefollowing three coursesforatotalofninecredits: Requirements (15credits) with humansubjectsisinvolved. ning oftheprogram andbefore eachcourseinwhichwork federal andstatecriminalbackground checkatthebegin- Note: All studentsmustprovide evidenceofasatisfactory with aconcentrationinEducational Studies. may alsobeappliedtotheMaster ofScienceinEducation coursework Allcertificate of technologyininstruction. Educational Studies. Master ofScienceinEducation withaconcentrationin toearna another SchoolofEducation graduatecertificate study. Students with mayalsocombinethiscertificate coursework maybeappliedtothatmaster’s program of Specialists forleadershiproles inschools.Allcertificate Reading program, whichprepares Reading certified Master ofScienceinEducation withaconcentrationin Hopkins University SchoolofEducation’s 39-credit program mayelecttoapplytheJohnscertificate state andnationalstandards. Students who completethe eracy educationpolicies. isalignedwith The certificate andlit- technologiesforliteracyinstruction study ofnew tion, assessment,andmaterials,alsoinvolves advanced addresses advanced- level evidence-basedliteracyinstruc StateMaryland ofEducation. Department Coursework tification coursesinreading educationrequired by the years. It buildsonandextendsthefoundationalinitialcer- school students ofpreschool agethrough earlyelementary the implementationofeffective reading for instruction enhance theknowledge andskillsofclassroom teachersin This 15-credit program isdesigned to graduatecertificate E u before enrolling inthePracticum. Note: All coursework mustbecompleted othercertificate mergent age , , L Reading Students* Certificate Supervised ClinicalPracticum Ifor Content Area,Secondary Part I Methods of Teaching Reading inthe Instruction forReading Materials for Teaching Reading Diagnosis/Assessment forReading Instruction Advanced Processes andAcquisition ofReading

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Graduate Education Graduate Education • • options: The SchoolofEducation offerscandidatesthefollowing teaching whowishtodevelop specialeducationcareers. graduates orprofessionals experiencedinfieldsotherthan Special Education programs mayberecent college Candidates fortheJohns Hopkins Master ofSciencein M Faculty Contact:Dr. Tamara Marder, S dents from different culturalandlanguagebackgrounds. information addressing thechallengesofworking withstu- flourish. The program provides andpractical meaningful guage whiletheirown cultures are respected andallowed to students whoare learningEnglish canembracethatlan- teachers increating apositive learningenvironment where skills tomeettheirneeds. This 15-credit program assists dents intotheirclassrooms must have the knowledge and language (ESL)isgrowing, andteachersreceiving thesestu- The populationofstudentsforwhomEnglish isasecond E * 884.810 884.610 884.617 884.642 884.604 Requirements (15credits) with humansubjectsisinvolved. ning oftheprogram andbefore eachcourseinwhichwork federal andstatecriminalbackground checkatthebegin- Note: All studentsmustprovide evidenceofasatisfactory special educationeducatorsandrelated professionals as This academicemphasisoffersoptionsforexperienced Academic Coordinator: LoriScott, I 48 nstr enrolling in thePracticum. All coursework mustbecompletedbefore othercertificate ng pecia leading to teacher certification (Generic Specialleading toteachercertification Part-time master’s programs invarious concentrations summer. every cohort Special Education). This program launchesanew Disabilities (Generic leadingtoteachercertification Full-time master’s program inMild-to-Moderate 410-516-7928 aster l ish u ction

as l Certificate Students*Certificate Supervised ClinicalPracticum IforReading Advanced Diagnosis forReading Instruction Children andAdolescent Literature for TeachersLinguistics Emergent Literacy:Research intoPractice E

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, The School ofEducation Academic Year Catalog 2012–2013 Students mustwork withafacultyadviser todevelop a plete 36to39graduatecredits fortheirmaster’s degrees. Depending onthespecificconcentration, studentscom- • 810.618 credits: Take thefollowing two-semestercourseforatotalofsix 884.642 884.615 884.612 Take thefollowing three coursesforatotalofninecredits: Requirements (15Credits) with humansubjectsisinvolved. ning oftheprogram andbefore eachcourseinwhichwork federal andstatecriminalbackground checkatthebegin- Note: All studentsmustprovide evidenceofasatisfactory respectinginstruction culturaldifferences. strategies, anddemonstratesensitive andinnovative reflectinginstruction effective assessmentandlearning an understandingofsecondlanguageacquisition,design standing oftheevolution ofESLprogramming, articulate anunder- articulate best practicesinESLinstruction, will learntoidentifyandeffectively useresearch-based Programistrators, andcurriculumsupervisors. participants levels, reading specialists,specialeducators,admin- ondary andsec- regular educationteachersatboththeelementary cial needs. with studentshavingawiderangeofdisabilitiesandspe- towork andnon-certification, educators, forcertification tificates are designedtoprepare highlyeffective special well asthosepreparing toenterthefield.Degrees andcer- programs inanysemester. Studentsteacher certification). maybeginoneofthese Education degree butwhodonotwishtoqualifyfor who choosetopursuetheMaster ofScienceinSpecial (forstudents that donotleadtoteachercertification Part-time master’s programs invarious concentrations semester. Students maybeginoneoftheseprograms inany Education andSeverely andProfoundly Disabled). Those whocanbenefitfrom thisprogram include Other Languages Methods of Teaching English toSpeakers of Linguistics for Teachers Cross-Cultural Studies inLiteracy Areas toESLStudents Teaching Reading and Writing intheContent to submitGREscores oftheirapplicationpackage. aspart cants toSpecial Education master’s programs are encouraged Master ofScienceinSpecial Education program, allappli- onlyforapplicantsseekingtoenroll inthefull-time sory of theapplicationprocess. While theGREwillbe compul- Special Education program must submitGREscores aspart seeking toenroll inthefull-timeMaster ofSciencein Note: For the2014admissioncycle onwards, applicants website at Statethe Maryland ofEducation Department (MSDE) following tests:Praxis I,SAT, ACT orGRE.(Please visit ommendation, plusachieve passingscores from oneofthe the candidate’s professional goals,andtwolettersofrec- attended, arésumé orcurriculumvitae,anessayindicating institutions scripts from allaccredited post-secondary complete theonlineapplicationandsubmitofficialtran- study andforprograms stillprogress). Applicants must graduate studies(includingforincompleteprograms of GPA of3.0(out4.0) in allprevious undergraduateand university andhave earnedaminimumcumulative average a bachelor’s degree from aregionally accredited collegeor To befullyadmitted,applicantsmusthave earnedatleast Admission Requirements • • • • • tion inthefollowing areas: - ofEducationDepartment (MSDE)forteachercertifica grams have beenapproved byState theMaryland The following Master ofScienceinSpecial Education pro- T M Montgomery CountyCentercampuses. at eithertheBaltimore Homewood, ColumbiaCenterand courses. Students maycompletetheprogram coursework program of studythatincludesrequired andelective mation/praxis1 divisions/certification/certification_branch/testing_infor education.jhu.edu eacher aster Certification–Severely andProfoundly Disabled) Severe Disabilities—birth through grade12.(MSDE Education) through Special eight.(MSDECertification–Generic Inclusive Education (Elementary/Middle)—grades one Mild toModerate Disabilities: Differentiated and Generic Special Education) grades sixthrough twelve. (MSDECertification– Mild toModerate Disabilities (Secondary/Adult)— Generic Special Education) grades onethrough eight.(MSDECertification– Mild toModerate Disabilities (Elementary/Middle)— Generic Special Education) through gradethree.birth (MSDECertification– Early ChildhoodSpecial Education (Infant/Primary)— ’ http://www.marylandpublicschools.org/MSDE/ C s P ertification rograms to view thecurrent toview staterequirements.) / 49

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to

- FieldExperience/ www.students.education.jhu.edu/studentaffairs/academic/ S certification undertheappropriate specializationarea.certification Statetion, studentswillbeeligibleforMaryland specific requirements priortograduation.Upon gradua- prehensive Examination; andfulfillanyotherprogram- Graduate Student Portfolio; passPraxis IIandaCom- Graduate Student Project (withpresentation), and dents mustsuccessfullycompletetheinternships, courses willbeaccepted.)In additiontocoursework, stu - there isnoguarantee that credit from unapproved earned their approved program ofstudydosoattheirown risk— elective courses.(Note: Students whotakecoursesoutside develop aprogram ofstudythatincludesrequired and degree. Students mustwork withafacultyadviserto complete 36to39graduatecredits fortheirmaster’s Depending onthespecificarea ofconcentration,students Program ofStudy ships, thestudentmaybedismissedfrom theprogram. If astudentearnsgradebelow Binsubsequentintern- other courseuntiltheycompletetherepeated internship. earn agradeofBorA.Students maynotregister forany an internship, thestudentmustrepeat theinternship, and required internship. If astudentearnsgradebelow Bin on theField Experience Office web page. ship andshouldfrequently review theinformationshared sible forcompletingallrequirements priortoeachintern- they plantocompletetheinternship. Students are respon- P the SchoolofEducation’s Field Experience Office ( an internshipcoursemustcompleteapplicationthrough criminal background check.Students wishingto enroll in first internship, studentswillberequired toundergoa plete twointernshipsduringtheirprogram. Prior tothe Students seekingState are certification required tocom - Internship Requirements exams before program completion. Portfolio, andpassallrequired Praxis andComprehensive Student Project (withpresentation), aGraduate Student All studentsmustcompletetwo internships,aGraduate collaborative programming, andprofessional development. evaluation andassessment,curriculum instruction, sophical issues,typicalandatypicalchilddevelopment, field experiencesdevelops competenceinlegalandphilo- special needschildren. Acombination ofcoursework and also learntechniquesinworking withfamiliesofyoung Students orspecialeducationservices. early intervention children ingradesonethrough three whoare receiving vices professionals towork withinfants,preschoolers, and This 39-credit program prepares teachersandrelated ser- E ar pecia rimar ly Students mustearnagradeofBorbetterineach C l y E hi

L d l e dhood u v cation e l ) in the semester prior to the one in which ) inthesemesterpriortoonewhich ) (MSDE C (MSDE ) S ) pecia l ertification E d u cation (I —G nfant eneric http:// /

Graduate Education Graduate Education C tion. The full-timeprogram cohort optionlaunchesanew abilities, emotionaldisturbances, andmildmentalretarda- have mildtomoderatedisabilities,including learningdis- towork withstudents who seeking teachercertification basis,isdesignedforindividualswhoarefull- orpart-time This 39-credit program, whichcanbetakenon eithera M 872.811 872.810 Advanced Field Placements (6credits) Disabilities 872.514 872.509 872.506 872.504 872.503 872.502 872.501 872.500 Specialized Courses(24credits) 871.513 871.512 871.510 Core Courses(9credits) 884.502 Perspective 882.511 experience) 872.800 Exceptionalities 871.501 Prerequisite Courses(12credits) (maybetakenelsewhere) Number ofCredits Required: 39 Program Plan M 50 ertification idd i l d

l to e

and M Special Education Internship: Preschool andPrimary Level Preschool Special Education Internship: EarlyInterventionand Development of Young Children with with Disabilities: Grades K–3 Assessment ofReading for Young Children with Disabilities: Grades K–3 Instruction ofReading for Young Children Children withDisabilities: Grades K–3 Materials for Teaching Reading to Young Grades PreK–3 Instructional Program Planning and Methods: Birth–3 Yrs Instructional Program Planning and Methods: Young Children withDisabilities Screening, Diagnosis, &Assessmentof Early ChildhoodSpecial Education Seminar: Current Trends andIssues in Applied Behavioral Programming Collaborative Programming inSpecial Education Issues inSpecial Education Systems,Legal Aspects,Service andCurrent Diagnosis/Assessment forReading Instruction Human Growth andDevelopment: ALifespan Early ChildhoodSpecial Education (orprior Site-BasedExploratory Field Experience in Introduction toChildren and Youth with oderate S —G econdar eneric D isa y /A S b i l pecia d ities ul t (MSDE (MSDE : E : l E l d ementar u cation y ) / The School ofEducation Academic Year Catalog 2012–2013

871.511 871.510 (39 credits) Required Courses:Elementary/Middle Concentration 884.502 884.501 882.511 874.809 Exceptionalities 871.501 taken elsewhere) Secondary/Adult Concentrations (15credits) (maybe Prerequisite CoursesforbothElementary/Middle and Number ofCredits Required: 39 Program Plan of theirapplicationpackage. program optionare encouraged tosubmitGREscores aspart in thefull-timeprogram option,applicantstothepart-time onlyforapplicantsseekingtoenroll GRE willbecompulsory option insummer2014mustsubmitGREscores. While the Note: Applicants thefull-timeprogram seekingtostart before program completion. and passallrequired Praxis andComprehensive exams Project (withpresentation), aGraduate Student Portfolio, must completetwointernships,aGraduate Student and Praxis IIpriortothesecondinternship. Allstudents the alternative State approved tests)priortoadmission dents mustachieve qualifying scores onPraxis I(oroneof Graduatein genericspecialeducationMaryland. stu- tional settings. apply specialized techniqueswithinacontinuumofeduca- among generalandspecialeducators.Students learnto behavior management,andcollaborative programming programming, data-based decisionmaking,instructional experiences inlegalissues,psychoeducational assessment, program providescertification andapplied instruction levels (gradessixthrough 12). ondary/adult The teacher school(gradesonethrough eight)orsec- mentary/middle ments withinfive years. time program optionmustcompleteallprogram require- the program attheirown pace. Candidatesinthepart- demic year (summer, fallorspringsemester)andcomplete theprogram atanypointduringtheaca- dates canstart four semesters.In program option,candi- thepart-time summerandcandidatescompletetheprogram in every Graduates ofthisprogram are eligibleforcertification Teacher optionsare certification available attheele- Special Education Instructional Planning andManagement in Current Issues inSpecial Education Systems,Legal Aspects,Service and Diagnosis/Assessment forReading Instruction Advanced Processes andAcquisition ofReading A LifespanPerspective Human Growth andDevelopment: Moderate Disabilities (orpriorexperience) FieldExploratory Experience inMild to Introduction toChildren and Youth with Induction—Secondary/Adult 874.870 Disabilities 874.542 874.528 874.527 874.526 874.514 Retardation 874.512 871.513 871.512 871.511 871.510 (39 credits) Required Courses:Secondary/Adult Concentration 892.562 Culmination—Elementary/Middle 874.861 Induction—Elementary/Middle 874.860 874.541 874.526 874.525 874.524 874.513 Retardation 874.512 871.513 871.512 education.jhu.edu Mild toModerate Disabilities Internship: Studentsfor Secondary withMild toModerate Reading, Methods English, andLanguageArts: with Mild toModerate Disabilities Curriculum: Methods Students forSecondary Diversifying theGeneral Education Moderate Disabilities Education ofStudents withMild to Career AssessmentandProgramming: with Mild toModerate Disabilities Classroom Management: Methods forStudents Mild toModerate Disabilities: Secondary/Adult Educational AssessmentofStudents with Emotional Disturbance, andMild Mental Moderate Disabilities: LearningDisabilities, Characteristics ofStudents withMild to Applied Behavioral Programming Collaborative Programming inSpecial Education Special Education Instructional Planning andManagement in Issues inSpecial Education Systems,Legal Aspects,Service andCurrent Technology Accommodations (labcourse) Access toGeneral Education Curriculum with Mild toModerate Disabilities Internship: Mild toModerate Disabilities Internship: Moderate Disabilities Reading: Methods forStudents withMild to with Mild toModerate Disabilities Classroom Management: Methods forStudents Mild toModerate Disabilities Mathematics: Methods forStudents with Students withMild toModerate Disabilities Spoken and Written Language:Methods for to Moderate Disabilities: Elementary/Middle Educational AssessmentofStudents withMild Emotional Disturbance, and Mild Mental Moderate Disabilities: LearningDisabilities, Characteristics ofStudents withMild to Applied Behavioral Programming Collaborative Programming inSpecial Education / 51

882.511 Exceptionalities 871.501 Prerequisite Courses(12credits) (maybetakenelsewhere) Number ofCredits Required: 36 Program Plan below.Certification Education underMaster’s Programs notLeadingto Teacher Moderate Disabilities: Differentiated andInclusive tion, pleaserefer totheprogram listingforMild to Note: For- applicantsnotseekingMSDE teachercertifica Comprehensive examsbefore program completion. Student Portfolio, andpassallrequired Praxis and Graduate Student Project (withpresentation), aGraduate approval. Allstudentsmustcompletetwointernships,a sional goals,andmustbemadewithfacultyadviser upon thegraduatestudent’s academicrecord andprofes- Substitutions forrequired coursesmaybemadedepending ments (dependentontheapplicant’s previous coursework). graduation, andmayneedtofulfillMSDEreading require- requirements atspecificpointsintheprogram priorto plete thespecificcourseslistedbelow, fulfillPraxis exam dle school(gradesonethrough eight)educationmustcom- - whoarecertification currently inelementary/mid certified Students inthisprogram seekinggenericspecialeducation Requirements educational settingconcurrent withcoursecompletion. include applicationsofcontentinthegraduatestudent’s dents, typicallearners,andgiftedlearners.Assignments dents withdisabilities,bilingualbackgrounds, atriskstu- the rangeofstudentsinclassrooms today, includingstu- techniquestoeffectively teach comes, andinstructional acquire methodologiesfordifferentiating curriculumout- who receive inavariety ofsettings.Educators instruction forstudentswithandwithoutdisabilitylabels instruction schools andclassrooms. Coursesfocusonheterogeneous moderate, andsevere disabilities)intogeneraleducation students witharangeoflearningneeds(includingmild, schools whodesire enhancedtrainingtoward including nel, andothercredentialed professionals working in person- general educators,specialrelated service This 36-credit graduateprogram isdesignedforpracticing and M 892.562 Culmination—Secondary/Adult 874.871 C ertification i l d I

nc to lu M A LifespanPerspective Human Growth andDevelopment: Introduction toChildren and Youth with Technology Accommodations (labcourse) Access toGeneral Education Curriculum with Mild toModerate Disabilities Internship: si oderate v e —G E d u eneric cation D isa S b (MSDE (MSDE i l pecia ities : D : l E ifferentiated d u cation )

Graduate Education Graduate Education S completion. required Praxis andComprehensive examsbefore program presentation), aGraduate Student Portfolio, andpassall plete twointernships,aGraduate Student Project (with mission from theirfacultyadviser. All studentsmustcom- special educationmaysubstituteelective courseswithper- severe andprofound disabilities. inthearea specialeducationcertification of for Maryland Graduatesand emergingliteracyinstruction. are eligible vision management;independentlivingskillsinstruction; motor,tive communicationinstruction; hearing,and aspects; cognitionandlanguagedevelopment; augmenta- programming;interdisciplinary medicalandphysical planning;applied behavioralprinciples; instructional areas ofindependentlivingandadaptive behavior. in andsupport priorities includespecialized instruction prepares individualstoteachstudentswhoseeducational inseverecial educationcertification disabilities(K-12)) This 36-credit graduatedegree spe- (leadingtoMaryland S Culmination—Elementary/Middle 874.861 Induction—Elementary/Middle 874.860 874.526 871.513 Retardation 874.512 871.510 Courses(18credits)Certification 892.562 878.505 878.503 878.502 878.501 871.512 Core Courses(18credits) 884.502 884.501 52 e e v v ere ere Students whopossessanundergraduatedegree in The program’s curriculumaddresses legalissues; ly D

Mild toModerate Disabilities Internship: Mild toModerate Disabilities Internship: with Mild toModerate Disabilities Classroom Management: Methods forStudents Applied Behavioral Programming Emotional Disturbance, andMild Mental Moderate Disabilities: LearningDisabilities, Characteristics ofStudents withMild to Issues inSpecial Education Systems,Legal Aspects,Service andCurrent Technology Accommodations (labcourse) Access toGeneral Education Curriculum with School Programs Cooperative LearningforDiverse Based Assessment Educational Measurement andCurricular- Strategic Interventions I Curriculum Design andAdaptations for Differentiated Instruction andInclusion Collaborative Programming inSpecial Education Diagnosis/Assessment forReading Instruction Advanced Processes andAcquisition ofReading isa and b i P l ities rofo (MSDE C (MSDE u nd ly D isa ertification bl ed ) — The School ofEducation Academic Year Catalog 2012–2013

877.811 877.810 877.555 877.518 877.515 877.514 877.513 871.514 871.513 871.512 871.511 871.510 Required Courses(36credits) 884.502 884.501 882.511 Exceptionalities 871.501 Prerequisite Courses(12credits) (maybetakenelsewhere) Number ofCredits Required: 36 Program Plan plete anapplicationandsubmit officialtranscriptsfrom and forprograms stillinprogress). Applicants mustcom- uate studies(includingforincomplete programs ofstudy of 3.0(out4.0)inallprevious undergraduateandgrad- sity andhave earnedaminimumcumulative average GPA elor’s degree from aregionally accredited collegeoruniver- To befullyadmitted, applicantsmusthave atleastabach- Admission Requirements • • • • • tion specializations: education. Currently,- theSchooloffersfive non-certifica want toenhancetheirskillsinaspecialized area ofspecial butwho options forstudentsnotseekingcertification The SchoolofEducation offersanumberofprogram N on Technology in Special Education Disorders Severe Disabilities: Emphasis inAutism Spectrum Severe Disabilities Inclusive Education Mild toModerate Disabilities: Differentiated and General Special Education Studies -C ertification Internship inSevere Disabilities: Culmination Internship inSevere Disabilities: Induction Teaching CommunicationandSocial Skills Management ofMotor Skills Education ofStudents withSevere Disabilities: Hearing and Vision Impairments Education ofStudents withSevere Disabilities: Community andIndependent LivingSkills Augmentative CommunicationSystems Education ofStudents withSevere Disabilities: Medical andPhysical AspectsofDisabilities Applied Behavioral Programming Collaborative Programming inSpecial Education Special Education Instructional Planning andManagement in Issues inSpecial Education Systems,Legal Aspects,Service andCurrent Diagnosis/Assessment forReading Instruction Advanced Processes andAcquisition ofReading A LifespanPerspective Human Growth andDevelopment: Introduction toChildren and Youth with M aster ’ s P rograms

Experience Office ( application through theSchoolofEducation’s Field ing toenroll inaninternshipcoursemustcomplete will undergoacriminalbackground check.Students wish- of theirmaster’s program. Prior totheinternship, students Students will be required to complete an internship as part Internship Requirements cation inspecialeducation. required tosubmitproof oftheirinitialState- teachercertifi Education: General Special Education Studies are also ments, applicantstotheMaster ofScienceinSpecial Note: In additiontofulfillingtheabove applicationrequire- or developmental disabilities. (As part oftheadmissions or developmental disabilities.(Aspart rience working withindividualswhohave cognitive and/ ground inspecialeducationorrelated fieldandhave expe- fessionals. Applicants mustpossessanacademicback- andcommunity basedpro- educators andrelated services with disabilities. special This program acceptscertified children,organizations thatsupport youth, andadults of studyforindividualsworking inschoolandcommunity Studies provides anindividualized 36-39-credit program The Master ofScienceinGeneral Special Education G praxis1 certification/certification_branch/testing_information/ http://www.marylandpublicschools.org/MSDE/divisions/ State ofEducation Department (MSDE)website at Praxis I,SAT, ACT orGRE.(Please visittheMaryland achieve passing scores from oneofthefollowing tests: fessional goals,andtwolettersofrecommendation, plus resume orcurriculumvitae,anessayindicatingyour pro - institutionsattended,a all accredited post-secondary elective courses. develop aprogram ofstudythatincludesrequired and degree. Students mustwork withafacultyadviserto complete 36to39graduatecredits fortheirmaster’s Depending onthespecificconcentration,students Program Requirements ships, thestudentmaybedismissedfrom theprogram. If astudentearnsgradebelow Binsubsequentintern- other courseuntiltheycompletetherepeated internship. earn agradeofBorA.Students maynotregister forany an internship, thestudentmustrepeat theinternship, and required internship. If astudentearnsgradebelow Bin Experience Office web page. quently review theinformationshared ontheField requirements priortoeachinternshipandshouldfre- the internship. Students are responsible forcompletingall semester priortotheoneinwhichtheyplancomplete edu/studentaffairs/academic/FieldExperience/ education.jhu.edu enera Students mustearnagradeofBorbetterineach to view thecurrent toview staterequirements.) l S pecia l http://www.students.education.jhu. / 53 E d u cation S t u dies ) inthe depending onarea ofspecialization.) (Note: Coursenumberforgraduate project maydiffer, Disabilities 874.830 871.510 The following twocoursesare required: • • • • • Current program offeringsinclude: graduatecertificate requirements mustbecompletedwithinfive years. concurrently.the graduatecertificates Allprograms Studies. Students mustapplyforthemaster’s program and degree withaconcentrationinGeneral Special Education grams toward theMaster ofScienceinSpecial Education may applycredits pro - earnedintwograduatecertificate initial State inspecialeducation.) teachercertification process, applicants are required tosubmitproof oftheir Master’s Programs Leading to Teacher above. Certification Disabilities: Differentiated andInclusive Education under please refer totheprogram listingforMild toModerate Note: For applicantsseekingMSDEteachercertification, before program completion. Portfolio, andpasstheComprehensive Examination Student Project (withpresentation), aGraduate Student All studentsmustcompletetheinternship, aGraduate educational settingconcurrent withcoursecompletion. include applicationsofcontentinthegraduatestudent’s students, typicallearners,andgiftedlearners.Assignments with disabilities,bilingualbackgrounds, atrisk range ofstudentsinclassrooms today, includingstudents techniques toeffectively teachthe comes andinstructional acquire methodologiesfordifferentiating curriculum out- who receive inavariety ofsettings.Educators instruction forstudentswithandwithoutdisabilitylabels instruction schools andclassrooms. Courses focusonheterogeneous moderate, andsevere disabilities)intogeneraleducation students witharangeoflearningneeds(includingmild, schools whodesire enhancedtrainingtoward including personnel, andothercredentialed professionals working in general educators,specialrelated service This 36-credit graduateprogram isdesignedforpracticing and M i Education ofStudents withSevere Disabilities Pervasive Developmental Disorders Education ofStudents withAutism andOther Specialist Early Intervention/Preschool Special Education Assistive Technology Inclusive Education Advanced Methods forDifferentiated Instruction and l d With theapproval oftheirfacultyadviser, students I

nc to lu M Graduate Project inMild toModerate Issues inSpecial Education Systems,Legal Aspects,Service andCurrent si oderate v e E d u cation D isa b i l ities : D : ifferentiated

Graduate Education Graduate Education 882.511 Exceptionalities 871.501 where) Prerequisite orCorequisite Courses(maybetakenelse- Number ofCredits Required: 36 Program Plan Examination before program completion. Student Portfolio, andpasstheComprehensive Graduate Student Project (withpresentation), aGraduate admission. Allstudentsmustcompletetheinternship, a ulty advisertoplanaprogram ofstudybefore applyingfor groups currently represented intheprogram. bers; teachers;andprogram directors are someofthe apists; nurses;parents; communityresidence staffmem- severe disabilities.Physical, occupational,andspeechther- skills intheirwork withchildren, youth, andadultswith practitionersseekingtobroaden their and related service This 36-credit program isdesignedforspecialeducators S xxx.xxx Culmination—Elementary/Middle 874.861 Disabilities 874.830 878.506 874.521 871.510 faculty adviser) professional goalsandwiththeapproval ofthehis/her (Substitutions canbemade,dependingonthecandidate’s Non-Certification Courses(18credits) 892.562 Programs 878.505 878.503 878.502 878.501 871.512 Core Courses(18credits) Number ofCredits Required: 36 Program Plan 54 e v ere It isrecommended thatapplicantsconferwithafac-

D Elective course A LifespanPerspective Human Growth andDevelopment: Introduction toChildren and Youth with Mild toModerate Disabilities Internship: Graduate Project inMild toModerate Social andEmotional Interventions Strategies I Strategies Instructional Model: Learning Issues inSpecial Education Systems,Legal Aspects,Service andCurrent Technology Accommodations (labcourse) Access toGeneral Education Curriculum with Cooperative LearningforDiverse School Based Assessment Educational Measurement andCurricular- Strategic Interventions I Curriculum Design andAdaptations for Differentiated Instruction andInclusion Collaborative Programming inSpecial Education isa b i l ities The School ofEducation Academic Year Catalog 2012–2013 S S 877.830 877.810 877.555 877.518 877.515 877.514 877.513 871.514 871.513 871.512 871.511 871.510 Required Courses(36credits) 871.511 871.510 Required Courses(36credits) 882.511 Exceptionalities 871.501 where) Prerequisite orCorequisite Courses(maybetakenelse- Number ofCredits Required: 36 Program Plan completion. and passtheComprehensive Examination before program Project (withpresentation), aGraduate Student Portfolio, addition, studentsmustcompleteaGraduate Student leadership through applicationinreal-world settings.In ofprogram contentand student todemonstratemastery spectrum. The purposeofthisinternship istoallow the setting whichprovides tostudentsontheautism support independence skills. tion, social/emotionalskills,cognitive skills,andadaptive/ inareas andsupport cialized ofcommunica- instruction through adult—whoseeducationalprioritiesincludespe- birth als toteachstudentsontheautismspectrum—ages This 36-credit master’s degree program prepares individu- e pectr v ere Students mustcompleteoneappliedinternshipina D u m Graduate Project inSevere Disabilities Internship inSevere Disabilities: Induction Teaching CommunicationandSocial Skills Management ofMotor Skills Education ofStudents withSevere Disabilities: Hearing and Vision Impairments Education ofStudents withSevere Disabilities: Community andIndependent LivingSkills Augmentative CommunicationSystems Education ofStudents withSevere Disabilities: Medical andPhysical AspectsofDisabilities Applied Behavioral Programming Collaborative Programming inSpecial Education Special Education Instructional Planning andManagement in Issues inSpecial Education Systems,Legal Aspects,Service andCurrent Special Education Instructional Planning andManagement in Issues inSpecial Education Systems,Legal Aspects,Service andCurrent A LifespanPerspective Human Growth andDevelopment: Introduction toChildren and Youth with isa D b isorders i l ities : E : mphasis

in A u tism

computer withonlineservices. requiretronic portfolios, thatstudentshave accesstoa within thisprogram, suchase-learningandbuildingelec- schedules. In addition,theassignmentsandactivities internship experiencedeveloped around current work opt tofocusonmildand/orsevere disabilities. dation forfuture professional development. Students may professional networking. These experiencesprovide afoun- ticipate incollaborative and projects, informationforums, decision makingandfocusoncore learning.Students par- withinthecontextofteam-based instruction gies tosupport pared todesignandimplementassistive technologystrate- nologies forchildren withdisabilities.Graduates are pre- evaluation, acquisition,training,anduseofassistive tech- students learntoapplyresearch andbestpracticesinthe tive instruction. roles intheintegrationofassistive technology intoeffec- and physicaloroccupationaltherapists,forleadership vice professionals, suchasspeech-languagepathologists This 36-credit program prepares educatorsandrelated ser- T 877.830 877.810 877.555 Autism 877.553 877.551 Disorders 877.550 877.514 877.513 871.513 871.512 education.jhu.edu echno Students inacustomized mayalsoelecttoparticipate Through hands-onexperienceandclassroom activities, l og Graduate Project inSevere Disabilities Internship inSevere Disabilities: Induction Teaching CommunicationandSocial Skills Classroom Programming forStudents with Developmental Disorders Survey ofAutism andOther Pervasive Inclusive Practices forAutism Spectrum Community andIndependent LivingSkills Augmentative CommunicationSystems Education ofStudents withSevere Disabilities: Applied Behavioral Programming Collaborative Programming inSpecial Education y

in S / 55 pecia l E d u cation

892.560 Instructional Leader 893.515 Technical Resource Concentration Courses(27credits) 893.601 892.800 892.701 Core Courses(9credits) Number ofCredits Required: 36 Program Plan does notleadtoinitialteachercertification. International Society for Technology inEducation (ISTE), Improvement 893.634 893.632 892.548 Agent ofChange 893.508 878.503 892.562 892.561 This program, whichhasbeenapproved by the Assistive Technology forEducating Individuals Networking forSchools Hardware, Operating Systems, and Supported InterventionsandPrograms Evaluation andResearch of Technology Graduate Internship inAssistive Technology Advanced Skills Seminar in21stCentury Technology LeadershipforSchool and Organizations Data-Driven Decision Making forSchools Approach (labcourse) Assistive TechnologyA TeamEvaluation: Technology andtheScienceofLearning Based Assessment Educational Measurement andCurricular- Technology Accommodations (labcourse) Access toGeneral Education Curriculum with for Individuals withDisabilities Advanced Applications ofAssistive Technology with Low Incidence Disabilities (labcourse)

Graduate Education Graduate Education Science inGeneral Special Education Studies. inspecialeducationtopursue theMastercertificate of and Networking forSchools. those taughtin893.515Hardware, Operating Systems, tution ofhighereducationandpossessskillsequivalent to in educationorarelated fieldfrom anaccredited insti- team. cation strategieswithinamultidisciplinary Students designandevaluate technology-basedcommuni- technologies inteachingcommunicationandsocialskills. the evaluation, acquisition,training,anduseofassistive dents withdisabilities.Participants learnbestpracticesfor improving communicationandsocialinteractionofstu - for pists tointegrateassistive technologywithinstruction tors, speech-languagepathologists,andoccupationalthera- This 15-credit program prepares certificate special educa- A Programs 878.505 878.503 878.502 878.501 871.512 Requirements (15credits) Science inGeneral Special Education Studies. inspecialeducationtopursuetheMastercertificate of Students withasecond maycombinethiscertificate ments featuringappliedprojects inschools. completed withinaone-year periodwithcourseassign- dents withdiverse learningneeds. Courseworkcanbe to how stu- educatorscancollaborate,plan,andinstruct foundational andadvanced research-based practicesrelated typical learners,andgiftedlearners. with disabilities,bilingualbackgrounds, atriskstudents, range ofstudentsinclassrooms today, includingstudents techniquestoeffectively teachthe comes andinstructional acquire methodologiesfordifferentiating curriculumout- within heterogeneous classroom settings.Educators classroom-based methodologiesforeducatorsteaching grounds and needs.Program contentprovides practical tors whoare challengedby students’ varied learningback- This 15-credit program isdesignedforeduca- certificate A G I 56 nstr ssisti d rad v Students withasecond maycombinethiscertificate Applicants mustholdabachelor’s ormaster’s degree comprisesfive coursesthatfeatureThe certificate anced u ction v u e ate Cooperative LearningforDiverse School Based Assessment Educational Measurement andCurricular- Strategic Interventions I Curriculum Design andAdaptations for Differentiated Instruction andInclusion Collaborative Programming inSpecial Education T M echno

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P Faculty Contacts:Dr. William (Bill) Sowders, T 877.551 871.513 15 credits): The following five coursesare required (foratotalof Requirements (18credits) 871.510 been completedwithinthepasttwoyears) Prerequisite Course(maybetakenelsewhere; musthave Science inGeneral Special Education Studies. inspecialeducationtopursuetheMastercertificate of developmentalautism andotherpervasive disorders. tional programming forstudents whoare diagnosedwith fortheprovisioncies thatare necessary ofeffective educa- program addressescertificate thewiderangeofcompeten- disciplines,this18-creditfrom therelated graduate service specialeducatorsandprofessionalsDesigned forcertified E other courseduringtherepeated internship. earn agradeofBorA.Students maynotregister forany internship, thestudentmustrepeat theinternship, and internship. If astudentearnsgradebelow Binthe Students mustearnagradeofBorbetterintherequired 872.810 872.504 872.502 872.501 871.512 Requirements (15credits) Academic Coordinators: James Hooper, education.jhu.edu ducation e e rva other Teaching andLearningprograms) Lori Scott, 410-516-9759 (fortheMaster in ofArts Teaching); Dr. Eric Rice, [email protected] and Learningprograms) aching Students withasecond maycombinethiscertificate s iv e Developmental Disorders Survey ofAutism andOther Pervasive Applied Behavioral Programming Issues inSpecial Education Systems,Legal Aspects,Service andCurrent Special Education Internship: EarlyInterventionandPreschool Children withDisabilities: Grades K–3 Materials for Teaching Reading to Young Birth–3 Yrs Instructional Program Planning andMethods: Children withDisabilities Screening, Diagnosis, andAssessmentof Young Collaborative Programming inSpecial Education

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ducation Students withasecond maycombinethiscertificate Teaching Communication andSocial Skills Management ofMotor Skills Education ofStudents withSevere Disabilities: Hearing and Vision Impairments Education ofStudents withSevere Disabilities: Community andIndependent LivingSkills Augmentative CommunicationSystems Education ofStudents withSevere Disabilities: Issues inSpecial Education Systems,Legal Aspects,Service andCurrent Assistive Technology forEducating Individuals Augmentative CommunicationSystems Education ofStudents withSevere Disabilities: Graduate Project inSevere Disabilities Teaching CommunicationandSocial Skills Classroom Programming forStudents with with Low Incidence Disabilities (labcourse)

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Graduate Education Graduate Education scheduled fortheirpre-internship class. pass thecontentknowledge ofPraxis portion IItobe program optionselected.MATpart-time studentsmust duration oftheinternshipare determinedby thefull-or full-time teachinginaschool setting. The nature and basis;however,full- orpart-time theinternshiprequires uate preparation. Students maypursuethedegree on a duetodifferences inundergrad - coursework thatmayvary mum of39credits, andspecificadditional content-area tion asateacherinMaryland. The MAT requires amini- gram ofstudythatfulfillstherequirements- forcertifica Students work withafacultyadvisertocompletepro- Program Requirements • • for theMAT program. The program optionsare: mat, allcandidatesfulfillthesamegeneralrequirements scheduling andprofessional needs.Regardless ofthefor- MAT program, eachdesignedtoaccommodatecandidates’ mid-career professionals whodesire tobecometeachers. degree programs inappropriate contentareas, aswell as designed forrecent graduatesofbachelororgraduate andforeffective teaching. for certification The MAT is integrates thecontentandclassroom experiencerequired website.] andfull-timeoptions,theprogram Offering part- prospective applicantsshouldrefer totheSchoolofEducation’s ontheSchool’sest information offerings, teachercertification English forSpeakers ofOther Languages(ESOL).For thelat- inEarlydates forcertification ChildhoodEducation or The SchoolofEducation isnotcurrently recruiting candi- teachers.[Note: andSecondary asElementary Maryland program prepares in candidatesforinitialcertification The Johns Hopkins Master in ofArts Teaching (MAT) M • • • • M 58 aster years. must completeallprogram requirements within five program option teaching. Candidatesinthepart-time option isdesignedforindividualstransitioninginto Master in The part-time ofArts Teaching program that includesafullschool-year internship. semester andendingthefollowing springsemester) inthesummer 12-month/3-semester program (starting The full-timeMaster in ofArts Teaching isa Technology forEducators Master ofScienceinEducation withaconcentrationin Program ofStudy Option) Educational Studies (Individualized Interdisciplinary Master ofScienceinEducation withaconcentrationin Educational Studies (Teach forAmericaoption) Master ofScienceinEducation withaconcentrationin Master in ofArts Teaching (MAT) aster There are twoprogram optionsforcompletingthe

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The School ofEducation Academic Year Catalog 2012–2013 L earning Number ofCredits Required: 39 Elementary Education Coursework tion area.) beginning teachers.Praxis IIrequirements- by certifica vary the state.(Note: Praxis isaprofessional assessmenttestfor approved alternative tests)andPraxis IIexamsrequired by 3.0 forallcoursework) andpassallPraxis I(orstate completion oftheinternship, andearnaGPA ofatleast successful (including successfuldefenseoftheportfolio, students mustcompletetheMAT program requirements pate inelectronic learningcommunities. ments. The MAT program requires- candidatestopartici inavariety offieldplace- teachers andtheirparticipation opment process monitored by facultyandsupervising develdemonstrate theircompetencethrough- aportfolio guide theMAT program. Using thesestandards, students Assessment andSupport (InTASC) Consortium Standards 810.607 810.606 Number ofCredits Required: 39 EducationSecondary 810.642 810.641 810.653 810.655 810.679 884.507 884.505 810.604 810.603 884.502 884.501 871.502 810.602 810.607 810.606 To State beeligibleforMaryland teachercertification, The nationallyrecognized Interstate Teacher Culturally Responsive TeachingCulturally Human Development andLearning Schools:PartElementary II Supervised Internship andSeminar inthe Schools:PartElementary I Supervised Internship andSeminar inthe Community Experiences MAT Pre-Service Seminar withSchooland Through theUse of Technology Teacher Candidate asAction Researcher Classroom Management Instruction forReading Materials for Teaching Reading Part II Methods of Teaching School: intheElementary Part I Methods of Teaching School: intheElementary Diagnosis/Assessment forReading Instruction Advanced Processes andAcquisition ofReading Special Needs Educational Alternatives forStudents with School Settings Curriculum, Instruction, andAssessmentin Responsive TeachingCulturally Human Development andLearning

of theirapplicationpackage. program optionare encouraged tosubmitGREscores aspart in thefull-timeMAT, MAT applicantstothepart-time onlyforapplicantsseekingtoenroll GRE willbecompulsory GRE scores oftheapplicationprocess. aspart While the thefull-timeMATseeking tostart program mustsubmit Note: For the2014admissioncycle onwards, applicants • • • • Applicants totheMAT program must: Admission 810.647 810.646 810.653 810.655 810.679 810.61X 810.625 810.660 884.510 884.508 871.502 810.602 education.jhu.edu testing_information/praxis1 MSDE/divisions/certification/certification_branch/ requirements.) website at StateMaryland ofEducation Department (MSDE) (Praxis I,SAT, ACT orGRE).(Please visitthe Achieve passingscores ononeofthefollowing tests institutionsattended. secondary recommendation, andofficialtranscriptsfrom allpost- positive educationalchange,three lettersof commitment tobecomingateacherwhobelieves in that convincesreviewers thattheapplicanthasa (along withtheapplicationfee)aCV/résumé, anessay Complete theonlineapplcationformandsubmit study andforprograms stillinprogress). graduate studies(includingforincompleteprograms of of 3.0(ona4.0scale)inallprevious undergraduateand Have earnedaminimumcumulative gradepoint average credits.) (generally,intended certification amajoror 36related from anaccredited collegeoruniversity inthearea of Possess abachelor’s orgraduatedegree (orequivalent) Secondary Schools, PartSecondary II Supervised Internship andSeminar inthe Schools, PartSecondary I Supervised Internship andSeminar inthe Community Experiences MAT Pre-Service Seminar withSchooland Through the Use of Technology Teacher CandidateasAction Researcher Classroom Management Methods of Teaching School intheSecondary Special Topics Education inSecondary Teacher as Thinker and Writer Content Area, Part II Methods of Teaching Reading intheSecondary Content Area, Part I Methods of Teaching Reading intheSecondary Special Needs Educational Alternatives forStudents with School Settings Curriculum, Instruction, andAssessmentin http://www.marylandpublicschools.org/ / 59 to view current toview state

and middle) and Secondary (grades7-12)Education and middle)Secondary inthe two-to-three nightsaweek. internshipwhiletakingclassesintheevening, supervised lowing fallsemester, internsbeginafull-year, full-time system summerprogram mayalsobeavailable. The fol- most ofthesummer. Some experiencesinapublicschool by takingclassesdaily, morningsandafternoons,through a variety ofschoolsettings.Candidatesbegintheprogram cific contentarea anddevelop skillsthatcanbe appliedin are interested toteachinaspe- inbeinginitiallycertified its. Financial aidisavailable forthosewhoqualify. for fulltuition,registration fees,and booksforall39cred- internship. Allfull-timeMAT candidatesare responsible teaching degree whileengagedinafull-timesupervised allows candidatestocompleteanationallyaccredited MAT The full-timeMaster in ofArts Teaching program option Full-Time Master in ofArts Teaching at Directors of Teacher Education andCertification’s website fication, pleasevisittheNational AssociationofState regarding State whichstatesacceptMaryland - teachercerti which reciprocates withmostotherstates.For information intheStateand leadtoteachercertification ofMaryland, Council forAccreditation of Teacher Education (NCATE) University are fullyaccredited through theNational All oftheprograms inteacher educationatJohns Hopkins • • areas ofconcentration: Teacher inoneoffour candidatesmaypursuecertification Certification classes. must beadmittedtotheMAT program toenroll in children are Students noteligibleforteachercertification.) who have committed actsofviolenceorcrimesagainst ment inanyinternship. (Under law, Maryland persons ofcriminalactivity,revealing nohistory priortoplace- to undergostateandfederalcriminalbackground checks, required tocompleteacriminaldisclosure statement and completing theprogram. any additionalundergraduatecontentrequirements before do notmeettheState’s requirements willneedtofulfill State’s contentthreshold Candidateswho forcertification. work will be reviewed todeterminewhetheritmeetsthe for interview, duringwhichtheapplicant’s priorcourse- If foundeligible foradmission,applicantswillbeinvited http://www.nasdtec.org/index.php chemistry, science,andphysics). earth/space mathematics, socialstudies,andthesciences(biology, includeEnglish, educationcertification secondary EducationSecondary (grades7-12).Contentareas for EducationElementary (grades1-6andmiddle). The certification areas include Elementary (grades 1-6 areas (grades1-6 The certification includeElementary The full-timeMAT isdesignedforindividualswho In addition,allstudentsenteringtheprogram are .

Graduate Education Graduate Education full tuition,registration fees,andbooksforall39credits. Candidates admittedtotheprogram are responsible for a schoolsetting.Coursesare usuallyheldintheevening. teaching through afull-semester, internshipin supervised other states whichincludesreciprocityMaryland, withamajorityof inthestateof dates willbeeligibleforteachercertification the program. Upon completionoftheprogram, candi- tocomplete flexibility willdeterminethetimenecessary courseload. comfortable The candidate’s courseloadand three persemester. Thus, eachcandidatemaydeterminea semester, butare recommended totakenotmore than not obligatedtotakeaspecificnumberofcoursesper program requirements withinfive years. Candidates are gram attheirown pace,butcandidatesmustcompleteall time optionallows candidatestoprogress through thepro- gram inanysemester(spring,summer, andfall). The part- other full-timeobligations.Candidatescanbeginthepro- need tocontinuework full-timeorthosewhohave science, andphysics),socialstudies. mathematics, foursciences(biology, chemistry, earth/space (grades 7-12)Education inthe disciplinesofEnglish, (grades1-6andmiddle)orSecondary in Elementary graduates. Candidatescanbecomeeligibleforcertification individuals whodidnotprepare forteachingasunder- ers. This program isdesignedforcareer changersandfor ofteach- assist intherecruitment andinitialcertification Johns Hopkins University thathasbeendeveloped to MATThe part-time program optionat isthepart-time Part-Time Master in ofArts Teaching the applicationprocess. gram insummer2014mustsubmitGREscores of aspart Note: Applicants thefull-timeMAT seekingtostart pro- • • • • Full-Time MAT Framework gram begins every Junegram beginsevery andendsthefollowing May. studies. This twelve-month teacherpreparation cohort pro- chemistry, science,andphysics),social earth/space disciplines ofEnglish, mathematics,foursciences(biology, 60 electronic portfolio, and39coursecredits.electronic portfolio, approved alternative) andIIexams,contentcourses, internship, Praxisincluding thesupervised I(orstate completion ofallMAT program requirements, eligibilityismetthrough successful Certification present oftheirwork. adigitalportfolio In lieuofamaster’s thesis,candidatessubmitand program. Professional Development School(PDS)duringthe internshipina Candidates are placedinasupervised (3 semesters). Candidates completetheprogram in12months The curriculum integrates the theory andpracticeof The curriculumintegratesthe theory program isdesignedforthosewho The part-time The School ofEducation Academic Year Catalog 2012–2013 montgomery.html areas— School ofEducation website foracurrent listofthese areas ofneedidentifiedby MCPS.Please visitthe teachersinMontgomery Countyin becoming certified ing inJanuary year forcandidatesinterested every in 15-month (takenover foursemesters)MAT degree- start Montgomery CountyPublic Schools(MCPS),offersa Johns Hopkins University, with inpartnership (PROMAT): Montgomery CountyPartnership Professional Immersion Master in ofArts Teaching • • • • Part-Time MAT Framework 9808 orat information, contacttheFinancial AidOffice at410-516- Financial aidisavailable forthosewhoqualify. For more sional development, and reflection. TFA corps members in through strategicandcomprehensive coursework, profes- work toincrease studentlearningin theirclassrooms the development ofnovice TFA corps membersasthey Teach forAmerica(TFA) isspeciallydesignedtosupport Educational Studies program (MSEd) with partnership The Johns Hopkins Master ofScience inEducation: M interest only. inElementary certification spring 2013,MCPSwillbeseekingapplicantswithan launchinginPlease notethatfortheupcomingcohort notified onlyiftheyare selectedfor an interview. pleted applicationswillbescreened, andapplicantswillbe gram mustbecompletedby October 1eachyear. Allcom- Education at410-516-9760.Applications forthispro- program. Interested studentsshouldcontacttheSchoolof MCPS fortwoyears uponsuccessful completionofthe schools. In return, candidatescommittoteachingin are alldayfrom August through June) withMCPS andimmersive professionalport experiences(internships S t aster u electronic portfolio, and39coursecredits.electronic portfolio, approved alternative) andIIExams, content courses, internship, Praxisincluding thesupervised I(orstate completion ofallMAT program requirements, eligibilityismetthrough successful Certification present oftheirwork. adigitalportfolio In lieuofamaster’s thesis,candidatessubmitand scheduled fortheirinternshipclass.) passed thecontentknowledge ofPraxis portion IItobe MATin thepart-time program optionmusthave School (PDS)forafullsemesterinternship. (Students Candidates are placedinaProfessional Development all degree requirements. Candidates have amaximumoffive years tocomplete dies The partnership program providesThe partnership sometuitionsup- http://education.jhu.edu/Academics/masters/MAT/

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P and forprograms stillinprogress). graduate studies(includingincompleteprograms ofstudy GPA of3.0(out4.0) in allprevious undergraduateand versity andhave earnedaminimumcumulative average least abachelor’s degree from anaccredited collegeoruni- to theMSEd program requires thatanapplicantpossessat institutionsattended.Admissionfrom allpost-secondary apply onlineandsubmitanessayofficialtranscripts merica.org only available inaface-to-faceformat. can betakenonline,atthistime thecapstonecourseis one ormore areas ofspecialization. While somecourses who are notschool-basedbuthave aninterest inpursuing it isnotaprogram feature ofthemaster’s degree itself). to candidatesinthemaster’s program doleadtocertification, note thatalthoughsomeofthespecializationoptionsavailable in theirfieldorwhodonotrequire (Please certification. educational professionals whoalready possess certification program isintendedforteachers,administrators,andother area(s) ofspecializationandpersonal career goals. This dents tocreate aprogram ofstudythatreflects their degrees offered by theSchoolofEducation, allowing stu- study program inanarea notcovered by other master’s This 33–39credit degree isanindividualized advanced thatofferssuchadegree.is theonlyschoolinMaryland areas ofspecialization—andtheJHUSchoolEducation way toearnamaster’s degree whilepursuingoneortwo in Educational Studies (MSEd Ed Studies) offersaunique The Master ofScienceinEducation withaconcentration M tion about TFA, pleasevisitits website at accepted intothe TFA Teacher Corps.For more informa- Studies (MSEd) program, candidatesmustfirstbe to theMaster ofScienceinEducation: Educational of Education’s admissionsrequirements. Before applying program once theymeetJohns Hopkins University School TFA corpsmembersare eligibletoenroll intheMSEd Admission Education’s ELC (Electronic LearningCommunity), online distanceeducationformatusingtheSchoolof majority ofthe39-credit program willbedelivered inan TFA corpsmembersastheyinterninahostschool,the willbeprovided support and someinstructional onsiteto While somecoursesincludeaface-to-facecomponent and have a longtermimpactinthefieldofeducation. with theirstudents,meettheneedsofwholechild, teacher leadersinorder tomakesignificantacademicgains program developthis partnership classroom skillsas S education.jhu.edu t rogram aster u dies To applytothe TFA MSEd program, applicantsmust The MSEd Ed Studies program isopen tostudents

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certificate. before asecond complete onecertificate starting and practice.Students pursuingthisoptionare advisedto dent tostudyindepthtwoareas ofeducationaltheory complete theMSEd, Ed Studies. This optionallows astu- to pendent project tyingtogether thetwocertificates, course, abridgingcapstonecoursethatincludesaninde- Students thentaketheSeminar in Teacher Leadership programs (15-18creditsgraduate certificate each). several areas ofeducationoutsidetheirmainconcentration. allows studentswhochoosethisoptiontobeexposed The combinationofthecore coursesandtheelectives electives designedinconsultationwiththeprogram adviser. and6-9credits cialization (oftenagraduatecertificate) of The remainder oftheprogram includesa15-18credit spe- 855.610 881.611 881.622 of Education Master ofScienceinEducation programs: consistent withthecore requirements intheotherSchool requires thefollowing commoncore courses,whichare andpractice.Itto thebreadth ofeducationaltheory the deepstudyofonearea ofeducationwithanexposure Studies program. Option oneallows astudenttocombine There are twooptionsforcompletingtheMSEd Ed • • • all studentswhocompletetheprogram will: Student outcomesdependuponthepathwaychosen,but policy, practice,research, wisdom,theory, andlegislation. ing methodsforeffective technologytraining, including Educators program comesfrom bothexisting andemerg- learning. The knowledge basewithinthe Technology for Academy ofSciences’ initiatives scienceof onthenew standards foreducationaltechnologyandtheNational learner. The program isalignedwithnationalandstate facilitator, researcher, changeagent,aswell aslifelong technologies intheirmultipleroles asteacher, mentor, educators andrelated professionals touseabroad rangeof The 36-credit Technology forEducators program prepares for M aster plan.) project, an actionplan,oraprofessional development Teacher Leadership. (Examples includearesearch concentration inthecapstonecourse,Seminar in Complete anindependentproject intheirarea(s) of specialization orthrough core educationalcoursework. education, eitherthrough asecondarea of Increase theirawareness ofthebreadth ofwork in education. Develop anindepthknowledge ofoneortwoareas of E In optiontwo,studentsmayelecttocombinetwo d u

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Graduate Education Graduate Education O 893.634 Organizations 893.632 893.601 Requirements (15credits) or organizationalplanning. ities usingfield-baseddatatomakedecisionsaboutschool scenario-based problem solvingandimplementationactiv- ented presentations. Candidatesengage inthedynamicsof (captology) techniquestocreate compelling decision-ori- or organizationaldata,andtousepersuasive technology and data-miningstrategiestoexistingclassroom, school, learn toapplydata-driven decision-makingapplications and methodsforengaginginsystemicchange.Candidates decision-making applications,problem-solving techniques, accountability. Program data-driven candidatessurvey data-driven decision-makingandperformance supporting knowledge andskillstoexplore andapplybasicconcepts school leadersandofotherorganizationswith This advanced 15-credit program provides certificate D G not leadtoinitialteachercertification. International Society for Technology inEducation, does ing experiencesare oftheprogram. anintegralpart munities, collaborative projects, andprofessional mentor- Participation in onlineforums, Web-based learningcom- topursueaspecialized skillset. vide anopportunity rent work schedulesandcollaboratively designedtopro - with anindividualized internshipdeveloped around cur- University. Candidatesfollow adefinedcourseofstudy competencies identifiedby facultyattheJohns Hopkins ofEducation,Department andadditionaltechnology Technology inEducation State (ISTE),theMaryland dards establishedthrough theInternational Society for work. areThe artifacts mapped tocompetenciesandstan- created ineachcourseandwithintheirown professional thatshowcasestronic portfolio thetechnologyartifacts versal design forlearning. anduni- change, integratingtechnologyintoinstruction, leadership,gain competenciesininstructional systems nizations andincrease studentachievement. Candidates how technologycanbeusedtoimprove schoolsandorga- ipants understandandapplyresearch andbestpracticeson Hands-on- experiencesandclassroom activitieshelppartic 62 ata rgani rad This program, whichhasbeenapproved by the Throughout theprogram, candidatesdevelop anelec- - B u ased z ationa ate Technology LeadershipforSchoolImprovement Data-Driven Decision Making forSchools and Supported Interventions andPrograms Evaluation andResearch of Technology D C ecision l ertificate I mpro M v ement a k ing P

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eaching approximately 12months(foursemesters). Homewood campus. canbecompletedin The certificate enrollments). Classesare heldattheBaltimore summer (subjecttosufficient launchingevery cohort new must beaU.S,citizen). Grant (50%tuitionandregistration Consortium fees, of scholarshipsare available through Space theMaryland and spacescienceinK-12classrooms. Alimitednumber program modelspedagogicalapproaches forteachingearth “gaps” intheirformaleducationaltraining. The certificate andspace sciences.Itskills intheearth helpsfillteachers’ tors whowanttoenhancetheirknowledge andteaching Education. program isdesignedforeduca- The certificate ofPhysicsDepartment andAstronomy andtheSchoolof Grant inJohns Consortium Hopkins University’s between Spaceis acollaborative theMaryland partnership The 18-credit Graduate inEarth/Space Certificate Science E 893.800 Environments 893.645 Organizations 893.632 893.550 Environments 893.645 Curriculum 893.545 893.628 893.563 893.634 893.508 893.515 Concentration Requirements (27credits) 893.701 893.800 893.601 Core Requirements (9credits) Number ofCredits Required: 36 Program Plan arth This program isonlyoffered basis,witha onacohort

/S and pace Graduate Internship inInstructional Technology Designing andDelivering E-Learning Data-Driven Decision Making forSchoolsand Emerging Issues forInstructional Technology Designing andDelivering E-Learning Integrating Media intoStandards-Based Gaming and Media Design forLearning Multimedia Tools forInstruction Technology LeadershipforSchoolImprovement Technology andtheScienceofLearning for Schools Hardware, Operating Systems, andNetworking Advanced Skills Seminar in21stCentury Graduate Internship inInstructional Technology Supported InterventionsandPrograms Evaluation andResearch of Technology

L S earning cience

885.820 885.519 885.511 885.510 885.512 885.501 Requirements (18Credits) • • • • • The objectives oftheprogram are to: intellectual anddevelopmental needs. design andpresent lessonsthatare appropriate fortheir giftedstudentsandto include assignmentstoobserve teachers whoare working withgiftedstudents.Courses courses designedspecificallyforclassroom andresource their classrooms. to meettheneedsofacademicallytalentedstudentsin andassessment edge andskillsincurriculum,instruction, to address theneedsofteacherswhoare seekingknowl- The Graduate inGifted Certificate Education isdesigned G 886.811 886.634 886.633 886.632 886.631 886.630 Requirements (18Credits) education.jhu.edu ifted techniques forgiftedstudents. Expand teachers’ knowledge andskillsinassessment that are appropriate forgiftedstudents. Expand teachers’ repertoire strategies ofinstructional gifted students. Enhance teachers’ skillsindeveloping curriculumfor theories aboutgiftedstudents. Familiarize teacherswithlearninganddevelopmental characteristics ofgiftedstudentsaslearners. Provide teacherswithanunderstandingofthe The program provides an18-credit sequenceof E d Practicum inGifted Education Seminar inGifted Education Gifted Learners,Part II Curriculum, Assessment,andInstruction for Gifted Learners,Part I Curriculum, Assessment,andInstruction for The Gifted/Learning Disabled Learner The Gifted Learner Internship inEarth/Space Science and Climate Understanding and Teaching Earth’s Weather and Beyond Understanding and Teaching Stars, Galaxies, Understanding and Teaching theSolar System fromObservations Space Understanding and Teaching Earth Understanding and Teaching Physical Geology u cation / 63 T 810.685 Teachers 810.684 810.683 810.682 810.681 810.680 Teachers (18 credits) Program Requirements forK-8Mathematics Lead- • • • • • • • petencies in: ticipants willdemonstrateanunderstandingofandcom- andindividualpreparation,whole classparticipation, par- completionoftheprogram requirements.satisfactory in eithermathematics,scienceorSTEMeducationupon Participants willbeeligibletoreceive agraduatecertificate andSciences,Engineering, andEducation. Arts program brings togetherfacultyfrom theJHUSchoolsor through inquiry, dialogue,writing,andreflection. Each plines, andtobuildupontheirleadershippotential the area ofmathematics,science,andtheSTEMdisci- grams istoenrichteachers’ subjectcontentknowledge in peers. The focusofthesethree pro - graduatecertificate through engaging intheprofessional development oftheir tent knowledge, andtoexperienceleadershipopportunities science andSTEMcontentknowledge, pedagogicalcon- for teacherstodeepentheirunderstandingofmathematics, at Johns Hopkins University offerauniqueopportunity Technology, Engineering, andMathematics) Lead-Teachers Mathematics, K-8ScienceandSTEM(Science, The 15-18-credit Graduate programs forK-8 Certificate K eacher -8 M -8 education toeducationalpractice. Connecting research inmathematics/science/STEM withintheschoolsetting. that issupportive Assuming leadershipinmathematics/science/STEM science/STEM usingappropriate technology. Providing engagingexplorationsofmathematics/ is more andprocedures. thanrote setsofrules thatmathematics/science/STEM community theview Communicating effectively withintheschool better understandthecontent. mathematics/science/STEM thathelpsotherteachers Providing K-8professional development in mathematical/science/STEM teachingpractices. Demonstrating highqualitystandards-based conceptual understanding. develop strong mathematical/scienceskills and science/STEM learningactivitiesthathelpthemto Engaging K-8studentsinhighqualitymathematical/ Through courseactivitiesinsmallinteractive groups, athematics E Applications forK-8Lead Teachers Integrated Mathematics and Science Data AnalysisandProbability forK-8 Lead Measurement forK-8Lead Teachers forK-8Lead Geometry Teachers Algebra forK-8Lead Teachers Number andOperations forK-8Lead Teachers d u cation , S , cience

and STEM STEM L ead -

Graduate Education Graduate Education • • skills andstrategies: room, school,anddistrict. ing. Candidatesbecometechnologyleadersintheclass- into standards-based curriculum toimprove student learn- ter teacherstobecomeproficient atintegratingtechnology This 15-credit program prepares graduatecertificate mas- L 810.684 810.683 810.682 810.681 810.680 faculty adviser: matics courses,determinedinconsultationwiththeir Students taketwoofthefollowing three-credits mathe- 810.690 810.689 810.688 810.687 810.686 adviser: courses, determinedinconsultationwiththeirfaculty Students taketwoofthefollowing three-credits science 810.685 All studentstakethefollowing three-credit course: (15 credits) Program Requirements for K-8 STEMLead-Teachers 810.685 810.690 810.689 810.688 810.687 810.686 (18 credits) Program Requirements for K-8 ScienceLead-Teachers 64 eadership instruction andappropriate technologytoolsto instruction authentic assessmentstrategies, differentiated applied toteachingandlearning, aswell astheuseof approach are skills,and aconstructivist 21st century Technology scienceoflearning, integration—thenew adaptive computeraccess. managementand assessment,and instructional toolsfor and multimedia-basedinstruction, Advanced technology—e-learning,telecommunications This certificate program incorporatesthreeThis certificate setsof Lead Teachers Data AnalysisandProbability forK-8 Measurement for K-8Lead Teachers forK-8Lead Geometry Teachers Algebra forK-8Lead Teachers Number andOperations forK-8Lead Teachers Environmental ScienceforK-8Lead Teachers Physics forK-8Lead Teachers forK-8Lead Chemistry Teachers Earth/Space ScienceforK-8Lead Teachers Life ScienceforK-8Lead Teachers Applications forK-8Lead Teachers Integrated Mathematics andScience Applications forK-8Lead Teachers Integrated Mathematics andScience Environmental ScienceforK-8Lead Teachers Physics for K-8Lead Teachers forK-8Lead Chemistry Teachers Earth/Space ScienceforK-8Lead Teachers Life ScienceforK-8Lead Teachers

in T echno l og y I ntegration The School ofEducation Academic Year Catalog 2012–2013 courses requires thepermissionoffacultyadviser. tial order structure. Enrolling inacohort inindividual year plusonesemester. The coursesare offered inasequen- campus. The timeframeforcompletionisoneacademic attheBaltimoreand inaface-to-facecohort Homewood informal learningenvironments. personnelworking informalor tors, orstudentsupport The program isdesignedforPK-16teachers,administra- • • • • • During theprogram, studentswill: inform educationalpracticesandpolicies. and how emergingresearch inthebrainsciencescan vides educatorswithknowledge ofcognitive development science, neurology, neuroscience, andeducation.It pro- from thefieldsofcognitive science,psychology andbrain buildsuponbasicandappliedresearchThe certificate plines thatinvestigate human learning anddevelopment. cation. Courseswillpromote integrationofdiverse disci- neurosciences hasthepotentialtoinformfieldofedu- Teaching explores how research inthecognitive and The 15-credit Graduate inMind, Certificate Brain, and M 893.800 Organizations 893.632 Environments 893.645 893.508 893.634 Requirements (15credits) • ind and policies. Apply contentfrom coursestoeducationalpractices educational interventions. Synthesize research findingsandconsiderrelevance to studies. Interpret findingsfrom basicandappliedresearch Identify basicbrainstructure andfunctions. literacy, andnumeracy. attention, cognitive development, learningdifferences, include topicssuchasemotionandlearning,memory, formal andinformallearningsettings.Examples have relevant applicationtoteachingandlearningin Identify areas intheneuro- andcognitive sciencesthat development, andsystemschange. Leadership—mentoring, consulting,professional special needs. accommodate alllearners,includingstudentswith This program isoffered bothasafullyonlineprogram , , B rain Graduate Internship inInstructional Technology Data-Driven Decision Making forSchoolsand Designing andDelivering E-Learning Technology andtheScienceofLearning Technology LeadershipforSchoolImprovement

and T eaching

opportunities. Participantsopportunities. rangeinexperienceandknowl- effective onlineprofessional development andtraining learners. It prepares toimplementhighly participants tate, administer, andevaluate online programs foradult personnelinvarious fieldsto design,facili- vate industry preparesThe certificate professionals ineducationandpri- • • • • • During theprogram, studentswill: ofcourseconcepts. tery project, anonlinelearninginitiative, to demonstrate mas- each course.Students willimplementandevaluate the customized capstoneproject thatstudentsdevelop through online learning. The program culminatesinanauthentic, making, applyresearch andeffective practice,andevaluate tate learning,engageinstrategicadministrative decision- facili- program, studentswillbeabletodesigninstruction, from anonlineactivitytotheadministrationof learning experiencestodevelop teachingskills. sequential coursework;andengageinincreasingly complex online teachingandlearningthrough carefully-designed, quality onlinelearning;buildadepthofknowledge in students toexperienceandcriticallyreflect uponhigh- format,this15-credit allowsonline andcohort certificate ment agencies,andcommunitysettings.Offered inan corporate universities, traininganddevelopment, govern- adult learnersinhighereducation,professional education, design, deliver, andevaluate onlinelearningprograms for Learning forAdults prepares practitionersto expert The Graduate inOnline Certificate Teaching and O 887.619 887.618 887.617 887.616 887.615 Requirements (15credits) education.jhu.edu n program concepts. andlearningof their choicetodemonstratemastery Design, deliver, andevaluate ane-learninginitiative of measure itssuccess. administering anonlineprogram, andbeableto Identify andaddress for challengesandopportunities and multimediaforadultlearners. that includesdifferent typesofassessments, activities, develop aneffective andengaginge-learninginitiative Be abletouseavariety ofstrategiestodesignand technology toolsandstrategieswithadultlearners. Be abletofacilitateonlinelearningusingavariety of research andtrends inthefield. challenges ofdistancelearningexperiencesbasedon Develop anunderstandingofthetypes,strengths, and l Along acontinuumofonlinelearningexperiences, ine T eaching Special Topics inBrain Sciences Cognitive Processes ofLiteracyandNumeracy Neurobiology ofLearningDifferences Fundamentals ofCognitive Development Explorations inMind, Brain, and Teaching / 65

and

L earning

for A d ul ts Adults 880.627 Evaluation 880.625 880.623 880.621 880.619 Requirements (15credits) imately 12months. Adults course. canbecompletedinapproxThe certificate - ing fortheCapstoneinOnline Teaching andLearningfor must have completedatleasttwocoursesbefore register- ineitherthefallorspringsemester.be started Candidates There are noface-to-facerequirements. The program can ing andlearning. dispersed nationalandinternationalperspectives inteach- degree andisintendedforindividualswithdiverse and plines. The program doesnotrequire apriormaster’s edge inonlinelearningandcomefrom arangeofdisci- • • • During theprogram, studentswill: setting. experience, course,orprogram foradultsinaspecific dents create, develop, implement, andevaluate alearning vice, andpersonalenrichmentsettings.Asacapstone,stu- in academic,professional, health,community, publicser- explore thevaried cultures associatedwithteachingadults ing outcomes. strategiesandtechnologiestooptimize learn- instructional ment measures. Participants alsolearneffective cation ofcriticalunderstandingsandappropriate assess- cess from anoutcomesperspective focused ontheidentifi- designprolearning, aswell- asexploringthe instructional andpracticeintheemergingfieldofadult latest theory tings. Participants examinethehistory, trends, issues,and development, government agencies,andcommunityset- professional education,corporateuniversities, trainingand prepares practitionerstoteachin highereducation, expert The Graduate in Certificate Teaching theAdult Learner T eaching feedback toimprove, expand,anddocumentlearning. designs andusedifferent typesofassessments,and to create effective andengagingcourse and/orprogram Have adeepunderstandingofassessment-baseddesign study. learning inthelightofitscurrent context asafieldof andphilosophy ofadult Analyze thegeneralhistory adult learning. development, whichhave informedthepracticeof Describe majorlearningtheoriesandofadult This program isdelivered inafullyonlineformat. In thesecondhalfofprogram, participants Capstone inOnline Teaching and Learningfor Online Education Administration and Instructional Design forOnline Learning Facilitating E-LearningforAdults Foundations ofOnline Teaching andLearning

the A d ul t

L earner

Graduate Education Graduate Education For informationontheSchoolofEducation’s doctoralprograms, pleasevisitthefollowing website: D to therichdiversity ofschoolsandcommunitiesinurban professionals inunderstanding,valuing, andcontributing will assistearly-career teachersandotherteaching certified The 15-credit Graduate inUrban Certificate Education U 610.650 610.640 610.630 610.620 610.610 Requirements (15credits) be completedinapproximately 12months. Internship inAdult Learningcourse. can The certificate completed atleasttwocoursesbefore registering forthe either thefallorspringsemester. Candidatesmusthave Columbia Centercampus. in The program canbestarted face format.Allface-to-facemeetingsare heldatthe of settingorenvironment. audience isindividualswhowork withadultsinanytype diverse perspectives inteachingandlearning. The target master’s degree andisintendedforindividualswith range ofdisciplines. The program doesnotrequire aprior practitionersandnoviceexpert aspiringeducatorsfrom a be more effective teachersofadults.It brings together preparesThe certificate professionals invarious fieldsto • • • edu/Academics/doctoral/index.html 66 r octora individualized capstoneproject. experience, course,orprogram foradultsinan Develop, implement,andevaluate alearning change initiatives. employ evaluation strategies to measure theimpactof Engage in leadershipactivitiestoeffectchangeand for adultlearners. strategiesandtechniques and practiceofinstructional Apply current tothedevelopment research andtheory b This program isdelivered inaweb-enhanced/face-to- an E d Internship inAdult Learning Leadership inAdult Learning Technologies forAdult Learning Effective Instructional Strategies and Adult Learners Assessment-Based Instructional Design for Foundation toInnovation: Adult Learning u cation l P rograms

. The School ofEducation Academic Year Catalog 2012–2013 880.617 880.615 880.613 880.611 880.603 Requirements (15credits) • • • • • • • • • competencies in: willdemonstrateanunderstandingofand participants required courses. they shouldenroll inthedesignatedsectionsof enter theprogram atanysemester(spring,summer, fall), Baltimore Homewood campusonly. While studentscan cal practice.Coursesare offered inanannualcycle atthe balance between urbanpolicy, socialtheory, andpedagogi- comes forallstudents. The required courseworkstrikesa and urbanizingsettingsinorder toenhancelearningout- about urbanschoolreform. Understanding theimplicationsofrecent research initiatives. Linking schoolandclassroom practiceswithsystemic Building leadershipcapacitywithintheschoolsetting. experiences. Engaging communityresources toenhancelearning parent community. Communicating effectively withintheschooland sensitive learningactivities. Providing children withengagingandculturally culture inurbanclassrooms. Understanding theinterrelationships ofrace,classand practices withinthecontextofurbansettings. Demonstrating highqualitystandards-based teaching classrooms. Creating positive behavioralclimatesinurban Through course activitiesandindividualpreparation, Urban SchoolReform for Urban SchoolImprovement Creating Family andCommunityPartnerships Successful Urban Schools Teaching, Learning,andLeadershipfor Culturally Responsive Education Developmental Needs oftheUrban Child Educating the Whole Child: Teaching tothe http://education.jhu. the development ofneedsassessments,measuring results, explore potentialfundingsources. Next, they centeron as scholarship, studymodelssuchas actionlearning,and business, andcommunity. Participants explore teaching the diverse adultlearningsettingsofhigher education, ences. Theyexaminetheuniqueneedsofleaderswithin implementation, andevaluation ofadultlearningexperi- effective needsassessment,program design,advocacy, ness, accountability, andscholarshipthatare criticalfor Participants studyleadershipqualitiessuchasresponsive- ED.610.640 goals. (3credits) to choosethemosteffective meanstoaccomplishlearning the impactofvarious techniquesandtechnologiesinorder teaching-learning process. Specifically, analyze participants attention totherole oftechnologyinenhancingthe small groups, andcasestudies.Participants give special and examineeffective elementsofinteractive lectures, corresponding assessment.Participants experimentwith learning experiencesalignedwithgoalsandtheir techniques andstrategies,includingtechnology, tocreate Participants learn how toselectand useappropriate Technologies forAdult Learning ED.610.630 formative assessments.(3credits) Participants also develop valid, reliable, summative, and including classroom assessmentstodemonstratelearning. and create appropriate andauthenticassessmenttasks, erage anduncoverage; choosebetween depthandbreadth; differentiate between knowledge andunderstanding;cov- experiencesforadultlearners.Participantsinstructional ment. Participants designlearning-focused,evidence-based defined learninggoalsandindicatorsoftheirachieve- designbasedontheestablishmentofclearly instructional Through thiscoursestudentsdevelop an approach to Design forAdult Learners ED.610.620 tural issues,suchasclass,gender, andrace.(3credits) tance ofthecontextualelementsepistemologyandcul- and criticalreflection. investigate theimpor- Participants formative learning,socialandcognitive constructivism, of thepracticeadultlearning,suchasandragogy, trans- learning theory, includingtraditionalandemergingviews Brookfield. exploreParticipants theevolution ofadult tions ofmajorcontributorstothefieldfrom Knowles to ing fortheirportfolio. Participants analyze thecontribu- theirpersonalphilosophyofadultlearn- they construct of adultlearning,aswell asthebreadth ofthefield,as Participants examinethehistory, philosophy, andtheory ED.610.610 G education.jhu.edu raduate Leadership inAdult Learning Effective Instructional Strategies and InstructionalAssessment-Based Foundation To Innovation: Adult Learning

E ducation / 67

C ourse

D escriptors Assessment inSchoolSettingsAssessment (3 credits) ence. Participants share learningwithapanelofexperts. recommendations forfuture modificationstotheexperi- experience andconductananalysisoftheoutcomeswith fied learninggoals. implementthelearning Participants extensive learningexperiencedesignedtoaddress identi- ance ofafacultysponsor, prepares eachparticipant an analyze their approach toadultlearning.Under theguid- Participants engageinacapstoneproject toapplyand ED.610.650 an integration of language arts, andtheaestheticsareasan integrationoflanguagearts, gies forteachingscience,social studies,andhealthwith program. education certification Students explore strate- This courseisdesignedforcandidates intheelementary School:PartElementary II ED.810.604 resources. (3credits) course includesusesoftheInternet toobtaincurricular problem solvingandhigherorder thinkingskills.This son planningandmicro-teaching activitiesforteaching ing aspectsofthecurriculum.Participants engageinles- schoolchildren and examinewaysofintegrat- elementary developmentaladdress andlearning needsof thevarying school.Activities, materials,andtechnology elementary aesthetic areas andphysicaleducationinthe ofmusic,art, andthe gies forteachingmathematics,languagearts, program. education certification Students explore strate- This courseisdesignedforcandidatesintheelementary School: Part I ED.810.603 in effective (3 schoolsandeffective instruction. credits) researchschool reform findings plansandcontemporary riculum, studentsevaluate optionspresented invarious After examiningthescopeandsequenceofK-12cur- strategies. assessment-based curriculumandinstructional schoolcurriculumandexplore thelinkagesbetween ary andsecond- psychological foundationsforelementary Students considerthephilosophical,historical,and ED.810.602 (3 credits) address anidentifiedneedinoneofthesesettings. Participants develop anoutcomesbasedproject targetedto professions, government, andspecialized communities. ied cultures associatedwithbusiness,highereducation, adjust theirlanguageandapproach tomatchthevar- or businessneed.Throughout thisprocess, participants resources toaddress acommunity, professional, legislative, and and advocating forinternalandexternalsupport

Internship inAdult Learning Methods of Teaching inthe Methods of Teaching intheElementary Curriculum, Instruction, and

Graduate Education Graduate Education semesters) curriculum resources. (6credits; maybetakenover two ments. Thiscourseincludesuse ofthe Internet to obtain level are integratedintocourseassign- at thesecondary in micro-teaching sessions.Methods for teachingliteracy room, examineappropriate teachingmaterials,andengage students applythecoursecontenttotheirEnglish class- tion inEnglish are provided. sessions, Through laboratory Specific educa- to instruction. applicationstosecondary practitioners, reflective teaching,andinductive approaches focusing onbestpracticesdrawnfrom research andexpert Participants explore techniques, avariety ofinstructional ED.810.611 two semesters) obtain curriculumresources. (6credits; maybetakenover thinking skills.Thiscourseincludesuseofthe Internet to activities forteachingproblem solvingandhigher-order Participants engage inlessonplanningandmicro-teaching and examinewaysofintegratingaspectsthecurriculum. schoolchildren mental andlearningneedsofelementary developmaterials, andtechnologyaddress- thevarying school.Activities, physical educationintheelementary social studies,andtheaestheticareas and ofmusic,art, mathematics,science, gies forteachinglanguagearts, program. education certification Students explore strate- This courseisdesignedforcandidatesintheelementary School Elementary ED.810.610 status, sexualorientation,etc.(2-3credits) students, regardless ofethnicity, gender, socioeconomic determine thebestwayforthemtopositively impact Through personal reflection andanalysis,candidateswill experiences, andoutcomesofculturallydiverse students. factorsinfluencingeducationalopportunities, structural Candidates willexplore thesocial,organizational,and ED.810.607 ment andacademicachievement. (3credits) of learnercharacteristicsthatinfluencestudentdevelop - tional psychology (learning).Participants analyze avariety practice inhumangrowth and development andeduca- and This courseintegrateskeyinsightsintocurrent theory ED.810.606 the Internet toobtaincurricularresources. (3credits) higher order thinkingskills.Thiscourseincludesusesof microteaching activitiesforteachingproblem solvingand the curriculum.Participants engageinlessonplanningand school children andexaminewaysofintegratingaspects developmental andlearningneedsofelementary varying school. Activities, materials,andtechnologyaddress the andphysicaleducationintheelementary of music,art, 68 Methods of Teaching English inSecondary Methods of Teaching inthe ResponsiveCulturally Teaching Human Development andLearning

The School ofEducation Academic Year Catalog 2012–2013 semesters) curriculum resources. (6credits; maybetakenover two ments. Thiscourseincludesuseofthe Internet toobtain level are integratedintocourseassign- at thesecondary in micro-teaching sessions.Methods forteachingliteracy room, examineappropriate teachingmaterials,andengage students applythecoursecontenttotheirscienceclass- tion inscienceare provided. sessions, Through laboratory Specific educa- to instruction. applicationstosecondary practitioners, reflective teaching,andinductive approaches focusing onbestpracticesdrawnfrom research andexpert Participants explore techniques, avariety ofinstructional ED.810.613 taken over twosemesters) Internet toobtaincurriculumresources. (6credits; maybe into courseassignments.Thisincludesuseofthe level are integrated for teachingliteracyatthesecondary materials, andengageinmicro-teaching sessions.Methods to theirmathclassroom, examineappropriate teaching the useoftechnology, studentsapplythecoursecontent tion inmathare provided. sessionsand Through laboratory Specific educa- to instruction. applicationstosecondary practitioners, reflective teaching,andinductive approaches focusing onbestpracticesdrawnfrom research andexpert Participants explore techniques, avariety ofinstructional ED.810.612 into courseassignments.This courseincludesuseofthe level are integrated for teachingliteracyatthesecondary materials, andengageinmicro-teaching sessions.Methods foreign languageclassroom, examineappropriate teaching sessions,studentsapplythecoursecontenttotheir tory tion inforeign languageare provided. Through labora- Specific educa- to instruction. applicationstosecondary practitioners, reflective teaching,andinductive approaches focusing onbestpracticesdrawnfrom research andexpert Participants explore techniques, avariety ofinstructional Foreign Language ED.810.616 taken over twosemesters) Internet toobtaincurriculumresources. (6credits; maybe into courseassignments.Thisincludesuseofthe level are integrated teaching literacyatthesecondary als, andengageinmicro-teaching sessions.Methods for studies classroom, examineappropriate teachingmateri- sessions, studentsapplythecoursecontenttotheirsocial tion insocialstudiesare provided. Through laboratory Specific educa- to instruction. applicationstosecondary practitioners, reflective teaching,andinductive approaches focusing onbestpracticesdrawnfrom research andexpert Participants explore techniques, avariety ofinstructional Social Studies ED.810.614 Methods of Teaching Science inSecondary Methods of Teaching Math inSecondary Methods of Teaching intheSecondary Methods of Teaching inSecondary

immediately priortotheSupervised Internship and This courseis required MAT forallpart-time students ED.810.630 the English language.(3credits) ing theirreading, writing,speaking,andlisteningskillsin to besuccessfulinschool,whileatthesametimeimprov - ability toattainthecontentknowledge required of them course helpsteachersacquire strategies tofacilitateELLs’ classes, inadditiontohelpingthemacquire English. This upon tohelpELLsmakesenseoftheirsubjectmatter being taughtinEnglish. Often ESLteachersare called such associalstudies,mathematics,scienceetc.,thatare a language(English) andattendingsubjectmatterclasses, lenges inschoolbecausetheyare simultaneously learning chal- English LanguageLearners(ELLs)faceparticular Literacy andContentKnowledge Development ED.810.629 (3 credits) text offactorsthatinfluencesecondlanguageacquisition. structure canbetaughttoESOLstudentswithinthecon- focusofhow Englishmatical structure, withasecondary improve theteacher’s own understandingofEnglish gram- English language.Specifically, thecourseisdesignedto acquisition andknowledge aboutthestructure ofthe ers withabackground incurrent issuesinsecondlanguage This courseprovides prospective andcurrent ESOLteach- Acquisition forESOL Teachers ED.810.628 needs ofthestudents.(3credits) eachsemesterbaseduponcurrent issuesandthe may vary research, projects, andapplicationassignments. Topics explore specifictopicsthrough seminardiscussions, educationinthecurrent context.Studentssecondary tinent policy, andotherfactorsthatshape legal,structural, The purposeofthiscourseistointroduce studentstoper- ED.810.625 taken over twosemesters) Internet toobtaincurricularresources. (6credits; maybe activities andreflection. Thiscourseinvolves theuseof inmicro-teachingals forappropriateness, andtakepart Participants engageinlessonplanning,review materi- ing ofpre K-12studentsintheacademiccontentsubjects. English Proficiency thelearn- studentsandinsupporting nology thatwillassisttheminteachingEnglish toLimited gram. Candidatesexplore strategies,materials,andtech- Speakers pro ofOther- Languages(ESOL)certification This courseisdesignedforcandidatesinthe English for Speakers ofOther Languages ED.810.618 taken over twosemesters) Internet toobtaincurriculumresources. (6credits; maybe education.jhu.edu Pre-Internship Seminar Supporting English LanguageLearners in English Grammar andSecond Language Special Topics Education inSecondary Methods of Teaching English to / 69

Elementary Schools Elementary Preparation programs. Note: Open onlytostudentsadmitted Teacher taken over more thanonesemester) and prepare presentations. forportfolio (6credits; maybe Participants reflect, continuetodevelop theirportfolios, rigorous contentindevelopmentally appropriate ways. tings. Supervisors provide guidanceintheapplicationof other structured learningexperiencestoclassroom set- concepts, techniques,andtheorieslearnedincourses upon theirexperiences.Emphasis isplacedonapplying seminar meetstoenablestudentsdiscussandreflect visor, dependingupontheprogram format.Asupport teacherand/orauniversity super- ofacertified supervision schoolsettingsundertheguidanceanddirect elementary Students spendaminimumofsemesterinappropriate ED.810.640 Partnership MAT orthefull-timeMAT program options Candidates enrolled ineithertheMontgomery County Candidates: PartElementary II ED.810.642 County Partnership orfull-timeMAT program options. Note: Open onlytostudentsadmittedtheMontgomery (2-3 credits) development maybeincludedinthisseminar.portfolio required program elements suchasactionresearch and InTASC principlesthatguidetheMAT program. Other reflect upontheirexperienceswithin theframework ofthe teaching experiencesandenablesthemtodiscuss panying seminarprovides forthecandidates’ support either interncoachormentorteacher. Thisfirstaccom- and ofa university supervisor ting underthesupervision schoolset- spend asemesterinanappropriate elementary Partnership MAT orthefull-timeMAT program options Candidates enrolled ineithertheMontgomery County Candidates: PartElementary I ED.810.641 registering forthiscourse. Praxis IIContentKnowledge Examinee Score Report before MAT ANDpart-time internship studentsmustsubmitthe this course. This classmustbetakenthesemesterpriorto completed 30credits toward theMAT before registering for Preparation programs. Part-time MAT studentsmusthave Note: Open onlytostudentsadmitted Teacher the electronic portfolio. (3credits) included. Classmemberswillestablishtheframework for ethical practicesrelated totheteachingprofession willbe examination oftheschoolsettingasauniqueculture and andassessment.An colleague communication,instruction, the areas ofplanning,classroom management,parent/ coming internships,applyresearch andbestpracticesin Seminar. Students willexplore issuesrelated- totheirforth Supervised InternshipSupervised andSeminar inthe Supervised InternshipSupervised and Seminar for InternshipSupervised andSeminar for

Graduate Education Graduate Education either interncoachormentor teacher. Thissecondaccom- and ofauniversity supervisor ting underthesupervision schoolset- spend asemesterinanappropriate secondary Partnership MAT orthefull-timeMAT program options Candidates enrolled ineithertheMontgomery County Candidates:Secondary Part 2 ED.810.647 County Partnership orfull-timeMAT program options. Note: Open onlytostudentsadmittedtheMontgomery (2-3 credits) development maybeincludedinthisseminar.portfolio required program elements suchasactionresearch and InTASC principlesthatguidetheMAT program. Other reflect upontheirexperienceswithin theframework ofthe teaching experiencesandenablesthemtodiscuss panying seminarprovides forthecandidates’ support either interncoachormentorteacher. Thisfirstaccom- and ofauniversity supervisor ting underthesupervision schoolset- spend asemesterinanappropriate secondary Partnership MAT orthefull-timeMAT program options Candidates enrolled ineithertheMontgomery County Candidates:Secondary Part 1 ED.810.646 Preparation programs. Note: Open onlytostudentsadmitted Teacher (6 credits; maybetakenover more thanonesemester) folios, andprepare presentations. forportfolio ways. Participants reflect,- continuetodevelop theirport cation ofrigorous contentindevelopmentally appropriate room settings.Supervisors provide guidanceintheappli- class - other structured learningexperiencestosecondary concepts, techniques,andtheorieslearnedincourses upon theirexperiences.Emphasis isplacedonapplying seminar meetstoenablestudentsdiscussandreflect visor, dependingupontheprogram format.Asupport teacherand/orauniversity super- ofacertified supervision schoolsettingsundertheguidanceanddirect secondary Students spendaminimumofsemesterinappropriate Schools Secondary ED.810.645 County Partnership orfull-timeMAT program options. Note: Open onlytostudentsadmittedtheMontgomery nar. (3credits) development, maybeincludedinthissemi- or portfolio Other required program elements,suchasactionresearch of theInTASC principlesthatguidetheMAT program. and reflect upontheirexperienceswithintheframework dates’ teachingexperiencesandenablesthemtodiscuss accompanying seminarprovides forthecandi- support and eitherinterncoachormentorteacher. Thissecond ofauniversity supervisor setting underthesupervision school spend asemesterinanappropriate elementary 70 Supervised InternshipSupervised andSeminar for InternshipSupervised andSeminar for InternshipSupervised andSeminar inthe The School ofEducation Academic Year Catalog 2012–2013 Through the Use of Technology ED.810.655 course. (1-3credit) relatedother cohort issuesare ofthis alsoanintegralpart assignments.General advisingand to theirparticular engage inactivitiesandproblem solvingexercises related Students advisorsandotherfacultyto meetwithcohort internship andprovides contentandpedagogicalsupport. This seminaraccompaniestheschool-basedsummer Community Experiences ED.810.653 collaborative activitiesdesignedtogeneratepiecesofwrit- asawritingworkshop with Each classsessionwillserve of themintheirclassrooms, schools,and communities. to reflect ontheirdifferent rolesandcontexts required ing practice.Theywillemploy a variety ofwritingforms teaching experiencesasameansofimproving theirteach- Novice teacherswillreflect uponandwriteabouttheir ED.810.660 education.” (3credits) meaning andpossibilityof“successful urbanprogressive will makemeaningofthesetwotermsandexaminethe tors, richexplorationsintobestliterature andpractices,we conversations withleadingprogressive andurbaneduca- children andurbanschools?Through fieldvisits,indepth progressive practiceshelpredefine thevisionofoururban cation.” Canthetwoco-exist?Should theyco-exist?Can beliefs, trends, andassumedbestpracticesof“urban edu- Simultaneously, studentswillexaminethemostcurrent pretations, andbestpracticesof“progressive education.” In thiscourse,studentswillexaminethehistory, inter- ED.810.656 (2-3credits)technology intotheirinstruction. decisions. Students willexplore strategiesforintegrating ers withtheskillstouseevidenceinforminstructional course helpprepare themtobeanalytical,reflective teach- success oftargetedlearners.Students’ experiencesinthis and designedtohave apositive impactontheacademic professional knowledge base(research andbestpractices), informed by the intervention, relevantcific instructional ofacontextuallyspe- ning andengaginginthedelivery Students employ technologytoconductresearch by plan- County Partnership orfull-timeMAT program options. Note: Open onlytostudentsadmittedtheMontgomery (3 credits) development, maybeincludedinthisseminar.portfolio required program elements,suchasactionresearch or InTASC principlesthatguidetheMAT program. Other reflect upontheirexperienceswithintheframework ofthe teaching experiencesandenablesthemtodiscuss panying seminarprovides forthecandidates’ support Teacher Candidate asAction Researcher Teacher asThinkerand Writer MAT Pre-Service Seminar withSchooland Urban Progressive Education

Grades Kthrough 12 hardware applicationsthatempower theirteachingand order thinkingskills.Candidates willexplore software and teaching activitiesfor problem solving andhigher gies. Participants engageinlessonplanningand micro- of thecurriculumwithavariety ofeducational technolo- school children andexaminewaysofintegratingaspects developmentaladdress andlearning needsof thevarying Activities,into theirinstruction. materials,and technology Students willexplore strategiesforintegratingtechnology Classroom Instruction ED.810.678 tion andassessment.(3credits) Apps,- andothersocialmultimediaforclassroom instruc egies forusing Twitter, Social Bookmarking, Blogs, Google mediaincluding strat- gain hands-onfamiliaritywithnew paperlessclassroom. Studentsinteractive 21stCentury will the purposeofcreating andmaintaininganauthentic mediaand Webtory 2.0contentintotheirteachingfor Students willlearnhow- tointegratesocialandparticipa ED.810.676 in urbanschools.(1-3credits) reforms are havingonimproving learningforallstudents of reform strategieswillbegrounded intheeffectthese will reflect ontheir role inthisprocess. Final evaluation about schoolreform inurbanschoolsandsystems routes toteaching.Participants willsynthesize information vouchers), mayoral control, merit-pay, andalternative and ment, smallhighschools,schoolchoice(charters various mechanismsofreform, includingtheK-8move- analyze thetheory, policies,practices,andcontroversies of mandates. We willexplore reform atdifferent levels and individual teachers,tothenationallevel withfederal at manydifferent levels, from theclassroom level with ments intheurbanschoolcontext.Schoolreform occurs This courseexaminessystemicschool reform move- ED.810.665 rooms. (1-3 credits) to beshared withtheclassorimplementedinreal class- appropriate assessments.Students willdevelop projects materials,anddevelop ate curricula,designinstructional schools.Participantssecondary willalsolearntoevalu- and of criticalthinkingskillstostudentsinelementary application ofstrategiesapplicabletotheexplicitteaching Participants explore thetheoretical basisandpractical ED.810.664 (3 credits) INTASC tosupport folio artifacts principles6,9and10. - a teacherinanurbanschool,whichcanbeusedasport have produced acollectionoftwelve writingsaboutbeing dramatic). By theendof semester, studentwill every ing (expository, narrative, descriptive, imaginative, and education.jhu.edu Teaching Critical Thinkingin Strategies forUsing Technology toSupport The Paperless Classroom School Reform intheUrban Environment / 71

K-8 Lead TeachersK-8 topic. (3credits) tion, andwilltakeacontent-applicationsapproach toeach and proof, representations, connections,andcommunica- model theprocess standards ofproblem solving,reasoning reasoning.nal numbers,andproportional Thiscourse will number theory, fractions,decimals,ratios,percents, ratio- ing andmodelsforoperations,divisibilitytests,factors, systems, numbersets,infinityand zero, place value, mean- This coursewillincludethefollowing topics: Number ED.810.680 (2-3 credits) own framework foreffective classroom management. management stylesanddisciplinemodelstodevelop their appropriate studentbehavior. Classmembersinvestigate dures androutines, andteachingstrategiesthathelpfoster classroom by examiningorganizationaltechniques,proce - Students considerthepracticalwaysofmanaging ED.810.679 to eachtopic.(3credits) munication, andwilltakeacontent-applications approach soning andproof, representations, connections,andcom- will modeltheprocess standards ofproblem solving,rea- pi, volume, andmeasurement relationships. Thiscourse indirect measurement andtrigonometry, area, circles and measurementproperties, fundamentals,metricsystem, This coursewillincludethefollowing topics: Measurable ED.810.683 topic. (3credits) tion, andwilltakeacontent-applicationsapproach toeach and proof, representations, connections, andcommunica- model theprocess standards ofproblem solving,reasoning Theorem, symmetry, similarity, andsolids.Thiscoursewill lel linesandcircles, dissectionsandproof, Pythagorean thinking, trianglesandquadrilaterals,polygons,paral- This coursewillincludethefollowing topics: Geometric ED.810.682 to eachtopic.(3credits) munication, andwilltakeacontent-applicationsapproach soning andproof, representations, connections,andcom- will modeltheprocess standards ofproblem solving,rea- non-linear functions,andalgebraicstructure. Thiscourse reasoning, linearfunctionsandslopes,solvingequations, thinking, patterns,functionsandalgorithms,proportional This coursewillincludethefollowing topics: Algebraic ED.810.681 technologies beingusedineducation.(3credits) will develop theskillsandknowledge toevaluate emerging increase studentmotivation andengagement.Candidates Number andOperations for Classroom Management Measurement forK-8Lead Teachers forK-8Lead Geometry Teachers Algebra forK-8Lead Teachers

Graduate Education Graduate Education K-8 Lead TeachersK-8 underlying connectionsamong thescientificconceptsin the historicaldevelopment ofmodelsin biology, andthe tolearnaboutthenatureto theparticipants ofscience, ers. Moreover, will be provided adequateopportunities answer questions,andcommunicatingfindings tooth- plausibleexplanationsto to gatherdata,constructing employinging observations, simpletoolsandequipment formulating questions,designinginvestigations, conduct- thenaturalworld,andtoinvolveand observe themin will beorganized todevelop teachers’ curiositytoexplore tion, andinterest inbiology. Problem-based inquiries scientific ideasanddevelop apositive attitude,apprecia - andfieldinvestigations tolearnabout in hands-oninquiry matter andenergy;ecology. Participants willengage interactions; diversity oflife;genetics;evolution; flow of will becovered inthecourse:Living organismsandtheir tive andreflective learningprocesses. Thefollowing topics be identifiedandaddressed through ongoingcollabora- in lifescience.Participating teachers’ contentneedswill studentlearningandachievementto effectively support requisite knowledge andskillstoenabletheparticipants The goalofthiscourseistoprovide K-8teacherswiththe ED.810.686 analysis. (3credits) multiple criteriaandtoolsforassessment,casestudy ogy willincludeproblem solving,collaborative learning, and sciencewithanintegratedapproach. Themethodol- understanding andskillsinrelation toteachingmath ment workshops intheirschool toenhancetheirpeers’ requisite goals,plans,andmaterialsforteacherdevelop- provides forthelead-teacherstodevelop opportunities to plot,graph,andanalyze scientificdata.Thecourse Additionally, mathematicalrepresentations willbeused ratios, etc.willbeusedtomakeconnectionsscience. shapes, dimensions,equations,averages probabilities, and operationssuchasnumbers,rates,lines,angles,time, and Environmental Science).Basic mathematicalconcepts andSpaceScience, Earth Science,Chemistry, Physics, in thestandards invarious sciencecontentareas (Life This coursewillapplymathematicalconceptsidentified Applications forK-8Lead Teachers ED.810.685 approach to eachtopic.(3credits) and communication,willtakeacontent-applications solving, reasoning andproof, representations, connections, This coursewillmodeltheprocess standards ofproblem analysis, probability, randomsampling,andestimation. about themean,designingexperiments,bivariate dataand describing distributions,five-number summary, variation problem solving, dataorganizationandrepresentation, This coursewillincludethefollowing topics: Statistics as ED.810.684 72 Life ScienceforK-8Lead Teachers Integrated Mathematics andScience Data Analysisand Probability for

The School ofEducation Academic Year Catalog 2012–2013 ED.810.688 course. (3credits) addressed inthecontextofconceptscovered inthis The applicationsandimpactoftechnologywillalsobe among thescientificconceptsinthesecontentdomains. scienceandastronomy,Earth andunderlyingconnections to learnaboutthehistoricaldevelopment ofmodelsin willbeprovidedquate opportunities totheparticipants related scienceandastronomy. toEarth Moreover, ade- tolearnaboutconcepts will engageinhands-oninquiry platetectonics;andastronomy. history; Earth Participants interactionsofhydrospheresurface; andatmosphere; erosion; processes andevents causingchangesinEarth’s andtheuniverse;the environment, weathering Earth, and related topicsare: chemicalandphysicalinteractionsof andspacescience.Content deeper understandingofEarth This courseaimstoprovide K-8teachersarichand ED.810.687 the requisite knowledge and skillstogainadeeperunder- The goalofthiscourseistoprovide K-8teacherswith Lead TeachersK-8 ED.810.690 in thiscourse.(3credits) tools, andapplicationsoftechnologywillalsobediscussed connections between physicalconcepts,technological oping adeeperknowledge baseinphysics.Furthermore, analyzing data;offeringplausibleexplanations;anddevel- inplanninginvestigations; gatheringand the participants tions. Problem-based inquirieswillbeorganized toengage electricity, magnetism,light,sound,andwave interac- motion, gravity, energytransformations,sources, applications. Topics willinclude:Mechanics, force and understanding offoundationalphysicsconceptsandtheir The goalofthiscourseistogive K-8teachersarich ED.810.689 concepts.(3credits)relation tochemistry role andapplicationoftechnologywillalsobediscussedin and developing aricherknowledge baseinchemistry. The gatheringandanalyzingdata, conducting observations, them informulatingquestions,designinginvestigations, thenaturalworld,andtoinvolveto explore andobserve inquiries willbeorganized todevelop teachers’ curiosity development ofmajorideasinchemistry. Problem-based of ofmass;andthehistory transformations; conservation chemical models;reactions; matterandenergy ofmaterials; of matter;physicalandchemicalproperties Topics willinclude:Structure, andinteractions properties, understanding ofthenature andcontentofchemistry. The goalofthiscourseistogive K-8teachersarich the course.(3credits) featuretechnology onhumanlifewillbeanimportant of various content domains.Theapplicationsandimpactof Chemistry forK-8Lead Chemistry Teachers Earth/Space ScienceforK-8Lead Teachers Environmental Sciencefor Physics forK-8Lead Teachers

community, plusactionplans formakingalargerimpact in-depth analysesofstudents’ impactintheirschooland developing theirtransformationalself. Thiswill require will begintoshifttheirunderstanding ofleadershipto In thisthird courseoftheinternshipseries,students Leadership and Teaching III ED.813.603 Educational Studies (Teach For America) program. the Master ofScienceinEducation withaconcentration in Note: This courseisonlyavailable tostudentsenrolled in ers. (1credit) community organizations,characteristicsoftoday’s learn- of teachers,services include theattributesofexemplary upon whatwasselectedinthefirstsemesterandmay their fieldwork experience. Topics willbeselectedtobuild willdevelop aplanofactiontoapplywithin participants with theirvisionoftransformationalteaching.Finally, specific topicsthatstudentswillevaluate foralignment classroom, school,community. Eachsessionwillfocuson like intheiruniquecontextoffieldexperience: continue toexplore whattransformationalteachinglooks In secondcourseofthisinternshipseries,studentswill Leadership and Teaching II ED.813.602 Educational Studies (Teach For America) program. the Master ofScienceinEducation withaconcentration in Note: This courseisonlyavailable tostudentsenrolled in tics oftoday’s learners.(1credit) ofcommunityorganizations,characteris- teachers, services experience. Topics mayincludetheattributesofexemplary develop aplanofactiontoapplywithintheirfieldwork of transformationalteaching.Finally, will participants students willevaluate foralignmentwiththeirvision munity. Eachsessionwillfocusonspecifictopicsthat context oftheirfieldexperience:classroom, school,com- transformational teachinglookslikeintheirunique In thisinternshipcourse,studentswilldeterminewhat Leadership and Teaching I ED.813.601 life will be an important featurelife willbeanimportant ofthiscourse.(3credits) ety. Theapplicationsandimpactoftechnologyonhuman tific innovations soci- andtheirimpactoncontemporary ing scientificliteracy. willbeexposedtoscien- Participants value ofintegrating technologywithsciencefordevelop- The nationalandstatecontentstandards highlightthe tion; air, water, andlandpollution;globalwarming. - on thenaturalenvironment; ecosystems;habitatdestruc factors; environmental issues;impactofhumanactivities resources andhumanneeds;interactionsofenvironmental science. Thefollowing topicswillbecovered: Natural standing ofthenature andcontentofenvironmental education.jhu.edu Internship in TransformationalInternship Internship in Transformational in TransformationalInternship / 73

Leadership and Teaching IV Educational Studies (Teach For America) program. the Master ofScienceinEducation withaconcentration in Note: This courseisonlyavailable tostudentsenrolled in self-motivated inschoolandbeyond. (1credit) students toinvest intheirown academicsuccess and be their own classrooms. Thiscoursefocusesonhow todrive ment approaches andapplythe research-based practicesin andbehaviormanage- dents willstudymotivation theory through classroom procedures androutines. Further, stu- to maintainorganized andefficientlearningenvironments basic classroom managementapproaches includingskills In thiscourse,studentswillgainadeepunderstandingof ED.813.611 Educational Studies (Teach For America) program. the Master ofScienceinEducation withaconcentration in Note: This courseisonlyavailable tostudentsenrolled in in theimpacttheyare making.(1credit) plans formakingalargerimpactorrooting theirstudents dents’ impactintheirschoolandcommunityplusaction formational self. Thiswill require in-depthanalysesofstu- students willseektoenhancedevelopment oftheirtrans- In internshipseries, thisfinalcourseoffour-part ED.813.604 Students willselectonlinemodulesthatbestaddress their their studentstoachieve atthehighestacademic level. skills tomotivate their practiceandapplyinstructional coaching andonlinemodules, studentswillreflect upon tions inteachingandlearning. Through acombinationof skills ofresearch-based- effective practicesandinterven In thiscourse,studentswillacquire theknowledge and Learning I:General Educators ED.813.621 Educational Studies (Teach For America) program. the Master ofScienceinEducation withaconcentration in Note: This courseisonlyavailable tostudentsenrolled in learning inthiscourse.(2credits) theirprofessionalroom growth experiencestofurther and inclass.Studentsdisruptive usetheirown uniqueclass- behavioral needsofallstudents,even thosewhomaybe theindividuallearningand dents develop planstosupport future lifeoptions.By studyingmotivation theory, stu- self-motivated todrive theirown academicgrowth and advanced strategiestohelptheirown studentsbecome Building onClassroom Management I,studentslearn ED.813.612 Educational Studies (Teach For America) program. the Master ofScienceinEducation withaconcentration in Note: This courseisonlyavailable tostudentsenrolled in (1 credit) or rooting theirstudentsintheimpacttheyare making. Classroom Management I in TransformationalInternship Effective Practices in Teaching and Classroom Management II

Graduate Education Graduate Education practice and apply instructional skillstomotivate their practice andapplyinstructional ing andonlinemodules,students willreflect upontheir in teachingandlearning.Through acombination ofcoach- skills ofresearch-based effective practicesandintervention In thiscourse,studentswillacquire theknowledge and Learning I:Special Educators ED.813.631 Educational Studies (Teach For America) program. the Master ofScienceinEducation withaconcentration in Note: This courseisonlyavailable tostudentsenrolled in skill levels inthegeneraleducationclassroom. (3credits) systematic methodsforreaching learners withmultiple andstrategiesfordifferentiating contentand interventions advanced coursewillfocusonhigh-level, research-based will continuetobuildupontheirteachingskills.This In series,students thisfinalcourseofthefour-part Learning IV: General Educators ED.813.624 Educational Studies (Teach For America) program. the Master ofScienceinEducation withaconcentration in Note: This courseisonlyavailable tostudentsenrolled in higher order thinkingskills.(3credits) micro-teaching activitiesforteachingproblem solvingand curriculum. Participants engageinlessonplanningand of children andexaminewaysofintegratingaspectsthe developmentalogy address andlearningneeds thevarying and foreign languages.Activities, materials,andtechnol- socialstudies,science, tion mathematics,languagearts, Students willexplore strategiesforteachinggeneraleduca- methods fortheirspecificcontentarea andagegroup. in-depth review oftheresearch-based and interventions In thisthird courseoftheseries,studentswillconductan Learning III: General Educators ED.813.623 Educational Studies (Teach For America) program. the Master ofScienceinEducation withaconcentration in Note: This courseisonlyavailable tostudentsenrolled in achieve at thehighestacademiclevel. (3credits) skillstomotivate theirstudentsto and applyinstructional educational topics,studentswillreflect upontheirpractice combination ofcoachingandonlinemodulesvarious Effective Practices in Teaching andLearningI.Through a and skillsofresearch-based effective practicesacquired in In thiscourse,studentswillbuildupontheknowledge Learning II:General Educators ED.813.622 Educational Studies (Teach For America) program. the Master ofScienceinEducation withaconcentration in Note: This courseisonlyavailable tostudentsenrolled in teacher. (3credits) development asatransformationalgeneraleducation 74 Effective Practices in Teaching and Effective Practices in Teaching and Effective Practices in Teaching and Effective Practices in Teaching and

The School ofEducation Academic Year Catalog 2012–2013 Educational Studies (Teach For America) program. the Master ofScienceinEducation withaconcentration in Note: This courseisonlyavailable tostudentsenrolled in achieve atthehighestacademiclevel. (3credits) skillstomotivate theirstudentsto and applyinstructional educational topics,studentswillreflect upontheirpractice combination ofcoachingandonlinemodulesvarious Effective Practices in Teaching andLearningI.Through a and skillsofresearch-based effective practicesacquired in In thiscourse,studentswillbuildupontheknowledge Learning II:Special Educators ED.813.632 Educational Studies (Teach For America) program. the Master ofScienceinEducation withaconcentration in Note: This courseisonlyavailable tostudentsenrolled in education classroom. (3credits) a self-containedspecialeducation classroom orageneral within skills levels identifiedasspecialneedsandserved systematic methodsforreaching learners withmultiple andstrategiesfordifferentiating contentand interventions advanced coursewillfocusonhigh-level, research-based will continuetobuildupontheirteachingskills.This In series,students thisfinalcourseofthefour-part Learning IV: Special Educators ED.813.634 Educational Studies (Teach For America) program. the Master ofScienceinEducation withaconcentration in Note: This courseisonlyavailable tostudentsenrolled in higher order thinkingskills.(3credits) micro-teaching activitiesforteachingproblem solvingand the curriculum.Participants engageinlessonplanningand special needsandexaminewaysofintegratingaspects developmental andlearningneedsofchildrenvarying with science. Activities, materials,andtechnologyaddress the in thecontentareas and ofmathematics,languagearts, explore strategiesforteachingspecialeducationstudents methods fortheircontentandagegroup. Students will in-depth review oftheresearch-based and interventions In thisthird courseoftheseries,studentswillconductan Learning III: Special Educators ED.813.633 Educational Studies (Teach For America) program. the Master ofScienceinEducation withaconcentration in Note: This courseisonlyavailable tostudentsenrolled in special needswithintheirclassrooms. (3credits) of differentiated toaddress instruction thestudentswith receive inresearch-based anduse instruction interventions opment asatransformationalteacher. Students willalso will selectonlinemodulesthatbestaddress theirdevel- students toachieve atthehighestacademiclevel. Educators Effective Practices in Teaching and Effective Practices in Teaching and Effective Practices in Teaching and

Educational Studies (Teach For America) program. the Master ofScienceinEducation withaconcentration in Note: This courseisonlyavailable tostudentsenrolled in general educationclassroom. (3credits) systematic methodsforreaching ESOLlearnerswithinthe andstrategiesfordifferentiating contentand interventions advanced coursewillfocusonhigh-level research-based will continuetobuildupontheirteachingskills.This In series,students thisfinalcourseofthefour-part Learning IV: ESOLEducators ED.813.644 Educational Studies (Teach For America) program. the Master ofScienceinEducation withaconcentration in Note: This courseisonlyavailable tostudentsenrolled in and higherorder thinking skills.(3credits) and micro-teaching activitiesfor teachingproblem solving of thecurriculum.Participants engageinlessonplanning of ESOLstudentsandexaminewaysintegratingaspects developmentalogy address andlearningneeds thevarying their secondlanguage.Activities, materials,andtechnol- explore strategiesforteachingstudentswhere English is methods fortheircontentandagegroup. Students will in-depth review oftheresearch-based and interventions In thisthird courseoftheseries,studentswillconductan Learning III: ESOLEducators ED.813.643 Educational Studies (Teach For America) program. the Master ofScienceinEducation withaconcentration in Note: This courseisonlyavailable tostudentsenrolled in achieve atthehighestacademiclevel. (3credits) skillstomotivate theirstudentsto and applyinstructional educational topics,studentswillreflect upontheirpractice combination ofcoachingandonlinemodulesvarious Effective Practices in Teaching andLearningI.Through a and skillsofresearch-based effective practicesacquired in In thiscourse,studentswillbuildupontheknowledge Learning II:ESOLEducators ED.813.642 Educational Studies (Teach For America) program. the Master ofScienceinEducation withaconcentration in Note: This courseisonlyavailable tostudentsenrolled in effective ESOL educationwillbehighlighted.(3credits) development asatransformationalteacher. Elements of Students willselectonlinemodulesthatbestaddress their their studentstoachieve atthehighestacademiclevel. skillstomotivate their practiceandapplyinstructional coaching andonlinemodules,studentswillreflect upon tions inteachingandlearning.Through acombinationof skills ofresearch-based- effective practicesandinterven In thiscourse,studentswillacquire theknowledge and Learning I:ESOLEducators ED.813.641 education.jhu.edu Effective Practices in Teaching and Effective Practices in Teaching and Effective Practices in Teaching and Effective Practices in Teaching and / 75

Educational Studies (Teach For America) program. the Master ofScienceinEducation withaconcentration in Note: This courseisonlyavailable tostudentsenrolled in achievement. (1credit) opment instudents,includingstudentswithlow reading program. Emphasis willbeonacceleratingliteracydevel- oftheliteracy families andthecommunityinsupport poses. Finally, thiscoursepresents strategiesforinvolving digital textsandresources, foravariety ofreading pur- for evaluating andselectingtextsmaterials,including gies. Students alsowilllearnandapplyeffective practices rate intotheirdailylessonseffective practicesandstrate- levels). Students andsecondary willincorpo- elementary stagesofliteracydevelopment (earlychildhood, varying oping acomprehensive literacyprogram forstudentsat This coursefocuseson research-based approaches todevel- ED.813.662 Educational Studies (Teach For America) program. the Master ofScienceinEducation withaconcentration in Note: This courseisonlyavailable tostudentsenrolled in oftheirstudents’teaching andsupport growth. (1credit) they willwork toapplytheconceptswithintheirown teach thesehabitsofmindintheirclassrooms. Finally, listening toothers,studentswilldiscussandplanhow to Using topicssuchaspersistence,managingimpulses, and fortheirownare studentstosucceedinschool. necessary In thiscourse,studentswilllearnwhathabitsofmind ED 813.66X ules focusedondifferent areas ofimpactforatransforma- In Teaching for Transformation I,studentswilltakemod- ED.813.681 Educational Studies (Teach For America) program. the Master ofScienceinEducation withaconcentration in Note: This courseisonlyavailable tostudentsenrolled in results. (1credit) they willselectamodetodemonstratetheirplanand action research intheirown classroom. Following this, the process from Action Research I,studentswill conduct develop aproblem ofpractice.Using theirknowledge of In thissecondAction Research course,studentswill ED.813.672 Educational Studies (Teach For America) program. the Master ofScienceinEducation withaconcentration in Note: This courseisonlyavailable tostudentsenrolled in their knowledge inaconcrete fashion.(1credit) ofthecourse,studentswilluseacasestudytoapply part assess andimprove theteaching/learningenvironment. As the roles oftheteacherasaresearcher whoisseekingto develop askillsetforactionresearch. Students willlearn In thisfirstoftwoaction research courses,studentswill ED.813.671 Teaching for Transformation I Literacy II:Materials &Reading Instruction Action Research II Action Research I Teaching Habits ofMind

Graduate Education Graduate Education the issues,ideas,andprograms surrounding theuseof Prospective andpracticingschooladministratorsexamine of TechnologyUses ED.851.609 of legalresearch andanalyze atopicofinterest. (3credits) decisions.Studentsislation andcourt develop techniques issuesbased on leg- education andconsidercontemporary Participants explore thelegalfoundationsandstructure of ED.851.603 practices forfosteringstudentachievement. (3credits) ships andresponsibilities. Participants willexplore best forstaff, and organizational relation- opment andservices administration offacilitiesandfinance,professional devel- schooland communityrelations, opment andservices, improvement,with emphasisoninstructional pupildevel- Students examinetherole oftheschooladministrator, ED.851.601 Educational Studies (Teach For America) program. the Master ofScienceinEducation withaconcentration in Note: This courseisonlyavailable tostudentsenrolled in oftheprogram. (1credit)start all coursesare aligned,andwhichstudentsreceived atthe against the Transformational Outcomes Rubric, towhich willbeevaluated for feedbackandguidance.Theportfolio expected toperiodicallysubmitupdatestheirinstructor fortheirassignedpanel.Participantsparing artifacts willbe Students willspendclasstimecompiling,vetting, andpre- onstrate thedegree towhichtheyare transformational. In thiscourse,studentswillprepare todem- theirportfolio Leadership ED.813.685 Educational Studies (Teach For America) program. the Master ofScienceinEducation withaconcentration in Note: This courseisonlyavailable tostudentsenrolled in (3 credits) strate how children cantransformtheworldaround them. ofthecourse.Studentspart willdevelop skillsanddemon- to promote inthefirst personaldevelopment—as started knowledge one.Theseareas from part willbeself-selected dents willtakemodulesthatbuildontheirfoundational In thesecond Teaching for Transformation course,stu- ED.813.682 Educational Studies (Teach For America) program. the Master ofScienceinEducation withaconcentration in Note: This courseisonlyavailable tostudentsenrolled in make thatchange.(3credits) around them anddemonstratehow to toaccesssupport uncover how toteachchildren totransformtheworld to promote personaldevelopment. Further, studentswill tional teacherandleader. Theseareas willbeself-selected 76 Teaching for Transformation II Administrative andInstructional School Law Organization andAdministration ofSchools Defending Your Transformational

The School ofEducation Academic Year Catalog 2012–2013 policy debatesineducationalpolicy. (3credits) develop skillsascriticalconsumersofempiricalwork and in theseareas, studentsto andtoencouragesupport iarize studentswithsomeofthemostcurrent research and teacherpolicy. Thegoalsofthiscourseare tofamil- policy research; teachereffectiveness, teacherlabormarkets of several key andrapidlyexpandingareas ofeducational This courseprovides anintroduction toandan overview ED.851.616 teacher collegiality. (3credits) along withtheimpactofschoolclimateandculture on logical aspectsofteachercareer development are studied, Theoriesconcerningthesocialandpsychoinstruction. - ing collaboratively withveteran colleaguesonimproving skills neededformentoringbeginningteachersandwork - Students review literature andacquire knowledge and ED.851.610 assessment; interdisciplinary curriculumdevelopment;assessment; interdisciplinary curriculum mappinganditsimplications; methodsof lum scopeandsequence;leadership ofcurriculumchange; the independentschoolmission statement;K-12curricu- to independentschools. Topics include:curriculumand and theirrelation andassessmentasapplied toinstruction Students examinecurriculumtheory, design, and content forIndependentAssessment Schools ED.851.642 Prerequisite(s): ED.851.630 developed in851.630. (3credits)plan forpartnerships implementing, andevaluating akeyactivityintheaction second courseinthesequenceisonstudentsrevising, ily, andcommunitycollaboration.The emphasisofthis research-based theoriesandbestpracticesinschool, fam- for SchoolImprovement I),studentscontinuetoexplore 851.630 (School,Family, andCommunityCollaboration Building ontheknowledge andskillsdeveloped in Collaboration forSchoolImprovement II ED.851.631 improvement goals.(3credits) toaddressdesign anactionplanforpartnerships school andsuccess.Participantsenhance studentperformance programsand thecomponentsofeffective that partnership programs,lenges todeveloping school-based partnership Individuals explore different chal- typesofpartnerships, tices onschool,family, andcommunitypartnerships. Participants examine thetheory, research, andbestprac- Collaboration forSchoolImprovement I ED.851.630 their dailywork. (3credits) explore practicalusesforsoftware thatcanbeappliedto management. Through hands-onexperience,participants technology asatoolforadministrationandinstructional Issues inK-12Education Policy Mentoring andPeer Coaching Leadership inCurriculum, Instruction, and School, Family, andCommunity School, Family, andCommunity their own values. (3 credits) is goodfortheinstitution,and whatisconsistentwith ways tobasedecisionsonwhat isgoodforstudents,what pressures exerted from multipleconstituencies, finding managing crises.Students gainanunderstandingofthe aseffectivebers; developing schooladvocates; trustees and andcontributionsofindividualboardperformance mem- evaluating theheadofschool;modelsforevaluating board to boards issuesandconcerns;modelsfor onimportant for boards toaccomplishtheirwork; reporting effectively faculty, staff,andboard members;establishingstructures progress toward annualgoals; strategicplanningwith Topics include setting,communicating,andevaluating ships between theboard andthe school’s facultyandstaff. within theboard- andbuildeffective partner oftrustees Students learntofacilitatepositive working relationships ED.851.645 through casestudiesanddiscussion.(3credits) strategies. Students analyze and critiquevarious strategies governmental, agencies;andfundraising andsocialservice pendent schools;facilitatingrelations witheducational, functions; coordination ofrelations withotherinde- procedures; operationofpublicrelations andpublicity munity relations; managementofadmissionpoliciesand school success. Topics include: maintainingpositive com- marketing principles,andfundraisingtoindependent Students explore ofpublicrelations, theimportance raising forIndependent Schools ED.851.644 sessions.(3credits) tical situationsinlaboratory ers’ knowledge andskills.Students applyconceptstoprac- high-quality professional development to enhanceteach- nition, andaward programs; andusingtheprinciplesof independent schools;designingteacherincentives, recog- recruitment, retention, offacultyandstaffin andsupport roles; evaluation ofteachers;delegationsupervisory and goalswiththesupervision alignment ofinstructional an annual,school-basedprofessional development plan; independent schools.Emphasis isondevelopment of strategiesappropriate for to personalizingsupervisory andvarious approaches including clinicalsupervision Students supervision, examinemodelsofinstructional for Personnel inIndependent Schools ED.851.643 (3 credits) curriculum implementationintheirown schools. Participants applycoursecontentby developing aplanfor ment; anddifferentiation ofcurriculumandinstruction. culturally responsive andassess- curriculum,instruction, education.jhu.edu Governance ofIndependent Schools Public Relations, Marketing, andFund- andProfessionalSupervision Development / 77

Independent Schools (3 credits) sis onhow theserelate tochangeineducationalsettings. explore andpracticevarious strategieswithspecialempha- areopment. Opportunities provided to forparticipants to individual,group, intergroup, andorganizationaldevel- ineducationandotherfields researchrelated andtheory time working ingroup situations.The course isbasedon the premise thateducationalleadersdevote considerable the classroom, school,ordistrict.Thecourseisbasedon improve theirknowledge andabilitytofacilitatechangein andteachers,whowantto administrators, supervisors, This courseisdesignedforschoolleaders,including ED.851.648 and challenges.(3credits) studies foridentifyingandresolving commonproblems maintenance, andmanagement.Applications includecase strategic, long-rangeplanning;andfacilitiesplanning, scalesandpolicies;usingprinciplesof developing salary legal andethicalimplicationsoffinancialmanagement; of majorexpenses;annualbudgetplanning;graspingthe of endowments, financialaid,andloans;understanding and otherrevenue sources; knowledge andeffective use of independentschoolbudgets;understandingtuition dent schoolmanagement.Contentincludes:oversight processes that are thefoundationforsuccessfulindepen- Students learntoapplybusinessprinciplesandfinancial ED.851.646 the problem inaneducationalsetting.Students engagein behavior,sory andanimplementationplanforaddressing - assessment ofimplicationsfor administrative andsupervi paper includesacomprehensive literature review, an The lem ineducationaladministration orsupervision. Students prepare andpresent aseminarpaperon aprob- and Supervision ED.851.809 change process forschoolimprovement. (3credits) Topics include planning,implementing,andevaluating the schools, withanemphasisontheroles oftheteacherleader. Students examinetheliterature onsystemicchangein School Improvement ED.851.708 relationships withthelargercommunity. (3credits) workingsion foraschoolandinestablishingmeaningful on theleader’s role increating acollaborative vision/mis- accomplish schoolimprovement goals.Emphasis isplaced and thedynamicsofworking inandwithgroups to ples ofdistributedleadership, motivation offacultyteams, course emphasizes diagnosisof theschoolclimate,princi- principals, assistantandteacherleaders.The Students review theprinciplesandtechniquesrequired of ED.851.705 Team Leadership Business Management andFinance for Seminar inEducational Administration Systemic ChangeProcess for Effective Leadership

Graduate Education Graduate Education and Supervision Note: Open todoctoral studentsonly. tify problems intheirworkplaces. (3credits) teacher development andleadershiptosystematicallyiden- Doctoral candidatesapplytheoriesandconceptsrelated to ED.855.840 Doctoral Internship I (3 credits) sense ofthemassive amountsofinformationavailable. teacher preparation, andhow besttohelpeducatorsmake know behavior, abouteffective practiceininstruction, and based orscientificpracticeinspecialeducation,what we This seminarfocusesonwhatconstitutesanevidence- Evidence-Based Practices ED.855.811 Note: Open todoctoral studentsonly. and teachinginterests. (3credits) the SchoolofEducation’s faculty andtheirdiverse research educationalissues,aswell asexposestudentsto important is designedtoensure acommoncore ofknowledge about tion thatreflect of theexpertise TDLfaculty. Theseminar This seminarwillexaminekeytopicsinthefieldofeduca- ED.855.801 current issuesineducationalleadership. (3credits) ments. In examineselectedtopicsand addition,participants and plansforimplementingchangeintheirwork environ- Students inthefinal year present andevaluate theirprojects ED.855.610 sessions.(3credits) in laboratory Students applyconceptsdeveloped topracticalsituations improvement instructional teachers toconstruct plans. mance, effective conferringstrategies, andworking with - vision skills,includingtheassessmentofteacherperfor strategies.Emphasis isonsuper- personalizing supervisory andvarious approaches to including clinicalsupervision Students supervision, examinemodelsofinstructional ED.852.602 ED.881.610 Prerequisite(s): ED.851.601,ED.851.705,ED.852.602, for theinternship. (3credits) which theywishtointernandobtainapproval toregister zational meetinginthesemesterpriorto of theinternsare held.Students mustattendanorgani- in aneducationalsetting.Individual andgroup sessions practicumexperience Students inasupervised participate ED.851.810 ED.852.602, ED.881.611,ED.881.622,ED.881.610 Prerequisite(s): ED.851.601,ED.851.603,ED.851.705, (3 credits) case studyanalyses,role playing,andassessmentexercises. 78 Educational Policy andPractice Seminar III: Doctoral Seminar I Seminar in Teacher Leadership andProfessionalSupervision Development Internship inAdministration

The School ofEducation Academic Year Catalog 2012–2013 social andfamilysystemsare discussed.(1credit) cal andemotionalresponses tostress. Implications for mechanisms related todailystressors aswell asphysiologi- Students explore individualized responses andcoping the framework ofsituational anddevelopmental stages. Counseling studentsexaminetheoriesofstress within ED.860.594 and familiesisalsostudied.(1credit) of Adlerian counselinginthecontextofschool,group, catching oneself, andspittingintheclient’s soup. Theuse dox, acting as-if, useofmetaphor, humor, push-button, Many Adlerian techniquesare covered, including,para- cal behavior, earlymemories,andtheconceptofself. significance, communityfeeling,socialinterest, teleologi- order,constellation andbirth lifestyle,goals,strivingfor tion. Important Adlerian ideasare covered, suchasfamily are examined,withanemphasisonpracticalapplica- Adlerian principlesandpracticeincounselingtherapy ED.860.556 Prerequisite(s): ED.855.840 topics ofinterest incurrent educationalcontexts.(3credits) Doctoral candidatesread, review, discuss,andwriteabout ED.855.841 ary disturbances,theexperiment,empty-chairtechnique, ary covered includingthecycle ofexperience,contact,bound- and presup-positions. Arangeofgestalttopicswillbe ciples ofgestalttherapy, includingitshistory, context This courseisanintroduction tothefundamental prin- ED.860.645 bers. (1credit) working withspouses,children, andotherfamily mem- gies thatcanbeusedby mentalhealthprofessionals when emphasisoncounselingstrate- families, withparticular This seminaraddresses thedynamics thatoccurinviolent are far-reaching andusuallyhave seriouslong-termeffects. their families.Theemotional,social,andphysicalimpacts men, women,andchildren are stillaffected by violencein impact ofdomesticviolenceintheUnited States, many have developed heightenedawareness oftheincidenceand Despite thefactthatmore andmore membersofsociety Mental Health Professionals Spouses andChildren andRemediation Strategies for ED.860.615 of approaches. (1credit) course emphasizes effective treatment usingawiderange management, andgeneralanxietyare discussed.This interaction. Topics suchasphobias,panicattacks,stress how and itaffectshumanfunctioning,performance, Students inthiscoursereview thenature ofanxietyand Anxiety Disorders ED.860.614 Stress Management: CounselingImplications Adlerian Approaches toCounseling Doctoral Internship II Gestalt Therapy Domestic Violence: Its Implications on Counseling Individuals with

population. (1credit) withthis and recommendations ofcounselingintervention counseling competencyframework isappliedtodiscussion including cross-racial adoptive families.Amulticultural couples, multiracialindividuals, andmultiracialfamilies; interracial course examinesthelives ofcontemporary knowledge andunderstandingofthispopulation.This that counselorsbecomeaware ofand develop a greater segments oftheU.S.population,henceitisimportant The multiracialpopulationisoneofthefastestgrowing Couples andFamilies ED.860.705 inevitably occuracross one’s lifetime.(1credit) individuals andfamiliesbouncebackfrom challengesthat practical counselingactivitiesandstrategiesforhelping ience willbedemonstrated.Thecourseprovide many be discussedandcounselingstrategiesforenhancingresil- Positive Psychology andStrengths-based Counselingwill activities toenhanceresiliency infamilies.Thetenetsof Specific attentionwillbegiven tofamilycounseling maintain apositive outlookeven whenthingsgowrong. activities toassistinhelpingclients/studentsdevelop and ily unit.Thiscoursewillprovide a variety ofcounseling bothforindividualfamilymembersandthefam- port of personalstrengths andaccesstoexternalsources ofsup- with adversity infamiliesoften requires thedevelopment respond tolifeevents, bothpositive andnegative. Dealing Counseling oftenincludeshelpingclients/students Identify Strengths andFoster Resilience ED.860.703 (1 credit) staff development andindividualgroup counseling. ventions are related presented, to includinginterventions bian, bisexual,andquestioningyouth. School-basedinter- of thesocietalissuesanddevelopmental needsofgay, les- This courseisdesignedtohelpprofessionals becomeaware ED.860.692 physicians. (1credit) collaborative relationships withpsychiatrists andother The counseloralsolearnsabouttheneedforeffective tions inthetreatment ofmentalandemotionaldisorders. standing ofandappreciation fortheuseofthesemedica- psychopharmacologic medicationsandgainanunder- Participants are introduced tothemajorcategoriesof ED.860.660 (1 credit) gestalt principlesasanadjuncttocounselingpractice. cal awareness inthestudentthatenableshisorheruseof of thecourseistoinstillasensegestaltphenomenologi- handling resistance andgestaltdreamwork. Theemphasis education.jhu.edu Counseling Multiracial Using Family CounselingStrategies to Counseling Gay and Lesbian Youth Psychopharmacology forCounselors / 79

Applications Emotive ofRational BehaviorTherapy back and supervision. (1credit) back andsupervision. inalive formatreceivinginterventions immediatefeed- Participantsinterventions. willactively practice REBT tion usingarangeofcognitive disputationsandbehavioral (evaluative- anddemanding)beliefs, rapidinterven Emphasis will beplacedonaccuratedetectionofirrational a widerangeofmaritalandfamilycounselingconcerns. Emotive Behavior andapplyREBT Therapy(REBT), to review thesalientprinciplesandtechniquesofRational with afocusonfamily-related problems. Students will competence whenapplyingREBT inabriefformatand The goalofthiscourseisrapiddevelopment ofskilland ED.860.709 child abuse.(1credit) lawandethicsinthefieldof of assessment,intervention, at riskforabuseandneglect.Thiscourseaddresses issues skilled atrecognizing andidentifyingchildren whoare each year. Counselorsworking withfamiliesmustbecome the lives and well-being ofmillionschildren intheUS Child abuseandneglectisaseriousissuethatthreatens ED.860.708 low-income womenandchildren whohave experienced ronments. Special emphasis willbeplacedoncounseling women andyoung children navigatinghigh-poverty envi- ues andperspectives, copingstrategies,andbehaviorsof a betterunderstandingofhow poverty influencesthe val- this highlyinteractive seminar, willdevelop participants to provide Through themwitheffective clinicalservices. the development ofthesewomenandchildren inorder tobetterunderstand howis important poverty shapes mental healthissues.Given thesenegative outcomes,it to experiencecommunityviolence,abuse,andrelated nancy, andothernegative behaviors.Bothare more likely andalcoholabuse,teenpregbehavioral challenges,drug - ing upinpoverty are athigherriskforacademicand their families,andhighlystressed, while children grow- depressed concernedabouttheirability toprovide for income womenare more likelytobesociallyisolated, psychological, emotional,andphysicaldevelopment. Low- children experiencetheworld,impactingtheirsocial, Poverty hasprofound implicationsforhow womenand Living inPoverty ED.860.711 families. (1credit) these relate toclinicalandrelational issuesincouplesand human sexuality. Specific sexualissueswillbeexaminedas of historical,multiculturalandrelational perspectives on ing ofsexualfunctioningandintimacythrough astudy This courseisdesignedtopromote greater understand- Family Counseling ED.860.710 Brief Approaches toFamily Counseling: ofChildAbuseSystemic Assessment Counseling Womenand Young Children Sexuality andIntimacy inCoupleand

Graduate Education Graduate Education (3 credits) development materialsandcross-cultural strategies. ing conceptsinalife-spanperspective andreviews career vocational psychology. Thecourse places career counsel- ment anddecisionmaking,occupational sociology, and Participants review majortheoriesofcareer develop- ED.861.511 ily, andsystemschange.(3credits) related tobecomingafacilitatorofindividual, group, fam- self-growth skillsas andawareness andobservational Thecourseemphasizes ing andrelated humanservices. sional credentialing, andstandards andethicsincounsel- learn aboutprofessional counselingorganizations,profes- treatment; andclient/counselorrelationships. Students stages ofclinical attending, listening,andinterviewing understanding oftheessentialsbasiccounselingskills; munity, andorganizationalcounselors.Included isan to theroles, functions,andlimitationsofschool,com- losophy ofprofessional counseling, withspecialattention This courseprovides andphi- ofthehistory an overview ED.861.507 experiences.(3credits) tory strategies, andgroup facilitationthrough classandlabora- communication styles,fundamentalgroup counseling tion. Students explore interpersonaldynamics,personal acquire skillsinfacilitatingvarious kindsofgroup interac- cal conceptsofgroup dynamicsandgroup counselingto (Lab course)Students investigate practicalandtheoreti- ED.861.503 various situations.(3credits) andhow theyareassociated witheachtheory appliedin a widerangeofspecifictechniquesandpracticesthatare cultural andfeministperspectives. Participants focuson Students explore integrative approaches, aswell asmulti- nitive, behavioral,existential,Gestalt, andAdlerian. major theoriesofcounselingandtherapy, suchascog- (Lab course)Thiscourseprovides ofthe an overview ED.861.502 and related issues.(1credit) and discusswitheachothertheirfacultymentorthese Participants career studyexemplary counselingactivities and appliedexamplesofcareer counselingprograms. ting. Emphasis isonintegratingtheoretical approaches andpracticewithinaseminarset- to bridgetheory This courseprovides studentswithanopportunity ED.860.819 their lives. (1credit) that isconsistentwiththevisionsandvalues theyhave for will learnstrategiesforproviding tothesefamilies support sion, casestudies,andskill-buildingactivities,participants trauma orotherformsofmaltreatment. Blending discus- 80 Career/Life Development andPlanning Counseling Techniques Group CounselingandGroup Experience and Counseling Theory Practice Seminar inCareer Counseling The School ofEducation Academic Year Catalog 2012–2013 (3 credits) from multicultural,feminist,andsystemsperspectives. a developmental framework for understandingdiagnosis on individuals,families,andsociety. Instructors provide gain anunderstandingoftheimpactabnormalbehavior abuse, andpersonalitydisorders are examined.Students of mentaldisorder suchasanxiety, depression, substance criteria. Theories related totheetiologyofmajorcategories nose, andtreat psychopathology basedoncurrent DSM Mental Disorders (DSMIV-TR) tolearnassess,diag- Students studytheDiagnostic andStatistical Manual of ED.861.609 practice ofcounseling.(3credits) the knowledge ofhumandevelopment toenhancethe in thecoursealongwithpracticalstrategiesforutilizing years. Several lifespandevelopmental theoriesare studied the rangeoftheirlives from childhoodtotheiradvanced for development, andthusfortherapeuticchange,across course isthatindividualsatallstageshave thecapacity counseling andtherapy. assumptionofthe Theprimary human beingsacross thelifespanwithspecialregard to This courseexaminesdevelopmental aspectsandstagesof ED.861.605 internship. (3credits) the endofastudent’s program ofstudyjustpriortothe both didacticandexperiential learning andistakennear and relevant legal andethicalissues.Thecourseincludes building,useofinterpretationtrust andconfrontation, tice. Emphasis isgiven tomanagementofclientresistance, andprac- with anemphasisontheintegrationoftheory (Lab course)Students review majortheories of counseling ED.861.712 (3 credits) nings ofmeasure aswell astheirpsychometric properties. explored. Attention willbepaidtotheoretical underpin- and administered. Ethical, legalandpracticalissueswillbe Specific assessmenttechniqueswillbeexamined,evaluated underlying assessmentapproaches willbediscussed. ment ofcouplesandfamilies.Assumptionsvalues toclinicalassess- This coursefocusesonissuespertaining ED.861.614 fessional/ethical issuesare examined.(3credits) ethnicity, culture, heritage,language,disability, andpro- logical, andeducationaltests.Implications ofage,gender, administration andinterpretation ofbehavioral,psycho- psychometric andstrategiesfortheselection, properties, reliabilityto principlesoftestconstruction, andvalidity, andratingscales.Emphasisized isgiven testinstruments assessment andevaluation through theuseofstandard- Students explore individualandgroup approaches to ED.861.612 Diagnosis inCounseling Human Development andCounseling Advanced Techniques inCounseling The Foundations ofSchoolCounseling Appraisal and Testing forCounselors Through didacticandexperientiallearning techniques, diverse ethnic,racial,andsocioeconomic backgrounds. Participants explore aspects ofcounselingclientsfrom ED.863.607 (3 credits) apy. Thecourseblendsdidacticand experientiallearning. approaches tofamily ther- andcontemporary important are emphasized, aswell asthestudyofotherhistorically with families.Systemic modelsoffamilyintervention ily development andmajorapproaches tointervention of familytherapywithanemphasisonmodelsfam- (Lab Course)Students andpractice studythetheory ED.863.603 addressed. (3credits) individual contexts.Relevant ethicalandlegalissues are of thecourseisonclinicaltrainingingroup, family, and examining current research onadolescents.Theemphasis developmental themes.Part ofthecourseisdedicatedto pressure, self-esteemissues,culture, familyissues,and depression, andalcoholabuse,peer suicide,crisis,drug of adolescentcounseling,rangingfrom adolescent This courseprovides ofthe an various aspects overview ED.863.571 addressed. (3credits) family relationships. Relevant ethicalandlegal issuesare sexuality, substanceabuse,anger, violence,suicide,and and explore issuessuchasself-esteem,peerpressure, andtechniques; individual andgroup counselingtheory counseling needs.Students review relevant research; apply and examinetherelationship between development and opment oftheearlyadolescentpopulation(ages10-14) Students explore thephysical,emotional,andsocialdevel- ED.863.527 with children’s legalguardians/family members.(3credits) course alsoemphasizes thecounselor’s collaborative work schoolchildren. This counseling practicewithelementary tic presentations, interactive discussions,andsupervised tions. Students’ learningwillbefacilitatedthrough didac- through play therapyandothermajortheoretical applica- knowledge, dispositionsandskillstocounselchildren The majorgoalofthiscourseistofacilitatestudents’ ED.863.526 (3 credits) and research findingsoneffective counselingandtherapy. and systemicare explored, alongwiththeoriesofchange els aspsychodynamic, cognitive, behavioral,experiential, ders. Approaches andprocedures from suchdiverse mod- successfully treating various mentalandemotionaldisor- and strategiesincounselingtherapy, inthecontextof This courseexplores awiderangeofeffective techniques ED.861.713 education.jhu.edu Diversity andSocial Justice inCounseling Couple andFamily Therapy Counseling Adolescents Counseling theEarlyAdolescent Introduction toPlay TherapywithChildren Advanced TreatmentApproaches / 81 Theory and Approaches Theory multicultural andgenderissues.(3credits) 12-step programs, dualdiagnosis,relapse, prevention, and research literature oncodependence,COA’s, AAandother family therapyperspectives. Thecoursealsoaddresses the and are examinedinthecontextofindividual,group, and addictive disorders. Many treatment modelsare considered, alongwiththeoriesandassessmentsof abusable drugs, include thepsychopharmacological aspectsofalcoholand tions counselingfrom awiderangeofperspectives. These Students explore thefundamentalprinciplesofaddic- ED.863.630 ideas totheirown experiences.(3credits) women. Students are encouragedtoconnecttheoriesand concepts, andcontextsthatshapethedevelopment of gender roles, andgenderstereotypes, aswell astheories, ical, biological,andsocialinfluencesongenderdifferences, on thepsychology ofwomen. We willexaminepsycholog- This courseintroduces studentstotheoriesand research ED.863.609 of expressive techniques,sandplay, art bibliotherapy, and young children, adolescents,andfamilies. Theusefulness cal orientationsandcreative approaches tocounseling strategies willfocusonaspects related tovarious theoreti- private counselingsettings.Advanced and interventions children andadolescentsinschool,community-based, and niques andmethodsofplaytherapywhenworking with enhance theirunderstandingandrefine theirskillsintech- ous preparation inbasicplaytherapy, andwhodesire to This courseisdesignedforthosewhohave hadprevi - ED.863.652 tic andexperientiallearning.(3credits) working withcouplesare considered through both didac- inherent tocouplerelationships. Models foreffectively munication patterns,andthedevelopmental challenges understanding thedynamicsofcouplerelationships, com- approaches forcouple’s therapy. Theemphasisisplacedon This courseprovides ofcontemporary an overview ED.863.644 ing withresistance. (3credits) skillsandwork- emphasis ofthecourseisonintervention applied inindividual,group, andfamilycontexts.The plays, utilizingtechniquestakenfrom various theoriesand involving in-classdemonstrations,simulations,androle- tive behaviors.Apracticeorientedapproach istaken strategies foreffective counselingwithclientsaddic- This courseincludesawide variety oftechniquesand ED.863.631 (3credits)cross-cultural interventions. students considercounselingstrategiesforenhancing Techniques andStrategies Addictions Counseling I: Counseling Women Advanced Play Therapy Interventions Couples Therapy Addictions CounselingII:

Graduate Education Graduate Education sleep andbuildingresiliency. (3credits) war, managing stress andanger, staying healthy, improving lossandgrief, anxiety,patory uncertainty, the effectsof cations, deployment, reintegration intofamily life,antici- issues ofPTSD, substanceabuse,isolation,frequent relo- Considerable timewillbespentexploringcounselingfor inthemilitary.of children andspousesofthoseserving transmission ofvalues, beliefs,andcustoms;theneeds ture withinAmericansociety;thecultural contextofthe families. Students asauniquecul- considerthemilitary Students explore aspectsandissuesaffectingmilitary ED.863.718 (3 credits) incidence stress debriefinganddiversity inthe workplace. ing, work/life training,communitynetworking, critical substance abuse,ethicalconcernsinworkplace counsel- provide informationrelative tocomponentsinclude edge ofEAPcounseling,briefcounselingandwillalso The coursewillprovide studentswithaworking knowl- need toacquire andmaintainaprofessional EAPpractice. Counseling studentwiththebasictoolsthattheymight an internshiplocation.It isalsodesignedtoprovide any the EAPfieldasanarea ofprofessional interest and/or to beusefulstudentswhoare interested inpursuing oftheEmployeeoverview Assistancefield. It isdesigned This coursewillprovide studentswithacomprehensive ED.863.711 basic statisticalprocedures fordataanalysis.(3credits) ine quantitative andqualitative methodologies,andlearn study experimentalandquasi-experimentaldesigns,exam- fields. to thecounselingandhumanservices Students and conductingresearch andprogram evaluation related Participants learn thebasicconceptsforunderstanding ED.863.681 (3 credits) nings ofmeasure aswell astheirpsychometric properties. explored. Attention willbepaidtotheoretical underpin- and administered. Ethical, legalandpracticalissueswillbe Specific assessmenttechniqueswillbeexamined,evaluated underlying assessmentapproaches willbediscussed. ment ofcouplesandfamilies.Assumptionsvalues toclinicalassess- This coursefocusesonissuespertaining ED.863.663 ment ofplaytherapyandcounselingtheories.(3credits) research andethicalclinicalpracticeinfluencethedevelop - dren andadolescents,how current empiricallybased therapy influencesthepracticeofcounselingwithchil- Specific discussionswillfocusonhow counselingandplay play therapytechniquesthrough experientialassignments. experienceastheypracticeandobserve receive supervised topics covered. Students to willhave theopportunity school-based playtherapywillbesomeoftheadvanced 82 Counseling Military FamiliesCounseling Military Employee Counseling Assistance Research andEvaluation forCounselors Marriage andFamilyAssessment Therapy The School ofEducation Academic Year Catalog 2012–2013 fullest potential.(3credits) thatcontributetoyoungsters reachinginterventions their education. Specific attentionwillbedevoted tocounseling complex interplaybetween culture, mentalhealth,and children andadolescents.Attention willbedevoted tothe emotional needsofculturallyandlinguisticallydiverse precisely, thecourseexplores theeducationalandsocio- for working more effectively withthispopulation. More This courseaddresses the requisite knowledge andskills to work withAfricanAmericanchildren andadolescents. competence amongcounselingpractitionerswhoaspire ofcultural and adolescents,give risetotheimportance prospects for culturallyandlinguisticallydiverse children country, aswell asthepersonal,social,andeducational The rapidandexplosive demographicshiftsinthis Children andAdolescents ED.863.735 also asenseofhow todonarrative work. (3credits) ing notonlyanunderstandingofthetheoretical ideasbut issues ofsocialjustice.Students willleave thecoursehav- presented by familiesandcouples,includingattentionto issues tively training clinicianstoaddress contemporary narrative ideasandpracticeswillbethefocusforeffec- diverse families inmultiplesettings.Anunderstandingof tural thinkingwithspecificapplicationstowork with - This hands-oncourseintroduces studentstopoststruc ED.863.723 and ethnicissues,aswell asgender, sexualorientation, the professional identifyofcommunity counselors. Racial licensing, roles, policies,legislation,reimbursement, and historical, societal,andphilosophical aspects,aswell as of communitymentalhealthare alsocovered intermsof and dualrelationships. Professional issuesinthecontext tence, publicstatements,confidentiality, abuse, reporting profession, suchasethicalcodes,responsibility, compe- with specific regard tothe toethicsandlawsthatpertain Participants explore professional issuesincounseling, Health Counseling ED.863.795 K-12 students.(3credits) forall consultation teamsthatpromote equitableservices future schoolcounselorleadersbuild effective stakeholder a systemicchangeagent.Ultimately, thecoursewillassist Emphasis isplacedontherole oftheschoolcounseloras toenhancethelearningenvironment. models necessary school-based consultationprinciples,theories,skills,and counseling programs. Students willlearnleadershipand development andimplementationofdatadriven school programs andemploy consultationstrategiesinthe This courseisdesignedtoprepare studentstolead Consultation ED.863.736 Counseling AfricanAmerican Narrative Therapywith Families Ethical andLegalIssues ofMental School CounselingLeadershipand

tion, andprogram development activitiesunderthedirect (Fall-Spring sequence),engaged incounseling,consulta- 600 hours,over thecourse oftwoconsecutive semesters both fieldwork andclassinstruction. Students spend experience inschoolcounselingincludes This supervised ED.863.820 (3 credits) program ofstudyjustpriortotheinternship. riential learningandistakenneartheendofastudent’s ethical issues.Thecourseincludesbothdidacticandexpe- with clientsinthedevelopment ofgoals,relevant legal and andcollaborating ing clinicalhypothesesandinterventions building,develop- of culturalcompetenceinjoining,trust counseling practice.Emphasis isgiven tothedevelopment ing counselingtheoriesinsocialcontextwithindividual based agencyorinstitution. Training focusesonintegrat- cum courseinvolving practical trainingatacommunity zation, paraphrasing,caseconceptualization);(b)apracti- collaborative goaldevelopment, interpretation, summari- building, ment offoundationalcounselingskills(i.e.trust exercises.and supervised Emphasis isgiven tothedevelop- analysis,videoand/oraudiotapeobservations, interview andpractice, an emphasisontheintegrationoftheory discussions, review ofmajortheoriescounselingwith modalities: (a)anexperientialcourseincludingseminar practicumexperienceisoffered intwo This supervised ED.863.809 School Counselingprogram. Note: This practicum courseisonlyopentostudentsin the study justpriortotheinternship. (3credits) The courseistakenneartheendofastudent’s program of lying) andschool-related issues(e.g.,crisismanagement). issues ofchildren andadolescents(e.g.,depression, bul- the development ofculturalcompetence,social/emotional counseling program facultymember. Emphasis isgiven to will beprovided andaschool by theon-site supervisor Supervisionor adolescentsare ofthisexperience served. in aschoolsettingorclinicalwhere children and/ experience, and group counseling,aswell assupervisory cum courseinvolving 100hoursofindividualcounseling zation, paraphrasing,caseconceptualization);(b)apracti- collaborative goaldevelopment, interpretation, summari- building, ment offoundationalcounselingskills(i.e.trust exercises.and supervised Emphasis isgiven tothedevelop - analysis,videoand/oraudiotapeobservations, interview andpractice, an emphasisontheintegrationoftheory discussions, review ofmajortheoriescounselingwith modalities: (a)anexperientialcourseincludingseminar practicumexperienceisoffered intwo This supervised ED.863.808 counseling settingsare alsoaddressed. (3credits) socioeconomic status,andmentalstatusincommunity education.jhu.edu Internship inSchoolCounseling Clinical CommunityCounselingPracticum Practicum inSchoolCounseling / 83 Community Counseling internship orientationmeetingisrequired.internship academic advisertoregister. Attendance attheJanuary pleted alllaboratory classesandreceived approval from their Community Counselingprogram. Students musthave com- Note: This courseisopenonlytostudentsintheClinical semesters, asitisatwosemestersequence.(3credits) must register forthiscourseinconsecutive fallandspring 600-hour fieldplacementandclassinstruction. Students internshipincounselingincludesbotha This supervised ED.863.824 an emphasis on the integration of theory andpractice, an emphasisontheintegration oftheory discussions, review ofmajortheoriescounselingwith modalities: (a)anexperiential course includingseminar practicum experienceisoffered intwo This supervised ED.863.870 students. Note: This courseisopenonlytoCAGS Counseling nator. (3credits) fieldexperiencescoordiarranged withthedepartmental - advanced levels ofskill.Internship placementsare tobe and explore counselingandtherapystyleswhichrequire cal activities,studentsassesstheircurrent performance clini- Through acombinationofdidacticandsupervised in avariety ofclinicalsettingswithdiverse populations. tinue torefine incounseling andadvance theirexpertise advanced internshipcourses.Experienced counselorscon- This courseisthesecondinternshipinsequenceof ED.863.827 students. Note: This courseisopenonlytoCAGS Counseling experiences coordinator. (3credits) placements are field tobearrangedwiththedepartmental styles thatrequire advanced levels ofskill.Internship current andexplore performance counseling andtherapy clinicalactivities,studentsassesstheir and supervised diverse populations.Through acombination ofdidactic incounselingavariety ofclinicalsettingswith expertise courses. Experienced counselorsrefine andadvance their This isthefirstofasequenceadvanced internship ED.863.826 process. held inJanuary tobegintheapplication andsiteselection meetingfield placementandschoolcounselinginternship Counseling program. Students mustattendthemandatory Note: This courseisopenonlytostudentsintheSchool (3 credits) required coursework, includingallcounselingcourses. Counseling program whohave completed39hoursof Enrollment islimitedtostudentsintheMaster’s inSchool schoolcounselor. ofapracticing,certified supervision Internship inClinical Mental Health CounselingPracticum Advanced Internship inCounselingII Advanced Internship inCounselingI

Graduate Education Graduate Education Youth withExceptionalities and findingsof recent research. (3credits) educational continuumofprograms, services, instructional Students review incidenceandetiology, diagnosticand needs. students withabroad rangeofspecialinstructional addressing thecharacteristicsandeducationalneedsof Students investigate themajorareas ofexceptionality ED.871.501 (3credits) group supervision. and strategiestechniquesfordoingindividual sessions.Students skills supervision practicesupervision tion procedures, evaluation approaches, andstructure for contract, informedconsent,documenta- of asupervisory sors. Theclinicalcomponentincludesthedevelopment - responsibilitiesprofessional regulatory ofclinicalsupervi sexual orientation,andreligion; andtheethical,legal, ables suchasgender, race,culture, socioeconomicstatus, relationship,the contextofsupervision includingvari- ferent conceptualframeworks andmodelsofsupervision; The didacticcomponentinvolves anorientationtothedif- This courseisadidacticandclinicalstudyofsupervision. ED.863.880 tion meetingisrequired. to register. Attendance attheJanuary internshiporienta- classes andreceived approval from theiracademicadviser this course.Students musthave completedalllaboratory imum of54credits intheprogram before registering for Health Counseling.Students musthave completedamin - is limitedtostudentsinthemaster’s program inMental semesters, asitisatwo-semestersequence.Enrollment must register forthiscourseinconsecutive fallandspring 600-hour fieldplacementandclassinstruction. Students internshipincounselingincludesbotha This supervised ED.863.875 the internship. near theendofastudent’s program ofstudyjustpriorto both didacticandexperientiallearningistaken goals, relevant legalandethicalissues.Thecourseincludes and collaboratingwithclientsinthedevelopment of building, developing clinicalhypothesesandinterventions development ofculturalcompetenceinjoining,trust individual counselingpractice.Emphasis isgiven tothe on integratingcounselingtheoriesinsocialcontextwith community-based agencyorinstitution. Training focuses (b) apracticumcourseinvolving practicaltrainingata summarization, paraphrasing,caseconceptualization); building, collaborative goaldevelopment, interpretation, development offoundationalcounselingskills(i.e.trust exercises.tions, andsupervised Emphasis isgiven tothe - analysis,videoand/oraudiotapeobserva interview 84 Introduction toChildren and and Theory Practice ofClinical Supervision Internship inMental Health Counseling

The School ofEducation Academic Year Catalog 2012–2013 Special Education Current Issues inSpecial Education with Special Needs Special Education ED.871.511 regulations foreligibility. (3credits) (RTI),ing inclusion,theresponse tointervention and provision forpersonswithdisabilities,includ- ofservices with disabilities.Students explore current issuesinthe dards forpersons forspecialeducationandrelated services course litigatedandlegislatedstan- reviews This survey ED.871.510 general educationclassrooms. (3credits) implementation ofindividualized educationalprograms in collaborative role ofgeneralandspecialeducatorsinthe foundations andrequirements ofspecialeducationandthe general educationclassrooms. Students review thelegal ferentiated forstudentswithspecialneedsin instruction andadministrators,thiscourseexaminesdif- supervisors, Designed especially forgeneraleducators,counselors, ED.871.502 programs inanethicallyresponsive manner. (3credits) ity todesign,implement,and evaluate behavioralsupport individual behaviorprojects thatdemonstratetheirabil- of studentswithdisabilities.Students assessand develop alization strategiesare reviewed inrelation totheneeds designs, behaviorpromotion andreduction, and gener- classroom behavior. methods,single-subject Observational ior canbeusedtomakechangesandimprovements in behavior analysisincludinghow theprinciplesofbehav- This coursewillfocusonthemethodologyofapplied ED.871.513 that work effectively are alsodiscussed.(3credits) lies ofstudentswithspecialneeds.Co-teachingmodels school administratorsandrelated professionals, andfami- promote effective communicationbetween teachers, family systemstheory. Students examinetechniquesthat tion, problem solving,culturaldiversity, teamwork, and various educationalsettings:interpersonalcommunica- This coursefocusesoncollaborationthemescommonto ED.871.512 create lessonplansusingbestpracticestrategies.(3credits) effective classroom organizationandinstruction. Students bestpracticestrategiesthatpromote tifying instructional paring anddelivering lessonplans;andiden- exemplary developing effective individualized educationplans; pre- education services. Topics emphasisinclude ofprimary forteachingstudentswhoreceive special skills necessary Students andorganizational focusontheinstructional Instructional Planning andManagement in Systems, and Service Legal Aspects, Educational Alternatives forStudents Applied BehavioralProgramming Collaborative Programming in

research techniques andwillgainanunderstandingof Students willbeexposedtopolicyanalysesand delivery. emphasisonspecialeducation service particular ence policydevelopment andimplementation withthe with themajorstructures andindividualsthatinflu- the federalandstatelevels. Students willbecomefamiliar This seminarwillexaminethepolicymakingprocess at Relationships V: Policy Issues Affecting General and Special Education ED.871.834 mented duringafuture internship. (3credits) develop planforahighneedsschoolthatwillbeimple- willdevelop aprofessionalis expectedthatparticipants gap between studentswithandwithoutdisabilities.It lar emphasisoninitiatives toreduce theachievement literature regarding- schoolreform withaparticu efforts, tocritiquethe willhave theopportunity participants improving ofstudents.Seminar theacademicperformance school andwhatwe know abouteffective practicesfor This seminarfocusesonwhatconstitutesahighneeds IV: Students withDisabilities andHigh Needs Schools ED.871.833 (3 credits) cuss theefficacyofspecialeducation preparation efficacy. recent work (e.g.,Feng &Sass, 2009).Students willdis- and thesepaperswillprovide asolidfoundationtomore oftheOSEPfundedCOPSEandNCIPPprojects part preparation. Students willreview papersdeveloped as lenges indesigningresearch onspecialeducationteacher to whatwe know, whatwe needtoknow, andthechal- This coursewillfocusonthe research literature pertaining II: Studying Special Education Teacher Preparation ED.871.832 tract proposal duringthesemester. (3credits) proposals. Eachstudentwritesacompletegrantorcon- methods andprocedures forwritingtechnicallysound assistance forresearch anddevelopment activities,and(3) tract programs, (2)private andpublicsources offinancial topics include:(1)thepurposesoffederalgrantandcon- and federalagenciestoprivate organizations.Course ing grantandcontractproposals forsubmissiontostate Students inthiscoursegainpracticalexperiencewrit- ED.871.525 and classroom activitiesisdiscussed.(3credits) cedures. The relationship between students’ medicalissues the humanbody;infectiousdiseases;andemergencypro- functions, andinterrelationships ofthemajorsystems period;thestructure, thenewborn ics andembryology; treatments ofdisabilities. Topics includehumangenet- from themedical sciencesconcerningtheetiologiesand courseprovidesThis survey studentswithinformation ED.871.514 education.jhu.edu TE Research toPolicy andPractice Seminar TE Research toPolicy andPractice Seminar TE Research toPolicy andPractice Seminar Writing Grant andContractProposals Medical andPhysical ofDisabilities Aspects / 85 high needschooldistricts.(3credits) andprofessionaltive development behaviorsupports, in datadrivenreading decisionmaking,posi- interventions, schools,efficacyof for specialeducationteachers,charter of teacherpreparation alternatives, supplyanddemand alternative routes toteacherpreparation, costeffectiveness with facultyoncurrent topicssuchas,tonameafew, of research. Students towork will have the opportunity how besttoconceptualize anddevelop sociallyvalid lines resulting ininstancesofdirect andindirect in instruction scholarly integrationwithinanintellectualcommunity agendas andthisapprenticeship approach willallow A numberoffacultymembershave on-goingresearch paired withfacultymembersactively involved inresearch. Applied Research Internship Iwillallow studentstobe ED.871.870 students only. Note: This courseisforSpecial Education doctoral Cook, Tankersley, 2009).(3credits) &Landrum, amounts ofinformationavailable (e.g.,CDDRE,2009; practices, andhelpeducatorsmakesenseofthemassive design strategiesthatensure implementationoftheright laborate inthedevelopment ofeffective interventions, practice (e.g.,Oliver &Reschly, 2007)andhow tocol- This classwillfocusonwhatconstitutesanevidence-based III: Evidence-Based Practices ED.871.835 Note: This courseisfordoctoral studentsonly. school districts.(3credits) andprofessional developmentior supports, inhighneed datadriven decisionmaking,positiveinterventions, behav- schools,efficacy ofeducation teachers,charter reading preparation alternatives, supplyanddemandforspecial routes toteacherpreparation, costeffectiveness ofteacher their apprenticeship, suchas,tonameafew, alternative towriteoncurrenthave theopportunity topicsrelated to and develop sociallyvalid linesofresearch. Students will and indirect inhow instruction besttoconceptualize intellectual communityresulting ininstancesofdirect ship approach willallow scholarlyintegrationwithinan bers have on-goingresearch agendasandthisapprentice - actively involved inresearch. Anumberoffacultymem- will alsocontinuetobepaired with faculty members and professional papersontopicsoftheirchoice.They writing. Students willfocusonwritingabstracts,critiques, Applied Research Internship IIwillfocusonscholarly ED.871.872 needs ofstudentswithdisabilities.(3credits) roles waysgeneralproposes inthe new toaddress the to Intervention)andtheblurringofspecialeducation inar willaddress current issuessuchastheRTI (Response cial andgeneraleducationdomains.In addition,thissem- some ofthecurrent tensionsanddebateswithinthespe- TE Research toPolicy andPractice Seminar Applied Research Internship I Applied Research Internship II

Graduate Education Graduate Education ties. Students andprocedures willreview instruments for outcomes foryoungmeaningful children withdisabili- translation ofevaluation andassessment informationinto development. In thiscourse,theemphasisison ing, literacy, andbehavior, andsetthepaceforsubsequent fewThe first yearsoflifeestablishinitialpatternslearn- Young Children withDisabilities ED.872.501 (3credits)Maryland. reform-based specialeducationin preschool andprimary ECSE systems.Students willalsoexamineissuesrelated to become familiarwithfeatures ofnational,state,andlocal organizational structures related toECSE.Students will practice,and planning, acceptedstandards, contemporary a broader schemaforroles andresponsibilities, career and practiceinthefieldofECSE. Students willacquire Education (ECSE)program willexplore research, policy Beginning studentsintheEarlyChildhoodSpecial Early ChildhoodSpecial Education ED.872.500 students only. Note: This courseisforSpecial Education doctoral (3credits)ation oftheseefforts. grams andlearningactivities,contributetotheevalu- staff toconceptualize anddesign teacherdevelopment pro- development activities.Students willwork withproject policy development inthedesign oftangibleprofessional cies andcentersthatintegrateresearch basedpracticesand ties. Students tointerninagen- willhave theopportunity paring teachersthrough professional development activi- closelypreorganizations (MCIEandMSDE)work- very ment forteachers.SOEcenters(CSOS,CRRE)andState research centersactively involved inprofessional develop- continue tobepaired withcommunityagenciesand Applied Research Internship IVwillallow studentsto ED.871.876 students only. Note: This courseisforSpecial Education doctoral (3 credits) activities, andcontributetotheevaluation oftheseefforts. and designteacherdevelopment programs andlearning ties. Students willwork withproject stafftoconceptualize in thedesignoftangibleprofessional development activi- integrate research basedpracticesandpolicydevelopment tointerninagenciesandcentersthat have theopportunity through professional development activities.Students will closelypreparing(MCIE andMSDE)work teachers very ers. SOEcenters(CSOS,CRRE)andState organizations actively involved inprofessional development forteach- be paired withcommunityagenciesandresearch centers Applied Research Internship IIIwillallow studentsto ED.871.874 86 Screening, Diagnosis, of andAssessment Seminar: Current Trends andIssues in Applied Research Internship IV Applied Research Internship III

The School ofEducation Academic Year Catalog 2012–2013 family satisfaction with services. (3credits) family satisfactionwithservices. evaluation ofprogram effectiveness, and(e)evaluation of tional activitiesforpromoting developmental progress, (d) family-centered treatment- outcomes,(c)designofinstruc options foryoung children andfamilies,(b)selectionof their families. Topics ofcurricular include:(a)asurvey programs for eligibleinfants,toddlers,preschoolers, and will focusonplanning,implementing,andevaluating for learningandliteracyininfantstoddlers.Students thefacilitationofafamily-centeredsupport foundation and theirfamilies.Thiscoursewillprepare studentsto opmental outcomesforyoung children withdisabilities canhave asignificanteffectondevelEarly intervention - Birth-3 Yrs Methods: ED.872.502 positive attitudesaboutliteracy. (3credits) environment thatpromotes interests, motivation, and expression. Students will develop a print-richclassroom phonics, fluency, vocabulary, comprehension) andwritten the essentialcomponentsofreading (phonemicawareness, ful andengagingtechnologyprintmaterialstoaddress planthateffectivelysive integratesmeaning- intervention disabilities. Students willcreate anorganized, comprehen- level studentswith reading andprimary tokindergarten selection anduseofappropriate materialsforteaching This courseexaminesthe variables associatedwiththe Children withDisabilities: Grades K-3 ED.872.504 levels ofspecialeducation.(3credits) assessment process atpre-kindergarten through primary and informationrelated tothescreening, evaluation, or will create strategiesforeffective managementof resources and (d)monitoringofindividualized programs. Students (c) individualprogram planningforlearningandliteracy; ings tofamilies;(b)communicatingfindingscolleagues; pret testresults forpurposesof:(a)communicatingfind- level specialeducationprograms. Studentsmary will inter- procedures forchildren inpre-kindergarten through pri- of screening, or evaluation, andassessmentinstruments ning, administering,andreporting theresults ofavariety In thiscourse,studentswilldevelop competenciesinplan- Methods: Grades PreK-3 ED.872.503 development. (3credits) ment, socialandemotionaldevelopment, andadaptive (including visionandhearing),communicationdevelop - child’s cognitive development, physicaldevelopment screening, evaluating, andassessingthestatusofayoung Instructional Program Planning and Materials for Teaching Reading to Young Instructional Program Planning and intervention orpreschool specialeducationprogramsintervention for internship provides fieldexperiencesinearly supervised level, this attheinfant/primary tion teachercertification Designed specialeduca - forstudentsseekingMaryland Special Education ED.872.810 abilities. (2credits) day operationsofprograms foryoung children withdis- childhood specialeducationteachersregarding theday-to- oftherolesvides anoverview andresponsibilities ofearly conjunction withongoingseminarsandassignments,pro- young children withdisabilities.Thisfieldexperience,in consistent, orrecent for exposure tosettingsandservices education coursework, whohave nothadsubstantial, dents, withintheirfirstsemesterofearlychildhoodspecial years ofage.Thisexperienceisintendedforgraduatestu- young children through eight withdisabilities,agesbirth specialeducationprograms for preschool, andprimary withanintroduction toearlyintervention, participants site-basedfieldexperience providesThis exploratory Early ChildhoodSpecial Education ED.872.800 text offamilyandculture. (3credits) influences on young children are explored withinthecon- developmental disabilities.Biological andenvironmental young children, withaspecialemphasisontheetiologyof This courseexaminestypicalandatypicaldevelopment of with Disabilities ED.872.514 environment. (3credits) the alphabeticprinciple,andmodificationofliteracy Gillingham, theStevenson method,phonemicawareness, and implementationofsuchreading programs asOrton- lems, individualized planning for reading instruction, measures withafocusonthediagnosisofreading prob- gies. Theseassessmentswillincludeformalandinformal create individualized prevention strate- andintervention pret avariety ofreading assessmentstouseasthebasis In thiscourse,studentswillselect,administer, andinter- with Disabilities: Grades K-3 ED.872.509 abilities foundinK-3inclusionclassrooms. (3credits) address thewiderangeofreading andrelated language will develop strategiesfordifferentiating to instruction fluency, comprehension andorganizationalskills. Students phonemic awareness, phonics,word recognition, spelling, data willbeusedtoprepare in andimplementinstruction studentswithdisabilities.Assessment andprimary garten be appliedinclassroom reading forkinder- instruction Students willexplore evidence-basedtechniquesthatcan with Disabilities: Grades K-3 ED.872.506 education.jhu.edu Internship: EarlyIntervention andPreschool Site-BasedExploratory Field Experience in Development of Young Children ofReadingAssessment for Young Children Instruction ofReading for Young Children / 87

Special Education for thiscourse. Note: Must offacultyadvisertoregister have permission tion. (3credits) hisorherproject priortoregistra- ber whowillsupervise Education. Thestudentmustmeetwiththefacultymem- personal direction ofafacultymemberintheSchool est inearlychildhoodspecialeducationstudyunderthe Students withademonstratedabilityandspecialinter- Special Education ED.872.830 for thiscourse. Note: Must offacultyadvisertoregister have permission to studentinterest andtrainingneeds.(3credits) Field sitesandactivitiesare individuallyselectedaccording education forchildren inthefive- to-eight year agerange. internship provides fieldexperiencesinspecial supervised level, this attheinfant/primary tion teachercertification Designed specialeduca- for studentsseekingMaryland ED.872.811 referenced, that assess andcurriculum-basedinstruments administer andinterpret norm-referenced, criterion- ing learningandbehaviorproblems inschool.Students level students whoare experienc- for diagnosingsecondary Students andprocedures examineassessmentinstruments Mild toModerate Disabilities: Secondary/Adult ED.874.514 emotional functioning.(3credits) that assessacademicachievement, socialbehavior, and criterion-referenced, andcurriculum-based instruments Participants administerandinterpret norm-referenced, who are experiencinglearningandbehavior problems. andmiddleschoolstudents for diagnosingelementary Students explore andprocedures assessmentinstruments Mild toModerate Middle Disabilities: Elementary/ ED.874.513 with theseconditions.(3credits) theoretical practicesassociated modelsandinstructional turbance, andmildmentalretardation, andreview major istics ofstudentswithlearningdisabilities,emotionaldis- Students examinetheincidence,etiology, andcharacter- Disturbance, andMild Mental Retardation Moderate Disabilities: Learning Disabilities, Emotional ED.874.512 for thiscourse. Note: Must offacultyadvisertoregister have permission (3 credits) selected according tostudentinterest andtrainingneeds. age range.Internship sitesandactivitiesare individually young children withdisabilitiesinthebirth-to-five-years Graduate Project inEarlyChildhood Internship: Preschool andPrimary Level Educational Assessment ofStudentsEducational Assessment with ofStudentsEducational Assessment with Characteristics ofStudents withMild to

Graduate Education Graduate Education mild tomoderatedisabilities.Students review thegoals Students discussthecharacteristicsofadolescentswith Mild toModerate Disabilities Curriculum: Methods Students forSecondary with ED.874.528 and leisure skillsandactivities.(3credits) vocational counseling,andthedevelopment ofrecreation vocational andcareer assessment,vocational instruction, moderate disabilities.Participants review thepracticeof ful post-schooladjustmentsforstudentswithmildto sition andvocational programs thatpromote success- methods neededtoimplementandevaluate career tran- This courseexaminestheassessmentandinstructional Education ofStudents withMild toModerate Disabilities ED.874.527 (3 credits) mentation ofstructured classroom managementprograms. munication principlesare appliedtothedesignandimple- andcom- therapeutic strategies,socialskillsinstruction, development andimplementation.Behavior modification, as strategiesforindividualized educationprogram (IEP) to dealwithinappropriate classroom behaviors, aswell andmanagementstrategies oping practicalinterventions This course thetheoreticalreviews foundationsfordevel- Students withMild toModerate Disabilities ED.874.526 disabilities. (3credits) ofstudentswithmildtomoderate ematics performance remediation ofproblems frequently foundinthemath- Students strategiesforthe examineeffective instructional Mild toModerate Disabilities ED.874.525 (3 credits) both curriculummodificationsandteacher-devisedtasks. written expressive language.Instructional methodsinclude teachers withstudentswhohave difficultywithoraland Students learnteachingstrategiesthatcanbeusedby Students withMild toModerate Disabilities ED.874.524 materials.(3credits)instructional withstudentsanddevelop relatedstrategy instruction mild/moderate disabilities.Students willlearntoapply studentswhoare atriskfororhave andsecondary tary teaching procedure thatcanbeimplementedwithelemen- Kansas’ Strategies Instructional Model, aneight-stage This courseintroduces studentstothe University of Learning Strategies I ED.874.521 vocational functioning.(3credits) academic achievement, social-emotionalbehavior, and 88 Diversifying theGeneral Education Career andProgramming: Assessment Classroom Management: Methods for Mathematics: Methods forStudents with Spoken and Written Language:Methods for Strategies Instructional Model:

The School ofEducation Academic Year Catalog 2012–2013 Part I.(3credits) course, Teaching Reading ContentAreas inSecondary and objectives thatcorrespond totheMSDErequired riencing reading difficulties.Thiscourseincorporatesgoals studentorstudentsexpe- apply strategieswithasecondary ing withinthecontentareas. During thecourse,students maximize contentarea reading comprehension andwrit- with disabilities.Highlighted are strategiesdesignedto students reading ofsecondary andwritingperformance Students learntoapplystrategiesdesignedimprove the Moderate Disabilities Methods Students forSecondary withMild to ED.874.542 dent whoisexperiencingreading difficulties.(3 credits) During thecourse,studentsapplyastrategywithstu- methods suchasprogress monitoringandself-evaluation. gies related toword identificationandparaphrasing with mildtomoderatedisabilities.Highlighted are strate- schoolstudents reading ofelementary/middle performance Students learntoapplystrategiesdesignedimprove the ED.874.541 Applicants mustmeetwiththeirmajoradviserand pre- tion ofafacultymemberinthe SchoolofEducation. in mildtomoderatedisabilities studyunderthedirec- Students withdemonstratedabilityandaspecialinterest Moderate Disabilities ED.874.830 whole. (2credits) grams forstudentswithdisabilitieswithintheschoolasa special educatorsandoftheday-to-dayoperationspro- provide oftheroles anoverview andresponsibilities of field experiences,inconjunctionwithongoingseminars, vices forstudentswithmildtomoderatedisabilities.The consistent, orrecent exposure toschoolsettingsandser- education coursework, whohave nothadsubstantial, for graduatestudents,withintheirfirstsemesterofspecial severe emotionaldisturbance).Theexperienceisintended ties (e.g.,learningdisabilities,mildmentalretardation, or studentswithmildtomoderatedisabili- programs serving ticipants anintroduction toschool-basededucational site-basedfieldexperience providesThis exploratory par- Mild toModerate Disabilities ED.874.809 Mild toModerate Disabilities areas. (3credits) curricularcontent plans, andprojects across secondary develop accommodations, modifications,co-teaching models forstudentswithdisabilitiesare explored. Students delivery implications ofschoolorganizationandservice and theirimpactonstudentswithspecialneeds.The range ofcurriculardemandsandgraduationrequirements, schoolandgainanunderstandingofthe of thesecondary Reading, English, andLanguageArts: Reading: Methods forStudents with Graduate Project inMild to FieldExploratory Experience in

through 12whorequire The specialeducationservices. education ofadolescentsandyoung adultsingradessix dent’s program, provides experiences inthe supervised internship, scheduledapproximately midpointinastu- level, this atthesecondary/adult education certification Designed genericspecial forstudentsseekingMaryland Induction –Secondary/Adult ED.874.870 offacultyadvisertoregisterpermission forthiscourse. Mild toModerate Disabilitiesdegree program ANDhave Note: Must have completedaminimumof24credits inthe Materials for Teaching Reading. (3credits) objectives thatcorrespond totheMSDErequired course, dents withdisabilities.Thiscourseincorporatesgoalsand andmiddleschoolage stu- characteristics ofelementary methodsappropriate forthelearning als andinstructional focus onevaluating, selecting,andusingreading materi- dispositions gainedinsubsequentcoursework, witha implementing contentspecificknowledge, skills,and development begunduringtheinductioninternshipby continuesprofessional and trainingneeds.Theparticipant activities are assignedaccording toeachstudent’s interest require Theinternshipsitesand specialeducationservices. of children andyouth ingradesonethrough eightwho program, provides experiencesintheeducation supervised internship, schedulednearthecompletionofastudent’s level, this attheelementary/middle education certification Designed genericspecial forstudentsseekingMaryland Culmination –Elementary/Middle ED.874.861 mission offacultyadvisertoregister forthiscourse. mum of12credits ofrequired coursework ANDhave per- Disabilities degree program ANDhave completedamini- Note: Must beadmittedtotheMild toModerate abilities. (3credits) andmiddleschoolagestudentswithdis- of elementary appropriate forthelearningcharacteristics ior intervention classroom management,andindividualbehav- instruction, tions gainedincoursework intheareas ofassessment, implements foundationalknowledge, skills,anddisposi- student’s interest andtrainingneeds.Theparticipant ship sitesandactivitiesare assignedaccording toeach eight whorequire Theintern- specialeducationservices. education ofchildren andyouth ingradesonethrough student’s program, provides experiencesinthe supervised this internship, scheduledapproximately midpointina level, attheelementary/middle education certification Designed genericspecial for studentsseekingMaryland Induction –Elementary/Middle ED.874.860 tion. (3credits) pare anoutlineoftheirproposed project priortoregistra- education.jhu.edu Mild toModerate Disabilities Internship: Mild toModerate Disabilities Internship: Mild toModerate Disabilities Internship: / 89

Culmination –Secondary/Adult Prerequisite(s): ED.874.528,ED.874.542,ED.874.870 offacultyadvisertoregisterpermission forthiscourse. Mild toModerate Disabilitiesdegree program ANDhave Note: Must have completedaminimumof24credits inthe Content AreasSecondary –Part II.(3credits) spond totheMSDErequired course, Teaching Reading in This courseincorporatesgoalsandobjectives thatcorre- internship by implementingcontentspecificknowledge. professional development begunduringtheinduction interest continues andtrainingneeds.Theparticipant sites andactivitiesare assignedaccording toeachstudent’s 12 whorequire Theinternship specialeducationservices. tion ofadolescentsandyoung adultsingradessixthrough program, provides experiencesintheeduca- supervised internship, schedulednearthecompletionofastudent’s level, this atthesecondary/adult education certification Designed genericspecial for studentsseekingMaryland ED.874.871 (3 credits) munity acceptanceofindividuals withsevere disabilities. skills thatcontributetothesocial competenceandcom- based teachingpracticesdesigned topromote theadaptive with severe disabilities; and(b)examinecurrent research opment ofcurriculumsequencesforchildren andyouth apply theprinciplesofecologicalassessmentindevel- dren, youth, andadultswithdisabilities.Participants (a) have fostered theimprovements ofchil- totheinstruction This course thephilosophicalmovementsreviews that ED.877.514 lum. (3credits) integrating augmentative communicationintothecurricu- communicationaids anddevelop strategiesfor construct individuals withsevere disabilities.Participants designand nication systemsthatincludeuseofgraphicsymbolsfor Students examinethedesignofaugmentative commu- Disabilities: Augmentative CommunicationSystems ED.877.513 mission offacultyadvisertoregister forthiscourse. mum of12credits ofrequired coursework ANDhave per- Disabilities degree program ANDhave completedamini- Note: Must beadmittedtotheMild toModerate (3 credits) of middleandhighschoolagestudentswithdisabilities. appropriate forthelearningcharacteristics ior intervention classroom management,andindividualbehav- instruction, tions gainedincoursework intheareas ofassessment, implements foundationalknowledge, skills,anddisposi- each student’s interest andtrainingneeds.Theparticipant internship sitesandactivitiesare assignedaccording to Mild toModerate Disabilities Internship: Community andIndependent LivingSkills Education ofStudents withSevere

Graduate Education Graduate Education ics includeclassroom structure andorganization, group differ inageandlevel offunctioning. The coursetop- tive classroom programs forstudentswithautismwho Students examinethedesignandimplementationofeffec- Students with Autism ED.877.553 with autismare alsoexplored. (3 credits) traditional therapiesthathave beenproposed forpersons empirical evidencefor, thediverse traditionalandnon- students whohave autism.Thetheoretical basis of, and strategiesemployedtherapeutic andintervention with and socialissues,studentsare introduced totheprimary aspects, descriptive anddiagnosticcharacteristics,legal addition toexploringtheoriesofcausation,developmental psychiatry, psychology, neurobiology, andpediatrics. In experience from anumberofrelated disciplines,including ders, thiscoursedrawsonresearch findingsandclinical developmentalabout autismandotherpervasive disor- Providing acomprehensive review ofcurrent information Developmental Disorders ED.877.551 strategies thatleadtoward inclusion.(3credits) objectives thatreflect theinclusiongoals,andimplement applicationsofinclusive settings,plangoalsand varying room willbereviewed. Students willlearntodefinethe modificationsforthegeneraleducationclass- instructional dents andteachersforinclusion.Models ofinclusionand environment andlearnthecriticalstepsinpreparing stu- process fordeterminingthemostappropriate educational sion forstudentswithautism.Students willidentifythe practices inpublicschoolsandbarrierstosuccessfulinclu- This courseexaminesthelegalmandatesforinclusive Spectrum Disorders ED.877.550 positioning, movement, andoralmotorskills.(3credits) priate useofassistive equipmenttopromote functional tion aboutspecific remediation strategiesandtheappro- ofdailyactivities.Participantsperformance gaininforma- emphasis ontheremediation ofabnormalpatternsinthe development ofstudentswithsevere disabilities,withan This courseexaminesatypical variations inthemotor Disabilities: Management ofMotor Skills ED.877.518 behavioral audiometry. (3credits) educational implications,functionalvisionevaluation, and Topics pathologiesandtheir includeocularandauditory toincrease theirfunctionindailyactivities. necessary adaptations and multipledisabilitiestheinstructional capabilitiesofstudentswithsevere visual andauditory Participants review suitablemethodsofassessingthe Disabilities: Hearing and Vision Impairments ED.877.515 90 Classroom Programming for Survey ofAutism andOther Pervasive Inclusive Practices forAutism Education ofStudents withSevere Education ofStudents withSevere

The School ofEducation Academic Year Catalog 2012–2013 mission oftheirfacultyadvisertoregister forthiscourse. mum of12credits ofrequired coursework ANDhave per- gram inSevere DisabilitiesANDhave completedamini- Studentsinternship. mustbeadmittedtoagraduate pro- approval are required before completingtheinduction meeting,andadvisorcourses, aminimumofoneportfolio Note: Praxis 1, aminimumof12credits ofrequired andbehavioralskills.(3credits)applied instructional ment settingandare expectedtodemonstratefluencyof gradually assumeleadershipresponsibilities intheirplace- disabilities. Students completingtheinductioninternship riculum adaptationsneededtoteachchildren withsevere strategiesandcur- in theapplicationofinstructional track, thisinternshipprovides fieldexperiences supervised Statethe Maryland and certification Non-Certification Designed forsevere on disabilitiesprogram participants ED.877.810 relevant empiricalliterature. (3credits) skills instudentswithsevere disabilities,andreview the the development ofcognitive, communicative, andsocial adaptationsneededtopromote examine theinstructional developmentalother pervasive disorders. Participants those diagnosedwithautism,Asperger’s Syndrome, or skills by students whohave severe disabilities,including ing thedevelopment ofcognitive, language,andsocial strategies thathave beenshown tobeeffective inpromot - This courseexaminestheassessmentandinstructional ED.877.555 services forpersonswithsevere andmultipledisabilities services Students ofdemonstratedabilitywithspecialinterest in ED.877.830 oftheirfacultyadvisertoregisterpermission forthis course. credits inthe Severe Disabilitiesdegree program ANDhave Studentsinternship. musthave completedaminimumof 24 approval are required before completingtheculminating meetings,andadvisorwork, aminimumof2portfolio Note: Praxis II,theremaining required program course- level. (3credits)ioral skillsatandadvanced mastery andbehav- expected todemonstrateappliedinstructional complete leadershiprole intheirplacementsettingandare completing theculminatinginternshipassumeamore needed toteachchildren withsevere disabilities. Students strategiesandcurriculumadaptations of instructional provides fieldexperiencesintheapplication supervised Statethe Maryland track,thisinternship certification Designed forsevere on disabilitiesprogram participants ED.877.811 (3credits) services. and support activities andmaterials,parent involvement, andstaffing development, datacollection,curriculum,instructional strategies,educationalassessmentandIEP instruction Internship inSevere Disabilities: Culmination Teaching CommunicationandSocial Skills Internship inSevere Disabilities: Induction Graduate Project inSevere Disabilities

self-esteem andindependence. (3credits) sizes curriculaandmethodologiesthatenhance students’ students withdiverse learningneeds.The courseempha- for and materialstoconductsocial-emotional instruction Students examinebasicconcepts,guidelines,strategies, ED.878.506 strategies.(3credits)instructional research findingsandpracticalclassroom organization and cuss cooperative andpeerlearningprograms andexplore with arangeofdiverse learningneeds.Participants dis- in heterogeneous settingsthataccommodateindividuals ing anddevelop methodsforusingcooperative systems Students explore therecent research oncooperative learn- School Programs ED.878.505 social curricularareas. (3credits) ing learners’ progress inacademicand andperformance determining localandschoolnormsfortests,evaluat- based assessmentsandprogress monitoringofstudents, classrooms. Thecourseemphasizes developing curricular- learners withdiverse learningneedsingeneraleducation interpret results astheyrelate toprogram planningfor referenced tests,andcurriculum-basedmeasurement, and Students review standardized achievement tests,criterion- Curricular-Based Assessment ED.878.503 of students.(3credits) planningtechniquesthataddressinstructional theneeds tive and teachingmethodsforheterogeneous instruction, works forcurriculumdesign,assistive technology, effec- their generaleducationsettings. Topics includeframe- from learners’ individualized educationprograms into tion anddesignlessonstoimplementgoalsobjectives Students analyze andadaptcurriculafrom generaleduca- Strategic Interventions I ED.878.502 settings. (3credits) with arangeofeducationalneedsintogeneraleducation model programs thatare successfulatintegratingstudents systemsand delivery compare andcontrastexistingservice with disabilities,andthosewhoare gifted.Individuals needs, includingtypicalstudents,ESOLstudents least restrictive placementofstudentswithdiverse learning in thecontextofnational,state,andlocalinitiatives for Students examinepractical,ethical,andtheoretical issues ED.878.501 projects prior toregistration. (3credits) faculty adviserandprepare anoutlineoftheirproposed School ofEducation. Applicants mustmeetwiththeir study underthedirection ofafacultymemberinthe education.jhu.edu Social andEmotional Interventions Cooperative Learning forDiverse Educational Measurement and Curriculum Design andAdaptations for Differentiated and Instruction Inclusion / 91

Developmental Needs oftheUrban Child racy. (3credits) emphasize therole ofeducationinamulticultural democ- dents’ strengths and accomplishments. Thiscoursewill and communityexperiencesthatnurture and fosterstu- variety ofstrategiesandpracticesthatlinkhome,school, classroom practice.Participants willbeintroduced toa course isontheimplicationsofthesetheoriesforteachers’ on anumberofspecificexamples.Amainfocusthe of culturallyresponsive curriculaandpedagogies,drawing categories ofdifference. Students willalsoexplore theories either providing socialmobilityorreproducing these educational inequalityandtherole schoolsmightplayin course emphasizes theimpactthattheseconceptshave on analyze theories ofrace,language,culture andclass.The In willexplore, thiscourse,participants critique,and ED.880.611 (3 credits) tion, higherorder thinkingandcreative problem-solving. educa- inclusion, specialeducation,giftedarts dren relative tohealthcare, nutrition,differentiation, physical. Topics includetheneedsofurbanschoolchil- pathways: cognitive, linguistic,emotional,social,and adolescent development consistentwithdevelopmental This coursewillfocusparticipants’ learningonchildand ED.880.603 cies thathave demonstratedsuccessfulcoalitions,design course, studentswillinvestigate thosepractices andpoli- amongallconstituents. Innication andpartnership this children’s education,thiscourseseekstoimprove commu- tance ofparents andcommunities beinginvolved in Based onnumerous studiesthatdemonstratetheimpor- Partnerships forUrban SchoolImprovement ED.880.615 setting.(3credits)adapted totheirparticular as abasisforselectingeffective methodsthatcouldbe tan areas. Students willusethisresearch andknowledge Baltimore CityPublic Schoolsandotherlocalmetropoli- examining modelsandmethodologiescurrently inuse based, collaborative practices.Emphasis willbeplacedon rent federal,state,andlocalstandards evidence- andnew patterns ofteaching,learning,andgovernance withcur- student achievement. Students willweigh thetraditional asthosepracticesandpoliciesaffecturban particularly federal level designedtoimprove thequalityofeducation onthelocalandstate Schools andnumerous efforts Correlates, theprinciplesofCoalitionEssential schools. Students willbeexposedtotheEffective Schools thatpromote effectivetices ofleadershipandinstruction This coursewillexaminetheprinciples,policies,andprac- Successful Urban Schools ED.880.613 Teaching, Learning andLeadershipfor Culturally Responsive Education Educating the Whole Child: Teaching tothe Creating Family andCommunity

Graduate Education Graduate Education Prerequisite(s): ED.880.619 (3credits)online instruction themanagerial,social,andtechnicalaspectsof support nous andsynchronous onlinelearningexperiencesand will have thecapabilitytoeffectively facilitateasynchro- scenarios, feedback,andongoingreflection, participants engagement andmotivation. Through modeling,authentic technologies, andgainstrategiesforpromoting learner sity. Participants willexperimentwithemergingweb-based diver- sideration ofculturalcompetenceandparticipant community andcollaborationamonglearners,withcon- effectiveness andbuild make animpactoninstructional This coursewillexplore conceptsof teachingonlinethat ED.880.621 learning toolorapplication.(3credits) selection, implementation,andintegrationofanonline learning experienceforadultsandcreate criterionfor Participants will beabletodistinguishaneffective online cultural competenceinonlinelearning,andethicalissues. to address commonassumptionsaboutonlinelearning, ing thefieldofdistancelearning, resulting intheability Participants regard will engageincollaborative inquiry - practical foundationtoonlineteachingandlearning. This coursewillprovide a research, theoretical, and Teaching and Learning ED.880.619 all studentsinurbanschools.(3credits) effect these reforms are havingonimproving learningfor evaluation ofreform strategieswillbegrounded inthe systems andwillreflect ontheir role inthisprocess. Final size informationaboutschoolreform inurbanschoolsand and alternative routes toteaching.Participants willsynthe- evaluations, therole ofunions,mayoral control, merit-pay, andvouchers), teacher may includeschoolchoice(charters mechanisms ofreform. Specific reforms tobeexamined theory, policies,practices,andcontroversies ofvarious will explore reform atdifferent levels andanalyze the teachers, tothenationallevel withfederalmandates. We different levels, from theclassroom level withindividual in theurbanschoolcontext.Schoolreform occursatmany This courseexaminessystemicschool reform movements ED.880.617 ties. (3credits) improve relations amongschools,familiesandcommuni- and learnusepositive meansofcommunicationto affirming centersforcommunityandfamilyengagement, for policiesthatallow schoolstobecomewelcoming and identify ment efforts, resources thatpromote advocacy inschoolimprovecommunities tobecomeactive partners - activities toengage,equip, andempower familiesand 92 Facilitating E-Learning forAdults Foundations ofOnline Urban SchoolReform

The School ofEducation Academic Year Catalog 2012–2013 Learning for Adults ED.880.627 ongoing criticalreflection. (3credits) develop andimplementanevaluation plan andengagein will impact oftheonlinelearninginitiative, participants and learningforadults. To measure theeffectiveness and porates research-based principlesforeffective teaching design anddeliver anonlinelearninginitiative thatincor- in anindividualized culminatingproject. Participants will Participants willapplylearningfrom program coursework and Evaluation ED.880.625 activities andassesslearning.(3credits) will beabletodesignmediaenhanced,engagingonline gogy, organization,design,andtechnology. Participants will planonlinelearningexperiencesthatcombinepeda- a research-based designmodel,participants instructional for avariety ofcontentareas andsettings.Building upon foradultlearners,applicable designing onlineinstruction through aprocessThis coursewillguideparticipants of ED.880.623 processes toalignlearninggoalsandobjectives with cor- will review theliterature onassessmentandexamine the spective ofassessingstudentlearningachievement. They ability tobuildaneducational experiencefrom theper- This courseprepares todemonstratetheir participants andFeedbackAssessment ED.880.631 through thiscourse(3credits)portfolio Participants willaddrelevant contenttotheirprofessional and research andresearch translationopportunities. making foreducationalpracticeinthehealthprofessions, rating andsynthesizingthestrength of evidence,decision- include: areview oftheresearch process, research critique, ommend educationalpracticechangesifindicated. Topics and synthesize thestrength ofevidenceavailable, andrec- will develop theskillsandknowledge neededtoreview application ofresearch intoeducationalpractice.Students tion through translationofthebestavailable evidenceand This courseprepares forleadership ineduca- participants ED.880.629 ED.880.625 Prerequisite(s): ED.880.619,ED.880.621,ED.880.623, ongoing criticalreflection. (3credits) develop andimplementanevaluation plan andengagein will impact oftheonlinelearninginitiative, participants and learningforadults. To measure theeffectiveness and porates research-based principlesforeffective teaching design anddeliver anonlinelearninginitiative thatincor- in anindividualized culminating project. Participants will Participants will applylearningfrom program coursework Capstone inOnline Teaching and Online Education Administration Instructional Design forOnline Learning Ensuring Learning through Evidence-Based Teaching

folios. (3credits) products willbepostedinparticipants’- professional port settings andlearners.Courserelated reflections and analyzed fortheirapplicabilitytospecific methodologies, strategies todiverse learners.Specific teachingskillswillbe on theselectionandapplicationofpracticalteaching integration strategieswillbeexamined.Emphasis isplaced ronments. Selected learningstylemodelsandtechnology and clinicalsettingsinbothacademicpracticeenvi- and teachingofadultlearnerswillbeappliedtoclassroom In thiscoursetheprinciplesunderlyingassessment ED.880.637 tured inaprofessional portfolio. (3credits) knowledge andapplicationofcoursetopicswillbecap- affect thelearningenvironment. Evidence ofparticipants’ designadvancements which an emphasisoninstructional laborative project development, andinteractive mediawith teaching environments, contentmanagementsystems,col- deliver healthprofessions curricula,includingweb-based todevelop and grate andapplytechnologyintoinstruction sity ofthestudentbody, willeffectively inte- participants achievement oflearners. With anappreciation ofthediver- bedside withafocusoneducatorbehaviorsthatstimulate include theuseofsimulationsaswell asteachingatthe tive andexperientialcase-basedlearning. Techniques will as smallandlargegroup teaching,team-based,interac- methods willincludesuchcollaborative educationalmodels experiences inhealthprofessions education.Instructional learning tional strategiestoenhanceinterdisciplinary In- willlearnaboutvarious instruc thiscourse,participants ED.880.635 dissemination ofcurriculum-related work. (3credits) related tocurriculummaintenanceandenhancement and applicationexercises. Thecoursealsoaddresses issues minilectures, interactive web modules, discussiongroups, and evaluation. Educational methodsincludereadings, tives, choosing educationalstrategies,implementation, assessment, writinggoalsandspecificmeasurableobjec- identification andgeneralneedsassessment,targeted and applysixstepstocurriculumdevelopment: problem mented intheirprofessional portfolio. Theywilllearn ect inhealthprofessions education,whichwillbedocu- In willpropose acurricularproj thiscourseparticipants - ED.880.633 in participants’ (3credits) professional portfolios. from courseactivitieswillbeposted sion settings.Artifacts approaches toassessmentandfeedbackinhealthprofes- uate itsuse.Finally, willcritiqueandevaluate participants feedback andwillengageinscenariostopracticeeval - ing. Moreover, theywillexplore approaches toproviding and summative feedbacktomonitorandevaluate learn- guides. In addition,theywillexaminetheuseofformative responding learningexperiences,assessmentsandscoring education.jhu.edu Instructional Strategies II Instructional Strategies I Curriculum Development / 93 tion anddisputeresolution strategies. (3credits) resolve conflictsthrough effective communication,media- group dynamics,recognize andreward contributions,and age andimprove enhance teambuildingand performance, diverse organizations,anduseinterpersonalskillstoman- organizations, applyculturalcompetenceinbuilding learn how tohire andstaffhealthprofessions educational execution through accountabilitystructures. Theywillalso ing andrisktakingparadigms,delegatemanage concepts toleadership, manageprojects, usedecision-mak- programs, develop aplantomarket andselltheir program apply accountingandfinanceprinciplesforeducational will learnhow towriteprogram proposals, create budgets, sions educationalprograms, centers,andschools,they education. Ascurrent andfuture leadersofhealthprofes- and peopledimensionsofleadershipinhealthprofessions portfolio. Participants willreview theliterature onthetask development planthatwillbeplacedinaprofessional andcreateinstruments anindividuallytailored leadership ferred leadershipstylethrough avariety ofassessment Participants will develop anunderstandingoftheirpre- This coursewilladdress majorleadershiptheories. Education Programs ED.880.641 sional portfolio. (3credits) products and reflections willbehighlightedinaprofes - will enhancetheeffectiveness oftheprogram. Course stakeholders, trends, andfundingtoidentifychangesthat loop by analyzing informationonstudentperformance, process of program improvement thatincludesclosingthe In willincorporateacontinuous addition,participants evaluation usingquantitative andqualitative methods. formats,implementation,assessment,and instructional tion characteristics,needsassessment,content,logistics, from theperspective ofitscriticalcomponents—popula- to success.Theywillalsoapproach program development effectiveness andexaminethecomponentsthatcontribute and evaluation. Theywill theliteraturereview onprogram implement asystemicapproach toprogram development In willdemonstratetheirabilityto thiscourseparticipants Health Professions Programs ED.880.639 sions educationalprograms, centers,and schools,they education. Ascurrent andfuture leadersofhealthprofes- and peopledimensionsofleadership inhealthprofessions portfolio. Participants willreview theliterature onthetask development planthatwillbeplacedin aprofessional andcreateinstruments anindividuallytailored leadership ferred leadershipstylethrough avariety ofassessment Participants willdevelop anunderstandingoftheirpre- This coursewilladdress majorleadership theories. Education Programs ED.880.643 Leadership inHealth Professions Development andEvaluation of Mentoring inHealth Professions

Graduate Education Graduate Education Health Professions Education izing intheEducational Research track.Participants apply Master ofEducation intheHealth Professions special- This year-long 3-credit courseisa requirement forthe ED.880.649 ogy. (3credits) ing, assessment,andcurriculumdevelopment methodol- projects inapplicationexercises duringcoursesinteach- paper. Participants mayusetheirprofessional development lio, andanendofprogram oralabstractpresentation and capturing reflections- inaprofessional portfo andartifacts work, advisors, periodicdeadlinesforachievinginterval tion. Educational methodsincluderegular meetings with identifying anadditionalmentorattheirhomeinstitu- and achievable project. Participants have theoptionof The advisorhelpsthecandidatechooseameaningful program oruponenteringthemaster’s degree program. ing toward theendofpost-baccalaureate certificate experience inprofessional development and adultlearn- leadership. Degree candidateswork withanadvisor development project inhealthprofessions education implementing, evaluating, andwritingupaprofessional teaching, assessment,andadultlearningby designing, principles learnedincoursescurriculumdevelopment, in theEducational Leadershiptrack.Participants apply Master ofEducation intheHealth Professions specializing This year-long 3-credit courseisa requirement forthe ED.880.647 to facilitateexcellence inteaching.(3credits) arship ineducation;andidentificationof resources needed educational technology;promotion ofresearch andschol- sessions andprograms toaddress teachingmethodsand faculty;presentationas orientationofnew ofeducational skills neededtoaddress suchspecificareas ofdevelopment development. Participants willdevelop theknowledge and development, leadershipdevelopment, andorganizational development: professional development, instructional The focusofthiscourseisonfourcomponentsfaculty ED.880.645 tion anddisputeresolution strategies.(3credits) resolve conflictsthrough effective communication,media- group dynamics, recognize andreward contributions,and age andimprove enhanceteambuildingand performance, diverse organizations, anduseinterpersonalskillstoman- organizations, applyculturalcompetenceinbuilding learn how tohire andstaffhealthprofessions educational execution through accountability structures. Theywillalso ing andrisktakingparadigms,delegatemanage concepts toleadership, manageprojects, usedecision-mak- programs, develop aplantomarket andselltheirprogram apply accountingandfinanceprinciplesforeducational will learnhow towriteprogram proposals, create budgets, 94 Research Projects inHealth Professions Professional Development Projects in Faculty Development

The School ofEducation Academic Year Catalog 2012–2013 gies forimplementingcurriculumchanges.(3credits) vidual learnerneeds.Students alsoexplore effective strate- curriculum andmodificationoftomeetindi- withstateandschooldistrict include aligninginstruction curriculumissues. course contenttocontemporary Topics cal, historical,andsociologicalperspectives andapply Students through philosophi- examinecurriculumtheory and Implementation ED.881.610 reviews current areas ofresearch. (3 credits) and lifespan. Thecourseconsiders developmental theory emotional aspectsofhumandevelopment throughout the Students ofthephysical,social,and consideranoverview A LifespanPerspective ED.882.511 specific circumstances. (3credits) strategiesthat areinstructional mostappropriate in teachingskillsandlearn todiagnoseanddeliver expert technology tothinkingandlearning.Students develop learning, creative problem solving,andapplicationsof direct cooperative learning, dimensionsof instruction, needs ofdiverse populationsof learners.Examples include designed toenhancetheireffectiveness inmeetingthe and explore advanced classroom strategies andtechniques Students review recent research oneffective instruction ED.881.622 and improving teaching/learningenvironments. (3credits) research. Students review research asatoolforassessing priate methodologiesforclassroom orschool-based refining research questionsas well asonselectingappro- researcher, withspecialemphasisonformulatingand Students explore therole oftheeducatorasanaction ED.881.611 methodology. (3credits) projects in applicationexercises duringcoursesinresearch presentation andpaper. Participants mayusetheirresearch andanendofprogramprofessional oralabstract portfolio, work, capturingreflections ina ing interval andartifacts lar meetingswithmentors,periodicdeadlinesforachiev- their homeinstitution.Educational methodsincluderegu- have theoption ofidentifyinganadditionalmentorat andachievablechoose ameaningful project. Participants master’s degree program. Thementorhelpsthecandidate postmaster’s program oruponenteringthe certificate experience ineducationalresearch toward theendof candidates are assignedaJohns Hopkins mentorwith research project inhealthprofessions education.Degree designing, implementing,presenting, andwritingupa principles learnedincoursesresearch methodologyby Curriculum Theory, Development, Human Growth andDevelopment: Advanced Instructional Strategies Action Research forSchoolImprovement

Measuring Performance qualitative research studies.Thiscoursecovers keystrate- Students skillstodesignandconduct develop necessary ED.883.712 setting. (3credits) relationships between subjectandvariables inanatural components ofqualitative research tolookatpatternsand odology are examined.Students are assistedinidentifying researchobservational techniques andinterpretative meth- andprinciplesof ogy anddesignsineducation.Thetheory Students are introduced toqualitative research methodol- ED.883.711 concentration. (3credits) develop aresearch proposal intheirrespective areas of tal, andquasi-experimentalresearch designs.Participants descriptive, correlational,sciences, particularly experimen- Students prepare toconductresearch inthebehavioral ED.883.710 their respective areas ofconcentration.(3credits) puterized literature search andprepare aresearch review in research methodologies.Classmembersconductacom- studies andexaminebothquantitative andqualitative research ineducation.Students critiquepublishedresearch Participants explore theprocesses andapproaches to ED.883.510 (3 credits) emphasizes theunderstandingofstatisticalconcepts. Although mathematicalanalysesare utilized, thecourse regression, correlation, andone-wayanalysisofvariance. sis ofdatausinggraphs,measures ofcentraltendency, ential statistics. Topics andanaly- includethesummary course introduces studentsto basic descriptive andinfer- With theuseofmicrocomputer statisticalpackages,this ED.883.507 and skillsinauthenticcontexts.(3credits) which require thethoughtfulapplicationofknowledge Students assessments plananddevelop performance-based andscoringrubrics. tasks,portfolios, ing performance assessments,includ- concentrates onperformance-based methods thatpromote andmeasure learning.Thecourse Participants explore practicalclassroom assessment ED.883.506 and youth. (3credits) ing theeducationalneedsofculturallydiverse children of theschool,family, andthecommunityinaddress- The coursefocusesonunderstandingtheinterrelated roles case studiesofsuccessfulminorityeducationprograms. tion ofculturallydiverse children andyouth andexplore Participants analyze recent research related totheeduca- ED.882.524 education.jhu.edu Qualitative Research Methodology II Qualitative Research Methodology I Quantitative Research Methods Understanding Educational Research Statistics I:Basic Statistics withSPSS Alternative Methods for Education ofCulturally Diverse Students / 95

with SPSS Prerequisite(s): ED.883.507,ED.883.714 MANOVA, andFactor Analysis.(3credits) Multiple Regression, Discrimination Function, ANCOVA, variate statisticalanalyses. Tests ofsignificanceinclude (883.507) andStatistics II(883.714)toincludemulti- This courseextendsmaterialscovered in Statistics I ED.883.715 Prerequisite(s): ED.883.507 Macintosh computers.(3credits) of PC-basedsoftware statisticalpackagesforIBMand pretation ofstatisticaltestscombinedwithutilization includes classroom lectures, computation,andinter- tests ofsignificanceandnon-parametrictests. Instruction in Statistics I(883.507)toincludeinferential statistical This courseextendsthebasicstatisticalmethodscovered ED.883.714 ing comprehension. (3credits) development, textstructure, fluency,vocabulary and read - include phonemicawareness, phonicsandspelling, theories are appliedtoclassroom reading practices. Topics factors related toreading acquisition;andhow various linguistic, psychological, andsocioculturaltheories Students examinescientificallybased reading research; and assessmentapproaches inK-12reading education. readingstudy ofinstructional strategies,literacymaterials, This foundationcourseprovides abasisforgraduate Acquisition ofReading ED.884.501 Note: Open todoctoral studentsonly. adviser priortoregistration. (3credits) approval oftheproposal mustbereceived from themajor research committeeintheSchoolofEducation. Written conduct research underthedirection oftheappropriate Doctoral studentsprepare proposal and thedissertation ED.883.849 Note: Open todoctoral studentsonly. defense. (3credits) prepares theindividualstudentforactualdissertation cess. Thefinalcritiqueisamockoralexamination,which atdifferentand instruments stagesofthe research pro- Doctoral proposals, chapters, studentscritiquedissertation ED.883.795 tional issues.(3credits) conduct qualitative research fortheexaminationofeduca- students are encouragedtoexplore, critique,design,and Through course readings, discussions,andassignments, and elementsofeffective qualitative research proposals. gies ofqualitative inquiry, commonqualitative methods, Statistics III Statistics II:Intermediate Statistics Advanced Processes and Dissertation Research Dissertation Research Seminar

Graduate Education Graduate Education Reading Itoincludeapplicationsintheclassroom, with Participants extendthemethodologylearned inContent ContentArea,Secondary Part II ED.884.510 found inclassrooms. (3credits) wide rangeofreading abilitiesandcultural experiences strategies fordifferentiating toaddress instruction the and criticalreading. Participants intheclassalsoexplore learning,reading comprehension,vocabulary studyskills, across thecontentareas. Emphasis isplacedonadvanced studentsthatcanbeapplied ing strategiesforsecondary demic achievement. Thecourseemphasizes teaching read- tive reading skillsandstrategiesthatleadtostudent aca- Students inthiscourselearnmethodsfordeveloping effec- ContentArea,Secondary Part I ED.884.508 Prerequisite(s): ED.884.501 found inclassrooms. (3credits) wide rangeofreading abilitiesandculturalexperiences strategies fordifferentiating to address instruction the reading andacademicachievement. Participants explore sion strategies,organization,andstudyskillsrelated with nics, word recognition, vocabulary, reading comprehen- knowledgeplaced ondeveloping expert inteachingpho- classroom reading Emphasis is instruction. of elementary applied tothevarious methods,strategies,andtechniques Students inthiscoursestudyhow reading research is ED.884.507 student interest andmotivation. (3credits) research, developmental andculturalappropriateness, and learners. Materials are evaluated inrelation tocurrent approachestive forteachingdiverse instructional student materials, andtheuseofappropriate andculturallysensi- duced reading programs, children’s literature, remedial Course activitiesincludereviews ofcommercially pro - appropriate materialsforclassroom reading instruction. Students inthisclassdevelop waystoevaluate andselect ED.884.505 (3 credits) other professionals aboutchildren’s reading performances. nicating relevant informationtoparents, educators,and classroom practice,andstrategiesforeffectively commu- theirapplicationtoreading and instruments, instruction tion offormalandinformalassessmenttechniques Studentsinstruction. studyandanalyze abroad selec- characteristics andimplicationsforappropriate reading dren. Courseactivitiesincludetheexaminationoflearner and addressing thereading abilitiesandneedsofchil- Students inthiscourselearnapproaches forassessing Reading Instruction ED.884.502 96 Methods of Teaching Reading inthe Methods of Teaching Reading inthe Instruction for Reading Materials for Teaching Reading Diagnosis/Assessment for

The School ofEducation Academic Year Catalog 2012–2013 course is on the preschool and primary levels. (3credits)course isonthepreschool andprimary needs andEnglish languagelearners).Theemphasisofthis programsappropriate (recognizing instructional special as theuseoftestingformatchingstudentswith tests atthestateandlocallevels willbediscussed,aswell ments willincludeformalandinformalmeasures. Formal Theseassess- ments asastrategyforeffective intervention. of valid, reliable, researched reading andlanguageassess- ficient abilitytoselect,administer, andinterpret a variety grades.Studentsenters theprimary willdemonstratepro- (sensory, cognitive, andphysical)onthechildasheorshe done frequently todeterminetheeffectofdevelopment nation ofskillstatus–screening andassessmentmustbe youngnature children ofvery precludes thefirmdetermi- Students inthiscoursewilllearnthatthechangeable Young Children (PreK-Grade 3) ED.884.512 gies ofeffective remedial approaches. (3credits) ments andabouttheprinciples, philosophies,andstrate- administer standardized andcriterion-referenced assess- recommendations.make instructional Students learnto from multiplesources, generatediagnosticprofiles, and are usedtodevelop students’ abilitiestointegratedata Casestudyandsmallgroup collaboration interventions. reading difficultiesanddesigning appropriate and related dents aboutadvanced diagnosticprocesses indetermining This courseadvances and refines theknowledge ofstu- ED.884.610 (3 credits) and indeveloping contextualoralreading fluency. environments; andstrategiesmethodsforstorytelling ing authenticearlyliteracyexperiencesandliteracy-rich designingandprovidstrategies forclassroom instruction; - toalphabetics,word identification, andwordtheory study cesses. Topics includethe applicationofcurrent literacy issuesinvolving emergentliteracyprodepth instructional - Emergent Literacy:Research intoPractice addresses in ED.884.604 Prerequisite(s): ED.884.508 and highereducation.(3credits) organizational/study skillsinpreparation foremployment literacy, ESOLandreading incontentclassrooms, and and throughout contentareas. Discussion includesadult language areas, suchaswriting,speaking,andlistening, pants extendskillbuildingrelated toreading across other materials, isthegoalofthiscourse.Additionally,- partici structures withcarefullynostic, andinstructional selected classroom learningcommunity, unitingtheoretical, diag- done by content classroom teachers.Development ofa connections toassessmentandinformaldiagnosticwork Diagnosis ofReading andAssessment for Advanced Diagnosis forReading Instruction Emergent Literacy:Research intoPractice thorough, research-based understandingofphonology, classrooms. Emphasis isona andsecondary elementary thatapplyin sionals withaspectsoflinguistic theory This courseacquaintsteachers andother reading profes- ED.884.642 ED.884.811 ED.884.617, ED.884.642,ED.884.701,ED.884.810or Prerequisite(s): ED.884.604,884.610,ED.884.615, topics andissuesinreading (3credits) instruction. school districts.In examineselected addition,participants levels ofreading abilityintheirclassrooms, schools,and ects andplansforaddressing theneeds ofstudentsatall Students inthefinal year present andevaluate theirproj- Reading Specialist ED.884.620 (3credits)classroom instruction. and selection;how digitalliterature canbeusedin ment andmotivational issues related totextinstruction that understandingtoinformteachingpractices,engage- United States; understandingselfasareader andtouse resources related to,culturallydiverse groups inthe reading; developing awareness ofliterature about,and andindependentlevel textsforstudent of instructional narrative materials;effective identificationandselection tion oftextstructures ininformational,expository, and and adolescentliterature. Topics includetheexamina- issuesinvolving multiplegenresinstructional ofchildren Children andAdolescent Literature examinesin-depth ED.884.617 sitive learningenvironments. (3credits) course emphasizes creating democraticandculturallysen- life.The andeveryday daily classroom literacyinstruction cies, andhow socialandculturalfactorscontributeto literacy research, curriculum,literature, litera- andnew tent area knowledge. Participants evaluate multicultural tion policyinfluencestudentattitude,learning,andcon- school andout-of-schoolliteracyexperiences,educa- Students inthisclassinvestigate how culture, language, ED.884.615 Standards. (3credits) their relationship ESLContent totheforthcoming ContentStandards,Arts theCore LearningGoals, and Participants becomefamiliarwiththeEnglish Language puter applicationstoenhancereading andwritingskills. ing ESLstudentsInternet skills,aswell asothercom- strategies. Technology isaddressed instruction forteach- cognitive, motivation,of instructional, andstudyskill areexamined sothatparticipants abletoprovide avariety The reading process forspeakersofotherlanguagesis Content Areas toESLStudents ED.884.612 education.jhu.edu Teaching Reading and Writing inthe Linguistics for TeachersLinguistics Seminar inReading: Roles ofthe Children andAdolescent Literature Cross-Cultural Studies inLiteracy / 97

Critical Literacy and dispositions.(3credits) students reading comprehension andcriticalliteracyskills methodsandstrategiesforteaching advanced instructional in classroom education.Thesetopicsare overlapped by education policy, andpracticesthatinfluenceare used and writecriticallyanalyticallyaboutresearch, literacy sity ofliteracyresearch perspectives, andtolearnthink course studentslearntoexplore andappreciate thediver- and processes are appliedtoliteracyeducation.During the prehension andcriticalliteracyhow thesedimensions inreading research com- andtheory sic andcontemporary coursework, thisadvanced graduatecourseexaminesclas- Building strategiesandskillsofearlier ontheinstructional ED.884.701 ing candidates’ knowledge andapplications ofresearch. I istodevelop literacyeducationleaders whilerefin- research into practice. The overarching intent of Practicum demonstrate abilitiestotranslate literacyeducation experience ofReading Specialist candidates.Candidates The firstpracticum(ED.884.811)isamidpoint program in Reading Candidates ED.884.811 “884.” (3credits) this course.Reading coursesare designatedbeginningwith level coursework intheirJHUprogram ofstudytotake at least12credit hoursofdesignated READINGgraduate education skillsandstrategies.Candidatesmustcomplete candidates toprovide ofreading evidenceoftheirmastery centers onactualwork withchildren andallows JHU knowledge andapplicationsofresearch. Coursework literacy educationleaderswhilerefining candidates’ tice. The overarching intentof Practicum Iistodevelop abilities totranslateliteracyeducationresearch intoprac- enrolled inreading Candidatesdemonstrate certificates. students (884.810)isacapstoneexperienceof The practicumforadvanced reading educationcertificate Reading Certificate Students ED.884.810 tic diversity inadolescentliteracyeducation.(3credits) gies, motivating reluctant readers, andculturallinguis- seminar format. Topics include novel andusefultechnolo- theory, andliteracyeducationpracticesforadolescentsina forstudentstoexploreopportunities thelatest research, The Seminar in Adolescent Literacy Education provides ED.884.703 (3 credits) issues oflanguageare covered inthisinteractive format. diversity, secondlanguagelearning,anddevelopmental Issuesreading instruction. andlanguagearts ofcultural learn waystousetheinformationstrengthen existing morphology, semantics,syntax,andpragmatics.Students Reading Comprehension and Supervised ClinicalPracticumSupervised IforMasters Clinical PracticumSupervised Ifor Seminar inAdolescent LiteracyEducation

Graduate Education Graduate Education Other Media manifestations ofgiftedness.Special needspopulationsare spective ontheacademic,social,andaffective nature and current practicesusedwithgiftedlearnerstogainper- and examineresearch literature, intelligencetheorists,and Students ofgifted education ahistoricaloverview survey ED.885.501 municate andnetwork. (3credits) and practicesthatare changingtheways thatpeoplecom- prepare themselves andothersforadvancing technologies producing, andtraditionalliteraciestobest andusingnew candidates work withteachersandstudentsindesigning, centered multimediaideasandInstructional approaches, 21st Century. Using digitalliteracies,writing,andobject- ing thecommunicationshiftsthatare occurringinthe cum experience,candidatesexaminecurrent issuesinvolv- ingly coexistalongsideprintedtexts.During thispracti- such asstillandmoving imagesandaudiotexts,increas- interconnected processes. In theDigital Age,othermedia, Reading andwritingprintedtextshave been,by tradition, ED.884.850 register forthiscourse. Note: Must ofacademicadviserto have permission project priortoregistration. (3credits) major adviserandprepare anoutlineoftheirproposed the SchoolofEducation. Applicants mustmeetwiththeir reading studyunderthedirection ofafacultymemberin Students ofdemonstratedabilitywithspecialinterest in ED.884.830 Prerequisite(s): ED.884.610,ED.884.810,ED.884.620 IRA leadership/reading specialiststandards. (3credits) candidates toprovide ofparticular evidenceoftheirmastery opment workshops inschoolsettings.Thepracticumallows ning assistancetoteachersandconductprofessional devel- Candidates deliver demonstrationlessonsandlessonplan- of thecourseisonjob-embeddedprofessional development. teacher growth andstudentachievement. Astrong emphasis facilitating changeinschoolcommunities,andfostering reading specialistandliteracycoachingqualitiesskills, (884.620). Work concentratesondeveloping effective a prerequisite seminar“Roles oftheReading Specialist” builds onallprevious program coursework andespecially The secondpracticum(884.820)isacapstonecoursethat ED.884.820 designated beginningwith“884.” (3credits) gram ofstudytotakethiscourse.Reading coursesare READING graduatelevel coursework intheirJHUpro- must completeatleast12credit hoursofdesignated ofreading educationskillsandstrategies.Candidates tery allows JHUcandidatestoprovide evidenceoftheirmas- Coursework centersonactualwork withchildren and 98 The Gifted Learner Clinical Practicum in Writing and Graduate Project inReading ClinicalPracticumSupervised inReading II

The School ofEducation Academic Year Catalog 2012–2013 for Gifted Learners, Part II ED.885.511 personal workplaces. (3credits) ing theoriesaboutgiftededucationintopracticeintheir are encouraged.Students fortranslat- designinterventions ideas related programs forgiftedstudents toinstructional Comparisons ofexistingprograms, theories,concepts,and by research andbestpracticeare discussedandanalyzed. students. Strategies andtechniquesthatare supported andassessmentforgifted ing curriculum,instruction, Students explore thevarious approaches todifferentiat- for Gifted Learners, Part I ED.885.510 months priortoregistration. (3credits) held. Students mustreceive writtenapproval atleasttwo the program adviser. Individual assessment sessionsare ence inaneducationalsetting under thedirection of practicumexperi- Students inasupervised participate ED.885.820 gifted education.(3credits) examineselected topicsandissuesin tion, participants in theirclassrooms, schools,andschooldistricts.In addi- ects andplansforaddressing theneeds ofgiftedstudents Students inthefinal year present andevaluate theirproj- ED.885.519 tion ofpotentialinareas ofgiftedness. (3credits) and acceleratedinnovative approaches formaximiza- difficulties, as wellasthedevelopment ofenrichedcontent strategies andteachingtechniquesfortheremediation of learning disabilities.Participants considerappropriate identification andprogramming forthegiftedchildwith Participants review recent research-based findingsinto ED.885.512 Prerequisite(s): ED.885.510 in othercoursesorjob-related assignments.(3credits) theydevelopedrelated in885.510or totheinterventions research assessments projects andperformance-based the sequenceisonstudents’ conductingtheirown action to theirclassrooms. Theemphasis ofthissecondcoursein research-based theoriesandbestpracticeforapplications Gifted Learners,Part I),studentscontinue toexplore 885.510 (Curriculum, AssessmentandInstruction for Building upontheknowledge andskillsdeveloped in (3 credits) and theidentificationprocess through casestudies. ing withgiftedyouth, alternateplacementopportunities, Participants explore thepotentialrole theyplayinwork - strategies. inform identification,planning,andsupport will beplacedongiftedlearningcharacteristicsasthey thepremisesupport ofadiverse giftedaudience.Emphasis examined foruniquecharacteristicsandneedstofurther Curriculum, andInstruction Assessment, Curriculum, andInstruction Assessment Practicum In Gifted Education Seminar inGifted Education The Gifted/ Learning Disabled Learner

Galaxies, andBeyond weather phenomena.Special topicsincludeclimatechange includes factorsthatcreate local,regional, and global teaching thebasicconceptsof meteorology. Contentfocus Participants examinethecontentandmethodology of Weather andClimate ED.886.634 to teaching,are modeledanddiscussed. (3credits) approach the scienceclassroom, emphasizingtheinquiry vations. Methods ofapplyingtheconceptsandresearch to are explored andclassroom activitiesinclude spaceobser- medium. Current results from theHubble Space Telescope tion andevolution, radiationtheory, and theinterstellar ogy, galaxyclassificationandevolution, stellarclassifica- stellar andintergalacticastronomy. Topics includecosmol- Participants explore thecontentandmethodsofteaching ED.886.633 modeled. (3credits) experimentation andproblem solvingare discussedand are explored anddiscussed.Promoting student-centered ods, strategies,resources, andrecent spacemissiondata applying theconceptstoclassroom. Teaching meth- ing athorough understandingofthesolarsystemand a planet;andthesearch forlife.Emphasis isondevelop- as of planetsandsmallbodies;thesunasastar;earth methodsandtechniques;survey tion; spaceobservation Participants ofsolarexplora- are introduced tothehistory Solar System ED.886.632 course. (3credits) science classroom. Technology ofthe isanintegralpart approach are usedtoapplyfindingsfrom datatothe discussed. Hands-on activitiesemphasizingtheinquiry the conceptstoscienceclassroom are modeledand the Internet are explored. Teaching methodsforapplying Various methodsofsatellitedataandimageretrieval from anddataastoolsforenhancingthescienceclassroom. ery data.Theyusesatelliteimag- age remote sensingplanetary Participants learntoacquire, process, interpret, andman- from SpaceObservations ED.886.631 practiced. (3credits) approach, areties, aswell presented astheinquiry and classroom are activi- emphasized. Avariety oflaboratory changes. Methods ofapplyinggeologyconceptstothe cycle, andthedynamicactivitythataffectsearth’s platetectonics,mineralidentification,the rock the earth, physical geology. Topics of includethegeologicalhistory toeffectively teachthebasicconceptsof gies necessary Participants strate- integratethecontentandinstructional Physical Geology ED.886.630 education.jhu.edu Understanding and Teaching Earth’s Understanding and Teaching Stars, Understanding and Teaching the Understanding and Teaching Earth Understandingand Teaching / 99

content courses.(3credits) to theeducationalapplicationsoftopicscovered inthe and engagetheteachersinreflection anddialogue related istosupport Education course.Thepurposeofthisforum onELC oftheBioscienceforum willbeanintegralpart Anonlinecommunity applications fortheirinstruction. todevelopgiven appropriate totheparticipants pedagogic Special assignmentsrelated tothecontentcourseswillbe forthreewill run semestersalongsidethecontent courses. witheachotherinthiscourse.Thiscourse instruments ogy intheirbiosciencelessons,andspecificassessment problem-based activities,ideasforintegratingtechnol- curriculum topics.Theywilldevelop, discuss,andshare andtechnologyinbiology emphasis oninfusinginquiry achievement, andassessment.There willbeaparticular on biology/bioscienceeducation,studentlearningand evaluation. Participants willbeexposedtotheliterature ence anddiscussimplicationsforcurriculumdesign engage inreflection onlearningandteachingofbiosci- an accompanyingonlinecommunity. Participants will ence. It willbedelivered inaface-to-faceformat with studentlearningandachievement inbiosci- support requisite pedagogicalknowledge andskillstoeffectively The goalofthiscourseistoprovide teacherswiththe ED.886.641 children withthesediagnosesintheclassroom setting. ders andworking withtheschoolcounselortosupport of thecourseisonrecognizing thesignsofthesedisor- that teachersmayfaceintheclassroom. Themainfocus course examineswaysofassisting withemotionaldisorders Human Behavior andHelping Relationships, Part 1,this Building ontheinformationpresented inUnderstanding Helping Relationships, Part 2 ED.887.612 Prerequisite(s): ED.886.631,ED.886.632 for thiscourse. Note: Must ofacademicadvisertoregister have permission State Curriculumcredits) andCore LearningGoals. (3 Statethe Maryland ofEducation Department Voluntary sciencefrompriate gradelevel indicatorsforearth/space rooms andassesstheimpactofactivitiesonappro - Students are expected toteachtheunitsintheirclass- activitiesdesignedfortheclassroom. to scientificinquiry tent, research techniquesandcomputer-baseddataanalysis sciencecon- develop learningunitsthatapplyearth/space Students research collaboratewithearth/space scientiststo ED.886.811 (3 credits) scienceclassroom.problem solving fortheearth/space used throughout thecoursetomodelexperimentationand Nino. are Inductive approaches toinstruction andinquiry issues suchasglobalwarming,greenhouse effect,and El Bioscience Education Understanding Human Behaviorand Internship inEarth/Space Science

Graduate Education Graduate Education study, discussandexplore aspectsofbrain functionthat to This courseisdesignedtooffer studentsanopportunity ED.887.618 tion canbeaccommodatedin school. (3credits) unit demonstratingknowledge ofhow adisablingcondi- information from lecture tothecreation of aninstructional Students takingthiscoursewillreview research and link uses ofmedicationsforassistingstudentsinschoolsettings. the current statusofimagingtechnologies, andthecurrent tion, withafocusonhow thedisabilityaffectslearning, include casestudiesofstudentswitheachdisablingcondi- identified asemotionaldisturbance(ED).Thecoursewill are foundintheconstellationofdisabling conditions ity (ADDandADHD),psychiatric disorders that disorder andattentiondeficitdisorder withhyperactiv- (ASD), specificlearningdisabilities(SLD),attentiondeficit Particular disorder attention isgiven toautismspectrum activities. ininstructional and adolescentstoparticipate development impacttheabilitiesofschoolagedchildren mation abouthow differences anddisabilitiesinbrain This courseisintendedtoprepare educatorswithinfor- ED.887.617 ered. (3credits) problem-solving. Implications foreducationare consid- concepts related tomathematics,reading, writing,and and intelligence,aswell astheacquisitionofskillsand Topics includethedevelopment oflanguage,motivation, and ongoingresearch intheneuro- andcognitive sciences. torecent perspectives oftheearlyandmid-20th century proceeds from behaviorist,cognitivist,and sociocultural on cognitive processes related tolearning.Thecourse of methodologicalapproaches are addressed, withafocus cal work inthestudyofcognitive development. A variety theoretical andempiri- coursesurveys This introductory ED.887.616 knowledge (3credits) andtheintegrationofarts. the creation oflearningunitsthatemphasize applicationof child development. Participants willapplycoursestudiesto in higherorder thinkingandlearning,issuesrelated to the impactofemotionsonlearning,processes involved Topics ofstudywillincludethebrain’s systems, memory across contentareas.ing includingtheteachingofarts the correlates ofamodelresearch-based effective teach- will review thisresearch, examininghow itintersectswith ers ofthisemergingknowledge. Participants inthecourse Educators have increasingly recognized arole asconsum- how thebrainprocesses, stores, andretrieves information. sciences have produced avast frontier ofknowledge on During thepastdecadecognitive andneurological ED.887.615 tion willalsobecovered. (3credits) General school issuessuchasbullyingandabusepreven- 100 Cognitive Processes ofLiteracy&Numeracy Neurobiology ofLearning Differences Fundamentals ofCognitive Development Explorations inMind, Brain, and Teaching

The School ofEducation Academic Year Catalog 2012–2013 how assistive technologycanpromote learning.(3credits) oping resources teamevaluations thatidentify tosupport outcomes. Students explore methodsoffindinganddevel- technology improves andlearning studentperformance bers investigate avariety ofmethodsforassessinghow conducting assistive technologyevaluations. Classmem- (Lab Class)Participants examinecollaborative modelsfor A TeamApproach ED.892.548 practices. (3credits) toapplyresearchthe participants toinforminstructional addresses specifictopicsinbrain research andencourages Emotion, Memory, andAttention—This capstonecourse ED.887.619 for differentiating forstudentswithlearning instruction istics, thecollaborative role ofeducators,andstrategies (Lab Class)Classmembersinvestigate student character- with TechnologyAccommodations ED.892.562 improve accesstolearning.(3credits) dilemmas by skillfullyapplyingassistive technologyto Class membersdesignprojects thatsolve instructional ronmental factors,taskdemands,andeducationalgoals. Students analyze theindividualneedsofchild,envi- forstudentswithspecialneeds. ogy-based interventions tional practicestothedevelopment ofadvanced technol- theapplicationofresearchsupport - toeffective instruc approach. Thiscourseutilizes acasestudyapproach to usingan in-depthproblem solving ogy intoinstruction Students studystrategiesforintegratingassistive technol- Technology forIndividuals withDisabilities ED.892.561 implementation oftechnology-basedsolutions.(3credits) that improve learningresearch onbestpracticesforthe assistive practices technologyintoeffective instructional Exploration oftechnologyemphasizes the integrationof developmentalwith pervasive disorders suchasautism. or multiplecomplexneeds,asdemonstratedby children disabilities, condition, suchasphysical,cognitive, sensory Students considerneedsbasedonthetypeofdisabling technology applicationsforchildren withdisabilities. (Lab Class)Participants explore awiderangeofassistive Individuals withLow Incidence Disabilities ED.892.560 be included.(3credits) strategies, technologiesandtheimpactofdisabilitieswill investigated anddiscussed.Current research, differentiated and implementation,assessmentmandateswillbe opmental factors,priorknowledge, design instructional and numericconcepts.Theinterrelationship ofdevel - influences learning, remembering, andutilizingtextual Assistive TechnologyEvaluation: Special Topics inBrain Sciences Access toGeneral Education Curriculum Advanced Applications ofAssistive Assistive Technology forEducating

metacognition, andtransferof knowledge from multidisci- technology relative tothekeyconcepts ofactive learning, learning process itself. Thiscourseexamines the role of understandings ofthedynamics learning, andnew toolstosupport contextsforleaning,new learning, new approaches technologiesmakepossiblenew to use ofnew boundaries ofprevious distinctdisciplines. Thedesignand kindsofknowledgein whichnew are breaking down the New technologiesare oftheintellectuallandscape part ED.893.508 posed project before registering forthiscourse. (3credits) their majoradviserandprepare anoutlineoftheirpro- in theSchoolofEducation. Applicants mustmeetwith technology studyunderthedirection ofafacultymember Students ofdemonstratedabilitywithspecialinterest in Special Education ED.892.830 national, orinternationalinterests. (3credits) sector organizationsandagenciesthathave local,regional, with public and privateinclude collaborative opportunities are alignedtoindividualstudent’s schedulesandcan Internshipsity technologyproducts, projects, orservices. ment, design,implementation,orevaluation ofhigh-qual- inthedevelopthe studentthrough- his/herparticipation professional, customized learningexperiencethatstretches nology interests. Theinternshipisdesignedtoproduce a skills,andtopursuetheirtech- existing skills,togainnew nity toindividualize theirprogram experience, tosharpen The graduateinternshipprovides- studentstheopportu ED.892.800 ects before apaneloftheirpeersandfaculty. (3credits) concludes withmultimediapresentations ofstudents’ proj- Thecourse of assistive technologydevices andservices. and/ortheapplication tion oftechnologyintoinstruction intheintegra- computers ineducation,andparticularly cal, andsociologicalissuesinvolved intheeffective usesof understanding thehistorical,cognitive, technical,politi- ticipants incollaborative spiriteddiscussionsthatleadto The goalsoftheseminarare par- toengageandsupport a technologyproduct, oranyotherapproved product. cle submittedforpublication,aresearch orgrantproposal, sional portfolio. Student- seminarprojects maybeanarti courses through thedevelopment ofanelectronic profes- showcase theproducts andskillsdeveloped inthecore Education master’s degree programs. Thecapstoneprojects Technology forEducators and Technology inSpecial The graduateseminaristhecapstonecoursein ED.892.701 educational programs. (3credits) in gies andtechnologiestoenhancestudentparticipation Participants examineuniversal designforlearning strate- disabilities withinthegeneraleducationenvironment. education.jhu.edu Technology andtheScienceofLearning Graduate Project for Technology in Graduate Internship inAssistive Technology Advanced Skills Seminar in21stCentury / 101

Networking forSchools classrooms, andmediacenters.(3credits) figurations forindividualized access tocomputinginlabs, to design,manage,andevaluate avariety ofhardware con- area networks andwidearea networks. Students learnhow and theusesofclassroom computers connectedtolocal mail anddatabases,thefundamentalsofnetworking functions ofoperatingsystems,applicationselectronic communication standards, storagemediums,features and system architecture, centralprocessing unitcapacities, to computerethicsandnetwork security. Topics include used ineducationalsettingsandaddress issuesrelated computer hardware, operatingsystems,andnetworking Students inthishands-oncoursewillexaminemajor ED.893.515 into effective instruction. (3credits)into effective instruction. develop projects thatintegratemultimediaapplications and incorporationintoexisting applications.Participants networking capabilities,datacompression, animation, Students investigate storageissues,standards, security, video imagecapture andmultimedia production tools. Students examineapplicationsofmultimedia,including ED.893.563 tional decisionsinschoolsrespectively. (3 credits) - ronments, andusingdataasabaseformakinginstruc with metataggingandobjectsinvirtual Web-based envi- by bringinginformationtoteachers,workingdelivery and theuseofneuralnetworks forenhancinginstructional cation, includingcaptology, digitallibraries,datamining, will beexposedtoemergingissuesforInternet-based edu- technology.emerging issuesininstructional Participants This coursewillprovide of studentswithan overview ED.893.550 ogy intheK-12classroom. (3 credits) collaboratively thatutilizes todevelop technol- instruction Students explore untappedtechnologyresources andwork investigated, evaluated anddiscussedinanopenforum. utilized toenhancecurriculumandclassroom learningare a hardware andsoftware perspective. Online resources evaluation andmeasurement toolsare explored from both national level. Technology enhancedprogress tracking, integrated intothecore standards beingdeveloped ona Participants explore thepossiblewaystechnologycanbe Standards-Based Curriculum ED.893.545 increase studentachievement. (3credits) and usereflective teachingandinductive approaches to higher-order thinkingskills,promote cooperative learning, to standards-based teachproblem solvingand instruction, ogy related technology strategiesthataligninstructional of learning,studentswilldevelop andimplementtechnol- perspectives onlearning.Based science plinary onthenew Emerging Issues forInstructional Technology Hardware, Operating Systems, and Multimedia Tools forInstruction Integrating Media into

Graduate Education Graduate Education their school’s facultyandstaff.(3credits) andlearningamong ful conversations aboutinstruction and electronic toolsthatcanassistinfacilitatingmeaning- areOpportunities provided touseonline forparticipants systemicchangeinschools. tive modelsthatsupport of dataminingmetricsthatcanbeusedtocreate predic- systems. Arelated intentistodevelop anunderstanding structures, organizationallearning,anddecisionsupport zational decision-making,managerialandorganizational leadership andstrategicmanagementrelative toorgani- valued andshared foreffective use.Coursetopicsinclude explicit knowledge canbeidentified,captured, structured, decisions andstrategiesare developed andhow tacitor organizations andinstitutions.Participants investigate how depth focusondata-driven decisionmakingineducational concepts intoaneducationalcontextandtoprovide an in- course isdesignedtointroduce knowledge management management andorganizationaldecision-making.This balization hasbeenacatalysttothefieldsofknowledge The increasing impactofaknowledge economyandglo- Schools andOrganizations ED.893.632 learning. (3credits) from theworldofgamingtopositively affect teachingand and consolegaming,whatcanbelearnedapplied current trends (technicalandsociological)incomputer willdevelop anunderstandingofthe Course participants niques andtechnologiestoenhanceenrichlearning. on developing andintegratingelectronic gamingtech- cultural, business,government, andtechnicalperspectives dents intomorrow’s schools.Thiscoursebringstogether projected future useofthesetechnologiestoengagestu- in educationwillbeexplored, toward withaview the environments and3-Dmodeling application ofvirtual be appliedforeducationaleffect.Thepastand present technologies foundinthecommercial gamingarena can behind gameandsimulationdesign,how emerging This courseprovides ofthelearningtheories an overview ED.893.628 (3 credits) technology andprogram and/orindividualoutcomes. describe, explore, and/orexplaintherelationships between ing-learning process. Students useempiricalmethods to metrics toidentifytheimpactoftechnologyinteach- onstrates theirabilitytoselectand/ordevelop appropriate implemented intheirown educationalsettingsanddem- of data.Students develop anevaluation planthatcanbe andanalysis theuseofsurveys, interviewing, observation, native and mixed methodsfor datacollection,suchas educational settings.Thecoursecovers arangeofalter- technologyin toevaluate theuseofinstructional sary In thiscoursestudentslearnandpracticetheskillsneces- Supported Interventions andPrograms ED.893.601 102 Data-Driven Decision-Making for Gaming andMedia Design forLearning Evaluation andResearch of Technology

The School ofEducation Academic Year Catalog 2012–2013 E-Learning Environments School Improvement and teachersintheirprofessional development. (3credits) tives thatbenefitstudentsintheK-12classroom setting cations, bestpractices,andlearningactivitiesobjec- and, together, willexplore impli- participants instructional house. Thisclasswillintroduce onlinecollaborative tools for effective collaborationbeyond thewallsofschool- toutilize methodsandstrategies educators theopportunity orative technologiesintoprofessional development allows own learning.In addition,theinfusionofonlinecollab- communicate effectively, andbecome responsible fortheir ous content,thinkcritically, solve problems, collaborate, novel forK-12studentstounderstandrigor- opportunities collaboration andinteractionaspectofthesetoolsprovide tories, documentsharing,andbookmarking tools.The ing managementsystems,wikis,webinars, imagereposi- Internet. Thesetoolsinclude,butare notlimitedto:learn- gies thatfocusonthesocialcollaborative aspectofthe Online collaborative toolsprovide setof technolo- anew development sothatalllearnersachieve athigherlevels. tive technologytoolsintheclassroom and inprofessional This courseexplores how educatorsuseonlinecollabora- ED.893.645 (3 credits) and managinginstitutionalizingchangesystems. creating aculture andsupporting forlearningandchange, change, toolsforplanning,decisionmakingand systems approach. Topics includesources ofresistance to how tocreate technologicalchangethrough a andsupport and evaluation. Students willdevelop anunderstandingof technology implementation,professional development, design, curriculumintegrationwithstandards, logisticsof planning andleadershipthatincorporateinstructional environment. Theseskillsincludeschoolwidetechnology ogy forteaching,learning,andmanagingtheirschool Education leadersneedtounderstandtheuseoftechnol- ED.893.634 technical, political,andsociological issuesinvolved inthe sions thatleadtounderstanding thehistorical,cognitive, incollaborative spiriteddiscus- participants and support approved product. Thegoalsoftheseminarare toengage or grantproposal, atechnologyproduct, oranyother submitted forpublication,aresearchmay beanarticle electronic professional portfolio. Student seminarprojects oped inthecore coursesthrough thedevelopment ofan Capstone projects showcase theproducts andskillsdevel- scienceof learning. skillsandthenew 21st Century students’ forusingtechnologywith individualmastery Education master’s degree programs. Theseminar reflects Technology forEducators and Technology inSpecial The graduateseminaristhecapstonecoursein ED.893.701 Technology Leadershipfor Designing andDelivering Advanced Skills Seminar in21stCentury

national, orinternationalinterests. (3credits) sector organizationsandagenciesthathave local,regional, with public and privateinclude collaborative opportunities are alignedtoindividualstudent’s schedulesandcan Internshipsity technologyproducts, projects, orservices. ment, design,implementation,orevaluation ofhigh-qual- inthedevelopthe studentthrough- his/herparticipation professional, customized learningexperiencethatstretches nology interests. Theinternshipisdesignedtoproduce a skills,andtopursuetheirtech- existing skills,togainnew nity toindividualize theirprogram experience,tosharpen The graduateinternshipprovides- studentstheopportu Instructional Technology ED.893.800 Prerequisite(s): ED.893.601 (3 credits) students’ projects before apaneloftheirpeersandfaculty. The courseconcludeswithmultimediapresentations of application ofassistive technologydevicesandservices. and/orthe the integrationoftechnologyintoinstruction in effective use ofcomputersineducationandparticularly education.jhu.edu Graduate Internship in / 103

Graduate Education Public Safety Leadership other historicsitesintheregion. Memorial Museum, ArlingtonNational Cemetery, and Gettysburg Battlefield, theUnited States Holocaust Students infieldstudytrips suchasthe participate ers, businessexecutives, officers,andothers. military political leaders,policechiefs,fire chiefs, communitylead- in workshops andseminarsledby subject-area experts, information totheprofessional work environment. acquiredother organizations,applyingnewly skills and individual andgroup projects onbehalfoftheirown and extracurricular projects, studentsare required tocomplete science, EMS,oranintelligencetradecraftprogram. professionals, sincethefocusisnotcriminaljustice,fire and differfrom otherprograms offered topublicsafety The curriculareflect leadership, business,andliberalarts, • • • the successofgraduates.Degree programs include: nationally fortheirqualitycurricula,excellent faculty, and als. These exceptional programs are cohort recognized public safety, andintelligenceanalysisprofession- military country, establishedseveral programs interdisciplinary for junction withpublicsafetyexecutives from around the To respond totheseandotherchallenges,PSL,incon- Programs strained fiscalenvironment. ofqualifiedpersonnel,andleadinginacon- shortage political environment, publicdemandforlastingchange, meet thechallengesofincreased scrutiny, ahighlycharged quality service. Today’s publicsafetyprofessionals must nizations necessitatesinnovative approaches toproviding and missionofpublicsafetyintelligenceanalysisorga- isatanall-timehigh. safety services The changingrole tions beyond theircontrol. Public expectationforpublic ters related tolocalandnationalsecurity, andsocialcondi- are askedtorespond toincreased concernsand fears, mat- life, property, andreducing andmanagingcrime,leaders security, andoccupationalsafety. Alongwithprotecting publichealth,transit,private analysis, medicalservices, enforcement, fire andemergency, military, intelligence lic safetyorganizationsasfederal,stateandlocallaw safety agenciesischangingdramatically. PSLdefinespub- America isembarkingera. onanew The role ofpublic scholarship, andcommunityoutreach. Public safetyin pose istodevelop publicsafetyleadersthrough teaching, The Division ofPublic Safety Leadership’s (PSL)core pur- Division of Leadership Public Safety 104 Master ofScienceinIntelligence Analysis online optionlaunchingJanuary 2013) Master ofScienceinManagement (includinganew Bachelor ofScienceinManagement andLeadership Throughout theprogram, manystudentsparticipate To and strikeabalance between academicinstruction The School ofEducation Academic Year Catalog 2012–2013 immigration issuesiscurrently underdevelopment. tion andcustomsenforcement. Acenterforthestudyof police response topeoplewhohave disabilities,immigra- campus safety, evacuation planning,identitytheft,the school safety, andrailways), safety(ports transportation PSL facultyandstaffare currently engagedinresearch on immigration program. ity ofstudyingtheefficacySecure Communities needs addressing violenceagainstwomen,andthefeasibil- needs forfederaltransitorganizations,nationaltraining and precinct training commanders,counterterrorism andtheeffectiveness ofpolicedistrict first-line supervisors, community programs, thecharacteristicsofsuccessful research projects ontheeffectiveness ofthe“hotspots” erally fundedprojects. The Division hasconducted tolocalandstateagenciesinevaluating fed- vides support ity andsustainabilityofneighborhoods. The Division pro- relationship between publicsafetyagenciesandtheviabil- focusoftheDivision’sagencies. Aprimary research isthe has ledtofundedprojects forfederal,state,andlocal The Division’s reputation forconductingqualityresearch Research shows professional thattheirextraordinary development while infull-timepositionsand raisingfamilies.Research professions andintheircommunities—and mostdoso of individualscommittedtomaking adifference intheir Public Safety Leadership. They are group anextraordinary agement from The Johns Hopkins University Division of approximately 50agencies,have received degrees inman- Since 1994,over 1,000talentedprofessionals, representing Alumni interoperability, accreditation, computercrime, andmore. offederalagencies,technology,tity theft,performance homeland security, intelligence,profiling, recruiting, iden- onnationalcommissionssuchtopics as have served national commissions,work groups, andtaskforces. They discussion, projects, casestudies, andfieldtrips. community andnationalpublicsafetyissuesthrough class in publicsafetyeducation.Faculty membersincorporate spective totheDivision’s androle asaleader undertakings ties. The diversity ofthefacultygives abroad-based per- ence andscholarshiptotheDivision’s programs andactivi- and practitionersthatbringawealth ofpracticalexperi- region. The facultycombinesscholars,businessleaders, organizations andotheruniversities throughout the adjunct professors from Johns Hopkins University, major Safety Leadership. The facultyincludesfull-timeand A renowned facultyteachesintheDivision ofPublic Faculty PSL continuously pursues new avenuesPSL continuouslypursuesnew forresearch. Faculty andstaff are on calleduponregularly toserve

700.301 700.502 700.310 700.341 700.470 700.302 Year TwoCurriculum 700.352 700.354 700.311 700.305 Application 700.317 700.309 700.421 700.351 700.303 700.304 Year One Curriculum Curriculum Management program. sion intothe11-monthacceleratedMaster ofSciencein Management andLeadershipmaybeeligibleforadmis- application oftheideasandskillsgainedinclass. curriculumemphasizingthepractical interdisciplinary 60-credit undergraduateprogram offersabusiness-based (junior andsenioryear) undergraduatecredits. The transferable credits, studentsmustcomplete60upper-level degreethose whohave earnedanassociateofarts or60 organizations, andbusinessindustry. Designed for safety, education,government, themilitary, nonprofit renowned leaders,bothlocalandnational,inpublic Throughout theprogram, studentsinteractwith todevelop professionallyopportunities andpersonally. provides studentswithaqualityeducationandmyriad The 60-credit undergraduatedegree completionprogram M B military. private sector, publicsafetyresearch organizations,andthe ership positionsinfederallawenforcement agencies,the chiefs. Other program alumnihave goneontoholdlead- asfirethe rankofchiefpoliceandtwohave served those whohave graduated,more than70have achieved study, over 66percent ofalumnihave beenpromoted. Of areefforts oftenrewarded: aftercompletingtheircourseof education.jhu.edu achelor ana Graduates receiving aBachelor of Science (BS)in g e m The Economics ofSocial Issues Developmental Psychology Management ofInformation Systems Creative Thinking andProblem Solving Community Development Theories ofPersonality Quality Management Managing Diversity Social Problems Society in Contemporary The Ethics ofDissent Research Evaluation: From to Theory Team Building andLeadership Information Resources intheSocial Sciences Introduction totheChangeProcess Communication Skills forLeaders Values andEthics

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two Saturday eachmonth,from 8:30a.m.until4:30p.m. otherFridaytwo years inlength.Classesmeetevery and essential. that occursintheclassroom. Attendance ateachclassis emphasis onthelearningandinteractionamongpeers works and friendships. The program placesastrong ters thedevelopment oflong-standingprofessional net- and long-standingbarriersamongorganizations,fos- students. breaks buildstrust, downThe cohort traditional tions, ranks,experience,gender, race,andethnicityofits reflectssequence. Eachcohort diversity intheorganiza- of colleagues,takingallthesamecoursesin members beginandendtheprogram withthesamegroup gram proceed through Cohort theprogram inacohort. Students intheBSManagement andLeadershippro - FormationCohort andSchedule online at Interested applicantsmaybegintheapplicationprocess • • • • beginninginJunegram, forthecohort 2012,must: Applicants totheBSinManagement andLeadershippro- Requirements forAdmission basis, andthoseadmittedwillbeplacedintocohorts. Applications totheprogram are reviewed onarolling Admission along theI-95corridor. Bell Drive, Columbia,MD21046),conveniently located Classes are heldattheColumbiaCenter(6740Alexander Location ofClasses 700.312 700.505 700.313 700.530 selection ofcandidates. viewed andanadmissionscommittee makesthefinal academic adviserabouttheprogram. Applicants are inter - or contactouroffices(410-516-9900) tospeakwithan evaluated by anauthorized credential evaluation agency.) (Academic records from non-U.S.institutionsmustbe institutionsattended. accredited post-secondary recommendation; andofficialtranscripts from all Submit anapplication;essay;resume; twolettersof Meet entrancecriteriaestablishedby theUniversity. a 4.0scale). a minimumcumulative gradepointaverage of3.0(on earned atleast60transferablecollege-level credits with nationally accredited collegeoruniversity andhave Possess degree anassociateofarts from aregionally or The BSinManagement andLeadershipprogram is Hold ahighschooldegree orequivalent. http://education.jhu.edu/soeapplicationpsl.html Management: Power andInfluence Applied Ethics, theConstitutionandLeadership Comparative Studies inHistory andPolitics Special Topics inLeadership

Public Safety Leadership Public Safety Leadership 705.635 705.718 705.712 705.608 705.615 705.745 705.700 705.605 Year One Curriculum Curriculum: Face-to-Face Program Option planning, project management,andethicsintegrity. such topicsasleadership, changemanagement,strategic The curriculumconsistsof15three-credit coursescovering onlineoption. a traditionalface-to-faceoptionandnew graduate degree program whichisoffered intwoformats: The Master (MS)ofScienceinManagement isa45-credit M programs attheJohns Hopkins University. earned aminimumof54credits through undergraduate graduate honorsstatus.Eligible candidatesmusthave pline’s graduatingclasswillbeeligibletoreceive under- or betterandfallwithinthetop20percent oftheirdisci- BS degree candidateswhosegradepointaverages are 3.5 Undergraduate Honors tuition costs.Financial assistanceisavailable. $670 percredit hour. Booksandfeesare includedin Undergraduate tuitionforthe2012–13academicyear is Tuition 9900 priortosubmittinganapplication. by calling theDivision’s academicadviserat410-516- students shouldrequest transferevaluation apreliminary program, including credits by examination.Prospective Education’s CenterforLifelongLearning. examinations approved by theAmericanCouncilon College-Level Examination Program (CLEP),orDSST the SchoolofEducation, onAdvanced Placement (AP), learning by achievingaminimumscore, asdeterminedby A studentmayalsoreceive credit forextrainstitutional priate tothestudent’s program by theacademicadviser. individual basis. Transfer credits willbejudgedasappro - of Corbetter. Transfer credits willbereviewed on an an accredited institutionofhighereducationwithagrade Undergraduate degree applicantsmaytransfercredits from Transfer ofUndergraduate Credits 106 aster A maximumof60credits maybetransferred intothe

of Leadership andOrganizational Behavior Strategic Planning forLeaders Project Management and Productivity Human Resource Management: People Leading andManaging Change Information Technology forLeaders Individual andGroup Dynamics of Leaders Ethics, Integrity, andtheResponsibility

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The School ofEducation Academic Year Catalog 2012–2013 705.620 705.732 705.712 705.700 705.718 705.605 705.750 Year One Curriculum Curriculum: Online Program Option 705.820 705.710 705.620 705.750 705.625 Accountability 705.732 Communication 705.719 Year TwoCurriculum classroom. Attendance ateachclassisessential. learning andinteractionamong peersthatoccursinthe friendships. The program placesastrong emphasisonthe development oflong-standingprofessional networks and standing barriersamongorganizations, andfostersthe breaks builds trust, downcohort traditionalandlong- ence, gender, race,andethnicityofits students. The reflectscohort diversity intheorganizations,ranks,experi- taking allthesamecoursesinsequence.Each and endtheprogram withthesamegroup ofcolleagues, membersbegin through Cohort theprogram inacohort. Students intheMSManagement program proceed FormationCohort 705.820 705.719 705.608 705.615 705.745 705.715 705.635 705.625 Year TwoCurriculum Managerial Economics and Accountability Applying Research: Access, Methods Project Management Individual andGroup Dynamics Strategic Planning forLeaders of Leaders Ethics, Integrity, andtheResponsibility Case Studies inLeadership Current Issues inLeadership:Capstone and Individuals Leader as Teacher: Influencing Communities Managerial Economics Case Studies inLeadership Statistics forLeaders:Measuring What Matters Applying Research: Access, Methods and Crisis Mitigation, Management and Current Issues inLeadership:Capstone and Communication Crisis Mitigation, Management and Productivity Human Resource Management: People Leading andManaging Change Information Technology forLeaders Global Perspectives inLeadership Leadership andOrganizational Behavior Statistics forLeaders:Measuring What Matters Financial assistanceisavailable. Books andfeesare included inthecostoftuition. • • Management program isasfollows: Tuition forthe2012-13academicyear MSin Tuition online at Interested applicantsmaybegintheapplicationprocess • • • Applicants totheMSinManagement program must: Requirements forAdmission basis, andthoseadmittedwillbeplacedintocohorts. Applications totheprogram are reviewed onarolling Admission Baltimore. willlaunchinJanuaryThe firstcohort 2013. gram includestwoone-week required residences in sions andtypicallytaketwocoursespersemester. The pro- years inlength. Students inweekly classses- participate The MSinManagement program Online istwo cohort Online Cohort per semester. September. launchesevery cohort Anew a.m. until4:30p.m. Students typicallytakefourcourses otherFridayClasses meetevery andSaturday from 8:30 MD 21046),conveniently locatedalongtheI-95corridor. Columbia Center(6740AlexanderBell Drive, Columbia, gram is18monthsinlength.Classesare heldthe The MSinManagement pro- ColumbiaCentercohort Columbia Center Cohort Schedule Cohort selection ofcandidates. viewed andanadmissionscommitteemakesthefinal academic adviserabouttheprogram. Applicants are inter- or contactouroffices(410-516-9900)tospeakwithan education.jhu.edu only] inBaltimore). includes thecostofresidencies [tuitionandboard $1,200 percredit (this hourfortheOnline cohort $890 percredit hourfortheColumbia Centercohort. agency.) evaluated by anauthorized credential evaluation (Academic records from non-U.S.institutionsmustbe institutionsattended. accredited post-secondary recommendation; andofficialtranscriptsfrom all Submit anapplication;essay;resume; twolettersof Meet entrancecriteriaestablishedby theUniversity. studies (includingincompleteprograms ofstudy).) (out of4.0)inallprevious undergraduateandgraduate earned aminimumcumulative average GPA of3.0 master’s program generallyrequires thatastudenthas with asuccessfulacademicrecord. (Admission toa nationally accredited collegeoruniversity, together Possess abachelor’s degree from aregionally or http://education.jhu.edu/soeapplicationpsl.html / 107

705.820 705.618 705.718 705.719 705.710 705.750 705.724 705. 732 705.608 705.635 Curriculum decision making,andethicsintegrity. management, buildingqualityorganizations,management The curriculumcovers suchtopicsasleadership, change University’s Division ofPublic Safety Leadership. Management andLeadershipfrom theJohns Hopkins individuals whohave earnedaBachelor ofScience(BS)in an 11-month,30-credit master’s program isopenonlyto The Master (MS)ofScienceinManagement program is A among theleadersofIntelligence Community (IC). for current intelligenceanalysts whoare, oraspire tobe, MS inIntelligence Analysisisanintensecourseof study information collectedfrom openandclosedsources. The nation’s capabilitiesintheanalysis ofstrategicandtactical of Science(MS)inIntelligence Analysistoenhancethe The Division ofPublic Safety LeadershipofferstheMaster M assistance isavailable. Books andfeesare includedinthetuitioncosts.Financial MS inManagement program is$1,015percredit hour. Tuition forthe2012–13academicyear intheaccelerated Tuition http://education.jhu.edu/soeapplicationpsl.html applicants maybegintheapplicationprocess onlineat during theirfinalundergraduatesemester. Interested Leadership program maybegintheapplicationprocess Students enrolled intheBSManagement and Admission M makes thefinalselectionofcandidates. adviser abouttheprogram. The Admissions Committee tact ouroffices(410-516-9900)tospeakwithanacademic ccelerated ana aster g e

of m Current Issues inLeadership:Capstone Leadership through theClassics Strategic Planning forLeaders and Communication Crisis Mitigation, Management and Individuals Leader as Teacher: Influencing Communities Case Studies inLeadership Building Quality Organizations and Accountability Applying Research: Access, Methods and Productivity Human Resources Management: People Leadership andOrganizational Behavior ent

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Public Safety Leadership Public Safety Leadership Specifically, students: lysts, andcontractoranalysts. include federal,state,andlocal criminalintelligenceana- throughout the“greater” intelligencecommunity, to enhance theanalyticalskilllevels ofintelligenceanalysts, analysis hierarchy. Further, thedegree isdesigned to inculcate leadershipskillsinalllevels oftheintelligence The MSinIntelligence Analysisdegree isdesignedto Objectives • • • • competency: areasIntelligence of Analysisfocusesonfourprimary ligence production process. communication andcollaborationatalllevels intheintel- The curriculumisbuiltonproven strategiesforimproving production ofintelligencevalue forpolicymakers. analyst’s creative, intuitive, andanalyticalthinkinginthe eral program objectives. The degree program inspires the reports provideThese noteworthy thefoundationforsev- andsubsequentannualthreatDestruction, assessments. of theUnited States Regarding Weapons ofMass Report), theCommissiononIntelligence Capabilities Attacks Upon theUnited States (9/11Commission by theNationalarticulated Commissiononthe Terrorist The MSinIntelligence Analysisconsidersthechallenges Competencies andGoals to improve communication amongthemselves. imagination, mentorlessexperiencedanalysts,andlearn Through this program, studentsbuildcreativity, apply and theanalyticalskillsofprofessionals inthefield. The MSinIntelligence Analysisenhancesthetradecraft dards ofobjectivity, quality, timeliness,andrelevance. products must bebasedoncollectively embracedstan- foundation onwhichtobuildintelligenceproducts. These munity mustfosterandsustainacollaborative, ethical intelligence ofvalue. Leaderswithintheintelligencecom- inmeetingthegoalofefficientlyproducing expertise asanalytical Dynamic, robust leadershipisasimportant 108 States andothernations. tothreatspertinent facedby thecitizens oftheUnited historical, cultural,andsociologicalviewpoints energized andbroadened by exposure totheliterary, through creative thinking,stimulatedby aworldview Perspective andInsight: Institutionalizing imagination value forthedecisionmaker. collaboration indeveloping intelligenceproducts of Implementation: Leadership, teamwork, and research skills. presentation ofintelligenceanalysis,andsharplyhoned Communication: Dynamicwritten,oral,andvisual and strategy. Integration: Ethics, decision making,communication, The learningprogram oftheMSdegree in The School ofEducation Academic Year Catalog 2012–2013 Year One Curriculum of 42credits. The program consistsof14three-credit coursesforatotal Curriculum classroom. Attendance ateachclassisessential. learning andinteractionamong peersthatoccursinthe friendships. The program placesastrong emphasisonthe development oflong-standingprofessional networks and standing barriersamongorganizations, andfostersthe breaks builds trust, downcohort traditionalandlong- experience, gender, race,andethnicity ofitsstudents. The reflectsEach cohort diversity intheorganizations,ranks, leagues, takingallthesamecoursesinsequence. begin andendtheprogram withthesamegroup ofcol- members ceed through Cohort theprogram inacohort. Students intheMSIntelligence Analysisprogram pro- FormationCohort andSchedule 720.820 720.750 720.637 720.702 720.710 720.600 720.700 Year TwoCurriculum 720.720 720.718 720.752 720.609 720.713 720.635 720.604 • • • • • • intelligence environment. Enhance their creative andstrategicthinkinginthe foundation foranalyticaldebateandconclusion. ofethicsandintegrityasa Learn theimportance understood, accomplished,andassessed. timely decisions,andensuringthatrelated tasksare Apply andenhancedskillstomakinginformed, new the collectionandanalysisoflargevolumes ofdata. Acquire andmakeuseofresearch toolsapplicableto of analyticalconclusionstopolicyanddecisionmakers. fordynamic,succinct,andtimelyreporting necessary Develop written,oral,andvisualpresentation skills bureaucratic setting,eithergovernmental orprivate. forproducing intelligenceofvalue withina necessary Develop andapplybasicleadershipskillsprinciples Current Issues: Capstone Case Studies inIntelligence Analysis Ethics andSociety andScienceofDecision MakingThe Art Analytical TechniquesStructured History ofEspionage Research Methods forIntelligence Analysts Special Issues inIntelligence Analysis Terrorism: Concepts, Threats, andDelivery and Practice Strategic Thinking: Concept,Policy, Plan, Analytical Writing Managing Differences Leadership andOrganizational Behavior Ethics ofBelief January 21,2013 Master ofScience in Intelligence Analysis January 13,2013 Online Cohort September 21,2012 Columbia CenterCohort Master ofScience in Management June 1,2012 Bachelor ofScienceinManagement ofinterest. ofthecohort PSL 30dayspriortothestart study. Applications forprograms shouldbesubmittedto Below are willbegintheircourseof thenextdatescohorts C • • beginninginJanuarythe cohort 2013,program must: Applicants totheMSinIntelligence Analysisdegree, for Requirements forAdmission along theI-95corridor. Bell Drive, Columbia,MD21046),conveniently located Classes are heldattheColumbiaCenter(6740Alexander Location ofClasses 8:30 a.m.to4:30p.m. two years in length.ClassesmeetonSaturdays from The MSinIntelligence Analysisprogram isapproximately education.jhu.edu ohort earned aminimumcumulative average GPA of3.0 master’s program generallyrequires thatastudenthas with asuccessfulacademicrecord. (Admission toa nationally accredited collegeoruniversity, together Possess abachelor’s degree from aregionally or safety agencies; or private IC agencies. vendors whoserve intelligence community;federal,state,orlocalpublic Currently asintelligenceanalystsinthe beserving

C alendar / 109 assistance isavailable. Books andfeesare includedinthetuitioncosts.Financial Intelligence Analysisprogram is$1,260percredit hour. Tuition fortheacademicyear 2011–12fortheMSin Tuition online at Interested applicantsmaybegintheapplicationprocess • • selection ofcandidates. andanadmissionscommitteemakesthefinal interviewed an academicadviserabouttheprogram. Applicants are or contacttheDPSLoffices(410-516-9900)tospeakwith evaluated by anauthorized credential evaluation agency.) (Academic records from non-U.S.institutionsmustbe institutionsattended. accredited post-secondary recommendation, andofficialtranscriptsfrom all Submit anapplication,essay, resume, twolettersof Meet entrancecriteriaestablishedby theUniversity. studies (includingincompleteprograms ofstudy).) (out of4.0)inallprevious undergraduateandgraduate http://education.jhu.edu/soeapplicationpsl.html

Public Safety Leadership Public Safety Leadership eters setby great leadersandphilosophersofthepast Studentsthrough acommonsetofrules. discussparam- rity, moral decision-making,andstandardizing behavior reflect onchallengestopersonalandorganizationalinteg- the daysofAncientGreece. Today, peoplecontinue to Leaders have pondered ethicaldilemmassincebefore ED.700.304 use themtopersuade,change,andchallenge.(3credits) visual, verbal, andwrittenpresentation skillsandhow to ate factualwritingfrom opinionwriting.Theypractice interagency relations, andmarketing. Students differenti- ters related toadministration,operations, laborrelations, Communication skillsare practiced and critiquedinmat- andpracticetoroutine andcrisissituations. tion theory external, andpoliticalaudiences.Theyapplycommunica- communicating, influencing,andpersuadinginternal, studies andscenarios,studentsapplyvarious toolsto verbal, presentation, andconsultationskills.Using case Professionals are judged,ingreat by theirwritten, part, ED.700.303 out thecourse.(3credits) examples from students’ organizationsare usedthrough- context (culture, class,gender, ethnicity).Casestudiesand sion, extraversion, energylevel, character);and(4)social and temperament(biologicalpredispositions, introver- (self-concept, beliefs,values, attitudes,opinions);(3)traits (goals, intentions,defensemechanisms);(2)cognition focusing onfourconceptualframeworks: (1)motivation pret situations by individualandgroup actionincertain solving problems, andachieving goals.Students inter- the practicaltoolsavailable toassistinmanaginggroups, personalitypsychologyyears, hasadvanced contemporary motivate themselves canbeinvaluable toleaders. In recent Knowing how peoplemature, drawconclusions,and ED.700.302 ment, andcommunitydevelopment. (3credits) market systems andtheireffectongoods,trade,employ- and exercises, and studentsexplore internationalmonetary tions andorganization.Through readings, classdiscussion, ply anddemand,fiscalfluctuationtotheirdailyfunc- and relate conceptssuchasmarket analysis,scarcity, sup- andcasestudies,conductcostbenefitanalyses, articles managing more effectively. Students critiqueeconomic can aidleadersinforecasting, budgeting,innovating, and the nonprofit community. Understanding thesefactors always influencedthecourseofbusiness,government, and Local, national,andinternationaleconomicfactorshave ED.700.301 in theDivision’s programs. Please note thatcoursesoffered through theDivisionofPublic Safety Leadershipare onlyavailable tostudentsenrolled P 110 u b lic

S Values andEthics Communication Skills forLeaders Theories of Personality The Economics of Social Issues afety

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D escriptors The School ofEducation Academic Year Catalog 2012–2013 dissatisfaction from wrongdoing. (3credits) making todistinguishcomplaint,cynicism,protest, and They scrutinize various formsofbehavioranddecision oflisteningtodissenters. of dissentandtheimportance highest standards ofethics.Students focusontheconcept students assessbehaviorsandprocesses thatinhibitthe tory, organizationalbehavior, andcommonlyheldbeliefs, Through rules. readings anddiscussionofphilosophy, his- ate. Leaderscannotexistby merely clingingtoestablished which allthemembersoftheirorganizationare tooper- ethically anddevelop, promote, andfollow by therules Organizations andcommunitiesexpecttheirleaderstoact ED.700.305 in government, business, education, thereligious com- The numberandcomplexity of socialissuesfacingleaders ED.700.311 mation security, thelaw, and thefuture. (3credits) systems, networking, value andcost,theInternet, infor- changing worldofinformationsystems.Focus willbeon sions, andhands-onactivities,studentsexplore therapidly their activities.Through casestudies,lectures, discus- nonprofit organizations,andsmallbusinessesconduct Information systemshave changedthewaygovernment, ED.700.310 ties ofindividuals,tobenefittheentire team.(3credits) projects, studentsidentifyandfosterthepositive capabili- ate andconvey success.Through readings, cases,andteam their team,gainconsensus,motivate thegroup, andevalu- team development, solve problems thatemergewithin experience andcurrent workgroup toassessthestagesof like anall-consumingtask.Students drawontheirown individuals andmembersofateammayseem,attimes, Causing peopletorealize andachieve theirpotentialas responsibility ofallleaders. oriented teamsisaprimary ability todevelop andnurture productive, outcome- term orpermanent.Regardless ofthecircumstance, the within organizations.Theneedforateammaybeshort- Team buildingvaries amongorganizationsandunits ED.700.309 gun control, andpoliticalinfluence.(3credits) Students issuessuchasabortion, explore contemporary ences todebatehow decisionsare andwhycertain made. organizations. Theydrawontheir own beliefsandexperi- professional demiseofleadersandpublicdisrespect for tions that,whileappearingrelatively simple,ledtothe thinking aboutethicsandintegrity. Theyexplore situa- challenge manylong-standingbeliefsthatgovern modern

Team Building andLeadership The Ethics of Dissent Social Problems Society inContemporary Management ofInformation Systems plines andappraisethesources ofdataandotherinforma- driven research. Students review research inseveral disci- academic-driven research are weak substitutesforagency- progress isstifled. Vendor-driven, consultant-driven, and ens organizationsandfostersan environment inwhich Failure tounderstand,conduct,andapplyresearch weak- to Application Theory ED.700.317 (3 credits) future inhigherleadershippositions. performance ity skillsgainedthrough thecoursewillassistthemwith in theircurrent positions.Improved analyticalandcreativ- be abletoimmediatelyapplylearnedknowledge andskills activism. Students successfullycompletingthiscoursewill change, misuseofgovernment authority, andstudent rebellion, ofauthority, lossofinnocence,mistrust cultural with racialequality, women’s rights,war, counterculture, better guideorganizationsthrough continuingstruggles 1960s anditsissueswillenhanceleadershipabilitiesto ism concepts.Having athorough understandingofthe context richinpoliticalscience,justice,andprofessional - issuesby studyingthepastwithina many contemporary gain agreater insightsinto understandingofandnew writ-ten duringthedecadeof1960s.Students will ing issuestoday. Many oftheseissuesare rooted inhistory Public safetyleadersare challeng- faced withparticularly ED.700.313 be tappedtoachieve desired goals.(3credits) they probe theirown “sphere ofinfluence” andhow itmay ers. Through readings, classdiscussion,andgroup projects, and thoseofmodestinfluencegrew tobecomeworldlead- in whichpeopleofgreat power quicklybecamepowerless organizational power. Students investigate historicevents their own experiencestodiscussindividual,group, and and culturalconditionsthatcreate them.Theycallupon tinize various sources ofpower andthesocial,economic, people are confinedandsuccessis restrained. - Students scru outcomes result. When theyare abused,organizationsand When power andinfluenceare appliedproperly, positive ing adefinedend,whetheritisproduct orservice. Power andinfluenceare meanstoaccomplish- important ED.700.312 ate work group, organization,andcommunity. (3credits) totheirimmedi- to affectchangeinmattersofimportance They considertheir own “sphere ofinfluence” andability on how pastleadershave addressed theseandotherissues. readings, videos,audiobooks,anddebate,studentsreflect suburbia, andacontrolled media.Through casestudies, industry,service changesinclassstructure, thedeclineof ing institutions,useandabuseoftechnology, thenew them are people’s ofgovernment distrust andlong-stand- munity, andthenonprofit organizationsabound.Among education.jhu.edu Research Evaluation: From Comparative Studies andPolitics inHistory Management: Power andInfluence / 111

assignments. (3credits) approach tomanagingchangeintheircareers andcurrent ing—to thechangeprocess. Students develop apersonal planning, organizationaldesignandstructure, market- apply basicanalyticalandfacilitationtools—scanning, managing change.Through projects andcasestudies,they and practicalapplicationofvarious schoolsofthoughton their organizationalexperiences,studentsgaugethevalue missionsandgreatestmost important stressors. Relying on people tomove direction inanew isoneofaleader’s feared. It isneeded, anticipated,andshunned.Getting ern organizationallife.Changeisbothwelcomed and Rapid, continuouschangeisaconstantelementinmod- ED.700.351 others. (3credits) process, and learnhow toencourage creative thinkingin to creative thinking,cultivate theirown creative thought and exercises, studentsidentify andovercome obstacles learned andnurtured. Through discussion,classprojects, analytical, strategic,andothertypesofthought—canbe plex problems andcriticalissues.Creative thinking—like leaders tothinkandactcreatively whenfacedwithcom- approaches and“how to” processes. People looktotheir Effective problem solving requires more thanoff-the-shelf ED.700.341 and debate,studentsexplore issues,contributions,failures, viable solutions.Through lecture, discussion, research, finest componentsallows leaderstoidentifyand achieve traditional hypeandbreaking diversity issuesintotheir Avoiding sweeping generalities,politicalrhetoric,and andexecutives.nities andreal dilemmasforsupervisors The diversity oftoday’s workforce creates- richopportu ED.700.354 organizational effectiveness andefficiency. (3 credits) renewal andthestepsrequired toimprove andsustain private sectors,theydiscussanddebateorganizational improvement. With examplesdrawnfrom thepublicand knowledge andJuran’s approach tocontinuousquality ries andprinciplessuchasDeming’s ofprofound theory to achieve “total quality.” Students dissectenduringtheo- ments, andbestpracticesthathave emergedfrom efforts the successes,failures, nationalandinternationalexperi- mission. There are lessonsto belearnedfrom important business, andnonprofit organizations accomplishtheir The “quality movement” changedthewaygovernment, ED.700.352 critically evaluating programs. (3credits) analysis toaidindeveloping ideas,solvingproblems, and focusgroups, andquantitativemethods, suchassurveys, nization, andwork unit.Theyemploy specific research andbetterunderstandingoftheircommunity,new orga- tion forreliability. Theyapply research methodstogaining Introduction totheChangeProcess Creative Thinkingand Problem Solving Managing Diversity Quality Management

Public Safety Leadership Public Safety Leadership trauma, loss,andvictimization. Popular media,long-held gender andpsychosexual issues;andtheimpactof human uration inchildhood,adolescence, midlife,andoldage; human development astheydelve intomilestonesofmat- Students considerthe“lifespan” approach tothestudy of them, theirenvironment, andothersignificantinfluences. aids inunderstandinghow theyrespond tothosearound Knowing how peopledevelop, from conceptiontodeath, ED.700.502 positive changeinneighborhoods.(3credits) of leaderstoguidetheirorganizationsandunitsaffect nity concerns.Theyfocusonthe role and responsibility financial leveraging tosolve neighborhoodandcommu- planning, capacitybuilding,mobilization,advocacy, and ity, anddeterioration.Students drawonconceptssuchas neighborhoods andhow theyinfluenceprogress, stabil- They analyze thephysical,social, andhumancapitalin communitydevelopmentstudents view asadiscipline. and exposure toavariety ofneighborhoodsituations, and communities.Through discussion,guestspeakers, and, ultimately, sustaintheviabilityofneighborhoods people American publicsafetyremains thesame—toserve disappearing. Amidthesechanges,thecore missionof aries between jurisdictionsinmetropolitan regions are hood. Thenature ofsuburbiaischanging.Thebound- ing greater control over thedestinyoftheirneighbor- Residents areas inurban,suburban,andrural are assum- ED.700.470 courses andworkplace. (3credits) andpresentationspapers, articles, theyprepare fortheir learn, too,how toincorporatequalityinformation into to judgingthequalityofinformationtheyfind.They data, research, opinion,andmore. Students applycriteria systematic approaches toidentificationand retrieval of searches forsocialscienceinformation.Theydevelop and experiences,studentslearntoconductindependent of information.Through aseriesofpracticalexercises to exploring,selecting,analyzing,andapplyingsources the facultyexpectstudentstoapplyacademicexcellence information—is essentialtostudentsuccess.Members of Knowing how toaccessinformation—thebestavailable ED.700.421 (3 credits) examining innovative approaches toconflictmanagement. draw ontheirpersonalandorganizationalexperiencesin and diversity educationprograms are assessed.Students action plans,taskforces, regional andnationalrecruiting, effectiveness. Practical strategies,includingorganizational block organizationalandindividualprogress, change,and such asstereotyping, prejudice, andfearmongeringthat munities andorganizations.Theydelve intobehaviors, and successesrelated todiversity withinAmerica’s com- 112 Developmental Psychology Community Development Information Resources intheSocial Sciences The School ofEducation Academic Year Catalog 2012–2013 interests. (3credits) used tobettersocietyandasatoolfosterself-serving as theydiscussanddebatehow theConstitutionhasbeen consider morality, philosophy, nationalcrises,andmore, judicial, legislative, andpoliticalinterpretations. Students and intended,usethisknowledge todissectitsmany safety. Students embracetheConstitution,aswritten ing, whistleblowing, trade,education,andenvironmental applied influencesissuessuchasprivacy, hir- intrusion, the nation’s supreme law. How itisinterpreted and suchparametersistheConstitution, for settingforth United States, andinfluentialmodel themostimportant which allthemembersare expectedtooperate.In the act justlyanddevelop, promote, andfollow by therules Organizations andcommunitiesexpecttheirleadersto and Leadership ED.700.505 group presentations- andobtainfeedback from theinstruc improvement. Students inindividualand participate of theiremployees and identifywaystoaffectneeded networking. Theylearntoassessthecommunicationskills tions, conductingeffective meetings, web-based, and social including writing,verbal exchange, feedback,presenta- range ofcommunicationforms,activities,andbehaviors situations canmakeorbreak acareer. Students focusona communicate routinely andincriticalextraordinary are judgedontheircommunication skills. How leaders Individualspeople itserves. atalllevels oftheorganization great onthequalityofitscommunicationwith part, Every successfulorganizationisbuiltandsustained,in ED.705.601 course. (3credits) to current events thatemergeduringthetenure ofthe reacted tosignificantevents andissues. Students respond cussion, andgroup how activities,theyscrutinize leaders shape thenation’s communities. Through readings, dis- probe amyriadofevents thatshapedandcontinueto Others affects,ifmanaged havewell. short-term Students a profession—as occurred withAmericanpublicsafety. ogy, anddramaticincreases infederalfunding,canchange 1960s, theapplicationofdigitalandmicrowave technol- Some events, suchastheprotests andriotsofthelate leaders mustrespond withrapid,logical,soundsolutions. a heinouscrime,orreduction inanovertime budget, edy ofSeptember 11,anunanticipatedwork slowdown, change thecourseofactionforaleader. Whether thetrag- With littleornonotice,majorandminorevents can ED.700.530 logical hardiness. (3credits) models, relationships, morals,goals,culture, andpsycho- ofrole student discussionanddebateontheimportance beliefs, majortheories,andscientific research playa role in Applied Ethics, theConstitution Managerial Communications Special Topics inLeadership

and processes formanagingchange.Focusing onchange pated change.Theydiscussand debatecurrent literature leader.of every Students plannedandunantici- scrutinize Knowing how tomanagechangewell istheresponsibility tive, imposing,andthecauseoforganizational decline. It ofservices. alsomaybeperceivedthe delivery asnega- ceived asessentialtoprogress, growth, andexcellence in executive’s control. Changecanbereceived well andper- factors thatinfluencechange,butmaynotbewithinan allocation, laboragreements, andpolitics are amongmany resourceand organizations.Budget, demandforservices, Change isinevitableandaconstantformanyindividuals ED.705.615 (3 credits) obvious andsubtleintimidation,workplace violence. such asinternalcommunication,bias,sexualharassment, practice. Students discussamyriadofemployee concerns their own organizationtomodernandwidelyaccepted compare humanresources programs andactivitieswithin tion, diversity, employee recognition, andmore. They ment, recruitment, selection,appraisal,promotion, reten- issues suchashumanresources law, workforce develop- organizations,focusingon management tocontemporary managed. Students applyfundamentalsofhumanresource how routine humanresources andextraordinary issuesare reputation andfuture canbemadeorbroken basedon ter employees, contractualworkers, andothers.Aleader’s ment iscontingent,ingreat onhow part, leadersadminis- attribute ofsuccessfulleaders.The overall work environ- Competence inmanaginghumanresources isaprimary People andProductivity ED.705.608 religious doctrine.(3credits) Constitution oftheUnited States, judicialopinion,and guide professional andorganizational behavior, suchasthe In addition,studentsexaminetheforces thatcurrently employee foragencyandunitvalues. inputtoandsupport cal dilemmas.Theydiscover waystodevelop andgain dents probe how executives resolve ethi- andsupervisors day. Through readings, casestudies,anddiscussion,stu- assess employees’ integrityandethicalbehaviorevery and appliedisessentialtoleaderswhomustguide their core values. Understanding how values are formed critical decisionsbasedontheirbeliefs,whichincorporate day,Confronted withmoraldilemmasevery peoplemake Responsibility ofLeaders ED.705.605 political. (3credits) municating withthethree publics:external,internal,and perspective anddiscover andenhancedwaysofcom- new style, aswell asthatoftheirorganization.Students gain tor andtheirpeers.Students assesstheircommunication education.jhu.edu Leading andManaging Change Human Resource Management: Ethics, Integrity, andthe / 113

increasingly complexwork environment. (3credits) the issues,challenges,anddemandstheyfaceintoday’s a placeinhistory. Students relate thesediscoveries to strengths, andweaknesses ofleaderswhohave claimed of classicfilms,andmore, studentsdiscover thethemes, sion anddebate,readings from great literature, review classic literature toguidetoday’s leaders?Through discus- timeless?Aretics ofeffective leaderstruly there lessonsin in timespastthatprovide ananswer? Are thecharacteris- born? Are there hiddenandobvious messagesembedded the hierarchy, thisisadailyrole. Are leadersmadeor For some,regardless ofhisorherrankpositionwithin employeeAt somepoint, every assumesarole asleader. ED.705.618 control. (3credits) assessment, managerialreporting, budgeting,andquality nect statisticalanalysestoplanning, program andproject regression analysis–toreal worldsituations.Theycon- statistical qualitycontrol, nonparametricstatistics,and ity distributions,hypothesistesting,statisticalsampling, various analyticaltools–randomvariables andprobabil- need tounderstandandusethemwell. Students apply change. Theymakedecisionsbasedonthemand,assuch, orchallenge convey agencyandunitactivitiessupport formulate action.They routinely usestatistical to reports for quantitative reasoning, topinpointconcerns,and and rely onthemtojustifyneeds.They rely onstatistics judged againstthem,usethemtoshowcase successes, Statistics are oflifeformostleaders.Leaders are part 705.625 and tacticsoftheirimmediatework group. (3credits) sustaining thestrategicanddailyoperationalapproaches understanding ofeconomicstoestablishing,modifying,or decision makingandthebudgetprocess. Theyapplytheir cost analysis,andforecasting andlearnwaystoinfluence Students applytechniquesofdemandanalysis,benefit- a budgetover whichtheymayhave onlylimitedcontrol. demands, andtheymustdosowithintheconstraintsof andapplyscarce resourcesfor services tomeetingthese problem solving.Theymustknow how toassessdemand tostrategy,basic economictheory decisionmaking,and for fiscalaccountability, leadersmustknow how toapply realities. In aperiodoftightbudgetsandpublicdemand All organizationsare driven by orconformtoeconomic 705.620 environment. (3credits) agents andapplythelessonslearnedtotheircurrent work into thepower, role, andinfluenceofleadersaschange Students ofservice. delvesatisfaction withthedelivery consider itseffecton resources, employees, andpeople’s that hasoccurred intheirown organizations,students Statistics forLeaders:Measuring What Matters Managerial Economics Leadership through theClassics

Public Safety Leadership Public Safety Leadership learner. Topics addressed through lectures, discussions, materialssuitedforthe adult and produce instructional tion, aswell aseducationalprograms offered to thepublic, intheirthe effectiveness oftrainingefforts ownorganiza- education required foradultlearners.Students evaluate organization. Classroom activitieswillmodelthetypeof needsoftheir based programs builtontheperformance teacher. Students explore ofoutcomes- theconstruction tate learning.Thiscourse reinforces the role ofleaderas strategiesthatprecipisituations, andontheinstructional - opmental needsofadultsinindividualandgroup learning anddevel- course, studentsfocusonthelearningtheory behaviors intheworkplace. specific performance In this ents anarrayofcomplexissuestoleaderswhorequire level employees tothosewithlong-termexperience—pres- The diversity oftoday’s workforce—from young entry- Communities andIndividuals ED.705.710 group alliances.(3credits) cohesion, conflict,power, group recognition, andinter- focusing onissuessuchasboundaries,group identity, large group dynamicsanddissecttherole ofgroup leader, ness oftheirorganization.Theydifferentiate smalland their current work environment, respecting theunique- They identifyandfitacceptedprinciplesofdynamicsto theories andresearch inindividualandgroup dynamics. problems, andmotivating others.Students dissectmodern concepts,changingdirection,implementing new solving followers functionisessentialtosounddecisionmaking, building cultures ofresilience. Knowing how groups and ership involving personalresilience aswell asmethodsof purpose. Additionally, theyneedto understand self-lead- multiple groups toward accomplishmentofamissionor viduals andgroups andtheinteractionthatoccursamong dence-based managementpractices.Leadersdirect indi- Individual andgroup dynamicsare atthecore ofevi- ED.705.700 inthefederalgovernment.Service (3credits) Qualifications (ECQ’s) required ofthe Senior Executive goals andtasks.Theyare exposedtothe Executive Core organizations anddeveloping waystoaccomplishdefined employ proven andinnovative approaches toassessing marketing–to activitiesintheirown agencies.Students including internalcommunication,qualitycontrol, and simulations, studentscompare organizationalbehaviors– agencies.Through readings, casestudies,and eted service contribute tothesuccessfuloperationoftoday’s multifac- the various systems–individual,group, andculture–that assess how leadersinfluenceorganizationalbehaviorand sense” aboutwhatworks andwhatdoesnot.Students zation andknow whatitmeans.Theydevelop a “sixth Effective leaders routinely takethepulseoftheirorgani- ED.705.635 114 Leader as Teacher: Influencing Individual andGroup Dynamics Leadership andOrganizational Behavior

The School ofEducation Academic Year Catalog 2012–2013 own organization.(3credits) nity tofocusonprojects theybringtotheclassfrom their members inavariety ofprojects.- They have the opportu Students andteam plantherole ofmanagers,supervisors, municating, schedulingtasks,andmonitoringprogress. defining individualandteamworkload, budgeting,com- focus onessentialssuchasassessingcapabilitytodeliver, routine, exceptional, unit,andagency-wideprojects. They measuring andassessing,controlling, andclose-out–to ating, planning,organizingandstaffing,implementing, apply theseven-step project managementlifecycle–initi- tive Students project managementisbothscienceandart. Achieving intended,highqualityoutcomesthrough effec- develop tasks, assignresponsibilities, andtrackprogress. integrate neededchangeintoexistingenvironments. They form expectations,optimize stakeholderinvolvement, and Leaders manageprojects day. andproject teamsevery They Successful Outcomes 705.712 agencies. Students applyanarrayoftechniquestoassess, planning basedonexperience and needswithintheirown students develop anindividualized approach tostrategic size, discipline,ortask.Through readings anddiscussion, planning isrelevant organization,regardless toevery of and more. Setting thecourseofactionthrough strategic politicalinfluence, fiscalfluctuation, demand forservice, allowing ittoendure changesinadministration,shifts A strategicplansetsasteadycourseforanorganization, ED.705.718 and decisionmaking.(3credits) issues blending andclashingofcultures to contemporary andanawareness ofthe They applythelessonsofhistory edge ofglobalissuesisbothessentialandempowering. playing outontheglobalstageandrecognize thatknowl- Students identifyhow theyare influenced by activities of peopleinothercities,counties,states,andnations. issues, heavilyinfluenced by thedecisionsandactions tion, andglobalthinking. Today’s leadersfacechallenging to interjurisdictionalcooperation,professional collabora- and organizationalsilosfragmentationare givingway act. Insulated communities,professional parochialism, factors have changedtheway in whichleadersthinkand of terror, genocide,threat, economicupheaval, andother of theworld’s largestcountries,war, ofacts thedelivery Advances intechnology, theeconomicgrowth ofsome 705.715 class tocreating alearningorganization.(3credits) able toapplytheprinciplesandpracticespresented inthis standing anddiffusinganger, andmore. Students willbe sonal relationships onthejob, willingnesstolearn,under- adults, managingyoung andolderworkers, effectofper- and readings includecharacteristicsofolderandyounger Project Management: LeadingProjects to Global Perspectives Strategic Planning forLeaders this informationquicklyandefficiently todetermineits much more. It isincumbentonleaderstowade through best andpromising practices,organizationalhistories,and leaders incredible accessto rawdata,intelligenceanalysis, a leader’s skills. mostimportant Technology gives today’s history, knowing how tofindandapply research isoneof greater speedandatagreater volume thananytimein day,At informationemergesevery atimewhennew with Methods, andAccountability ED.705.732 movement. (3credits) ure ofpastsystemsandmovements suchastotalquality ings anddiscussion,studentsexplore thesuccessandfail - improve effectiveness, efficiency, and value. Through read- apply techniquesdrawnfrom diverse models designedto several famouscorporateandgovernment cases,students application tovarious organizationalsettings.Through Students discusstheoriesandnotionsofqualityits and Juran’s approach tocontinuousqualityimprovement. nizations, suchasDeming’s ofprofound knowledge theory principles tocreating andmaintainingqualitywithinorga- meaning hasbeenlosttohype. Yet, there are enduring little more thananoverused andabusedbuzzword. Its In toomanyorganizations,theterm“quality” hasbecome ED.705.724 any crisis.(3credits) externally, andpolitically, sotheycanbeusedeffectively in and maintainessentiallinesofcommunicationinternally, ments. Students toestablish applytechniquesnecessary sons learnedtotheirown organizationsandwork environ- experience toassesshighprofile situationsandapplyles- andpractice.Theydrawontheir management theory ters aswell. Students review andevaluate current crisis a leaderincrisisisroutine day-todaymat- well toallinvolved. Thiscourseisbuiltonthebelief that individual ormulti-agencyresponse, andcommunicate contingency plans,assessasituation,direct andmotivate on aleader’s abilitytodevelop crisismanagementand tion, mitigation,recovery, andrestoration are contingent destroy aleader’s Effective reputation preven andsurvival. - an organization’s well-being. It canestablish,sustain,or incidents canposesignificantthreat toacommunityand If notmanaged well, acriticalincidentorseriesof Communication ED.705.719 (3 credits) process and implementtheplanonceitisestablished. motivate employees inthestrategicplanning toparticipate Students employ avariety oftechniquestoinvolve and incorporate strategicplansintotheirday-todayfunctions. inthestrategicplanningprocess. Theylearnto participate modify, andpresent strategicplansandmotivate othersto education.jhu.edu Applying Research: Access, Building Quality Organizations Crisis Mitigation, Management and / 115

employees, vendors, andothers.(3credits) to judgetechnology-related informationgiven tothemby when itreaches thepointofoverkill. Theylearn,too,how solutions, determiningthebestapplicationanddeciding systems. Theyapplytechnologytoassessingneedsand analysis, telecommunication,andlinkingnetworks and Studentsdisruption. focusoninformationsharingand people andcommunities,asavehicle forharmand in theworkplace, asatoolto advance the well-being of debate thecurrent andfuture potentialfortechnology with modernapplicationoftechnology. Theydiscussand weaknesses, andvulnerabilitiesassociated opportunities, emergency communication.Students citestrengths, communication, fiscalaccountability, and routine and nel management,personnelsafety, internalandexternal to dataanalysis,planning,informationsecurity, person- much more. Leadersdrive thetechnologythatisapplied shopping, war, intelligence,liability, evidence,news, and to significantchangesininterpersonalcommunication, current. Technology istransformationalandconnected speed thatitisdifficultformanyofthemto remain ing technology, buttechnologyischangingwithsuch Leaders influenceandare influenced byrapidlychang- ED.705.745 in class.(3credits) tosolving thecasespresentedas theyapplytheirexpertise ies. Students gainanddemonstratecriticalthinkingskills drawn from theirown experiencerelevant tothecasestud- organizations. Students identifyandpresent examples strategies forsolvingproblems facedby individualsand and interactingwithguestlecturers, studentsidentify inclassdiscussions, analyzing casestudies,participating and solutionstoaseriesofcases.Through reading and in thiscourse,studentscritiqueanddebateapproaches principles learnedinprevious onesoffered classes andnew nization, andmore. Through theapplication ofleadership resource allocation,fieldoperations,marketing theirorga - with complexissuesinpolicymaking,humanresources, examine how organizationswork andhow managersdeal and private sectorprovide forstudentsto anopportunity and organizationalstrength. Casestudiesfrom thepublic best toolsinaleader’s toolbox tobuildpersonalskills Learning through theexperience ofothersisonethe ED.705.750 and others.(3credits) practical waystoemployees, executives, politicalleaders, policy, andprogram assessmentsandconvey findingsin the findingsoftheir research toconductingagency, unit, Theyapply data, scholarlyjournals,andpopulararticles. ing research, policies,organizationalstudies,government methods designedtohelpthemidentifyandassessexist- use it.Students experimentwithandapplyavariety of accuracy andrelevance and,then,theyguideothersto Technology forLeaders Case Studies inLeadership

Public Safety Leadership Public Safety Leadership policymakers withinformation theyneedtoformulate in clear, succinctprose isessentialforanyone supplying The abilitytojustifyandpresent ananalyticalconclusion ED.720.609 clusions? (3credits) knowledge andwhydoesthismatterwhendrawingcon- logical decision? What isthedifference between beliefand undesirable consequencesofathoughtful,well-researched, factors? To whatdegree isanemployee accountablefor influences suchasbeliefs,will,politics,history, andother base aconclusionsolelyondataordoesitalwaysreflect lect andconsiderbefore drawingaconclusion? Canone questions. How muchdataorevidenceshouldonecol- and research, studentsseektoanswer several important in crisissituations.Through discussion,debate, readings, toconductbasicandcomplexanalysis,routinely and sary decision making.Theydevelop andenhanceskillsneces- the gatheringandanalysisofinformationsubsequent ethics andhow therelationship between theminfluences Students explore conceptssuchaslogic,epistemology, and ED.720.604 the moderneraaround 1950.(3credits) War and World Wars IandII,endingatthebeginningof ligence activitiesduringtheRevolutionary War, theCivil an Americanperspective, students willexplore theintel- ligence analysishave influencedcurrent practices. From period studentswillconsiderhow thoseformsofintel- the advances totheprofession duringtheElizabethan working through theMiddle Ages,studentswillnote tory. Beginning withsomeclassic,ancientexamples,and and analysisthrough thedifferent periodsofhumanhis- by exploringclassicexamplesofintelligencegathering carefully. Students willseekanswers totimelessquestions oftheprofession, have butfew studiedthehistory history Every analyststandsonafoundationcreated by thelong ED.720.600 embark from theprogram. (3credits) projects to establishacourseofactiontopursueasthey future. Students inindividual,group, participate andclass to leadtheirpersonnelandorganizationswell intothe traditional approaches anddevelop innovative methods ing, provides afoundationforstudentstoembraceproven in previous coursesofstudy, learn- combinedwithnew developed todealwiththeseissues.Theknowledge gained out theentire curriculumandthecreative solutionsthey students discussthemajorissuesthatrecurred through- and demandsonitsleaders.Asaculminatingcourse, workforce expectations thatimposesnew a contemporary gic, operational,andtechnicalenvironment. Theyguide responding toarapidlychangingpolitical,social,strate- Leaders todayare taskedwitheffectively andefficiently ED.705.820 116 Analytical Writing Ethics ofBelief ofEspionage History Current Issues inLeadership:Capstone The School ofEducation Academic Year Catalog 2012–2013 organizational tasksandgoals.(3credits) assessing organizationsanddeveloping waystoaccomplish cies. Theyemploy proven andinnovative approaches to control, andmarketing, toactivitiesintheirown agen- tional behaviors,suchasinternalcommunication,quality case studies,andsimulations,studentscompare organiza- today’s agencies.Through readings, multifacetedservice cultural –thatcontributetothesuccessfuloperationof tional behaviorandthesystems–individual,group, and assess how peopleinvarious positions influenceorganiza- Studentstheir organizationandthecommunitytheyserve. “sixth sense” aboutwhatworks anddoesnotwork within organization andknow whatitmeans.Theydevelop a Effective employees routinely takethe “pulse” oftheir ED.720.635 and techniquesinapproaches tobothqualitative and to prepare fortheirown Capstoneresearch projects. Skills make useofuptodatemethods ofresearch learninghow Intelligence Customer orDecision Maker. Students will arena thatdataintousefulinformation forthe to convert open sources andby applyingproven techniquesinthat ofgathering informationfrom ing ontheimportance an addeddimensiontothedegree program by focus- areas warrantspecialattention.This courseprovides groups, factions,andresources isvoluminous. Specific day.emerges every Subject matteronthreat, response, New informationaffectingtheintelligencecommunity ED.720.700 (3 credits) excellence, intellectualhonesty, andbuildingtrust. teamwork, sustaining core conceptssuchasclientservice, and operations.They relate personaldecisionmakingto decisions influenceandshapepeople,opinions,strategies, “domino effect” ofmoraldecisionmakingandhow their daily decisionmaking.Theygainanunderstandingofthe just society. Students applytheirexplorationofethicsto theories andphilosophiesonhow toformandsustaina readings, casestudies,anddiscussion,studentscompare laws, religion, codesofconduct,anddissent.Through events thatinfluencesociety’sporary standards–morals, of itspeople.Students examinehistoricalandcontem- ofasocietydependsontheethicalbehavior The survival ED.720.637 sages. (3credits) ibility, convey recommendations, andreinforce keymes- narratives, projecttopics and,indoingso,construct cred- prepare writtenreports andpresentations onavariety of and how factsare woven intoanarrative form. Students innonfictionwriting ence between accuracyandtruth methods ofintelligencebriefing,focusingonthediffer- a decision.Students considertraditionalandinnovative Leadership andOrganizational Behavior Research Methods forIntelligence Analysts Ethics andSociety diverse internalandexternalcommunities. (3credits) pare various strategies forproviding to qualityservice readings, casestudies,andgroup activities,studentscom- organizational effectiveness indiverse settings. Through coming behaviorsthatblockindividual, community, and ance andintolerance.Students applytechniquesforover- They discussfactorsthatinfluenceanddrive bothtoler- function, rank,religion, race,gender, andpersonality. Students assessdifferences ingoals, values, beliefs,motive, or otherbehaviorthatharmspeopleandinstitutions. tation, misperception, inappropriate communication, If ignored, thesedifferences intomisinterpre mayerupt - flicting agenciesandgovernments, andotherdifferences. internal hierarchy, incompatiblefunctionsand ideals,con- monitor, analyze, andmanagedifferences stemmingfrom traditional orstereotypical diversity-related issues.They Successful peopleunderstanddifferences thatgobeyond ED.720.713 (3 credits) resilience inselfandotherstofosterresilient cultures. science, theleaderisbetterequippedtobuild/maintain in socialpsychology, personalitypsychology andneuro- management practices.Moreover, through agrounding organization leadingtoamore informedapplicationof ofindividualswithinan their impactontheperformance influences onbehavior, theleaderisabletounderstand ior. Through thestudyofdispositionalandsituational broad understandingoffactorsthatimpacthumanbehav- logical advances, leadershipand managementrequires a In ahighlydiverse societywithrapidlychangingtechno- ED.720.710 ofthework. (3credits)personal decisionsaspart both caseexamplesandwiththeirown work-related and decisions.Studentsprocess ofmakingsmart willwork with practical applicationsofhow peopleactuallygoaboutthe This coursewillmove beyond the research toexplore the traps thataccountformostofthepoorchoiceswe make. Interestingly, there are three commonblundersandseven In somecases,baddecisionsbecomefiascosanddebacles. and intermsoflostcredibility andmissedopportunities. incalculablyhighcostsinreal dollars zational level carry failure. Failed decisionsatboththepersonalandorgani- or failure-prone practices,contributingtothehighrateof cates thattwothirds ofalldecisionsare madeusingbad years. Further, andmore disturbingly, theresearch indi- and remained implementedforaperiodofatleasttwo the criteriaofwhetherdecisionmadewasimplemented that fullyonehalfofalldecisionfailwhenconsiders Some ofthelatestresearch intodecisionmakingindicates ED.720.702 Intelligence topics.(3credits) quantitative research methodswillbeappliedtocurrent education.jhu.edu Managing Differences Analytical TechniquesStructured andScienceof Decision The Art Making / 117 be participating attheendoftheirprogram. (3credits)be participating about theCapstoneprocess inwhichtheythemselves will presentations. Students willgainfirsthandknowledge earlier Intel oftheirCapstonepaper colleaguesindelivery ties. Students their review willread, andsupport observe, role leadershipplayed inresistance totheNazi atroci- the U.S.Holocaust Memorial Museum focusingonthe will hearfrom andvisitwithscholars andhistoriansat the Capstonebriefingsofearlier Intel students. Students two uniquefeatures, in fieldexperienceandparticipation issues andapplytheiranalyticalskills.Thiscoursehas toraise debate, thesetopicsgive studentstheopportunity including guestlecturers, paneldiscussions,andopen or timely. Using approaches avariety ofinstructional topicssuchasmaybeurgent,unexpected on important These colloquiaincludehalf-dayandfull-dayprograms ED.720.720 gain oncrisesandpotentialcrises.(3credits) and applymeasured responses totheinformationthey and alarmistreaction toterrorist threat. Students identify maintainperspective, andminimizingpanic they serve ing terrorist activity, helpingotherleadersandtheagencies case studies,studentsexhibitleadershipskillsincounter- nous terrorist actsfrom occurring.Through scenariosand and behavior-thethingsmostcriticaltopreventing hei- threat toguideclientsaddress people,time,location, toidentifyandfocusonlegitimate the toolsnecessary tions, andhypeare distinguishedfrom fact.Students gain used toprevent anddefeatterrorists. Myths, mispercep- optionsandconstraints and examinethecounterforce sake ofharm.Theyconsiderterrorism asaphenomenon a cause,tosmallradicalcellsbentoncausingharmforthe rorist threat, from for aglobalendeavor togarnersupport Students thechangingfaceofterrorism scrutinize andter- ED.720.718 to solvingthecasespresented inclass.(3credits) strate criticalthinkingskillsas theyapplytheirexperience enhance discussionofthecases. Students gainanddemon- Students present theirown experiencesandexamplesto students identifystrategiesfor resolving actualsituations. analyzing casestudiesandinteractingwithguestlecturers, cases involving intelligenceanalysis.Through reading and students critiqueanddebateapproaches toaseriesof in previous onesoffered classesandnew inthiscourse, operations. Through theapplicationofprincipleslearned as planning,policymaking,resource allocation,andfield leaders applyintelligenceinformationtofunctionssuch tor provide forstudentstoexaminehow anopportunity processes. Casestudiesfrom thepublicandprivate sec- best toolsforbuildingandenhancingskillsthought Learning through theexperienceofothersisone ED.720.750 Terrorism: Concepts,Threats and Delivery Special Issues inIntelligence Analysis Case Studies inIntelligence Analysis

Public Safety Leadership Public Safety Leadership their agency’s and/orclient’s strategicplan.(3credits) strategic planningprocess. Theyalsoexaminetheir role in inthe strategic plansandmotivating otherstoparticipate array oftechniquestoassessing,modifying,andpresenting menting astrategyfortheirwork unit.Students applyan They applystep-by-step methodstodeveloping andimple- thinking skillsandapplythemtoamyriadofcasestudies. readings anddiscussion,studentsdevelop theirstrategic emphasizing strategicandtheoretical concepts.Through tothepresent,ment ofwarfare from the19thcentury power politicalends.Theyexaminethedevelop- toserve that shapedmodernhistory, includingtheuseofmilitary influence. Students discussanddebatestrategicdecisions andpolitical administration, shiftsindemandforservice, people, programs, andassignmentsthrough changesin envisioning alternativespossibilities.It andnew sustains change, copingwithcrises,planningfortransitions,and task oranentire organization.It aidsinconfronting Strategic thinkingsetsasteadycourseforanindividual Plan, andPractice ED.720.752 118 Strategic Thinking:Concept, Policy,

The School ofEducation Academic Year Catalog 2012–2013 degree program. (3credits) their current assignmentandassesstheirexperienceinthe develop a course ofactiontoaffectpositive changein day.ened leadershiptochallengestheyfaceevery Students logue, anddebate,studentsapplytheprinciplesofenlight- Through to thepeopletheyserve. readings, lectures, dia- ing, andapplythemtoimproving theproducts delivered develop tools,suchaseffective an arrayofnew question- providedtheir work andservices tocustomers.Students vious coursesandappliesittoimproving thequalityof course drawsupontheknowledge studentsgainedinpre- solutions theydeveloped todealwiththeseissues.This that recurred throughout theprogram andthecreative As aculminatingcourse,studentsdiscussthemajorissues ED.720.820 Current Issues: Capstone Research And Development Centers Through their extensive research, partnerships, program tors who conduct programmatic research to improve the development, leadership and service activities, the School of education system, as well as support staff engaged in Education’s research and development centers play an inte- developing curricula and providing technical assistance to gral role in furthering the school’s mission to support and help schools use the center’s research. The center’s major advance the quality of education and human services for the programs are Talent Development Secondary, the Center continuous development of children, youth, and adults. on School, Family and Community Partnerships, and Recognized as national leaders in creating new research- Early Learning. It also houses the Baltimore Education based models of instruction, these centers are making last- Research Consortium, Stocks in the Future, and the ing improvements in student achievement and are helping Everyone Graduates Center, a showcase for the center’s to build high quality education systems that give every research and tools and best practices related to it. To learn child the greatest opportunity to learn and succeed. more about the work of the Center for Social Organization of Schools, please visit www.jhucsos.com/. Center For Research And Reform In Education Center for Technology in Education The Center for Research and Reform in Education The Center for Technology in Education (CTE) strives to (CRRE) works to improve the quality of education for improve the quality of life of children and youth, particu- children in grades pre-K to 12 by focusing on the rigorous larly those with special needs, through teaching, research, evaluation of educational programs, reviews of research on and leadership in the use of technology. Through a unique educational programs, and policy analysis and dissemina- partnership, CTE combines the research and teaching tion to bring meaningful reform to America’s underper- resources of the School of Education and the leadership forming public schools. To learn more about the work of and policy support of the Maryland State Department of the Center for Research and Reform in Education, please Education. The Center’s emphasis on technology in edu- www.education.jhu.edu/crre. cation is based on the belief that children with special needs have a right to the best possible education in the least restrictive environment, and the belief that technol- Center For Social Organization ogy can transform instruction so that all children can Of Schools maximize their potential. CTE directs much of its work to Founded more than 45 years ago at Johns Hopkins expanding educators’ awareness and skills so they are able University, the Center for Social Organization of Schools to improve their practice and thereby increase student (CSOS) concentrates its research and development achievement. To learn more about the work of the Center resources on improving low-performing schools and the for Technology in Education, please visit http://education. education they offer their students. The center consists of jhu.edu/research/CTE. sociologists, psychologists, social psychologists, and educa- Research Centers Research

education.jhu.edu/ 119 School of Education Faculty

Full-Time Graduate Education Faculty Wilbert D. Hawkins, EdD Assistant Professor (Clinical) Administration, Supervision and Leadership Yolanda Abel, EdD Assistant Professor (Research) Cheryl Holcomb-McCoy, PhD Teaching and Learning Professor (Research) & Vice Dean Counseling and Human Development Linda S. Adamson, EdD Assistant Professor (Clinical) Tamara Marder, PhD Education in the Health Professions; Teaching and Learning Assistant Professor (Clinical) Special Education David W. Andrews, PhD Professor (Research) & Dean John D. McWay, PhD Assistant Professor (Clinical) Mary Ellen Beaty-O’Ferrall, PhD Associate Professor (Clinical) Counseling and Human Development Language, Literacy and Reading Education; Teaching and Laura Owen, PhD Learning Assistant Professor (Research) Counseling and Human Development Deborah Carran, PhD Professor (Research) Edward Pajak, PhD Administration, Supervision and Leadership Professor (Research) & Associate Dean Administration, Supervision and Leadership Anne Cash, PhD Assistant Professor (Research) Stephen J. Pape, PhD Counseling and Human Development; Teaching and Professor (Research) Learning Teaching and Learning

John Castellani, PhD Carolyn Parker, PhD Associate Professor (Research) Assistant Professor (Research) Special Education; Teaching and Learning Teaching and Learning

Norma Day-Vines, PhD Eric P. Rice, PhD Professor (Research) Assistant Professor (Clinical) Counseling and Human Development Teaching and Learning

Laurie U. deBettencourt, PhD Karin Sandmel, PhD Professor (Research) & Associate Dean Assistant Professor (Research) Special Education; Teaching and Learning Special Education

Joan DeSimone, PhD R. William Sowders, PhD Assistant Professor (Clinical) Assistant Professor (Clinical) Administration, Supervision and Leadership; A. Jonathan Eakle, PhD Associate Professor (Research) Teaching and Learning Faculty Faculty Language, Literacy and Reading Education Marc L. Stein, PhD Assistant Professor (Research) Ileana A. Gonzalez, PhD Assistant Professor (Clinical) Administration, Supervision and Leadership Counseling and Human Development Linda A. Tsantis, EdD Associate Professor (Clinical) Mariale M. Hardiman, EdD Professor (Clinical) & Assistant Dean Special Education; Teaching and Learning Teaching and Learning

120 The School of Education Academic Year Catalog 2012–2013 Faculty L Instructor (Clinical) MS David Thomas, Instructor (Clinical) Bascom Talley, MDiv, STM,MA Instructor (Clinical) Darrel Stephens, MS Instructor (Clinical) John Paparazzo, MS ProfessorAssociate (Research) Phyllis McDonald, EdD Instructor (Clinical) Stan Malm, MS Instructor (Clinical) Natalie Malm, MA ProfessorAssistant (Clinical) Christina Harnett, PhD ProfessorAssociate (Research) Dean &Associate Sheldon F. Greenberg, PhD ProfessorAssistant (Clinical) William Ewald, PhD ProfessorAssistant (Clinical) Christine Eith, PhD ProfessorAssistant (Clinical) Christopher Dreisbach, PhD ProfessorAssistant (Clinical) Ira Blatstein, PhD F Counseling andHuman Development ProfessorAssistant (Research) Anita Young,PhD Administration, SupervisionandLeadership; Instructor (Clinical) Amy M. Wilson, MEd Education intheHealth Professions; Counselingand ProfessorAssistant Dean (Clinical)&Assistant Antoinette (Toni) Ungaretti, PhD education.jhu.edu eadership ull Teaching andLearning Human Development - T i m e

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Center for Technology inEducation Instructor (Clinical) Veronique C.Gugliucciello, MS Center forSocialOrganization ofSchools Professor (Research) Joyce L.Epstein, PhD Center for Technology inEducation Instructor (Clinical) Jeanne Dwyer, MS Center for Technology inEducation Instructor (Clinical) Tammy L.Devlin, MS Center forSocialOrganization ofSchools ProfessorAssistant (Research) Marcia Davis, PhD Center forSocialOrganization ofSchools Instructor (Clinical) Faith Connolly, PhD Center forResearch andReform inEducation ProfessorAssociate (Research) Alan Cheung,PhD Center forResearch andReform inEducation Professor (Research) Margaret (Bette) Chambers,PhD Center for Technology inEducation Instructor (Clinical) Francesca Carpenter, MA Center for Technology inEducation Instructor (Clinical) Linda Carling,MS Center for Technology inEducation ProfessorAssistant (Clinical) Robert K.Caples,PhD Center for SocialOrganization ofSchools Professor (Research) Robert Balfanz, PhD Center for Technology inEducation Instructor (Clinical) Christine Alexander, EdS Center for Technology inEducation ProfessorAssistant (Clinical) Chadia Abras, PhD F ull - T i m e

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Faculty Maureen M. Jones, MEd Steven B. Sheldon, PhD Instructor (Clinical) Associate Professor (Research) Center for Technology in Education Center for Social Organization of Schools

Cynthia Lake, MA Robert Slavin, PhD Instructor (Clinical) Professor (Research) Center for Research and Reform in Education Center for Research and Reform in Education

Nettie E. Legters, PhD Susan C. Stein, MEd Professor (Research) Instructor (Clinical) Center for Social Organization of Schools Center for Technology in Education

Douglas Mac Iver, PhD Christopher R. Swanson, MS Professor (Research) Instructor (Clinical) Center for Social Organization of Schools Center for Technology in Education

Martha A. Mac Iver, PhD Kristen Thompson, MS Associate Professor (Research) Instructor (Clinical) Center for Social Organization of Schools Center for Technology in Education

Nancy Madden, PhD Dianne Tracey, MEd Professor (Research) Instructor (Clinical) Center for Research and Reform in Education Center for Technology in Education

K. Lynne Mainzer, EdD Associate Professor (Clinical) Joint/Secondary Appointments in the Center for Technology in Education School of Education Helena Mawdsley, PhD Instructor (Clinical) Robert W. Blum, MD, PhD, MPH Center for Technology in Education Professor & William H. Gates Sr. Chair, Department of James M. McPartland, PhD Population, Family & Reproductive Health Professor (Research) JHU Bloomberg School of Public Health Center for Social Organization of Schools Secondary Appointment—JHU School of Education

Amy Nicholas, PhD Catherine Bradshaw, PhD Assistant Professor (Clinical) Associate Professor & Deputy Director, Johns Hopkins Center for Technology in Education Center for the Prevention of Youth Violence; Co-Director, Johns Hopkins Center for Prevention and Jacqueline A. Nunn, EdD Early Intervention Professor (Clinical) & Associate Dean JHU Bloomberg School of Public Health Center for Technology in Education Secondary Appointment—JHU School of Education

Linda Olson, MA Robin P. Church, EdD Instructor (Clinical) Associate Professor & Senior Vice President for Education Center for Social Organization of Schools Kennedy Krieger Institute Secondary Appointment—JHU School of Education Tamara Otto, MA Faculty Instructor (Clinical) Gary Cordner, PhD Center for Technology in Education Professor of Criminal Justice Kutztown University David C. Peloff, MS Instructor (Clinical) Martha Bridge Denckla, MD Center for Technology in Education Director, Developmental Cognitive Neurology Clinic & Batza Family Endowed Chair Steven M. Ross, PhD Kennedy Krieger Institute & Professor (Research) Professor of Neurology, Pediatrics, and Psychiatry Center for Research and Reform in Education JHU School of Medicine Secondary Appointment—JHU School of Education

122 The School of Education Academic Year Catalog 2012–2013 Secondary Appointment—AssociateSecondary Professor, University ofPennsylvania Director ofLife ScienceOutreach, Institute forRegenerative Jamie R.Shuda, EdD Appointments—JHUSecondary SchoolofEducation, Kennedy KriegerInstitute Professor &Director ofMath Skills Development Project Michèle M.Mazzocco, PhD Joint &Emergency Medicine, Appointments—Radiology Appointment—JHUSecondary SchoolofEducation JHU Bloomberg SchoolofPublic Health Professor &Deputy Chair, Environmental Health Sciences; Jonathan M.Links,PhD Appointments—JHUSecondary SchoolofEducation, JHU SchoolofMedicine and Neck Surgery ofOtolaryngology–Head Department ProfessorAssociate Charles J.Limb, MD Appointment—JHUSecondary SchoolofEducation Kennedy Krieger Institute ProfessorAssistant &Director ofSpecial Educational Projects EllenMary EdD B.Lewis, Appointments—JHUSecondary SchoolofEducation, JHU Bloomberg SchoolofPublic Health Professor &Director, Center forthePrevention of Philip J.Leaf, PhD Appointment—ProfessorSecondary (Research), InstitutionCarnegie ofEmbryology forScience,Department Staff Scientist Steven A.Farber, PhD education.jhu.edu JHU SchoolofEducation Netter Center forCommunityPartnerships Medicine &Coordinator ofLife ScienceEducation, JHU SchoolofMedicine Johns Hopkins University &Health System Critical Event Preparedness andResponse (CEPAR), JHU SchoolofMedicine; Deputy Director, Office of Director, Public Health Preparedness Programs Peabody Institute ofMusic JHU SchoolofMedicine Youth Violence JHU SchoolofEducation / 123

Secondary Appointment—JHUSecondary SchoolofEducation JHU KriegerSchoolofArts andSciences Professor, ofMathematics Department W. Stephen Wilson, PhD Appointment—JHUSecondary SchoolofEducation JHU Bloomberg SchoolofPublic Health Professor &Co-Director, Johns Hopkins Center for Daniel Webster, ScD,MPH Appointment—JHUSecondary SchoolofEducation Temple University Professor, Early ChildhoodEducation Barbara A. Wasik, PhD Appointment—JHUSecondary SchoolofEducation Deputy Director, Johns Hopkins Center forInjury ProfessorAssociate &Co-Director, The Johns Hopkins Jon Vernick, JD,MPH Appointment—JHUSecondary SchoolofEducation JHU Bloomberg SchoolofPublic Health Professor &Director, Center forLawandthePublic’s Health Stephen Teret, JD,MPH The University of Texas atDallas School ofEconomic, Political andPolicy Sciences Professor andHead, Public AffairsProgram, W.Robert Taylor,PhD Appointment—JHUSecondary SchoolofEducation JHU SchoolofMedicine Professor,Associate ofMedicine Departments and Forrest Spencer, PhD Gun Policy andResearch Research andPolicy Center for Gun Policy andResearch; &GeneticsMolecular Biology

Faculty Administration JamesL. Winter William F. Ward Jr. Rajendra Singh Charles W.Scharf Marshal L.Salant David M.Rubenstein Brian C.Rogers Sarah Brown O’Hagan David P. Nolan Heather H.Murren Westley W. O.Moore Terri Lynn McBride, exofficio Christopher E.Louie Samuel R.Lichtenstein Alexander H.Levi Jay L.Lenrow, exofficio Joanne Leedom-Ackerman Christopher H.Lee Ethan D.Leder Donald A.Kurz Stuart S.Janney III Frank L.Hurley R. ChristopherHoehn-Saric David C.Hodgson Lee Meyerhoff Hendler Michael D.Hankin Taylor A.Hanex Louis J.Forster Marjorie M.Fisher Roger C.Faxon P.Harvey Eisen Ina R.Drew Andreas C.Dracopoulos Anthony W.Deering Ronald J.Daniels, exofficio N. AnthonyColes Charles I.Clarvit Paula E.Boggs Abhiram R.Bhashyam Janie E.Bailey Jeffrey H.Aronson Vice Chairs Gail J.McGovern Richard S.Frary Vice Chair, exofficio C. Michael Armstrong, Pamela P. Flaherty, Chair B J Administration 124 ohns oard

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A d m inistration The School ofEducation Academic Year Catalog 2012–2013 Calman J.Zamoiski Jr. WrightAdena Testa Morris Tanenbaum Shale D.Stiller Helmut Sonnenfeldt Wendell A.Smith R. ChamplinSheridan Jr. Huntington Sheldon Herschel L.Seder Wayne N.Schelle Frank Savage SarnoffArthur John F. Ruffle Mark E.Rubenstein Joseph R.Reynolds George G.Radcliffe Walter D.Pinkard Jr. Morris W.Offit Ralph S.O’Connor Ronald M.Nordmann Naneen Hunter Neubohn M.MeyerhoffHarvey Christina L.Mattin Raymond A.Mason Roger C.Lipitz F. Pierce Linaweaver Kwok-Leong Li David H.Koch Jeong H.Kim Rafael Hernandez-Colon Robert D.H.Harvey Benjamin Howell Griswold IV Sanford D.Greenberg James A.Flick Jr. Manuel Dupkin II Victor J.Dankis A. James Clark Constance R.Caplan George L.Bunting Jr. Randolph W.Bromery Aurelia G.Bolton David H. Bernstein Ernest A. Bates Jeremiah A.Barondess H. Furlong Baldwin Lenox D. Baker Jr. Norman R.Augustine Peter G.Angelos Leonard Abramson Robert J.Abernethy E m eritus

T rustees Vice Provost forFaculty Affairs Barbara Landau Vice Provost forStudent Affairs Sarah S.Steinberg Vice President forStrategic Initiatives Phillip Spector Vice President, ChiefofStaff, andSecretary ofthe Jacqueline LeeMok Vice President forPlanning andBudget Helene Grady Vice President forInvestments andChiefInvestment Officer Crecelius Kathryn Vice President forReal Estate andCampus Services Alan Fish Vice President forCommunications Glenn M.Bieler Vice President forCorporate Security Keith Hill Vice President forHuman Resources Charlene Moore Hayes Vice President forGovernment andCommunityAffairs Thomas S.Lewis Interim Vice President andGeneral Counsel Frederick G.Savage Vice President forDevelopment andAlumni Relations Frederic W.Schroeder Dean ofSchool ofMedicine Vice President forMedicine CEO ofJohns Hopkins Medicine Paul B.Rothman Senior Vice President forFinance andAdministration Daniel G. Ennis Interim Provost andSenior Vice President for Jonathan A.Bagger President Ronald J.Daniels P education.jhu.edu rincipal Board of TrusteesBoard Academic Affairs

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eans Director ofthe Applied Physics Laboratory Ralph D.Semmel Dean ofUniversity Libraries andMuseums Winston Tabb Dean oftheBloomberg SchoolofPublic Health Michael J.Klag Director ofthe Peabody Institute Jeffrey Sharkey Dean oftheSchoolNursing Martha Hill Dean ofthe Whiting SchoolofEngineering Nicholas P. Jones Dean oftheSchoolEducation David W.Andrews Dean oftheCarey Business School Bernard T.Ferrari Dean oftheKriegerSchoolArts andSciences Katherine S.Newman Dean oftheNitze SchoolofAdvanced International Studies Vali R.Nasr Vice Provost forInternational Programs Pamela Cranston Vice Provost forInstitutional Equity Caroline Laguerre-Brown Vice Provost forAdmissions andFinancial Aid David Phillips Vice Provost forInstitutional Research Sean Fahey Vice Provost forResearch Scott L.Zeger Vice Provost forInformation Technology and Stephanie L.Reel Vice Provost forGraduate andPostdoctoral Programs Jonathan A.Bagger Chief Information Officer and Special Projects

Administration Administration Assistant Dean,Assistant Assessment Antoinette (Toni) Ungaretti Dean,Associate Business andFinancial Services Debbie Rice Dean,Associate Research andDoctoral Programs Edward Pajak Dean,Associate Educational Technology Jacqueline A.Nunn Dean,Associate Administrative Services Elizabeth K.(Betsy) Mayotte Dean,Assistant Urban SchoolsPartnership Mariale M.Hardiman Dean,Associate Public Safety Leadership Sheldon F. Greenberg Dean,Assistant CommunicationsandPublic Affairs Chris Atkins Godack Dean,Associate Development andAlumni Relations Michele Ewing Dean,Associate Educator Preparation Laurie U.deBettencourt Dean,Assistant CommunitySchools Annette C.Anderson Vice Dean, Academic Affairs Holcomb-McCoyCheryl D S 126 chool eans

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A d m inistration The School ofEducation Academic Year Catalog 2012–2013 Director, Center forResearch andReform inEducation Robert Slavin Director, Center for Technology inEducation Jacqueline A.Nunn Co-Director, Center forSocialOrganization ofSchools James McPartland Co-Director, Center forSocialOrganization ofSchools Douglas Mac Iver Director, Talent Development Secondary Robert Balfanz R Director, DivisionofPublic Safety Leadership Doug Ward Director, Master ofEducation intheHealth Antoinette (Toni) Ungaretti Executive Director, Partnerships forEducational Henry M.Smith D D esearch irectors ivision Professions Program Transformation

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MedMark, Inc. National Medical Director Sheldon D.Glass Los Angeles CountyBoard ofEducation Board Member andImmediate Past President Gilbert-Lurie Digene Corporation Former CEO Charles M.(Chuck)Fleischman Erickson Retirement Communities RetirementChairman, Living Television John C.Erickson Booz Allen Hamilton Executive Advisor Lisa Egbuonu-Davis Amprey &Associates President andCEO Walter G.Amprey Tutor.com CEO andFounder George Cigale, Chair S education.jhu.edu chool

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A dvisory President andCEO E. Magruder Passano, Jr. Sony Pictures Entertainment, Screen Gems Senior Vice President ofProduction Eric Paquette Psychologist, MontgomeryCountyPublic SchoolsHead Start Carolyn P. Leonard Actor/Author Hill Harper StateMaryland ofEducation Department State Superintendent ofSchools(retired) Nancy S.Grasmick WealthEngine, Inc. CEO Tony Glowacki Social WorkerRetired Saralynn B.Glass

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Administration