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Detailed Information

Programs of Study

The School of Education of Loyola University Maryland (formerly Loyola College in Maryland) promotes leadership and scholarship in the development of teachers, counselors, and administrators. Its programs employ a learner-centered model of instruction that blends theory and practice, cultivating education leaders of competence, conscience, and compassion. The School of Education is accredited by the National Council for Accreditation of Teacher Education.

Each program is designed to advance the study of education and to further the professional development of teachers, administrators, and counselors. The Master of Education (M.Ed.) programs comprise both core courses and specialty areas. The Master of Arts (M.A.) programs are designed for individuals who wish to undertake scholarly research as part of their degree program. The Master of Arts in Teaching (M.A.T.) programs are designed for individuals wishing to seek initial K–12 teacher certification. The Certificates of Advanced Study in Education are designed for educators who are seeking further study in a chosen area of concentration.

Within each degree option, students choose an area of specialization. The educational leadership programs offer leadership training for future school supervisors and principals. The curriculum and instruction programs provide a broad focus on the educational process and its many phases, including the planning, implementation, and evaluation of teaching and learning. The educational technology programs blend practical applications with theoretical perspectives on the use of technology in the education process. The Montessori education programs offer training and certification to become Montessori teachers. The literacy programs provide a foundation in reading instruction and assessment for preK–12 students. The professional school counseling programs offer theoretical foundations and effective techniques for guiding and counseling young people. The special education programs are designed for teachers who want to gain knowledge of best practices in teaching and serving special needs students.

Research Facilities

The Loyola Notre Dame Library contains approximately 463,000 books and bound periodical volumes; over 11,000 videos, DVDs, and CDs; and 989 print periodical subscriptions. The library’s Web site serves as a gateway to a variety of Internet resources, including numerous databases such as ERIC, Lexis-Nexis Academic Universe, Maryland Digital Library, Cambridge Scientific, and Business Source Premier, as well as full-text articles from over 23,000 periodicals.

Financial Aid

A variety of financial assistance is available to graduate students. Graduate assistants work 10–20 hours per week in faculty and administrative departments in exchange for a stipend and tuition remission. A number of scholarships are available from the University; award amounts, entry requirements, and eligibility criteria vary. Federal Stafford Loans provide up to $8500 per year in subsidized loans or $20,500 in unsubsidized loans. The Federal Graduate PLUS Loan Program allows students to borrow up to the full cost of attendance, less other aid received. Other loans may be available from alternative sources. Some students may be eligible for federal work-study.

Cost of Study

In 2009-10, tuition is $460 per credit hour. Other costs include a $10 parking fee (Baltimore campus only), a $25 registration fee per semester, a laboratory fee of $60, and a field experience fee of $100 to $200. For some students, there is also a $1825 Montessori Prerequisite Course fee.

Living and Housing Costs

The University does not offer on-campus housing for graduate students, except those who work as resident assistants as part of their financial aid package. However, off-campus housing is available. Students can expect to spend $400–$1000 per month for a 1-bedroom apartment and $850–$1300 for a 2-bedroom apartment, depending on size and location.

Student Group

Approximately 575 students are enrolled in the department per year. The headcount in each program of study ranges between 35 and 155 students. Students come from a wide range of social and educational backgrounds, but a significant number have experience as elementary and secondary school teachers.

Student Outcomes

Graduates of the program are prepared to gain teaching certification and begin careers as teachers in elementary and secondary schools, both public and private; special education teachers; reading specialists; administrators; instruction and curriculum specialists; guidance counselors; and technology coordinators. Alumni currently work in schools throughout the state of Maryland and across the country.

Location

Baltimore is one of the most visited cities in the nation, with 12 million visitors each year. The city has a variety of museums, art galleries, theaters, and music venues, as well as annual festivals. The Inner Harbor, a popular waterfront attraction, is surrounded by historic neighborhoods with unique shops and restaurants for every style and taste.

The University

Founded by Jesuits in 1852, Loyola University remains committed to the ideals embodied by the priests and brothers of the Society of Jesus, which include an emphasis on academic excellence, the importance of the liberal arts, and the education of the whole person. The University enrolls approximately 6,100 students in a broad spectrum of programs that are practitioner-oriented and designed for professionals seeking a greater level of expertise and satisfaction in their careers.

Applying

Prospective students are required to submit a completed application form, including the Program Selection Form; official transcripts from all colleges attended; a professional reference; an essay responding to the question on the application; and a nonrefundable $50 application fee. Official Praxis I scores must be submitted only if the applicant is not currently certified. The deadlines to apply are June 15 for fall admission, November 1 for spring admission, and March 15 for summer admission. The deadline for the Montessori program is May 1 for fall admission. The deadline for the Kodaly (multi-summer) program is May 1.

The Faculty and Their Research

• Deborah Anthony, Clinical Instructor and Coordinator of Professional Development Schools (Elementary); M.A., Johns Hopkins.
• Kay Baker, Associate Professor; Ph.D., Maryland. Children’s strategies for solving problems, use of manipulative materials to build better images of concepts and enhance comprehension, adult development related to training as a teacher.
• Christopher Barnes, Clinical Instructor and Coordinator of Professional Development Schools (Secondary); M.S., Western Maryland.
• Catherine Castellan, Assistant Professor of Early Childhood Special Education; Ph.D., Maryland, College Park.
• Marie Celeste, Assistant Professor; Ed.D., George Washington.
• Victor Delclos, Professor; Ph.D., Vanderbilt (Peabody).
• Sharon Dubble, Clinical Assistant Professor and Director of Graduate Programs in Montessori Education; Ph.D., Walden.
• Bradley T. Erford, Professor, School Counseling; Ph.D., Virginia.
• Morton M. Esterson, Affiliate Professor of Special Education; M.Ed., CASE, Loyola (Baltimore).
• Mickey Fenzel, Professor; Ph.D., Cornell. Urban education and alternative middle schools, adolescent social and moral development, adolescent substance abuse, middle school transition.
• Stephanie Flores-Koulish, Assistant Professor of Curriculum and Instruction; Ph.D., Boston College. Critical media literacy education.
• Lynn Linde, Clinical Assistant Professor of Counseling; Ed.D., George Washington.
• Peter Litchka, Assistant Professor, Educational Leadership and Supervision; Ed.D., Seton Hall.
• Barbara Livermon, Clinical Instructor and Coordinator of Professional Development Schools (Elementary); M.Ed., Loyola (Baltimore).
• David M. Marcovitz, Associate Professor; Ph.D., Illinois at Urbana-Champaign. Support for technology in schools, multimedia design by teachers and students.
• Pat McCarthy, Assistant Professor of Reading; Ph.D., Marquette.
• Janet McDonell, Clinical Instructor; M.Ed., Loyola (Baltimore).
• Cheryl Moore-Thomas, Associate Professor; Ph.D., Maryland, College Park. Multicultural counseling competence, racial identity development of children and adolescents, accountability in school counseling programs.
• Michael O’Neal, Associate Professor of Curriculum and Instruction; Ph.D., Delaware. The use of ground penetrating radar to define sea-level highstand packages, use of amino acid racemization to estimate the age of fossils.
• Peter Rennert-Ariev, Assistant Professor of Curriculum and Instruction; Ph.D., Maryland, College Park.
• Sharyn S. Rhodes, Associate Professor; Ph.D., Wyoming.
• Lee J. Richmond, Professor of School Counseling; Ph.D., Maryland. Constructivism, complexity theory, and career counseling; need for and influence of spirituality; problems with and effect of incorporating spirituality in school counseling; differing approaches to spirituality in men and women.
• Phil Rivera, Instructor of Elementary and Secondary Social Studies Methods Courses; M.L.A., Johns Hopkins.
• Elana Rock, Associate Professor of Special Education; Ed.D., Johns Hopkins. Concomitant emotional, behavioral, and learning disabilities; behavior management and executive function; effective instructional methods for special education; transition programming for students with mild and moderate disabilities.
• Cathy Rosensteel, Clinical Instructor and Coordinator of Special Education Practica; M.S., Loyola (Baltimore).
• Kathleen Sears, Clinical Instructor and Coordinator of Professional Development Schools (Secondary); M.L.A., Johns Hopkins.
• Wendy Smith, Assistant Professor of Literacy; Ph.D., Wyoming. Analysis of children’s books, children’s responses to books, educating teachers about the realities of child abuse and family violence.
• Christopher Sny, Adjunct Assistant Professor of Administration and Supervision; Ph.D., Wisconsin–Madison. Educational leadership policy development.
• William Wentworth, Instructor of Administration and Supervision; M.Ed., Johns Hopkins.

Correspondence and Information

Loyola University Maryland
Office of Graduate Admission
2034 Greenspring Drive
Lutherville, Maryland 20193
Telephone: 410-617-5020
800-221-9107 Ext. 5020 (toll-free)
Email: graduate@loyola.edu