Overview
Programs of Study
The Ed.D. in Pedagogy program at Montclair State University aims to mold and guide those who aspire to be models of teaching excellence, leaders among their colleagues, and spokespersons for education in the state. The Ed.D. is characterized by a strong theoretical base and a comprehensive perspective on the nature of schools and learning for social change. The Ed.D. provides the highest level of expertise in teaching, leadership, and education reform. The program also recognizes the indisputable role of teachers at all levels in renewing the education system and the critical importance of P-16 education. Four major themes give coherence to the program and represent the University's vision of teacher responsibility: to provide access to knowledge for all students, to create and sustain nurturing pedagogy, to enculturate students in multicultural political and social democracy, and to commit themselves to educational leadership based on the stewardship of best practice.
Although primarily designed for teachers who wish to remain in the classroom, the program can meet the needs of an educator with other career goals. The program is sensitive to the needs of classroom teachers and offers a part-time program that allows doctoral students to complete their course work at night and during the summer. In addition to course work, students need to complete a qualifying assessment and a dissertation. The amount of time necessary to complete these depends on the student. Core courses cover democracy and education, pedagogy, access to knowledge and organizational change policy, and leadership. Other required courses include Advanced Pedagogical Studies; Democracy and Education; and Organizational Change, Policy, and Leadership. Elective core courses may cover teaching in multiple literacies, classroom community, or race and ethnicity issues. The program also requires research method courses and a dissertation based on a chosen area of research.
The program incorporates study in philosophy and is designed for those who already have a strong preparation in philosophy. It builds on pedagogical knowledge and carries forward the major themes of the Ed.D. program. Students gain a thorough understanding of the role of philosophy in reasoning, critical-thinking skills, the use of philosophy-based literature, and research methods. Courses include contemporary social and political philosophy, ethical inquiry through narrative, the role of logic in philosophy for children, and education for global citizenship. A complete list of required courses and electives can be found on the University's Web site.
The primary objective of the Ph.D. in Counselor Education program is to prepare scholars and practitioners to become leaders in maximizing mental health and quality of life for individuals, families, communities, and educational organizations.
Program graduates may seek employment in communities, agencies, schools, and colleges and universities as academic faculty members, supervisors, program managers or program developers, consultants, researchers, and evaluators. Graduates of doctoral programs in counselor education may find employment as program managers and developers. They are employed by private and public school systems as directors of guidance, guidance center supervisors, and master counselors. They hold positions in business and industry, especially in urban areas. Companies that offer Employee Assistance Programs (EAPs), in particular, hire doctoral-level counselors to develop and manage mental health and holistic care programs as a service for their employees. Individuals with counselor education doctoral degrees work in administrative and managerial roles in health-care agencies, nonprofit organizations, community agencies, and student affairs/academic affairs units in colleges and universities as well as in businesses. In addition to working in such agencies and in business, holders of Ph.D. degrees in counselor education also serve as consultants to agencies on specific projects, such as to state departments of education concerning guidance outreach to underserved populations.
The combination of scholarly preparation and advanced counseling and supervision practice allows Ph.D. graduates many opportunities for professional growth and employment. A state-of-the-art curriculum, faculty mentoring, and the thoughtful choice of a cognate in the doctoral program contribute to these opportunities.
Research Facilities
At the forefront of research in teacher education at Montclair State University is the Center for Pedagogy, the first of its kind in the nation. The center coordinates all aspects of teacher education, including a network of twenty-six school district partnerships and professional development for faculty members. Graduate students in the Ed.D. in Pedagogy program have the very latest techniques and theory to put into practice through academic partnerships.
Moreover, the ADP Center for Teacher Preparation and Learning Technologies functions as a hub of curriculum research, instructional planning, and educational technology for doctoral students in both the Ed.D. and Ph.D. programs. The ADP Center's mission is to improve the quality of education for teacher education students, practicing teachers, counselors, administrators, and others in professional careers in pre-K through secondary schools and in postsecondary education by providing access to the more than 30,000 curriculum and instructional technology resources as well as the requisite support in using them.
Financial Aid
Student loans are the primary source of financial aid for graduate students. There are a limited number of doctoral assistantships available to defray the cost of tuition. A limited number of scholarships are available as well. Applications may be obtained through the Graduate School.
Cost of Study
Doctoral tuition and fees for in-state residents are $619.44 per credit. Out-of-state tuition is $884.04 per credit.
Living and Housing Costs
At Montclair State University, on-campus housing is available for a limited number of graduate students. Residence hall rooms range from traditional and suite style to apartment communities. Residence hall rooms cost from $4000 to $4500 per semester. Interested students should visit the Office of Residential Housing and Education Web site at http://www.montclair.edu/resed/ for up-to-date housing costs and information. Meal plans are also available in flexible package and cost options, depending on individual needs.
Student Group
Montclair's doctoral students in the Ed.D. in Pedagogy program are educators who aspire to be leaders among their colleagues and spokespersons for education in their setting. They are teacher-leaders from local school districts, as well as from places as far away as Iceland, Brazil, Nigeria, and Indonesia. Students in the Ph.D. in Counselor Education program work in a variety of mental health, educational, and community settings and come from diverse locations around the country.
Location
The University's easy access to New York City makes it a great place to study. The campus is near local bus and train service, major train transportation, and international airports. The availability of diverse cultural experiences, restaurants, shopping, recreation, and entertainment is limited only by a student's time and expense accounts. New Jersey is a microcosm of America, offering beautiful shoreline and beach areas, rural and park recreation, mountain skiing and hiking, and city culture and nightlife.
The University
Founded in 1908, Montclair State University was originally established for teacher training. In the 1930s, Montclair began offering master's degree programs and became accredited as a teachers' college--one of the first in the nation. The University now offers 250 undergraduate majors, minors, and concentrations; forty-seven master's and doctoral degrees; and forty-seven postbaccalaureate certificates, certifications, and post-master's certificates.
Applying
Candidates for the Ed.D. in Pedagogy program should have completed a relevant master's degree. Teaching experience is preferred. Graduate students wishing to be considered as doctoral candidates must complete an application, which can be downloaded from the University's Web site at http://www.montclair.edu/graduate. Applicants must write a personal essay regarding the relevance of doctoral study to their personal and professional development, as well as an essay discussing an area of potential research interest. Official transcripts, writing samples, teacher reviews, GRE scores, Test of English as a Foreign Language (TOEFL) scores or IELTS if necessary, three letters of reference, and an application fee of $60 complete the process.
For the Ph.D. in Counselor Education program, admission decisions are based on faculty review of the completed application, which must include a master's degree in counseling or counselor education, preferably CACREP accredited or aligned; two years' minimum post-master's professional counseling experience related to the applicant's chosen concentration: community, school, higher education/student affairs, or addictions; submission of recent GRE scores (no more than five years old); transcripts indicating receipt of the bachelor's and master's degrees (a minimum counseling master's program GPA of 3.5 is required); three letters of recommendation indicating readiness for doctoral study (one reference from a professional in the applicant's field and two faculty references); a current resume; responses to three essay questions; a personal interview (if invited for a personal interview, a writing sample, done on campus, is required); and a $60 application fee.
Review of completed applications, including review for doctoral assistantships, begins on or about November 1 of each year. The final application deadline for each fall semester is February 1.
Correspondence and Information
Dr. Jeremy N. Price, Graduate Program Coordinator of the Ed.D. in Pedagogy
Dr. Catherine Roland, Doctoral Program Director of the Ph.D. in Counselor Education
Montclair State University
One Normal Avenue
Montclair, New Jersey 07043
United States
Phone: 973-655-7332 (Ed.D. in Pedagogy)
973-655-7216 or 973-655-7184 (Ph.D. in Counselor Education)
Fax: 973-655-7776 (Ed.D. in Pedagogy)
973-655-7662 (Ph.D. in Counselor Education)
E-mail: sheehanbr@mail.montclair.edu (Ed.D. in Pedagogy)
phdcounsel@montclair.edu (Ph.D. in Counselor Education)
Web site: http://www.montclair.edu/graduate
The Faculty and Their Research
Ed.D. in Pedagogy Program Faculty
Dana Cammack, Ed.D., Columbia Teachers College. Literacy practices of college-age students, history of literacy, literacy and technology, literacy and cognition.
Danne E. Davis, Ph.D., Boston College. Curriculum, critical pedagogy, elementary instruction, multiculturalism, teacher education, urban schooling.
Margaret Freedson-Gonzalez, Ed.D., Harvard. Early literacy instruction in linguistically diverse, urban preschools.
Rebecca A. Goldstein, Ph.D., Rochester. Urban education, school reform, teacher identity development in multicultural context, power in education.
Maughn Gregory, Ph.D., Ibero-American (Mexico). Philosophy and education, critical thinking.
Jaime Grinberg, Ph.D., Michigan State. Teacher education; historical, cultural, political, and social contexts of schooling; teaching; educational leadership; professional development.
Kathryn G. Herr, Ph.D., Ohio State. Qualitative and action research, equity issues in schools, fit/lack of fit between diverse student bodies and schools, issues of gender, youth studies, adolescents.
David Lee Keiser, Ph.D., Berkeley. School/university partnerships, culturally responsive teaching, mindfulness.
David Kennedy, Ed.D., Kentucky. Community of inquiry, history of childhood.
Michele Knobel, Ph.D., Queensland University of Technology. New technologies, in-school and out-of-school practices, classroom teaching.
Tamara Lucas, Ph.D., Stanford. Culturally and linguistically responsive teaching, preparation of teachers to teach culturally and linguistically diverse students, education of English language learners.
Cynthia Onore, Ph.D., NYU. Teacher education, urban education, multicultural education.
Jeremy Price, Ph.D., Michigan State. Teacher education for social justice, action research, youth identities and schooling, transformative pedagogies, educational policy and teaching.
Alina Reznitskaya, Ph.D., Illinois at Urbana-Champaign. Development and assessment of argumentation and reasoning.
Ann Margaret Sharp, Ed.D., Massachusetts. Judgment-making through dialogue, education of the emotions.
Monica Taylor, Ph.D., Arizona. Teaching for social justice, inquiry, PDS Partnerships, middle school, critical literacy, whole language, self-study.
Ana Maria Villegas, Ph.D., NYU. Culturally responsive teaching, preparing teachers for a diverse K-12 student population, increasing diversity and cultural knowledge/expertise of the teacher workforce.
Eric Weiner, Ph.D., Penn State. Critical literacy, cultural studies, critical pedagogy, social theory.
Mark L. Weinstein, Ph.D., CUNY. Philosophy of education, methods of inquiry.
Ph.D. in Counselor Education Program Faculty
Muninder Kaur Ahluwalia, Ph.D., NYU. Multicultural counseling training, issues of identity and self among South Asians, discrimination and Asian American women, methodological issues in qualitative research.
Vanessa Alleyne, Ph.D., Columbia. Addiction treatment outcomes, multiculturalism and racial identity, group processes, forensic evaluation.
Amanda L. Baden, Ph.D., Michigan State. Multicultural counseling competence, racial and cultural identity, counseling adoption triad members, transracial/international adoption.
Larry Burlew, Ed.D., George Washington. Career development and work-related issues, adult development, best practice in counselor education, GLBT issues.
Kathy A. Gainor, Ph.D., Michigan State. Multicultural counseling, career counseling, counselor training and pedagogy.
Leslie Kooyman, Ph.D., North Carolina. High-risk sexual behavior of gay men and men who have sex with men (MSM), HIV/AIDS prevention, gay men and aging, acculturative stress of international students, GLBT issues, counselor development.
Dana H. Levitt, Ph.D., Virginia. Eating disorders, counselor development, religiosity in counseling, ethical issues in counseling, faculty development.
Kim C. O'Halloran, Ph.D., NYU. Higher education, academic and student affairs collaboration, graduate student development and retention, student learning at the postsecondary level.
Gloria Pierce, Ed.D., Columbia. Holistic approaches to counseling, ecotherapy and ecofeminist therapy, gender/women's issues, feminist counseling, feminist pedagogy, faculty development, organization development and management education, cultural analysis.
Edina Renfro-Michel, Ph.D., Mississippi State. Counselor supervision, adult-child attachment, technology in counselor education.
Catherine Roland, Ed.D., Cincinnati. Counseling families, agency and school counseling, developmental counseling with adults, counselor preparation and supervision, pedagogy.
Angela I. Sheeley, Ph.D., North Texas. Play therapy, school counseling, appraisal, multicultural counseling.
W. Matthew Shurts, Ph.D., North Carolina at Greensboro. Premarital counseling, marriage and family counseling, emergency/crisis assessment, play therapy, child and adolescent counseling.
