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Programs of Study

The University of Maryland, College Park is the flagship campus of the University System of Maryland. The College of Education offers an array of graduate concentrations leading to the degrees of the Doctor of Philosophy (Ph.D.), the Doctor of Education (Ed.D.), the Master of Arts (M.A.), and the Master of Education (M.Ed.). Some departments offer the advanced graduate specialist (AGS) certificate.

The Department of Counseling and Personnel Services (http://www.education.umd.edu/edcp) offers master’s degree programs in college student personnel, rehabilitation counseling, and school counseling. An AGS certificate is offered in psychiatric vocational rehabilitation. Doctoral programs are offered in college student personnel administration, counselor education, counseling psychology, and school psychology.

The Department of Curriculum and Instruction (http://www.education.umd.edu/edci) offers a rich and diverse academic experience grounded in rigorous scholarship through its undergraduate, graduate certification, master’s, and doctoral degree programs. The department is comprised of nine interrelated program areas that span the following educational disciplines and are available across most degree options: art education, elementary education, English/literacy/speech communication/theater education, mathematics education, minority and urban education, music education, reading education, science education, second language/TESOL, social studies education, and teacher education/professional development.

The Department of Education Leadership, Higher Education and International Education (http://www.education.umd.edu/edhi) offers graduate degree programs to prepare students for leadership positions as scholars, researchers, and administrators in higher education, international agencies, and organizational leadership. Master’s and doctoral programs are offered in three areas of specialization: organizational leadership and policy studies (Ph.D., Ed.D., and M.A.), higher education (Ph.D. and M.A.), and international education policy (Ph.D. and M.A.).

The Department of Education Policy Studies (http://www.education.umd.edu/edps) concentrates on the preparation of scholars and researchers capable of applying the disciplines of economics, history, philosophy, political science, anthropology, sociology, and cultural studies to the study of education policy and practice. It offers master’s and doctoral degree programs in three areas of specialization: curriculum theory and development (Ph.D., Ed.D., and M.A., with a concentration available in Jewish studies), sociocultural foundations of education, and education policy (Ph.D. and M.A.).

The Department of Human Development/Institute for Child Study (http://www.education.umd.edu/edhd) offers graduate degrees to develop competencies in the scientific knowledge of human development. Programs prepare students for careers in research, teaching, and the application of knowledge in human development and learning. Master’s degrees are offered in human development and a concentration in early childhood. The Ph.D. degree offered is in human development, with areas of concentration in educational psychology, early childhood, and developmental science. At the doctoral level, the educational psychology specialty focuses on research-based training in the application of psychological theory and research; the early childhood concentration offers comprehensive training in the study of development and education of young children; and the developmental sciences specialty (jointly administered with the psychology department) focuses on research training linking the psychophysiological, social, emotional, and cognitive aspects of development. The department operates the Center for Young Children in support of graduate studies and research, and houses the Center for Children, Relationships, and Culture, a research center devoted to these topics.

The Department of Measurement, Statistics, and Evaluation (http://www.education.umd.edu/edms) offers programs at the master’s (M.A.) and doctoral (Ph.D.) levels in the areas of program evaluation, measurement, and statistics. Ample opportunity exists to engage in research with faculty members and to present research results in areas such as computer-based testing, design of experiments, construction and evaluation of measuring instruments, generalizability theory, measurement theory, multidimensional scaling, multivariate analysis, program evaluation, latent class analysis, structured equations modeling, and research methodology.

The Department of Special Education (http://www.education.umd.edu/edsp) offers graduate programs at the master’s (including a teacher certification program) and doctoral levels with areas of concentration in policy studies, behavioral disorders and learning disabilities, infancy and early childhood special education, elementary special education, secondary/transition special education, learning disabilities, and severe disabilities. Graduate degrees emphasize research, instruction, and policy studies.

Research Facilities

The College of Education is home to thirteen research-based centers and institutes. The campus libraries contain more than 2.3 million volumes and subscribe to some 26,000 periodicals and newspapers. Additional collections of research materials are available in electronic formats, on microfilm, microfiche, phonograph records, tapes, and films. Maryland’s libraries system has eight branches and houses an extensive collection of books, periodicals, reserves, and other materials. More information on library resources and services is available by calling 301-405-0800 or visiting the Web site at http://www.lib.umd.edu.

Financial Aid

A limited number of teaching and research assistantships are available through the departments within the College of Education. Other types of financial assistance are offered through the Graduate School. Financial aid applications should be submitted with the application for graduate study. For more information, students should call the Office of Student Financial Aid at 301-314-9000, or visit http://www.financialaid.umd.edu. Graduate assistantships are listed by employment services (301-405-5679).

Cost of Study

Tuition for the 2008–09 academic year was as follows: Maryland residents paid $444 per credit hour; nonresidents paid $958 per credit hour. All students admitted to the Graduate School must pay graduate tuition, whether or not the credit will be used to satisfy program requirements. Graduate students are charged for tuition at the graduate rate, regardless of the level of courses for which they register. Mandatory fees, such as registration, shuttle bus, and health, are assessed each semester.

Living and Housing Costs

Housing costs vary on and off campus. Current information on housing for graduate students is available from the Office of Commuter Services (telephone: 301-314-3645; Web site: http://www.och.umd.edu).

Student Group

The College enrolls 2,065 students, of whom 1,342 are graduate students. Of the total graduate enrollment, 1,049 are women; 395 are members of minority groups (241 African Americans, 85 Asian Americans or Pacific Islanders, 62 Hispanic Americans, and 7 Native Americans); and 128 are international students.

Location

Nestled on 1,300 acres in suburban College Park, the University is located in the thriving Baltimore-Washington corridor. The University’s location–just 9 miles from downtown Washington, D.C., and approximately 30 miles from both Baltimore and Annapolis–enhances the research opportunities of its faculty members and students by providing access to some of the finest libraries and research centers in the country.

The University and The College

With more than 3,000 faculty members, the University of Maryland is an internationally recognized premier research institution offering master’s degrees in 108 areas and doctoral degrees in eighty-five. Programs within each of the College’s seven departments rank in the top twenty nationwide; U.S. News & World Report 2009 ranks Counseling and Personnel Services first in the nation.

Applying

Information, application forms, and the latest electronic edition of the Graduate Catalog can be obtained from the University of Maryland Graduate School Web site at http://www.gradschool.umd.edu. Application can also be made online through the College of Education Web site at http://www.education.umd.edu/studentinfo. Each graduate program maintains its own deadlines for application. For the fall semester, these deadlines usually run from December 1 of the previous year to mid-February. Spring applications–if the program accepts them–are usually taken in September and October. Please contact the graduate program directly for specific information on deadlines. International applicants should apply at least six months before the program deadlines.

The Faculty and Their Research

• Department of Counseling and Personnel Services
• Vivian S. Boyd, Ph.D. Delivery of counseling services in colleges and universities. Julia A. Bryan, Ph.D. Counseling and counselor education of reading skill and impairment, how children learn the meaning of words. Ellen S. Fabian, Ph.D. Support systems for adults with disabilities, school-to-work transition for special needs young adults. Paul B. Gold, Ph.D. Rehabilitation counseling and counselor education. Gary D. Gottfredson, Ph.D. Organization and program development, multicultural education. Mary Ann Hoffman, Ph.D. Psychosocial aspects of health and wellness, counselor training and supervision. Cheryl Holcomb-McCoy, Ph.D. Multicultural counseling competence, impact of racial identity in school counseling programs. Karen Kurotsuchi Inkelas, Ph.D. Living-learning programs, Asian American students. Susan Robb Jones, Ph.D. Service-learning and community partnerships in higher education, psychosocial identity development, qualitative research, student affairs leadership. Dennis M. Kivlighan Jr., Ph.D., Chair. Process and outcome of group and individual counseling and psychotherapy, counseling interventions in influencing achievement goal. Susan Komives, Ed.D. Student leadership, leadership identity development, generational cohorts. Courtland C. Lee, Ph.D. Psychosocial development of African American males, evaluation of culturally specific counseling interventions in schools. Robert W. Lent, Ph.D. Social cognitive career theory, psychological adjustment processes. Margaretha Lucas, Ph.D. Career and identity development, evaluation of clinical services. Kim MacDonald-Wilson, Ph.D. Rehabilitation counseling, psychiatric rehabilitation. Matthew J. Miller, Ph.D. Counseling psychology. Pepper Phillips, Ph.D. Homophobia in schools, gay- , lesbian-, bisexual-headed family coping strategies. Stephen J. Quaye, Ph.D. Gains and outcomes associated with inclusive racial climates, crossracial interactions, and color-conscious pedagogical approaches. Sylvia A. Rosenfield, Ph.D. School consultation services, instructional consultation, urban education. William E. Sedlacek, Ph.D. Student and faculty research, multicultural issues. William O. Strein, Ed.D. Children’s self-perceptions of competence, affective correlations of learning/schooling. Hedwig Teglasi-Golubcow, Ph.D. Temperament and personality assessment, integration of cognitive processes in personality development.
• Department of Curriculum and Instruction
• Peter P. Afflerbach, Ph.D. Reading assessment, development of reading strategies, think-aloud protocol. Andrew Brantlinger, Ph.D. Teacher education/professional development. Patricia F. Campbell, Ph.D. Enhancing instructional practice, increasing mathematics achievement in urban schools. Daniel Chazan, Ed.D. Teaching with technology, student-centered mathematics teaching. Joseph Cirrincione, Ph.D. Social studies and geography education. Lawrence Clark, Ph.D. Educational studies and mathematics instructional practices. Janet E. Coffey, Ph.D. Assessment in science education, science education reform. Mariam J. Dreher, Ph.D. Effective reading instruction, reading motivation in elementary school. Ann Ryu Edwards, Ph.D. Mathematics teacher learning and development, social/interactional processes of mathematical cognition and learning, equity in mathematics education. David M. Hammer, Ph.D. Teacher thinking and physics education. William G. Holliday, Ph.D. Science education, motivation and literacy in science. Sherick Hughes, Ph.D. Culture, curriculum, and change program, School of Education. Maria Hyler, Ph.D. Teacher education/professional development, minority and urban education. Stephen M. Koziol, Ph.D., Interim Associate Dean. Teacher education program design, English teaching methodology, secondary literacy. Victoria M. MacDonald, Ed.D. History of American education. Melinda Martin-Beltran, Ph.D. Second-language learning, bilingualism and classroom interaction, cultural and linguistic diversity. Joseph L. McCaleb, Ph.D. Literacy education, storytelling, literacy and community. James R. McGinnis, Ph.D. Science teacher education, equity in science teaching and learning. Chauncey Monte-Sano, Ph.D. Learning to write and reason with evidence in history classrooms, effective history/social studies teaching. Connie E. North, Ph.D. Teacher education/professional development. John F. O’Flahavan, Ph.D. Early literacy, teacher professional development. Rebecca L. Oxford, Ph.D. Language learning styles, strategies and motivation. Megan Madigan Peercy, Ph.D. Second-language learning, bilingualism and classroom interaction, cultural and linguistic diversity. Olivia N. Saracho, Ph.D. Emergent literacy, teacher preparation, cognitive style. Wayne H. Slater, Ph.D. Written communication, reading comprehension, teacher education. Mike Stieff, Ph.D. Visuospatial reasoning, diagrammatic reasoning, computer-based learning environments in science. Denis F. Sullivan, Ph.D. Computers in education, history of technical education. Jennifer Danridge Turner, Ph.D. Cultural diversity issues in early literacy teaching and learning, urban education. Linda R. Valli, Ph.D., Interim Chair. Teacher learning, cultural diversity, school improvement. Bruce A. VanSledright, Ph.D. American history in diverse classrooms, citizenship education. Thomas D. Weible, Ph.D., Senior Associate Dean and Interim Chair, EDHI. Certification standards in social studies, history instruction. Donna L. Wiseman, Ph.D., Dean. Teacher education program development, school-university partnerships.
• Department of Education Leadership, Higher Education and International Education
• Alberto Cabrera, Ph.D. Research methodologies, college choice, minorities in higher education, economics of education. Thomas Davis, Ph.D. Organizational leadership, school finance and school facilities. Noah Drezner, Ph.D. Higher education, philanthropy and fundraising. Sharon Fries-Britt, Ph.D. Experiences of high-achieving black collegians, recruitment and retention of minority faculty. Steven J. Klees, Ph.D. Comparative and international education, political economy and education. Jing Lin, Ed.D. Comparative education, gender and peace education. Hanne B. Mawhinney, Ph.D. Institutional dynamics of leadership and policy change, accountability, critical feminist theory. Kerry Ann O’Meara, Ph.D. Systems that recruit, support and retain faculty in higher education. Carol S. Parham, Ed.D. Personnel administration, educational leadership, labor negotiations. Patricia K. Richardson, Ph.D. Public school administration, school improvement. Nelly Penaloza Stromquist, Ph.D. International education policy, issues related to comparative education and gender. Marvin Titus, Ph.D. Economics of higher education and higher education financing strategies re: college student access, persistence and labor market outcomes.
• Department of Education Policy Studies
• Robert G. Croninger, Ph.D. Policy analysis, sociology, equity, quantitative research. Barbara J. Finkelstein, Ed.D. History, transcultural educational policy and practice, biographical studies. Dennis Herschbach, Ph.D. Vocational and technical education, education in developing countries. Francine H. Hultgren, Ph.D., Interim Chair. Hermeneutic phenomenological inquiry, curriculum theory and development. Betty Malen, Ph.D. Education policy and politics, theories of political behavior, politics of education reforms. Jennifer King Rice, Ph.D. Education policy, education reform for at-risk students. Steven Selden, Ed.D. Critical curriculum theory, eugenics, comparative curriculum.
• Department of Human Development
• Patricia A. Alexander, Ph.D. Cognition, strategic processing, domain knowledge development. Donald J. Bolger, Ph.D. Cognitive and neural mechanisms involved in acquiring reading skill and the underlying developmental disorders leading to reading failure. Natasha J. Cabrera, Ph.D. Paternal involvement, low-income families. Nathan A. Fox, Ph.D. Attachment, emotion regulation, developmental psychophysiology. Nathan C. Hall, Ph.D. Psychosocial determinants of optimal development in academic achievement settings. Brenda Jones-Harden, Ph.D. Development and mental health of foster and at-risk children. Melanie A. Killen, Ph.D. Social cognition, moral reasoning, exclusion and prejudice. Elisa L. Klein, Ph.D. Early childhood education, social policy and children. Robert F. Marcus, Ph.D. Family relationships, social skills, delinquency and violence. Geetha B. Ramani, Ph.D. Cognitive and social development of young children. Elizabeth Robertson-Tchabo, Ph.D. Cognitive development and aging. Kenneth H. Rubin, Ph.D. Socioemotional and personality development, parent-child relationships. Judith Torney-Purta, Ph.D. Social/political cognition, worldwide civic education. Min Wang, Ph.D. Language and reading acquisition, second-language/bilingual literacy development. Kathryn R. Wentzel, Ph.D. Motivation, social relationships, academic achievement. Allan L. Wigfield, Ph.D., Chair. Motivation and self-concept in children and adolescents.
• Department of Measurement, Statistics and Evaluation
• Gregory R. Hancock, Ph.D., Chair. Structural equation modeling, multiple comparisons procedures. Jeffrey R. Harring, Ph.D. Modeling of longitudinal data. Hong Jiao, Ph.D. Measurement and statistics. Robert W. Lissitz, Ph.D. Psychometrics, educational assessment, program evaluation. George B. Macready, Ph.D. Latent class models, assessment of model fit, adaptive testing. Robert J. Mislevy, Ph.D. Educational assessment, statistical methods. Andre A. Rupp, Ph.D. High-stakes testing evaluation.
• Department of Special Education
• Paula J. Beckman, Ph.D. Infancy and early childhood special education, working with families. Philip J. Burke, Ph.D., Chair. Policy studies, teacher education. Susan De La Paz, Ph.D. Learning disabilities and writing strategy instruction. William Drakeford, Ph.D. Behavioral and emotional disorders, literacy, adolescent education. Andrew L. Egel, Ph.D. Autism and other severe disabilities. Frances L. Kohl, Ph.D. Severe and multiple disabilities, inclusion in school and community. Peter E. Leone, Ph.D. Emotional and behavioral disorders of children and adolescents, juvenile justice. Joan A. Lieber, Ph.D. Early childhood social interaction, inclusion of preschoolers with disabilities. Paula Maccini, Ph.D. Mathematics intervention for secondary students with learning disabilities. Margaret J. McLaughlin, Ph.D., Interim Associate Dean. Policy studies and inclusion. M. Sherril Moon, Ed.D. School-to-work transition and community integration of students with severe disabilities. Debra Ann Neubert, Ph.D. School-to-adult-life transition, transition assessment. Rebecca Silverman, Ed.D. Early prevention and intervention for children at risk for experiencing reading difficulties. Deborah L. Speece, Ph.D. Educational handicaps, learning disabilities, identifying learning disabilities.

Correspondence and Information

University of Maryland
College of Education, Office of Student Services
1204 Benjamin Building
College Park, Maryland 20742-1121
Telephone: 301-405-2364
Fax: 301-314-5887