Eugene C. Schaffer
B.A., Temple University, 1968; M.Ed., 1971; Ph.D., 1975
Zane L. Berge
B.S., Rochester Institute of Technology, 1977; Ph.D., Michigan State University, 1988
Freeman A. Hrabowski, III
B.A., Hampton Institute, 1970; M.A., University of Illinois at Urbana-Champaign, 1971; Ph.D., 1975
B.A. Barnard College/Columbia University ; Ph. D. Stanford University
B.S., Cornell University, 1992; Ph.D., University of Michigan, 1998
Diane M. Lee
B.S., Towson State University, 1970; M.A., University of Maryland, College Park, 1976; Ph.D., 1982
Mary S. Rivkin
B.A., Wellesley College, 1960; M.Ed., Western Washington State College, 1975; Ph.D., University of Maryland, College Park, 1985
B.A., Trenton State College, 1971; M.A., Columbia University, 1974; Ph.D., University of Maryland, College Park, 1997
Interests: Early childhood education, literacy education
Nancy R. Shelton
B.A., State University of New York at Albany, 1976; M.A., University of Florida, 1992; Ed.S., 1995; Ph.D., 2003
Jonathan E. Singer
B.A., Brown University, 1988; M.A.T., Colgate University, 1992; Ph.D., University of Missouri, 1997
B.F.A., New York Institute of Technology, 1985; M.S., California State University, Hayward, 1994; Ph.D., University of California, Berkeley, 1999
B.A. University of Kentucky 1999; M.A. University of Kentucky 2000; Ph.D. University of Louisville 2010
B.S., University of Maryland,1997; M.Ed., University of Maryland, 2003; Ed.D., The George Washington University, 2012
B.A., Ewha Womans University 2001, M.S.ED., University of Pennsylvania 2002; Ph.D. University of Pennsylvania 2011
Clinical Associate Professor
Susan M. Blunck
B.A., The University of Iowa, 1972; M.S., 1988; Ph.D., 1993
B.A., Sociology, State University of New York at Plattsburgh, 1978; C.A.S., Guidance & Counseling, State University of Plattsburgh, 1980; M.S., Education, State University of Plattsburgh, 1980; Ed.D., Higher Education Administration, State University
Clinical Assistant Professors
B.S., University of Maryland, College Park, 1981; M.Ed., Boston University, 1984; Ed.D., 1993
B.A., Towson University1993; M.Ed., Towson University 1999; Ph.D., University of Delaware 2005
Professor of Practice
Joan Kang Shin
B.A., Cornell University, 1993; M.A. University of Maryland Baltimore County, 1999; Ph.D., University of Maryland Baltimore County, 2008
Phillip S. Sokolove
B.A., University of California, Berkeley, 1964; Ph.D., Harvard University, 1969
Affiliate Associate Professor
Ana María Schwartz
B.S., Barry University, 1966; M.Ed., Colorado State University, 1979; Ph.D., University of Maryland, College Park, 1992
Associate Professors Emeritus
B.S., Louisiana Polytechnic University, 1951; M.S., Texas A&M University, 1952; M.Th., Southern Methodist University, 1958; Ph.D., University of Maryland, College Park, 1969
B.A., The Ohio State University, 1958; M.A., 1962; Ed.D., Stanford University, 1967
Clinical Associate Professor Emeritus
Sue E. Small
B.S., Miami University 1962; M.Ed., Miami University 1964; C.A.S.E. Johns Hopkins University 1969; Ed.D., University of Maryland 1985.
Director of Student Services
B.S., Springfield College, 1985; M.A., University of Maryland, Baltimore County, 1990
B.S.Ed., Clarion University of Pennsylvania, 1994; M.Ed., Virginia State University, 2000; M.S., Virginia Polytechnic Institute and State University, 2001
B.S., Southern Illinois University, 1982; M.S., University of Maryland, Baltimore County, 1997
Director of Field Experiences and Clinical Practice
Courses in this program are listed under EDUC.
Initial Teacher Certification Programs are offered by the Department of Education in early childhood, elementary, and secondary.The ESOL certification program is available only at the graduate level. All programs meet the standards set by the Maryland State Department of Education (MSDE) and the National Council for the Accreditation of Teacher Education (NCATE). Teacher candidates who complete a program are eligible for teacher certification in Maryland and more than 40 states. Certification programs undergo continuous review. Changes may occur after the issuance of this catalogue. Please check the department website or with an advisor for up-to-date information. http://www.umbc.edu/education
All teacher candidates will have two advisors, an education advisor and a major advisor. Completing the teacher education certification sequence of courses requires a thoughtful organization of the student’s coursework and other academic requirements; therefore, early and continuing advising is necessary. Prospective teacher candidates should seek advisement early in the freshman year so they can begin taking courses that meet both the General Education Program and the requirements of teacher certification. For students who decide to teach in the sophomore or junior year, a program can be developed to accommodate their specific needs. Transfer students should arrange for advising immediately at the time of transfer by contacting an advisor in the Department of Education. They also should arrange for advisement in their major program. All teacher candidates must meet with an advisor each semester to review their progress and to receive permission to take subsequent courses. Advisors are always available for additional guidance when teacher candidates have questions or concerns.
Teacher candidates are required to pass the prescribed tests and attain an overall GPA of 2.75 to progress in the Teacher Certification program. They must have an overall GPA of 3.0 before beginning their clinical practice (internship).
The Maryland State Department of Education (MSDE) is responsible for licensing teachers. To be recommended to the Maryland State Department of Education for licensure by the UMBC Department of Education, teacher candidates must successfully complete their certification program and pass the Praxis I and Praxis II tests specified for their area of certification. A standard professional certificate will then be issued by MSDE upon the request of the candidate.
Teacher Education Programs
Undergraduate certification programs are available in early childhood education (pre-K to grade 3), elementary education (grades 1 to 6) and secondary education (grades 7 to 12). Secondary certification programs include English, social studies, mathematics, science, art, music, dance, and foreign language. All teacher education programs require the completion of an academic major. During their first advisement session, all teacher candidates will be informed of the choices of major that are appropriate for their area of certification.
Early childhood teacher candidates may select any major that meets their intellectual interest. Elementary teacher candidates’ choices of major include English, American studies, Africana studies, political science, geography, history, mathematics, biology, physics, chemistry, psychology, visual art, music, dance, a foreign language or interdisciplinary studies. Secondary-teacher candidates must major in the content area they intend to teach.
Professional Development Schools
Partnerships with many schools and school districts offer students opportunities to integrate theory and practice and to learn from experienced teachers and other professionals in classrooms and other school-based settings. All teacher candidates are required to complete a school-based experience of at least 100 days over two semesters. The first semester will include a field experience related to methods courses and/or the seminar. This will be followed by a full semester of clinical practice (internship). There is a $600 lab fee for the internship. (Changes may occur to the lab fee after the issuance of this catalogue.)
The Future Educators at UMBC is an organization within the Department of Education for students who share a mutual interest in teaching. The group offers undergraduate and graduate students in the early-childhood, elementary and secondary programs an opportunity to explore contemporary issues in education and to build a sense of community and support among future educators. Students work together on special projects such as hosting author appearances and facilitating campus visits by high school students. Each semester, a panel of student teachers relates classroom experiences to students who are preparing for this internship. All students who are interested in teaching are welcome to join the group and participate in its activities.
Chi Psi Chapter of Kappa Delta Pi
Kappa Delta Pi is an international honor society in education. It is open to juniors and seniors who have a GPA of 3.25 or higher and exemplify the mission of the Department of Education.