2025-2026 Undergraduate Catalog
Education
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Faculty
Chair
Sarah Shin
Professor
Francis M. Hult
B.A, M.A., New York University; Ph D, University of Pennsylvania, 2007
Christopher Rakes
B.A., University of Kentucky, 1999; M.A., 2000; Ph.D., University of Louisville, 2010
Shannon Sauro
B.A., Duke University, 1995; M.A., Iowa State University, 2001; Ph.D., University of Pennsylvania, 2007
Sarah Shin
B.S., Cornell University, 1992; Ph.D., University of Michigan, 1998
Jonathan E. Singer
B.A., Brown University, 1988; M.A.T., Colgate University, 1992; Ph.D., University of Missouri, 1997
Patricia Young
B.F.A., New York Institute of Technology, 1985; M.S., California State University, Hayward, 1994; Ph.D., University of California, Berkeley, 1999
Associate Professor
Jiyoon Lee
B.A., Ewha Womans University (South Korea), 2001; M.S.Ed., University of Pennsylvania, 2002; Ph.D., 2011
Jennifer Mata-McMahon
B.A., Universidad Metropolitana (Venezuela), 1996; M.A., Columbia University, 1998; Ed.M., 1999; Ed.D., 2010
Michele Stites
B.S., University of Maryland, 1997; M.Ed., 2003; Ed.D., The George Washington University, 2012
Assistant Professor
Amy Tondreau
B.A., Boston College, 2006; M.Ed., Rhode Island College, 2012; Ed.D., Columbia University, 2018
Shuling Yang
B.A., Tianjin Normal University (China), 1998; M.A., 2002; Ph.D., University of Nebraska-Lincoln, 2019
Clinical Assistant Professor
Cheryl North
B.A., Towson University, 1993; M.Ed., 1999; Ph.D., University of Delaware, 2005
Linda Oliva
B.S., University of Maryland, College Park, 1981; M.Ed., Boston University, 1984; Ed.D., 1993
Clinical Instructor
Deborah Kariuki
B.S., Texas State University; M.Ed; M.P.S., University of Maryland, Baltimore County, 2021
Mary Tabaa
B.S., Towson University, 1996; M.A., University of Maryland, Baltimore County, 2000
Associate Professor Emeritus
Nita Barbour
Marvin Cook
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
Mary S. Rivkin
B.A., Wellesley College, 1960; M.Ed., Western Washington State College, 1975; Ph.D., University of Maryland, College Park, 1985
Patricia Scully
B.A., Trenton State College, 1971; M.A., Columbia University, 1974; Ph.D., University of Maryland, College Park, 1997
David Young
B.A., The Ohio State University, 1958; M.A., 1962; Ed.D., Stanford University, 1967
Clinical Associate Professor Emeritus
Susan M. Blunck
B.A., The University of Iowa, 1972; M.S., 1988; Ph.D., 1993
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
Dr. Vickie Williams
Certification
Initial Teacher Certification Programs are offered by the Department of Education in early childhood, elementary, and secondary education. The TESOL 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. More information is available on the Education department website.
Academic Advising
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 first 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.
Admission Requirements
Admission to the Department of Education programs for P-12 certification requires teacher candidates to pass the Praxis I exam (composite score of 527) and have at least a 2.75 GPA for undergraduates and 3.0 GPA for graduates. TESOL students seeking P-12 certification must pass the Praxis I prior to enrolling in the Phase I of the internship. TESOL students who do not wish to be certified for P-12 classrooms are not required to take the Praxis I. To remain in any undergraduate or graduate program, students are required to maintain a 3.0 GPA and is required for clinical practice (internship).
Teacher Licensure
Certification is issued through the Maryland State Department of Education (MSDE), not UMBC. The Maryland State Department of Education is responsible for the licensing of teachers. In order to be recommended for licensure by the Department of Education, teacher candidates must successfully complete all requirements of certification including all applicable testing requirements. Upon the recommendation of the Department of Education, the Maryland State Department of Education will then issue a standard professional certificate.
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 education teacher candidates must major in the content area they intend to teach.
The education coursework for the Middle Grades STEM, B.S. is patterned after existing UMBC teacher certification programs but tailored to focus on characteristics of teaching specific to middle grades and STEM so that graduates can engage their students in meaningful inquiry-driven instruction as required by new education standards (e.g., Maryland College and Career Readiness Mathematical Standards, Next Generation Science Standards). The degree furthers UMBC’s mission to prepare its talented undergraduate students for entry into the workforce, community service, and leadership.
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 $750 fee for the internship. (Changes may occur to the lab fee after the issuance of this catalog.)
ProgramsMajorCertificateCoursesEducation
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