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Application Requirements, Special Notes and Deadlines:

Because the Education Program has a large variety of graduate programs, and many different deadlines and requirements for each of them, we have provided a Guidelines and Application Deadlines chart for the Education Department. Please review this chart for all application deadlines to the Education Department as well as any special program requirements or guidelines.

Other Requirements

Test Scores: GRE are required for all education programs except for the MST Programs.

New England Regional:
MED Early Childhood Education:
Maine, Vermont

PHD Education:
Rhode Island, Vermont

Education

Morrill Hall
Durham, NH 03824
(603) 862 - 2310
Email:
Web Address: www.unh.edu/education
PHD Site: http://www.unh.edu/education/programs/phd/

Degree Offered (MA, MED, MAT, CAGS, PHD):

The Department of Education offers a variety of programs leading to the master’s degree, the doctor of philosophy degree, and the certificate of advanced graduate study.

The master of arts is offered in counseling. The master of arts in teaching is offered in elementary and secondary education. The master of education is offered in administration and supervision, counseling, early childhood education (including an option in special needs), elementary education, reading, secondary education, special education, and teacher leadership. Special education certification is also available to those who complete the M.A.T. or M.Ed. programs in either elementary or secondary education.

The certificate of advanced graduate study is offered in educational administration and supervision. The doctor of philosophy is offered in education.

The master of science for teachers is offered through the departments of chemistry, English, and mathematics. (See those departments for information.) Most programs are available to part-time admitted graduate students.

Admission Requirements

In addition to the materials required by the Graduate School, each application must include recent (within five years) Graduate Record Examination general test scores and a thoughtful, well-written statement of purpose for undertaking graduate study in a particular program.

Individual programs within the department may have additional admissions requirements. Applicants should refer to specific program descriptions. Consultation with a program faculty member is recommended. In all cases, the applicant’s relevant experience, references, and professional goals will be considered in the admission process.

Action on applications to Department of Education programs varies by individual program. Applicants to this program must refer to the online Programs of Study listing for additional application instructions. This can be done by referring to the graduate school’s program of study page and then selecting the specific program of study. The additional application instructions can be found under each program of study’s Application Requirements.

Ph.D. Specialization
Program information: Please contact Education department

The Department of Education offers a Ph.D. in education with specialization in fields related to the areas of teacher education, educational leadership and policy studies, curriculum and instruction, literacy and schooling, and experiential/outdoor education. The doctoral program is designed to engender a broad understanding of the field of education by encouraging focused scholarly inquiry grounded in the reality of educational practice. Professors and students work to place educational issues in a philosophical and socio-cultural context. Collaborative projects sometimes move beyond the boundaries of the University into other educational settings. The program enrolls full- and part-time students.

An individual program of study is planned by the student and her or his guidance committee. Each student’s program includes a set of common core courses, specialized study, a number of selected electives from across areas of inquiry, and required research preparation. Students must meet specific University, department, and program requirements. Within this framework, individual programs can vary widely from student to student depending upon the student’s own interests and goals.

The Ph.D. in education provides students with preparation for distinguished leadership in a variety of settings. Graduates hold positions at all levels of schooling, ranging from early childhood to adulthood. Former students are also involved in the administration of schools, colleges and universities in work as policy makers, community agency directors, consultants, and research analysts.

Admission
Students admitted to the program must have completed a master’s degree in education or a related field and will normally have worked full time as an educator at the elementary, secondary, or college level. Entering students are expected to have completed some graduate-level coursework in educational psychology, curriculum and instruction, educational structure and change, and the philosophical and social foundations of education. Exceptional candidates who do not meet all of these course prerequisites will be considered. To apply, candidates must submit a Graduate School application, transcripts of all undergraduate and graduate coursework, and Graduate Record Examination (GRE) general test scores.

In addition to the personal statement required on the Graduate School application, candidates must submit an essay on an educational issue. This essay should discuss one issue in the field of education that is of interest to the candidate. It should explore the opportunities and challenges this issue poses and explain why the applicant finds it personally compelling (1000 to 1500 words in length).

Prior to completing and submitting the application, it is highly recommended that the candidate arrange for an on-campus interview with the Director of Doctoral Studies or with an appropriate department faculty member. Applicants from distant locations may interview by phone. Contact the Department of Education by phone: (603) 862-2310 or e-mail: education.department@unh.edu.

Degree Requirements

Candidates for the degree must meet admission requirements, develop and complete an approved program of study in consultation with their guidance committee, complete required coursework, undergo an annual assessment review by the Doctoral Advisory Committee (for first- and second-year students), pass a qualifying examination to advance to candidacy, establish a dissertation committee, develop an approved dissertation proposal, write and present the dissertation, and pass the final oral examination.

Program of Studies
Upon acceptance to the program, students are assigned an adviser. During the first year of study, students identify, either in consultation with their adviser or with the director of doctoral studies, faculty members to serve as their guidance committee. Programs for the doctoral degree in education are planned individually by students and their guidance committees. The program of study consists of four major elements: common core courses, specialization specific to the student’s scholarly interests, a number of selected electives from across areas of inquiry, and research preparation, including specific advanced research modules. At least five common core courses are required of all students: Proseminar in Doctoral Studies, Critical Inquiry in Education, Normative Inquiry in Education, Qualitative Inquiry in Education, Introduction to Statistics: Inquiry, Analysis, and Decision Making; Applied Regression Analysis for Educational Research, and Quantitative Inquiry: Methods and Techniques of Educational Research. Typically students complete 52 to 64 hours in graduate coursework following their matriculation. These hours do not include doctoral research (EDUC 999).

Qualifying Examination
To be advanced to Ph.D. candidacy, students must satisfactorily complete qualifying examinations as well as other program requirements. After completing at least two-thirds of their coursework, students may take the qualifying examination. The examination is a written exam to be developed, supervised, and evaluated by the student’s guidance committee. The qualifying examination is used to evaluate the student’s general knowledge in relevant areas of inquiry, and his or her fitness for engaging in research, particularly in the subject proposed for the dissertation.
Dissertation

To complete the degree, the student must present and defend a dissertation of original research and publishable quality.

Doctor of Philosophy in Literacy and Schooling

Note: The Literacy and Schooling program (Ph.D.) is no longer accepting applications to their program effective 5/27/2005. This program is now an area of inquiry option in the Ph.D. in education program.

Administration and Supervision
Program information: Todd DeMitchell, Virginia Garland, Barbara Krysiak

The Department of Education offers the degrees of Master of Education and the Certificate of Advanced Graduate Study in Educational Administration and Supervision.

Master of Education
The program is designed for the experienced teacher who wishes to become qualified in the broad area of supervision and administration, grades K–12. Emphasis is on the elementary and secondary school principalship and instructional supervision. This program leads to certification in New Hampshire as a principal.

Core requirements (28 credits): 953, Seminar in Curriculum Study; 961, Public School Administration; 962, Educational Finance and Business Management; 965, Educational Supervision; 967, School Law; 969, Practicum in Educational Administration; and 972, Educational Program Evaluation.

Electives (8 credits): Electives are elected in consultation with the program adviser. EDUC 976, The Principalship, is strongly recommended as an elective.

Concluding experience: A degree candidate must successfully complete one of the following: a comprehensive oral examination based on a set of theses statements prepared by the candidate or a major research study related to school administration, curricula, or educational supervision.

Certificate of Advanced Graduate Study (C.A.G.S.)
This program is designed for those who possess a master’s degree in school administration or a master’s degree in a related educational field supplemented by work experience that is equivalent to that outlined in the University of New Hampshire’s M.Ed. program in Educational Administration and Supervision. This program offers advanced preparation for those educators who desire careers as school superintendents, assistant superintendents, business managers, state department of education personnel, vocational education coordinators, curriculum coordinators, or educational personnel in private organizations. This program leads to certification as a superintendent in New Hampshire. It is possible to also receive certification as a principal under special circumstances.

Core requirements (20 credits): C.A.G.S. students may select any five of the following six core courses: 964, Human Resources in Education; 968, Collective Bargaining in Public Education; 971, School Facilities Management; 973, Analysis of Educational Policy; and 977, Leadership: The District Level Administrator.

Electives (8 credits): Electives are selected in consultation with the program adviser. A student who does not hold a master’s degree in administration may be required to take specific courses as electives.

Concluding experience (12 credits): A student must complete a significant field project and field internship in an appropriate administrative setting.

Special Education Administrator certificate program: See information provided by the Special Education program.

Counseling Program
Program information: Janet Elizabeth Falvey, David Hebert, Dwight Webb, Loan Phan, Janet Thompson

The Graduate Program in Counseling prepares counselors to function in a variety of institutions, agencies and schools dedicated to the educational, social, vocational and psychological development of the person. Graduates are typically involved in team delivery of services and work in collaboration with other human services professionals. Students are encouraged to develop a fundamental psychotherapeutic approach that can be applied to diverse client populations. Students may also individualize their program of study to serve the needs of a particular clientele. This can be accomplished through selected readings and projects in required courses, the internship experiences, elective courses, and independent study or research projects. The program meets educational requirements for certification in school counseling (M.Ed.) and licensure in mental health counseling (M.A.).

Master of Arts (62 credit hours)

The Master of Arts in Counseling requires the following:

Core Requirements (52 credits): 919, Counseling Practicum: Professional and Ethical Orientation; 920, Counseling Theory and Practice; 921, Psychology of Career and Personal Development; 922, Assessment in Counseling; 923, Group Counseling; 924, Psychological Disorders: Variations in Human Development; 925, Counseling Internship I; 926, Counseling Internship II; 927, Human Growth and Development: Personality Theory; 929, Advanced Counseling Internship; 930, Research in Counseling; 931, Clinical Diagnosis and Treatment Planning in Counseling; 932, Society and Culture: Contemporary Issues in Counseling.

Electives (4 credits): Selected in consultation with the student’s advisor, electives may be chosen from graduate-level courses on campus, or they may be completed through an approved independent study.

Concluding Experience (6 credits): Degree candidates must complete a research thesis or an inquiry project and presentation.

Master of Education (48 credit hours)

The Master of Education in Counseling requires the following:

Core requirements (44 credits): 919, Counseling Practicum: Professional and Ethical Orientation; 920, Counseling Theory and Practice; 921, Psychology of Career and Personal Development; 922, Assessment in Counseling; 923, Group Counseling; 924, Psychological Disorders: Variations in Human Development; 925, Counseling Internship I; 926, Counseling Internship; 932, Society and Culture: Contemporary Issues in Counseling; 933, Developmental Models of Comprehensive School Guidance; 851c, Teaching Exceptional Learners: Related Services.

Electives (4 credits): Selected in consultation with the student’s adviser, electives may be chosen from graduate-level courses on campus, or may be completed through an approved independent study.

Concluding experience: Degree candidates must complete a comprehensive essay examination.

Early Childhood Education
Program information: John Hornstein

The Department of Education offers the master of education degree in early childhood education and an option in special needs. Certification as an early childhood teacher (N- 3) is available.

This program is an advanced course of study designed for teachers, administrators, and other early childhood practitioners who wish to improve their professional competence and broaden their career opportunities. The program emphasizes the acquisition of knowledge and competencies in child development (birth through eight years), learning environments, developmentally appropriate curriculum, developmental and cultural diversity, and professional leadership. The coursework culminates in extensive field-based experience.

Admission requirements: All admitted students are expected to have had at least one course in child development at the upper-division level and at least 200 hours of supervised classroom experience with children from birth through eight years of age, or the equivalent.

Core requirements (30 credits): 941, Diversity and Child Development; 942, Sociocultural Perspectives on Teaching and Learning; 943, Changing Contexts in Early Education; 944, Inclusive Curriculum for Young Children; 948, Leadership and Advocacy in Early Childhood Education; one course selected from the special needs option courses offering (EDUC 860, 947, 951, 949); and two semesters (6 credits) of internship in EDUC 900B and 901B.

Electives (6 credits): Selected in consultation with the program adviser.

Concluding experience: A degree candidate must successfully complete one of the following: a comprehensive written and oral examination, or a research thesis.

Special Needs Option
Program information: John Hornstein

The Department of Education offers the master of education degree in early childhood education and an option in special needs. An early childhood special education certificate is available (birth- 8).

Admission requirements: All admitted students are expected to have had at least one course in child development at the upper-division level and at least 200 hours of supervised classroom experience with children from birth through eight years of age, or the equivalent.

In addition to the early childhood core requirements described above, students choosing this option will concentrate on young children who are at risk for, or have, developmental difficulties and special needs. Coursework emphasizes an understanding of the role of the family, community, and social policy in early development and intervention. The program is noncategorical in its approach to assessment and educational planning.

Core requirements (38 credits): identical to core requirements of early childhood program with the addition of 860, Introduction to Young Children with Special Needs; 947, Curriculum for Young Children with Special Needs: Evaluation and Program Design; and 949, Supporting Parents of Students with Special Needs.

Electives (4 credits): selected in consultation with the program adviser.

Concluding experience: A degree candidate must successfully complete one of the following: a comprehensive written and oral examination, or a research thesis.

These program requirements are subject to modification in order to reflect changes in New Hampshire state certification requirements for general special education.

Reading
Program information: Grant Cioffi, Paula Salvio, Ruth Wharton-McDonald

The graduate program in reading prepares reading and writing specialists and teachers to provide instruction and leadership in literacy in a variety of educational contexts. The instructional sequence integrates theory, research, and instructional practice, and incorporates field-based and clinical components. Particular emphasis is placed on the interrelationship of reading and writing. Graduates of the program provide direct instruction in literacy and offer leadership in organizing, managing, and evaluating literacy programs.

Core requirements (24 credits): 907, Foundations of Literacy Instruction; 908-909, Clinical Diagnosis and Remediation of Reading Difficulties and Disabilities; 910, Reading and Writing Methods in the Middle/Secondary School; 913, Field Practicum in Reading; 914, Seminar in Reading Research.

Electives (12 credits): selected in consultation with the program adviser; a student using the research thesis option as a concluding experience will use 8 credits for EDUC 899, Master’s Thesis.

Concluding experience: A degree candidate will successfully complete either a written examination or a research thesis.

Special Education
Program information: Vincent Connelly, Georgia Kerns, Jan A. Nisbet, William Wansart

The special education program prepares highly qualified educators who possess the knowledge, disposition, and skills necessary to take the lead in establishing effective teaching and learning environments for a diverse population of learners, who are capable of collaborating with classroom teachers as team leaders or consultants, and who utilize these skills within their school communities, and within the profession itself. The program meets current certification requirements in the state of New Hampshire in General Special Education, Learning Disabilities, Mental Retardation and Special Education Administration.

Degree Requirements

Prerequisites for General Special Education Certification:

1. All candidates are required to complete a course in mathematics teaching methods and a course in reading teaching methods. At UNH, courses that meet the reading requirement are EDUC 806, Introduction to Reading Instruction and EDUC 907, Foundations of Reading Instruction. Courses which meet the mathematics requirement are MATH 701, Exploring Math for Teachers I and MATH 702, Exploring Math for Teachers II. Equivalent courses taken at another college or university may be substituted.

2. All students are required to complete EDUC 850, Introduction to Exceptionality and EDUC 851, Educating Exceptional Learners. Equivalent courses taken at another college or university may be substituted.

3. Credits for prerequisite courses will not count toward those needed for the M.Ed. degree.

Core Courses (32 credit hours)
Required courses for all students:

EDUC 756/856 Supporting Families of Individualswith Exceptionalities 4 cr.
EDUC 900C Internship and Seminar in Special Education 6 cr.
EDUC 901C Internship and Seminar in Special Education 6 cr.
EDUC 938 Advanced Seminar in Special Education 4 cr.
EDUC 939 Assessment of Children withLearning Difficulties 4 cr.
EDUC 940 Teaching Children with Learning Difficulties 4 cr.
EDUC 981 Methods and Techniques of Educational Research 4 cr.
Elective Courses (12 credit hours minimum)
EDUC 852 Contemporary Issues in Learning Difficulties 4 cr.
EDUC 853 Contemporary Issues in Behavior Disorders 4 cr.
EDUC 854 Contemporary Issues in Developmental Disabilities 4 cr.
EDUC 855 Fostering Social Relationships for Students Who Experience Severe Disabilities 2 cr.
EDUC 860 Introduction to Young Children with Special Needs 4 cr.
EDUC 876 Reading for Children with Special Needs 4 cr.
EDUC 908/909 Diagnosis and Remediation of Reading Difficulties 4 cr.
EDUC 947 Curriculum for Young Children with Special Needs: Evaluation and Program Design 4 cr.
EDUC 951 Laws and Regulations Affecting the Education of Individuals with Disabilities 4 cr.

Students will select elective courses in consultation with their adviser. At most, 4 credit hours of EDUC 899, Thesis may count as elective work.

Other courses may be included on recommendation from the adviser.

Core Courses for certification in Learning Disabilities in addition to those necessary for certification in General Special Education:

EDUC 852 Contemporary Issues in Learning Disabilities 4 cr.
EDUC 908/909 Diagnosis and Remediation of Reading Disabilities 4 cr./4 cr.
EDUC 910 Reading and Writing Methods in the Middle/Secondary School 4 cr.

Core Courses for certification in Mental Retardation (Inclusion Facilitator) in addition to those necessary for certification in General Special Education:

EDUC 854 Contemporary Issues in Developmental Disabilities 4 cr.
EDUC 855 Fostering Social Relationships for Students who Experience Severe Disabilities 2 cr.
EDUC 876 Reading for Children with Special Needs 4 cr.
EDUC 952 Inclusive Assessment, Curriculum, Instruction and Communication Supports 4 cr.
EDUC 954 Leadership and Systems Change in Inclusive Education 4 cr.
EDUC 956 Learning to Listen: Positive Behavioral Supports 4 cr.
COMM 914 Seminar in Alternative and Augmentative Communication 3 cr.

Core Courses for Special Education Administration in addition to those necessary for certification in General Special Education:

EDUC 951 Laws and Regulations in Special Education 4 cr.
EDUC 956 Learning to Listen: Positive Behavioral Supports 4 cr.
EDUC 961 Public School Administration 4 cr.
EDUC 962 Educational Finance and Business Management 4 cr.
EDUC 964 Human Resources in Education 4 cr.
EDUC 974 Administrative Internship 6 cr.

Concluding Experiences
All students will have the option of one of two concluding experiences:

1. Research project with a defense, or

2. A research thesis that meets the requirements of the Graduate School and the Education Department (6-10 credits).

Requirements for the thesis are explained in the Graduate School publication entitled Thesis and Dissertation Manual. Requirements for the project may be obtained from the adviser or on the program Web site www.gradschool.unh.edu.

Grades and Credit Hours
The M.Ed. degree requires a minimum of 44 hours of graduate level credits. The exact number of credit hours will depend on the student’s background, competencies, and professional goals, and will be determined by the adviser.

Teacher Education Program
Program information: Michael Andrew, Ruth Eurenius

The teacher education program prepares teachers who possess the knowledge, disposition, and skills necessary to take the lead in establishing effective teaching and learning environments within their own classrooms and school communities.

The Department of Education offers the master of arts in teaching degree in elementary and secondary education and the master of education degree in elementary and secondary education for those seeking initial teacher licensing. The master of education degree in teacher leadership is available for experienced teachers.

Applicants to teacher education programs are evaluated on the following criteria: undergraduate academic record, Graduate Record Examination (GRE) general test scores, personal statement, and letters of recommendation regarding academic ability, motivation, interpersonal skills, and potential for success as a teacher. Those seeking admission to programs leading to teacher licensing should also have a positive recommendation from EDUC 500, Exploring Teaching, or equivalent experience.

In our admissions process, we seek evidence that our students have the following knowledge, abilities, and dispositions: motives to teach that include a strong social commitment to contribute to society through education; a disposition to care for their students; an ability to interact positively with children and adults; a capacity to win the respect of their peers and be effective in group interaction, showing openness to the needs and views of others; well-developed communication skills, including speaking, writing, and listening skills, as well as an ability to engage others in both the giving and receiving of information and feelings; perceptiveness or the ability to identify and process the relevant details in their environment, especially in the context of a classroom; the ability to make reasonable judgments in a context of complex situations that change from moment to moment; the capacity for clear thinking and an ability to translate their thoughts into simple and clear explanations; superior academic skills, extensive knowledge of at least one major discipline, intellectual curiosity, the ability to be open to the unknown, and the willingness to tolerate uncertainty in the face of enormous pressure to deny it; a disposition to take charge of their own learning, which includes the active pursuit of feedback and the willingness to take thoughtful risks.

Any course taken in the Department of Education that will be used to fulfill a teacher licensure requirement must be completed with a grade of B- or better.

Master of Arts in Teaching and Master of Education Programs for Those Seeking Teacher Licensure

These programs are designed for two types of students: UNH undergraduates who anticipate completing the Five-Year Teacher Preparation Program at UNH, and students who completed an undergraduate degree either at UNH or elsewhere with little or no coursework in education. The programs lead to teaching licensure at the elementary and secondary levels. Admission to these programs is competitive.

Licensure requirements that must be met prior to or as part of the master’s degree program include completion of 4 credits or an equivalent in each of the following: 500/935, Exploring Teaching; 800, Educational Structure and Change; 801, Human Development and Learning: Educational Psychology; 803, Alternative Teaching Models; 805, Alternative Perspectives on the Nature of Education; 851A or B, Educating Exceptional Learners; 900A, 901A, Internship and Seminar/Teaching (6 credits each, must be taken as part of the program).

Elementary teacher licensure requirements include two additional courses: 806, Introduction to Reading Instruction in the Elementary Schools, or 907, Foundations of Reading Instruction; and a mathematics course: MATH 701, Exploring Mathematics I, or MATH 702, Exploring Mathematics II (4 credits each), or the equivalent.

Students pursuing teacher licensure in art, biology, chemistry, earth sciences, general science, physics, or social studies must also complete EDUC 807, Teaching Reading through the Content Areas (2 credits).

Credits earned in the seven-week Live, Learn, and Teach summer program may be applied toward the master’s degree. Live, Learn, and Teach satisfies the EDUC 500/935, Exploring Teaching requirement through 4 credits of EDUC 935, Seminar and Practicum in Teaching; 4 credits of 800A, Educational Structure and Change; and 4 credits of 803H, Experiential Curriculum.

Preparation for licensure in general special education is available to those who complete the M.A.T. or M.Ed. programs in either elementary or secondary education. This licensure allows recipients to serve as general special education teachers. In order to qualify for licensure in general special education, students must complete 22 credits (18 of which may be used toward the M.Ed. degree, or 6 toward the M.A.T. degree); a reading methods course; a mathematics methods course; 850, Introduction to Exceptionality; 851, Educating Exceptional Learners; 939-940, Assessment and Teaching of Children with Learning Difficulties; 900C, 901C, Internship and Seminar (3 credits each).

Dual licensure in early childhood education and elementary education is available to those who are enrolled in the M.Ed. in Elementary Education. This dual licensure allows recipients to serve as early childhood and/or elementary teachers. The early childhood/elementary education dual-certification program option is intended for students who have majored in family studies with an option in child studies or young child/nursery-kindergarten, or the equivalent. Dual licensure requires three graduate courses in early childhood education to be selected in consultation with an adviser from the early childhood program. The three early childhood courses will count as a graduate concentration in the M.Ed. elementary program. Students will complete a full-year internship at the K–3 level under the auspices of the teacher education program.

Master of Arts in Teaching (Elementary and Secondary)
Students complete an Internship (12 credits) and an additional 20 credits. Of the 20 additional credits at the graduate level, three courses totaling 9 to 12 credits must be taken from a subject field outside education. The remaining 8-11 credits can be in education or in another department.

In consultation with his/her adviser, a graduate student in this program is strongly encouraged to develop a subject-area concentration consisting of at least 3 courses.

Concluding experience: A degree candidate must successfully complete a teacher education program portfolio and colloquium in conjunction with the internship.

Master of Education (Elementary and Secondary)
Students complete an Internship (12 credits) and an additional 20 credits. Of the 20 additional credits at the graduate level, 10 must be in education and 10 can be in either education or in another department.

Concluding experience: A degree candidate must successfully complete a teacher education program portfolio and colloquium in conjunction with the internship.

Master of Education in Teacher Leadership
This program is designed for experienced teachers who wish to remain in the classroom but expand their leadership role in improving schooling. Admitted students usually have three or more years of teaching experience. The program provides a context in which teachers can build upon their classroom experiences as teachers and learners; expand their understanding of the roles of teachers in schools; develop tools of inquiry that enable them to investigate questions about teaching, learning, and school reform; inspire others to work toward institutional change; and collaborate effectively with other teachers, administrators, and parents in ways that move the teaching profession forward. Students must complete a minimum of 32 credits, 12 of which are a required core. At least four courses must be taken in the Department of Education.

Core requirements: 958, Analysis of Teaching; 953, Seminar in Curriculum Study; and one of the following: 981, Quantitative Inquiry: Methods and Techniques of Educational Research; 984, Teacher as Researcher; or 980, Research in the Teaching of Writing.

Concentration: A set of courses (three or more), which reflect a personal interest, need, or goal, is chosen by the student in consultation with his or her adviser. The concentration may be in or outside education. Potential areas of concentration include mentoring, curriculum, ESL, and increasing knowledge in subject matter fields.

Elective courses: Graduate-level courses in or outside education may be taken in addition to the concentration.

Concluding experience: A degree candidate must complete an inquiry project, which may be theoretical or empirical in nature. Theoretical projects focus on a problem or issue of interest to the candidate and require synthesis of professional experience, coursework, and professional literature. Empirical projects involve the systematic collection, analysis, and reporting of data using appropriate methodologies. Students may also develop a portfolio with a reflective essay (including portfolios developed for the National Board of Professional Teaching Standards). Students may choose to do a research thesis. Students choosing the research thesis must complete 6 credits, 4 of which will count toward their concentration.