G R A D U A T E P R O G R A M S

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1 School of Education G R A D U A T E P R O G R A M S

2 The American poet Ralph Waldo Emerson said: Be an opener of doors for such as come after thee. At the University of Bridgeport School of Education, our goal is to not only open doors for you but to help you build the foundation to open doors for those that follow you.

3 Great teachers challenge and inspire. At UB our School of Education graduates are cultivated to be world-class teachers who create significant and defining moments in a student s educational life. The University of Bridgeport has a distinguished reputation for providing teachers with specialized training to advance their careers and assist their school districts to achieve outstanding student academic performance. UB has been recognized as one of the top teacher education programs in the state of Connecticut. Beyond this, the School of Education offers students many directions from which to choose. Some enter our Teacher Preparation Program with the goal of becoming certified to teach in Connecticut public schools. Others focus on careers as school administrators, supervisors or reading and language arts consultants. Our innovative Mod Map program gives educators already certified the opportunity to develop a course of study customized to their specific areas of interest. Successful completion of any of our advanced study programs leads to a Sixth Year degree or diploma. For those seeking to advance further, our doctoral degree program concentrates on the leadership development of experienced teachers, administrators, managers and business professionals working in higher education, public and private schools or private-sector business organizations. Our doors are open. We invite you to walk through them and begin your journey toward opening doors for our country s next generation of students. Sincerely, Dr. Allen Cook Dr. Allen Cook Dean, School of Education 1

4 UBelong Here The University of Bridgeport offers more than 125 undergraduate majors, as well as several graduate and doctoral programs in business, engineering, health sciences, public service, education and the liberal arts. The School of Education specifically offers Master of Science degrees in elementary, middle school and secondary education with concentrations in a wide range of subject specialties. Advanced graduate degree options can lead to a Master of Science in Instructional Technology, Intermediate Administrator certification, Reading and Language Arts Consultant certification, or a Doctorate in Educational Leadership. 2

5 Founded in 1927, UB today offers its students a diverse community of individuals from 80 countries that have chosen UB because of our reputation for academic excellence, leadership, and innovation. Located just an hour from Manhattan on the Long Island Sound in Bridgeport, Connecticut, UB gives students the best of both worlds easy access to the excitement and culture of one of the world s most vibrant cities combined with the beauty and open spaces afforded by the 300-acre park that borders school grounds. Our own 50-acre campus is home to a 25-meter swimming pool, steam room and sauna in the Wheeler Recreation Center, as well as a field house with a jogging track and tennis, basketball, volleyball, racquetball and handball courts. In addition to our main campus, UB offers students the convenience to attend classes in Waterbury and Stamford, Connecticut. Research Facilities One of the most advanced digital libraries in the United States, UB s Magnus Wahlstrom Library features the recently completed state-of-the-art Library Learning Commons that provides access to more than 50,000 electronic books and 80,000 electronic journals. The library currently subscribes to approximately 440 continuations, or book series, and also houses more than 220,000 books and over 50,000 bound periodical volumes. Residence halls are networked for individual computer use with library access. Living and Housing Students of the School of Education may reside on campus in residence halls, or off-campus in the surrounding areas. For more information, contact the Office of Residential Life at Financial Aid and Tuition-Paid Intern Program A variety of financial aid opportunities are available to students in the School of Education graduate degree programs. One option is the unique Tuition-Paid Intern program the first of its kind in Connecticut allows you to get practical hands-on experience in one of its 65 school districts in Connecticut and Westchester County, New York while offsetting the cost of tuition. In the course of 15 months, you can earn your degree and certification by the districts paying for a portion of your course work while you attend evening classes and intern during the day. In addition to this, tuition payment plans and private alternative loans are also available. To learn more about the Tuition-Paid Intern program, check the School of Education website. For more information on financial aid in general, contact the Office of Financial Aid at EXCEL-UB or Accreditation All degree programs in the School of Education are licensed and accredited by the Connecticut Board of Governors for Higher Education and the Commission on Institutions of Higher Education, New England Association of Schools and Colleges, Inc. (NEASC). Certification programs in Education for Elementary level (grades K-6), Middle level (grades 4-8), and Secondary level (grades 7-12) in Biology, Business, Chemistry, Earth Science, English, Mathematics, History and Social Studies, as well as Music (grades K-12), Remedial Reading and Remedial Language Arts (grades 1-12), Reading and Language Arts Consultant (PK-12), and Intermediate Administrators are accredited by the Connecticut State Department of Education. 3

6 Master of Science in Education Where good teachers become great As a teacher, I have to seek ways to inspire children from within, ways to live in their hearts and minds. 4

7 Master of Science in Education To paraphrase the American author William Arthur Ward, the good teacher explains whereas the great teacher inspires. At the University of Bridgeport School of Education, we focus on giving our graduates the knowledge and preparation they need to become great educators people who challenge and inspire their students to dream bigger, reach farther and achieve more. We believe that s why the School of Education is recognized as one of the top teacher education programs in the state of Connecticut and why so many of our graduates find placement in their schools of choice. Degree Options Graduate students may work toward a Master of Science in Education for Elementary, Middle or Secondary Grades. Students may attend as full-time or part-time enrollees. Admission Requirements To be considered for the Master of Science in Education to teach at either the elementary, middle or secondary level, entering students must have or demonstrate: A completed graduate admissions application and application fee; A Bachelor s degree in a subject area major (not professional education) from an accredited institution with 39 credits in general education including coursework in: English, Mathematics, Natural Science, Social Studies, and Foreign Language or Fine Arts with a B- cumulative undergraduate GPA; Official transcripts from all attended institutions; A U.S. History survey course covering at least 50 years; Passing scores on the Praxis I-PPST exams in Reading, Writing, and Mathematics or an official Essentials Skills Test waiver based on a combined Math and Verbal SAT score of over 1000 prior to March 1995 or 1100 after April 1995, appropriate ACT and GRE scores may qualify; Two letters of recommendation attesting to your suitability for teaching and ability to do graduate work; A personal essay of at least 350 words addressing your reasons for seeking a teaching career and personal attributes that support your aspirations; Completed application for certification program. In addition, students seeking admission to the certificationtrack programs should possess basic technology proficiency including word processing, sending and receiving s, and using the Internet. Fieldwork and Student Teaching Students of the School of Education have two options for completing fieldwork prior to student teaching. You may choose to work in area schools for the year of study. Alternatively, you may work in area schools for 75 hours in the school of your choice as an observer, teaching assistant, or instructor for related activities. In either case, you create and submit a portfolio depicting your experiences during the year. Once fieldwork is complete, a 60-day student teaching practicum allows you to explore the profession. 5

8 Master of Science in Elementary Education Master of Science in Elementary Education The Elementary Education Division of the Teacher Education Program is the largest in the School of Education. As a student in this program, you have access to courses and classroom experiences designed to prepare you to successfully enter 21st century elementary level classrooms. The combination of in-depth coursework and immediate application in local schools as an intern or volunteer gives you first hand knowledge of best practices for teaching knowledge, skills, and dispositions. With this, graduates leave UB with the most current intelligence and practical skills to help children in grades K-6 learn and excel. Program Goals As a student in the Master of Science in Education for teaching at the elementary school level, the School of Education seeks to give you the information and skill to: Understand the distinct needs of 21st century students; Become knowledgeable in the subject matter content; Conceptualize strategies for creating positive, meaningful learning environments for all students. The University of Bridgeport has been one of the most remarkable journeys ever embarked. It has brought great joy and experience and has played an integral role in my goal of becoming a quality educator. 6

9 Faculty Profile Dr. Lori Noto The UB Difference According to Dr. Lori Noto, an important contributing factor to University of Bridgeport graduate success is the School of Education s Internship Program, in which approximately 70% of students participate. Our interns spend a full ten months immersed in a school system before they even begin their student teaching, she explains. As a result, they come into the classroom with a greater understanding of how a school works, which gives them that much more confidence in the way they interact with students, administrators and other teachers. UB internships also help School of Education students solidify their investment in the future. By the time our students get to the end of their internships, they know whether or not they ve made the right choice if they really want to work in education. With a background in Special Education, Dr. Noto began her career working in the field of services for children and adults with disabilities. Today as Associate Professor at UB, she teaches a variety of courses related to her area of expertise in addition to directing the School of Education s student teaching program. We Are All Individual Learners Dr. Noto feels that one of the benefits of the School of Education is its intimate size, one that allows her to immediately assess who is doing well and who is struggling. We have a dedicated faculty, and many excellent supervisors who are retired teachers and administrators that remain committed to learning. Our students can turn to any of us for the help they need to become better teachers. I think this personal touch makes all the difference. Surprisingly, Dr. Noto never considered herself an outstanding student, yet she successfully earned both her Master s degree and a Ph.D. This was a real accomplishment for me, but it also taught me that people are individual learners. We all get to our goals in a different way. I learned how to achieve my objectives and I know that my own students learn differently as well. I try to impress this on my students, who will be teaching children with disabilities. Every student has strengths and weaknesses, and our job as teachers is to help them make the most of their abilities. This understanding is key to success in the field. As a result, Dr. Noto says that the School of Education has graduated many people who are making a difference for children and youth everyday as classroom teachers, assistant principals, principals and department chairs. About Dr. Noto Dr. Noto earned her B.A. from the State University College of New York at Buffalo and holds a MSEd from Russell Sage College, as well as a Ph.D. from the University of Kansas. The author of several journal articles, she regularly presents at conferences focused on education. Outside of work she enjoys kayaking, spending time with her dogs, friends and family, as well as volunteering for community organizations. 7

10 Master of Science in Education Middle or Secondary Grades Exiting the program I feel confident, capable and motivated. Developing the confidence to succeed 8

11 Master of Science in Education Middle, Secondary, and K-12 Programs The University of Bridgeport School of Education offers graduate level programs leading to certification in many subject areas for teaching at either the middle or secondary school level. Subject specialties include: Biology Business Chemistry Earth Science English General Science History and Social Studies Mathematics Physics Remedial Reading and Remedial Language Arts (Grades 1-12) Music (Grades K-12) Program Goals These programs assist students to: Gain knowledge in the subject matter content selected; Cultivate skills to create meaningful learning environments; Become responsive to the developmental needs of a diverse student population. Initial Certification Graduate students entering the Teacher Education Program to obtain initial certification to teach in middle or secondary schools throughout Connecticut may choose to study at either the Master s or Sixth Year level. In either case, a 33-credit course of study is followed by a 12-week student teaching experience. For more information on Sixth Year degrees, please see page 13. Student Profile Christina Madancy Coming from a family of teachers that includes her mother, father, both sisters and her husband, Christina Madancy never considered a career on the administrative side of education. However, after nearly a decade of teaching Math and coaching at Sheehan High School in Wallingford her focus began to change when she accepted the position as Athletic Director. I knew that if I wanted to further in my career I would need to get my 092 certification and earn my degree in administration, says Christie. I chose UB because my husband, Steve, earned his advanced degree there and had nothing but great things to say about the School of Education. The flexibility the program offered allowed Christie to earn her degree in just 13 months, something that was very important to her as a busy professional and mother of three. However, she says that what she really appreciated was the personal attention she got from professors. Since I was interested in administration from the perspective of an Athletic Director and there was no specific course related to that focus, Dr. Robert Kirschmann did an independent study with me. It was a very valuable learning experience that gave me insight into what the career would mean long term. As it turns out, Christie s career took another turn after earning her Sixth Year degree in Educational Leadership. All through my undergrad and Master s programs, I loved the courses that focused on curriculum, she explains. The faculty and courses at UB really helped me revisit that interest and get in touch with where my passion lies. So, in 2009 Christie made the decision to resign as Athletic Director and accepted the position as Chair for the Mathematics Department. In this role, she leads a group of 11 teachers, oversees the curriculum and manages budget for the department. For me this job is perfect. It gives me the opportunity to work as an administrator while still teaching and having an impact on curriculum development. 9

12 Master of Science in Education Leading the way toward tomorrow I felt very lucky and blessed to be working with such passionate and effective teachers. 10

13 Master of Science in Education Teacher Leadership (Mod Map) The Master of Science in Education in Teacher Leadership, or Mod Map, is designed specifically for those interested in assuming leadership roles in their schools. Specifically, the degree program focuses on the contemporary demands within today s school systems such as accountability, heightened attention to the achievement gap, formalized mentoring of younger teachers and strategies for ongoing professional development. Coursework includes both semester long and one-credit classes focused on curriculum, teacher leadership and school law, as well as evaluation. Program Goals As a student in the Mod Map degree program, you will gain knowledge and skills in: Effective research techniques; Strategies for leading colleagues; Understanding the parameters of school law; Processes related to curriculum development; Assessment tools for individual students, as well as for programs and schools. Admission Requirements To be considered for the University of Bridgeport Master of Science in Teacher Leadership Degree Program, you must first have: A completed graduate admissions application and application fee; A Bachelor s degree from an accredited institution; A B- cumulative undergraduate GPA; Official transcripts from all institutions attended. Two letters of recommendation attesting to your capability for graduate work; A 250-word essay addressing your purposes and goals for undertaking the program. Student Profile Keely Edwards A literacy teacher for the Irving School in Derby, Connecticut, Keely Edwards first came to UB to earn her Master of Science in Elementary Education. Although she d already been teaching grades K-6 for several years, Keely says she wanted to keep learning. As a teacher, it is good to go back whether to take individual classes from time to time or earn advanced degrees and certifications, she explains. You understand things in a different way when you re teaching while you re also learning. Throughout her career, Keely had also become interested in the link between reading and learning. One year I taught summer school and worked with a teacher who was very into reading, she says. She and I formed a Breakfast Book Club and I realized that teaching children to love reading was something I really enjoyed. As a result, Keely decided to continue her studies after earning her Master s and moved into a Sixth Year degree program at UB for certification in Remedial Reading and Language Arts. She didn t stop here, however, and is currently in the process of becoming certified as a Reading and Language Arts Consultant. According to Keely, she feels that UB s School of Education programs are more thorough and challenging than others. We had some rigorous professors at UB, and I appreciated how they pushed us to excel. We were required to subscribe to at least one professional association publication and my advisor, Dr. Patricia Mulcahy-Ernt, encouraged me to join the Connecticut Association for Reading Research (CARR). This exposure to what was happening in the field outside of what we were learning in the classroom really put me ahead of the curve compared to some of my colleagues. Dr. Mulcahy-Ernt also motivated Keely to apply to a prestigious CARR scholarship to conduct research analyzing the writing traits in the writing of elementary grade students; she was the recipient of this award. In the end, Keely says what she appreciates most about her experiences at UB is that it renewed her enthusiasm for teaching and helped her bring that energy to her school and colleagues. 11

14 Sixth Year Degree and Certificate Programs Expanding horizons through education 12

15 Sixth Year Degree and Certificate Programs The Sixth Year degree and certificate programs offered by the University of Bridgeport are designed to give those teachers and administrators who already hold a Master of Science in Education the opportunity to continue building on their knowledge and skills. These programs are unique in that students can select a course of study specific to their own interests and professional goals. With a focus on leadership, Sixth Year degrees and certificates also serve as excellent preparation for entering the School of Education s Doctoral degree program. Sixth Year Programs There are many options at the Sixth Year including the following: Elementary Education Secondary Education Instructional Technology Teacher Leadership Educational Leadership Remedial Reading and Remedial Language Arts (102) Reading and Language Arts Consultant (097) Intermediate Administrator (092) Program Goals Sixth Year degrees and certificates enable you to: Advance your knowledge in a particular topic; Customize your learning goals to your career objectives; Explore new areas in teaching and administration; Continue building your leadership skills; Prepare for eventual entry into a doctoral program. Admission Requirements To be considered for entry into any Sixth Year degree or certificate program, you must first have: A completed graduate admissions application and application fee; A Bachelor s degree with a B- cumulative undergraduate GPA; A Master s degree; Official transcripts from all institutions attended; Teaching certification; Two letters of recommendation; A word essay addressing your purposes and goals for undertaking the program. Please note that specific Sixth Year degree and certificate programs may have additional admissions requirements. Student Profile Steven Madancy After teaching health and physical education in the Wallingford Public School system for 10 years, Steven Madancy made the decision to pursue a career as a school administrator. His first step was to enter the Sixth Year degree program in Educational Leadership at UB. Steve says he chose UB for many reasons, but the flexibility of the program is what he ultimately found most appealing. The way the program is structured, you can really almost design your own degree by picking and choosing the electives that support your individual career goals, he explains. Plus the ability to take very focused one-credit weekend courses on top of my regular schedule of classes made it possible for me to accelerate the pace of my degree program. That was really important to me. Once at UB, however, Steve says it became clear that the faculty were a unique group, as were his classmates. There was such a mix of experience and knowledge, it was really incredible, he says. We had people leading our classes that were full time professors and others that were adjunct professors, and either retired or still working in school systems. At the same time, my colleagues came from all over Connecticut so we all also had different backgrounds, approaches and stories to share. Steve gives the example of Dr. Robert Kirschmann s classes. He taught us from a very hands-on, practical perspective. It wasn t all driven by theory and philosophy. Instead we looked at real life case studies and, as a group, we talked about the possible solutions. It was so interesting to hear the varied perspectives based on so many backgrounds. From this exercise, Steve says he learned that the most obvious solution isn t necessarily always the right one. Dr. Kirschmann taught us how to think through an issue, how to look at all sides of it and see all the potential consequences. Today Steve is the Principal of Orange Avenue Elementary School in Milford, Connecticut a job he got almost immediately upon completing his degree at UB. When his wife Christie decided to also pursue a career in administration, Steve encouraged her to turn to UB for her degree. 13

16 Specialized Programs Reading and Language Arts Programs The School of Education offers programs leading to Connecticut certification for those seeking to work in schools in literacy programs. Students seeking initial certification as a teacher in Remedial Reading and Remedial Language Arts (102) may do so either at the Master s or Sixth Year level. In this program students develop the requisite background to be a reading specialist for grades Those who wish to work in school settings as a literacy leader may continue into the Sixth Year Reading and Language Arts Consultant program (097), which prepares them for leadership positions in elementary, middle, and secondary schools. Program Goals for the Remedial Reading and Remedial Language Arts (102) Program In this program, students gain extensive preparation to teach struggling readers to improve their reading, writing, and literacy-related processes. Through both coursework and field experiences, students learn how to develop appropriate literacy classroom instruction, develop feasible intervention programs, and assess literacy development. This program is prerequisite for continued study in the Sixth Year Reading and Language Arts Consultant program. Program Goals for the Reading and Language Arts Consultant (097) Program Students electing to continue their studies in literacy in this Sixth Year program prepare for school-based and districtwide literacy leadership positions. In addition to their work in classrooms as literacy specialists, students learn to work with classroom teachers and other school personnel in the implementation of effective literacy programs. Students focus on curriculum development in organizing, supervising, and developing literacy programs. Through field experiences and coursework, students learn to coordinate the schoolwide instruction and assessment of students in reading and language arts; analyze performance data to inform literacy instruction; guide and facilitate literacy instruction in the content areas; and collaborate with teachers, administrators, parents, and other school leaders to improve K-12 students literacy. Admission Requirements for the Reading and Language Arts Programs Applicants for these programs must complete admission requirements for their degree program (which includes a 350 word essay, two letters of recommendation, official transcripts for all colleges attended, and complete university and program applications). In addition, applicants must: Have a valid teaching certificate (or be eligible for Connecticut certification) in elementary, middle, or secondary education; Have completed at least 30 months of successful classroom teaching; Complete a successful interview for the program of their choice; Complete all state required admission tests; For the Sixth Year degree, show successful completion of graduate study for their Master s degree. Intermediate Administrator Certification (092) Program Program Overview The University of Bridgeport provides a well-respected Sixth Year Certificate of Advanced Study (CAS), leading to certification as an Intermediate Administrator (092) in the state of Connecticut. Program Objectives The program is designed to provide practical preparation for administrative positions in schools up to, and including, the Assistant Superintendent position. The regulations in Connecticut have recently changed so that the positions of department chair and athletic director are also covered by the 092 Intermediate Administrator certification. In addition to fulfilling all the requirements for certification, students may take additional relevant courses leading to the Sixth Year Certificate of Advanced Study (CAS) degree. Our program is designed so that teachers may conveniently fulfill all certification requirements in one year. 14

17 Faculty Profile Dr. Patricia Mulcahy-Ernt The UB Difference Dr. Patricia Mulcahy-Ernt believes that offering graduatelevel teaching programs to practicing educators is crucial to helping them achieve continued success in their fields. Our students are mature and focused. They come to UB to get the best ideas for becoming good teachers and to help their own students learn. It is also beneficial for University faculty members to work together as a team, and Dr. Mulcahy-Ernt points out that this is exactly what the School of Education offers. We are all committed to the academic growth of our students. It s one of the reasons why so many of our graduates return to continue their studies with us. UB s Director of Graduate Studies in Literacy and English Education and Professor of Education in Reading and Language Arts, Dr. Mulcahy-Ernt began her career in English Education teaching middle grade students in reading and language arts. Her interests in the connection between the reading and writing processes lead to graduate studies at Colorado State University. She enrolled in an interdisciplinary reading, writing, and communications Master s program where she also earned her reading specialist certification. Dr. Mulcahy-Ernt continued in the field of literacy working with students from the middle grades and then with adults in community college and other higher education settings. A Premier Connecticut Program After earning her Master s degree, Dr. Mulcahy-Ernt directed and taught in college reading and writing programs. She became intrigued by how people learn, leading to further graduate studies in educational psychology. She was awarded a notable scholarship for doctoral studies at the University of Minnesota, where she studied at the University s Center for Learning, Perception, and Cognition, focusing on learning and evaluation processes. Since 1995, she has been an integral part of the School of Education, sharing her wisdom, experience, and knowledge of literacy with our pre-service and practicing teachers. I have enjoyed being part of Connecticut s premier education program. Many students have told me that they come to UB because it is well-known as a premier program. Students value the opportunity to advance their education in the areas of reading and the English language arts. In addition to the responsibilities in the School of Education, Dr. Mulcahy-Ernt also serves as Director for the University s Center for Excellence in Learning and Teaching, which provides professional development for UB faculty members and supports the institution s goals for undergraduate student retention and excellence in teaching. About Dr. Patricia Mulcahy-Ernt Dr. Mulcahy-Ernt earned her B.A. in Secondary English and in Education from the University of Rhode Island and her Master s of Education in Communications Development from Colorado State University. She holds a Doctorate of Philosophy in Educational Psychology from the University of Minnesota. She has earned tenure and full professorship at UB due to her leadership and teaching in the School of Education, her scholarship in the field of literacy, and her service in local, state, and national associations. With over a hundred presentations at national and regional conferences, she is noted for her scholarship in the area of secondary and college-level reading comprehension and study strategies. She also has avid interests in the arts, in photography, and the outdoors, including gardening, swimming, and hiking. Her awards include an Outstanding Teaching Award from Rutgers University, the College Reading and Learning Association s Robert Griffin Long and Outstanding Service Award, and an Outstanding Research and Publication Award from the Learning Assistance Association of New England. Dr. Mulcahy-Ernt was also named one of the Distinguished 100 Alumni of the University of Minnesota s College of Education and Human Development during the university s centennial celebration

18 Master of Science in Instructional Technology (imsit) Integrated technology and education University of Bridgeport is a pivotal ingredient of both my professional and personal life. I learned how to be a better leader, a developed citizen, and best of all, a student of experiences. 16

19 Master of Science in Instructional Technology (imsit) The Master of Science in Instructional Technology offered by the School of Education prepares you for three specific career paths related to the discipline of Instructional Technology. The Teacher Track gives you the foundation for a career as a Technology Facilitator or Technology Leader at the school, district, and/or state level, as well as a Computer Science teacher in secondary schools. This track aligns with ISTE/NETS standards and ASTD/ISP curricula. The Trainer Track is for those seeking a career as a professional trainer, instructional designer, e-learning specialist, and/or internal consultant working in corporations, not-for-profits and government agencies. This track aligns with ASTD/ISP curricula. The Developer Track prepares students for careers in the educational software industry focusing on production of computer-disseminated content and assessments for publishers, academies, and businesses. Program Objectives The imsit program seeks to expand your knowledge in several key areas, including: Psychology of effective interface design Applications of cognitive science in instruction Intelligent tutoring systems Multimedia Digital photography Graphics and video Online and televised distance learning Networking Web-based and distributed learning environments Instructional programming Groupware New and emerging technologies for learning Learning Environment A unique element of the program is its cohort basis. With this, students are selectively admitted as a group to complete curriculum requirements in their respective tracks via blended instructional delivery that combines live instruction one weekend each month with online interaction via text, audio and video conferencing using a standard issue Tablet PC with wireless networking capabilities. The cohort approach gives students access to shared experiences and peer support while learning in a technological environment. The Role of the Instructional Technologist Technology in its various forms has become an integral part of daily life. Every business, organization and school today is faced with an ongoing need to help their constituents perform effectively in rapidly changing technical and social environments. As such, Instructional Technologists apply research in learning theory, psychology and technology to overcome educational and performance issues. For example: In a school setting, instructional technology may be used to work with limited-english proficient parents regarding childcare or school readiness, as well as training teachers and students to use computers. Businesses may use instructional technology to train customers how to use a product or teach employees how to use new equipment. Developers may be instrumental in creating software and distance education programs for homebound learners. Admission Requirements Cohorts are admitted to the Master of Science in Instructional Technology in the fall and spring based on: A completed graduate admissions application and application fee; A Bachelor s degree from an accredited institution; Official transcripts from all institutions attended; 3.0 GPA or better in undergraduate major; Two letters of recommendation; A personal interview; An essay indicating intentions for pursuing the degree and career objectives; Demonstrated proficiencies in the use of computers*; Wireless tablet computer ownership prior to initiating coursework. In addition, international students must present an official TOEFL report. *Computer competencies may be demonstrated by presenting a portfolio or by taking a performance-based competency examination. CBIT short-courses are available for remediation. 17

20 Doctoral Program in Educational Leadership Moving beyond the classroom After completing the University of Bridgeport s Ed.D. program in Educational Leadership, I feel fully equipped to lead in any type of educational organization with the objective of enabling all students to succeed. 18

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