Dr. Deborah Harrison
Provost

Faculty

Dr. Deborah Harison, Educational Administration, Undergrad Methods & Special Education Graduate Core

Rodolfo Argueta, Ed.D., Technology Leadership Education

Keith Bullion, M.S., Natural Science, Physiology & Exercise Science

Greg Kuhns, Ed.D., Educational Leadership

Debbie Kuhns, Ed.D., Technology Education, Special Education & Educational Leadership

Thomas Connor, M.A, Educational Leadership / Social Studies, Undergraduate Methods Graduate Core

Karen Morgan,M.A.,Curriculum and Instruction, Coordinator of Undergraduate Education

Romeo Lagmay, M.A., Physical Education & Health

Gerry Szabo, M.A., Physical Education & Health

Adjunct Faculty

Janet Benincosa, M.A., education technology, elementary curriculum

William Chapman, M.A., educational leadership

Jeff Davis, M.A., school finance, educational leadership

The Masters in Education (M.Ed.) program replaces the former Masters of the Arts in Education (M.A.), as a professional education degree with two distinct tracks or specializations:

1. Educational Administration
2. 21 Hour certification in Educational Leadership

Courses in the Educational Administration Program offer a ‘blended’ format, i.e., a combination of on-line and face-to-face meetings on campus.

The unifying theme of the teacher/administrator education programs at Salem International University is INSTRUCTIONAL LEADER/FACILITATOR. The goal of teacher/administrator education is to ensure quality learning experiences that develop ability to solve problems, think critically, and prepare students to function effectively in a teaching and leaning environment rapidly changing, highly technological, and increasingly global.

The Master in Education programs endeavors to:

1. Develop and refine the graduate student’s education philosophy;
2. Develop attitudes appropriate for a student’s role as an educator;
3. Promote the acquisition of those competencies that lead to the development of master teachers and administrators;
4. Provide opportunities for professional growth and development;
5. Develop and refine pedagogical skills and methodologies; and
6. Develop skills that allow the student to conduct research, which integrates theory and practice.

These objectives are accomplished through completion of the following activities:

1. Analysis of current research in teaching and learning.
2. Development and refinement of knowledge in the graduate student’s chosen field(s) or specialization(s).
3. Application of knowledge and skills to situations in the field-based, action-oriented curriculum.