Ruth S. Ammon School of Education

Harvey Hall, Room 130
p - (516) 877-4080
f - (516) 877-4805
w - education.adelphi.edu

Jane Ashdown, Dean

Administration

Daryl Gordon, Interim Associate Dean	Christopher Church, Director of Manhattan Center
Patrice Armstrong-Leach, Assistant Dean	JoAnn Cosentino, Director of School and Community Partnerships
Corinne Donovan, Assistant Dean	Laura Ludlum, Director of Early Learning Center
	Carolyn Phillips, Director of The Scholar Teacher Education Program, S.T.E.P.
	Nilla Ingravallo, Director of the Literacy Center
	Anne Marie Skvala, Director of the Hy Weinberg Center for Communication Disorders
	John Wygand, Director of the Institute of Sport Medicine and Adult Fitness

Faculty
education.adelphi.edu/our-faculty/

Professors

Judith Cohen
Sarah Doolittle
Robert Goldfarb
Robert Linné
Patricia Ann Marcellino
Florence L. Myers
Anne Mungai
Evelyn O’Connor
Michael O’Loughlin
Robert M. Otto
Lawrence J. Raphael
Janet R. Schoepflin
Yula Serpanos
Devin Thornburg
Stephen Virgilio

Associate Professors

Dolapo Adeniji-Neill
Cindy Arroyo
Srilata Bhattacharyya
Lyudmila A. Bryzzheva
Diane Caracciolo
Robert Danielowich
Elizabeth de Freitas
Susan Eichenholtz
Renee J. Fabus
Anne Gibbone
Daryl Gordon
Jean Harris
Tracy Hogan
Reem Khamis-Dakwar
Ellen Kowalski
Susan Lederer
Greg Letter
Mara Manson
Carl Mirra
William J. Niles
Evelyn O’Connor
H. Robert Perez
Fran Redstone
Stephen S. Rubin
Paul Rukavina
Elaine S. Sands
Diana Schwinge
Shilpi Sinha
Rita Verma
Laraine Wallowitz
Lori Berman Wolf
Emilia Zarco

Assistant Professors

Pavan J. Antony
Dana Battaglia
Clara Bauler
Kadi Bliss
Steven Cox
Matthew Curinga
Barbrina Ertle
Aaron Hung
Emily Kang
Kevin Mercier
Lisa Minicozzi
John E. Petrizzo
Meredith Whitley
Jules Woolf

Clinical Professors

Daniel Bedard
Diana Feige
Anita Frey
MaryJean McCarthy
Elizabeth Oakes
Dorothy Phalen
Cynthia Proscia
Stephen Shore

Senior Adjunct Faculty

Felix Berman
Howard Boll
Dennis Cowan
Janet Ficke
Gary Goldenback
Patricia Gremillion-Burdge
Carol Lynn Kearney

Adjunct Clinical Faculty

Jean Geyer
Deanna Glassmann
Terry Grace

Mission Statement

As a scholarly community, we are committed to providing educational opportunities for professional growth at the Bachelor’s, Master’s, and Doctoral levels by creating authentic academic and field experiences, cultivating respect for the diverse populations we serve, embracing ethical practices, and preparing our students to become reflective change agents through research, collaboration and leadership.

Our three departments offer specific programs leading to undergraduate and graduate degrees. These departments offer a wide range of programs leading to certification in early childhood, elementary and secondary education, special education, TESOL and bilingual education, literacy, educational leadership, educational technology, physical and health education, and speech and communication disorders.

All programs in the Ammon School of Education are committed to ensuring that candidates have the knowledge, skills, and dispositions required in their field of study. As a School, we believe that educational professionals working in a complex multi-cultural society must not only be scholars, but also reflective practitioners who can grow and learn over time. We believe in inclusive communities that respect the contribution and worth of all individuals, and that educational professionals have the ability to change society. Finally, we seek to promote a holistic view of learning and the recognition that teaching is a creative act, that creativity and the arts enable schools to become more humane and just.

Core Values

Scholarship-Teachers, clinicians and school administrators must be scholars who value and engage in lifelong learning.
Reflective Practice-We stress the value of learning through meaningful activity and reflection within a community of scholars/educators.
Social Justice-We recognize learning as a sociocultural dynamic and therefore seek to frame our learning and service within the cultural, historical, and material contexts of our diverse communities.
Inclusive Community-Our philosophy embraces community and collaboration.
Wellness-Our conception of learning is holistic. Values and personal growth in the physical, mental, social, emotional, and spiritual domains should be nurtured.
Creativity and the Arts-Creativity and vision are inherent in our conception of the education professional. The creative process allows us to reflect on our world as well as envision ways of making it more humane and just.

For more about these core values, please visit education.adelphi.edu/about/what-we-stand-for/

The Ruth S. Ammon School of Education is committed to:

providing the highest quality of academic and clinical education as recognized by our national, regional and state accrediting bodies
increasing quality experiences both within the classroom and in the field
leading with integrity, and with respect for diverse individuals and special populations
increasing collaboration among the faculty and with community partners
supporting our students in recognizing and attending to societal needs through the development of leadership, technological and communication skills
continuing the development of disciplinary and interdisciplinary advanced certification and doctoral degree programs
conducting research and supporting professional development in order to enhance student learning

Departments

The Ruth S. Ammon School of Education is comprised of 3 departments:

Curriculum and Instruction
Communication Sciences and Disorders and
Exercise Science, Health Studies, Physical Education and Sport Management

Administrative Services

School and Community Partnerships

JoAnn Cosentino, Director
Harvey Hall - Room 111
p - (516) 877-4087
e -cosentino@adelphi.edu

Mark Bannick, Assistant Director
p - (516) 877-4076
e - mbannick@adelphi.edu

The mission of the Office of School and Community Partnerships is to encourage and support our education professional candidates in their journey from participant observers to certified education professionals. Our goal is to work with our partner school districts to help each education professional candidate develop the skills, knowledge and dispositions necessary to become a skilled professional dedicated to educating all students.

For more information see the Web site for the Office of School and Community Partnerships: education.adelphi.edu/experiential-learning/community-partnerships/

Supervised Clinical Experience for Teacher Education

A supervised clinical experience is provided for students completing their certification programs. Each experience is a full-time, daytime responsibility and includes a weekly seminar at Adelphi University. Specific course prerequisites for student teaching or the practicum are listed in the course description sections for individual programs. General requirements include a satisfactory health examination, a satisfactory speech and hearing evaluation, acceptable academic qualifications, and satisfactory faculty recommendations. Students must have completed all program requirements, have met with their advisor and been cleared for student teaching by their program director.

To determine what tests are needed for a specific certification area, please view the following link: www.nystce.nesinc.com It is strongly recommended that all exams be taken prior to student teaching. Undergraduate students must have a 2.75 overall GPA and 3.0 in education courses to be eligible to student teach. Graduate students must have a 3.0 overall GPA.

Applications for the clinical experience must be filed by March 1 for the following spring semester and December 1 for the following fall semester. Information pertaining to the clinical experience may be obtained through the Office of School and Community Partnerships.

Additional Information for Graduate Students in the School of Education

Requirements for Retention in, and Completion of, Degree Programs in the Ammon School of Education: Graduate Programs

The performance of degree candidates within the Ammon School of Education is regularly assessed to ensure that they are meeting minimum standards to continue in their program of study. All degree candidates are required to successfully complete key benchmarks designated by their department faculty in order to maintain good standing within their program. In some programs the benchmarks include documentation of proficiency in professional standards as well as passing required New York State Teacher Certification Examinations. Benchmarks may be housed in specific courses and indicated on course syllabi; in some programs the benchmarks are not tied to specific courses but are aligned with professional standards in the program’s field of study. All degree candidates in the Department of Curriculum and Instruction are required to develop and maintain a professional portfolio, which will be assessed at key points during their program. Additionally, candidates who fall below their department’s minimum GPA will be subject to probation and/or dismissal from their program. Please see your program handbook for further details.

Effective September 1, 2011, all teacher certification candidates are required to take a three (3) credit course to develop the skills necessary to provide instruction that will promote the participation and progress of students with disabilities in the general education curriculum. Courses fulfilling this mandate will be provided through faculty advisement.

In addition to meeting academic requirements, all candidates are required to demonstrate the professional behaviors and attitudes expected within their field. Candidates who do not demonstrate the expected dispositions, or behave in unprofessional, unethical ways, will be given opportunities for improvement, if appropriate, but may also be subject to dismissal from their program or be blocked from student teaching, depending on the circumstances.

Degrees are conferred three times per year: May 31, August 31, and January 31. Candidates must apply for graduation through the Office of the Registrar in order to be eligible for degree conferral. Exit requirements from the Ammon School of Education include successful completion of all program requirements for the degree as determined by their departmental faculty and outlined in advisement publications.

Admission

All applicants seeking admission to graduate study at Adelphi University, whether they wish to become candidates for a graduate degree or not, must formally request admission before registering for graduate courses, in accordance with the procedures for University Admission to Graduate Study described in this Bulletin.

Graduate Admissions Requirements Each department within the Ammon School of Education uses multiple criteria in determining the admission status of prospective candidates. Although some programs may have higher or different/additional requirements, in general, a minimum cumulative undergraduate grade point average of 2.75 is expected. Additionally, applicants are required to submit letters of reference, write a personal essay and, for some programs, submit a resume.

Applicants who graduated from Adelphi University and who are applying for an Advanced or Dual Certification Program may use letters of reference on file. Please note that letters of reference are maintained for a period of 5 years. Based upon a review of all the application materials, applicants may be admitted as degree candidates (fully matriculated candidates) or they may be admitted on a provisional basis. In the latter case, candidates may be given specific prerequisites to satisfy before becoming a degree candidate or they may be restricted in the number of courses they are permitted to take before their status is reviewed. For detailed information about the admissions requirements for each program, please consult the Web site at education.adelphi.edu/admissions/requirements/