School of Education

Patricia White, Ed.D., Dean, Professor, School of Education
Patrick Ainsworth, Ed.D., Associate Dean, Professor, School of Education
Brad Damon, M.A., M.B.A., Associate Dean, Associate Professor, School of Education
Alan Enomoto, Ed.D., Associate Dean, Professor, School of Education 
Anne Spillane, Ph.D., Associate Dean, Associate Professor, School of Education

Uma Alahari, Ph.D.
Carol Anderson-Woo, Ed.D.
Jessica Bogunovich, Ed.D.
Tamerin Tooker, Ed.D.
Sasha Crowley, Ed.D.
Doug DeVore, Ed.D.
Michael Giambona, Ph.D.
Kimberly Greene, Ed.D.
Carlos V. Guzman, Ph.D.
William Hale, Ph.D., Professor Emeritus
Stephanie Herrera, Ed.D.
Annie Hough-Everage, Ed.D., Professor Emeritus
Tonya Jenkins, M.S.
Thierry Kolpin, Ph.D.
Keith Larick, Ed.D., Professor Emeritus
Jeffrey Lee, Ed.D.
Susan Meadows, M.S.
Betty McEady, Ed.D., Professor Emeritus
Jennifer Murphy, Ed.D.
Hawani Negussie, Ed.D.
Alise Paillard, Ph.D.
Carla Piper, Ed.D.,  Professor Emeritus
Barbara Rodriguez, Ed.D., Professor Emeritus
Marilou Ryder, Ed.D.
Nicole Schneider, Ed.D.
Maureen Schroeder, Psy.D.
David Sloan, Ed.D.
Allison Smith, Ph.D.
Michael Stuckhardt, Ed.D., Professor Emeritus
Care Terkelson, Ed.D., Professor Emeritus
Kathy Theuer, Ed.D., Professor Emeritus
Angela Tos, Ed.D.
Suzanne Yockelson, Ph.D.

Undergraduate Degree Program

California Teaching Credential Programs in Education

California Service Credential Programs in Education

California Professional Authorizations in Education

  • Multiple Subject Added Authorization
  • Single Subject Added Authorization
  • California Teacher of English Learners (CTEL) that leads to the English Learner (EL) Authorization
  • Autism Spectrum Disorders, Added Authorization
  • Early Childhood Special Education, Added Authorization

Graduate Degree Programs in Education

Please note that not all programs are offered at every University of Massachusetts Global campus.


The mission of the University of Massachusetts Global's School of Education is to develop innovative and caring leaders, scholars, and practitioners who collaborate to solve complex problems, transform organizations, and educate diverse student populations through discovery, inspiration, and innovation.

Mission on Inclusion

Through inclusive curriculum, the SOE will ensure that our graduates are prepared for meeting the needs of all learners for full participation in a diverse and integrated society. This would include but is not limited to meeting the needs of students with disabilities, gifted learners, second language learners, and students from other underrepresented populations.

The University of Massachusetts Global's School of Education is committed to creating an environment where all people feel supported, listened to, and able to reach their highest potential. In order to provide equity, access, and participation for all learners, students are provided supports and an inclusive curriculum that allows them to become an agent of change within their diverse local, state, national, and global communities.

Professional Dispositions

The School of Education has adopted a set of professional behaviors or dispositions and candidates are expected to demonstrate these dispositions throughout all education programs. Dispositions are evaluated by course instructors at different points in the program and candidates do a self-assessment at the beginning and end of the program. The Professional Dispositions are provided to all education students at their initial advising session and can also be found on the University Student Code of Conduct section and on the School of Education Student Services page.  

Minimum Grade Requirement

All graduate courses within the School of Education must be passed with a grade equivalent of “B-“ or higher. A grade of “C+” or lower is considered unacceptable and the course must be repeated.  A cumulative GPA of 3.0 is required for graduation and recommendation for a credential.  Prerequisite courses require a minimum grade of “C” (2.0).

Exit Survey

All Education Programs require candidates to complete an exit survey at the end of their program. Some exit surveys are done through the CTC and exit survey results are used to evaluate program effectiveness and for program improvement.