School of Education

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Dianne K. Alexander, EdD, Interim Dean

Distinguished Professor Emeritus

Martha E. MacCullough, EdD

Professor

Jason D. VanBilliard, EdD
Sheryl A. Vasso, EdD, Program Advisor, MS in Education

Associate Professor

Joseph W. Beeson II, EdD
Stephanie F. Chung, EdD, Chair, Special Education Department

Assistant Professor

Rebecca Cella, MEd, Director of Student Teaching and Field Placement
Gregory J. Fanus, MA, Program Advisor, Health and Physical Education (PK-12)
Marika Ravin, MSEd, Program Advisor, TESOL

Part-time Faculty

Barbara J. Cooper, MEd
Charlotte Gleason, MLS
Diane K. Kloth, MEd

Adjunct Faculty

Kimberly L. Allen, MEd
Jill Barnes, MS
Rebecca Benjamin, MEd
Kimberly A. Bennett, MEd
Joanna L. Bryant, MEd
Robert Cannon, EdD
Victoria W. Conway, MA
Juliana Duprey, MA
Paula R. Gossard, PhD
Katelyn O. Gottier, MS
Gloria Griffith, EdD
Lisa M. Houseworth, JD
Marissa J. Lima, MA
Jennifer Logan, MEd
Deborah L. MacCullough, PhD
Shawn E. Mark, EdD
Laura E. McCollum, EdD
Deborah J. Miller, EdD
Sharon M. Noble, MA
Larry Peck, PhD
Danny W. Qian, MEd
Judy E. Severns, MEd, Coordinator, International Student Teaching
Catherine Wayman, MSW
Katie Wiens, EdD
Erin Wilcox, EdD
Lydia Zuidema, EdS

The School

In a day when traditional and progressive educational philosophies continue to play tug-of-war, when modern and postmodern worldviews vie for the public mind, Christian educators need to develop a foundation for intellectually coherent and professionally informed practice.  The School of Education exists to prepare highly qualified, biblically-minded educators for the teaching and educational leadership professions.

The School of Education’s graduate programs began in 1992 with the distinct purpose of providing a quality education for teachers and administrators in the Commonwealth of Pennsylvania, the nation, and the world.  The core curriculum integrates a biblical worldview into professional areas of study, promotes academic excellence, celebrates wise and innovative practices, and champions a global perspective and human diversity.

Vision

• The programs provide thorough preparation for teaching and/or supervising in public, Christian, and other private schools and international schools.
• The programs emphasize a broad body of general and subject-specific knowledge, organized and sequenced to deliver a well-rounded education and to ensure mastery of the subject matter to be taught in schools.
• The programs are designed to develop critical and creative thinking, a thirst for knowledge, a desire to know truth, a passion for intellectual coherency, and the disposition to engage and excite learners toward these ends.
• The programs thoroughly prepare candidates to promote learning and administer leadership in diverse student populations in the Commonwealth of Pennsylvania and around the world.
• The programs are performance-based, requiring competence and effectiveness in the development of curriculum, understanding of content, delivery and assessment of instruction, and in human relations and professionalism in the school setting.
• The programs highlight the beliefs and values inherent in a Christian worldview, especially the love of God and love of one’s neighbor, which are taught through biblical studies and are integrated throughout the University life and curriculum.
• The programs draw attention to character development, which is at the heart of a Cairn University education and is of supreme importance in the field of education. The mind, the heart, and the soul are all targets of a coherent Christian education in a biblical university.

The Programs

MS in Education

The MS in Education program is designed to prepare educators to create quality learning experiences for students in an environment that fosters the development of the whole person. Graduate students form a community of learners who challenge and encourage one another and draw from one another’s experiences and perspectives. Students take advantage of their current employment or are placed in internships to apply what they learn in practical settings.

Competencies

The curriculum is designed to assist the student in meeting specific competencies. The goal is that the graduate is able to:

1. Design, implement, and modify instruction for students based upon human nature and learning, as well as their individual developmental levels, exceptionalities, and needs.
2. Select and implement models of teaching based on human nature and learning, desired learner outcomes, and curriculum objectives.
3. Apply theories of learning in designing and developing an overall approach to teaching, learning strategies, and modifications.
4. Apply a personal educational philosophy to the educational setting and integrated biblical worldview to curriculum design, instructional methodology, assessment, and educational decision-making.
5. Assess and design curriculum based on outcomes, ongoing learning assessment, differentiated learning, and authentic learning experiences.
6. Identify, critique, and use specific trends in education, including instructional technologies, to enable effective student learning.
7. Synthesize and evaluate educational research in order to improve teaching and learning.

MS in Educational Leadership and Administration

The MS in Educational Leadership and Administration program provides a biblical model of leadership that enables graduates to face the challenges of today’s educational settings with a strong knowledge base and managerial skills. As a community of learners, students in the program draw from one another’s experiences and perspectives, creating an environment that makes learning applicable both in and out of the classroom. Students immediately put what they learn in classes into practice in their employment and involvement outside of Cairn.

Competencies

The curriculum is designed to assist the student in meeting specific competencies. The goal is that the graduate is able to:

1. Apply theories of educational leadership, including systems theory, data-driven decision making models, and cultivation of a school culture which promotes holistic learning through best practices and action research in a school environment.
2. Effectively communicate and personally interact with organizations in the social and political environment including school boards, community organizations, state boards, accrediting agencies, special interest groups, and other professional organizations.
3. Understand and apply historical and contemporary issues of school law to employment, discipline, privacy, safe schools, crisis planning, drug-free schools, sexual/physical/emotional abuse and harassment, and due process.
4. Retain and apply fiscal operations, including facilities management, strategic planning, long-range planning, the budget process, technology implementation, and resource allocation.
5. Apply a personal, educational philosophy and integrated biblical worldview in curriculum design, instructional methodology, assessment, and educational decision making based on the individual needs of students and supported by professional development.
6. Assess and design curriculum based on outcomes, ongoing learning assessment, differentiated learning, authentic learning experiences, and PA Academic Standards.
7. Design, conduct, and evaluate best practices and procedures in educational research to improve instruction and learning.

MA (Applied Behavior Analysis)

The Applied Behavior Analysis (ABA) program leading to an MA degree is designed to prepare well-trained professionals who are highly competent in designing and implementing ABA interventions and instruction to enhance the lives of individuals with Autism Spectrum Disorder and/or other disabilities. This program has been developed with the vision to meet a growing global need for both research-supported autism interventions and training in biblical integration for educators. The coursework is verified by the Association for Behavior Analysis International (ABAI) as meeting the Board Certified Behavior Analyst (BCBA) coursework requirements. Most PA Behavior Specialist License (BSL) course requirements are also met. Additional requirements must be fulfilled to qualify for the BCBA credential and the BSL.

Competencies

The curriculum is designed to develop the following competencies in students. The goal is that the graduate is able to:

1. Select, design, and implement appropriate intervention and measurement procedures and systems.
2. Synthesize, evaluate, develop, and conduct experiments based on appropriate experimental designs and behavioral principles.
3. State and plan for the possible undesired effects of reinforcement, punishment, and extinction using appropriate behavior-change considerations.
4. Apply fundamental elements of behavior change, specific behavior-change procedures, behavior-change systems, and problem identification approaches.
5. Design and implement appropriate individualized functional and behavioral assessment procedures.
6. Design and use effective management and supervision systems.
7. Explain and apply the philosophical assumptions of behavior analysis and the elements of foundational knowledge accompanying the BACB’s most current Task List.
8. Identify and apply the BACB professional and ethical compliance code for behavior analysts.
9. Integrate a biblical worldview in all competencies.

MS in Special Education (Instruction)

The Instruction program leading to an MS in Special Education degree equips professionals with expert knowledge and best practices to competently engage students with special needs in enriched and meaningful skill development and growth in all areas of life. Professionals with special education certification are in high demand in both inclusive and more restrictive classrooms. This program is designed for individuals already holding teaching certification.

Competencies

The curriculum is designed to develop the following competencies in students. The goal is that the graduate is able to:

1. Describe and identify the special education system in the United States.
2. Summarize, identify, and implement processes and services for individuals with disabilities.
3. Design, implement, and modify instruction for individuals with disabilities that is based on their cognition, development, academic and functional performance, and Individual Education Program and aligned with state academic standards.
4. Design and implement data collection systems and tools to assess, monitor progress, adjust and plan instruction, and refer and place individuals with disabilities in special education based on their unique abilities and needs.
5. Identify, design, and implement evidence-based instructional models and specially designed instruction in math, literacy, content areas, social, behavioral, communication, language, and secondary transition domains in inclusive and more restrictive environments.
6. Identify and apply biblical, professional, and ethical practice and law.
7. Synthesize, evaluate, and conduct educational research to enhance instruction and learning.
8. Apply a personal special education philosophy based on an integrated biblical worldview.

Graduate Certificate in Applied Behavior Analysis

This fully online program prepares graduates to be successful practitioners trained to enhance the educational outcomes and lives of individuals with Autism Spectrum Disorder (ASD) and other disabilities using applied behavior analysis. This program is the first Christian university program worldwide that integrates autism training with coursework verified by the Behavior Analyst Certification Board (BACB) as meeting the course requirements for the internationally recognized Board Certified Behavior Analyst (BCBA) credential. Most PA Behavior Specialist License (BSL) course requirements are fulfilled. Additional requirements must be met to qualify for the BCBA credential and BSL.

Related Program Information

Certification

Principal Certification

Qualified students in the Master of Science in Educational Leadership and Administration degree program may also work toward PA PK-12 principal certification and ACSI K-12 principal certification. An internship is required.

Add-on Certification

Educators holding current PA Instructional I certification may work toward PA add-on certification in Special Education or ESL. Educators holding current ACSI teaching certification may work toward ACSI certification in Special Education or ESL.

Independent Research

The Action Research Project (ARP) (for MS in Educational Leadership and Administration candidates), Instructional Design Project (IDP) (for MS in Education candidates), and Special Education Research Project (SERP) (for MS in Special Education candidates) are culminating projects in which research is conducted and completed by students under the guidance of a faculty advisor. These are highly practical action research projects and provide the capstone of the professional experience at Cairn.

International Study in Germany

The School of Education has offered graduate programs in Kandern, Germany, since 1997. Kandern is located approximately twenty-five minutes north of Basel, Switzerland, and fifteen minutes from Alsace, France. The Germany location uses the facilities of Black Forest Academy.

It is possible to complete the MS in Education degree program in two calendar years by taking summer courses in Kandern, Germany, combined with additional online courses.

Internships

In the MS in Educational Leadership and Administration degree program, students may take a three-credit administrative internship at an accredited school or organization under the mentorship of an approved administrator. The internship covers all levels of administration, PK-12. For those desiring PA PK-12 Principal certification or ACSI K-12 Principal certification, the year-long (total of 360 hours) internship is required.

Online Learning

Students may pursue a graduate degree with Cairn University without commuting to the main campus in Langhorne.  The MS in Education, MS in Educational Leadership and Administration, MS in Special Education, MA degree in ABA, Graduate Certificate in ABA, and Special Education certification programs are offered in fully online formats. Coursework can be completed in two years or less.

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