Barton Colleges First Masters program This past summer Barton College opened its doors to a new type

of higher education, the Masters of Education program. In June 2010, 24 educators enrolled into the 14 month long program. However, they were just one of approximately 50 people who applied to be in the program. We didnt really have any previous expectations, having never done this before, said Dr. Mary Goggins Selke. To get in they had to provide the school with a detailed application. The most important were their GRE or MAT scores, recommendations from their employers, and their statement of interest essay. However, Dr. Selke found the essays to be very important. When deciding who to enroll I look at their qualifications, but I look at their essays first, said Selke. While reading the Statement of interest essays, two common reasons for why these educators wanted to further their education kept appearing. A beginning teacher wants to keep learning, and an experienced teacher is hungry for more than can be obtained in one-day professional development offerings, said Selke. Dr. Selke is also the cohort mentor for all the graduates in the program. It involves her listening to and encouraging her students, and being a sounding board for personal or professional issues. After entering the program they are expected to complete 36 credit courses. Thirteen during the first summer, seven in the fall, six in the spring, and 10 during the second summer. Summer classes are held on campus on Monday through Thursday, from 9:00-11:45 and 12:453:30. . They take 2 classes a morning class and an afternoon class during each summer session. During the school year the classes are on-line and are asynchronous, meaning graduate students can complete assignments and group work at times convenient to their school and personal schedules.

Also, they are to prepare an electronic portfolio which includes projects and papers from required classes. But completing their requirements wont be as tough because the program is a cohort program. This means that throughout the whole program all those enrolled will take each course together. They get to bond, support each other in their work, and become a learning community, said Selke. It puts emphasis on teacher leadership by implementing theory and research in daily practice. Several Masters of Education students feel that by the program being a cohort it can benefit them. With the cohort, I have learned that were all working together for successful futures. It isnt one against the others but, rather a were all in this together atmosphere, said Peter Damroth. Erin Corbett feels that the program has taught her so much. I have come away with a general notion of what I believe education should be and what it should mean, said Corbett. In the beginning Jessica Taborsky didnt know what a cohort was but now she does. I feel like we all need each other in order to succeed here, said Taborsky. They dont just have each other. They also have the support of all the Education Schools staff, from the many Associate professors to the Dean of the School of Education. There plans for the second cohort, in June of 2011, are not cut and dry, but as of September first they have had more than 40 requests for information from prospective students. I believe the program will have a successful year and continue to strengthen capacity for teacher leadership in all North Carolina schools, said Selke.