Programs of Study
PROGRAMS OF STUDY
Postgraduate Diploma in Educational Leadership
Bachelor of Education in Educational Leadership (Asia-Based)
Master of Education in Educational Leadership
Doctor of Education in Educational Leadership
Master of Science in TESOL
Welcome to the Educational Leadership Porgram
People of all nations are interested in education and the quality of their schools and in many ways, a nation's progress is often equated with the success of its educational system. People expect their schools to assist their young to become well educated citizens and the future leaders of their society and they rely upon their schools to guide their young people through life's chances in a way that will mold their lifelong attitudes and skills in effective preparation for their life's work.
Because of its vital importance to the survival of any culture, most nations expect their young to continue in their education from the age of 6 through 18, and encourage the capability to complete a college degree. Indeed, the opening of the schools in Afghanistan signaled to the world that this is a nation in progress. In fact, education is so important to these nations that huge amounts are spent each year to support and maintain the educational enterprise. Financially, in the United States alone, more than $400 billion is spent on education each year, an amount approximating seven percent of the total gross domestic product (OECD: 1995:66 in Brint, 1998, 4).
Over the past two decades new technologies and the internet have brought access to education to millions of people around the world whose countries previously faced illiteracy issues.
In the United States higher education online, currently an acceptable mode of learning, is the engine driving the current massive explosion of higher education enrollments. According to a recent report of the National Center for Education Statistics, released in 2006, in the period between 1993 and 2003, the increase of post secondary staff which included administrators, faculty, and support personnel had grown faster than the civilian labor force over the same period. The civilian labor force grew by 13 percent over the period while the postsecondary institutional employees grew by 22 percent. Student enrollments grew by 16 percent. (Audrey Williams, Chronicle of Higher Education, 8/3/06).
Throughout the world, businesses, political entities, educational institutions, and individual distance learners are experiencing the need for a shared working language with which they can communicate with associates who have different first languages. English has become this shared working language, used by millions of people from diverse nations. The result is the need for English as a second language or foreign language (ESL/EFL) teachers, administrators, and support personnel who can function in varied settings throughout the world, including elementary, secondary, and tertiary schools; adult basic education institutions; community learning centers; language institutes; businesses; and ESL/EFL tutoring and training services. This is the basis upon which Akamai's Master of Science in TESOL program was founded.
Douglass Capogrossi, Ph.D.
Program Director, Educational Leadership and Literacy
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At Akamai University we believe the study of education and literacy to be the foundation of all other disciplines. The programs offered through the Center are intended to prepare professional for high level achievement in essential educational fields including:
- Educational Administration and Governance
- Curriculum Planning and Instructional Development
- Education of Special Needs Students
- Adult and Family Literacy
- Educational Development
- Teaching (at all levels of education)
- Instructional Technology
- Distance Education
It is assumed that students applying to this program will be familiar with standard theories and practices associated with teaching and other important aspects of education. It is also assumed that students seeking admissions to this program will have demonstrated professional experience and expertise in the field of education and literacy with either formal or non-formal education and training activities.
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Douglass Capogrossi, Ph.D., MS
Dr. Capogrossi earned his Ph.D. in Adult and Continuing Education from Cornell University, where he completed an extensive dissertation investigating the effectiveness of the American education system. He also holds a Master's in Curriculum and Instruction, and Bachelor's in Business Management from Cornell University. Dr. Capogrossi has directed a variety of successful formal and non-formal education programs including trade apprenticeships, work experience projects and on-the-job training within industry and the human services, and adult job training through center-based programs. He has served as President at other distance learning institutions and has provided leadership in achieving recognized institutional accreditation. Dr. Capogrossi facilitated development of the New York State Rural Literacy Initiative, a state-wide community-based project initiating adult literacy and community development ventures in the poorest counties, funded by the Community and Rural Development Institute at Cornell University. He holds permanent teaching credentials in commerce and social studies with special certification to teach the emotionally disturbed. Dr. Capogrossi has held leadership roles with two major federal pilot studies identifying effective models for educating at risk youth outside the traditional school environment. He has coordinated innovative community-based education projects for troubled youths through the Board of Cooperative Educational Services in New York State. He also served as Instructor with the Office of Continuing Education at Cornell University, where he developed and instructed distance-learning courses in basic and corporate accounting for career track employees. Dr. Capogrossi is an experienced human service administrator, having worked as Executive Director of South Valley Collective, The League, and the United Minority Coalition, Assistant Director of Tompkins County Economic Opportunity Corporation and Director of Planning with the Community Service Organization in San Jose, California. Dr. Capogrossi has held top management positions in industry, serving as General Manager of Micrographic Systems, a medical camera-manufacturing firm in Santa Clara, California. For a number of years, he operated America Builders, a successful licensed general contracting firm in California. Dr. Capogrossi has extensive community volunteer experience emphasizing implementation and development of nonprofit organizations, preparing founding documents and serving as an officer of the Board of Directors. He was instrumental in developing an international professional membership organization dedicated to the amelioration of major world problems, a community legal center serving moderate-income communities, a human service coalition, an emergency service corporation, and an athletic league.
Ruth Huffman Hine, Ph.D.
Dr. Hine has a wide range of experience, with twenty-four years in Adult Education designing and implementing programs for adult students in the Metropolitan School District of Wayne Township, Indianapolis. During her tenure at MSD Wayne Township, she served as director, manager, curriculum author and consultant, instructor, tutor trainer, and advisor for new program implementation. She possesses extensive experience in Human Resources, Organizational Development and Adult Education. Dr. Hine has initiated services for local business and industry including Allison Engine, Chevrolet Truck & Bus, National Starch, Chrysler Foundry, and the Midwest U.S. Army Recruiting Center. She currently serves as an adjunct faculty member at Akamai University, graduate and undergraduate levels. Dr. Hine has designed and taught courses in English as a Second Language. She has developed programs of instruction for College Preparation, Secondary High School Completion, and Literacy. She completed research on Needs of Volunteer Tutors in Adult Education. She has written articles and presented papers, and authored award winning curriculum in Adult Education. Recognized as a professional in Adult Education, Dr. Hine was a guest of the Deutscher Volkshochschul in Germany. She has maintained interest in genealogy and has written a family history book. Dr. Hine has been active in professional organizations, Kappa Gamma International, Phi Delta Kappa, the International Reading Association and Association for Adult and Continuing Education. She was a member of the Governor Speaker Forums in Indiana and was recognized in the 2008 publication of Adult Education Administrators in Indiana. Dr. Hine holds a Doctorate in Education, San Juan de la Cruz University; a Doctorate in Educational Administration, Greenwich University; M.A. in Adult Education, Indiana University; a B.S. in Education, Butler University, Indianapolis, with permanent teaching certification.
Stephen Schackne, MS
Mr. Schackne has been involved in international education for more than 20 years. He received his Master of Science degree in Applied Linguistics (TESOL) from the State University of New York and has taught content and skills courses at the tertiary and secondary level, both in the United States and abroad. Mr. Schackne has directed two ESL programs, one for a university and another for an educational foundation. He has published and presented worldwide and is best known for his website Schackne Online.
Sachi Tsujii Payne, MS, BS
Prof. Sachi Tsujii Payne is a Japanese national who relocated to the USA (California) in 2003. She earner the BA in Education from Japan Women's University in Tokyo, while devoting some of her free time to tutoring school-aged children. After her schooling, she began work in the corporate world in Tokyo. At mid-life, she married, changed her life direction, and relocated to the USA with her husband. Since coming to the USA, Prof. Payne she has been engrossed in the accculturation process, while completing her Master of Science in Counceling at California State University at Fullerton. As a counseling student she had strong interest in helping each person find his or her own voice and live an enriched and meaningful life. While attending graduate school, she worked as a volounteer in a hospice and domestic violence shelter. She is a licensed calligrapher and flower arrangement instructor (Japan). She also studied traditional Japanese dancing and tea ceremonies. As a developing person she enjoys exploring herself and the world, and sincerely hope to make a difference in the lives of others.
Merton Bland, Ed.D.
Dr. Bland is an Advisor to the National Teachers College in Conakry, Guinea, West Africa. He holds a BFA in Art History from University of Illinois at Urban, Master s degrees in French from Middlebury College (Vermont) and Linguistics from George Mason University (Virginia), a Graduate Certificate in TESOL from George Mason, and a Doctor of Education degree with emphasis in foreign language testing from UCLA (1966). His professional career has included elementary and secondary school teaching (California), foreign service, USIA (Ghana, Zaire, Madagascar, Guinea, Pakistan, Australia, and Washington, DC), and ESL/EFL teaching and teacher training (Virginia, Maryland, District of Columbia, China, former East Germany, Malaysia, Korea, Vietnam, and Morocco. Dr. Bland has been active in numerous professional (WATESOL, KOTESOL, Phi Delta Kappa, NEA, NAFSA), service (Rotary, Rotaract), and religious organizations, and has especially focused on international exchange of persons programs. Dr. Bland is a dedicated author with several books and articles to his credit. He is married with four children and nine grandchildren.
Tricia W. Devin, Ed.D.
Dr. Devin holds an EdD, MA, PA and BA from Pepperdine University, a Post-Doctorate Ph.D. from Polytechnic University, Berlin, and an RN in Critical Care from the University of Alberta, Canada. She completed her Fellowship Program in England. Dr. Devin served as Provost of Academic Affairs, Dean of Business and Management at the Graduate and Undergraduate levels, and Critical care and Trauma Specialist in California for fifteen years. She has taught online, on-ground, Flexnet and distance education for the past ten years. In 1981, she developed and implemented a specialized consulting business based in Los Angeles, California, with businesses in re-engineering and restructuring transitions. She has worked for corporations in United State, Canada, Europe and Southeast Asia.
Andrew Flaxman, MBA, BA
Prof. Flaxman is the Director of Educate Yourself for Tomorrow, a Liberal Arts self-study program. Leaving a successful Wall Street career in 1980, he organized the faculty to create the curriculum and guides to promote self-knowledge through literature, art and music. Mr. Flaxman wrote introductory material on history, politics and economics and offered the program through home study and seminars. In 2000 he set up a website onlinehumanities to make the courses available through the Internet. This guided approach to Liberal Arts is unified by the ancient advice to "Know Thyself." The word "Liberal" has the same root as "Liberate." Liberal Arts should be the study of what leads to freedom, as in "The truth shall set you free." The self-knowledge theme of this course of study enables students to think deeper and more clearly. This inspirational approach, beyond the purely intellectual, is used to bring deeper purpose and meaning to the Humanities. Flaxman conducts seminars in the courses through Berkshire Community College and Berkshire Institute for Lifetime Learning in Great Barrington, MA. He has had a varied career as a social studies teacher for emotionally disturbed adolescents, as a publisher of philosophical and educational materials, and as an investment broker. His publications include Learning from History, (Gifted Education Press of Virginia), 1990; The Open "I"; Humanities Education (University of Minnesota), 1991; The Extra Senses in Our Perception, Thresholds Quarterly, May, 1999; The Bhagavad Gita and Self Education, Thresholds Quarterly, Winter, 2000; and The Open "I" (revised), Chrysalis Reader, 2001. Flaxman earned his MBA from Rutgers University and graduated from Princeton University, cum laude in history.
Austin Albert Mardon, MSc., MEd. BA
Prof. Mardon holds the Master of Science degree from South Dakota State University and Bachelor of Arts from the University of Lethbridge in Geography and the Master of Education from Texas A&M University. He completed postgraduate studies in Geography at Kharkiv National University. Prof. Mardon has authored, co-authored, edited and translated over 36 books and authored over 100 scholarly communications including a letter published in Science. Professor Mardon was awarded the Antarctic Service Medal from the United States Navy in 1987 for has work as a member of an Antarctic field party that recovered over 700 meteorites. He was awarded the Queen Elizabeth II Golden Jubilee Medal from the Governor General of Canada for his extensive social service activates across Canada. Prof. Mardon was one of the youngest members of the International Academy of Astronautics. He is recipient of the Governor General's Caring Canadian Award and the Distinguished Alumni Award from University of Lethbridge. He received nine additional awards for his activism in human rights and his work in the area of mental health. In 1986 he was appointed a member of the Explorer's Club and currently is an International Fellow in that club. In early 2005 he received an honorary professorship from Penza State Pedagogical University that was presented by the Russian Ambassador in Ottawa. Prof. Mardon's philosophy relating to geography is that it can bridge the gap between the sciences and the humanities and engage the scholar in a way that is essentially interdisciplinary in nature. He lives in Edmonton, Alberta, Canada.
Antonio Cardona, MPA, MA, CPM, CWDP, GCF
Mr. Cardona holds the Executive Master's in Public Administration from Rutgers University and Master of Arts in Community Counseling from The College of New Jersey. He has been actively involved in diversity and race relations, and the development of anti-discrimination programming for over 10 years. Mr. Cardona is a native speaking Spanish language communicator and has served as an EEO Investigator for the State of New Jersey, including placement within the Office of the Attorney General for assurance of compliance and diversity administration. He is a human resource professional with the New Jersey Department of Human Services and a Workforce Development Coordinator and Career Counselor. Mr. Cardona coordinates mediation scheduling and training for Union County and serves as a professional mediator with the court systems in Union and Somerset Counties. He is an Associate Professor of Psychology with Mercer County College, and an adjunct faculty member with the Human Resource Development Institute, Union County College. Mr. Cardona serves the State of New Jersey as a diversity expert, holds government certifications in EEO/AA, Diversity Programming and Training, Mediation and Employment Dispute Issues, and holds workforce development credentials including Certified Job Counselor, Training-the-Trainer, and Managing Workplace Diversity. He is an active radio and television presenter, trainer and speaker and serves on a number of state boards and community advisor boards.
Revalyn Faba-Sack, Ph.D.
Revalyn Faba Sack is a committed educator, administrator and therapist with many years of international experience, spanning three continents. She continues to research the impact of nature connecting therapy on children and adults facing learning, emotional and psychological challenges on a day-o-day basis. She promotes the use of such therapy as a supplement to existing more traditional therapies. She is an educational consultant for the IB organization and believes that international education should promote open-mindedness and a willingness to accept traditional and non-traditional programs of study, intervention and recreation.
JoAnn Salvisberg, Ph.D.
Dr. Salvisberg is currently a lecturer at the Lucerne University of Applied Sciences and Arts, School of Business. She has been involved in TESOL since 1990, primarily teaching adult learners, and began doing teacher training in 2001. In addition to the Cambridge Certificate to teach English as a Foreign Language, she completed the M.Ed. in English Language Teaching (ELT) in 2001, and Ph.D. in Teaching English as a Foreign Language (TEFL) and Social Psychology in Education in 2007 with a primary research focus on communicative skills assessment in the EFL classroom. She has been actively involved in various leading roles in the English Teachers Association Switzerland (ETAS): eight years as Regional Coordinator of the Bern-Neuchâtel Region, three years on the ETAS Committee as Teacher Development Chair, as well as starting and serving as Research Special Interest Group (SIG) Coordinator since 2005. Further, in January 2014, she was elected President of ETAS. Furthermore, she has also held positions in the International Association of Teachers of English as a Foreign Language Association. First for three years as the Business English SIG Editor, then as a member of the IATEFL Publications Committee. Within the field of ELT she is particularly curious about English for specific purposes (ESP), oral skills assessment (OSA), and utilizing technology to enhance the educational process.
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