DIRECTOR, GRADUATE EDUCATION PROGRAMS
Kathleen Vigil, Ed.D.
Director, Graduate Education Programs
(845) 575-3000, ext. 2633
Kathleen.Vigil@marist.edu

There are five graduate programs for teaching at Marist College. They are:

1. Master of Science in Education in Contemporary Curriculum & Instruction (on ground); builds upon initial certification and leads to professional certification
2. Master of Science in Education in Contemporary Curriculum & Instruction (hybrid); builds upon initial certification and leads to professional certification
3. Five Year Bachelor of Science in Childhood Education 1-6, with Special Education certification and Master of Science in Education in Contemporary Curriculum & Instruction; builds upon initial certification and leads to professional certification
4. Master of Arts in Teaching with initial certification in content area and Master of Arts in Adolescence Education with additional certification in Special Education and eligibility for professional certification
5. Five Year Bachelor of Science or Bachelor of Arts with initial certification in content area and Master of Arts in Adolescence Education with additional certification in Special Education and eligibility for professional certification

Mission and Objectives

The graduate education programs offered by Marist College are integrally linked to the College’s Mission, emerging from a longstanding dedication to the preparation of teachers, and both shaped by and shaping the direction taken by the College as it has developed into an institution that is recognized as one of the leading private liberal arts colleges in the Northeast. The program reflects the particular areas of focus for which Marist College teacher education is widely noted, and is defined by our Conceptual Framework.

The Conceptual Framework of the Teacher Education programs identifies its purpose as “Preparing innovative, inclusive educators who promote success and the social good.” This purpose is defined in the Marist Education Department Goals listed below:

Marist Education Department Goals

Goal 1 Foundational Knowledge: Develop candidates’ knowledge related to content, learning, and human development essential for effective and equitable teaching

Goal 2 Pedagogical Practice: Prepare candidates with skills for constructing purposeful learning experiences

Goal 3 Assessment: Prepare candidates to collect and analyze data and use multiple assessment strategies and tools to enhance student achievement and social, emotional, physical, cultural, and cognitive growth

Goal 4 Inclusive Teaching: Prepare change agents who promote access, equity, and justice for all students while working to improve schools

Goal 5 Professional Responsibility: Equip professionals with skills to continually examine and improve their practice

Advanced Teaching Standards (National Board for Professional Teaching Standards)

The five major core standards represent what teachers should know and be able to do, and represent the National Board for Professional Teaching Standards^® Policy Position:

1. Teachers are committed to students and their learning.
2. Teachers know the subjects they teach and how to teach those subjects to students.
3. Teachers are responsible for managing and monitoring student learning.
4. Teachers think systematically about their practice and learn from experience.
5. Teachers are members of learning communities.

Master of Science in Education in Contemporary Curriculum & Instruction (on ground)

Master of Science in Education in Contemporary Curriculum & Instruction program has two tracks. The first track meets the academic requirements for application to Professional Certification in Childhood Education (grades 1-6) for candidates with initial teacher certification in this area. The second track meets the academic requirements for application to Professional Certification in Adolescent Education (grades 7-12) and is designed for candidates who possess initial certification in one of the Adolescence Education areas: History, Science (Biology, Chemistry, Earth Science), Mathematics, Languages (French or Spanish), and English. Also, the second track meets the academic requirements for initial and professional certification in Middle School Extension (grades 5-6). Upon completing the Master of Science in Education in Contemporary Curriculum & Instruction program, candidates applying for the Professional Teaching Certification in Adolescence Education will thus meet the master’s degree requirements for Middle School Extension (grades 5-6). Both tracks of the Master of Science in Education in Contemporary Curriculum & Instruction entail the successful completion of 36 credit hours of coursework. All candidates complete the courses as listed in the Curriculum Summary section. In addition, all graduate education candidates, in order to graduate with a Master’s degree, are required to complete, submit, and defend an electronic portfolio based on the National Board of Professional Teaching Standards as their capstone project for completing the Master’s program. The electronic portfolio demonstrates the professional knowledge and skills candidates have developed across the program. This is a multimedia, standards-based document that is stored online. Candidates take one 1-credit course - MSED 512L - Capstone Portfolio Development   at the start of the program to set up the portfolio and a 1-credit course in the last semester of the program - MSED 612L - Capstone Portfolio Presentation  - in which they complete and present the Capstone Portfolio to reviewers. Completion is recorded when the portfolio is passed. Passing the electronic portfolio is a requirement for the Master’s degree.

Master of Science in Education in Contemporary Curriculum & Instruction on campus model: takes place on the Poughkeepsie campus, and coursework may be completed either through full-time or part-time study. A limited number of courses are offered in the summers. The program is designed so that it can be completed by a full-time student in three to four semesters, completing 9 or 12 credits each semester. A full-time student usually attends evening classes and takes 9 credits per semester. Each course is worth three credits and meets one evening per week, with some online course opportunities. All students must complete the program within five years from first matriculation in the program. Study plans can be customized for individual student needs. Some courses are offered both fall and spring, other courses are offered only fall or only spring. The study plans will reflect the order of course offerings. Since graduate education students are currently accepted three times per year (fall, spring, and summer), and students can register as full-time or part-time, at this time there are no specifically coordinated cohorts for the on-campus model. Study plans are customized according to individual needs and availability of courses. Due to course availability and course planning, candidates in collaboration with the Director of Graduate Education Programs will design a study plan for each student upon their acceptance into the program. Candidates should follow the study plan and consult with the director for any changes.