Nov 21, 2025

Graduate Studies

Graduate Studies [ARCHIVED CATALOG]

Adolescence and Special Education, M.A.T.

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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:

Master of Science in Education in Contemporary Curriculum & Instruction (on ground); builds upon initial certification and leads to professional certification
Master of Science in Education in Contemporary Curriculum & Instruction (hybrid); builds upon initial certification and leads to professional certification
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
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
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:

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

Master of Arts in Teaching

This program prepares candidates for New York State Initial Teaching certification in an Adolescence Education content field (Biology, Chemistry, Earth Science, English, French, Mathematics, Social Studies, History, or Spanish) along with Students with Disabilities grades 7-12. The program fulfills the Master’s degree requirement for professional certification in New York State. It is a 36 credit program that includes a variety of clinical experiences and a full semester of full time student teaching. With the exception of one summer, courses are offered on the Poughkeepsie campus and at evenings. The program can be completed full time or part time. The program is offered in the traditional format: with 24 credits of classroom based courses in the 15 week semester; 6 credits of hybrid coursework during the summer, and 6 credits of student teaching across a traditional semester.

On campus courses are all in the evening Monday to Thursday between 5:00 9:00 pm; Summer courses are in hybrid format (on campus and online); at this point there is no graduate student housing on campus.

A full-time student could complete the M.A.T. in approximately 18 months. All students must complete the program within five years of matriculation. An individualized study plan will be developed for each student so as to assist planning. Because this program results in dual certification (content area and Students with Disabilities), there are required pre-requisites that often are fulfilled by an applicant’s undergraduate program. The Director of Graduate Programs is available for consultation and planning.

Candidates who satisfactorily complete the M.A.T., including the achievement of qualifying scores on New York State assessments, and completion of state-mandated workshops, will be recommended for New York state certification in the content area and Students with Disabilities, both grades 7-12.

Graduate Courses

MATA 508N - Methods for Inclusive 3 Credits
MATA 510L - Curriculum Strategies for Students with Special Needs 3 Credits
MATA 565L - Data-Based Decision Making for Curriculum and Instruction 3 Credits
MATA 630L - Literacy for Inclusive Secondary Education 3 Credits
MATA 631L - Literacy in the Content Areas 3 Credits
MATA 640L - Learning Environments to Support Students’ Social and Emotional Needs 3 Credits
MATA 605L - Educational Assessment and Evaluation 3 Credits
MATA 606N - Methods for Inclusive Secondary Education II 3 Credits
MATA 610L - Transitions and Community-Based Learning 3 Credits
MATA 660L - Research: Theory and Application 3 Credits
MATA 680N - Student Teaching Practicum 6 Credits

Total 36 Credits

Accreditation

The Education Department at Marist College is accredited and registered in New York State as an approved provider of teacher preparation programs. Marist College is a member in good standing of the Association for Advancing Quality and Educator Preparation (AAQEP). Marist is working toward accreditation of its educator preparation programs under the AAQEP standards with an anticipated Quality Assurance Review in Fall 2023.

New York State Certification

A candidate must successfully complete the 5-year B.A./B.S.-M.A.T. program in order to be eligible for initial teaching certification in both their content field and in Students with Disabilities (grades 7- 12). In addition to successfully completing the B.A.-B.S./M.A.T. academic program, the candidate must also pass required New York State assessments and mandated workshops (Dignity for All Students Act, Violence Prevention, Child Abuse, Autism).

Certification Disclosure

Marist’s graduate education programs are designed to prepare candidates for certification in New York State and are aligned with the certification requirements in the state of New York. Marist College cannot guarantee that these programs will meet the requirements for initial or professional certification in any other state. It is the candidate’s responsibility to research and determine the certification requirements in any other state in which they plan to apply for initial or professional teaching certification. It is also the candidate’s responsibility to determine if the Marist College graduate education programs meet the requirements for certification in states other than New York.

Admissions Requirements

Candidates from diverse groups are encouraged to apply. The following are the requirements in the application process:

Have a minimum overall 3.0 GPA for undergraduate studies.
Attach the official undergraduate transcripts from all undergraduate and any graduate studies.
Complete an application form.
Submit a résumé.
Submit two letters of recommendation from faculty who are familiar with the academic performance and personality of applicant.
Write an essay outlining their reasons for applying to the program.
Conduct an interview with the Director of Graduate Education Programs upon submission of all application documents. The interview process may include written tasks.

Advisement

At the time of matriculation, each student will meet with the Director of Graduate Education Programs to design a Study Plan, which candidates are to follow. Candidates also sign an entrance contract to acknowledge the academic and dispositions requirements for good standing in the master’s program. Candidates will have regular meetings with the Director of Graduate Education Programs for purposes of discussing academic progress and planning. The M.A.T. program is a cohort-based program that can be completed in four semesters with start in the Fall semester; there is a summer session with hybrid/online course work. In exceptional cases M.A.T. applicants may complete the program as a part time student with a fall semester start only due to the sequencing of the course offering, however, that will extend the program. Course offerings are by semester (fall, spring, or summer); a special study plan will be created which must be strictly followed. Any changes will jeopardize timely graduation. All students must complete the program within five years of admission.

Cooperating Teachers Using Waiver to Take Courses

Cooperating teachers who have supervised student teachers and who wish to take graduate education courses as an exchange of a teaching voucher need only to complete an application form, to provide a statement that the course they intend to take is a voucher exchange, submit the original voucher, and receive permission from the Program Director who will advise on the appropriate course. There is no limit to the number of graduate courses a cooperating teacher with a valid voucher may take; however, if the person later decides to become a degree candidate, he/she must then satisfy the requirements for matriculation. It is important to note that a maximum of nine (9) credits may be applied toward the degree using courses taken with a voucher.

Portfolio Requirement

All students in the MSED programs (Campus, Hybrid, and 5-Year) are required to complete an electronic portfolio in their last semester in the program. Work on the portfolio will be supervised by assigned professors; graduate students will be required to complete, submit, defend and pass their portfolio in order to be granted the Master’s degree. The portfolio is a program requirement and will be evaluated according to the specific rubrics created for that project. The portfolio is a Pass/Fail and the award of the degree depends on the passing of the portfolio. Candidates who fail to present the portfolio in the last semester of regular coursework will be required to take additional coursework each semester until they successfully present the portfolio. They must successfully pass the portfolio requirement within 5 years of matriculation, or the degree will not be awarded.

Contemporary Curriculum & Instruction Program Faculty

MICHAEL BURNS Adjunct Instructor. Degrees: B.A., SUNY Fredonia University; M.S.Ed., SUNY New Paltz; Ph.D., The State University at Albany

JAMIE CONWAY Adjunct Instructor. Degrees: B.A., Marist College; M.S., The State University at Albany

SARAH COSHAL Adjunct Instructor. Degrees: B.S., Marist College; M.A., Marist College

VICTORIA FERRARA Adjunct Instructor. Degrees: B.A., Eastern University; M.S., State University of New York at Albany; Ph.D. Capella University

JOELLE FINGERHUT Assistant Professor of Education. Degrees: B.A., Ithaca College, M.S.Ed., Simmons University, Ph.D., University at Albany

DANA GATHERS Assistant Professor of Education. Degrees: B.A., Temple University; M.S.Ed., CUNY Brooklyn College; Ph.D. Fordham University

LYNN GRAINGER Adjunct Instructor. Degrees: B.S., Gordon College; M.Ed. in Curriculum & Instruction Lesley University

JAMES HOLLAR Visiting Teaching Associate of Education. Degrees: B.A., Beloit College; M.A., University of Wisconsin (Madison); Ph.D. University of Wisconsin (Madison)

JESSLYN HOLLAR Professional Lecturer of Education & Assessment Coordinator. Degrees: B.A., Lafayette College; M.A., Edgewood College; Ph.D., University of Washington

MATTHEW LATVIS Adjunct Faculty. Degrees: B.A., Marist College; M.A. Middlebury College

JOHN MARALLO Adjunct Instructor. Degrees: B.S., State University of New York at New Paltz; M.S., State University of New York at New Paltz

KRISTEN MATEJA Adjunct Faculty. Degrees: B.A., Marist College; M.A., Marist College

DAVID MOYER Adjunct Faculty. Degrees: B.S., University of Wisconsin, Madison; M.S., Northern Illinois University; M.S., Eastern Kentucky University, Ed.D. Northern Illinois University

KELLY MURRAY Adjunct Faculty. Degrees: B.A., Marist College; M.S., Marist College; Ed.D. Seton Hall University

KATHRYN NIXON Adjunct Instructor. Degrees: B.A., Marist College; M.A., Western Connecticut State University

HEATHER O’CONNOR Adjunct Instructor. Degrees: B.A., Marist College; M.A., Marist College

JENNIFER POWERS Director of Clinical Teacher Preparation and Certification. Degrees: B.S., Kent State University; M.A.T., Kent State University; Ph.D., Kent State University

JACQUELINE SANTILLI Adjunct Faculty. Degrees: B.A., SUNY Geneseo; M.S.Ed., SUNY New Paltz

DEANNA SPRINGSTEAD-GONZALEZ Adjunct Instructor. Degrees: B.S., St. John’s University; M.S., St. John’s University, University at Albany, A.B.D.

HEATHER O’CONNOR Adjunct Instructor. Degrees: B.A., Marist College, M.A., Marist College

ZSUZSANNA SZABO Adjunct Instructor. Degrees: B.S., UBB Cluj, RO; M.Ed., State University of New York at Buffalo; Ph.D., University of Arizona

KATHLEEN VIGIL Graduate Education Program Director. Degrees: B.A., University of North Carolina at Chapel Hill; M.Ed., University of Massachusetts at Amherst; Ed.D., Boston University