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2024-2025 Graduate Catalog
Contemporary Curriculum & Instruction (Campus-Based), M.S. in Ed.
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DIRECTOR, GRADUATE EDUCATION PROGRAMS
Teacher Education Department
Director, Graduate MATA Program
Director, Graduate MSED Program(845) 575-3960
There are five graduate programs for teaching at Marist College. They are:
- Master of Science in Education in Contemporary Curriculum & Instruction (Campus-Based); builds upon initial certification and leads to professional certification
- Master of Science in Education in Contemporary Curriculum & Instruction (Online); builds upon initial certification and leads to professional certification
- Dual Degree 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 (Standalone) with initial certification in content area and Master of Arts in Adolescence Education with additional certification in Special Education and eligibility for professional certification
- Dual Degree 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 Science in Education in Contemporary Curriculum & Instruction (Campus-Based)
The 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 Campus-Based 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 online 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. Campus-based courses meet in the evenings, 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 Campus-Based 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.
Dual Degree Bachelor of Science and Master of Science in Education in Contemporary Curriculum & Instruction (Campus-Based)
The Dual Degree B.S./Master of Science in Education in Contemporary Curriculum & Instruction model: This model is an extension of the Marist undergraduate Dual Certificate Program in Childhood Education grades 1-6/with Special Education. Outstanding, academically successful (minimum of 3.2 GPA), and highly motivated Marist undergraduate students in Psychology and the Dual-Certificate education program may consider applying to the dual degree program which combines the B.S. in Childhood Education 1-6/with Special Education undergraduate program with the Master of Science in Education in Contemporary Curriculum & Instruction program. Marist students in the Dual Degree program will receive a degree in Psychology, earn a New York State Initial Teaching Certificate in Childhood Education 1-6/with Special Education, as well as a Master of Science in Education in Contemporary Curriculum & Instruction. The dual degree program is a 36-credit graduate program. In this program candidates complete 12 credits of graduate courses starting in the spring semester of their junior year (prior to the completion of their undergraduate degree program.) Student teaching will be completed in the fall or spring semester of their senior year (as part of their degree requirement.) The remaining 24 credits are completed in the fifth year, with graduate student status (four courses in the Fall semester of the fifth year, and the last four courses and defense of electronic portfolio in Spring semester of the fifth year). Admission to this program is granted to qualified applicants in the fall semester of their junior year. The program is a cohort-based program and fits only for undergraduate students who graduate with their degree in spring. Students can be granted permission, in special cases, to take an online course in the semester of their fifth year, when they have graduate level status (tuition is paid based on the campus based program they are registered in, not by the way the course is offered). Students may transfer to the MSEd Online program only in cases of documented exceptional need. If undergraduates would rather be in the MSEd Online cohort, they should first complete their degree, and then apply for the Master of Science in Education in Contemporary Curriculum & Instruction Online program (which may start the summer after they graduate). Applications for the Dual Degree B.S./Master of Science in Education in Contemporary Curriculum & Instruction program should be submitted in the fall semester of the junior year in October. If students are abroad in the fall semester of their junior year they must submit their application while abroad and conduct the interview for graduate studies via a web conferencing platform.
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All candidates complete the core 27 credits:
All candidates are required to develop, submit and present an electronic portfolio for completion of the program.
Track 1-Professional Certification in Childhood Education; Grades 1-6
(For candidates possessing Initial Certification in Childhood Education)
Childhood candidates complete all three of the following courses (9 credits):
Track 2-Professional Certification in Adolescence Education; Grades 7-12 and Middle School extension (Grades 5-6)
(For candidates possessing Initial Certification in one of the Adolescence Education subject areas)
Adolescent candidates complete both of the following courses (6 credits):
Adolescent candidates complete one of the following courses (3 credits):
Relevant Policies in the Graduate Programs in Education
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).
New York State Certification
A candidate must successfully complete the Dual Degree 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 a 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-Based, Online, and Dual Degree) 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.
PREREQUISITES FOR THE DUAL DEGREE BACHELOR OF ARTS/BACHELOR OF SCIENCE AND MASTER OF ARTS IN ADOLESCENCE EDUCATION
GRADUATE PROGRAMS
To be eligible for dual certification in the MAT Standalone program (content area and Students with Disabilities, both grades 7-12), a Transcript Analysis will be completed on the applicant’s transcript to ascertain their preparation in the following areas required for the dual certifications:
- At least 30 credits in the content area they intend to teach (Chemistry, Biology, Earth Science, English, French, History, Mathematics, or Spanish)
- Six credit requirement for coursework related to the grade 7-12 curriculum in each of the following areas (maximum 30 credits): English; Mathematics; Science; Social Studies; and Foreign Language requirements. This coursework must be in content related to the New York Learning Standards as these represent topics normally taught in grades 7-12.
- Coursework comparable to the following courses required of undergraduate candidates in the Marist B.A./M.A.T. program:
EDUC 101 Foundations of Education
EDUC 150 Learning through Technology
EDUC 373 Principles of Instruction for Students with Disabilities
EDUC 379 Culturally Responsive Education
PSYC 207 The Exceptional Child
PSYC 318 Psychology of the Adolescent
PSYC 372 Psychoeducational Assessment of Educational Disabilities
PROGRAM REQUIREMENTS
A candidate must maintain a minimum overall GPA of 3.0. If at any time the candidate’s GPA falls below 3.0, the candidate will be notified of his/her being subject to academic review. Academic review will result in assignment of probationary status or dismissal. A candidate on probation is expected to take immediate steps to raise their GPA. This can be done by (1) earning enough grades of B+ or A, or (2) retaking the course(s) in which low grades were earned and achieving a B or better. NOTE: while a grade of B in any subsequent course may raise a GPA that is below 3.0, it may not by itself be sufficient to raise the GPA to 3.0 or above. A candidate is allowed up to 12 credit hours of work to raise his or her GPA above 3.0 after being placed on probation. If after attempting 12 credit hours the GPA has not been raised to 3.0, the candidate will be dismissed from the program.
In addition, if a candidate earns any grades below B- in the Master of Arts in Teaching program, they will be subject to review by the teacher education faculty and placed on academic probation or dismissed from the program. One grade of C+ will be accepted by the program, on probationary status. If the candidate earns a second grade below B-, they will be permitted to re-take the course one time. Candidates who do not re-take the designated course or who do not achieve a grade of B- or better in the course(s) are subject to dismissal from the program. Candidates who earn a third grade below B- will be dismissed from the program.
Candidates are expected to demonstrate appropriate professional dispositions in coursework and fieldwork throughout their program as follows:
(1) Responsibility
(2) Integrity
(3) Enthusiasm
(4) Communication
(5) Reflection
Any behaviors that are in obvious deviation from the teacher candidate dispositions stated above may result in assignment of probationary status or dismissal. Any candidate who does not demonstrate the dispositions necessary to assume the responsibilities of a classroom teacher will be subject to review by the teacher education faculty and may be placed on probation or dismissed from the program. The candidate will be informed of any decision or recommendation by the teacher education faculty.
TRANSFER CREDITS
Acceptance of credits will be determined on an individual basis. No more than six (6) graduate credits will be accepted from another institution. A grade of B or better is required for acceptance of any transfer credits.
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
OLGA DEJESUS-DIAZ;Associate Professor & Assistant Dean for Teacher Education. Degrees: B.S. Baruch College CUNY; M.S Mercy College; Ed.D. Liberty University
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
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
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.
ZSUZSANNA SZABO Adjunct Instructor. Degrees: B.S., UBB Cluj, RO; M.Ed., State University of New York at Buffalo; Ph.D., University of Arizona
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