Plan of Study: Master of Arts in Curriculum and Instruction

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1 Curriculum and Instruction The Master of Arts in Curriculum & Instruction program focuses on curriculum development, teaching strategies, and integration of technology into teaching throughout the curriculum. Candidates will gain in-depth knowledge of the relationship between teaching and learning as well as how to use that knowledge in developing curriculum. There are courses to develop the student-centered, backward-designed curriculum plans intended to meet the needs of all students including second language learners and special needs students as well as courses on learning styles, assessment, reading, and using technology to create a backdrop for developing appropriate student-centered curriculum plans. The Master of Arts in Curriculum & Instruction program follows a cohort model where students meet one night per week from 4:45 8:45pm. The duration of the program is approximately two years, including almost 18 months of coursework followed by the comprehensive examination. Please see the academic calendar located at the end of student packet. Candidates in the Master of Arts in Curriculum & Instruction program must have a Bachelor s degree from a regionally-accredited institution with a minimum GPA of 2.50, a valid Connecticut Teaching License, one-year of full-time, contracted teaching experience, and access to a classroom and students throughout the duration of the program to fulfill field study requirements. The degree requirements for this program are successful completion of program s respective courses (listed below) and a passing score on the comprehensive exam taken after all coursework is complete. Upon completion of this program, candidates will have earned a Master of Arts in Curriculum & Instruction. This is not a certificate, licensure or endorsement program. EDUC 524 Instruction and Curriculum Mar. 5, 2018 Apr. 30, EDUC 537 Reflective Practitioner May 7, 2018 Jun. 25, EDUC 556 Curriculum Development Aug. 27, 2018 Oct. 15, EDUC 511 Educational Issues: Contemporary and Historical Perspectives Oct. 22, 2018 Dec. 10, EDUC 534 Assessment for Learning Jan. 7, 2019 Feb. 25, EDUC 535 English Language Learners Mar. 4, 2019 Apr. 29, EDUC 565 Multiple Intelligences Theory and the Arts May 6, 2019 Jun. 24, EDUC 536 Technology for Learning Aug. 26, 2019 Oct. 14, SPEC 539 Curriculum and Instruction: Adaptive Strategies Oct. 21, 2019 Dec. 9, EDUC 515 Educational Research Jan. 6, 2020 Feb. 24, Anticipated Comprehensive Exam : March

2 Instructional Technology The Master of Arts in Instructional Technology program focuses on the ability of the candidate to understand the networked learner (student and teacher) in a 21st century classroom/setting and to align instruction with the needs of each student using ISTE, Common Core, and content standards. The focus of the program is to develop candidates capacities to use social media as a platform to engage learners and teachers in connecting authentically to a network of learners/teachers and classrooms/settings globally. Courses teach candidates how to use technologies authentically and purposefully as they develop performance-based learning and assessment experiences which meet the learning needs of each student. Development of units, projects and lessons are based on the philosophy of backward-design, Universal Design, and is standards based. Each course develops candidates abilities to use technology to meet the needs of all students including second language learners and special needs students. The Master of Arts in Instructional Technology program follows a cohort model where students meet one night per week from 4:45 8:45pm. The duration of the program is approximately two years, including almost 18 months of coursework followed by the comprehensive examination. Please see the academic calendar located at the end of student packet. Candidates in the Master of Arts in Instructional Technology program will hold at least a bachelor s degree from a regionally accredited institution with a minimum GPA of 2.5, a current teaching certificate, one year of full time, contracted, teaching experience and access to a classroom throughout the program to fulfill field study requirements. The degree requirements for this program are successful completion of program s courses (listed below) and a passing score on the comprehensive exam taken after all coursework is complete. Upon completion of this program, candidates will have earned a Master of Arts degree in Instructional Technology. This is not a certificate, licensure or endorsement program. EDUC 516 Educational Technology: Theory and Application Mar. 5, 2018 Apr. 30, EDUC 537 Reflective Practitioners May 7, 2018 Jun. 25, EDUC 536 Technology for Learning Aug. 27, 2018 Oct. 15, EDUC 538 Critical Literacy Oct. 22, 2018 Dec. 10, EDUC 570 Technology in Education Jan. 7, 2019 Feb. 25, EDUC 534 Assessment for Learning Mar. 4, 2019 Apr. 29, EDUC 515 Educational Research May 6, 2019 Jun. 24, EDUC 584 Integrating Technology and Literacy Aug. 26, 2019 Oct. 14, SPEC 505 Assistive Technology for Access to the Curriculum Special Education Oct. 21, 2019 Dec. 9, EDUC 587 Public School Law Jan. 6, 2020 Feb. 24, Anticipated Comprehensive Exam : March

3 Education Multiple Intelligences Theory Concentration The Master of Arts in Education, Multiple Intelligences Theory Concentration focuses on the application of multiple intelligences theory and the arts in traditional and inclusive classrooms as a means to engage students. Candidates will learn to differentiate instruction and assessments through the lens of multiple intelligences theory and application of the arts. Candidates will develop rudimentary knowledge and abilities in the arts as a platform for developing strategies which will engage students of various learning styles and abilities across grades and content areas. Candidates will develop the ability to use multiple intelligences theory as a process to observe children and to use that data to differentiate instruction and assessment. The summer course is taught collaboratively by staff from a prestigious arts organization and faculty. It culminates in a theatrical experience. The M.A. in Education, Multiple Intelligences Theory Concentration program follows a cohort model in which candidates meet one night a week from 4:45 8:45 p.m. There is a 6 credit hour, 2 ½ week summer course which meets from 9:00 am 4:00 pm daily, except for night of the final production. EDUC 564: Art Museum Education for Teachers may also be held on campus in the art gallery. The duration of the program is approximately 18 months of coursework followed by the comprehensive examination. Please see the academic calendar located at the end of student packet. Candidates in the M.A. in Education Multiple Intelligences Theory Concentration program will hold at least a bachelor s degree from a regionally accredited institution with a minimum GPA of 2.5, current teaching certification, one year of full time, contracted, licensed teaching experience and access to a classroom and students throughout the duration of the program to fulfill field study requirements. The degree requirements for this program are successful completion of program s respective courses (listed below) and a passing score on the comprehensive exam taken after all coursework is complete. Upon completion of this program, candidates will have earned a Master of Arts degree in Education with a concentration in Multiple Intelligences. This is not a certificate, licensure or endorsement program. EDUC 565 Multiple Intelligences Theory and the Arts Mar. 5, 2018 Apr. 30, EDUC 563 Visual Arts for Educators May 7, 2018 Jun. 25, EDUC 513 Curricular Applications of Multiple Intelligences Theory Completed on University of Saint Joseph Campus in West Hartford daily from 9:00 AM 4:00 PM Jul. 5, 2018 Jul. 20, EDUC 568 Creativity, Writing and Nature Aug. 27, 2018 Oct. 15, EDUC 562 Music for Educators Oct. 22, 2018 Dec. 10, EDUC 515 Educational Research Jan. 7, 2019 Feb. 25, EDUC 511 Educational Issues Mar. 4, 2019 Apr. 29, EDUC 564 Art Museum Education for Teachers May 6, 2019 Jun. 24, EDUC 566 Theatre Education Completed on University of Saint Joseph Campus in West Hartford daily from 9:00 AM 4:00 PM Jun. 24, 2019 Jul. 1, Anticipated Comprehensive Exam : July

4 Literacy The Master of Arts in Literacy focuses on the teaching and assessment of reading and writing skills for all learners in Grades K-12. The program will help candidates become better reading and language arts teachers, advance teachers abilities to instruct and assess students strengths and areas of need in reading, using best practices. Candidates will develop deepened knowledge of reading and writing instruction, diagnosis and assessment, multicultural literature and application of reading strategies across the curriculum. Candidates will develop the capacity and focus to become researchers as they create intervention plans for individuals students based on the students assessed strengths and needs. The Master of Arts in Literacy program follows a cohort model where students meet one night per week from 4:45 8:45pm. The duration of the program is approximately two years, including almost 18 months of coursework followed by the comprehensive examination. Please see the academic calendar located at the end of student packet. Candidates in the Master of Arts in Literacy program will hold at least a bachelor s degree from a regionally accredited institution with a minimum GPA of 2.5, a current teaching certificate, one year of full time, contracted, licensed teaching experience and access to a classroom and students throughout the duration of the program to fulfill field study requirements. The degree requirements for this program are successful completion of program s respective courses (listed below) and a passing score on the comprehensive exam taken after all coursework is complete. Upon completion of this program, candidates will have earned a Master of Arts degree in Literacy. This is not a certificate, licensure or endorsement program. EDUC 518 The Writing Process Mar. 5, 2018 Apr. 30, EDUC 582 Multicultural Literature for Children and Adolescents May 7, 2018 Jun. 25, EDUC 535 English Language Learners Aug. 27, 2018 Oct. 15, EDUC 515 Educational Research Oct. 22, 2018 Dec. 10, EDUC 526 Diagnosis and Remediation in Reading and Language Arts Jan. 7, 2019 Feb. 25, EDUC 573 Content Area Literacy in Elementary Schools Mar. 4, 2019 Apr. 29, EDUC 511 Educational Issues: Contemporary and Historical Perspectives May 6, 2019 Jun. 24, EDUC 538 Critical Literacy Aug. 26, 2019 Oct. 14, EDUC 584 Integrating Technology and Literacy Oct. 21, 2019 Dec. 9, EDUC 521 Action Research in Literacy Jan. 6, 2020 Feb. 24, Anticipated Comprehensive Exam : March

5 Special Education Autism Spectrum Disorder Focus The Master of Arts in Special Education with Autism Spectrum Disorder Focus program focuses on special education theory and evidence-based practices. Special emphasis is placed on the assessment and intervention of core and related deficits of students with an Autism Spectrum Disorder (ASD). Candidates will gain knowledge and skills related to the diagnosis, program planning, instruction and interventions for students with an ASD. Candidates will develop key assessments and develop clinical decision making skills appropriate for use in the education of students with an ASD. Candidates will develop skills in becoming effective communicators and collaborators with parents, families, community providers and support systems in addition to gaining in-depth knowledge in this area of study. The Master of Arts in Special Education with Autism Spectrum Disorder Focus program follows a cohort model where students meet one night per week from 4:45 8:45pm. The duration of the program is approximately two years, including almost 18 months of coursework followed by the comprehensive examination. Please see the academic calendar located at the end of student packet. Students in the Master of Arts in Special Education with Autism Spectrum Disorder Focus program must have a Bachelor s degree from a regionally accredited institution with a minimum GPA of 2.5; a valid Connecticut Teaching License; one year of full time, contracted teaching experience; and access to a classroom and students throughout the duration of the program to fulfill field study requirements. The degree requirements for this program are successful completion of the program s respective courses (listed below) and a passing score on the comprehensive examination taken after all coursework is complete. Upon completion of this program, students will have earned a Master of Arts degree in Special Education. This is not a licensure or endorsement program, but students who complete the program will be eligible for a University of Saint Joseph Autism Spectrum Disorder Graduate Certificate. SPEC 560 Autism: Nature and Characteristics Mar. 5, 2018 Apr. 30, SPEC 561 Autism: Behavioral Interventions May 7, 2018 Jun. 25, SPEC 562 Autism: Communication and Technology Aug. 27, 2018 Oct. 15, SPEC 505 Assistive Technology for Access to the Curriculum Special Education Oct. 22, 2018 Dec. 10, IABS 565 Autism: Psychosocial Interventions Jan. 7, 2019 Feb. 25, SPEC 539 Curriculum and Instruction: Adaptive Strategies Mar. 4, 2019 Apr. 29, SPEC 530 Research in Special Education May 6, 2019 Jun. 24, SPEC 564 Autism: Application of Instructional Strategies Aug. 26, 2019 Oct. 14, SPEC 554 Research-Based Math Interventions Oct. 21, 2019 Dec. 9, SPEC 540 Reading Comprehension and Vocabulary Intervention Jan. 6, 2020 Feb. 24, Anticipated Comprehensive Exam : March

6 Advanced Teaching in Special Education (Cross-Endorsement) The Master of Arts in Advanced Teaching in Special Education focuses on in-depth knowledge and skill development for meeting needs of learners with special needs in multiple K-12 settings, and is aligned to Connecticut Cross-Endorsement Regulations. The Master of Arts in Advanced Teaching in Special Education program follows a cohort model where students meet one night per week from 4:45 8:45pm. The duration of the program is approximately two years, including almost 18 months of coursework followed by the comprehensive examination. Please see the academic calendar located at the end of student packet. The Master of Arts in Advanced Teaching in Special Education program must have a Bachelor s degree from a regionally-accredited institution with a minimum GPA of 2.5, a valid Connecticut Teaching License, one year of full time, contracted teaching experience, and access to a classroom and students throughout the duration of the program to fulfill field study requirements. The degree requirements for this program are successful completion of the program s respective courses (listed below) and a passing score on the comprehensive exam taken after all coursework is complete. Upon completion of this program, candidates will have earned a Master of Arts in Advanced Teaching in Special Education. The program is aligned with Connecticut Cross-Endorsement Regulations. SPEC 518 Students with Moderate to Severe Disabilities Mar. 5, 2018 Apr. 30, SPEC 535 Laws and Special Education May 7, 2018 Jun. 25, SPEC 539 Curriculum and Instruction: Adaptive Strategies Aug. 27, 2018 Oct. 15, SPEC 540 Reading Comprehension and Vocabulary Interventions Oct. 22, 2018 Dec. 10, SPEC 554 Researched-Based Math Interventions Jan. 7, 2019 Feb. 25, SPEC 526 Educational Assessment (1-day Saturday Clinical Required) Mar. 4, 2019 Apr. 29, EDUC 535 English Language Learners May 6, 2019 Jun. 24, SPEC 536 Summer Practicum I ** Jun. 24, 2019 Jul. 22, SPEC 542 Foundational Reading Interventions Aug. 26, 2019 Oct. 14, SPEC 561 Autism: Behavioral Interventions Oct. 21, 2019 Dec. 9, SPEC 530 Research in Special Education Jan. 6, 2020 Feb. 24, SPEC 537 Summer Practicum II ** Jun. 22, 2020 Jul. 20, Total Credit Hours 38 **Check with Financial Aid regarding funding for summer practicums. Applications for practicums are due by February 15th each year. Anticipated Comprehensive Exam : March

7 Special Education (No Endorsement) The Master of Arts in Special Education focuses on in-depth knowledge and skill development for meeting needs of learners with special needs in multiple K-12 settings, including curriculum adaptation. The Master of Arts in Special Education program follows a cohort model where students meet one night per week from 4:45 8:45pm. The duration of the program is approximately two years, including almost 18 months of coursework followed by the comprehensive examination. Please see the academic calendar located at the end of student packet. Candidates in the Master of Arts in Special Education program must have a Bachelor s degree from a regionally-accredited institution with a minimum GPA of 2.5, a valid Connecticut Teaching License, one year of full time, contracted teaching experience, and access to a classroom and students throughout the duration of the program to fulfill field study requirements. The degree requirements for this program are successful completion of the program s respective courses (listed below) and a passing score on the comprehensive exam taken after all coursework is complete. Upon completion of this program, candidates will have earned a Master of Arts in Special Education. This is not a certificate, licensure or endorsement program. SPEC 518 Students with Moderate to Severe Disabilities Mar. 5, 2018 Apr. 30, SPEC 535 Laws and Special Education May 7, 2018 Jun. 25, SPEC 539 Curriculum and Instruction: Adaptive Strategies Aug. 27, 2018 Oct. 15, SPEC 540 Reading Comprehension and Vocabulary Interventions Oct. 22, 2018 Dec. 10, SPEC 554 Researched-Based Math Interventions Jan. 7, 2019 Feb. 25, SPEC 526 Educational Assessment (1-day Saturday Clinical Required) Mar. 4, 2019 Apr. 29, EDUC 535 English Language Learners May 6, 2019 Jun. 24, SPEC 542 Foundational Reading Interventions Aug. 26, 2019 Oct. 14, SPEC 561 Autism: Behavioral Interventions Oct. 21, 2019 Dec. 9, SPEC 530 Research in Special Education Jan. 6, 2020 Feb. 24, Anticipated Comprehensive Exam : March

8 TESOL Education The Master of Arts in TESOL Education will provide the knowledge, skills, and strategies needed to teach the increasing numbers of English Language Learners (ELL) in today s multicultural and diverse classrooms. The Master of Arts in TESOL Education program is designed to bring educators together from across Connecticut to develop important knowledge and skills for teaching P12 students from diverse linguistic backgrounds. The program follows a cohort model in which face-to-face sessions take place from 4:45 PM - 8:45 PM on the same night of the week at a central location. Eight-week courses include 2-3 face-to-face as well as on-line sessions, with two courses (LING 501 and Ling 502) delivered fully on-line. The duration of the program is approximately two years, including a comprehensive examination. Please see the academic calendar located at the end of the student packet. Students in the Master of Arts in TESOL Education program must have a Bachelor s degree from a regionally accredited institution with a minimum GPA of 2.5; a valid Connecticut Teaching License; one year of full time, contracted teaching experience; and access to a classroom and students throughout the duration of the program to fulfill field study requirements. The degree requirements for this program are successful completion of the program s respective courses (listed below) and a passing score on the comprehensive examination taken after all coursework is complete. Upon completion of this program, students will have earned a Master of Arts in TESOL Education. The program is aligned with Connecticut Cross-Endorsement Regulations in TESOL and Bilingual. Those seeking to become elementary level bilingual teachers are required to be certified in elementary education AND bilingual education; those seeking to become secondary level bilingual education teachers must be certified in both the subject area they will teach AND in bilingual education. In addition, individuals must demonstrate written proficiency in English with a passing score on the Core Academic Skills Test in writing AND proficiency in the other language of instruction through passing scores on the American Council on the Teaching of Foreign Language (ACTFL) Oral Proficiency Interview (OPI) and Writing Proficiency Test (WPT). EDUC 551 Teaching in Culturally and Linguistically Diverse Classrooms Mar. 5, 2018 Apr. 30, LING 501 Applied Linguistics for TESOL May 7, 2018 Jun. 25, LING 502 Second Language Acquisition Aug. 27, 2018 Oct. 15, EDUC 559 Second Language Assessment Oct. 22, 2018 Dec. 10, EDUC 552 Methodology for Second Language Teaching Jan. 7, 2019 Feb. 25, EDUC 553 Materials and Curriculum Development for TESOL Mar. 4, 2019 Apr. 29, EDUC 550 Second Language Composition May 6, 2019 Jun. 24, EDUC 567 Advance Studies in Intercultural Learning Aug. 26, 2019 Oct. 14, EDUC 579 TESOL Practicum* Oct. 21, 2019 Dec. 9, EDUC 569 Policy Partnerships and Advocacy for TESOL Jan. 6, 2020 Feb. 24, *Master s Capstone Project Included I have read and understand all information in the Student Information Packet, including the Important Information on page 22 that lists information Anticipated Comprehensive Exam : March