Master of Arts in Curriculum & Instruction OR Literacy
Program Description
Core Courses
Elective Courses - Area of Specialization
Program Rationale & Beliefs
Program Goals
Admissions/Application
Program
Description
Marquette
University's master of arts program in curriculum &
instruction or literacy is designed to meet the needs of practicing
teachers in the 21st century. Flexible, interdisciplinary
and with courses available via distance learning,
this degree places special emphasis on the development
of teacher leadership within schools, organizations
and communities. It is designed in the Jesuit spirit
of Ignatius Loyola, who viewed teachers as intellectual,
moral and spiritual leaders, guided by ethics of care
and social justice. It is also designed to link with
the National Board of Professional Teaching Standards
and the Wisconsin Standards in Professional Teaching
& Licensure.
Program handbook & forms
Core
Courses
EDPL220 Introduction to Educational Inquiry
EDPL234 Foundations of Curriculum
EDPL237 Theories of Learning Applied to Instruction
EDPL221 Intermediate Inquiry Methods
EDPL222 Advanced Inquiry Methods
EDPL223 Teacher as Leader
EDPL238 Seminar: Analysis of Teaching (not required for students in Literacy track)
Elective Courses - Area of Specialization
Each student will take at least 9 additional credits in an area of concentration that addresses Standard 2 of the National Board of Professional Teaching Standards: Teachers know the subjects they teach and how to teach those subjects to students.
Students seeking the Master of Arts in Literacy (LITR) degree will complete their area of specialization in LITERACY. Learn more about READING LICENSURE (available to students completing a Reading/Literacy minor).
Program
Rationale & Beliefs
The
design of the core curriculum for the master's degree
in curriculum and instruction is based on the School
of Education's conceptual framework for undergraduate
and graduate programs; current research on teaching,
professional development and school change; and our
understanding of what it means to be an effective master
teach and instructional leader.
We
believe that master teachers:
- Have
a deep understanding of the subjects they teach and
specialized knowledge of how to teach those subjects
to students (Wis. Stand. 1, 4; NBPTS 2).
- Have
a deep understanding of how students develop and learn
and are committed to the learning and development
of all of their students (Wis. Stand. 2, 3; NBPTS1).
- Hold
high expectations for all students and see themselves
as responsible for managing and monitoring student
learning (Wis. Stand. 9; NBPTS 4).
- Are
reflective practitioners who think systematically
about their practice and seek out opportunities to
grow professionally (Wis. Stand 9; NBPTS 4).Use multiple
research tools to analyze, evaluate, and change own
teaching practice (Wis. Stand 9; NBPTS 4).
-
Are members and leaders of learning communities who
foster relationships with colleagues, parents, and
community agencies to advocate for/support students'
learning and well-being (Wis. Stand. 10; NBPTS 5).
- Demonstrate
effective oral, written, and media communication in
their professional role(s) (Wis. Stand. 6).
- Act
as change agents committed to care for the person,
equity, and social justice in their classrooms and
schools.
-
Critically formulate and analyze educational problems
from multiple perspectives, including educational
research and literature.
-
Apply theoretical, philosophical, political, moral,
and historical frameworks to practice.
Program
Goals
Program
goals reflect the key abilities that are the focus
for all of the School of Education graduate programs.
Indicators used in the assessment of these program
goals throughout this program are drawn from the Wisconsin
Standards in Professional Teaching and Licensure and
the National Board of Professional Teaching Standards.
By
the end of this program, teachers will demonstrate
the ability to:
- Critically
read and apply theoretical and research perspectives
in their analysis of educational issues.
- Use philosophical,
socio-cultural, political, psychological, moral,
and historical frameworks to design curriculum,
instruction, and assessments that support student
learning in diverse educational settings.
- Advocate for
and implement programs and interventions at the
school or organizational level that support the
learning and well-being of a diverse student population.
- Use a variety
of research tools to analyze, evaluate and reflect
on own practice in a sophisticated way.
- Communicate
and collaborate effectively (orally, in writing,
and through media) with students, parents, colleagues,
and community members in ways that support student
learning and well-being.
Admissions
All
applications for admission to the master's programs
in educational policy and leadership must originate
with the Graduate School . New students can enter
the program any semester of each year or during the
summer term. All applicants must have at least a baccalaureate
degree from an accredited college or university and
some teaching experience. Individuals interested in
applying to the program may obtain application information
by contacting the Graduate School at (414) 288-7137.
Application can also be made online at www.marquette.edu/grad/future/apply.shtml
Apply as a master's degree student (MA) with a specialization in CUIN (Curriculum & Instruction) or LITR (Literacy).
Materials
to be submitted for application:
-
Graduate
School Application Form and application fee
-
Official
transcripts from all undergraduate and graduate
institutions except Marquette
-
Test
scores on the Graduate Record Examination (GRE)
General Test
-
Three
(3) letters of recommendation from individuals who
can address the applicant's academic and professional
potential
-
A
statement of purpose
-
Interview
(optional but recommended)
Applicants are strongly encouraged to submit a complete, self-assembled application packet of all application materials, other than test scores (GRE, GMAT, TOEFL, etc.). For more information, visit http://www.grad.mu.edu/future/req4.shtml
Departmental
faculty review applicant files on a rolling basis.
Application deadlines are:
April 15 (for summer admission)
July 15 (for fall admission)
November
15 (for spring admission)
Applicants
should make sure that their files are complete by
these dates. Applicant files are reviewed comprehensively,
emphasizing all aspects of applicants' backgrounds.
Academic transcripts, test scores, letters of recommendation,
statements of purpose and professional background
receive particular attention in the review process.
If necessary, the department faculty may request an
interview before making a final decision.
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