Teacher with students

General Program Information

Catholic University’s Master of Arts in Learning and Instruction (MALI) is designed for graduate students from the United States and other countries with diverse academic interests and from diverse backgrounds who wish to study complex issues related to the teaching-learning process. Distinct from other Master level programs offered by the Department of Education, this program is designed as a non-teacher certification or non-licensure program; in other words, completion of this program does not lead to a teaching license from a state board of education in the United States. The program prepares graduate students to develop an understanding of the multifaceted nature of education using theory and results from educational research to improve preschool to 12th grade (P-12) students’ learning in a variety of contexts. MALI students will integrate their knowledge, skills, and understanding of research methods to examine issues related to challenges in various educational settings by analyzing culturally and academically diverse P-12 students’ learning experiences within the structure of the American educational system. The program places students in internships to extend their understanding of individual differences and provide a model for effective teaching methodologies in various types of schools and community settings.
Students who graduate from this program have access to job opportunities in settings that include for-profit and nonprofit organizations, government agencies, and educational settings such as museums and children’s multimedia programming. Depending on their completed tracks, graduates are prepared for a variety of professional positions, for example, educational consultants, professional development staff members, curriculum developers, special education advocates, tutors, and policy makers. In addition, graduates who seek employment overseas may be interested in pursuing college teaching or Ministry of Education positions.

Program Goals


Graduates of the program will:

  1. Apply educational research to the teaching-learning process.
  2. Evaluate and apply research findings to improve educational outcomes for all students and to solve problems in instructional settings.
  3. Articulate a comprehensive understanding of current research, issues, and trends in the field of education including policy, organizational, curricular, economic, philosophical, and social issues in education.
  4. Articulate an understanding of different types of curricular models and instructional strategies in diverse contexts.
  5. Identify engaging, effective, evidence-based, and student-centered instructional practices that have developed from theory and research.
  6. Articulate an understanding of assessment strategies tailored to diverse learners.
  7. Reflect on a variety of educational issues encountered in various school settings.
  8. Gain an understanding of key concepts, factors, and skills necessary for effective professional behavior in organizational settings.
  9. Identify their strengths and weaknesses and develop an individual professional development and growth plan.

 

Graduate Handbook and other Documents


For additional information, contact Dr. Agnes Cave: cave@cua.edu 

Program Requirements

The M.A. program consists of 30 semester hours of post-baccalaureate coursework, the completion of two research papers as course requirements in EDUC 699 and EDUC 702, and a comprehensive examination. All M.A. students are required to complete nine credit hours of study in general education courses (i.e., departmental core requirement), nine credit hours in the area of Learning and Instruction, nine credit hours in a specialty area, and three credit hours as an elective. 

  • Departmental Core Requirement

    The departmental core requirement comprises three 3-credit courses in general education. Successful completion of the following courses is mandatory for fulfilling this requirement:

    EDUC 525: Psychology of Learning for Diverse Populations
    EDUC 699: Introduction to Educational Research
    EDUC 702: Foundations of Education

  • Learning and Instruction Core Requirement

    The Learning and Instruction core requirement comprises three 3- credit courses. Successful completion of the following courses is mandatory for fulfilling this requirement:

    EDUC 637: Curriculum and Program Evaluation
    EDUC 765: Principles of Curriculum and Instruction
    EDUC 700: Seminar in Application of Learning and Instruction

  • Coursework in Area of Specializations

    The Area of Specialization requirement comprises three 3-credit courses. Successful completion of the following courses is mandatory for fulfilling this requirement. A suggested elective is also listed for each area of specialization. Students can select any course as an elective but should discuss their choice with their advisor so it is incorporated into their programs of study.

    Specialty areas in the program are available in Early Childhood, Elementary, Secondary, Early Childhood Special Education, Special Education, and Literacy.

    Sample Coursework in Elementary Education
    EDUC 512: Curriculum and Instruction in Early Childhood and Elementary School
    EDUC 513: Classroom Management for Regular and Special Needs Children
    EDUC 581: Educating Diverse Learners

    Elective - Pick ONE
    EDUC 511: Children's Literature in Curriculum
    EDUC 521: Teaching Early Childhood and Elementary Science, Health and Physical Education (PreK-6th Grade)
    EDUC 522: Race, Class, Gender, and Disability in Education
    EDUC 523: Methods and Materials in Modern Elementary Mathematics
    EDUC 524: Reading and Language Arts in the Elementary School
    EDUC 545: Contemporary Issues in American Education
    EDUC 639: Human Growth and Development
    MUS 460: Music in the Early Childhood and Elementary Instruction 

    Sample Coursework in Secondary Education
    EDUC 581: Educating Diverse Learners
    EDUC 582: Reading in the Content Areas: Learning to Learn from Text
    EDUC 586: Curriculum and Methods in Adolescent Education

    Elective - Pick ONE
    EDUC 513: Classroom Management for Regular and Special Needs Children
    EDUC 522: Race, Class, Gender, and Disability in Education
    EDUC 545: Contemporary Issues in American Education
    EDUC 579: Teaching Mathematics in Middle Schools and High Schools
    EDUC 580: Teaching English in Secondary Schools
    EDUC 585: Teaching Social Studies in Secondary Schools
    EDUC 639: Human Growth and Development

    Sample Coursework in Special Education
    EDUC 521: Interpersonal Communication, Consultation & the Process of Change
    EDUC 522: Race, Class, Gender and Disability in Education
    EDUC 535: Current Trends in Ethical and Legal Issues in Special Education

    Elective - Pick ONE
    EDUC 513: Classroom Management for Regular and Special Needs Children
    EDUC 545: Contemporary Issues in American Education
    EDUC 581: Educating Diverse Learners
    EDUC 639: Human Growth and Development

    Sample Coursework in Early Childhood Special Education
    EDUC 531: Language and Literacy Development of Children with Disabilities
    EDUC 542: Models of Early Childhood Education
    EDUC 581: Educating Diverse Learners

    Elective -  Pick ONE
    EDUC 513: Classroom Management for Regular and Special Needs Children
    EDUC 522: Race, Class, Gender, and Disability in Education
    EDUC 545: Contemporary Issues in American Education
    EDUC 572: Language and Cultural Issues in Bilingual Education
    EDUC 573: Family Support Using a Strengths-Based Model
    EDUC 639: Human Growth and Development

    Sample Coursework in Literacy
    EDUC 531: Literacy Instruction and Engagement for Diverse Readers
    EDUC 670: Processes of Language Development and Literacy Acquisition
    EDUC 530: Learning from Text: Literacy Materials for Linguistically and Culturally Diverse Contexts- Elementary
    OR
    EDUC 582: Reading in the Content Areas: Learning to Learn from Text - Secondary

    Elective-Pick ONE
    EDUC 524: Reading and Language Arts in the Elementary School
    EDUC 530: Language and Literacy in Multicultural Contexts
    EDUC 581: Educating Diverse Learners


Admission Requirements

Applicants seeking admission to this Master's degree program must submit the following:
  1. An application indicating a desire to pursue a Master's degree in education in the area of Learning and Instruction specifying the specialty the applicant wishes to pursue.
  2. A well-written statement of goals that demonstrates motivation and gives evidence that the applicant's goals fit with Department programs.
  3. Graduate Record Examination (GRE) Aptitude (verbal, quantitative, and analytical writing) score or a Miller Analogies Test (MAT) score.
  4. Official transcripts of all previous undergraduate and graduate work. Applicants must have a minimum cumulative GPA of 3.0.
  5. Three letters of recommendation, at least one of which should be from a person familiar with the applicant's academic performance.
  6. An admission interview with the program coordinator or department chair. For non-local or international students, a Skype interview can replace the in-person interview.

International Applicants:

  1. Submit scores on the IELTS or TOEFL in accordance with university policy.
  2. An official translation of foreign transcripts from an approved source (e.g., through World Education Services)

 Transfer of Credit

University policy permits the transfer of up to six semester credit hours of previous graduate work into the M.A. program with the approval of the students' academic advisor and the Dean of the School of Arts & Sciences. In addition to the University's regulations for the transfer of graduate work earned at another institution, the Department of Education normally will consider for transfer only credits earned in the five-year period immediately preceding students' admission to the school and courses in which students attained a B (3.0 on a four-point scale).

Advising

Students in the Department of Education are assigned a faculty advisor prior to initial registration. The students will take responsibility for making an appointment to meet with the faculty advisor prior to registering for courses. The advisor will provide guidance regarding the students’ program of study and degree requirements as well as counseling regarding academic problems that may arise during the students' course of study and will be a continuing resource for the students.

Students complete a Program of Studies with their advisor. A Program of Studies is a projection of the students' series of courses. It must be approved by the students' academic advisor and the department chair, and it must be filed in the students' departmental records before the end of the first year of study. Approval of a projected program does not obligate the University to offer all the courses listed. Students will work with their advisors to find a mutually agreeable substitute should a course originally in the Program of Studies not be available.

 

Internships

MALI students are required to complete two internships as part of their program of studies. The first internship is scheduled during the coursework in the area of specialization, and the second one is the capstone experience during EDUC 700: Seminar in Application of Learning and Instruction. Together the two internships total 100 hours. Performance in internship is evaluated by the site coordinator, and the grade is incorporated in the coursework with which the internship is aligned.