The Master of Arts in Learning and Thinking (M.A.L.T.) is a 36-credit degree program that embraces a philosophy of education rooted in relationship, holism, and meaning. MALT is predicated on establishing a New Culture of Learning that develops the knowledge, skills, competencies, and imagination for a world in constant flux. Towards this end, the program nurtures the emergence of a collegial learning community dedicated to co-creating new meaning within a constructivist and transdisciplinary context.
MALT’s Postmodern Learning Model seeks to promote a New Culture of Learning through the following Six Central Themes:
- Promote meaningful and alternative approaches to learning and thinking that encourage what holistic educator Douglas Sloan refers to as insight-imagination. Sloan describes insight-imagination as “…an act of perception, permeated with intense energy and passion that penetrates and removes barriers in existing thought and frees the mind to serve in new ways and directions. Insight announces itself as a whole…that includes new forms of imagination and new orders of reason…”
- Redefine the role of "learner" and "teacher" as co-creators in the participative framework of learning and thinking.
- Transcend the current Western Modernist Mindset by adopting a new participatory worldview whereby learners promote, maintain and generate a dynamic process for meaningful learning and thinking.
- Tear down the artificial barriers to knowing we have come to refer to as "disciplines" and refocus our attention to the interpenetrating and interwoven processes that serve as common ground to all knowledge systems.
- Renew what it means to be a "teacher" whose role is to “draw out” natural inclinations and abilities, rather than “pour in” information. This new role of facilitator and coach promotes the active processing of information into knowledge and ultimately into understanding.
- Explore other dimensions of human experience: other than the logical and linguistic ways of knowing, including but not limited to those of Howard Gardner's multiple intelligences and five minds for the future, as well as Daniel Pink’s “right-brain” skills to foster the development of a new generation of creators who as “…artists, inventors, designers, storytellers, caregivers, consolers, big picture thinkers—will now reap society’s richest rewards and share its greatest joys…”
The Master of Arts in Learning and Thinking Degree program has three major components:
1. Program participants are introduced to a critical examination of American education, with particular emphasis on the fact that the current model leaves students at a disadvantage that can only be remedied by a significant change in the way we structure and approach learning and thinking. What is needed today, more than ever, is a shift in the way we understand what today’s youth need in order to take a more participatory role in constructing their learning and developing competency in using the thinking skills requisite to become self-regulated learners.
2. MALT offers educators a framework for real and effective educational transformation. This framework consists of a shift towards a more post-modern process and learner-based approach for education that, unlike the current “one size fits all” instructivist model, provides constructivist-learning opportunities for a diverse and unique population of learners.
3. The overall curriculum is based on a progressive postmodern framework and delivered in an articulated, scoped and sequenced series whereby the nature of learning and thinking is presented as a holistic, emergent and creative process. Therefore, the flow of the program emerges over time from the following premises:
- Cognition is directly connected to our emotions and, as such, provides us with “windows” to better understand how we learn and think as creative subjects.
- The postmodern educator challenges the traditional notion that classrooms need to operate according to the reason and logic of a rigid curriculum that predicts the learning outcome. Rather they recognize and promote learning by drawing from and building upon the insights of educational researchers like Howard Gardner, Lev Vygotsky, David Ausubel, Tony Wagner, Ken Robinson, Elliott Eisner amongst others.
- From this new perspective the learner is not perceived as someone disconnected from the learning environment. Rather, the learner is a participatory member of a learning system comprised of the teacher, students and socio-physical learning environment in which they are embedded.
- The postmodern framework offered here strives to contextualize learning by encouraging students to see and make connections and thus integrate learning in one area with that in another. This framework fosters the acquisition of higher reasoning, as well as critical and creative thinking abilities.
- Furthermore, this system includes the inter-subjective exchanges that occur between all learners in their environment. Rather than viewing learning as a personal and subjective experience, a postmodern epistemology perceives learning as a social and intersubjective process. Learning, in this context, is as an emergent process predicated on the assumption that classrooms operate best when there is an element of dissonance and chaos issuing from the "sensitivity to the initial conditions" of the learning environment.
- Individuals are unique learners with distinct prior experiences, propensities and conceptual schemas. Learners drive to create meaning as a result of interacting with others and their environment.
- Our intentions, motivations, and personality emerge from an interaction between our inherited tendencies (Nature) and our experiences (Nurture). Over time the confluence of these tendencies and experiences give rise to a unique set of beliefs. However, many of our beliefs lie beneath our conscious awareness. Therefore, change and transformation of learners can only begin when we gain access to the origin of the memes, metaphors and myths that comprise our unique personal worldview.
The program is intended for:
-- Teachers and educators who wish to expand the boundaries of their professional knowledge and skills as well as explore new ways of learning and thinking and of relating with their students, which provide them with experiential learning opportunities that encourage them to develop not only their knowledge but also their self-awareness and life skills.
-- Women and men who are seeking the sources and processes of thinking, learning and creating meaning and wish to become members of a learning community that participates in experiential and constructivist activities designed to provide insight into the nature of the ways of knowing and conceptual frameworks underlying how they perceive, think and act.
The innovative curriculum in the Master of Arts in Learning and Thinking will ignite your creativity and provide new pathways to enhance the art and science of your teaching. Course content is delivered holistically across each of the program’s class sessions.
TGI is also happy to make custom arrangements with school districts and other educational venues to offer specialized cohorts within the district with a minimum number of students. For instance, we currently offer a cohort on-site at Trumbull Public Schools, with classes meeting Wednesday afternoons in accord with teachers' schedules. Contact Admissions at (203) 874-4252 or firstname.lastname@example.org to make a request for a cohort in your area.
Class topics include:
- Movement and creativity as classroom tools
- Mindsight learning: enhancing students’ information processing skills
- Models for intellectual and ethical development
- Reconnecting children to the aesthetics of nature
- Flow: the psychology of optimal experience
Courses and Descriptions (36 credits):
LT 501: The Western Mindset: Modern and Post Modern Perspectives - 3 credits
From the pre-Cartesian/Kantian era through the evolution of scientific thought and the emergence of post-modern thought, this course traces the meta-cognitive processes for creating meaning. Various epistemological perspectives, including theories developed by Goethe, Hegel, Coleridge, and Emerson, are analyzed as foundational works upon which twentieth century epistemology has evolved. Program participants explore the phenomena of human insight, subjective interpretation of experience, and the dichotomy of perception vs. reality.
LT 502: Cultural Perspectives and Personal Beliefs as Learning Modifiers - 3 credits
The learner’s life experiences and cultural origins are examined for their impact on learning processes, behavioral outcomes, and social interactions. The cognitive frameworks for constructing knowledge and belief systems are examined, analyzed, and evaluated. Personal assumptions and perceptions are also examined in relationship to social, cultural, and religious influences. Belief structures are defined and analyzed relative to their impact on such self-generated phenomena as consciousness, intuition, and knowing. The discernible characteristics of the affective domain are also examined relative to their compatibility with inherent aesthetic systems. Both cognitive and affective processes are assessed in terms of their influence on the creation of meaning and the more ethereal creation of values.
LT 504: Play and the Development of Learning Awareness - 3 credits
The role of play in cognitive development, and its impact on formal learning processes are explored through experiential interactions. A comprehensive review of current research in applied learning and its concomitant influence on reading, linguistic development, intelligence, and the integration of consciousness serve as the framework for epistemological inquiry. Program participants explore selected in-depth theories in Consciousness Studies as connecting elements for viewing self-initiated changes in human processes.
LT 505: A Constructivist’s Approach to Knowing and Creating Meaning - 3 credits
The continuous modification and transmutation of cognitive frameworks are considered fundamental learning processes that evolve from personal epistemological structures. Knowledge and the constructivist perspectives upon which they are interpreted are examined relative to their impact on developmental learning. The construction of personal frameworks for effecting understanding are considered critical to the interpretation of experience and the creation of meaning. Reflection, cyclical re-evaluation of knowing, and the creation of meaning are analyzed as manifestations of the epistemological phenomena.
LT 506: Flow and the Emergence of Thought - 3 credits
The formulation of conceptual structures and the frameworks within which they are held are the subjects of analysis in this course. The focus is upon understanding the ongoing transitions that feed into continuous energy loops. Implicate and explicate perceptions and direct experiences are analyzed from the perspective of how feedback processes modify epistemological structural frameworks. Program participants are provided practical applications within the contextual framework of the Bohmian philosophy. This course is designed to enable program participants to construct an understanding of the subjective processes that promote the integration of experience into a coherent belief system. Participants analyze the concept of flow through the study of creativity, intentionality, serendipity, and intuition.
LT 507: Learning Theories and Applications - 3 credits
Dewey, Piaget, Inhelder, and other theoretical contributors enlighten this study of the theoretical frameworks that facilitate the development of a personal epistemology through the validation of authentic learning experiences. Program participants learn to analyze the cognitive processes that unify learning across multiple disciplines and frame content in context as precursors to discovering the elements of personal reality. Transdisciplinary perspectives are analyzed in their multiple interactions, and the evolutionary nature of knowing is revealed as a product of cognitive dissonance resolution.
LT 508: Knowing and Learning in Multidimensional Contexts - 3 credits
Work, and its informal iteration referred to as play, are analyzed as integrative forces in facilitating process thinking, and as factors through which contextual sequencing creates meaning from physical and non-physical realities. Knowing and learning in multidimensional contexts form the basis for studying individual consciousness. Relationships of sign and signifier are examined and assessed for their epistemic value. Together, work and play are viewed as integrative elements, and as concepts of consciousness which emerge in direct and concrete epistemic forms.
LT 509: Self, Community and Culture: Interactive Learning Fields - 3 credits
Various perceptions of being, as derived from the “spirit, mind, and body” to expressions of complex interactions, are examined relative to their contributions to the development of personal reality. Culture, in its multidimensional forms, is analyzed as the substrate upon which individuals generate persona and personal meaning. Social mores and folkways are examined relative to their impact on self, community and cultural development. The overarching goal of this course is to enable each participant to utilize a framework for exploration of the holonic relationship among the individual, culture, spirit, implicate and explicate contexts of experience, and the creation of meaning.
LT 510: Dialogue: Linguistic Learning Processes for Cognitive Development - 3 credits
The purpose of the course is to enable each participant to demonstrate a deep understanding of the epistemological processes that create personal meaning. Program participants develop the requisite knowledge, skills, and dispositions to effectively engage in Bohmian dialogue processes. Participants learn how to suspend belief of their own assumptions, perspectives, and metaphysical foundations in order to actively listen to and openly embrace the insights of others in an unconventional, non-judgmental and authentic way. Dialogue practiced in the style of Krishnamurti and David Bohm, are applied in clinic-like settings with well-trained facilitators. Imagery and visioning are also explored as functional elements of meditation, intention, inquiry, and energy applications.
LT 511: Mentorship: Expanding Learning Capacity across Disciplines - 3 credits
The mentorship experience expands students’ capacity for learning through authentic, real-world experiences and through on-site professional language development and application. Students experience learning through analysis, synthesis, interpretation, evaluation, and assessment of the mentor’s interaction with his/her clients and/or projects. The interactions inherent within various learning experiences, and the involvement in diverse structural frameworks of the mentors’ techniques, provide the foundation for epistemological transformations. Field work and case studies, within the mentorship and internship, are analyzed using self-evaluative protocols. Participants produce independent work products that reveal unique epistemological and ontological perspectives.
LT 512: Commencing Project: Analyzing Learning through Action Research - 3 credits
Independent study projects, individually designed by program participants under the tutelage of faculty and their Program Coordinators, provide the foundation upon which the Commencing Project is undertaken. Participants design and conduct a research investigation that focuses on some aspect of learning and thinking. The formal research project is then presented to the entire cohort for response and commentary, and is examined by a Juried Review Committee.
LT 513: Enhancing Learning through Cognitive Assessment - 3 credits
Enhancing learning through personal cognitive development and assessment of meta-cognitive and cognitive processes are qualitatively and quantitatively investigated as foundations for supporting personal learning goals. Assessment frameworks, instruments, techniques, templates, and philosophies are explored and analyzed for their value in facilitating program participants’ problem-solving and decision making processes. Personal assessments are based in two principles: 1) Assessment is deliberately designed to improve student performance, and 2) Assessment must help students systematically examine and self-correct performance, thereby enhancing the quality of their work. Students use rubrics to assess understanding, competency in writing, oral presentation, Bohmian dialogue and group discussion, Culminating/Commencing Project, E-portfolios, program-specific assignments, and the Product Anthology.
The faculty for the Master of Arts Degree in Learning and Thinking is comprised of expert classroom practitioners and educators, including some of the most noted theorists on learning theory and cognitive development from around the world.
||James Trifone, PhD
Jim Trifone brings more than twenty years of educational management to the Master of Arts in Learning and Thinking. He has dedicated his professional life to pursuing and developing ways of encouraging learners to take a more active and meaningful approach to their own learning. His philosophical beliefs have been shaped by Ken Wilber's holonic approach to being and becoming, Alfred North Whitehead's process philosophy, and David Bohm's Wholeness theory of the implicate order of reality. Jim's work focuses on the notion of the “authentic Being” as an outcome of the complex and interpenetrating relationships between the behavioral, psycho-spiritual, moral, and social aspects of the self. Jim holds a PhD in Science Education from the University of Lancaster, UK. He has published and presented research in the United States and abroad on "concept mapping" and "the transformational nature of experience," among other topics. His dedication to the field of consciousness studies adds a valuable dimension to discipline of Learning and Thinking. An experienced coordinator in innovative graduate programs at Southern Connecticut State University and Sacred Heart University, Jim is also the author of several publications, including, Addressing the Needs of the Concrete Reasoner and The Test of Logical Thinking: Applications for Teaching and Placing Science Students.
||Robin Moore, MA
A professional performer, author, and workshop leader, Robin Moore was voted “Storyteller of the Year” by Storytelling Magazine and has shared his stories with more than one million people. Since 1981, he has presented more than 5,000 educational offerings that include storytelling performances, writing workshops, and family programs based on the rich folklore of Pennsylvania, where he grew up. He was named Pennsylvania School Librarian’s “Author of the Year” and has taught his innovative approach to "Awakening the Hidden Storyteller" at many institutions, including The University of Pennsylvania, Temple University, and Omega Institute. Author of several award winning books published by HarperCollins, Random House, and Simon & Schuster, Robin is best known for The Bread Sister of Sinking Creek, the first in a series of historical fiction novels about women on the PA frontier. He holds a Master of Arts in Oral Traditions from The Graduate Institute. “Robin’s ability to portray characters with the subtle use of voice and gesture as well as his talent for involving his audiences is second to none on the East Coast. He ranks with the best of today’s professional storytellers.”—Dr. Kenneth Goldstein, Chairman, Department of Folklore, University of Pennsylvania. Visit his website at robin-moore.com.
|Diana Boehnert, MFA
Diana Boehnert is Coordinator of the ART for Healing Program for Hartford Hospital’s Department of Integrative Medicine. She is an Expressive Arts Facilitator, an exhibiting artist with 14 years experience teaching at the university level, and 25 years teaching private art classes and curating art exhibits, has presented at various local and national conferences and is a member of the Society for the Arts in Healthcare. She holds an MFA from Rutgers University.
|Mona Constantini, MS
Mona Constantini earned her Masters of Arts in Liberal Studies from Wesleyan University and her Masters of Science in Art Therapy from The College of New Rochelle. She also received a Doctor of Ministry from the University of Creation Spirituality. Constantini`s work experience includes utilizing art therapy for cancer survivors at the Radiation Oncology Center in Southport, CT, conducting workshops on art therapy and architecture in the WHOLEfield graduate learning program, assisting as an art therapist for elder residents at Laurel Gardens Assisted Living Community in Hamden, CT and at Northbridge Health Care Center in Bridgeport, CT, interning at Yale Psychiatric Institute, assisting art therapists in field work at The Kennedy Center, facilitating group therapy sessions at The Center of Christian Counseling and Healing, and several other ventures that involve the integration of art, architecture, and art therapy. Constantini’s work in the Learning and Thinking program offers a unique opportunity to engage in creative processes of spiritual and emotional expression through the use of guided imagery, bookmaking, collage, and dialog.
|Charles Euchner, PhD
Charles Euchner is the author and editor of a dozen books. He has taught writing at Yale and directed a think tank at Harvard, and is the creator and principal of The Writing Code. In the past three years, Charles has published a series of books on writing and civil rights. His three books on writing — The Writing Code, The One-Minute Writer, and Write the Book — offer a complete system for all genres. His newest narrative book is Nobody Turn Me Around (Beacon Press, 2010), an intimate account of the 1963 March on Washington. Charles holds a PhD in Philosophy from Johns Hopkins University and has taught at Harvard, Yale, the University of Pennsylvania, Holy Cross, and Northeastern University. Visit his website at thewritingcodesystem.com.
|Lisa Worth Huber, PhD
Lisa Worth Huber holds a vision of a peaceful, sustainable world. She is a peace educator and a participatory action researcher with a focus on empathy development. She teaches in universities, K-12 classrooms, homeless shelters, safe houses, and youth at risk, incorporating the arts as a means to give voice to the silenced, address injustice, foster understanding, and nurture compassion. Concerned with the growing epidemic of violence and bullying, Lisa has conducted numerous studies on the efficacy of humanitarian and social justice education as compared with existing programs on bullying; this has led her to advocate for mandated peace and conflict transformation curricula in all schools nationwide. A teaching artist for nearly two decades, Lisa blends story in its myriad forms—theatre, poetry, prose, storytelling, comic books, and graphic novels—with social justice and environmental concerns, and nurtures the development of creative activism and ecological stewardship. She is honored to be the first recipient of the Frank McCourt Prize for Excellence in Teaching. Currently, Lisa is on the Board of Directors of the National Peace Academy, and the Launch Team for the Global Sustainability Fellows program. She has served on numerous boards and committees statewide and nationally—from the Campaign to Establish a U.S. Department of Peace and Nonviolence to the Connecticut Center for Nonviolence: A Dr. Martin Luther King, Jr. Institute—designing, promoting, and implementing programs in nonviolence, ecological and sustainability education, literacy, and peacebuilding. Lisa is trained in a variety of mediation and dialogue techniques. Her doctorate is in Peace and Conflict Transformation Studies from Lancaster University in the U.K. She continues to research methods for developing empathy, one of the most important skills for creating a compassionate global society.
Artemis Morris, ND
Dr.Artemis Morris is a Naturopathic Physician, Licensed Acupuncturist, professor of nutrition, researcher, author, and consultant in natural medicine, and is a faculty member of The Graduate Institute. She completed her Naturopathic Doctorate and Masters in Acupuncture at Bastyr University in Seattle, Washington. Dr. Artemis is the medical director and founder of Revive Wellness Center, a multidisciplinary collaborative practice in New Haven, CT and has a private practice in Milford, CT. She served as the director of the natural health center at Masonic Healthcare Center in Wallingford, the largest geriatric healthcare center in CT. Dr. Artemis teaches clinical nutrition at the University of Bridgeport College of Naturopathic Medicine and is a consultant for Bioimmesion, a nutriceutical company. Dr. Artemis has been researching the Mediterranean Diet and plants of Crete since 2005 and has lectured on Traditional Chinese Medicine, botanical medicine and various natural health topics. She authored the book with Molly Rossiter on The Anti-Inflammation Diet for Dummies and is working on her book on The Mediterranean Diet and other writing projects. Her practice philosophy is inspired by the quote from Paracelsus that states, "The art of healing comes from nature and not from the physician. Therefore, the physician must start from nature with an open mind."
|Mary Evelyn Tucker
Mary Evelyn Tucker is a Senior Lecturer and Research Scholar at Yale University where she has appointments in the School of Forestry and Environmental Studies as well as the Divinity School and the Department of Religious Studies. She teaches in the joint MA program in religion and ecology and directs the Forum on Religion and Ecology at Yale with her husband, John Grim.
Her special area of study is Asian religions. She received her Ph.D. from Columbia University in Japanese Confucianism. Since 1997 she has been a Research Associate at the Reischauer Institute of Japanese Studies at Harvard. Her Confucian publications include: Moral and Spiritual Cultivation in Japanese Neo-Confucianism and The Philosophy of Qi (Columbia University Press, 2007). With Tu Weiming she edited two volumes on Confucian Spirituality (Crossroad, 2003, 2004).
Her concern for the growing environmental crisis, especially in Asia, led her to organize with John Grim a series of ten conferences on World Religions and Ecology at the Center for the Study of World Religions at Harvard (1995-1998). Together they are series editors for the ten volumes from the conferences distributed by Harvard University Press. In this series she co-edited Buddhism and Ecology (Harvard, 1997), Confucianism and Ecology (Harvard, 1998), and Hinduism and Ecology (Harvard, 2000).
|Jerry Silbert, MD
Jerry Silbert's major interests are in the effect of society's values and institutions on the fate of the earth and civilization, individual and societal resilience, and meditation and mindfulness. A medical doctor by training, he was formerly the Chief of Clinical Pathology at the Veterans Administration Hospital in West Haven, CT, and the Director of Yale Health Services Laboratory, Yale University. He is currently the Executive Director of the Watershed Partnership, focusing on health and the environment.
Silbert interned with Jon Kabot-Zinn at the Center for Mindfulness in Medicine Health Care and Society, Worcester, MA in 1993, and has facilitated many mindfulness retreats, especially at Mercy by the Sea in Madison, CT.
Tuition and Fees
Tuition for Master of Arts Degree Programs
Total tuition for each 36-credit MA program is $15,408, at $428 per credit. A one-time, non-refundable, application fee of $60 – and a program fee of $385 – are also required. The graduation fee is $90.
After paying the application fee of $60, MA students pay a deposit of $483 upon acceptance or conditional acceptance to the program. Students then make 20 monthly payments of $770, which includes the program fee of $385 and the graduation fee of $90. The total of all tuition and fees is $15,943.
Tuition for Certificate Programs
Tuition for certificate programs is $428 per credit. A one-time, non-refundable, application fee of $60 – and a program fee of $195 – are also required. The graduation fee is $90.
After paying the $60 Application fee, Certificate students pay as follows:
12-Credit Certificate Program students pay a deposit of $521 upon acceptance or conditional acceptance to the program. Students then make 7 monthly payments of $700, which includes the program fee of $195 and the graduation fee of $90. The total of all tuition and fees is $5,481. If the student decides to matriculate to an MA program, the student will pay $1,222 in the 8th month, followed by 12 monthly payments of $770. (Certificates in Ecotherapy, Applied Storytelling, and Positive Psychology)
11-Credit Certificate Program students pay a deposit of $793 upon acceptance or conditional acceptance to the program. Students then make 6 monthly payments of $700 which includes the program fee of $195 and the graduation fee of $90. The total of all tuition and fees is $5,053. If the student decides to matriculate to an MA program, the student will pay $880 in the 7th month, followed by 13 monthly payments of $770. (Certificate in Integrative Energy and Eastern Medicine)
9-Credit Certificate Program students pay a deposit of $637 upon acceptance or conditional acceptance to the program. Students then make 5 monthly payments of $700 which includes the program fee of $195 and the graduation fee of $90. The total of all tuition and fees is $4,197. If the student decides to matriculate to an MA program, the student will pay $966 in the 6th month, followed by 14 monthly payments of $770. (Certificate in Integrative Health and Healing)
6-Credit Certificate Program students pay a deposit of $753 upon acceptance or conditional acceptance to the program. Students then make 3 monthly payments of $700 which includes the program fee of $195 and the graduation fee of $90. The total of all tuition and fees is $2,913. If the student decides to matriculate to an MA program, the student will pay $710 in the 4th month, followed by 16 monthly payments of $770. (Certificate in Consciousness, Transformation and Mindfulness)
Tuition for Coaching Program
Tuition for the Transformative Coaching program is $ 3,168 which includes three one-on-one mentor coaching sessions with Guthrie Sayen, PCC.
A one-time, non-refundable, application fee of $60 is also required.
Students pay a deposit of $918 after acceptance to the program. Students then make 3 monthly payments of $750.
In addition, Non-TGI costs associated with the acquisition of the ICF ACC coaching credential are:
||ICF membership dues paid directly to the ICF
||ICF exam fee, member rate, paid directly to the ICF
NOTE: Admission to the Transformative Coach Training program only requires a completed Application form, the application fee of $60, and Proof of Immunization.
Acceptable Forms of Payment
Payment may be made by check or money order (payable to The Graduate Institute), or online payments can be made using credit or debit cards through PayPal. Please click here for more information on making a PayPal tuition payment.
Admission: Acceptance and Conditional Acceptance
Please see Admissions section for complete information about Admission requirements.
Students are given Conditional Acceptance after they have submitted their application, paid the application fee and submitted a resume, CV, or employment and educational history.
All of The Graduate Institute's programs operate via a cohort model, which means you will join a group of approximately 12-15 students and complete the entire program of study as a cohesive learning community. We are continually starting new cohorts as existing cohorts become filled.
Most of our programs begin in the fall (September/October), although certain Master of Arts degrees and certificate programs are also available in the spring (April/May) of each year. Please check back frequently for new cohort start dates.
The dates listed below reflect the current cohorts that are available for each of our programs. If you have any questions about admission to a particular program, please contact Admissions at (203) 874-4252, or email email@example.com.
To fill out an inquiry form: Click Here
Master of Arts Degrees and Certificates in Emerging Fields of Inquiry:
||Link to Schedule
|Writing and Oral Traditions
||May 26 - 27, 2017
||Link to Full Class Schedule
|Integrative Health and Healing
||June 9 - 10, 2017
||Link to Full Class Schedule
|Consciousness Studies & Transpersonal Psychology
||June 9 - 11, 2017
||Link to Full Class Schedule
||Aug. 18 - 20, 2017
||July 1, 2017
||Link to Full Class Schedule
|Learning and Thinking - Bethany
||Sept. 15, 2017
|Learning and Thinking - Middletown
||Oct. 27-28, 2017
||Sept 15, 2017
|Positive Psychology, Emotional Wellbeing and Happiness
||June 2 - 4, 2017
||Link to Full Class Schedule
||May 26 - 27, 2017
||Link to Full Class Schedule
|Integrative Health and Healing
||May 19 - 21, 2017
||Link to Full Class Schedule
|Energy and Eastern Medicine
||Sept. 15 - 16, 2017
||Aug. 1, 2017
||Link to Full Class Schedule
|Ecotherapy and Cultural Sustainability
||June 23-25, 2017
||Link to Full Class Schedule
|Transformative Coach Training - ICF Approved
||Sept. 15 - 17, 2017
||August 1, 2017
||Link to Full Class Schedule and Details
Student Loan Opportunities
Students may apply for Connecticut state loans through the Connecticut Higher Education Supplemental Loan Authority (CHESLA), which offers low-fixed-interest-rate loans, with no application fees. Applicants – or co-applicants, if any – must have a minimum $20,000 gross annual income, and monthly loan installment payments must amount to 40% or less of monthly gross income. Students may defer interest while in school and for a 6-month grace period (interest is capitalized annually). The CALS Graduate Institute School Code is 117777-00. Access the loan hotline at 800-935-2275 or visit www.chesla.org for more information.
Alumni Partial Tuition Waiver
An alumnus of any of The Graduate Institute's Master of Arts degree programs qualifies for a partial tuition waiver of $2,000 towards another MA degree, or $1,000 towards a Certificate program, or $300 towards the TCT coaching program.
Tuition Waiver for Six Credits for Educators
Applicants for the spring of 2017 for MA degrees who teach full time in Priority and Alliance School Districts* are eligible for a $2,568 tuition waiver.
*Ansonia, Bloomfield, Bristol, Bridgeport, Danbury, Derby, East Hartford, East Haven, East Windsor, Hamden, Hartford, Killingly, Manchester, Middletown, Naugatuck, New Britain, New Haven, New London, Norwalk, Norwich, Putnam, Stamford, Vernon, Waterbury, West Haven, Winchester, Windham, Windsor, and Windsor Locks.
Tuition Waiver for up to Six Credits for an MA Program
Master of Arts students may apply for a tuition waiver for up to six (6) credits if they show evidence (official transcript) for credits of graduate study as a non-matriculated student. Requests for this tuition waiver are reviewed on a case-by-case basis. The Academic Affairs Committee renders all decisions regarding transfer of credit.
Need-based scholarships are available to eligible candidates who have financial hardship and can provide documentation (most recent tax return and asset statement) to support their need. Fill out and mail the TGI Need-Based Scholarship Form, link below, to: The Graduate Institute, 171 Amity Road, Bethany, CT 06524 Attention: Bursar
Important considerations regarding tuition waivers:
- Tuition Waivers will be credited at the end of the degree program.
- Tuition Waivers may not be combined.
- Tuition Waivers will not be applied retroactively.
- Other restrictions may apply. Policies are subject to change.