masters in basic education

Master of Arts in Basic Education Teaching

Department of Curriculum, Pedagogy, and Assessment

About the Program

This program examines the theory, practice, and current research in pedagogy, curriculum development, psychology of learning, and assessment and evaluation. Students learn to explore educational materials, resources, and media to enhance student learning. Numerous opportunities for further specialization in teaching methodologies in their respective subject areas are provided. The students are prepared to conduct scholarly research that will address relevant issues in their own school setting. 

Required Subjects (9 Units)

• EDUC 201 Foundations of Education
• EDUC 292 Methods and Materials of Research
• EDUC 293 Statistics for Teachers  

Field of Concentration Subjects (15 Units)

• EDUC 232 Psychology of Learning and Teaching 
• EDUC 241 Modern Trends and Directions in Curriculum and Teaching
• EDUC 245 Assessment and Evaluation of Learning
• EDUC 251 Media and Technology Application
• EDUC ## Content and Teaching Strategies in a Specific Subject Area (any graduate-level subject listed by GBSEALD and with the approval of the Academic Adviser)  

Electives (6 Units)

• EDUC 211 Ignatian Philosophy of Education
• EDUC ## Any graduate-level subject offered by the GBSEALD and/or other graduate departments with the approval of the Academic Adviser

Upon completion of the coursework, the students must take and pass a written comprehensive exam.  The comprehensive exams will cover the courses under the field of concentration except for EDUC 251.  

Comprehensive Examinations (6 Units)

• EDUC 296 Comprehensive Examinations  

Thesis Writing and Oral Defense (6 Units)

• EDUC 299.1 Thesis I
• EDUC 299.2 Thesis II

The units for the thesis subjects are credited after the student passes the oral defense and submits the final revised copy of the thesis.

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The average Purdue Global military student is awarded 54% of the credits needed for an associate's and 45% of the credits needed for a bachelor's.

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Online Master's Degree in Education (MSEd)

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Master’s in Education Overview

Are you a P–12 teacher who wants to take on new opportunities? This is your time. Earn your MSEd and move your career forward.

• Build expertise in academic content and pedagogy, application and theory, assessment, diverse learners and classrooms, and professional responsibilities and relationships.
• Gain new teaching skills, increase your professional marketability, and advance into areas such as teacher leadership, professional development, or mentoring.
• Impact children’s lives by promoting student and school development and achievement.

Concentrations

• Teaching literacy and language: Prepare to teach basic reading and writing skills to elementary, middle, and high school students.
• Teaching students with special needs: Learn best practices and methods for adapting curricula to accommodate children with special needs.
• Educational leadership: Master best practices for leadership in school finance and operations, curriculum development for school improvement, and supervision and staff development.

Review College Scorecard data for this program .

Purdue Global Is Accredited by the Higher Learning Commission

The HLC ( HLCommission.org ) is an institutional accreditation agency recognized by the U.S. Department of Education.

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When you join Purdue Global, you join a community of support. Take advantage of the Graduate Resource Center, which offers information on professional memberships and clubs, career services, social networking, and more.

Calculate Your Time and Cost

Estimate how much your prior learning credits can reduce your tuition and time to graduation.

What Courses Will I Take?

Courses teach you how to most effectively promote student learning and development and school achievement, and allow you to demonstrate an understanding of the program’s four knowledge goals: diverse learners, academic content and pedagogy, assessment, and professional responsibilities and relationships.

Sample Courses

• Transforming Teaching Practice
• Research Methods for Education and Instructional Technology
• Classroom Management
• Curriculum Design
• Educational Leadership
• Student Assessment

Developing expertise in a particular subject is essential, especially for middle and high school teachers who must exhibit a high level of proficiency in the subject area they teach.

Choose from three concentrations to focus your degree.

• Educational leadership
• Teaching literacy and language
• Teaching students with special needs

Program Requirements

1 semester credit hour = 1.5 quarter credit hours

A bachelor’s degree is required to enroll in a graduate program. You will need to provide an official transcript that shows completion of your bachelor’s degree from an accredited institution, though an unofficial copy may be provided during the application process. Refer to the University Catalog or speak to an Advisor to learn more.

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We offer multiple start dates to give you flexibility in your education, life, and work schedules.

VIPKid connects educators with children in China for one-on-one English language learning, all online. Purdue Global students and graduates interested in online teaching can set their own schedule and teach from anywhere.

Our alliance offers VIPKid teachers and their immediate family members tuition reductions on Purdue Global programs. Speak to an Advisor to learn more.

Promise Open Doors

The College of Social and Behavioral Sciences is pleased to announce a partnership with  Promise Opens Doors , an organization that offers an online certificate program for educators interested in working abroad and helping others learn English.

Program Outcomes to Support Your Teaching Career

Designed to help you become proficient in five program competencies based upon national and professional standards for teachers, coursework focuses on:

• Applying action research and other assessment theories and strategies to evaluate and improve your teaching practice and enhance student performance in the classroom.
• Exploring the reflective decision-maker model and developing competencies required for effective teaching, including various approaches to classroom management and discipline.
• Designing curricula for K–12 education in accordance with local and national standards.

Ways to Save on Time and Tuition

Purdue Global works with students to find ways to reduce costs and make education more accessible. Contact us to learn about opportunities to save on your educational costs.

Earn credit for prior coursework completed at eligible institutions.

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Earn credit for your military training. We offer credit for ACE-evaluated training and CLEP and DANTES examinations.

View the total cost of attendance for your program.

The online MS in Education program is designed to help you improve your teaching skills and increase your professional marketability. Graduates may pursue career advancement in areas such as teacher leadership, professional development, curriculum development, and mentoring.

Average Salary

In Your State

General labor market and salary data are provided by Lightcast and may not represent the outcomes experienced by Purdue Global graduates in these programs. Purdue Global graduates in these programs may earn salaries substantially different or less than the amounts listed above. Salary and employment outcomes vary by geographic area, previous work experience, education, and opportunities for employment that are outside of Purdue Global's control.

Purdue Global does not guarantee employment placement, salary level, or career advancement.

Get to Know Our Faculty

Purdue Global faculty members are real-world practitioners who bring knowledge gained through the powerful combination of higher learning and industry experience.

Faculty members who have advanced degrees

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Faculty publications in 2022–2023

Professional development hours logged by faculty in 2022–2023

Statistics include all Purdue Global faculty members and are not school- or program-specific calculations. Source: Purdue Global Office of Reporting and Analysis, July 2023. 2022–2023 academic year.

Take a Career Assessment

Discover your work interests and use them to chart your ideal career path.

Download the Program Brochure

Download our brochure to learn more about the Online Master of Science in Education and the benefits of earning your degree at Purdue Global. Prepare yourself for success with a master’s degree in education.

Your Path to Success Begins Here

Connect with an Advisor to explore program requirements, curriculum, credit for prior learning process, and financial aid options.

* Estimated Graduation Date and Average Completion: Estimated graduation date is based on the assumption that you will enroll in time to begin classes on the next upcoming start date, will remain enrolled for each consecutive term, and will maintain satisfactory academic standing in each term to progress toward completion of your program. Completion time is based on a full-time schedule. Programs will take longer for part-time students to complete.

Employment and Career Advancement: Purdue Global does not guarantee employment placement or career advancement. Actual outcomes vary by geographic area, previous work experience and opportunities for employment.

Tuition Reduction: Contact an Admissions Advisor for details. May not be combined with other Purdue Global tuition reductions or ExcelTrack ®  pricing. Eligible family members include spouses, domestic partners, parents, siblings, and children.

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• Teaching, Special Education (K-12) – M.A.

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Master of Arts

Teaching –Elementary Education Master's

Leads to Teacher Licensure

This Master's Degree in Elementary Education Will Help You Make a Difference

Are you ready to follow your passion for education and pursue a meaningful career as a teacher? An elementary education degree can help you have an impact on all kinds of students, changing their lives and fueling their dreams. If you already hold a bachelor's degree in a non-teaching field, this master's in elementary education can help you change careers, pursue your passion for education, and start making a difference for diverse students and communities.

This elementary education master's degree will help you learn the content knowledge and teaching skills you need to run your own classroom, giving you the ability to connect with every kind of learner, increasing their understanding and growth. This master's degree prepares students for teaching certification in all 50 states, so you can become a teacher wherever you live.  Learn more about teacher licensure in your state .

You’ll take eight professional core courses that will prepare you to handle unique educational situations and become better teachers. These courses focus on a variety of important topics including science of learning, science of reading, and technology and diversity inclusion in the classroom. The program includes coursework and assessments as well as clinical experiences that are woven into your studies from the start. As part of your online coursework, embedded virtual experiences will help you gain practice before you get into the classroom. Then you’ll have early clinical and advanced clinical in-person experiences before student teaching, to ensure you are ready to confidently step into the classroom. 

64% of graduates finish within 

WGU lets you move more quickly through material you already know and advance as soon as you're ready. The result: You may finish faster.

*WGU Internal Data

Tuition per six-month term is

Tuition charged per term—rather than per credit—helps you control the ultimate cost of earning your degree online. Finish faster, pay less! 

Average salary increase

 Graduates of this program report an average salary increase of $12,997 after completing their WGU degree.

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Elementary Education Courses

Curriculum that ensures you’ve mastered the things employers want you to know..

Program consists of 28 courses

At WGU, we design our curriculum to be timely, relevant, and practical—all to help you show that you know your stuff.

This teaching degree in elementary education adds theoretical depth and practical experience to your curriculum planning and classroom management skills. The WGU master’s in teaching degree program was designed with input from the experts in our School of Education Leadership. These experts know exactly what it takes for a graduate to qualify for a teacher’s license and be successful in a career teaching elementary school students. The program is concept- and research-based, grounded in learning science, in a way to support you as you grow and develop a deeper understanding in elementary contexts. Concepts are introduced in the professional core course and then increase in complexity as you progress through the program.

Coursework is based on cutting-edge research in the field of education, including the Science of Learning, the Science of Reading, online and blended pedagogy, using innovative technologies like AI in education, competency-based education in P–12, and more. You’ll even earn a microcredential in Transformative Technology for Inclusive P–12 Classrooms through your studies.

The M.A. Teaching, Elementary Education program is a mostly online program that you will complete by studying and working independently with instruction and support from WGU faculty. 

This program comprises the following courses. You will typically complete them one at a time as you make your way through your program, working with your Program Mentor each term to build your personalized Degree Plan. You’ll work through each course as quickly as you can study and learn the material. As soon as you’re ready, you’ll pass the assessment, complete the course, and move on. This means that you can finish as many courses as you're able in a term at no additional cost.

Washington students, please note that you will be required to complete one additional course that is not listed below: Survey of Pacific Northwest History for Educators. View the Washington program guide.

Technology and Ethics: A Look at Emerging Trends and Society explores the intersection of ethical thinking and technological innovations. A foundational introduction to ethical frameworks is applied to emerging trends in technology including artificial intelligence, social media, and other forms of digital media. This course examines the impact of technology on our understanding of self as well as the individual’s role in interacting with others in a globalized society. Through the application of ethical frameworks, students gain the ability to evaluate actions taken within the context of current and newly evolving technological landscapes.

Elementary Health and Physical Education Methods is a course designed to provide educators with the knowledge and techniques to deliver effective and comprehensive health and physical education (PE) experiences in elementary schools. This course covers a spectrum of topics, from fundamental movement skills to the promotion of lifelong health and wellness habits among young learners. Students engage with current pedagogical approaches that emphasize the integration of health and physical education across various subjects. The curriculum aims to address the needs of all students, fostering an inclusive environment that supports physical, mental, emotional, and social health. Future educators also learn how to assess student progress in physical education and incorporate technology to enhance learning experiences. By the end of this course, participants are prepared to inspire and motivate elementary students to lead active, healthy lifestyles and to implement a health and PE curriculum.

Elementary Literacy Curriculum is a comprehensive course that deepens an educator's knowledge of language acquisition and progressively complex concepts and skills surrounding literacy. This course explores critical elements of the science of reading and writing, including applying key theories and research used to support the development of literacy, evaluating diverse resources, and utilizing purposeful oral, written, and digital communication in elementary curriculum. Candidates delve into the foundational aspects of literacy, including phonological awareness, phonics, word analysis, fluency, and comprehension, while also gaining insights into how these elements shape and influence literacy development. This dynamic course empowers educators to create a solid foundation for students' literacy skills and a lifelong love of reading and writing within diverse learning environments.

Early Literacy Methods is a specialized course designed for educators and professionals passionate about nurturing literacy skills in young children. This course offers an in-depth exploration of the foundational concepts and practices essential for promoting literacy development in early childhood through the science of reading. Emphasizing the critical development in grades PK to third grade, the curriculum covers topics such as phonemic awareness, language acquisition, and emergent reading and writing skills. Candidates learn how to create stimulating and inclusive literacy environments, use developmentally appropriate materials, and engage with a variety of high-quality core instruction as part of Tier 1 multi-tiered systems of support and assessment (MTSS) suited to the various needs of young learners, including learners with dyslexia. Additionally, the course incorporates the latest research in early childhood literacy focusing on the science of reading and best practices for how children learn to read and write. Through a blend of theoretical knowledge and practical application, this course aims to prepare candidates with the tools to effectively guide and inspire early literacy development in their classrooms.

Elementary Literacy Methods is an engaging and comprehensive course designed for aspiring educators, focusing on the development of effective literacy teaching strategies for elementary-level students. This course reviews the fundamental principles of literacy education through science of reading, but takes a more specialized focus on vocabulary development, reading comprehension, and the deeply complex literacy skills developed in grades 4 to 6. Candidates explore a variety of instructional approaches and materials tailored to support all learners in the elementary classroom, including learners with dyslexia. This exposure will assist candidates in using Tier 1 multi-tiered systems of support and assessment (MTSS) for planning and implementing literacy lessons, selecting appropriate resources, and assessing student progress.

Foundations of Literacy through Literature is an enriching course designed for educators and literacy enthusiasts, focusing on the exploration and utilization of literature to foster growth in the skills and concepts necessary for reading. This course delves into the role of varied and age-appropriate literary works in the science of reading to develop reading, writing, speaking, and listening abilities in learners. Students examine a broad range of genres to understand how different texts can be used to enhance vocabulary, comprehension, and critical thinking. This analysis allows the candidate to not only successfully integrate literature into meaningful instruction, but it is designed to cultivate a deep appreciation for reading itself. The curriculum emphasizes interactive and creative teaching strategies to engage learners effectively and integrate culture into their literacy instruction. The candidate is given real-world examples for how to create an inclusive environment that respects and celebrates different perspectives through quality text. By the end of the course, students are prepared with the knowledge and practical skills to use literature as a powerful tool in the development of comprehensive literacy skills.

Literacy Assessment and Interventions is an essential course for candidates to enhance their skills in identifying and addressing literacy challenges in all student populations, including students with dyslexia, through Tier1, Tier 2, and Tier 3 multi-tiered systems of support and assessment (MTSS). This course reviews the science of reading associated with a wide range of assessments and techniques used to evaluate reading, writing, speaking, and listening skills. Students learn to administer and interpret assessments, using the data to identify specific literacy needs and learning gaps. A significant focus of the course is on designing and implementing targeted intervention strategies to support student learning in areas, such as phonemic awareness, phonics, fluency, comprehension, and vocabulary development. By exploring and implementing actionable steps to monitor student progress, candidates gain expertise in improving literacy outcomes for all learners.

Elementary Fine Arts Methods is a vibrant course designed for educators who wish to integrate the fine arts into the elementary classroom. This course examines the best practices for teaching elements of the fine arts to young learners. Educators explore a variety of instructional strategies to engage all learners, including activities developmentally appropriate and culturally responsive. The curriculum also involves using the creative process and integrating with other content areas. By the end of the course, educators are equipped to foster an enriching arts environment that encourages students to explore their creative potential.

Elementary Disciplinary Literacy is an innovative course designed for candidates seeking to deepen their understanding and application of literacy skills within specific academic disciplines. This course focuses on the unique literacy demands of content disciplines, exploring how reading, writing, speaking, and listening are used differently in each domain. Students investigate the specialized language structures and text features inherent to each discipline and learn strategies to help learners navigate and master these complexities. The curriculum emphasizes the development of skills through the science of reading that enable candidates to guide learners in critically engaging with and producing disciplinary texts. Candidates also explore ways to integrate technology and digital literacy into their teaching practices, enhancing students' ability to access, interpret, and share discipline-specific information. Through a blend of research-based evidence and authentic learning activities using structured literacy practices, this course aims to give educators the skills needed to effectively teach disciplinary literacy, thereby improving student achievement and content understanding across all areas of study.

Elementary Mathematics Curriculum is a detailed and practical course designed for educators who seek to expand their knowledge of the mathematics curriculum in elementary classrooms. This course provides the essential mathematical concepts suitable for young learners, including numbers, operations, and algebraic thinking, spanning through the domains of geometry, measurement, data, statistics, and probability. Emphasis is placed on engaging with a curriculum that not only aligns with educational standards but also nurtures a love for mathematics. By the end of this course, candidates are provided with the tools and confidence to foster a strong mathematical foundation in their elementary students.

Early Mathematics Methods and Interventions is a comprehensive course designed for educators focused on advancing mathematics education in the early elementary grades. This course emphasizes innovative and research-based teaching methods for developing mathematical understanding in young children, particularly in the crucial developmental stages in PK through the early elementary grades Participants will explore a variety of instructional strategies to support conceptual understanding and procedural fluency in areas such as number sense, basic operations, and early problem-solving skills. A significant aspect of the course involves identifying and addressing learning needs through targeted interventions, personalized instruction, and the use of manipulatives and digital tools. The curriculum also highlights the importance of creating an engaging and inclusive learning environment that encourages exploration and curiosity in mathematics. By integrating assessment techniques and thoughtful learning experiences, this course aims to provide educators with the skills to effectively nurture early mathematical abilities and lay a strong foundation for future academic success in mathematics.

Elementary Mathematics Methods and Interventions is an engaging course crafted for educators who are dedicated to strengthening and enriching the mathematics education of elementary students. This course focuses on practical, research-supported strategies for teaching essential mathematical concepts, including number operations, geometry, measurement, and data analysis. This course includes resources for all elementary grade levels with a significant focus on grades 3 to 6. Participants learn to identify and assess students' mathematical understanding, create differentiated learning experiences, and implement effective interventions for diverse learner needs. Emphasis is placed on constructing a classroom environment that promotes mathematical curiosity, problem-solving, meaningful discourse, and a growth mindset. Students acquire the skills to build authentic mathematics experiences that caters to the varied needs of all students, setting a firm foundation for their future academic success in mathematics.

Elementary Science Curriculum is a comprehensive course that provides an in-depth look at the development and implementation of a robust, inquiry-based science curriculum that aligns with current educational standards and best practices. Participants explore key concepts in teaching science to young learners, including major concepts within the Earth, life, and physical sciences. The curriculum emphasizes the importance of cross-cutting concepts, science and engineering practices, and disciplinary core ideas in elementary science education to support students’ conceptual understanding. By the end of the course, educators are prepared with the foundational knowledge and tools necessary to inspire a lifelong interest in science among their students.

"Elementary Science and Engineering Methods" is a dynamic and forward-thinking course designed for educators who aim to integrate science and engineering practices into their elementary classroom. This course focuses on the foundational methods of teaching science and engineering concepts, emphasizing hands-on, experiential learning. Students explore effective strategies for fostering inquiry, creativity, and critical thinking among young learners through science experiences, engineering projects, and the use of technology. The curriculum covers key topics such as the three-dimensional learning approach and scientific literacy and the nature of science. Through intentional instructional decision-making and reflective practice, educators learn to create an inclusive, stimulating, and safe learning environment that encourages students to explore, question, innovate, and participate in productive discourse in the fields of science and engineering.

Elementary Social Studies Curriculum is a thorough course tailored for educators looking to develop and implement a rich, engaging social studies curriculum for elementary-aged students. This course offers an in-depth examination of the key concepts and themes essential for teaching social studies effectively at the elementary level. Emphasizing a multidisciplinary approach, the curriculum covers history, geography, civics, economics, and culture, ensuring a well-rounded understanding of the subject. Additionally, it addresses the incorporation of standards into curriculum planning and the promotion of civic engagement among young learners. Through a blend of theoretical knowledge, this course aims to prepare educators with the tools necessary to align instructional strategies with social studies standards in meaningful ways.

Elementary Social Studies Methods is a specialized course designed for learning effective and innovative methods for teaching social studies at the elementary level. This course delves into the best practices for introducing young learners to the complexities of history, geography, civics, economics, and culture. It emphasizes creating engaging, meaningful, and developmentally appropriate learning experiences that foster critical thinking, empathy, and a deeper understanding of the world. This in-depth view of civic engagement fosters effective collaboration and dialogue surrounding the influence of these concepts on our world today. Students learn how to design instruction using themes, concepts, and modes of inquiry throughout the social studies disciplines. By the end of this course, educators gain the skills necessary to inspire a passion for social studies and prepare students to be informed, thoughtful citizens.

Monitoring Student Learning Through Assessment enhances students’ skills in evaluating learner progress and educational outcomes. This course provides an in-depth exploration of various assessment techniques, including formative and summative assessments, standardized tests, benchmark assessments, progress monitoring, and alternative assessment strategies. This course teaches students to design effective assessment tools, interpret data to inform instruction, and provide meaningful feedback to learners. This course also provides a foundation of data analysis that supports educators’ need to understand data and present data to stakeholders. It also explores online and digital assessment tools. This course requires students to design an assessment based on evidence-based practices.

Learner Development and the Science of Learning provides WGU students with a deep understanding of the science behind learning processes. This course covers a broad spectrum of topics pertaining to the science of learning, including cognitive development, learning theories, neuroscience in education, and the impact of developmental milestones on learning. Students will explore how these concepts apply to diverse learning environments and educational levels, from early childhood through adolescence. The course emphasizes evidence-based practices and the practical application of learning science principles, equipping students with strategies to enhance learning outcomes and learner engagement. This course aims to empower educators to create more effective, inclusive, and engaging learning experiences for all learners. Candidates will evaluate science learning theories in classrooms.

Instructional Technology and Online Pedagogy is an innovative course designed to equip students with the skills to effectively integrate technology in their teaching practices. The course also covers best practices for online pedagogy, assessment and feedback, collaborative learning, and the use of multimedia and interactive elements to enhance learning experiences. With a focus on practical application, students will leave the course ready to create and facilitate compelling, high-quality online learning experiences that meet the needs of today's diverse learners. This course also provides a foundation for supporting digital literacy in K–12 education. In addition, this course prepares students to use technology to improve professional productivity and effectiveness in areas like data analysis and data representations.

The Education Professional prepares WGU students to excel in the exciting and impactful profession of being an educator. Additionally, the course addresses the importance of continuous professional development and ethical considerations in teaching through the School of Education (SOE) Professional Dispositions and Ethics. Upon completion of the course, WGU students will be equipped with the tools and insights needed to continue their professional journey of becoming effective, inspiring, and adaptive educators, capable of making a significant impact in the lives of their students and the broader educational community. Students will also start a research-based professional portfolio. (This is not a transferable course.)

Practices for Inclusive Classrooms empowers educators to create more inclusive and effective learning environments. This course focuses on the principles and strategies of personalized learning, emphasizing the need to value and support the unique needs, interests, and abilities of each learner. The course provides a foundation for learner characteristics of learners with exceptionalities and other unique learning needs. This course helps students develop skills for partnering with parents and families, to advocate for all students with exceptionalities, including those impacted by provisions of the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act. Multitiered systems of support are addressed to prepare students for their future classrooms as they seek to select appropriate instructional practices and interventions to best serve their learners. These factors are also addressed in relation to online and hybrid learning environments.

Establishing Positive and Engaging Learning Environments teaches educators how to foster supportive and productive classroom climates. This course delves into the key elements that contribute to creating and maintaining a positive learning atmosphere, such as effective communication, classroom norms and routines, and positive behavior supports. Emphasizing the importance of a safe and inclusive environment, the course explores methods to promote student engagement, collaboration, and mutual respect among learners. It also addresses the role of mental well-being in learning, exploring trauma-informed and restorative practices. These factors are also addressed in relation to online and hybrid learning environments. Through a blend of theoretical frameworks and practical applications including case studies, Establishing Positive and Engaging Learning Environments teaches learners how to develop and sustain environments that not only enhance academic performance but also support the holistic development of students. Candidates will apply theoretical concepts to analyze a classroom environment.

Curriculum and Instructional Strategies for Meaningful Learning explores the dynamics of instructional planning and the execution of educational strategies that foster meaningful learning experiences. This course provides students with the knowledge and skills necessary to create engaging and standards-aligned lessons that meet the needs of all learners. This course also covers a range of high-leverage instructional practices to increase learning, engagement, and achievement. Students will learn to utilize assessments to inform instruction, adapt teaching to accommodate diverse learners, and incorporate technology to enhance learning. Students will reflect on research-based instructional practices.

Student Teaching I is the first part of a two-part series and is a mandatory course for all candidates seeking initial licensure. This course provides a supervised classroom experience in a real-world setting, allowing candidates to demonstrate and reflect upon professional ethics and dispositions, collaborate with experienced teachers, and implement instructional strategies rooted in students' learning and developmental patterns. Building on the responsibilities and skills developed in Advanced Clinical, candidates will receive ongoing feedback through observations and evaluations. Feedback will encourage candidates to reflect on their commitment to professional practices as educators, analyze and adjust teaching methods, and explore new teaching materials and methods that are culturally relevant. Additionally, the course features synchronous learning sessions that delve into communication and collaboration, accepting feedback, creating positive learning environments, and technology and online learning. Candidates must attend the required synchronous learning sessions in addition to their classroom placement.

Student Teaching II is the final part of a two-part series and is a mandatory course for all candidates seeking initial licensure. The course offers a supervised classroom experience in a real-world setting, allowing candidates to demonstrate professional ethics and dispositions, collaborate with experienced teachers, and implement instructional strategies. Building on the responsibilities and skills developed in Student Teaching I, candidates receive ongoing feedback through observations and a final evaluation. This evaluation assesses activities' relevance and cultural engagement, the effectiveness of teaching each student, the ability to analyze and adjust teaching methods, and the willingness to explore new materials and methods. Successful completion of Student Teaching II is a crucial step in the licensure process, as it determines eligibility for licensure as a professional educator. Additionally, the course features synchronous learning sessions that delve into professional development topics such as professional growth opportunities, ethical decision making, and self-care. Candidates must attend the required synchronous learning sessions in addition to their classroom placement.

Early Clinical Experiences is a pivotal course designed to bridge the gap between theoretical knowledge and practical teaching skills. This course offers aspiring educators an immersive experience in real classroom settings under the mentorship of experienced teachers. Candidates engage in a range of activities, including observation, to develop a deeper understanding of classroom dynamics, student engagement, and effective instructional strategies. Emphasizing reflective practice, the course encourages participants to analyze their experiences, integrate feedback, and adapt their teaching methods accordingly. This experiential learning approach equips future teachers with the confidence and competence necessary to foster a positive and impactful learning environment for their students.

Education Portfolio is an innovative course designed to guide candidates in the creation and development of a comprehensive professional portfolio, specifically tailored for educators. This course emphasizes the importance of documenting and reflecting upon one's educational philosophy, teaching experiences, and professional achievements. Candidates learn how to effectively showcase their skills in curriculum design, classroom management, student assessment, and educational technology. The course also covers strategies for integrating evidence of student learning and feedback into the portfolio. Candidates create a polished and dynamic portfolio that not only highlights their unique educational journey, but also serves as a powerful tool for career advancement and lifelong learning in the field of education.

Advanced Clinical provides aspiring educators with real-world classroom experience. This course emphasizes the importance of hands-on learning, offering candidates the unique opportunity to observe and participate in classroom environments under the guidance of experienced mentors. The curriculum includes demonstrating reflective practice, classroom engagement techniques, instructional strategies, and effective communication skills with students and colleagues through a pedagogical performance assessment. Through this immersive experience, candidates not only observe the daily responsibilities of a teacher, but also start to develop their own teaching style and philosophy, laying a solid foundation for their future careers in education. This course is taken immediately prior to Student Teaching I as part of an engaging and intensive clinical experience.

Professional Portfolio

Special requirements for this program

You will complete a professional portfolio, which will include your resume and Philosophy of Teaching Statement and serve as a way to showcase the skills you have acquired throughout your degree program and Student Teaching. 

Skills For Your Résumé

As part of this program, you will develop a range of valuable skills that employers are looking for. 

• Lesson Planning: Designed instruction to elevate student motivation and optimize learning outcomes, fostering an engaging and conducive learning environment.
• Curriculum Development: Integrated cross-disciplinary skills effectively into instruction, promoting a holistic and comprehensive learning experience for students.
• Teaching: Developed comprehensive and effective lesson plans based on a deep knowledge of the subject matter, ensuring the delivery of engaging and relevant content to students.
• Differentiated Instruction: Effectively selected strategies that support differentiated instruction for all students, ensuring that individual learning needs, abilities, and interests are met, resulting in an inclusive and effective learning environment.
• Classroom Management: Devised effective techniques to promote student organization, task focus, and academic productivity, ensuring an optimal learning environment during class.
• Written Communication: Communicated ideas with clarity and precision through written communication techniques.

“One of the teachers at a school where I frequently substituted told me about WGU. I was skeptical. Could an online school satisfy all the rigorous requirements of Oregon's licensing agency? How could I even pay for it? I called WGU and was offered a scholarship, counseled about additional financial aid, and teamed up with a wonderful mentor who helped me navigate in the online learning environment. In 18 months, I received my master's degree in elementary education and became licensed as an educator in the state of Oregon!”

—Sarah Barten M.A. Teaching, Elementary Education

WGU vs. Traditional Universities Compare the Difference

Traditional Universities

TUITION STRUCTURE

Per credit hour

Flat rate per 6-month term

Schedule and wait days or even weeks to meet with one of many counselors

Simply email or call to connect with your designated Program Mentor who supports you from day one

Scheduled time

Whenever you feel ready

Professor led lectures at a certain time and place

Courses available anytime, from anywhere

TIME TO FINISH

Approximately 2 years, minimal acceleration options

As quickly as you can master the material, can finish programs in under 2 years

You Aren't On Your Own

WGU has Program Mentors who work with you from the day you start, all the way through graduation. They help you chart your courses, answer your questions, and ensure you can go through your program. You're not alone when you choose an online degree at WGU.

Flexibility You Need

Students choose WGU for their online degree program because of its flexibility. Whether you already have a full-time job, have responsibilities as a parent, or just have a busy schedule, WGU can work for you.

Strong Alumni Network

When you enroll in an online master's degree program at WGU, you join an impressive network of teachers. Over 13,000 students graduated from the Teachers College in 2021 alone, taking their skills and impacting the educational system all around the United States.

Accredited, Respected, Recognized™

One important measure of a degree’s value is the reputation of the university where it was earned. When employers, industry leaders, and academic experts hold your alma mater in high esteem, you reap the benefits of that respect. WGU is a pioneer in reinventing higher education for the 21st century, and our quality has been recognized.

COST & TIME

When We Say Affordable We Mean It

By charging per six-month term rather than per credit—and empowering students to accelerate through material they know well or learn quickly—WGU helps students control the ultimate cost of their degrees. The faster you complete your program, the less you pay for your degree.

A Master's Degree Is Within Reach

There is help available to make paying for school possible for you:

The average student loan debt of WGU graduates in 2022 (among those who borrowed) was less than half* the national average.

Most WGU students qualify for financial aid, and WGU is approved for federal financial aid and U.S. veterans benefits. 

Many scholarship opportunities are available. Find out what you might be eligible for.  

* WGU undergraduate students have approximately half the debt at graduation compared to the national average, according to the Institute for College Access and Success (2022).

FLEXIBLE SCHEDULE

A Different Way to Learn: Degree Programs Designed to Fit Your Life—and All the Demands on Your Time

Professional responsibilities. Family obligations. Personal commitments. At WGU, we understand schedules are tight and often unpredictable for adult students. That’s why we offer a flexible, personalized approach to how education should be. No rigid class schedules. Just a solid, career-focused teaching program that meshes with your current lifestyle. You'll be challenged. You'll work hard. But if you commit yourself and put in the hours needed, WGU makes it possible for you to earn a highly respected degree as a busy working adult.

"I have completed my Bachelor of Arts in Educational Studies and my Master of Arts in Teaching degrees at WGU. I feel that WGU strives to set you up for success. The program mentors are very helpful at keeping you on track, and they help you find the tools you need to be successful. Course instructors are very knowledgeable and there is always someone available to help you.”

—Esther P. M.A. Teaching, Elementary Education

CAREER OUTLOOK

A Master's in Elementary Education Opens Doors to Your Own Classroom and Beyond

Between 2019 and 2029, over 56,000 new kindergarten and elementary school teaching positions will be created nationwide. Once you have completed your Master of Arts in Teaching Elementary Education degree program, you’ll be in demand. You’ll have the knowledge, skills, and in-classroom experience to take your teaching career in a rewarding direction.

Shape the course of the future for yourself and your students—your goal to become a meaningful teacher is within your reach. Change careers and make a difference one student at a time. Earn your master's in elementary education—a program focused on helping you connect with students, improving their outcomes and understanding. Make a difference for individual students, your classroom, and your entire community. 

Return on Your Investment

On average, wgu graduates see an increase in income post-graduation.

Average income increase from all degrees in annual salary vs. pre-enrollment salary. Source:  2023 Harris Poll Survey  of 1,655 WGU graduates.

Survey was sent to a representative sample of WGU graduates from all colleges. Respondents received at least one WGU degree since 2017.

The number of elementary school teaching positions in the United States will increase by 4% from 2021 to 2031.

—U.S. Bureau of Labor Statistics

WGU Has Alumni Teaching Across the Country

Graduates of WGU's online Teachers College have found meaningful, rewarding teaching careers in classrooms at:

• Inclusionary K–12 classrooms
• Middle/junior high schools
• High schools
• Private and charter schools

Impressive Class of Graduates

Graduates of the WGU Teachers College include recipients of many professional honors, including:

• Gates Millennium Scholars
• Intel Grant for Mathematics and Technology
• Claes Nobel Educator of Distinction Award
• Milken Family Foundation National Educator Award
• Association of Public Charter Schools Educator of the Year Award

Master of Teaching, Elementary Education Admission Requirements

To be considered eligible for enrollment into this M.A. in Teaching Elementary Education degree program, you must provide official transcripts that demonstrate you have earned a bachelor’s degree from a recognized, institutionally accredited (also known as regionally accredited) university and earned a GPA of at least 2.5 (or higher, depending upon your state), or the competency-based equivalent, in that program. Applicants with a GPA lower than a 2.5 but a 2.0 or above may seek admission by submitting passing scores from the WGU program required basic skills test (e.g. Praxis CORE). 

Students who are seeking initial teacher licensure in a bachelor’s, post-baccalaureate, or master’s program must also pass a state-specific basic skills test for the state in which they live as a prerequisite to Student Teachin g. (Registering and paying for the test is the student’s responsibility.) This requirement can be met either prior to admission or before beginning the Foundations of Teaching subject area once you are in your WGU program.

WGU’s teacher licensure programs also include Student Teaching. You must be at least 18 years of age before you may begin the application process or participate in Clinical Experiences and Student Teaching. You must also submit to a criminal background check prior to entering the classroom for this component of your program.

Get Your Enrollment Checklist

Download your step-by-step guide to enrollment.

Get Your Questions Answered

Talk to an WGU Enrollment Counselor.

Transfer Credits

MORE DETAILS

Becoming a Licensed Teacher

State-specific licensure requirements : Each state in the U.S. has specific testing requirements that must be met or completed in addition to completing your teaching degree program at WGU. Teacher licensure requirements vary depending on state laws and may include a number of factors, such as:

• Completion of a bachelor’s degree program
• Submission of transcripts
• Completion and clearance of a background check
• Passing of required entrance exams and basic skills tests

Clinical Experiences    

As part of this program, you'll participate in a wide range of in-classroom teaching experiences through at least 75 hours of in-classroom observation.

Student Teaching

To help you prepare to work in classrooms, this program includes a student teaching component. Student Teaching is a full-time, supervised, in-classroom experience of a minimum of 12–16 weeks during which you will be hosted by an experienced teacher and observed by a Clinical Supervisor. Your host teacher will evaluate your performance based on accepted professional standards. Learn more about teaching licensure.

WGU Certificate

You will earn a WGU certificate after completing your coursework. Certificates allow you to demonstrate mastery and  add credentials to your résumé  before you even graduate with your degree.

More About the M.A. in Teaching, Elementary Education

• More About This Degree
• More About Teacher Licensure

What can you do with a master's in elementary education?

A master's degree in elementary education will allow you to become a licensed teacher in a K-6 classroom.

Is a master's in elementary education worth it?

A master's degree in elementary education is an ideal choice for current or aspiring teachers who want to be in a K-6 classroom. If you already have a bachelor's degree, a master's degree program can allow you to further your education while enabling you to get an elementary education teaching license. For those who want to teach young students, this degree is essential.

How long does it take to get a master's in elementary education?

Typically a master's degree in elementary education will take 2 years to complete. However, online, accelerated programs like those offered at WGU can allow you to finish faster. WGU students are typically able to finish their master's degree in elementary education in just 18 months.

What grades will I be able to teach?

It depends on your state and which Teachers College program you complete, so it is best to ask your Enrollment Counselor. Typically, teachers with an elementary education license can teach anywhere from kindergarten through 8th grade, and secondary teachers in math, English, or science can teach anywhere from 5th to 12th grades. K–12 special education licenses typically enable teachers to work with students from kindergarten through 12th grade.

How long is Student Teaching?

It depends on your state and your program, but for most Teachers College programs, Student Teaching is typically about the length of one full traditional school semester. Student teaching is a minimum of 12–16 weeks, but it can be longer in other programs.

How do I set up my Student Teaching?

WGU has a team that works with you to connect you with schools in your area, and with host teachers that will support you through your Student Teaching.

Can I use my own classroom for the Student Teaching placement?

Your Enrollment Counselor can provide more details about your specific situation. While you can provide recommendations of a school you want to be placed in, generally, our Field Placement Office will be selecting and setting up the placement in the end.

Will this program lead to a teaching license in my state?

Your Enrollment Counselor has access to an up-to-date database that tracks requirements and eligibility for all WGU programs and all US states and territories, so a conversation with your Enrollment Counselor can quickly verify this for you based on where you live and your desired program.

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Masters in Education in USA: Top Colleges, Admission, Fees, Scholarships, and Jobs

Collegedunia Team

Content Curator | Updated On - Aug 7, 2024

• Top universities like Harvard University, Columbia University, Johns Hopkins University, etc offer Masters in Education in USA to both domestic and international students.
• Students can apply for Fall, Winter, and Spring intakes for this course in USA.
• To enroll in Master of Education programs in the USA applicants need to possess a bachelor's degree with an average GPA of 3.0-3.5 or higher on a 4.0 scale, which is equivalent to an 80-89% score in India.
• Students are eligible to apply for a USA student visa, like an F1 visa for Master of Education programs in the USA.

In the United States, a Masters of Education is typically a 1-2 year graduate program for students pursuing a career in education leadership, administration, or counselling. Best education masters programs in the US is offered by:

• Harvard University
• Columbia University
• University of Michigan-Ann Arbor
• Johns-Hopkins University
• University of California, Berkeley

The cost of masters in education from US universities ranges between INR 20 and 45 lakhs for Indian students planning to pursue an M.Ed. in the United States. The average salary in education is 85,700 USD/year (INR 62 lakhs). The ROI for a Master in Education in USA for international students is quite high and most students receive an ROI above 100%. This is because of the high-end salary structure of graduates of MS Education in USA.

For an applicant to be considered for admission to Masters in Education programs in the United States, applicants must have a bachelor's degree with an average of 3.0-3.5 or higher on a 4.0 scale, which equates to 80-89%. Other requirements for getting admission to any best education graduate schools in US are as follows:

• Official academic transcripts
• Language proficiency scores
• Copy of Passport
• Financial statement

Table of Content

• Top Universities 
• Specializations
• Eligibility
• Cost of Living 
• Job Outcomes

Top Universities for Masters in Education in USA

The universities in the United States are globally recognized and the majority of them make their way on the list of the global rankings. Tabulated below are the top ten universities, according to the QS Top University rankings, that offer Masters in Education.

Why Study Masters in Education in USA?

The universities in the USA catering to Masters in Education rank among the top 50 according to the QS global rankings.

• Approximately 1.1 million international students study in the USA .
• The average salary earned after completing a Masters in Education in USA ranges somewhere between 44,200 USD – 151,000 USD.
• The salary for Masters in Education in USA graduates is subjected to an 8% increment in 15 months.
• In the field of education, 51% of the employees in the USA typically earn a 3-5% bonus every year.
• The average hourly pay after pursuing Masters in Education is 44 USD.

Masters in Education in USA Specializations

Students who want to study a master's program in education can earn a degree of Masters in Education (M.Ed) or a Masters of Arts in Education (MA Ed). An applicant can choose among various specializations for top education graduate schools in the US such as:

• Adult Education and Organizational Learning
• Applied Linguistics
• Comparative and International Education
• Curriculum and Teaching
• Early Childhood Education
• Education Policy
• Elementary Education
• Gifted Education
• Motor Learning
• Music Education
• Psychology in Education
• Special Education

Masters in Education in US Eligibility

Students need to follow some guidelines if they want admission to Masters in Education in USA. Some of the major eligibility requirements of the course are listed below:

• Bachelor's degree with an average of 3.0-3.5 or higher on a 4.0 scale, which is equivalent to 80-89%.
• Additionally, some universities require you to submit GRE scores of 300+.
• You must also fulfill the English language test score requirements. Universities specific test scores are discussed in the sections below

Admission Requirements for M.Ed. in USA

Students can apply for Masters in Education in USA through a common portal that is used by 450 universities or via the university’s official website. It is advised to start preparing for your admissions 1.5 years before the course begins to be able to make travel arrangements to the USA on time. In order to successfully get into the desired university, students must carefully meet these requirements.

• Completed admission applications to USA universities
• Payment of non-refundable application fee
• Official academic transcripts with their English translations and evaluated by a credential evaluation agency, such as WES
• Language proficiency scores through TOEFL , IELTS, or other equivalent scores
• Personal Statement covering the reasons for pursuing a Masters program in Education, future goals, and how the degree will help in achieving those goals, etc.
• Letters of recommendation
• Standardized scores of exams to study in USA , mainly GRE
• Resume or CV
• Proof of availability of funds for covering a year of living.
• A few universities might also accept GMAT or Miller Analogies Test (MAT) in lieu of the GRE scores.
• Mandatory health insurance to USA is also required.

English Language Requirements for Masters in Education in USA

As international students who do not have English as their primary/first language, you will be required to submit proof of language proficiency to pursue M.Ed in the USA. The minimum score requirements for tests accepted through the top universities offering the program

USA Student Visa

International applicants applying for admissions to Masters in Education in the USA require a student F-1 visa to USA . Applicants would need to appear for a visa interview with the US Embassy in their respective home country.

Cost of Living in the USA

The cost of living varies depending on the city you’re living in and the standards of living. The living expenses in the USA range from 2,500 to 4,000 USD per month. The table below tabulates the estimated budget to study in the USA .

Masters in Education in USA with Scholarships

Studying Masters in Education in USA can be costly for the pocket. Thus to help international students with the costs and the tuition fee, the universities offer a number of financial aid options. These include scholarships, education loans or even work-study. There are a number of scholarships to study in USA . A few of the scholarships to study Masters in Education in USA are tabulated below:

Students can also apply for external international scholarships to study in the USA that are awarded by various private agencies or organizations, or even the respective home country government.

Masters in Education in USA Job Outcomes

The average salary in the field of education is 85,700 USD/year and the cost ranges between 36,500 USD- 109,000 USD for the entire course. A student pursuing a master program in education can apply for various job opportunities in the USA best suited to their profile ranging from a professor, lecturer, coach, advisor, etc. to an academic manager or a specialist.

The salaries earned by taking up specific job roles in the field of education are tabulated below.

Salaries in Different States of the US After Masters in Education in USA

The salaries after studying Masters in Education in USA differ from state to state. The average annual salary after Masters in Education in USA are tabulated below:

Master in Education in USA broadens your perspective in terms of content and continual innovation. It is both challenging and rewarding. Therefore, the ROI is high making Masters in Education a good study option for the students looking to study abroad in the USA.

Ques. What is the best university for Masters in Education in USA?

Ans . World-popular universities such as Harvard and Stanford provide Masters in Education in the United States. However, there are other universities too that make up to top global ranking.

Ques. What jobs can you get after studying for a Masters in education in the United States?

Ans . A person can take up various job roles such as professor, lecturer, academic manager, and many more.

Ques. What are the English language requirements for studying for a Masters in Education in USA?

Ans . An average score of 6.5-7 or higher in the IELTS exam or 75-100 in the internet-based TOEFL exam.

Ques. Is Masters in Education equivalent to Masters in Teaching?

Ans . No, they’re not equivalent. Masters in education is an advanced degree that increases the scopes beyond classrooms for professions such as principal, administrator, supervisor, etc. On the other hand Masters in Teaching is for individuals who want to become certified elementary or secondary school teachers.

Ques. What is the cost of masters in education in the USA for Indian students?

Ans . An M.Ed degree from the US costs around 14 to 34 lakhs per annum for an Indian student. These are the cost approximates for the top universities offering the program. You can also find cheaper options to study in the USA.

Ques. What is the eligibility criteria for pursuing M.Ed. courses in the USA?

Ans . To study masters in education courses in the US, you must have a four-years bachelor's degree with an 80-89% aggregate score (minimum requirements vary across universities). You are also required to have a GRE score of around 300 or more. English language test scores, if required, must also be submitted to get admissions to M.Ed. courses in the USA.

Ques. What is the scope after completing a Masters in education from the USA?

Ans . You can apply for job roles ranging from a professor, lecturer, coach, advisor, etc. to an academic manager or a specialist. The salary packages offered range from 80,000 USD a year to 100,000 USD a year. The salaries vary depending on your job profile, roles, state and sector of employment.

Ques. Is it easy to get into Masters in education courses in the USA?

Ans . No, getting admissions to M.Ed. courses with a non-native degree are very difficult. Another challenge usually experienced by international students is the high academic requirements that are to be met to fulfill the eligibility criteria.

Ques. Is it worth pursuing MEd in the USA?

Ans . Yes, though there are challenges attached to getting admissions and finding a job. But as soon as you have graduated, with a degree from the USA, the options of the global market are opened. You can explore the world of opportunities in any corner of the globe. The tuition fees involved in pursuing education from the US are high, but the returns offered after completion of your M.Ed. degree cover-up for all the expenses made. Hence, pursuing a MEd from the USA is worth the time, money, and effort invested.

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Master's in Education Program

Curious and Committed Graduate Students

Our Master’s program serves graduate students who have a variety of interests in topics such as learning sciences, the politics of school reform, explorations of race and inequality, and educational measurement and research methods.

We look for curious and committed thinkers, intent on improving human learning and schools -- people who seek to master an academic discipline and remain active in civic organizations, educational institutions, or policy arenas. many of the master’s students have recently graduated with their bachelor’s degree, while others bring a decade or more of professional experience., requirements.

Master’s students join the Berkeley community for one academic year, affiliated with an academic cluster. Students often complete courses and field projects during the summer. They are required to complete 24 semester units, which equals seven to eight classes, depending on how many units are awarded for each class.

Core requirements for all master’s students include:

• The core seminar that meets two hours weekly in the first semester, introducing the BSE faculty for discussions of educational research and practice (two units).
• At least one research methods class selected from courses that introduces basic qualitative or quantitative methods of analysis (three or four units).
• Courses in the cluster/concentration : Two to three required courses where MA students study alongside PhD students. Courses often feature a field project tied to the cluster/concentration (see cluster coordinators listed below).
• A master’s research paper developed in consultation with your lead faculty advisor, who will be assigned to you.

The BSE admits 25-30 new master's students annually, as a unified cohort. This fosters new friendships and a robust intellectual community.

* Please note: When completing the online application for the MA program, you will be prompted to select one of the four BSE clusters. To indicate interest in one of the subcategories listed below please indicate that in the text box and/or Statement of purpose.

Cluster Concentrations

• Critical Studies of Race, Class, and Gender : Prof. Glynda Hull ( [email protected] )

This Master's concentration provides students an opportunity to engage in the study of schooling in its broader social, cultural, political, and economic contexts. In particular, race, class, and gender relations are social forces that inform and shape the organization of schools and learning in its broadest sense. We aim to provide students with a solid grounding in social theory and research methods. Faculty interests within the cluster are varied and include the political economy of education, structural racism, globalization, and migration. Two courses are selected from the cluster listing in addition to the GSE-wide Master's requirement.

• Cultural Studies of Sport in Education : Prof. Derek Van Rheenen ( [email protected] )

The concentration examines the ways in which institutionalized physical activity embodies and reflects social meanings and identities. The social practice of sport provides a space in which dominant discourses of race, gender, sexuality, (dis)ability and social class are reproduced or resisted. As these physical activities become commercialized and embedded within educational institutions, individuals must navigate a nuanced and conflicted terrain as they participate and perform in sports. This Master’s specialization fosters the capacity of students to delve into the intersection of athletics and academics within the educational system. 

This concentration can be pursued in the Critical Studies of Class, Race, and Gender cluster.

• Early Education Leadership : Prof. Bruce Fuller ( [email protected] )

Allied fields that lift the early growth of young children continue to grow ­– child health, developmental studies, and early education. Berkeley prepares assertive and inventive y leaders who understand the small-scale family and organizational practices that advance young children, along with policy and advocacy efforts required to improve pro-family institutions. Our Master’s concentration requires one educational policy or politics courses, and one course in developmental or learning science. Faculty typically foster a field project that informs your Master’s paper.

This concentration can be pursued in the Policy, Politics, and Leadership cluster.

• Learning and Data Science : Prof. Marcia Linn ( [email protected] )

This concentration requires two selected courses taught by faculty in learning and data science. Master’s students are encouraged to conduct a hands-on field project in consultation with your assigned faculty advisor. Students are expected to attend a research group, studying alongside PhD students, ideally each semester. Some students complete their field project and Master’s paper during the summer. A listing of all courses offered in this area is available from the program coordinator.

This concentration can be pursued in the Learning Sciences and Human Development cluster.

• Evaluation and Measurement : Prof. Mark Wilson ( [email protected] )

This concentration prepares young professionals who aim to pursue careers in applied statistics, data science, program evaluation, or assessment. Many of our graduates move into local schools districts, research and development firms, testing companies, and nonprofit organizations. Master’s students work alongside PhD colleagues in three introductory courses tied to measurement and quantitative research methods. Students would take an oral exam at the end of their second semester, focused on their chosen topics, or complete a research paper, possibly during the summer session.

This concentration can be pursued in the Social Research Methodologies cluster.

How to Apply for a Master's in Education

Feel free to contact any of the faculty who manage the concentrations in which you are interested.

To review the application process for the Master’s program, please visit the BSE's Admission page .

PROF. GLYNDA HULL Critical Studies of Race, Class, Gender [email protected] .

PROF. BRUCE FULLER Early Childhood Education [email protected]

PROF. MARCIA LINN Learning and Data Science [email protected]

PROF. MARK WILSON Evaluation and Measurement [email protected]

Ultimate Guide To Online Master’s In Education Programs

Earning a master’s degree in education is an excellent way for educators and teachers to unlock career opportunities, increase earning potential, and expand their knowledge. According to the  U.S. Bureau of Labor Statistics  (BLS), the median annual wage for education occupations was $52,380 in May 2020. Educators with a graduate-level degree have the ability to earn more, especially if expanding to administration and counseling. 

This educational guide decodes the different options available including master of arts in teaching (MAT) and master of education (M.Ed.) as well as online versus on-campus options. Read on for more information about this exciting degree opportunity for educators. 

What Is An Online Master’s Degree In Education?

A master’s in education is an advanced degree for teachers and educators that is typically earned in two to four years. It is considered a graduate-level degree and not a terminal degree. Educators have the ability to earn a  doctorate  after graduating with a master’s degree. 

Many teachers seek a master’s in education, which provides an in-depth study of a specific facet of education, examines the latest research-based education practices, and prepares graduates for leadership and administrative roles. Individuals that are specifically interested in working as an academic advisor or  school principal  will need a master’s degree in order to achieve their career goal. 

There are several types of master’s degrees available to interested individuals. The most popular are the Master of Arts in Teaching (MAT) and Master of Education (MEd). These focus on both the academic teaching aspect as well as administrative roles. 

Best Schools With Degrees in Education

Finding the perfect graduate degree program can be overwhelming especially with so many available options, particularly online. Universities.com has compiled a list of the top 10 education colleges in the U.S. These programs all offer multiple education specialties for graduate students, are accredited, affordable, and have high student satisfaction. 

• Walden University
• Concordia University – Texas
• Harvard University
• National University
• Azusa Pacific University
• University of California – Los Angeles
• Ohio State University – Main Campus
• Stanford University
• Nova Southeastern University
• University of California – Berkeley

Check out Universities.com’s  full list of schools that offer education degrees .

If you’re looking for other schools that offer Master’s in Education programs, check out the Find Your Perfect “U” tool. You can search over 6,000 colleges and universities with 11 different filters to find the  perfect school for you !

What Can I Do With A Master’s Degree In Education?

Earning a master’s degree in education can open countless career opportunities beyond teaching in the classroom. However, it can also advance your teaching career in the classroom. Possible career opportunities include, 

• Academic advisor
• Adult literacy coach
• Art teacher
• Career counselor
• Corporate trainer
• Curriculum consultant
• Curriculum designer
• Curriculum developer
• Director of digital learning
• District administrator
• Educational coordinator
• Education consultant
• Education policy analyst
• Elementary school teacher
• English teacher
• Gifted and talented program director
• Guidance counselor
• Gym teacher
• High school teacher
• Instructional coordinator
• Instructional designer
• Kindergarten teacher
• Literacy specialist
• Middle school teacher
• Museum educator
• Music teacher
• Private tutor
• Program director
• School principal
• School psychologist
• School superintendent
• Special education teacher
• Standardized test developer
• TESOL or ESL teacher
• Test prep specialist
• Textbook author
• Training and development specialist
• Vice principal

How Much Do Teachers With A Master’s Degree Make?

According to the  BLS , the median annual wage for education occupations was $52,380 in May 2020, which was higher than the median annual wage for all occupations of $41,950. For example, 

• Adult literacy and high school equivalency diploma teachers – $55,350
• Career and technical education teachers – $59,140
• High school teachers – $62,870
• Instructional coordinators – $66,970
• Kindergarten and elementary school teachers – $60,660
• Middle school teachers – $60,810
• Postsecondary teachers – $80,560
• Special education teachers – $61,500

The  National Center for Education Statistics  shows the average national salary for teachers working in public schools, by the highest degree earned and years of teaching experience. For example, even if two teachers both have 6-9 years of experience, a teacher with a bachelor’s degree earns $45,390 while a teacher with a master’s degree earns $52,750, according to the National Center for Education Statistics.

According to the  National Council on Teacher Quality , the average teacher with a master’s degree earns an additional $2,760 their first year after graduating. This could grow to $7,358 upon peak career wages. 

Teacher Job Projections

Employment in education, training, and library occupations is projected to grow 5 percent from 2019 to 2029, according to the BLS. This is faster than the average for all occupations with an expected 441,000 new jobs to be added from 2019 to 2029. While there is growth in this field, it does not guarantee a job. For example, large urban public schools are in need of educators whereas wealthier suburban public schools might not have vacancies. 

Potential Master’s in Education Careers

• Median Salary: $59,140 
• Career Outlook: +5% (2020-2030)

Career and technical education (CTE) teachers provide training in subjects such as auto repair, cosmetology, and culinary arts. They teach vocational and technical content to give students the skills and knowledge necessary to enter an occupation.

• Median Salary: $98,490 
• Career Outlook: +8% (2020-2030)

Elementary, middle, and high school principals oversee all school operations, including daily school activities. They coordinate curriculums, manage staff, and provide a safe and productive learning environment for students.

• Median Salary: $66,970 
• Career Outlook: +10% (2020-2030)

Instructional coordinators need a master’s degree and related work experience, such as teaching or in school administration.

• Median Salary: $61,500 

Special education teachers work with students who have learning, mental, emotional, or physical disabilities. They adapt general education lessons and teach various subjects to students with mild to moderate disabilities. They also teach basic skills to students with severe disabilities.

• Median Salary: $80,560 
• Career Outlook: +12% (2020-2030)

Postsecondary teachers instruct students in a wide variety of academic and career and technical subjects beyond the high school level. They may also conduct research and publish scholarly papers and books.

• Median Salary: $97,500 

Postsecondary education administrators oversee student services, academics, and faculty research at colleges and universities. Their job duties vary depending on the department in which they work, such as admissions, student affairs, or the registrar’s office.

 Source: BLS 

Earning A Master’s Degree Education

A master’s degree in education is a post-undergraduate degree focusing on leadership, curriculum, and instructional development for teachers and/or administrators. While not required for all teachers, a master’s degree can help increase career opportunities, salary potential, and networking options. Teachers also commonly earn advanced degrees in order to fulfill continuing education requirements to renew their teaching certificates and develop their teaching skills.  

Types of Education Master’s Programs

There are two main graduate degrees available to educators: master of arts in teaching (MAT) and master of education (MEd). However, there are other options available including master of arts in teaching (MAT) and master of science in teaching (MST). There is  debate about which degree is best  for specific individuals and career paths but ultimately it is up to you to decide which option is best for your career and goals.  

Related:  MEd vs MAT: Which Education Degree Should You Get?

Online Master Of Education Specializations

Some options for specializations with an education degree include:

• Elementary Education
• Secondary Education
• Adult Education and Training
• Curriculum and Instruction for Educators
• Instructional Design and Technology
• Leadership of Educational Organizations
• Special Education
• School counseling
• English as a Second Language
• Education Administration

Graduate Education Degree Coursework

Specific courses will vary depending on the type of graduate program and course study as well as program but most students can expect to take similar courses throughout the program, 

• Curriculum development
• Instructional design
• Universal classroom design
• Motivating today’s learners
• Wellness and the educator
• Legal and ethical issues
• Effective learning assessment
• Leadership theory
• Integrated learning
• Technology in education
• Education research methodology
• Social justice and educational equality
• Data driven decision making
• Qualitative methods in educational research
• Cognition and learning
• Foundations of creativity
• Conflict resolution

Skills Learned in a Education Program

Graduate school can propel educators forward in their careers because of the advanced skills learned. Specific skills will depend on the type of graduate program and focus. You can expect to learn the following skills throughout your graduate program:

• Broader knowledge of discipline
• Clarity of effective writing and speaking
• Integrity and ethical conduct
• Societal and civic responsibilities
• Teaching competence
• Improved communication and interpersonal skills
• Critical and creative thinking

Choosing The Best Online Master’s Degree In Education

An online program might be the best fit for you and your family because of the cost, flexibility, and availability. This type of program is especially promising for those that live in rural areas where there may not be any local in-person graduate programs available. Choosing an online program can be taxing because there are so many options available but it is essential to make sure the program is accredited. 

Teacher Licensure

Teachers are required to hold state licensure and certifications when actively working as an educator. This license proves that an educator has completed certain state-mandated requirements and has passed all state-mandated teaching examinations. Because educators are licensed, it is even more important to make sure that the graduate program is accredited. 

Online vs. On Campus Education Degrees

Oftentimes, educators will have many options for graduate school including online degree options or on-campus options. Determining which fit is best for you and your family is the first step in deciding if a program is right for you or not. 

Many educators opt to complete their  master’s degree online  because online programs are convenient, particularly for working teachers. They offer:

• Flexibility with scheduling
• Convenience to take your class from anywhere at anytime
• Wider range of graduate programs to choose from
• Retain current employment
• Freedom to work at your own pace
• In many cases, a cheaper price tag than on-campus options
• No on campus commute

On-campus options do have a lot of benefits if it is a feasible option for you. These include,

• Face to face learning with professor
• Socialization with like minded professionals
• Consistent schedule
• Establish connections and networking opportunities
• Active discussion opportunities

Graduate programs are usually designed for working professionals. What does this mean? In-person classes are held at night to accommodate teachers’ work schedules and are consistently held on the same night(s) of the week throughout the duration of the program.

Accreditation

Ensuring a graduate program is accredited is key for anyone interesting in pursuing a master’s in education. Accreditation is the process that evaluates graduate programs to determine if it is meeting specific state and national standards. This is a voluntary process but most major universities and colleges are accredited.  According to the U.S. Department of Education, accreditation is meant to:

• Assess the quality of academic programs at institutions of higher education.
• Create a culture of continuous improvement of academic quality at colleges and universities and stimulate general raising of standards among educational institutions.
• Involve faculty and staff comprehensively in institutional evaluation and planning.
• Establish criteria for professional certification and licensure and for upgrading courses offering such preparation.

Accredited programs benefit students in many ways, including, 

• Receive federal financial aid
• Transfer credits towards the program
• Job market competitiveness
• Professional certification and licensure 

There are multiple types of accreditation for graduate-level programs. The  U.S. Department of Education  (ED) and the  Council of Higher Education Accreditation  (CHEA) oversee regional accrediting agencies.

Regional accreditation typically applies to nonprofit, degree-granting institutions. Schools receive regional accreditation from one of seven regional accrediting bodies, determined by where the school is located. The seven regional accrediting bodies are, 

• Accrediting Commission for Community and Junior Colleges (ACCJC) Western Association of Schools and Colleges
• Higher Learning Commission (HLC)
• Middle States Commission on Higher Education (MSCHE)
• New England Commission of Higher Education (NECHE)
• Northwest Commission on Colleges and Universities (NWCCU)
• Southern Association of Colleges and Schools Commission on Colleges (SACSCOC)
• WASC Senior College and University Commission (WSCUC)

Applying To Masters In Education Programs

Applying to a master’s in education program can be overwhelming, especially if you are working full time. From gathering references, paying application fees, and submitting undergraduate school transcripts, the application process can be tedious work. However, all schools generally require the same forms and documents for acceptance consideration. 

Remember, before considering applying for a graduate education program, you  MUST  hold a bachelor’s degree from an accredited institution. Without this, you will not be able to start a graduate program. 

It’s important to remember that all requirements and prerequisites must be met in order for the graduate school to consider your application for acceptance. Consider making a spreadsheet of all of the documents needed for the applications with deadlines for each graduate program. 

Admission Requirements for Graduate Education Programs

Paying for a master’s in education.

Let’s be honest, graduate school isn’t cheap. Financial assistance options for graduate school can be harder to navigate and might not be as readily available to students as with undergraduate assistance. Most students require financial assistance and that is why it is important to speak to a financial aid representative at the University to understand your options. 

Not everyone will qualify for all the different types of aid that are available but hopefully between scholarships, grants, and federal loans the cost of graduate school will be more manageable. 

It is also important to speak to your employer. Many education systems offer some form of  tuition reimbursement for educators  earning their master’s in education. 

Here’s a more in-depth breakdown of the different types of monetary aid that is available. Remember, research the different types of aid you may be eligible for and apply early. 

Scholarships

A scholarship is an award of financial aid to a student to further their education. This money does not have to be repaid. There are a variety of different types of scholarships. These include

• Merit-based
• Student-specific (gender, race, religion, family, and/or medical history)
• Career-specific
• College-specific

Most scholarships will require letters of recommendation, academic transcripts, and personal essays. Monetary amounts can be as little as $100 to as much as the cost of your education. You can  apply to multiple scholarships  as long as the school is on the approved list. 

Grants are determined by financial need. They can be used to cover the cost of tuition, books, teaching supplies, and educational supplies. When applying for grants they will inform you how they are to be applied towards your education. The amount of money you are eligible to receive depends strictly on your financial situation.

Typically grants do not have to be repaid as long as you graduate with your masters in the allotted amount of time. If you were to drop out there can be incurred costs.

Student Loans

Unlike scholarships and grants, loans must be repaid. Loans incur interest, so you will ultimately repay more than the initial amount of the loan. The exact terms of the loan will depend on the lender and other factors. There are several types of student loans.

The most common loans are Federal Student Loans. Federal student loans are a great option for most students for the following reasons:

• They don’t have to be paid back while you’re in school.
• They charge lower interest than loans from private lenders.
• If you’re having trouble paying back your loan, there are programs you can qualify for to assist you.
• You don’t need any credit history to get a federal student loan.

Two other fairly common loans are direct subsidized loans and direct unsubsidized loans more commonly referred to as Stafford Loans. 

Direct Subsidized Loans

• U.S. Department of Education loan
• Must meet certain income requirements
• Demonstrate financial need
• Government pays interest rate on loan while in schools
• Pay back once graduated

Direct Unsubsidized Loans

• Don’t have to meet income requirements
• Student is responsible for accrued interest

Federal Perkins Loan 

• Very low-income students
• Lender is the education institution
• Meet income requirements
• School must have funds available, limited monetary amounts

Private Student Loans

• From banks and credit unions
• Very high interest rates
• Payments required while in school

Scholarships For Master’s In Education Students

• Award: $1000
• Available to graduate or undergraduate students majoring in education
• Deadline: October 1 and December 31
• Award: $2,500
• Deadline: April 1st
• Offered by the Central Scholarship Program to graduate students with undergraduate degrees in non-teaching fields who are pursuing a master’s in education
• Requirements: Maryland residents within 200 miles of Baltimore City, have a family income under $90,000 a year, maintain a minimum GPA of 2.0, have U.S. citizenship or permanent residency, and attend an accredited United States college
• Award: $1,750
• Deadline: Rolling
• For graduate students obtaining a master’s degree in special education
• Requirements: Minimum cumulative GPA of 3.0, attend an accredited U.S. school, reside within Vermont, be seeking licensure for special education administration, and show commitment to creating inclusive learning environments for students with disabilities
• Award: $6,000 for full-time or $3,000 for part-time study 
• Recent graduates with a bachelor’s degree in a chemistry-related field
• Requirements: Less than one year work experience, be U.S. citizens or permanent residents, and be committed to serving as high school chemistry teachers
• Award: $24,000 for two years
• Deadline: March 1st
• Most elite scholarships for master’s in education students who have a desire to teach the American Constitution in high schools
• Requirements: Must be U.S. citizens, hold an accredited bachelor’s degree, and take at least 12 semester credits of constitutional study. 
• Recipients must teach American history in grades 7-12 for one full academic year after receiving their master’s
• Award: $2,500 to $5,000
• Deadline: April 22nd
• For graduate students actively pursuing a master’s degree or credential for teaching science, technology, engineering, or math in K-12 schools
• Requirements: Must be in their second semester, take at least two courses per term, attend an accredited on-campus U.S. school, carry a minimum GPA of 3.5, have American citizenship, and submit at least two faculty letters of recommendation

Career Resources For Educators

• American Federation of Teachers
• American School Counselor Association
• International Society for Technology in Education
• National Association for Music Education
• National Association of Secondary School Principals
• National Council of Teachers of English
• National Council of Teachers of Mathematics
• National Education Association
• National Science Teachers Association
• Society of Health and Physical Educators
• Earning a master’s degree in education opens many doors for educators and increases salary earning potential. Specific job opportunities include educational consultant, educational coordinator at a museum, zoo, and/or aquarium, school counselor, principal, curriculum developer, or content developer.
• This will depend on your career goals! Some careers in education are only available with a master’s degree.
• Typically, a master’s in education will take around two years to complete for a full-time student. Part-time programs are generally three to four years.
• This will also depend on your career goals. If you are interested in becoming a principal and working in administration then a master’s in educational leadership or administration would be ideal; whereas, if you are interested in finding a job as a school counselor then the master’s in school counseling would be a perfect fit. It’s not that one degree is better than the other – it just depends on career goals.

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Master’s Programs

Leaders in Education and Health

The College of Education offers a wide range of specialized master’s programs for students who want to make an impact in the areas of education, equity and/or health behavior. Our graduate students work closely with faculty members to research policy, social, economic and health issues that prepare them for the next stage of their academic and professional careers. Along the way, students in the College of Education graduate programs gain valuable experience as global changemakers prepared to become stronger advocates for students, educators, administrators, counselors, health practitioners and equity-minded community advocates.

Why Our College

Consistently ranked as one of the best education schools in the country by U.S. News & World Report, we are focused on reimagining education by advancing equity and eliminating health disparities, building on existing community and family strengths and working to understand how people adapt to transitions.

Master of Arts (M.A.)

Autism and Developmental Disabilities

Our programs in autism and developmental disabilities train clinicians, teachers, researchers and leaders to work with individuals with developmental disabilities (e.g., autism spectrum disorders), their families, and the broader community to foster positive learning, supportive and inclusive outcomes. Our master’s programs feature a  Behavior Analyst Certification Board (BACB) approved  course sequence.

Bilingual/Bicultural Education

Become an expert in important topics related to the field of bilingual and bicultural education. Students in this program will become advocates for the importance of bilingual education for teachers, administrators and families through coursework and research alongside faculty.

Cultural Studies in Education

Graduate students in Cultural Studies in Education (CSE) focus on the importance of cultural and social diversity in education. The CSE program takes an interdisciplinary approach to research topics such as the history, philosophy and politics of education as well as urban schooling, critical pedagogy and globalization.

Early Childhood Education

The Early Childhood Education Program prepares graduate students to address global, national and local issues facing young children and their communities in classrooms, schools and beyond. Students learn to improve early childhood education and development by researching and learning about early childhood policy, pedagogy, curriculum and training for children in preschool through 3rd grade.

Early Childhood Intervention

Featuring a Behavior Analyst Certification Board (BACB) approved course sequence, our Early Childhood Intervention Programs prepare students to become leading experts in instruction and intervention for young children with autism and other developmental disabilities.

Human Development, Culture and Learning Sciences

The master’s programs in Human Development, Culture and Learning Sciences (HDCLS) train graduate students in theories of human cognition, culture, development, language, learning, motivation, social and personality psychology. Graduates are prepared for teaching and research careers in these areas.

Learning Technologies

Use state-of-the-art technologies to create and offer interactive and engaging forms of education. Learn how to use the internet and other emerging technologies in K-12 education, higher education, and business or industry training. Courses cover the design, implementation and evaluation of various educational applications and related research topics.

Physical Education Teacher Education

Study the art and science of physical education through our master’s or doctoral programs, or become a teacher by completing our master’s plus certification degree. Students learn how to design curriculum for physical education along with research, assessment and evaluation practices. This program also has a strong focus on cultural studies in contemporary education.

School Psychology

The School Psychology Program offers a master’s degree (Specialist in School Psychology, MA/SSP) designed for those who may be interested in future doctoral training, but first wish to gain experience in research or in schools employed as a Licensed Specialist in School Psychology (LSSP).

Social Studies Education

Our master’s and doctoral programs prepare students to become educators in social studies. Courses in this program approach social studies education from a variety of disciplines in order to provide educators with a unique perspective on how to teach and improve social studies education.

STEM Education

Education in science, technology, engineering and math is critically important. Students in this program learn to inspire learners to pursue their interests in STEM topics, as well as become advocates for equity in STEM through leadership, research and teaching.

Master of Education (M.Ed.)

Counselor Education

The master’s program in counselor education prepares counselors to work in academic settings, including schools (K-12) and post-secondary educational institutions (community colleges, colleges and universities).

The Early Childhood Education program prepares graduate students to address global, national and local issues facing young children and their communities in classrooms, schools and beyond. Students learn to improve early childhood education and development by researching and learning about early childhood policy, pedagogy, curriculum and training for children in preschool through 3rd grade.

Featuring a Behavior Analyst Certification Board (BACB) approved course sequence, our Early Childhood Special Education Programs prepare students to become leading experts in instruction and intervention for young children with autism and other developmental disabilities.

Educational Policy and Planning

Through vigorous coursework and innovative research, students examine important topics and issues in public schools to better inform policies that benefit all students.

Exercise Physiology

Study exercise physiology using an integrative approach to discover and disseminate basic, applied and clinical knowledge regarding the metabolic, cardiovascular, cardiopulmonary and autonomic nervous system responses to exercise and physical inactivity in health, aging and diabetes. Our graduate students conduct a focused line of research by working with faculty mentors. Their cooperative work builds a foundation of knowledge critical for the advancement of the field.

Health Behavior and Health Education

The Health Behavior and Health Education Program is aimed at addressing concerns in public health. This program covers topics ranging from curbing risky behavior to educating communities about nutrition and healthy lifestyles.

Higher Education Leadership and Policy

The M.Ed. in Higher Education Leadership and Policy emphasizes an interdisciplinary approach to course work. Students can tailor the program of study to fit their interests while building sound theoretical foundations, self-reflection practices and practical experiences.

Language and Literacy Studies

Learn to become a leader in language and literacy studies through collaborative research, engaging coursework and clinical practice. Students will know the importance of literacy as a social tool for change so that they can go on to become advanced degree teachers, professors in literacy studies and administrative policymakers for literacy programs.

Learning Technologies 

Movement and Cognitive Rehabilitation Science

Explore aspects of biomechanical, neural and neuromuscular mechanisms of human movement with applications to development and aging, skill acquisition, elite performance and rehabilitation following chronic or acute injuries. Our graduate students work in collaborative multi-disciplinary teams with faculty mentors on focused lines of research to address basic and applied questions, using kinematic and kinetic motion capture and electrophysiological assessment of neuromuscular function.

Study the art and science of physical education through our master’s or doctoral programs, or become a teacher by completing our master’s plus certification degree. Students learn how to design a curriculum for physical education along with research, assessment and evaluation practices. This program also has a strong focus on cultural studies in contemporary education.

Quantitative Methods

Quantitative Methods offers training in modern statistical and psychometric methods to prepare graduates to advance methodological research and to apply those methods to address educational and social science research questions. Our graduates are employed in academia, professional testing organizations, educational research and development agencies, industrial psychology agencies, governing agencies of higher education, state departments of education and research and program evaluation divisions of large school districts.

Sport Management

Learn to excel in a rapidly expanding sport and fitness industry with a master’s degree in sport management. Our M.Ed. program encourages students to gain practical industry experience through their dynamic coursework and internships. 

The sport management concentration also offers a completely online program that allows students to complete their degree from anywhere while continuing to develop their professional career.

Teacher Leadership, Mentoring & Professional Development

Designed for current Austin-area teachers, students in the Teacher Leadership, Mentoring, and Professional Development (TLMPD) Program work directly with preservice teachers enrolled in the preservice teacher preparation program at The University of Texas at Austin who are in a literacy specialization cohort.

Texas Principal Leadership Academy

The Texas Principal Leadership Academy (TPLA) is a 12-month master’s program designed to prepare graduates to take the Principal as Instructional Leader EC-12 exam and become leaders of socially just, equitable and high-achieving public schools in Texas. This program starts in the summer semester only.

Master of Education with Teacher Preparation (M.Ed.+)

University of Texas Urban Teachers – English Certification

The program is designed to develop knowledge, skills and dispositions to support teaching and learning in linguistically and culturally diverse urban settings.

University of Texas Urban Teachers – Social Studies Certification

In this two-year program, candidates will gain research-based and practical knowledge of teaching through extensive field experience and coursework.

Master of Science (M.S.)

​Health Behavior and Health Education 

Students interested in doing research on sport management practices or, those who are considering a Ph.D. following their master’s, are encouraged to pursue a Master of Science degree.

Graduate Program Contacts

Stephen Flynn

Curriculum and Instruction SZB 4.708 (512) 471-3747

Kelsey Samsel

Educational Leadership and Policy   SZB 3.308 (512) 475-8580

Educational Psychology SZB 5.708 (512) 471-4155

Phillip Salazar

Kinesiology and Health Education   BEL 722B (512) 232-6015

Terry Falcomata

Special Education   SZB 3.708

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• Best Master's In Education Online

Best Master’s In Education Online Of 2024

Updated: Aug 23, 2023, 11:43am

Earning a master’s in education online can help you launch or advance your career in the education field. Teachers and other education professionals can make a positive influence on their community and in many students’ lives. They also enjoy job security, time off in the summer and during holidays, and the ability to prioritize lifelong learning.

Teachers who earn a master’s degree can qualify for higher salaries or use the credential to move into administrative and leadership roles. If you don’t already work in education but hold a bachelor’s degree in a different field, a master’s in education can help you meet the requirements to become a licensed teacher or take on other important roles in the field.

Learn about some of the best online master’s in education programs below. Use our guide to see what to expect while earning your degree and find tips for choosing the right program for you.

Why You Can Trust Forbes Advisor Education

Forbes Advisor’s education editors are committed to producing unbiased rankings and informative articles covering online colleges, tech bootcamps and career paths. Our ranking methodologies use data from the National Center for Education Statistics , education providers, and reputable educational and professional organizations. An advisory board of educators and other subject matter experts reviews and verifies our content to bring you trustworthy, up-to-date information. Advertisers do not influence our rankings or editorial content.

• Over 3,868 accredited, nonprofit colleges and universities analyzed nationwide
• 52 reputable tech bootcamp providers evaluated for our rankings
• All content is fact-checked and updated on an annual basis
• Rankings undergo five rounds of fact-checking
• Only 7.12% of all colleges, universities and bootcamp providers we consider are awarded

Our Methodology

We scored 304 accredited, nonprofit colleges offering online master’s in education degree programs in the U.S. using 16 data points in the categories of credibility, affordability, student outcomes, student experience and application process. We pulled the data for these categories from reliable resources such as the Integrated Postsecondary Education Data System ; private, third-party data sources; and individual school and program websites.

We scored schools based on the following categories:

Student Outcomes:

• Overall graduation rate
• Median earnings 10 years after graduation

Affordability:

• In-state graduate student tuition
• In-state graduate student fees
• Alternative tuition plans offered
• Median federal student loan debt
• Percentage of students in federal student loan deferment

Student Experience:

• Student-to-faculty ratio
• Socioeconomic diversity
• Availability of online coursework
• Total number of graduate assistants
• More than 50% of graduate students enrolled in at least some distance education

Credibility:

• Fully accredited
• Programmatic accreditation status
• Nonprofit status

Application Process:

• Acceptance rate

We chose the 10 best schools to display based on those receiving a curved final score of 96.8% or higher.

Find our full list of methodologies here .

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• Early Childhood Education Degrees Online

Best Online Master’s in Education Degree Options

Should you enroll in an online master’s in education program, accreditation for online master’s in education, how to find the right online master’s in education program for you, frequently asked questions (faqs) about online master’s in education programs, drexel university, bethel university, greenville university, concordia university-chicago, chaminade university of honolulu, marian university, hamline university, defiance college, claflin university, freed-hardeman university.

Graduate Tuition

$1,079/credit

Percentage of Grad Students Enrolled in Distance Education

Overall Graduation Rate

Drexel University in Philadelphia, Pennsylvania, offers various online master’s in education programs in areas like special education, higher education leadership, and education improvement and transformation. Application requirements include official transcripts, two letters of recommendation, a résumé and a personal essay. Some of Drexel’s education graduate programs may set additional admission criteria.

The curriculum, goals and focus of each program varies. Students may be able to graduate in less than two years, depending on their time commitment.

• Our Flexibility Rating: Learn on your schedule
• School Type: Private
• Application Fee: $65
• Degree Credit Requirements: Varies by program
• Program Enrollment Options: Full time
• Notable Major-Specific Courses: Varies by program
• Concentrations Available: Varies by program
• In-Person Requirements: No

$555/credit

You can earn a fully online master’s in education (K-12) degree from Bethel University in St. Paul, Minnesota. The program offers concentrations in educational leadership, international baccalaureate, special education and work-based learning. The degree takes 18 months to complete, plus the time required to finish a thesis.

Designed for people already working in K-12 classrooms, the program holds approval from the Minnesota Professional Education Licensing Standards Board. If you want to work in another state, contact the licensing bureau for that state to ensure this program meets its requirements.

• Our Flexibility Rating: Learn around your 9-to-5
• Application Fee: Free
• Degree Credit Requirements: 33 credits
• Notable Major-Specific Courses: Thesis writing studio, teacher as leader
• Concentrations Available: Educational leadership, international baccalaureate, special education and work-based learning

$488/credit

Located in Greenville, Illinois, Greenville University offers a master’s in education online through its College of Social Science and Education. Designed for professional educators, the program offers four concentrations: curriculum and instruction, coaching, special education and teaching English as a second language. The MA in education does not lead to licensure, but some concentrations may lead to an additional endorsement.

Applicants don’t need to submit GRE or GMAT scores. Admission requirements include a bachelor’s degree, a minimum 3.0 GPA, and the ability to complete a capstone project at a place where you are working or volunteering.

• Degree Credit Requirements: 30 to 33 credits
• Notable Major-Specific Courses: Equity in school and society, trends and issues in education
• Concentrations Available: Curriculum and instruction, coaching, special education, teaching English as a second language

$505/credit

Concordia University-Chicago ‘s College of Education offers two online master’s in education programs. The early childhood education MA focuses on early childhood education and holds recognition from the National Association for the Education of Young Children. Designed for students with at least two years of experience with young children, the program does not lead to licensure.

The educational administration MA prepares students for leadership and administrative roles in schools. The program explores instructional leadership, curriculum and assessment, and school finance. Students complete a capstone course as a culminating experience, combining theory and practice.

• Application Fee: $50
• Degree Credit Requirements: 30 credits
• Program Enrollment Options: Part time, full time
• Notable Major-Specific Courses: Child development and ethics in early childhood education
• Concentrations Available: N/A

$865/credit

You can earn a master’s in education online degree from Chaminade University of Honolulu ‘s School of Education and Behavioral Sciences in 18 months as a full-time student. The program focuses on child development and educational theory, offering concentrations in child development, educational leadership, instructional leadership and Montessori emphasis.

The M.Ed. program holds accreditation from the Council for the Accreditation of Educator Preparation. New graduate education students may qualify for a $5,000 scholarship.

• Notable Major-Specific Courses: Issues of peace, justice and educational reform; education research
• Concentrations Available: Child development, educational leadership, instructional leadership, Montessori emphasis

$655/credit

Marian University , based in Fond du Lac, Wisconsin, offers an online master’s in education with a focus in teacher education for first through eighth grade. Designed for working professionals who need flexibility, the self-paced licensure program allows you to take one to three credits at a time and become a teacher in Wisconsin.

The curriculum explores educational theory, curriculum and instruction, and literacy and includes classroom learning, student teaching and field experiences. Applicants need a bachelor’s degree and a minimum 2.75 GPA.

• Degree Credit Requirements: 38 credits
• Program Enrollment Options: Part time
• Notable Major-Specific Courses: Exceptional education etiology, intermediate literacy

$554/credit

You can earn a hybrid or fully online master’s in education from the School of Education and Leadership at Hamline University in Saint Paul, Minnesota. Designed for students who already have a teaching license or do not need one, the flexible program offers full-time and part-time options.

The program explores social justice in education and requires either a capstone project or a thesis. Students may apply a graduate education certificate toward their degree, counting for up to 10 required elective credits.

• Degree Credit Requirements: 34 credits
• Notable Major-Specific Courses: Educating for equity and social justice, investigating contemporary and critical issues in education

$502/credit

Defiance College in Defiance, Ohio, offers a master’s in education online degree with no in-person requirements. The five-semester program requires a teaching license to apply. Students can earn a K-12 Ohio reading endorsement and an extra licensure area in K-12 intervention specialist mild/moderate.

Applicants don’t need to submit GRE or GMAT scores. Academic support services include access to the school’s library and career readiness resources.

• Notable Major-Specific Courses: Advanced educational psychology, inquiry methodology
• Concentrations Available: K-12 intervention specialist mild to moderate, K-12 reading endorsement, sport coaching, general MAE

$562/credit

Students can earn an online master’s in education degree focused on curriculum and instruction from Claflin University ‘s School of Education. Education master’s students can choose from two tracks: a content focus which requires a comprehensive exam, or a research focus, which requires a thesis. This asynchronous online program includes two six-week summer sessions.

The curriculum explores educational research, teaching and learning, and behavior management. Admission requirements include a bachelor’s degree, professional licensure or related experience, and two letters of recommendation. Applicants must submit GRE or MAT scores, or evidence of three years of K-12 teaching experience.

• Degree Credit Requirements: 36 credits
• Notable Major-Specific Courses: Working with diverse learners, seminar in literacy

$650/credit

Freed-Hardeman University , physically located in Henderson, Tennessee, offers various online graduate programs in education. Offerings include three master of education degrees focused on curriculum and instruction, instructional leadership and literacy, with an emphasis in English as a second language.

M.Ed. admission requirements include a bachelor’s degree, a minimum 3.0 GPA and an interview with the program director. Applicants to the instructional leadership M.Ed. program need at least three years of teaching experience.

• Degree Credit Requirements: 30 to 40 credits
• Notable Major-Specific Courses: Instructional theory and design, school business management
• Concentrations Available: Administration and supervision (K-12) (for the instructional leadership M.Ed.)

Earning a master’s in education online offers a convenient and flexible option for many students, but distance learning may not suit everything. Ask yourself the following questions before deciding whether to enroll in an online program.

• What’s your budget? Public colleges usually charge higher tuition rates to students who live in other states, but out-of-state distance learners often pay in-state or discounted tuition rates at public institutions. As such, online programs can be more cost-effective for online learners. Distance students can also avoid high costs associated with on-campus housing and transportation.
• How do you learn? Distance learning may work well for you if you have good time management, organization and self-motivation skills. If you thrive in a face-to-face classroom setting or prefer a more structured learning environment, an on-campus or hybrid program might be a better choice.
• How will the program fit into your schedule? Online programs offer flexibility—especially those with asynchronous classes, which let learners complete coursework at any time. Distance learning might serve you if you work full time or otherwise need a flexible schedule.

Online and traditional colleges both use accreditation to demonstrate a high standard of education. The Council for Higher Education Accreditation (CHEA) and the U.S. Department of Education approve accrediting agencies that offer institutional accreditation to schools.

Institutional accreditors evaluate universities to ensure they meet overall academic standards. It’s important to choose an institutionally accredited school, because you can’t get federal student aid otherwise. You may also struggle to transfer credits from an unaccredited institution, and employers might not recognize your degree.

Programmatic accreditation ensures the quality of specific academic programs or departments within universities. Depending on your industry, you may need a programmatically accredited degree to qualify for certain jobs, professional certifications or licenses, and graduate programs.

An online master’s in education may hold programmatic accreditation from the Council for the Accreditation of Educator Preparation (CAEP).

You can look for accreditation information for schools and programs using CHEA’s searchable directories .

Consider Your Future Goals

An online master’s in education can help you enter or advance in the education field, but first you must find a program that aligns with your goals. To choose the right master’s in education online program, think about what you want to do after you graduate.

What type of career are you looking for? If your undergraduate degree is in a non-education field and you want to become a teacher, you will need to pursue licensure. Ensure the program you choose meets the teacher licensing requirements for the state where you plan to work. If you aim to work in a non-teaching role, you don’t need a licensure program and can focus on other criteria instead.

If you don’t yet have professional experience, an internship or practicum can help you build career-ready skills, so you might seek a master’s program with an experiential learning component. And if you plan to pursue a doctoral degree after earning your master’s in education, a research-based program can set you up for success.

Understand Your Expenses and Financing Options

Tuition for the online master’s in education programs on our list ranges from $488 to $1,079 per credit. With the typical master’s degree requiring 30 to 40 credits, this brings the estimated cost of a master’s in education between $14,640 and $43,160. Comparatively, the National Center for Education Statistics reports that tuition and fees for graduate school in the U.S. cost $19,749 per year on average, or nearly $40,000 for a two-year master’s degree.

You can fill out the FAFSA to see whether you qualify for federal student aid, including student loans, grants, work-study programs and scholarships. States and colleges also use FAFSA information to determine awards for their own aid programs.

What is the highest paying degree in education?

The highest-paying education degree is a doctor or education (Ed.D.). Payscale reports that graduates with an Ed.D. earn about $86,000 on average. In comparison, a master of education degree holder earns about $64,000 on average.

What is the difference between a master’s in teaching and a master’s in education?

These two degrees cover similar topics, and both can prepare you for a teaching career. However, a master’s in teaching is a more specialized degree that concentrates specifically on teaching strategies, classroom management and learning. A master’s in education is broader, encompassing the entire education field, including education policy, administration and curriculum development.

Liz Simmons has been writing for various online publications about career development, higher education and college affordability for nearly a decade. Her articles demystify the college application process and help prospective students figure out how to choose a major or career path.

Department of Education

College of arts, humanities, and social sciences, master of arts in education (mae).

UMBC’s Master of Arts in Education (MAE) Graduate Program combines the study of education and the academic disciplines of mathematics, science or STEM (Science, Technology, Engineering and Mathematics). The program is designed for certified elementary, middle or high school teachers to expand content knowledge, pedagogical content knowledge and teacher leadership skills in mathematics, science or STEM to apply in their own classroom practice. It is ideal for teachers who view critical inquiry as a major part of teachers’ work and value mentoring other teaching professionals as part of their own professional development. With the program’s emphasis on teacher leadership, it is designed for those who aspire to become leading teachers in their content area.

Click here to learn more: http://www.umbc.edu/mae/

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Master’s Degree in Education

If you’re a passionate educator looking for growth and advancement, pursue a Master of Arts in Education from National University. This program expands knowledge and opportunities. Candidates will learn about historical, philosophical, psychological, and social foundations of education. It will also analyze issues of educational equity and diversity, develop understanding of students with learning differences, examine the foundations of curriculum, assessment, and instruction, and use educational research to deepen critical-thinking skills.

Areas of emphasis may include advanced teaching practices, early childhood education, technology, higher education administration, special education, or inspired teaching.

The Western Association of Schools and Colleges (WASC) accredits public and private schools, colleges, and universities in the U.S.

Course Details

Required introduction courses.

• 1 courses; 4.5 quarter units

Required first course in the MAE program. Course participants are presented with essential experiences and exercises to a) select MAE emphasis courses that align with MAE Program Learning Outcomes (PLOs) and b) evaluate practitioner research paradigms and effective research designs used in education by practitioner researchers.

Emphasis Requirements

• 8 courses; 36 quarter units

MAE program courses may be selected from any SCOE graduate level, non-credential course from the following list of courses. Students shall not select more than four (4) courses from any subject.

Research-based analysis of English phonology, morphology and orthography, with attention to teaching students to become proficient readers through recognizing sound-print relationships. Incorporates current approaches to phonemic awareness, explicit phonics instruction, recognition of high-frequency words and spelling patterns for both English speakers and English language learners.

Provides an investigation of meaning-making at both the local (discourse) and global (general knowledge) levels. Covers research-based models of discourse processing and representation construction. Introduces strategies to promote guided reading, independent reading, and study skills in all content areas, using the concepts of connecting background experience and applying self-monitoring strategies.

Prerequisite :  ATP 600, or MAE 610

Examines the critical role of the early childhood teacher leader. Analysis of beliefs and ethics on quality care. Explore history of social policy on the field of early childhood. Develop plan to support professional growth as an ECE Leader. Addresses NAEYC Advanced Standard 6: Growing as a professional.

Focuses on current issues in early childhood education and implications for the field. Conduct a literature review and develop a research agenda

Focus is on current research in early childhood learning and development. Deepen understanding of young children thinking skills. Examine impact on curriculum and the educational community from multiple perspectives.

Focus on research based effective teaching strategies for young children. Examines opportunities for integrating curriculum across content areas. Close attention paid to balancing standards and Developmentally Appropriate Practice.

Examines interpersonal communication skills required for early childhood teachers and leaders. Examines strategies for enhancing parent-professional partnerships, consultation skills and issues relating to interactive teaming and the larger community.

Emphasis on variations in child development, identification of disabilities and the implications of cultural and linguistic diversity. Examines inclusive early childhood programs, strategies for adaptions and accommodations to meet the social, emotional, and academic needs of all children who are at-risk or have special needs.

Focus on adult learning theories and principles of personal leadership to meet the specific needs of ECE leaders. Foundational knowledge and best practices for working with diverse learners in various capacities covered. Particular attention paid to the different roles and responsibilities for effectively facilitating adult learners in the field of ECE.

Examines a variety of strategies to advocate for and advance the Early Childhood Education profession. Includes grant writing skills, awareness of public policy issues, and effective political action strategies.

Overview of the basic aspects of higher education including issues, policies, operations, financial management, strategic planning, enrollment, student services, and regional accreditation. A brief examination of the history and functions of colleges and universities in the United States and the world as well as an introduction to educational philosophy, curriculum and instruction provide the candidate a foundation of understanding of the role of the academe in today’s society.

This course examines theory and practice regarding resistance to and acceptance of change initiatives, including the impact on organizational culture. Learn to initiate and implement change in organizations through problem-solving experiences and exercises.

This course familiarizes students with assessment, policy-making, and accountability in higher education. Practical and theoretical approaches are explored. Power influences will be identified and examine, both inside and outside institutions including university hierarchy, state, and federal entities. Student learning and assessment’s impact on the present and future of higher education will be explored, including the roles of state and regional accreditors.

This course is an examination of the literature on theories related to interaction with the cultures found within a higher education community and the community in which the institution sits. Strategies for effective communication with various entities within the organization such as students, faculty, staff, and administration are gained, as well as engaging with the external community—local, state, and regional.

This course examines the legal aspects of higher education, sources of law and authority presented; impact on, interaction with, and implications of the administration of higher education are discussed. The course provides an overview of the legal issues that arise in public and private college and universities and the policy implications of those issues. Pertinent federal and California statutes and case law will inform students of the legal rights and responsibilities of higher education students, faculty, and the administration.

This course provides a survey of how higher educational institutions are funded: private, non-profit/private, and public. Trends in higher education finance will be examined. Students will engage in case studies of institutions in financial crises and examine solutions to these crises.

This course will examine the processes of institution-wide planning that examines internal and external variables. An analysis of all relevant data provides a crucial element in these processes. Data include those pertaining to student learning and learning assessment.

Overview of Student Services and Enrollment Management in Higher Education institutions. Practical advice and theoretical frameworks to inform planning and problem solving are explored. Professional practice is summarized in the areas of students, human resources, interpersonal dynamics, skills and competencies, and services offered.

Technology Foundations serves as MSDIET program introduction. Course format forecasts program expectations, introduces the five lenses of educational technology evaluation (theory, tools, practice, design & assessment). Key concepts defined. Hands on project-based instructional design practices introduced and scholarly research begins

Recommended Preparation :  EID 600 with a minimum grade of C.

Overview of instructional tools and design processes used to create robust learning objects and dynamic learning environments. Relevant theories applied to creation of instructional strategies, learning objectives, and assessment of outcomes. Students continue scholarly research and hands-on projects.

Students explore relationship between extant theory and instructional. Technology viewed as a value-neutral tool applied to enhance communication and cognition.

Media Rich learning objects, supported by learning theory created for real world application. Emphasis on UX.

Learners step into the role of course designer as they explore the affordances and constraints of distant learning modalities. Tools, theory, and calibrated learner needs are considered as original learning environments are crafted and evaluated for their efficacy as tools of teaching, learning, engaging and community building.

Overview of audio and video tools. Introduces techniques and design skills for craft engaging, comprehensible learning objects. Emphasis on audience. Media choice supported by theory. Emphasis on narrative-supported learner-engagement.

Deep dive into the tools, theory, and practice of using simulation, games, virtual spaces (AR, MR, & MR), and representational avatars to enhance interactive learning environments. Instructor return on investment considerations explored.

Program graduates prepared for roles as educational technology subject-matter experts and institutional change agents. Emphasis on issues surrounding the choosing, adoption, rollout and sustainability of new educational technologies. Teams of students conduct needs assessment as basis for drafting technology plan.

Prerequisite :  EID 600 with a minimum grade of C. ; EID 610 with a minimum grade of C. ; EID 620 with a minimum grade of C. ; EID 630 with a minimum grade of C. ; EID 640 with a minimum grade of C. ; EID 650 with a minimum grade of C. ; EID 660 with a minimum grade of C. ; EID 670 with a minimum grade of C.

Prospectus for capstone (the final course in the program) developed. Students review efficacy of previous work, evaluate continuous improvement strategies. Emphasis on UX, learning outcomes and assessment.

Typologies and characteristics of English Learners; grounded knowledge of learners and their families in schooling contexts. Research focused on inclusion and equity practices for English Learners.

Prerequisite :  ITI 660

Language, language structure and linguistics as related to English Learners. Language conventions, academic content obligatory/compatible vocabulary, effective expression and wide reading/writing of multiple texts.

Prerequisite :  ITI 662

Cognitive load and language challenge(s) for K-12 English Learners. Content area learning informed by disciplinary and multidisciplinary knowledge. Academic achievement for English Learners using multiple assessment measures. Alignment with the CA-CCSS and the California ELA/ELD framework.

Prerequisite :  ITL 600; ITL 604; ITL 606

Analyze the components of social emotional learning (SEL). Compare theoretical orientations regarding the development of SEL in school aged children. Assess own level of social emotional functioning to improve their ability to provide comprehensive and effective services to students. Evaluate evidence base for social emotional learning interventions within an MTSS framework.

Prerequisite :  ITI 670 minimum standards

An inquiry project focused on the support of current research on social emotional learning strategies, interventions, and practices for various age and grade levels will be completed. Collaboration strategies and partnerships within the school system, support staff, and community will be analyzed as a part of the inquiry process.

Prerequisite :  ITI 672

Explore research designs that measure social emotional learning at the individual and school levels. Finalize a research proposal to investigate a current issue or problem related to social emotional learning. Evaluate strategies to apply social emotional learning research in everyday classroom teaching and practice.

Prerequisite:  ITL 600; ITL 604; ITL 606; ITL 608

Focuses on STEAM (PK-6) and STEM (7-12) education issues and challenges. Candidates assess their own thinking about interdisciplinary STEAM (PK-6) and STEM (7-12) education, analyze STEAM (PK-6) and STEM (7-12) education research and practice, select an action research topic in the interdisciplinary STEAM (PK-6) and STEM (7-12) field, and create a research question in STEAM (PK-6) and STEM (7-12) related field.

Prerequisite:  ITI 681

Focuses on the interdisciplinary STEAM (PK-6) and STEM (7-12) education in the classroom. Candidates evaluate lesson plans from a theoretical perspective of teaching STEAM (PK-6) and STEM (7-12), study instructional strategies, create lesson plans that support the learning STEAM (PK-6) and STEM (7-12) in their students.

Prerequisite:  ITI 681; ITI 683

Focuses on the STEAM (PK-6) and STEM (7-12) interdisciplinary action research. Candidates share and verify their research questions, develop appropriate research methods, finalize their literature review, and develop their research proposals.

Covers current theories and applications of evidence-based Inspired Teaching Practices in PK-12 education and includes developing a repertoire of technology-enhanced curricular tools. Candidates explore the process and application of action research resulting in the development of framing an instructional practices-based research topic and question through writing a literature review.

Prerequisite :  ITI 690

Increases student achievement by differentiating and matching each learner’s unique characteristics and various curriculum components; how student-centered learning is enhanced through appropriate classroom management and effective curricular practices. Candidates finalize their research question, expand the literature review., and offer a rationale for their final proposal.

Prerequisite :  ITI 692

Explores and incorporates Information Communication Technologies (ICT) into instructional practices including curricular tools, apps, and web-based resources. Working collaboratively in teams, candidates create a multidisciplinary unit incorporating appropriate learning technologies. The Action Research Proposal is finalized and presented in video and written formats.

Graduate level credential program requirements; K-12 school and classroom experiences; and observational skills in K-12 classrooms. Principles sustaining an inspired teacher mindset. Electronic showcase reflecting professional growth throughout the program.

Examines psychological, socio-cultural, linguistic, and other factors influencing development, learning, and the full range of learners, including English Learners, standard-English learners, students with exceptionalities, and students with other needs. Considers a variety of data to identify appropriate strategies and community-based resources to support all learners and their families.

Prerequisite :  ITL 604

Examines theories and research regarding typical and atypical child and adolescent development and learning. Considers various data collection and assessment techniques guiding the selection of effective instructional strategies, practices, resources, and technologies needed to create environments supporting the full range of learners and provide equitable access to the curriculum.

Prerequisite :  ITL 606

Candidates integrate principles of learning theories and factors influencing human development when designing instruction and evaluating instructional effectiveness. Candidates will utilize a four-stage cyclical model of planning, teaching, analyzing and reflecting in the process of learning-and-teaching to ensure all students equitable access to the curriculum.

Notes: Courses with pre-requisites may not be taken without prior faculty permission.

Research Course

Presents course participants with experiences and exercises to: a) develop a practitioner research proposal based on a relational practitioner research question and b) produce a reflective presentation that evaluates plan of study digital portfolio artifacts alignment to MAE Program Learning Outcomes.

Guided Study Option

• 0.5 – 6.0 quarter units

Students who transfer prior learning credit course work may take a variable unit course to help meet the total degree unit requirements. This course is only offered as an independent study request. Please contact your academic advisor for additional information.

Provides an overview of social and emotional learning (SEL), the impact of SEL on academics and how SEL practices can lead to healthy growth and human development and help build positive and dynamic relationships.

Degree and Course Requirements

To receive a Master of Arts in Education students must complete 45 quarter hours of graduate work. A total of 4.5 quarter units of transfer graduate credit may be granted if not used earning another advanced degree. An additional 11.25 units of graduate level credit may also be transferred through prior learning experience. All prior learning experience will be reviewed by the Sanford College of Education Prior Learning Experience Assessment Committee before accepted for transfer. Students must complete all courses with a minimum grade of B-. Students shall not select more than four (4) courses from any subject to fulfill the MAE course requirements. Students in a credential program, who no longer desire to earn the credential, may transfer courses into the MAE upon approval from the Academic Program Director. 

Program Learning Outcomes

• Analyze diversity issues in education to support equity in educational contexts and learning practices.
• Integrate foundational theory and skills to make subject matter comprehensible to all learners.
• Analyze the application of educational research, evidence-based practices, and academic writing.
• Integrate advanced approaches to instruction, assessment, and learning using digital tools and skills.
• Design learning experiences that include learner characteristics, principles of customized learning, and assessment as learning.
• Develop reflective practices that are grounded in current learning science research, professional ethics, and include pathways to continuous growth.
• Apply practitioner research methods to study and inform instruction in traditional and digital learning environments.

Enrolling in a university is a big decision. That’s why our dedicated admissions team is here to guide you through the admissions process and help you find the right program for you and your career goals.

To that end, we’ve simplified and streamlined our application process, so you can get enrolled in your program right away. Because we accept and review applications year round, you can begin class as soon as next month, depending on your program and location of choice.

Learn more about undergraduate, graduate, military, and international student admissions, plus admissions information for transfer students. You can also learn more about our tuition rates and financial aid opportunities.

To speak with our admissions team, call  (855) 355-6288  or request information and an advisor will contact you shortly. If you’re ready to apply to the Master’s Degree in Education program, simply  start your application today .

The $7,500 MAE Program for Harmony Academy Educators

Designed for participating Harmony Academy teachers, this program offers personalized learning to elevate your professional skills and credentials. Begin by completing a no-cost Harmony Academy SEL training module in just four weeks, then transfer into the Master of Arts in Education program to earn your degree in as few as ten months.

4 WEEK COURSES

Why Choose National University

• Four-Week Courses
• 190+ Degree Programs
• Online or On-Site
• Military Friendly

We’re proud to be a Veteran-founded, San Diego-based nonprofit. Since 1971, our mission has been to provide accessible, achievable higher education to adult learners. Today, we educate students from across the U.S. and around the globe, with over 240,000 alumni worldwide.

“National University has impacted my career. You can immediately apply what you learn in class to your business.”

-Francisco R., Class of 2016

Useful Links

• Meet Our Faculty
• Why Social Emotional Learning (SEL) Matters
• Qualities of a Good Teacher
• Theories of Learning

FLEXIBLE SCHEDULE

The Key Grant Scholarship

Do you qualify for a needs-based scholarship? Learn more about the NU Key Grant Scholarship and other scholarship opportunities to unlock the door to your dreams!

Frequently Asked Questions

Whether or not a Masters of Arts (MA) in Education is worth it depends on your personal and professional goals. For many graduates, a Master’s degree in Education can lead to higher salaries and more job opportunities, especially in leadership roles or specialized fields like curriculum development or instructional design.

The main difference between a Master of Arts in Teaching (MAT) and a Master of Education (MEd) is their focus and intended audience. An MAT is ideal for professionals who already have a bachelor’s degree in a subject area and want to become certified to teach in that area. An MEd, on the other hand, is more focused on education theory and research, and is often pursued by educators who want to advance in their careers or specialize in areas like curriculum development or educational administration.

There are several benefits to earning a Master of Arts in Education degree, including the potential for career advancement, increased earning potential, and the opportunity to specialize in a specific area of education. Earning a Master’s in Education can equip you with advanced skills and knowledge for a variety of roles in education.

A Master of Arts in Education degree can prepare graduates for a variety of careers in education, including classroom teaching, curriculum development, educational administration, school counseling, and education policy. Masters in Education students may also want to continue their education and specialize further with a doctoral degree.

Program Disclosure

Successful completion and attainment of National University degrees do not lead to automatic or immediate licensure, employment, or certification in any state/country. The University cannot guarantee that any professional organization or business will accept a graduate’s application to sit for any certification, licensure, or related exam for the purpose of professional certification.

Program availability varies by state. Many disciplines, professions, and jobs require disclosure of an individual’s criminal history, and a variety of states require background checks to apply to, or be eligible for, certain certificates, registrations, and licenses. Existence of a criminal history may also subject an individual to denial of an initial application for a certificate, registration, or license and/or result in the revocation or suspension of an existing certificate, registration, or license. Requirements can vary by state, occupation, and/or licensing authority.

NU graduates will be subject to additional requirements on a program, certification/licensure, employment, and state-by-state basis that can include one or more of the following items: internships, practicum experience, additional coursework, exams, tests, drug testing, earning an additional degree, and/or other training/education requirements.

All prospective students are advised to review employment, certification, and/or licensure requirements in their state, and to contact the certification/licensing body of the state and/or country where they intend to obtain certification/licensure to verify that these courses/programs qualify in that state/country, prior to enrolling. Prospective students are also advised to regularly review the state’s/country’s policies and procedures relating to certification/licensure, as those policies are subject to change.

National University degrees do not guarantee employment or salary of any kind. Prospective students are strongly encouraged to review desired job positions to review degrees, education, and/or training required to apply for desired positions. Prospective students should monitor these positions as requirements, salary, and other relevant factors can change over time.

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Mills College

Single subject education.

The Educators for Liberation, Justice, and Joy (ELJJ) teacher education programs at Mills College at Northeastern University provide accessible and solid options for teacher candidates. These programs are founded on a mission to critically examine the roles of educators within varied sociopolitical and cultural contexts. They emphasize culturally sustaining, anti-racist, and universally designed practices. The core goal is to develop a community of transformative teacher leaders who are committed to critical reflection and practice, with the aim of challenging dominant ideologies and advancing educational equity.

The Educators for Liberation, Justice, and Joy (ELJJ) teacher education programs at Mills College at Northeastern University provide accessible and solid options for teacher candidates. All Multiple and Single Subject Preliminary Credential program options are included in Multiple Subject and Single Subject MA programs, respectively. These programs are founded on a mission to critically examine the roles of educators within varied sociopolitical and cultural contexts. They emphasize culturally sustaining, anti-racist, and universally designed practices. The core goal is to develop a community of transformative teacher leaders who are committed to critical reflection and practice, with the aim of challenging dominant ideologies and advancing educational equity.

The Preliminary Multiple and Single Subject Education programs are designed to prepare educators to teach effectively in K-12 classrooms. The Preliminary Single Subject Credential Program caters to those aspiring to teach subjects such as art, English, social sciences, world languages, science, and mathematics. The curriculum is built upon praxis, integrating theory with practice. This includes a cognitive apprenticeship model that combines coaching and inquiry in real classroom settings. The programs incorporate culturally relevant pedagogy, humanizing education, and academic rigor, all tailored to equip teacher candidates for diverse teaching roles in California's varied cultural, linguistic, and social landscapes. Offering both traditional and internship pathways, these programs provide flexible professional learning options. They require a summer session dedicated to preparing candidates for full-time teaching responsibilities, with a strong focus on classroom inquiry, reflection, and collaboration. Graduates are well-prepared for roles in diverse California classrooms, embodying the programs' commitment to anti-racist, gender-inclusive, and culturally responsive teaching principles.

Our programs cultivate educators who are proficient in their respective fields and who champion social justice and educational transformation. The ELJJ programs are envisioned as groundbreaking educational initiatives, set to significantly influence the field of education through their focus on liberation, justice, and joy. You can learn more bout how our programs meet the standards set by the California Commission on Teacher Credentialing here .

More Details

Unique features.

• Two credentialing pathways: Student Teaching and Intern Teaching
• Anti-racist, culturally and gender-inclusive praxis, inquiry stance toward practice
• The program spans two years (five semesters)
• In one academic year, meet requirements for a preliminary teaching credential
• Lesson study cohort-based program: The program year begins at its earnest in early summer, engaging students in community building exercises while completing course work in a summer school context; coach-led cohorts are multidisciplinary and across grade levels
• Our academic coordinator and credential analyst is available to guide you through the  CCTC  aspects of the application, orientation to the degree program, and completion of the program

Program Objectives

The Educators for Liberation, Justice, and Joy (ELJJ) Master of Arts (MA) in Single Subject Education focuses on racial and gender justice for educational equity and access. 

You will be a part of a community of transformative teacher leaders who commit to critical reflection and practice, and who advance educational equity in the field.

Program Requirements  

36 credits   

Of these, 30 credits of coursework and fieldwork satisfy—during the first academic year— all standards for a preliminary single subject teaching credential.  

• Twelve credits are completed during a summer session intensive prior to most districts’ first day of school; these prerequisites position students to teach full time during the fall and spring semesters.  
• Return within five years to enroll in two additional courses (six credits total) to attain your master’s degree.  
• Meet Teaching Performance Expectations (TPEs) defined by the CCTC. 

Career Outlook

Graduates of the program will:

• Understand and apply anti-racist teaching practice principles in planning and teaching academic content.
• Demonstrate understanding and practical skills to plan curriculum, pedagogy, and assessment procedures that are appropriate for their respective teaching context.
• Demonstrate a professional ethos and professional practices that are culturally and gender-inclusive.
• Demonstrate an inquiry stance toward teaching practice and the ability to make decisions that are informed by empirical data.
• Graduates find employment in public, charter, and independent schools in California and beyond, benefiting from reciprocity arrangements with other states.

Testimonials

—tomás galguera, chair of humanities and education, mills college at northeastern university, —debra brown, head of the mills college children’s school, looking for something different.

A graduate degree or certificate from Northeastern—a top-ranked university—can accelerate your career through rigorous academic coursework and hands-on professional experience in the area of your interest. Apply now—and take your career to the next level.

Program Costs

Finance Your Education Ask about scholarships, fellowships, assistantships, and external funding resources.

How to Apply Learn more about the application process and requirements.

Requirements

• Application
• Application fee
• Letters of recommendation (2-3)
• The Foreign Credential Evaluation (FCE) is a required assessment of all transcripts and documents from non-U.S. accredited post-secondary education institutions. (Review the FCE requirements by country.)
• Personal statement
• TOEFL, IELTS, PTE, or Duolingo exam scores for applicants whose native language is not English

Program Prerequisites

• Bachelor’s degree from a regionally accredited institution
• Satisfy California Basic Skills Requirement ( CBEST ) per CCTC policies
• Satisfy Single- or Multiple-Subject Matter Requirements in any one of the ways  allowed by the CCTC
• 80/40 hours of practical experience; volunteer or paid work in a school or other educational setting

About the requirement:  All Mills College at Northeastern University credential program applicants must satisfy the  Basic Skills Requirement  before program admittance.

What to submit:  The applicant must upload proof of meeting the Basic Skills Requirement for the credential analyst to review and approve when submitting the application for admission.

Are You an International Student? Find out what additional documents are required to apply.

Admissions Details Learn more about the admissions process, policies, and required materials.

Admissions Dates

Summer term.

Industry-aligned courses for in-demand careers.

For 100+ years, we’ve designed our programs with one thing in mind—your success. Explore the current program requirements and course descriptions, all designed to meet today’s industry needs and must-have skills.

View curriculum

The Educators for Liberation, Justice, and Joy (ELJJ) teacher education programs at Mills College at Northeastern University provide accessible options for teacher candidates. These programs are founded on a mission to critically examine the roles of educators within varied sociopolitical and cultural contexts. They emphasize culturally sustaining, anti-racist, and universally designed practices. The core goal is to develop a community of transformative teacher leaders who are committed to critical reflection and practice, and who will advance educational equity.

• The program spans two years
• Lesson study cohort-based program: The program year begins at its earnest in early summer, engaging students in community- building exercises while completing course work in a summer school context; coach-led cohorts are multidisciplinary and across grade levels

Our academic coordinator and credential analyst is available to guide you through the  CCTC  aspects of the application, orientation to the degree program, and completion of the program.

Experiential and Clinical Components

• Apprenticeship model combines coaching and inquiry.
• All students are paired with a university-appointed program supervisor.
• Student teacher supervisor with extensive teaching experience provides support.
• An intern teacher works full time as a teacher.
• Site supervisor provides support and navigation of the practices, policies, and resources of the school where the student works.

Our Faculty

Northeastern University faculty represents a broad cross-section of professional practices and fields, including finance, education, biomedical science, management, and the U.S. military. They serve as mentors and advisors and collaborate alongside you to solve the most pressing global challenges facing established and emerging markets.

Tomás Galguera

Cliff H. Lee

By enrolling in Northeastern, you’ll be connected to students at our 13 campuses, as well as 300,000-plus alumni and more than 3,500 employer partners around the world. Our global university system provides you with unique opportunities to think locally and act globally and serves as a platform for scaling ideas, talent, and solutions.

Examples of jobs graduates may hold

• Mathematics teacher
• Science teacher
• Social science teacher
• Ethnic studies teacher
• Learning specialist
• English teacher
• Spanish teacher
• French teacher
• Arts teacher
• Curriculum specialist
• Literacy specialist

Mastery of Skills

• Asset-based pedagogical leadership
• Diversity, equity, and inclusion practices and implementation
• Educational technology
• Curricular design and instruction
• SEL Development and Instruction
• Culturally-affirming instructional design and teaching mastery
• Pedagogical content knowledge
• Diagnostics, assessment, and data analysis

Comprehensive Support for Students

In addition to university-wide resources, a network of support is provided by

• Academic coordinator and credential analyst
• Program-based supervisor/mentor
• School site-based supervisor/mentor
• Program administrators
• Clinical experience coordinator

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• Current Students

Master of Education in Lifelong Learning and Adult Education

Program summary.

Develop the skills needed to serve adult learners as a teacher, trainer, or leader. This online master's program can prepare you with practical methods to effectively engage and lead in adult education.

100% Online

Complete your Penn State course work at your own pace and 100% online.

Application deadline

Credits and costs, nationally recognized.

Develop Skills to Provide Leadership in Adult Education

Master techniques to effectively teach adult learners.

Cultivate adult education curriculum and instructional design and development.

Enrich program planning and administration for adult learners.

Enhance curriculum and/or program evaluation within adult education programming.

Courses to Prepare You to Teach Adult Learners

The 30 credits required in this degree program can give you the knowledge and skills required to work with adult learners. Each course focuses on preparing you to help adult learners build on their existing knowledge and continue to learn in a purposeful way.

The J. Jeffrey and Ann Marie Fox Graduate School policy requires that out of the 30-credit curriculum, at least 6 credits must be taken at the 500 level, and at least 18 credits must be taken at the 500 or 800 level. A maximum of 10 credits from graduate course work completed at an external institution may be transferred into a degree program. The Fox Graduate School also requires all students to graduate with a 3.0 GPA or higher and within an eight-year time frame.

Elective credits can be taken at any time during your degree progression. You will need to obtain prior approval from your academic adviser before taking any 400- or 500-level graduate courses to fulfill your elective requirements. Any graduate-level course taken at Penn State may qualify as an elective requirement for this program with prior approval from your academic adviser. You may also be able to transfer credits into the program, in consultation with your academic adviser. Prerequisites as listed may be waived by the course instructor if you can demonstrate the required level of competency.

Collaborative Experience, Practical Applications

The adult education curriculum uses a blend of web technology, print, and other media to maximize flexibility without sacrificing professor and student interaction. Communication tools, including bulletin boards and email, are used to foster a collaborative environment, providing you with the opportunity to learn from one another about the unique industries and institutions you come from and your varied professional experiences.

The curriculum and course format will help you develop practical applications of the topics you study. Learn online when it is convenient for you, and immediately apply to your job what you've learned.

Required Courses (12 credits)

The core courses and culminating experience are required for all program options.

Core Courses (9 credits)

History, methods, agencies, program areas, and problems of adult education in the United States.

Examination of direct and indirect teaching; contracts, application of current technology, andragogy, motivation, evaluation; knowledge of research.

Introduction to adult education learning theory, principles, and models of adult learning by adults alone, in groups, and in communities.

Culminating Experience (3 credits)

Review of research in adult education, current and past, with analysis of its directions, effects, methodology, quality, financing, and prospects. This is the capstone course — all other required courses must be taken prior to ADTED 588.

Option Courses (select 18 credits)

Students will select 18 credits from one of the available options:

• General Master of Education option

Global Online and Distance Education option

General master of education option (select 18 credits).

An introduction to the history, philosophy, organizations, learning theories, and instructional procedures used in American and foreign distance education.

Intensive study of theoretical foundations, policies, evaluation models, methods, and materials in program planning in adult education.

ADTED 460 , ADTED 505

Guided discussion and reading in selected research and evaluation methods and trends as applied in adult education settings.

Examines the relationship between issues of language, identity, and culture for adult learners in an increasingly global context.

Social and historical foundations of adult education in the United States and selected nations.

Students must have completed at least 12 credits of related course work prior to taking this course.

Students will explore the historical and current developments of online and distance education in different regions of the world.

Organization of a program of adult education; legal status, finances, selection of teachers, learning personnel, housing; other administrative problems.

ADTED 506 or EDLDR 480

In-depth coverage of social theory, especially as it intersects with research in adult education and lifelong learning.

Global Online and Distance Education Option (18 credits)

In-depth study of the practices of designing courses taught by print, broadcast, and telecommunications media to adult distance learners.

ADTED 470 , LDT 415A

Study of previous, current, and needed research, and of strategies and issues concerning evaluation, in distance education.

Electives (select 6 credits)

This course examines emerging web technologies and explores their application to learning and education.

Course Availability

If you're ready to see when your courses will be offered, visit our public LionPATH course search (opens in new window) to start planning ahead.

Excel in the Adult Education Field

Adult educators are in high demand. You can use the knowledge gained from this program and the support of Penn State career resources to pursue careers in a variety of fields, depending on your goals.

Job Titles Related to This Degree

The following roles are often held by people with this type of degree:

• Adult Basic Education Instructor (ABE Instructor)
• Education and Development Manager
• GED Instructor (General Educational Development Instructor)
• Learning and Development Director

Employment Outlook for Occupational Fields Related to This Degree

Estimates of employment growth and total employment are provided by the U.S. Bureau of Labor Statistics and are subject to change. While these occupations are often pursued by graduates with this degree, individual outcomes may vary depending on a variety of factors. Penn State World Campus cannot guarantee employment in a given occupation.

Training and Development Managers

Adult basic education, adult secondary education, and english as a second language instructors, additional job fields and opportunities.

• Understand how to teach or train audiences with diverse backgrounds and learning styles. 
• Effectively support corporate and organizational initiatives to develop essential training and professional development for employees.
• Meet the increasing demand of health care centers, community centers, higher education institutions, and corporate training centers in need of qualified adult educational professionals.

Career Services to Set You Up for Success

From the day you're accepted as a student, you can access resources and tools provided by Penn State World Campus Career Services to further your career. These resources are beneficial whether you're searching for a job or advancing in an established career.

• Opportunities to connect with employers
• Career counselor/coach support
• Occupation and salary information
• Internships
• Graduate school resources  

Ready to Learn More?

Get the resources you need to make informed decisions about your education. Request information on this program and other programs of interest by completing this form.

I agree to be contacted via phone, email, and text by Penn State World Campus and affiliates. I understand my information may also be shared with select providers to offer ads that may be of interest to me. Privacy Policy . reCAPTCHA protected. Google Privacy Policy and Terms of Service .

Learn more about this program

Ready to take the next step toward your penn state master's degree, costs and financial aid.

Learn about this program's tuition, fees, scholarship opportunities, grants, payment options, and military benefits.

Graduate Tuition

Graduate tuition is calculated based on the number of credits for which you register. Tuition is due shortly after each semester begins and rates are assessed every semester of enrollment.

2024–25 Academic Year Rates

Financial Aid and Military Benefits

Some students may qualify for financial aid. Take the time to research financial aid, scholarships, and payment options as you prepare to apply. Military service members, veterans, and their spouses or dependents should explore these potential military education benefits and financial aid opportunities , as well.

To view the detailed list of cost of attendance elements:

• visit the Tuition Information site
• click the plus sign to expand the table
• select a semester from the World Campus row

Earn a Valuable Credential along the Way

Show mastery of specific subjects before your degree is complete. Thanks to shared courses across programs, students can often earn a certificate along with their degree in less time than if they earned them separately.

Certificate Programs Related to This Degree

In addition to the master’s degree, Penn State offers online a related postbaccalaureate certificate. All the credits you earn in this certificate program may be applied toward the requirements for the Master of Education in Lifelong Learning and Adult Education, upon your acceptance into that adult education program. 

The following certificate can be earned while completing this degree program:

Meet the rising demand for distance education professionals. This program — designed by the founding director of the American Center for the Study of Distance Education — focuses on adult education principles, distance learning course design, and research and evaluation in distance education.

Customize Your Degree

Align your degree studies with your career goals by choosing the general master's in education path or selecting a formal option, which will appear on your diploma.

Master of Education (no option)

Offers flexibility to register for more electives from different areas, including global online and distance education and qualitative research methods.

Emphasizes historical and current procedures, practices, and developments related to distance education both domestically and internationally. Electives include course topics such as theory, program planning, and emerging technologies.

Who Should Apply?

This online program is ideal for: 

• entry-level professionals in a variety of administrative areas
• those aspiring to become mid-level administrators of college and university offices
• practitioners in a variety of administrative functions desiring further professional development and career enhancement

Act 48 Approved

Penn State is an Act 48–approved provider for Pennsylvania educators, so the courses for the Master of Education in Lifelong Learning and Adult Education may count toward your professional development hours.

Set Your Own Pace

Whether you are looking to finish your program as quickly as possible or balance your studies with your busy life, Penn State World Campus can help you achieve your education goals. Many students take one or two courses per semester.

Our online courses typically follow a 12- to 15-week semester cycle, and there are three semesters per year (spring, summer, and fall). If you plan to take a heavy course load, you should expect your course work to be your primary focus and discuss your schedule with your academic adviser. 

To Finish Your Degree in One to Two Years

• Take 3–4 courses each semester

To Finish Your Degree in Two to Three Years

• Take 2–3 courses each semester 

To Finish Your Degree in Three to Four Years

• Take 1 course  each semester

Timelines may vary based on course availability.

Convenient Online Format

This program's convenient online format gives you the flexibility you need to study around your busy schedule. You can skip the lengthy commute without sacrificing the quality of your education and prepare yourself for more rewarding career opportunities without leaving your home.

A Trusted Leader in Online Education

Penn State has a history of more than 100 years of distance education, and World Campus has been a leader in online learning for more than two decades. Our online learning environment offers the same quality education that our students experience on campus.

How to Apply to Penn State

Apply by November 1 to start January 13

Application Instructions

Deadlines and important dates.

Complete your application and submit all required materials by the appropriate deadline. Your deadline will depend on the semester you plan to start your courses.

Spring Deadline

Summer deadline, fall deadline, steps to apply, 1. review the admission requirements..

For admission to the Fox Graduate School, an applicant must hold either (1) a baccalaureate degree from a regionally accredited U.S. institution or (2) a tertiary (postsecondary) degree that is deemed comparable to a four-year bachelor's degree from a regionally accredited U.S. institution. This degree must be from an officially recognized degree-granting institution in the country in which it operates.

GPA — All applicants are expected to have earned a junior/senior grade point average of 3.0 or higher.

2. Gather your required materials.

You will need to upload the following items as part of your application:

Official transcripts from each institution attended , regardless of the number of credits or semesters completed. Transcripts not in English must be accompanied by a certified translation. If you are a Penn State alum, you do not need to request transcripts for credits earned at Penn State but must list Penn State as part of your academic history.

English Proficiency — The language of instruction at Penn State is English. With some exceptions, international applicants must take and submit scores for the Test of English as a Foreign Language (TOEFL) or International English Language Testing System (IELTS). Minimum test scores and exceptions are found in the English Proficiency section on the Fox Graduate School's "Requirements for Graduate Admission" page . Visit the TOEFL website for testing information. Penn State's institutional code is 2660.

References (3) — You will need to initiate the process through the online application by entering names, email addresses, and mailing addresses of three references. Upon submission of your application, an email will be sent to each reference requesting they complete a brief online recommendation regarding your commitment for success in an online program. Please inform all recommenders they must submit the form in order for your application to be complete.

Program-Specific Questions/Materials

Statement of Purpose — Please tell us why you would like to pursue graduate studies at Penn State. You may wish to tell us about questions or issues that drive you, experiences that have shaped your professional interests, your medium-term and long-term goals, and why you think that Penn State is well-suited to help you. Feel free to include any additional information that may assist faculty in evaluating your preparation and aptitude for graduate study at Penn State.

Writing Samples — Please attach a critical review of a research article or report from a recent educational journal in your area of proposed study. Identify the problem or issue, the author's analytical/empirical approach, and the nature of the evidence used in supporting any conclusions. Include a citation with the author's name, article title, journal name, volume, page numbers, and publication date. We’re looking for an essay of approximately 300 words.

3. Create a Penn State login account.

To begin the online application, you will need a Penn State account.

Create a New Penn State Account

If you have any problems during this process, contact an admissions counselor at [email protected] .

Please note: Former Penn State students may not need to complete the admissions application or create a new Penn State account. Please visit our Returning Students page for instructions.

4. Read the application instructions.

You can begin your online application at any time. Your progress within the online application system will be saved as you go, allowing you to return at any point as you gather additional information and required materials.

• Choose Enrollment Type: "Degree Admission"
• Choose "WORLD CAMPUS" as the campus

Checking Your Status  You can  check the status of your application  by using the same login information established for the online application form. 

Technical Requirements   Review the technical requirements  for this degree program. 

Applying as a Nondegree Graduate Student

Apply as a "nondegree" graduate student to begin taking courses right away. If you are taking courses as a nondegree graduate student,  you must apply to the master's degree  to be considered for admission into the Master of Education in Lifelong Learning and Adult Education. In the graduate school application:

• Select "Nondegree Admission"

5. Complete the application.

Admissions help.

If you have questions about the admissions process, contact an admissions counselor at [email protected] .

Have questions or want more information? We're happy to talk.

To learn more about the Master of Education in Lifelong Learning and Adult Education, please contact:

Susan Berzonsky Administrative Support Assistant Learning and Performance Systems The Pennsylvania State University 301 Keller Building University Park, PA 16802 Phone: 814-863-0095 Email: [email protected] William C. Diehl, Ph.D. Assistant Professor Coordinator of Online Graduate Programs in Adult Education The Pennsylvania State University 303 Keller Building University Park, PA 16802 Phone: 814-867-0228 Email: [email protected]

Learn from the Best

Offered by Penn State's College of Education, this degree program is renowned for preparing and supporting education professionals. Delivered online through Penn State World Campus, this program is taught by the same nationally recognized faculty who teach our rigorous, high-quality residential program.

José Cossa, Ph.D.

Dr. José Cossa is a Mozambican scholar, writer/author, researcher, poet, blogger, “twitterer,” podcaster, entrepreneur, and associate professor in the College of Education at Penn State. Cossa holds a Ph.D. in cultura l and educational policy studies with a depth area in comparative and international education from Loyola University Chicago. He is the author of the book Power, Politics, and Higher Education in Southern Africa: International Regimes, Local Governments, and Educational Autonomy ; the recipient of the 2012 Joyce Cain Award for Distinguished Research on People of African Descent; a co-founder of AI4Afrika; and a member of the MacArthur Foundation 100&Change Panel of Judges for two consecutive years (2018 Inaugural Challenge and 2019). Cossa’s research focuses on adult online and distance education, education in Africa, African Renaissance, and power dynamics in negotiation over educational policy; unveiling issues inherent in the promise of modernity and working toward de-colonializing, de-bordering, de-peripherizing, and de-centering the world; higher education policy and administration; system transfer; international development; global and social justice; and related topics. Cossa is engaged in a new (exterior to modernity) theorizing, which he coined as Cosmo-uBuntu. Cossa has taught in South Africa, Egypt, and the United States.

William C. Diehl

• Degree Ph.D., Adult Education, Penn State
• Degree B.S., Elementary Education, Penn State

Dr. William C. Diehl is an assistant associate professor of education in the lifelong learning and adult education program. He is also the coordinator of online graduate programs and lead faculty. Dr. Diehl is the director of The American Center for the Study of Distance Education and associate editor of The American Journal of Distance Education . His research includes foundations of distance and adult education, online teaching competencies, emerging technologies, and intercultural communication. He serves as an adviser to the graduate assistant group and Lifelong Learning and Adult Education GSA group.

John D. Holst

• Degree Ed.D., Adult and Continuing Education, Northern Illinois University
• Degree M.S., Adult and Continuing Education, Northern Illinois University

John D. Holst is an Associate Professor of Lifelong Learning and Adult Education. He teaches graduate courses on social theory, adult learning theory, globalization, and Paulo Freire. He is the author of the book  Social Movements, Civil Society, and Radical Adult Education  (2002), co-author along with Stephen Brookfield of the book  Radicalizing Learning: Adult Education for a Just World  (2011), and co-editor along with Nico Pizzolato of the book,  Antonio Gramsci: A Pedagogy to Change the World  (2017).  His research focuses on theory development for and case studies of the social justice tradition in adult education.

Master of Arts in Education, major in Basic Education

The program provides teachers further knowledge, skills and training in the teaching of the five major subjects in the Basic Education Curriculum.

MAEd major in Basic Education

The program provides teachers further knowledge, skills and training in the teaching of the five major subjects in the Basic Education Curriculum. The program assists the teachers in the preparation of instructional materials such as teaching guides, audio-visual aids; in the use of teaching principles, strategies and techniques; and in diagnosing, designing, developing curriculum programs.

Program Course Requirements:

A. Foundation Courses (12 units)

B. Elective Courses (6 units)

C. Specialization Courses (21 units)

D. Other Program Requirements (9 units)

Graduate School of Teacher Education Officials

Dean – School of Teacher Education (SOTE) Dr. Ferdinand B. Pitagan

Program Head for Graduate School of Teacher Education Prof. Dagame O. Bohol

The National Teachers College is one of the country’s pioneers in higher education training. Our graduate programs will help you reach your highest potential as we emphasize research and leadership and school management. Through our School of Teacher Education, you will be better equipped to take your career to the next level and contribute further to educational institutions in and out of the Philippines. Fill out an application form today to get started

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• Best Master’s of Education Degrees

Top 10 UK Universities for a Master’s of Education Course

Education Postgraduate and Masters

Last updated: 30 October 2023

A Master of Education is designed to empower educators with advanced knowledge and skills to excel in the dynamic field of education. This specialised degree is essential for individuals who aspire to impact the teaching and learning landscape profoundly. Throughout this comprehensive course, students delve into critical pedagogical theories, innovative teaching methodologies, and educational leadership principles.

Focusing on research-based practices and cultivating pedagogical expertise, the UK's top 10 universities for a Master's of Education (Guardian University Guide 2024) offer an enriching and multicultural learning experience. Learn more about each university below and begin your journey by enquiring today.

Contact SI-UK about your application

Top 10 UK Universities for a Master’s of Education

1. university of bristol.

The University of Bristol provides a dynamic platform for education studies. With a strong emphasis on research, students delve into topics such as curriculum design, pedagogy, the societal dynamics of education, and the significance of educational research. Bristol's MSc Education programme offers several modules, including intriguing subjects like inclusive education, leadership and policy, and early childhood education. Graduates often excel in roles ranging from senior educational positions to influential roles in education policy research or even embark on PhD journeys.

• Suggested course : MSc Education (Leadership and Policy)
• Entry requirements : An upper second-class honours degree or international equivalent in Education or a related discipline.
• International fees : £27,200

2. University of Cambridge

Another global academic giant, the University of Cambridge Faculty of Education, provides research-oriented, interactive teaching with a broad national and international outlook. Here, students challenge conventional notions and explore educational leadership, embracing learning as a shared endeavour. The Master of Education (Critical Approaches to Children's Literature) programme delves into practice, policy, and theory. Graduates often pursue research careers or MPhil degrees at the University.

• Suggested course : Master of Education (Critical Approaches to Children's Literature)
• Entry requirements : A UK high II.i an honours degree or international equivalent.
• International fees : £6,777

3. University of Bath

The University of Bath offers an MA in Education designed for professionals seeking to enhance their careers in education. This programme provides flexible learning options, allowing students to align their studies with their work commitments. By offering four study pathways, it caters to educators at all levels, including teachers, trainers, and administrators. Students gain insights into current educational trends, research skills, and the ability to reflect on their practices. The course promotes research-informed practice, equipping graduates with improved critical thinking and analytical skills. 

• Suggested course : MA Education
• Entry requirements : A bachelor’s honours degree or international equivalent, typically a 2:1 or above. PTE Academic: 62 with no less than 59 in any element.
• International fees : £21,400

4. University of Wales Trinity Saint David

The University of Wales Trinity Saint David offers a distinctive three-year part-time MA in Education, created collaboratively by seven universities and informed by global and Welsh education experts and practitioners. Year one focuses on core modules, providing a solid foundation in collaborative and professional practice, evidence-based practice, and pedagogy and practice. In year two, students choose from various optional modules based on their pathway.

• Entry requirements : Education up to degree level or equivalent. Hold qualified teacher status (QTS) and registered with the EWC as a school teacher.
• International fees : £6,500

5. Plymouth Marjon University

Plymouth Marjon University presents an opportunity for aspiring educational leaders to pursue an MA in Education focusing on Educational Leadership. This programme, offered in collaboration with various organisations in the South-West and beyond, provides the flexibility for professionals to engage in postgraduate study while balancing their work and family commitments. The course prioritises a student-centred approach and emphasises critical and reflective action research to enhance leadership expertise. Key modules include Independent Study, Research Design, Leadership in Educational Contexts, Governance and Strategic Leadership in Education, and a comprehensive 15,000-word Dissertation. 

• Suggested course : MA Education - Educational Leadership
• Entry requirements : Applicants will need an undergraduate degree; however, highly experienced applicants may be considered for admission based on experience.
• International fees : £13,000

SI-UK can help you apply to the top universities to study Master’s of Education Course in the UK. Book a free consultation, either online or at our London office.

6. University of Brighton

The University of Brighton offers an MA in Education suitable for educational professionals looking to advance their careers or those aspiring to employment in the education sector. Students can tailor their studies to align with individual interests and career goals. The curriculum consists of five modules spanning two years, covering contemporary education policy, social justice in education, research design, key debates in education, and an independent research dissertation. Module content is designed to remain relevant in response to evolving market research and policy changes.

• Suggested course : Education MA
• Entry requirements : Evidence of prior study at IQF level 6, normally in the form of a good honours degree (usually an upper second class honours or above), or equivalent.
• International fees : £14,300

7. Anglia Ruskin University

Anglia Ruskin University's MA in Education caters to professionals at various stages of their careers, from classroom teachers to leadership roles. It offers a valuable opportunity for professional skill development and understanding contemporary educational practices. The curriculum encompasses diverse educational settings, reflecting global policy and social justice approaches, making it appealing to a wide audience. Tailored studies and research opportunities enable students to bridge theory and practice, enhancing their work environments and enriching the educational experience.

• Entry requirements : A first degree with honours at a minimum classification of 2:2 or equivalent.
• International fees : £15,000

8. University of Edinburgh

The University of Edinburgh's Moray House School of Education and Sport stands out among Scotland's leading institutions. This prestigious school offers a flagship postgraduate degree in education, which can be tailored to encompass a particular area within education. Students here explore key educational challenges from theoretical, policy, and practical perspectives. Specialist pathways, such as comparative education, international development, and early childhood practice and research, allow for specialised knowledge. Graduates find themselves in diverse career paths, including research, education policy, administration, international recruitment, community education, and advisory roles for educational matters.

• Suggested course : Education (MSc)
• Entry requirements : A UK 2:1 honours degree, or its international equivalent, in a relevant discipline.
• International fees : £28,800

9. University of Reading

The University of Reading's MA in Education, offered through the Institute of Education, delves into the philosophical, sociological, and psychological aspects of leadership, teaching, mentoring, and educational research. Core modules include "Investigating Education" and "Analysing Research Data in Education," culminating in a dissertation. Optional modules like "Further Leaders in Education," "Families and Learning," "Educating Diverse Groups," and "The Creative Educator" allow for specialisation. Join a vibrant community of educators and scholars focusing on diverse topics such as social justice, inclusive education, policy, language education, and more.

• Entry requirements : 2.2 or above UK honours degree or equivalent non-UK qualification normally in Education Studies or Education Studies with another subject.
• International fees : £22,350

10. St Mary's University, Twickenham

St. Mary's University in Twickenham offers a comprehensive Education MA programme tailored to the professional development needs of teachers and education professionals at all career stages, including business managers, chaplains, librarians, and data managers across different educational contexts. The programme fosters critical reflection on leadership, combining theory with practice. Students can choose modules from various pathways within the Education MA, culminating in a small-scale research project aimed at evidence-based innovation. Topics cover leadership, pedagogy, mentoring, inclusive practice, physical education, and more.

• Entry requirements : A good honours degree (2:2 or above) from a UK university or an equivalent qualification approved by St Mary’s University.
• International fees : £16,980

Master of Education FAQ

Is a master’s in education worth it in the uk.

Yes, getting a Master's in Education in the UK can be valuable for career growth and expertise in the field.

Which universities offer a Master’s in Education in the UK?

Over 2,000 postgraduate education courses are available in the UK at over 50 universities.

Can I stay in the UK after one year of a master’s?

After finishing their master's, international students can seek permission to remain in the UK for a maximum of two years on a post-study work visa.

How can I get a full scholarship to study master of education in the UK?

To secure a full scholarship, explore options like government scholarships, university scholarships , or private organisations. Research and apply early, ensuring you meet their specific requirements.

Which UK universities offer 100% scholarships to studying masters of education?

Some UK universities offer full scholarships for Master of Education programmes, but they may be highly competitive. Institutions like the University of Bristol, the University of Cambridge, and the University of Oxford may have such opportunities, so check their websites for details.

Last Updated: 30 October 2023

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• Master in Teaching Mathematics in Basic Education (MTMTHBE)
• Br. Andrew Gonzalez FSC College of Education
• BAGCED Graduate Degree Programs

St. La Salle Institute of Graduate Studies (SIGS)

Master in teaching mathematics in basic education, (non-thesis, mtmthbe).

This is a non-thesis program that aims to enhance the content knowledge and pedagogical content knowledge of basic education mathematics teachers.  Graduates of the program are expected to be able to follow the latest developments in the teaching of basic mathematics from K-10. To earn the MTMTHBE degree, the student is required to write a project paper (an action research) and present this in an oral examination.

PROGRAM LEARNING OUTCOMES

• Equip the students with the necessary knowledge and skills in the design of a curriculum, instruction and assessment of learning mathematics at the elementary and secondary levels (K-10).
• Enhance the problem solving, reasoning and metacognitive skills of teachers;
• Develop the ability to prepare pedagogical plans for any mathematics/science topic at the elementary and secondary levels using problem solving pedagogy and other appropriate strategies;
• Develop their ability to do classroom based research on mathematics/science education;
• Equip them with an understanding of how schoolchildren develop mathematical/scientific thinking as explained in the contemporary theories of teaching and learning mathematics/science and make pedagogical decisions based on those theories.

ADMISSION REQUIREMENTS

MTMBE participants should have a bachelor’s degree in education with a grade point average of 2 (B-) or above in the undergraduate field of study or be licensed teachers.  They should be nominated by their respective schools according to the following criteria:

• have taught basic mathematics for at least one year
• not more than 50 years old.

PROGRAM REQUIREMENTS

Written Comprehensive Examination The WCE is the final check on the student’s competency in both pedagogy and his/her major field. Hence, the student takes the WCE in two tranches: the first part is on pedagogical knowledge and the second part is on the content knowledge.

Oral Comprehensive Examination The student presents and defends his/her research work to a panel. The research, or the capstone project for the program, is done during enrollment in the Graduate Seminar course. A manuscript of the completed work must be submitted to the panel members prior to defense.

Research Dissemination The student must have at least 1 poster/paper presentation of action research capstone project in an international or national conference within his residency in the program.

PROGRAM CURRICULUM

Advanced academic writing courses (bridging).

Advanced Technical Reading and Writing 1 (ENG501M) 3 units  The first part of an intensive English academic reading and writing course, focuses on the review of basic reading and writing course, focuses on the review of basic reading and writing skills and their application in the preparation of short academic papers such as definitions and descriptions, and non-prose forms. It emphasizes the mastery of active reading strategies, the effective use of rhetorical and organizational features of academic writing and proper documentation.

Advanced Technical Reading and Writing 2 (ENG502M) 3 units  The second part of an intensive English academic reading and writing course, focuses on the writing of data commentary and the various parts of a research report, with emphasis on the different rhetorical moves and the linguistic features that realize these moves. The course continues to emphasize the observance of integrity in writing and research.

BASIC COURSES

Teaching of Statistics (SCX640M) 3 units This is a study on how to teach statistics at the high-school level with emphasis on the interpretation and understanding of concepts rather than computation. It also focuses on the analysis of research-based studies that address how high school students learn and make sense of statistics and how they make connections to other topics in mathematics. It introduces the students to activities that would lead to the development of a framework on how to develop students’ conceptual understanding of the major ideas in inferential statistics.

Action Research Methods (SCX810M) This course deals primarily with the current trends in research in mathematics education which are classroom based.  It helps the students acquire the skills necessary to design mathematics education research that applies alternative paradigms. These include qualitative research paradigms like ethnography, case studies and phenomenography.  It familiarizes the students with the issues on these current trends in school mathematics research.  It provides the students an opportunity to write a project paper using either qualitative or quantitative research but preferably those that apply the classroom-based research designs.  It requires the students to come up with a proposal for an action research.

History and Philosophy of Mathematics (SCX517M) This is a study of the history of mathematics with emphasis on studying historical texts and materials to bring students close to the experience of mathematical discovery and to initiate them into the way mathematics is practiced thereby transforming their epistemological concepts of mathematics.  It also focuses on the possible ways of integrating history in the teaching of different topics in mathematics enabling the student to understand the connection of mathematics with other disciplines, to see that mathematics has developed, and to comprehend that the same concept can appear in a variety of ways and context.  It introduces the students to an array of mathematicians with special focus on a few women mathematicians and their participation in the development of mathematics.

MAJOR COURSES

Seminar on Problem Solving (SCX620M) This is a course on the teaching and assessment of reasoning and problem solving skills at the elementary level.  Problem solving pedagogy is used to show how children develop higher order thinking skills at these levels. Principles of the Cognitively Guided Instruction and other reform movements will be employed.  Topics include the teaching and assessment of reasoning and problem solving, heuristics of reasoning and problem solving, problem posing, decision making, communicating in mathematics, generalizing patterns and relationships, number sense, measurements, and number theory, a collection of selected strategy games, non-routine problems, problem cards, and game boards.

  Teaching of Algebraic Functions (SCX620M) This course focuses on the multiple ways of representing mathematical ideas to develop conceptual understanding of functions. A broad range of teaching styles is used, which includes engaging students in problems involving real data.  Topics include functions and change, linear functions, domain and range of a function, inverse function, operations on functions, piecewise defined functions, absolute value function, exponential and logarithmic functions, transformations of functions and their graphs, polynomial and rational functions.

Teaching of Euclidean Geometry (SCX630M) This course presents concepts visually, makes students explore ideas analytically, then inductively and deductively to build deep understanding of geometric concepts.  Investigative approach is used to help students discover geometric properties and lead them to the formal way of verifying these properties.  Contemporary educational research on how geometric thinking develops during adolescence serves as basis for the pedagogy used in this course.  Aside from the patty paper geometry, computer technology using geometer sketchpad is also used.  Topics include reasoning in geometry, using tools of geometry, discovering and proving triangle properties, polygon properties, circle properties, Pythagorean theorem and solids.  Topics on transformations and tessellations are optional.

  Teaching of Calculus 1 (SCX651M) This course focuses on the development of conceptual understanding of the limits of a function, continuity of a function, derivatives of a function and their application to real life problems.  A broad range of teaching styles will be used to model the concepts.  Aside from the use of multiple representations, technology will be used to simulate problem situations.  Topics on derivatives include derivative and rates of change, basic differentiation rules, derivatives of algebraic functions, derivatives of trigonometric functions and other transcendental functions, implicit differentiation, Newton’s methods and applied maximum-minimum problems.

Teaching of Calculus 2 (SCX652M) This course focuses on the development of conceptual understanding of antiderivatives of algebraic, trigonometric and inverse trigonometric functions, logarithmic and exponential functions, definite integrals and its applications. A broad range of teaching styles will be used to model the concepts.  Aside from the use of multiple representations, technology will be used to simulate problem situations.

INTEGRATING COURSES

Action Research Writing (SCX820M) This is a three-unit course wherein the students are expected to conduct an action research, write their research results, and make a public presentation of their results.  This is in preparation for their written comprehensive examination and oral comprehensive examination.

Assessment of Cognitive Functioning & Process Skills (SCX557M) This is a 3-unit course for Masters students of the Science Education Department major in Mathematics. It covers the planning and designing of instruments for the assessment of mathematical cognition and problem-solving skills. The principles and processes involved in construction of problem-based tests from conceptualization, writing revision and refining of items, to gathering evidences of validity and readability of the test are included.

COGNATE/ELECTIVE COURSES

Contemporary Theories on Teaching and Learning Mathematics (SCX535M) This is a three unit course on the contemporary theories on learning mathematics that influence the design of curriculum, instructional strategies and assessment of learning mathematics.  It starts with the current issues on the teaching of mathematics at different levels and how these issues were dealt with by the reform movements on mathematics education in different parts of the world. Focus is given to the teaching-learning processes that are constructivistic in nature as advocated by the Cognitively Guided Instruction (CGI), Transformative Learning and Learner Centered Pedagogy by the American Psychological Association. Students learn how to make a pedagogical plan, implement the plan and assess learning.

Use of Technology in Teaching Mathematics (SCX713M) This course is designed to expose the student to the use of educational technology as a tool for teaching mathematics.  This course also intends to familiarize the students with the use of indigenous materials, hand held technology, Computer-Assisted Instruction (CAI), and other information and computer technology and related issues and concerns about their use in mathematics instruction.

COLUMBIA UNIVERSITY IN THE CITY OF NEW YORK

Clinical Project Coordinator

• Columbia University Medical Center
• Opening on: Sep 12 2024
• Job Type: Officer of Administration
• Bargaining Unit:
• Regular/Temporary: Regular
• End Date if Temporary:
• Hours Per Week: 35
• Standard Work Schedule:
• Salary Range: $62,400.00 - $65,00.00

Position Summary

The Clinical Project Coordinator (CPC) will be working with Principal Investigators to coordinate multi-center research studies of Parkinson’s Disease, Alzheimer’s disease, and possibly other neurological/psychiatric diseases. The CPC is an essential member of the research team.

Responsibilities

Responsibilities include but are not limited to:

• Identify, recruit, and consent eligible participants; conduct visits as outlined in study protocols and accordance with Good Clinical Practices (GCP) and HIPAA guidelines.
• Perform research-related services, such as coordinating study visits, scheduling study visits, data collection, data entry, and transmission.
• Perform research visits, including study questionnaires and patient assessments.
• Collect data and complete case report forms for all study visits through research visits, chart abstraction, or telephone, as required by the protocol and consistent with GCP, HIPAA, FDA/HHS, and state and institutional regulations.
• Responsible for collecting, transporting, processing, and shipping blood samples in accordance with federal, state, and institutional policies.
• Create, prepare, and maintain research protocols for the Institutional Review Board (IRB) to ensure compliance with research and ethical requirements; report to IRB regarding research-related changes or events.
• Interface with various hospital departments and additional centers for material such as medical records, the CTSA, the IRB/HRPO, and others as needed.
• Coordinate protocols and human subject approvals between various sites.
• Create and maintain patient research records. Enter research data into study-specific electronic databases.
• Coordinate research data collection between multiple sites.
• Conduct basic statistical analysis; assist with the preparation of study publications and presentations.
• Assist PI in drafting and preparing all grant applications (clinical, non-clinical, basic, etc.)
• Collaborate with PI, internal and external departments and divisions to create categorized budgets and justifications. Confirms accuracy and completeness of all budgeted costs.
• Partner with OSP, SPA, Finance, Division Administrator for all grant submissions and matters.
• Track award financial and progress milestones.
• Connect with appropriate team/department to fulfill such requirements and remain compliant with award terms and conditions.
• Assist PIs in preparing new protocol submissions, protocol amendments, and renewals of ongoing studies.
• Collaborate with PIs to prepare IRB/HRPO and any other regulatory submission documents as required by the protocol.
• Prepare, establish, and organize other study materials. These study materials include but are not limited to, the informed consent document, case report forms (CRFs), and enrollment logs.

Project Coordination and Management:

• Coordinate research projects across various performance sites; ensure research compliance with sponsor requirements and timely submission of progress reports.
• Coordinate regular meetings for administrative, grants, and scientific updates. Track research progress and data and resource sharing among research networks.
• Ensure that all aspects of a project are organized and in conformance with timeline and deliverables requirements.
• Report project risks and outcomes to appropriate management channels and escalate issues according to project work plan.
• Serve as point of communication between company teams and external resources.
• Deepen partnerships with outside resources, including third-party vendors and researchers.
• Assist with and conduct routine and standardized experiments for relevant research projects.
• Petty cash management and disbursements.
• Perform other related duties and responsibilities as assigned/requested.

Minimum Qualifications

• Bachelor's degree or equivalent in education and experience required.
• Proficient record-keeping skills, organizational, and time management skills.
• Proactive, adaptive, strong work ethic. 
• Experience in coordinating teams and clients.
• Proven success in a corporate or higher-education setting, working with all levels of management.
• Strong written, oral, and presentation skills.
• Willing to travel and attend domestic and international conferences.

Preferred Qualifications

• 2+ years in Basic or Clinical research.
• 3+ years of experience in project coordination.
• Works well independently and in a team setting with a broad spectrum of patients, scientists, medical personnel, and administrative departments.
• Professional certification such as PMP (Project Management Professional).
• Experience with Medical Records, RedCAP, IRB protocols.
• Prior experience in building grant proposals, budgets, applications for various sponsors (i.e. NIH, DOD, Foundations).

Equal Opportunity Employer / Disability / Veteran

Columbia University is committed to the hiring of qualified local residents.

Commitment to Diversity 

Columbia university is dedicated to increasing diversity in its workforce, its student body, and its educational programs. achieving continued academic excellence and creating a vibrant university community require nothing less. in fulfilling its mission to advance diversity at the university, columbia seeks to hire, retain, and promote exceptionally talented individuals from diverse backgrounds.  , share this job.

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