• Cardiff University Featured Masters Courses
  • Goldsmiths, University of London Featured Masters Courses
  • New College of the Humanities Featured Masters Courses
  • Coventry University Featured Masters Courses
  • University of Derby Online Learning Featured Masters Courses
  • Xi’an Jiaotong-Liverpool University Featured Masters Courses
  • St Mary’s University, Twickenham Featured Masters Courses
  • University of Glasgow Featured Masters Courses
University of Southampton Featured Masters Courses
University of Reading Featured Masters Courses
Leeds Beckett University Featured Masters Courses
Queen’s University Belfast Featured Masters Courses
FindA University Ltd Featured Masters Courses
"program" AND "evaluation…×
0 miles

Masters Degrees (Program Evaluation)

  • "program" AND "evaluation" ×
  • clear all
Showing 1 to 15 of 321
Order by 
The MERM Program is dedicated to advancing the science and practice of measurement, program evaluation, and research methodology in the social and behavioral sciences (e.g., Psychology, Education, Quality of Life Studies, Health Studies). Read more
The MERM Program is dedicated to advancing the science and practice of measurement, program evaluation, and research methodology in the social and behavioral sciences (e.g., Psychology, Education, Quality of Life Studies, Health Studies). For more than 25 years, the faculty and students of the MERM program have been contributing to its international reputation as a leader in the field. Our students and faculty have done research in human and health services, psychological, educational, community and health settings. The essential difference between the MA and MED in MERM is that the MED is wholly course based whereas the MA requires two fewer courses but the completion of a master's thesis. As such completion of a master's thesis is viewed as a prerequisite for the pursuit of doctoral studies in most institutions.

Quick Facts

- Degree: Master of Arts (research-based), Master of Education (course-based)
- Specialization: Measurement, Evaluation and Research Methodology
- Subject: Education
- Mode of delivery: On campus
- Faculty: Faculty of Education

Program Overview

The graduate program in Measurement, Evaluation, and Research Methodology (MERM) offers Ph.D., M.A., and M.Ed. degrees. The MERM area focuses on the preparation of graduate students to be methodological and measurement specialists. We strive to promote in our research, student supervision, and teaching the highest standards of measurement and research methodology in our discipline. Upon degree completion, our master's and Ph.D. students are employed as university faculty, data analysts, research scientists, test developers, directors of research in school districts or government, research consultants, assessment and testing specialists in business, industry, and education, certification and credentialing professionals, and psychometricians at research and testing organizations.

MERM students generally fit into one of three categories:
1. Students who have an applied interest in educational and psychological measurement, program evaluation, or data analysis. Although they may have some preparation in measurement and data analysis in their undergraduate studies, this is not always the case. These students are more oriented toward the use of measurement, program evaluation, or data analysis techniques in fields such as education, psychology, or health.

2. Students who have strong theoretical interests in technical problems related to areas such as test theory, item response theory, assessment, statistics, factor analysis, and multi-level modeling. Although some of these students come to the Program with some statistical and/or mathematical background, often obtained while studying in another social science discipline such as psychology or sociology, other students arrive with degrees in statistics or mathematics as well.
3. Students who find it compatible with their career goals to give equal attention to both applied and theoretical aspects of this program.

Read less
This double degree is designed to develop your existing linguistics skills and to help you develop as a translator or interpreter. Read more

Overview

This double degree is designed to develop your existing linguistics skills and to help you develop as a translator or interpreter. It is also suited to language professionals working in the area of language teaching, curriculum development, education assessment and program evaluation, teacher training, policy development, management or community services where language and communication are critical issues.

Subjects are internationally relevant and focus on the development of discourse and analytic skills and an understanding of the complex relationship between language use and context, and research in these areas.

This program is designed for on campus study, however some of the Applied Linguistics units can be taken externally.

See the website http://courses.mq.edu.au/international/postgraduate/doublemaster/master-of-translation-and-interpreting-studies-with-the-degree-of-master-of-applied-linguistics-and-tesol

Key benefits

- Focuses on the acquisition of theoretical knowledge relevant to translating and interpreting practice as well as providing a strong theoretical and practical foundation in the field of teaching English as a second or foreign language.

Suitable for

Suitable if you are a TESOL practitioner with professional interests in translating and interpreting, and vice versa. Also suitable if you are a language professional, working or aiming to work in the areas of language teaching, curriculum development, education assessment and program evaluation, teacher training, policy development or community services where language and communication are critical issues.

Please note our working languages for practical units are Chinese (Mandarin), Korean, Japanese, Spanish, and other languages depending on demand.

Recognition of prior learning

If you have language related work experience or relevant background study you may be eligible for Recognition of Prior Learning. See http://www.mq.edu.au/pubstatic/study/postgraduate/how_to_apply/recognition_of_prior_learning/

Work experience requirements

Work experience is not required however relevant experience may result in credit on the program.

English language requirements

IELTS of 7.0 overall with minimum 6.5 in each band, or equivalent

All applicants for undergraduate or postgraduate coursework studies at Macquarie University are required to provide evidence of proficiency in English.
For more information see English Language Requirements. http://mq.edu.au/study/international/how_to_apply/english_language_requirements/

You may satisfy the English language requirements if you have completed:
- senior secondary studies equivalent to the NSW HSC
- one year of Australian or comparable tertiary study in a country of qualification

Notes

If you have language related work experience or relevant background study you may be eligible for Recognition of Prior Learning.

If you have language related work experience or relevant background study you may be eligible for Recognition of Prior Learning.

Our working languages for practical units are Chinese (Mandarin), Korean, Japanese, Spanish, and other languages depending on demand.

This program is designed for on campus study, however some of the Applied Linguistics units can be taken externally.

Careers

- Accreditation
The program is a NAATI (National Accreditation Authority for Translators and Interpreters) approved course for accreditation at professional translator and interpreter's level. For detailed information on languages that are approved for accreditation, please contact the program at

- Career Opportunities
There are opportunities as a freelance or in-house interpreter or translator in a variety of settings. You can also use translating and interpreting to work as a language expert or consultant in all types of public and private organisations. There are also opportunities as language professionals, working the areas of language teaching, curriculum development, education assessment and program evaluation, teacher training, policy development, management or community services where language and communication are critical issues.

See the website http://courses.mq.edu.au/international/postgraduate/doublemaster/master-of-translation-and-interpreting-studies-with-the-degree-of-master-of-applied-linguistics-and-tesol

Read less
The MA in Learning and Technology responds to the demand for qualified professionals in the field of technology-mediated learning and education and the need for management level individuals who have the knowledge, skills and ability to assume the leadership roles that are required to plan, design, develop, implement and evaluate contemporary learning environments. Read more
The MA in Learning and Technology responds to the demand for qualified professionals in the field of technology-mediated learning and education and the need for management level individuals who have the knowledge, skills and ability to assume the leadership roles that are required to plan, design, develop, implement and evaluate contemporary learning environments.

Being founded on principles of networked learning; open pedagogy and digital mindset means that students create and build on their digital presence in order to collaborate and contribute meaningfully to digital learning networks and communities in the field throughout their program. The virtual symposium at the beginning and end of the program is one of the many opportunities for students to engage in, cultivate and contribute back to these digital learning networks and communities as they learn more about facilitating in contemporary learning environments.

The program has three exit pathways; a thesis; secondary research paper or digital learning-consulting project. Graduates of the program work in the creation and evaluation of contemporary digital learning environments. They use their theoretical and practical knowledge to critically analyze learning innovations and assess their impact on organizations and society. The cross-sectoral skill set cultivated in the program enables graduates to lead and support their organizations to continually improve the learning experiences they offer.

A Graduate Diploma in Learning and Technology is also offered which ladders into the MA in Learning and Technology degree. If you are considering a master’s degree but are not sure where to start, the Graduate Diploma in Learning and Technology may be a fit for you.

Who It’s For

This program is designed for individuals involved in the creation of contemporary learning environments that incorporate the best of what is known about learning and technologies. People who could benefit from the program include decision-makers responsible for learning, training or education; training managers and co-ordinators; training and development positions; facilitators, trainers, or instructors. The program attracts learners from multiple sectors including post-secondary institutions, government departments, K-12 education systems, the corporate sector, healthcare, not-for-profit agencies and small businesses.

Professional Certification

The MA in Learning and Technology program is recognized by the Institute of Performance and Learning. Graduates of the program receive credit towards the work experience requirements of the Certified Training and Development Professional (CTDP) certification. Students in the MA in Learning and Technology program are also eligible for an International Baccalaureate Organization (IBO) certificate.

Outcomes

The School of Education and Technology works with a program learning outcomes framework that informs the course learning outcomes. Program learning outcomes identify what the learner will know and be able to do by the end of the program. They are the essential and enduring knowledge, capabilities (attributes) and attitudes (values, dispositions) that constitute the integrated learning by a graduate of the MA in Learning and Technology program.

Graduates will be able to apply the principles of networked learning; open pedagogy and digital mindset as they work in the creation and evaluation of digital learning environments. They will apply theoretical and practical knowledge to critically analyze learning innovations and assess their impact on organizations and society. Graduates of the MA in Learning and Technology will have the knowledge, skills and ability to:
-Communicate and synthesize information and arguments at the graduate level.
-Critically evaluate how learning occurs in a variety of contexts.
-Design and create research-informed digital learning environments.
-Demonstrate effective collaboration skills.
-Develop and analyze support strategies to meet the needs of stakeholders in digital learning environments.
-Select appropriate assessment and evaluation strategies for digital learning environments.
-Contribute meaningfully to digital learning network(s) and communities.
-Explain the interrelationship between innovation, change and digital learning environments and their impact on organizations and society.
-Apply reflective processes to improve professional practice.
-Critically evaluate and/or produce research.

Delivery Model

Proximity to the RRU campus doesn’t have to be an issue. You can choose to do your program completely online or you can include a 2-week on-campus residency in your program. The majority of this program is experienced through online learning as both the fully online and blended programs come together in the third online course and continue online for the duration of the program. Using a combination of Web 2.0/3.0 technologies for learning, you will engage, collaborate, share, create and contribute to the learning experience from anywhere in the world. The courses are designed for flexibility of access while at the same time achieving a balance between individual work and teamwork. Regular contribution in the form of blog posts, discussions or other course activities is required.

Completion Options
The first six foundational courses are common to all students in the program. Then there are the following options for program completion.

Thesis Track
Students apply to the thesis track in their first year of the program. If the application is not successful they have the option of completing the program following the Research Paper or Digital Learning Consulting Project tracks. Students who are admitted to the 12-credit thesis track will identify a research area of focus and work 1:1 with a thesis supervisor on primary research. View recent student research titles.

Research Paper Track
Students taking this track will be engaged in additional course experiences including inquiry-based courses that require them to co-create their learning experience with the course instructor. They will then take an advanced research course in preparation for their 6-credit secondary research paper. Students who choose this track will engage in a deep investigation on a specific research question using secondary data. Previous secondary research papers have included meta-synthesis; critical literature reviews; policy analysis, etc.

Digital Learning Consulting Project
Students taking this track will be engaged in additional course experiences including inquiry-based courses that require them to co-create their learning experience with the course instructor. They will then take an advanced research course in preparation for their 6-credit digital learning consulting project. Students who choose this track will gain hands-on practical experience that will help them apply their theoretical knowledge in a real-world setting on tightly scoped project and provide the research informed justification and rationale for the design decisions made. Projects are sourced from a variety of program-industry stakeholder groups. Student proposed projects may also be considered.

Read less
The Master of Science in Exercise and Nutrition Science prepares students to work in government, business, the sports industry and in education as practitioners on professional interdisciplinary teams. Read more
The Master of Science in Exercise and Nutrition Science prepares students to work in government, business, the sports industry and in education as practitioners on professional interdisciplinary teams. The program is for students seeking a terminal degree as well as for those seeking a strong foundation for further study and research. The program offers three entry points throughout the academic year, and courses are scheduled to allow an efficient timeline to degree completion for full-time students. Students are provided experiential learning opportunities both inside and outside of the classroom, and are prepared for both the Certified Sports Nutritionist (CISSN) and Certified Strength and Conditioning Specialist (CSCS) examinations, the premier certifications in strength and conditioning and sports nutrition, upon graduation if they choose to pursue certification.

Visit the website http://www.ut.edu/msexercisenutrition/

High-Tech Facilities

Having published more than 100 papers and abstracts, and secured several hundred thousand dollars in funding over the last three years, the students and staff working in the UT Human Performance Research Lab have become nationally and internationally recognized. The lab is one of the most sophisticated and advanced human performance and sport nutrition laboratories in the world, allowing students the opportunity to advance their skills in human performance testing. Equipment contained in the lab includes:

- AMTI force plate for power and velocity

- Dynavision for vision training, reaction time and cognitive function

- Tendo units for movement, specifically power and velocity

- Ultrasonography to measure skeletal muscle size, locate soft tissue injuries and quantify blood flow and blood vessel diameter

- Wingate peak power bikes for anaerobic power testing

- Electromyography for neural function and skeletal muscle activation

- Metabolic carts for VO2 max and resting metabolism measures

- Dual X-ray absorbtiometry for bone mineral density, lean mass and fat mass

- Minus 80°C freezer to maintain the integrity of biological samples

- High tech motion analysis and heavy duty motorized treadmills with 40-degree incline ability

- BTR Primus isokinetic, isotonic and isometric dynomometers for measurement of force, power and velocity in virtually any plane

- Blood lactate analyzers to examine metabolic stress and lactate threshold

- A fully equiped strength and conditioning laboratory

Converging Exercise and Nutrition Sciences Like Never Before

Most university programs segregate the study of exercise and nutrition sciences. The goal of UT’s M.S. in Exercise and Nutrition Science is to examine the relationship between the two fields in regard to optimizing athletic performance. The program combines advanced concepts from exercise physiology and strength and conditioning to teach students how nutrition can impact each area. Through numerous hands-on experiences and rigorous classroom study, students gain an unparalleled awareness of the intersection of these sciences.

Learning by Doing

M.S.-ENS students “learn by doing” through performance-based programming, which prepares practitioners to work with a wide variety of athletes. The department’s advanced labs and technology help students prepare for the real world. UT’s relationships with numerous local athletic teams such as the Tampa Bay Buccaneers and Tampa Bay Lightning allow students put their theories to test. UT faculty and students have also conducted extensive research with more than a dozen high-impact companies that are involved in exercise and nutrition/supplementation. These collaborations give students an insider’s view of the industry and provide a strong network for post-graduation jobs.

Internationally Recognized

Based on the rigor and innovation of the M.S.-ENS program, the International Society of Sports Nutrition recognized it as the first graduate program in Florida to offer approved coursework for preparation for the CISSN examination.

Outstanding Faculty

The program’s highly respected faculty has achieved national and international reputations for academic and applied success in their respective fields.

- J.C. Andersen, Ph.D. – pain and sports medicine

- Mary Martinasek, Ph.D. – mixed-method research inquiry and health program evaluation

- Jay O’Sullivan, Ph.D. – internships in exercise and nutrition science

- Ronda Sturgill, Ph.D. – kinesiology and program evaluation

- Eric Vlahov, Ph.D. – exercise physiology, nutrition and sports psychology

Flexible Program

Our highly flexible program allows students to complete the program within one year. With three entry points into the program, students are able to take classes throughout the year and take time off as needed.

Find out how to apply here - http://www.ut.edu/apply

Read less
The first in the world, and always on the cutting edge. Rapidly becoming one of psychology’s most transformative fields, positive psychology is the scientific study of the strengths that enable humans and organizations to flourish. Read more
The first in the world, and always on the cutting edge
Rapidly becoming one of psychology’s most transformative fields, positive psychology is the scientific study of the strengths that enable humans and organizations to flourish. Positive psychology differs from historical psychological approaches because of its unique emphasis on the empirical study of human flourishing. While the study of psychology has traditionally focused on improving the human condition by identifying and relieving what is negative in life, positive psychology complements this approach with a focus on strengthening what is positive.

The Master of Applied Positive Psychology (MAPP) program at the University of Pennsylvania was the first in the world to offer a degree in this rigorous field of study. Dr. Martin Seligman, founder of the discipline of positive psychology, created the MAPP program to educate and train students at the cutting edge of the field.

Designed for working professionals
The program's hybrid model allows you to explore the theory and practice of positive psychology without relocating to Philadelphia, so you can continue working full-time. The program includes nine courses, completed during one year of full-time study during consecutive fall, spring and summer semesters. The low-residency format consists of 10 required on-site visits to the University of Pennsylvania campus in Philadelphia, where students and faculty gather for intensive weekends of learning and networking.

Structured for real-world application
Whether you are a credentialed professional seeking to transform your workplace or career, or are building a foundation for further graduate study, the MAPP curriculum allows you to apply the topics most relevant to your interests and goals. You will receive a thorough grounding in the research methods and theoretical underpinnings of positive psychology, and learn to apply its theories and perspectives within individual and organizational settings. The program culminates with an individual capstone project that advances both your professional development and the field of positive psychology itself.

Renowned faculty and passionately engaged peers
Program alumni report overwhelmingly that their favorite aspect of the program is the exceptional group of people who make up our diverse, intellectually stimulating and intensely supportive community.

Each year, approximately 40 students enroll in the Master of Applied Positive Psychology program, including successful businesspeople, practicing psychologists and medical professionals, scientists, artists, life coaches, lawyers and more. They’re all gathered to study with a faculty composed of major pioneers in the field, who are also dedicated and personable teachers.

Flourishing after MAPP
Through their experiences in the Master of Applied Psychology program, students find a powerful new perspective on their workplaces, career plans and personal lives. Our students go on to incredibly diverse careers, applying what they’ve learned to transform their current workplaces or to begin new careers in consulting, teaching, business, healthcare, media and more.

We look forward to speaking with you about the exciting opportunities at MAPP and discussing how our program can help you achieve your personal and professional goals.

Courses and Curriculum

The Master of Applied Positive Psychology (MAPP) curriculum is designed to train you in the history, theory and research methods of positive psychology, as well as its application in professional settings.

The program consists of nine courses, completed during one year of full-time study during consecutive fall, spring and summer semesters.

During the fall semester, you will begin the program with courses that focus on the science, research and theoretical underpinnings of positive psychology, giving students a strong foundation to build on throughout the remainder of the program.
The spring semester courses offer content to help you learn how to apply positive psychology in various professional settings, including creating a plan for positive interventions in a real organization.
The capstone project, which is completed during the summer semester, allows you to integrate what you’ve learned throughout the program, and apply it in the professional or research domain most significant to you. It often serves as a stepping stone to the application of positive psychology in a particular professional domain or to further research in a specific area.
The curriculum includes the following eight classes, in addition to the capstone project:

Introduction to Positive Psychology
An introduction to the research, theory and intellectual history of positive psychology.

Research Methods and Evaluation
A methodology course exploring the valid and reliable assessment of positive emotions, character strengths and meaning in life.

Foundations of Positive Interventions
An investigation into the theoretical, empirical and experiential nature of positive interventions.

Approaches to the Good Life
An examination of four perspectives on human flourishing.

Applied Positive Interventions
A service-learning course in which students study the applied work of master positive psychology practitioners and create positive psychology applications for non-profit organizations.

Positive Psychology and Individuals
An exploration of positive psychology applications in coaching, clinical and other relational settings.

Positive Psychology and Organizations
An exploration of positive psychology, appreciative inquiry and positive organizational scholarship in traditional and social business settings.

Humanities and Human Flourishing
An exploration of integrating culture and science to support the deeper understanding and more effective cultivation of human flourishing.

Capstone

The capstone project is a distinguishing feature of the Master of Applied Positive Psychology program, blending academic and professional experiences and serving as the culmination of your work in the program. Through the capstone project, you will explore, in depth, the theories and practical applications you’ve learned in the program, to advance the field of positive psychology itself. Previous capstone projects have included empirical studies, literature reviews, book prospectuses, workshops and other endeavors.

The capstone is completed during the summer semester and has no on-site course requirements. You will conduct this project work independently, with your advisor’s ongoing guidance, in a setting that is significant to you and most relevant to your future professional goals.

Read less
The Master Program in Internet and Multimedia Engineering provides advanced education on signal, image, and video processing, networking and telematics, mobile and fixed communications systems, and applied electromagnetics. Read more

The Program in a Nutshell

The Master Program in Internet and Multimedia Engineering provides advanced education on signal, image, and video processing, networking and telematics, mobile and fixed communications systems, and applied electromagnetics.

We build high-level ICT professionals in Internet, Multimedia, and Telecommunication Engineering, with vision and knowledge on the current technology evolution, and ready to face the challenges of the Internet-of-Things, Big Data, Smart Systems and Machine Learning era.

Our program has a strong characterization toward Internet engineering on one side, and toward signal processing and multimedia systems, either networked or stand-alone, on the other side.
Students learn how to address the design, management, and operation of distributed communication and processing architectures and multimedia applications, in mobility and over heterogeneous networks, with diverse levels of smartness and interactivity.

The program has 2-year duration, includes 120 ECTS, and finishes with the defense of a master thesis. Classes start in the second half of September.

The University of Genoa offers scholarships and accommodation to its students through the ALFA Liguria regional authority. Dedicated grants for the students of this program may be provided in each academic year.
Visit our website to learn more about the scholarships and the services that the University of Genoa can provide: http://www.ime.politecnica.unige.it

For Your Job and Career

Graduates’ professional opportunities include all companies needing ICT expertise for development, deployment, production, and management. The high-level scientific and technological background we offer also allows graduates to be strong candidates in Ph.D. and 2nd-level master applications.

Owing to the extensive research activity of the faculty people involved in the program, the courses are always up to date with the latest scientific and technological achievements. Professors and Research Staff are strongly involved in research projects funded by the European Commission, the European Space Agency, the Italian Space Agency, universities around the world, and many other institutions and private companies.

How to apply?

If you have a Bachelor (or equivalent) degree in ICT and wish to pursue your studies, you are very welcome.

For all foreign students: you are strongly advised to upload your curriculum, titles, and qualifications to the program website (http://www.ime.politecnica.unige.it) for a pre-evaluation, and contact the program coordinator, , asap.
Visas are generally required for non-EU students. No visa is necessary for EU students.

For students coming from outside EU: you MUST also pre-enroll to this program at the Italian embassy/consulate in your country. This step is MANDATORY for non-EU students.
DEADLINE FOR PRE-ENROLLMENT IS JULY 20, 2017.
Consular and visa procedures may be time-consuming, and acting ahead is strongly advisable.

Learn more on

http://www.ime.politecnica.unige.it

Contacts

Prof. Franco Davoli, , Master Program Coordinator
Management Office:
Admin Foreign Students Office of the University of Genoa:

Read less
A letter of intent written by the applicant expressing professional and educational goals as applied to the program. Submission of three letters of recommendation, using the required recommendation form. Read more
• A letter of intent written by the applicant expressing professional and educational goals as applied to the program.
• Submission of three letters of recommendation, using the required recommendation form.
• Résumé or curriculum vitae.
• Submission of a copy of current teaching certificate within the first 15 credit hours completed in the program.
• Six credit hours of undergraduate study in literacy education focusing on teaching methods.

E-mail: • Phone: 315-267-2165

Visit http://www.potsdam.edu/graduate to view the full application checklist and online application.

The Literacy Educator program addresses the interests of candidates who seek greater understanding of literacy and literacy education, but do not intend to pursue careers as Literacy Specialists. Graduates of this program will satisfy the academic requirements for Professional certification in their current certification area but will not be eligible for additional certification as a Literacy Specialist. Program courses also available at Watertown JCC campus. Program Start Date: Fall (Preferred), Spring, Summer

Required Program Courses
Minimum of 33 credit hours:

GRDG 600, Foundations of Literacy ...................................3 credits
GRDG 605, Literacy Assessment and Evaluation .....................3 credits
GRDG 640, Literature Based Literacy Instruction ...................3 credits
GRDG 681, Literacy Educatory Portfolio ..............................3 credits

GRDG 655, Literacy Intervention Strategies, B-6 ....................3 credits
or
GRDG 656, Literacy Intervention Strategies, B-12 ..................3 credits

Two Controlled Electives: 6 credit hours

Four Content or Content-Linking Courses: 12 credit hours

The following initial certification areas may use this program to satisfy requirements for Professional Certification: Early Childhood B-2, Childhood 1-6, Generalist 5-9, English 5-9, Mathematics 5-9, Social Studies 5-9, English 7-12, Mathematics 7-12, Social Studies 7-12, Special Education Birth-2, Special Education 1-6, Special Education Generalist 5-9, Special Education English 5-9, Special Education Math 5-9, Special Education Social Studies 5-9, Special Education English 7-12, Special Education Math 7-12, Special Education, Social Studies 7-12.

The GRE Exam (or equivalent) is required for all teacher preparation program candidates who are seeking certification (for applicants seeking admission for Fall 2015 forward). All other graduate programs, including non-certification options, do not require this exam. More information on the GRE exam can be found by visiting http://www.gre.org. SUNY Potsdam’s code for sending score reports is 2545.

Uniqueness of Program

The program is designed so that full-time candidates who begin their study on campus in the Fall or Summer semesters may complete their program in one calendar year. Most, but not all, degree requirements for the Literacy Educator program may also be completed in Watertown, NY, on the Jefferson Community College campus. There is no practicum requirement for the Literacy Educator program, however, field components are integrated throughout the program.

Testimonial

“I chose to obtain my MSED in Literacy (B-6) because I strongly believe that literacy is the basis of all learning. In my teaching experiences, I have seen many students who struggle with reading, which leads to difficulty learning other subjects. I feel that the program better prepares me to provide students with the most effective reading skills, as reading has become the foundation of education.” —Beth Woods ’14

Read less
The master of science degree in materials science and engineering, offered jointly by the College of Science and the Kate Gleason College of Engineering, is designed with a variety of options to satisfy individual and industry needs in the rapidly growing field of materials. Read more
The master of science degree in materials science and engineering, offered jointly by the College of Science and the Kate Gleason College of Engineering, is designed with a variety of options to satisfy individual and industry needs in the rapidly growing field of materials.

The objectives of the program are threefold:

- With the advent of new classes of materials and instruments, the traditional practice of empiricism in the search for and selection of materials is rapidly becoming obsolete. Therefore, the program offers a serious interdisciplinary learning experience in materials studies, crossing over the traditional boundaries of such classical disciplines as chemistry, physics, and electrical, mechanical, and microelectronic engineering.

- The program provides extensive experimental courses in diverse areas of materials-related studies.

- The program explores avenues for introducing greater harmony between industrial expansion and academic training.

Plan of study

A minimum of 30 semester credit hours is required for the completion of the program. This includes five required core courses, graduate electives, and either a thesis or project. The core courses are specially designed to establish a common base of materials-oriented knowledge for students with baccalaureate degrees in chemistry, chemical engineering, electrical engineering, mechanical engineering, physics, and related disciplines, providing a new intellectual identity to those involved in the study of materials.

The program has an emphasis on experimental techniques, with one required experimental course as part of the core. Additional experimental courses are available for students who wish to pursue course work in this area. These courses are organized into appropriate units covering many aspects of the analysis of materials. This aspect of the program enhances a student’s confidence when dealing with materials-related problems.

- Electives

Elective courses may be selected from advanced courses offered by the School of Chemistry and Materials Science or, upon approval, from courses offered by other RIT graduate programs. Elective courses are scheduled on a periodic basis. Transfer credit may be awarded based on academic background beyond the bachelor’s degree or by examination, based on experience.

- Thesis/Project

Students may choose to complete a thesis or a project as the conclusion to their program. Students who pursue the thesis option take two graduate electives, complete nine semester credit hours of research, and produce a thesis paper. The project option includes four graduate electives and a 3 credit hour project.

Admission requirements

To be considered for admission to the MS program in materials science and engineering, candidates must fulfill the following requirements:

- Hold a baccalaureate degree in chemistry, physics, chemical engineering, electrical engineering, mechanical engineering, or a related field from an accredited college or university,

- Submit official transcripts (in English) from all previously completed undergraduate and graduate course work,

- Submit two letters of recommendation, and

- Complete a graduate application.

- International applicants whose native language is not English must submit scores from the Test of English as a Foreign Language (TOEFL) and the Test of Written English (TWE). A minimum TOEFL score of 575 (paper-based) or 88-89 (Internet-based) is required. A 4.0 is required on the TWE. International English Language Testing System (IELTS) scores are accepted in place of the TOEFL exam. Minimum scores will vary; however, the absolute minimum score required for unconditional acceptance is 6.5. For additional information about the IELTS, please visit http://www.ielts.org. In addition, upon arrival at RIT, international students are required to take the English language exams, administered by the English Language Center. Individuals scoring below an established minimum will be referred to the center for further evaluation and assistance. These students are required to follow the center’s recommendations regarding language course work. It is important to note that this additional course work may require additional time and financial resources to complete the degree requirements. Successful completion of this course work is a requirement for the program.

Candidates not meeting the general requirements may petition for admission to the program. In such cases, it may be suggested that the necessary background courses be taken at the undergraduate level. However, undergraduate credits that make up deficiencies may not be counted toward the master’s degree.

Any student who wishes to study at the graduate level must first be admitted to the program. However, an applicant may be permitted to take graduate courses as a nonmatriculated student if they meet the general requirements mentioned above.

Additional information

- Part-time study

The program offers courses in the late afternoon and evenings to encourage practicing scientists and engineers to pursue the degree program without interrupting their employment. (This may not apply to courses offered off campus at selected industrial sites.) Students employed full time are normally limited to a maximum of two courses, or 6 semester credit hours, each semester. A student who wishes to register for more than 6 semester credit hours must obtain the permission of his or her adviser.

- Maximum limit on time

University policy requires that graduate programs be completed within seven years of the student's initial registration for courses in the program. Bridge courses are excluded.

Read less
The Graduate Diploma (GD) in Disaster and Emergency Management program is a one-year interdisciplinary degree dedicated to educating both aspiring and existing disaster and emergency management professionals. Read more
The Graduate Diploma (GD) in Disaster and Emergency Management program is a one-year interdisciplinary degree dedicated to educating both aspiring and existing disaster and emergency management professionals. The program explores the theoretical foundations of disaster and emergency management as a growing field of practice and study. The program emphasizes an integrated and holistic approach to disaster and emergency management built on the understanding that disasters are more than hazards, and are products of the inter-relationship and mutual construction of the environmental, social, economic, and political spheres. This approach supports the notion that disaster and emergency management processes and practices can and should contribute to risk reduction, community resilience and sustainable communities.

Delivery Model

Online Learning
The majority of this program is experienced through online learning. Online courses enable you to meet the demands of work and family while studying. Using our web-based learning platform, you will access your reading materials, complete individual and group assignments, and engage with the rest of your classmates and instructors; online from anywhere. Each online course will be nine weeks in length, with a two-week break between courses.

Residency
During the course of your one-year program, you will attend one, two-week on-campus residency. Here you’ll get to interact face-to-face with your instructors, cohort and team. You’ll have set class hours as well as homework and meetings outside of class hours, making this an intensive and rewarding time.

Learning Outcomes

Royal Roads University works with an outcomes-based learning model. Learning outcomes are clear, plain language descriptors of knowledge and performance tasks that students demonstrate in order to successfully complete a program.

Within the GD in Disaster and Emergency Management, there are five key learning outcome domains:
-Critical Thinking
-Communication
-Research
-Knowledge
-Professional Skills & Practice

Using learning outcomes helps to clarify a program’s focus, helps students connect their program to their workplace, provides a focus for assessment/evaluation, and helps employers understand the benefits of the program.

Who It’s For

This degree is designed for existing and aspiring disaster management and emergency services professionals. Many students come from the fields of government, emergency management, healthcare, education, NGOs, military, police, fire and community planning.

Applicants who do not have the formal academic education to qualify for admission may be assessed on the basis of both their formal education and their informal learning, in accordance with the Flexible Admission Policy. Applications are assessed on a case-by-case basis.

Upon satisfactory completion of the courses and related assignments, students will be granted a Graduate Diploma in Disaster & Emergency Management.

Laddering Options

Students who wish to continue their studies towards completion of the Master of Arts in Disaster and Emergency Management may do so through the laddering process.

Current students may apply to transfer to the MA program while still in the diploma program. Space may be limited, so the ability to transfer is not guaranteed, and in these cases, only the master’s degree will be awarded upon completion of the MA, not the diploma.

Graduates of the diploma program must formally apply to the MA program.

Flexible Admission

Normally 10 years of work experience, with a minimum of two years of relevant professional experience in a leadership or management position, or an equivalent combination of education and experience. All flexible admission applicants will normally be required to take "Academic Writing and Critical Thinking" and obtain a minimum B+ (77%).

Read less
The Graduate Diploma (GD) in Human Security and Peacebuilding program is a one-year, interdisciplinary graduate program that responds to the increasing demand for leadership in humanitarian assistance, social reconstruction, conflict management and peacebuilding in international contexts. Read more
The Graduate Diploma (GD) in Human Security and Peacebuilding program is a one-year, interdisciplinary graduate program that responds to the increasing demand for leadership in humanitarian assistance, social reconstruction, conflict management and peacebuilding in international contexts. Peacebuilding is viewed as a broad concept which emphasises social transformation integrating short-term (development) initiatives into long-term, sustainable peace processes. The program provides working professionals, or those aspiring to work in the field, with the theoretical and practical skills necessary to help restore peace and civil society in post-conflict contexts.

Delivery Model

Online Learning
The majority of this program is experienced through online learning. Online courses enable you to meet the demands of work and family while studying. Using our web-based learning platform, you will access your reading materials, complete individual and group assignments, and engage with the rest of your classmates and instructors; online from anywhere. Each online course will be nine weeks in length, with a two-week break between courses.

Residency
During the course of your one-year program, you will attend one, two-week on-campus residency. Here you’ll get to interact face-to-face with your instructors, cohort and team. You’ll have set class hours as well as homework and meetings outside of class hours, making this an intensive and rewarding time.

Learning Outcomes

Royal Roads University works with an outcomes-based learning model. Learning outcomes are clear, plain language descriptors of knowledge and performance tasks that students demonstrate in order to successfully complete a program.

Within the GD in Human Security and Peacebuilding, there are five key learning outcome domains:
-Critical Thinking
-Communication
-Research
-Knowledge
-Professional Skills & Practice

Using learning outcomes helps to clarify a program’s focus, helps students connect their program to their workplace, provides a focus for assessment/evaluation, and helps employers understand the benefits of the program.

Who It’s For

Many of our students have experience in complex emergency environments, working in either domestic or international settings within NGOs, government and military, as well as First Nation or indigenous populations. These professionals have experience in human security and peacebuilding, and are now looking to further develop their understanding of the complex interrelationship between economic, political, and social development, and human security. This program will enable them to advance their professional practice in complex conflict-related contexts.

Laddering Options

Students who wish to continue their studies towards completion of the Master of Arts in Human Security and Peacebuilding may do so through the laddering process. Students may apply to transfer to the MA stream while still in the diploma program. Space may be limited, so the ability to transfer is not guaranteed, and in these cases, only the masters degree will be awarded upon completion of the MA, not the diploma. Graduates of the diploma program must formally apply to the MA program.

Flexible Admission

Normally 10 years of work experience, with a minimum of two years of relevant professional experience in a leadership or management position, or an equivalent combination of education and experience. All flexible admission applicants will normally be required to take "Academic Writing and Critical Thinking" and obtain a minimum B+ (77%).

Read less
Developers of computing systems and practitioners in all computing disciplines need an understanding of the critical importance of building security and survivability into the hardware and software of computing systems they design, rather than trying to add it on once these systems have been designed, developed, and installed. Read more

Program overview

Developers of computing systems and practitioners in all computing disciplines need an understanding of the critical importance of building security and survivability into the hardware and software of computing systems they design, rather than trying to add it on once these systems have been designed, developed, and installed.

The MS in computing security gives students an understanding of the technological and ethical roles of computing security in today's society and its importance across the breadth of computing disciplines. Students can develop a specialization in one of several security-related areas by selecting technical electives under the guidance of a faculty adviser. The program enables students to develop a strong theoretical and practical foundation in secure computing, preparing them for leadership positions in both the private and public sectors of the computing security industry, for academic or research careers in computing security, or to pursue a more advanced degree in a computing discipline.

Plan of study

The program is designed for students who have an undergraduate computing degree in an area such as computing security, computer science, information technology, networking, or software engineering, as well as those who have a strong background in a field in which computers are applied, such as computer or electrical engineering. The curriculum consists of three required core courses, up to 6 technical electives (depending on the capstone option chosen), and a capstone thesis, project, or capstone course for a total of 30 semester credit hours.

Electives

Students are required to choose up to six technical electives, from:
-Advanced Computer Forensics
-Web Server and Application Security Audits
-Mobile Device Forensics
-Information Security Risk Management
-Sensor and SCADA Security
-Computer System Security
-Computer Viruses and Malicious Software
-Network Security
-Covert Communications
-Information Security Policy and Law
-Information Assurance Fundamentals
-Secure Data Management
-Secure Coding
-Foundations of Cryptography
-Foundations of Security Measurement and Evaluation
-Foundations of Intelligent Security Systems
-Advanced Cryptography
-Hardware and Software Design for Cryptographic Applications

Curriculum

Thesis/project/capstone course options differ in course sequence, see the website for a particular course's module information.

Other admission requirements

-Have a minimum grade point average equivalent to a 3.0/4.0.
-Submit official transcripts (in English) of all previously completed undergraduate and graduate course work.
-Submit a minimum of two recommendations from individuals who are well-qualified to assess the applicant's potential for success, and complete a graduate application.
-International applicants whose native language is not English must submit scores from the Test of English as a Foreign Language. Minimum scores of 570 (paper-based) or 88 (Internet-based) are required. Applicants who have completed undergraduate study at foreign universities must submit Graduate Record Examination (GRE) scores. GRE scores are also recommended for applicants whose undergraduate GPA is below 3.0.
-Applicants must satisfy prerequisite requirements in mathematics (integral calculus, discrete mathematics), statistics, natural sciences (physics, chemistry, etc.), and computing (programming, computer networking theory and practice, and systems administration theory and practice).

Bridge program

Students whose undergraduate preparation or employment experience does not satisfy the prerequisites required for the program may make up deficiencies through additional study. Bridge course work, designed to close gaps in a student's preparation, can be completed either before or after enrolling in the program as advised by the graduate program director. Generally, formal acceptance into the program is deferred until the applicant has made significant progress through this additional preparation.

If completed through academic study, bridge courses must be completed with a grade of B (3.0) or better. Courses with lower grades must be repeated. Bridge courses are not counted toward the 30 credit hours required for the master's degree. However, grades earned from bridge courses taken at RIT are included in a student's graduate grade point average. A bridge program can be designed in different ways. Courses may be substituted based upon availability, and courses at other colleges may be applied. All bridge course work must be approved in advance by the graduate program director.

Additional information

Study options:
Students may pursue the degree on a full-time basis, on-campus only.

Faculty:
The program faculty are actively engaged in consulting and research in various areas of secure computing and information assurance, such as cryptography, databases, networking, secure software development, and critical infrastructure security. There are opportunities for students to participate in research activities towards capstone completion or as independent study work.

Maximum time limit:
University policy requires that graduate programs be completed within seven years of the student's initial registration for courses in the program. Bridge courses are excluded.

Read less
The Graduate Diploma (GD) in Conflict Analysis and Management is a one-year, interdisciplinary graduate program that provides students with foundations to identify, analyze, and manage intra-group and multi-party conflict in a variety of organizational contexts, including domestic, intercultural, and international environments. Read more
The Graduate Diploma (GD) in Conflict Analysis and Management is a one-year, interdisciplinary graduate program that provides students with foundations to identify, analyze, and manage intra-group and multi-party conflict in a variety of organizational contexts, including domestic, intercultural, and international environments. To accomplish this, the program stresses a holistic, systemic, cross-cultural approach to conflict analysis and management. Students are exposed to a diverse range of relevant practical skills as well as contemporary and innovative, applied research, empowering them to become critical, reflective practitioners that contribute to the expanding field and profession of conflict management.

Delivery Model

Online Learning
The majority of this program is experienced through online learning. Online courses enable you to meet the demands of work and family while studying. Using our web-based learning platform, you will access your reading materials, complete individual and group assignments, and engage with the rest of your classmates and instructors; online from anywhere. Each online course will be nine weeks in length, with a two-week break between courses.

Residency
During the course of your one-year program, you will attend one, two-week on-campus residency. Here you’ll get to interact face-to-face with your instructors, cohort and team. You’ll have set class hours as well as homework and meetings outside of class hours, making this an intensive and rewarding time.

Learning Outcomes

Royal Roads University works with an outcomes-based learning model. Learning outcomes are clear, plain language descriptors of knowledge and performance tasks that students demonstrate in order to successfully complete a program.

Within the GD in Conflict Analysis and Management, there are five key learning outcome domains:
-Critical Thinking
-Communication
-Research
-Knowledge
-Professional Skills & Practice

Using learning outcomes helps to clarify a program’s focus, helps students connect their program to their workplace, provides a focus for assessment/evaluation, and helps employers understand the benefits of the program.

Upon satisfactory completion of the courses and related assignments, students will be granted a Graduate Diploma in Conflict Analysis and Management.

Who It’s For

Students in this program come from across Canada and around the globe. Many are, or aspire to be, managers, negotiators, facilitators, or consultants in environments where group conflicts frequently occur. As conflict can occur in many arenas – within community, government, corporations, civil society, and international settings – our graduates are prepared to lead change within the fields of labour relations, community development, environmental management, international NGOs, and many other settings.

Applicants who do not have the formal academic education to qualify for admission may be assessed on the basis of both their formal education and their informal learning, in accordance with the Flexible Admission Process. Applicants are assessed on a case-by-case basis.

Laddering Options

Students who wish to continue their studies towards completion of the Master of Arts in Conflict Analysis and Management may do so through the laddering process.

Students may apply to transfer to the MA stream while still in the diploma program. Space may be limited, so the ability to transfer is not guaranteed, and in these cases, only the masters degree will be awarded upon completion of the MA, not the diploma.

Graduates of the diploma program must formally apply to the MA program.

Flexible Admission

Normally 10 years of work experience, with a minimum of two years of relevant professional experience in a leadership or management position, or an equivalent combination of education and experience. All flexible admission applicants will normally be required to take "Academic Writing and Critical Thinking" and obtain a minimum B+ (77%).

Read less
The Institute of Health Policy, Management and Evaluation (IHPME) is training Canada's future health leaders and researchers through its outstanding degree programs. Read more
The Institute of Health Policy, Management and Evaluation (IHPME) is training Canada's future health leaders and researchers through its outstanding degree programs:
-Doctor of Philosophy in Health Policy, Management and Evaluation
-Master of Science in Health Policy, Management and Evaluation
-Master of Health Science in Health Administration
-Master of Health Informatics

The Health Policy, Management and Evaluation graduate program offers four concentrations leading to the Master of Science: Clinical Epidemiology and Health Care Research; Health Services Research; Health Technology Assessment and Management; and Quality Improvement and Patient Safety.

Read less
A letter of intent written by the applicant expressing professional goals as applied to the program. Submission of three letters of recommendation, using the required recommendation form. Read more
• A letter of intent written by the applicant expressing professional goals as applied to the program.
• Submission of three letters of recommendation, using the required recommendation form.
• Résumé or curriculum vitae.
• Submission of a copy of current teaching certificate within the first 15 credit hours completed in the program.
• Six credit hours of undergraduate study in literacy education focusing on teaching methods.

E-mail: • Phone: 315-267-2165

Visit http://www.potsdam.edu/graduate to view the full application checklist and online application.

The Literacy Specialist program has been designed to meet the certification regulations of the New York State Education Department, as well as the Standards for Literacy Professionals of the International Reading Association. This program allows candidates to qualify for initial certification in one of the following levels, as well as satisfying the academic requirements for Professional certification in their Initial New York certification area: Early Childhood and Childhood (Birth- Grade 6) and Middle Childhood and Adolescence (Grade 5-12). Program courses also available at Watertown JCC campus. Program Start Date: Fall (Preferred), Spring, Summer

Required Program Courses
Minimum of 36 credit hours:

GRDG 600, Foundations of Literacy ...................................3 credits
GRDG 605, Literacy Assessment and Evaluation .....................3 credits
GRDG 610, Seminar: Literacy Research ...............................3 credits
GRDG 615, Literacy:Family/School/Community Collaboration ...3 credits
GRDG 620, Literacy and Linguistically Diverse Learners ..........3 credits
GRDG 625, Using Technology to Teach Literacy ...........................3 credits

Early Childhood/Childhood Literacy Concentration (B-6):
GRDG 655, Literacy Intervention Strategies, B-6 .................3 credits
GRDG 660, Teaching Writing, B-6 .................................3 credits
GRDG 665, Emergent Literacy .......................................3 credits
GRDG 690, Literacy Practicum, B-2................................3 credits
GRDG 691, Literacy Practicum, 3-6 ................................3 credits

Middle Childhood/Adolescent Literacy Concentration (5-12):
GRDG 656, Literacy Intervention Strategies, 5-12 ...............3 credits
GRDG 661, Teaching Writing, Grades 5-12 .......................3 credits
GRDG 670, Teaching Reading and Study Skills in Content ....3 credits
GRDG 696, Literacy Practicum, 5-8 ................................3 credits
GRDG 697, Literacy Practicum, 9-12 ..............................3 credits

The GRE Exam (or equivalent) is required for all teacher preparation pro- gram candidates who are seeking certification (for applicants seeking ad- mission for Fall 2015 forward). All other graduate programs, including non-certification options, do not require this exam. More information on the GRE exam can be found by visiting http://www.gre.org. SUNY Potsdam’s code for sending score reports is 2545.

Uniqueness of Program

The program is designed so that full-time candidates who begin their study on campus in the Fall or Summer semesters may complete their program in three semesters. Most, but not all, degree requirements for the Literacy Specialist program may also be completed in Watertown, NY, on the Jefferson Community College campus.

Testimonial

“The Literacy Specialist profession is rapidly growing and is one of the most highly desired certification areas by school districts today.”

Read less
Human-computer interaction (HCI) addresses the design, evaluation, and implementation of interactive computing and computing-based systems for the benefit of human use. Read more

Program overview

Human-computer interaction (HCI) addresses the design, evaluation, and implementation of interactive computing and computing-based systems for the benefit of human use. HCI research is driven by technological advances and the increasing pervasiveness of computing devices in our society. With an emphasis on making computing technologies more user-friendly, HCI has emerged as a dynamic, multifaceted area of study that merges theory from science, engineering, and design––as well as concepts and methodologies from psychology, anthropology, sociology, and industrial design––with the technical concerns of computing.

The master of science degree in human-computer interaction provides the knowledge and skills necessary for conceptualizing, designing, implementing, and evaluating software applications and computing technologies for the benefit of the user, whether the user is an individual, a group, an organization, or a society. Human, technological, and organizational concerns are interwoven throughout the curriculum and addressed in team- and project-based learning experiences.

Plan of study

The program is comprised of four required core courses, up to three program electives (depending upon capstone option chosen), two application domain courses, and a capstone project or thesis.

Core courses

The core courses provide knowledge and skills in the conceptual and methodological frameworks of HCI and HCI research. Emphasis is on understanding human cognition as it applies to information systems plus interaction design, interface prototyping, and usability evaluation.

Electives

Student choose up to three electives, depending on which capstone option they choose to complete.

Program electives

Students will select two courses from the program electives list. In select cases, students can petition for approval to include a course complementray to the degree program as a program elective. See website for further details of available electives: https://www.rit.edu/programs/human-computer-interaction-ms

Application domain courses

To gain breadth in a technical area to which HCI concepts can be applied, students complete two courses in any of the following application domain areas. A special topics option is also available, with faculty approval, for individuals with interest in other HCI-related areas. See website for further details of available domain courses: https://www.rit.edu/programs/human-computer-interaction-ms

Thesis/Capstone project

Students may complete a thesis or capstone project. (Student who choose the capstone will complete one additional elective.) This experience is meant to be an empirical study of a HCI problem, which can be the development of a software product through user-centered design processes. The results are either published in a peer-reviewed journal or publicly disseminated in an appropriate professional venue.

Curriculum

Course sequence differs according to selected thesis/project option, see website for further details of a particular option's modules and electives: https://www.rit.edu/programs/human-computer-interaction-ms

Other admission requirements

-Have a minimum cumulative GPA of 3.0* (B average).
-Submit official transcripts (in English) of all previously completed undergraduate and graduate course work.
-Have prior study or professional experience in computing; however, study in other disciplines will be given consideration.
-Complete a graduate application.
-International applicants whose native language is not English must submit scores from the Test of English as a Foreign Language. Minimum scores of 570 (paper-based) or 88 (Internet-based) are required.
-Applicants with undergraduate degrees from foreign universities are required to submit GRE scores.

*Applicants with a GPA below 3.0 may be considered, but are required to submit standard Graduate Record Exam (GRE) scores.

Additional information

Prerequisites:
The program requires strong technical and social science skills. Knowledge of quantitative statistical methodologies is important since students review research studies as well as analyze the results of their own usability evaluations. Students are also expected to have a solid background in computer programming. These competencies may be demonstrated by previous course work, technical certifications, or comparable work experience. Bridge courses are available to fulfill any gaps in an applicant's qualifications. Applicants will be made aware of any areas where additional course work may be necessary.

Maximum time limit:
University policy requires that graduate programs be completed within seven years of the student's initial registration for courses in the program. Bridge courses are excluded.

Online option:
The program can be completed on campus or online.

Read less

Show 10 15 30 per page



Cookie Policy    X