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Masters Degrees in Education Management, USA

We have 20 Masters Degrees in Education Management, USA

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The MA in Student Affairs in Higher Education program represents what a well-rounded academic program is all about—academic excellence, plus geographical, cultural, and ethnic diversity. Read more
The MA in Student Affairs in Higher Education program represents what a well-rounded academic program is all about—academic excellence, plus geographical, cultural, and ethnic diversity. Coursework and assistantships—held by about 90 percent of our students—blend academic achievement with real-world responsibilities so that you are fully prepared for entry-level and mid-management jobs, depending on your past experience.

STUDENTS FROM A VARIETY OF PROFESSIONAL AND ACADEMIC BACKGROUNDS

A typical SAHE entering class includes graduates of private and public institutions, from very small to very large, from all sections of the country. Many students are returning to graduate school after having worked for a few years.

YOUR COHORT BECOMES PART OF YOUR PROFESSIONAL NETWORK

All students join a fall cohort and either begin classes in the summer or in fall. With the cohort model you surround yourself with like-minded learners who will become members of your professional network. You progress through a prescribed sequence of courses as a group, and, together, you’ll discover the history of your profession while mastering the theories and techniques that have proven effective when working with diverse campus populations.

THE MA IN STUDENT AFFAIRS IN HIGHER EDUCATION

This program introduces you to the key principles and responsibilities of this area of study. Practical experiences provided by your assistantship and practicums help transition you from the classroom to your first job in the field.

A minimum of 42 credits (36 required and 6 credits of elective or thesis), a portfolio requirement, and the equivalent of two academic years of full-time study are required to earn the Master of Arts degree.

Student Affairs is an applied science field and, as such, you will:
-Understand theories of personality and human development.
-Learn elements of research.
-Acquire specific skills and techniques for helping others learn, grow, and develop.
-Comprehend organizational management theory and practice.
-Complete a variety of practice-oriented courses.

You will also demonstrate professional competence by writing either a thesis or completing six hours of approved electives along with a final semester portfolio completed during the final semester.

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- Do you want to cultivate creativity and breakthroughs on your team?. - Design and prototype the latest hot product or service as a new venture or inside a company?. Read more
- Do you want to cultivate creativity and breakthroughs on your team?
- Design and prototype the latest hot product or service as a new venture or inside a company?
- Build an authentic brand that propels your business ahead of the competition?

Immerse yourself in innovation and entrepreneurship at the University of San Francisco’s unique two- to ten-day executive education certificate programs for groups of 15-25 professionals or university graduate students.

Led by fellow executives and entrepreneurs right in the heart of San Francisco and Silicon Valley, the University of San Francisco’s dynamic curriculum includes expert lectures, company visits, networking events, educational tours, hands-on projects and simulation workshops.

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Leadership is the essential resource for creating and sustaining organizations, communities, and societies. The primary goal of the O&L MA program is to bring before students a continuum of new knowledge and understanding that reflects current theories, research, and innovative practices. Read more

Leadership is the essential resource for creating and sustaining organizations, communities, and societies. The primary goal of the O&L MA program is to bring before students a continuum of new knowledge and understanding that reflects current theories, research, and innovative practices. The Organization and Leadership Master’s program is composed of a diverse and unique faculty that draws upon a common ethic to teach and live leadership through commitment, academic excellence, and innovative practice.

The Master of Arts in Organization and Leadership (O&L) consists of 30 credits. The program gives students the opportunity to work with a diverse and unique faculty and focus their study

Program Delivery

To meet the needs of working professionals, the program follows a schedule of alternate weekend classes that convene nine times a semester (Friday evenings and all day Saturdays). See our Teaching Weekend schedule.

COURSE DETAILS

FOUNDATIONS | 3 CREDITS (REQUIRED)

  • O&L 614 - Introduction to Organization and Leadership (3)

RESEARCH METHODOLOGY | 3 CREDITS

  • GEDU 603 - Methodology of Educational Research (3)

O&L COURSEWORK - GENERAL OR FOCUS AREA | 15 CREDITS

  • O&L 615 - Information Systems in Educational Management (3)
  • O&L 621 - Budget and Finance (3)
  • O&L 622 - Education Law (3)
  • O&L 624 - Human Resources in Educational Management (3)
  • O&L 630 - Educational Leadership (3)
  • O&L 635 - Anthropology of Education (3)
  • O&L 652 - Data Based Decision Making for School Leaders (3)
  • O&L 654 - School, Community and Society (3)
  • O&L 658 - Culture and Work (3)
  • O&L 661 - Organization Development and Learning (3)
  • O&L 670 - Ethical Organization (3)

ELECTIVES | 6 CREDITS

Choose 2 elective courses drawn from the following based on program adviser approval:

  • Organization & Leadership courses
  • Special topics courses,
  • Directed studies,
  • Other School of Education department courses,
  • Accepted transfer courses.

The Organization and Leadership Program Learning Outcomes

  1. Critique Systems of Power
  2. Identify ways institutions perpetuate, and create opportunities to challenge, injustice, inequality, and oppression.
  3. Organizational Complexities
  4. Identify, describe, and critique theories for analyzing organizations and institutions and their relationship to society.
  5. Leadership
  6. Identify, describe, and critique leadership theory and traditional approaches to leadership in educational settings and community contexts.
  7. Articulate a leadership philosophy and develop practical approaches to function as agents of change.


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The Department of Educational Leadership and Counseling is comprised of the Educational Leadership and Counselor Education Programs. Read more

The Department of Educational Leadership and Counseling is comprised of the Educational Leadership and Counselor Education Programs.

The Masters program in Educational Leadership offers a planned sequence of experiences designed to develop leadership skills essential to the improvement of administration and supervision in schools, and other educational entities. Emphasis is placed upon increased understanding of the school management function. The institution provides a unique setting for the preparation of multicultural leadership. Curricula are designed to prepare the student for entry-level administrative posts in school systems (Level I for Florida Certification) for professional development and improvement and for leadership positions in other educational entities.

The Ph.D. Program in Educational Leadership has been designed as a non-traditional program to insure the academic success of qualified individuals who are interested in serving in rural and urban settings. The full time program is designed to move students to Ph.D. candidacy in two years. Because of the developmental focus of this program, transfer credit will not be accepted. Student cohorts are admitted once each year in the fall semester.

This program will enable graduates to pursue leadership career opportunities in educational settings and organizations involved with education-related issues. The program is designed to provide professionals with theoretical and practical knowledge that will enable them to be effective change agents and successful program managers, particularly in schools and agencies that serve the needs of minority and at-risk populations. This unique program is organized in the cohort format based upon the constructivist philosophical foundation. Inter-and intra-personal development and cultural factors are identified as essential elements for effective leadership and are emphasized as part of the doctoral program. A strong emphasis is also placed upon acquisition of theoretical content and research methodology.

Counselor Education offers graduate study which emphasizes both didactic and affective experiences as necessary dimensions in the growth and development of professional counselors. The program provides a curriculum that is comprehensive, integrated, and sequential and is approved by the National Council for the Accreditation of Teacher Education (NCATE) and meets State of Florida approval. The course of studies include differentiated patterns of preparation for school counselors, and those persons interested in enhancing their human service skills for employment in other settings such as mental health agencies. Special effort is made to sensitize and provide the learner with experiences and skills relevant in working with individuals, groups, families and populations representing varied backgrounds and motivations. Multi-ethnic and multi-cultural effectiveness constitute a pervasive focus in all program studies.

The Counselor Education program has been in existence at Florida A & M University for over thirty years with a mission of supplying school and community systems with highly qualified counselors in public/private schools, college, community agencies and businesses. Our graduates become certified school counselors or licensed mental health counselors. In both of these professions, there is an under representation of minorities, specifically African-Americans. Our candidates are exposed to instruction which emphasizes multiculturalism so that they are better equipped to address the needs of the current school and community populace.



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The M.Ed. School Leadership/Principal Licensure has been approved as a principal preparation program by the TN State Department of Education. Approval in Georgia is pending. Read more

The M.Ed. School Leadership/Principal Licensure has been approved as a principal preparation program by the TN State Department of Education. Approval in Georgia is pending. This is an excellent program which strives to prepare teachers for a future career as a school principal, curriculum leader or other supervisor.

  • A teaching certificate and three successful years teaching experience are required by the State for admission to principal licensure programs.
  • The program can be completed in as few as 5 semesters and requires 33 graduate credits.
  • Students typically progress through the program as a cohort, with new cohorts beginning every August. Admission will be considered for spring and summer terms, however, core courses are only offered once a year.
  • Courses are fully aligned with the TN Instructional Leadership Standards.
  • Most courses are delivered in a ‘hybrid’ format, meaning some face to face and some on-line instruction.
  • A field experience requirement of approximately 450 hours is required and is completed over the duration of the program.

Required courses are as follows:

  • EDAS 5010: Methods of Educational Research
  • EDAS 5630: School Law
  • EDAS 5710: Leadership for School Improvement
  • EDAS 5730: School Culture and Climate
  • EDAS 5740: Curriculum Leadership
  • EDAS 5750: Instructional Leadership and Assessment
  • EDAS 5760: Development of Human Capital in Schools
  • EDAS 5770: Management of the School
  • EDAS 5810: Ethics, Advocacy and Advanced Law
  • EDAS 5820: Practicum in School Leadership
  • EDAS 5900: Capstone

 A passing score on the State exam (SLLA) is required as a condition of graduation



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The master's program in Catholic Educational Leadership prepares graduates for effective leadership as administrators in Catholic elementary and secondary schools and for diocesan positions. Read more

The master's program in Catholic Educational Leadership prepares graduates for effective leadership as administrators in Catholic elementary and secondary schools and for diocesan positions. The program consists of 30 credits, 24 of which are core credits.

Program Delivery

To meet the needs of working professionals, the program follows a schedule of alternate weekend classes that convene nine times a semester (Friday evenings and all day Saturdays). See our Teaching Weekend schedule.

COURSE DETAILS

CORE CURRICULUM | 24 CREDITS

  • CEL 640 - History and Principles of Catholic Education (3)
  • CEL 641 - Private School Law (3)
  • CEL 642 - Moral Development (3)
  • CEL 644 - Curriculum and Instruction Leadership in Catholic Schools (3)
  • CEL 650 - Catholic Leadership and Educational Administration (3)
  • CEL 651 - Business and Finance for Catholic Schools (3)
  • CEL 653 - Personnel Leadership in Catholic Schools (3)
  • CEL 690 - M.A. Culminating Project (3)

ELECTIVES | 6 CREDITS

The remaining 6 credits are earned in elective courses selected from among those in Catholic Educational Leadership or those offered by other master's degree programs in the School of Education.

The program is offered during three semesters of the academic year: fall, spring, and summer. The summer CEL semester, referred to as the SummerWest program, includes a wide variety of course offerings; the summer faculty are from many parts of the country and bring expertise in theory and practice in elementary and secondary Catholic schools.

Program Learning Outcomes

The Catholic Educational Leadership Program Learning Outcomes

  • Students will be able to communicate the vision, mission, and values of Catholic education to the various stakeholders of their schools.
  • Students will engage self and others in spiritual discernment and the process of reflection and personal faith development
  • Students will be able to develop and evaluate school wide improvement plans rooted in current research and best practices in Catholic education that reflect transformational leadership with a personal and professional commitment to liberation, equity and inclusion.
  • Students will apply Gospel values with their school communities, demonstrate a knowledge of Catholic social teaching and the promotion of justice, and will integrate cura personalis (care for the person) in their relationships with stakeholders.
  • As leaders in Catholic institutions students will be able to engage current political and social reality as a core text. Students will be able to demonstrate an understanding of strategies for acting in solidarity with communities locally and globally, especially historically marginalized groups.


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The Master of Arts in Higher Education and Student Affairs (HESA) combines a rigorous academic curriculum with practicum experiences in various areas of student life. Read more

The Master of Arts in Higher Education and Student Affairs (HESA) combines a rigorous academic curriculum with practicum experiences in various areas of student life. Every HESA course is infused with an examination of equity and a passion for social justice. Class conversations and coursework focus on improving access to higher education for first generation and low-income students.

Practicum & Internship Opportunities

Each HESA student is connected to internship and practicum opportunities at USF or other Bay Area institutions. As part of their learning experience, they work in a student affairs division in a position that reflects their professional interests. These hands-on experiences and networking opportunities helped our last graduating cohort achieve 100% job placement in relevant student affairs positions.

Our Faculty

Our faculty are passionate about empowering underrepresented professionals and students of color because they’ve overcome the same struggles. They’re well versed in complex issues of equality and race, inspiring dynamic classroom conversations that leverage real world situations.

Professors also take an individualized approach to their students: providing feedback on resumes and cover letters, conducting mock interviews, leveraging professional connections — providing a level of mentorship that’s increasingly rare in higher education. Meet our faculty.

Course Details

CURRICULUM | 30 CREDITS

Requirements include 24 credits of coursework, 3 credits of practicum and a 3 credit Masters Capstone.

HESA CORE | 21 CREDITS

  • O&L 744 Academic and Student Affairs (3)
  • O&L 614 Introduction to Organization and Leadership (3)
  • O&L 741 American Institutions of Higher Education (3)
  • O&L 663 Race, Diversity and Higher Education (3)
  • O&L 662 Campus Environments and Cultures (3)
  • O&L 656 Student Development in College (3)
  • O&L 626 Social and Cultural Theoretical Foundations in Higher Education (3)

RESEARCH METHODS | 3 CREDITS

  • O&L 657 Assessment & Evaluation in Higher Education (3)

PRACTICUM | 3 CREDITS

Students completing the degree in HESA must complete three credits of practicum experiences during their program. The required practicum commitment is approximately 100 hours per semester or 10 hours per week.

See examples of past practicum placements that HESA students have completed.

  • O&L 645 Practicum in HESA I (1)
  • O&L 646 Practicum in HESA II (1)
  • O&L 647 Practicum in HESA III (1)

MASTERS CAPSTONE | 3 CREDITS

  • O&L 667 Capstone Seminar

Program Learning Outcomes

Important objectives of the Higher Education & Student Affairs program are to train professionals who will:

  • Situate contemporary issues of access, equity, and oppression in higher education within a broader framework of social inequality.
  • Contextualize and critically analyze experiences and challenges facing marginalized students across higher education contexts.
  • Develop a professional orientation that integrates theoretical frameworks, student affairs practice, and lived experience.
  • Advocate for social justice to transform spaces within higher education to enact more equitable outcomes for all students. 

THE NASPA/ACPA PROFESSIONAL COMPETENCIES FOR STUDENT AFFAIRS PRACTITIONERS INCLUDE:

  • Advising and Helping
  • Assessment, Evaluation, and Research
  • Equity, Diversity, and Inclusion
  • Ethical Professional Practice
  • History, Philosophy, and Values
  • Human and Organizational Resources
  • Law, Policy, and Governance
  • Leadership
  • Personal Foundations
  • Student Learning and Development


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USF's M.A. degree in International & Multicultural Education (IME) Program is dedicated to understanding formal and informal education within its sociocultural, linguistic, and political contexts around the world. Read more

USF's M.A. degree in International & Multicultural Education (IME) Program is dedicated to understanding formal and informal education within its sociocultural, linguistic, and political contexts around the world.

Based on principles of equity, social justice, and human rights, the program critically addresses the realities of education within and beyond the borders of public schooling in the United States and around the world.

Distinctive Features

  • Rich in-class learning experiences with expert faculty blended with opportunities for practical work in schools and community organizations in the Bay Area.
  • Curriculum and pedagogy aimed at addressing inequities based on race, class, gender, sexual identity, religion, and nation.
  • A strong sense of community composed of highly diverse faculty and students who offer personal and scholarly support

Program Details

The MA in International and Multicultural Education is rooted in critical social theory and the practice of critical pedagogy. This program provides a dynamic learning community where students benefit from rigorous scholarship and experience both in the classroom and in the community. We believe that our program equips students with the knowledge and strategies they need to be highly effective social justice teachers, leaders, and practitioners across various learning contexts in the U.S. and abroad.

We interweave theory and practice while utilizing the following lenses to inform our curriculum

  • equity and social justice education
  • intersectionality of race, class, nation, language, gender and sexuality
  • youth culture and resistance
  • human rights and social movements
  • globalization and migration studies
  • community cultural wealth

PROGRAM DELIVERY

The program follows a schedule of alternate weekend classes that convene nine times a semester (Friday evenings and all day Saturdays). See Teaching Weekend dates.

COURSE DETAILS

THE MASTER OF ARTS IN INTERNATIONAL AND MULTICULTURAL EDUCATION (IME) CONSISTS OF 30 CREDITS FROM THE FOLLOWING COURSES.

Course descriptions are available in the catalog.

THEORETICAL FOUNDATION COURSES | 9 CREDITS

  • Students select three of the following courses:
  • IME 605 - Re-conceptualizing Multicultural Education (3)
  • IME 612 - Critical Race Theory and Praxis (3)
  • IME 169 - Gender and Globalization (3)
  • IME 621 - Human Rights Education: History, Philosophy and Current Debates
  • IME 639 - Cross-Cultural Literacy

IME CORE COURSES | 15 CREDITS

  • Students select five of the following courses:
  • IME 602 - Linguistic Rights and Bilingual Education (3)
  • IME 603 - Applied Linguistics (3)
  • IME 604 - Global Perspectives on Education and Decolonization (3)
  • IIME 606 - Critical Analysis of Urban Schooling (3)
  • IME 610 - Sociology of Language (3)
  • IME 611 - Language and Culture (3)
  • IME 613 - Emotional Intelligence and Cultural Competency (3)
  • IME 615 - Education for Inclusion (3)
  • IME 616 - Social Movements and Human Rights (3)
  • IME 617 - Tools for Human Rights Practice (3)
  • IME 618 - International Human Rights Law for Educators (3)
  • IME 620 - Human Rights Education: Pedagogy and Praxis (3)
  • IME 624 - African-American Education History in the US (3)
  • IME 625 - Contemporary International Issues (3)
  • IME 628 - Women of Color in Higher Education (3)
  • IME 631 - Research in 1st and 2nd Language Acquisition (3)
  • IME 634 - Assessment/Testing of Second Language Proficiency (3)
  • IME 635 - Latinos and Education (3)
  • IME 636 - Human Rights and Media (3)
  • IME 637 - Critical Pedagogy (3)
  • IME 640 - Immigration and Forced Displacement (3)
  • IME 647 - Technology and Diverse Learners (3)
  • IME 650 - Asian American History and Education (3)
  • IME 668 - Discourse, Pragmatics and Language Teaching (3)
  • IME 676 - Teaching and Learning Through the Arts (3)
  • IME 697 - IME Directed Study (1-3)
  • IME 698 - IME Special Topics (1-3)

MASTER'S THESIS/RESEARCH PROJECT | 3 CREDITS

  • GEDU 603 - Methodology of Educational Research (3)
  • IME 649 - IME MA Thesis/Research Project (3)

Program Learning Outcomes

The International and Multicultural Education Program Learning Outcomes

The goal of each IME program is to develop professional practitioners with expertise in three key areas:

  • Conceptual knowledge: including human rights education, urban education, language and literacy education, emotional intelligence and cultural competency.
  • Theoretical knowledge: including critical social theory, critical pedagogy, multicultural theory, critical race theory, feminist critical theory.
  • Application skills: analysis, synthesis, and evaluation skills for teaching and research, program/policy development and administration, and local/global social justice/human rights activism.

The International and Multicultural Education Program Student Learning Outcomes

The IME programs are designed to enable students, upon graduation, to:

  • Use theory as a lens for thinking critically about social inequities in local/global contexts.
  • Critically engage with scholarship.
  • Be skillful in applying research-based teaching practices.
  • Work as a transformative professional in schools, universities and communities to bring about social change.
  • Use a wide range of assessment tools for including informal/formal, individual/group, formative/summative instruments.
  • Design, implement, and assess K-12 and post-secondary classroom/community programs focused on human rights, multicultural, and/or language/literacy education


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Our master's program is designed for educators who are excited about the potential technology offers for increasing student engagement and learning. Read more

Our master's program is designed for educators who are excited about the potential technology offers for increasing student engagement and learning. Our students want to extend their skills for implementing relevant technology-enhanced activities in their own learning environments.

The hands-on quality of the Educational Technology program addresses the disparity between understanding the functionality of technology and knowing how it can be taught to students. More accurately, it’s not just why you’d use technology, but how it could be strategically implemented.

Our graduates will be prepared to:

  • Optimize the use of active learning techniques via relevant technology tools
  • Take existing curriculum and transform it for a contemporary student audience
  • Design and teach online, hybrid, or blended courses
  • Serve as a peer technology coach for colleagues

Program Details

The Educational Technology master's program is designed for working professionals who are interested in both creative exploration and practical application of digital technologies.

Our focus is always on giving students tools and strategies that they can use right away in their own learning environments. We also understand that every school has different types and amounts of resources, so we explore a wide variety of technology tools with an emphasis on low-cost or free resources.

The program will be of benefit to teachers in both K-12 and post-secondary settings, educational leaders, curriculum and technology specialists, software developers, corporate trainers, and others interested in the intersection of digital technologies and education.

USF's Educational Technology program gives you five powerful ways to enhance your pedagogical toolkit and increase your impact on future learners. Enter as a savvy instructor, work hard, and leave as a:

  • Digital leader
  • Digital storyteller
  • Digital educator
  • Digital designer
  • Digital change agent

Curriculum Structure

The curriculum focuses on the discerning use of technological tools to increase student engagement, motivation, and active learning.

Master's candidates are encouraged to leverage their learning for immediate applicability; course projects require students to apply new skills to discipline-specific content needs.

The Educational Technology program helps educators:

  1. Apply technology-enhanced educational practices in and out of the classroom.
  2. Prepare to evolve with the rapidly changing educational and technological landscapes.
  3. Understand the structure and function of educational technology systems.

The culminating assessment for this project-based master's degree is a portfolio website, which can serve as a platform for sharing and collaborating with other educators, as well as an electronic resume for those wishing to advance their careers.

Program Delivery

Classes meet on teaching weekends, an alternate weekend schedule of about two weekends a month to accommodate adult students, most of whom have full-time jobs and other obligations. The Educational Technology program is designed to be completed in five semesters (two years) including summers. To finish in this timeline, you can plan to take two courses per semester. See the master's program courses.

Program Learning Outcomes

The Educational Technology master's program has five program outcomes.

Upon completion of the MA in Educational Technology students will be able to:

  1. Using knowledge of human cognition, multimedia learning theory, and digital design principles, students will plan and create multimedia instructional materials that enhance their professional or educational practice.
  2. Students will create products (radio-style audio story and a multimedia screencast) that demonstrate their skills at multimedia production.
  3. Create a ready-to-implement course or unit re-design based on a blueprint plan that details scope and sequence, formative and summative assessments, plans for feedback, and a clear protocol for communication and workflow via a LMS. The re-design must transfer a traditional course, unit, or program to a flipped, blended, 1:1, or completely online environment.
  4. Students will design and create a professional website that will serve as their connection hub with other educational professionals. The website will include a blog, a multimedia gallery, a teaching philosophy statement, teaching/professional background, and relevant social sharing links.
  5. Students will apply design thinking to address issues of social justice within the field of educational technology.
  6. Students will create their professional identity, connect with other educational technology leaders, and reflect on their learning and practice as an educator in the digital age.


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Grounded in critical thinking and positive action, this program provides a rigorous human rights education in the classroom and community. Read more

Grounded in critical thinking and positive action, this program provides a rigorous human rights education in the classroom and community. You'll graduate prepared to tackle—and to teach about—inequities based on race, class, gender, sexual identity, religion, and nation.

Program Details

Designed to support teachers of early childhood through college, as well as educators working in non-formal settings such as community organizations, Human Rights Education (HRE) entails understanding the promise of rights guarantees and the gap between rights and actual realities.

Courses examine the right to education, schooling with dignity and rights, and curricular efforts towards social justice and comprehensive human rights. Students engage with issues in local and global contexts, with emphasis on globalization, migration, social movements, and transnationalism.

Transformation is an essential element of HRE, and is done through a process of education that empowers people to make changes in their own lives, as well as in their families, communities, and institutions.

Program Delivery

The program follows a schedule of alternate weekend classes that convene nine times a semester (Friday evenings and all day Saturdays). See Teaching Weekend dates.

A hallmark of the Masters in Human Rights Education program is its flexibility to work with diverse students. Students can complete the coursework requirements in as few as 18 months (two academic year semesters plus the summer term) and can extend the program as long as needed (up to 5 years). Most students complete the Masters program in 2 academic years with summer coursework often included.

COURSE DETAILS

The Master of Arts in Human Rights Education (HRE) consists of 30 credits. Requirements include 15 credits of core coursework, 9 credits of elective coursework, and 6 credits of Culminating Project. All classes are 3 credits, unless otherwise noted.

HRE FOUNDATIONS COURSES | 9 CREDITS

  • IME 618 - International Human Rights Law for Educators (3)
  • IME 620 - Human Rights Education: Pedagogy and Praxis (3)
  • IME 621 - Human Rights Education: History, Philosophy and Current Debates (3)

HRE TOPIC COURSES | 9 CREDITS (SELECT 3 OF 4 COURSES)

  • IME 616 - Social Movements and Human Rights (3)
  • IME 617 - Tools for Human Rights Practice (3)
  • IME 619 - Gender and Globalization (3)
  • IME 640 - Immigration and Forced Displacement (3)

HRE ELECTIVES | 6 CREDITS (SELECT 2 COURSES)

  • IME 602 - Linguistic Rights and Bilingual Education (3)
  • IME 605 - Re-conceptualizing Multicultural Education (3)
  • IME 606 - Critical Analysis of Urban Schooling (3)
  • IME 612 - Critical Race Theory and Praxis (3)
  • IME 625 - Contemporary International Issues (3)
  • IME 636 - Human Rights and Media (3)
  • IME 637 - Critical Pedagogy (3)
  • IME 639 - Cross-Cultural Literacy (3)

CULMINATING PROJECT | 6 CREDITS

  • GEDU 603 - Methodology of Educational Research (3)
  • IME 649 - MA Thesis/Field Project (3)

The Human Rights Education Program Learning Outcomes:

The goal of the HRE program is to develop professional practitioners with expertise in the following key areas:

  • Analyze the gap between universal rights and grassroots realities in local, global, and transnational contexts, with attention to issues of power, privilege, and marginalization. Explore the conditions and dimensions of empowering and transformative learning processes.
  • Describe and critique the differing approaches, perspectives, and models toward human rights education and how they impact the ways in which HRE is carried out in diverse settings.
  • Drawing on critical pedagogies, produce advocacy tools and curricular resources to be used in formal or non-formal educational contexts to address human rights violations.
  • Design, conduct, analyze and present findings from interviews, using diverse methods, such as oral history, in order to raise awareness about human rights issues.
  • Identify diverse methodological tools and skills needed to conduct ethical research in a range of contexts such as classroom teaching, community organizing, and curriculum development, among others.
  • Synthesize contextual understandings, reflective analysis, theoretical frameworks, and methodological training to inform either the production of a thesis or research-based field project.


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This concentration is designed to meet the growing needs for teacher leadership and a broad base of instructional leadership in PreK-12 schools. Read more

This concentration is designed to meet the growing needs for teacher leadership and a broad base of instructional leadership in PreK-12 schools. It is designed for teachers who want to remain in the classroom and exercise leadership through school-wide collaboration, mentoring new teachers, departmental or grade-level leadership, leading professional development, and the improvement of curriculum and instructional strategies. Nine credits of electives and choice of a literacy course allow the student to focus on areas of special interest as a teacher leader. It does not lead to a special TN endorsement. 

  • A teaching certificate and three successful years teaching experience are NOT required for admission but employment as a teacher is highly recommended.
  • The program can be completed in as few as 5 semesters and requires 33 graduate credits.
  • Students progress through the program as a cohort, with new cohorts beginning every August. Admission will be considered for spring and summer terms, however, core courses are only offered once a year.
  • Some courses are the same as those required by the Principal Licensure concentration. Thus a student who earns an M. Ed./Teacher Leadership and later decides to pursue an endorsement as a principal/supervisor may have already completed some of the required courses for licensure.
  •  Most courses are delivered in a ‘hybrid’ format, meaning some face to face and some on-line instruction.
  • A field experience component of approximately 200 hours is required and is completed throughout the program as part of individual course requirements.

Required courses are as follows:

  • EDAS 5010: Methods of Educational Research
  • EDUC 5610, 5620, or 5630: Literacy Course
  • EDAS 5630: School Law
  • EDAS 5710: Leadership for School Improvement
  • EDAS 5730: School Culture and Climate
  • EDAS 5740: Curriculum Leadership
  • EDAS 5750: Instructional Leadership/Assessment
  • EDAS 5900: Capstone
  • Electives as approved by advisor

The State exam (SLLA) is not required as a condition of graduation.)



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The Master’s degree program in Curriculum and Instruction (C&I) addresses the need for more highly trained teachers with a focus on proficiency in instruction, learning and assessment and/or minority and urban education. Read more

The Master’s degree program in Curriculum and Instruction (C&I) addresses the need for more highly trained teachers with a focus on proficiency in instruction, learning and assessment and/or minority and urban education. The curriculum is designed to provide educators with hybrid (blended) courses that are structured to ensure that future candidates will study the philosophical and theoretical foundations of curriculum development while gaining an understanding of instructional strategies that best address the needs of a diverse student population.

Those educators who pursue administrative roles will be provided with rich experiences through research and inquiry in an examination of diverse approaches to program evaluation and improvement. The program allows individuals to enhance their current skill sets as related to instructional and assessment strategies, application of theoretical foundations of curriculum development, research and inquiry as foundations for data-driven decisions about curriculum and instruction, technology, and core principles of program evaluation and instruction.

The program is uniquely designed to meet the needs of individuals with a variety of career goals that range from those who wish to serve as curriculum generalists or specialists, district curriculum coordinators, school administrators, and classroom teachers to those interested in serving as non-school based curriculum designers or curriculum evaluators. Public school districts, private institutions and corporate learning providers are increasingly turning to curriculum specialists to ensure that their programs satisfy institutional, governmental and industry requirements. Educators who work in K-12, higher education and adult learning environments can meet the demand by earning a graduate degree in Curriculum and Instruction. Any professional interested in the practical aspects of curriculum planning and supervision will find this program to be of great benefit.

The 30-credit- hour- program will employ a cohort model and may be completed in four semesters as a full-time student and six semesters as a part-time student. Candidates seeking admission into the C&I program must meet the School of Graduate Studies and Research admission requirements.



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