Master in Nashville USA

Top Masters Programs in Nashville USA 2017

Master

The benefits of a Masters extend beyond improving your earning potential. They can provide you with personal and professional skills to accelerate your development. They are also an opportunity to differentiate yourself from your peers, many of whom will have similar A-level and undergraduate qualifications.

Earning a Master requires two years of education after earning a Bachelor. This advanced degree may help students to achieve their educational and professional goals, as the rigors of a Master’s program help train students in the skills and knowledge they need to land the career of their dreams.

 

The United States of America is a large country in North America, often referred to as the "USA", the "US", the "United States", "America", or simply "the States". American colleges are funded by "tuition" charged to the student, which is often quite expensive, very commonly reaching into the tens of thousands of dollars per year.

Nashville is north central part and capital city of the state of Tennessee, United States. Due to numerous universities and colleges the city is called as the Athens of the south.

Compare Master's Degrees in Nashville in USA 2017

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Masters of Education in International Education Policy and Management

Vanderbilt Peabody College
Campus Full time 2 years September 2017 USA Nashville

Through a multifaceted approach to education led by faculty with expertise in human capital development, international organizations, and education policy reform, IEPM equips students with the skills and knowledge to become change makers in the field of international education and human and economic development around the world. [+]

Masters 2017 in Nashville USA. Through a multifaceted approach to education led by faculty with expertise in human capital development, international organizations, and education policy reform, IEPM equips students with the skills and knowledge to become change makers in the field of international education and human and economic development around the world. Program focus Through foundational coursework, IEPM students gain a deep theoretical understanding of underlying public policy issues facing K-12 and higher education systems and non-formal learning environments in varying contexts around the world. Combined with a strong background in research and data and a focus on practical application, students are prepared to critically engage and address salient issues within international education today, notably the relationships between education and economic growth, social cohesion, global health, and other dimensions of human development. Students IEPM proudly attracts a diverse student cohort from within and outside of the United States, with roughly one-half comprised of international students. Current and past international IEPM cohorts of students have come from China, Russia, Pakistan, Ukraine, Paraguay, South Korea, Armenia, Kazakhstan, Taiwan, Iraq, Japan, Georgia, Uzbekistan, Kyrgyzstan, Romania, India and the United Arab Emirates. Many students bring professional experience in teaching, development assistance, advocacy and community outreach, including in the Peace Corps, Teach for America, the U.S. Student Fulbright Program and more, that enriches the learning experience of all students in the program. Structure and Delivery Most IEPM students pursue their degrees full time (9 credit hours per semester) over the course of two years (four semesters). IEPM courses typically meet during the week, usually in the evenings (4:10-7:00pm), with select courses occasionally offered during the day. With this course offering schedule, many students find that they can also pursue part-time employment on campus as either a graduate or research assistant for a faculty member. Curriculum Requirements 36 credit hours consisting of 12 hours of the IEPM core (4 courses); 6 hours of methodology (2 courses); and 18 hours of electives selected with the guidance of the faculty advisor. Additionally, a two-month practicum (which can be taken with or without course credit, as determined by the student) is usually taken in the summer after the first year. I. IEPM Core Courses International Issues in K–12 Education Policy Reform (3) Comparative Issues in Higher Education Policy Reform (3) International Organizations and Economic Development (3) Education and Economic Development (3) II. Methodology Research Methods and Data Analysis I (3) Research Methods and Data Analysis II (3) III. Electives Elective courses may be taken across Peabody College, as well as in other disciplines offered across Vanderbilt University upon consultation with and approval of your faculty advisor. Past IEPM students have elected to take courses through the law school, graduate school, business school, divinity school, and the Vanderbilt Institute of Global Health. Some popular electives taken by IEPM students include the following; however, students are free to choose any others not included in this list: Social Context of Education Leadership and Policy Economics of Higher Education Education in the Asia-Pacific Region: Development, Reform, Innovation International Perspectives on Leadership Politics and Governance in Education Grants, Policy, and Administration Non-Profit Management American Education History and Policy Teaching and Teacher Policy College and University Management Postsecondary Access and Opportunity Public Finance of Higher Education College Student Personnel Services Total number of course credits required for graduation: 36 Graduation requirements In addition to completing 36 credit hours toward the degree, IEPM students must also either pass a comprehensive examination (offered in the spring) OR write and submit a master’s thesis paper on a topic of their choosing. Only upon successful completion of the comprehensive exam or the master’s thesis will the student be considered a candidate for graduation. The IEPM Advantage The IEPM program allows students to tailor their curriculum and experience to their own individualized pursuits, and many students have complemented their international education coursework with classes in business, law, religion, global health, regional and area studies, and other disciplines across Vanderbilt University. Combined with a summer practicum experience, our IEPM students are prepared with essential skills and specialized content knowledge necessary to tackle some of the greatest educational challenges of our time. Many of our graduates go on to pursue careers with international development agencies, private foundations, advocacy groups, government bodies, private consultancies, non-profit organizations, school districts, and higher education institutions, among others. Some graduates of the program choose to pursue further graduate or professional study at the Ph.D. level. There is no one “traditional” path for IEPM graduates, and the program thrives on bringing together students of diverse and varied backgrounds, interests, and experiences as they relate to international education [-]

Masters of Education in Quantitative Methods

Vanderbilt Peabody College
Campus Full time 2 years September 2017 USA Nashville

The master of education (M.Ed.) in Quantitative Methods (QM) is designed to provide students with strong quantitative methods training for applied research settings. Students for whom the new program would have interest and value are those who wish to work in school systems, government, industry, dedicated research institutes, academic settings, and medical school research settings. [+]

The master of education (M.Ed.) in Quantitative Methods (QM) is designed to provide students with strong quantitative methods training for applied research settings. Students for whom the new program would have interest and value are those who wish to work in school systems, government, industry, dedicated research institutes, academic settings, and medical school research settings. Students in this 32-hour program take two required core courses in quantitative methods, two required hours of seminar activity, and eight additional courses, of which one may be a content course (i.e. outside the QM area) and one may be a QM course outside of Psychology and Human Development. The program culminates in a summer-long or semester-long internship in which students obtain real-world experience producing data analyses for a public or private organization in Nashville or the broader research community. Students trained in this program will be placed in such internships based on their data analytic skills, training in research design, statistical software skills, excellent writing/report and general communication ability, and their ability to develop and critique research designs, measurement plans, and sampling schemes. Potential employers for such students will partially overlap with the internship settings for the QM masters students. A particularly strong research setting in need of such employees is the medical school research setting, many of which have dedicated research teams that employee data analytic, measurement, and design experts full-time to work on funded biomedical research projects. Another such setting is the public school system, which has increased needs for data analysis, measurement, and reporting expertise that has multiplied dramatically since the implementation of No Child Left Behind and associated school accountability initiatives. Curricular Overview Two required QM courses: PSY-GS 8861 & 8864, the two-semester introductory statistics sequence Required Seminar enrollments: Students must obtain at least two hours from the regular one-hour QM seminar series, PSY-GS 8855. Eight three-hour elective courses: Of these, one QM course can come from outside the QM program e.g., biostatistics, or other quantitative methods courses within Peabody. In addition, one course can be a content course from within the Psychology Department (Peabody or A&S). Thus, of the eight electives, six must come from within the Psychology and Human Development QM curriculum (and seven or eight can come from the QM curriculum), including: PSY-GS 8867, Multivariate Analysis; PSY-GS 8870, Correlation and Regression; PSY-GS 8873, Structural Equation Modeling; PSY-GS 8876, Psychological Measurement; PSY-GS 8850, Exploratory and Graphical Data Analysis; PSY-GS ____, Nonparametric Statistics; PSY-GS 8879, Factor Analysis; PSY-GS 8882, Multilevel Modeling; PSY-GS 8888, Latent growth Curve Modeling; PSY-GS 8885, Latent Class and Mixture Modeling; PSY-GS 8850, Applied Bayesian Analysis for Latent Variable Modeling PSY-GS 8880, Introduction to Item Response Theory; PSY-GS 8881, Advanced Item Response Theory; Total hours = 32 Near the end of the two-year program, all M.Ed. students must complete an intensive internship (either a three- or four-month semester internship, or a two-month summer internship). The internship will occur in an actual applied research setting, such as a school system, a medical school research setting, a testing company, or a policy institute. A Vanderbilt faculty member and a representative of the organization will collaborate to supervise the internship. Upon completion, the student will write a 2,000-2,500 word research summary (approximately eight to 10 double-spaced pages) summarizing research activity during the internship. The summary must indicate research activity on which the student worked, the student’s specific contribution, analytic methods employed, software employed, and the products of the research activity. The conclusion to the research summary should critically evaluate the contribution of the internship experience to the student’s personal career goals. The summary is submitted to the Vanderbilt QM faculty member supervising the student’s internship. [-]

Masters of Education in Community Development and Action

Vanderbilt Peabody College
Campus Full time 2 years September 2017 USA Nashville

The Masters of Education program in Community Development & Action is a two-year practitioner-focused degree in the HOD department, preparing students for professional leadership as change agents in local communities. [+]

Masters 2017 in Nashville USA. The Masters of Education program in Community Development & Action is a two-year practitioner-focused degree in the HOD department, preparing students for professional leadership as change agents in local communities. The program combines theory, research, and practice to equip students with the tools to study, design, and sustain change in the context of organizations, communities, and policy that support positive human development. As a student of communities and human development, you are expected to make a strong commitment to your education by recognizing the intention behind program goals and making an effort to learn and grow beyond the minimum degree requirements. You are expected to commit to your best work and maintain your personal integrity as well as the integrity of the program. Coursework entails a minimum of 30 hours of required and elective classes in content areas. Course selection may vary according to career objectives of the student and recommendations made by his or her major advisor. Sample Program of Studies Fall 2014 Professional Seminar – Becoming a Change Agent* Community Inquiry* Community Development Theory* Spring 2015 Consulting Pre-Practicum* Community Intervention & Change Fall 2015 Theories of Inequality Program Evaluation Spring 2016 Community Organizing Global Dimensions of Community Development *Denotes required course A student may also choose to take an additional 6 hours and complete a concentration in an area of his or her choosing. Examples of areas of concentration include topics such as Leadership and Management, International Development, Education, Public Policy, Community Health and Wellness, and Program Evaluation. Practicum Supervised field experience is a critical component for the learning and development of each CDA student. The purpose of the practicum experience is to allow each student the opportunity to apply foundational community development principles and coursework and to build professional skill sets in meaningful settings. Most frequently, these experiences take place in off-campus organizational or public agency settings, but they may also take other forms. Over some summers, the Department of Human and Organizational Development offers opportunities to participate in a Fieldschool of Intercultural Education, which can also be counted toward practicum requirements with prior approval. Final Assessment Options CDA students are required to complete, at a minimum, 30 hours of coursework, 300 hours of practicum work and one of the following three final assessment options: Master's Thesis - This is an experience in independent scholarly research which is intended to contribute to the field of community development. Click here to see examples of past theses. Final Project - This opportunity allows students to integrate CDA core philosophy, coursework and field experience. The student will communicate meaningfully how these three elements are related and how they have contributed to their personal and professional growth during the project's life span. Click here to see examples of past student projects. Comprehensive Exam - This is an in-depth writing experience intended to display the student's full understanding of the material covered by the CDA degree program and to encourage the student to think critically about this material. Each final assessment option provides the student with a different method of expressing what they have learned and how to apply it. Each student should speak with their major advisor upon matriculation to discuss which assessment option is appropriate. Because the thesis and final project options require a great deal of preparation, a student must plan to stay in the program for four semesters; LINK students and those graduating in three semesters must choose the comprehensive exam option. [-]

Masters of Education in English Language Learners

Vanderbilt Peabody College
Campus Full time September 2017 USA Nashville

Peabody's master of education program in English Language Learners is open to students who already possess a state teaching license or others who wish to pursue advanced study in the area of teaching linguistically diverse students in international settings. [+]

Peabody's master of education program in English Language Learners is open to students who already possess a state teaching license or others who wish to pursue advanced study in the area of teaching linguistically diverse students in international settings. The program is designed to introduce students to the foundational and practical information to effectively serve populations who are learning English as a second language. The program consists of two strands, teaching English language learners in U.S. educational settings and teaching English in an international setting. TRANSLATE We test an instructional model (TRANSLATE) designed to improve the English reading comprehension of EL students in grades 2 and 3. In TRANSLATE, students learn to identify key textual excerpts and use cognitive, linguistic and social strategies to facilitate translation and comprehension. We work with four teachers and their EL students (32) in two elementary schools. Our goal is to establish proof of concept for the TRANSLATE approach and to identify any remaining problems teachers encounter during its implementation. [-]

Masters of Education in Child Studies

Vanderbilt Peabody College
Campus Full time 1 - 2 years September 2017 USA Nashville

The M.Ed. in Child Studies program offers an interdisciplinary degree through the Department of Psychology and Human Development. Building upon Peabody College’s long tradition of excellence, the program is designed to train knowledgeable practitioners and researchers in a range of fields related to child and adolescent development. [+]

Masters 2017 in Nashville USA. The M.Ed. in Child Studies program offers an interdisciplinary degree through the Department of Psychology and Human Development. Building upon Peabody College’s long tradition of excellence, the program is designed to train knowledgeable practitioners and researchers in a range of fields related to child and adolescent development. Throughout the program, students are encouraged to integrate research, theory, and practice. The 36-hour program consists of 12-18 credit hours of Core Curriculum Coursework and 18-24 credit hours of Elective Coursework that are individually tailored to each student’s personal interests and professional goals. The program offers traditional classroom preparation alongside hands-on Practicum Experiences or Research Mentorships, which are integrated into the program of studies. All students choose to complete one of two tracks. The Applied Professional Track is well-suited for students who are interested in working directly with children and families in practitioner roles (e.g., Board Certified Behavior Analysts, Child Life Specialists, Youth and Family Program Developers). The Empirical Research Track is designed for students who are interested in enrolling eventually in doctoral programs (e.g., Ph.D., Psy.D., Ed.D. in Clinical, Counseling, Developmental, Educational, or Cognitive Psychology) or pursuing careers in research. Both options require that students become skilled in integrating the most current child development research and theory with effective practice in professional or academic settings. Within each track, additional Areas of Concentration (e.g., Child and Family Services, Clinical Psychology, Poverty and Intervention, etc.) allow for further specialization. The degree culminates in a comprehensive exam that reflects all coursework completed and is directly relevant to the individual student’s development and personal goals. Because of the program’s small size (approximately 20 students per cohort), students can expect to receive individualized attention from their advisors. Current Students are pursuing a wide range of interests through varied programs of study. Alumni have gone on to a variety of career paths. Note: Although the M.Ed. in Child Studies program allows students to pursue a range of interests and includes study of the intellectual, emotional, social, and physical development of children and adolescents, it does not result in licensure as a counselor, therapist, or teacher. Some students may wish to use the program, however, as a foundation for pursuing such licensure or as preparation for related doctoral studies. Program Philosophy The challenges facing children and families today warrant the careful attention of developmental practitioners and scholars informed by developmental theory and research. It is our belief that we are best positioned in our efforts to impact children and families in positive ways when we enter the field armed with a solid foundation of knowledge gleaned from child development research and scholarship. The skillful application of developmental science and theory in the service of prevention, intervention, advocacy, health, and education of children and their caregivers can do much to improve important outcomes in generations to come. These are the applied developmental professionals and researchers we are preparing in the Master of Education in Child Studies program at Peabody College. Applied Professional Track For students whose academic and professional goals include preparation for careers working directly with children and families, this program option offers students opportunities for scholarly didactic and in-depth, supervised professional experiences in child and family service organizations. Students are matched with relevant agencies and organizations within the community to gain hands-on experiences in practicum settings. These experiences are complemented by foundational coursework, as students have flexibility to design their program of study around areas of scientific inquiry of substantive interest to them. The Applied Professional Track is ideally suited for students whose goal is to assume a professional role working directly with children, adolescents, and families. Areas of Concentration may include: Applied Behavioral Analysis Arts and Media Child and Family Services Developmental Disabilities and Early Intervention Educational Program Development Gifted Education Language and Literacy Pediatric Health Care Poverty and Intervention Youth Development and Non-Profit Organizations Empirical Research Track For students whose academic and professional goals include preparation for positions in research or further graduate study, such as doctoral studies in Clinical, Developmental, Educational, or Cognitive Psychology, this program is designed to strengthen students’ backgrounds for success in these settings and to provide experiences that complement that preparation. Students are matched with a faculty mentor and provided opportunities to participate on a research team in an area of substantive interest to them. Research methods and statistics coursework and completion of an independent research project appropriate for submission for publication are further requirements. The Empirical Research Track is well-suited for students whose interests include developing expertise in conducting developmental or clinical research and preparing for doctoral studies and eventual careers in academia, research, and other university and clinical settings. Areas of Concentration may include: Clinical Psychology Developmental Psychology Educational Psychology [-]

Master of Accountancy (MAcc)

Lipscomb University College of Business
Campus Full time August 2017 USA Nashville

This is a Graduate Business MAcc Program. The College of Business at Lipscomb University is dedicated to preparing students for their role in Accounting by combining rigorous academics in a faith-based approach. [+]

This is a Graduate Business MAcc Program. The College of Business at Lipscomb University is dedicated to preparing students for their role in Accounting by combining rigorous academics in a faith-based approach.

 

 

Master of Accountancy Course Description

MAcc 6003        Corporate Governance and Internal Control    

Corporate Governance refers to the myriad of constraints designed to make managers and directors act in their shareholders’ interest. Topics covered include choice of legal form of organization, ownership structure, corporate charter, stakeholders and corporate social responsibility, proxy process, board of directors, CEO compensation, CEO performance evaluation, CEO retention, boundaries of the firm, and international corporate governance. Additional topics will include the design and evaluation perspectives of the control environment, risk assessment, control activities, and monitoring. Special attention will be paid to the rapidly changing environment affecting corporate management as they continue to respond to Sarbanes-Oxley.                        MAcc 6753        Financial Statement Analysis                              ... [-]


Professional Master of Business Administration (PMBA)

Lipscomb University College of Business
Campus Part time 10 months January 2017 USA Nashville

We designed our PMBA for professionals who are looking to enrich their general management skills and prepare for career advancement opportunities. [+]

Professional Master of Business Administration (PMBA)

Lipscomb University unveils our new Professional MBA program which builds upon our rich heritage of academic and professional excellence integrated with the integrity called for by our Christian faith. Lipscomb’s Professional MBA (PMBA) is designed specifically to enhance the careers of working business professionals, managers and executives. We designed our PMBA for professionals who are looking to enrich their general management skills and prepare for career advancement opportunities.

BOLD. Lipscomb University offers a PMBA program you can complete in less than a year and attend classes on 18 weekends with two months off during your program. Our blended program offers online course supplements to enhance classroom instruction so you can maintain a balance in your life. Our PMBA program is the only program in this part of the United States to utilize the Polaris Peak Performance System to provide you core competency development. Our students will work with an executive coach and receive 360 degree feedback to promote professional growth and development. Our program also offers you ways to improve your global perspective through participation in an international trip.... [-]