Part time Master's Degree in Humanities and Social Sciences in North America

Find Part time Masters Programs in Humanities and Social Sciences in North America 2017

Humanities and Social Sciences

In order to successfully obtain a Masters qualification, you will need to obtain a number of credits by passing individual modules. Most taught Masters will have a number of core modules which you must take and pass in order to obtain the qualification. The assessment of research Masters is almost always entirely by a single dissertation module or project.

Humanities and social sciences is the perfect area of study for students who are looking to learn a huge variety of skills which might prepare them for unparalleled freedom when it comes to choosing which industry they’d like to work in.

The United States of America is a large country in Northern America, often known as the "USA", the "US", the "United States", "America", or simply "the States". It also gathers over 310 million people which is the world's third largest population. It includes densely populated cities with sprawling suburbs, and vast, uninhabited and naturally beautiful areas at the same time.

Contact Schools Directly Best Part time Master's Programs in Humanities and Social Sciences in North America 2017

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Online Master in Negotiation and Conflict Resolution

Creighton University Online
Online & Campus Combined Part time 18 - 24 months September 2017 USA Omaha

Creighton University’s Online Masters in Negotiation and Conflict Resolution develops strong leaders across a variety of industries that can systematically break down problems, mediate different points of view, and collaborate towards innovative solutions. [+]

Top Part time Masters in Humanities and Social Sciences in North America. Creighton University’s Online Masters in Negotiation and Conflict Resolution develops strong leaders across a variety of industries that can systematically break down problems, mediate different points of view, and collaborate towards innovative solutions. The program is offered by the Werner Institute at Creighton University School of Law, ranked by The Princeton Review in its Best 169 Law Schools (2015). Concentrations Organizational Collaboration and Conflict Management International Negotiations and Conflict Resolution Health Care Collaboration and Dispute Resolution The flexible program enables students to complete their degree completely online in 18-24 months. The program also includes two 5-day residencies at Creighton’s campus in Omaha, Nebraska giving students an opportunity to practice their skills in role-playing simulations and group exercises. Students also complete a practicum experience in a professional or organizational setting that you choose. Partnership with Association for Conflict Resolution (ACR) Creighton students and recent graduates receive ACR membership for $50 per year, a tuition break of $200 per semester, as well as other discounts towards publications and conferences. [-]

MEd, Teaching and Learning

Concordia University Chicago
Campus 1 - 2 years October 2017 USA Chicago

This course will help you – as a current teacher or educator – to expand your understanding of a range of educational theories, including areas such as curriculum, instruction, and assessment. [+]

MEd, Teaching and Learning This course will help you – as a current teacher or educator – to expand your understanding of a range of educational theories, including areas such as curriculum, instruction, and assessment. In addition to learning more about these key areas, you will also discover more about teaching strategies for modern development in the field, such as technology, diversity, and complex assessment environments. After graduating from this course, you will have a thorough grounding in sophisticated lesson and curriculum design, how to teach students with a variety of abilities and needs, and how technology can assist in teaching and learning. Typical career paths for graduates include: Dean/academic director Director, learning and development Professor/lecturer Education consultant Training director Teaching and learning development manager Course Requirements Academic Entry Requirements: Bachelor’s degree from a U.S. equivalent, regionally accredited institution GPA earned 2.85 or above English Language Proficiency*: IELTS: minimum 6.0 or TOEFL: minimum 60 (internet-based) or Michigan Test: minimum 85 or Bachelor’s degree from international English-speaking university or advanced degree from a U.S. institution Official test scores should be provided. [-]

Master in Higher Education and Student Affairs

University of San Francisco - School of Education
Campus 2 years August 2017 USA San Francisco

The Master of Arts in Higher Education and Student Affairs (HESA) combines a rigorous academic curriculum which includes practicum experiences in various areas of student life, arranged in collaboration with the USF Division of Student Life. [+]

Top Part time Masters in Humanities and Social Sciences in North America. Prepare for a professional career in student affairs and leadership in higher education. The Master of Arts in Higher Education and Student Affairs (HESA) combines a rigorous academic curriculum which includes practicum experiences in various areas of student life, arranged in collaboration with the USF Division of Student Life. Program Schedule Consistent with the School of Education's commitment to serve working adults, the program follows a schedule of alternate weekend classes that convene nine times a semester. Classes are typically held Thursday evenings, Friday evenings and all day Saturday. Program Cornerstones: An integrated approach to issues of equity and access in higher education. A commitment to social justice emphasized throughout coursework and co-curricular experiences. A practicum component, which places students in diverse learning environments within student affairs and promotes the development of concrete practical skills and reflective learning. An optional paid internship opportunity, which can provide a compensation package offered by the USF Division of Student Life. “The social justice education component is something that I value most about the HESA program. It adds meaning and purpose to the work I'm pursuing and allows me to see the bigger picture. Joining a program that would afford me the opportunity to merge theory and practice was essential to my decision to attend USF.” - Amiya Powell-Hodge, Higher Education & Student Affairs Alumna The HESA Program at USF seeks individuals who demonstrate an explicit commitment to social justice in higher education and student affairs. As such, we undergo a holistic admissions process in our approach to reviewing applicants, which includes consideration of prior academic and life experiences. Financial Resources Federal financial aid, state, and university resources are available as funding to newly admitted and current USF School of Education students. In order to offset the cost of graduate education tuition, many School of Education courses are offered in the late afternoon and evening, and/or on alternating weekends. Most students find they can maintain a full time job while earning their credential, master’s or doctoral degree. However, if your program requires you to spend time in a classroom (i.e. student teaching) or to complete a fieldwork or traineeship experience, such commitments will interfere with a normal workday. Please consult your intended program of study for more information. Visit our website to learn more about financial resources for this program Careers Graduates of the Higher Education Student Affairs program are educators who work in university settings. Student affairs is an exciting field that promotes the growth and development of students in higher education, in and out of the classroom. The work of student affairs practitioners centers on supporting student success, from the point of access to colleges and universities, through their educational journey, and onto achievement of educational and developmental outcomes. HESA’s program approaches student affairs as a field where ensuring equitable outcomes for all students is a primary objective of our work, a principle that is integrated throughout coursework and co-curricular experiences and better prepares HESA graduates to serve as social justice advocates within higher education settings. HESA also provides a variety of support services including workshops and mentorship in networking, interviewing and resume writing. Examples of career options include: Student Services Manager Academic Success coach Assistant Director of Student Life Program Manager Admission Assistant Program Coordinator Office of Multicultural Recruitment [-]

MS in Clinical Mental Health Counseling (CACREP Accredited)

Walden University
Online September 2017 USA USA Online

Prepare for a career as a professional counselor with Walden University’s CACREP-accredited MS in Clinical Mental Health Counseling program. [+]

Prepare for a career as a professional counselor with Walden University’s CACREP-accredited MS in Clinical Mental Health Counseling program. Examine a range of topics related to the counseling field, including assessment, legal and ethical concerns, and intervention and prepare to help individuals and groups with family, mental health, career, and educational issues. This program also explores counseling techniques, including those used in substance abuse counseling and career counseling. Face-to-face residencies allow you to network with expert faculty members and other doctoral students while you hone your research, writing, and critical thinking skills. Specializations (in addition to the General Program) Addiction Counseling Career Counseling Forensic Counseling Military Families and Culture Trauma and Crisis Counseling Walden University’s MS in Clinical Mental Health Counseling program is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) as a mental health counseling program under the 2001 standards. CACREP is a specialized accrediting body recognized by the Council for Higher Education Accreditation (CHEA), and CACREP accreditation is a requirement for licensure in many states. The MS in Clinical Mental Health Counseling program is designed to prepare graduates to qualify to sit for licensing exams and to meet the academic licensure requirements of many state counseling boards. Walden enrollment advisors can provide guidance on licensure issues, however, it remains the individual’s responsibility to understand and comply with all state licensure requirements. Walden makes no representations or guarantee that completion of Walden coursework or programs will permit an individual to obtain state licensure. [-]

Master of Arts in Counseling Psychology, Concentration in Community Mental Health

California Institute of Integral Studies
Campus 3 years September 2017 USA San Francisco

CIIS has trained MFT's since 1973 and graduates have had one of the highest pass rates on the MFT exam, with a 96% pass rate. Since 1973 the Master's in Counseling Program has responded to changes in the field. [+]

Top Part time Masters in Humanities and Social Sciences in North America. Master of Arts in Counseling Psychology, Concentration in Community Mental Health CIIS has trained MFT's since 1973 and graduates have had one of the highest pass rates on the MFT exam, with a 96% pass rate. Since 1973 the Master's in Counseling Program has responded to changes in the field. Community Mental Health evolved out of this trend in providing innovative educational opportunities and the changing needs in the field. In order to better meet the changing landscape of public mental health, CIIS was an early adapter of the CMH curriculum, and as such, a pioneer in developing master's level coursework and specialty training for those interested in careers in public mental health. In the spirit of the Mental Health Services Act stakeholders in the public mental health system were invited to the table to help plan the needs of master's level counseling students. This included working with local public mental health; community-based organizations; consumers; community members; and service providers. Out of this work the CMH program developed the following program goals: CMH will provide strong clinical training built on Psychodynamics, Humanistic Mindfulness, and Family Systems Therapy Trauma-informed therapies; Recovery and resiliency models of treatment; Social justice perspectives, and Community psychology theory and praxis. CMH trains students with a strong theoretical base to be proficient as licensed, independent mental health practitioners either as a licensed MFT or LPCC. These skills include: Assessment, diagnosis, prognosis and treatment planning; Outcomes Evaluation; Cultural Humility; Best Practices; and Practice-Based Evidence. The CMH program models itself on the public mental health model, providing opportunities for peer-based support and services; Wellness Recovery Action Planning for students; community meetings; and access to MHSA-based support services for students of color; LGBT students; consumers of public mental health services and their family members; and veterans. We welcome a diverse cohort of students to come together to learn to become licensed therapists, clinical case managers, change agents within the mental health system. Our trainees and graduate students are consistently sought after in the public mental health system and in community organizations. We welcome you to become part of the next generation of students trained and ready for system transformation. Statement of Diversity: Diversity and the recognition of multiple perspectives is a core value of the Community Mental Health Program at CIIS. We celebrate and embrace these diverse perspectives as a source of strength, creativity and relevance in our field. Our differences and how we each live those differences - be they of race, ethnicity, gender, religion, sexual orientation, gender identity, age, socioeconomic status, abilities, experiences and more - enhance our ability to achieve the Institute's core mission to embody spirit, intellect, and wisdom in service to individuals, communities and the Earth. We do this by framing our studies in the context of social justice, liberation psychologies and including, respecting, and valuing the voices of the communities we serve in our students, staff, faculty and where we provide service. Training Clinical Training The clinical training component of the CMH program is fully integrated into the Master's degree program. In the first year students will have assignments which bring them into agencies and programs to learn firsthand what is happening in community mental health in our area. In year two (see below) students will begin to gain experience and deliver services and in year three they will take clinical practicum courses. It is in practicum that students begin, with supervision, to engage in therapy with clients. Each student plays a key role in identifying sites for field work and clinical practicum. The CMH office and the Field Placement team are ready and eager to help students make good choices. Once made, those choices must be approved by the Director of the CMH program and the Director of Field Education Year 2- Clinical Field Study (2-units) Over the course of two semesters students will engage in (2) one-unit courses that will introduce the student to clinical fieldwork. Students will explore the development of professional identity, client engagement, client advocacy, psychosocial education and case management. Completion of the course will require attendance in weekly classes plus 6-8 hours per week of documented fieldwork in an approved site. Year 3- Clinical Practicum (4-units) Over the course of two semesters students will engage in (2) two-unit courses that will enhance clinical training in the practicum. Students will continue their development of professional identity as the student learns to become a psychotherapist and integrate what is learned in the classroom with the experience at the practicum site. Completion of the course will require attendance in weekly classes plus 16-20 hours per week of documented training in an approved site. Students must complete a minimum of 500 qualifying BBS hours between their fieldwork and practicum training, but may complete as many as 1300. The remaining qualifying hours may then be accrued post-graduation. Apply to the Community Mental Health Program About the Program Taking a systemic approach, this 60-unit, three-year program integrates the fundamentals of intensive and supplemental case management with an emphasis on counseling, cultural competence and a public sector practicum. Delivered in a variety of formats, the curriculum graduated students job-ready for high-demand public sector careers and prepared to sit for Marriage and Family Therapy licensure. Designed in collaboration with leading mental health providers, this program meets critical needs: Therapeutic A growing number of clients with multiple diagnoses require a different level and type of therapy. Cultural The profession needs more practitioners from diverse backgrounds who are culturally competent and bilingual or multilingual. Professional Nearly 70 percent of San Francisco's public mental health work force will retire within the next 10 years-a trend that is echoed throughout the state and the nation. Admissions Requirements Admissions Application: The online application can be found on the school website. Non-refundable $65 application fee Degree Requirement: An undergraduate degree (BA, BS, or the equivalent) from an accredited college or university. Transcripts: Official transcripts from all accredited academic institutions attended within the United States. Transcripts must arrive in their official, sealed envelopes. Goal Statement: A one-page statement of professional goals and objectives that shows demonstrated commitment to the field of community mental health. Resume Autobiographical Statement: A four-to-six page (typed, double-spaced) introspective autobiographical statement emphasizing how you arrived at your current commitment to work in the area of community mental health and describing life experiences that have led to your decision to apply. Two Letters of Recommendation: Letters of recommendation will be accepted from academic advisors, professors, professional supervisors, or someone able to attest to your ability to undertake the work required for your program. Recommenders should use standard business format and include full contact information-name, email, phone number, and mailing address. International students and individuals who have studied at institutions outside the US and Canada may have additional requirements. Candidate Selection In selecting candidates for admission, the program considers the following factors to be desirable: a background, interest, and demonstrated commitment to public and community mental health (work or volunteer), and evidence of a commitment to achieving positive health outcomes in these settings. Alternatively, experience in community planning, community organizing, and/or social justice in a paid or volunteer position will be helpful, as well as sufficient personal stability, and energy to become an effective therapist, and academic records that indicate probable success in completing graduate studies.The statement of professional goals and objectives submitted with the application form should address these issues. In addition to the above considerations, the program seeks individuals who exhibit the interpersonal communication skills required of psychotherapists.These include a congruence of feelings and action, an ability to listen and attend, a willingness to be self-reflective, and an openness to evaluating and changing behaviors and attitudes.As the program operates on a cohort model, students are interviewed about their goals, objectives, and experiences.These interviews aim to create a cohort of students who can support, motivate, and sustain one another during the seven semesters of study. [-]

Master of Liberal Studies

Fort Hays State University Graduate School
Campus or Online Part time 31 hours August 2017 USA Wichita

Earning a Master of Liberal Studies degree from Fort Hays State University can help you see the world differently. As you progress through your program, you will develop (or deepen) [+]

Master of Liberal StudiesEarning a Master of Liberal Studies degree from Fort Hays State University can help you see the world differently. As you progress through your program, you will develop (or deepen) the critical thinking skills you need to become a wiser consumer of knowledge, becoming better able to understand and evaluate the intellectual work of any discipline. Most importantly, as you begin to see the world differently, you may discover new ways to have a positive effect on the world around you.Designed with the working professional in mind, the 31-credit hour Master of Liberal Studies degree program makes it easier for you to balance work and personal commitments to achieve your educational goals.... [-]


Masters in Maharishi AyurVeda and Integrative Medicine

Maharishi University Of Management
Campus 1 year September 2017 USA Fairfield

In the Maharishi AyurVeda and Integrative Medicine program students learn to provide clinically-effective, side-effect-free healthcare through a wide range of ayurvedic knowledge. [+]

Top Part time Masters in Humanities and Social Sciences in North America. Ayurveda — which means “science of life” — is a holistic system of natural health that addresses the body, mind and environment. The Master’s of Science in Maharishi AyurVedaSM and Integrative Medicine teaches a comprehensive, prevention-oriented approach to healthcare based on Maharishi Mahesh Yogi’s revival of ayurvedic knowledge. In the Maharishi AyurVeda and Integrative Medicine program students learn to provide clinically-effective, side-effect-free healthcare through a wide range of ayurvedic knowledge. Classes will go over the physiology, pathology, diagnosis and treatment of disorders of the eight organ systems from the perspective of Maharishi AyurVeda, as well as short introductions to other major systems of natural medicine. The goal of the program is to train dedicated individuals to practice health care with a scientific but natural approach which is rooted in the knowledge of Maharishi AyurVeda. Through lectures, discussions, and live case studies in the on-site Integrative Wellness Center, students receive systematic and advanced practical training in the many time-tested modalities of Maharishi AyurVeda. BENEFITS OF THE PROGRAM: Consciousness-Based℠ Education and Self Discovery Live the different values of pure consciousness while learning to help others. Students develop their own clarity and stability of consciousness through daily practice of Transcendental Meditation and other Maharishi AyurVeda modalities. Integrated Knowledge Gain understanding of disease and treatment from both the modern medical and ancient Vedic perspective. Systems Based Courses Immerse yourself in one organ system at a time; integrate all levels of knowledge and gain a holistic understanding of the eight organ systems classically described by Maharishi AyurVeda. Real-World Experience See clients in our on-site Integrative Wellness Center. Gain a wide range of experience and build the confidence to practice on your own after graduation. Prevent, Then Cure Dive deeper into Maharishi AyurVeda with instruction addressing all six stages of prevention of disease: accumulation, aggravation, dissemination, localization, manifestation, and chronicity. STUDENTS WILL LEARN This in-residence track of the Master of Science in Maharishi AyurVeda and Integrative Medicine will provide advanced practical training in the many natural, time-tested modalities of Maharishi AyurVeda. Specifically, students will learn: Maharishi AyurVeda anatomy and physiology in the context of the eight major organ systems. Comprehensive ayurvedic health assessment techniques, including traditional pulse diagnosis, tongue diagnosis, ayurvedic health history, and assessment of mind-body type. Individualized diet and lifestyle recommendations for mind-body types and disorders. Therapeutics for mind, body, and environment from Maharishi AyurVeda to prevent and treat common and chronic disorders, including: Herbal supplements that are beneficial for specific imbalances and organ systems. Traditional purification therapies (Pancha Karma – Maharishi Rejuvenation Therapy). Five sense therapies (sound, touch, sight, taste, smell). Principles of Vedic architecture. Principles of biological rhythms and their effects on health (Maharishi Jyotish). Principles of Vedic exercise, including Maharishi Yoga Asanas. An introduction to the clinical applications and fundamentals of Traditional Chinese medicine, homeopathy, osteopathic manipulative therapy, and modern integrative medicine. [-]

Master of Science: Applied Psychology

Sacred Heart University
Online & Campus Combined Part time 8 weeks September 2017 USA Fairfield

The Master of Science in Applied Psychology (MSAP) at Sacred Heart University (SHU) will teach you how to apply the science of human behavior to solve practical real-world problems through a unique delivery system of eight-week hybrid courses. [+]

The Master of Science in Applied Psychology (MSAP) at Sacred Heart University (SHU) will teach you how to apply the science of human behavior to solve practical real-world problems through a unique delivery system of eight-week hybrid courses. Evening courses will be offered at our Fairfield campus with online discussion supplementing class meetings. You will complete the entire degree in one calendar year by taking two classes per eight-week session. Program Options: In addition to the required core courses, all students take a four-course sequence in a particular area of specialization. Industrial/organizational psychology Community psychology Students may also begin a 12-credit certificate in one of these two specialty areas that can later be applied to the master’s degree as a concentration. With its strong foundation in research methods and quantitative reasoning and its numerous connections with community agencies, schools and corporations, this program provides excellent preparation for a wide variety of careers in today’s data-driven economy. Students are particularly well-prepared for a variety of leadership positions in government, community, corporate settings and doctoral work. The program is built on a scientist-practitioner model in which students gain a solid foundation in the science of psychology and learn to apply this knowledge and skill set to real-world practical problems. Consistent with the overall mission of the University, consideration of ethical issues, human dignity and social justice are infused throughout the entire program. WHY TAKE THE MSAP PROGRAM? Propel your career in virtually any industry Enjoy a unique delivery system of eight-week hybrid courses Complete your master’s degree in one calendar year Take advantage of a research-driven core curriculum Choose between two career-oriented concentrations: industrial/organizational or community psychology Take concentrations as a stand-alone 12-credit certificate Unique Program Attributes Accelerated Format MSAP courses are offered in a series of eight-week sessions; entering students who begin in the fall can complete their degree in just one calendar year taking courses two nights per week with additional online course discussion. Unique Cohort Model Students will take the required program courses in a lock-step format as part of an academic cohort. Students work together comprehensively and utilize one another for a richer academic experience. Distinguished Faculty SHU faculty members come from a wide range of academic, clinical and corporate backgrounds. Virtually all faculty members teaching in the program are full-time and are considered experts in their fields of study. Our faculty has extensive clinical, consulting and/or organizational setting experience, which is extremely valuable in an applied psychology program. Faculty will treat you not as students, but as future colleagues. Learn more about our faculty and their specializations on our program site. Certificate Programs The concentrations in industrial/organizational psychology and community psychology may also be taken as stand-alone, 12-credit certificate programs. A student may start by taking a certificate, then later decide to apply these courses to the full master’s program. Flexibility Students entering this program do not need a bachelor’s degree in psychology to apply, as long as they have completed the following prerequisites successfully: Four undergraduate psychology courses, (one) from a natural science-related psychology course preferred (e.g., sensation, perception, neuroscience, cognition, behaviorism, etc.). A statistics course (preferably in psychology, but could also be a math or another social science research course). A research methods course (preferably in psychology, but could also be a math or another social science research course) is preferred but not required. Students who do not have the required prerequisite courses are encouraged to contact the Office of Graduate Admissions. Career Outlook According to the U.S. Department of Labor, employment in the psychology profession is expected to grow 12 percent through the year 2020 and 26 percent in the industrial/organizational psychology profession. Employment will grow because of increased demand for psychological services in schools, hospitals, social service agencies, mental health centers, substance abuse treatment clinics, consulting firms and private companies. Course Requirements The Master of Science in Applied Psychology is a 38-credit program consisting of 12 total courses (Core, Capstone/Thesis and Concentration courses): Required Core Courses For All Tracks PS 500 Foundations of Applied Psychology — 4 credits PS 520 Developmental Issues Across the Life Span — 3 credits PS 525 Identifying and Managing Psychopathology in Community Settings — 3 credits PS 550 Applied Research Methods and Statistics — 4 credits PS 551 Individual Psychological Assessment and Appraisal — 3 credits PS 552 Program Development and Evaluation — 3 credits PS 595 Capstone Project I (or) PS 600 Thesis I — 3 credits PS 596 Capstone Fieldwork II (or) PS 601 Thesis II — 3 credits Optional PS 590 Comprehensive Exam if you do not wish to do Project II or both Thesis classes — *3 credits Industrial / Organizational Track PS 530 Personnel Psychology — 3 credits PS 531 Organizational Behavior — 3 credits PS 532 Job Analysis, Competency Modeling and Criterion Development — 3 credits PS 533 Employee Training and Development (or) appropriate Business course — 3 credits Community Psychology Track PS 540 Foundations of Community Psychology — 3 credits PS 541 Theories of Counseling and Personality — 3 credits PS 542 Counseling Methods and Techniques — 3 credits PS 543 Community Health Psychology — 3 credits Admission Requirements Admission to the Master of Science in Applied Psychology is competitive. The priority application deadline is March 1 for the September cohort, but applications will continue to be accepted until the class is filled. Prospective students applying for admission to the applied psychology program must submit the following information to the Office of Graduate Admissions: Online graduate application: http://apply.sacredheart.edu Nonrefundable application fee Bachelor’s degree from an accredited college or university Transcripts from all colleges and universities attended Statement of Professional Goals: Why you wish to pursue the Master of Science in Applied Psychology at Sacred Heart University (500 word maximum) Minimum overall GPA of 3.0 Two letters of recommendation Résumé GRE scores are not required but are recommended as additional evidence of eligibility Financial Assistance Student loans, deferred payment plans and a variety of other programs are available through the Office of Student Financial Assistance. For links to the FAFSA and Graduate Confidential forms please visit the Student Financial Assistance website. [-]

Master of Science in Psychology

California Polytechnic State University, San Luis Obispo
Campus or Online 2 - 3 years September 2017 USA San Luis Obispo

The Master of Science (M.S.) in Psychology at Cal Poly San Luis Obispo is a 90-quarter unit professional degree program that fulfills the educational requirements for the state of California's Marriage and Family Therapist (MFT) license. The program's mission is to provide the state of California with highly competent master-level clinicians trained to counsel individuals, couples, families, and groups in a multicultural society. Graduates are often employed by County Mental Health, Social Services, and other inpatient and outpatient community mental health centers. Many graduates also build successful private practices. Fifteen percent of our graduates pursue doctoral studies in Clinical or Counseling Psychology. [+]

Top Part time Masters in Humanities and Social Sciences in North America. About the Program The Master of Science in Psychology at Cal Poly San Luis Obispo is a 90-quarter unit professional degree program that fulfills the educational requirements for the state of California's Marriage and Family Therapist (MFT) license. The program's mission is to provide the state of California with highly competent master-level clinicians trained to counsel individuals, couples, families, and groups in a multicultural society. Graduates are often employed by County Mental Health, Social Services, and other inpatient and outpatient community mental health centers. Many graduates also build successful private practices. Fifteen percent of our graduates pursue doctoral studies in Clinical or Counseling Psychology. Psychology and Child Development Department faculty members coordinate the M.S. Program and regularly teach graduate classes. Some courses are taught by mental health professionals from the community. The M.S. faculty is diverse in terms of professional degrees, clinical training, cultural background, and gender. Graduate classes are small and students receive much individual attention in our on-campus practicum training clinic and community traineeship sites. There are approximately 40 fully matriculated students in Cal Poly's M.S. Psychology Program. Graduate courses are scheduled so that full-time students carrying 12-16 quarter units can secure their degree in two years. Many students take 2 ½-3 years to finish, however, because of the program's extensive clinical training. Student work, family, and other schedules may also make a longer timeline more feasible. Courses are held in the day and evening and are offered only once a year. Prerequisites The MS in Psychology accepts applicants from all disciplines (e.g., English, Biology, Philosophy). Accepted applicants must complete five (5) program prerequisites (3 semester/4 quarter units each) by July 31 prior to entering the program: Research Methods in Psychology, Introductory Statistics, Personality Theory, Abnormal Psychology, and Developmental Psychology. These courses may be taken at Cal Poly as a matriculated undergraduate, through Cal Poly’s Open University or at another fully accredited institution, including on-line. In order to determine if a course you have taken satisfies one of our prerequisites, but has a different title than Cal Poly's, compare the content with the Expanded Prerequisite Course Outlines. Applicants who fail to complete these courses before their first quarter of enrollment will be dropped from the program. Required Courses In order for the University to verify the student has fulfilled California's requirements for MFT licensure, the student must successfully complete 90-quarter units of required courses. Please see The Cal Poly catalog for a description of these courses. [-]

Master of Practical Theology

The King's University
Campus 48 hours September 2017 USA Southlake

The MPT degree program seeks to Prepare men and women for specialized ministry within the local church, church related agencies, and the community; [+]

Program Objectives The MPT degree program seeks to: Prepare men and women for specialized ministry within the local church, church related agencies, and the community; Equip students with the theories and practical skills necessary to perform effectively the ministry to which they are called; Increase biblical and theological understanding necessary to undergird these specialized ministries; Provide professional training that is enjoined by the ministry of the Holy Spirit; and Provide supervised ministry training for those entering specialized ministries. Learning Outcomes Upon completion of The MPT, students will be able to: Demonstrate knowledge of Scripture and the ability to properly use hermeneutical and exegetical principles to interpret and apply the Word of God in life and ministry; Survey the heritage and traditions of the Church and the Pentecostal/Charismatic Movements; Articulate a biblical theology of ministry for the student’s focused area of ministry; Integrate biblical and theological knowledge in the specialized area of ministry studied; and Communicate the gospel clearly and effectively. [-]

MEd in Bilingual and Multicultural Education

Northern Arizona University
Campus or Online Part time August 2017 USA Flagstaff

Our degree program prepares candidates for a career as an English as a second language (ESL) classroom teacher, ESL resource teacher, or a teacher responsible for providing ESL instruction and support in the regular classroom or special settings. [+]

Top Part time Masters in Humanities and Social Sciences in North America. Curricular Requirements for 2016-2017 Academic Year Our degree program prepares candidates for a career as an English as a second language (ESL) classroom teacher, ESL resource teacher, or a teacher responsible for providing ESL instruction and support in the regular classroom or special settings. Candidates gain the knowledge, skills and dispositions for developing ESL skills across reading, writing, and listening, and for involving community and families as partners. They will also leave the program with a historical perspective of English learners in the U.S. Candidates will develop specific skills for assessing English learner proficiency and content area knowledge, and knowledge of various program models. They will become familiar with current research in ESL instruction, and understand how theory can be structured in classroom practice to develop the oral language and literacy skills of all students. The Bilingual and Multicultural Education, Master of Education has 2 emphasis: Bilingual emphasis English as a Second Language emphasis Prepare for a career as a Bilingual or English as a Second Language (ESL) teacher with this master’s degree. There is a growing demand for individuals with this preparation. With this degree, you can become a: Bilingual or ESL classroom teacher Bilingual or ESL resource teacher Teacher responsible for providing bilingual or ESL support in classroom or special settings Endorsements Bilingual Emphasis If you wish to meet the Arizona Bilingual Endorsement requirements, you may, through careful planning with your advisor, earn this endorsement within your master's degree program. You need to demonstrate language proficiency in a second language. ESL Emphasis You do not need to demonstrate language proficiency in a second language. However, if you decide to earn either the bilingual endorsement or the ESL endorsement, you will need to fulfill and verify the second language learning experience and teacher certification requirements of these endorsements. Visit the AZ Department of Education for more information. Please be advised, however, that Northern Arizona University does not grant either endorsement. To receive either a bilingual or English as a second language endorsement, you must apply to the Arizona Department of Education. Please be aware that our degree program does not automatically lead to endorsement. If you are interested in both a degree and an endorsement, you must work closely with your adviser to achieve both goals. What Can I Do with a Master of Education in ESL and Bilingual Education - ESL? Our degree program prepares you for a career as an English as a second language (ESL) classroom teacher, ESL resource teacher, or a teacher responsible for providing ESL instruction and support in the regular classroom or special settings. The demand for such skills is growing across the country. You won't need to demonstrate language proficiency in a second language. However, if you decide to earn either the bilingual endorsement or the ESL endorsement, you will need to fulfill the language proficiency and teacher certification requirements of these endorsements. With further education, one of these paths is possible: English as a Second Language teacher Classroom teacher English as a Second Language director University Requirements To receive a master’s degree at Northern Arizona University, you must complete a planned group of courses from one or more subject areas, consisting of at least 30 units of graduate-level courses. (Many master’s degree programs require more than 30 units.) You must additionally complete: All requirements for your specific academic plan(s). This may include a thesis. All graduate work with a cumulative grade point average of at least 3.0. All work toward the master’s degree must be completed within six consecutive years. The six years begins with the semester and year of admission to the program. In addition to University Requirements: Complete individual plan requirements. Candidates in this program of study are required to demonstrate content knowledge, pedagogical knowledge and skills, and professional knowledge to enroll in the fieldwork and capstone courses. Content, pedagogical, and professional knowledge or skills are demonstrated through candidate performance on key assessments embedded in the following courses: BME 530, BME 608, BME 631, BME 634, BME 637, and BME 698 A portfolio of sample work that demonstrates proficiency on TESOL professional standards, and through a passing score on a comprehensive examination ADDITIONAL ADMISSION REQUIREMENTS Admission requirements over and above admission to NAU are required. NAU Graduate Online application is required for all programs. Details on admission requirements are included in the online application. Undergraduate degree from a regionally accredited institution Grade Point Average (GPA) of 3.00 (scale is 4.00 = "A"), or the equivalent. Admission to many graduate programs is on a competitive basis, and programs may have higher standards than those established by the Graduate College. Transcripts For details on graduate admission policies, please visit the Graduate Admissions Policy International applicants have additional admission requirements. Individual program admission requirements include: IVP Fingerprint clearance card Teaching certificate (if the applicant has one) Student Learning Outcomes: Candidates will: 1. Know, understand and use the major theories and research related to the structure and acquisition of language 2. Apply major theories and research to help English language learners develop language and literacy and achieve in the content area. 3. Know, understand and use major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct supportive learning environments for ELLs. 4. Know, understand and apply concepts, research and best practices to plan classroom instruction for ELLs. 5. Demonstrate understanding of issues and concepts of assessment. 6. Use a variety of standards-based language proficiency instruments to show language growth and to inform their instruction. [-]

MicroMasters Program in Leading Educational Innovation and Improvement (The University of Michigan)

edX MicroMasters Programs
Online Part time 30 weeks January 2017 USA Cambridge

Become an innovative leader with new R&D strategies for improving classrooms, schools and educational systems. [+]

Average Length: 6 weeks per course Effort: 2-4 hours per week, per course Number Of Courses: 5 Courses in Program Subject: Education & Teacher Training Institution: The University of Michigan Institution Offering Credit: The University of Michigan Language: English Video Transcripts: English Price (USD): $199-249 per course Become an innovative leader with new R&D strategies for improving classrooms, schools and educational systems. Education systems around the world face the central challenge of finding innovative solutions and techniques for improving student performance. This challenge is shared by teachers, teacher-leaders, and principals who are responsible for improving opportunities to learn, with two goals: raising average levels of student performance and reducing achievement gaps between students. Beyond schools, leaders in district offices, government agencies, professional associations, and other non-governmental enterprises also share the challenge of improving student performance at scale across entire schools, districts, and systems. Developed in collaboration with the Carnegie Foundation for the Advancement of Teaching - and drawing on the expertise of leading researchers, innovators, and practitioners - the Leading Educational Innovation and Improvement MicroMasters Program will empower learners to collaborate and strengthen educational opportunities and outcomes for millions of students, especially those currently underserved by their public schools. This MicroMasters Program will develop learners’ knowledge of educational innovation, research, and practice to enable them to improve the education and lives of children in their own schools and beyond. More information on the MicroMasters Program can be found at the University of Michigan website. Job Outlook Teachers will have the knowledge, and may be able to pursue the credentials, to become active members of improvement teams and initiatives in their schools and districts. Leaders within the K-12 governance structure will have the knowledge, and may be able to pursue the credentials, to develop and manage inter-organizational teams able to effectively use leading methods of educational innovation and improvement. NOTE: Teachers and leaders should consult appropriate agencies to discuss possibilities for continuing education credit. program developer; external coach/implementation support; improvement specialist; project manager; grant writer; policy analyst; program officer. Career opportunities as grade-level team leader; content-area improvement specialist; instructional coach; school improvement team member; Reformers beyond the K-12 governance structure will have the knowledge, and may be able to pursue the credentials, to use leading methods of educational innovation and improvement to secure funding for their work. Reformers can establish organizations and strategies supporting large-scale improvement; and manage their collaboration with school, districts, and systems. What You'll Learn: To envision new possibilities for the work of students and teachers in classrooms. To understand alternative logics and strategies for organizing the practice of educational innovation. To examine the application of the emerging field of improvement science to the practice of educational innovation. To explore innovation and improvement in large-scale educational reform initiatives in the US and around the world. To improve your own practice as an educator, innovator, and/or reformer. To develop and manage teams that use disciplined, evidence-based methods of educational innovation and improvement. To employ disciplined, evidence-based methods of educational innovation and improvement to manage collaborations among schools, districts, and systems. MicroMasters Program Details How To Earn The MicroMasters Credential Complete and successfully earn a Verified Certificate in all five courses. Take Your Credential To The Next Level Learners who have successfully earned the MicroMasters Credential may receive course credit for four Masters of Arts classes (12 credit hours; the equivalent of two elective courses and two cognate courses) if they apply, and are admitted, to the Masters of Arts programs in Educational Leadership and Policy, Teaching and Learning, New Media and Literacies, or Urban Pedagogy at the University of Michigan’s School of Education. Courses Leading Ambitious Teaching and Learning Learn why ambitious teaching and learning may be the key to global educational improvement and how to put it into practice. Logics of Educational Innovation and Improvement Learn leading strategies for educational innovation to improve practice, raise student performance, and reduce achievement gaps. Improvement Science in Education Learn how to apply principles and practices of improvement science to improve educational practice, raise student performance Case Studies in Continuous Educational Improvement Learn about leading approaches to continuous educational improvement through case studies of educational innovation. Leading Educational Innovation and Improvement Capstone Apply your knowledge and demonstrate mastery, personal growth, and competency along dimensions central to leading educational... What is a MicroMasters Program? Developed to advance a career and born from Master's programs of leading universities, MicroMasters programs are a series of higher-level courses recognized by companies for real job relevancy, and may accelerate a Master's degree. [-]

Environmental Science

International University Alliance
Campus Part time September 2017 USA Boston

The environment and sustainability program, housed in the School of Earth, Ocean and the Environment, is at the forefront of research to determine the wise use and management of complex natural systems. [+]

Top Part time Masters in Humanities and Social Sciences in North America. Environmental Science / Environmental Studies The environment and sustainability program, housed in the School of Earth, Ocean and the Environment, is at the forefront of research to determine the wise use and management of complex natural systems. What to Expect As an environmental science major in the School of Earth, Ocean and the Environment, you will have the opportunity to place emphasis in a variety of areas including natural systems, water resources, weather and climate, energy or humans and the environment, you will learn how to conduct hypothesis-driven research and communicate your knowledge both orally and in writing. The environmental studies major emphasizes humanities and social sciences, with major credit courses in the environment, politics, history, economics and literature. Graduate Degrees The Master of Earth and Environmental Resource Management (M.E.E.R.M.) program, offered by the School of the Earth, Ocean and Environment, trains graduate students for management positions in earth and environmental resources, sustainable development within ecosystems, or safe and effective use of man-made materials in the environment. [-]

Masters of Education in Quantitative Methods

Vanderbilt Peabody College
Campus 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 in Psychology

University of Houston - Clear Lake
Campus September 2017 USA Houston

The graduate program in Psychology leads to the Master of Arts Degree. All aspects of the degree are guided by the suggested curricula of the American Psychological Association and developed by our faculty for optimum learning in the classroom, laboratory, and applied settings. The program is a vehicle for advanced study of human behavior. [+]

Top Part time Masters in Humanities and Social Sciences in North America. The graduate program in Psychology leads to the Master of Arts Degree. All aspects of the degree are guided by the suggested curricula of the American Psychological Association and developed by our faculty for optimum learning in the classroom, laboratory, and applied settings. The program is a vehicle for advanced study of human behavior. Course work is taken primarily in psychology, but with faculty permission appropriate course work in the behavioral sciences may be allowed. Applicants should have strong undergraduate preparation in the Behavioral Sciences; those without a strong course background in Psychology may be required to take additional undergraduate course work at UHCL. The MA in Psychology requires 36 hours with a thesis or project, or 39 hours with the internship. The internship option can be used by, for example, by students wishing to teach at the community college level, managing human services agencies or research studies, or working in student services. This program does not prepare students to be qualified as a Licensed Professional Counselor (LPC). Program Requirements The course requirements can be found in the second half of the Psychology MA catalog entry. Concentrations A master's degree in General Psychology can further prepare students for working in human or government services. This degree will also prepare students for jobs that require technical skills in behavioral research and statistics. Students can also meet requirements to teach psychology to undergraduates. Students have the option to specialize in their graduate degree with concentrations in: Applied Cognitive Psychology (Human Factors) Applied Social Issues Behavioral Neuroscience Admission: Applying to the Program Applicants must complete a university Application for Admission and forward it and all required fees and documents to the university Office of Admissions. Forms and instructions may be requested from the UHCL Office of Admissions as listed below. The university application should be completed as early as possible before the admissions deadline to allow adequate time for the Office of Admissions to process the application and evaluate transcripts. Admission: Requirements Fall 2015 - 3.0 gpa over the last 60 hours and all applicants must submit GRE scores. IF the gpa is less than 3.0, a formula is run: (gpa over the last 60 hours) x 24 + Verbal Score + Quantitative Score >350 Spring 2016 - All applicants must submit GRE scores of at least 280 (total of Verbal Scores and Quantitative Scores) to the university following the standard reporting procedure. A minimum of a 3.0 cumulative grade point average (gpa) in the last 60 hours of course work is also required. In order to have adequate time to review applicants' material, the Application for Admission, transcripts for all prior coursework and GRE scores must be received by the Office of Admissions according to the following deadlines: Fall Enrollment - August 1 Spring Enrollment - December 1 Summer Enrollment - May 1 [-]