Masters Program in Humanities and Social Sciences in USA

Find Masters Programs in Humanities and Social Sciences in USA 2017

Humanities and Social Sciences

The USA welcomes students from around the world for graduate education. With a Master in Arts, Humanities and Social Sciences in USA, students can enjoy a wide range of possibilities, including world class education, exciting internships, an international student population, and career opportunities in the USA and abroad. Students can benefit from top-notch facilities and instructors that utilize innovative and interactive teaching methods which provide students with a well-rounded education that teaches them to think and act critically and strategically.

There are Master programs in Arts, Humanities and Social Sciences in USA to match the needs and interests of most any student. Students pursuing a Masters degree in Arts, Humanities and Social Sciences in USA have options in the field of psychology, education, political science, international relations, history, fine arts, design, sociology, and so many more, with further specific areas of specialization available.

Scroll through the Master programs in Arts, Humanities and Social Sciences in USA below and you may find the next step towards your career!

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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. [+]

Best Masters in Humanities and Social Sciences in USA 2017. 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 Full time 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 Full time 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. [+]

Best Masters in Humanities and Social Sciences in USA 2017. 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 Full time 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 Science: Applied Psychology

Sacred Heart University
Online & Campus Combined Full time Part time 8 weeks September 2017 USA Fairfield + 1 more

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. [+]

Best Masters in Humanities and Social Sciences in USA 2017. 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 Arts in Counseling Psychology, Concentration in Community Mental Health

California Institute of Integral Studies
Campus Full time 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. [+]

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 Practical Theology

The King's University
Campus Full time 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; [+]

Best Masters in Humanities and Social Sciences in USA 2017. 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. [-]

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

edX MicroMasters Programs
Online Full time Part time 30 weeks January 2017 USA Cambridge + 1 more

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. [-]

Master of Education

Oral Roberts University
Campus or Online September 2017 USA Tulsa

All of our programs are designed for the adult distance learner. The primary delivery system for the course offerings has become an intensive, but enjoyable 4-day module class format. [+]

Best Masters in Humanities and Social Sciences in USA 2017. Professionalism. Morality. Ethics. Compassion. Leadership. A great teacher or administrator does not just teach or manage, but helps students and faculty become better individuals. The Graduate School of Education at ORU is committed to providing the opportunity for individuals responding to the call of God to become "transformed professional Christian educators." Educational training from a Christian worldview is the best way to achieve this important goal, and that is what you will receive in the ORU Graduate School of Education - the knowledge, skills, and inspiration base to help influence and transform lives. This program, designed around the theme "Transformed Educators", prepares professional Christian educators to go into every person's world with a passion for Christ while instilling strengths of ethical behavior, knowledge, and competence in their students who will, in turn, change society. An ORU Graduate School of Education degree provides the opportunity for individuals who hold Christian principles to gain advanced preparation for professional responsibilities in education throughout the world. All of our programs are designed for the adult distance learner. The primary delivery system for the course offerings has become an intensive, but enjoyable four-day module class format. These modules have extensive pre and post assignments, simulations and dynamic in-class discussions. A unique strength of the program is that the students contribute national and international perspectives. [-]

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. [+]

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 [-]

Master of Liberal Studies

Fort Hays State University Graduate School
Campus or Online Full time Part time 31 hours August 2017 USA Wichita + 1 more

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.... [-]


Master in Industrial-Organization Psychology (M.A./M.S.)

St.Mary's University
Campus Full time September 2017 USA San Antonio

Students may earn either a Master of Arts or Master of Science Degree in Industrial-Organizational Psychology. Non-thesis students earn a Master of Arts and thesis students earn a Master of Science degree. [+]

Students may earn either a Master of Arts or Master of Science Degree in Industrial-Organizational Psychology. Non-thesis students earn a Master of Arts and thesis students earn a Master of Science degree. Both programs require the completion of 40 semester hours in order to graduate. All students enter the Psychology Graduate Program under the Master of Arts option. Individuals may transfer to the Master of Science option after 15-18 hours of graduate credit, if recommended by the graduate faculty in Psychology and approved by the graduate Council of the Graduate School. A minimum grade of B- must be earned in all required courses. The programs are designed to develop general competence in Psychology, a behavioral science, and to prepare students for advanced academic studies, research, or industrial careers. [-]

Master in Criminal Justice

Chicago State University
Campus Full time 2 - 3 years August 2017 USA Chicago

The Department of Criminal Justice offers the Bachelor of Science degree and the Master of Science degree in Criminal Justice. The program provides students with a broad foundation in the social sciences while emphasizing restorative justice, social and economic justice, fairness, community involvement, and public safety. [+]

Best Masters in Humanities and Social Sciences in USA 2017. The Department of Criminal Justice offers the Bachelor of Science degree and the Master of Science degree in Criminal Justice. The program provides students with a broad foundation in the social sciences while emphasizing restorative justice, social and economic justice, fairness, community involvement, and public safety. Students in the undergraduate program must complete twelve credit hours of core courses including Introduction to Law, Survey of the Criminal Justice System, and Introduction to Criminology. Students must complete twelve credit hours of required cognates including Essentials of English Grammar, Writing and Editing Nonfiction, Critical Strategies for Writing and Research, Business Writing or Writing Research Papers, and Basic Speech Communication. And students must complete twenty-seven credit hours of electives through which one can focus on law enforcement, law, corrections, probation and parole, counseling and case work, juvenile justice, or criminal justice research. The program culminates with students completing an internship in criminal justice or a service learning practicum in criminal justice. Students who have six months or more work experience in the criminal justice field may elect to write a bachelor paper on some topic in criminal justice. Upon graduation students are especially prepared for careers across the range of criminal justice including criminalists, penologist, FBI agent, Air Marshall, corrections officer, juvenile probation officer, more. Graduates are well prepared for law school as well as to continue their study of criminal justice in graduate school programs leading to the master’s degree or Ph.D. The faculty is multidisciplinary and consists of seven full time members and twenty adjuncts, many of whom have active careers in the criminal justice field and bring a wealth of practical experience to the program. The faculty is engaged in community outreach projects or involved in commissions in the following areas: Ex- Offender Re-Entry& Public Safety Ending Disproportionate Minority Confinement Ending Mass Incarceration Restorative Justice Victimology Juvenile Justice Incarcerated Females Child Abuse & Neglect Child Protection Family Reunification Admissions Application Deadlines The Graduate School accepts applications on a continuous basis for most graduate programs; students interested in obtaining admission to a specific term should complete the admission process by these deadlines: Fall Term - March 15th (March 1st for all Counseling applicants). Spring Term - October 15th (one month earlier for international applicants). Total Tuition and Fees $3,926.00 - $6,248.00 [-]

Master of Social Work

California State University Bakersfield
Campus Full time Part time 2 - 3 years September 2017 USA Bakersfield + 1 more

The Master of Social Work (MSW) program at CSUB prepares students for advanced generalist social work practice. Graduates are prepared to work with individuals, families, groups, organizations, and communities in fields such as mental health, physical health, child and family services, gerontology, corrections, juvenile justice, youth services, and substance abuse treatment. [+]

Make a difference The profession of social work is grounded in a commitment to serving vulnerable and oppressed populations and advocating for public policies that promote social justice. The Master of Social Work (MSW) program at CSUB prepares students for advanced generalist social work practice. Graduates are prepared to work with individuals, families, groups, organizations, and communities in fields such as mental health, physical health, child and family services, gerontology, corrections, juvenile justice, youth services, and substance abuse treatment. CSUB uses advanced-generalist practice as the model for the curriculum. This model prepares graduates to perform a variety of roles across micro, mezzo, and macro levels of practice. Within the advanced-generalist framework of the curriculum, students may choose an emphasis in Child and Family Services, Mental Health, or Gerontology/ Health Social Work in a full-time, part-time, or advanced standing plan of study. CSU Bakersfield’s MSW program is accredited by the Council on Social Work Education. Pursuing a degree and career in Social Work is a life-altering experience. If you want an exciting education that gives you the skills you need to create real change in the community, study Social Work at CSUB! MISSION The mission of the California State University, Bakersfield, Department of Social Work, is to prepare students for social work practice and leadership at the advanced generalist level. Graduates possess the knowledge, values, and skills required to competently and ethically work with individuals, families, groups, organizations, and communities using best practices. The Department is committed to improving social conditions in the Central Valley by promoting culturally responsive practice, social justice, and life-long learning. GOALS The Department of Social Work is committed to the following goals, which are derived from the mission statement. These goals are consistent with the Council on Social Work Education’s (CSWE) Educational Policy, Section 1.1. To prepare advanced generalist social workers who identify with the social work profession, model the values and ethics of the profession, and are committed to continuing their learning after graduation To prepare graduates to become aware of their lifelong responsibility to continue their professional growth and development. To prepare advanced generalist social workers who are competent to engage in autonomous practice within the context of multiple systems and diverse environments, using a multidimensional perspective applicable across the lifespan To prepare advanced generalist social workers who use research knowledge and skills to evaluate their social work practice To prepare advanced generalist social workers to advocate for human rights and social and economic justice in the broader social environment To prepare students for leadership roles in an interprofessional environment within the community MSW Curriculum The MSW curriculum at CSUB is built on a model of advanced generalist practice, which prepares graduates to work in a variety of roles across micro, mezzo, and macro levels of practice. The curriculum addresses two levels of competency: Foundation and Concentration. Foundation Courses SW 510: Social policy and services (5) SW 520: Foundations of Human Behavior (5) SW 530: Research methods for Social Work (5) SW 540: Generalist Social Work Practice I (Micro Practice) (5) SW 541: Generalist Social Work Practice II (Mezzo Practice) (5) SW 542: Generalist Social Work Practice III (Macro Practice) (5) SW 543: Assessment and Diagnosis (5) SW 550: Field Practicum I (3) SW 551: Field Practicum II (3) SW 552: Field Practicum III (4) Concentration In the advanced generalist model, concentration courses add depth and breadth to the generalist foundation. Concentration Courses SW 610: Advanced Social Policy and Services (5) SW 630: Advanced Research Methods for Social Work Practice (5) SW 646: Advanced Practice I (Micro Practice) (5) SW 647: Advanced Practice II (Mezzo Practice) (5) SW 648: Advanced Practice III (Administrative Practice) (5) SW 650: Advanced Field Practicum I (3) SW 651: Advanced Field Practicum II (3) SW 652: Advanced Field Practicum III (4) Elective course work The MSW course of study includes at least 10 units of elective courses approved by the department. Students who receive special funding are required to take electives associated with their special funding. Culminating Experience In conjunction with the field practicum, each student completes a "portfolio" paper as a culminating experience. Advancement to Graduate Candidacy Advancement to candidacy is required prior to initiation of the final year of course work. Regular MSW students may be advanced to candidacy upon successful completion of the Foundation curriculum, and advanced-standing students may be advanced to candidacy during the second quarter of their studies. Advancement to candidacy is based upon a formal review and recommendation by the faculty and approval by the Dean for Graduate Studies and Research. Degree Requirements The University confers the MSW degree upon fulfillment of the following requirements: Completion of 90 hours of course work (50 hours for advanced-standing students) according to an approved degree plan. Completion of 960 hours of field experience (480 hours for advanced-standing students) and associated seminars. Completion of a culminating experience. Grade point average of 3.0, and a grade of "C" or better in all courses taken to satisfy the requirements for the degree as specified in each student's Plan of Study. Completion of 64 credits in residence for regular students and 32 for the advanced-standing students. All coursework leading to the MSW degree must be completed within 7 years from first enrollment. Life or Work Experience The Department of SocialWork does not accept course credit for life experience or previous work experience. Cost of Attendance Cost of Attendance (COA) is a figure calculated annually by financial aid offices that represents an estimate of the total cost (including tuition, fees, books & supplies, room & board, transportation, and misc. personal expenses) for a full-time student to attend their university during the academic year. Separate COA figures are determined for students living On-Campus, Off-Campus, and With Parents. The COA can help families budget for all the expenses to attend college. It is important to note that only a portion of the total COA is paid directly to the University. Additionally, the COA is a standardized estimate, and may be adjusted for students on a case-by-case basis with proper documentation. The cost of attendance is an important factor in determining student financial aid eligibility. The Expected Family Contribution (EFC), which is calculated from the FAFSA data by the federal processor, represents the amount the student and his or her family are expected to contribute to the COA. The EFC is subtracted from the COA to determine the student's financial Need. Financial aid is then awarded to help offset the student's COA. If the financial aid is not enough to cover the Need, then the remaining amount is considered Unmet Need. It is important to note that a student is not required to have financial Need to be eligible to receive Unsubsidized Federal Stafford Loans, PLUS loans, or merit-based scholarships. [-]

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. [+]

Best Masters in Humanities and Social Sciences in USA 2017. 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. [-]