master of arts in education non thesis

• October 15, 2023
• Academic Advice

Thesis vs. Non-Thesis Master’s Programs: Which is Right for You?

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Continuing your educational journey within your chosen field is an experience that fosters personal and professional growth. The next milestone in your academic path often involves pursuing a Master’s degree , with options ranging from thesis-based programs to non-thesis alternatives.  Deciding between these two paths is significant as it shapes your academic and career paths.

But how can you decide which is right for you before getting decision fatigue?

Let’s explore the difference between thesis vs. non-thesis Master’s programs, their unique characteristics, and reasons for choosing one or the other. 

Do You Have to Write a Thesis for Your Master’s Program?

Whether you have to write a thesis for your Master’s program depends on the specific requirements of the program you’re enrolled in. It’s important to note that while not all Master’s programs require writing a thesis, a significant number of them do.

What is a Thesis vs. Non-Thesis Master’s Program?

A thesis Master’s program involves completing a large research project spanning over several semesters. Students are expected to conduct original research on a specific topic under a faculty advisor’s guidance, culminating in a thesis likely to be published. Completing and defending the thesis is a crucial part of the degree requirement.

A non-thesis Master’s program doesn’t involve a specific research focus but rather a more coursework and practical experience, allowing students to gain specific skills and knowledge applicable to their field of study. After completing their program’s core course requirements, students can choose any of the electives to meet their degree requirements. Depending on the institution, you may be required to do a Master’s Degree Capstone project, including reviewing previous courses, a comprehensive exam, or a summary project. 

Why Choose a Thesis Master’s Program?

Thesis Master’s programs offer several advantages, be that contributing to new findings in your field, close collaboration with professors and researchers, and standing out to potential employers with your abilities to work independently and analyze complex issues. However, the primary advantages are:

Research Experience

Thesis programs allow you to conduct extensive research on a specific topic that piques your interest.  This way, you’ll gain expertise and a comprehensive understanding of the subject matter. 

Academic Growth 

Writing a thesis helps sharpen your critical thinking, analytical, and writing skills. It also challenges you to think independently, analyze a large amount of data, and draw meaningful conclusions. Furthermore, it prepares you for doctoral studies, familiarizing you with the rigor of independent research and equips you with the necessary skills to succeed.

Why Choose a Non-Thesis Master’s Program?

Non-thesis master’s programs also come with numerous advantages for students, including flexibility in scheduling, a range of career opportunities, shorter competition time, etc. Here are the main advantages: 

Non-thesis programs prioritize coursework, fostering the development of practical skills and their real-world application. This approach enables you to actively engage in hands-on learning experiences highly sought after in today’s job market. Critical thinking, communication, problem-solving, and leadership abilities are some of those skills.

Suitability for Professionals

Another advantage to pursuing a non-thesis Master’s program is that it doesn’t take as much time as the thesis Master’s programs. That way you can enter the workforce faster. It’s also well-suited for professionals already established in their field who are seeking to further their education and advance in their careers. 

The Academic and Career Outcomes of Thesis vs. Non-Thesis Master’s Programs

The academic outcomes for the thesis Master’s program graduates involve preparation for Ph.D. programs , opening doors to advanced research and specialized roles in research institutions. This provides solid research skills and helps them publish their work. Common career paths for graduates include research positions in academia, government, or private sectors. Some also pursue teaching careers in colleges and universities. Degree programs that usually require a thesis include sciences, social sciences, engineering, and humanities (history, philosophy, and language studies).

Non-thesis Master’s program graduates typically achieve academic outcomes focused on mastering practical, directly applicable skills within their field. While these programs are more career-oriented, graduates can still pursue a Ph.D. They can benefit from diverse career options in different settings and find employment in managerial, administrative, or specialized roles in their field. Degree programs that don’t usually require a thesis are business, education, healthcare administration, IT management, etc.

Thesis vs. Non-Thesis Master’s Programs, That is the Question 

With their abundance of advantages, choosing between the two can be pretty tricky. So, let’s compare thesis vs. non-thesis Master’s programs and help you make an informed decision. 

Personal and Career Goals

A thesis Master’s program is ideal if you’re interested in furthering in academia and want to pursue a Ph.D ., as these programs can provide the necessary tools to enhance your credentials for research-based careers. Meanwhile, a non-thesis Master’s program will suit you better if you’re seeking to gain practical skills to integrate into the industry immediately, as they can include practical projects or internships according to industry demands. 

Time and Financial Considerations

Thesis Master’s programs can extend the duration of your studies, as researching, writing, and defending the thesis can take several semesters to complete and can cause financial strain due to additional costs like lab fees and materials. In contrast, non-thesis ones can help you enter the job market promptly as they are shorter, allowing you to save time and money.

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Field of Study and Program Requirements

When deciding between a thesis and a non-thesis Master’s program, a crucial element to take into account is the field of study and the program’s specific requirements. A thesis Master’s program is better suited for those pursuing research-oriented fields, while a non-thesis program is a more fitting choice for individuals with a strong focus on their career. Furthermore, program requirements for thesis programs require substantial research to culminate in a thesis, whereas non-thesis ones require capstone projects, internships, or comprehensive exams. 

Switching from a Non-Thesis to a Thesis Master’s Program, or Vice Versa

Switching from a non-thesis to a thesis Master’s program, or vice versa, is possible in many institutions, although the process and requirements may vary. Switching from a non-thesis to a thesis program generally requires getting approval from the academic advisor or department, completing additional research methodology classes, finding a thesis advisor, and applying to the thesis program. 

Switching from a thesis to a non-thesis Master’s program requires having at least a 3.0 GPA, getting approval from the academic advisor, transferring credits of research methodology classes, and formally applying to the thesis program.

Choosing between a thesis and a non-thesis Master’s program ultimately depends on your career goals, research interests, and personal preferences. Thesis programs provide a robust foundation for research-oriented careers and advanced studies, while non-thesis programs offer practical skills tailored for immediate industry integration. Regardless of your choice, both paths offer unique advantages, ensuring you gain the knowledge and skills needed to thrive in your chosen field. 

Frequently Asked Questions (FAQs):

What is the difference between a thesis vs. non-thesis master’s program.

The key difference between a thesis and a non-thesis Master’s program is that thesis Master’s programs require original research and completion of a thesis, whereas non-thesis ones focus on coursework and practical experiences. 

Do I have to write a thesis for a Master’s program?

If you’re pursuing a research-oriented Master’s degree in sciences, engineering, social sciences, humanities, etc., you’ll probably have to write a thesis. Whereas, if you’re pursuing a Master’s degree in education, business healthcare administration, or IT management, you’re more likely not to have to complete a thesis. 

Is a thesis required for all Master’s degree programs?

Although a thesis isn’t required for all master’s degree programs, many programs require one.

What should I consider when deciding between a thesis and non-thesis program?

There are several factors to consider when choosing between a thesis and a non-thesis Master’s program, including your career goals, interest in research, duration of studies, personal strengths and preferences, cost, and program requirements.

Are there any financial and duration differences between thesis and non-thesis Master’s programs?

There can be financial and duration differences between thesis and non-thesis Master’s programs. Thesis programs can be more expensive as you’ll have to spend additional resources on materials, lab fees, and data collection. In contrast, the main cost for non-thesis programs is tuition fees, which can be slightly lower. Furthermore, thesis programs require additional time to conduct research, write, and defend the thesis. In contrast, non-thesis programs allow students to earn the degree in a shorter period. 

Why should I choose a thesis Master’s program?

You should choose a thesis Master’s program if you’re interested in a research-heavy discipline and want to showcase your knowledge and expertise in an evidence-based, thorough thesis. 

Why should I choose a non-thesis Master’s program?

You should choose a non-thesis Master’s program if you want to enter the workforce earlier, don’t want to spend several semesters collecting data, and want to focus more on application than research.

Can non-thesis Master’s graduates still pursue doctoral studies later?

Yes, non-thesis Master’s graduates can still get accepted into a doctoral program. However, thesis Master’s graduates can go through the process more efficiently, as admissions panels want to gain insight into your academic interests and ability to engage in nuanced thought.

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•       Resources       Choosing Between a Thesis or Non-thesis Master's Degree

As of 2015, approximately 25.4 million Americans held advanced degrees , with more citizens joining these ranks each year. As studies continue to show the career advancement and salary benefits of completing a master's degree, more and more students elect to pursue advanced educations. When considering their options, many question whether to enroll in a master's requiring a thesis or not. The following guide examines some of the reasons degree seekers may want to write a thesis while also highlighting why they might not. Students on the fence about this important decision can find expert advice, actionable tips, and relevant guidance to help them make an informed choice in the guide that follows.

Understanding the Master's Thesis

What is the difference between a thesis & non-thesis master's program, the decision not to do a thesis.

As students research various master's programs in their chosen discipline, it's common to find that many degrees require a thesis – especially if they want to enter a research-heavy field. While this word gets thrown around a lot in academia, some learners may want more information regarding what it entails in order to make an informed decision.

What is a Master's Thesis?

The master's thesis is an original piece of scholarship allowing the student to dig into a topic and produce an expanded document that demonstrates how their knowledge has grown throughout the degree program. These documents require significant independent research of primary and secondary sources and, depending on the subject, may require interviews and/or surveys to support the overarching argument.

Individual schools and departments dictate the length of these documents, but they typically range between 60 and 100 pages – or approximately 20,000 to 40,000 words. While tackling a document of such heft may seem overwhelming at first, learners need not fret. Each master's candidate receives a faculty advisor early in their tenure to provide support, feedback, and guidance throughout the process. Because the final thesis is expected to be of a publishable quality, learners seeking the highest marks typically send their supervisor excerpts of the document as they write to ensure they are on the right track.

When picking a thesis topic, no magical formula exists. Students should consider their interests and read extensively on that topic to get a better sense of existing scholarship. They should also speak to other academics working in that sphere to familiarize themselves with ongoing projects. Only after they feel reasonably well-read should they begin looking for uncovered angles or interesting ways of using emerging methodologies to bring new light to the topic.

When considering formatting, degree seekers should check with their specific schools and departments, as they may have unique requirements. To get a general understanding of what to expect, learners can review Simon Fraser University's guidelines on thesis formatting. After completing the thesis, some programs require an oral defense before a committee while others read the document and provide a grade. Check with your prospective schools to get a better sense of procedure.

Format & Components of a Master's Thesis

While this guide attempts to provide helpful and actionable information about the process of deciding whether to follow a thesis or non-thesis track in a master's program, readers should remember that specific components and requirements of a thesis vary according to discipline, university, and department. That being said, some commonalities exist across all these – especially when it comes to what students must include in their final drafts.

As the first section a reader encounters after moving through the table of contents and other anterior text, the introductory allows the writer to firmly establish what they want to accomplish. Sometimes also called the "research question" section, the introductory must clearly state the goals of the paper and the overarching hypothesis guiding the argument. This should be written in a professional yet accessible tone that allows individuals without specializations in the field to understand the text.

This section allows learners to demonstrate their deep knowledge of the field by providing context to existing texts within their chosen discipline Learners review the main bodies of work, highlighting any issues they find within each. Constructive criticism often centers around shortcomings, blind spots, or outdated hypotheses.

Students use this section to explain how they went about their work. While scientists may point to a specific method used to reach conclusions, historians may reference the use of an emerging framework for understanding history to bring new light to a topic. The point of this section is to demonstrate the thought processes that led to your findings.

This section allows for learners to show what they learned during the research process in a non-biased way. Students should simply state what information they gathered by utilizing a specific framework or methodology and arrange those findings, without interpretation, in an easy-to-read fashion.

After providing readers with all the necessary information, the discussion section exists for candidates to interpret the raw data and demonstrate how their research led to a new understanding or contributed a unique perspective to the field. This section should directly connect to the introduction by reinforcing the hypothesis and showing how you answered the questions posed.

Even though the previous sections give prospective degree seekers a better sense of what to expect if they decide to write a thesis during their master's program, they don't necessarily help learners decide whether to pursue a thesis or non-thesis track. The following section highlights some of the reasons students frequently choose to complete a thesis or bypass the process altogether by providing a pros and cons list.

Why a Thesis Program

• Especially when entering a research-heavy discipline, completing a thesis shows prospective schools and employers that you possess the skills needed for researching and writing long-form reports.
• Students hoping to pursue a Ph.D. stand in better stead with admissions panels if they wrote a thesis during a master's program.
• Individuals hoping to enter a field that values syntax and grammar often better their writing skills by completing a thesis.
• Students who write a thesis can submit the final product to various academic journals, increasing their chances of getting published.
• Theses expand students' understanding of what they're capable of, deepen their ability to carry out an argument, and develop their skills in making connections between ideas.

Why a Non-thesis Program

• Because they don't require a significant written product, non-thesis master's tend to take less time to complete.
• Often mirrors a bachelor's program in terms of structure, allowing learners to complete classes and take exams without a great deal of research or writing.
• Students who excel in project-based assignments can continue building skills in this arena rather than focusing on skills they don't plan to use (e.g. research)
• Provides learners the opportunity to work more closely and more frequently with faculty on real-world projects since they don't spend hundreds of hours researching/writing.
• Allows learners to take more classes and gain hands-on skills to fill the time they would have spent researching and writing a thesis.

How to Choose a Master's Program: FAQs

Within some academic disciplines and professional fields, research and writing plays a key role in work done on a daily basis. Because of this, master's programs in these fields require learners to complete theses to compete against peers and be seen as competent in their work. Other disciplines, conversely, rely on other tools to accomplish work and progress ideas – making theses less important.

Yes. Master's programs focused more on application than research typically don't require a thesis – although they may still give students the option. Examples of common non-thesis master's programs include nursing, business, and education.

Even though non-thesis students won't be writing a 100-page paper, that doesn't mean they avoid completing a significant project. In place of a thesis, most applied master's programs require students to take part in at least one internship or complete a culminating project. These projects typically ask learners to take what they learned throughout coursework and create an expansive final project – examples include case studies, creative works, or portfolios.

While students who followed a non-thesis path routinely receive acceptance to Ph.D. programs, those with theses often find the process easier. Even if a learner pursues a Ph.D. in a discipline that isn't research-heavy, admissions panels still want to get a sense of your academic interests and ability to engage in independent, nuanced thought. Students with theses can provide solid proof of these skills, while those without may struggle to demonstrate preparedness as thoroughly.

The answer to this question depends on many factors, but typically it is okay not to do a thesis if you plan to enter a field that doesn't depend heavily on research or writing, or if you don't plan to complete a Ph.D.

Students wanting to work in academic, research, or writing should always opt for the thesis track. They should also follow this path if they have any doctoral degree aspirations.

Ultimately, the decision of whether or not to complete a thesis rests with the individual student. Figuring out how to proceed on this front requires lots of careful consideration, and learners should ensure they consider various aspects before coming to a final decision. The following section helps students consider how they should and should not come to a conclusion.

Dos and Don'ts of Choosing a Thesis or Non-thesis Program

• Consider the longevity of your decision: will you feel the same in 5-10 years or are you making a decision based on current desires?
• Talk to others who with experience in this area. Ask them questions about their decision-making process and if they regret their choice.
• Research potential thesis topics before starting a program. Going in with a game plan can help you feel more confident and settled about the process than if you're scrambling for a topic while in school.
• Reach out to prospective schools to speak with faculty and/or current students following both tracks. This will provide knowledge specific to the school while also expanding your network if you choose to attend there.
• Research Ph.D. entrance requirements to ascertain if the majority expect learners to possess a thesis when applying. This will give you a sense of whether you may experience issues later on if you do not complete one.
• Decide not to complete a thesis simply because you have never taken on such a task and feel overwhelmed or fearful that you will fail.
• Complete a thesis simply because you think it will look good on your resume. Theses require intense devotion over an extended amount of time; learners who complete them without conviction often find the process miserable.
• Forget to research alternatives to writing a thesis. Just because you don't complete a research paper doesn't mean a non-thesis track lacks rigor or challenging coursework.
• Forget to read examples of theses by previous students. If you feel overwhelmed by the task, reading work other people have done can often make the task at hand feel less scary.
• Let yourself off easy by taking the non-thesis path. If you find you have extra time in the program, talk to your advisor about taking more classes, develop meaningful projects for yourself, or see about presenting at an academic conference.

From the Expert

Sudiksha Joshi, Ph.D. is a learning advocate. Her mission is to empower our youth to think bigger, bolder thoughts and forge a career path that will change the world. She taps into her natural curiosity and ability to identify strengths to help students and those in transition find their path from feeling lost in the traditional ways of achieving success to charting their own path. Her work has been featured in Forbes, Huffington Post, Thrive Global, Medium and LinkedIn.

Why might a student decide to follow a thesis track? Why might they follow a non-thesis track?

A student might decide to take a thesis track if she/he wants to pursue a Ph.D. Also, if the students want to focus on careers where research and writing have a strong focus, the students opt for the thesis option. Research assistantships at the graduate level are also more often available to students who opt for the thesis option.

A student who might feel that writing is not one of their strengths might choose to go the non-thesis track. Likewise, a student who has other work commitments may find a non-thesis option more convenient.

Do you have any tips for deciding on a program?

I chose a thesis option because being able to conduct independent research was a big reason to go to graduate school. Also, showing the ability that I could do research was what afforded me research assistantships which meant that my tuition was paid for and I got a stipend that paid for expenses while I was in graduate school. This also allowed me the opportunity to work closely with the faculty mentor that provided me with the support and the accountability I wanted.

I would not recommend taking a non-thesis option if all the degree requires is for you to take courses. You have little to show in terms of your learning other than your grades unless you are already working on something on the side that does that for you and all you need is a certificate.

Opt for a non-thesis option if you can still work closely with a professor or on a project and if you'd rather be involved in multiple projects rather than focus on a single project. If you already have a good (informed) reason for choosing one over the other, go for it.

What's the most important thing to consider when choosing a program?

The most important thing to consider when choosing a program is getting excited about the projects that at least one of the faculty members are involved in. Do some research and see why you are excited about a particular work that at least one of the faculty members have been involved in.

Who should students talk to when considering options?

Students should talk to other students and also reach out directly to the graduate coordinator and even individual faculty members. This means that students should have done prior homework and have some good questions ready. Asking good questions will get you at least halfway through to make the right decision.

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Today’s education landscape needs leaders like you — dynamic educators and innovators committed to making sustainable and scalable change for all students by building on your professional experience in PreK–12 classrooms and districts; on college and university campuses; or in philanthropies, nonprofits, policy organizations, and ed-tech initiatives.

That’s why the Harvard Graduate School of Education launched an online Master's in Education Leadership, a two-year, part-time Ed.M. program with Higher Education and PreK-12 pathways specifically designed for working education professionals who bring at least seven years of relevant or transferrable work experience. The program will strengthen the invaluable skills you’ve already developed and give you the tools to propel yourself to new leadership opportunities and to even greater impact.

“Skilled leadership is essential to creating opportunity and overcoming the longstanding inequities that create barriers to success. At HGSE, we are committed to helping you meet today’s complex challenges by becoming the type of leader education needs.” Bridget Long Dean and Saris Professor of Education and Economics Harvard Graduate School of Education

A New Option for Experienced Educators

The online Master's in Education Leadership from HGSE consists of a diverse cohort of professionals like you — leaders who are advancing in their careers, and who bring important perspectives grounded in real-world challenges. Our program is conducted almost exclusively online — except for one short on-campus experience, where you'll meet your cohort in person and build community prior to the start of the first fall semester.

The program offers a distinctive Harvard experience — including deep engagement and interaction with Harvard faculty and talented peers, as well as a lifelong professional network — within an intentionally designed curriculum and robust opportunities for mentorship and coaching. The program is career-embedded — so you can immediately apply what you are learning, in real time, to the work you are doing on the ground. 

Two Pathways: Higher Education and PreK–12

In the online Master’s in Education Leadership, you will choose between two Professional Pathways — Higher Education or PreK–12 — that align with the area of practice or the student community in which your work will make an impact. Students interested in advancing into senior leadership roles in colleges and universities, or in organizations that impact higher education, should study in the Higher Education Pathway . Students who want to do change-making work within the education ecosystem on behalf of students from early childhood to secondary education levels should select the PreK–12 Pathway .

Our prescribed curriculum is intentionally designed to meet your professional needs. It is anchored in both foundational knowledge and core competencies in education leadership related to the U.S. education system. You will also complete pathway-specific courses to advance your leadership in higher education or preK–12 education, as well as the Foundations courses. You will also have the opportunity to select courses from a small subset of electives. A minimum of 42 credits are required to graduate with an Ed.M. degree from HGSE.

The main elements of the curriculum are: 

Foundations Courses

Throughout the two-year program, you will participate in Foundations courses in four areas: How People Learn, Leading Change, Evidence, and Equity and Opportunity. Through the Foundations, you’ll build core skills central to the profession of education.

• The online Ed.M. program commences with How People Learn, which runs online June–July and requires a time commitment of 12–15 hours per week.  
• Additional Foundations learning goals and experiences tied to Leading Change and Equity and Opportunity will be incorporated into other required courses during your two-year program.

Professional Pathways

All students will choose between the Higher Education and PreK–12 Pathways. Throughout the program, you will take both cross-pathway courses and pathway-specific courses. Cross-pathway courses will allow you to develop leadership skills that are important across sectors, as well as have discussions about how higher education and preK–12 can work more effectively together. Cross-pathway courses include:

• Real Talk: The Art and Practice of Communications 
• Strategic Finance for Nonprofit Leaders

Pathway-specific courses are directed to the knowledge and skills important for leadership in the Pathway professional setting. 

Elective Coursework

Students will have the opportunity to choose from a curated list of electives during the optional January terms, and during the fall and spring of their second year. Sample elective courses: 

• Law and Higher Education
• Leading a School through Challenge and Crisis   
• Race, Equity, and Leadership 
• Teaching Exceptional Learners in Inclusive Classrooms 
• Why Can’t Higher Education Change? 
• Writing Workshop   

Note: Though some courses may include comparative and international examples, applicants should expect a focus on leadership within U.S. domestic educational institutions and systems. 

Leadership Core Competencies

To help you manage, lead, and implement change in complex organizations, our curriculum explores the core leadership competencies that you'll need to elevate your skills, knowledge, and expertise, wherever you are in your career. Throughout your coursework, you will strengthen your ability to:

• Lead change and think strategically 
• Foster productive organizational conditions 
• Navigate politics and practice political inclusion
• Communicate effectively 
• Cultivate self-development and team professional development skills 

Higher Education Pathway

All students will choose between the Higher Education and PreK–12 Pathways. The Higher Education Pathway prepares you to be a dynamic leader in a diverse range of postsecondary education contexts. It is designed to increase your knowledge of the practices, policies, processes, challenges, and opportunities in American postsecondary education. You will enhance your repertoire of strategies and management skills for tackling critical issues and introducing change — while preparing you to advance in your current career or move into other important leadership roles in higher education.  

Sample courses for the Higher Education Pathway: 

• Creating the Future of American Postsecondary Education 
• Higher Education Leadership & Governance 
• Student Affairs in Higher Education: Theory-Driven Practices to Help Students Thrive 

You will also have the opportunity to engage with accomplished leaders through HGSE’s unique President-in-Residence program. 

Students interested in the Higher Education Pathway currently hold administrative and mid-level leadership roles: 

• Colleges and universities, including in academic affairs, student affairs, admissions and enrollment management, advancement, and institutional research
• Nonprofit education organizations
• State and federal government agencies 
• Policy organizations focused on higher education

PreK–12 Pathway

All students will choose between the Higher Education and PreK–12 Pathways. The PreK–12 Pathway equips you to advance your leadership across the preK–12 landscape, including in such positions as teacher leader, principal, afterschool director, education agency representative, education nonprofit/philanthropic leader, or education entrepreneur.  

Sample courses for the PreK–12 Pathway: 

• Strategic Leadership in the PreK–12 Ecosystem 
• Creating Conditions for Effective School, Family, and Community Partnerships 
• Leading Learning

Students interested in the PreK-12 Pathway currently hold administrative and mid-level leadership roles in:

• PreK–12 schools, including as principals, assistant principals, and department heads
• Nonprofit education organizations (I.e., foundations, advocacy organizations, technical assistant organizations).
• Policy organizations focused on preK–12 education 

Projected Time Commitment

Courses combine synchronous meetings and asynchronous work and assignments. Live or synchronous aspects of required courses will occur on weekdays (Monday–Friday) between 6 and 9 p.m. ET . Some elective courses, outside the required curriculum, may be offered at alternative times. On average, this degree requires 12 to 18 hours of work per week, though the weekly commitment will vary by term, courses taken, and students' own work styles. Students can expect to spend approximately five to seven hours per week in synchronous online class sessions with faculty members and classmates. The remaining hours will be spent working independently on asynchronous class preparation, in self-scheduled small-group work with other students or working on assignments. 

Weekly Time Estimate

To complete the online Ed.M. in Education Leadership, students must complete 42 total credit hours of coursework over the two-year program. While the weekly time commitment varies, the graphic below provides a snapshot of the estimated weekly time commitment students may experience during the fall and spring semesters, when they will typically take 8 credits, the equivalent of two courses . 

Synchronous

Includes live, scheduled sessions with faculty members and other students.

Asynchronous

Self-paced activities, discussion posts, and other course-related work.

Assignments

Readings, projects, papers, research, etc.

Total Estimated Weekly Hours

Hours reflect estimates and vary by term, course, and student work style.

Occurs between Monday-Friday, according to a specific schedule.

Asynchronous work and assignments will have clear deadlines or milestones, but students can set their own schedules to complete this work. Note that there may be days or weeks during the semester that are busier than average, requiring more than the estimated time shown.

Program Faculty

The faculty co-chair for the Higher Education Pathway is Francesca Purcell . The faculty co-chair for the PreK–12 Pathway is Irvin Scott .

Faculty Co-Chairs

Francesca Purcell

Francesca Purcell is a specialist in higher education policy and practice, with expertise on topics including college completion, student transfer, and developmental education.

Irvin Leon Scott

A former teacher, principal, assistant superintendent, chief academic officer, and foundation leader, Irvin Scott's focus is on education leadership and faith-based education.

James P. Honan

Karen L. Mapp

Timothy Patrick McCarthy

Mary Grassa O'Neill

Alexis Redding

On-Campus Experience

Prior to kicking off your first fall semester, you will participate in the On-Campus Institute, an immersive experience on the HGSE campus in Cambridge. This will provide the opportunity to not only form deep relationships with your cohort, but also learn together with the faculty and advisers with whom you will spend two years. The immersive residential experience is a core component to the two-year degree program that is required of all students in the program. 

Over several days in late July and/or early August, you and your fellow peers will discuss your professional experiences and examine some of the persistent challenges in your organizations. You will immerse yourself in rich exercises and community building, set expectations of what it means to be in a rigorous HGSE degree program, and set intentions for yourself, your cohort, and your course of study. 

Career Pathways

The Master's in Education Leadership Program prepares you to advance to a senior leadership role in a variety of career pathways, including:

• Academic affairs 
• Admissions and financial aid
• Development
• Diversity, equity, and inclusion
• Institutional research
• Student affairs

PreK-12 Pathway

• Education entrepreneur
• Executive director for an education nonprofit
• Principal* or head of school 
• Program officer for a foundation 
• School department head
• School designer and developer
• School district or network leader
• Teacher leader

Overall Program

• Education nonprofit CEO/COO 
• Educational advocate and organizer 
• Entrepreneur 

*Note: This program is not able to provide principal certification at this time.

Introduce Yourself

Tell us about yourself so that we can tailor our communication to best fit your interests and provide you with relevant information about our programs, events, and other opportunities to connect with us.

Program Highlights

Explore examples of the Online Master's in Education experience and the impact its community is making on the field:

Same Questions, One Year Apart

Online Master’s in Education students reflect on their first year in the program

The Puppet Wrangler

Even puppets need an entourage

Masters in Education Options

NMSU College of Education’s School of Teacher Preparation, Administration and Leadership (TPAL) offers  three options for the Masters of Arts in Education:

• Master of Arts in Education (for licensed PK-12 teachers)
• Master of Arts in Education Plus Licensure Concurrently (earn a teaching license in the areas of elementary education and secondary education while earning a Master of Arts in Education degree)
• Master of Arts in Education (Non-Licensure)

Notes:  Please carefully read this page and all relevant documents

• NMSU Graduate Catalog
• Prospective students
• Masters Exam or Thesis
• Alternative Licensure
• Assistantships

Applying for the MA or MAT Program in Education

• Apply to the NMSU Graduate School
• After creating your account you will want to select “Education” to indicate to the Graduate School that you are applying for the “MA in Education” or the “MAT in Education” which are both part of the School of Teacher Preparation, Administration and Leadership (TPAL.
• Include a letter of interest, within the online application, describing your willingness to participate in the MA program. In your letter: 1.) provide the reason you are pursuing a Master’s Degree; 2.) explain your area of interest; and 3.) inform the director of TPAL of your teaching experience and/or teaching goals.
• 3 Recommendation letters required.
• For best consideration to the MA in Education it is requested that you submit your application before Nov. 15th for Spring admission and March 15th for Summer and Fall admission. Applications submitted after these dates will be accepted and reviewed, however guaranteeing admission from the Graduate School and securing financial aid may be limited.
• For the MA in Education or the MAT Program, you do NOT need to: take the GRE
• The MA in Education in the Program Area of Early Childhood Education (ECED) is entirely on-line and requires an additional application step. For more information, contact the School of Teacher Preparation, Administration and Leadership.

Once You Are Accepted

• Meet with your Advisor (as noted in your letter of acceptance) and complete your Preliminary Program plan
• Read the MA/MAT Handbook and NMSU Graduate Catalog (you are obliged to know and follow all the rules that apply to you)
• Follow the MA Program Checklist from the MA/MAT Handbook
• Get to know our faculty
• After your first 12 hours of classes, fill-out the “Program of Study” form with the assistance of your Advisor
• Graduate students in TPAL often pursue additional graduate certificates, master's degrees, and doctoral degrees following the completion of their current program. For instance, students completing a graduate certificate program often transition into an associated master's degree within their field of study. In most cases, graduate students are welcome to pursue concurrent and/or subsequent programs. Please note that you must submit a new application to the NMSU Graduate School in order to be considered for admittance into a concurrent or subsequent graduate program. When submitting a concurrent or subsequent graduate application, please notify your advisor or program coordinator right away so that the proper coordination of your new application can be completed. 

Curriculum & Instruction/Special Education MA Exam or Thesis

• Registration is now open for the Spring 2024 Master's Exam for C&I/SPED students who are completing their degrees in spring and graduating in May 2024. 
• Please note that you must apply for graduation during your final semester of taking the MA Exam.  Friday January 26th is the Spring 2024 deadline for students to apply for their degree.
• Registration for the C&I/SPED MA Exam is open and will close on  Friday March 22, 2024.
• The C&I/SPED MA Exams will be administered remotely on  Friday March 29, 2024 , from 8:00am to 12:00pm MST.  

To Register for the C&I/SPED Master’s Exam: 

Please complete the following three (or four) documents and submit them in a single email to Dr. Rick Marlatt ( [email protected] ). Once you have submitted these registration documents, your information will be reviewed, and you will be contacted via email if any further information or documentation is needed. Please email all documents, materials, and questions pertaining to your MA Exam Registration to Dr. Marlatt ( [email protected] ). Please reach out to your academic advisor with any questions you may have about your degree completion. 

Please submit the MA Exam Registration Form

Please submit the MA Exam Registration Checklist

Please submit an updated Degree Audit Check

Please submit an updated Degree Audit Exception Form if necessary

For Resources in Preparation for the C&I/SPED Master’s Exam:

MA Exam Link

C&I MA Exam

SPED MA Exam

MA Exam Scoring Rubric

MA Exam Materials

Additional C&I/SPED Exam Information:

• The Spring 2024 EDUC 5992 CRN for Main Campus students is 45919.
• The Spring 2024 EDUC 5992 CRN for NMSU Global students is 47875.
• Please note that you must apply for graduation during your final semester of taking the MA Exam.  Friday January 26th is the Spring 2024 deadline for students to apply for their degree. Please be mindful of all important dates and deadlines on the NMSU Academic Calendar: https://records.nmsu.edu/faculty-and-staff/academic-calendar.html
• If you are unsure whether or not you are graduating this semester or have question about what coursework you may need, please reach out to your academic advisor.
• There are only  2 attempts  allowed to take the master’s exam. Both attempts  must be completed within a year’s time from your final/last semester in your program. No student will be allowed to take the master’s exam after a year’s time from final/last semester in your program. All courses must meet the graduate school requirements and must be 7 years or less to fulfill your program.

The MA Thesis

If you are interested in conducting an MA Thesis instead of taking the MA Comprehensive Exam, read the applicable sections of the NMSU Graduate Catalog, meet with your Adviser and meet with the Associate Director for Graduate Programs for more information

An MA Thesis is similar to a Doctoral Dissertation (you conduct, analyze and write-up a research study), but is it slightly smaller in scale

It will take more than one semester to complete

It is great preparation if you intend to earn a doctorate in the future

Programs & Alternative Licensure

• For complete details about all of our MA in Education (C&I) Program and Program Areas, please see the MA/MAT Handbook
• Dr. Cecilia Hernandez (575) 646-1256 [email protected] O’Donnell Hall Rm 101E

Graduate Assistantships

• Carefully read the information on our Graduate Assistantship web page
• Fill-out and turn-in, along with your résumé, the Graduate Assistant Application GA APPLICATION form to the TPAL Office (OH 302)
• GA appointments are decided by the Director and usually made for the full regular academic school year (fall/spring)
• Program of Study Masters (download to complete form)
• MA Portfolio
• Must be admitted to join
• This list allows us to keep you up-dated on important dates & events
• Once you graduate, you will need to unsubscribe yourself from the list (at the same link)
• On-line forms for graduate students
• The NMSU  Graduate Catalog
• Information on CoEd scholarships
• American Indian Programs
• Black Programs
• Chicano Programs
• Women’s Studies
• International Student Services
• Student Accessibility Services

School of Teacher Preparation and Administration and Leadership

• New Mexico State University College of HEST School of Teacher Preparation, Administration and Leadership MSC 3TPAL, P.O. Box 30001 Las Cruces, New Mexico 88003-8001
• [email protected]
• (575) 646-4820 / (575) 646-3825

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Master of Arts (M.A.) Major in History (Non-thesis Option)

Program overview.

The graduate program in history is designed to prepare students for careers in professional history (college teaching, research, or writing), public history, historic tourism, preservation, museums, consulting, public education (secondary teaching), and to provide a general liberal arts education for students desiring careers in business, journalism, law, and government service.

Individuals interested in a more detailed description of the graduate program in history should request a copy of the Graduate Student Handbook from the Department of History. Copies of the Graduate Student Handbook and other information may be obtained from the department's website at  http://www.txstate.edu/history .

Financial Assistance

A limited number of assistantships and scholarships are available to qualified graduate students. Prospective students interested in applying for an assistantship should contact the graduate director in the Department of History. The Graduate College can provide further information about scholarships.

Application Requirements

The items listed below are required for admission consideration for applicable semesters of entry during the current academic year. Submission instructions, additional details, and changes to admission requirements for semesters other than the current academic year can be found on The Graduate College's website . International students should review the International Admission Documents page for additional requirements.

• completed online application
• $55 nonrefundable application fee or
• $90 nonrefundable application fee for applications with international credentials
• baccalaureate degree from a regionally accredited university
• a copy of an official transcript from each institution where course credit was granted
• minimum 2.75 GPA in the  last 60 hours  of undergraduate course work (plus any completed graduate courses)
• minimum 3.25 GPA in a minimum of 24 hours of undergraduate history course work
• resume/CV highlighting academic achievements
• statement of purpose (750-1000 words with name in header) describing how the student's undergraduate experience in history courses directed their career toward graduate-level work in history or how that experience shaped the student's expectations of work in history at the graduate level at Texas State University.
• two letters of recommendation with at least one from a history professor (if the student majored in history)
• language competency statement: Thesis students should assess their level of competency to read and research in any languages other than English that could be essential to their area of study or thesis topic. They should provide a brief explanation of any relevant language competencies, including the means through which they acquired them, any plans to improve them, and a self-assessment of reading and speaking skills in terms of basic, intermediate, proficient, advanced, and native abilities. If an applicant plans to research and study in English language sources only, then they should simply state this.
• writing sample, preferably a research paper of 15 to 20 pages in length, produced during the student’s coursework. If the student is unable to submit a paper of this type, please contact the Director of Graduate Studies ( [email protected] ) to discuss other acceptable submissions.

TOEFL, PTE, or IELTS Scores

Applicants are required to submit TOEFL, PTE, or IELTS scores that meet the minimum program requirements below unless they have earned a bachelor’s degree or higher from a regionally accredited U.S. institution or the equivalent from a country on our exempt countries list .

• official TOEFL iBT scores required with a 78 overall
• official PTE scores required with a 52 overall
• minimum individual module scores of 6.0

Degree Requirements

The Master of Arts (M.A.) degree with a major in History requires 36 semester credit hours. Students must earn a grade of “B” or better in all history courses. 

Course Requirements

Comprehensive examination requirement.

The comprehensive examination will consist of written and oral portions. The comprehensive exam should be taken during the last semester of course work. Exams must be completed within one year of the student’s last semester of classes except under extraordinary circumstances.  Students who perform unacceptably on the exam may take the exam a second time.

Students who do not successfully complete the requirements for the degree within the timelines specified will be dismissed from the program.

Master's level courses in History: HIST

Courses Offered

History (hist).

HIST 5199B. Thesis.

This course represents a student’s continuing thesis enrollments. The student continues to enroll in this course until the thesis is submitted for binding.

HIST 5299B. Thesis.

HIST 5301. Instructional Methods Practicum for Graduate Assistants.

Required as a condition of employment for graduate teaching and instructional assistants. This course provides regular in-service and planned periodic evaluations of instructional responsibilities. This course does not earn graduate degree credit.

HIST 5307. Medieval European History: Contemporary Trends in Medieval Historiography.

This course introduces graduate students to the craft of the medieval historian, with emphasis on major contemporary shifts in American historiography of the European Middle Ages.

HIST 5309D. Early Modern Spain.

A seminar based on selected topics in political, social, intellectual, and economic history of Spain from 1450 to 1815. (MULT).

HIST 5310. Western European History Since 1815.

A seminar based on selected topics in the history of Western Europe from 1815 to the present. May be repeated with a different emphasis.

HIST 5313. Early American History.

A seminar based on selected topics in the Colonial Revolutionary and Early National periods of the United States history. May be repeated with different emphasis.

HIST 5314. Ethnohistory.

This seminar seeks to familiarize students with current questions, methods, theories, and debates in ethnohistory, a multidisciplinary approach to the history of indigenous peoples. Materials studied will include both classic and recent ethnohistorical works. (MULT).

HIST 5315A. American Sexualities.

This course addresses the history of sexualities in the United States from the colonial era to present to shed light on the ways that sexuality has shaped social life, establish conventions, and created spaces to defy norms. (MULT).

HIST 5315B. Queer History: GLBT Histories in the United States.

This course examines the histories of different sexual minorities from the colonial era to present, though the majority of the course focuses on the twentieth century, to explore the rise of the modern lesbian, gay, bisexual, and transgender identities, politics, and culture. (MULT).

HIST 5316A. Women's Rights in Comparative Perspective.

This course considers national, transnational, and global development of campaigns for women’s rights since the nineteenth century. The course examines how women agitated for their rights in different cultural and historical moments. Students will gain familiarity with comparative feminisms, the gendered nature of liberal movements, and women’s activism in national and international arenas. (MULT).

HIST 5316B. Women and Empire.

From 1492 until World War II the globe was dominated by imperialism. This course considers the ways that women, in the metropoles of Europe and throughout colonial settings, found their lives shaped by empire. (MULT).

HIST 5318A. Eighteenth Century England.

A seminar based on selected topics in political, social, intellectual, and economic history of England from 1688 to 1815. May be repeated with a different emphasis.

HIST 5318C. The Age of the Stuarts.

A study of selected topics in English history between 1603 and 1714.

HIST 5318D. European Imperialism.

Europe's penchant for building empires helped to greatly enhance their influence (economic, political, and cultural) from the fifteenth to the twentieth century. The course will review the major European empires and discuss the extent of their influence during this 500 year span.

HIST 5318E. European Sexualities.

This course examines the history of sexuality of Europe in the modern era. It considers how the history of sexuality intersects with and explicates many of the crucial events in modern European history including empire, total war, communism, fascism, decolonization, and immigration.

HIST 5318F. European Fascisms and Historical Memory.

This course compares historical and contemporary manifestations of fascism in Europe. It considers how the historical memory of fascism has impacted historical memory of the past, contemporary movements, legal structures, museums, and other historical monuments in Europe today.

HIST 5319. The Age of the Tudors.

This readings-based course emphasizes differing interpretations of selected topics in English history from circa 1485 to 1603. Constitutional, political, governmental, social, religious, and cultural aspects of the era are covered.

HIST 5323A. Society and Culture in Brazil.

This seminar explores the social and cultural history of Brazil through its various ages, the “Age of Sugar”, the “Age of Coffee”, the “Age of Pedro II”, the “Belle Epoque”, and the worlds of the sugar and coffee barons. It explores the character of these ages marked by the grand plantation houses, devotion to European models, and the conflict with a slave society, covering the years from the colonial period to the turn of the twentieth century. (MULT).

HIST 5323B. History of Race and Slavery in Brazil.

This course assesses the literature on race relations and slavery in Brazil. It situates the topic within a comparative, Atlantic framework and provides a critical understanding of the chief issues and debates in the field. (MULT).

HIST 5324B. Race, Class, and Nation in Modern Latin America.

A seminar that examines the relationship between race, class, and nation building in Latin America, beginning with independence in the nineteenth century and continuing to contemporary times. (MULT).

HIST 5324C. Slavery and Emancipation in the Americas.

This course examines slavery in the Americas in its full social, political, and economic context. Students will enlarge their understanding of slavery by using an international, transatlantic framework for comparison. The course strengthens analytical skills through extensive discussion as well as significant writing and research. (MULT).

HIST 5324D. Writing the History of Latin America: The Colonial Era.

This readings seminar provides a critical assessment of the main themes and debates of colonial Latin American historiography. The course discusses the different paradigms under which historians have approached the cultures and societies of the region under Spanish and Portuguese rule, emphasizing on the latest trends and developments. (MULT).

HIST 5324E. Modern Latin American Revolutions.

The course is a seminar that examines and compares the causes, consequences and results of Latin America's twentieth century revolutions. (MULT).

HIST 5325A. History of Mexico to 1848.

A topic course studying the history of Mexico from pre-historic times to the Treaty of Guadalupe Hidalgo. The course encompasses the development of Indian societies from the Yucatan to the American Southwest preceding the Spanish conquest, the social, economic, and political development of Spanish colonial Mexico, the War in Independence, and the formation of the new nation through the war with the United States. (MULT).

HIST 5325C. Revolutionary Mexico.

A graduate seminar that explores the interrelated economic, social, political, and cultural conditions and forces that shaped revolutionary Mexico. Ideological currents that impacted the period will be examined. (MULT).

HIST 5325D. Mexico Since the Revolution.

This class is a Graduate Seminar covering the History of Post-Revolutionary Mexico. This course will explore the history of Mexico since the Revolution, including the social, cultural, and economic legacies of the Revolution, as well as the process of State building, one party rule, globalization, and the transition to democracy. (MULT).

HIST 5335. Twentieth-Century Russia.

A seminar based on selected topics in recent Russian history. (MULT).

HIST 5336. East European History.

A seminar based on selected topics in recent East European history. (MULT).

HIST 5341B. Caribbean Transnationalism and Diplomacy.

This seminar focuses on the international relations of the twentieth-century Caribbean, with emphasis on interactions between Cuba, the Dominican Republic, Haiti, Jamaica, the United States, and Venezuela. Students will analyze the ways that international action and response in these countries have affected policy, government, and international social movements. (MULT).

HIST 5343. The Progressive Era.

This course is a seminar on the rise of industrial capitalism and corporate power and the public response to the related restructuring of the social and economic order between 1890 and 1920, with particular emphasis on the strengths and weaknesses of progressivism as a democratic movement for reform. (MULT).

HIST 5344. History and Memory.

This course examines the way that groups shape the the collective memory of past events, how memory shifts over time, and the way it can be influenced by present influences.

HIST 5345D. Oral History: Theory & Practice.

A seminar based upon developing a theoretical and practical understanding of the techniques of oral historical research and document preservation and presentation.

HIST 5345M. History of Utopian Communities.

This seminar examines utopian experiments in American History. Starting with John Winthrop’s 1630 “City upon a Hill,” the course explores both religious and secular communal ventures through the eighteenth and nineteenth centuries. The course concludes with an examination of counter-cultural, twentieth-century communes, intentional communities, and cultic separatists.

HIST 5345N. Transformation of the South.

This course is a readings research seminar on African-American culture and life in the twentieth century South from 1890-1971. The course provides the students with a thorough historical examination through biographies and community studies of specific issues and events that ended legal segregation in the South. (MULT).

HIST 5345O. Immigration and US History.

This course focuses on North American immigration history from colonial times to the present and looks at how both immigrants and native-born Americans struggled to reconcile conflicting notions of identity and national loyalty. (MULT).

HIST 5345P. History of Mexican American Music in the Southwest.

This class will introduce students to the musical history of Islamic Spain, Spanish Colonial Mexico, and Mexico and investigate the influences of these traditions on the development of Mexican-American music in the American Southwest. (MULT).

HIST 5345Q. Gender and Citizenship.

This course is designed to introduce students to the literature in United States history that addresses issues of gender and how they relate to US citizenship from the colonial period to the present. (MULT).

HIST 5345R. History of Country Music.

This seminar traces the various ethnic, social, cultural, political, economic, and demographic forces in American society that have helped shape country music. Students will also explore how this uniquely American cultural idiom mirrors the historical evolution of the United States.

HIST 5345S. Theories and Methods in Popular Music History/Culture Studies.

This is a course in the theories and methods of cultural studies and popular music history for graduate students. It is intended to review the history of debates and methodologies in the field to prepare students to do original work that fits into the larger conversations in popular music studies.

HIST 5345T. Biography and American History.

In this class students will delve into the practice of biography and the ways in which biographers convey American history and culture through a life story.

HIST 5345U. Dark Tourism: Interpreting Historic Sites of Oppression, Death, and Disaster.

This course examines issues and effective methods of interpreting historic sites open to visitors associated with tragic historical events and practices, such as battlefields, concentration camps, massacre sites, and plantation houses, that are to the public. Dark tourism sites in the United States and around the world will be examined.

HIST 5346. African American History.

This course is an intensive readings and research seminar in African American History. Through the uses of lectures, biographies, institutional histories and community studies, students will be introduced to the different interpretive themes and methodologies that have created the myriad of historical interpretations and reinterpretations of African American History. (MULT).

HIST 5347. Texas History.

A seminar based on selected topics in the history of Texas. (MULT).

HIST 5348. History of Texas Music.

This course examines the evolution of music in Texas and the American Southwest from pre-Colombian times to the present, with an emphasis on how music reflects the ethnically diverse history and culture of the region. (MULT).

HIST 5350. The Frontier in American History.

A seminar based on selected topics in the history of the frontier in American development. (MULT).

HIST 5351B. Cold War America.

This course examines the Cold War years 1945 to 1960, concentrating on the domestic scene. The class will discuss the major issues of domestic politics, society, and culture, through the use of both primary and secondary sources. They will also examine the historiography of the period. (MULT).

HIST 5351C. Race, Gender, and Ethnicity in American Labor History.

This graduate seminar explores the impact of race, gender, and ethnicity upon American Labor History. Readings integrate race, gender, and ethnicity as categories of analysis into the study of class formation, experiences, and consciousness within the American labor force. The focus will be on unorganized as well as organized workers in the context of their social, cultural, political, and workplace environments. (MULT).

HIST 5351D. Politics & Society of Postwar America, 1945-Present.

This course will explore the interaction of political, economic, and social forces in the years following the Second World War. Emphasis will be placed on analyzing the interdependent relationship between political structures, social movements, and economic circumstances. (MULT).

HIST 5351E. Foundations of the U.S. Conservation Movement.

The course will provide an overview of the conservation movement from the writings of Henry David Thoreau to publication of Rachel Carson's Silent Spring. Emphasis will be on social and cultural influences, with particular attention to government programs, naturalist literature, activism, movement leaders, and landmarks of environmental debate.

HIST 5351F. US Women's History.

This course offers graduate students an introduction in the topics, themes, and issues that animate the history of women in the US. (MULT).

HIST 5351H. US Latino/a History.

This course explores the histories, cultures, and politics that shape Latino/a experiences in the United States and examines the way Latino communities helped shape the making of the nation.

HIST 5353. Greater Southwestern History.

A seminar based on selected topics in the history of the Greater American Southwest. (MULT).

HIST 5358. Sectionalism & Slavery in the United States.

This course assesses the literature on the causes and consequences of the sectional conflict between the American North and the South before the Civil War, with particular focus on works examining the slavery issue and the way it exacerbated American sectionalism, leading to the fracturing of the American nation. (MULT).

HIST 5361. Historiography and Methods.

A general introduction to key concepts, approaches, and challenges involved in reading, researching, and writing history at the professional level.

HIST 5362. Military History.

This seminar is based on selected topics in military history. May be repeated with different emphases up to nine hours.

HIST 5363. Antebellum American Society & Culture.

This seminar explores the cultural dynamics, social relations, and political and economic structures that shaped the lives of ordinary Americans in the three decades before the Civil War. (MULT).

HIST 5367. US Era of Civil War and Reconstruction.

A seminar that examines the history of the causes, course, and consequences of the American Civil War and the efforts to reconstruct the American Nation in its aftermath. (MULT).

HIST 5369. Music and Social Movements.

This course examines the historical role music has played in a variety of social movements related to race, gender, ethnicity, religion, politics, economics, education, labor, civil rights, and other issues in U.S. history. (MULT).

HIST 5371. The Practice of Public History.

A seminar addressing the definition, evolution, and philosophy of public history.

HIST 5372. The Practice of Museum Studies and Material Culture.

A seminar addressing the history, organization, and functions of history museums.

HIST 5373. The Practice of Historic Preservation.

A seminar addressing architectural history and preservation theory and practice.

HIST 5374. Public History Internship.

Application of skills in public history in an on-the job setting. Internships will be selected by the student and instructor, and will be supervised by the instructor. May be repeated once for additional credit.

HIST 5375A. Documentary Film.

The use of film & video in public programming; research & produce documents.

HIST 5375B. Archival Management.

A seminar based on the history, theory, and practice or archival management.

HIST 5375C. Cultural Resource Management.

This seminar addresses the management of cultural resources such as historic buildings, historic sites, and other tangible remains of our heritage. It explores how cultural resources are preserved and managed under federal and state law, and the nature of the regulatory practice.

HIST 5375D. Material Culture in America.

This course examines the interactions between people and things in American society. The ways in which Americans have created, used, altered, and thought about material objects help us to understand history. Readings and research will focus on the values and attitudes embodied in the production, use, and preservation of objects.

HIST 5375E. Management & Administration in Historical Organizations.

This course provides an introduction to the non-profit based management, leadership, and administration issues and practices for historical organizations.

HIST 5375F. Education Programs in Historical/Cultural Institutions.

This course will study the role of education programs as primary to the missions of historical and cultural institutions and will explore how institutions create and evaluate formal and informal education programs and materials for a variety of audiences.

HIST 5375I. Heritage in a Global Context.

Heritage management is the interdisciplinary approach to the preservation, protection, and public use of the historical record. This course examines definitions and approaches within a global context. Theory and practice will be analyzed through case studies and real world examples. Current issues, sustainability and maritime issues/practices will be included. (MULT).

HIST 5375J. American Architectural History.

This course will analyze the historical development of American architecture, and examine architecture as evidence of America's cultural, social, economic, and technological evolution from 1607 to the present. Focus will be placed on the role of historic American architecture in the practice of public history.

HIST 5375K. Evaluating HIstoric Sites.

Every year millions of tourists flock to historic sites desiring to commune with "real" history, to "feel" the past. This course will introduce students to methods that scholars use to examine critically the interpretation of history at these sites without discounting the emotional connection to place that many visitors experience.

HIST 5375L. Controversy and History.

This seminar explores how controversy, power relations, and politics are embedded in the practice of public history. It is designed to help the future practitioner navigate the complex political landscape of public history. This course is informed by the professor's experience as a consultant and federal historian. (MULT).

HIST 5375M. Writing for Public History.

This will be a course intensively focused on research and writing specifically for public history audiences through a variety of venues: journal articles, magazine/newspaper articles, brochures, promotional literature, personal essays, historical markers, reviews, websites, cultural resource management "gray literature," and professional papers.

HIST 5375N. Digital History.

Students will study the history of print and digital media to better understand the practice of digital history. They will be introduced to a variety of digital approaches to the study of history, and they will produce and contribute to a variety of digital projects.

HIST 5375O. Records Management & Institutional Archives.

This course will introduce students to the principles and theories in records management and institutional archives. It will provide practical experience creating a records retentions schedule, researching retention requirements and best practices, appraising records with enduring value, and establishing archival series to accommodate ongoing acquisition of institutional records.

HIST 5375P. The Family and Child in History and Heritage.

This course examines the historical development of the family and childhood using academic family history methods and public approaches to family heritage. It examines differing experiences of ancestors and concepts of family and childhood over time by race, class, and gender, reflecting shifts in culture, economy, and power relations. (MULT).

HIST 5376. Local and Community History.

A seminar applying historical methods to the study of U.S. communities.

HIST 5377. Public History Project.

A team project focusing on one or more aspects of public history-museum exhibit, historic site interpretation, historic resources survey, etc. Repeatable with a different emphasis.

HIST 5379A. Public History Final Master’s Project.

This course will be the initial development of an individualized, advanced student project in cooperation with a client or host institution, focused on any one or a combination of the public history areas of historic preservation, archives, oral history, museums, local and community history or cultural resource management.

HIST 5379B. Public History Final Master’s Project.

This course, to be taken during the last year of the Public History program, is the continuation of an individualized, advanced student project focused on any one or a combination of the public history areas of historic preservation, archives, oral history, museums, local and community history or cultural resource management.

HIST 5381. Chinese Communism.

The Chinese Communist movement from 1919 to the present. Will focus on (1) urban and rural aspects of Chinese Communism; (2) the rise to power of the Chinese Communist Party on mainland China in 1949; and (3) the construction of the Party-State and Socialism in the People’s Republic of China. (MULT).

HIST 5382. China and the Modern World.

This course examines Chinese relations with the modern world from 1800 to the present, focusing on the external aggression and internal transformation between 1839 and 1945; the split into two Chinas in 1949; the mainland China/Taiwan developments, interactions between the two Chinese governments and among the world community since then. (MULT).

HIST 5385. Topics in the History of the Modern Middle East.

A seminar based on selected topics from current histories of the Middle East during the 19th and 20th centuries.

HIST 5388. Comprehensive Examinations.

This course is designed for non-thesis master’s degree students who need to prepare for their comprehensive exams (written and oral).

HIST 5390. Problems in Historical Research.

This course is open to graduate students on an individual basis by arrangement with the department. May be repeated with the approval of the department chair.

HIST 5395D. Interpretations of World History.

A survey of world history that focuses on Western civilization as the catalyst of change in world history since the tenth century.

HIST 5395E. Mahatma Gandhi in World History.

In this course students explore how writers have narrated Gandhi’s life and interpreted his historical role. Students will research aspects of Gandhi’s life using primary sources. The focus of the course will be the study of material left out of histories on Gandhi and reasons for omitted material. (MULT).

HIST 5395H. European Colonialism.

This seminar examines the variety of European imperial and colonial experiences around the world from ancient to modern times through selected primary sources and historical literature. (MULT).

HIST 5395I. Global Cold War.

This seminar will survey literature characteristic of the "new" Cold War historiography, and introduce students to primary sources available at Alkek required to write valuable original work. (MULT).

HIST 5395J. Foreigners in Japan, 1850-2000.

This course investigates a central question that arises in discussions of Japan: What have been the effects of foreign influences on Japanese society? Materials for study focus on memoirs written by foreigners – from Europe, the Americas, and East Asia – as they describe their lives in the country through various eras since 1850.

HIST 5398. General Research Seminar.

A seminar designed to enhance research and writing skills in history. May be repeated for credit as topic varies.

HIST 5399A. Thesis.

This course represents a student’s initial thesis enrollment. No thesis credit is awarded until student has completed the thesis in History 5399B.

HIST 5399B. Thesis.

HIST 5588. Comprehensive Examinations.

This course is designed for non-thesis master’s degree students who need to prepare for their comprehensive exams (written and oral) and retain half-time status.

HIST 5599B. Thesis.

HIST 5988. Comprehensive Examinations.

This course is designed for non-thesis master’s degree students who, having completed all other coursework, need to prepare for their comprehensive exams (written and oral) and retain full-time status.

HIST 5999B. Thesis.

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Values Education

The UA&P-School of Education and Human Development has established values education as its niche—mainly through the delivery of the Master of Arts in Education, major in Values Education. SED wishes to optimize this leverage and contribute to improving the values system of Philippine Education.

The program aims at equipping school heads and master teachers with the knowledge and skills that would enable them to guide their respective schools on how to integrate values in their field, at the same time promote a culture that is congruent to these values.  By managing their schools by values, the school heads and master teachers will make their students see that values are not mere theories or ideals, but are realities lived by the school. Only through this seamless integration of values that students will truly learn and appreciate the importance of values as they experience them in the school, the home, and the community.

This major is for school personnel who are involved in teaching and guidance and counseling, and who would like to integrate values in their teaching practice.

Program Delivery

The program leads to a degree of Master of Arts in Education, major in Values Education (MAE-VE) for thesis track, and Master in Education, major in Values Education for non-thesis track. Participants can complete the program in 2 years without having to give up or be released in their jobs. They must earn 39 units (33 units of coursework and 6 units of action research or thesis writing) to be eligible for graduation.

Curriculum and Schedule

Applicants shall pay the admission processing fee (PhP 2000) at the UA&P Accounting Office and shall submit the following documents:

• Accomplished  Application Form
• Two  Recommendation Forms
• Official Transcript of Records
• Two 1.5 x 1.5′ and two 1 x1′ ID pictures
• Letter of application addressed to the Program Director
• Essay on the purpose of study
• Certificate of Employment (COE) (for those employed by a school)

All applicants are required to take the Graduate Level Test administered by the Center for Educational Measurement (CEM) in Makati City and undergo an interview in person.

Scholarships will be awarded to qualified applicants.

For more information, you may download the MA in Education brochure  here .

School of Education and Human Development 7th Floor, APEC Communications Building University of Asia and the Pacific Ortigas Center, Pasig City

Trunk line: 8637-0912 loc. 271 Telefax: 8634-2828 Email: [email protected]

Get in touch

Pearl Drive, Ortigas Center, Pasig City 1605, Philippines

Phone:  (632) 8637-0912 to 26 E-mail:  [email protected]

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Master of Arts in Education

The National Teachers College is a private institution that offers graduate level degrees in education for educators and school managers.

Master of Arts in Education (MAEd)

The National Teachers College is a private institution that offers graduate level degrees in education for educators and school managers. The  Master of Arts in Education (MAEd)  program is designed to meet the specific needs of the educators through specialization in the following areas (click the specialization to learn more):

• Basic Education 
• Early Childhood Education
• Educational Management
• Library & Information Science
• Mathematics
• Physical Education
• Science Education
• Social Science Education
• Special Education
• Technology and Home Management

Graduate School of Teacher Education Officials

Dean – School of Teacher Education (SOTE) Dr. Ferdinand B. Pitagan

Program Head for Graduate School of Teacher Education Prof. Dagame O. Bohol

The National Teachers College is one of the country’s pioneers in higher education training. Our graduate programs will help you reach your highest potential as we emphasize research and leadership and school management. Through our School of Teacher Education, you will be better equipped to take your career to the next level and contribute further to educational institutions in and out of the Philippines. Fill out an application form today to get started

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Master of Arts in Teaching English Language

• Br. Andrew Gonzalez FSC College of Education
• BAGCED Graduate Degree Programs

(Non-Thesis Program, MAT-ENGL)

This program aims to develop competence in the teaching of English at the secondary and tertiary levels. Specifically, the courses in the program are geared towards the development of competence in:

• The various methodological approaches to English instruction,
• Curriculum design and materials development, and
• Language testing and program evaluation.

It balances the technical and utilitarian thrust of teaching English under an ESL approach with courses in Literature and other areas in Education, as well as a good grounding on the basics of research and the English Language.

PROGRAM LEARNING OUTCOMES

ELGA- Expected Lasallian Graduate Attributes, CCT – Critical and creative thinker, EC – Effective communicator, RLL – Reflective Lifelong Learner, SDC – Service-driven citizen

ADMISSION REQUIREMENTS

In general, admission to the program is granted to those who hold a degree in English, Linguistics, Language Teaching, Communication, or other related fields from an accredited college or university. In addition, the applicant must:

• Have a grade point average of B or 2.5 in the DLSU grading system:
• Pass an admission test, and an interview with the department chair; and
• Submit a favorable recommendation from a school administrator, employer, and former teacher (three letters of recommendation).

APPLICATION PROCEDURE

The application procedure entails the submission of an application form available at the  Graduate Admission Office,  and other documents prior to interview with the chair of the department.

Foreign applicants who are non-residents of the Philippines may write to the Director, Graduate Admissions Office, for pertinent information on procedures governing the admission of foreign students.

FINANCIAL ASSISTANCE/SCHOLARSHIP/TUITION DISCOUNT

Full and partial scholarship/financial assistance in the form of tuition and other fees may be granted to full-time and part-time students.

Application forms for these purposes are available at the Student Financial Assistance (SFA) Office, at LS Bldg., Room 137.

COURSE REQUIREMENTS

Note: An additional of six (6) units of Advanced Technical Reading and Writing 1&2 will be required for applicants with a low score in the essay part of the entrance examination.

Written Comprehensive Examination Students are required to take a Written Comprehensive Examination which focuses on four core areas: Linguistic Foundations, Language Teaching Methodology, Curriculum Development and Language Assessment, and Discourse Analysis.

Oral Comprehensive Examination Students are required to pass an oral comprehensive exam dealing with specific research areas in the discipline.

Research Dissemination Students are required to publish in a peer reviewed journal as part of their scholarly requirement for the degree program.

CORE COURSES   (12 units)

Statistics in Language Studies (ENG503M) 3 units The application of statistical tools in research on English language education.

Foundations of Language Education (ENG535M) 3 units This course introduces students to phonetics and phonology, morphology and syntax, semantics and pragmatics, and other fields of study involving language.

Methods of Research in ELT and Applied Linguistics (ENG711M) 3 units This course teaches students how to understand, evaluate and carry out research. This includes being able to determine the adequacy of research, setting up the rationale for a research project , creating a competent methodology, collecting data, analyzing the data, interpreting the results, and then communicating the results.

P sychology of Language Learning/Second Language Acquisition (ENG713M) 3 units This course discusses the basic concepts and principles related to language learning, development and acquisition. It covers issues on both first and second language acquisitions theories, as well as their implications to the teaching of English as a second language to young and adult language learners. The course touches on the various cognitive processes necessary in the learning, development and acquisitions of both first and second languages in a bilingual linguistic setting, as well as major concepts in second language acquisitions such as maturational constraints, cross linguistics influence input and interaction, social factors and individual differences.

MAJOR COURSES   (15 units)

Curriculum and Materials Design (ENG604M) 3 units It deals with the principles of materials development with practice in the design and development of instructional materials

Teaching of Literature (ENG611M) 3 units This course introduces the learners to the strategies, methods, and techniques in the teaching literature in the secondary and tertiary levels. Generally, the course aims to further prepare, train, and develop student-teachers to become competent and even masterful lecturers/facilitators in literature, primarily on the tertiary level. Specifically, it aims to assist them in the further understanding or development of these particular areas: a) the basic principles and concepts in the teaching of literature; b) the intellectual and materials preparation for teaching literature; and c) the application and use of appropriate strategies, and techniques in teaching specific literary texts.

Language Testing and Evaluation (ENG640M) 3 units It deals with principles and practice of language testing and language program evaluation

Methodology of Language Teaching (ENG712M) 3 units Focuses on the concept of “methods” of language teaching (or systematic set of teaching practices) based on particular theories of language and language teaching, as well as language teaching philosophies. The course will provide language teachers and applied linguist a historical overview of significant trends language teaching in the 20th century, with emphasis on the link between instructional design features of these trends (such as objectives, activities and roles of teachers and students) and the observed teaching practices in the language teaching environment of teachers and graduate students taking the course.

Current Trends in Teaching Grammar (ENG717M) 3 units This course introduces the state-of-the-art approach to the teaching of English grammar that is, using corpora in describing and explaining various linguistics phenomena, including the changes happening in the English language in the 20 th century. Students will analyze the structures of authentic texts coming from existing English corpora; from both the descriptivist point of view and the prescriptivist.

COGNATES/ELECTIVES  (6 units)

Genre Analysis and Genre-based Approaches to Language Teaching (ENG654M) 3 units A course that introduces the principles of genre analysis following the models of John Swales and Jim Martin. It also acquaints students with the process of teaching genre following the ESP and Australian models.

Teaching of ESL/EFL Writing (ENG716M) 3 units Designed to equip students to become teachers of composition.  This course provides (1) theories underpinning the teaching of ESL/EFL writing, (2) information needed in developing syllabi and lessons appropriate for all levels of language proficiency, (3) insights in evaluating and adapting instructional materials of the teaching of ESL/EFL writing, (4) specific information about issues and trends in writing research that have implications to the teaching of ESL/EFL writing in the classroom, and (5) skills needed in analyzing ESL/EFL writing case studies based on actual teaching experiences of ESL/EFL students.

Teaching of Reading (ENG714M) 3 units This course aims to equip the students with theoretical and practical knowledge related to the pedagogies of reading in the areas of comprehension study skills, vocabulary, content areas, and assessment, among others. The final output will be a Reading Program for a particular school.

Teaching of Speaking (ENG618M) 3 units ENX618 is a methods course that focuses on the principles and techniques of teaching speaking in basic education. The course aims to equip prospective and in-service teachers of English with teaching skills by also enabling them how to teach speaking skills in English effectively.

INTEGRATING COURSES  (6 units)

Issues in ELT (ENG671M) 3 units The course critically examines essential issues that influence pedagogy and professional development. Since students in the master’s level are expected to be leaders in the field, engagement with the essential issues that shape the profession will hopefully lead to a better understanding of current developments in the field.

Action Research (ENG715M) 3 units This course prepares educators to conduct an action research study. Following the action research process, students will be able to learn how to create a clear and measurable action research question, develop their ability to do an effective review of related literature, develop a logical and feasible plan for data collection, search for sources of analysis, propose an action plan, and to conduct an action research project.

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The majority of graduate programs are NOT impacted by recent government announcements about tuition increases. PhD students from the rest of Canada will continue to pay Quebec fees. International PhD fees will see the same 3% increase as Quebec fees.

Music: Music Education (M.A.)

Program description.

The Master of Arts (M.A.) in Music: Music Education (Non-Thesis) offered by the Schulich School of Music is a course-based program that emphasizes focused and rigorous learning opportunities. The program's objective is to equip students with skills in knowledge synthesis, research methodology, and critical thinking to pursue professional opportunities (or potentially continue their studies).

Unique Program Features

• Students benefit from leadership opportunities and community outreach programs such as the Global Leadership program & El Sistema, Chamber Music Without Borders, McGill Conservatory; 
• Students receive guidance from leading scholars whose internationally acclaimed research covers a broad spectrum of topics central to the music education discipline;
• Learning activities include multi-disciplinary seminars that nurture dialogue with excellent performers also interested in teaching and access to state-of-the-art technology for studying physiology of performance and modeling best practices;
• The School houses several performance spaces, research & production laboratories, and two libraries with a vast collection of music resources. It is also home to the Centre for Interdisciplinary Research in Music Media and Technology (CIRMMT), an inter-institutional research centre containing six dedicated research labs and work spaces.

University-Level Admission Requirements

• An eligible Bachelor's degree with a minimum 3.0 GPA out of a possible 4.0 GPA
• English-language proficiency

Each program has specific admission requirements including required application documents. Please visit the program website for more details.

Visit our Educational credentials and grade equivalencies and English language proficiency webpages for additional information.

Program Website

MA in Music: Music Education website

Department Contact

Graduate Program graduateadmissions.music [at] mcgill.ca (subject: MA%20in%20Music%20Education%20(Non-Thesis)) (email)

Available Intakes

Application deadlines.

Note : Application deadlines are subject to change without notice. Please check the application portal for the most up-to-date information.

Application Resources

• Application Steps webpage
• Submit Your Application webpage

Application Workshops

Consult our full list of our virtual application-focused workshops on the Events webpage.

Department and University Information

Graduate and postdoctoral studies.