graduate school of education and human development george washington university

Graduate School of Education and Human Development

Dean: Michael Feuer Academic Dean: Lionel Howard (Interim) Associate Dean for Research and External Relations: Maxine Freund Associate Dean for Doctoral Studies: Sharon Dannels

The Graduate School of Education and Human Development is the administrative unit for the Departments of Counseling and Human Development, Curriculum and Pedagogy, Educational Leadership, Human and Organizational Learning, and Special Education and Disability Studies. The School offers master of arts in education and human development, master of arts in teaching, master of education, education specialist, doctor of philosophy, and doctor of education​ degree programs. Academic programs are offered in numerous fields of study.

In addition to its degree programs, the School offers graduate and post-graduate certificate programs; credit and noncredit workshops designed to meet the unique needs of metropolitan area school systems and other clientele in industry and government; and a wide range of courses for teachers who wish to pursue advanced studies and/or additional endorsements, as well as for degree students who want to pursue initial teacher licensure. Clinical facilities are provided by the Community Counseling Service Center , which supports counseling internships as well as outreach services to the community.

All programs are designed to meet the broad needs of individuals who seek the knowledge and skills necessary to provide effective learning and teaching, research, services, and leadership in a variety of settings that cover the entire life span. Special curricula are individually tailored for liberal arts graduates and graduates of other professional schools who are interested in teaching or in other human services areas. Some programs and courses are also offered at off-campus locations or via distance education.

Field and internship experiences required in master's and doctoral programs are provided in cooperation with public and private schools, social and health agencies, museums, institutions in the business community, institutions of higher education, nonprofit and professional associations, and the federal government. The Office of Professional Preparation and Accreditation serves as a liaison to facilitate licensure.

The educator preparation programs in the Graduate School of Education and Human Development are accredited by the Council for the Accreditation of Educator Preparation (CAEP) and are state-approved by the District of Columbia Office of the State Superintendent of Education (OSSE). Programs that prepare students to become eligible for licensure as a professional counselor are accredited by The Council for Accreditation of Counseling and Related Educational Programs (CACREP).

The Graduate School of Education and Human Development, strategically based in the nation’s capital and serving the global community, develops informed and skilled leaders through innovative teaching and learning. Students engage in scholarly inquiry that links policy, research, and practice across the lifespan and fosters continuous self-examination and critical analysis towards excellence.

Bridging Concepts

The following bridging concepts are central to the unified conceptual framework of the School and weave through the mission, goals, and initiatives of its strategic plan.

• Research and scholarship are prerequisite to the improvement of educational practice.
• Leadership is critical in the transformation of education and human development at all levels.
• Building reflective practitioners through the integration of theory and practice must be a focus of all programs.
• A community of diverse learners is prerequisite to success in the education and human development professions.

Regulations

GSHED Regulations

Admission Requirements

English language requirements for international students, incompletes, academic standing, comprehensive examination, continuous enrollment, leave of absence, class attendance policy, master's degree programs, plan of study, transfer credit, teacher certification preparation programs, praxis ® teacher licensure assessments, master's thesis option, second master's degree.

Education Specialist Program

Programs of Study and Degree Requirements

Doctoral degree programs, doctor of philosophy degree, doctor of education degree, pre-candidacy and candidacy, doctoral dissertation.

Certificates

GSEHD Regulations

The Graduate School of Education and Human Development (GSEHD) provides an online Master’s, Education Specialist, and Certificate Student Handbook and Doctoral Student Handbook . These online handbooks contain additional updated information on policies, regulations, and other matters of concern to enrolled and admitted students. It is the responsibility of the student to be aware of the information contained in both this Bulletin and the appropriate Student Handbook. Students should also consult departmental/program handbooks and guidelines.

The Graduate School of Education and Human Development seeks applicants with strong academic potential, high motivation, and aptitude to do graduate-level work. Admission decisions are based on an evaluation of all material submitted in support of the application. The School requires a bachelor’s degree from a regionally accredited institution, official transcripts of all previous undergraduate and graduate coursework, and one letter of recommendation. Applicants who attended university outside of the United States may be required to submit English Test Scores that meet University requirements. Doctoral programs require a master’s degree from a regionally accredited institution. Individual programs may have additional requirements, including but not limited to additional letters of recommendation, a writing sample, an interview, GRE scores, and or relevant professional or academic experience. Specific program admission requirements are detailed on the program pages of the GSEHD website .

Graduate applicants who have not completed a post-secondary degree from a regionally accredited US institution may be required to submit English Test Scores from the Test of English as a Foreign Language (TOEFL), the academic International English Language Testing System (IELTS), the Pearson Test of English–Academic (PTE), or the Duolingo English Test. English language scores are valid for two years.  The most recent test scores are used when applicants submit multiple scores.  The required minimum score for admission to a program is 100 on the Internet-based or 600 on the paper-based TOEFL, or an overall band score of 7.0 on the IELTS (with no individual band score below 6.0), a score of 68 on the PTE, or an overall score of 120 on the Duolingo English Test. Some programs may have higher minimum scores. Specified possible exemptions from this policy can be found on the  Graduate Admissions website.

Students with the following English language test scores are exempt from taking English for Academic Purposes (EAP) courses: TOEFL, 600 paper-based or 100 Internet-based; IELTS, overall band score of 7.0 with no individual band score below 6.0; PTE, 68; or Duolingo English Test overall score of 120. Students with test scores below these minimums must register for an EAP course during their first semester. Students assigned EAP courses should anticipate additional tuition expenses as well as a possible extended period of time required to complete their degree program. EAP courses do not count toward degree requirements.

Students required to take an EAP course must earn a minimum grade of B– in the course. Students who do not earn a B– or above in their first course must take an additional EAP course in the subsequent semester. Students who earn an F in an EAP course must repeat the course and are subject to the process described in the Academic Standing section.

Academic Policies

Information on grades, the graduate student grading system, assignment of credits, Incompletes, grade-point average, and eligibility for graduation is found under  University Regulations .

The symbol  I  (Incomplete) indicates that a satisfactory explanation of extenuating circumstances has been given to the instructor for the student’s inability to complete the required work of the course during the semester of enrollment. The work must be completed within the designated time period agreed upon by the instructor, student, and School, but no more than one calendar year from the end of the semester in which the course was taken. All students who receive an Incomplete must maintain active student status during the subsequent semester(s) in which the work of the course is being completed. If not registered in other classes during this period, the student must register for Continuous Enrollment status.

When work for the course is completed, the instructor will complete a grade change form. The final grade will replace the symbol of  I . If work for the course is not completed within the designated time, the grade will be converted automatically to a grade of  F,  Failure, 0 quality points, and the grade-point average and academic standing recalculated. See University Regulations for full details.

An overall grade-point average of 3.0 is required for graduation. Students who have a cumulative GPA below 3.0, or receive a grade of C or below in more than 6 credits, or receive a grade of F will have an academic hold placed on their account and may be subject to program removal. Students must meet with a representative of the Dean's Office before enrollment in further coursework is allowed. More detailed information can be found in the GSEHD student handbooks.

A comprehensive examination is required for some master's and all doctoral programs. Candidates who plan to take the examination must file an application in the Office of Student Life of the Graduate School of Education and Human Development by the published deadline.

Students must be continuously enrolled in GSEHD unless the Dean's Office grants a leave of absence. Failure to register each fall and spring semester will result in a lapse of candidacy. Subsequent readmission is subject to whatever new conditions and regulations have been established by the School. See Continuous Enrollment Status under University Regulations .

When master’s degree candidates are sitting for a comprehensive examination and are not otherwise enrolled in coursework, they may prepare for and sit for the exam in continuous enrollment status. If not enrolled in other coursework, doctoral and education specialist students are required to enroll in the examination preparation course, which carries a fee equivalent to 1 credit of tuition. See the Comprehensive Examination policy in the appropriate student handbook.

Students who, for personal reasons, are temporarily unable to continue their program of studies may request a leave of absence for a specific period of time not to exceed one calendar year during the total period of degree candidacy. If the request is approved, the student must register for a leave of absence each semester. If a student fails to register, degree candidacy is terminated. Students who need additional semesters of leave of absence must seek approval from the appropriate appeals committee.

Attending class and scheduled make-up classes, discussions, and other course meetings is a fundamental student responsibility. Faculty may use class attendance and participation as factors in determining course grades.

Departments

• Counseling and Human Development
• Curriculum and Pedagogy
• Educational Leadership
• Human and Organizational Learning
• Special Education and Disability Studies

Master of Arts in Teaching

Master of education, master of arts in education and human development, combined programs.

• Master of Arts in Teaching in the field of museum education
• Master of Education in the field of elementary education
• Master of Arts in Education and Human Development individualized program
• Master of Arts in Education and Human Development in the field of assessment, testing, and measurement in education
• Master of Arts in Education and Human Development in the field of clinical mental health counseling
• Master of Arts in Education and Human Development in the field of curriculum and instruction
• Master of Arts in Education and Human Development in the field of curriculum and instruction, elementary education concentration
• Master of Arts in Education and Human Development in the field of curriculum and instruction, interdisciplinary studies concentration
• Master of Arts in Education and Human Development in the field of curriculum and instruction, reading and literacy education concentration
• Master of Arts in Education and Human Development in the field of early childhood special education
• Master of Arts in Education and Human Development in the field of education policy studies
• Master of Arts in Education and Human Development in the field of educational leadership and administration
• Master of Arts in Education and Human Development in the field of educational technology leadership
• Master of Arts in Education and Human Development in the field of experiential Jewish education  
• Master of Arts in Education and Human Development in the field of interdisciplinary secondary transition services
• Master of Arts in Education and Human Development in the field of international education
• Master of Arts in Education and Human Development in the field of Israel education
• Master of Arts in Education and Human Development in the field of organizational leadership and learning
• Master of Arts in Education and Human Development in the field of rehabilitation counseling with licensure eligibility
• Master of Arts in Education and Human Development in the field of school counseling
• Master of Arts in Education and Human Development in the field of special education
• Master of Arts in Education and Human Development in the field of special education for children with emotional and behavioral disabilities
• Master of Arts in Education and Human Development in the field of special education for cultural responsiveness and equity in teaching
• Dual Master of Arts in Education and Human Development in the field of curriculum and instruction, elementary education concentration and Graduate Certificate in incorporating international perspectives in education (IIPE)
• Dual Master of Arts in Education and Human Development in the field of curriculum and instruction, elementary education concentration and Graduate Certificate in literacy education
• Dual Master of Arts in Education and Human Development in the field of curriculum and instruction, elementary education concentration and Graduate Certificate in TESOL
• Dual Master of Arts in Education and Human Development in the field of curriculum and instruction, interdisciplinary studies concentration and Graduate Certificate in assessment, testing, and measurement in education (ATM)
• Dual Master of Arts in Education and Human Development in the field of curriculum and instruction, interdisciplinary studies concentration and Graduate Certificate in curriculum writing, evaluation, and development
• Dual Master of Arts in Education and Human Development in the field of curriculum and instruction, interdisciplinary studies concentration and Graduate Certificate in incorporating international perspectives in education (IIPE)
• Dual Master of Arts in Education and Human Development in the field of curriculum and instruction, interdisciplinary studies concentration and Graduate Certificate in literacy education
• Dual Master of Arts in Education and Human Development in the field of curriculum and instruction, interdisciplinary studies concentration and Graduate Certificate in teaching English to speakers of other languages (TESOL)
• Dual Master of Arts in Education and Human Development in the field of curriculum and instruction, reading and literacy education concentration and Graduate Certificate in literacy education
• Dual Master of Arts in Education and Human Development in the field of educational technology leadership and Graduate Certificate in educational technology leadership
• Dual Master of Arts in Education and Human Development in the field of educational technology leadership and Graduate Certificate in instructional design
• Dual Master of Arts in Education and Human Development in the field of international education and Graduate Certificate in assessment, testing, and measurement (ATM)
• Dual Master of Arts in Education and Human Development in the field of international education and Graduate Certificate in incorporating international perspectives in education (IIPE)
• Dual Master of Arts in Education and Human Development in the field of international education and Graduate Certificate in teaching English to speakers of other languages (TESOL)
• Dual Master of Arts in Education and Human Development in the field of organizational leadership and learning and Graduate Certificate in sustainability leadership
• Joint Master of Arts in Education and Human Development in the field of education policy studies and Juris Doctor

The Graduate School of Education and Human Development seeks applicants with strong academic potential, high motivation, and aptitude to do graduate-level work. Admission decisions are based on an evaluation of all material submitted in support of the application. The School requires a bachelor’s degree from a regionally accredited institution, official transcripts of all previous undergraduate and graduate coursework, and one letter of recommendation. Applicants who attended university outside of the United States may be required to submit English Test Scores that meet University requirements. Individual programs may have additional requirements, including but not limited to additional letters of recommendation, a writing sample, an interview, GRE scores, and/or relevant professional or academic experience. Specific program admission requirements are detailed on the program pages of the GSEHD website .

The plan of study leading to a master ’ s degree varies by program, but all require a minimum of 30 graduate credits including a program-approved 3-credit research methods course to satisfy the research requirements. At least 24 credits of this work must be taken in residence at the Graduate School of Education and Human Development. Several programs have additional credit and/or capstone requirements.

All degree requirements must be completed within six years, whether study is full- or part-time.  More detailed information can be found in the GSEHD  Master’s, Education Specialist, and Certificate Student Handbook .

Transfer credit is granted for approved courses taken at other regionally accredited institutions, but a minimum of 24 credits must be completed in the Graduate School of Education and Human Development as a master’s candidate. One semester (and a maximum of 12 credits) of GSEHD coursework taken in non-degree status may be credited toward the master’s degree. Transfer credit, either from GW or a different institution, is not granted for work completed five or more years before application for admission or readmission to master’s candidacy. Courses used to fulfill the requirements of another degree program are ineligible for transfer. All work accepted for transfer must have been earned with a minimum grade of B and must be approved for acceptance by both the advisor and the dean. Credit, Satisfactory, Audit, or other non-letter grades are not acceptable.

Programs are available to prepare students for teacher licensure in elementary and special education through the master of arts in the field of education and human development and master of education degree programs. Students who plan to prepare for licensure must apply to the appropriate degree program. These degree programs are also available to credentialed teachers seeking additional endorsements.

In accordance with the 2008 Higher Education Opportunity Act, Title II, Section 205, The George Washington University Graduate School of Education and Human Development provides required information in response to any request by potential applicants, guidance counselors, and prospective employers. Visit the GSEHD website for additional information.

All degree programs preparing students for initial teacher licensure require completion of the Educational Testing Service PRAXIS ®  teacher assessments as specified by the Office of the State Superintendent of Education (OSSE) of the District of Columbia.

The master’s degree program preparing students for licensure in school counseling requires completion of the Educational Testing Service PRAXIS ® assessment as specified by the Office of the State Superintendent of Education (OSSE) of the District of Columbia.

Although completion of the PRAXIS ® is not required for graduation, students in the master’s degree program, the post-master’s certificate, and the education specialist degrees who are preparing for licensure in educational administration follow the state-approved program, PRAXIS ® test requirements put forth by the Office of the State Superintendent of Education (OSSE) of the District of Columbia.

A comprehensive examination may be required, depending on field of study.

Students in select programs may elect a thesis option. The choice of the thesis subject must be approved in writing by the student’s advisor. Students should consult program faculty for more information.

Persons seeking a second master’s degree in the Graduate School of Education and Human Development must complete all core and specialization requirements and a minimum residency requirement of 24 credits. Students seeking a second master’s degree must follow the application procedures described under each degree on the GSEHD website .

Education Specialist Programs

• Education Specialist in the field of educational leadership and administration
• Education Specialist in the field of special education

The Graduate School of Education and Human Development  program of advanced study leading to the degree of education specialist (EdS) is for students with a master’s degree who seek further professional preparation. The program is primarily available in the field of educational leadership and administration, but is also available in the fields of counseling, curriculum and instruction, education policy, higher education administration, human and organizational learning, and special education on an individualized basis.

The following are required for entrance to the education specialist program in educational leadership and administration: an undergraduate degree and a master's degree from a regionally accredited institution, and one year of teaching experience. Two letters of recommendation, one from a professional supervisor and one from the most recent graduate faculty advisor, are required, along with a statement of professional goals. Each applicant must be interviewed and recommended by a faculty advisor.

A minimum of 30 credits beyond the requirements for a master's degree is required. At least 21 credits of this work must be taken in residence at GSEHD. A maximum of five calendar years is allowed for completion of the program.  More detailed information can be found in the GSEHD  Master’s, Education Specialist, and Certificate Student Handbook .

Doctoral Programs

• Doctor of Education in the field of curriculum and instruction
• Doctor of Education in the field of educational leadership and administration
• Doctor of Education in the field of higher education administration
• Doctor of Education in the field of human and organizational learning
• Doctor of Education in the field of special education
• Doctor of Philosophy in the field of counseling
• Doctor of Philosophy in education, comparative and international education concentration
• Doctor of Philosophy in education, curriculum and instruction concentration
• Doctor of Philosophy in education, education and inequality concentration
• Doctor of Philosophy in education, education policy concentration
• Doctor of Philosophy in education, human–technology collaboration
• Doctor of Philosophy in education, human and organizational learning concentration

All doctoral students must complete at least 36 credits of coursework and at least 12 credits of dissertation research at GSEHD while enrolled in their doctoral program. Individual doctoral programs may have additional requirements.

For doctoral students, all degree requirements must be completed within eight (8) years from the time of admission to the doctoral program. Any leaves of absence do not count against this time limit. More detailed information can be found in the GSEHD Doctoral Student Handbook .

The Doctor of Philosophy (PhD) in the field of counseling is accredited by the Council for Accreditation of Counseling and Related Educational Programs.

The Doctor of Philosophy (PhD) in the field of education degree program is designed to create opportunities for cross-disciplinary research by concentrating on critical national and global problems in which education and human development play a significant role. To adequately address issues, scholars require both a strong foundation in education as well as theoretical and disciplinary grounding in multiple disciplines. The PhD program is distinguished by four characteristics: candidates apply to a cross-disciplinary research team that is focused on a critical problem related to education and human development; approaches to the research problems require a cross-disciplinary lens; students engage in individual and collaborative research throughout their program; and candidates aspire to careers in which the production of research is paramount. Current cross-disciplinary teams are organized around themes of: education and inequality, human-technology collaboration, curriculum and instruction, education policy, comparative and international education, and human and organizational learning. With the approval of a student’s advisor, coursework may be taken in or from other departments of the University and through the Consortium.

Admission Requirements, PhD

A master’s degree from a regionally accredited institution is required. Materials to be submitted include: official transcripts, TOEFL scores (for international applicants), three letters of recommendation, and a statement of purpose. Submission of GRE or test scores is optional. Each program has more specific details about these materials and additional requirements. Selection is competitive and is based on the applicant’s past achievements, perceived potential, and fit to the goals and mission of the program.

The Graduate School of Education and Human Development offers programs of advanced study leading to the degree of Doctor of Education (EdD). These programs provide major fields of study in curriculum and instruction, educational leadership and administration, higher education administration, human and organizational learning, and special education. With the approval of a student’s advisor, coursework may be taken in or from other departments of the University and through the Consortium.

Admission Requirements, EdD

A master’s degree from a regionally accredited institution is required. Materials to be submitted include: official transcripts, TOEFL scores (for international applicants), two letters of recommendation, and a statement of purpose. Submission of GRE or similar test scores is optional. Each program has more specific details about these materials and additional requirements. Selection is competitive and is based on the applicant’s past achievements, perceived potential, and fit to the goals and mission of the program.

The Doctor of Philosophy and Doctor of Education programs are divided into two stages: pre-candidacy and candidacy. Coursework and the comprehensive examination must be completed within five years, and the entire program must be completed within eight years. The minimum residency requirement in degree status for the doctorate is 36 credits of coursework in pre-candidacy. In most cases, coursework beyond the minimum is required.

In the pre-candidacy stage, all coursework in the program must be completed and the comprehensive examination passed. Coursework toward the doctorate is established on the basis of a framework of seven domains: knowledge of foundations; critical literature review; research methods; clarity of thought, as expressed both in speech and in writing; professional development; technological skills; and depth of knowledge of the specialty area. In addition, the PhD in Education requires successful completion of the second-year research project.

The comprehensive examination is taken upon completion of all pre-candidacy coursework. Students taking the examination must be registered for at least 1 credit in the semester it is to be taken, and must file an online application in the GSEHD Office of Student Life by the published deadline.

The candidacy stage of doctoral study begins after successful completion of the content coursework  and  the comprehensive examination. A doctoral research dissertation committee is established and the candidate develops a dissertation proposal (this may be while registered in Pre-Dissertation Seminar). Upon successful completion of coursework listed on the approved program plan of study, and successful completion of the comprehensive exam, students must register for dissertation research at the rate of 3 or 6 credits each fall and spring semester. A minimum of 12 dissertation research credits are required for graduation. Students who have not defended their dissertation after 12 credits continue to register at the rate of 3 or 6 credits until they have reached 24 credits of dissertation research. Once they have reached their 24 credit maximum, they must register each subsequent fall and spring semester for 1 credit of Continuing Research until completion of their degree program with the successful defense of the dissertation to the Dissertation Oral Examination Committee. The accepted dissertation is submitted electronically, with a processing fee paid directly to ProQuest.

Detailed information on the doctoral programs and their administration is available in the GSEHD Doctoral Student Handbook . Students completing their degree program should refer to the section on Graduation Regulations, Participating in the Commencement Ceremony , under University Regulations.

All doctoral students must complete a doctoral dissertation. This includes the successful completion of an oral defense of the proposal and then of the completed dissertation. Additional information is available in the GSEHD Doctoral Student Handbook.

Certificate Programs

The Graduate School of Education and Human Development offers the following graduate certificate programs. Graduate certificates do not constitute eligibility for an initial license or assure admission to a subsequent degree program. Courses taken as part of a certificate program may be applied toward advanced credentials or endorsements added to an initial license.

Graduate Certificate Programs

• Assessment, testing, and measurement in education
• Autism spectrum disorders
• Brain injury: educational and transition services
• Counseling and life transitions
• Curriculum writing, evaluation, and development
• Educational technology leadership
• Incorporating international perspectives in education
• Instructional design
• Israel education
• Job development and job placement
• Leadership development 
• Literacy education
• Organizational learning and change 
• Special education for cultural responsiveness and equity in teaching
• STEM master teacher
• Sustainability leadership
• Teaching English to speakers of other languages
• Transition special education

Post-Master's Certificate Programs

• Educational leadership and administration

Explanation of Course Numbers

• Courses in the 1000s are primarily introductory undergraduate courses
• Those in the 2000s to 4000s are upper-level undergraduate courses that also may be taken for graduate credit with permission and additional work assigned
• Those in the 6000s and 8000s are for master’s, doctoral, and professional-level students
• The 6000s are open to advanced undergraduate students with approval of the instructor and the dean or advising office
• Counseling (CNSL)
• Curriculum and Pedagogy (CPED)
• Educational Leadership (EDUC)
• Human Development (HDEV)
• Human and Organizational Learning (HOL)
• School of Education and Human Development (SEHD)
• Special Education and Disability Studies (SPED)

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Graduate School of Education and Human Development

The George Washington University Graduate School of Education and Human Development welcomes students to debate and engage in some of our nation's most important policy issues.  Explore with us how  education has been and will continue to be the single greatest contributor to the public good and the nation's future.

Graduate programs include degrees in  counseling and human development; curriculum and pedagogy, educational leadership, human and organizational learning; special education and disability studies; Ph.D. in Education; and joint degrees.

• Graduate School
• WASHINGTON, DC

Graduate School of Education & Human Development - George Washington University

• Rating 4.42 out of 5   12 reviews
• Education Administration
• Special Education Masters
• District of Columbia
• Washington, D.C.

Scholarship

Masters programs, most popular masters programs.

• Special Education and Teaching 65 Students
• Higher Education Administration 48 Students
• International Education 41 Students
• Teaching 41 Students
• Technology Teacher Education 29 Students
• Educational Administration 21 Students
• School Counseling and Guidance Services 20 Students
• High School Education 19 Students
• Rehabilitation Counseling 18 Students
• Mental Health Counseling 16 Students

Doctoral Programs

Most popular doctoral programs.

• Educational Administration 14 Students
• Higher Education Administration 12 Students
• Teaching 9 Students
• School Counseling and Guidance Services 7 Students
• Special Education and Teaching 7 Students

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Tuition & financial aid, student life.

• Down-to-earth 33%
• Friendly 17%
• Intellectual 17%
• Engaging 17%
• Supportive/helped me grow 100%

Campus Resources

Return on investment.

• Less than $25,000 17%
• $25,000 - $50,000 33%
• $50,000 - $75,000 33%
• More than $100,000 17%
• Less than $50,000 17%
• Did not graduate yet 50%

Living in the Area

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George Washington University

Graduate School (Education) • Washington, DC •  

Graduate School (Education) • Washington, DC

George Washington University Education School Overview

The Graduate School of Education and Human Development at George Washington University has a rolling application deadline. The application fee for the education program at George Washington University is $0. Its tuition is full-time: $1,870 per credit and part-time: $1,870 per credit. The Graduate School of Education and Human Development at George Washington University has 44 full-time faculty on staff with a 3.2:1 adjusted ratio of graduate students to faculty.

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The Graduate School of Education and Human Development offers over 60 programs with unique research and learning opportunities in the heart of the nation’s capital. With Washington DC at your doorstep, countless opportunities are presented to turn classroom conversations into meaningful change.

Choose to intern at the White House, advocate change on Capitol Hill, serve at an international development organization, or sharpen your skills working at a non-profit - you will have the chance to explore, engage, advocate, and transform the conversation. Whether you want to change one life at a time or the nation's course, GSEHD offers you a foundation to excel and succeed. Our alumni go on to become leaders and changemakers in areas such as:

Counseling & Human Development

Prepares you to provide critical counseling care and to become a practitioner, researcher, scholar, and leader in the profession. Whether working with youth, in a clinical setting or in career and workforce development, our variety of programs and specialties will help you contribute to human development and assist a diverse range of communities with the different transitions that occur, ultimately enhancing their quality of life.

Curriculum & Pedagogy

Prepares educators, specialists, and researchers through programs that are interdisciplinary and research-based. Whether you wish to teach elementary or secondary education in the U.S. and internationally, develop expertise in reading and literacy, or prepare for National Board Certification, we have nationally-recognized and nationally-accredited certificate and masters programs for you.

Educational Leadership

Through our curriculum-rich scholarly experience, students integrate theory seamlessly with practice, developing into successful leaders in their fields. Our location in Washington, DC, offers unique opportunities for the integration of real-world experience into education, whether one's interest lies in government work, educational administration, educational technology, cultural institutions, or international education.

Human & Organizational Learning

Human and Organizational Learning focuses on the interrelationships among people, organizations, and learning, while utilizing systematic change processes. Theory, research, and practice are balanced throughout the curriculum. Students are encouraged to form learning communities to provide collective support, promote action learning, and model a learning culture.

Special Education & Disability Studies

Prepares scholar-leaders to work within clinical settings, schools, and communities to meet the diverse needs of those with disabilities. Our variety of specialized programs span all developmental stages, from birth through young adult. Our programs equip students with the expertise to promote inclusion and equity for all learners, engage in culturally responsive collaboration with families, and implement strength-based and evidence-based interventions.

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$1,870 per credit

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Sponsored: The GWU Graduate School of Education & Human Development

Sponsored Content: The Graduate School of Education & Human Development at The George Washington University Secondary Special Education and Transition Services Master’s Program Partnership for Teachers | Preparation in Special Education

Wednesday, March 1, 2017

Alexandria — The Graduate School of Education & Human Development at The George Washington University

Secondary Special Education and Transition Services Master’s Program

Partnership for Teachers | Preparation in Special Education

The GW-Fairfax Partnership Program is a cooperative, special education teacher preparation program between The George Washington University (GW) and Fairfax County Public Schools resulting in teacher licensure and a master’s degree in special education. Generous tuition support provided. The program includes a yearlong internship with a master educator and GW support. Participants work as full-time special education teachers during the second year. Classes begin June 2017 and participants graduate the summer of 2019.

The Graduate School of Education & Human Development at The George Washington University Secondary Special Education and Transition Services Master’s Program Partnership for Teachers | Preparation in Special Education

Qualifications: Candidates must have a BA degree from an accredited institution of higher education.

Interested candidates should send an inquiry along with their resume to Dr. Deanna Ortiz, Project Director, at [email protected].

GW Graduate School of Education & Human Development

2136 G Street NW, Washington, DC 20052

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Nevada Today

College of education and human development hosts awards ceremony, this year, 24 awards were given to outstanding students, faculty and staff in the college during the spring celebration.

Nevada Center for Excellence in Disabilities (NCED) received the Excellence and Innovation Award in Diversity, Equity and Inclusion.

The College of Education & Human Development held its annual Spring Celebration awards ceremony on April 16, 2024. More than 125 people gathered for the event at the Atlantis Casino Resort Spa Paradise Ballroom.

The celebration honored the outstanding accomplishments of the College's students, faculty and staff. It also recognized the generous donors who support the students and the impactful work within the College.

President Brian Sandoval opened the evening by describing the College's historical significance and remarking that it is close to his heart, as both his mother and daughter are graduates of the College. He also congratulated the award-winners and spoke about their commitment to excellence and outstanding work in advancing education in Nevada. Donald Easton-Brooks, Ph.D. , dean of the College of Education and Human Development, thanked the donors for generously supporting the students through scholarships, the faculty for producing cutting-edge research, and the students for their incredible perseverance and hard work. “The Spring Celebration honored the achievements of faculty and students and recognized our donors for their wonderful support,” Easton-Brooks said. “It also celebrated the profound impact these individuals have on our community and reaffirmed the College’s commitment to life-changing learning.”

Quentin Smith, M.Ed. , director of development, was the master of ceremonies. He also held a silent auction featuring playful artwork creations from the children in the Child and Family Research Center .

Smith emphasized the importance of collaboration and working together to achieve any endeavor that a group can accomplish expeditiously. He exclaimed, "Why walk through life when you can run with the Pack?"

Keynote speaker Kristen Remington, 2 News Anchor, gave an inspirational message about an educator who made a difference in her life. By believing in her and having high expectations, her teacher helped shaped her from being a shy student to now a news anchor. She remarked that our faculty and students make such a positive impact through their mentorship. The highlight of the evening was Associate Dean Eleni Oikonomidoy, Ph. D. , honoring the Nevada Center for Excellence in Disabilities with the Excellence and Innovation Award in Diversity, Equity and Inclusion.

“It was wonderful to celebrate the numerous accomplishments of the College's students, faculty and staff," Oikonomidoy said. "We would like to thank President Sandoval and our keynote speaker Kristen Remington for their powerful words and Quentin Smith for a wonderful job hosting the event. A special thanks also goes to our donors for believing in our mission and contributing to the College’s success.”

Student awards included:

Eneida castaneda-sanchez: dana davis award.

The Dana Davis Award recognizes graduate students specializing in secondary education who exemplify the qualities of devotion to high academic standards, personal integrity and love for students. The award is in honor of Professor Dana Davis, who was a distinguished College of Education faculty member for 26 years. 

Nicole Murphy: Mary Demchak Memorial Award for Doctoral Student Research in Intellectual Disabilities

The Mary Demchak Memorial Award for Doctoral Student Research in Intellectual Disabilities was established in honor of Mary Demchak by her daughter, MaryAnn Demchak, Professor of Special Education. Mary enjoyed spending time with her daughter's special education doctoral students. It brought her joy to listen to them discuss their research areas. She was inquisitive about each student's progress and was known to motivate them by asking, "What's next?" in hopes of getting them to expand their research. Through this award, Mary will be remembered for inspiring doctoral students to move their research forward. 

Jake Yoxsimer: The Marshall R. Matley Distinguished Scholar in Special Education

This award recognizes individuals working toward a Master's Degree in Special Education and Disabilities Studies.

Joel Peixoto: Edwin S. Dodson Educational Leadership Award

This award recognizes students who are principals, administrators or others working toward administration preparation. 

Miranda Lopez: Dr. George Hill & Dr. Ginny Knowles Leadership Award

This award recognizes a graduate student pursuing a master's degree in educational leadership. 

Argent Alvarez Maloof: The John A. Bailey Professional Expectancy Award in Counseling

This award recognizes the outstanding graduate of the year in Counseling and Educational Psychology. 

Alixandra White: Ross Family Outstanding Social Studies Education Award

This award was established to reward and encourage outstanding students to pursue a degree in the teaching of social studies and to bring attention to the importance of social studies as part of all students' education.

Outstanding College of Education and Human Development student awards:

• Suzanne Lewis, Outstanding Doctoral Student
• Peji Romo, Outstanding Master's Student
• Marina Vallejo, Outstanding Undergraduate Student

New this year was the Shane and Katherine Templeton Outstanding Doctoral Student in Literacy Award , presented by Dianna Townsend, Ed.D., professor of literacy studies to Stephanie Bacon, Monika Bharti, Rachel Knecht, Widya Ramsey and Vickie Smith Barrios.

College of Education and Human Development faculty and staff awards:

• Nevada Center for Excellence in Disabilities (NCED) : Excellence in Innovation in Diversity, Equity and Inclusion
• Sarah Mitchell, Ph.D., CFLE , assistant professor of Human Development and Family Science: Judith S. Bible Teaching Excellence in Education Award
• Pamela Payne, Ph.D., CFLE , associate professor of Human Development and Family Science: Outstanding Outreach
• Dianna Townsend, Ed.D. , professor of Literacy Studies: Outstanding Graduate Advisor and Outstanding Faculty Research
• Rose Ann Gutierrez, Ph.D. , assistant professor of Equity and Diversity in Education: Outstanding Rising Researcher
• Shane Templeton, Ph.D.: Emeriti Faculty Legacy
• Ramya Fernandez, CPA, MPH , Fiscal and HR Officer: Outstanding Administrative Faculty
• Kristy Reynolds , Learning & Resource Center Administrative Director: Outstanding Support Staff

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Alumnus Patrick Martin Selected as Chief of Staff for Department of Defense Education Activity Europe East District

GSEHD alumnus  Patrick Martin  (master's, Curriculum and Instruction) has been selected as the new  Chief of Staff  for the Department of Defense Education Activity Europe East District. He will be stationed in Stuttgart, Germany.

Per the DODEA announcement: 

Mr. Martin is currently the Principal at Alconbury Middle High School in the United Kingdom. His journey in DoDEA began in 2009 as the Education Technology Coordinator at DoDEA Headquarters. In 2015, Martin graduated from the highly competitive Department of Defense Executive Leadership Development Program, and he served as an education policy specialist at DoDEA Headquarters until his assignment to Alconbury.