masters in education byu

Bachelor's Degree

Master's Degree

Counseling Psychology and Special Education

"We facilitate positive growth for children, youth, and adults by preparing professionals to work with students, clients, and colleagues in complex and varied educational settings. In particular, we embrace a collaborative, evidence-based approach to serving individuals with diverse strengths and needs. We support the mission and aims of a BYU education as we integrate teaching, research, and service."

Application Terms and Deadlines (PDF)

Music Education

Teaching music in schools is an exciting professional choice that can bring a lifetime of satisfaction and artistic fulfillment. Toward that end, the BYU School of Music offers undergraduate and graduate degrees in music education. Students may pursue bachelor’s degrees and teaching certification in general music education as well as secondary choral and secondary instrumental music education. Master of Arts and Master of Music degrees in music education are also offered.

Like all music majors, undergraduate students in the music education division participate in BYU performing ensembles and complete the music core curriculum. In addition, music education majors take a wide range of classes and participate in a wealth of unique experiences that prepare them for teaching all grade levels and programs within their chosen specialty area. Music education majors engage in ongoing practical teaching opportunities in the public schools, beginning with their first semester in the program. Students are supervised by a dedicated team of nationally renowned music education faculty members, each bringing a distinctive specialty and perspective to the division. Graduates of the BYU music education program are actively sought by employers because of their superb preparation and can be found teaching in schools throughout the United States and Canada.

Degrees Offered

Course Information

Music Education Faculty

This program is designed for licensed music teachers with at least one year of successful public school teaching experience who wish to pursue further academic study as a means to develop professionally. Coursework combines the study of philosophical, research-based, and theoretical views of teaching and learning music with pragmatic approaches to improving instruction. Outcomes of our program include students demonstrating increased ability as: informed, reflective educators/practitioners; emerging scholars; and improved musicians.

Although the MA degree is offered, all students enter the program through the MM degree. After the first term of study, through a joint decision of the student and the faculty, a student may transfer into the MA program if he or she wishes to follow the path leading to a thesis. The culmination of the MM degree is the professional improvement project. A masters degree leading to teaching licensure is not offered. Available for summers-only or full-time study.

Our masters programs consist of 32 hours, including coursework and a final document (Personal Improvement Project for the MM; Thesis for the MA). The coursework is usually done over the course of three to four summers, with occasional classes taken after hours during the school year if possible. Very limited spots for full-time study are available. However, all programs begin with a summer term. The timeframe for completion of the degree depends on the diligence of the student in completing the final exams and final document.

MM AND MA DEGREE REQUIREMENTS

All students coming into the program are to apply to the MM Degree . After the first term of study, through a joint decision of the student and the faculty, a student may transfer into the MA degree if he or she wishes to follow the path leading to completing a thesis.

MM DEGREE REQUIREMENTS (32 HOURS)

• Electives (10 hours)
• Music 533R—Choral Conducting and Development (6 hours)
• Electives (8 hours)
• Music 595—Score Analysis (2 hours)
• Music 508—Orchestra Literature 1 (2)
• Music 509—Orchestra Literature 2 (2)
• Music 510—Band Literature (2)
• Music 532R—Score Preparation and Development: Band (2)
• Music 534R—Score Preparation and Direction: Jazz (2)

MA DEGREE REQUIREMENTS (32 HOURS)

Graduate Studies

Discover Your Campus

Spanish Pedagogy MA

What is spanish pedagogy.

Teaching is both an art and a science. It requires imagination and skill on the part of the teacher as well as a concerted awareness of the learner. Pedagogy incorporates theories, beliefs, and practices in helping students learn new languages. In the Department of Spanish and Portuguese, we explore different facets of learning, ranging from recent research to lessons from accumulated experience in order to understand how to be an effective teacher in the Spanish classroom.

MA Program in Spanish Pedagogy

The purpose of the Spanish Pedagogy MA is to prepare graduate students in the field of Spanish language teaching with additional understanding, knowledge, and pedagogic skills beyond those acquired at the BA level in order to be an effective teacher in the Spanish classroom and/or a successful student in a doctoral program in foreign language education.

Program Strengths

• Broad range of course offerings, including principles of language teaching and learning, teaching oral and literacy skills, teaching culture, using technology in the classroom, assessing language learning, and conducting research
• Many courses tailored specifically for teachers of Spanish
• One-week minicourses taught by visiting professors from around the country (recent topics: Spanish for heritage speakers; using technology; teaching culture; Spanish immersion)
• State-of-the-art technological facilities and labs
• Professional-track program available (see below), with classes offered in late afternoons and evenings to accommodate practicing teachers

Prerequisite Requirements

• Bachelor’s degree in Spanish, Spanish Teaching, or the equivalent
• Previous experience teaching Spanish preferred
• Proficiency in a second foreign language; through 205 course level for Spanish (Intermediate High Level), or through 201 course level for other modern languages (Intermediate Mid Level). If not completed during undergraduate studies, this requirement may be fulfilled by Challenge Exam concurrently with MA program coursework no later than the third semester of study.
• For teaching eligibility, complete a teaching methods course (SPAN 376 or equivalent). If not completed during undergraduate studies, this requirement may be fulfilled concurrently with MA program coursework in the first semester of study.
• Strong academic writing skills and a capacity to conduct independent research
• Strong language skills in Spanish
• GRE (required)
• English Proficiency Exam

Program Requirements

• Complete the required 27 credit hours of coursework and 6 project or thesis credit hours, totaling 33 credit hours
• Teach at least one semester during the program
• Complete a Specialty Exam which covers readings and coursework
• Complete a project or thesis

Tuition Scholarships

• Department tuition scholarships typically cover 50–80% of LDS tuition rates for courses in a student's Program of Study for the first two years.
• Paid teaching assistantships are available.

Program Track Options

Traditional track.

Portuguese Pedagogy traditional track students can complete their coursework by enrolling as full-time students in day classes during Fall and Winter semesters. Students are welcome to enroll in the BYU Summer Institute for Spanish Teachers to fulfill required coursework during Summer term.

Professional Track

The Portuguese Pedagogy professional track is tailored toward practicing teachers who work full-time. Students in this track take one required course during Fall semester and one during Winter semester, offered in the late afternoon and evening. They complete additional courses by enrolling full-time during Summer term. Students are welcome to enroll in the BYU Summer Institute for Spanish Teachers to fulfill required coursework during Summer term.

Optional Third-year Teaching Licensure Track

The current Spanish/Portuguese MA does not lead to state licensure. Therefore, an optional third-year licensure track is available for students who wish to not only graduate with an MA but also obtain a teaching license.

There is an industry need for trained and qualified instructors who are prepared to teach a variety of languages, particularly in Utah, where there are more dual language immersion (DLI) programs (one-way) than in any other state. The proposed third-year licensure track will meet all licensing requirements including coursework and exams.

The third-year licensure option will only be available to students in languages that are taught in BYU's partnership districts (Provo, Alpine, Nebo, Jordan, Wasatch) where BYU can place students for practicum and student teaching.

Application Requirements

• Prospective students should apply to be admitted to the third-year licensure program before the fourth semester of the second year .
• This acceptance will be contingent upon the completion of the MA requirements, including the thesis or project.
• Students who are accepted into the third year licensure program must attain an ACTFL OPI rating of Advanced Low or higher. (Advanced Mid or higher is required for DLI).
• Students must have a cumulative GPA of 3.0 or higher and may not have any grade lower than a B- (classes can be repeated).
• Students should submit one letter of recommendation from a faculty member.

Scholarships are available for the third-year licensure option from the Center for Language Studies and are based on student academic performance and student evaluations. Availability is dependent on need. Contact [email protected] after acceptance for scholarship inquiries.

McKay School of Education Classes

Spanish/Portuguese MA students who choose to do the third-year licensure track will join with BYU education majors to take the following classes during Fall semester.

• CPSE 402 - Educating Students with Disabilities in Secondary Classrooms (2 cr. hours)
• SC ED 353 - Multicultural Education for Secondary Education (3 cr. hours)
• SC ED 375 - Adolescent Development and Classroom Management (3 cr. hours)
• IPT 371, 372 - Integrating K-12 Educational Technology 1 , 2 (2 cr. hours)
• IPT 373 - Teaching in K-12 Online and Blended Learning Contexts (1 cr. hour)

Additional Field Experience Classes

Third-year licensure track students will join the Spanish teaching practicums and student teaching courses (below). These students will have a cohort and meet weekly to develop lesson plans, discuss teaching experiences, refine teaching skills, and engage in professional development and reflection. A BYU professor skilled in target language pedagogy will serve as the university supervisor that completes the observations and evaluations required for licensure. All students will be expected to pass the Praxis Performance Assessment for Teachers (PPAT), which is an online portfolio that measures teacher candidates’ abilities and readiness to teach.

• Exploration of Foreign Language Teaching: FLANG  276 (4 credits). Ideally this class should be taken 3 rd or 4 th semester of the MA program as prospective teachers visit many different language classrooms.
• Practicum in Language Teaching: SPAN 380 (1credit). This 1-hour practicum should be taken Fall semester.
• Students must pass the Praxis in their language of instruction prior to beginning student teaching.

Summer Institute for Spanish Teachers

This study abroad program for graduate students in BYU's Spanish Pedagogy MA program is offered every third year (2024, 2027, 2030) and allows the practicing teacher to refresh their linguistic ability in Spanish, increase their understanding of the Spanish culture, and gain 9 semester credits of graduate course work.

For more information, contact:

Merrie Kay Ames, Graduate Program Manager – [email protected] – 801-422-2196

Brian Price, Graduate Coordinator – [email protected]

Rob Martinsen, Pedagogy Section Head – [email protected]

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Masters in Education

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MA : ART EDUCATION

The MA in Art Education is a four-semester, two-summer term, 36-hour program designed for practicing art educators as an alternative to a full-time on-campus program. Most classes meet on Friday evenings or Saturdays to accommodate professionals working in schools. This is a cohort program which accepts applications in odd years.

In addition to reviewing research literature in art education, this program has a rigorous studio practice component designed to integrate teaching and artistic practice. Most students complete their MA degree coursework along with their cohort in two years, but may take up to three additional years to complete their thesis. The MA program culminates with the student’s final research and/or praxis project and written thesis.

The MA in art education is a cohort program intended for teachers who desire intensive curriculum development, professional development, and additional content and skills in the disciplines of a comprehensive art program. A masters degree prepares students to pursue a PhD or EdD in art education if that is their intention. The MA in art education can also contribute to K-12 licensure requirements for graduate students who are interested in teaching art.

Requirements for Degree

• Credit hours (36 hours) : minimum 30 course-work hours plus 6 thesis hours. Course work hours primarily from 500- and 600-level courses (no more than 9 hours of 300- or 400-level courses may apply).
• Course requirements : 12 hours of core art education seminar (ArtEd  678R ); 12 hours of ArtEd  578R  (3 hours of digital art; 9 hours of studio art); 3 hours of art history courses; 3 hours of advanced art studio electives; 6 thesis hours (ArtEd  699R ).
• Examinations : comprehensive examination and oral defense of thesis.

Program Outcomes

• Studio Practice - Students will further develop their personal artistic practice in relation to current discourses related to contemporary art and their own pedagogy.
• Literature and History of the Field - Students will demonstrate understanding and knowledge of historical trends in art, design, and education and the ability to access relevant sources of research and commentary within these fields.
• Leadership and Community - Students will contribute to a strong collaborative community network through leadership and service within a graduate cohort and among various art education professional organizations.
• Professional Activity - Students will actively participate and contribute to the field as researchers and practitioners.
• Research - Students will conduct reflective research within their own teaching contexts and explore and contribute to significant topics within the field.
• Spirituality - Students will demonstrate the ability to consider complex questions and personal responsibilities associated with art and education in the light of gospel principles and through their experiences as researchers, artists, and teachers.

MA Art Education students who are fully enrolled and in good standing in their program are eligible for Graduate Studies scholarships for the first 4 semesters of their degree program. These scholarships vary in amount depending on the number of students enrolled in the program, but tend to offset around half the cost of graduate LDS tuition for a fully-enrolled student. Eligible graduate students do not need to apply to receive this funding.

These are tuition scholarships, and as such are applied to the awardee's Financial Center  account at the beginning of each semester after the student has successfuly registered for the number of credit hours required. The scholarship funds are automatically applied toward any outstanding charges (tuition, insurance, fees, etc.) and the remainder is then disbursed to the bank account associated with the Financial Center.

Additional financial support is available in the form of employment within the department, teaching assistantships/instructorships, and Need-Based Scholarships .

For more information about tuition and cost of living, please visit Graduate Studies' page.

Applications for the MA in Art Education are only accepted in alternating (odd-numbered) years.

APPLICATION DEADLINE: February 1st, 11:59pm MT at the BYU Graduate Studies application portal.

Requirements

• A baccalaureate degree in Art Education from an accredited U.S. or Canadian university. Applicants holding other teaching degrees may be considered if art deficiencies or professional education deficiencies are completed to the satisfaction of the Art Education Graduate Admissions Committee prior to admittance in the program. This committee is comprised of Art Education Graduate Faculty.
• Certification to teach in public schools at the elementary or secondary level OR equivalent professional background related to other educational venues (e.g. museum and community education)
• Two years of art teaching or equivalent experience
• A 3.0 or higher GPA during the last two years of undergraduate study
• Recent TOEFL or IELTS test results, if English is a second language.

Application

• $50 non-refundable application fee
• Personal information
• Ecclesiastical information
• Artists’ Statement (250 words or less) - Your statement should directly address the conceptual concerns behind your work, and how those concerns have driven the making process.
• Statement of intent - Upload a PDF file under 10MB. In this document, please address prior teaching experience, teaching certification status, and desired outcomes from this graduate program. 
• Writing Sample - Include one or two writing samples, not longer than 20 pages in total, for example, an academic paper, an art or exhibition review, or an opinion piece. 25MB max total file size, submitted as a single .pdf. 
• Images (up to 5MB each), Video (up to 250MB each), Audio (up to 30MB each), PDFs (up to 10MB each). You may also link to media from YouTube, Vimeo and SoundCloud.
• If submitting sound or video art, follow this formula to determine that the proper amount of material is included in the application: One sound/video piece = 5 images (therefore, one video + 15 images = 20 images; 2 sound files + 10 images = 20 images, and so on) Edit any sound or video art down to a 3-minute clip and indicate in your media label that it is just an excerpt.

For more information and specifics about the program, required courses for the degree, and procedures, please refer to our MA Handbook .

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Mathematics Education - BS

Byu is the only university in the united states with a department of mathematics education. at many universities, students learn to teach mathematics by taking mathematics classes, education classes and then one or two classes that integrate mathematics and education..

At BYU, you still take many mathematics and education classes but also have an opportunity to take 7 classes in the Department of Mathematics Education where the mathematics and education are integrated – an incredible strength of the program. Courses in the undergraduate program are designed to help prospective teachers plan, manage, and implement classroom activities that facilitate students’ learning of mathematics. A degree in mathematics education qualifies you to teach mathematics at the junior high and high school levels. Some graduates work outside of education because of the extensive mathematical knowledge gained in the program. Many jobs available to mathematics graduates are also available to mathematics education graduates. Our department alumni are prepared to solve problems in a variety of fields using their mathematical background, but their teaching experience prepares them to communicate solutions effectively to others.

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Eye on the Y: Students, faculty explore international opportunities, BYU Religious Education Department celebrates Passover, students vote on best BYU major

Students, faculty explore international opportunities.

On March 29, the David M. Kennedy Center for International Studies invited BYU students and faculty to explore opportunities to learn, research and teach abroad at their Fulbright Day event.

The event consisted of several sessions, all intended to inform students and faculty about the nationwide Fulbright award program. The program offers scholarships and grants to students and professionals so they can participate in cultural exchanges abroad.

BYU is ranked third in the nation for producing the most U.S. Fulbright Scholars , such as John McHenry . McHenry received the Fulbright award in April 2023 and moved to Tajikistan to teach English. 

Representatives from the Kennedy Center, the office of National Scholarships and Prestigious Fellowships, the Research Development Office and the Fulbright program were present at the event to provide information and answer any questions.

BYU Religious Education Department celebrates Passover

The BYU Religious Education Department is celebrating Passover , a Jewish holiday commemorating Israel’s deliverance from Egypt, through its annual Model Passover Seder events.

Professor Jeffrey Chadwick is a religious education and BYU Jerusalem Center professor who specializes in Jewish studies. Chadwick leads and hosts BYU’s Passover feast simulations, using his understanding to help attendees draw scriptural connections between the Jewish holiday and Christianity.

Event participants learn more about the Jewish religion and culture and get to try traditional Passover foods such as unleavened bread and bitter herbs.

Two of the three Passover Seder  events at BYU have already taken place on March 22 and 29, but those interested can purchase tickets to attend the third event on Friday, April 12.

Students vote on the best BYU major

The University Advisement Center’s 2024 March Major Madness came to an end, naming the experience and design management major as best major on campus.

The center helps BYU students explore their interests, guiding them through their major selection and career preparation journeys. Each year, they hold a March Major Madness competition, encouraging students to learn about the different majors offered at BYU. 

This year’s competition theme was Disney villains. Majors were assigned different villains, such as Scar, Maleficent, Captain Hook, Jafar and more. The competition lasted three weeks in a bracket of 32 majors.

Students voted for their favorite majors on the center’s Instagram and the major with most votes made it to the next round. On March 21, students had the opportunity to earn extra votes for the major of their choice at the March Major Madness: Basketball Shoot Out held in the Wilkinson Student Center.

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Museum of art hosts free performance celebrating spanish music, byu life sciences professor encourages students to forge their own paths with god’s help, 29th annual cougs vs. cancer 5k draws community, campus support.

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Are Universities Really Preparing Editors for the Real World?

The learning outcomes of university-level editing courses don’t match the skills required for technical editing jobs. How can editing programs improve?

College education keeps getting exponentially more expensive. With such a financial sacrifice, students expect their universities to prepare them for the workplace. In the field of technical editing, universities still have work to do in bridging the gap between the skills that editors are taught in the classroom and the skills that are needed in the workplace.

THE RESEARCH

Susan Lang of The Ohio State University and Laura Palmer of Kennesaw State University analyzed the discrepancies between university-level technical editing courses and job postings. Their 2017 article “ Reconceiving Technical Editing Competencies for the 21st Century: Reconciling Employer Needs with Curricular Mandates ” sought to provide advice for improving university editing programs.

Through reviewing a selection of job postings for technical editors, the researchers found that employers wanted editors who could also work with multi-media formats like audio, video, and visual design. The researchers also examined the descriptions of five technical editing courses at different universities. The courses focused more on copyediting, grammar, and editing markup than other technologies and skills that technical editing positions require. Lang and Palmer concluded that “technical editing courses require significant revision in order to meet the marketplace demands for new editing competencies” (2017, 307).

“Technical editing courses require significant revision in order to meet the marketplace demands for new editing competencies.” Susan Lang and Laura Palmer

Overall, Lang and Palmer analyzed very few sources for job postings, textbooks, and course descriptions. Their methodology section could be more specific. However, if read with those limitations in mind, their findings still give beneficial advice for educators. This study implies that there is a gap between student editor knowledge and future employer expectations, and it points toward the need for editing programs to stay current with employers’ needs.

THE IMPLICATIONS

Few universities offer dedicated editing programs, so most aspiring editors may have to major in an adjacent field like English, linguistics, or journalism. These majors may include one “editing” class that primarily teaches copyediting, substantive editing, and grammar, but “editing now encompasses more than spelling and grammar” (Lang and Palmer 2017, 307).

Instead of having a single course to teach technical editing, Lang and Palmer recommend that editing programs have at least two classes: one to teach advanced grammar and copyediting, and one to cover other aspects of editing, like how to edit for multi-media formats and genres, to give students an overview of skills necessary for magazine editing, web editing, audio editing, and more. 

As a constantly evolving and improving field, technical editing needs academia to evolve with it. By maximizing the available editing-related curricula in their programs, universities can also maximize their students’ opportunities for success after graduation.

To learn more about Lang and Palmer’s recommendations for improving editing programs, read the full article:

Lang, Susan, and Laura Palmer. “Reconceiving Technical Editing Competencies for the 21st Century: Reconciling Employer Needs with Curricular Mandates.” Technical Communication 64, no. 4 (2017): 297–309. https://www.jstor.org/stable/26464505 .

—Karlie Kelsch, Editing Research

FEATURE IMAGE BY PAVEL DANILYUK

Find more research

Take a look at this article by Hope Jones to learn more about educating future editors: “ Peer Editing to the Rescue! ”

Read Susanna Bergeson’s article “ Why Fortnite Needs Editing Too ” to explore how the field of editing is expanding to new genres.

Read Stephanie Argy’s article “ The Role of the Developmental Editor in Emerging Forms of Narrative ” to learn how editing can be applied to new forms of storytelling.

Related Posts

Editing Within Limits: Navigating Trademark Concerns While Editing

Learning to Edit for Your Audience: Fiction vs. Nonfiction

Identifying Common Grammatical Mistakes Made by Authors

College of Education grad program ranks in Top 40 among U.S. public universities

The Purdue University College of Education ranks #48 in 2024 Best Education Schools – Graduate  Education , according to the 2024 U.S. News & World Report rankings released Apr. 9. This is an increase from #49 in 2023.

Education is among the five top-ranked academic disciplines at Purdue ranked by the USNWR .

“We are #2 in Indiana, and in the top 19% nationally,” said Wayne E. Wright , College of Education associate dean for research, graduate programs, and faculty development.

This ranking places Purdue’s College of Education graduate program in the Top 40 among U.S. public universities, at #37.

“While this is a very small improvement over our ranking last year, it is evidence that our graduate programs are strengthening — especially in the area of research,” said Phillip J. VanFossen , interim dean of the College. “In fact, the College has one of the highest levels of research productivity at Purdue.”

“We are thrilled to see our graduate program move even higher in the 2024 U.S. News and World Report Rankings,” Wright said. “We truly have outstanding programs and faculty who are dedicated to teaching and providing our students with highest quality education.”

U.S. News & World Report is a recognized leader in ranking colleges, programs, and graduate schools. Each year, Purdue’s College of Education strives to continually improve its programs and relies on the rankings to help promote and serve as a recruiting tool for prospective students seeking a quality online educational experience.

U.S. News and World Report rankings of the 2024 Best Graduate Schools – Education programs https://www.usnews.com/best-graduate-schools/top-education-schools/purdue-university-main-campus-06068   

Source: Wayne E. Wright, [email protected]

Students Navigate Success at the 2024 Asia Pacific Career Conference

This year's Asia Pacific Career Conference (APCC), themed "Navigating Success: Empowering Students in their Educational Voyages," embodied the mission of the event to equip students with the tools and resources necessary for their professional journeys beyond Brigham Young University–Hawaii.

Every year, the conference aims to foster students' professional development and provide invaluable exposure to international organizations through workshops, networking opportunities, and interactive sessions. Additionally, the conference seeks to broaden the university's reach and enhance graduates' access to sustainable and diverse employment opportunities by facilitating connections between students and global employers.

Kicking off the event as the keynote speaker, Dan Te Whenua Walker, related his upbringing, culture, and work experience in Aotearoa, New Zealand, to his presentation.

As co-chair of indigenous at Microsoft, Walker works to empower indigenous communities globally, bridging the gap between traditional wisdom and contemporary technology for sustainable intergenerational change.

During his address, Walker introduced the principle of "Culturising Commerce" and the power of indigenous inclusion in global innovation. Drawing from over 15 years of dedicated service to his iwi tribe Ngāti Ruanui and guided by the wisdom imparted by his whanau, elders, and tribal teachers, Walker has emerged as a staunch advocate for the universal relevance of indigenous knowledge. His deep-rooted belief in the accessibility and importance of indigenous wisdom is reflected in his academic pursuits, including a master's degree focused on tikanga Māori ki te ao matihiko, which explores Māori values as a framework for digital leadership.

Walker's focus on indigenous peoples and push for more cultural representation in industries and companies that tend to dominate commerce set the stage for the conference. His address gave students the confidence and vision to see themselves and their cultural beliefs strive for and excel in any professional space.

Each year, companies representing various industries gather on campus to meet with BYUH students. They aim to connect with and hear how these students' unique experiences and skills can benefit their businesses. Since 2018, with the first Asia Pacific Career Conference, over 800 jobs and internship opportunities have been created via the conference across Oceania, Asia, and the United States. Each year, that number grows, and students are blessed through the growth and exposure these guests help facilitate.

Vaine Tameifuna, a senior majoring in social work, shared her takeaways from the conference, saying she attended the career fair to build her networking skills and social circle. Once inside, the Australian native shared, "I felt proud to see more companies and government entities from the islands represented at APCC." Not only did the event help her build more confidence and hope for future career options, but she was even offered an internship in Tonga at Liahona High School.

Students were given time and opportunities to make meaningful connections and practice essential networking skills throughout the conference. But even more student involvement took place behind the scenes.

On the first day, student employees at the Polynesian Cultural Center were given the chance to demonstrate the world-class skills they put to use each day working at Hawaii's number one paid tourist attraction. APCC guests got close and personal with the day-to-day events that transpire at work while student employees demonstrated they were there to help fund their education and develop themselves professionally.

Additionally, student employees within the Career Services department also played a crucial role in the success of the three-day conference. Taking on significant roles in the conference's planning, logistics, marketing, and outcome is a challenging feat while balancing school and other responsibilities. Yet, each year, the Career Services team and hosting Ho'okele department make it a memorable experience for all involved.

Mark Drasbek, a senior from Washington D.C. majoring in business, commented how his employment in Career Services has developed more profound gratitude for the university and its committed staff. Drasbek shares, "I've come to better appreciate the university for investing time and resources into attracting potential employers to campus. It shows how dedicated the staff and faculty at this institution are and that they genuinely care about our well-being and post-graduate success. I'm really happy to be a part of this team."

At the week's conclusion, visiting guests have begun returning home, yet students continue to think about the potential of their futures. The Asia Pacific Career Conference has been an excellent opportunity for career aspirations to grow and take tangible steps toward becoming a reality.

April 9, 2024

MSU graduate programs ranked No. 1 for decades by U.S. News & World Report

In its 2024 Best Graduate Schools rankings, U.S. News & World Report recognized six of Michigan State University’s graduate programs as first in the nation, including two programs recognized as No. 1 for three decades.

“Leading global research universities like MSU are all about strong academic disciplines and professional programs. Continuously earning high marks from our peers through the U.S. News & World Report rankings confirms the high quality of our work,” said MSU President Kevin M. Guskiewicz. “Spartan graduate students are tomorrow’s knowledge leaders and world-changers.”

With the release of the report, the College of Education — which is ranked No. 21 in the nation overall — broke two of its own records. Five programs are now ranked No. 1 and all of the ranked programs appear in the top 10. This marked the 30th consecutive year the college has been ranked No. 1 for elementary and secondary education.

“The continued prevalence of Michigan State University throughout the education rankings illustrates our long-standing commitment to teaching, learning, research and outreach. We are proud of this continued recognition, which celebrates the work of faculty, students, alumni and staff,” said Jerlando F.L. Jackson, dean of the MSU College of Education. “For generations, MSU has been a leader in the field of education. We are energized to continue the momentum for generations to come.”

The rankings of the College of Education graduate programs are:

• No. 1 — Curriculum and instruction
• No. 1 — Elementary education
• No. 1 — Secondary education
• No. 1 — Educational administration
• No. 1 — Higher education administration
• No. 4 — Educational psychology
• No. 6 — Education policy
• No. 9 — Special education

MSU also continued its excellence in supply chain management. U.S. News & World Report ranked the supply chain and logistics graduate program No. 1 for the eighth straight year with the undergraduate program ranked No. 1 for more than a decade. The operations and sourcing management program, also in the Department of Supply Chain Management, is ranked No. 9 in production/operations.

“As a Broad College community, we are incredibly proud to be ranked No. 1 in supply chain/logistics for eight consecutive years at the graduate level. This lasting recognition not only demonstrates MSU’s role as thought leaders in the supply chain field, but also how our faculty, staff, students and alumni continue to inspire the future of business,” said Judith Whipple, interim dean of the Broad College of Business .

U.S. News & World Report does not rank every program annually. The graduate programs not appearing in the 2024-25 report that maintain their top 20 positions are:

• No. 2 — Nuclear physics
• No. 2 — Rehabilitation counseling
• No. 2 — Industrial and organizational psychology
• No. 3 — African history
• No. 9 — Criminal justice/criminology
• No. 15 — Veterinary medicine
• No. 16 — Econometrics
• No. 17 — African American history

U.S. News & World Report bases individual disciplinary program rankings on expert opinion about program excellence.

Learn more about graduate education at MSU .

By: Melody Kindraka

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34th Annual International Society Conference

The 34th annual International Society conference will be held 8 April on BYU campus. This year's theme will be War, Diplomacy, and the Human Rights Dialogue: New Approaches for Latter-day Saint Professionals .

With war raging in regions around the globe, societal and governmental shifts can happen almost overnight. Are new methods of diplomacy emerging as countries increasingly gather to opposing sides?  

Amidst the upheaval of war, is the dialogue on human rights viable or silenced in an era of survival of the fittest?   How can Latter-day Saints navigate their professional pursuits in today’s climate while also preparing for the unexpected?   We will explore these topics from education, government, religious and business leaders.

Hear from speakers Camille N. Johnson , Relief Society General President of The Church of Jesus Christ of Latter-day Saints; Cole Durham , president of the G20 Interfaith Forum Association; and James Patton , president of the International Center for Religion and Diplomacy. Shane Reese , president of BYU, will provide the opening remarks. Panel discussions will feature academics and professionals from a variety of fields, including law, tech, and human rights.

See the full schedule here .

Conference attendance is free, but registration is required . A ticket must be purchased for the Award Luncheon ,   as space allows.

Interested in becoming a member of the International Society? Learn more here .