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Taught by lauded Harvard professor Michael Sandel, Justice explores critical analysis of classical and contemporary theories of justice, including discussion of present-day applications.

We the People: Civic Engagement in a Constitutional Democracy

Gain a foundational knowledge of American constitutional democracy and craft your own civic voice and identity.

Fat Chance: Probability from the Ground Up

Through highly visual lessons and guided practice, this course explores the quantitative reasoning behind probability and the cumulative nature of mathematics by tracing probability and statistics back to a foundation in the principles of counting.

Backyard Meteorology: The Science of Weather

This course will explore the science behind weather systems by teaching the observational skills needed to make a forecast without using instruments or computer models.

MicroBachelors® Program in University Chemistry

Taught by Harvard University Professor James Anderson, learners in this MicroBachelors program are given a robust understanding of chemistry, atomic structure, the principles of energy, thermodynamics, and electrochemistry.

Child Protection: Children's Rights in Theory and Practice

Learn how to protect children from violence, exploitation, and neglect through law, policy, and practice in a human rights framework.

Introduction to Family Engagement in Education

Learn about successful collaborations between families and educators and why they lead to improved outcomes for students and schools.

Leaders of Learning

Explore and understand your own theories of learning and leadership. Gain the tools to imagine and build the future of learning.

Early Childhood Development: Global Strategies for Interventions

Examine best practices in child and family policies, advocacy, financing, and pathways to scale.

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Elementary Education – B.A.

• Special Education and Elementary Education (Dual Licensure) – B.A.
• Special Education (Mild-to-Moderate) – B.A.

Mathematics Education (Middle Grades) – B.S.

• Mathematics Education (Secondary)– B.S.

Science Education (Middle Grades) – B.S.

Science Education (Secondary Chemistry) – B.S.

Science Education (Secondary Physics) – B.S.

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• View all Education Degrees

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• View all Education Master's Degrees

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Education Technology and Instructional Design – M.Ed.

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Teaching, Elementary Education – M.A.

Teaching, English Education (Secondary) – M.A.

Teaching, Mathematics Education (Middle Grades) – M.A.

Teaching, Mathematics Education (Secondary) – M.A.

Teaching, Science Education (Secondary) – M.A.

• Teaching, Special Education (K-12) – M.A.

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• Mathematics Education (K-6) – M.A.
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Mathematics Education (Secondary) – M.A.

• English Language Learning (PreK-12) – M.A.
• Endorsement Preparation Program, English Language Learning (PreK-12)

Science Education (Middle Grades) – M.A.

Science Education (Secondary Chemistry) – M.A.

Science Education (Secondary Physics) – M.A.

• Science Education (Secondary Biological Sciences) – M.A.
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WGU School of Education

Wgu teachers college, earn an education degree online, from home..

D'Lynn, M.S. Curriculum and Instruction grad

ONLINE TEACHING DEGREES

WGU's Teachers College Can Help You Prepare For Teacher Licensure In Any Of The 50 States

You have a calling—to help students get the most out of their education. Make sure you get the most out of yours. Earn a teaching degree for about half* what you’d pay at other online universities. Our student obsession means you get flexibility, affordability, quality, and personalized support.

Browse and compare our online teaching degree programs to find the best fit for your needs.

*WGU average annual bachelor’s tuition rates are 48% lower than the national average, compared to national rates reported by the  Integrated Postsecondary Education Data Systems in 2022 . WGU average rate does not include rates for WGU Bachelor of Science, Nursing Prelicensure program.

RECOGNIZED FOR EXCELLENCE

The Teachers College at Western Governors University is granted accreditation for its initial and advanced licensure programs  from CAEP, the Council for the Accreditation of Educator Preparation, 1140 19th St NW, Suite 400 Washington, DC 20036 (202) 223-0077. 

ACCREDITED AND RESPECTED

Initial licensure programs offered through the WGU Teachers College have been awarded full accreditation by the Association for Advancing Quality in Educator Preparation (AAQEP) through June 30, 2026.

WGU is a top conferrer of STEM degrees that is partnered with Beyond100K. WGU joins nonprofits, government agencies, companies, and foundations to combat challenges and prepare more teachers for STEM teaching positions nationwide.

Online Degree Options for Aspiring Teachers

An online teacher certification program for aspiring elementary teachers....

An online teacher certification program for aspiring elementary teachers.

Leads to teacher licensure. Specific grade levels will vary depending on teaching certification in your state.

• Time: 63% of grads earned this degree within 30 months.
• Tuition:  $3,825 per 6-month term.
• Courses: 40 total courses in this program.

Candidates for this program often include:

• Aspiring elementary school teachers who currently lack a teaching license
• Substitute teachers
• Career-changers
• School paraprofessionals
• Others who feel the call to teach

This elementary education degree program requires in-classroom observation and a term of full-time student teaching. This online teaching degree program helps you to be eligible for teaching certification in any of the 50 states.

An online teaching degree and teacher certification program for aspiring...

An online teaching degree and teacher certification program for aspiring middle school science teachers. Leads to teaching license in all states that have a middle-grades general science teaching license.

Specific grade levels you are qualified to teach will vary depending on teaching certification in your state.

• Time: 61% of grads earned this science teaching degree within 31 months.
• Tuition: $3,825 per 6-month term.

Candidates for this online science teaching degree often include:

• Aspiring junior high or middle school science teachers who currently lack a teaching license
• Career-changers with a passion for science

This science teaching degree program requires in-classroom observation and a term of full-time student teaching.

An online teaching degree and teacher certification program for aspiring middle or high school chemistry teachers.

Leads to teacher licensure. Specific grade levels will vary depending on licensure in your state.

• Time: 66% of grads earned this online chemistry degree within 32 months.
• Courses : 41 total courses in this program.

Candidates for this online chemistry degree program often include:

• Aspiring junior high or high school chemistry teachers who currently lack a teaching license
• Career-changers with a passion for chemistry

This chemistry teaching degree program requires in-classroom observation and a term of full-time student teaching. Earn a chemistry degree online and be eligible for a teaching certification.

Science Education (Secondary Earth Science) – B.S.

An online teaching degree and teacher certification program for aspiring middle or high school earth science teachers.

Leads to teacher licensure. Specific grade levels will vary depending on teaching license options in your state.

• Time: 62% of grads earned this middle school teaching and high school teaching degree within 29 months.
• Tuition: $3,825   per 6-month term.
• Courses: 39 total courses in this program.

Candidates for this science teaching degree program often include:

• Aspiring junior high or high school geoscience teachers who currently lack a teaching license
• Career-changers with a passion for earth science

This geosciences teaching degree program requires in-classroom observation and a term of full-time student teaching. This high school teaching degree program prepares you for teaching licensure in any of the 50 states.

Science Education (Secondary Biological Science) – B.S.

An online teaching degree and teacher certification program for aspiring middle or high school biology teachers.

• Time:  61% of students earned this online biology degree within 38 months.
• Tuition: $3,825 per 6-month term.
• Courses: 37 total courses in this program (38 for Washington residents).

Skills for your résumé included in this program:

• Ecology and Environmental Science
• Health Sciences
• Molecular and Cellular Biology
• Heredity and Genetics

This biology teaching degree program requires in-classroom observation and a term of full-time student teaching.

An online teaching degree and teacher certification program for aspiring middle or high school physics teachers.

• Time: 62% of students earn this online physics degree within 49 months.
• Courses : 39 total courses in this program (40 for Washington residents).
• Educational Psychology 
• Physics: Waves and Optics
• Space, Time and Motion
• Conceptual Physics
• Physics: Mechanics

This physics teaching degree program requires in-classroom observation and a term of full-time student teaching. Graduates of this online teaching degree program will be eligible for teaching certification.

Special Education (Mild to Moderate) – B.A.

An online teaching degree and teacher certification program for aspiring special education teachers. Leads to your teaching license in states that offer a single teaching license in K–12 special education.

• Time: 61% of students finish this program within 34 months.
• Courses : 39 total courses in this program.

 If your state requires—or if you're interested in—dual licensure in both elementary education and K–12 special education, consider the  B.A. Special Education (K–12) program .

• Lesson Planning
• Behavioral Support Strategies
• Educational Psychology & Development
• Classroom Management

This online degree program includes a preclinical experience with face-to-face observation hours and a Student Teaching component hosted by an experienced teacher and directed by a clinical supervisor.

Special Ed and Elementary Ed (Dual Licensure) – B.A.

An online teaching degree and teacher certification program for aspiring K–12 special education teachers. Leads to dual licensure—elementary education teaching license and special education teaching license.

• Time: 61% of grads earned this degree within 27 months.
• Courses: 46 total courses in this program.

(Specific grade levels will vary depending on licensure in your state.) If your state offers a single K–12 special education teaching license and you are interested in focusing on teaching students with mild to moderate exceptionalities, consider the  B.A. Special Education (Mild to Moderate)  online teaching degree. 

Candidates for this online teaching degree often include:

• Aspiring special ed teachers who currently lack a teaching license

This special education teaching online degree program requires in-classroom observation and a term of full-time student teaching. 

An online teacher certification program for aspiring middle school math...

An online teacher certification program for aspiring middle school math teachers. Leads to teaching license in states that have a middle-grades math teaching license.

Specific grade levels will vary depending on teaching licensure in your state.

• Time: 62% of grads earned this degree within 29 months.
• Tuition and fees: $3,825   per 6-month term.
• Aspiring junior high math teachers who currently lack a teaching license
• Career-changers with a passion for math

This science teaching degree program includes requires in-classroom observation and a term of full-time student teaching. This science teaching degree prepares you to be eligible for a teaching license in any of the 50 states.

Mathematics Education (Secondary) – B.S.

An online teaching degree and teacher certification program for aspiring middle school math teachers and high school math teachers.

• Time:  63% of grads earned this degree within 27 months.
• Courses : 44 total courses in this program.

Candidates for this math teaching degree program often include:

• Aspiring junior high and high school math teachers who currently lack a teaching license

This online math teaching degree program requires in-classroom observation and a term of full-time student teaching. This online math teaching degree program helps students become eligible for math teaching certification.

An online master's of arts in education degree and teacher certification...

An online master's of arts in education degree and teacher certification program for aspiring elementary school teachers who already have a bachelor's degree in a non-teaching field.

Leads to a teaching license. Specific grade levels will vary depending on teaching certification in your state.

• Time:  64% of students finish within 24 months.
• Tuition:  $3,975 per 6-month term.
• Courses : 24 total courses in this program (25 for Washington residents)

This online teacher's degree requires in-classroom observation and a term of full-time student teaching.

Teaching, Special Education (K–12) – M.A.

An online master's degree for current or aspiring teachers looking to...

An online master's degree for current or aspiring teachers looking to further their careers with a focus on K–12 special education.

• Time:  64% of students finish similar programs in 22 months.
• Courses: 26 total courses in this program.

This program is ideal for students who already have a bachelor's degree in a non-teaching field and are looking to earn their initial teaching license.

• Professional, Ethical and Legal Guidelines in Special Education
• Management Strategies for Academic and Social Behavior
• Assessment and Evaluation
• Methods of Instruction and Intervention
• Curriculum, Instruction, and Assessment

Find a rewarding career teaching students with diverse challenges and special learning abilities with this teaching master's degree.

An online teaching master's degree and teacher certification program for...

An online teaching master's degree and teacher certification program for aspiring middle school math teachers who already have a bachelor's degree in a non-teaching field.

• Time: 66% of graduates finish this middle school math teaching degree within 24 months.
• Tuition: $3,975 per 6-month term.
• Courses: 22 total courses in this program.

Candidates for this master's in math education degree often include:

• Aspiring junior high math teachers who currently hold a bachelor's degree but lack a teaching license

This M.A. Teaching program in middle grades math education requires in-classroom observation and a term of full-time student teaching. It differs from the M.A. Teaching, Mathematics Education (Secondary) program in that it does not require courses in upper levels of calculus, including advanced calculus and mathematical modeling. The curriculum of this online math degree is designed to prepare middle school math teachers for success.

An online teaching master's degree and teacher certification program for aspiring middle school or high school math teachers who already have a bachelor's degree in a non-teaching field.

Leads to teacher licensure. Specific grade levels will vary depending on the teaching certification in your state.

• Time: 71% of graduates finish this high school math teaching degree within 24 months.
• Courses: 23 total courses in this program.

Candidates for this high school math education program often include:

• Aspiring junior high and high school math teachers who currently hold a bachelor's degree but lack a teaching license

This online teaching degree in secondary math education requires in-classroom observation and a term of full-time student teaching. This program differs from the M.A. Teaching, Mathematics Education (Middle Grades) program in that it includes courses in upper levels of calculus, including advanced calculus and mathematical modeling. Graduates from this secondary math degree program will be eligible for a teaching license in any of the 50 states.

An online teaching master's degree and teacher certification program for aspiring middle or high school English teachers who already have a bachelor's degree in a non-teaching field.

• Time: 88% of graduates finish this online English degree program within 24 months.
• Courses: 19 total courses in this program.

Candidates for this high school English teaching program often include:

• Aspiring junior high and high school English teachers who currently hold a bachelor's degree but lack a teaching license
• Career-changers with a passion for English

This online English degree prepares students for teaching certification in any of the 50 states.

An online master's teaching degree and teacher certification program for...

An online master's teaching degree and teacher certification program for aspiring middle or high school science teachers who already have a bachelor's degree in a non-teaching field.

• Time:  70% of graduates finish this secondary science teaching degree within 24 months.
• Courses: 20 total courses in this program.

Candidates for this high school teaching degree program often include:

• Aspiring junior high and high school science teachers who currently hold a bachelor's degree but lack a teaching license

This program requires in-classroom observation and a term of full-time student teaching. You'll be prepared to teach in middle school or high school settings, based on teaching certification in your state.

Online Degree Options for Current Teachers

An online master's degree for current teachers looking to move into a...

An online master's degree for current teachers looking to move into a school or district leadership position, like principal, vice principal, or administrator.

• Time:  61% of grads earned this degree within 21 months.
• Courses: 13 total courses in this program.

This program is for licensed teachers who are ready to take the next step in their education career.

Graduates of this program are prepared for careers in a variety of places, including:

• Elementary schools
• Middle schools
• Junior high schools
• High schools
• Private and charter schools
• District-level positions

Put your leadership skills to good use—in the service of America's children—with this education master's degree. 

States that do not accept this program: Alabama, Connecticut, Georgia, Hawaii, Iowa, Kansas, and Minnesota.

An online master's degree for current teachers who want to specialize in...

An online master's degree for current teachers who want to specialize in teaching science to middle school students.

Available in all states that offer a middle-grades general science endorsement.

• Time: 66% of grads earned this degree within 18 months.
• Courses: 14 total courses in this program.

This program is for currently licensed teacher who want to add middle-grades science to their license.

Graduates of this program are qualified to teach in a variety of schools including:

• Inclusionary K–12 classrooms
• Middle/junior high schools

Propel your career as a middle school or junior high science teacher with this M.A. degree.

An online master's degree for current teachers who want to specialize in teaching chemistry to middle or high school students.

• Time:  91% of grads earned this degree within 24 months.
• Tuition:  $3,975 per 6-month term.

Graduates of this program are qualified to teach in a variety of schools including: 

Propel your career as a junior high or high school chemistry teacher with this education master's degree.

Science Education (Secondary Earth Science) – M.A.

An online master's degree for current teachers who want to specialize in teaching earth science to middle or high school students.

• Tuition: $3,975  per 6-month term.
• Courses : 12 total courses in this program.

This program is designed for already-licensed teachers who want to add secondary earth science to their license.

Be prepared to teach in a variety of schools including:

Propel your career as a junior high or high school geoscience teacher with this education master's degree.

Science Education (Secondary Biological Science) – M.A.

An online master's degree for current teachers who want to specialize in teaching biology to middle or high school students.

• Time:   88% of grads earned this degree within 24 months.
• Tuition:  $3,975   per 6-month term.

This program is designed for already-licensed teachers who want to add secondary biology to their license.

Graduates of this program will be prepared to teach in a variety of schools, including:

Propel your career as a junior high or high school biology teacher with this education master's degree.

An online master's degree for current teachers who want to specialize in teaching physics to middle or high school students.

• Time:  88% of grads earned this degree within 24 months.
• Courses : 13 total courses in this program.

This program is designed for already-licensed teachers who wish to add secondary physics to their licensure.

This program prepares teachers to work in a variety of schools, including:

Propel your career as a junior high or high school physics teacher with this education master's degree.

Mathematics Education (Middle Grades) – M.A.

An online master's degree for current teachers who want to specialize in teaching math to middle school students. Available in states that offer a middle-grades math teaching endorsement.

• Time: 86% of grads earned this degree within 24 months.
• Tuition: $3,975 per 6-month term.

This program is designed for current teachers who are looking to add middle grade math to their license.

Coursework in this program includes:

• College algebra
• Finite mathematics
• Trigonometry and pre-calculus
• Mathematics learning and teaching
• College geometry
• Probability and statistics 
• Algebra for secondary mathematics teaching

Focus your teaching passion on instilling in junior high students a love of math with this education master's degree.

Mathematics Education (K–6) – M.A.

An online master's degree for current teachers who want to specialize in teaching math to elementary school students.

• Time: 82% of grads earned this degree within 18 months.
• Tuition: $3,975   per 6-month term.
• Courses: 10 total courses in this program.

This program is for current teachers who are looking to add K-6 math education to their license.

Focus your teaching passion on instilling in elementary-age students a love of math with this education master's degree.

An online master's degree for current teachers who want to specialize in teaching math to middle and high school students.

• Courses: 18 total courses in this program.

This program is designd for current teachers who are looking to add secondary math to their license.

• Probability and statistics
• Mathematics history and technology
• Mathematical modeling and applications

Focus your teaching passion on instilling in junior high or high school students a love of math with this education master's degree.

English Language Learning (PreK–12) – M.A.

An online master's degree for current teachers whose next career goal...

An online master's degree for current teachers whose next career goal includes a focus on teaching in ELL or ESL settings.

• Time: 62% of grads earned this degree within 17 months.
• Courses: 11 total courses in this program.

This program is for current teachers who are looking to add ELL or ESL to their license.

Graduates of program are prepared to teach in a variety of schools including:

Grow your teaching career on a commitment to ensuring language barriers don't become a barrier to learning with this education master's degree.

English Language Learning (PreK–12) Endorsement Prep

An online program for currently licensed elementary and secondary school...

An online program for currently licensed elementary and secondary school teachers who desire to be licensed to teach in ELL or ESL settings.

Become highly qualified in ELL or ESL, increase your career opportunities, earn re-licensure points, and possibly become eligible for lane changes leading to increased salary.

• Time: 62% of students finish within 13 months.
• Courses: 8 total courses in this program.

This program is for current teachers who are looking to earn an ELL/ESL endorsement.

• Assessment Theory and Practice
• Language Production, Theory and Acquisition
• Instruction Planning and Implementation
• Theories of Second Language Acquisition

Advance your teaching career and help ensure language barriers don't become a barrier to learning.

Other Online Education Degree Options

These online, non-licensure educational studies degrees prepare you to...

These online, non-licensure educational studies degrees prepare you to make a difference in a field that interests you.

Based on your career goals and interests, you can choose an educational studies program in one of 10 content areas that meets your needs while working toward employment in school settings, corporate training, or instructional design. These programs do not lead to a teaching license.

• Time:  Completion time varies depending on the specialty track you choose.
• This bachelor's degree allows students to learn about education but does not include student teaching and it does not lead to a teaching license.

Focus areas of this educational studies degree program include:

• Elementary Education
• Elementary and Special Education
• Mild to Moderate Special Education
• Secondary Biology Science Education
• Secondary Chemistry Science Education
• Secondary Earth Science Education
• Secondary Physics Education
• Middle Grades Science Education
• Secondary Mathematics Education
• Middle Grade Mathematics Education

The M.Ed. in Education Technology and Instructional Design from WGU is for...

The M.Ed. in Education Technology and Instructional Design from WGU is for instructional designers tasked with creating engaging and immersive virtual learning experiences that can substitute for on-ground instruction.

No teaching license required.

• Time: (((percentcomplete.medetid))) of students finish this program in (((months.medetid))) months.
• Tuition:  $3,975 per 6-month term
• Courses:  12 total courses in this program.

This program includes two tracks for students to choose from:

• The K-12 pathway
• The Adult Learner pathway
• Learning Experience Design
• Assessment and Learning Analytics
• Learning Technology
• Research Methodology

Develop training and instruction expertise to help you in the classroom, in educational settings, or in corporate world.

An online master's degree for those who have educational experience and...

An online master's degree for those who have educational experience and are looking to further their careers with a graduate program focused on curriculum development and design.

• Time: 62% of students earn this degree within 12 months.
• Differentiated Instruction
• Curriculum and Instruction Design
• Educational Research

Help schools create engaging, meaningful, and memorable learning experiences to improve learning outcomes for all students with this M.S. degree.

Education Programs

Here at WGU, we offer bachelor's and master's degrees that lead to a teaching license, master's degrees for current teachers to add to their licensure, and other master's degree programs focused on educational development. Whatever your career goals are, there is a program at WGU that can help you reach them. Learn more about which type of education degree program is the best fit for you.

View Bachelor's Degrees

Programs leading to a bachelor's degree and preparation for an initial teaching license.

View MAT Degrees

Master's degree programs for those who already hold a bachelor's degree, but are interested in an initial teaching license.

View Master's Degrees With Licensure

Master's degree programs for current teachers who want to add to their teaching license.

View M.S. Ed Degrees

Master of Science in Education programs for current teachers or other professionals looking to further their career.  

Find the Right Teaching Career for You

Teachers are role models who truly make a difference to their young students. But teaching is much more than helping kids learn to read and do math. Teachers change lives, and it takes a special kind of person to be an outstanding teacher.

Become a Teacher

Find Your Career Fit

WGU vs. Traditional Universities Compare the Difference

Traditional Universities

AVG. yearly tuition For BACHELOR’S DEGREES

AVG. yearly tuition For MASTER’S DEGREES

TUITION STRUCTURE

Per credit hour

Flat rate per 6-month term

A counselor you have to schedule time with

An individual Program Mentor who knows your goals and schedule

Scheduled time

Whenever you feel ready

Professor led lectures at a certain time and place

Courses available anytime, from anywhere

* Average yearly bachelor's degree tuition according to the Integrated Postsecondary Education Data System (2022). ** Average yearly master's tuition according to data from the Integrated Postsecondary Education Data System (2022).

See a Breakdown of Course Costs

Education scholarships.

WGU Become a Teacher Scholarship

For aspiring teachers, this scholarship can be applied toward any of WGU’s Teachers College degree programs leading to teacher licensure.

WGU Loves Teachers  Scholarship

For prospective teachers who want to earn their teacher certification and current educators ready to advance their careers.

WGU's K–12 Partner  Scholarship

For the men and women who work in America’s K–12 schools and districts who desire to earn a WGU bachelor's or master's degree.

Start Your College Journey at WGU

WGU has built a special, accelerated path for students ages 14-18 with a high school diploma or equivalent, and their families. Now enrolling for this exclusive opportunity.

Thought Leadership: Cutting-Edge Conversations on Education

Learn about trends in the education profession from the largest school of education in the country from the WGU Learning Community.

More Resources for Education Students

What Benefits Do Teachers Get?

Learn about the perks and benefits associated with being a teacher, and how they affect one's bottom line.

Meet More WGU Education Alumni 

Learn more about the experiences of distinguished WGU graduates.

What is EdTech? And What Are the Benefits?

Learn more about the risks and rewards of using EdTech in the classroom and how advancements enhance education.

What School of Education Alumni Are Saying

People love their WGU experience. See why it means so much to them, and what makes us different.

"The quality of education is fantastic and yet attainable even on my own. I usually do not learn well in an online setting, but this program made it easy because it was well laid out and the instructors always answered questions in a timely and effective manner. "

— Jayme Benabides, M.Ed. Learning and Technology grad

"Not only did WGU provide the opportunity for me to earn the education I never finished, their competency program provided quality knowledge which opened doors which had been locked. I am forever grateful."

— Rodney Clause, M.A. Math Ed. grad, M.S. Ed. Leadership grad, M.Ed. Learning & Technology grad

"Others may think academia is not for them, but earning a college degree is vastly more than solely a person’s intellectual capacity. Earning my degree from WGU demonstrates effort, resilience, and pride. That is what earning my degree from WGU means to me."

— Antonio Romayor, Jr., M.Ed. Learning & Technology grad

Turn Your Passion Into an Education Career

As a nonprofit organization, WGU provides a convenient, cost-effective path to your bachelor's or master's degree in education.

Progress through courses as soon as you can prove you’ve mastered the material, rather than advancing only when the semester or term ends. 

WGU is about real-world results—providing an impressive return on the investment. A WGU degree tells employers that you will be an asset to the team. 

School of Education FAQs

Can you get a teaching degree online.

Yes. It is possible to get a teaching degree online. Many universities offer accredited online programs where students can earn a bachelor's or master's degree in teaching. Often, students are also required to complete observation hours and demonstrate teaching experience at a local school. At universities like WGU, students are worked with individually and paired with a suitable school for this commitment.

How much does an online teaching degree cost?

Online bachelor's degrees cost on average $38,000 to more than $60,000 in total cost. Some online universities allow students to finish quickly while paying less. At WGU, for example, students are charged per six-month term instead of per credit. This means they often can finish their degrees in somewhere between 6 and 24 months. Tuition per six-month term is $3,825 with cost varying depending on how many terms a student takes to finish their degree.

How long does it take to get a teaching degree online?

Through most online programs, it takes roughly two to four years to earn a teaching degree. Many programs require a final project, thesis, and teaching experience as part of a capstone course before a degree is granted. Some universities, like WGU, allow students to complete a degree in 36 months on average through term-based tuition and a competency-based model.

How do I get an online teaching degree?

A bachelor's degree is the minimum education required to become a licensed teacher in every state. These teaching degrees require approximately 120 credits and take about four years to complete. However, an online degree may allow you to accelerate your program and graduate faster. Graduates can go on to teach in early childhood programs, public schools, and private schools.

What can I do with a teaching degree?

Teaching degrees open many career pathways. Most online teaching degrees are designed to lead to licensure, or add an endorsement to an existing license, so the most direct career pathway is working as a classroom teacher. Professional offerings include preparation for positions as a school administrator, curriculum specialist/designer, instructional designer, and technology specialist.

Further positions within the education world that may be open to those with a degree in teaching include: guidance counselor, instructional coach, positions within the Department of Education, school administrator, educational consultant, college or university academic advisor, school librarian, school technology specialist, private tutor, museum educator, after-school program coordinator, or positions within educational tools companies – i.e. textbook companies and companies that develop educational resources.

What can I do with an education degree?

In addition to becoming a teacher, an education degree could put you on a path to these careers. Keep in mind that they may also require additional training:

• Education consultant
• Juvenile corrections worker
• School psychologist
• Guidance counselor
• Career counselor
• Child life specialist
• Recruiter or admission counselor
• Family counselor

What are the types of education degrees?

There are many different types of degrees and certifications you can get in education. At the most basic level, they include the following:

• Certificate in Teaching and Education
• Associate Degree in Teaching and Education
• Bachelor Degree in Teaching and Education
• Master of Arts in Teaching (MAT)—These degree programs typically lead to initial licensure
• Master of Science in Education (M.Ed)—These degree programs typically are for advanced education positions, not teaching
• Doctoral Degree in Teaching and Education

You can get subject-specific teaching degrees in several different areas—for instance in science education, math education, or special education.

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Master of Business Administration

• Complete in 17 – 23 months
• 100 % Online
• Optional International or Domestic Residency

Info Sessions

Financial aid, military assistance, contact information, request information.

Offered through the Terry College of Business , the University of Georgia Online MBA was designed to meet the needs of your life and career, providing the same MBA degree as our other MBA Formats including the Full Time MBA (Athens), Executive MBA (Hybrid-Atlanta), and Professional MBA (Hybrid-Atlanta). As students continue to work full-time, they can view their Online MBA course content in 10- to 15- minute increments while hitting course milestones throughout each module. While the program is 100% online, students will network with their fellow classmates by working in teams to complete course assignments and objectives and connect with their professors during pre-scheduled live office hours. The Online MBA can be completed part-time in 17, 20, or 23 months.

During the first 5 modules of the program, students will take 2 courses at a time following a lock-step schedule. The Online MBA program requires 10-20 hours of commitment per week, and the asynchronous class structure offers the convenience and flexibility for you to pursue a world-respected MBA degree wherever you are.

Leadership Focus

The Online MBA degree prepares you to lead with course offerings that deepen your understanding of business fundamentals, strategy, and leadership through a focus on theory and practice. Online MBA students experience an immediate impact in their work by applying what they learn to what they do.

Optional Certificates

Students can tailor their education to their interests by pairing their MBA degree with added certificates. Online MBA students can pursue optional certificates in Leading Change , Workforce Diversity , or a Lean Six Sigma Green Belt . Students can also pursue optional concentrations in Finance/Accounting, Leadership/Human Resource Management, Innovation/Entrepreneurship, or Operations Management.

Valuable Connections

With an influential global alumni network of more than 75,000, the Terry College of Business can help you build meaningful connections that last throughout your career. Graduating from the Online MBA program places you alongside established business professionals across the globe.

Accreditations

The University of Georgia is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) to award baccalaureate, master’s, specialist, and doctoral degrees. The University of Georgia also may offer credentials such as certificates and diplomas at approved degree levels. Questions about the accreditation of the University of Georgia may be directed in writing to the Southern Association of Colleges and Schools Commission on Colleges at 1866 Southern Lane, Decatur, GA 30033-4097, by calling (404) 679-4500, or by using information available on SACSCOC’s website ( www.sacscoc.org ).

The Terry College of Business is accredited by the Association for the Advancement of Collegiate Schools of Business ( AACSB International ). Less than 5% of the world’s 13,000 business programs have earned AACSB accreditation.

The Online MBA Program has  four application deadlines  for the Fall 2024 cohort:  

Online MBA Application Checklist • Submit the application — $100 nonrefundable application fee (paid online at the time of application submission) unless waived.

• Two years of professional work experience (post bachelor’s degree) by the time classes begin in September.

• A résumé highlighting your career growth.

• Two professional recommendations (delivered online). Requests for recommendations are made from and submitted back to your online application.

• A personal statement.

• Transcripts from institution(s) where you earned your degree(s).

• TOEFL or IELTS scores (if you do not hold a U.S. degree) unless waived.

We do not require standardized test scores — we believe your previous academic achievements and professional accomplishments are the strongest indicators of your ability to be successful in the Online MBA degree program. At the discretion of the admissions committee, you may be advised to take the GMAT or GRE to strengthen your application or to better assess your academic readiness for the program.

Register for an upcoming event to learn more about the Terry College of Business and the Online MBA program. Connect with the MBA Admissions Team to ask questions about admissions, applications, program information, and more.

Tuition & Fees

The Online MBA tuition is $53,700 regardless of your state of residency. Your investment includes:

• University of Georgia tuition and mandatory student fees

• Access to ELC, the Online MBA online learning platform

• Virtually delivered professional development and onboarding workshops

• Lifelong career services customized for OMBAs

• Virtual networking events and optional in-person networking events based out of Atlanta

• Your diploma will look the same as diplomas awarded to our in-person MBA graduates

Visit the  Office of Student Financial Aid  for information about financial assistance.

Information and the applications for Veterans Educational Benefits are available through the VA at https://www.va.gov/education/ . Candidates using military education benefits at UGA will work with UGA’s Office of the Registrar and the VA Certifying Official to use their military education benefits.

The Online MBA is structured into eight learning modules lasting 12 weeks each. In modules 1-5, you take two required core courses per module. In modules 6-8, you choose six electives to complete your degree. Students can also participate in optional in-person international or domestic residencies to gain regional or global professional work experience. Online MBA concentrations allow students to delve deep into subjects that match their career interests and are available in four areas: Finance/Accounting, Innovation/Entrepreneurship, Leadership/Human Resource Management, and Operations Management. Electives traditionally occur during modules 6-8. Concentrations are not required, and students who do not pursue a concentration will pick and choose the electives that align with their areas of

interest. The electives and concentrations offered in the Online MBA program will vary and are subject to change.

View current OMBA Faculty

Contact us using the request for information form, email [email protected] , or call 404-841-8105 .

Request information

Universities Have a Computer-Science Problem

The case for teaching coders to speak French

Listen to this article

Produced by ElevenLabs and News Over Audio (NOA) using AI narration.

Updated at 5:37 p.m. ET on March 22, 2024

Last year, 18 percent of Stanford University seniors graduated with a degree in computer science, more than double the proportion of just a decade earlier. Over the same period at MIT, that rate went up from 23 percent to 42 percent . These increases are common everywhere: The average number of undergraduate CS majors at universities in the U.S. and Canada tripled in the decade after 2005, and it keeps growing . Students’ interest in CS is intellectual—culture moves through computation these days—but it is also professional. Young people hope to access the wealth, power, and influence of the technology sector.

That ambition has created both enormous administrative strain and a competition for prestige. At Washington University in St. Louis, where I serve on the faculty of the Computer Science & Engineering department, each semester brings another set of waitlists for enrollment in CS classes. On many campuses, students may choose to study computer science at any of several different academic outposts, strewn throughout various departments. At MIT, for example, they might get a degree in “Urban Studies and Planning With Computer Science” from the School of Architecture, or one in “Mathematics With Computer Science” from the School of Science, or they might choose from among four CS-related fields within the School of Engineering. This seepage of computing throughout the university has helped address students’ booming interest, but it also serves to bolster their demand.

Another approach has gained in popularity. Universities are consolidating the formal study of CS into a new administrative structure: the college of computing. MIT opened one in 2019. Cornell set one up in 2020. And just last year, UC Berkeley announced that its own would be that university’s first new college in more than half a century. The importance of this trend—its significance for the practice of education, and also of technology—must not be overlooked. Universities are conservative institutions, steeped in tradition. When they elevate computing to the status of a college, with departments and a budget, they are declaring it a higher-order domain of knowledge and practice, akin to law or engineering. That decision will inform a fundamental question: whether computing ought to be seen as a superfield that lords over all others, or just a servant of other domains, subordinated to their interests and control. This is, by no happenstance, also the basic question about computing in our society writ large.

When I was an undergraduate at the University of Southern California in the 1990s, students interested in computer science could choose between two different majors: one offered by the College of Letters, Arts and Sciences, and one from the School of Engineering. The two degrees were similar, but many students picked the latter because it didn’t require three semesters’ worth of study of a (human) language, such as French. I chose the former, because I like French.

An American university is organized like this, into divisions that are sometimes called colleges , and sometimes schools . These typically enjoy a good deal of independence to define their courses of study and requirements as well as research practices for their constituent disciplines. Included in this purview: whether a CS student really needs to learn French.

The positioning of computer science at USC was not uncommon at the time. The first academic departments of CS had arisen in the early 1960s, and they typically evolved in one of two ways: as an offshoot of electrical engineering (where transistors got their start), housed in a college of engineering; or as an offshoot of mathematics (where formal logic lived), housed in a college of the arts and sciences. At some universities, including USC, CS found its way into both places at once.

The contexts in which CS matured had an impact on its nature, values, and aspirations. Engineering schools are traditionally the venue for a family of professional disciplines, regulated with licensure requirements for practice. Civil engineers, mechanical engineers, nuclear engineers, and others are tasked to build infrastructure that humankind relies on, and they are expected to solve problems. The liberal-arts field of mathematics, by contrast, is concerned with theory and abstraction. The relationship between the theoretical computer scientists in mathematics and the applied ones in engineers is a little like the relationship between biologists and doctors, or physicists and bridge builders. Keeping applied and pure versions of a discipline separate allows each to focus on its expertise, but limits the degree to which one can learn from the other.

Read: Programmers, stop calling yourself engineers

By the time I arrived at USC, some universities had already started down a different path. In 1988, Carnegie Mellon University created what it says was one of the first dedicated schools of computer science. Georgia Institute of Technology followed two years later. “Computing was going to be a big deal,” says Charles Isbell, a former dean of Georgia Tech’s college of computing and now the provost at the University of Wisconsin-Madison. Emancipating the field from its prior home within the college of engineering gave it room to grow, he told me. Within a decade, Georgia Tech had used this structure to establish new research and teaching efforts in computer graphics, human-computer interaction, and robotics. (I spent 17 years on the faculty there, working for Isbell and his predecessors, and teaching computational media.)

Kavita Bala, Cornell University’s dean of computing, told me that the autonomy and scale of a college allows her to avoid jockeying for influence and resources. MIT’s computing dean, Daniel Huttenlocher, says that the speed at which computing evolves justifies the new structure.

But the computing industry isn’t just fast-moving. It’s also reckless. Technology tycoons say they need space for growth, and warn that too much oversight will stifle innovation. Yet we might all be better off, in certain ways, if their ambitions were held back even just a little. Instead of operating with a deep understanding or respect for law, policy, justice, health, or cohesion, tech firms tend to do whatever they want . Facebook sought growth at all costs, even if its take on connecting people tore society apart . If colleges of computing serve to isolate young, future tech professionals from any classrooms where they might imbibe another school’s culture and values—engineering’s studied prudence, for example, or the humanities’ focus on deliberation—this tendency might only worsen.

Read: The moral failure of computer scientists

When I raised this concern with Isbell, he said that the same reasoning could apply to any influential discipline, including medicine and business. He’s probably right, but that’s cold comfort. The mere fact that universities allow some other powerful fiefdoms to exist doesn’t make computing’s centralization less concerning. Isbell admitted that setting up colleges of computing “absolutely runs the risk” of empowering a generation of professionals who may already be disengaged from consequences to train the next one in their image. Inside a computing college, there may be fewer critics around who can slow down bad ideas. Disengagement might redouble. But he said that dedicated colleges could also have the opposite effect. A traditional CS department in a school of engineering would be populated entirely by computer scientists, while the faculty for a college of computing like the one he led at Georgia Tech might also house lawyers, ethnographers, psychologists, and even philosophers like me. Huttenlocher repeatedly emphasized that the role of the computing college is to foster collaboration between CS and other disciplines across the university. Bala told me that her college was established not to teach CS on its own but to incorporate policy, law, sociology, and other fields into its practice. “I think there are no downsides,” she said.

Mark Guzdial is a former faculty member in Georgia Tech’s computing college, and he now teaches computer science in the University of Michigan’s College of Engineering. At Michigan, CS wasn’t always housed in engineering—Guzdial says it started out inside the philosophy department, as part of the College of Literature, Science and the Arts. Now that college “wants it back,” as one administrator told Guzdial. Having been asked to start a program that teaches computing to liberal-arts students, Guzdial has a new perspective on these administrative structures. He learned that Michigan’s Computer Science and Engineering program and its faculty are “despised” by their counterparts in the humanities and social sciences. “They’re seen as arrogant, narrowly focused on machines rather than people, and unwilling to meet other programs’ needs,” he told me. “I had faculty refuse to talk to me because I was from CSE.”

In other words, there may be downsides just to placing CS within an engineering school, let alone making it an independent college. Left entirely to themselves, computer scientists can forget that computers are supposed to be tools that help people. Georgia Tech’s College of Computing worked “because the culture was always outward-looking. We sought to use computing to solve others’ problems,” Guzdial said. But that may have been a momentary success. Now, at Michigan, he is trying to rebuild computing education from scratch, for students in fields such as French and sociology. He wants them to understand it as a means of self-expression or achieving justice—and not just a way of making software, or money.

Early in my undergraduate career, I decided to abandon CS as a major. Even as an undergraduate, I already had a side job in what would become the internet industry, and computer science, as an academic field, felt theoretical and unnecessary. Reasoning that I could easily get a job as a computer professional no matter what it said on my degree, I decided to study other things while I had the chance.

I have a strong memory of processing the paperwork to drop my computer-science major in college, in favor of philosophy. I walked down a quiet, blue-tiled hallway of the engineering building. All the faculty doors were closed, although the click-click of mechanical keyboards could be heard behind many of them. I knocked on my adviser’s door; she opened it, silently signed my paperwork without inviting me in, and closed the door again. The keyboard tapping resumed.

The whole experience was a product of its time, when computer science was a field composed of oddball characters, working by themselves, and largely disconnected from what was happening in the world at large. Almost 30 years later, their projects have turned into the infrastructure of our daily lives. Want to find a job? That’s LinkedIn. Keep in touch? Gmail, or Instagram. Get news? A website like this one, we hope, but perhaps TikTok. My university uses a software service sold by a tech company to run its courses. Some things have been made easier with computing. Others have been changed to serve another end, like scaling up an online business.

Read: So much for ‘learn to code’

The struggle to figure out the best organizational structure for computing education is, in a way, a microcosm of the struggle under way in the computing sector at large. For decades, computers were tools used to accomplish tasks better and more efficiently. Then computing became the way we work and live. It became our culture, and we began doing what computers made possible, rather than using computers to solve problems defined outside their purview. Tech moguls became famous, wealthy, and powerful. So did CS academics (relatively speaking). The success of the latter—in terms of rising student enrollments, research output, and fundraising dollars—both sustains and justifies their growing influence on campus.

If computing colleges have erred, it may be in failing to exert their power with even greater zeal. For all their talk of growth and expansion within academia, the computing deans’ ambitions seem remarkably modest. Martial Hebert, the dean of Carnegie Mellon’s computing school, almost sounded like he was talking about the liberal arts when he told me that CS is “a rich tapestry of disciplines” that “goes far beyond computers and coding.” But the seven departments in his school correspond to the traditional, core aspects of computing plus computational biology. They do not include history, for example, or finance. Bala and Isbell talked about incorporating law, policy, and psychology into their programs of study, but only in the form of hiring individual professors into more traditional CS divisions. None of the deans I spoke with aspires to launch, say, a department of art within their college of computing, or one of politics, sociology, or film. Their vision does not reflect the idea that computing can or should be a superordinate realm of scholarship, on the order of the arts or engineering. Rather, they are proceeding as though it were a technical school for producing a certain variety of very well-paid professionals. A computing college deserving of the name wouldn’t just provide deeper coursework in CS and its closely adjacent fields; it would expand and reinvent other, seemingly remote disciplines for the age of computation.

Near the end of our conversation, Isbell mentioned the engineering fallacy, which he summarized like this: Someone asks you to solve a problem, and you solve it without asking if it’s a problem worth solving. I used to think computing education might be stuck in a nesting-doll version of the engineer’s fallacy, in which CS departments have been asked to train more software engineers without considering whether more software engineers are really what the world needs. Now I worry that they have a bigger problem to address: how to make computer people care about everything else as much as they care about computers.

This article originally mischaracterized the views of MIT’s computing dean, Daniel Huttenlocher. He did not say that computer science would be held back in an arts-and-science or engineering context, or that it needs to be independent.

100 Best universities for Mechanical Engineering in Russia

Updated: February 29, 2024

• Art & Design
• Computer Science
• Engineering
• Environmental Science
• Liberal Arts & Social Sciences
• Mathematics

Below is a list of best universities in Russia ranked based on their research performance in Mechanical Engineering. A graph of 714K citations received by 136K academic papers made by 158 universities in Russia was used to calculate publications' ratings, which then were adjusted for release dates and added to final scores.

We don't distinguish between undergraduate and graduate programs nor do we adjust for current majors offered. You can find information about granted degrees on a university page but always double-check with the university website.

1. Moscow State University

For Mechanical Engineering

2. Tomsk State University

3. St. Petersburg State University

4. Bauman Moscow State Technical University

5. Ufa State Aviation Technical University

6. Peter the Great St.Petersburg Polytechnic University

7. Tomsk Polytechnic University

8. Ural Federal University

9. South Ural State University

10. National Research University Higher School of Economics

11. Moscow Aviation Institute

12. Novosibirsk State University

13. ITMO University

14. N.R.U. Moscow Power Engineering Institute

15. National Research Nuclear University MEPI

16. Kazan Federal University

17. National University of Science and Technology "MISIS"

18. Moscow Institute of Physics and Technology

19. Samara National Research University

20. Moscow State Technological University "Stankin"

21. Novosibirsk State Technical University

22. RUDN University

23. Southern Federal University

24. Saratov State University

25. Ufa State Petroleum Technological University

26. Samara State Technical University

27. Siberian Federal University

28. Kazan National Research Technical University named after A.N. Tupolev - KAI

29. Perm State Technical University

30. Omsk State Technical University

31. Saint Petersburg State Electrotechnical University

32. Moscow Polytech

33. Saint-Petersburg Mining University

34. Magnitogorsk State Technical University

35. Saratov State Technical University

36. Moscow State University of Railway Engineering

37. Lobachevsky State University of Nizhni Novgorod

38. Nizhny Novgorod State Technical University

39. Tula State University

40. Belgorod State Technological University

41. Far Eastern Federal University

42. Novgorod State University

43. belgorod state university.

44. Finance Academy under the Government of the Russian Federation

45. Moscow Medical Academy

46. Kazan State Technological University

47. Russian State University of Oil and Gas

48. siberian state aerospace university.

49. Tambov State Technical University

50. Voronezh State University

51. Siberian State Industrial University

52. Saint Petersburg State Institute of Technology

53. Kalashnikov Izhevsk State Technical University

54. St. Petersburg State University of Architecture and Civil Engineering

55. Mendeleev University of Chemical Technology of Russia

56. Murmansk State Technical University

57. South-Western State University

58. Ogarev Mordovia State University

59. Tomsk State University of Control Systems and Radioelectronics

60. south-russian state university of economics and service.

61. Perm State University

62. Kuzbass State Technical University

63. Russian National Research Medical University

64. Plekhanov Russian University of Economics

65. Ulyanovsk State Technical University

66. Ulyanovsk State University

67. Penza State University

68. Kuban State University of Technology

69. Polzunov Altai State Technical University

70. Chelyabinsk State University

71. Yaroslavl State University

72. University of Tyumen

73. National Research University of Electronic Technology

74. Leningrad State University

75. Moscow State Pedagogical University

76. Udmurt State University

77. Irkutsk State University

78. North-Eastern Federal University

79. Bashkir State University

80. Russian Presidential Academy of National Economy and Public Administration

81. Kuban State University

82. Kuban State Agricultural University

83. St. Petersburg State University of Aerospace Instrumentation

84. Kemerovo State University

85. Immanuel Kant Baltic Federal University

86. Orenburg State University

87. Baltic State Technical University "Voenmeh"

88. Tomsk State University of Architecture and Building

89. Chuvash State University

90. ivanovo state power university.

91. Irkutsk National Research Technical University

92. Orel State University

93. State University of Management

94. Tomsk State Pedagogical University

95. Volgograd State University

96. Petrozavodsk State University

97. Tver State University

98. Northern Arctic Federal University

99. Omsk State Transport University

100. Kaliningrad State Technical University

The best cities to study Mechanical Engineering in Russia based on the number of universities and their ranks are Moscow , Tomsk , Saint Petersburg , and Ufa .

Engineering subfields in Russia

Best Global Universities for Mechanical Engineering in Russia

These are the top universities in Russia for mechanical engineering, based on their reputation and research in the field. Read the methodology »

To unlock more data and access tools to help you get into your dream school, sign up for the  U.S. News College Compass !

Here are the best global universities for mechanical engineering in Russia

Tomsk polytechnic university.

See the full rankings

• Clear Filters
• # 74 in Best Universities for Mechanical Engineering
• # 879 in Best Global Universities  (tie)

Foundations

The HGSE Ed.M. is built on a strong foundation of comprehensive knowledge that will give you the capacity to drive change across the education sector. 

Through our four Foundations courses — How People Learn; Leading Change; Evidence; and Equity and Opportunity — you will gain core skills central to the profession of education. With innovative instructional approaches and tools, these foundational courses will foster discussion and analysis of complex education issues and enable you to apply your learning to real-world scenarios. 

You will build on these foundational experiences as you progress toward your master’s degree and develop personal and professional pathways that align with your chosen area of impact. Through our Foundations, you'll build knowledge in critical areas in education, insights from developmental self-work, and interpersonal skills that will help you communicate, collaborate, and engage in dialogue with fellow cohort members who bring different backgrounds and perspectives to HGSE. 

Timing and Credits

All students working toward an HGSE Ed.M. degree are required to take Foundations courses, which for residential Ed.M. students fulfill 14 of the 42 credits needed to graduate, and for online Ed.M. students fulfill 12 of the 42 credits. These courses begin in June.

• All Ed.M. students will commence their foundational studies with How People Learn (4 credits), an online course that runs in June and July and requires a time commitment of approximately 15 hours per week, including assignments. The course is designed for flexible asynchronous progress within each week-long module, but also features numerous optional opportunities for synchronous engagement. 
• For residential Ed.M. students, Foundations will continue with Leading Change (2 credits), Evidence (4 credits), and Equity and Opportunity (2 credits) on campus in August. Students enrolling in the residential Ed.M. program should plan to be in the Cambridge area by August 1 to attend these required classes.  
• Students enrolling in the online Ed.M. program will participate in Equity and Opportunity, Evidence, and Leading Change throughout the two-year program.    
• All residential Ed.M. students will finish their Equity and Opportunity Foundations experience with an elected course (2+ credits), which will take place during fall, winter, and/or spring terms when electives are available. 

How People Learn

Education is not “one size fits all” — namely, what works for one age group, one type of learner, and one context does not necessarily work for others. How can educators draw from and build on existing research and effective practices to support the learners and communities they wish to serve?

Our first Foundations course, How People Learn, is designed to help you develop a flexible and functional understanding of how people develop through their lifespan; how learners understand and make sense of material and experiences; and how you can successfully design, lead, and create systems to support learning and growth. It is grounded in Field Studies — authentic problems of practice drawn from international and U.S. sites — that relate to learners of various ages, from early childhood to adulthood. You will choose which Field Studies to pursue based on your professional or personal goals and interests.

How People Learn is an online experience taking place June-July that takes full advantage of all that digital learning has to offer — multimedia experiences, digital conversations, and opportunities to personalize your learning around your interests. It allows for flexible asynchronous progress within each week-long module, but also features numerous optional opportunities for live, synchronous engagement with the teaching team and your fellow students. The course concludes with an opportunity to propose a design for a learning experience you would like to create — one that is grounded in insights about learning and development, and that you might further refine in the months ahead. 

Faculty Leads

Matthew l. miller.

Eric Soto-Shed

Catherine Snow

Leading Change 

In order for you to lead teams, champion initiatives, and move critical work forward to improve outcomes for all learners, you must understand how organizations and systems work — and how to generate change within them. Whether you are interested in working in a school, a school district, a nonprofit organization, a university, an entrepreneurial venture, a technology firm, or government, Leading Change will provide you with powerful learning experiences, concepts, and tools for leading and managing change.

Building on takeaways from How People Learn about how best to support others' learning, in Leading Change you will learn how to move desired initiatives forward at the individual, group, and systems level. Since change is rarely accomplished in isolation, Leading Change will focus on techniques designed to build effective teams and cultivate a better understanding of organizational behavior.

Monica C. Higgins

Uche B. Amaechi

Our Foundations course in Evidence turns to another set of critical questions you will face in the field: In a landscape where studies emerge each day, how do we become critical consumers of new information and distinguish myth from fact? How do we use existing research to make decisions that are likely to generate the best possible outcomes for our learners?

This course provides a framework for understanding and classifying the main types of evidence that can inform education decisions. Using research-informed Team-Based Learning approaches and class discussions, you will learn what makes for stronger or weaker evidence of various types and practice using evidence to inform decisions rooted in authentic educational problems of practice. By the end of the course, you will be equipped to evaluate many of the forms of evidence you will face in the field and to apply evidence to improve education systems. 

James S. Kim

Carrie Conaway

Equity and Opportunity

Our Foundations experience in Equity and Opportunity has two key components. You will start by taking Equity and Opportunity: Identity in Context, which will immerse you in academically and personally rigorous inquiry around a particular dimension of social identity. Topics to explore may include race and ethnicity, gender and sexuality, class, language, dis/ability, or citizenship and nationality. You will engage deeply with key concepts around equity, systems of power and oppression, cycles of socialization, identity, and transformation within the context of education writ large, as well as in relation to the particular social identity focus you have chosen. You will also have the opportunity to build meaningful relationships with others, while reflecting on your own educational experiences and actions across cultures and contexts. 

As a residential Ed.M. student, you will continue your personalized Equity and Opportunity learning by selecting one or more E&O courses from a curated list that address a range of topics, but share a focus on identity, power, justice, inequality, or equity in education. You may choose an E&O course that aligns with your program, concentration, or professional work. As an online Ed.M. student, you will deepen your Equity and Opportunity learning by exploring E&O concepts in the context of your existing professional pathways courses.

Through these combined courses you will develop foundational knowledge and skills to recognize and disrupt inequity, and to advance educational equity and opportunity, in diverse contexts across the United States and around the globe.

Meira Levinson

Aaliyah El-Amin

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Reflecting on Foundations

Master's students share students some valuable takeaways from the Foundations courses that kicked off their year at HGSE

Building a Foundation

2024 NCTM Annual Meeting and Exposition

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Course Description

Credit validation for national council of teachers of mathematics participants only.

NCTM's Annual Meeting and Exposition is the premiere math education event of the year. Thousands of math educators attend to network, exchange ideas, engage with innovation in the field, and discover new learning practices that will drive student success. Session, workshops, and bursts on a variety of math education topics from educators in the field are available to conference attendees.

For more information please visit:  https://www.nctm.org/annualmeeting/

Course Details

Number of Units: 1.0 graduate level extension credit(s) in semester hours

Who Should Attend: This course provides continuing education for K-12 classroom mathematics teachers and math coaches.

Course Options

Refund Policy: All Credit Validation enrollments are refundable, less a $25 fee, if requested within 30 days of enrollment date. There will be no refunds for Credit Validation after the allotted 30 days.

Enrollment Open Through: September 28, 2024 (11:59pm PT)

What You Will Learn

• Gain a deeper understanding of selected mathematics topics/strands
• Obtain new strategies that will drive student success
• Share strategies and ideas with other educators on best practices

Instructors

Professional development courses offered by the University of San Diego’s Division of Professional & Continuing Education are taught by faculty that possess a depth and breadth of academic and real-world professional experience.

The Professional and Continuing Education program nurtures key partnerships on the local, national, and international level. The goal is to better serve working professionals who seek to enhance or build their careers and help achieve their highest value and potential. Contact us today to learn more.

Informative Stats and Facts

High-quality, career-building courses to choose from

In-depth, innovative, and relevant topics

Career advancing certificates

Learning Method Information

Courses offer a convenient, yet rigorous style of learning that allows you to structure your education to suit your schedule while keeping you on pace toward achieving your educational.

Credit Validation

The University of San Diego’s Division of Professional and Continuing Education offers graduate-level extension credit for work completed in trainings, workshops, conferences, induction, credentials, and other professional development programs not offered directly by USD. Complete one of the above and a member of our division will help you earn credit for your hard work and dedication to continuing your education.

Key Benefits of Credit Validation Courses

Make your work count.

Earn credit for your previous work in trainings, workshops, and conferences through a simple process.

Advance Faster

Save money by earning credit for work you completed and get one step closer to salary advancement.

Work Towards a Degree

Many receiving institutions may accept credits towards degree programs, giving you a head start in earning a graduate degree.

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