graduate education courses

Education Leadership (online)

Graduate Program

The Master’s in Education (Ed.M.) prepares students with the skills needed to change the world through education. The online Master’s in Education Leadership is a part-time, two-year Ed.M. program from the Harvard Graduate School of Education with Higher Education and PreK-12 pathways. The program is specifically designed for working education professionals who bring at least seven years of relevant or transferrable work experience. Through this program, students will strengthen the invaluable skills they’ve already developed and develop the tools to propel themselves to new leadership opportunities and to even greater impact.

Human Development and Education

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If you have program-specific questions, please contact HDE Assistant Director Mandy Farhoodi-Moberger .

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Connect pioneering research with practice and policy in human development at every stage — helping you support the unique needs of all learners.

The Human Development and Education (HDE) Program prepares you to support the unique needs and growth of all learners — whether you are interested in exploring a direct service role, starting a nonprofit organization, engaging in clinical or counseling work, or pursuing doctoral research. By linking theories and pioneering research with practice and policy about child, adolescent, and adult development, you will have opportunities to examine different developmental domains — including cognitive, emotional, social, moral, and neurological — as well as design strategies and interventions to promote healthy development. HDE offers a School Counseling Licensure Pathway for students interested in pursuing Massachusetts licensure in school counseling. 

"We know much about the science of human development, but we are just beginning to figure out how to communicate and enact it to actually better the world. Our program helps our students gain a deeper understanding of learning and growth across diverse contexts, as they explore their professional roles in supporting human development for children, families, and communities." Junlei Li Faculty Co-Chair

After completing the HDE Program, you will have a deeper understanding of the following competencies that explore how:

• Learning and development are lifelong processes, with a predictable sequence at the population level and significant variation at the individual level  
• Learning and development are active and interactive, driven by maturity and experience levels  
• Ecological factors — including families, teachers, schools, communities, neighborhoods, and culture — influence learning and development  
• Evaluation of evidence and research from human developmental science can inform effective change strategies to lead, design, and implement intervention, prevention, and support efforts  
• Engagement in continuous learning can emerge from reflective practice, community involvement, and evaluation of intervention, prevention, and support efforts    

Curriculum Information

The HDE Program is designed to help you gain the knowledge and skills essential to promoting healthy development for all learners. A minimum of 42 credits are required to graduate with an Ed.M. degree from HGSE.

The main elements of the 2022–23 academic year are: 

• This program commences with How People Learn, an immersive online course that runs June–July and requires a time commitment of 10-15 hours per week.
• You will continue Foundations with Leading Change, Evidence, and Equity and Opportunity on campus in August. 
• Your Equity and Opportunity Foundations experience culminates in an elected course, which will take place during terms when electives are available.

To fulfill the program requirement, students must take a minimum of 12 credits specific to HDE, including the following:

• The HDE Program Core Experience (4 credits), is a combination of required coursework, program-wide events, and small group experiences. It is designed to help you develop the capacity to bridge research and practice across human development contexts. Whether your professional trajectory leads you to focus on children, families, communities, or organizations, there are "through lines" (ways of thinking and connecting) from the field of human development that can expand our vision and understanding. For example, understanding individual development within the larger ecological contexts or recognizing human relationships as the driver for many different developmental outcomes. The program experience provides opportunities to discuss and reflect on your insights and professional goals with peers and the teaching team.
• Research methods and applied professional skills courses (4 credits), you will choose from a list of qualitative, quantitative, and skills-based courses. Course subject matter may include statistics and data science in education and organizations, participatory action research for educational justice, and ethnographic methods. 
• Human development, age/context/domain-specific courses (4 credits), tailor your coursework to your chosen career pathway by selecting from a rich and diverse set of courses that deepen your knowledge in a specific age category, context, or domain. Course subject matter may include early childhood development, developmental psychology, preventative and developmental group counseling, college student development, or language and literacy development. 
• The remaining credits are taken via  elective coursework , which includes the opportunity to specialize in a  Concentration . 

Explore our  course catalog . Note, a ll information and courses are subject to change.

School Counseling Strand

Students can get licensed as a school counselor by taking two years of sequenced coursework and fieldwork through our School Counseling Licensure Pathway . Year one consists of pursuing an Ed.M. in the HDE Program and our School Counseling Strand. The School Counseling Strand begins the pathway to Massachusetts licensure in school counseling and prepares K–12 school-based counselors-in-training with the skills necessary to promote positive, healthy academic and social emotional development with an emphasis on prevention and social justice.

Year two consists of our Certificate of Advanced Study in Counseling program, which allows students to pursue Massachusetts initial licensure as a school counselor or school adjustment counselor. Through this curricular sequence and field-based placement, graduates will be prepared to enter K–12 schools as counselors, leaders, and advocates.

Program Faculty

Students will work closely with faculty associated with their area of study, but students can also work with and take courses with faculty throughout HGSE and Harvard.  View our faculty directory for a full list of HGSE faculty.

Faculty Co-Chairs

Junlei Li's research and practice focuses on understanding and empowering human relationships across developmental contexts.

Meredith L. Rowe

Meredith Rowe's research focuses on young children's literacy and vocabulary development, particularly as it is influenced by communication between children and their caregivers.

Gretchen Brion-Meisels

Elizabeth Bonawitz

Hadas Eidelman

Catherine Elgin

Nadine Gaab

Paul L. Harris

Nancy E. Hill

Stephanie M. Jones

James S. Kim

Josephine M. Kim

Nonie K. Lesaux

Huan-Tang Lu

Pamela A. Mason

Dana Charles McCoy

Joseph McIntyre

Luke W. Miratrix

Charles Nelson, III

Gabrielle Oliveira

Ola Ozernov-Palchik

Alexis Redding

Mandy Savitz-Romer

Jack P. Shonkoff, M.D.

Catherine Snow

Carola Suarez-Orozco

Paola Uccelli

Adriana Janette Umana-Taylor

Richard Weissbourd

Jacqueline Zeller

Career Pathways

The HDE Program prepares you for a variety of career pathways, including: 

• School counselor (K–12)   
• Curricula developer
• College or university administrator   
• Afterschool program, camp, or youth organization director  
• Researcher (university centers, nonprofit/for-profit think tank)  
• Local, state, or federal government program administrator  
• Field-staff or program manager at domestic or international non-governmental organizations (NGOs) 
• Consultant, trainer, facilitator, technical assistance provider 

Cohort & Community

You will join an extraordinary cohort of students representing a rich diversity of personal and professional backgrounds. As an HDE student, you will engage in events and professional development opportunities that build community — including discussions about career pathways, conversations with faculty members about their research interests, and other community events. You will find that your cohort members exhibit energy, curiosity, and compassion, as well as a common commitment to understanding the deepest puzzles of development and addressing the greatest practical challenges. This community results in an exhilarating learning environment that forms the basis for lifelong friendships and long-term professional networks.

Introduce Yourself

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

Program Highlights

Explore examples of the Human Development and Education experience and the impact its community is making on the field:

Saved by the Ball

How a high school football team and determined principal helped keep their tiny school from closing

HGSE Honors Master's Students with Intellectual Contribution Award

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Master's programs.

Master's programs are full-time, intensive programs that integrate educational theory and practice. The small cohort sizes provide an intimate setting for academic inquiry and foster individual contact with faculty and fellow students.

Education Data Science (EDS)

Sep 15, 2023

Sep 23, 2024

The EDS program combines modern data science analyses and computational methods with a deep understanding of learning, schools, and education policy. With rigorous academics and real-world experience, the program prepares the first generation of education data science leaders.

Learn about EDS

Individually Designed MA (for current Stanford doctoral students)

The Individually Designed MA in Education is intended for doctoral students at Stanford who would like to earn a master's in education while studying for their PhD outside of the GSE. Students develop their individual program of study in consultation with a GSE advisor and must finish in three years. 

Learn about the Individually Designed MA

International Comparative Education / International Education Policy Analysis (ICE/IEPA)

ICE/IEPA addresses educational practice in a rapidly changing global context, in both less-developed and industrialized countries. Students examine such problems as the political economy of underdevelopment and educational planning in comparative perspective. The major research project requirement provides students the opportunity to develop excellent research skills.

Learn about ICE/IEPA

Learning Design and Technology (LDT)

Sep 15, 2023

LDT integrates powerful contemporary ideas about learning with emergent technologies to design and evaluate learning environments, products, and programs. LDT graduates bring their skills to bear in a variety of settings, including schools, museums, research institutions, and educational technology companies.

Learn about LDT

Policy, Organization, and Leadership Studies (POLS)

POLS emphasizes the knowledge, theory, and skills necessary for effective leadership in a variety of education-focused organizations. Students design their own programs of study focused on pre-K-12 education, non-profit leadership, policy analysis, higher education, or a combination of these broad areas.

Learn about POLS

Stanford Teacher Education Program (STEP)

June 24, 2024

MA + teaching credential

STEP offers both an elementary and secondary route. Both programs lead to teacher certification in the state of California, and both require intensive, supervised practice at school sites as well as academic course work that focuses on cutting-edge, school-based research.

Learn about STEP

Curriculum and Teacher Education (CTE)

CTE is an individualized, research-intensive program intended for students with prior professional experience in education. 

Learn about CTE

Joint MA programs

Joint ma/jd in law and education.

The joint MA/JD degree combines study for the JD degree in law with an individualized program in education.

Learn more about the joint MA/JD

Joint MA/MBA in education and business administration

The joint MA/MBA allows students to pursue an MA in education at the GSE and an MBA at the Graduate School of Business. Students complete both degrees in two years.

Learn more about the joint MA/MBA

Joint MA in public policy and education

The MA/MPP joint degree allows students in the POLS program to simultaneously pursue a master's in public policy from the School of Humanities and Sciences. Students complete both degrees in two years.

Learn more about the joint MA/MPP

"Many of the classes I've taken have helped me connect the dots on various educational issues and understand how institutions and education leaders have a role to play in improving the educational opportunities of all students, especially those from underserved populations."

Master’s graduates were employed (full time or part time)

STEP graduates hired as teachers

For more information about GSE admissions and to see upcoming events and appointments:

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Best Online Master's in Education Programs

These are the best online master's in education degree programs. Highly ranked programs have strong traditional academic foundations based on student-instructor access, graduation rates and instructor credentials. They also excel at educating distance learners while offering robust career and financial support. Read the Best Online Programs Methodology  »

Here are the best online master's in education programs

Clemson university (moore), university of florida, university of virginia, university at albany--suny, san diego state university, university of north texas, arizona state university, michigan state university, university of illinois urbana-champaign.

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Clemson , SC

#1 in Education Programs

At Clemson University (Moore), a public institution, all of the online education classes are recorded and archived so students can access the information on their time. The application deadline for online... Read more

Gainesville , FL

#2 in Education Programs (tie)

At University of Florida, a public institution, all of the online education classes are recorded and archived so students can access the information on their time. Ninety-three percent of students are... Read more

Charlottesville , VA

At University of Virginia, a public institution, the majority of the online education classes are recorded and archived so students can access the information on their time. Seventy-one percent of students... Read more

Albany , NY

#4 in Education Programs

At University at Albany--SUNY, a public institution, the majority of the online education classes are recorded and archived so students can access the information on their time. The application deadline... Read more

San Diego , CA

#5 in Education Programs (tie)

At San Diego State University, a public institution, all of the online education classes are recorded and archived so students can access the information on their time. One hundred percent of students... Read more

Denton , TX

At University of North Texas, a public institution, all of the online education classes are recorded and archived so students can access the information on their time. One hundred percent of students are... Read more

Phoenix , AZ

#7 in Education Programs (tie)

At Arizona State University, a public institution, all of the online education classes are recorded and archived so students can access the information on their time. Ninety-two percent of students are... Read more

East Lansing , MI

At Michigan State University, a public institution, all of the online education classes are recorded and archived so students can access the information on their time. Ninety-one percent of students are... Read more

Champaign , IL

University of Illinois Urbana-Champaign is a public institution. Eighty-nine percent of students are already employed when they first enroll, and University of Illinois Urbana-Champaign does not require... Read more

Auburn University

Auburn , AL

#10 in Education Programs (tie)

At Auburn University, a public institution, all of the online education classes are recorded and archived so students can access the information on their time. The application deadline for online education... Read more

University of Wisconsin--Madison

Madison , WI

At University of Wisconsin--Madison, a public institution, the majority of the online education classes are recorded and archived so students can access the information on their time. Forty-six percent... Read more

Kansas State University

Manhattan , KS

#12 in Education Programs (tie)

At Kansas State University, a public institution, all of the online education classes are recorded and archived so students can access the information on their time. Twenty-five percent of students are... Read more

Texas A&M University--College Station

College Station , TX

At Texas A&M University--College Station, a public institution, all of the online education classes are recorded and archived so students can access the information on their time. Eighty-nine percent of... Read more

University of Massachusetts--Lowell

Lowell , MA

At University of Massachusetts--Lowell, a public institution, all of the online education classes are recorded and archived so students can access the information on their time. The application deadline... Read more

Montclair State University (College for Education and Engaged Learning)

Montclair , NJ

#15 in Education Programs (tie)

At Montclair State University (College for Education and Engaged Learning), a public institution, all of the online education classes are recorded and archived so students can access the information on... Read more

Purdue University--Main Campus

West Lafayette , IN

At Purdue University--Main Campus, a public institution, all of the online education classes are recorded and archived so students can access the information on their time. The application deadline for... Read more

University of Georgia

Athens , GA

At University of Georgia, a public institution, all of the online education classes are recorded and archived so students can access the information on their time. Eighty-eight percent of students are... Read more

University of Houston

Houston , TX

At University of Houston, a public institution, the majority of the online education classes are recorded and archived so students can access the information on their time. Seventy-nine percent of students... Read more

Pennsylvania State University--World Campus

University Park , PA

#19 in Education Programs (tie)

At Pennsylvania State University--World Campus, a public institution, all of the online education classes are recorded and archived so students can access the information on their time. Ninety-six percent... Read more

The University of Alabama

Tuscaloosa , AL

At The University of Alabama, a public institution, the majority of the online education classes are recorded and archived so students can access the information on their time. The application deadline... Read more

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Complete university-approved content to qualify for performance-based admission to select degree programs and earn credit toward your degree. No application or prior work experience is required to start these degree pathways.

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Hear why students enjoy learning on coursera, learn from expert faculty.

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Master of Public Health

Sharon L.R. Kardia, PhD

Millicent W. Higgins Collegiate Professor of Epidemiology, Associate Dean for Education

University of Illinois

Associate Dean of Professional Education Pathways and Professor of Accountancy and Arthur Andersen Faculty Fellow

MSc in Innovation and Entrepreneurship

Laurence Lehmann-Ortega

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Universidad de los Andes

Maestría en Ingeniería de Software

Rubby Casallas, PhD

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Chris Mitchell

Professor of Computer Science

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A guide to online bachelor's degrees.

Online bachelor degrees have become increasingly popular, especially for students in need of greater flexibility. Learn more about this degree option, and the many benefits it has to offer.

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Frequently asked questions

Are the degrees hosted on coursera from accredited universities.

Yes, all online degree programs available on Coursera are directly conferred by accredited institutions. Accreditation is important because it shows that an institution meets rigorous academic standards, eases your ability to transfer credits, and helps employers validate the quality of education on your resume or application.

Can I transfer previously earned college credits?

That depends on the degree you’re interested in earning. Many of the bachelor’s degrees on Coursera from US-based institutions, such as Georgetown University’s Bachelor of Arts in Liberal Studies , allow students to transfer some previously earned college credit s. Some, like the University of North Texas’ Bachelor of Applied Arts and Sciences and Bachelor of Science in General Business , are degree completion programs and require transfer credits in order to enroll.

Each university determines the number of pre-approved transfer credits that may count towards the degree requirements according to institutional policies. Check with each degree program for more information.

You can also build credit toward an online degree program by first enrolling in university pre-approved courses, specializations, and certificates on Coursera. If you decide to apply and are admitted, the courses you’ve completed may count toward your degree requirements.

Can I take online degree courses from anywhere in the world?

Yes, all you need is a reliable internet connection. No matter where you are in the world, you can enroll in the degree programs that Coursera’s university partners offer, though there may be specific application requirements based on your status as a domestic or international student.

How long do degrees take to finish?

Many degree programs with Coursera’s university partners are designed to be pursued part-time or full-time, depending on your availability.

Undergraduate degrees take between two and six years, depending on the amount of college credit you’re able to transfer (if applicable) and the length of each degree program. For instance, BITS Pilani recommends dedicating 25 hours per week to your courses, while the University of London recommends 28 hours per week.

Graduate degrees can take between one and three years.

What are the application deadlines?

College application deadlines , for both bachelor’s degrees and master’s degrees , tend to occur just once a year. However, on Coursera, you’ll find greater flexibility from universities. Deadlines tend to occur around three times a year—once in the fall, once in the spring, and once in the summer—depending on the institution.

Some degree programs, like the University of Colorado Boulder's Master of Science in Data Science , don't require an application for admission. Instead, you can qualify for performance-based admission by passing three online courses pre-approved by the university with an 80% grade or higher.

What is the online degree experience like on Coursera?

Earning your degree from a leading university on Coursera means experiencing greater flexibility than in-person degree programs, so you can earn the best degree for your needs without having to relocate or choose between your other responsibilities. You can take your online courses from anywhere in the world, at a pace that works for you.

Once enrolled in your program, you may find a range of learning options, including live video lectures that encourage you to collaborate and self-paced courses that give you greater independence. Moreover, throughout your learning journey, you'll have access to a dedicated support team, course facilitators, and a network of peers to help you achieve your academic goals. Learn more about the benefits of learning online .

Does Coursera offer scholarships or tuition assistance? Where can I find information about them?

You cannot apply for a scholarship or tuition assistance directly from Coursera. However, many university partners offer an opportunity to apply for financial support directly. Check with each degree program for more information.

You can find information on external scholarships and other resources to help fund your degree on Coursera’s Financial Resources Hub .

Is an online degree worth it?

Education is a valuable tool you can use to achieve some goals: pivot to a new field, progress in your career, or learn about a subject in more depth. Online degree programs on Coursera come from accredited university partners and typically offer the same curriculum as their in-person degree programs.

Deciding whether an online degree is worth it is ultimately up to you. Consider your overall goals, whether the subject matter in a degree program aligns with your needs, the types of skills you’d like to develop, and how you learn best. These are just some of the factors worth reflecting on as you set about reviewing different degree programs on Coursera. Learn more about whether a bachelor’s degree is worth it and whether a master’s degree is worth it .

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Academic resources.

The Graduate Education Office, in collaboration with other university entities and our SOM academic programs, provides resources for academic success including: University Policies, School of Graduate Studies Policy and Program Academic Specific Resources for Postbaccalaureate, Masters and Doctoral Education.

Browse student academic resources.

Wellness Resources

A student's time in graduate school encompasses not only academics, but self-growth and establishing a community that supports and encourages development in all aspects of life. Explore our Student Experience page for: Wellness Resources, University Division of Student Affairs and the SOM Diversity, Equity and Inclusive Excellence (DEIE).

View our wellness resources for graduate students.  

Commencement Information for Graduate Students

Graduate celebration, thursday, may 16th, 2024, 5:00pm.

Location: Campus Center Auditorium 

The College of Education invites all graduating master, educational specialist and doctoral students to our annual Graduation Student Celebration.  The event will be held on Thursday, May 15th starting at 5:00pm in the Campus Center Auditorium.  Students will hear words from our Dean, department chairs and a student speaker.  This event is a great opportunity to catch up with your fellow classmates, faculty and guests as we celebrate and congratulate our amazing graduates.   

Light Refreshments will be served at the event.  

Graduate School Commencement

Friday, may 17, 2024, 10:00am.

Location: McGuirk Alumni Stadium

All graduating graduate students are invited to attend the Graduate School Commencement Ceremony.  The ceremony will be held on Friday, May 17th starting at 10:00am.  Graduate students who have earned a master’s, an education specialist, or doctoral degrees will be individually recognized by name.   

Graduate Students can pick up your regalia starting on May 6th at the Bookstore in the Campus Center.  Discipline-specific Doctoral Hoods will be available for purchase at the   Bookstore.   There is no charge for caps/tams, gowns or tassels, regardless of your degree.  For students who are unable to pick up regalia on campus prior to the ceremony:

• Have a friend pick up your regalia at the Umass Store beginning, Monday May 6th.  They should know your spire ID, height (for robe length) and field of study.
• Arrive early (8am) to pick up your on site at Lot 11 on the morning of the Graduate Commencement Friday, May 17th.  You do not need to order or reserve, there will be plenty of all kinds of regalia. 

Getting to Campus: Guests should plan to arrive on campus by 8:00am to ensure ample time to reach campus, park, and arrive at the stadium  via a shuttle bus or by walking.  Several roads will be partially closed or limited to one-directional traffic.  Please allow for additional time to navigate campus. 

Plan for at least for an hour of travel time once you arrive in the Amherst Area.  Police will direct traffic and parking on campus.   Parking will be directed by UMass Police based on the closest available parking lot.  Parking is free all weekend.

Accessible Parking: Disability Services will arrange for anyone with mobility issues to receive a parking pass for Lot 11, the accessible lot closest to the stadium.  

Please complete this online form to request a parking pass  https://www.umass.edu/commencement/form/accessible-parking.

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Category : Players of FC Saturn Moscow Oblast

Subcategories.

This category has the following 36 subcategories, out of 36 total.

• Benoît Angbwa ‎ (7 F)
• Anton Arkhipov ‎ (2 F)
• Zurab Arziani ‎ (2 F)
• Maksim Avramov ‎ (2 F)
• Alexei Botviniev ‎ (3 F)
• Antônio Géder Malta Camilo ‎ (1 F)
• Edgaras Česnauskis ‎ (3 F)
• Ján Ďurica ‎ (9 F)
• Rolandas Džiaukštas ‎ (1 F)
• Alexei Eremenko Jr. ‎ (7 F)
• Vadim Evseev ‎ (12 F)
• Spartak Gogniev ‎ (5 F)
• Gogita Gogua ‎ (4 F)
• Alexandr Gorshkov ‎ (3 F)
• Dmitry Grachyov ‎ (3 F)
• Pablo Guiñazú ‎ (2 F)
• Andriy Husin ‎ (1 C, 5 F)
• Alexei Igonin ‎ (5 F)
• Alexei Ivanov ‎ (3 F)
• Andrei Kanchelskis ‎ (2 F)
• Vladimir Kuzmichyov ‎ (3 F)
• Shamil Lahiyalov ‎ (5 F)
• Leandro de Oliveira da Luz ‎ (2 F)
• Igor Lebedenko ‎ (10 F)
• Yevhen Levchenko ‎ (6 F)
• Daniel Montenegro ‎ (2 F)
• Ruslan Nakhushev ‎ (5 F)
• Petr Nemov ‎ (8 F)
• Solomon Okoronkwo ‎ (3 F)
• Aleksandr Sapeta ‎ (5 F)
• Roman Shirokov ‎ (54 F)
• Vladimir Sobolev ‎ (3 F)
• Vyacheslav Sviderskyi ‎ (1 F)
• Ivan Temnikov ‎ (7 F)
• Oleg Vlasov ‎ (7 F)
• Roman Vorobiev ‎ (5 F)

Media in category "Players of FC Saturn Moscow Oblast"

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• FC Saturn Ramenskoye
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• Uses of Wikidata Infobox
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U.S. Department of Education

Biden-Harris Administration Allows Borrowers More Time to Consolidate Loans to Get Credit for Progress Toward Loan Forgiveness Programs

The Biden-Harris Administration today announced an update on the timing of the payment count adjustment. This administrative fix ensures borrowers get proper credit for progress borrowers made toward income-driven repayment (IDR) forgiveness and Public Service Loan Forgiveness (PSLF). The payment count adjustment is now anticipated to be fully implemented in September 2024. At that time, borrowers with Direct Loans or Federal Family Education Loan (FFEL) Program loans held by the U.S. Department of Education (Department) will see a full and accurate count of their progress toward loan forgiveness. Because of this updated timeline, borrowers with non-federally held FFEL loans who apply to consolidate by June 30 can still benefit from the payment count adjustment. The prior consolidation deadline was April 30.

“The Department is working swiftly to ensure borrowers get credit for every month they’ve rightfully earned toward forgiveness,” said U.S. Under Secretary of Education James Kvaal. “FFEL borrowers should consolidate as soon as possible in order to receive this benefit that has already provided forgiveness to nearly 1 million borrowers.”

The Department first announced the payment count adjustment in April 2022 to address extensive evidence, including from the U.S. Government Accountability Office , that borrowers did not have a proper accounting of their time to forgiveness under IDR plans as well as widespread evidence that servicers had not been properly following regulations and Department contracts governing the use of forbearances, resulting in borrowers spending excessive amounts of time in forbearances. To rectify these problems and ensure an accurate count going forward, the payment count adjustment automatically counts months in the following statuses:

• Any months in a repayment status, regardless of the payments made, loan type, or repayment plan; • Twelve or more months of consecutive forbearance or 36 or more months of cumulative forbearance; • Any months spent in economic hardship or military deferments in 2013 or later; • Any months spent in any deferment (with the exception of in-school deferment) prior to 2013; and • Any time in repayment (or deferment or forbearance, if applicable) on earlier loans before consolidation of those loans into a consolidation loan.

Borrowers also can receive credit toward PSLF for any month covered by the payment count adjustment as long as they certify their qualifying employment for that month.

The Department has already been identifying borrowers eligible for forgiveness under the payment count adjustment so they can get their relief without waiting for the adjustment to finish. Starting in August 2023, the Department began identifying and, following an opt-out period, automatically discharging borrowers whose updated payment counts were sufficient to reach forgiveness after 20 or 25 years of payments, as well as borrowers who reached the required 120 months of repayment and certified employment for PSLF. Borrowers are eligible for IDR forgiveness whether they are currently enrolled in an IDR plan or not, because part of the problem identified was borrowers not getting complete and accurate information that would have allowed them to access IDR. Through this action, the Department has approved $49.2 billion in forgiveness for more than 996,000 borrowers. This number does not include borrowers who received PSLF at least in part due to the account adjustment.

While the Department continues to identify borrowers who have reached those forgiveness thresholds, we are still working to implement changes that will give all borrowers an accurate count of their payments. Those changes are now expected to be completed in September instead of July. When the Department finishes processing the account adjustment in September 2024, it will ensure that the adjustment has been applied to any loan held by the Department at that time.

The payment count adjustment will be processed automatically for all Direct Loan borrowers without further action on their part. Borrowers with FFEL Program loans held by the Department will also receive the account adjustment automatically but must consolidate into the Direct Loan Program if they want to count any prior time in repayment toward PSLF. Borrowers with any other federal loan type would need to consolidate to Direct Loans to receive the payment count adjustment. That includes borrowers with commercial FFEL loans or any type of Perkins loan. Based upon this updated timeline, borrowers who need to consolidate in order to benefit from the payment count adjustment or count periods toward PSLF must apply to consolidate by June 30.

The Department has previously released information about eligibility requirements and how to understand what loans are eligible for this benefit and how to consolidate. Borrowers can also learn more on at StudentAid.gov/idradjustment .

Borrowers who aren’t sure what kind of loans they have can find out by logging in to StudentAid.gov. On their dashboard, they can click the “Loan Breakdown” section to view a list of their loans. Direct Loans begin with the word “Direct.” Federal Family Education Loan Program loans begin with “FFEL.” Perkins Loans include the word “Perkins” in the name. If the name of your servicer starts with “Dept.of Ed” or “Default Management Collection System,” your FFEL or Perkins loan is federally managed (i.e., held by the Department).

Unwavering commitment to relief The Biden-Harris Administration remains committed to using all available tools to deliver the federal student loan relief that borrowers and their families deserve. In total, the Administration has approved almost $160 billion in relief for nearly 4.6 million borrowers, including:

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Teaching Toward Change

• Posted May 17, 2024
• By Maya Wesby

The Intellectual Contribution Award recognizes graduating Ed.M. students (one from each master’s degree program) whose dedication to scholarship enhanced HGSE’s academic community and positively affected fellow students. All recipients were nominated by their classmates based on who inspired them, helped them gain a different perspective on education's challenges, and contributed to shared learning and intellectual growth, both inside and outside of the classroom. Each program's faculty directors, in consultation with other faculty and staff, selected the final honorees for their program based on the nominations and on demonstrated academic success.  

Clari Heredia and Bryant Odega will be honored with the Intellectual Contribution Award for the Teaching and Teacher Leadership (TTL) Program during HGSE Convocation exercises on May 22. Below, our faculty members comment on the selections, and we asked the winners about their time at HGSE, their future goals, and their approach to impacting the field of education.

Clari Heredia, Ed.M.'24

"Clari’s open, nonjudgmental stance welcomes classmates into conversation, and her genuine curiosity encourages peers to try on new perspectives. Threaded through it all, Clari’s gentle smile and humble approach causes us all to lean in and listen. That’s a vital intellectual contribution." — Lecturer Sarah Fiarman

What brought you to HGSE and what was your goal in coming here? After a decade as an elementary school teacher engaged with Visible Thinking framework, Project Zero brought me to HGSE. I was eager to deepen and broaden my teaching techniques toolbox with evidence-based practices to become a better teacher myself and support other educators by leading change. I was also looking forward to being part of a community of mission-driven educators and to learn from different perspectives.

How did your HGSE experience shape your work or your goals? My experience at HGSE has inspired me to share my learnings with other educators, working toward leading change. We often listen to people complaining about the educational system, sometimes talking about what should be done, and almost never succeeding in bringing change. I will work collaboratively towards being an agent of change.

Is there any professor or class that significantly shaped your experience? I had many classes and professors that significantly shaped my experience. I would like to highlight Lecturer Tina Blythe ’s courses that were truly transformative for me. Her way of modeling effective teaching encouraged me to delve deeper into my teaching toolbox and future plans. Lecturer Sarah Fiarman showed me the importance of building authentic relationships with students and how that enhances learning. Lecturer Daniel Wilson ’s Group Learning course significantly influenced my understanding of collective learning processes and outcomes. His role as a facilitator prompted me to reflect on my practices within my classroom. Building a Democratic School with Lecturer Linda Nathan encouraged me to design a project with all these ideas in mind.

What are your post-HGSE plans? Where are you hoping to make the most impact? After HGSE, I will do educational research to learn more about evidence-based practices. I will then go back to Argentina and continue working so that every child can access a good quality education that will cultivate their curiosity, reflection, and critical thinking. I am committed to creating challenging and rigorous learning experiences within a safe learning environment, fostering a growth mindset.

Bryant Odega, Ed.M.'24

"The immense depth of Bryant’s intellect is matched by his commitment to fighting for a more just and equitable world. I remember when I first met him during office hours, he had a bag full of books on critical pedagogy. These weren't for any class assignment, but simply because he was genuinely interested in the topic. At HGSE, Bryant has dedicated his time to learning how to translate principles of justice, liberation, and joy into educational experiences that can truly transform the lives of young people. His approach to education and community work more broadly, is holistic, leading not just with his mind, but also with his heart and his actions. Bryant's warmth is immediately noticeable, but don't let that fool you. He is a fierce advocate for young people and underserved communities, always ready to stand up for what he believes in. His commitment to creating a more just and equitable world is truly inspiring." — Lecturer Eric Soto-Shed

What brought you to HGSE and what was your goal in coming here? What brought me to HGSE was the knowledge, lessons, and skills passed down to me by my mother — my first and greatest teacher who raised my younger sister and I to be the first in our family to be able to go to college. It was the aspirations and dreams of my father, who was separated from my family by ICE when I was a child, but never gave up on my ability to pursue a higher education. It was also the experiential knowledge and wisdom of the young people and community residents that I had the honor to be in community with as a long-term substitute teacher in the Harbor Area of Los Angeles, but also as a community organizer and activist in the people-centered movement throughout Los Angeles. At HGSE, my goal was to learn how to pair the experiential knowledge of my community with the technical so that I can engage in what ancestor bell hooks describes as “education as the practice of freedom” in a way that honors the communities I intend to serve as well as the labor and legacy of those who’ve struggled for our collective liberation.

What is something that you learned this year that you will take with you throughout your career in education? Something that I was reminded of this year that I will take with me throughout my education career is being mindful of the difference between “education” and “schooling.” The status quo of the school system is deeply rooted in various forms of oppression. Not only does the school system directly contribute to the school-to-prison pipeline, but it also utilizes carceral logics, policies, and punitive measures that ultimately dehumanize youth who come from backgrounds that are immigrant, working class, disabled, queer, indigenous, and/or communities of color. Throughout my career as an abolitionist educator, I intend to work in solidarity with youth, fellow educators, and the communities we serve to eliminate oppression within the school system and advance an education that heals, re-humanizes, and raises the critical consciousness of young people to recognize the resources that they already possess within themselves and each other so that they can create the change they want to seek in their own lives, communities, and society.

Is there any professor or class that significantly shaped your experience? A class that significantly shaped my experience at HGSE is the T004 Ethnic Studies and Education course taught by Christina “V” Villarreal and teaching fellows Ph.D. student Melina Melgoza and Ed.L.D. student Justis “DJ Faro” Lopez. In this course, I’ve learned from Dr. V key concepts, frameworks, curriculums, and epistemologies within the field of Ethnic Studies discipline that, as an Ethnic Studies Teacher Intern at New Mission, provided a unique opportunity for me to learn and practice in real-time. From Melina and Justis, I learned about the critical media literacy framework and hip hop education (among many other lessons), respectively. All of the invaluable lessons learned from them along with the people I had the joy of taking the course with have helped me stay grounded in pursuit of humanizing pedagogies as well as the ancestors who’ve made it possible for me to be where I am today.  

What are your post-HGSE plans? Where are you hoping to make the most impact? After I graduate from my program at HGSE, I plan to teach secondary social studies, particularly in Ethnic Studies, African American Studies, or both back home in Los Angeles. Within the classroom, I aim to co-create education spaces with my future students that abolish carceral practices and model the type of humanizing society that we all want to live in. Outside the classroom, I intend to continue my involvement in the labor movement especially within the teacher’s union which play an essential role in democratizing the workplace, transforming our education system for the better, fighting for the needs of our students and communities, and also serve as the last line of defense when it comes to protecting public education. I want to make sure I am involved in the movements to advance a healing and transformative education both inside and outside the classroom. 

The latest research, perspectives, and highlights from the Harvard Graduate School of Education

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Haytch Bialer and Jungyoon Choi will be honored with the Intellectual Contribution Award for the Learning Design, Innovation, and Technology Program

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The Impact We Hope to Have

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Marie Fowler, 83, becomes Howard University's oldest doctoral graduate

Fowler earned her doctoral degree in ministry over the weekend. She already has her bachelors and two masters but wasn't sure at her age she could manage the work. She stayed the course.

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