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The Lynch School of Education and Human Development is committed to conducting inventive research—work that informs solutions to complex social problems and promotes the common good. As an R1 university, the Lynch School’s world-renowned faculty and expansive initiatives improve communities and influence local, national, and international education and policy. Our doctoral students put their analysis into action, while faculty members help guide students’ growth as critical thinkers, reflective leaders, and engaged citizens.

The Lynch School has five departments:

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College of Professional Studies

Northeastern University’s online Doctor of Education program provides experienced adult learners, working professionals, and scholar-practitioners from diverse backgrounds and perspectives with the practical knowledge and experience they need to transform the learning landscape. Students gain innovative approaches to create authentic change in their communities. The program was selected as the Carnegie Project on the Education Doctorate's Program of the Year for 2022-2023.

The Doctor of Education program is designed to be completed in three to four years of study—following a fast-paced quarter system in lieu of a traditional semester format. Students choose from five concentrations to create a curriculum that matches personal and professional interests. The program's dissertation in practice process will begin at the onset of your coursework as you identify your problem of practice and develop an action plan—incorporating cycles of data collection and analysis, collaboration, change work, and reflection—culminating in the dissemination of your action research findings. Our students come from diverse disciplines and professions, seeking more than just a degree. You'll gain a practical education that translates to your everyday working environment.

While all EdD courses can be completed online (except for hybrid courses in Seattle and Charlotte), annual in-person two-day residencies are held on campus. Residencies focus on networking and tools for career success and allow you to connect with faculty and fellow scholars to share knowledge and experience. You'll attend residencies* in your first and second years of the program at one of our campuses in Boston, Charlotte, or Seattle.

The Northeastern Doctor of Education degree is accredited by the New England Commission of Higher Education (NECHE) and was selected as Program of the Year by the Carnegie Project on the Education Doctorate Program for 2022-2023.

*Please note: International students enrolling in the online EdD program will be provided with an option to complete the residency through online participation in interactive sessions with fellow scholars offered during the residency period.

More Details

Unique features.

• You will choose one of five concentrations—higher education administration, innovative teaching and learning, transformative school leadership, workplace learning, and integrative studies—to focus your studies and further customize your curriculum.
• You'll begin dissertation in practice work at the onset of your program. You'll select a compelling educational/organizational challenge and will be assigned a faculty advisor to support your research throughout the program.
• All coursework is online—providing flexibility for working professionals. Your residencies will be fulfilled in person*, at one of our campuses in Boston, Charlotte, or Seattle.
• You'll learn alongside faculty practitioners—engaging with respected leaders who contribute to the field as authors, journal editors, school board members, bloggers, and podcasters.

*In-person participation in the residency is also available for international students.

Concentrations

• Higher Education Administration: The higher education administration concentration provides an opportunity for experienced higher education professionals to expand their previous understanding of practices within all sectors of postsecondary education—and also advance their professional practice by developing and deepening their understanding of the roles of colleges and universities in our society. Sectors examined include community colleges, four-year colleges, for-profit institutions, and research universities.
• Innovative Teaching and Learning: The innovative teaching and learning concentration focuses on transforming education through innovation, justice, and policy, by providing engaging opportunities for current and aspiring teaching and learning specialists working in various education spaces. The concentration focuses on teaching and learning both inside and outside the bounds of P-20 schools and focuses on developing and leading innovative curricula as well as professional development.
• Transformative School Leadership: The transformative school leadership concentration provides innovative opportunities for experienced education professionals who are current and aspiring leaders of early childhood centers, public or private schools, or school districts. The concentration prepares students to lead and transform educational spaces and be equipped to shape the needs of education in K-12, higher education, organizational contexts, and beyond.
• Workplace Learning: The workplace learning concentration helps professionals gain a deeper understanding of, recognize, and influence real-life social inequalities faced by marginalized populations in the workplace. Courses allow students to advance their professional practice by developing and deepening their knowledge of workplace learning, organizational dynamics, learning strategy, and ethics.
• Integrative Studies: The integrative studies concentration provides an opportunity for students to design a program of study that fits their own professional goals and includes the required foundation and research courses, concentration courses from any EdD concentration, and electives from the Doctor of Education or Doctor of Law and Policy programs.

Program Objectives

Northeastern's Doctor of Education program is designed for experienced professionals interested in deepening their understanding of education, organizational development, and leadership. Throughout the program, students examine various approaches to critical, practice-based issues, learn research methods, and conduct a doctoral research study that investigates a compelling educational or organizational challenge.

2022-2023 Doctor of Education Program of the Year

The Carnegie Project on the Education Doctorate selected Northeastern's EdD program as the 2022-2023 Program of the Year, noting the “redesigned Dissertation in Practice Curriculum and the adoption of action research as its guiding methodology …” The committee praised “the program’s efforts to move beyond the typical five-chapter dissertation and engage scholarly practitioners in the acquisition of skills to realize meaningful change in their local contexts, emphasizing social justice.”

Testimonials

– sara ewell, phd, assistant dean, graduate school of education, – frawn morgan, current student, doctor of education, – aaron b., program graduate, looking for something different.

A graduate degree or certificate from Northeastern—a top-ranked university—can accelerate your career through rigorous academic coursework and hands-on professional experience in the area of your interest. Apply now—and take your career to the next level.

Program Costs

Finance Your Education We offer a variety of resources, including scholarships and assistantships.

How to Apply Learn more about the application process and requirements.

Requirements

• Online application
• Academic transcripts: Official undergraduate and graduate degree documentation
• Describe the problem of practice
• Explain why you want to investigate it
• Provide a strong rationale for the significance of the problem
• Minimum work experience: Three years in a related field
• Professional resumé: Must summarize work and education history, include an outline of your educational/academic skills with examples such as research and teaching experience, affiliations, publications, certifications, presentations, and other professional skills.
• Faculty recommendation: Must be from a faculty member in your previous graduate program who can attest to your readiness for doctoral work. If you are no longer acquainted with a faculty member, please choose a professional who can speak of your academic capabilities to engage in doctoral-level research and writing. Recommendations should be presented as a letter attached to the general recommendation form.
• Two professional recommendations: Must be from individuals who have either academic or professional knowledge of your capabilities, a supervisor, mentor, or colleague. It is preferred that one letter of recommendation come from your current employer and/or supervisor. Recommendations should be presented as a letter attached to the general recommendation form.
• Proof of English language proficiency: ONLY for students for whom English is not their primary language.

Are You an International Student? Find out what additional documents are required to apply.

Admissions Details Learn more about the College of Professional Studies admissions process, policies, and required materials.

Admissions Dates

Our admissions process operates on a rolling basis; however, we do recommend the application guidelines below to ensure you can begin during your desired start term:

Domestic Application Guidelines

International Application Guidelines *

*International deadlines are only applicable if the program is F1 compliant.

Industry-aligned courses for in-demand careers.

For 100+ years, we’ve designed our programs with one thing in mind—your success. Explore the current program requirements and course descriptions, all designed to meet today’s industry needs and must-have skills.

View curriculum

The core of the mission of the program is to allow educators to remain in the places they work, focus on a problem of practice, and through experiential learning and site-specific research opportunities in the program, make an immediate impact in their professional environments. The program explicitly integrates research and practice for professionals so they develop the requisite skills for conceiving, designing, conducting, and producing original site-based research in order to effect ethical change related to real-life problems of practice.

Our Faculty

Northeastern University faculty represents a broad cross-section of professional practices and fields, including finance, education, biomedical science, management, and the U.S. military. They serve as mentors and advisors and collaborate alongside you to solve the most pressing global challenges facing established and emerging markets.

Joseph McNabb, PhD

Cherese Childers-McKee, PhD

By enrolling in Northeastern, you’ll gain access to students at 13 campus locations, 300,000+ alumni, and 3,000 employer partners worldwide. Our global university system provides students unique opportunities to think locally and act globally while serving as a platform for scaling ideas, talent, and solutions.

Below is a look at where our Education & Learning alumni work, the positions they hold, and the skills they bring to their organization.

Where They Work

• Boston Public Schools
• Chicago Public Schools
• NYC Department of Education
• Lockheed Martin
• Veterans Affairs
• Johns Hopkins
• Columbia University

What They Do

• Media Consultant
• College President
• Chief Information Officer
• Instructional Designer
• Diversity Officer
• Founder-CEO
• VP of Student Services
• Community Services Director

What They're Skilled At

• Experiential Learning
• Team Building
• International Education
• Change Agency
• Entrepreneurship
• Urban Education
• Strategic Management
• Student Engagement

Learn more about Northeastern Alumni on  Linkedin .

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Doctor of Education — Online with Residency

Northeastern University’s online Doctor of Education program provides experienced adult learners, working professionals, and scholar-practitioners from diverse backgrounds and perspectives with the practical knowledge and experience they need to transform the learning landscape. Students gain innovative approaches to create authentic change in their communities. The program was selected as the Carnegie Project on the Education Doctorate's Program of the Year for 2022-2023.

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We’re committed to creating an education as unique as your career path. So, whether your goal is a new career or moving up in your field, our innovative programs will get you going your way.

Customize your plan

We work with you to map your path to your goal.

Learn from experience

From real-world case studies to employer-based projects, we prepare you to manage what comes next.

Choose your focus

Whatever you’re passionate about, you’ll find the classes to sharpen your specialty.

Study anywhere, on your time

Part-time or full-time, we move at your speed, to get you where you’re going.

Full-Time, Part-Time

Entry Terms

Fall, Summer, Winter

Completion Time

F1 visa eligible.

The Doctor of Education program is designed to be completed in three to four years of study—following a fast-paced quarter system in lieu of a traditional semester format. Students choose from five concentrations to create a curriculum that matches personal and professional interests. The program's dissertation in practice process will begin at the onset of your coursework as you identify your problem of practice and develop an action plan—incorporating cycles of data collection and analysis, collaboration, change work, and reflection—culminating in the dissemination of your action research findings. Our students come from diverse disciplines and professions, seeking more than just a degree. You'll gain a practical education that translates to your everyday working environment.

While all EdD courses can be completed online (except for hybrid courses in Seattle and Charlotte), annual in-person two-day residencies are held on campus. Residencies focus on networking and tools for career success and allow you to connect with faculty and fellow scholars to share knowledge and experience. You'll attend residencies* in your first and second years of the program at one of our campuses in Boston, Charlotte, or Seattle.

The Northeastern Doctor of Education degree is accredited by the New England Commission of Higher Education (NECHE) and was selected as Program of the Year by the Carnegie Project on the Education Doctorate Program for 2022-2023.

*Please note: International students enrolling in the online EdD program will be provided with an option to complete the residency through online participation in interactive sessions with fellow scholars offered during the residency period.

More Details

Unique features.

• You will choose one of five concentrations—higher education administration, innovative teaching and learning, transformative school leadership, workplace learning, and integrative studies—to focus your studies and further customize your curriculum.
• You'll begin dissertation in practice work at the onset of your program. You'll select a compelling educational/organizational challenge and will be assigned a faculty advisor to support your research throughout the program.
• All coursework is online—providing flexibility for working professionals. Your residencies will be fulfilled in person*, at one of our campuses in Boston, Charlotte, or Seattle.
• You'll learn alongside faculty practitioners—engaging with respected leaders who contribute to the field as authors, journal editors, school board members, bloggers, and podcasters.

*In-person participation in the residency is also available for international students.

Concentrations

• Higher Education Administration: The higher education administration concentration provides an opportunity for experienced higher education professionals to expand their previous understanding of practices within all sectors of postsecondary education—and also advance their professional practice by developing and deepening their understanding of the roles of colleges and universities in our society. Sectors examined include community colleges, four-year colleges, for-profit institutions, and research universities.
• Innovative Teaching and Learning: The innovative teaching and learning concentration focuses on transforming education through innovation, justice, and policy, by providing engaging opportunities for current and aspiring teaching and learning specialists working in various education spaces. The concentration focuses on teaching and learning both inside and outside the bounds of P-20 schools and focuses on developing and leading innovative curricula as well as professional development.
• Transformative School Leadership: The transformative school leadership concentration provides innovative opportunities for experienced education professionals who are current and aspiring leaders of early childhood centers, public or private schools, or school districts. The concentration prepares students to lead and transform educational spaces and be equipped to shape the needs of education in K-12, higher education, organizational contexts, and beyond.
• Workplace Learning: The workplace learning concentration helps professionals gain a deeper understanding of, recognize, and influence real-life social inequalities faced by marginalized populations in the workplace. Courses allow students to advance their professional practice by developing and deepening their knowledge of workplace learning, organizational dynamics, learning strategy, and ethics.
• Integrative Studies: The integrative studies concentration provides an opportunity for students to design a program of study that fits their own professional goals and includes the required foundation and research courses, concentration courses from any EdD concentration, and electives from the Doctor of Education or Doctor of Law and Policy programs.

Program Objectives

Northeastern's Doctor of Education program is designed for experienced professionals interested in deepening their understanding of education, organizational development, and leadership. Throughout the program, students examine various approaches to critical, practice-based issues, learn research methods, and conduct a doctoral research study that investigates a compelling educational or organizational challenge.

2022-2023 Doctor of Education Program of the Year

The Carnegie Project on the Education Doctorate selected Northeastern's EdD program as the 2022-2023 Program of the Year, noting the “redesigned Dissertation in Practice Curriculum and the adoption of action research as its guiding methodology …” The committee praised “the program’s efforts to move beyond the typical five-chapter dissertation and engage scholarly practitioners in the acquisition of skills to realize meaningful change in their local contexts, emphasizing social justice.”

Experiential / Co-op Opportunities

Northeastern's signature experience-powered learning model has been at the heart of the university for more than a century. It combines world-class academics with professional practice, allowing you to acquire relevant, real-world skills you can immediately put into action in your current workplace.

This makes a Northeastern education a dynamic, transformative experience, giving you countless opportunities to grow as a professional and person.

Learn About Getting Real World Experience

Get Set With a Custom Course Plan

Please note: The following is a sample curriculum and is subject to change. Enrolled students should reference the academic catalog for current program requirements.

General Requirements

Note:  A minimum of 51 quarter hours must be taken at the College of Professional Studies. 

Required Foundation Courses

Required research courses, dissertation in practice.

Residency Requirement:  Each student is required to attend two residency events. Dates and other event information are released annually. Seattle and Charlotte students will satisfy residency requirements through regional campus hybrid coursework.

Elective List

Complete four courses from the EDU 7000 level. Below is a list of courses regularly offered as electives within the Doctor of Education program.

Concentration in Higher Education Administration

Concentration in innovative teaching and learning, concentration in integrative studies, required courses.

Complete 12 credit hours of EDU courses from any other program concentration. 

Elective Courses

Complete 15 credit hours of EDU 7000 courses from the program elective list and any LWP 7000-level course.

Concentration in Transformative School Leadership

Concentration in workplace learning.

My favorite assignment, and one I could have easily spent weeks on, was the final project. Because I got to choose my topic on Affirmative Action and Diversity in College Admissions, it was something I was really interested in and really enjoyed digging into. This also prompted me to go sit in the courtroom for the Students for Fair Admission v. Harvard trial, which is something that was a thrill and never would have thought to do before this course. When the plaintiff’s lawyer referenced the Bakke case, I knew exactly what that was! It took my book learning and brought it to life. Lisa R, Current Student

Now Let's Talk Admissions

You know where you are headed and you've seen how our program will lead you there. So let's get going. Here's what you need to know before you enroll.

Application Requirements

• Online application
• Academic transcripts: Official undergraduate and graduate degree documentation
• Describe the problem of practice
• Explain why you want to investigate it
• Provide a strong rationale for the significance of the problem
• Minimum work experience: Three years in a related field
• Professional resumé: Must summarize work and education history, include an outline of your educational/academic skills with examples such as research and teaching experience, affiliations, publications, certifications, presentations, and other professional skills.
• Faculty recommendation: Must be from a faculty member in your previous graduate program who can attest to your readiness for doctoral work. If you are no longer acquainted with a faculty member, please choose a professional who can speak of your academic capabilities to engage in doctoral-level research and writing. Recommendations should be presented as a letter attached to the general recommendation form.
• Two professional recommendations: Must be from individuals who have either academic or professional knowledge of your capabilities, a supervisor, mentor, or colleague. It is preferred that one letter of recommendation come from your current employer and/or supervisor. Recommendations should be presented as a letter attached to the general recommendation form.
• Proof of English language proficiency: ONLY for students for whom English is not their primary language.

International Requirements

Are You an International Student? Find out what additional documents are required to apply.

Admissions Details Learn more about the College of Professional Studies admissions process, policies, and required materials.

Financing Requirements

Finance Your Education We offer a variety of resources, including scholarships and assistantships.

How to Apply Learn more about the application process and requirements.

Cost and Tuition

Estimated Total Tuition

This is an estimate based on the tuition rates for Academic Year 2024-2025 and does not include any fees or other expenses. Some courses and labs have tuition rates that may increase or decrease total tuition. Tuition and fees are subject to revision by the president and Board of Trustees at any time. Select programs at select campuses offer additional scholarships of up to 25% off the listed price for domestic students studying on campus. For more detailed information, please visit Student Financial Services .

For students interested in pursuing financial assistance or educational loans, additional educational costs, known as Cost of Attendance (COA) components, can be included in the calculation of aid and loan eligibility. Components may include food, housing, books, course materials, supplies, equipment, transportation, personal expenses, and the cost of obtaining a first professional licensure. You can find comprehensive details on the  Student Financial Services website. Please keep in mind that COA can vary significantly depending on academic program, enrollment intensity, and individual circumstances.

Application Deadlines

Our admissions process operates on a rolling basis; however, we do recommend the application guidelines below to ensure you can begin during your desired start term:

Domestic Application Guidelines

International Application Guidelines *

*International deadlines are only applicable if the program is F1 compliant.

Student Body Profile

Below is a look at where our Education & Learning alumni work, the positions they hold, and the skills they bring to their organization.

Where They Work

• Boston Public Schools
• Chicago Public Schools
• NYC Department of Education
• Lockheed Martin
• Veterans Affairs
• Johns Hopkins
• Columbia University

What They Do

• Media Consultant
• College President
• Chief Information Officer
• Instructional Designer
• Diversity Officer
• Founder-CEO
• VP of Student Services
• Community Services Director

What They're Skilled At

• Experiential Learning
• Team Building
• International Education
• Change Agency
• Entrepreneurship
• Urban Education
• Strategic Management
• Student Engagement

Learn more about Northeastern Alumni on  Linkedin .

Related Programs

Learning and instruction — master's — online.

Learn more about Learning and Instruction

Education — Professional Doctorate — Charlotte, NC

Learn more about Education

Education — Professional Doctorate — Seattle, WA

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UMass Boston

• Early Childhood Education & Care PhD

Preparing future leaders to transform opportunities and outcomes for young children.

UMass Boston's PhD in Early Childhood Education and Care (ECEC) prepares you to transform opportunities and outcomes for young children through skilled research, policy development, and innovative practices. This will be accomplished through a program that is both research-intensive and policy- and practice-oriented. The focus will be on using and developing knowledge to address pressing, meaningful problems in the development of young children, especially in underrepresented and underserved populations, including those living in poverty, with disabilities or developmental delays, and from immigrant or refugee groups, within the U.S. and also in low-income countries.

Through their research, students will address applied questions in policy and practice. The focus will be on young children, especially the first five years of life, a period often neglected in schools of education.

Why apply to UMass Boston's Early Childhood Education and Care PhD program?

The Early Childhood Education and Care PhD program is all about preparing the next generation of early childhood scholars, teachers, and social justice advocates. We believe in the benefits of working with a variety of research methods and theoretical approaches, learning with multiple mentors, and knowing how to think about children, families, and social justice as they apply to local and transnational contexts.

Start Your Application

Plan Your Education

How to apply.

Applicants must meet general graduate admission requirements in addition to the following program-specific requirements

• Evidence of a master’s degree in early childhood or related field. Transcripts must include at least one introductory course in statistics.
• Scores on the Graduate Record Examination Combined Aptitude Test (GRE). All students must submit the general GRE scores even if they have a master’s degree. We do not accept the MATs.
• For international students, a minimum TOEFL score of 600 (paper), 250 (computer based), or 100 (Internet based), with a minimum score of 23 on the speaking section or an IELTS score of 7.0.
• Short [3-5 page] writing sample: Any substantial piece of academic writing of which the applicant is the sole author.
• What are your career objectives?
• How will a PhD in Early Childhood Education and Care advance those objectives?
• In what ways does the UMass Boston Early Childhood Education and Care program address your particular academic, career, and personal goals?
• What professional, personal, and academic experiences or strengths have especially equipped you for the challenges of pursuing a doctorate?
• What research issues are you interested in pursuing at UMass Boston? Which professor(s) would you like to work with in this program?

Deadlines & Cost

Deadlines: January 15 for Fall.

Application Fee: The nonrefundable application fee is $75. UMass Boston alumni and current students that plan to complete degree requirements prior to graduate enrollment can submit the application without paying the application fee.

Program Cost Information: Bursar's website

Core Courses (15 Credits)

• ECHD 701 - Early Education and Care Policy and Practice 3 Credit(s)
• ECHD 702 - Advanced Child Development and Early Learning 3 Credit(s)
• ECHD 704 - Leadership and Change in Early Education and Care 3 Credit(s)
• ECHD 705 - The Science of Early Learning 3 Credit(s)
• ECHD 706 - Historical and Theoretical Foundations of Early Childhood Education and Care. 3 Credit(s)

Research Methods Courses (18 Credits)

Complete one introductory course, one quantitative course, one qualitative course, and three advanced qualitative research electives.

Introductory Course:

• ECHD 703 - Translating Early Education Research into Practice 3 Credit(s)

Qualitative Courses (choose one):

• PPOL-G 609L - Qualitative Methods and Field Research 3 Credit(s)
• EDLDRS 740 - Research Methods in Educational Leadership I 3 Credit(s)
• HIGHED 752 - Research Methods in Higher Education: Qualitative Analysis 3 Credit(s)

Quantitative Courses (choose one):

• EDLDRS 741 - Research Methods in Educational Leadership II 3 Credit(s)
• CSP 708 - Intermediate Statistics in CSP 3 Credit(s)
• HIGHED 751 - Research Methods in Higher Education: Quantitative Analysis 3 Credit(s)

Advanced Quantitative Research Courses (choose three):

• EDLDRS 743 - Measurement and Research Instrument Design 3 Credit(s)
• PPOL-G 605L - Statistical Methods in the Analysis of Social Problems II 3 Credit(s)
• CSP 770 - Advanced Statistics in Counseling and School Psychology 3 Credit(s)
• APLING 704 - Advanced Discourse Analysis 3 Credit(s)
• APLING 705 - Advanced Ethnography 3 Credit(s)
• SOCIOL 655 - Evaluation Research 3 Credit(s)
• SOCIOL 660 - Fundamentals of Survey Methodology 3 Credit(s)

Teaching Seminar (3 Credits)

• ECHD 707 - Teaching Early Childhood Education and Care in Higher Education 3 Credit(s)

Doctoral Seminars (6 Credits)

• ECHD 709 - ECEC Doctoral Seminar I 3 Credit(s)
• ECHD 710 - ECEC Doctoral Seminar II 3 Credit(s)

Research Team Seminars (3 Credits)

Complete two semesters.

• ECHD 708 - Early Childhood Education and Care (ECEC) Research Team Seminar 1.5 Credit(s)

Concentration Courses (9 Credits)

Take three courses from one of the concentrations below.

Learning and Teaching in the First Five Years Concentration

Example courses.

• PSYCLN 710 - Child Assessment 3 Credit(s)
• APLING 605 - Theories and Principles of Language Teaching 3 Credit(s)
• APLING 614 - Foundations of Bilingual/Multicultural Education 3 Credit(s)
• APLING 707 - Current Research on Language and Pedagogy 3 Credit(s)

Capstone Requirement

Leadership, policy and finance concentration.

• PPOL-G 611 - Public Policy Processes: Environments, Power and Outcomes 3 Credit(s)
• PPOL-G 612 - Approaches to Policy Analysis: Epistemology, Theory and Institutions 3 Credit(s)
• PPOL-G 621 - Microeconomics for Policy Analysis 3 Credit(s)
• PPOL-G 760 - Sociological Perspectives on Public Policy and Social Justice 3 Credit(s)
• EDLDRS 732 - Organization and Leadership in Educational Institutions 3 Credit(s)
• NURSNG 741 - Health Policy I 3 Credit(s)

Urban, Multilingual and Global Contexts Concentration

• CSP 705 - Social and Cultural Psychology 3 Credit(s)
• CONRES 624 - Cross-Cultural Conflict 3 Credit(s)
• EDLDRS 720 - Teaching, Learning and Curriculum in Urban Contexts 3 Credit(s)
• EDLDRS 730 - Historical Roots of Contemporary Urban Schooling 3 Credit(s)
• PSYCLN 610 - Culture and Mental Health 3 Credit(s)
• PPOL-G 753L - Epidemiological Thinking and Population Health 3 Credit(s)
• HLTH 644 - Global Perspectives on Health; Exploring the Intersection of Equity, Economics and Culture 3 Credit(s)
• APLING 603 - Language, Culture and Identity 3 Credit(s)
• APLING 665 - Immigration and Education 3 Credit(s)
• SPE G 630 - Building Collaborative Partnerships with Families of Students with Disabilities 3 Credit(s)
• GISD 605 - International Responses to Social Inclusion 3 Credit(s)
• GISD 606 - Research and Evaluation in Diverse Settings: Methods and Implications 3 Credit(s)
• GISD 608 - Ethics and Professionalism in Global Inclusion and Social Development 3 Credit(s)
• GISD 609 - Justice: A Global Transdisciplinary Framework for Culture and Innovation 3 Credit(s)
• GISD 610 - Strategies for Systemic Change 3 Credit(s)

Individual Concentration

Complete nine credits of coursework chosen in consultation with your faculty advisor.

Graduation Criteria

Complete 63 credits from 19 courses including five core courses, six research methods courses, one teaching seminar, two doctoral seminars, two research team seminar, and three concentration courses; as well as a nine credit dissertation.

Doctoral candidacy: Completion of a comprehensive examination. Dissertation: Compose and defend a dissertation based on original research.

Statute of limitations: Nine years.

Graduate Program Director Songtian (Tim) Zeng songtian.zeng [at] umb.edu (617) 287-6409

Curriculum & Instruction

Learn more about UMass Boston's Curriculum & Instruction department, our research, and our faculty.

College of Education & Human Development

Learn more about the faculty, research, and programs that make up our College of Education & Human Development.

Howard Gardner

Faculty info, contact information, personal site, faculty coordinator.

Howard Gardner is the John H. and Elisabeth A. Hobbs Research Professor of Cognition and Education at the Harvard Graduate School of Education. He is also the head of the Steering Committee of Harvard Project Zero . Among numerous honors, Gardner received a MacArthur Prize Fellowship and a Fellowship from the John S. Guggenheim Memorial Foundation in 1981 and 2000, respectively. In 1990, he was the first American to receive the University of Louisville's Grawemeyer Award in Education. He also won  Howard Gardner, recipient of the Distinguished Contributions to Research in Education Award. In recognition of his contributions to both academic theory and public policy, he has received honorary degrees from thirty-one colleges and universities, including institutions in Bulgaria, Canada, Chile, Greece, Ireland, Israel, Italy, South Korea, and Spain. He has twice been selected by Foreign Policy and Prospect magazines as one of 100 most influential public intellectuals in the world. In 2011, Gardner received the Prince of Asturias Award for Social Sciences; in 2015, he was chosen as the recipient of the Brock International Prize in Education; and in 2020, he received the Distinguished Contributions to Research in Education Award from the American Educational Research Association (AERA). He has been elected a member of the American Academy of Arts and Sciences, the American Philosophical Society, the National Academy of Education, and the London-based Royal Society for the Encouragement of Arts, Manufactures, and Commerce. 

The author of thirty books translated into thirty-two languages, and several hundred articles, Gardner is best known in educational circles for his theory of multiple intelligences, a critique of the notion that there exists but a single human intelligence that can be assessed by standard psychometric instruments (please see Multiple Intelligences Oasis ). Since the middle 1990s, Gardner has directed The Good Project , a group of initiatives, founded in collaboration with psychologists Mihaly Csikszentmihalyi and William Damon. 

In 2020, Gardner’s memoir, A Synthesizing Mind was published by MIT Press. He also recently completed The Real World of College with Wendy Fischman, to be published by MIT Press in 2022. This book explores the results of their large-scale national study documenting how different groups think about the goals of college and the value of a course of study emphasizing liberal arts and sciences. He contributes to his personal blog regularly.  

Publications

• Kornhaber, M., & Winner, E. (Eds.). (2014). Mind, Work, and Life: A Festschrift on the Occasion of Howard Gardner’s 70th Birthday, with responses by Howard Gardner (Vols. 1-2). Amazon via CreateSpace Independent Publishing Platform. Available online at: http://howardgardner01.files.wordpress.com/2012/06/festschrift-_-volumes-1-2-_-final.pdf.
• Gardner, H. and Davis, K. (2013). The App Generation: How today's youth navigate identity, intimacy, and imagination in a digital world . New Haven, CT: Yale University Press. Translated into: Italian, Korean, Spanish, Romanian, and Chinese (simple characters).
• Gardner, H. (2011). Truth, beauty, and goodness reframed: Educating for the virtues in the era of truthiness and twitter . (Paperback edition, with new preface). New York, NY: Basic Books.
• James, C., Davis, K., Flores, A., Francis, J., Pettingill, L., Rundle, M., & Gardner, H. (2009). Young people, ethics, and the new digital media: A synthesis from the GoodPlay Project . Cambridge, MA: The MIT Press.
• Gardner, H. (2007). Five minds for the future . Boston: Harvard Business School Press. Translated into Korean, Italian, Japanese, Danish Chinese, Portuguese, Russian, Spanish, Turkish, Romanian.
• Gardner, H., Ed. (2007). Responsibility at work: How leading professionals act (or don't act) responsibly . San Francisco: Jossey-Bass.
• Gardner, H. (2006). The development and education of the mind: The collected works of Howard Gardner . London, UK: Routledge. Translated into Italian, Spanish.
• Gardner, H. (2006). Multiple intelligences: New horizons . New York: Basic Books. Translated into: Romanian, Chinese (SC), Vietnamese, Indonesian, Korean, and Bulgarian.
• Gardner, H. (2004). Changing minds: The art and science of changing our own and other people’s minds . Boston MA: Harvard Business School Press. Paperback edition (2006). Translated into French, Spanish, Japanese, Danish, Indonesian, Italian, Korean, Portuguese, Greek, Polish, Russian, Turkish, Chinese (CC), Chinese (SC), Chinese (short version), Danish, Romanian, Norwegian, and Croatian. Awarded Strategy + Business's Best Business Books of the Year (2004). 2011 Edition with updated preface and bibliography: New York, NY, Basic Books.
• Fischman, W., Solomon, B., Greenspan, D., Gardner, H. (2004). Making good: How young people cope with moral dilemmas at work . Cambridge: Harvard University Press. Translated into Spanish, Korean, and Chinese.
• Gardner, H. (2002). Howard Gardner in Hong Kong . L.Lo (Ed.). Hong Kong: Hong Kong Institute of Educational Research.
• Gardner, H., Csikszentmihalyi, M. and Damon, W. (2001). Good Work: When excellence and ethics meet . New York: Basic Books. Paperback edition with Afterword (2002). Translated into Korean, Spanish, German, Portuguese, Swedish, Chinese and Romanian. Selected as one of ten most important books in Hong Kong (2003). Chosen as a Book of Distinction by the Templeton Foundation.
• Gardner, H. (1999). The Disciplined mind: What all students should understand . New York: Simon and Schuster. Translated into Portuguese, German, Spanish, Chinese (Taiwan), Italian, Swedish, Korean, Hebrew, Danish, Turkish, Romanian, Croatian. Excerpted in The Futurist , 34, (2), 30-32, (Mar/Apr 2000) . Paperback edition with new afterword, "A Tale of Two Barns": Penguin Putnam, New York, 2000.
• Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st Century . New York, NY: Basic Books. Translated into German, Spanish, Korean, Hebrew, Chinese (SC), Swedish, Portuguese, Japanese, Italian, Bulgarian, Polish, Turkish, Dutch, and Croatian.
• Gardner, H. (1997). Extraordinary minds: Portraits of exceptional individuals and an examination of our extraordinariness . New York: Basic Books. British edition, London: Weidenfeld & Nicolson, 1997. Translated into French, Portuguese, Chinese (Taiwan), Chinese (PRC), Polish, Hungarian, Czech, Spanish, Korean, Indonesian, and German.
• Gardner, H., with the collaboration of Laskin, E. (1995). Leading minds: An anatomy of leadership . New York: Basic Books. Translated into German, Italian, Swedish, Portuguese, Chinese (Taiwan), Greek, Korean, Spanish, and Japanese. British Edition: HarperCollins, 1996. Basic Books Paperback.
• Gardner, H. (1993). Multiple intelligences: The theory in practice . New York: Basic Books. Selected by three book clubs. Excerpted in the magazine Behinderte in Familie , Schule und Gesellschaft , vol. 2 , 1997. Abridged, Danish translation, 1997, Copenhagen: Glydendal Undervisning. Translated into Spanish, Portuguese, Italian, French, Chinese (Taiwan), Hebrew, Korean, Polish, Chinese (R.C.), Danish, Ukranian, and Japanese.
• Gardner, H. (1993). Creating minds: An anatomy of creativity seen through the lives of Freud, Einstein, Picasso, Stravinsky, Eliot, Graham, and Gandhi . New York: Basic Books. Quality Paperback Book Club. Translated into Swedish, German, Spanish, Chinese (Taiwan), Portuguese, Italian, Slovenian, Korean, Polish, and French.
• Gardner, H. (1990). Art education and human development . Los Angeles, CA: The Getty Center for Education in the Arts. Translated into Italian and Spanish.
• Gardner, H. (1989). To open minds: Chinese clues to the dilemma of contemporary education . New York, NY: Basic Books. Basic Books Paperback with new introduction, 1991. Translated into Italian and Korean.
• Gardner, H. (1985). The mind's new science: A history of the cognitive revolution . New York: Basic Books. Translated into Spanish, Japanese, French, German, Italian, Chinese, and Portuguese. Adopted by six book clubs. Basic Books Paperback with new Epilogue, 1987.
• Gardner, H. (1983). Frames of mind: The theory of multiple intelligences . New York: Basic Books. Selected by five book clubs. British Edition, W. Heinemann. Translated into Spanish, Japanese, Italian, Hebrew, Chinese, French, and German. Basic Books Paperback, 1985. Tenth Anniversary Edition with new introduction, New York: Basic Books, 1993. Twentieth Anniversary Edition with new introduction. New York: Basic Books, 2004. Translated into Swedish, German, Portuguese, Spanish, Italian, Chinese (Taiwan), French, Norwegian, Hebrew, Slovenian, Korean, and Czech. Selected by three book clubs. Selected by the Museum of Education for Books of the Century exhibit, Columbia, SC, 1999. Tenth Anniversary British Edition, London: HarperCollins (Fontana Press), 1993.
• Gardner, H. (1982). Art, mind, and brain: A cognitive approach to creativity . New York, NY: Basic Books. Basic Books Paperback, 1984. Translated into Spanish, Hebrew, Japanese, Italian, Chinese, and Portuguese.
• Gardner, H. (1980). Artful Scribbles: The significance of children's drawings . New York: Basic Books. Behavioral Sciences book service selection. Basic Books Paperback, 1982. Translated into Japanese, French, Spanish, and Chinese.
• Gardner, H. (1979). Developmental psychology: An introduction . Boston: Little Brown, International Edition. Second Edition, 1982.
• Gardner, H. (1975). The shattered mind . New York: Knopf. Main Selection, Psychology Today Book Club, Jan. 1974; Vintage Paperback, 1976. Quality Paperback Book Club Selection. Routledge and Kegan Paul, British Edition. Translated into Japanese.
• Gardner, H. (1973). The quest for mind: Jean Piaget, Claude Levi-Strauss, and the structuralist movement . New York: NY: Knopf. Vintage paperback, 1974; coventure publication in England, 1975. Second Edition, 1981, University of Chicago Press. Translated into Italian and Japanese.
• Gardner, H. (1973). The arts and human development . New York, NY: Wiley. Translated into Chinese and Portuguese. Second Edition, 1994, New York: Basic Books.
• Brock International Prize in Education (2015)
• Prince of Asturias Award (2011)
• Medal of the Presidency of the Italian Republic, International Scientific Committee of the Pio Manzu Centre (2001)
• Guggenheim Fellowship (2000)
• Grawemeyer Award in Education (1990)
• MacArthur Prize Fellowship (1981)

Associations

• American Philosophical Society, Council Member,(2013-2016)
• Royal Society for the Encouragement of Arts, Manufactures, and Commerce, England,(2007-)
• American Academy of Political and Social Sciences,(2000-)
• American Academy of Arts and Sciences,(1995-)
• Author's Guild,(1985-)
• American Association for the Advancement of Science, Fellow,(1980-)

Sponsored Projects

Making ethics central in higher education: expanding and disseminating a promising approach (2022-2025) kern family foundation.

This project focuses on expanding and disseminating an intervention that prods college students to think and act beyond the self. It also seek to create a “hub” for similar approaches in higher education. The overarching goal is to help students become more aware of and sensitive to ethical dilemmas. As documented in the researchers’ national study of higher education, students routinely describe these issues in terms of how they are affected personally (the “I”), with little acknowledgement of how these issues affect others, or how the consequences of their own actions may affect a broader community (the “we”). This project seeks to “move the needle” on character and ethics from “I” to “we” in the personal and professional lives of young citizens. In a two-year pilot project supported by the Kern Family Foundation, the researchers developed and tested an intervention (hereafter referred to as “Beyond the Self”) with 150 students at four different colleges. The documentation provides evidence that the intervention helped students to reflect more deeply and more broadly on situations and decisions they face themselves, learn about in class, and observe on campus and beyond. To scale-up this work, this three-year project that has three major objectives: 1. To disseminate the approach to other institutions—to help others implement “Beyond the Self” with students. 2. To network with others engaged in similar work; 3. Drawing on the researchers’ decades of creating powerful syntheses in education, to collate their efforts with others across higher education and produce a coherent integrated account that will prove useful across higher education and perhaps beyond.

• Life-Long Learning Blog (https://howardgardner.com/category/life-long-learning-a-blog-in-education/)
• The Good Project

Phone Number

Featured articles.

Howard Gardner Named 2024 Convocation Speaker

Celebrated psychologist and originator of the theory of multiple intelligences will address HGSE graduates on May 22

The Real World of College

The Questionable Ethics of College Students

Advice to an Aspiring Researcher

College Uncovered

In a world focused on getting in, do you know what you’re getting into? College Uncovered, from GBH News in collaboration with The Hechinger Report, pulls back the ivy on American higher education, exposing the problems, pitfalls and risks — and helping you navigate them. If you wonder how college really works, subscribe on your favorite podcast platform now or listen below. Because it’s a real education.

Eps 1 Misleading U

Eps 2 affirmative action … for the rich, eps 3 secret sophomore admissions, eps 4 the meritocracy myth, eps 5 the transfer trap, eps 6 graduation frustration, eps 7 the “m” word, eps 8 the enrollment industrial complex, season 2 is coming, eps 1 - buyer beware, eps 2 - bait and switch, s2 ep3 - loss leaders, more on higher education.

Counter-protesters rally outside pro-Palestine encampment at MIT

Local faculty and staff divided over Gaza protests, administrators’ handling of encampments

‘This is too important’: Students share why they risk school discipline and relationships to encamp for Gaza

Crimson reporter shares latest from Harvard’s encampment

Northeastern students set up pro-Palestinian encampment

108 arrested during ‘horrific’ police sweep of Emerson College pro-Palestine encampment

Are you seeking one-on-one college counseling and/or essay support? Limited spots are now available. Click here to learn more.

29 Best Colleges for Criminal Justice – 2024

May 9, 2024

The educational bar for entering the law enforcement field has sharply risen in the last decade. This, in part, explains the exponential growth in criminal justice schools across the country. However, another key factor behind Criminal Justice’s place as the 6th most popular major at U.S. institutions are the associated specialty areas of study that can lead to exciting careers. These include: forensic accounting, counterterrorism, criminal psychology, homeland security, and forensic science. No matter your area of concentration, the schools on our list of Best Colleges for Criminal Justice will help you achieve your career aims in the world of law enforcement.

Methodology 

Click here to read our methodology for the Best Colleges for Criminal Justice.

Salary Information

Want to know how much money graduates of the top Criminal Justice schools make when they begin their careers? For each college listed (and hundreds of additional schools), you can view the starting salaries for criminal justice majors .

Best Colleges for Criminal Justice

Here’s a quick preview of the first ten criminal justice institutions that made our list. Detailed profiles and stats can be found when you scroll below.

1) University of California, Irvine

2) Florida State University

3) University of Maryland, College Park

4) University of Pennsylvania

5) Arizona State University

6) Pennsylvania State University

7) Northeastern University

8) American University

9) University of Delaware

10) University at Albany (SUNY)

All of the schools profiled below have stellar reputations in the area of Criminal Justice and commit substantial resources to undergraduate education. For each of the best criminal justice colleges, College Transitions will provide you with—when available—the university’s:

• Cost of Attendance
• Acceptance Rate
• Median  SAT
• Median  ACT
• Retention Rate
• Graduation Rate

We will also include a longer write-up of each college’s:

• Academic Highlights – Includes facts like student-to-faculty ratio, average class size, number of majors offered, and most popular majors.
• Professional Outcomes – Includes info on the rate of positive outcomes, companies employing alumni, and graduate school acceptances.

University of California, Irvine

Academic Highlights: UCI offers eighty undergrad programs as well as many opportunities for personal connection; 56% of all sections enroll 19 or fewer students and over 60% of students conduct a research project. The most commonly conferred degrees are the social sciences (16%), business (12%), psychology (11%), and biology (9%). The Samueli School of Engineering has a solid reputation as does the Bren School, the only independent computer science school in the UC system. Programs in public health and biological sciences earn very high marks.

Professional Outcomes: Accounting, aerospace, internet and software, K-12 education, real estate, and retail are among the industries attracting the greatest number of Anteaters. Companies employing large numbers of recent grads include Boeing, the Walt Disney Company, Google, EY, and Microsoft. Hundreds of alumni are also found at Kaiser Permanente, Meta, Apple, Edwards Lifesciences, and Deloitte. The median salary is $69,000, with CS grads earning close to $120k right off the bat. UCI has a very strong reputation for premed.

• Enrollment: 28,661 (undergraduate); 7,275 (graduate)
• Cost of Attendance: $40,202 (in-state); $72,776 (out-of-state)
• Median SAT: Test Blind
• Median ACT: Test Blind
• Acceptance Rate: 26%
• Retention Rate: 91%
• Graduation Rate: 87%

Florida State University

• Tallahassee, FL

Academic Highlights: A wide range of baccalaureate degrees—103 to be precise—are available at FSU. The student-to-faculty is a 17:1, which translates into somewhat larger class sizes. Ten percent of sections contain more than fifty students, and 4% have more than 100. However, that is balanced by the 66% of sections that contain fewer than twenty students. Twenty-three percent of degrees conferred fall under the business umbrella. The social sciences (15%), psychology (8%), biology (8%), and homeland security (6%) are next in popularity.

Professional Outcomes: Eighty-three percent of job-seeking Seminole grads receive at least one offer of employment within three months of graduation. The top five sectors employing 2022 grads are (in order) finance, technology, marketing, health, and engineering. Roughly one-third of 2022 Florida State grads elected to immediately pursue admission into an advanced degree program; 75% of those who apply receive at least one acceptance. A typical graduating class sees over 100 students accepted into medical schools and over 200 accepted into law schools.

• Enrollment: 32,936
• Cost of Attendance: $25,762 (In-State); $39,692 (Out-of-State)
• Median SAT: 1300
• Median ACT: 29
• Acceptance Rate: 25%
• Retention Rate: 94%
• Graduation Rate: 85%

University of Maryland, College Park

• College Park, MD

Academic Highlights: Undergraduates can select from 100+ majors across twelve colleges. 18% of degrees are conferred in computer science, followed by the social sciences (13%), with  criminology, government and politics, and economics being the most popular majors.  Engineering (13%), business (11%), and biology (8%) are next in line. The School of Business, the School of Engineering, and the College of Journalism are all top-ranked, as are programs in computer science and criminology. 46% of sections enroll fewer than twenty students.

Professional Outcomes: Within six months of graduating, 96% of Class of 2022 grads had positive outcomes. 67% found employment; the companies/organizations that hired the greatest number of grads included Northrop Grumman, Deloitte, Amazon, and EY. Meta, Apple, and Google employ more than 200 alumni each.  The mid-50% salary range for 2022 grads was $55k-$83k. 21% of the Class of 2022 headed directly to graduate and professional school; 11% entered doctoral programs, 5% entered medical school, and 5% entered law school.

• Enrollment: 30,353 (undergraduate); 10,439 (graduate)
• Cost of Attendance: $31,540 (in-state); $60,918 (out-of-state)
• Median SAT: 1440
• Median ACT: 33
• Acceptance Rate: 84%
• Retention Rate: 95%
• Graduation Rate: 89%

University of Pennsylvania

• Philadelphia, PA

Academic Highlights : 90 distinct degrees are available across four schools: the College of Arts & Sciences, the College of Applied Science and Engineering, the College of Nursing, and the world-renowned Wharton School. The greatest number of students pursue degrees in business (19%), social sciences (14%), biology (11%), health sciences (9%), engineering (9%), and computer science (9%). The university boasts an exceptional 26% of courses with an enrollment under ten and 59% with an enrollment under twenty as well as multiple ways for undergrads to conduct research.

Professional Outcomes: 75% of Class of 2022 grads were employed within six months of graduating, and 18% were in graduate school. Finance attracted the highest percentage of grads (30%) followed by consulting (20%), technology (15%), and healthcare (10%). Employers hiring the greatest number of 2022 grads included JPMorgan, Boston Consulting Group, McKinsey, Bain & Company, Meta, and Goldman Sachs. The median starting salary for all graduates is $80,000. For those continuing their educational journeys, the most popular move is to remain at Penn, followed by Columbia and Harvard.

• Enrollment: 9,760 (undergraduate); 13,614 (graduate)
• Cost of Attendance: $89,028
• Median SAT: 1540
• Median ACT: 35
• Acceptance Rate: 7%
• Retention Rate: 98%
• Graduation Rate: 96%

Arizona State University

Academic Highlights: The faculty-to-student ratio is a fairly high 19:1, but not all classes call for stadium seating. In fact, 40% of course sections seat fewer than twenty students. Business is the concentration in which 22% of total bachelor’s degrees are conferred. Engineering (9%), biology (9%), and the health professions (7%) are the next three most popular. The WP Carey School of Business offers many highly ranked programs as does the Fulton Schools of Engineering.

Professional Outcomes: A healthy 83% percent of ASU graduates looking for work are employed within six months of earning their degrees. The median salary for an ASU grad is roughly $55,000. Among the school’s top fifty employers are Amazon, Apple, Intel, The Vanguard Group, and Walt Disney Company. Approximately one-fifth of recent grads enrolled in graduate school. Similar to employment, the size and scope of the university lead to many graduate pathways. Many grads continue at ASU itself, but some continue at various prestigious institutions.

• Enrollment: 65,492
• Cost of Attendance: $28,142 (in-state); $48,284 (out-of-state)
• Median SAT: 1250
• Median ACT: 23
• Acceptance Rate: 90%
• Retention Rate: 86%
• Graduation Rate: 69%

Pennsylvania State University — University Park

• State College, PA

Academic Highlights: Penn State offers 275 majors and a number of top-ranked programs in a host of disciplines. The College of Engineering is rated exceptionally well on a national scale and is also the most popular field of study, accounting for 15% of the degrees conferred. The Smeal College of Business is equally well-regarded, earning high rankings in everything from supply chain management to accounting to marketing. It attracts 15% of total degree-seekers. 61% of classes have an enrollment below thirty students.

Professional Outcomes: By graduation, 70% of Nittany Lions have found their next employment or graduate school home. 98% of College of Business grads are successful within three months of exiting, flocking in large numbers to stellar finance, accounting, consulting, and technology firms. Hundreds of alumni work at Citi, Salesforce, and Meta, and more than 500 currently work at each of IBM, Deloitte, PwC, Amazon, EY, JPMorgan Chase, Microsoft, Google, and Oracle. 75% of 2022 grads employed full-time earned starting salaries greater than $50k.

• Enrollment: 41,745 (undergraduate); 7,020 (graduate)
• Cost of Attendance: $32,656 (in-state); $52,610 (out-of-state)
• Acceptance Rate: 55%

Northeastern University

Academic Highlights: Northeastern offers 290 majors and 180 combined majors within nine colleges and programs. Experiential learning is had by virtually all graduates, thanks to the school’s illustrious and robust co-op program. The D’Amore-McKim School of Business is a top-ranked school and offers one of the best international business programs anywhere, and both the College of Engineering and College of Computer Science are highly respected as well. Criminal justice, architecture, and nursing are three other majors that rate near the top nationally.

Professional Outcomes: Nine months after leaving Northeastern, 97% of students have landed at their next employment or graduate school destination. Huskies entering the job market are quickly rounded up by the likes of State Street, Fidelity Investments, IBM, and Amazon, all of whom employ 500+ Northeastern alums. Between 200 and 500 employees at Wayfair, Google, Amazon, Oracle, IBM, and Apple have an NU lineage. Starting salaries are above average (55% make more than $60k), in part due to the stellar co-op program.

• Enrollment: 20,980 (undergraduate); 15,826 (graduate)
• Cost of Attendance: $86,821
• Median SAT: 1500
• Median ACT: 34
• Retention Rate: 97%
• Graduation Rate: 91%

American University

• Washington, D.C.

Academic Highlights: There are 60+ undergraduate degrees for students to choose from at AU across six colleges. A low 12:1 student-to-faculty ratio allows 58% of offered courses to be capped at nineteen students; the average undergraduate class size is 23. American’s School of International Service (SIS) is one of the top-ranked programs in the country—its Public Affairs program also receives universally high marks. In terms of sheer popularity, the most commonly conferred degrees are in the social sciences (35%), 17% (business), and journalism (11%).

Professional Outcomes: Within six months of graduation, 90% of AU grads have found employment, are enrolled in grad school, or both. Across all graduating years, more than 100 alumni presently work for the US House of Representatives, the US Department of State, Booz Allen Hamilton, Google, EY, IBM, PwC, and Accenture.  Many of the most popular grad school destinations are only a Metro stop away. George Washington, Georgetown, Johns Hopkins, and American itself head the list.

• Enrollment: 7,917
• Cost of Attendance: $76,176
• Median SAT: 1360
• Median ACT: 31
• Acceptance Rate: 41%
• Retention Rate: 87%
• Graduation Rate: 79%

University of Delaware

Academic Highlights: The University of Delaware offers 150 bachelor’s degree programs. Nearly one-third of students pursue a degree in either business (21%) or engineering (9%), two of the school’s highest-ranked departments. Nursing is popular, with 11% of degrees conferred being in the health professions. Other frequently pursued majors include the social sciences (10%), biology (7%), and education (5%). 62% of courses enroll fewer than 30 students. The university also has the oldest study abroad program in the nation, with 30% of undergrads participating.

Professional Outcomes: 94% of Class of 2022 grads quickly found their next destination. 66% were employed, with 74% taking jobs at for-profit companies, 16% at nonprofits, 7% in K-12 education, and 4% with a government entity. The greatest number of newly minted alums were hired by JPMorgan Chase & Co., KPMG, EY, ChristianaCare, and Deloitte. The median starting salary for this cohort was $62,000. 28% immediately pursued an advanced degree, with 62% entering master’s programs, 20% entering a professional program, and 9% beginning a PhD.

• Enrollment: 18,066 (undergraduate); 4,557 (graduate)
• Cost of Attendance: $33,718 (undergraduate); $57,358 (graduate)
• Median SAT: 1280
• Acceptance Rate: 72%
• Graduation Rate: 82%

University of Albany (SUNY)

Academic Highlights: Part of the SUNY system, the University of Albany offers more than 125 programs. With a 17:1 student-to-faculty ratio, the university sees 18% of it’s classes enrolling 50+ students and 31% enrolling fewer than 20. The social sciences (22%) are the most popular set of majors at the University of Albany. Other majors that draw large numbers of students include business (13%), psychology (9%), biology (8%), and computer science (8%).

Professional Outcomes:  An exceptional 94% of 2022 graduates were already gainfully employed or enrolled in graduate school within six months of earning their degree. In total, 69% are currently employed and they have a median income between $40,000-$45,000; 83% are working in New York State. Companies presently employing hundreds of alumni include Regeneron, PwC, EY, Citi,  IBM, Morgan Stanley, Google, and Deloitte. Among those in grad school, 45% remained at UAlbany.

• Enrollment: 12,264
• Cost of Attendance: $30,025 (In-State); $48,165 (Out-of-State)
• Median SAT: 1220
• Median ACT: 27
• Acceptance Rate: 68%
• Retention Rate: 83%
• Graduation Rate: 64%

University of Cincinnati

• Cincinnati, OH

Academic Highlights:  More than 90 majors await you at the University of Cincinnati and it all unfolds with an 18:1 student-to-faculty ratio. There is a mix of small and large class sections: 32% have 19 or fewer students and 20% have 50% or more. The most frequently conferred degrees in 2022 were business (20%), health professions (14%), engineering (12%), biology (7%), the visual arts (7%), and computer science (6%).

Professional Outcomes:  Looking at all graduating seniors in 2022, 83% had obtained employment within six months of earning their degree and 13% were continuing their education. The average starting salary earned was $53,761. Hundreds of Bearcat alumni can be found in the offices of GE Aerospace, Procter & Gamble, Cincinnati Children’s. Fifth Third Bank, Medpace, Apple, JP Morgan Chase, Microsoft, Google, and Amazon Web Services.

• Enrollment: 29,989
• Cost of Attendance: $26,456 (In-State); $40,066 (Out-of-State)
• Median SAT: 1260
• Median ACT: 26
• Acceptance Rate: 86%
• Graduation Rate: 72%

George Mason University

• Fairfax, VA

Academic Highlights: Fifty-two percent of class sections at GMU enroll nineteen or fewer students, 13% have fifty or more students, and the remaining sections lie in between. The most popular program is business (20%) and is followed by computer and information sciences (13%), the social sciences (8%), health professions (8%), and homeland security (8%). The Volgenau College of Engineering, which houses a top-tier Information Technology Department, and the School of Business are both extremely reputable in the eyes of prospective employers

Professional Outcomes: Six months after receiving their degrees, 87% of the class of 2022 had accepted a job offer or started work in a graduate program. GMU grads flow into major consulting firms like Booz Allen Hamilton, Deloitte, and Accenture, financial institutions like Capital One and Freddie Mac, and engineering/tech firms like General Dynamics, IBM, and Microsoft. Mason graduates tend to pursue advanced degrees either at Mason itself or at other area schools including George Washington, American University, or the University of Maryland.

• Enrollment: 27,014
• Cost of Attendance: $28,963 (In-State); $53,127 (Out-of-state)
• Median SAT: 1240
• Median ACT: 28
• Retention Rate: 85%
• Graduation Rate: 70%

Rutgers University — New Brunswick

• New Brunswick, NJ

Academic Highlights: Rutgers is divided into 17 schools and colleges, collectively offering 100+ undergraduate majors. 41% of class sections have an enrollment of nineteen or fewer students. The greatest number of degrees are conferred in business (20%), computer science (12%), engineering (10%), health professions (10%), biology (9%), and social sciences (7%). Rutgers Business School sends many majors to top Wall Street investment banks, and programs in computer science, public health, and criminal justice have a terrific national reputation.

Professional Outcomes: Upon graduation, 82% of Class of 2022 grads had secured a first job or were heading to an advanced degree program. 67% headed directly to the world of employment, where the companies hiring the largest number of grads included Amazon, Johnson & Johnson, L’Oréal, and JP Morgan Chase. Investment banks like Goldman Sachs and Citi also employ hundreds of alumni, as do companies like Verizon, Bristol-Meyers Squibb, Novartis, Pfizer, and Google. The median starting salary across all majors was $70,000.

• Enrollment: 36,344 (undergraduate); 14,293 (graduate)
• Cost of Attendance: $37,849 (in-state); $57,138 (out-of-state)
• Median SAT: 1370
• Acceptance Rate: 66%
• Retention Rate: 92%
• Graduation Rate: 84%

San Diego State University

• San Diego, CA

Academic Highlights: SDSU has nearly 160 undergraduate majors, minors, and pre-professional programs. Classes tend to be on the large side—28% of course sections enroll more than 40 students, and only 31% of sections contain fewer than 20 students. Business/marketing accounts for 21% of the degrees conferred, making it the school’s most popular area of study. Next in line are engineering (9%), psychology (8%), and the social sciences (7%). Engineering and computer science majors tend to fare quite well in the booming local tech and startup scene.

Professional Outcomes: At the time of receiving their degrees, roughly 75% of newly minted SDSU graduates already have their next phase of life planned. 34% of recent grads had secured full-time employment, 21% were engaged in military service/volunteer work/part-time employment, and 17% were entering graduate or professional school. Qualcomm is the largest employer of Aztec alumni, and it is followed by Apple, Amazon, Google, and a number of other Silicon Valley-based tech companies.

• Enrollment: 31,724 (undergraduate); 4,913 (graduate)
• Cost of Attendance: $34,072 (in-state); $46,952 (out-of-state)
• Acceptance Rate: 39%
• Retention Rate: 89%
• Graduation Rate: 78%

The Ohio State University — Columbus

• Columbus, OH

Academic Highlights: There are 200+ undergraduate majors and 18 schools and colleges housed within OSU. Business sees the greatest percentage of degrees conferred at 18% followed by engineering (15%), health professions (10%), and the social sciences (9%). It makes sense that so many flock to the business and engineering schools as they are among the highest-rated undergraduate programs in their respective disciplines. 40% of sections enroll fewer than 20 students, and approximately 20% of students gain research experience.

Professional Outcomes: Upon receiving their diplomas, 56% of Class of 2022 graduates were entering the world of employment while 17% were already accepted into graduate or professional school.  Hordes of Buckeyes can be found at many of the nation’s leading companies. More than 2,000 alumni work for JPMorgan Chase, more than 1,000 are employed by Amazon, and more than 600 work for Google and Microsoft. Of the grads who directly matriculate into graduate or professional school, many continue in one of OSU’s own programs.

• Enrollment: 45,728 (undergraduate); 14,318 (graduate)
• Cost of Attendance: $27,241 (in-state); $52,747 (out-of-state)
• Median SAT: 1340-1450
• Median ACT: 29-32
• Acceptance Rate: 53%
• Graduation Rate: 88%

John Jay College of Criminal Justice

• New York, NY

Academic Highlights: John Jay College of Criminal Justice is “a community of motivated and intellectually committed individuals who explore justice in its many dimensions.” With a 12:1 student-to-teacher ratio and 36% of courses enrolling under 20 students, 55% of students major in homeland security/law enforcement, and related protective services. Many others study psychology (16%), the social sciences (13%), computer science (6%), and legal professions and studies (4%).

Professional Outcomes: 56% of our graduates secured employment in the field within three months of graduation. Even better, 86% of students were employed within a year after graduation. A solid 90% of alumni respondents indicated they earn between $50,001 to more than $70,000 per year. Large numbers of graduates work for the New York Police Department, the NYC Department of Education, Northwell Health, JP Morgan Chase and Co., NYC Department of Correction, and the U.S. Department of Homeland Security.

• Enrollment: 12,019
• Cost of Attendance (Tuition Only): $7,470 (In-State); $19,140 (Out-of-State)
• Median SAT: N/A
• Median ACT: N/A
• Acceptance Rate: 51%
• Retention Rate: 76%
• Graduation Rate: 54%

George Washington University

Academic Highlights: GW undergraduates choose from 75+ majors spread across nine colleges. The school’s 12:1 student-to-faculty ratio translates to a mix of small, medium, and large undergraduate sections. Twelve percent of courses have single-digit enrollments, 10% have over 50 students, and the majority fall in the 10 to 29 range. The social sciences (31%) are the area in which the greatest number of degrees are awarded followed by health professions (17%), business (15%), biology (5%), and computer science (5%).

Professional Outcomes: Within six months of leaving GW, 96% of the Class of 2022 had found their way to gainful employment or graduate school while 4% were still job hunting. Of the 68% of grads already in the workplace, 68% were in a for-profit industry, 25% had entered a nonprofit position, and 8% were working in government. A healthy 27% of those earning their diplomas in 2022 immediately turned their attention to earning an advanced degree. Among that group were 76% seeking master’s degrees, 11% entering law school, 5% pursuing a medical degree, and 3% entering a doctoral program.

• Enrollment: 11,482
• Cost of Attendance: $85,740
• Median SAT: 1410
• Median ACT: 32
• Acceptance Rate: 49%
• Retention Rate: 90%

Temple University

Academic Highlights: Temple offers 100 undergraduate programs, including those at the well-regarded Fox School of Business. Other programs with strong national reputations include criminal justice, public health, and kinesiology. The most undergraduate degrees are conferred in business (22%) followed by communication/journalism and health professions (tied at 11%), the visual and performing arts (8%), biology (7%), psychology (6%), and computer science (5%). 42% of classes have an enrollment of 19 or fewer students, and 71% contain no more than 29 undergraduates.

Professional Outcomes: 51% of recent grads quickly secured employment and another 18% were enrolled in graduate school. Hundreds of Owl alumni can be found at big-time companies such as Merck, Comcast, Vanguard, GlaxoSmithKline, Johnson & Johnson, JPMorgan Chase, and Bristol Myers Squib. Within six months of graduating, 91% of Fox School of Business 2021 graduates were employed or had started their own businesses. The median salary for all graduates of that school was $57,000.

• Enrollment: 24,106 (undergraduate); 9,124 (graduate)
• Cost of Attendance: $41,828-$46,866 (in-state); $56,092-$65,618 (out-of-state)
• Median SAT: 1245
• Acceptance Rate: 80%
• Retention Rate: 84%

Indiana University

• Bloomington, IL

Academic Highlights: IU offers 200+ majors. The university’s 18:1 student-to-faculty ratio is not bad for a school of Indiana’s size, and it does make an effort to keep undergraduate classes on the small side. While there are a number of introductory courses that transpire in giant lecture halls, 37% of all sections contain no more than 19 students. Business/marketing is the most popular major accounting for 30% of the total degrees conferred and biology is second at 9%. IU’s computer science degree program is the school’s third most frequently conferred degree at 8%.

Professional Outcomes: Class of 2022 grads reached their next employment or graduate school destination at a 94% rate within six months of receiving their degrees. The median starting salary for A&S grads was $41,000. In the Kelley School of Business, 97% were placed successfully within six months, and the median starting salary was $67,000. Among the most frequently attended graduate schools by recent grads are Indiana Bloomington (including its own law and medical schools), Purdue, Loyola Chicago, Northwestern, and Columbia.

• Enrollment: 35,660
• Cost of Attendance: $25,170 (In-State); $53,860 (Out-of-State)
• Median ACT: 30
• Acceptance Rate: 82%
• Graduation Rate: 81%

University of Miami

• Coral Gables, FL

Academic Highlights : Over 100 undergrad programs are offered across nine schools, with the greatest number of degrees conferred in business/marketing (21%), health professions (13%), biology (11%), the social sciences (9%), communication (9%), and engineering (8%). The Miami Business School and the College of Engineering enjoy solid national reputations, and programs in music, marine science, communications, and architecture are also highly ranked. 52% of all course sections contain fewer than 20 students.

Professional Outcomes: Within six months of graduating, 98% of the Class of 2022 had positive outcomes, with 64% employed full-time and 34% in graduate school. Companies employing 2022 grads included Deloitte, Citrix, NBCUniversal, Bank of America, JPMorgan Chase, Citi, and Morgan Stanley. Across all majors, the median starting salary was an impressive $63k. 100+ Canes also can be found in the offices of Google, IBM, PwC, Apple, and Microsoft. The most frequently attended graduate school is typically Miami itself.

• Enrollment: 12,883 (undergraduate); 6,710 (graduate)
• Cost of Attendance: $93,146
• Acceptance Rate: 19%

University of Georgia

Academic Highlights: UGA boasts seventeen distinct colleges and schools that offer 125+ majors. Business is the most commonly conferred undergrad degree, accounting for 29% of diplomas earned. It is followed by biology (10%), social sciences (8%), communication & journalism (8%), and psychology (7%). Top-ranked programs include animal science, business, communications, and public and international affairs. 49% of sections enroll fewer than 20 students, and no matter your major, UGA encourages you to conduct research with a member of the school’s faculty.

Professional Outcomes: 96% of the Class of 2022 was employed or continuing their education six months after graduation. Popular employers include Accenture, PricewaterhouseCoopers, the Walt Disney Company, and Deloitte. Salaries vary between colleges; engineering grads had a median starting salary of $65k while journalism and communication grads reported a $50k median. In 2022, 24% of graduates enrolled directly into a graduate/professional degree program, with the most commonly attended schools including Columbia, Duke, Emory, Georgia Tech, Penn, and UVA.

• Enrollment: 30,714 (undergraduate); 9,893 (graduate)
• Cost of Attendance: $28,142 (in-state); $48,538 (out-of-state)
• Median SAT: 1310
• Acceptance Rate: 43%

University of Pittsburgh

• Pittsburgh, PA

Academic Highlights: Pitt admits freshmen to the Dietrich School of Arts & Sciences, the College of Business Administration, the Swanson School of Engineering, and the School of Nursing. Pitt’s engineering and business schools are top-rated and among the most commonly chosen fields of study. Premed offerings are also top-notch, with majors in the health professions (12%), biology (11%), psychology (9%), and computer science (9%) rounding out the list of most popular majors. Pitt has a strong 13:1 student-to-faculty ratio; 42% of sections have an enrollment of under twenty students.

Professional Outcomes: Within a few months of graduating, 94% of 2022 grads entered full-time employment or full-time graduate or professional school. Engineering, nursing, business, and information sciences majors had 73-86% employment rates while other majors tended to flock to graduate school in large numbers. Employers scooping up the highest number of grads in one recent year included the University of Pittsburgh Medical Center (170), PNC (57), BNY Mellon (36), and Deloitte (19). Median starting salaries fluctuated between $37k-65k depending on major.

• Enrollment: 20,220 (undergraduate); 9,268 (graduate)
• Cost of Attendance: $38,034-$43,254 (in-state); $56,400-$66,840 (out-of-state)
• Acceptance Rate: 50%

University of Washington – Seattle

• Seattle, WA

Academic Highlights: 180+ undergraduate majors are offered across thirteen colleges/schools. Personal connections with professors abound as 55% of grads complete a faculty-mentored research project. The College of Engineering, which includes the College of Computer Science & Engineering, is one of the best in the nation; UW also boasts strong programs in everything from business to social work to environmental science. The most popular degrees are the social sciences (13%), biology (12%), computer science (11%), and business (8%).

Professional Outcomes: Within months of graduation, 73% of Class of 2022 grads were employed and 17% were continuing their education. The most popular employers of the Class of 2022 included Google, Amazon, Microsoft, Boeing, and KPMG. Across all living alumni, 6,000+ work for Microsoft, and 4000+ work for each of Boeing and Amazon. Of those headed to graduate/professional school, just over half remain in state, mostly at UW itself. Large numbers of 2022 grads also headed to Columbia, Johns Hopkins, and USC.

• Enrollment: 36,872 (undergraduate); 16,211 (graduate)
• Cost of Attendance: $34,554 (in-state); $63,906 (out-of-state)
• Median SAT: 1420
• Acceptance Rate: 48%

The College of New Jersey

Academic Highlights: As one of only eight public colleges in the country to maintain a four-year graduation rate above 75%, TCNJ is in the esteemed company of such institutions as UVA, Michigan, and UNC-Chapel Hill. TCNJ sports a 13:1 student-to-faculty ratio and an average class size of twenty-one; 42% of sections contain fewer than 20 students. Sixteen percent of degrees conferred are in education as many attend TCNJ to become teachers but the most popular degree is actually business/marketing (19%), followed by engineering (9%), and health programs (8%).

Professional Outcomes: Checking in with TCNJ grads one year after receiving their degrees, 93% had entered the working world or started an advanced degree. The list of companies employing significant numbers of recent alumni includes Johnson and Johnson, JP Morgan Chase & Co., Bank of America, Bloomberg LP, MetLife, EY, and PricewaterhouseCoopers. The most frequently attended graduate schools by recent grads included Rutgers, Georgetown, and Stevens Institute of Technology.

• Enrollment: 7,039
• Cost of Attendance: $34,86 (In-State); $40,710 (Out-of-State)
• Acceptance Rate: 64%
• Graduation Rate: 86%

Michigan State University

• East Lansing, MI

Academic Highlights: This highly regarded state institution boasts over 200 programs—undergraduate, graduate, and professional—across 17 degree-granting colleges. A 17:1 student-to-faculty ratio rates in the average range for public universities of MSU’s size and scope. Class sizes are a genuine mix of small seminars and giant lecture halls. 16% of the degrees conferred in 2022 were in the business/marketing category. The next most common degrees were earned in communication/journalism (12%), engineering (11%), and the social sciences (8%).

Professional Outcomes: Within months of strutting across the graduation stage, 56% of Class of 2022 members had landed full-time employment, 27% were pursuing advanced degrees, and 6% were still looking for a job. The top employers of this group included big names like General Motors, Ford Motor Company, Deloitte, Epic Systems, Target, PepsiCo, and Microsoft. The median starting salary earned was $60,000. Among the grads schools favored by recent alumni are the University of Michigan, New York University, Columbia University, and Boston University.

• Enrollment: 39,201
• Cost of Attendance: $27,805 (In-State); $55,189 (Out-of-State)
• Acceptance Rate:

Marist College

• Poughkeepsie, NY

Academic Highlights: Marist offers 47 distinct bachelor’s programs but is ultimately a true liberal arts institution that requires its undergrads to complete a core curriculum. Marist has a 16:1 student-to-faculty ratio—few sections are single-digit seminars or large lectures but 51% of sections are under 20 students. The School of Management and the School of Communication are quite popular as business (33%) and communication (15%) are, by far, Marist’s two most commonly conferred degrees. They are also among Marist’s strongest.

Professional Outcomes: Red Foxes strutting across the graduation stage from 2018-2022 went on to find employment or a graduate school home at a terrific 95% rate by the time they filled out their first-destination survey. Major employers of Marist alums include IBM, which presently employs close to 700 individuals, as well as JP Morgan Chase, EY, Macy’s, Citi, Morgan Stanley, Deloitte, and NBC Universal Media. Turning to grad school results, recent students have gone on to attend a wide range of institutions including elite universities Cornell, Penn, Harvard, Columbia, and Oxford.

• Enrollment: 5,475
• Cost of Attendance: $70,715
• Acceptance Rate: 63%

Appalachian State University

Academic Highlights: Students can select from 150 bachelor’s degrees and 80 graduate programs at App State. A reasonable 16:1 student-to-faculty ratio leads to 39% of all course sections having fewer than 20 students and just 8% enrolling 50 or more. 20% of all 2022 grads earned their degree in business/marketing followed by health professions (10%), education (9%), parks & recreation (9%), journalism (8%), and psychology (7%).

Professional Outcomes: Within one year of graduating, 86% of those surveyed have arrived at their next destination. Undergrads benefit from nine annual career fairs and the 16,000 employers that are approved to recruit on campus. Further, 99% of students find the Career Development Center to be helpful. Alumni go on to work in large numbers for Wells Fargo, Atrium Health, Novant Health, Bank of America, Red Hat, Cisco, and Duke Energy Corporation.

• Enrollment: 18,558
• Cost of Attendance: $20,339 (In-State); $37,335 (Out-of-State)
• Median SAT: 1180
• Median ACT: 24
• Acceptance Rate: 83%
• Graduation Rate: 75%

University of South Carolina

• Columbia, SC

Academic Highlights: UofSC is a massive enterprise, with 16 colleges/schools within the larger university. Even so, 70% of all sections contain 29 or fewer students. 32% of students take the opportunity to earn a degree in the business/marketing realm from the superb Darla Moore School of Business. The international business program is also top-ranked. Other popular disciplines include health services (11%), biology (10%), engineering (6%), and communication and journalism (6%).  The South Carolina Honors College is extremely hard to get into and is one of the finest in the entire country.

Professional Outcomes: 79% of recent grads landed at their next destination within six months with an average starting salary of over $55,000. Within the School of Business, 87% of 2023 grads were employed within three months and the average starting salary was $69k. Top employers of recent classes included KPMG, IBM, Aramark, Bank of America, Vanguard, PwC, and Marriot. The majority of those continuing their studies in a graduate/professional degree program did so at the University of South Carolina; other popular landing spots are Duke and Wake Forest.

• Enrollment: 27,343 (undergraduate); 8,310 (graduate)
• Cost of Attendance: $38,696 (in-state); $60,942 (out-of-state)

Florida International University

Academic Highlights: Florida International offers 120 undergraduate degree programs across eight different colleges, from business, engineering, and architecture to hospitality & tourism management. The international business program is especially well-regarded and nationally ranked. Popularity-wise, the most degrees are conferred in business/management/marketing (24%), psychology (13%), multi/interdisciplinary studies (10%), biological sciences (7%), and the social sciences (7%). 37% of classes enroll fewer than 20 students.

Professional Outcomes: Those who graduated in 2024 had largely positive outcomes, with 62% employed, 12% pursuing a volunteer activity, 6% taking additional coursework, and 2% joining the military. Across all majors over the past five years, the most alumni have go on to work in the following sectors: operations, education, healthcare services, sales, administrative, business development, and community and social services. Top employers include Florida International University, Baptist Health, Miami-Dade Public Schools, Amazon, and Apple.

• Enrollment: 44,045 (undergraduate); 10,040 (graduate)
• Cost of Attendance: $26,016 (in-state); $38,414 (out-of-state)
• Median SAT: 1150
• Acceptance Rate: 59%

We hope you have found our list of the Best Colleges for Criminal Justice to be useful and informative as you continue your college search process. We also invite you to check out some of our other resources and tools including:

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Andrew Belasco

A licensed counselor and published researcher, Andrew's experience in the field of college admissions and transition spans two decades. He has previously served as a high school counselor, consultant and author for Kaplan Test Prep, and advisor to U.S. Congress, reporting on issues related to college admissions and financial aid.

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Thousands of students cross the border from Mexico to U.S. for school. Some are now set to graduate.

By Lauren Fichten

Updated on: May 11, 2024 / 2:16 PM EDT / CBS News

For most high school students, forgotten homework or gym clothes might entail a text to a parent. In Jose M. Vazquez's case, one forgotten item in particular— his birth certificate— meant no school that day.

Vazquez, 24, now a senior at San Diego State University Imperial Valley, has been crossing the U.S-Mexico border into California to attend school for around nine years. On May 12, he will graduate during a convocation in Mexicali, Mexico. His mother is attending the ceremony, put together by his college, something she would otherwise be unable to do because she can't get a visa to enter the United States.

Vazquez is one of tens of thousands of transborder students, some as young as kindergarteners, who cross the border from Mexico into California, Arizona, New Mexico and Texas to pursue an education in the United States.

Transborder students have documentation that allows them to cross into the U.S. for school, like a passport, birth certificate or naturalization certificate, but living in Mexico is often more cost-effective and allows them to stay with their families. Students crossing the border during middle and high school often use a U.S. address, sometimes of a friend or family member, to avoid scrutiny from the school district.

Some students are U.S. citizens who have lived in Mexico the majority of their lives, while others return to Mexico after living in America for economic reasons or family reunification, said Laura Dicochea, a Ph.D candidate at Arizona State University, who researches transborder students.

"It's like a circular migration," Dicochea told CBS News.

The first in his family to graduate college, Vazquez reflected on his – and so many others – educational journey.

A transborder school commute  

After his father was deported from the United States in 2006, Vazquez — who was born in Arizona — moved to Mexicali, Mexico when he began crossing the border a few years later to attend Central Union High School in El Centro, California.

Although he is a U.S. citizen, for Vazquez, like many transborder — or transfronterizo — students, living in Mexico with his family made sense because it is "so part of my culture, of me, that I think it's going to be so hard for me if I have to leave that," he said, noting that he's grateful to study in the United States.

During high school, Vazquez would wake up at 4:30 a.m. local time, wait at the border for around two hours, and arrive at school before his first class at 8 a.m. In 2019, he enrolled at Imperial Valley College, a community college 15 miles from Mexicali, before landing at San Diego State University Imperial Valley.

Vazquez's story mirrors that of Diana Lara Zamora, 21, now a senior at Arizona State University, who crossed into the U.S. from eighth grade through high school. 

"I would cross three different states: Baja California, Sonora and Arizona every single day," Lara Zamora said.

She began attending school in the U.S. at 14, living with a family friend in San Luis, Arizona, at times. A typical school day for Lara Zamora began around 4 a.m. local time.

Her mom would drive 30 minutes to the border to drop off her and her younger sister, where they would wait among other students before walking 25 minutes or taking a cab to PPEP TEC High School in San Luis. During the winter, when seasonal farmworkers cross into Arizona, the wait at the border could be up to two hours. 

"They're freezing," she said of the mornings. "I remember my nose being red."

When Lara Zamora became a student at ASU in 2020, she secured on-campus housing, a meaningful experience that allowed her "to get to know people from around the world," Lara Zamora said. 

Javier Melara, 21, who will be graduating alongside Vazquez in Mexico, has been crossing the border to attend school in California since he was 11. 

"You have to face a lot of challenges," he said. "You have to face a lot of fear, a lot of pushback from some people."

Melara said that up until college, he would not share with his friends that he crossed the border daily out of concern that the school district might find out.

"I lived with the fear because some people were kicked out of school," he said, noting that it was something he saw happen to several classmates including a friend.

Lara Zamora told CBS News it doesn't "feel like for me transborder means the border itself." 

"For me, it's more about having two cultures in yourself."

For transborder students, the benefits of living in Mexico mean regularly confronting the challenges of crossing the border: long wait times, tense interactions with U.S. Customs and Border Protection agents and backlash from community members— all against the backdrop of a nationwide migration debate centered on the border. This week, CBS News reported that illegal crossings along the U.S. southern border dropped by more than 40% this year to 129,000 crossings in April, defying historical trends. Though transborder students cross into the U.S. legally, the act of crossing the border makes them vulnerable to scrutiny. 

Scrutiny, fear and then graduation

Another source of unease for Melara was his interactions with Customs and Border Protection officers. 

"I feel like we have this ingrained fear, this constant fear, like flight or fight," Melara said of being sent often for secondary inspection, which allows officers to conduct additional questioning.

Lara Zamora, noticing that her male friends were often pulled into secondary inspection, said that she was careful about her interactions with customs officers. Vazquez said that he felt that CBP personnel sought to intimidate— a consistent issue that tarnished his commute. "They think you're a criminal," he said.

CBS News reached out to the U.S. Customs and Border Protection agents for comment but didn't receive a response before publication. 

Some students are put under a microscope by residents of their school district. For Lara Zamora, the frustration of community members who felt their taxes benefitted non-residents resulted in her transferring to a different high school.

"I felt like that was really unfair because it's not my fault," Lara Zamora said. "My parents don't want to be illegal immigrants here." 

Lara Zamora, Vazquez and Melara graduate this month. Lara Zamora, plans to enroll in graduate school. Vazquez is taking a gap year to pursue his passion of performing as a drag queen. Melara plans to pursue a master's in education, someday achieve a doctorate degree and "dream without barriers," he said.

Vazquez's mother, who has attended his drag performances, will have the opportunity to see him on a different stage in the coming days at SDSU's graduation convocation in Mexicali. Since she was unable to cross the border to attend his high school graduation, Vazquez said having her at the ceremony in Mexico is important— particularly given that he is the first in his family to graduate. 

Lara Zamora, also a first-generation student, says the realization that millions of other students have experienced similar challenges inspires her to help students like herself.

"First generation means that you are the first one, but hopefully you won't be the last one," she said.

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Pursuing their degrees, these new North Texas college graduates chased the ‘what ifs’

Graduation ceremonies mark an educational milestone and a step toward the future..

By Valeria Olivares

5:00 AM on May 13, 2024 CDT

About three months ago, Hana Taylor Schlitz turned 16.

On Friday, she became the youngest student to graduate from Texas Woman’s University, according to school records.

Thousands of students across North Texas are celebrating a milestone this spring as they graduate from area colleges and universities.

For Hana, who was adopted from Ethiopia, obtaining a degree this early in life means she’s that much closer to helping children diagnosed with tuberculosis, perhaps by helping to distribute medicine to small villages similar to the one she was born in.

Her biological mother died from the disease, which mainly affects the lungs, and threatened her own life as an infant.

“I want to be a legacy for my biological mother,” she said. “Hopefully get the treatment for other kids out there who could be just like me, future leaders.”

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William Schlitz, Hana’s adoptive father, still remembers the relief he felt when the hospital discharged Hana. Seeing how far she’s come, he said Hana is one of his “biggest heroes.”

“It’s such a testament to the human spirit and her passion to want to do something positive … making sure that no other child has to go through this,” he said.

Now that she’s graduated with a bachelor’s degree in sociology, Hana said she wants to knock off “at least one or two more degrees” before she starts working. She’s already been accepted into a public leadership master’s program at the University of North Texas at Dallas and a sociology doctorate program at Texas Woman’s.

Pursuing the ‘what ifs’

Arlo Kadane, 22, wasn’t too sure about his future when he enrolled at Southern Methodist University.

Feeling lost, he decided to explore the university’s offerings.

“I made it my mission to do everything that interests me, rather than just the classes that would get me my degree,” Kadane said.

He took religion and philosophy classes, learned Italian, formed relationships with faculty, worked as a research associate at an environmental anthropology lab and took graduate-level classes.

After six weeks studying in Florence, Italy, Kadane said he “fell in love with the design of the city, the architecture, how easy it was to walk around.”

The possibilities were endless. Over time, Kadane chose to major in international studies and picked up minors in global development, Italian and environmental anthropology.

“I was just super curious about my learning,” he said. “People don’t realize the [amount of] opportunities to do cool things.”

Kadane graduated Saturday with a bachelor’s degree in international studies. He expects to start a graduate program in landscape architecture at the University of Southern California next year.

He encourages other college students to pursue the “what ifs.”

“What if you fall in love with it?”

Whipping a passion for food into a business

While attending classes at the University of Texas at Dallas, Anisha Holla got the opportunity to freelance as a food writer for the Dallas Observer.

Holla, 21, loved to write about the local restaurants popping up across Dallas and neighboring cities. Wanting to document her food journey, she also posted photos, videos and reviews on Instagram.

She now has more than 62,600 followers on the app and her account gets about 3.5 million impressions every month, she said.

Then she noticed a trend. Holla would visit restaurants with great food and passionate owners, but they would shut down after a year because they didn’t get enough customers to stay open.

About a year ago, she started brainstorming ways to help other small restaurants avoid a similar fate.

It led to the development of Foodify, a company that connects small restaurants with local food influencers who can post about them on social media — like a “dating app,” Holla said.

“I started noticing the impact that my videos were having on local restaurants and I wanted to have an even bigger impact,” she said.

So far, her company has helped more than 120 restaurants in the past eight months.

Holla graduates Monday with a bachelor’s degree in psychology from UTD. While continuing to grow her company, she plans to work as a business analyst at Capital One.

‘It is never too late’

Carmesia Washington graduated high school in 1998 and promptly enrolled at Dallas College, then known as Dallas County Community College District.

After her first year, she became pregnant with her first child. A day after giving birth, her father died.

“It just became more important to have to work,” said Washington, 43. “I had to put my college degree on the back burner.”

She also had to support her mother and her growing family, eventually raising two kids.

Washington embarked on a nearly 20-year career in technology. Her oldest child had enrolled at a university when her second child, nearing high school graduation, asked Washington, “Why are you waiting?”

Her children were grown and the COVID pandemic forced institutions to pivot to remote learning, making it easier to attend classes at Dallas College. Washington made the leap.

“She believed in me,” Washington said of her youngest daughter. “I like to think that she believed in me more than I believed I could do it myself.”

Washington earned an associate’s degree in early childhood education about two years ago. Roughly 25 years since she first enrolled at Dallas College, Washington graduated with a bachelor’s degree in the same field on Saturday.

After completing her teaching residency at Dallas ISD, she plans on staying at the district to launch her career as an educator.

“I did it for myself, but it was also for them,” Washington said of her children. “It is never too late.”

The DMN Education Lab deepens the coverage and conversation about urgent education issues critical to the future of North Texas.

The DMN Education Lab is a community-funded journalism initiative, with support from Bobby and Lottye Lyle, Communities Foundation of Texas, The Dallas Foundation, Dallas Regional Chamber, Deedie Rose, Garrett and Cecilia Boone, The Meadows Foundation, The Murrell Foundation, Solutions Journalism Network, Southern Methodist University, Sydney Smith Hicks and the University of Texas at Dallas. The Dallas Morning News retains full editorial control of the Education Lab’s journalism.

Valeria Olivares , Education Lab Reporting Fellow . Valeria is an engagement reporter for The Dallas Morning News Education Lab. She was born in El Paso and raised across the border in Ciudad Juárez, Mexico. She has previously interned at The San Antonio Express-News and The Texas Tribune.

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Boston University Academics

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• Doctoral Programs Overview

Doctor of Philosophy (PhD) in Engineering

The College of Engineering offers

• a post-bachelor’s PhD in engineering
• a post-master’s PhD in engineering

Note: In addition to the above, a combined Doctor of Philosophy in biomedical engineering and Doctor of Medicine (MD/PhD) is offered jointly with the BU Chobanian & Avedisian School of Medicin e. This program has different requirements; please see more information in the Engineering Bulletin and the Chobanian & Avedisian School of Medicine Bulletin on this program.

Programs of Study

Students can earn a Doctor of Philosophy (PhD) in the following disciplines at the College of Engineering:

• Biomedical Engineering
• Computer Engineering
• Electrical Engineering
• Materials Science & Engineering
• Mechanical Engineering
• Systems Engineering

Admission to either the post-bachelor’s or post-master’s PhD normally requires a bachelor’s or master’s degree in engineering or its equivalent in a closely related field. Applicants who hold a bachelor’s degree are eligible to apply to the post-bachelor’s PhD program, and applicants who hold a master’s degree are eligible to apply for a post-master’s PhD program.

Course Requirements

Post-bachelor’s phd program.

Post-bachelor’s students are required to complete a minimum of 64 credits applicable to their degree; 32 credits must be structured courses at the 500 level or higher. A minimum of 16 credits of research/dissertation is required.

Post-bachelor’s PhD students can earn the MS degree upon fulfillment of the degree requirements of their department/division. Students must apply for the degree by contacting the Graduate Programs office.

Post-Master’s PhD

There are no structured course requirements for post-master’s PhD students, but such students are required to complete 32 credits applicable to their degree, all of which must be at the 500 level or higher. A minimum of 8 credits of research/dissertation coursework is required. Some departments may have structured course requirements.

Coursework used to fulfill the PhD degree requirements may not be used to fulfill the requirements of any other degree program.

Full-Time Study

Doctoral students who have completed all course requirements, or hold appointments as teaching fellows or research assistants, are considered full-time students and should be enrolled for a minimum of 2 credits per semester. Full-time status enables students to access libraries, laboratories, instructional staff, and other academic facilities at the University.

Residency Requirement

Each student must satisfy a residency requirement of a minimum of two consecutive regular semesters of full-time graduate study at Boston University. Full-time study in this context means full-time commitment to the discipline as determined by the senior associate dean for academic programs.

In order to graduate, students must be registered as part- or full-time students in the semester in which they complete degree requirements and in the preceding semester.

Qualifying Examination

The student’s area of concentration determines the specific nature and scope of the qualifying examination. Students must pass a comprehensive examination covering basic knowledge in an area of specialized study selected from the following: biomedical engineering, electrical engineering, computer engineering, systems engineering, mechanical engineering, or materials science & engineering. Students who are unable to pass the qualifying examination are withdrawn from the PhD program. Individual departments/divisions coordinate administration of the qualifying exam. The qualifying exam is limited to two attempts. Departments/divisions may limit attempts to one, if they so choose.

Mathematics Requirement

Students must satisfy a mathematics requirement, which is determined by the department/division and approved by the college.

All PhD students must complete both the qualifying exam and the mathematics requirement by the end of their fifth semester.

PhD Candidacy

A student in a College of Engineering PhD program will be accepted to PhD candidacy upon successful completion of the qualifying examination and the mathematics requirement. At that time, the student will receive formal notice of acceptance to PhD candidacy. The maximum period allowed between matriculation and acceptance to PhD candidacy is usually five semesters, but departments/divisions can specify a lesser time frame. Under no circumstances will a student who is not a PhD candidate be allowed to defend a completed PhD dissertation.

Responsible Conduct of Research Requirement

All PhD students must complete the Advanced Responsible Conduct of Research program prior to defending the prospectus. Refer to bu.edu/orc/training/responsible-conduct-of-research for further information.

Teaching Requirement

PhD students may be required to teach for two semesters. The student should consult with the respective department/division concerning this requirement.

Research and Dissertation

Students may register for research with approval of the faculty member concerned. Students may register for dissertation credits only after completing their prospectus, and with their advisor’s approval. A candidate for the PhD degree may not register for more than 12 credits of research/dissertation in a single semester.

Dissertation Prospectus Defense

Within two years of becoming a candidate, the student is expected to present an oral dissertation proposal to the prospective dissertation committee and obtain approval for the written dissertation prospectus. The committee evaluates the potential of the proposed research and the student’s academic preparation to engage in dissertation research. Upon approval of the committee members and the departmental associate chair or the division associate head, the student submits the PhD Dissertation Prospectus Defense Form to the department/division office.

Dissertation

A PhD candidate is expected to prepare and carry out an independent and original research project in partial fulfillment of the dissertation requirement. The dissertation committee must consist of College of Engineering (tenured or tenure-earning) faculty. Occasionally scholars from outside the University serve on dissertation committees. A “Special Service Appointment” form must be submitted to the senior associate Dean for academic programs for approval of all committee members from outside the University.

Final Oral Examination

Students shall present themselves for a final oral examination in which they must defend their dissertation as a worthy contribution to knowledge in their fields and demonstrate mastery of their field of specialization as related to the dissertation. The Examining Committee is composed of at least five members of which two must be (tenured or tenure-earning) faculty from the student’s academic department/division. Each department/division determines the appointment of the chair.

Both the post-bachelor’s and post-master’s programs must be completed within five years of the individual’s acceptance into PhD candidacy. Once entered, PhD candidacy will expire on the fifth anniversary and after such time will be renewed only if the student requalifies for candidacy as determined by the department/division and the College Graduate Committee.

PhD program deadlines can be found on the Graduate Program Deadlines page.

For more detailed information concerning each PhD program, please refer to the Programs page.

Related Bulletin Pages

• College of Engineering Departments
• College of Engineering Courses
• Abbreviations and Symbols

Beyond the Bulletin

• College of Engineering
• Graduate Admissions
• Graduate Financial Aid
• Master’s Programs Overview
• Undergraduate Curricula
• Double Majors
• Concentrations
• Manufacturing Engineering
• Product Design & Manufacture
• Pre-Medical Engineering
• Boston University Dual Degree Program
• Experiential Education
• Degree Option—With Engineering Practice
• Late Entry Accelerated Program (LEAP)
• Study Abroad for Engineering Students
• Departments
• Academic and Student Resources

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Accreditation.

Boston University is accredited by the New England Commission of Higher Education (NECHE).

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