university of minnesota phd international education

International Education Policy Ph.D. Program

Program philosophy.

The International Education Policy (IEP) program offers M.A. and Ph.D. degrees designed to provide an interdisciplinary understanding of today's educational policy and practice. The focus is on the relation of education to economic, political, and social development in both developing and developed countries at local, national, regional, and global levels. The IEP program offers comprehensive treatment of all levels of education, from formal schooling—pre-school to higher education—to non-formal, adult, and community-based education.

In the 21st century, marked by the rapid pace of global change, comparative and international education has become of paramount importance. Needed improvements in equity, social justice, and our ability to promote sustainable development and international peace at a global level require transforming our educational and social institutions. New actors in these processes, notably non-governmental organizations and coalitions of civil society, have gained much greater importance. By understanding and critically reflecting on current policies, practices, and conditions, the goal of the IEP program is to contribute to progressive educational and social change. The IEP program aims at creating a community of faculty, students, and development professionals that strives to further cross-cultural and multicultural understanding and bridge the gap between scholars and practitioners. The IEP program is one of the top programs of its kind in the country. One of the biggest strenghts of our program is our students. Meet some of them here . 

IEP courses give students knowledge of the foundations of educational theory and practice, the nature of comparative and international education, and the application of cultural, economic, political, and sociological perspectives to gain an understanding of education and its contribution to development. Beyond the core courses, an individually tailored program is designed for each student that uniquely reflects their background and career goals. Students are encouraged to draw upon the entire range of resources the University of Maryland has to offer and to choose courses appropriate to their interests in the social sciences, the humanities, cross-cutting areas (e.g., focusing on gender or race issues), professional educational specializations (e.g., early childhood, international exchange, or higher education), and regional emphases (e.g., Africa, Asia, or Latin America). The University of Maryland has made a specific and strong commitment to internationalization throughout its programs and policies.

Advantages of Washington, D. C. The University of Maryland is located a few miles from the Washington, D.C. border, is a stop on Washington’s green metro line, and therefore provides easy access to everywhere in the District. Our geographic proximity to Washington, D.C. offers unique advantages to the IEP program in terms of internships, employment possibilities, and access to seminars, workshops, and internationally renowned speakers. Cooperative arrangements with universities in the area, such as American University and George Washington University, give students access to courses and seminars offered by other strong programs in related areas.

Ph. D. Program The Ph.D. program in International Education Policy (IEP) is looking for first-rate students with an interest in the field of comparative and international education. We especially welcome applications from underrepresented minority groups. This degree seeks to form professionals with a deep understanding of the complex array of issues concerning educational policies and practices in developing as well as industrialized countries. It also seeks to form professionals who will either join institutions working on national development efforts in which education is a main sector or who will work in academic settings and international institutions conducting research or helping develop public policies in education for all levels and types. 

The Ph.D. requires a minimum of 90 credits beyond the B.A. Twenty-four credits are usually accepted for transfer from a previous M.A. degree and 12 credits are awarded for dissertation research, which means the degree generally requires 54 credits of coursework which can be completed in 2 to 3 years. The program is distinguished by the development of a unique program of study to suit the needs of each student. Initial program plans are flexible and are usually revised throughout a student's graduate work as particular directions and their implications for coursework develop. The Ph.D. program allows a student to specialize in one or multiple areas, as will be illustrated below.

Core Courses: 9-12 credits EDHI605 — Comparative Education EDHI606 — Political Economy of Education in a Global Context EDHI607 — Education and Culture in a Global Context EDHI750— International Higher Education  PROSEMINAR—Attendance required in at least 4 proseminars per academic year for first and second year students (0 credits)

Research Methods: 15 credits EDHI 672 — Modes of Inquiry Plus one quantitative course, one qualitative course, and two others in the methodological approaches most relevant to the student’s research interests.

International Education Specialization Course Electives: 12 credits Select four of the following or equivalents: EDHI 608—Gender and Education EDHI 680—Gender, Education, and Development EDHI 681—Education for Global Peace EDHI 682—Ecological Ethics and Education EDHI 683—World Religions and Implications for Education EDHI 684—Alternative Education, Alternative Development EDHI 788—International Education and Cultural Exchange: Policies and Practices EDHI788—Contemplative Inquiry and Holistic Education EDHI 805––Seminar in Comparative Education EDPS 624––Culture in Education Policy and Practice

Disciplinary and Professional Course Electives: 12 credits For example, courses may be selected in the areas of public policy, communications, anthropology, economics, sociology, gender studies, higher education, early childhood education, or from elsewhere in the College of Education, the University, or the Washington Regional Consortium.

Internship -- Optional: 3 credits   EDHI889 — Internship in Education

Transfer from previous master’s program: Maximum of 24 credits

Comprehensive Exam: 3 credits EDHI 898 — Pre-Candidacy Research

Doctoral Dissertation: Minimum of 12 credits  EDHI 899 — Dissertation Research

Total:  90 credits

Specializations:

All IEP students are expected to take both disciplinary courses and professional specialty courses. Disciplinary courses refer to those in the social sciences and humanities, such as Anthropology, Economics, or History. While some courses in these areas are offered within the Department, it is expected that doctoral students will also take coursework outside the Department and College of Education. Professional specialty courses refer to those that develop expertise in areas relevant to working in education. For example, students may want to specialize in higher education, early childhood education, curriculum development, or distance education. Courses in a variety of departments and colleges provide specializations in these areas.

This division between disciplinary and professional courses is not meant to be interpreted rigidly. Some of the areas in which students wish to develop expertise may not be easily classified as one or another, for example, gender studies, public policy, Latin American studies, and others. The division above should therefore not be seen as constraining, but interpreted in a way that allows students to develop the best program of study for their own needs.

While graduate degrees have traditionally encouraged high levels of specialization, the field of comparative and international education comprises many researchers and practitioners who are generalists or have multiple areas of specialization. This is especially important in our field, as over a person’s career they will likely work across considerable substantive and geographical diversity. The flexibility built into the IEP program structure is designed specifically to prepare students for this kind of diversity.

Both MA and PhD students may pursue specializations, although the longer period of study for PhD students gives them more options. For example, a PhD student could decide to become a specialist in the economics of international higher education. As part of their PhD program in IEP they could take substantial coursework both in the College’s offerings in higher education and in the Department of Economics or School of Public Policy. If desired they could even pursue M.A. degrees in one or both of these areas as part of their PhD program in IEP.

A much more generalist approach is also possible. An IEP student may want to have a primary focus on distance education in developing countries, for example. While this could be combined with a disciplinary specialty it could also be combined with an interdisciplinary strength in issues of development, honed through coursework in anthropology, economics, and sociology. The student's interest in distance education might for instance be focused on secondary and higher education with appropriate coursework in these areas.

There are five organized specializations in the IEP program. These are listed below, with example courses.

Education in Conflict and Emergencies:  This specialization examines educational issues in contexts of conflict and emergencies, such as under conditions of war, forced migration, epidemic and pandemic, and climate disaster. Students gain familiarity with global humanitarian frameworks and interventions in Education in Emergencies, as well as national, local, and school-based responses in different parts of the world. Through critical and reflective exploration of theoretical, conceptual, and practical dimensions, students work to advance their contributions to related research, institutions, and educational contexts. Possible courses include:

Education in Conflict and Emergencies (EDHI788J) Education for Global Peace (EDHI 681) Global Climate Change and Education: Policy and Practice (EDHI788F)

Intercultural Education and International Student Exchange.  Intercultural education is of paramount importance in today’s world where contact across cultures is increasing exponentially. This specialization offers an examination of the fundamental issues that combines culture, education, and development. These issues have recently been gaining importance to universities as they respond to globalization through internationalization initiatives, programming, and policy.  This specialization offers an examination of the higher education context in which those initiatives take place.  Possible courses include:

Education and Culture in a Global Context (EDHI607) International Higher Education (EDHI750) International Education and Cultural Exchange: Policies and Practices (EDHI788T) International Investigations in Cuban Education (EDHI788X)

Gender and Development.  Though attention to class, gender, race, and ethnicity permeates the courses in the IEP program, students can develop a specialization in gender and development which seeks to enhance their understanding of how gender operates in society and thus influences a variety of educational outcomes. Students are prepared to draw policy implications and design concrete practices to diminish the negative impact of gender and to increase individual and collective action toward its transformation.  Possible courses include

Gender, Development and Education (EDHI680) Approaches to Women’s Studies (WMST602) Gender and Development (WMST698R)

Peace and Environmental Education.  This specialization provides students with an understanding of conditions, global and local, that lead to wars, conflicts, environmental destruction and climate change. It informs students of theories and practices in peace and sustainability education for peace building and preservation of nature. Also emphasized are understanding of political, economic, cultural, religious, and educational contexts for peace and sustainability. Peace is defined as a deep respect for each other as human beings, and for nature with sustainable ecological ethics. Further, peace is seen as being achieved through both external efforts and internal endeavors to cultivate wisdom and equanimity. Through coursework, students study alternative and transformative paradigms and acquire practical knowledge for peace and sustainability education.  Possible courses include:

Education for Global Peace (EDHI681) World Religions and Implication for Education (EDHI683) Global Climate Change and Education: Policy and Practice (EDHI788F) Contemplative Inquiry and Holistic Education (EDHI788)

Political Economy of Education and Development.  The term “political economy” is a contested one but generally has to do with a broad and integrated understanding of the politics and economics of issues. This specialization offers students an understanding of the debates about the theory and practice of political economy, current educational policies, and their relationship to development.  Possible courses include:

Political Economy of Education and Development (EDHI606) Alternative Education, Alternative Development (EDHI684) International Investigations in Cuban Education (EDHI788X)

NOTE:  In addition to the above specializations, others are possible. For example, students have developed specializations in professional areas such as Early Childhood Education, Special Education, Primary and Secondary Education, Teacher Education, Education Leadership, Education Policy, Higher Education, and Public Health Education. Specializations have also been developed in social science disciplines and applied areas such as Anthropology, Economics, Public Policy, Sociology, and Women’s Studies. The University of Maryland is a strong multiversity, offering many specializations, and we strongly encourage students to take additional courses outside of the IEP program from elsewhere in the Department, the College, the University, and the Region. (See the  UMD DC Consortium webpage  for details on schools where UMD students can enroll in classes.) A SAMPLE OF POSITIONS HELD BY IEP PH. D. GRADUATES

• General Secretary of Education International
• Chief of Staff to the United Nations Special Envoy for Global Education
• Head of Programs & Partnerships, the U.N. Sustainable Development Goals Academy
• Professor and Chair, Education Department, Kenya Methodist University
• Vice President at World Learning
• Professor, Western University, Canada
• Associate Professor, UMass at Amherst
• Director of Institutional Research, Simon College
• Senior Education Advisor, USAID
• Senior Program Officer, Global Education Partnership
• US Cultural Ambassador to India and Bosnia and Herzegovina
• Program Officer, Critical Language Scholarship Program, U. S. Department of State
• Senior Program Officer, United States Institute of Peace
• Senior Director, US Census Bureau  
• Program Manager, USAID/Regional Development Mission for Asia  
• Chairwoman, Society for International Development, Creative Associates
• Associate Professor, Universidad de los Andes
• Assistant Professor, School of Education, Universidad Catolica de Chile
• Assistant Professor at the University of Newcastle, Australia
• Assistant Professor, University of Hawaii
• Senior Research Education, Analyst at Research Triangle Institute
• Executive Director, Global Teacher Education/Educator, Smithsonian
• Program Officer, Kenya
• Program Officer, Open Society Foundation
• Program Coordinator, Action for Healthy Communities
• CFO, Dream Corps International, Beijing, China
• Director of Education and Literacy, Nascent Solutions, Inc.
• Director, Creative Associates International
• Executive Director, the Board of Trustees, Sogang University.
• Director of International Education, College Board, NY
• Associate Director of Capital Giving, Swarthmore College
• Assistant Principal at Howard County Public School
• Executive Officer for Diversity & Equity, MNPS, Nashville, TN

Graduate Medical Education Office

Medical School

• New Applicants
• Orientation
• Institutional Policies
• Occupational Health, Safety, & Immunization Requirements
• Program Policy Manuals
• Administrative Tasks
• Education & Development
• Financial Resources
• Training Programs
• Clinical Experience & Education Hour Resources
• Worker's Compensation and Occupational Health Claims
• International Medical Graduates
• Observers & Visiting Trainees
• Resident and Fellow Support Resources

The University of Minnesota welcomes International Medical Graduates (IMGs) to GME residencies and fellowships. On this webpage you will find information on IMG Eligibility, IMG Support & University of MN Social Group, ECFMG Certification, J-1 | J-2 Eligibility, J-1 | J-2 Application Process, J-1 | J-2 Application Timeline, J-1 | J-2 International Travel Requirements, & H1-B Visas.

International Medical Graduate (IMG) Definition

An International Medical Graduate (IMG) is a physician who received their basic medical degree or qualification from a medical school located outside the United States and Canada. The location of the medical school, not the citizenship of the physician, determines whether the graduate is an IMG. This means that U.S. citizens who graduated from medical schools outside the United States and Canada are considered IMGs.

IMG Eligibility & ECFMG Certification

+ eligibility.

Per the  Eligibility and Selection of Residents/Fellows Policy , to qualify for a residency/fellowship at the University of Minnesota, International Medical Graduates (IMGs) must meet all criteria found in the policy and provide documentation of one of the following:

• A  currently valid certificate from the Educational Commission for Foreign Medical Graduates (ECFMG) ,  or
• An unrestricted license to practice medicine in a U.S. state,  or
• Successful completion of a Fifth Pathway Program in an LCME-accredited medical school in the United States.

+ ECFMG Certification

Any incoming resident or fellow who is an international medical graduate (img) must be ecfmg certified prior to beginning in their training program, per the institution policy on eligibility and selection of residents/fellows ..

IMGs MUST have their ECFMG Certificate before beginning work in a residency or fellowship program.  Medical students who are concerned about timing should work with their medical schools to request timely verification.  Some medical students have requested and been granted early diplomas by their medical schools, which helps expedite the process.

For more information about ECFMG Certification view the ECFMG Certification Webpage

Canadian & Puerto Rican Graduates

Graduates of medical schools in the United States (including Puerto Rico) and Canada are not considered IMGs and therefore are not required to obtain ECFMG Certification.  An ECFMG Identification Number is issued to graduates of Canadian medical schools only for purposes of Exchange Visitor Sponsorship (J-1 visa).

Visas (J-1 Alien Physician | H1-B Employment Visa)

+ j-1 visa application process | application timeframes.

J-1 Application Process

The University of Minnesota's ECFMG Training Program Liaisons (TPLs) will guide you through the J-1 visa application process via email and a detailed checklist.

Your J-1 application process starts when your program notifies the UMN TPL that you will be joining or continuing in the program for the coming academic year.  After the program has confirmed you, the application process proceeds through these steps:

• The TPL will contact you (via email from [email protected] ) with instructions and a link to the appropriate application checklist. More information on checklist material can be found on the ECFMG website.
• The applicant will collect the documents and information outlined in the checklist and submit them to the TPL (via email to [email protected] ).
• Once ALL application documents are received, the TPL will initiate your online application in ECFMG's EVNet system, upload the supporting documents, and notify you by email of your next steps.  Read more about ECFMG's online application system here .
• The applicant will log into their OASIS account to review their online application.  The applicant will complete all remaining required information and pay the administrative/application fee.  The application cannot proceed until the applicant complete their online portion in OASIS.
• ECFMG will review the application, working through the TPL to address any questions or gather any additional documents needed from the applicant.
• Once ECFMG has approved the application, they will create a DS-2019 and mail it directly to the TPL.
• The TPL will notify the applicant via email that the DS-2019 has arrived and outline your next steps to receive it.  

J-1 Application Timeframes

The earliest ECFMG can issue your DS-2019 is six months prior to your start date.  In October, the TPL will email all continuing and known new UMN J-1 trainees to share application instructions (see Step 1 above).  New residents matching via the national Match Day in March will receive their instructions via email during the first week in April.

If you have a J-2 spouse dependent who is working, it is very important that you submit your J-1 and J-2 dependent application to the TPL as soon as possible.  Please note that for those J-2 dependents who need an Employment Authorization Document (EAD) card, the renewal process for the EAD card is lengthy and can take up to 6 months.

Average J-1 application processing times

Standard applications (for ACGME-accredited programs):

• 4-6 weeks (during the busy season--March, April, May, June, July)
• 2-4 weeks (during the non-busy season)

Non-standard applications (for non-accredited programs and any applications requiring Department of State review):

• 6+ weeks (during the busy season--March, April, May, June, July)
• 4-6 weeks (during the non-busy season)

Please submit your application materials early to avoid processing delays!

+ J-1 | J-2 International Travel & Travel Validation on DS-2019

ECFMG strongly discourages international travel unless absolutely necessary.

World events of the last few years have introduced changes that have a direct effect on international travel for foreign nationals. Security and background checks, along with other security-based initiatives have, in some cases, caused delays in visa issuance at U.S. consulates. These delays have in turn compromised physicians’ return to the United States in a timely fashion. 

If travel is absolutely necessary, it is important that, prior to any departure from the United States, ECFMG-sponsored physicians are aware of the documents they and their dependents must have in order to reenter the United States in J-1 or J-2 status.

The following sections provide basic information on some of the more popular travel-related questions asked by J-1 holders and program coordinators. 

View more detailed information on international travel on the ECFMC website . The preparation for International Travel dropdown will outline all of the appropriate documents you will need to be readmitted in the US in J-1 status.

Canadian Citizens 

Canadian citizens do not require a J-1 visa stamp in their passport. It is easy for customs to assume that you are traveling to the US as a visitor. If you travel to Canada from Minnesota over the border, or at the airport, ensure that your I-94 states J-1 status and not a visitor status. J-1 status allows the University of Minnesota to employ and pay you.

• It is good practice to check your status every time you return from Canada on the I-94 website.
• USCIS Boarder Control Contact Center 

Travel Validation on DS-2019 Form

Ensure that the travel signature and date on your Form DS-2019 on the bottom right hand corner is valid. The date is good for one year once signed by the Responsible Officer at ECFMG (Ex. Signed 5/24/2023- Good until 5/23/2024).

If your travel date has expired or will expire when you are abroad, you must request a duplicate DS-2019 form. Please allow 30 days for this request to be processed.

• Fill out the Request for Duplicate DS-2019
• Send the filled out form to the TPL at [email protected]
• The TPL will sign and upload the document to your OASIS Appointment Profile for ECFMG review
• Once reviewed ECFMG will send the DS-2019 form with travel validation signature to the TPL
• The TPL will notify you once it arrives and where to pick it up

+ J-1 Eligibility

The J-1 alien physician visa is sponsored by the Education Commission for Foreign Medical Graduates (ECFMG) and is the preferred visa of University of Minnesota Medical School residencies and fellowships. 

Please check the program manual of the program you are interested in to verify if J-1 visa sponsorship is allowed in your program. 

Eligibility

International Medical Graduates (IMGs) and non-IMGs (i.e. graduates of LCME-Accredited U.S. or Canadian Medical Schools) who require visa sponsorship may be eligible for J-1 visa sponsorship.  For more information, please see the UMN-GME Institution Visa Sponsorship Policy and the UME GME Eligiblity and Selection Policy.

Note: All IMG J-1 Applicants must be ECFMG-certified before applying for J-1 visa sponsorship.

+ H1-B Employment Visa

The J-1 alien physician visa is the preferred visa of University of Minnesota Medical School residencies and fellowships.  As an institution, the University of Minnesota also allows for residents and fellows to be sponsored on H-1B visas.  However, each program determines whether H-1B visas are appropriate for their program.

When interviewing, applicants should use the GME Visa Sponsorship - Applicant Information form as part of their conversation with the program regarding visa sponsorship needs.  Not all programs offer H-1B visas, so it is important to discuss your visa needs openly and early so you and the program can plan appropriately.

Review our Visa Sponsorship Policy for further information about H-1B requirements.

IMG Social Group | Resources

The IMG Social Group is made of IMGs (international medical graduates) residents/fellows/medical students/residency applicants who want to support IMG healthcare professionals orient themselves in the new US environment and integrate them in their new role at the University of Minnesota (UofM).

• The IMG Social Group provides content for the IMG Resource Google Site. Questions you may have on how to connect with the group via Whatsapp, DEI initiatives in your program, J-1 specific information, travel information, moving to Minnesota, all can be found on this site.
• Template for Rounding - This template was created by a UMN IMG trainee and offered for use by other IMGs: "Could help organize your thoughts and can guide you about what you should know about the patient."

+ Information and Resources

• Educational Commission for Foreign Medical Graduates (ECFMG) Certification Requirements
• The IMG Social Group provides content for the IMG Resource Google Site.
• Join the IMG Social Group Whatsapp Chat
• ECFMG Resources 
• Pre-Arrival Information for J-1 resident and fellows

International Medical Graduate (IMG) Orientation

Each summer the GME office holds a special IMG Orientation Session for all incoming residents and fellows who are IMGs, new to the University of Minnesota, and also new to the US Medical System. 

University of Minnesota IMG Social Group

• The IMG Social Group provides content for the IMG Resource Google Site.   Questions you may have on how to connect with the group, DEI intiatives in your program, J-1 specific information, travel information, moving to Minnesota, all can be found on this site.

Template for Rounding  - This template was created by a UMN IMG trainee and offered for use by other IMGs: "Maybe it will help them to organize their thoughts and will also guide them about what they should know about the patient."

International Student and Scholar Services (ISSS)

The  ISSS website  contains a wealth of information to support international students throughout their time at the University, including:

• English Language Opportunities at the University of Minnesota
• Identification Documents

+ Related links

• ECFMG Website   
• U.S. Citizenship and Immigration Services  
• University of Minnesota International Student & Scholar Services  
• U.S. Department of Homeland Security website  
• U.S. Department of State website  
• U.S. Department of State J-1 Visa Exchange Visitor Program website

Institutional Policies Regarding IMGs

• ECFMG/J1 Visa Holders: Documentation Requirements for FMLA
• Institution International Medical Graduates Policy
• Institution Visa Sponsorship Policy  

Education & Training

• Incoming Residents & Fellows
• Current Residents & Fellows

J-1 Visa questions:   Contact Christy Illig via email at [email protected]

Orientation session for IMGs (International Medical Graduates) questions:   Contact Christy Illig at [email protected]

Application questions: Contact the  individual program  to which you plan to apply for information about eligibility and their application process.

Grad Internship Program Students

Meet some students who have had graduate internships.

Summer 2023 Internships

Summer 2022 internships.

Department of Political Science

During my internship with IPUMSI, at the University of Minnesota, I worked on the Labor Force Surveys Integration project. I helped to build partner relations with research institutions in Brazil and the US and researched, analyzed and produced reports concerning the availability of labor surveys metadata and microdata. I had the opportunity to work with a large team of researchers and data analysts, which introduced me to a different mindset concerning the ways of implementing transparent and reproducible research. I learned how to deal with several issues imposed by the harmonization of cross-country and time-series microdata. Apart from that, in this project, I had the opportunity to contact, meet and take part in deep conversations with several experts whose input helped our team to strategically organize the necessary steps to move forward with this extensive and fundamental project. 

My internship with IPUMSI showed me in practice what I have learned in theory at the Internship Program - that the skills that I have built as a Teaching and Research Assistant and the knowledge I have acquired in my graduate program are transferable to different sectors. My communication, data analysis and management skills have been extremely useful to speed up several aspects of this project. This experience also helped me to identify what I value most in a job.

First, the institution’s mission, which is democratizing the access to comparable census and survey data from multiple countries and time periods, helping researchers from all over the world to inform public policies here and elsewhere. Second, it made me realize that working in a team and being able to meet people and discuss and plan projects, activities and contributions with them have become essential features that have brightened my internship days. Thus, I would like to have these experiences as part of my working routine in the future.   

Finally, this experience helped me to understand the career path I want to pursue and the sector I want to work in. In the meantime, I am glad and thankful that I was offered the opportunity to keep working as an assistant for the next academic year and keep contributing to this amazing institution that helped me to strengthen multiple skills and learn new ones. I hope this experience makes me a competitive candidate when it comes to my entrance into the job market in the near future. 

Department of Spanish & Portuguese Studies

Through the Summer 2022 CLA Internship Program, I wrote and piloted the Small Business Development Internship. The goal of this internship is to teach entrepreneurial-minded PhD scholars to navigate the small-business startup process. Ultimately, the opportunity helps scholars learn to package, market, and sell their PhD-learned expertise as a profitable product or service. 

During the summer of 2022, I worked closely with and learned from other Minneapolis BIPOC entrepreneurs to understand and begin the process of establishing my own digital media business. My soon-to-be-launched business, the Multicultural Media Company, brings digital storytelling strategies to projects and initiatives that represent historically marginalized communities and cultures. 

To begin my new company, I first strengthened my own online presence by refining my digital portfolio of my media productions . Additionally, I improved and increased my own social media presence, implementing niche marketing with video content focused on diverse media representation. Next, I researched and tested digital media methods focused on Instagram brand strategy, growth, and engagement. With the implementation of these strategies, I produced video content ranging from 5,000 to over 29,000 views, growing my personal Instagram account by 10%. 

My digital media work quickly received national recognition! In June of 2022, I was invited as the expert speaker for an event hosted by the American Association of Applied Linguistics titled “Writing for the Public: Translating Academics to Activism” ( webinar recording ). During the event, I taught strategies for scholars looking to market their social justice-based scholarship. 

Once strengthening my digital presence and defining my media strategy, I established working relationships with clients in three different sectors: natural conservation and recreation, foreign language education, and diverse culinary storytelling. 

In the summer of 2021, I worked with the University of Minnesota Extension Regional Sustainable Development Partnerships to write the marketing and outreach plan for the Driftless Area Karst Trail . This conservation project was launched by the National Speleological Society, the Minnesota Department of Natural Resources, and the National Park Service - Rivers, Trails, & Conservation Assistance Program. With the help of the 2022 CLA Internship Program, I spent the summer implementing and refining the trail’s original marketing and outreach plan. The digital media content I planned, researched, produced, and published on their Instagram account reached a range of 1,000 to 9,000 views. The best part: their account following grew by 12.5% during the course of my CLA Summer Internship!

My second summer client was the Spanish-language educational service, MorSpanish . I worked with the company’s CEO to define goals for their existing Instagram page. Then, I created and implemented an updated brand strategy to increase the account’s followers and organic reach. In three months, I grew the account’s following by 31%, producing video content that reached over 2,300 views. 

Finally, my company’s most involved summer project was the development and implementation of a digital brand strategy for the newly launched non-profit organization, the BIPOC Foodways Alliance . For this project, I worked closely with local BIPOC entrepreneurs, including indigenous writer and chef, Sean Sherman , and MPR-published Black food writer, Mecca Bos , to found and develop the non-profit. Over the summer, I launched the project’s Instagram account, growing it from 0 to over 1,000 followers in three months, and produced video content that reached over 11,000 views. 

Overall, my Small Business Development Internship through the CLA Internship Program has allowed me to launch an increasingly successful digital media production business, learn entrepreneurship from accomplished entrepreneurs, and establish working relationships with clients for my company. Moving into the next academic year, I will even be joining the board of the BIPOC Foodways Alliance as the media director! Ultimately, my CLA internship gave me the time and space to establish myself as an entrepreneur and sell my PhD-learned digital media skills to pursue my passion for advocacy and change.   

Department of Geography, Environment & Society

During my internship at the Guidewire Software Inc., I worked on several projects involving geospatial data collection, international fire station database standardization, vector data analysis, and visualizing maps for hazard projects. I implemented my project for two countries. This project was for Canada and Australia and involved collecting and analyzing GIS datasets and developing a hazard-based database. As a result, I provided a set of data layers for fire hydrants, fire station, hydrology, elevation, and coastline to update, change, or implement geospatial predictive modeling that go in line with the tech for insurance industry. For this project, I used different analytic packages and plugins in QGIS software, OSM, and Google Maps. 

Along this project, I dedicated and continued strengthening my transferable skills in writing, communication, and presentation which will be beneficial for my future career. I enhanced my professional skills associated with management of GIS databases and innovative cartographic styling of maps. Furthermore, I was in close contact with internship supervisor, manger, and trainers who helped me got familiar with the company organization, teams, and projects.

However, the greatest appeal of this internship is the opportunity to identify the career path that I want to pursue. I learned how to work in fast-paced workspace within a creative team-based environment. That is why, as a first-generation university student, I greatly value the moral of support and peer learning in the form of team-oriented projects. After my internship, I am thrilled by the unique positions available through my major. I hope I will have the opportunity to work with this multinational company in the future. But, even if that doesn’t work out, I appreciate the valuable learning and networking experiences.

Department of Sociology

I applied for an internship at the Minnesota Council of Nonprofits to work on the annual state-wide economy for nonprofit organizations. After my interview, the assistant director offered me an internship to conduct a more demanding research project that focused on understanding the impact of current events and COVID-19 on Minnesota nonprofit organizations. Receiving a more complex assignment provided me with a confidence boost. 

The goal of my internship was to design and implement a survey of Minnesota nonprofit organizations examining the impacts of current events and COVID-19 on their organizations. This complex goal includes economic, workforce, social, and community issues. Internship activities included designing the survey tool with input from internal and external stakeholders, analyzing data, and creating a report in Adobe Indesign. This project allowed me to practice bringing together my technical skills, understanding of social and economic issues, and design skills. 

When considering my career trajectory, I tend to think I am not skilled enough to get a research job. I have a clear case of impostor syndrome. This internship helped me overcome the idea that I am not prepared or skilled. The scope of the project allowed me to practice skills in a non-academic setting. 

One of the best parts of my internship was the organizational culture. It became clear to me quickly that the people working at MNCN support each other, value everyone’s contributions, and have a work-life balance. The onboarding process was straightforward and provided me with all of the tools that I needed to be successful. The people in the organization that should be involved in the process clearly understood their role, communicated quickly and clearly with me, and provided clear and useful feedback. While this may seem like basic workplace culture, I have not always experienced such a positive and collaborative culture in other work environments. 

This internship is beneficial to my career in a few different ways. It is helpful to have independent, non-academic experience on my CV which can also serve as a writing sample. I have gained professional contacts who can speak to the value of my work and skills. And finally, I had the opportunity to test the idea that I can see myself doing research and program evaluation professionally either in an organization or as a contractor. Further, I am able to define the skills I have that apply to non-academic research. 

The internship program and the support received from MacKenzie Sullivan were immensely helpful for navigating the job search and application process. 

Department of Communication Studies

During my internship with The Advocates for Human Rights, I worked on several projects with the Women’s Human Rights Program. My primary role as an intern was to observe criminal court proceedings in Hennepin and Ramsey county courtrooms to determine how judges and other court authorities respond to cases of sexual and gendered violence, a project in line with my academic work focused on criminal legal responses to such violence. Additionally, I assisted in the Women’s Human Rights program’s work to collect, manage, and analyze data about how Minnesota courts adapted to virtual court proceedings amidst the COVID-19 pandemic. During my time with The Advocates for Human Rights, I contributed to each of these projects by offering research skills and critical insights that enabled me to point to the patterns of disparity, inequity, and exclusion embedded in the Minnesota criminal legal system. As I worked on my assigned projects and made these contributions, I gained a number of skills related to data management and synthesis, but more importantly, I learned a lot about communicating complex information to various nonacademic audiences to inform policy reform. 

Throughout my time in the CLA Internship Program, I took what one of the members of my small group called a “practical approach” to pursuing future career trajectories. As I applied for internships, I also applied for academic positions in my discipline. During the week of our final Internship Program meeting, I was offered a tenure track position at Skagit Valley College, a community college in Washington. Although my future career path will not lead me directly to nonprofit or human rights work, I am confident that my time in the CLA Internship Program positioned me as a good candidate for my new academic job. In fact, during my interview, I directly referenced my time in the program to demonstrate my commitment to helping students achieve their career goals. The language and strategies I used for resume building, job hunting, and interviewing enabled me to communicate how I intend to serve students and contribute to their professional development in concrete and compelling ways. I am confident that I will use these skills in the classroom, as an academic advisor, and in my new community to help connect students with internship and job opportunities. In addition, my time with The Advocates for Human Rights illuminated that I find work grounded in my community fulfilling and invigorating. As I settle into life in Washington, I will carry my fantastic experience in the CLA Internship Program and as a Women’s Human Rights intern with me as I continue to work with community organizations focused on violence prevention and human rights advocacy. 

Department of Speech-Language-Hearing Sciences

As part of the CLA Graduate Internship, I interned as a UX researcher with Roku, which is a tech company that provides a range of entertainment products, such as TV, players, soundbars, streaming channels. My primary project is a contextual interview of people with low vision/blindness to find out how they spend their free time, how they watch TV, and if there is anything that can be improved with their current entertainment set-up. I had the rare opportunity to collect qualitative data in people’s homes. The experience opened my eyes to the challenges faced by people with disabilities, and the impact that technology has on their lives. 

I feel that my academic research skills can transfer to an industry setting. I can work independently to synthesize prior research, to develop a study protocol, to manage the logistics, to analyze results, to put together a deliverable, and to deliver things on time. I feel that, while we are in the PhD program, we should be secure in the belief that, if we can make it here in academia, we can make it anywhere. The problems we solve as PhD students can absolutely transfer to an industry setting, and the training we received is not going to waste if we were to leave. At the same time, having an internship definitely helped me to learn the business and about collaborating with a cross-functional team of researchers, designers and product managers to achieve the same goal. I also received a lot of coaching from my internship manager. She makes me feel that I can ask all the questions I have, and I learned a lot from her while we collect data in the field. 

Besides the projects, I also get to sit in a lot of career coaching sessions put on by the university recruiting team, such as resume reviews and zoom chat with the founder and vice presidents of the company. These workshops make me feel that the internship is an extension of one’s education rather than just a temporary job. For that reason alone, I would recommend anybody to get an internship just to know better about the labor market and the opportunities out there. In academia, professionals appear to have a linear trajectory from PhD to associate professor to full professorship. It’s really fascinating to see industry jobs often lead to different kinds of opportunities. New jobs were invented as traditional jobs wane. People can be laid off as the macro-economy fluctuates but still land on their feet, because there are a lot of opportunities out there. An internship is a valuable bridge between academia and the industry. The experience helped me see my strengths and weaknesses better, and helped me prepare for my job search as I enter into my last year in my PhD program.

In summer 2022, I worked as a health equity research intern in the Research Division of Planned Parenthood North Central States (PPNCS). I primarily worked on a research study about male contraceptives called the contrasperm project. I contributed to the qualitative part of the study by developing materials for focus groups that sought to understand the decision-making processes of people who produce sperm and their partners. I developed a facilitator training guide used to train focus group moderators. 

The second part of my internship involved a health equity reading group. The readings covered topics related to equity and justice, including historical racism in reproductive health and research, reproductive justice movements, and current issues in public health research and reproductive healthcare. All team members participated in the reading group; thus everyone had a common understanding of the ways racism and other oppressive systems impact reproductive healthcare.

I was also invited to spend a day on-site in the Minneapolis clinic, where the research division has their offices. Clinical research, such as clinical trials for new contraceptive devices, make up the majority of the research projects at PPNCS. I toured the facility, learned about current clinical research projects, and observed team members working on various clinical trials. 

The biggest thing I learned from my time at PPNCS is that it is possible to create a respectful and supportive work environment. Since the research division is growing, they are creating and implementing new processes and establishing team members’ roles and responsibilities. I observed very thoughtful, collaborative, and intentional discussions. For example, when team members take on a new task they are asked, “do you have the capacity and support to complete this task?” And if they say no, others are ready to step in to support them. Each team member is valued, including interns. I felt very welcomed during my internship.

Working at a place outside of a university setting reminded me that my skills are transferable outside of academia. I was well-prepared for the work I did at PPNCS. During my internship, I gained knowledge about reproductive health research, including gaps in the research where I could see myself contributing in the future. Before this experience, I would not have considered clinical research in my future career prospects, but now I see that is a possibility for me. Ultimately, my internship with PPNCS reinvigorated my commitment to using my skills to work towards solving social problems.

Summer 2021 Internships

Department of Political Science | PhD Candidate

During my internship at the University of Minnesota Libraries Publishing Services, I worked on several projects involving journals’ policies, preservation procedures, and formatting files for digital publishing platforms. I implemented two projects. The first one involved collecting and analyzing journals’ policies and compare these to the publisher’s goals and guidelines. As a result, I provided a set of recommendations for journals to update, change, or implement policies that go in line with the publisher’s open access policies. For this project, I also developed a series of recommendations for journals to improve their peer review process and authors’ submission guidelines. 

For the second project, I implemented a preservation plan for the publisher’s journals. I collected and analyzed existing data from Portico (a digital preservation service) regarding preserved articles. Based on this data, I developed and implemented a plan to improve articles’ preservation procedures. As a result, I updated and improved the preservation system across all journals by identifying issues that prevented articles from being exported to Portico. The publisher now has a clean dataset detailing which articles were successfully preserved and identifying articles with errors that prevented them from being uploaded. 

My internship with the University of Minnesota Libraries Publishing Services will contribute to my career in several ways. First of all, the internship has helped me identify the career path that I want to pursue. Second, this experience has helped me strengthen my project management skills by implementing and improving two crucial projects for the publisher. Finally, the internship adds to my experience in publishing, which provides me with the necessary resources to apply for a job in the near future. 

View Paula’s profile

Department of History | PhD Candidate

My internship was one developed in conjunction with the Wangensteen Library and the Chares Babbage Institute, which would involve me developing research guides based on specific topics for both institutions.  Known as “libguides” within the system my job was to create at least three guides: one for the Babbage’s collections, one for the Wangensteen’s, and one that would collate items from both collections.  The goal was to both create aids which would benefit the individual institutions as well as encourage researchers to consider opportunities from multiple archival and library institutions rather than from a single source.

This was a challenging task in many respects.  I needed to learn how to handle the logistical backend, especially given the fact that we were still deep within the Covid-19 pandemic which made archival access more difficult. Furthermore, the Wangensteen was moving to their new location, which was an enormous project given the size of their collection.  Finally, I had to deal with my own personal challenges at the time, prime of which was a pressing medical problem which required surgical intervention.  Nevertheless, I was able to create three sizeable libguides, learning how to use the tools provided to me in order to make them as helpful as possible.

This was an excellent internship, affording me the opportunity to learn how to curate and evaluate items for usefulness in specific topics.  It has also afforded me the opportunity to help discover interdisciplinary potential between two archives with drastically different collecting goals and eras, and I am glad to get the chance to help others find the same.  Finally, I have been able to develop smaller skills, such as tracking work times and utilizing specific web programs, all of which will help me in non-academic careers.  Overall, I feel I came away from this internship with both new and refined skills, and it has been a greatly positive experience.

Department of Theatre Arts & Dance  | PhD Candidate

As a first-generation disabled college graduate from rural Minnesota, I found myself not in a doctoral program by design but by happenstance. Growing up, I spent my childhood in the care of people called “Dr.” Hence, I went to graduate school not because I loved thought for thought’s sake, but because I sought the social legitimacy of those same people. 

As my research focus became clear (understanding the historic and ongoing segregation of disabled Americans in custodial institutions), my question of “what’s next?” grew fuzzy. While I found myself immersed in the debates within my discipline, I also questioned if I had made the right choice. What if teaching isn’t for me? Would gaining a doctorate in theatre historiography truly provide me with the skills I need to succeed in the professional world? Did I doom myself to an unintentional fate of self-doubt and career pessimism? Now, after completing the College of Liberal Arts (CLA) Graduate Student Internship program, I can tell you, my dear reader, I learned more than what the difference between a résumé and a CV is. What I learned is a simple, but an often-elusive concept for graduate students: to believe in myself.

This summer I served as the Disability & Aging Policy Intern with Senator Kirsten Gillibrand’s Office (D-NY). I worked directly with the senator’s senior advisor to draft legislation that will provide funding for and technological support to direct support workers (DSW). DSWs provide essential in-home care supports to disabled people. (Everything from helping someone get dressed in the morning to taking notes for a student in class.) In addition, most DSWs are women and people of color from lower- and working-class backgrounds. The legislation I helped create will not only help bolster federally funded wages for DSWs but also create a program to train DSWs in how to use new assistive technologies.

The internship program equipped me with invaluable skills. It provided me with the soft skills I needed—like networking and learning the minute differences between academia and the rest of the world. But it also taught me technical skills—like understanding how to convert a CV into a résumé and how to draft policy memorandums. Ultimately, I learned the ins and outs of getting a piece of legislation into draft form. (Turns out it’s not nearly as simple as I thought.) 

In a rather ironic way, this program also helped me to appreciate my research, my dissertation, and my program more. In hindsight, I found that my doctoral studies had already equipped me with most of the skills I needed. Fundamental research and teaching skills—like verbal and written communication, data analysis, and synthesizing lofty concepts into easy-to-understand deliverables—proved invaluable to my time working on the Hill. I connected my research with “real-world” problems faced by the constituents I served this summer. In doing so, this helped me address those problems at a national, systematic level. But, to my surprise, it also helped me find new joy in the often-perilous process of writing my dissertation.

Finally, this internship taught me not to put so much stress on choosing between academic or non-academic jobs. As I mentioned earlier, I did not understand that getting a PhD traditionally means entering academia after graduation. While my advisor and my program (thankfully) emphasize career professionalization early, I felt like I could only choose one or the other. This internship program showed me I can let my professional work inform my scholarship and vice versa. I now know what I want (and do not want) to do when I graduate. 

Most importantly, it has reminded me why I continue my doctoral education: I do this not just because I want to be called “Dr. Stenberg” one day. I continue with my doctoral education because I want to serve the people from my community. My doctoral training, along with this internship, has given me the tools to do just that.

Department of Gender, Women & Sexuality Studies | PhD Candidate

As part of the CLA Graduate Internship, I interned as a researcher with UNITE HERE Local 11, which is a hospitality workers’ union representing 32,000 members across Southern California and Arizona. 

This internship provided invaluable experience conducting nonacademic research to organize issue-based campaigns and build a progressive political movement. I learned practical skills researching and writing a white paper, conducting voter outreach, communicating with local government, organizing actions, and tracking local politics in 20 cities on a weekly basis.

Working with the research team, communications team, legal team, and labor organizers was an incredible opportunity to learn from their wealth of expertise, and also showed me that I work best in collaboration. 

Just as importantly, I learned that academic skills truly do transfer to nonacademic jobs. The ability to quickly locate, read, evaluate, and synthesize multiple sources of information on an unfamiliar topic and communicate it to a variety of audiences is extremely useful to organizations operating on that information in real-time. Even mundane academic skills, like using research databases or uploading final grades with csv files transferred to working with other types of data. 

After my internship, I was asked to stay on as a part-time researcher, which has since become a full-time offer. I’m reluctantly passing, in order to finish my dissertation. I hope I will have the opportunity to work with this organization in the future. But, even if that doesn’t work out, knowing that nonacademic research jobs exist and that my academic training has given me the basic skills to do them is valuable in and of itself.

Department of Psychology | PhD Candidate

I worked as a graduate student research assistant at the Federal Judicial Center (FJC), which is an independent research and education agency within the judicial branch. My past research experience on workplace harassment and representation made me a good fit for a project on workplace conduct in the federal courts. I worked with senior researchers at the FJC to develop a survey template that can be used and adapted by the courts to measure workplace conduct and culture. 

Also, I worked with the American College of Bankruptcy to help the newly created Diversity, Equity and Inclusion (DEI) Commission. I collaborated with the DEI Commission to create a survey assessing diversity and inclusion in the College. Over the summer, I gained experience in how research differs in a non-academic setting and how to balance stakeholders’ preferences with research interests. I’ll be continuing my work at the FJC part-time throughout the academic year, and I’m excited to continue working on impactful and interesting projects at the FJC.

After graduate school, I am interested in further developing my skill set at the intersection of science and policy by working in government or the nonprofit sector. I am interested in applying my research and data analysis skills to understanding consequential problems and to develop and test interventions. In particular, my goal is to work in an area where I can develop approaches to reducing prejudice and enhancing fairness in the legal system that are both theory-driven and practical to implement. 

My summer at the FJC is an important step towards learning how to adapt my past research experiences to a new setting in government. In federal and state governments, there are opportunities for scientists to use their expertise to engage directly with the legal system, such as working at the FJC. At the level of state government, the National Center for State Courts (NCSC) conducts research to improve the administration of justice in state courts. For example, the NCSC is currently studying whether a video on implicit bias during jury orientation is effective in educating jurors. 

There are various career paths within government, both at the federal level and state level, that would allow me to use my research and analytic skills to study stereotyping and ways to enhance diversity in organizational contexts, including the legal system. 

Similarly, in the non-profit sector, the Pew Research Center conducts public opinion polling to understand attitudes and inform policymakers on a variety of issues. By using social science research and methods, the Pew Research Center studies and reports on data-driven trends and issues, including issues related to diversity.

Through my internship at the FJC, I hope to gain a foothold in policy research, either in government or nonprofit organizations, that will continue after graduate school. I hope to escalate my efforts to gain the necessary experience to pursue my goal of advancing psychological theory while also finding ways to improve the administration of justice in real-world settings. 

Graduate School

• Request Information

English Language Proficiency

Applicants must demonstrate English language proficiency through one of the following methods:

+ Education

Secondary school education.

If you completed secondary school in the U.S. or in a country on  this list ,* then you satisfy the basic English language proficiency requirements.

Post-secondary Education

You satisfy the English proficiency requirement if you completed post-secondary coursework in the U.S. or a country on this list, * and:

• the coursework consisted of  least 16 semester credits, or 24 quarter credits, and
• ESL coursework was not part of the qualifying number of credits, and
• the coursework was completed within the past 2 years, and
• the coursework was completed while living in the U.S. or in a country on this list *

* Not all countries where English is an official language or is widely spoken are included on the English proficiency exemption list . The English Language Requirement is set by a  University-wide ESL Policy committee which includes representatives from: Undergraduate Admissions Office, Graduate Admissions Office, Minnesota English Language Program (MELP), International Student and Scholar Services (ISSS), and the UMD Graduate School.

The TOEFL iBT may be taken at the test center or at home.

Test Date Requirement

Your exam date should be within two years of your graduate program start date.

Minimum Scores for Admission

• Total Score: 79
• Writing Subscore: 21
• Reading Subscore: 19

Please note that these scores are the minimum University requirements. It is your responsibility to know your  program 's English proficiency requirements before you apply, as some programs may require higher scores.

The University of Minnesota Twin Cities does not consider MyBest Scores: Sum of Highest Section Scores of the TOEFL iBT Score Report to meet the minimum total score requirement for admission. Applicants should self-report their highest Total Score from the one test date in the Application for Admission. Applicants should also submit the official TOEFL iBT scores via ETS.

How Do I Submit My TOEFL Score? 

Official TOEFL scores must be sent electronically from the  Educational Testing Service (ETS)  to the University of Minnesota.

• The ETS institution code for the Twin Cities and Rochester campuses is  6874 .
• The ETS institution code for the Duluth campus is  6873 .
• Unless otherwise instructed by your program, enter departmental code 99 .

Please allow 4-6 weeks for scores to be sent and matched to your application. If you have already submitted an application, check your  application status  to find out if we have received your official TOEFL scores. 

VISIT THE TOEFL SITE

We accept the  IELTS Academic  test.

• Total Score: 6.5
• Writing Subscore: 6.5
• Reading Subscore: 6.5

Please note that these scores are the minimum University requirements. It is your responsibility to know your  program's English proficiency requirements before you apply, as some programs may require higher scores.

• The University of Minnesota Twin Cities does not accept the IELTS One Skill Retake.

How Do I Submit My IELTS Score? 

Official IELTS scores can be sent electronically to the Graduate Admissions Office. 

When prompted, please select the following:| Institution/Organization -  University of Minnesota Graduate Admissions Department/Person - All Campuses

Official IELTS scores can also be sent by physical mail to the Graduate Admissions Office. 

VISIT THE IELTS SITE

Duolingo English Test (DET)

• The Duolingo English Test will be accepted with the score and test date requirements listed below, unless a higher score is required by your graduate program of interest. Please visit the Duolingo preparing for the exam , scheduling the exam , and FAQs sites for more information. 

 Minimum Scores for Admission

• Overall Score: 115 or above
• Literacy Subscore: 115 or above

Please note that these scores are the minimum University requirements.  Check with your  graduate program of interest  to determine if they have additional English proficiency requirements. 

How Do I Submit My Duolingo Score? 

Refer to the Duolingo instructions for submitting your scores to the University of Minnesota.

+ PTE Academic

Please note that the exam date should be within two years of graduate program start date. 

• Total Score: 59
• Writing Subscrore: 59
• Reading Subscore: 59

How Do I Submit My PTE Score?

Request official score reports from the appropriate testing center using the following mailing address:

Graduate School Admissions Office University of Minnesota 309 Johnston Hall 101 Pleasant Street SE Minneapolis, MN  55455

VISIT THE PTE ACADEMIC SITE

+ Cambridge C1 Advanced

• Total Score: 180
• Writing Subscore: 180
• Reading Subscore: 180

How Do I Submit My Cambridge C1 Advanced Score?

VISIT THE CAMBRIDGE C1 ADVANCED SITE

English Proficiency for Teaching Assistants

The English proficiency requirements on this page reflect the minimum operational standards for admission to Graduate School.  Individual programs and Teaching Assistantships may have additional requirements.  Please contact your program or refer to the eSETTA test page for additional information.

Official scores will appear in your application AFTER you submit the application and pay the fee.

• About the Grad School
• Staff Directory
• Office Locations
• Our Campuses
• Twin Cities
• Mission & Values
• Strategic Plan
• Policies & Governance
• Graduate School Advisory Board
• Academic Freedom & Responsibility
• Academic & Career Support
• GEAR 1 Resource Hub
• GEAR+ Resource Hub
• Ask an Expert
• Graduate School Essentials
• Transferable Skills Checklist
• Grad InterCom
• First Gen Connect
• Advising & Mentoring
• Individual Development Plan (IDP)
• Three-Minute Thesis
• Application Instructions
• Application Fees
• Big 10 Academic Alliance Fee Waiver Program
• Application Status
• Official Transcripts & Credentials
• Unofficial Transcripts & Credentials
• Recommendation Letters
• International Student Resources
• Admissions Guide
• Change or Add a Degree Objective
• Readmission
• Explore Grad Programs
• Preparing for Graduate School
• Program Statistics
• Recruiting Calendar
• Funding Opportunities
• Prospective & Incoming Students
• Diversity of Views & Experience Fellowship (DOVE)
• National Science Foundation Graduate Research Fellowship
• Current Students
• Banting Postdoctoral Fellowship Program
• Distinguished Master's Thesis Competition
• Diversity Predoctoral Teaching Fellowships
• Doctoral Dissertation Fellowship
• Excellence in Teaching Award
• Fulbright U.S. Student Program
• Graduate SEED Awards
• Harold Leonard Memorial Fellowship in Film Study
• Interdisciplinary Doctoral Fellowship
• Judd Travel Grants
• Louise T. Dosdall Endowed Fellowship
• Mistletoe Fellowship
• Research Travel Grants
• Smithsonian Institute Fellowship
• Torske Klubben Fellowship
• Program Requests & Nominations
• Bridging Funds Program
• Best Dissertation Program
• Co-Sponsorship Grants Program
• Google Ph.D. Fellowship
• National Science Foundation Research Traineeship
• National Science Foundation Innovations in Graduate Education Program
• Training Grant Matching Funds
• Fellowship Dates & Deadlines
• Information for Staff & Faculty
• About Graduate Diversity
• Diverse Student Organizations
• McNair Scholars Resources
• About the Community of Scholars Program
• Graduate Recruitment Ambassadors Program
• Community of Scholars Program Writing Initiative
• Faculty & Staff Resources
• Diversity Recruitment Toolkit
• Summer Institute
• Diversity Office Staff
• What's Happening
• E-Publications
• Submit Content
• News Overview
• Events Overview

• Our Mission and Goals
• Our History
• Pitt Institutes and Centers
• Pitt Day of Giving 2024: IISE asks for your Gift!
• Working Groups
• Visiting Scholars Program
• Symposium Series
• International Education Brown Bags
• Our Projects
• IISE Affiliates
• Faculty Research
• Student Research
• Visiting Scholar Research
• IISE Alumni Highlighted Publications
• IISE Alumni Theses and Dissertations
• Connect With Us
• Alumni Spotlight

Pitt’s Vibrant Presence at CIES 2024: A Celebration of International Education

On March 10-14, Miami, Florida hosted the esteemed Comparative and International Education Society (CIES) 2024 conference, drawing scholars and educators from across the globe to explore the diverse landscape of comparative and international education (C&I education). In this lively gathering, the University of Pittsburgh (Pitt) stood out as a significant contributor, showcasing its dedication to advancing global learning and fostering cross-cultural dialogue.

At the helm of Pitt's active participation was the Office of the CIES EXECUTIVE DIRECTOR led by Dr. M. Najeeb Shafiq, a distinguished Professor at the School of Education (SOE) at Pitt. Dr. Shafiq's leadership not only propelled Pitt's engagement but also underscored the university's commitment to promoting scholarly exchange and collaboration on an international scale. Integral to Pitt's presence were the Institute for International Studies in Education (IISE) and its key figures, Dr. Maureen Porter, IISE Co-Leader, and Dr. Jorge Enrique Delgado, IISE Program Coordinator. Their expertise and guidance facilitated Pitt's meaningful contributions to the conference, enriching discussions and fostering new insights within the field of comparative education.

This year we shared time with Pitt and IISE alumni such as Simona Popa (UNESCO International Bureau of Education), Yukiko Yamamoto (University of Tsukuba, Japan), Helen Boyle (Education Development Center, Washington, DC), Rebecca Clothey (Drexel University), Esther E. Gottlieb (Ohio State University), Weiyan Xiong (Education University of Hong Kong), Martial Dembele (University of Montreal), and IISE co-founder Mark Ginsburg (University of Maryland). The IISE International Alumni Network brings together alumni working outside the United States or inside the country in topics of international nature.

A highlight of Pitt's involvement was the participation of students, faculty, and IISE affiliates who took center stage at CIES 2024. Among them were Tetsuya Yamada (Paper Presentation: How does education affect confidence in higher education? -corruption within the education system and postmaterialist values as contextual factors- ) and Jennifer Ponce Cori (Paper Presentation: Toward an Ecological Citizenship to Defense the Green Areas on Hillsides in the San Juan de Lurigancho district (Lima, Peru) ), PhD students at the School of Education, whose research presentations resonated with attendees, sparking thought-provoking discussions and forging connections across borders.

Moreover, Pitt's engagement extended beyond academic presentations, as twelve SOE students volunteered their time and energy to ensure the smooth operation of the conference. As volunteers they enjoyed discounted registration fees so that they could explore the global networks provided by CIES, attend sessions on topic of interest, and meet senior scholars whose work they read in their courses. Reflecting on their experiences, Taghreed Alrehail, a PhD student at the School of Education, remarked:

“CIES provided me with a reciprocal volunteering opportunity. It is not merely giving but also receiving the pleasure of socializing, learning, and collaborating!”

Master student Miles McFall echoed this sentiment, emphasizing the transformative impact of CIES 2024:

“The opportunity to meet the researchers, policy makers, and leaders from around the world not only gave me new ideas for my own studies but also brought to life the work we learn about in classes. In addition to learning from sessions, the networking opportunities I had with other students and representatives from major global organizations already has me looking forward to attending and maybe even presenting next year.”

Pitt's vibrant presence at CIES 2024 serves as a testament to the university's dedication to fostering global perspectives and advancing international education initiatives. As we reflect on the enriching experiences and meaningful connections forged at the conference, we look forward to continuing our "Connecting the Local and Global" journey towards a more interconnected and inclusive world through education.

By: Ruoyun Zheng, PhD student at the School of Education

January SGPP Commencement: Recording and Information

• Find My Program
• Apply for Admission
• First-Year Undergraduate Student
• Online/Adult/Graduate Student

Find a Meaningful Career With a Counseling Degree

April 15, 2024

Education College

Help Change Lives for the Better With a Counseling Degree

The field of psychology is far-reaching. It includes broad categories, such as the study of mind-body connection, brain and cognitive science, or rehabilitation methods that improve the quality of life for people living with disabilities and chronic health conditions. Contained within these divisions, there are a wide variety of subfields and meaningful career choices that attract students who want to become psychologists. At Saint Mary’s University of Minnesota, we offer several counseling degrees, including an accelerated bachelor’s degree program, advanced degree programs, and traditional degree programs for psychology majors .

Psychology Degrees Open Career Doors

There is an obvious need for mental health counselors in every global demographic and economic sector today. The professionals who take up this vocation are rewarded with work that helps change lives for the better. For those who want to make a real difference in their community, the counseling degree programs at Saint Mary’s University of Minnesota are a good way to find your niche in the field of psychology. Additionally, if you are searching for fulfilling, worthwhile work that upholds your values, you can explore the role of a mental health counselor.

Counseling Degree Programs at Saint Mary’s University of Minnesota

We welcome students, including adult learners, from all backgrounds and stages of life. Saint Mary’s University of Minnesota offers counseling degree programs that include in-person classroom experiences, dynamic online learning options, and hybrid versions that include both.

Our psychology and counseling degree programs include:

Psychology Major, B.A.

The psychology major  is a traditional undergraduate program  held at our Winona campus. In addition, students enrolled in other fields of study can choose to minor in psychology.

B.S. in Applied Psychology

An online program designed for students who have already earned some college credits, the B.S. in Applied Psychology  is an accelerated program focused on helping them complete their degree. Saint Mary’s University of Minnesota accepts transfer credits from a wide variety of schools, educational programs, and life experiences.

M.A. in Counseling and Psychological Services

Earn an advanced counseling degree either online or by attending in-person classes in Minneapolis or Rochester or our online cohort. The M.A. in Counseling and Psychological Services  program can be completed in 2.5 years and prepares students to qualify as a Licensed Professional Counselor (LPC) or Licensed Professional Clinical Counselor (LPCC) in Minnesota.

M.A. in Marriage and Family Therapy

Taught on campus in Minneapolis , our M.A. in Marriage and Family Therapy  program prepares counselors to help couples and families achieve and maintain emotionally healthy relationships with each other and within their communities. Graduates are prepared to seek licensure with the Minnesota Board of Marriage and Family Therapy.

Doctor of Psychology in Counseling Psychology

This on-campus program (Minneapolis) was created for students who have already earned a master’s degree and want to pursue a doctorate. There also is an opportunity for students to take advantage of an accelerated program that combines early entry into the M.A. in Counseling and Psychological Services program and direct transition into the Psy.D. in Counseling Psychology  program.

Saint Mary’s University of Minnesota also offers an Online Graduate Certificate in Addiction Studies  for students who want to earn a counseling degree focusing on clients with substance use disorder. Drug use that leads to suicide, overdose, and broken communities is on the rise, and there is a real need for counseling degree holders who specialize in this field.   Upon completion of this program and licensure from the State of Minnesota, pursue a career as a mental health or chemical health counselor, treatment program supervisor, in-patient mental or chemical health treatment provider, or intensive outpatient treatment provider.

Discover the Benefits of Our Lasallian Catholic Education

The tradition of Lasallian Catholic education  at Saint Mary’s University of Minnesota blends well with the goals of our counseling degree programs. Our high ethical standards and mission to serve imbues every program, supporting the goals of mental health counselors and psychologists who want to make a difference in the world. We promote the practice of compassion and understanding within the field of psychology, encouraging our students to gain much-needed skills and insights that will help them find fulfillment in counseling roles.

Explore Saint Mary’s University of Minnesota with a virtual or in-person campus visit . We also offer information sessions on programs to help potential students find the right program. Likewise, our admissions  staff is experienced in helping adult learners and other students enroll in programs, transfer credits, and develop personalized educational plans.

Make Your Next Career Meaningful

We all have different talents, gifts, and aspirations. Finding the right career that is fulfilling and shares our value system is a worthy goal. If you want to help people improve their relationships and life situations, consider earning a counselor degree at Saint Mary’s University of Minnesota. For more information, contact us  today.

USC retains #1 international MBA ranking, climbs in nursing, education

U.s. news rankings show broad-based excellence in graduate programs.

For the 11th straight year, the University of South Carolina has earned the No. 1 ranking in the country for its International MBA program, according to the Best Graduate School rankings released April 9 by U.S. News & World Report. This year marks the 35th consecutive year that the program has ranked in the top three nationally.

“The Darla Moore School of Business’ No. 1-ranked International MBA offers students an interdisciplinary and comprehensive curriculum that prepares them to lead multinational organizations,” said Rohit Verma, the Moore School’s dean. “Our IMBA program is led by the top thought leaders in the international business discipline and delivers high job placement rates and competitive salaries with global corporations.”

The U.S. News graduate program rankings show broad-based excellence at the University of South Carolina, with additional business programs also ranked and significant jumps in nursing and education.

At the Darla Moore School of Business, the graduate-level operations and supply chain program ranked No. 16, up four spots from last year. The Moore School is also ranked No. 3 by Gartner for its undergraduate program. In addition, the professional MBA program is at the No. 19 spot in the latest U.S. News rankings.

The College of Nursing continued a climb it has seen over the past few years, earning the No. 22 spot for its overall master’s program, up from No. 32 last year. The College of Nursing was also ranked No. 1 in January for its online master’s program — for the fourth straight year. The college’s students perform in the top 1 percent nationally on the NCLEX, the national licensure exam for registered nurses.

“We are proud of the work being done by our faculty and staff to create an array of nationally recognized graduate programs, which provide superior education for our students who will become tomorrow’s academic and industry leaders."

The College of Education ranked No. 29 in the category of Best Education Schools, with its graduate programs moving up 11 spots from No. 40 last year. The college has improved by 58 spots in the rankings over the past two years.

In other rankings highlights, the Joseph F. Rice School of Law ranks No. 13 for trial advocacy, up from No. 15 last year and No. 30 for its clinical training programs.

“Graduate education is deeply important to the University of South Carolina, and our continued recognition in U.S. News rankings reflects the university’s culture of academic excellence,” says Provost Donna Arnett. “We are proud of the work being done by our faculty and staff to create an array of nationally recognized graduate programs, which provide superior education for our students who will become tomorrow’s academic and industry leaders.”

The University of South Carolina’s ranked graduate and professional programs include diverse areas of study in the sciences, humanities, technology, engineering, health sciences, law and business. These programs help train graduate students destined to become future leaders in their fields, providing the skilled workforce needed to propel the state’s economy.

USC has more nationally ranked graduate programs than all other colleges and universities in the state combined.

College of Education and Human Development

Department of Curriculum and Instruction

Arts in education MA/PhD

The MA/PhD track in Arts in education offers the opportunity to conduct interdisciplinary research while specializing in your own focus area in art education. While we offer a strong K-12 focus, many students come into the program with interests in museum education or community arts organizations.

Graduates become educational leaders in diverse contexts – teaching in higher education, attaining leadership roles in school districts, museums, community arts organizations, government agencies, and foundations.

Quote from Wendy Friedmeyer

There are amazing thinkers within our faculty. I've been inspired by their work and every course has exposed me to new and important ideas. Wendy Friedmeyer PhD 2020

Doctoral curriculum

Your PhD coursework will center on your research interests. The program consists of 51 course credits and 24 doctoral thesis credits for a total of 78 credits. 

To see the curriculum requirements in detail, visit the course catalog, find Requirements > Program Sub-Plan Requirements > Arts in Education.

Master of arts students

Students can choose either a thesis (Plan A) or final paper (Plan B) to complete their degree. See the requirements for both curriculum plans.  

View the core requirements for the MA in art education in the course catalog, view Requirements, Program Sub-Plan Requirements, Arts in Education. 

Research opportunities

You can engage in research that advances the field of art education and ties into your area of interest. Faculty work closely with national, state, and local initiatives in art education. You are encouraged to collaborate on the development, implementation, and evaluation of these programs. Learn more about the student research experience in the Department of Curriculum and Instruction.

Areas of expertise include: 

• Place-specific, culturally relevant, arts education taught from a critical perspective
• Mentoring the future art teachers 
• Design process 
• Aesthetic problem solving 

James Bequette James Bequette

• Associate Professor
• 612-625-5286
• [email protected]

My current inquiry in art education centers on Minnesota Native populations and is inspired by 15 years spent teaching in K-12 schools with mostly American Indian students.

Betsy Maloney Leaf Betsy Maloney Leaf

• Assistant Professor in Arts Education
• she, her, hers
• 612-625-5129
• [email protected]

Betsy Maloney Leaf, PhD, MFA, is the co-License Program Lead in the Arts in Education program.

How to apply

Application deadline and instructions.

Priority deadline : December 1 for admission to the fall of the following year Admissions decisions : January

Applications submitted after this date are considered on a case-by-case basis and may not be reviewed until the following year. Faculty review applications in mid-late December, and the Graduate School will notify applicants about admission decisions shortly thereafter. Final admission decisions are based on complete applications. All application materials must be included for the application to be released for review.

Before applying online , go through the application checklist to ensure you have all the required materials. We are here to help! If you have questions, please contact the Graduate Studies Coordinator . If you are a returning Graduate School student, follow the Readmission guidelines . If you are a current Graduate School student and need to change your program, follow the Change of Status guidelines.

Tuition and funding

We have several funding options to support students full-time through program completion. Support is available in the form of:

• Teaching Assistantships. The majority work as student teaching supervisors for MEd initial licensure students. Daytime availability, a teaching license, and teaching experience are required
• Research Assistantships
• Fellowships. Based on a departmental nomination process. You will be notified by the Director of Graduate Studies if you are being considered for a fellowship. Decisions are made by April 15.
• Graduate students are also eligible to apply for fellowships and graduate assistantships through other University departments. Visit the University's employment page or fellowships through the Graduate School's Graduate Fellowship Office .
• Find more detailed federal financial aid and graduate tuition information.

Application requirements

What we look for.

Admission to our master's of arts and doctoral programs are competitive and we look for candidates whose goals and interests align with the program’s research and scholarship. Program faculty make admissions decisions based on the candidate’s experience and research competencies, along with compatibility of research goals.

Please look at our current faculty members’ research interests.

Our masters and doctoral candidates display

• Evidence of strong interest in research and in the development of research competencies
• Evidence of substantial experience in the discipline
• Strong writing skills
• Bachelor's degree from an accredited U.S. institution or foreign equivalent

Required application documents

• Unofficial transcripts .Upload your transcripts into the application system. Please include all transcripts from any institution you have attended, even if you did not earn a degree or certificate. Please do not mail your transcripts. Official transcripts are required only after you are admitted. Tips for uploading your transcript(s) .
• CI Application Form . Upload in the graduate program additional materials section.
• Three letters of recommendation . Ask professors, employers, or supervisors to speak to your potential for successfully completing your degree; they will upload their letters directly into the online application.

The GRE is being waived for those applicants applying for Fall 2024.

Required written statements

• Why you want to study in our department
• What strengths, expertise, and research experience would contribute to your success in our program
• Your professional goals for pursuing a research-focused degree
• Diversity statement .Upload to the Applicant Statements section of the online application. Identify the distinctive qualities, characteristics, and life experiences you would contribute to our community. You may wish to include examples that address your contribution to the diversity of the student body and illustrate your motivation to succeed by setting high standards for accomplishing intellectual and other goals, overcoming obstacles to achievement, and/or helping others to gain access to the resources necessary for success. (please do not exceed one page in length)
• Short writing sample .(Optional except for Literacy Education applicants). For example, an excerpt from a term paper or research paper for publication. No longer than five pages in English.
• Common Ground Consortium Fellowship. (Optional) The primary purpose of the CGC is to assist graduate programs in the College of Education and Human Development to recruit exceptional students with the distinct experience provided by HBCUs or similarly distinguishing contexts, provide these students with financial assistance support during their graduate studies, and assistance with career development and job placement afterwards. It offers a pipeline to excellence and an opportunity to diversify perspectives in the academy. If you wish to apply, submit a statement that describes how your participation as a CGC scholar would a) enhance your graduate student experience, b) prepare you for your chosen career, and c) benefit the public. Upload to graduate program additional materials section.

Additional admissions information

Application checklist.

Before applying online , go through the application checklist to ensure you have all the required materials. We are here to help! If you have questions, please contact the Graduate Studies Coordinator .

If you are a returning Graduate School student, follow the Readmission guidelines. If you are a current Graduate School student and need to change your program, follow the Change of Status guidelines .

Transfer credits

MA students must complete at least 60 percent of their coursework (not including thesis credits) within our program. PhD students may transfer no more than 15 credits from an outside institution.

A maximum of 12 graduate course credits taken as non-degree seeking or non-admitted status at the University of Minnesota can be transferred; this is counted separately from the maximum 60 percent or 15 non-UMN credits. For example, a PhD student could transfer a maximum of 27 credits (15 non-UMN and 12 non-degree from UMN).

If you earned a MA at the UMN, please contact the Graduate Studies Coordinator to discuss transfer procedures. Thesis credits cannot be transferred.

After you are admitted, you will work with your adviser to determine which credits may transfer.

International applicants

International applicants may also need:

• An English translation of your transcripts, if the transcript is not in English. Please note: the Graduate School Admissions Office will not accept an evaluation of your international coursework by an outside agency such as ECE or WES; they only accept the original transcripts.
• TOEFL/IELTS or MELAB. You may qualify for an exception if you have completed 16 semester or 24 quarter credits within the past 24 months in residence as a full-time student at an accredited institution of higher learning in the United States or other country where English is the official language (i.e. U.K, Canada). Score requirements and submission guidelines

Request information

We’re here to help. Simply complete one of these forms and a member of our department will be in touch

• Faculty & Staff
• Faculty & Staff
• Request Info

International Student Admission

Home » Admission » Apply for Admission » International Student Admission

Welcome Home

Each year, St. Mary’s University welcomes students from around the world — from Honduras to Saudi Arabia.

Our quality education prepares students for a meaningful career, and our supportive environment helps students to meet their personal and professional goals.

Situated in one of the largest, most diverse cities in the U.S., San Antonio offers access to exceptional internship and research opportunities. The city’s diverse economy includes business services, biotechnology, energy and manufacturing sectors.

Undergraduate International Students

Step 1: apply for undergraduate admission, step 2: transcripts.

First–time Freshman: Official high school transcripts must be submitted directly from the student’s high school. Documents can be emailed directly to St. Mary’s University; [email protected] . Students studying in countries with secondary school exams ( example: Nigeria and Ghana ), must submit scratch card information to verify final scores.

Transfer Students: If you have attended a university outside the U.S., a credit evaluation will be required. Request a course by course evaluation and submit official transcripts to the credit evaluation company. The evaluation agency should be a member of the National Association of Credential Evaluation Services (NACES).

Step 3. Submit English Proficiency Scores

All undergraduate international applicants must demonstrate proof of English proficiency in one of the following ways:

• TOEFL iBT ® Test: 80
• Duolingo English Test: 110+
• AP, IB and other international curriculums may be considered for substitution of English proficiency tests

Students who earn a high school diploma, Associate of Arts, Associate of Science, bachelor’s degree, or higher from an accredited U.S. high school, college or university have fulfilled the English language requirement.

• Cameroon – Anglophone
• Canada (Except Quebec)
• New Zealand
• Papua New Guinea
• Philippines
• Sierra Leone
• South Africa
• Trinidad & Tobago
• United Kingdom

Application Deadline

All items should arrive to the Office of Admission by the following dates:

Summer Session enrollment is only available for transfer students from a U.S. university.

You will receive an admission decision within three to four weeks after submitting all of your application materials.

We are here to help you with the application and enrollment process. For those seeking a bachelor’s degree, contact [email protected] , for those seeking a master’s or doctoral degree, contact [email protected] , and for those seeking a law degree, visit the Law School website .

Graduate International Students

To receive consideration for admission, all graduate application documents listed below must be submitted in the requested manner on or before the posted deadline date for the academic term. Besides the requirements below, please check specific graduate program admission requirements .

Step 1: Apply for graduate admission

International applicants who have attended a (non-U.S.) college/university outside of the United States must send their transcript to a separate evaluation agency for a detailed, course-by-course evaluation and official translation of the credentials and the agency sends the evaluation to St. Mary’s University. The evaluation agency should be a member of the National Association of Credential Evaluation Services (NACES) .

• They have created a custom application for St. Mary’s University that will make sure you select the right kind of evaluation at a discounted rate.
• Academic Evaluation Services, Inc.
• Foreign Credential Services of America (FCSA)
• World Education Services (WES)

This is not a comprehensive list. If you have questions about an agency not listed, please contact the Office of Admission.

Step 3: Submit English Proficiency Scores

All graduate international applicants must demonstrate proof of English proficiency in one of the following ways:

• TOEFL iBT ® Test: 80 (MBA program minimum 87)
• IELTS: 6.0 (MBA program minimum 6.5)
• Duolingo English Test: 115+ (MBA program minimum 120)

Scores must be current (no further back than six months of the student’s application).

Graduate students who score 6.0 on the IELTS exam or 80-82 on the internet-based TOEFL exam will be required to enroll in EN6301 Academic Writing for International Students during the first semester of attendance.

You will receive a decision letter after all documents are submitted, processed and reviewed. Typically the review process with completed applications takes 7 to 14 business days.

Visa Requirements for International Students

If you are admitted to St. Mary’s and are not already in the U.S. with a visa that allows study, St. Mary’s can sponsor you as an F-1 visa student or a J-1 exchange visitor.

You will be asked to provide additional documentation as required by U.S. law to produce the appropriate forms (I-20 or DS-2019), which you will use to apply for a visa. Required documentation includes your basic biographical information, proof of financial ability (to cover your expenses and expenses for your spouse or children (if they are accompanying you) and proof of English ability.

Most students come to the United States to enroll in a full-time degree program on an F-1 student status. A Form I-20 (Certificate of Eligibility for an F-1 student visa) is issued to students by St. Mary’s University for entry into the U.S. Dependents (spouse or children) of an F-1 visa holder can accompany the student on F-2 dependent visas. F-2s are not permitted to be employed in the United States, study full-time, or take classes toward a degree.

Some students enter the U.S. in J-1 student status. The J-1 visa is administered by the Department of State and is used for a variety of educational purposes. The Form DS-2019 (Certificate of Eligibility for a J-1 visa) may be issued to a student with a scholarship, either from a sponsoring organization or from St. Mary’s University. Dependents of a J-1 visa holder can accompany the student on a J-2 dependent visa. J-2s may study and may apply for permission to work in the U.S.

U.S. Immigration Law requires students in F-1 and J-1 status to be enrolled full-time for the duration of their program of study. Additionally, students beginning their program during the summer session must be enrolled full-time.

• Undergraduate Students: Must be enrolled for at least 12 credit hours per semester. Up to three credit hours may be from distance education courses from accredited institutions.
• Graduate Students: Must be enrolled for at least eight credits per semester. Up to three credit hours may be from distance education courses from accredited institutions.
• Law Students: Must be enrolled for at least 10 credits per semester. Up to three credit hours may be from distance education courses from accredited institutions.

Health Insurance and Immunization Requirements

All students sponsored on F-1 and J-1 student visas will be automatically enrolled in the St. Mary’s University student medical insurance. More information regarding the policy can be found under the Student Health Center .

Medical insurance coverage is mandatory for the accompanying spouse and children of J-1 visa holders, under regulations of the Department of State. If you hold a J-1 visa, you must maintain health insurance with the required minimum coverage for all accompanying or subsequently arriving J-2 dependents. Failure to do so will result in the termination of your program.

For information on immunization requirements for international students, please visit the Student Health Center .

Transferring to St. Mary’s University

If you plan to remain in the United States, U.S. Citizenship and Immigration Services (USCIS) regulations permit a transfer of your immigration status to St. Mary’s University provided that you are in a valid F-1 status at the school you are currently attending. You must inform your current school of your intent to transfer to St. Mary’s University as soon as possible but no later than the last day of your final semester at your current school (For example, if spring is your last semester at your current school, then no later than the last day of the spring semester).

Your Form I-20 from St. Mary’s University cannot be issued until your current school has been notified and released your SEVIS record. Please talk to the international student advisor at your current school about the transfer process as soon as you decide you will transfer. For more information about the transfer process, please speak with an admissions representative.

Failure to complete the transfer process within 15 days of the program start date at St. Mary’s University results in a violation of immigration regulations. Furthermore, you may not work on campus until the transfer of your immigration record is processed. If you are out of status, discuss your options with your current international student advisor or with the Center for International Programs  at St. Mary’s University.

International Student and Scholar Services 210-431-5091 [email protected]

College of Education and Human Development

Department of Organizational Leadership, Policy, and Development

Adult education

Our world insists on staying informed, adapting to new technology, and adjusting to ever changing social norms. As we age, we continue to learn new information and to change our behavior to better connect with others. Adult Education is the study and practice of understanding how adult learners acquire new knowledge, skills, and abilities in order to interact with our world.

Adult education certificate

With a certificate in Adult Education, you can advise on workplace or public policy and provide knowledge of best practices.

Adult education MEd

With a Master’s of Education in Adult Education (AdEd) you will be prepared to design and implement a range of effective curricula and programming for adult learners.

Begin your journey