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You are here, stanford graduate school of education is dedicated to solving education's greatest challenges. through rigorous research, model training programs and partnerships with educators worldwide, we're pursuing equitable, accessible and effective learning for all..

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Jaime Vazquez, MA '22 Stanford Teacher Education Program

Pursuing a new model of teaching

Larry Cuban, PhD '74

Viewing education’s future through the lens of history

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Stanford Graduate School of Education

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Teaching and Teacher Leadership

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If you have program-specific questions, please contact the TTL Program Staff .

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A groundbreaking approach to teacher education — for people seeking to learn to teach, for experienced teachers building their leadership, and for all educators seeking to enhance their practice and create transformative learning opportunities.

Teachers change lives — and at the Harvard Graduate School of Education, you can be part of the change. The Teaching and Teacher Leadership (TTL) Program at HGSE will prepare you with the skills, knowledge, support, and professional network you need to design and lead transformative learning experiences, advance equity and social justice, and generate the best outcomes for students in U.S. schools.

The program’s innovative approach is intentionally designed to serve both individuals seeking to learn to teach and experienced teachers who are deepening their craft as teachers or developing their leadership to advance teaching and learning in classrooms, schools, and districts. 

And through the Harvard Fellowship for Teaching , HGSE offers significant financial support to qualified candidates to reduce the burden of loan debt for teachers.

Applicants will choose between two strands:

• Do you want to become a licensed teacher? The Teaching Licensure strand lets novice and early-career teachers pursue Massachusetts initial licensure in secondary education, which is transferrable to all 50 states and Washington, D.C. Licensure candidates have two possible pathways — you can select a preference for either the residency fieldwork model or the internship fieldwork model . The residency model is for people ready to make an immediate impact as a teacher; the internship model offers a more gradual path.
• Do you want to focus on the art of teaching, without licensure? The Teaching and Leading strand will enable you to enhance your own teaching practice or to lead others in transforming learning in classrooms, schools, and other settings. Candidates can pursue a curriculum tailored toward an exploration of teaching practice or toward teacher leadership.

Note: Ideal candidates will come with the intention to work in U.S. schools.

“At the heart of TTL is helping teachers reach all students. Whether you are preparing for the classroom yourself or are an experienced teacher preparing to improve teaching and learning on a wider scale, our goal is to provide you with the knowledge and skills to lead others in learning.” Heather Hill  Faculty Co-Chair

After completing the Teaching and Teacher Leadership Program, you will be able to:

• Leverage your knowledge and skills to lead others in joyful, equitable, rigorous, and transformative learning.
• Analyze instruction for the purpose of improving it.
• Foster productive inquiry and discussion.
• Identify, understand, and counteract systemic inequities within educational institutions.

The Harvard Fellowship for Teaching

HGSE is committed to investing in the future of the teaching profession — and minimizing the student debt that teachers carry. We offer a signature fellowship — the Harvard Fellowship for Teaching — to qualified candidates. The fellowship package covers 80 percent of tuition and provides for a $10,000 living stipend.

This prestigious fellowship is prioritized for admitted students pursuing the Teaching Licensure Residency model. Additional fellowships may be awarded to qualified candidates admitted to the Teaching Licensure Internship model and the Teaching and Leading strand. Fellowship decisions are determined during the admissions process. Fellowship recipients must be enrolled as full-time students.       HGSE offers a range of other  financial aid and fellowship opportunities to provide greater access and affordability to our students.

Curriculum Information

The TTL Program is designed to help you gain the knowledge and practice the skills essential to leading others in learning — and will create pathways to success that will allow you to thrive as an expert practitioner and mentor in your community. A minimum of 42 credits are required to graduate with an Ed.M. degree from HGSE.

The main elements of the curriculum are:

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

To fulfill the program requirement, students must take a minimum of 12 credits specific to TTL.

• The TTL Program Core Experience (4 credits), is a full year course where all students come together to observe, analyze, and practice high-quality teaching.
• Teaching methods courses (10 credits) in the chosen content area, which begin in June. 
• A Summer Field-Based Experience (4 credits), held on site in Cambridge in July, allows you to begin to hone your teaching practice. 
• Two courses focused on inclusivity and diversity in the classroom (6 credits). 
• Field experiences , where students in the Teacher Licensure strand will intern or teach directly in Boston-area schools.
• Individuals interested in enhancing their own teaching practice can engage in coursework focused on new pedagogies, how to best serve diverse student populations, and special topics related to classrooms and teaching.  
• Experienced teachers may wish to enroll in HGSE’s Teacher Leadership Methods course, designed to provide cohort-based experience with skills and techniques used to drive adult learning and improve teaching.
• Candidates can take elective coursework based on interests or career goals, which includes the opportunity to specialize in an HGSE Concentration .

Advancing Research on Effective Teacher Preparation 

As a student in the TTL Program, you will have the opportunity to contribute to HGSE’s research on what makes effective teacher preparation. This research seeks to build an evidence base that contributes to the field’s understanding of effective approaches to teacher training, including how to support high-quality instruction, successful models of coaching and mentorship, and effective approaches to addressing the range of challenges facing our students.

TTL students will be able to participate in research studies as part of their courses, and some will also serve as research assistants, gaining knowledge of what works, as well as a doctoral-type experience at a major research university.

Explore our  course catalog . (All information and courses are subject to change.)

Note: The TTL Program trains educators to work in U.S. classrooms. Required coursework focuses on U.S. examples and contexts.

Teaching Licensure Strand

Students who want to earn certification to teach at the middle school and high school levels in U.S. schools should select the Teaching Licensure strand. TTL provides coursework and fieldwork that can lead to licensure in grades 5–8 in English, general science, history, and mathematics, as well as grades 8–12 in biology, chemistry, English, history, mathematics, and physics. In the Teaching Licensure strand, you will apply to one of two fieldwork models:

• The residency model – our innovative classroom immersion model, with significant funding available, in which students assume teaching responsibilities in the September following acceptance to the program. 
• The internship model – which ramps up teaching responsibility more gradually.

In both models, you will be supported by Harvard faculty and school-based mentors — as well as by peers in the TTL Program, with additional opportunities for network-building with HGSE alumni. Both models require applicants to have an existing familiarity with U.S. schools to be successful.  Learn more about the differences between the residency and internship models.

Summer Experience for Teaching Licensure Candidates

All students in the Teaching Licensure strand will participate in the Summer Experience supporting the Cambridge-Harvard Summer Academy (CHSA), which takes place in Cambridge in July 2023. Through your work at CHSA, you will help middle and high school students in the Cambridge Public Schools with credit recovery, academic enrichment, and preparation for high school. Students in the Teaching Licensure strand will teach students directly as part of the teaching team. This is an opportunity for you to immediately immerse yourself in a school environment and begin to practice the skills necessary to advance your career.

Teaching and Leading Strand

The Teaching and Leading strand is designed for applicants who want to enhance their knowledge of the craft of teaching or assume roles as teacher leaders. Candidates for the Teaching and Leading strand will share a common interest in exploring and advancing the practice of effective teaching, with the goal of understanding how to improve learning experiences for all students. The program will be valuable for three types of applicant:

• Individuals interested in teaching, but who do not require formal licensure to teach. This includes applicants who might seek employment in independent schools or in informal educational sectors such as arts education, after-school programs, tutoring, and youth organizations. 
• Experienced teachers who wish to deepen their practice by learning new pedagogies and developing new capacities to help students thrive.
• Experienced teachers who seek leadership roles — from organizing school-based initiatives to more formal roles like coaching and professional development.

As a candidate in the Teaching and Leading strand, your own interests will guide your journey. If you are seeking a teacher leader role, TTL faculty will guide you to courses that focus on growing your skills as a reflective leader, preparing you to facilitate adult learning, helping you understand how to disrupt inequity, and teaching you how to engage in best practices around coaching, mentoring, and data analysis. If you are seeking to learn about the craft of teaching, our faculty will similarly direct you to recommended courses and opportunities that will meet your goals.

Students in this strand can also take on internships within the TTL Program (e.g., program supervisor, early career coach) or the HGSE community, and at surrounding schools or organizations. And you can customize your learning experience by pursuing one of HGSE's six Concentrations .

Note: Applicants in the Teaching and Leading strand should expect a focus on leadership within U.S. schools.

Program Faculty

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

Faculty Co-Chairs

Heather C. Hill

Heather Hill studies policies and programs to improve teaching quality. Research interests include teacher professional development and instructional coaching.

Victor Pereira, Jr.

Victor Pereira's focus is on teacher preparation, developing new teachers, and improving science teaching and learning in middle and high school classrooms. 

Rosette Cirillo

Sarah Edith Fiarman

Noah Heller

Eric Soto-Shed

Career Pathways

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

Teaching Licensure Strand:

• Licensed middle or high school teacher in English, science, math, and history

Teaching and Leading Strand: 

• Classroom teachers
• Curriculum designers 
• Department heads and grade-level team leaders 
• District-based instructional leadership team members 
• Instructional and curriculum leadership team members 
• Out-of-school educators; teachers in youth organizations or after-school programs
• Professional developers and content specialists 
• School improvement facilitators 
• School-based instructional coaches and mentor teachers
• Teachers of English as a second language
• International educators seeking to understand and advance a career in U.S. education

Cohort & Community

The TTL Program prioritizes the development of ongoing teacher communities that provide continued support, learning, and collaboration. Our cohort-based approach is designed to encourage and allow aspiring teachers and leaders to build relationships with one another, as well as with instructors and mentors — ultimately building a strong, dynamic network. 

As a TTL student, you will build a community around a shared commitment to teaching and teacher development. You will learn from and with colleagues from diverse backgrounds, levels of expertise, and instructional settings. To further connections with the field, you are invited to attend “meet the researcher” chats, engage in learning through affinity groups, and interact with teaching-focused colleagues across the larger university, by taking courses and participating in activities both at HGSE and at other Harvard schools. 

Introduce Yourself

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

Program Highlights

Explore examples of the Teaching and Teacher Leadership experience and the impact its community is making on the field:

Donors Invest in Teachers, Reaching Key Milestone

The $10 million Challenge Match for Teachers, now complete, will expand scholarships for students in Teaching and Teacher Leadership

HGSE Honors Master's Students with Intellectual Contribution Award

Doctor of Philosophy in Education

Additional Information

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The Harvard Ph.D. in Education trains cutting-edge researchers who work across disciplines to generate knowledge and translate discoveries into transformative policy and practice.

Offered jointly by the Harvard Graduate School of Education and the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences, the Ph.D. in Education provides you with full access to the extraordinary resources of Harvard University and prepares you to assume meaningful roles as university faculty, researchers, senior-level education leaders, and policymakers.

As a Ph.D. candidate, you will collaborate with scholars across all Harvard graduate schools on original interdisciplinary research. In the process, you will help forge new fields of inquiry that will impact the way we teach and learn. The program’s required coursework will develop your knowledge of education and your expertise in a range of quantitative and qualitative methods needed to conduct high-quality research. Guided by the goal of making a transformative impact on education research, policy, and practice, you will focus on independent research in various domains, including human development, learning and teaching, policy analysis and evaluation, institutions and society, and instructional practice.   

Curriculum Information

The Ph.D. in Education requires five years of full-time study to complete. You will choose your individual coursework and design your original research in close consultation with your HGSE faculty adviser and dissertation committee. The requirements listed below include the three Ph.D. concentrations: Culture, Institutions, and Society; Education Policy and Program Evaluation; and Human Development, Learning and Teaching . 

We invite you to review an example course list, which is provided in two formats — one as the full list by course number and one by broad course category . These lists are subject to modification. 

Ph.D. Concentrations and Examples

Summary of Ph.D. Program

Doctoral Colloquia  In year one and two you are required to attend. The colloquia convenes weekly and features presentations of work-in-progress and completed work by Harvard faculty, faculty and researchers from outside Harvard, and Harvard doctoral students. Ph.D. students present once in the colloquia over the course of their career.

Research Apprenticeship The Research Apprenticeship is designed to provide ongoing training and mentoring to develop your research skills throughout the entire program.

Teaching Fellowships The Teaching Fellowship is an opportunity to enhance students' teaching skills, promote learning consolidation, and provide opportunities to collaborate with faculty on pedagogical development.

Comprehensive Exams  The Written Exam (year 2, spring) tests you on both general and concentration-specific knowledge. The Oral Exam (year 3, fall/winter) tests your command of your chosen field of study and your ability to design, develop, and implement an original research project.

Dissertation  Based on your original research, the dissertation process consists of three parts: the Dissertation Proposal, the writing, and an oral defense before the members of your dissertation committee.

Culture, Institutions, and Society (CIS) Concentration

In CIS, you will examine the broader cultural, institutional, organizational, and social contexts relevant to education across the lifespan. What is the value and purpose of education? How do cultural, institutional, and social factors shape educational processes and outcomes? How effective are social movements and community action in education reform? How do we measure stratification and institutional inequality? In CIS, your work will be informed by theories and methods from sociology, history, political science, organizational behavior and management, philosophy, and anthropology. You can examine contexts as diverse as classrooms, families, neighborhoods, schools, colleges and universities, religious institutions, nonprofits, government agencies, and more.

Education Policy and Program Evaluation (EPPE) Concentration

In EPPE, you will research the design, implementation, and evaluation of education policy affecting early childhood, K–12, and postsecondary education in the U.S. and internationally. You will evaluate and assess individual programs and policies related to critical issues like access to education, teacher effectiveness, school finance, testing and accountability systems, school choice, financial aid, college enrollment and persistence, and more. Your work will be informed by theories and methods from economics, political science, public policy, and sociology, history, philosophy, and statistics. This concentration shares some themes with CIS, but your work with EPPE will focus on public policy and large-scale reforms.

Human Development, Learning and Teaching (HDLT) Concentration

In HDLT, you will work to advance the role of scientific research in education policy, reform, and practice. New discoveries in the science of learning and development — the integration of biological, cognitive, and social processes; the relationships between technology and learning; or the factors that influence individual variations in learning — are transforming the practice of teaching and learning in both formal and informal settings. Whether studying behavioral, cognitive, or social-emotional development in children or the design of learning technologies to maximize understanding, you will gain a strong background in human development, the science of learning, and sociocultural factors that explain variation in learning and developmental pathways. Your research will be informed by theories and methods from psychology, cognitive science, sociology and linguistics, philosophy, the biological sciences and mathematics, and organizational behavior.

Program Faculty

The most remarkable thing about the Ph.D. in Education is open access to faculty from all Harvard graduate and professional schools, including the Harvard Graduate School of Education, the Faculty of Arts and Sciences, the Harvard Kennedy School, the Harvard Law School, Harvard Medical School, and the Harvard School of Public Health. Learn about the full Ph.D. Faculty.

Jarvis R. Givens

Jarvis Givens studies the history of American education, African American history, and the relationship between race and power in schools.

Paul L. Harris

Paul Harris is interested in the early development of cognition, emotion, and imagination in children.

Meira Levinson

Meira Levinson is a normative political philosopher who works at the intersection of civic education, youth empowerment, racial justice, and educational ethics. 

Luke W. Miratrix

Luke Miratrix is a statistician who explores how to best use modern statistical methods in applied social science contexts.

Eric Taylor

Eric Taylor studies the economics of education, with a particular interest in employer-employee interactions between schools and teachers — hiring and firing decisions, job design, training, and performance evaluation.

Paola Uccelli

Paola Ucelli studies socio-cultural and individual differences in the language development of multilingual and monolingual students.

View Ph.D. Faculty

Dissertations.

The following is a complete listing of successful Ph.D. in Education dissertations to-date. Dissertations from November 2014 onward are publicly available in the Digital Access to Scholarship at Harvard (DASH) , the online repository for Harvard scholarship.

• 2022 Graduate Dissertations (265 KB pdf)
• 2021 Graduate Dissertations (177 KB pdf)
• 2020 Graduate Dissertations (121 KB pdf)
• 2019 Graduate Dissertations (68.3 KB pdf)

Student Directory

An opt-in listing of current Ph.D. students with information about their interests, research, personal web pages, and contact information:

Doctor of Philosophy in Education Student Directory

Introduce Yourself

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

Program Highlights

Explore examples of the Doctor of Philosophy in Education experience and the impact its community is making on the field:

Lost in Translation

New comparative study from Ph.D. candidate Maya Alkateb-Chami finds strong correlation between low literacy outcomes for children and schools teaching in different language from home

Using E-Books to Get Young Readers Talking

New research shows how parents can help kids — and themselves — use e-books as a tool to improve early childhood development

Elementary Education Graduate Programs in America

1-25 of 424 results

Stanford Graduate School of Education

Stanford, CA •

Stanford University •

Graduate School

• • Rating 5 out of 5   2 reviews

Master's Student: best: professors are competent, good at teaching and have a lot of knowledge students are passionate and friendly program is demanding and challenging so that can get the most out of it negative: high pressure and stress level ... Read 2 reviews

Stanford University ,

Graduate School ,

STANFORD, CA ,

2 Niche users give it an average review of 5 stars.

Featured Review: Master's Student says best: professors are competent, good at teaching and have a lot of knowledge students are passionate and friendly program is demanding and challenging so that can get the most out of it negative: high pressure and stress level .

Read 2 reviews.

Brown University Graduate School

Providence, RI •

Brown University •

Brown University ,

PROVIDENCE, RI ,

Philadelphia, PA •

University of Pennsylvania •

• • Rating 3 out of 5   5 reviews

Master's Student: I loved my graduate program at Penn. Learning along side top notch professors from Wharton, Graduate School of Education and Design school, I had a diverse and interdisciplinary education that will help me in all of my future roles. ... Read 5 reviews

Blue checkmark.

University of Pennsylvania ,

PHILADELPHIA, PA ,

5 Niche users give it an average review of 3 stars.

Featured Review: Master's Student says I loved my graduate program at Penn. Learning along side top notch professors from Wharton, Graduate School of Education and Design school, I had a diverse and interdisciplinary education that will... .

Read 5 reviews.

Mississippi State University College of Education

Mississippi State University •

Graduate School •

MISSISSIPPI STATE, MS

• • Rating 5 out of 5   2

College of Education and Social & Behavioral Sciences - Framingham State University

Framingham State University •

FRAMINGHAM, MA

• • Rating 4.5 out of 5   2

D'Youville University

BUFFALO, NY

• • Rating 4.22 out of 5   23

Vanderbilt University’s Peabody College

Nashville, TN •

Vanderbilt University •

• • Rating 4.08 out of 5   24 reviews

Doctoral Student: Online program. Some excellent professors and some not so great. Interesting material that is also evidence-based. Too much emphasis on writing. Program is still new so they change program requirements which is scary and frustrating and they will not necessarily grandfather you in! ... Read 24 reviews

Vanderbilt University ,

NASHVILLE, TN ,

24 Niche users give it an average review of 4.1 stars.

Featured Review: Doctoral Student says Online program. Some excellent professors and some not so great. Interesting material that is also evidence-based. Too much emphasis on writing. Program is still new so they change program... .

Read 24 reviews.

Humanities Division - University of Chicago

Chicago, IL •

University of Chicago •

University of Chicago ,

CHICAGO, IL ,

Steinhardt School of Culture, Education, and Human Development

New York, NY •

New York University •

• • Rating 4.28 out of 5   25 reviews

Master's Student: So far I’m almost a year into NYU Steinhardt’s online speech program and I love it! For those who don’t mind online learning and can time manage, this is for you. It gives me more flexibility and encourages me to stay on top of asynchronous work for my zoom meets. Another big plus about this program and why I chose it is that I did not graduate with a bachelor’s in speech or CSD. This program offers most prerequisite classes that extend your plan of study but is so worth it. The only down side is the prerequisites required by ASHA cannot be taken through their program. So while I have taken statistics, a biological and behavioral /social science during my undergrad I will need to take a physical science outside of the program before I start my clinic/practicums. Overall, many of my peers seem to enjoy the program too and even though the program is online for me, the helpfulness and acceptance from professors is truly unmatched. ... Read 25 reviews

New York University ,

NEW YORK, NY ,

25 Niche users give it an average review of 4.3 stars.

Featured Review: Master's Student says So far I’m almost a year into NYU Steinhardt’s online speech program and I love it! For those who don’t mind online learning and can time manage, this is for you. It gives me more flexibility and... .

Read 25 reviews.

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Lynch School of Education

Chestnut Hill, MA •

Boston College •

• • Rating 4.25 out of 5   4 reviews

Master's Student: I am preparing to start my studies in this program. As of now, all staff has made this process extremely stress free and easy. My classes have been planned out for my entire time in the program. This is helpful in knowing what is to coming and planning for the future. My advisor has done an exceptional job of working with me to ensure I am taking the correct classes in conjunction to feel prepared for my MTELS. I am looking forward to all there is to come in this program. ... Read 4 reviews

Boston College ,

CHESTNUT HILL, MA ,

4 Niche users give it an average review of 4.3 stars.

Featured Review: Master's Student says I am preparing to start my studies in this program. As of now, all staff has made this process extremely stress free and easy. My classes have been planned out for my entire time in the program. This... .

Read 4 reviews.

Lehigh University Graduate College of Education

Bethlehem, PA •

Lehigh University •

• • Rating 5 out of 5   1 review

Master's Student: The best part of my experience is that it is online and to apply we did not need to complete an essay. The teachers provide a lot of guidance and assistance. The Lehigh University Graduate PACE Program provides guidance. The worst part is that it is an accelerated program so you do not have time to come up for air. Papers or reports are due almost every week. ... Read 1 review

Lehigh University ,

BETHLEHEM, PA ,

1 Niche users give it an average review of 5 stars.

Featured Review: Master's Student says The best part of my experience is that it is online and to apply we did not need to complete an essay. The teachers provide a lot of guidance and assistance. The Lehigh University Graduate PACE... .

Read 1 reviews.

University of Florida College of Education

Gainesville, FL •

University of Florida •

• • Rating 5 out of 5   8 reviews

Master's Student: The academic experience in the University of Florida's online graduate program Curriculum and Instruction with a focus on Educational Technology has been exceptional. I have gained a deeper understanding of effective instructional strategies and innovative technology resources that can be applied in my teaching career and to my future curriculum design endeavors. ... Read 8 reviews

University of Florida ,

GAINESVILLE, FL ,

8 Niche users give it an average review of 5 stars.

Featured Review: Master's Student says The academic experience in the University of Florida's online graduate program Curriculum and Instruction with a focus on Educational Technology has been exceptional. I have gained a deeper... .

Read 8 reviews.

Wheelock College of Education and Human Development

Boston, MA •

Boston University •

• • Rating 4.6 out of 5   5 reviews

Master's Student: My experience with Wheelock College has been limited since I have not officially started at the University. I have limited experience with the school and faculty. In terms of the counseling department, and the admissions team have been extremely helpful and overall thorough. The faculty seems quite kind and open as well. Wheelock college is definitely a welcoming and unique place for one to take opportunities. ... Read 5 reviews

Boston University ,

BOSTON, MA ,

5 Niche users give it an average review of 4.6 stars.

Featured Review: Master's Student says My experience with Wheelock College has been limited since I have not officially started at the University. I have limited experience with the school and faculty. In terms of the counseling... .

Smith College

Northampton, MA •

• • Rating 4.27 out of 5   11 reviews

Master's Student: Smith College not only offers a full time student stipend ($21,000/year) and tuition waiver (valued ~ $35,000) for the Biological Sciences department, but you are able to pull from resources within a neighboring R1 institution: University of Massachusetts Amherst. Research experiences vary based on the selected advisor, but Smith maintains a cutting-edge genomics facility and nearly limitless resources as a well-endowed college. Faculty maintain impressive accolades and are easily reachable, as a leader in my lab, I've learned about lab management, lab training, grant writing, and the nuances behind lab operations. I've worked collaboratively with researchers at UMass and felt that my experience at Smith has been one of growth. I feel confidently in my abilities and that I am a very desirable candidate in the biotech industry after receiving my MS degree. ... Read 11 reviews

NORTHAMPTON, MA ,

11 Niche users give it an average review of 4.3 stars.

Featured Review: Master's Student says Smith College not only offers a full time student stipend ($21,000/year) and tuition waiver (valued ~ $35,000) for the Biological Sciences department, but you are able to pull from resources within a... .

Read 11 reviews.

College of Education - University of Illinois

Champaign, IL •

University of Illinois Urbana-Champaign •

University of Illinois Urbana-Champaign ,

CHAMPAIGN, IL ,

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• History Teacher Education Graduate Programs
• Teaching English as a Second Language Graduate Programs

University of Georgia College of Education

Athens, GA •

University of Georgia •

• • Rating 4.5 out of 5   6 reviews

Doctoral Student: This program has challenged me in many ways, both positively and negatively; however, even the negative experiences have assisted my personal and professional growth for the better. The best parts of this program are the connections I have made with colleagues and friends, as well as faculty who hold high status in the field. Additionally, this program has helped me develop into a competent future counseling psychologist and one who has a decent grasp of multicultural and social justice competency, which is important to me and vital to our field. That said, the worst parts of my experience relate to this, in that I do not feel we have enough formal training when it comes to social justice/multicultural competence. I and others in my program have also experienced the negative impacts of COVID-19 and its impact on departmental organization, which has affected our educational trajectories. This has made all of us resilient, however, and we are all on track for success! ... Read 6 reviews

University of Georgia ,

ATHENS, GA ,

6 Niche users give it an average review of 4.5 stars.

Featured Review: Doctoral Student says This program has challenged me in many ways, both positively and negatively; however, even the negative experiences have assisted my personal and professional growth for the better. The best parts of... .

Read 6 reviews.

Colorado College

Colorado Springs, CO •

COLORADO SPRINGS, CO ,

Warner School of Education and Human Development

Rochester, NY •

University of Rochester •

• • Rating 4 out of 5   1 review

Master's Student: The inclusion classes are great. Some of the professors exhibit some microaggressions, but for the most part the education is good. It is a smaller school, so everybody knows each other, which can be good or bad, depending on how you look at it. Overall a pretty good school, but my undergrad was better so I tend to compare the two. ... Read 1 review

University of Rochester ,

ROCHESTER, NY ,

1 Niche users give it an average review of 4 stars.

Featured Review: Master's Student says The inclusion classes are great. Some of the professors exhibit some microaggressions, but for the most part the education is good. It is a smaller school, so everybody knows each other, which can be... .

School of Education and Counseling Psychology - Santa Clara University

Santa Clara, CA •

Santa Clara University •

• • Rating 3.67 out of 5   3 reviews

Graduate Student: Amazing program, close knit community of professors and students. I have learned so much while in this program and now as a practicum student I am getting hands on experience to help me grow as a clinician in the future. ... Read 3 reviews

Santa Clara University ,

SANTA CLARA, CA ,

3 Niche users give it an average review of 3.7 stars.

Featured Review: Graduate Student says Amazing program, close knit community of professors and students. I have learned so much while in this program and now as a practicum student I am getting hands on experience to help me grow as a... .

Read 3 reviews.

UW College of Education

Seattle, WA •

University of Washington •

• • Rating 4.33 out of 5   3 reviews

Master's Student: I am in the education college at the University of Washington in a graduate program called STEP, which is Secondary Teaching Education Program. My content area is World Languages, specifically Spanish. My favorite part so far has been seeing future teachers come together. My least favorite is having to balance it with my restaurant job. ... Read 3 reviews

University of Washington ,

SEATTLE, WA ,

3 Niche users give it an average review of 4.3 stars.

Featured Review: Master's Student says I am in the education college at the University of Washington in a graduate program called STEP, which is Secondary Teaching Education Program. My content area is World Languages, specifically... .

North Carolina State University College of Education

Raleigh, NC •

North Carolina State University •

• • Rating 4.8 out of 5   5 reviews

Doctoral Student: North Carolina State College of Education, Through the Belk Center offers an Ed.D in Community COllege Leadership. Enrolled in a co-hort model. Great for working professionals ... Read 5 reviews

North Carolina State University ,

RALEIGH, NC ,

5 Niche users give it an average review of 4.8 stars.

Featured Review: Doctoral Student says North Carolina State College of Education, Through the Belk Center offers an Ed.D in Community COllege Leadership. Enrolled in a co-hort model. Great for working professionals .

University of Maryland College of Education

College Park, MD •

University of Maryland - College Park •

• • Rating 1 out of 5   2 reviews

University of Maryland - College Park ,

COLLEGE PARK, MD ,

2 Niche users give it an average review of 1 stars.

Brandeis University Graduate School of Arts and Sciences

Waltham, MA •

Brandeis University •

Brandeis University ,

WALTHAM, MA ,

Graduate School of Education & Human Development - George Washington University

Washington, DC •

George Washington University •

• • Rating 4.42 out of 5   12 reviews

Master's Student: The Master's in School Counseling program at The George Washington University (GWU) is fast-paced, well-structured, and rigorous. Among the positive aspects that drew me to this program include the opportunity for students to become certified as a school counselor and/or a licensed professional counselor. Moreover, there are four different practicum experiences in the program, including internships in elementary, middle, and high school settings, as well as the GWU counseling center that serves students and members of the community --which can help students identify which certification may work best for them. And the fast-paced, year-round structure of the program allows students to complete the program in two years. The classes in the program, however, require submission of several papers, which may be challenging for students who prefer exams or projects. Moreover, all classes are scheduled at night. ... Read 12 reviews

George Washington University ,

WASHINGTON, DC ,

12 Niche users give it an average review of 4.4 stars.

Featured Review: Master's Student says The Master's in School Counseling program at The George Washington University (GWU) is fast-paced, well-structured, and rigorous. Among the positive aspects that drew me to this program include the... .

Read 12 reviews.

Trinity University

San Antonio, TX •

• • Rating 5 out of 5   7 reviews

Alum: The Trinity University faculty is the best in the nation by far. Over four years, I worked on two team projects and three independent supervised research for publication. Abroad programs are the exact cost (or less!) as your scholarship-ed tuition; I studied in Europe and worked at an accredited think-tank. The facilities and campus are cared for, curated, and functional for student life. Again, above all, is Trinity's faculty (at least in the humanities departments). I went through my fair share of personal college struggles, and the faculty adjusted deadlines and requirements. Your health and wellness is put first! ... Read 7 reviews

SAN ANTONIO, TX ,

7 Niche users give it an average review of 5 stars.

Featured Review: Alum says The Trinity University faculty is the best in the nation by far. Over four years, I worked on two team projects and three independent supervised research for publication. Abroad programs are the... .

Read 7 reviews.

Azrieli Graduate School of Jewish Education & Administration

Yeshiva University •

Yeshiva University ,

Indiana University School of Education

Bloomington, IN •

Indiana University - Bloomington •

Current Doctoral student: I am in the last year of my doctoral program. The coursework can be challenging and intense, but the professors are supportive. In the end of the program, an IU graduate can feel comfortable leading research projects and securing grants. ... Read 2 reviews

Indiana University - Bloomington ,

BLOOMINGTON, IN ,

Featured Review: Current Doctoral student says I am in the last year of my doctoral program. The coursework can be challenging and intense, but the professors are supportive. In the end of the program, an IU graduate can feel comfortable leading... .

Furman University

Greenville, SC •

Alum: I graduated with an MS in Community Engaged Medicine. I absolutely loved my time at Furman university, the professors, staff, and students are all extraordinary and I would recommend to everyone. ... Read 2 reviews

GREENVILLE, SC ,

Featured Review: Alum says I graduated with an MS in Community Engaged Medicine. I absolutely loved my time at Furman university, the professors, staff, and students are all extraordinary and I would recommend to everyone. .

American University

WASHINGTON, DC

• • Rating 4.54 out of 5   147

University of La Verne

LA VERNE, CA

• • Rating 4.48 out of 5   64

College of Charleston

CHARLESTON, SC

• • Rating 4.33 out of 5   15

Showing results 1 through 25 of 424

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Education policy, master of science in education (m.s.ed.), you are here, a master's program that prepares you for a career in education policy research, evaluation, and analysis..

The one-year Education Policy master's program equips students with the knowledge and methodological tools to understand, evaluate, and implement programs and policies that impact students and communities across the country and around the world, from early childhood to K-12 and beyond. 

What Sets Us Apart

About the program.

The one-year master's degree in Education Policy includes coursework in the foundations of education, research, evaluation, data analysis, and education policy. 

Option 1: Summer (before Fall begins): 2 courses; Fall: 4 courses; Spring: 4 courses Option 2: Fall: 5 courses; Spring: 5 courses

Culminating experience Education Policy Research Practicum

The Education Policy M.S.Ed. program consists of 10 course units along with the successful completion of the Education Policy Research Practicum. As part of these 10 courses, you select three electives that allow you to tailor the program of study towards your own specific interests and goals. 

Students in the program have two options to complete the program requirements. Students can take courses prior to the start of the fall, which is a 2/4/4 courseload. Students with this option can take 2 courses in “Summer 2”, 4 courses in the Fall, and 4 courses in the Spring. Alternatively, students can take a 5/5 courseload which would be 5 courses in the Fall and 5 courses in the Spring. Students must complete the Education Policy Research Practicum during the Spring semester in order to complete the degree.  

For information about courses and requirements, visit the  Education Policy M.S.Ed. program in the University Catalog .

Education Policy Research Practicum

Education policymakers and practitioners are increasingly relying on research evidence to inform federal, state, and local decision-making. With the widespread availability of educational data, there is a growing need for the timely generation of research evidence to support the ongoing work of policymakers and practitioners. The Education Policy Research Practicum is designed to develop an understanding of how educational researchers partner with educational leaders to impact policy.

Through the Practicum, you will develop skillsets that are extremely valuable to partners in policy and practice, which include, but are not limited to, empirical analyses, policy reports, and presentations. Through the development of these skills, you will be positioned to complete the Practicum with immediate and actionable guidance around how research can inform program implementation, schooling practice, and/or other questions of educational significance.

The Practicum takes on two different formats, and you will have the opportunity to choose the one that fits your academic preferences and career goals. In one option, you will focus on case study style learning, engaging in the classroom through a large swath of real-world examples and analysis ( EDUC 711 ). In another option, you will work in teams and partner with a local school district ( EDUC 722 ). In both options, you will learn similar skills, and the purpose of offering two different formats is so that you can choose the style that best suits your needs and interests.

Internship and Research Opportunities

In addition to the Education Policy Research Practicum and the other program coursework, many master’s students seek other opportunities to develop applied research and policy analysis skills. Each year, a number of students work with faculty and/or research centers here at Penn GSE. Examples of projects and centers that students have worked with include the Consortium for Policy Research in Education , the Center for Standards, Alignment, Instruction and Learning , and the Institute for Research on Higher Education .

Other students find off-campus internship and research opportunities. In the past few years, students have found rewarding off-campus employment opportunities with organizations such as the School District of Philadelphia, the Mayor's Office for Education, the Philadelphia Education Fund, Research for Action, and KIPP.

We offer joint and dual degrees with Penn Law, the Fels Institute of Government, and Wharton. Learn more about Dual and Joint Degrees at Penn GSE.

Our Faculty

The Education Policy faculty study everything from big data in early childhood education to assessment and evaluation to the teacher workforce. In addition to the standing faculty in Education Policy, our program is enriched by the scholarship of faculty members from the Literacy, Culture, and International Education, Human Development and Quantitative Methods, and Teaching, Learning, and Leadership divisions. 

Affiliated Faculty

Sigal Ben-Porath MRMJJ Presidential Professor Ph.D., Tel Aviv University

Wendy Chan Assistant Professor Ph.D., Northwestern University

Dennis P. Culhane Professor, Penn Social Policy & Practice Ph.D., Boston College

John MacDonald Professor of Criminology and Sociology, Penn Arts & Sciences Ph.D., University of Maryland

Laura W. Perna Vice Provost for Faculty Ph.D., University of Michigan

Daniel A. Wagner UNESCO Chair in Learning and Literacy Ph.D., University of Michigan

Sharon Wolf Associate Professor Ph.D., New York University

Jonathan Zimmerman Judy and Howard Berkowitz Professor in Education Ph.D., Johns Hopkins University

"Penn GSE’s Education Policy program armed me with the tools I needed to effectively advocate for change in our educational system."

Tomea A. Sippio-Smith

Our graduates.

Our graduates go on to take leading roles in school districts, federal and state education departments, education policy research institutes, and education-related non-profit organizations. Many continue their studies in prestigious doctoral programs. 

Alumni Careers

• Management and Program Analyst, U.S. Department of Education, Washington DC
• Education Policy Researcher, Council of the Great City Schools, Washington DC
• Program Manager for Student Support Services, School District of Philadelphia, Philadelphia, PA
• Policy Analyst, RAND Corporation
• Project Manager, First Up
• Data Analyst, New York City Department of Education, New York, NY
• Executive Director, Institute for Recruitment of Teachers, Andover, MA
• Associate Director of Social Justice, College Board
• Research Analyst, NORC at the University of Chicago
• Program Manager, New Jersey Department of Education

Admissions & Financial Aid

Please visit our Admissions and Financial Aid pages for specific information on the application requirements , as well as information on tuition, fees, financial aid, scholarships, and fellowships.

Contact us if you have any questions about the program.

Graduate School of Education University of Pennsylvania 3700 Walnut Street Philadelphia, PA 19104 (215) 898-6415 [email protected] [email protected]

Nakia Gard Program Manager (215) 573-8075 [email protected]

Noel Lipki Program Coordinator (215) 746-2923 [email protected]

Please view information from our Admissions and Financial Aid Office for specific information on the cost of this program.

Penn GSE is committed to making your graduate education affordable, and we offer generous scholarships, fellowships, and assistantships.

Related News & Research

Zimmerman discusses divergent laws creating different curriculum in red and blue states in “Washington Post”

Robert zemsky gives his vision for three-year college programs, sade bonilla gives her take on the evolution of career education.

Brooks Bowden highlights consequences of lenient grading in "The Economist"

Consortium For Policy Research In Education

The Consortium for Policy Research in Education (CPRE) is a joint effort of seven graduate schools of education. Its research focuses on school reform, governance, policy, and finance.

Penn Early Childhood and Family Research Center

The Penn Early Childhood and Family Research Center aims to advance the use of science in a context of public trust to address problems affecting the well-being of young children and families facing systemic injustice and disadvantage.

Joint Degree Program: Penn GSE (M.S.Ed.) and Penn Law (J.D.)

The J.D./M.S.Ed. is a joint program sponsored by Penn GSE and  Penn Law . Students earn both degrees in three years and are prepared to assumed positions of leadership in educational law and policymaking in both the public and private sectors.

Joint Degree Program: Penn GSE (M.S.Ed.) and Fels Institute of Government (M.P.A.)

The M.S.Ed./M.P.A. is a joint program sponsored by Penn GSE and Penn's  Fels Institute of Government . This dual-degree option is ideal for students looking to combine preparation for nonprofit leadership and public administration with the study of education policy.

Joint Degree Program: Penn GSE (M.S.Ed.) and Wharton School (M.B.A.)

The M.S.Ed./M.B.A. is a joint program sponsored by Penn GSE and the  Wharton School . This dual-degree option is ideal for students who have an interest in education policy, leadership, and management. Admitted students complete both degrees over the course of two academic years.   

You May Be Interested In

Related programs.

• Education Policy Ph.D.
• Quantitative Methods M.Phil.Ed.
• Higher Education M.S.Ed. 
• Education, Culture, and Society M.S.Ed.
• International Educational Development M.S.Ed.

Related Topics

Darden College rises up the ranks of US News Best Grad Schools for Education

By Mindy Ayala-Diaz

Old Dominion University and the Darden College of Education and Professional Studies has again been recognized as a top-tier institution in the prestigious U.S. News & World Report's 2023 Best Graduate Schools - Education Schools rankings released today. ODU moved up the ranks to be tied for 89th out of 274 schools of education around the country and one of only eleven in Virginia - a 30-place jump from the 2022 ranking.

The US News & World Report's rankings signify excellence across a variety of criteria, including quality of faculty, research, funding, enrollment, and job placement for graduates and alumni, which help potential students make informed decisions to choose the best institutions for their education. ODU's colleges and programs have a long history of high ranking in the annual reports, a direct reflection of the dedication and efforts of faculty and staff.

Interim dean of the Darden College of Education and Professional Studies said, "We are proud of the significant gains in our rankings over the past year and thrilled to be recognized for the impressive work in which our faculty and staff are engaged to prepare quality educators and advance the field of educator preparation," shared Tammi Dice, interim dean for the College. "Despite COVID, we have been able to add new teacher education degrees and concentrations and our enrollments are strong across all programs. We are deeply committed to working with our partner school divisions to address critical teacher shortages, diversify the teacher pipeline, and prepare culturally responsive educators. We are pleased to have these efforts acknowledged by U.S. News and World Report."

Graduate programs in the Darden College of Education and Professional Studies boast a low doctoral student-faculty ratio of 1:6 and a total current graduate enrollment of more than 450 students. The Darden College of Education and Professional Studies has the highest graduate student enrollment at ODU.

"We are honored to receive this recognition," said Maggie Barber, associate dean for educator preparation and assessment. "Our rankings reflect our faculty's national and international reputation for their scholarship and grants, the strength of our graduate students, and the breadth and quality of our academic programs."

Of note is that the 2022 Virginia Teacher of the year was an alumni of ODU and a current graduate student with Darden College. Recently, the College was recognized by the American Association of Colleges for Teacher Education (AACTE) for its commitment to diversity throughout its teacher education programs.

Last year, U.S. News & World Report listed 20 of ODU's graduate programs and two colleges as among the best in the nation. The University has also been recognized as among the top 15% of U.S. colleges for overall diversity by College Factual.

To see the complete 2023 Best Graduate Schools rankings for Education Schools, visit U.S. News & World Report .

Enhance your college career by gaining relevant experience with the skills and knowledge needed for your future career. Discover our experiential learning opportunities.

Picture yourself in the classroom, speak with professors in your major, and meet current students.

From sports games to concerts and lectures, join the ODU community at a variety of campus events. 

How to Choose a Graduate School: 7 Tips for Success

So you’ve made the decision to go to grad school. You’ve weighed your options , researched the benefits of a graduate education , and discovered the value of having an advanced degree . Now it’s time to choose which program to pursue—a task that can seem overwhelming given the number of options available.

But the process doesn’t have to be so daunting. There are actions you can take to make choosing a graduate degree program more manageable—exciting, even. As you take the next step toward your personal and professional goals, take note of the following tips to help you choose a graduate school and degree program best suited for you.

Difference Between Grad School and Undergrad Programs

Before you start searching for the right graduate school for you, it’s essential to know what to expect for this new career trajectory you’ll be embarking on. Unlike an undergraduate program, grad programs are highly specialized and much more advanced in your field of study.

Prospective graduate students can expect a far more individualized experience as they work closely with students and professors. Due to this specialization, entering a graduate program will be an investment of time that’ll ultimately help elevate your expertise and career choices.

Tips for Choosing a Graduate School

1. Take inventory of your passions and motivations.

Pursuing a graduate education is a big investment, so it’s critical to understand the unique “ why ” behind your decision. What do you hope to achieve by going back to school? Whether you’d like to gain more specialized knowledge, change careers, earn a promotion, increase your salary potential, or achieve a lifelong personal goal, make sure the program you choose will help get you there.

Examine the curricula and course descriptions of various degree programs, and assess how each offering aligns with your passions and interests. Graduate school is challenging, but it will feel more manageable if you’re working toward something that matters to you. Understanding your expectations and what you want to get out of the program is the first step in choosing a degree that will be a good fit.

2. Do your research and explore your options.

Once you’ve determined your motivations for returning to school, leave yourself time to research the types of degree programs available in your preferred area of study and the opportunities each can create.

Resources like the U.S. Bureau of Labor Statistics’ Occupational Outlook Handbook can give you a sense of typical career paths by industry, along with the educational degree requirements for each. The handbook also provides market growth forecasts and earning potential to help inform your decision.

It’s also important to note the structure and focus of each program. Even in the same discipline, a program’s focus can vary among institutions. Does the curriculum emphasize theory, original research, or a more practical application of knowledge? Whatever your goals may be, make sure the program’s focus aligns with the educational experience that will provide you with the most value. Career changers, for example, who likely don’t have industry experience, might prefer a program with access to hands-on learning opportunities or a path for completing prerequisites like Northeastern’s Align and Bridge programs.

While conducting your research, don’t be afraid to utilize your professional network. Speak with colleagues who have pursued an advanced degree in your industry and reach out to alumni of the institutions you’re considering. Listening to their experiences as a graduate student and in the job market post-degree can help you gauge if the program is in line with your goals.

3. Keep your career goals in mind.

After exploring your range of program options, consider your career goals and how each specific graduate program can help you get there.

If you’re seeking a specialized area of focus, be sure to examine the program concentrations offered at each institution. One graduate program in education might prepare you to specialize in higher education administration or elementary instruction, while other institutions may offer concentrations in special education or classroom technology. Make sure the program you choose reflects your career interests.

Alternatively, if you’re unsure of exactly where your career path may take you, you may want to consider a broader degree that can give you flexibility in its application. Some degree programs, such as a Master of Business Administration , teach skills that can be applied across multiple professions. If this is the path you’d prefer to pursue, pick a degree that will remain relevant as you move around in your career.

Examine the types of credentials professionals in the industry possess and research the types of skills potential employers are looking for. Check to see that the degree program offers opportunities to learn and develop those same skills. You’ll want to make sure the program you’re investing your time in will arm you with the knowledge you can actually apply in the real world.

Some professions also require board certification and/or state licensure. For example, someone interested in becoming a ​​project manager must complete 35 hours of relevant training before gaining eligibility to sit for the certification exam. You’ll want to ensure that the graduate program you ultimately decide on is fully accredited and will help you meet any certification or licensure requirements.

Location is also an important factor to consider when thinking about potential employment opportunities after graduation. Individuals interested in financial services may consider schools in a major banking center, such as Charlotte , while those pursuing a technology career might look for programs in Silicon Valley .

Further, if your goal is to work for a specific company, do your research to determine where graduates of the programs you’re looking at are working. Universities often have corporate partnerships in which employers recruit graduates to work at their organization. Check to see if your dream company partners with any nearby universities.

4. Make sure the program fits your lifestyle.

While aligning your career goals, make sure the degree program you choose will realistically fit within your lifestyle, and determine what level of flexibility you need. There are many options available that will allow you to earn an advanced degree at the right pace and in the right format for you.

Some degrees can be earned in as little as 12 months, while others can take years. Determine how much time you’re willing to invest, considering your personal values, work and family commitments, and the type of graduate experience you’d like to have.

Full-time graduate studies are not for everyone. If you’re a working professional, you may benefit from the increased flexibility provided by a part-time degree program. You might also consider the benefits of online or hybrid graduate programs that provide access to worldwide institutions that may have otherwise not been an option.

5. Consider your finances.

Decide what you can afford for graduate school, and don’t forget to factor in both the up-front costs, such as tuition and textbooks, and hidden fees, like transportation and student activity costs. While your education is an investment, make sure you can cover the costs associated with earning your graduate degree.

Paying for graduate school can seem intimidating, but there are many different options available to you. While you narrow down your list of schools, be sure to check out the financial aid options at each institution. Along with scholarships , loans, and grants, some schools may offer assistantships or fellowships for graduate students.

For those who may already be working in their industry, your employer may offer tuition reimbursement , which pays for a predetermined amount of continuing education credits or college coursework to be applied toward a degree. Contact your company’s human resources department to determine whether tuition reimbursement is available to you and if your program of interest meets the eligibility requirements.

All of these options will help ease the costs associated with your education and could help you earn valuable experience to enhance your resumé. You may also want to consider your future earning potential and job opportunities when weighing your options—you want your degree to be worth the money, time, and energy you put into earning it.

6. Talk to admissions advisors, students, and alumni.

When determining your graduate school options, it’s important to talk to current students and alumni. Begin by creating a list of questions to ask, such as:

• Do you have enough academic and career guidance?
• What do you like and dislike about your program?
• Are you happy with your professors?
• Are there co-op and internship opportunities available to you?
• How do you feel about the student community?
• What do you wish you knew before enrolling?

What students and alumni tell you might surprise you and could be extremely valuable in determining the right graduate school for you.

Speak With a Student Ambassador

 Talk to an ambassador who’s been there and done that.

You can also speak with graduate admissions advisors to help you narrow your options. They have experience guiding students to make this type of decision and can provide you with the outcomes of past students whose goals were similar to yours. In speaking with the institution’s alumni and mentor network, you also have the opportunity to assess the type of connections you can make there and how they may help you get ahead after graduation.

7. Network with faculty.

Faculty can make or break your graduate school experience. Take the time to reach out to your potential professors and get to know them. Don’t be afraid to ask specific questions about their background to see if it aligns with what you want to learn.

Apply to universities that have one or more professors who focus on your area of interest and with whom you can imagine collaborating while earning your degree. Determine if they can help facilitate your growth, and go with a program where you’re comfortable with the faculty.

Applying to Graduate School

After narrowing down your options and determining which graduate programs align most closely with your career goals, lifestyle, and personal interests, you’re ready to begin the application process. It might seem intimidating, but applying to graduate school is simple so long as you remain organized and are well-prepared.

While the application requirements may look different depending on the institution and type of degree program you’re applying to, there are certain materials that you’ll likely be asked for as part of your grad school application. These include:

• An application form
• Undergraduate transcripts
• A well-optimized professional resumé
• A statement of purpose or personal statement
• Letters of recommendation
• GRE, GMAT, or LSAT test scores (if required)
• An application fee

Do your research to determine what the application requirements are for your program of choice, and remain conscious of deadlines. 

Remember that Graduate School Is a Stepping Stone

When deciding which program to pursue, it’s important to remember that graduate school is a stepping stone toward your personal and professional goals—not the final destination. That said, the clearer you are on what you want to do following graduation, the easier it will be to find a program that aligns with your goals.

Start early, keep your search organized , and reach out for support. In the end, only you can decide which program will be best for you. No matter what program you choose to pursue, with commitment, resilience, and hard work, you can find success.

Subscribe below to receive future content from the Graduate Programs Blog.

About shayna joubert, related articles.

Why Earn a Professional Doctoral Degree?

5 Tips to Get the Most out of Grad School

Is Earning a Graduate Certificate Worth It?

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Advanced degree holders earn a salary an average 25% higher than bachelor's degree holders. (Economic Policy Institute, 2021)

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Michigan universities change up mba programs to meet demands.

Sherri Welch is a senior reporter for Crain’s Detroit Business covering nonprofits, philanthropy, higher education and arts and culture. Before joining Crain’s in 2003, she covered automotive suppliers and tire makers for Crain’s Rubber & Plastics News.

Michigan universities are giving MBA students more options while enrollment in the graduate business programs continues to lag pre-pandemic numbers for many schools.

In general, fewer people are opting into master of business administration programs, given the current strong job market, declines in international students and decreased employer sponsorship of MBA programs for employees among other factors, business school leaders said.

The popularity of online MBA programs, however, is on the rise in Michigan, aligning with national trends.

The value of an MBA is not in decline, but the degree is undergoing the kind of change demanded by learners, businesses and a digital society, said Leah McBride, public relations manager of the Association to Advance Collegiate Schools of Business.

Business schools have taken or are taking their MBAs online and are looking for ways to differentiate them.

Graduate management education applications for 2023-24 dipped by about 5% globally, the Graduate Management Admission Council said in its Application Trends Survey-2023 Summary Report, which included responses from 900 or more institutions.

MBA and other business master’s programs reported higher application growth rates among the more flexible online, hybrid, evening and weekend programs compared to full-time in-person programs, GMAC said, while more selective and traditional in-person programs were the most likely to report declines.

“Applicants seeking out top-ranked programs may not necessarily be looking for the same flexibility as other (graduate management education) candidates, but the average candidate appears to be more willing to sacrifice prestige for flexibility,” it said in the report.

Michigan business schools have seen bumps in MBA enrollment over the past year or two, but most that talked with Crain’s said total enrollment in the programs has yet to hit pre-pandemic enrollment levels.

Michigan State University, Wayne State University, Grand Valley State University, Eastern Michigan University and the University of Detroit Mercy reported lower total MBA enrollment for 2023-24 vs. 2019-20.

MSU this year enrolled a total of 349 students across its MBA programs, vs. 360 in 2019, according to numbers provided by the East Lansing-based university. Its Broad College of Business continues to see relatively steady numbers in its full-time and executive MBA programs, but an increasing number of students are opting for the hybrid option for an EMBA, Cheri DeClercq, assistant dean of Broad College of Business, said in an email.

Detroit-based Wayne State University’s fall 2023 MBA enrollment of about 760 students trailed the more than 1,300 enrollees it had in the program in 2019, said Virginia Franke Kleist, dean of the Mike Ilitch School of Business. Enrollment for the current winter semester, however, is up 6%, thanks to efforts to turn around the program.

A total of 145 students were enrolled in MBA tracks at EMU for fall 2023, up slightly from a year earlier, but still behind the 190 enrolled in fall 2019, according to data provided by the Ypsilanti-based university.

A national trend playing out in local markets is the top MBA providers at large institutions capturing a larger percentage of MBA candidates, said Ken Lord, dean of the EMU College of Business.

For example, the University of Michigan saw enrollment across its MBA programs rise to 1,579 this year from 1,445 in 2019. There were 777 first-year MBA students enrolled this year, up from 735 last year and 761 five years ago. Nearly half are enrolled in the full-time, in-person MBA program, but that number is still down from before the COVID-19 pandemic began in early 2020.

Enrollment in UM’s full-time, executive, weekend and global MBA programs trailed pre-pandemic numbers, according to numbers provided by the university. But total online MBA enrollment grew to 374 this year from 72 in 2019-20, the year it launched.

Applications for the full-time and online MBA programs for fall 2024 are up 38%, year over year, while UM’s other MBA programs are seeing steady demand, said S. Sriram, associate dean for graduate programs at UM.

What’s new in business grad programs

Colleges are changing or adding programs to appeal to graduate students and meet employer needs. Some examples of changes coming this fall and beyond:

• Eastern Michigan University: new executive MBA program at a more affordable price point and a hybrid master of science in management of innovation and strategy degree
• Grand Valley State University: master’s of management for fall 2025 as option for new bachelor’s degrees graduates with little or no work experience
• Michigan State University: graduate certificate in supply chain management
• Walsh College: artificial intelligence strategy concentration with STEM MBA
• Wayne State University: master of science in organizational leadership program

Source: Crain’s Detroit Business research

Online and hybrid programs

Demand for more convenient online programs that allow students to continue working jobs while they pursue an MBA or other graduate business degrees and to pause, when needed, has been increasing nationally for the past couple of years, according to Inside Higher Education. More full-time MBA students were enrolled in online programs than on-campus ones during the 2020–21 academic year, it reported in 2022, citing data from the Association to Advance Collegiate Business Schools, the leading business school accreditation agency.

Like other colleges and universities, MSU is seeing strong demand for online courses within its Executive MBA Flex track. The hybrid format launched in 2020 now represents 36% of the students in MSU's EMBA program, DeClercq said.

“We also experience somewhat of a counter-trend, whereby students are selecting these programs because they are not largely online/part time. That said, we recognize that there is increased interest in online business degree programs and most of the new graduate programs that we’ve started in the last few years have a large online component in recognition of that trend," DeClercq said.

Adding online options

If they didn’t have an online or hybrid MBA program option already, Michigan business schools are adding them.

Wayne State rolled out a fully online MBA last fall, with in-state pricing for out-of-state students. It also reduced the number of credit hours in the MBA program to 36 from 48, bringing the program to a year and a half in length and cutting the cost, Kleist said.

“Now we can have students from Alabama where before, we were regionally constrained,” Kleist said.

Eastern is launching a hybrid master's of science in management of innovation and strategy degree program this fall. It will be delivered by EMU faculty and Detroit-area professionals, in part, over face-to-face sessions at TechTown in Detroit, Lord said.

Is in-person still needed?

The debate over whether MBA courses need in-person interaction is on.

Grand Valley and UM, which have offered an online MBA since 2018 and 2019, respectively, offer them in hybrid formats pairing online courses with in-person participation and immersion.

“We want students to build connections with each other because that's one of the reasons why working professionals who have like seven, eight years experience want to come and do an MBA. They want to meet other people and form connections that can help them in their lifelong career,” UM’s Sriram said.

GVSU’s Seidman College of Business has a similar perspective. 

“We feel that having face-to-face interaction with our faculty and fellow MBA students is a strength of the program,” Assistant Dean Karen Ruedinger said in an emailed statement.

Troy-based Walsh College and Wayne State's Ilitch School of Business, however, are offering online MBAs that don’t require students to set foot on campus.

Walsh did not share enrollment numbers, but Dave Schippers, chief academic officer and dean of academics, said it has seen a higher percentage of online MBA enrollments over the past year or two for its program, which is delivered over Zoom.

About three-quarters of MBA applicants to the private college expect to be able to take courses online, he said. Given that, he doesn’t believe programs that require MBA candidates to be on campus will last.

"Things have continued to escalate that people want, in essence, fully online programs so they can do it at their convenience," Schippers said. "You can still build ties, you can still have very substantive interactions with people and still make connections even though it's in an online format."

Differentiating programs

The growing popularity of online MBA programs is spurring universities to make technology investments that elevate the online course experience. Wayne State, for example, invested in certification of its online faculty and purchased a Lightboard, a suspended pane of glass with embedded LED lights that enables instructors to create video lectures and directly interact with handwritten notes and diagrams while facing the camera.

At UM, online faculty lecture from the Convatec Digital Learning Studio on its Ann Arbor campus. The extended reality studio creates a three-dimensional environment through graphics technology similar to that used in immersive video games.

Institutions are also adding new concentrations and specializations to meet evolving business needs and keep MBAs relevant. UM and WSU have added business analytics programs over the last year or two. UM also began offering an environment, social and governance MBA concentration last year, and Walsh College added an artificial intelligence strategy concentration to its STEM MBA program.

MSU is complementing its MBA programs with specialized master of science programs including what it says is a first-of-it-kind MS in customer experience management, a forthcoming graduate certificate in supply chain management and its marketing research and analytics program along with other programs delivered via online, on-site and hybrid modalities, Associate Dean Richard Saouma said in an emailed statement.

“While other universities are winding down their traditional two-year MBA programs, the Broad MBA has accelerated careers and molded exemplary leaders for now 60 years straight,” he said. “The transformation that takes place in our two-year MBA programs changes the lives of our graduates and their families, and we have every intention of staying the course.”

Trimming programs

Even before pandemic pressures on enrollment, several business schools said they would end their traditional two-year MBA programs.

Penn State’s Smeal College of Business said in 2022 that it would close its MBA program in 2024 as it shifted to a one-year MBA with a STEM focus beginning with the fall 2023 class, according to a Poets and Quants report. And Purdue University in Indiana did not admit any new residential graduate students for its MBA program for the 2023-24 school year except those who enrolled in the STEM-focused MBA.

Others dropping their programs include Arizona State University’s Thunderbird School of Global Management, the University of Iowa Tippie College of Business, Wake Forest University School of Business, Virginia Tech, Simmons College and University of Illinois’ Gies College of Business.

Interest in MBA and business education is not going away, UM’s Sriran said. What might change is whether applicants want to quit their jobs and pursue an MBA full time or keep working and pursue an MBA at the same time.

MBAs are still a very sought-after degree because they help graduates grow within an organization faster, move to new companies and switch careers and continue to provide one of the highest returns on investment of any degree, he said.

“No matter the idiosyncratic trends in how MBAs are viewed, an MBA is always of value to the graduate student who invests their time and resources into these programs,” said Kleist at Wayne State. The “change in one’s analytical lens is not necessarily something that shows up in that next promotion or change in job title, but in a lifetime of being trained to think in ways that are rigorous, unbiased, global, strategic, ethical and out-of-the-box."

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Exploring generative ai at harvard.

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Leaders weigh in on where we are and what’s next

The explosion of generative AI technology over the past year and a half is raising big questions about how these tools will impact higher education. Across Harvard, members of the community have been exploring how GenAI will change the ways we teach, learn, research, and work.

As part of this effort, the Office of the Provost has convened three working groups . They will discuss questions, share innovations, and evolve guidance and community resources. They are:

• The Teaching and Learning Group , chaired by Bharat Anand , vice provost for advances in learning and the Henry R. Byers Professor of Business Administration at Harvard Business School. This group seeks to share resources, identify emerging best practices, guide policies, and support the development of tools to address common challenges among faculty and students.
• The Research and Scholarship Group , chaired by John Shaw , vice provost for research, Harry C. Dudley Professor of Structural and Economic Geology in the Earth and Planetary Sciences Department, and professor of environmental science and engineering in the Paulson School of Engineering and Applied Science. It focuses on how to enable, and support the integrity of, scholarly activities with generative AI tools.
• T he Administration and Operations Group , chaired by Klara Jelinkova , vice president and University chief information officer. It is charged with addressing information security, data privacy, procurement, and administration and organizational efficiencies.

Klara Jelinkova, Bharat Anand, and John Shaw.

Photos by Kris Snibbe/Harvard Staff Photographer; Evgenia Eliseeva; and courtesy of John Shaw

The Gazette spoke with Anand, Shaw, and Jelinkova to understand more about the work of these groups and what’s next in generative AI at Harvard.

When generative AI tools first emerged, we saw universities respond in a variety of ways — from encouraging experimentation to prohibiting their use. What was Harvard’s overall approach?

Shaw: From the outset, Harvard has embraced the prospective benefits that GenAI offers to teaching, research, and administration across the University, while being mindful of the potential pitfalls. As a University, our mission is to help enable discovery and innovation, so we had a mandate to actively engage. We set some initial, broad policies that helped guide us, and have worked directly with groups across the institution to provide tools and resources to inspire exploration.

Jelinkova: The rapid emergence of these tools meant the University needed to react quickly, to provide both tools for innovation and experimentation and guidelines to ensure their responsible use. We rapidly built an AI Sandbox to enable faculty, students, and staff to experiment with multiple large language models in a secure environment. We also worked with external vendors to acquire enterprise licenses for a variety of tools to meet many different use cases. Through working groups, we were able to learn, aggregate and collate use cases for AI in teaching, learning, administration, and research. This coordinated, collective, and strategic approach has put Harvard ahead of many peers in higher education.

Anand: Teaching and learning are fundamentally decentralized activities. So our approach was to ask: First, how can we ensure that local experimentation by faculty and staff is enabled as much as possible; and second, how can we ensure that it’s consistent with University policies on IP, copyright, and security? We also wanted to ensure that novel emerging practices were shared across Schools, rather than remaining siloed.

What do these tools mean for faculty, in terms of the challenges they pose or the opportunities they offer? Is there anything you’re particularly excited about?

Anand: Let’s start with some salient challenges. How do we first sift through the hype that’s accompanied GenAI? How can we make it easy for faculty to use GenAI tools in their classrooms without overburdening them with yet another technology? How can one address real concerns about GenAI’s impact?

While we’re still early in this journey, many compelling opportunities — and more importantly, some systematic ways of thinking about them — are emerging. Various Harvard faculty have leaned into experimenting with LLMs in their classrooms. Our team has now interviewed over 30 colleagues across Harvard and curated short videos that capture their learnings. I encourage everyone to view these materials on the new GenAI site; they are remarkable in their depth and breadth of insight.

Here’s a sample: While LLMs are commonly used for Q&A, our faculty have creatively used them for a broader variety of tasks, such as simulating tutors that guide learning by asking questions, simulating instructional designers to provide active learning tips, and simulating student voices to predict how a class discussion might flow, thus aiding in lesson preparation. Others demonstrate how more sophisticated prompts or “prompt engineering” are often necessary to yield more sophisticated LLM responses, and how LLMs can extend well beyond text-based responses to visuals, simulations, coding, and games. And several faculty show how LLMs can help overcome subtle yet important learning frictions like skill gaps in coding, language literacy, or math.

Do these tools offer students an opportunity to support or expand upon their learning?

Anand: Yes. GenAI represents a unique area of innovation where students and faculty are working together. Many colleagues are incorporating student feedback into the GenAI portions of their curriculum or making their own GenAI tools available to students. Since GenAI is new, the pedagogical path is not yet well defined; students have an opportunity to make their voices heard, as co-creators, on what they think the future of their learning should look like.

Beyond this, we’re starting to see other learning benefits. Importantly, GenAI can reach beyond a lecture hall. Thoughtful prompt engineering can turn even publicly available GenAI tools into tutorbots that generate interactive practice problems, act as expert conversational aids for material review, or increase TA teams’ capacity. That means both that the classroom is expanding and that more of it is in students’ hands. There’s also evidence that these bots field more questions than teaching teams can normally address and can be more comfortable and accessible for some students.

Of course, we need to identify and counter harmful patterns. There is a risk, in this early and enthusiastic period, of sparking over-reliance on GenAI. Students must critically evaluate how and where they use it, given its possibility of inaccurate or inappropriate responses, and should heed the areas where their style of cognition outperforms AI. One other thing to watch out for is user divide: Some students will graduate with vastly better prompt engineering skills than others, an inequality that will only magnify in the workforce.

What are the main questions your group has been tackling?

Anand: Our group divided its work into three subgroups focused on policy, tools, and resources. We’ve helped guide initial policies to ensure safe and responsible use; begun curating resources for faculty in a One Harvard repository ; and are exploring which tools the University should invest in or develop to ensure that educators and researchers can continue to advance their work.

In the fall, we focused on supporting and guiding HUIT’s development of the AI Sandbox. The Harvard Initiative for Learning and Teaching’s annual conference , which focused exclusively on GenAI, had its highest participation in 10 years. Recently, we’ve been working with the research group to inform the development of tools that promise broad, generalizable use for faculty (e.g., tutorbots).

What has your group focused on in discussions so far about generative AI tools’ use in research?

Shaw: Our group has some incredible strength in researchers who are at the cutting edge of GenAI development and applications, but also includes voices that help us understand the real barriers to faculty and students starting to use these tools in their own research and scholarship. Working with the other teams, we have focused on supporting development and use of the GenAI sandbox, examining IP and security issues, and learning from different groups across campus how they are using these tools to innovate.

Are there key areas of focus for your group in the coming months?

Shaw: We are focused on establishing programs — such as the new GenAI Milton Fund track — to help support innovation in the application of these tools across the wide range of scholarship on our campus. We are also working with the College to develop new programs to help support students who wish to engage with faculty on GenAI-enabled projects. We aim to find ways to convene students and scholars to share their experiences and build a stronger community of practitioners across campus.

What types of administration and operations questions are your group is exploring, and what type of opportunities do you see in this space?

Jelinkova: By using the group to share learnings from across Schools and units, we can better provide technologies to meet the community’s needs while ensuring the most responsible and sustainable use of the University’s financial resources. The connections within this group also inform the guidelines that we provide; by learning how generative AI is being used in different contexts, we can develop best practices and stay alert to emerging risks. There are new tools becoming available almost every day, and many exciting experiments and pilots happening across Harvard, so it’s important to regularly review and update the guidance we provide to our community.

Can you talk a bit about what has come out of these discussions, or other exciting things to come?

Jelinkova: Because this technology is rapidly evolving, we are continually tracking the release of new tools and working with our vendors as well as open-source efforts to ensure we are best supporting the University’s needs. We’re developing more guidance and hosting information sessions on helping people to understand the AI landscape and how to choose the right tool for their task. Beyond tools, we’re also working to build connections across Harvard to support collaboration, including a recently launched AI community of practice . We are capturing valuable findings from emerging technology pilot programs in HUIT , the EVP area , and across Schools. And we are now thinking about how those findings can inform guiding principles and best practices to better support staff.

While the GenAI groups are investigating these questions, Harvard faculty and scholars are also on the forefront of research in this space. Can you talk a bit about some of the interesting research happening across the University in AI more broadly ?

Shaw: Harvard has made deep investments in the development and application of AI across our campus, in our Schools, initiatives, and institutes — such as the Kempner Institute and Harvard Data Science Initiative. In addition, there is a critical role for us to play in examining and guiding the ethics of AI applications — and our strengths in the Safra and Berkman Klein centers, as examples, can be leading voices in this area.

What would be your advice for members of our community who are interested in learning more about generative AI tools?

Anand: I’d encourage our community to view the resources available on the new Generative AI @ Harvard website , to better understand how GenAI tools might benefit you.

There’s also no substitute for experimentation with these tools to learn what works, what does not, and how to tailor them for maximal benefit for your particular needs. And of course, please know and respect University policies around copyright and security.

We’re in the early stages of this journey at Harvard, but it’s exciting.

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