Dual Degree Program (J.D./M.Ed./M.A.) Juris Doctor and Master of Education or Master of Arts
Dual Degree (J.D./M.Ed./M.A.) Juris Doctor and Master of Education or Arts
Experience firsthand learning from industry experts and engaging in field-based experiences through our law and education programs. Students emerge prepared to act as advocates in a variety of careers, including as policymakers, education leaders, policy analysts, teachers and attorneys representing students, families, educators, or education institutions.
The Law and Education Dual Degree Program seeks to identify and develop students committed to the pursuit of social justice and quality education for all. Coursework provides professional background and foundations in both law and education, an interdisciplinary understanding of the relationships between law and education, and access to field-based learning experiences that serve to empower students desiring to incorporate educational advocacy into their professional agenda. The degree is designed to prepare students for a wide range of career opportunities including professional careers as legal advocates, policymakers, education leaders, policy analysts and teachers. The overarching aim of the program is to prepare graduates of the program to be powerful advocates in a broad range of education issues.
The broad nature of education law is addressed in the course ELHE7103/LAWS7703 Education Law and Public Policy, which is required for all dual degree students, regardless of the specific education degree pursued. This course examines ethical, public policy, and legal issues surrounding elementary, secondary, and higher education institutions, both public and private.
Students in the Law and Education Program have opportunities to individualize many of their curriculum choices. During the second and third years, students will take a combination of education and law courses making sure that both degree requirements are fulfilled. This usually consists of taking three law school classes and two education courses for two semesters (one academic year) and four law school classes and one education course for two semesters (one academic year).
In addition to the required course, Education Law and Public Policy, and the specific degree requirements in the Lynch School of Education and Human Development and in the Law School, students in the program are encouraged to take Law School electives that will supplement their understanding of education law. Such courses include, but are not limited to, Civil Rights Litigation, Section 1983, Administrative Law, First Amendment, State Constitutional Law, Employment Law, Labor Law, Children’s Law and Public Policy, and classes concerning the juvenile justice system.
Previous dual degree students have successfully taken part in clinical programs based in the Law School, including the Juvenile Rights Advocacy Project, and have regularly participated in internships and the Law School Semester in Practice clinical program. Students have also worked in sites such as general counsels’ offices at local colleges and universities, the State Attorney General, the General Counsel’s Office of the Massachusetts Department of Elementary and Secondary Education, the Office for Civil Rights of the U.S. Department of Education, the U.S. Attorney, and the Lawyers Committee for Civil Rights. Students have also served as volunteer tutors for students in Boston Public School and charter school classrooms and served as surrogate parents for special education students. Some members of the program have served as graduate research assistants to faculty in the Lynch School of Education and Human Development and BC Law School, as residence hall supervisors for BC undergraduates, or as supervisors of future teachers in practicum placements through Lynch School.
Law and Education dual degree students still have time to write for a journal or compete in moot court/mock trial competitions. Students participating in the program have been members of the Boston College Law Review, members of national moot court teams, finalists in the Grimes Moot Court Competition, Mock Trial Competition participants, and members of the Public Interest Law Foundation's Executive Board.
At a Glance
The Role of Education and Law
In second half of the 20th century, law and education became inextricably intertwined. The U.S. Supreme Court's landmark decision in Brown v. Board of Education (1954, 1955) spurred countless reforms affecting education. In the years following, the law has increasingly provided a forum for resolving disputes over the nature, scope, content, and organization of public and private education.
Law has been used as a catalyst for reform in education, from laws aimed at individual students (i.e., individuals with disabilities, low income, or minority students) to laws aimed at systemically reforming the national and state education systems (i.e., the Massachusetts Education Reform Act, the "No Child Left Behind" Act, the federal Higher Education Act). In 1997, Boston College created the law and education dual degree program. The program allows for completion of the J.D. degree at Boston College in conjunction with an education degree.
This program was designed to prepare future legal practitioners and education leaders to work at the intersection of the legal and education systems. It combines the study and practice of education and law in an effort to develop the knowledge and skills necessary to better serve one's clients and constituencies. The program is a reflection of Boston College's mission to promote social justice and to serve those who have traditionally not been well served by the nation's schools, colleges and universities. It is designed for students who are interested in serving the combined legal and education needs of students, families, and communities in our nation.
The field of education law is broad. Elementary, secondary, and higher education institutions and the employees, students and families who work with those institutions face myriad legal and public policy issues. Education institutions become involved in legal matters that include (but are not limited to) civil rights, contract law, tort law, property law, constitutional law, civil rights, employment and labor law, municipal law, intellectual property, copyright and trademark matters, administrative law, and environmental law. Additionally, an increasing number of local, state, and federal regulations and statutes apply to education institutions. Education law also includes a broad range of issues related to individual rights in education, such as the rights of persons with disabilities, legal issues concerning student expressive activities, access to athletics and extracurricular or student life activities, and representation for suspensions and expulsions for disciplinary or academic reasons.
Curriculum
There are three options for this dual-degree program, allowing completion of a J.D. degree at Boston College Law School in conjunction with one of the following education degrees. Explore the individual programs and the dual degree M.Ed. curriculums below. Please visit the Boston College Law School's website to review program requirements for the Juris Doctor degree.
J.D. / Curriculum & Instruction, M.Ed. (nonlicensure)
Core Courses (6 credits)
Students must complete the following two (2) courses for this degree.
| Course | Course Title | Credits |
|---|---|---|
| EDUC7421 | Theories of Instruction This course provides an in-depth review of modern instructional models classified into selected families with regard to perception of knowledge, the learner, curriculum, instruction, and evaluation. Each student will be asked to survey models in his/her own field(s) and to select, describe, and defend a personal theory in light of today's educational settings based upon personal experiences, reflection on current research, and contemporary issues central to the education of all learners. | 3 |
| EDUC7436 | Curriculum Theories and Practice This course asks teachers to analyze the philosophical underpinnings of educational practices and examine their own philosophies of education to construct meaning and practice from the interplay between their beliefs and alternative theories. Designed for individuals advanced in their professional development. | 3 |
Interested in a concentration?
Please see the program of study for a list of C&I courses and concentrations available for the C&I degree. The courses listed on this form that count toward the dual degree must reflect content which reflect the issues of education law. Students must achieve 21 credits of LSEHD coursework for the master’s degree.
Please note: All concentrations vary by the number of required credits.
LSEHD/Curriculum and Instruction Courses (15 credits)
Students must choose five (5) LSEHD courses for this degree, including four (4) courses in Curriculum & Instruction (EDUC course code) with the help of their advisor.
3 credits each, 15 credits total
Elective Courses (9 credits)
Students must choose five (5) LSEHD courses for this degree, including four (4) courses in Curriculum & Instruction (EDUC course code) with the help of their advisor.
3 credits each, 15 credits total
Master's Comprehensive Exam (0 credits)
For more information about the Comprehensive Exam for the M.Ed. in Curriculum & Instruction, please review the document below.
| Course | Course Title | Credit |
|---|---|---|
| EDUC8100 | Master's Comprehensive Exam In order to ensure that all students graduating from the master's program have a fundamental understanding of their coursework and the field, they are required to take a comprehensive examination covering the broad areas of the core courses. | 0 |
J.D. / Educational Leadership, M.Ed. (nonlicensure)
Core Courses (18 credits)
Students must complete the following six (6) courses for this degree.
| Course | Course Title | Credits |
|---|---|---|
| ELHE7701 | Introduction to Educational Leadership and Change Brings a foundational focus to the work of educational administration, centering on the core work of teaching and learning and exploring how that central work is supported by the cultural, technical, political, and ethical systems of the school. | 3 |
| ELHE7726 | Organizational Theory and Learning Rather than focusing on traits of the individual leader, this course focuses on the dimensions of organizations and teams that both facilitate and complicate leadership. Examples include managing conflict, developing a shared vision, and differentiating between technical and adaptive change. | 3 |
| ELHE7727 | Family and Community Engagement This course will explore the theory and practice of family-school-community relationships with a particular focus on the role of school leaders in enacting organizational models, educational programs, and political strategies designed to increase authentic parent and community participation in schools and other educational organizations. | 3 |
| ELHE7708 | Instructional Leadership Introduces students to many of the contested issues in the field of supervision, such as the relationship between supervision and teacher development, teacher empowerment, teacher alienation, learning theories, school effectiveness, school restructuring, curriculum development, and scientific management. | 3 |
| ELHE7711 | Using Data and Evidence for School Improvement This course prepares leaders to manage initiatives around continuous improvement and data-informed inquiry. On one hand, students will develop basic research skills that will contribute to evidence-based school improvement, including action research. On the other hand, students will explore the landscape of supports and barriers to using data and other evidence effectively in schools. | 3 |
| ELHE7103 | Educational Law and Public Policy* This course addresses the political and legal aspects of the role of education in our democratic society. Provides an introductory survey of public policy issues and laws governing preschool, elementary, secondary, and higher education. | 3 |
* All cross-listed law and education courses must be taken under the ELHE number rather than the LAWS number so that students can achieve 21 credits of LSEHD coursework for the master’s degree.
Elective Courses (9 credits)
Students must choose electives totaling 9 credits from the Law School in consultation with their advisor.
Program Completion (3 credits)
Students will be considered full-time during the semester they are registered for ELHE8100: Master's Comprehensive Exam. Students must register for ELHE8100 in conjunction with ELHE7756.
| Course | Course Title | Credits |
|---|---|---|
| ELHE7756 | Reflection on Leadership Seminar The primary purpose of the Reflection on Leadership Seminar is for students to synthesize their learning across their course of studies and prepare to apply this as they continue on their career and vocational journey. The course will be conducted in a seminar format, with students sharing in the leadership of the course discussions and activities. Students will: describe how they have experienced the signature pedagogies across their program of study; provide clear evidence of their level of mastery of the key behaviors for educational leadership; articulate how they envision continuing to grow and innovate as a research-informed practitioner. | 3 |
| ELHE8100 | Master's Comprehensive Examination In order to ensure that all students graduating from the master's program have a fundamental understanding of their coursework and the field, they are required to take a comprehensive examination covering the broad areas of the core courses. | 0 |
J.D. / Higher Education, M.A. / Student Affairs Concentration
Core Courses (6 credits)
Students must complete the following two (2) courses for this degree.
| Course | Course Title | Credit |
|---|---|---|
| ELHE7404 | College Student Development An intensive introduction to student development, this course focuses on interdisciplinary theories of intellectual and psychosocial change among late adolescent and adult learners in post-secondary education. Research on student outcomes is also covered. Special attention is paid to the implications of ethnicity, age, gender, and other individual differences for the development of students. | 3 |
| ELHE7101 | Higher Education in American Society An introduction to higher education in America, this course focuses on the complex relationships between colleges and universities, and the political and social systems of society. This analysis includes a historical perspective on the evolution of American higher education, and especially the development of the contemporary university since the beginning of the twentieth century. Attention is also paid to the impact of federal and state governments on higher education; the role of research in the university; issues of accountability, autonomy, and academic freedom; the academic profession, student politics and culture; affirmative action issues; and others. | 3 |
Research Course (3 credits)
Students must complete the following one (1) course for this degree.
| Course | Course Title | Credit |
|---|---|---|
| ELHE7405 | Assessment in Student Affairs The purpose of this course is to introduce students to aspects of student affairs assessment including: 1) understanding different approaches to assessment, 2) choosing appropriate research designs and methods, and 3) following professional standards and guidelines. | 3 |
Diversity Course (3 credits)
Students must choose one (1) course from the following list.
| Course | Course Title | Credit |
|---|---|---|
| ELHE7606 | Diversity in Higher Education The purpose of this course is to provide students with the opportunity to examine the theoretical scholarship and empirical research on race, class, and gender in American higher education. The course readings are interdisciplinary in nature and require students to identify research claims and their relationship to higher education practice and policy in the U.S. The course explores such issues as admissions and affirmative action policy, sexual harassment, access, and financial aid practices. | 3 |
| ELHE7603 | Internationalization of Higher Education Higher education around the world today is increasingly affected by the forces of internationalization. Professionals working in postsecondary education in the United States and elsewhere must have a clear understanding of the range of opportunities and challenges presented by the evolution of this phenomenon. This course has two main objectives. The first is to introduce students to the central issues relevant to the international dimension of higher education in different national contexts. The second objective is to promote students' understanding of the practical implications of internationalization for their own work in higher education administration and/or policy-making contexts. | 3 |
Student Affairs Concentration Courses (9 credits)
Students must take both of the following two (2) courses below.
| Course | Course Title | Credit |
|---|---|---|
| ELHE7403 | Counseling Techniques in Higher Education, Communities, and Other Educational Settings Provides an introduction to theoretically-based counseling skills for professionals in higher education and other education and community settings. The areas of communications skills involving the use of role-playing, observation, and practice components are emphasized. Postsecondary case studies cover a range of counseling issues and are applicable to a wide range of settings involving late adolescents and adults. | 3 |
| ELHE7401 | Student Affairs Administration Student affairs professionals in post-secondary institutions contribute to student learning and personal development through a variety of programs and services. This course focuses on the design of campus environments that promote student development and contribute to the academic mission of higher education. Special attention will be given to the history, philosophy, and ethical standards of the student affairs profession, and to the relation of theory to contemporary student affairs practice. In addition, the course will examine how changing forces in the demographic, social, legal, and technological environment of higher education affect fundamental issues in professional practice. | 3 |
Students will choose one (1) course from the courses listed below.
| ELHE7805 | Global Perspectives on Student Affairs in Higher Education In this course students will explore the realities of the student experience around the world, and the ways in which higher education institutions and systems endeavor to understand and respond to them. The course will examine conceptual and practical, historical and contemporary approaches to student affairs. Critical analysis of the similarities and differences in approaches to student affairs across the world will provide students with insights into the relationship between theory and practice in the field. | 3 |
ELHE7402 | College Student Experience This course explores the ways in which the higher education community has addressed three basic questions: Who goes to college? What sorts of experiences do students have in college? And, as a consequence of their experiences, who do they become by graduation? The course will familiarize students with the nature and characteristics of the college student population in American higher education, the variety of research methods used to study college students, and some of the many effects and outcomes of college student experiences. | 3 |
Elective Courses (6 credits)
Students must take two (2) courses from the Law School chosen in consultation with their advisor.
Field Experience and Master's Comprehensive Exam
Students will be considered full-time during the semester they are registered for ELHE8100: Master's Comprehensive Exam.
| Course | Course Title | Credit |
|---|---|---|
| ELHE7901 | Field Experience in Higher Education This course provides the framework for the field experience requirement (ELHE7903) and helps students prepare for their project. | 2 |
| ELHE7902 | Advanced Field Experience in Higher Education This course provides a framework for a "real world" experience for students interested in international higher education, in combination with an in-depth research project. This combination of practical experience with research gives students an appreciation for the ways that the daily work of different kinds of organizations--higher education institutions, individual programs and offices, policymaking organizations, governmental units, and professional associations--are framed by questions and concerns that require the ability to undertake a significant exploration of information and ideas in order to inform practice. | 1 |
| ELHE8100 | Master's Comprehensive Exam In order to ensure that all students graduating from the master's program have a fundamental understanding of the field which they are about to enter, they are required to take a written comprehensive examination covering the broad areas of the core courses. The goal of the exam is for the student to demonstrate their substantive and integrative knowledge of higher education and its professional literature in coherent essays. | 0 |
J.D. / Higher Education, M.A. / Administration Concentration
Core Courses (6 credits)
Students must complete the following two (2) courses for this degree.
| Course | Course Title | Credit |
|---|---|---|
| ELHE7103 | Education Law and Policy This course addresses the political and legal aspects of the role of education in our democratic society. Provides an introductory survey of public policy issues and laws governing preschool, elementary, secondary, and higher education. Included are such topics as religious freedom, free speech, and due process; the liability of educational institutions and educators; the legal distinctions between private and public institutions; student and parent privacy rights; disability rights; and the promotion of educational equity among all groups regardless of gender, sexual orientation, language, race, religion, ethnicity, or socioeconomic background. | 3 |
| ELHE7101 | Higher Education in American Society An introduction to higher education in America, this course focuses on the complex relationships between colleges and universities, and the political and social systems of society. This analysis includes a historical perspective on the evolution of American higher education, and especially the development of the contemporary university since the beginning of the twentieth century. Attention is also paid to the impact of federal and state governments on higher education; the role of research in the university; issues of accountability, autonomy, and academic freedom; the academic profession, student politics and culture; affirmative action issues; and others. | 3 |
Research Course (3 credits)
Students must choose one (1) course from the following list for this degree.
| Course | Course Title | Credit |
|---|---|---|
| ELHE7405 | Assessment in Student Affairs The purpose of this course is to introduce students to aspects of student affairs assessment including: 1) understanding different approaches to assessment, 2) choosing appropriate research designs and methods, and 3) following professional standards and guidelines. | 3 |
| MESA6460 | Interpretation and Evaluation of Research This course will improve a students' understanding of the empirical research literature in education and psychology. It concentrates on developing the conceptual foundations of empirical research and the practical analytic skills needed by a competent reader and user of research articles. Topics address purpose statements, hypotheses, sampling techniques, sample sizes and power, instrument development, internal and external validity, and typical quantitative research designs. Exercises emphasize the critical evaluation of published research. | 3 |
| MESA7466 | Evaluation Practice and Methods This course introduces the process of conducting evaluations from beginning to end. Evaluation is a form of applied social science research focused on systematically assessing the value--merit, worth, or significance--of interventions. Taking an interdisciplinary approach to evaluation, this course draws on scholarly articles and examples from multiple fields including education, public health, social services, and international development and addressing evaluation at various scales including program, organizational, and systems-level evaluations. By the end of the course, students will gain knowledge of how to carry out evaluations; apply this knowledge to develop evaluation plans for real-world interventions; and gain skills to critique existing evaluations supporting their development as informed, critical consumers of evaluations. | 3 |
| MESA6468 | Introductory Statistics An introduction to descriptive statistics. Topics include methods of data summarization and presentation; measures of central tendency and variability, correlation and linear regression; the normal distribution; probability; and an introduction to hypothesis testing. Provides computer instruction on PC and Mac platforms and in the SPSS statistical package. | 3 |
Diversity Course (3 credits)
Students must choose one (1) course from the following list.
| Course | Course Title | Credit |
|---|---|---|
| ELHE7606 | Diversity in Higher Education The purpose of this course is to provide students with the opportunity to examine the theoretical scholarship and empirical research on race, class, and gender in American higher education. The course readings are interdisciplinary in nature and require students to identify research claims and their relationship to higher education practice and policy in the U.S. The course explores such issues as admissions and affirmative action policy, sexual harassment, access, and financial aid practices. | 3 |
| ELHE7603 | Internationalization of Higher Education Higher education around the world today is increasingly affected by the forces of internationalization. Professionals working in postsecondary education in the United States and elsewhere must have a clear understanding of the range of opportunities and challenges presented by the evolution of this phenomenon. This course has two main objectives. The first is to introduce students to the central issues relevant to the international dimension of higher education in different national contexts. The second objective is to promote students' understanding of the practical implications of internationalization for their own work in higher education administration and/or policy-making contexts. | 3 |
Administration Concentration Courses (9 credits)
Students must take the following one (1) course.
| Course | Course Title | Credit |
|---|---|---|
| ELHE7301 | Organization and Administration of Higher Education Focuses on how the American university is organized and governed. Examines basic elements as well as structure and process of the American university. Considers such topics as models of governance, locus of control, leadership, and strategic environments for the American university. | 3 |
Students will choose one (1) course from the courses listed below.
| Course | Course Title | Credit |
|---|---|---|
ELHE7303 | Financial Management in Higher Education This course strives to provide a comprehensive introduction to modern day financial management theories and techniques in higher education. A specific focus will be placed on real life context and practical application across a broad range of specialized topics including: endowment management, fundraising, budgeting, long range planning, debt management, financial statement analysis, cash management, resource allocation and risk management. These topics will be examined through the lens of the recent economic downturn, which has structurally changed the financial and economic landscape of higher education. The tradeoff between risk and return will serve as a common framework for class discussions. | 3 |
| ELHE7806 | Global Perspectives on Higher Education Economics and Finance This course aims to provide students with an understanding of the complexities of higher education financing, through a comparative and international perspective. The course analyses the rising cost of higher education and how this has led to different financing schemes in different national contexts. Students will learn about the different issues directly from experts and case studies, and get to reflect on their own experience at the national and institutional levels. | 3 |
Students will choose one (1) course from the courses listed below.
| Course | Course Title | Credit |
|---|---|---|
| ELHE7804 | Global Perspectives on Higher Education Leadership This course aims to provide students with an understanding of the multi-dimensional nature of contemporary higher education leadership and management, and to examine these issues from a comparative and international perspective. Strong emphasis is placed on the global context and appreciating how different national contexts and issues impact and affect higher education. Students learn about different issues and experiences directly from leaders, practitioners, and case studies, and are encouraged to draw upon their own experiences - as university administrators, policy makers, faculty or researchers - at the country and institutional level. | 3 |
| ELHE7803 | Global Perspectives on Academic Affairs in Higher Education Whether you are an administrator, policy maker, faculty, or researcher, all professionals in roles related to higher education are educators. To be a positive agent in the education venture is to ensure learning that is meaningful, empowering, and just--for students, colleagues, and external stakeholders. In this course--we strive to understand the contours of learning, teaching, and curriculum with a critical lens and from an international perspective, through an exploration of key trends and relevant issues in higher education institutions and systems around the world. | 3 |
ELHE7605 | Public Policy, Politics and Higher Education This course will examine how policy design, policy contexts, and dynamic processes in higher education work. It focuses on several contemporary public policy issues in higher education such as unequal access to higher education, affirmative action in higher education, federal funding of scientific research, and others. | 3 |
Elective Courses (6 credits)
Students must take two (2) courses from the Law School chosen in consultation with their advisor.
Field Experience and Master's Comprehensive Exam
Students will be considered full-time during the semester they are registered for ELHE8100: Master's Comprehensive Exam.
| Course | Course Title | Credit |
|---|---|---|
| ELHE7901 | Field Experience in Higher Education This course provides the framework for the field experience requirement (ELHE7903) and helps students prepare for their project. | 2 |
| ELHE7902 | Advanced Field Experience in Higher Education This course provides a framework for a "real world" experience for students interested in international higher education, in combination with an in-depth research project. This combination of practical experience with research gives students an appreciation for the ways that the daily work of different kinds of organizations--higher education institutions, individual programs and offices, policymaking organizations, governmental units, and professional associations--are framed by questions and concerns that require the ability to undertake a significant exploration of information and ideas in order to inform practice. | 1 |
| ELHE8100 | Master's Comprehensive Exam In order to ensure that all students graduating from the master's program have a fundamental understanding of the field which they are about to enter, they are required to take a written comprehensive examination covering the broad areas of the core courses. The goal of the exam is for the student to demonstrate their substantive and integrative knowledge of higher education and its professional literature in coherent essays. | 0 |
Requirements
Students in a dual degree education and law program must complete the normal first year curriculum at the Law School in consecutive semesters, after which students are ordinarily advised to begin the dual degree program. Students, however, may begin the program during the summer before the first year at the Law School, or in part-time study. It is required for students to be registered as full time throughout the program. In order to complete both programs in three years, students will likely need to take a slight overload of coursework, for a total of five classes per semester (15-16 credits). Summer work may be required.
Students must complete five semesters of residency at the Law School, as required by the American Bar Association, in addition to one semester of residency at the Lynch School of Education and Human Development, as required by the University.
Degree Requirements for the Lynch School
Dual degree students will have Lynch School faculty in their specific programs serve as their academic advisors. All dual degree students must have their program of study approved by their faculty advisor and the Lynch School Associate Dean of Students.
- The Lynch School requires 30 credit hours for the M.Ed. in Curriculum and Instruction, Educational Leadership (nonlicensure track) and Higher Education, 9 of which may be taken in selected Law School courses.
- Students in the Law and Education Dual Degree program are required to take Education Law and Policy and are strongly encouraged to take Seminar in Higher Education Law, or Seminar in Law and Education Reform.
- Graduation from the Lynch School requires successful completion of a comprehensive examination administered in the final year of the program.
- Degree Requirements for the Law School: The Law School requires 85 credit hours for the J.D. degree, 12 of which may be taken in selected School of Education courses.
- In conjunction with a faculty advisor, students will choose elective courses that complement their career interests. Such courses may come from any school at Boston College, including social sciences and professional programs.
- During the second semester of enrollment in the dual degree program, students are required to submit an approved Program of Study Form (See below).
- Students receive two transcripts, with a grade point average (GPA) calculated separately for the Law School based upon only Law courses taken under an LL number. Although students receive credit toward the degree from cross-registered courses, these courses are accepted as pass/fail by both schools and do not count toward students’ GPAs.
- Private law firms specializing in education law and civil litigation
- Doctoral programs in education and education policy
- State and federal court clerkships
- General counsels' offices in universities and public school systems
- Office for Civil Rights, U.S. Department of Education
- School boards of local school districts and boards of directors of public community college
- Think tanks and advocacy groups
Contact
Program and Admissions
Raquel Muñiz, J.D., Ph.D.
Associate Professor, Educational Leadership and Higher Education
Associate Professor, Boston College Law School
Campion Hall 226
617-552-2401
Elisabeth Keller, J.D., M.A.
Associate Professor of the Practice, Boston College Law School
885 Centre Street
Newton, MA 02459
617-552-4394
Grad Admissions & Financial Aid
Lynch School of Education and Human Development
Campion 135
Chestnut Hill, MA 02467
617-552-4214
Admissions & Financial Aid
Boston College Law School
885 Centre Street
Newton, MA 02459
617-552-4351
Other Information
For specific questions regarding degree requirements, contact:
Renee Jones
Associate Dean
Boston College Law School
Office of Student Services
306 Stuart Hall
For information on financial aid processes or hourly-paid student employment information, contact:
Kim Gardner
Director of Admissions, Financial Aid and Strategic Recruitment
Stuart House M301
885 Centre Street
Newton, MA 02459
617-552-0175
Application & Deadlines
Applicants for the joint degree program apply and must be admitted separately to both the Law School and Lynch School of Education and Human Development degree programs at Boston College.
Information on application to Boston College Law School is available on the web here:
Lynch School Admissions Information
Law School Admissions Information
Students will need to apply to the Lynch School for the specific Master’s degree program they wish to complete as part of the dual-degree (Curriculum and Instruction (nonlicensure), Educational Leadership (nonlicensure), or Higher Education). Applicants should include on their application to the master’s program and a specific indication that they will be seeking the Dual Degree in Law and Education.
A non-refundable application fee of $75 is required. The fee is waived for select applicants.
Deadlines
Applicants should apply by the deadline(s) indicated for their Lynch Master's program of interest:
Curriculum & Instruction
Educational Leadership & Policy
Higher Education
Resume & Personal Statement
Resume:
To be uploaded to your online application.
In addition to your academic history and relevant volunteer and/or work experience, please include any licenses currently held, any social justice-related experience, any language skills other than English, and any research experience or publications.
Personal Statement:
To be uploaded to your online application.
In 1,000-1,500 words, describe your academic and professional goals, any experience relevant to this program, and your future plans, expectations, and aspirations.
Tuiton & Financial Aid
Students are not required to pay double tuition for the two degrees. Students in the dual degree program pay Law School tuition for five of the six semesters of the program. The semester they are in residency in the Lynch School they pay the Lynch School per-credit tuition rate for all of their courses. See below for more information on Lynch School's financial assistance options.
The Law School withdraws its scholarship aid during the residency semester in the Lynch School for students in the Dual Degree Program. During that semester, the Lynch School will give priority consideration to students for Lynch School financial aid. You will be notified of any financial aid you will be awarded from the Lynch School with your admission decision.
Dual degree students have to complete, sign, and submit only one federal financial aid application/validation for the academic year when they will be enrolled in either school that year. Information provided in the application/validation will be used by the Financial Services area of the university Office of Student Services to determine the student's Cost of Attendance budget for that year, as well as the student's eligibility for different types of federal financial aid assistance. Total financial aid awarded cannot exceed total calculated federal eligibility.
If a student's financial aid resources for that year, including tuition remission and stipends, exceed total calculated federal eligibility, an adjustment to awarded federal financial aid will be required.
Students who enroll at least half-time (6 credits in most cases) for the summer in the Lynch School may be eligible to receive a Federal Stafford Loan for that enrollment period. It is very important that the student completes the summer enrollment questions of the Boston College financial aid application/validation form to assist in determining eligibility.
Letters of Recommendation
Two letters of recommendation are required, with at least one preferably coming from an academic source. Applicants may submit one additional recommendation of their choice.
Transcripts
Transcripts from all college/university study are required.
Applicants who have received degrees from institutions outside the United States should view the "International Students" section for additional credential evaluation requirements.
Please begin your online application before submitting your transcripts. Details on how to submit transcripts and international credential evaluations can be found within the application. In order to ensure your transcript reaches our office, it is important to review and follow the instructions.
Standardized Tests
Submitting GRE test scores is optional for this program for the 2023 entry term(s). If you wish to send GRE scores, the Lynch School GRE code is 3218.
Please view the "International Students" section for information on English Proficiency test requirements.
Writing Sample
Not required.
International Students
Applicants who have completed a degree outside of the United States must have a course-by-course evaluation of their transcript(s) completed by an evaluation company approved by the National Association of Credential Evaluation Services (NACES). Submission of falsified documents is grounds for denial of admission or dismissal from the University.
Applicants who are not native speakers of English and who have not received a degree from an institution where English is the primary language of instruction must also submit a TOEFL or IELTS test result that meets the minimum score requirement.
Please click the link below for full details on these requirements.
Quick Links
Contact Us
gsoe@bc.edu
617-552-4214