Master of Arts (M.A.) in Higher Education
Master of Arts (M.A.) in Higher Education
The Master's degree in Higher Education prepares students for entry and middle-management positions in student affairs as well as in other professional areas in colleges, universities, community colleges, and policy making organizations. The program has three distinct concentrations: Administration, Student Affairs and Spirituality, Faith, and Formation. Each concentration requires a year-long Field Experience which links theory and practice. In this way, the program provides students with foundation knowledge and the opportunity to sharpen their understanding of a certain aspect within higher education and apply those skills in their field experience.
The Master's degree in Higher Education at Boston College has a long and notable history. Boston College opened a Center for the Study of Higher Education in 1963 and was among the first group of institutions to do so. The Center was intended to represent Catholic colleges and universities in the emerging field of higher education research. The early work of the Center was to conduct institutes on current issues in higher education, to engage in research that could have some bearing on the fortunes of Catholic colleges, and to offer doctoral-level course work for students with careers in higher education. In 1968, the Center was converted into a program in Higher Education and several years later Boston College instituted a master's-degree program in higher education as well. Almost at once, the master's program achieved a distinguished status among schools offering work in higher education. The longevity of Boston College's program and the strength of its reputation continues to be of great benefit to the program's students today.
- Knowledge of the important issues facing higher education
- Knowledge of foundational, methodological and concentration content
- Demonstrated competence in communication skills, cooperation and teamwork, work quality and quantity, and job knowledge as assessed in the Field Experience Performance Review and Development Plan.
Graduate assistantships and other professionally-alligned opportunities are highly recommended by program faculty. They allow students to gain valuable experience and apply their classroom instruction in the workplace while reducing the financial burden on the student.
Interviews for these positions begin in February at the Higher Education Interview Days hosted on-campus and hiring continues through late September for many positions. Students can check the Higher Education Graduate Assistantships webpage for up-to-date position postings.
The program has three distinct Higher Education concentrations, Administration, Student Affairs and Spirituality, Faith, and Formation. The Student Affairs Concentration prepares students to work as student affairs professionals by helping them gain an understanding of the foundations of higher education and student affairs, along with the knowledge, skills, and experience to link theory and practice. The Administration Concentration is focused on law, policy, and administration and prepares students to work as professionals in colleges and universities as well as policy and advocacy organizations. The Spirituality, Faith, and Formation Concentration is designed to foster an understanding of higher education administration within Catholic colleges and universities. Each concentration requires a year-long field experience which links theory and practice. Also, the social justice mission of Boston College sets the school apart from many competing colleges and universities.
Students are required to take a comprehensive exam that test their knowledge of the core curriculum. The exam is written over one weekend during the fall or spring semester after students have completed their foundation and core requirements. Students also create an electronic portfolio.
Students with less than 3 years of full-time professional work experience in higher education are required to take the Field Experience course which is centered on enhancing the application of their classroom studies. Students spend 10-12 hours a week in their field experience placement for an entire academic year while taking the two-semester course.
Students interview as early as February for certain positions and hiring continues through late September for many of the positions. Students can check the Higher Education Graduate Assistantship webpage, the Graduate Student Life webpage, or the Lynch School Graduate Student Services Office for up-to-date position postings
Some students choose to work full-time during their program and take 1 or 2 courses per semester. There is a five year window that you have to complete the program.
We do not require interviews for admission to the program, but prospective students are welcome to visit. During a visit, many students visit classes (while in session) and speak with current students on campus. Program faculty can also respond to prospective student questions via email. Please see the faculty profiles below for contact information.
The Boston area is the perfect place for Higher Education therefore most of our students receive tuition assistance. Many of our students get graduate assistantships either on or off campus. Assistantships range in position type and compensation. Depending on the position, some assistantships include stipends, tuition remission, housing, board, or a combination of the above financial help. Please email gsoe@bc.edu with questions about financial aid.
The Boston College Off-Campus Housing website and the Residence Life website are helpful resources. Students will also connect via social media or in-person at Interview Days or Accepted Students Day and learn about potential living situations and roommates.
Please contact the Higher Education Department at bchighered@bc.edu with additional questions.
At a Glance
How many courses?
This program consists of 11 courses for a total of 30 credits.
How long will it take?
Full time students will typically complete the program in 2 years.
Part time students can take 3-4 years to complete the program.
When can I start?
Students can begin the program only in the Fall semester
What will I study?
Curriculum
- Courses: 11
- Credits: 30
Students have a choice of three possible degree concentrations. These concentrations allow students to focus on and better align their curriculum with their professional goals and interests. All concentrations provide an understanding of the foundations of higher education and allow students to link theory and practice through field experience.
Student Affairs Concentration
This concentration prepares students to work as professionals in functional areas of student affairs such as student activities, residence life, admissions, service learning, orientation, career services, and academic advising. Students gain an understanding of the foundations of higher education and student affairs and are able to link theory and practice through class projects and field experience placements.
| 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 |
| 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 |
Students will choose 1 of the courses listed below.
| Course | Course Title | Credit |
|---|---|---|
| ELHE7606 | Diversity in Higher Education: Race, Class and Gender 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 |
| 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 |
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. |
Students will choose 2 electives (3 credits each) with the support of their advisor.
| 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 |
Administration Concentration
This concentration prepares students to work as professionals in colleges and universities, policy organizations, and advocacy organizations. Students gain an understanding of the foundations of higher education with a focus on law, policy, and administration and are able to link theory and practice through field experience placements.
| 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 |
Students will choose 1 of the courses listed below.
| 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 |
| MESA7460 | 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 |
| MESA7468 | 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 |
Students will choose 1 of the courses listed below.
| Course | Course Title | Credit |
|---|---|---|
| ELHE7606 | Diversity in Higher Education: Race, Class and Gender 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 |
| 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 |
| 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 |
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. |
Students will choose 2 electives (3 credits each) with the support of their advisor.
| 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 |
Spirituality, Faith, and Formation Concentration
The top-ranked Catholic graduate school of education in the country, the Lynch School offers the only master's degree in higher education that prepares students to shape the policies, practices, and intellectual life of Catholic colleges and universities while supporting the continuing formation of diverse students in their own journey of faith and spiritual development. This course of study integrates theories of student development, sociology of religion, institutional culture, leadership formation, policy development and theological topics in a Catholic higher education setting.
| Course | Course Title | Credit |
|---|---|---|
| ELHE7503 | Catholic Higher Education This course offers an historical and philosophical overview of Catholic higher education, a survey of current scholarship and related Church documents, and an examination of the role of Catholic higher education - particularly in the U.S. - and its relationship with the Church, contemporary academic culture, and the broader society. This course also engages students in an analysis of contemporary issues facing Catholic higher education particularly, faith and reason, the Catholic intellectual tradition, Catholic social thought, governance and leadership models, student development, and institutional mission, identity, and culture. |
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 |
| ELHE7504 | Religion and Higher Education Over the last decade faith, religion and spirituality have become topics of increasing interest for scholars and practitioners in higher education administration and student personnel development. This course explores the historical, sociological and cultural dynamics between religion and higher education. After preliminary discussion of the nature of education and religion, we examine from historical and contemporary approaches an understanding of church-related higher education in the U.S. as well as consider the role and place of religion in the academy at large. Topics include secularism, modernity, and challenges to the integration of faith and intellectual life. |
3 |
Students will choose 1 of the courses listed below.
| 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 |
| MESA7460 | 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 |
| MESA7468 | 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 |
Students will choose 1 of the courses listed below.
| Course | Course Title | Credit |
|---|---|---|
| ELHE7606 | Diversity in Higher Education: Race, Class and Gender 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 |
Students will choose 3 courses from the options listed below.
| Course | Course Title | Credit |
|---|---|---|
| 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 |
| 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 |
| ELHE7501 | Catholic Higher Education Administration & Leadership This course explores contemporary issues, organizational and governance structures and distinct characteristics of successful leadership for administrators at Catholic colleges and universities focusing on effective campus policy development, strategic planning, and assessment. Students will engage research, historical literature, Church documents, lectures and group exercises. A unique component to this course is participation in the Institute for Administrators in Catholic Higher Education (IACHE) - a four-day seminar for senior administrators and leaders in Catholic higher education where internationally recognized scholars and practitioners address the challenges and opportunities that Catholic higher education faces on a daily basis. |
3 |
| TMPS7041 | The Practice of Ministry with Youth & Young Adults This course aims to explore elements critical to the effective practice of ministry for and with youth and young adults. Considering the broad demographics herein, this class attends to fostering the skills of discernment and mentoring, which would be valuable across the spectrum of these varied constituencies and contexts. Together the class explores the contexts of the ministry (ecclesial and social), identifies a vision for the work, and considers how that vision might assist in discerning God's action in and direction for work with youth and young adults. |
3 |
| TMPS7090 | Ministry in a Diverse Church Catholicism in the United States is presently shaped by rich cultural traditions that demand creative approaches to ministry in the midst of diversity. Nearly 45% of all Catholics in the country are Hispanic, 40% Euro-American, 4% Asian-American, 3.7% African-American, among others. Students in this course explore key questions and discuss ministerial strategies that will help them develop cultural competencies for effective ministry today. The course builds on the U.S. Latino/a Catholic experience as a case study while addressing core issues in ministry that affect everyone in the Church. Ecumenical and international perspectives are welcomed into this conversation. |
3 |
| TMPS7020 | The Church The ecclesial dimension of Christian faith is the focal point of this course. The course will locate the church within both a Trinitarian theology and a theological anthropology. Specific topics for exploration include the place of the church in the Creed, the sacramentality of the church, a theology of mission, and of structure and authority. The course will also explore current issues shaping the church's life and its place in the wider culture. |
3 |
Students will choose 1 of the courses listed below.
| Course | Course Title | Credit |
|---|---|---|
| ELHE7103 | Education Law & 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 |
| ELHE7201 | Philosophy of Education This course follows the historical issues of universities as educational institutions, providing basis for discussion on crucial questions regarding the lives and personal growth of students and faculty alike. This course is organized in such a way as to enable us address and discuss the dialectics of freedom hidden under the process of education. The class investigates a number of conflicting positions about freedom in education and explores philosophical resources to help us to understand the nature of these issues more fully. |
3 |
| ELHE7202 | Global and Comparative Systems in Higher Education This course offers a perspective on the organization and structure of higher education worldwide, as well as an analysis of central issues affecting academe internationally. Examples from other countries are related to the American context. Among the topics considered are global trends in the expansion and organization of higher education, international study and its impact, the political role of universities, student activism, the role and status of the academic profession, styles of academic leadership in other countries, and others. |
3 |
| ELHE7301 | Organization and Administration in 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 |
| 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 |
| ELHE7608 | Gender Issues in Higher Education Topics include the history of women in higher education, gender and student development, gender and learning, the campus and classroom climate for women, women's studies and feminist pedagogy, women in post-secondary administration and teaching, and the interrelation of race, class, sexuality, and gender. Contemporary theory, research, and critical issues will be considered as they apply to diverse groups of undergraduate and graduate students, faculty, administrators, and student affairs practitioners. |
3 |
| EDUC9803 | History of Education This course critically examining the history of education for the purpose of discovering how historical themes affect contemporary education and society generally, as well as you practitioners. With these goals in mind, we will explore philosophical roots, key historical and social events that shaped the field, and current conceptualizations of education. |
3 |
| 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 |
Mary Kinnane Award
This award is given annually to a graduating student in the Higher Education program who embodies the quality of academic excellence and service which reflects the Jesuit ideal of education in the service of others.
Where do our graduates work?
Merrimack College
Resident Director
The Legal Aid Society
Education Attorney
Princeton University
Communications & Outreach Coordinator
Fordham University
Admission Counselor
University of Connecticut
Career Consultant
Kyung Hee University
Policy Analyst
MCPHS University
International Services Specialist
Brown University
Study Abroad Advisor
University of Miami
Director of Enrollment Marketing and Operations
Elms College
President
Financial Assistance
Education should level the playing field – we feel the same way about financial aid.
The Lynch School of Education and Human Development provides more than $8.4 million in financial aid to students each year. As a result, the quality of BC’s instruction, the benefit of our alumni network, and the impact a BC degree will have on your employment options is both affordable and invaluable.
Application Information
PrintClick the boxes below for additional details on each item
Deadlines
- Fall
Regular Decision - 12/1
- Rolling Admission
- Until 8/1
- Intl. Applicants
- Until 7/1
Apply Now
A non-refundable application fee of $75 is required; however, this fee is waived for select applicants.
Résumé
To be uploaded to your online Application Form.
In addition to your academic history and relevant 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 Form.
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.
Letters of Recommendation
Identification of recommenders/instructions to recommenders are outlined in the online Application Form.
Two letters of recommendation are required with at least one required from an academic source. Applicants may submit one additional recommendation of their choice.
Transcripts
Unofficial transcripts will be accepted in lieu of official transcripts for the application review process. In the event that one is admitted into a program and enrolls, our office will need official transcripts prior to course registration. To expedite application processing times, our office encourages you to send unofficial transcripts electronically to our email address at GSOE@BC.EDU. Please note that unofficial transcripts must include all of the following items:
- Course titles and grades for each course
- Year and entry term for each of the courses listed
- Translated into English by certified translation agent (if not already in English)
- Original and translated transcripts must be provided
If you are able to secure official transcripts, please note the following:
- An official postsecondary transcript must be printed on official institutional paper and include at least one of the following: an institutional watermark, the registrar’s signature, or the registrar's seal.
- Copies and unofficial transcripts sent directly from applicants are not acceptable, the transcript must come directly from the institution.
- If you are a current student and have not completed your undergraduate and/or graduate degree, the most updated version of your transcript is acceptable.
Official electronic transcripts are accepted when sent directly to gsoe@bc.edu from the institution. When requesting electronic transcripts, you must manually type in gsoe@bc.edu to ensure it is received by our office.
Mailed transcript(s) should be sent to the following address:
Lynch Office of Graduate Admissions, Boston College
Campion Hall 135
140 Commonwealth Avenue
Chestnut Hill, MA 02467
Standardized Tests
Submitting GRE test scores is optional and not required for 2021 entry term(s). If you wish to send GRE scores, the Lynch School GRE code is 3218.
Writing Sample
Not required.
International Students
International applicants are encouraged to apply to the Lynch School of Education and Human Development.
Academic Tools
Contact Us
gsoe@bc.edu
617-552-4214