School of Education

Administration

  • Hardin L. K. Coleman, BA, MEd, PhD, Dean
  • Joan M. Dee, BS, EdM, EdD, Associate Dean, Office of the Dean
  • Kathleen M. Vaughan, BS, MA, EdD, Associate Dean of Academic Programs and Student Services

Contact

Two Silber Way
Boston, MA 02215
617-353-4233

As one of the leaders in education and education reform in the nation, the 波士顿大学 School of Education provides comprehensive teacher preparation to students in more than 20 concentrations. Students take advantage of the many courses and activities of the larger University; the School represents a network of scholars and students with a shared focus and set of goals, and a true sense of community. Faculty and students enjoy many personal exchanges outside the classroom, both academic and social.

The School maintains a variety of collaborative arrangements with school districts in the Boston region. 波士顿大学, under a unique partnership agreement, managed the public schools of Chelsea, Massachusetts, from 1988 through June of 2008. Current partnerships include both Boston’s “Step UP” effort and “Jumpstart,” a service learning project that provides literacy enrichment for at-risk pre-school children in Boston.

From its founding in 1918, the 波士顿大学 School of Education has pursued three missions: to educate and prepare professional teachers, administrators, and educators to accept leadership responsibilities throughout the world; to offer continuing educational opportunities for practicing teachers and administrators to make the very most of their talents; and to promote research and scholarship that elevate the quality of education. Continuous involvement in the surrounding community has made School of Education faculty and students particularly effective teachers and learners, sensitive and responsive to the circumstances and realities of schooling. These goals are reflected in the affirmation below.

Graduates of the School of Education serve communities throughout the United States and abroad. Their career opportunities expand as educational demands grow in industry, communications, public and private social service agencies, and government, in addition to schools, colleges, and universities. They are leaders in their fields; they give definition to new jobs; they bring dedication and fine judgment to a demanding profession.

School of Education programs are based on the premise that professional competence requires a foundation of knowledge in traditional academic disciplines and in the arts and science of teaching and learning. In addition to their courses in education, students take courses in the College of Arts & Sciences, the Graduate School of Arts & Sciences, and other professional schools at the University. Collaboration between School of Education faculty and other faculty is increasingly important to our academic and research missions.

An informed professional educator must link traditional academic knowledge and training with practical experience. Commencing with the freshman year and culminating with student teaching or other field assignments at the close of the program, the undergraduate student has opportunities throughout to explore career options and relate theory to practice. At all degree levels, students are encouraged to work with faculty and research associates in building bridges among the academic, service, and the research functions of the School. The School of Education draws heavily on the educational community of the Boston metropolitan area, educational partners in selected international sites, and the special skills of faculty and research associates working in centers, clinics, and laboratories in the School, the University, and in community agencies and hospitals.

Opportunities for overseas and regional field assignments are complemented by opportunities for working with faculty and graduate students in School-based clinics and learning laboratories. Collaborative arrangements with human service agencies and corporations allow students to match the training, development, and evaluation skills of the educator with the unique needs of those environments.

Urban and suburban fieldwork and service opportunities for students are also abundant. Through a cooperative network of school districts (including Boston, Brookline, Chelsea, Concord, Lexington, Newton, and Somerville) and carefully structured experiences overseas, students can link theory with practice and work with professionals in helping children and adults. The sharing of resources and exchange of ideas between individual school districts and community agencies, and between these and the School of Education that take place as a result of this program create a vibrant atmosphere for learning.

It is imperative that a student discuss his or her plans with an advisor at the initial conference and throughout the course of his or her academic program. It is also critical that students keep abreast of requirements in other states where they wish to seek licensure. The collection of documents required to meet licensure requirements is the responsibility of the applicant.

The 波士顿大学 Educator’s Affirmation

I dedicate myself to the life of an educator, to laying the living foundations upon which successor generations must continue to build their lives.

I dedicate myself to the advancement of learning, for I know that without it our successors will lack both the vision and the power to build well.

I dedicate myself to the cultivation of character, for I know that humanity cannot flourish without courage, compassion, honesty, and trust.

I commit myself to the advancement of my own learning and to the cultivation of my own character, for I know that I must bear witness in my own life to the ideals that I have dedicated myself to promote in others.

In the presence of this gathering, I so dedicate and commit myself.

Written for the occasion of the April 24, 1989, School of Education Junior Pinning Ceremony by Dr. Steven Tigner.

Accreditation

波士顿大学, including its School of Education, is accredited by the New England Association of Schools and Colleges, Inc.

Undergraduate Studies

Undergraduate studies at the School of Education are designed to help prepare students to become first-rate professional educators in any one of several related fields. Competency is developed in four kinds of courses: (1) general studies in the liberal arts and sciences; (2) specialized knowledge based on concentration in a discipline or field; (3) professional studies in instructional design, human development, communications, and evaluation; and (4) practical skills acquired through guided and supervised field experiences.

Liberal Studies

All undergraduate studies within the School of Education are concerned with applying knowledge from the arts, humanities, and sciences to educational practice. In order to qualify for the Bachelor of Science in Education, each undergraduate must successfully complete a program of liberal or general studies that has been approved by the student’s faculty advisor and that includes the following distribution requirements in addition to a disciplinary concentration or interdisciplinary sequence:

  1. at least two writing seminars;
  2. at least three semester courses in the humanities, with no more than two courses in any one discipline;
  3. at least two semester courses in the natural sciences with a laboratory attached to each;
  4. at least one mathematics course (Additional mathematics courses required in the elementary, special education, and mathematics education licensure programs); early childhood
  5. at least three semester courses in the social sciences, with no more than two courses in any one discipline;
  6. Students must attain a score of 70 percent on the reading and writing portions of the School of Education Literacy Test prior to graduation. For students seeking initial licensure, an overall score of 70 percent must be met prior to entering a student-teaching practicum.
    (See SED Liiterary Test policy for 2010–2011 Academic Year on final page of this section.)

Specialized Knowledge

All undergraduates are encouraged to pursue a particular intellectual interest in depth by electing either a disciplinary concentration in one of the academic departments of the University or an interdisciplinary sequence as outlined by the faculty of the program in which they are enrolled. A disciplinary concentration is mandatory for students preparing for middle or high school initial licensure as a teacher and for certain other teaching licenses. All undergraduate students are strongly encouraged to learn about a culture other than their own and to develop skills in the use of the technology consistent with their career goals.

Professional Studies

Undergraduates choose their major field of professional concentration from among the following programs. With the exception of Deaf Studies, all offer licensure at the undergraduate level.

  • Bilingual Education (licensure as Teacher of English as a Second Language) (offered for licensure at the middle and high school levels)
  • Elementary Education: 1–6
  • Deaf Studies
  • Early Childhood Education: Pre-K–2
  • English Education (offered for licensure at the middle and high school levels)
  • History and Social Science Education (offered for licensure at the middle and high school levels)
  • Latin & Classical Studies Education: 5–12
  • Mathematics Education (offered for licensure at the middle and high school levels)
  • Modern Foreign Language Education (5–12)
  • Science Education (offered for licensure at the middle and high school levels)
  • Special Education (offered for licensure at the elementary and secondary levels)

Juniors may enroll in 500-level courses, and seniors in 500-, 600-, and certain 700-level courses with the permission of their advisors and instructors. Graduate programs offering some courses open to undergraduates include bilingual education, counseling, education of the Deaf, educational media and technology, international educational development, reading education, and teaching English as a second language.

As part of their professional studies, all undergraduate students are required to complete successfully SED ED 100/101 Introduction to Education. These combine the study of major ideas in the formation of professional education with practical field experience in a school and an introduction to the uses of educational media and technology in classrooms with the exception of Deaf Studies. All students are also required to complete either SED SE 250 or SED SE 251 that introduces them to the population of students who are identified as having exceptional education needs as well as the policies and practices that support them in public schools. All students are also required to complete successfully SED ED 410 Social Context of Education and SED ED 412 Civic Context of Education.

As a component of professional study, undergraduates enter into coursework that focuses on human development, learning and curriculum theories, methods of teaching, classroom management, studies of educational policy and practice, and studies pertinent to providing educational services. Some courses have guided field experience components in them, and some include laboratories where teaching, learning, and diagnostic and evaluative materials are prepared and tested.

A fourth stage of professional studies for those seeking initial teacher licensure consists of successful completion of the practicum, which includes assignment as a student teacher in a pre-school, elementary, middle, or high school. The practicum entails intense, professionally supervised, and increasingly independent work in an appropriate educational setting, as often as five days a week, for up to a full semester. Programs of the School offer a variety of field experiences with course credit values that range from 4 to 12 hours.

Field Experience

The stages of professional studies for undergraduates give special emphasis to guided, practical field experiences. This emphasis, therefore, extends from SED ED 100 and culminates in required completion of at least one practicum at the senior level for students seeking initial teacher licensure. Field placements range from opportunities to observe, assist, and aid teachers and tutor learners to more advanced, independent practice in classroom teaching or the delivery of educational services in a community agency or industrial setting.

波士顿大学 Dual Degree Program

In 1976, the Trustees of 波士顿大学 approved the establishment of collaborative opportunities for dual degree programs among the schools and colleges of 波士顿大学. For example, an undergraduate student may complete both a Bachelor of Science degree offered by the School of Education and a Bachelor of Arts degree in a field such as psychology, history, or French. Currently, a qualified undergraduate student may apply for a dual degree program during the first semester of the sophomore year at 波士顿大学, but not later than the first semester of the junior year. 波士顿大学 Dual Degree program degrees require at least 36 courses (144 credits), three semesters of residency, good overall standing, a statement of intent, and a minimum cumulative GPA of 3.0. Interested students should contact Jacqueline Boyle, the School of Education 波士顿大学 Dual Degree program coordinator, at 617-353-3177 (Room 243 in the School of Education).

Directed Study

Directed study enables the undergraduate to pursue research under the guidance of a faculty specialist. Typically, directed study proposals are designed in consultation with a faculty advisor, approved by the department chair, and submitted to the SED Records office no later than one week before early registration. Undergraduate students are not permitted to enroll for more than 8 semester credits of directed study as part of their minimum degree requirements. Additional information and applications for directed study are available in the SED Records office.

See the directed study listings at the end of the “Course Description” section in this website.

SED Literacy Test Policy for the 2010–2011 Academic Year

All students entering SED/波士顿大学 undergraduate and graduate programs for the first time in the fall of 2010, as well as those sophomores who have not yet taken the test, are now exempt from the literacy test requirement.

Current juniors and seniors (who matriculated at SED under the old policy) are required to pass the SED Literacy Test with scores of 70% correct in both the Reading and Writing sections in order to graduate. In addition, 波士顿大学 undergraduates transferring into SED before September 1, 2010, matriculated into BU under the old policy and therefore need to earn a 70% overall score on the SED Literacy Test for admission, as well as a 2.6 or higher grade point average.

All students are invited to take the SED Literacy Test as practice for the MTEL. In addition, the traditional rounds of workshops on grammar/mechanics, summary, and essay writing will be offered after each of the test sittings; all 波士顿大学 students are welcome to attend. Information about workshops will be posted on the website (www.bu.edu/sed/current-student/literacy-test/) after the September 2010 exam.

Graduate Studies

From its founding in 1918, the 波士顿大学 School of Education has been committed to both the preparation of educators and the advancement of research and scholarship. Our graduate programs reflect this dual commitment. We offer programs leading to initial licensure as a teacher, counselor, or administrator, as well as programs of advanced studies for practitioners and scholars. This dual commitment is also reflected in our faculty, who combine practical classroom expertise and scholarly attainments. We see these two aspects of our work as a natural and necessary combination: either would be diminished by the absence of the other. The scholarly work deepens and enriches the preparation of educators; and the preparation of educators tethers scholarship to the realities of practice.

The connection of theory and practice is a defining characteristic of the School of Education and of 波士顿大学. Perhaps no other university in America has a stronger and more enduring involvement in education at all levels. For more than 15 years, 波士顿大学 managed an entire urban school district under a contract with the School Committee of Chelsea, Massachusetts. 波士顿大学 also has had a long-standing involvement with the Boston Public Schools. Over the past quarter century, faculty from the School of Education and other parts of the University have worked with Boston teachers and administrators to strengthen curriculum and instruction in a number of Boston schools with special partnerships at English High School and Trotter Elementary School.

The intellectual life of the School is enriched in a variety of ways. We produce the oldest continuously published journal in the field of education in the country, the Journal of Education. The 波士顿大学 Conference on Language Development, regarded as the leading international conference in the field, takes place on campus every fall, with the active involvement of faculty and students from the School of Education. Two centers are also affiliated with the School: the Center for the Advancement of Ethics & Character and the Center for Communication & Deafness.

The School of Education is committed to education and practices that foster ecological sustainability. Through a unique, energetic, and always expanding collective of faculty, students, and staff known as sedGreen, we have installed solar panels and a small wind turbine as part of an educational demonstration project; embarked on an important energy-reduction campaign; developed a high-compliance recycling program; demonstrated human and bike power within renewable energy and good health objectives; partnered with the Tiputini Biodiversity Station in the northwest Amazon to further conservation biology education; and we constantly strive toward making sustainability thinking a part of the fabric of our many courses and policies. Anyone who joins the SED community can become part of this important effort.

The School of Education is a small school within a large university.  As a small school—about 400 undergraduates and 500 graduate students—we sustain a strong sense of community. Students and faculty get to know one another, and we all take an interest in one another’s well-being. But we also have available to us the resources of a major university: libraries, laboratories, lectures, concerts, and an abundance of courses and faculty in a wide range of academic disciplines and professional fields.  And we are situated in the heart of one of the world’s great cities, with a rich history and a wealth of cultural institutions: the Boston Public Library, the Museum of Fine Arts, the Science Museum, the Boston Symphony Orchestra, as well as theatre, dance, opera, film, and, of course, the Red Sox two blocks away!

An abiding passion for teaching and learning runs through our School. We go about our work with a dedication and enthusiasm born of the belief that what we are doing matters deeply.  And we bring to this work the good cheer that accompanies a labor of love. Here, too, our sense of community is evident, as each contributes to and is uplifted by the spirit of the School.

We take pride in resisting what is merely fashionable in educational thought and practice. To the constant demands for and claims of “innovation,” we bring a measure of skepticism, recognizing that the latest is not necessarily the best.  And we resist, too, ideological approaches that judge ideas and practices by their conformity to a particular dogma. No idea should be ruled out of court simply because it is unfashionable; and no idea should prevail unless it can withstand the test of critical inquiry.

Lively discussion and trying ideas out in practice help to keep the School of Education a lively and engaging community.

Graduate Programs

Graduate programs at 波士顿大学 School of Education (SED) offer specialized work to individuals in many areas of education including preschool; higher education; special needs; counseling; policy, planning, and administration in schools; and in the corporate sector. The flexible, interdisciplinary nature of the School’s more than 20 programs reflects demands being placed on aspiring educators in all areas and responds to the realities of a changing educational environment. In any one term, approximately 500 graduate students enroll in SED courses. Almost half are enrolled full time, working toward a degree or a certificate of advanced graduate study. Others enroll part time or combine full- and part-time coursework where appropriate. A number of programs offer late afternoon and evening courses to accommodate working professionals.

Degrees and Certificate Programs

The graduate degrees offered by the School of Education are the Master of Education (EdM), the Master of Arts in Teaching (MAT), the Master of Mathematics for Teaching (MMT), and the Doctor of Education (EdD). The School also offers the Certificate of Advanced Graduate Study (CAGS). In some programs, shorter sequences leading to graduate certificates are also offered. At present, five 16-credit graduate certificate sequences are offered in the following areas:

  • Instructional Technology
  • Literacy Intervention in Grades 3–6
  • Physical Education, Health Education & Coaching
  • Program Planning, Management, Monitoring & Evaluation
  • Teaching of English to Speakers of Other Languages (TESOL)

Students may take courses from a number of the seventeen schools and colleges of 波士顿大学, designing a course of study specific to his or her professional needs within the boundaries of the educational specialization.  Also, 波士顿大学 belongs to an area consortium of institutions, which includes Boston College, Brandeis University, Hebrew College, and Tufts University, allowing cross-registration for graduate students with the approval of faculty advisors.

Academic Requirements

Applicants for the master’s degree must hold a bachelor’s degree or its academic equivalent from an accredited institution. To earn an EdM, a schoolwide minimum of 32 graduate credits is required; however, many programs require additional credits. In addition, a supervised practicum may be required, depending on the program. For the MAT, 46 credits are required. Those seeking initial licensure in English must complete 48 credits. The MAT credit requirements include a supervised practicum for initial licensure. The MMT requires 38 credits, including 18 credits from the School of Education and 20 credits from the Graduate School of Arts & Sciences.

Doctoral candidates must hold a master’s degree or its academic equivalent from an accredited institution. Candidates must complete a minimum of 32 credit hours of coursework beyond a master’s degree, but most programs require much more than 32 credit hours in order to meet schoolwide, departmental, and specilization requirements. Each program establishes requirements for dissertation research and dissertation advisement credit hours. Successful completion of a written comprehensive examination (or equivalent), and an approved doctoral dissertation are required, as is a period of full-time residency consisting of two consecutive semesters of full-time enrollment.

CAGS candidates must hold a master’s degree or its academic equivalent from an accredited institution. Schoolwide requirements for the CAGS include a minimum of 30 credit hours and successful completion of a treatise, project, or comprehensive examination. Again, some programs may require more than 30 credits.

Students are urged to confer with faculty advisors and to read the requirements for each program very carefully when selecting a program during the application process.

Joint and Dual Degree Programs

The School of Education participates in an interdisciplinary program in applied linguistics leading to the PhD degree, based in the Graduate School of Arts & Sciences. Applicants apply to the Graduate School of Arts & Sciences.

A dual degree program in special education (EdM or EdD) and social work (MSW) is offered by the School of Education and the School of Social Work. Please see the “Special Education” section.

Programs and Specializations

Individuals interested in enrolling in the EdM, MAT, MMT, EdD, and CAGS programs must apply to and be accepted by one of the School’s three departments. Within these three departments (Curriculum & Teaching; Educational Leadership & Development; and Literacy & Language, Counseling & Development) some programs are divided into specializations. Students are urged to review the details of a program for specific requirements and confer with a faculty advisor or the department chair for clarification. For more information, visit www.bu.edu/sed.

Licensure of Educational Personnel

Many professions for which students prepare in the School of Education require certification/licensure by the state or commonwealth in which the student wishes to practice. Appropriate course selection to meet these standards and any additional requirements are the responsibility of the student.

On October 1, 2001, the Commonwealth of Massachusetts began to issue licenses in lieu of the advanced provisional and standard certificates in place prior to that date. The “initial license” corresponds to the former “advanced provisional certificate.”  The license equivalent to the former “standard certificate” is the “professional license.”

For each program leading to a license in Massachusetts a specific sequence of courses is required. A description of each sequence and information about additional requirements are available in the offices of the appropriate department.

Students completing a Massachusetts-approved teaching licensure program, and any additional Massachusetts Department of Education requirements, may also be eligible, through a reciprocal agreement, for initial teacher licensure in 44 states, the District of Columbia, and Guam.

It is imperative that a student discuss his or her plans with an advisor at the initial conference and throughout the course of his or her academic program.

SED Literacy Test Policy for the 2010-2011 Academic Year

All students entering SED/波士顿大学 undergraduate and graduate programs for the first time in the fall of 2010, as well as those sophomores who have not yet taken the test, are now exempt from the literacy test requirement.

Current juniors and seniors (who matriculated at SED under the old policy) are required to pass the SED Literacy Test with scores of 70% correct in both the Reading and Writing sections in order to graduate. In addition, 波士顿大学 undergraduates transferring into SED before September 1, 2010, matriculated into BU under the old policy and therefore need to earn a 70% overall score on the SED Literacy Test for admission, as well as a 2.6 or higher grade point average.

All students are invited to take the SED Literacy Test as practice for the MTEL.* In addition, the traditional rounds of workshops on grammar/mechanics, summary, and essay writing will be offered after each of the test sittings; all 波士顿大学 students are welcome to attend. Information about workshops will be posted on the website after the September 2010 exam.

Accreditation

波士顿大学, including its School of Education, is accredited by the New England Association of Schools and Colleges, Inc. The School of Education is fully accredited to offer programs leading to the Master of Education, Master of Arts in Teaching, Master of Mathematics for Teaching, Doctor of Education, and Certificate of Advanced Graduate Study (CAGS). The University confers the degrees and CAGS on candidates recommended by the faculty of the School and approved by the Board of Trustees.

Application Procedure

A complete application for admission to a degree or CAGS program must include the following:

  • Application data forms
  • Official transcript(s) from each college or university previously attended
  • Two or more official letters of reference
  • Standard test score (GRE, MAT, TOEFL, IELTS)
  • Statement of qualifications and objectives
  • Analytical essay (EdD applicants only)
  • Nonrefundable application fee of $70

Applicants are strongly encouraged to apply online at www.bu.edu/sed. To request a paper application please email sedgrad@bu.edu or call 617-353-4237. Detailed information about the admissions process can be found online at www.bu.edu/sed/admissions.

The Admissions Comittee reviews applications to most programs on a rolling basis. However, in some instances, applicants may be required or strongly encouraged to apply by a particular deadline. Deadline information can be found on the SED website.

Graduate students are expected to register within one year of the date of acceptance. With prior approval, students may defer up to one year from the date of acceptance. While applicants may be considered for admission to most School of Education programs on a rolling admissions basis, some programs establish deadline dates for application for admission. For information about these deadlines, consult the School of Education graduate application page at the end of this bulletin, or contact Graduate Admissions, 617-353-4237.

Many School of Education graduate courses are open to students who wish to study on a nondegree basis. Nondegree students may register during regular registration periods for some graduate-level courses offered by the School of Education. For registration information, please contact the School’s Student Records office at 617‑353-4235. Nondegree students who intend to later pursue a degree or CAGS should apply for admission prior to completing eight graduate credits at 波士顿大学.

*Massachusetts Test for Education Licensure.

Degree and Certificate of Advanced Graduate Study Requirements

Minimum course requirements for all graduate programs must be met by graduate courses (500 level or higher).

Master of Education (EdM)

Applicants for the master’s degree must hold a bachelor’s degree or its academic equivalent from an accredited institution. If accepted, candidates must complete a minimum of eight graduate-level courses or the equivalent (32 credits), approved by the advisor. Departments may require graduate credits beyond the 32-credit minimum. One of the courses must be SED RS 600 Perspectives on Inquiry or equivalent.

Master of Arts in Teaching (MAT)

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Each applicant is considered on the basis of the total application. Generally, an applicant should have a strong grade point average and statements, solid graduate test scores (GRE or Miller Analogies Test), and excellent recommendations.

Though the program begins in late June each year, it is possible to begin in September, however, applicants are strongly encouraged to apply by February 1. There is a rolling admissions policy; applicants are considered as their applications are completed. Each application is reviewed by the School of Education faculty and the corresponding Graduate School of Arts & Sciences departments (for example, chemistry or history).

For additional information, please contact Dr. Stephan Ellenwood at 617-353-3238, email: ellenwoo@bu.edu; or Dr. Daniel Davis at 617-353-3314, email: dfdavis@bu.edu.

Master of Mathematics for Teaching (MMT)

The MMT degree is designed for teachers who seek a content-rich experience of- mathematics that will be relevant to their work in the classroom. The program helps students prepare for leadership roles in developing mathematics curriculum and teacher training. These courses stress depth over breadth and are designed around mathematics for teaching. The MMT is offered to applicants who hold an initial licensure for teaching mathematics and have taught a minimum of two years under that license.

Doctor of Education (EdD)

Doctoral candidates must hold a master’s degree or its academic equivalent from an accredited institution. Students entering the doctoral program with advanced standing—where that option is available—(example: two master’s degrees or a master’s and a CAGS) will be required to complete a minimum of 32 graduate-level (500 level or higher) credits. Specific requirements relative to the selection of courses, seminars, and research or independent study are determined by the student’s department of concentration. Departments generally require credits beyond the 32 schoolwide minimum.

Each EdD candidate must complete a  schoolwide core requirement of one 4-credit course (SED ED 700 series) in the first academic year of matriculation.

Every doctoral candidate must complete at least four courses (16 credits), beyond those taken at the master’s level, from a list of designated research offerings. This includes SED RS 652 and SED RS 653 or their equivalents, SED RS 654, and one of SED RS 750, SED RS 751, SED RS 752, or SED AP 998.

Every doctoral candidate must spend a minimum of two consecutive semesters in residence at 波士顿大学. Residence is defined as registration for a minimum of 12 credit hours at the University during each of two consecutive semesters. (Summer Terms may be considered one semester.) Other options are found in the note at the end of this section.

A formal application for a comprehensive examination or alternative requirement set by the candidate’s department must be filed with the department chair and faculty advisor. The required work must be completed successfully.

Each candidate must demonstrate the ability to make a significant contribution in his or her field and to report this contribution successfully in a doctoral dissertation.

For doctoral-level registration requirements, refer to the Policies and Procedures for SED Graduate Students section.

Note:  The residency requirement may be met by holding a research or teaching assistant position or being employed at 波士顿大学 35 hours or more per week and registering for a minimum of 8 credit hours for two consecutive semesters. For additional information, contact your academic advisor.

Certificate of Advanced Graduate Study (CAGS)

CAGS candidates must hold a master’s degree or its academic equivalent from an accredited institution. A minimum of seven-and-a-half semester courses (30 credits) and approval of the assigned advisor are required for the CAGS. A department or program may require additional coursework.

CAGS candidates must successfully complete a comprehensive examination or major project in addition to completing coursework as agreed upon with the faculty advisor and approved by the department chair.

Transfer of Credits

With permission, eight credits at the graduate level may be earned for acceptance prior to formal acceptance into the graduate program (not used toward another degree). Graduate candidates who wish to have credits accepted must submit a petition to the Student Records office, Two Silber Way, Boston, MA 02215, after a formal offer of admission is made.

Students exceeding the 8-credit limit are assumed to be taking the work for purposes other than application toward a degree or CAGS.