Top Masters Programs in Art Studies

One of the remarkable developments in contemporary culture is the convergence of practices that once unambiguously belonged to either art or design, but which today share methods, means and concerns.

The MDes program in Art, Design, and the Public Domain seeks creative and ambitious individuals from all backgrounds and academic disciplines with a keen interest in contemporary urban, aesthetic, political and technological culture with a predilection for intervention, exhibition, and public work. and develop art-related work, with an emphasis on sophisticated thinking, advanced fabrication methodologies and techniques, and aesthetic and social engagement.

Art Studies is designed to both accommodate graduated MFAs or serve in lieu of a traditional MFA program in an orthodox art academy. The GSD has a wide variety of assets in cultural theory, applied computation, fabrication, art-related practice and speculative design. The GSD also shares links with the departments of Visual and Environmental Studies, Film and Literature, and has innovative new collaborations with international programs in the political and experimental arts.

Harvard Art Museums, CambridgeCarpenter Center for the Visual Arts, CambridgeInstitute for Spatial Experiments, BerlinThe Graham Foundation for Advanced Studies in the Fine Arts, Chicago (curatorial public programs fellowship)MacDowell Colony for the ArtsInstitute of Contemporary Art, Boston.

The Master of Arts in Teaching (MAT) program transcends basic certification to prepare leaders at the classroom, school, and district levels. The MAT program offers the tools needed to teach 21st-century learners and includes rigorous coursework, a digital portfolio, and two semesters in a clinical internship at a local school.

Master of Arts in Teaching: Elementary Education (Accelerated Full Time).

Applicants with a 3.0 cumulative GPA or higher in their most recently earned degree may be considered for admission without submitting a Maryland State Education (MSDE) Basic Skills Assessment Test.

Online coursesIn addition, a $15 per credit technology fee will be assessed.

Full-Time Master of Science in Counseling with a concentration in School Counseling (Fellows).

MEd Education in the Health Professions Post-Master Certificate in Evidence-Based Teaching in the Health Professions programs.

Classes in the Master of Education in the Health Professions (MEHP) or Post-Master Certificate in Evidence-Based Teaching in the Health Professions programs are $1,230 per credit, with the exception of Johns Hopkins University and Johns Hopkins Hospital and Health System employees, who pay $700 per credit.

MS in Education (International Teaching and Global Learning).

The most important benefit that you will receive from this program is endurance. The relationships you build here are not just for your time in the program, they are forever. You truly feel like a small family in the Johns Hopkins MAT program.

The Master of Arts in Teaching (MAT) program transcends basic certification to prepare leaders at the classroom, school, and district levels. The program includes rigorous coursework, a digital portfolio, and two semesters in a clinical internship at a local school.

The academic work is carefully integrated with the internships to provide exposure to a variety of educational environments. Candidates receive personalized coaching to aid professional growth, hone classroom outcomes, and prepare for certification.

Candidates also connect with key education organizations in the university, such as the Neuro-Education Initiative, Center for Talented Youth, Kennedy Krieger Institute, and others.

Note: The School of Education is not currently accepting applications or admitting new students into the Master of Arts in Teaching Elementary Accelerated Program for the 2020-21 academic year.

Students work with an adviser to complete a program of study that fulfills the Maryland State Education requirements for certification as a teacher in Maryland. Students pursue the degree on an accelerated basis the internship requires full-time teaching in a school setting.

The nationally recognized Interstate New Teacher Assessment and Support Consortium (InTASC) Standards guide the MAT program. Upon successful completion of the coursework, internship, and Praxis II exams, and presentation of the portfolio, students are eligible for Maryland State teacher certification. (Praxis is a professional assessment test for beginning teachers.).

Applicants with a 3.0 cumulative GPA or higher in their most recently earned degree may be considered for admission without submitting a Maryland State Education (MSDE) Basic Skills Assessment Test. MAT students must pass PRAXIS II and TRE (5205) before program completion.

In addition, all students entering the program are required to complete a criminal disclosure statement and to undergo state and federal criminal background checks, revealing no history of criminal activity, prior to placement in any internship. (Under Maryland law, persons who have committed acts of violence or crimes against children are not eligible for teacher certification.).

Master of Arts in Teaching candidates must have sufficient content understanding to teach effectively. Guidelines for appropriate content are given by the Maryland State Education (COMAR) and by the national professional organizations in each subject matter area. These guidelines have been used to develop supplemental content worksheets for the MAT Program.

Candidates should discuss their content background with their adviser upon entry to the program. All content requirements must be completed prior to graduation from the program.

ED.810.603 Methods of Teaching in Elementary School 1 (3 credits).

ED.810.604 Methods of Teaching in the Elementary School 2 (3 credits).

Note: The School of Education is not currently accepting applications or admitting new students into the MAT Secondary Education program.

810.611 Methods of Teaching in Secondary English: Part I.

810.612 Methods of Teaching in Secondary Mathematics: Part I.

810.613 Methods of Teaching in Secondary Science: Part I.

810.614 Methods of Teaching in Secondary Social Studies: Part I.

810.63x Methods of Teaching in Secondary School: Part II.

884.508 Methods of Teaching Reading in the Secondary Content Area, Part I.

884.510 Methods of Teaching Reading in the Secondary Content Area, Part II.

The accelerated program allows candidates to complete a Maryland-accredited Master of Arts in Teaching degree that includes a supervised one-year teaching internship.

Note: There are two options within this program.

The Balti Education Fellows is available to JHU Arts and Sciences graduates only and is supported by a scholarship.

The Traditional Master of Arts in Teaching (MAT) is for Elementary Education candidates who do internship in both urban and suburban settings. The Balti Education Fellows and the Traditional MAT programs begin every summer and end the following spring. With the convenient hybrid format, the first semester is completed online from any location. Beginning with the fall semester, students serve as interns during the school day, while taking classes in the evening two to three nights a week.

Eligibility for initial certification in Maryland upon completion of the program.

Two clinical internships in schools that partner with the School of Education or are run by the School of Education.

Combination of face-to-face and some online courses in the summer, fall, and spring semesters.

Note: The School of Education is not currently accepting applications or admitting new students into the flexible Master of Arts in Teaching program option.

The flexible Master of Arts in Teaching option is designed for career changers and for individuals who need flexibility to earn teaching certification. This 39-credit option begins each semester and allows students to progress in the coursework at their own pace within the five-year time limit set for completion of the degree. Candidates take courses with accelerated MAT candidates at both the Balti and Columbia, Md. locations. Successful candidates are eligible for certification and earn the degree of Master of Arts in Teaching (MAT). As the final step in the program, candidates complete a full-time, 100-day clinical internship during which time they are not allowed to hold outside employment, unless they are a full-time teacher in their own private or public-school classroom.

Certification areas include elementary and secondary education in the content areas of English, mathematics, science (biology, chemistry, earth space science, physics), and social studies.

One clinical internship in schools that partner with the School of Education.

Combination of face-to-face and some online courses in summer, fall, and spring semesters and the January intersession.

The Balti Education Fellows Scholarship is open to recent graduates of Johns Hopkins University who want to make a difference in the classroom and are interested in urban education reform. The scholarship provides for full-tuition support for deserving and highly qualified candidates who have a desire to gain experience in the most challenged and low-performing schools.

Balti Education Fellows are enrolled in the Accelerated Master of Arts in Teaching program, with a few variations based on the intent of the scholarship:.

Note: Applicants will follow the regular admissions procedures for the Accelerated Master of Arts in Teaching program.

Our partnership schools are crucial training grounds for our candidates who assume the responsibilities of teachers as they earn a degree.

To be recommended for Maryland teacher certification, students must complete the MAT program and pass all Praxis I Core and II exams required by the state (or state-approved alternatives). Note: Praxis II requirements vary by program option. Teacher candidates may pursue certification in the following areas of concentration:.

Content areas for secondary education certification include English and social studies.

The MAT program at Johns Hopkins University leads to teacher certification in the State of Maryland, which reciprocates with most other states.

Yes, students seeking certification as elementary teachers must have both breadth and depth of background across the liberal arts demonstrated by approximately 48 credits in liberal arts course work or equivalent documented experience.

The program includes both in person and online courses.

Master of Arts in Teaching: Master Career Outcomes Statistics.

PhD and Masters Admissions and Enrollment Statistics.

Statistics for Coalition for Next Generation Life Science.

At Dartmouth, education happens not only within traditional academic departments, but also at the intersections between them.

MBA curriculum provides rigorous coverage of key business disciplines.

MAT candidates receive preparation for secondary-school teaching careers (grades 7-12) in English, mathematics, social studies, and science (biology, chemistry, or engineering physics) both inside and outside the classroom. Our program is a unique blend of outstanding university and residency-based teacher education that prepares students for urban contexts. including make positive change.

Teaching experience or coursework in education is not required, though we expect applicants to have prior work with children or adolescents.

Applicants should have a Bachelor Degree with a major in their chosen discipline or have substantial study in related areas.

Required for any non-native English speaker who does not have a degree from an institution where English is the sole language of instruction or from a University in the following countries: Australia, Bahamas, Botswana, Cameroon, Canada (except Quebec), Ethiopia, Ghana, Ireland, Kenya, Lesotho, Liberia, Malawi, New Zealand, Nigeria, Zimbabwe, South Africa, Sierra Leone, Swaziland, Tanzania, Gambia, Uganda, United Kingdom (England, Scotland, Northern Ireland, Wales), West Indies, Zambia).

Students from mainland China may submit the TOEFL ITP Plus exam.

Official transcripts are ONLY required for enrolling students before class start. An international transcript evaluation (WES, ECE, or SpanTran) is required for degrees from non-U.S. institutions before enrollment.

750-1000 word personal statement that gives your reasons to pursue graduate work in the field of your study. It should address why you want to teach your subject to structurally and economically disadvantaged students and how you believe education can be a tool for equity.

MAT Secondary Education (English, History Social Studies, Math, Science): Includes graduate-level coursework in teaching and pedagogy. The summer focuses on teaching methods, curriculum development, and practicum experience in Brown Summer High School. The academic component of the year includes preparation in literacy and teaching English Language Learners, instructional design, assessment, and special education. Candidates will complete a course in the socio-cultural contexts of education and a residency-based seminar instructed by a local teacher leader. The program also includes a full-year practicum and student teaching placement.

Upon completing the program and the appropriate Praxis II exam, students are eligible for Rhode Island certification in secondary education (grades 7-12). Each teacher education program that receives funding from the federal government is required to make public the results of the professional test taken by each completer.

The Master of Arts in Teaching and Learning (MATL) is designed for adult career-changers who are committed to teaching in at-risk schools. The School of Continuing Professional Studies (CAPS), the Institute for School Partnership and the St. Louis Teacher Residency (STLTR) program collaborate to train and support aspiring teachers who, in turn, will accelerate student achievement.

The first year of the program is facilitated by STLTR and begins with a one-year residency. Student residents work with an experienced mentor teacher in a high-needs classroom, developing the skills needed to be a leader in the classroom. Residents also take classes focused on the core competencies needed to have a successful career in teaching. By joining STLTR, students make a commitment to serve the learners and families in St. Louis-area public schools.

At the end of the first-year residency, students earn their teacher certification. classroom teaching, and it is complemented by subject-specific courses.

Experienced teachers in STLTR partner schools who wish to strengthen and deepen their practice and prepare to mentor new teachers may also enroll in the MATL.

Advanced Teaching Methods: Elementary (U08 5125 5130).

Advanced Teaching Methods: Secondary English Language Arts (U08 5126 5131).

Advanced Teaching Methods: Secondary Mathematics (U08 5127 5132).

Advanced Teaching Methods: Secondary Science (U08 5128 51 ).

Advanced Teaching Methods: Project Based Learning and Assessment (U08 5129).

Students tailor their degree by taking additional courses in Education or subject-specific areas such as English, math, or biology.

Students who have completed the St. Louis Teacher Residency (STLTR) year earn nine units toward their electives.

Schedule time with a student recruiter today to find out how you can get the most out of your CAPS programs and courses.

Prepare for any classroom or campus-wide challenge you face while strengthening and stretching your skills with the Master of Arts in Teaching program at Rice University.

The Master of Arts in Teaching (MAT) is a 30-hour, non-thesis graduate degree program. All graduates enter the classroom with cutting edge, proven, and practiced teaching skills through an individualized field-based residency .

One hundred percent of our students receive job offers at the end of the program from public schools and certified private schools. We provide guidance to our students towards schools that match their given skill sets to ensure success.

Affordable Rice University believes in the importance of developing teacher leaders. We are committed to keeping the costs of the Master of Arts in Teaching program for experienced teachers as low as possible. Financial incentives include significantly reduced tuition for all admitted students. Additionally, we offer a limited number of merit-based, partial scholarships to highly qualified students.

Flexible schedules This program is designed for the practicing teacher. fall, spring, and summer. All of our courses in the fall and spring are offered in the evenings to accommodate working professionals. Saturday courses are also available.

To ensure success in and accessibility of the program experience, sessions are offered in the fall, spring, and summer.

Evening courses are offered once per week for 15 weeks. allowing for a blended learning environment and greater flexibility in course instruction and delivery.

Each course earns three credit hours towards the 30-hour MAT. The program can be completed in three years if a student takes 6-9 hours each year.

Center for Education Rice University Anderson-Clarke Center Third Floor Houston, TX 77005.

19th and 20th century American science, especially agricultural sciences and women in science.

Catching Up with the Vision, Essays on the Occasion of the 75th Anniversary of the Founding of the History of Science Society. Chicago: University of Chicago Press, 1999, special supplement to Isis, Volume 90.

Science at Harvard, 1636-1945, with Clark Elliott, eds. Bethlehem, P Lehigh University Press, 1992.

Historical Writing on American Science, with Sally Gregory Kohlstedt, eds. Balti MD: Johns Hopkins University Press, 1986. Originally published as Osiris, 2nd series, 1, 1985.

The Emergence of Agricultural Science--Justus Liebig and the Americans, 1840-1880. New Haven, CT: Yale University Press, 1975.

A Twisted Tale: Women in the Physical Sciences in the Nineteenth and Twentieth Centuries, The Cambridge History of Science, Vol. 5 (Mary Jo Nye, ed.). Cambridge, UK: Cambridge University Press, 2003, pp.

Prof work on women in science featured in Smithsonian.

We ask each student to immerse themselves in a set of texts in a field of study (see Fields of Study Texts to the right). The purpose here is not to master one of the fields, each of which has a substantial legacy in the history of ideas.

For example, a student who takes up the Aesthetics field may not end up directly examining aesthetics and education in a thesis. However, by having studied in depth the texts on the list of Aesthetics, the student can bring to bear an enriched and broadened intellectual sensitivity. This study enables the student to perceive and to examine the issue in an 'aesthetics-enhanced light', and thereby to discern dimensions and ramifications of the project that might otherwise remain in the shadows.

The accent in the fields is largely on texts that have stood the test of time and that continue to influence thought and practice. Their distance from the present constitutes, in our view, a powerful asset in providing fresh angles of criticism and research. They can strengthen a student intellectual basis for criticizing contemporary views in education and society (and, indeed, for criticizing the very texts themselves.).

Many of the texts were composed in eras when women, and men from a variety of cultural backgrounds, did not have equal (or any) access to the world of letters and publishing, either in the West or elsewhere in the world. These circumstances have changed dramatically. Thus we encourage students to read widely in the current literature in their chosen field of interest. The pioneering texts listed under the corresponding field of study helped make the fields possible, and they continue to inform them in creative fashion. Contemporary writers keep the fields dynamic, responsive, and in motion.

These fields pertain to doctoral students whom articulated beginning in Fall 2009.

All doctoral students currently in the program can select this field if they wish.

Our renowned Master of Arts in Arab Studies (MAAS) program offers comprehensive interdisciplinary training in the politics, culture, history, economics, and language of the contemporary Arab Middle East and North Africa, as well as rigorous Arabic language training. Students design a program of study that allows them to develop expertise on the pressing issues relevant to the Middle East and North Africa today in one of five concentration areas: Politics, Culture and Society, Development, History, or Women and Gender. In addition to their main concentration, students select options from the full range of courses in Middle East Studies offered at Georgetown. Students have the unique opportunity to deepen their language skills by opting to take courses taught entirely in Arabic.

The M.A. in Arab Studies (MAAS) degree requires completion of a minimum of 36 semester hours (12 three-credit hour classes) in addition to basic Arabic language courses. Those who choose the thesis option must complete hours plus the thesis.

In addition to the general requirements of the Graduate School, students in the MAAS program are required to maintain a minimum grade point average of 3.0 in both the concentration and supporting blocks of courses.