Columbia University Master's Programs in Education: A Comprehensive Guide to Requirements
Columbia University offers a range of Master's programs in education designed to prepare knowledgeable practitioners, policy experts, and educational leaders. These programs, housed within Teachers College, cater to diverse interests and career goals, with a focus on rigorous, critical, and equity-oriented study.
Master of Arts (M.A.) in Higher and Postsecondary Education
The 32-point Master of Arts (M.A.) degree program develops knowledgeable practitioners in three domains of higher and postsecondary education. Students who pursue the M.A. degree will build on the program’s historic positioning in the study of student development through the college years and its current strengths in studies of academic learning and development. They will also build on the Program's growing capacities in higher/postsecondary education policy, social thought, and comparative analysis, as well as on the Department's offerings in organizational studies. As such, students earning the M.A. degree will be positioned to serve in a variety of academic and student support positions, as well as in various administrative roles. The M.A. degree requires a minimum of 32 points of graduate coursework.
Core Requirements (15 points)
All students in the M.A. program must complete the following core courses:
- ORL 5521 Introduction to research methods in education (3) or equivalent with advisor approval
- ORLH 4010 Purposes and policies of higher education (3)
- ORLH 4011 Curriculum and instruction in higher education (3)
- ORLH 4040 The American college student (3)
- ORLH 5525 Advanced professional seminar: College student development theories (3)
Domain Sequences
Students choose one of three domain sequences, each with specific coursework and a culminating project:
1. Academic and Developmental Analysis
- Required Course: ORLH 4042 Student personnel administration: Programs and services (3) or other with advisor approval
- Elective Courses (9 points): Choose three from the following:
- ORLD 4051 How adults learn (3)
- ORLH 4012 The community college (3)
- ORLH 4041 Student personnel administration: Organization, functions, and issues (3) or other with advisor approval
- ORLH 5011 College teaching and learning (3)
- ORLH 5044 Theories of diversity in higher education (3)
- ORLH 5522 Advanced professional seminar: Contemporary student issues and policies (3)
- ORLH 5524 Advanced professional seminar: An analysis of student cultures (3)
- ORLH 5527 Advanced professional seminar: The college professoriate (3)
- ORLH 5545 Advanced professional seminar: The civic mission of higher education (3)
- ORLH 5546 Advanced professional seminar: Philanthropy and education (3)
- Other ORLH courses (TBA) related to Higher Education area of interest with advisor approval (3)
- Other Courses: M.A. students with internships must take ORLH 5241, Observation and Supervised Fieldwork in Higher and Postsecondary Education (1 point). Non-internship students elect another Teachers College course with advisor approval (1 point).
- Minimum of two additional out-of-Program Teachers College elective courses -- one 3-point course and one 1-point course -- for a total of 4 points. These courses require advisor approval (4 points).
2. Organizational and Institutional Analysis
- Required Courses:
- ORLH 4020 College and university organization and administration (3)
- ORLH 4031 Financial administration of higher education institutions (3)
- Elective Courses (6 points): Choose two from the following:
- ORLD 4051 How adults learn (3)
- ORLH 4012 The community college (3)
- ORLH 5011 College teaching and learning (3)
- ORLH 5527 Advanced professional seminar: The college professoriate (3)
- ORLH 5545 Advanced professional seminar: The civic mission of higher education (3)
- ORLH 5546 Advanced professional seminar: Philanthropy and education (3)
- ORLH 6556 Educational leadership: Research, art and practice (3) or equivalent with advisor approval
- Other ORLH courses (TBA) related to Higher Education area of interest with advisor approval (3)
- Other Courses: M.A. students with internships must take ORLH 5241, Observation and Supervised Fieldwork in Higher and Postsecondary Education (1 point). Non-internship students elect another Teachers College course with advisor approval (1 point).
- Minimum of two additional out-of-Program Teachers College elective courses -- one 3-point course and one 1-point course -- for a total of 4 points. These courses require advisor approval (4 points).
3. Social/Cultural and Civic Analysis
- Required Course: ORLH 5044 Theories of diversity in higher education (3)
- Elective Courses (9 points): Choose three from the following:
- ORLD 4051 How adults learn (3)
- ORLH 5011 College teaching and learning (3)
- ORLH 5522 Advanced professional seminar: Contemporary student issues and policies (3)
- ORLH 5524 Advanced professional seminar: An analysis of student cultures (3)
- ORLH 5527 Advanced professional seminar: The college professoriate (3)
- ORLH 5545 Advanced professional seminar: The civic mission of higher education (3)
- ORLH 5546 Advanced professional seminar: Philanthropy and education (3)
- ORLH 6556 Educational leadership: Research, art and practice (3) or equivalent with advisor approval
- Other ORLH courses (TBA) related to Higher Education area of interest with advisor approval (3)
- Other Courses: M.A. students with internships must take ORLH 5241, Observation and Supervised Fieldwork in Higher and Postsecondary Education (1 point). Non-internship students elect another Teachers College course with advisor approval (1 point).
- Minimum of two additional out-of-Program Teachers College elective courses -- one 3-point course and one 1-point course -- for a total of 4 points. These courses require advisor approval (4 points).
Important Note
Changes or other adjustments to requirements and distributions, as shown for the M.A. in Higher and Postsecondary Education, require approval of the HPSE M.A. Advisor.
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Master of Arts (M.A.) in Curriculum and Teaching
The Master of Arts in Curriculum and Teaching (MA-CURR) is designed for early and mid-career educators with a range of experiences in a diversity of formal and informal learning contexts who wish to deepen their knowledge, skill, and vision as teachers, educational leaders, and developers of curriculum. The 32-credit program provides students a core of common experiences, driving questions, and shared challenges, within a flexible individualized program of study designed to further their more focused needs, interests, and professional aims. Coursework prepares educators to be intellectually curious and active contributors to the betterment of education. Graduates of the program work professionally as teachers, coaches, mentors, cooperating teachers, non-profit leaders, museum educators, community-based educators, and activists, among other roles in schools, organizations, and communities.
Core Courses (12 points)
- C&T 4002 Curriculum Theory and History (3 points)
- C&T 4005 Principles of Teaching and Learning (3 points)
- C&T 4052 Designing Curriculum and Instruction (3 points)
- C&T 4502 Master’s Project Seminar (Fall - 3 points)
- C&T 4502 Master’s Project Seminar (Spring - 0 points)
Elective Courses (20 points)
Students choose from a range of elective courses totaling 20 credits across three categories: Critical Perspectives on Learning, the Sociopolitical Context of Education, and TC Breadth Electives. Students design a program of study relevant to their interests in consultation with their advisor. To meet this requirement, MA-CURR students take courses in and outside of the Curriculum and Teaching Department. Advisors draw on knowledge of many Teachers College programs and professors to help students construct a program of high interest, interdisciplinary coursework, and educational relevance. Work with your advisor to ensure that your electives meet the following criteria:
- Critical Perspectives on Learning: At least three (3) points that address critical perspectives about learning and learners.
- Sociopolitical Context of Education: At least six (6) points address diversity issues and the sociopolitical contexts of education.
- TC Breadth Electives: At least eleven (11) points that align with the student's individual professional goals.
Master’s Project & Fieldwork
By the end of the program, MA-CURR students design and conduct a disciplined inquiry into an issue, problem, or question of particular interest to the students’ curricular and/or pedagogical investments, educational and social values, and professional contexts and aims. This project will be supported by fieldwork in the C&T 4502: Master's Project Seminar.
Master's Project Seminar
A master’s project may take multiple forms, such as a practice-based intervention in a learning environment, curriculum analysis and design, an arts-based creation, or an academic paper synthesizing and critiquing prior research. Students are encouraged to think creatively and incorporate multimodality in how they design their inquiries and share their new knowledge. In all cases, an end goal is for students to arrive at a well-grounded, articulated perspective and/or a set of recommendations for their own practice and continuing thought.
Fieldwork
Students will gain field experience through the 3-credit C&T 4502: Master's Project Seminar. Course instructors will work with students to identify sites of independent observation and critical reflection on instructional practices, interactions among students and teachers, critical issues, curricular enactments, and design activities in a variety of educational spaces. Fieldwork will enhance readings and discussion in core courses and lead to new or deepened thoughts, curiosities, and inquiry questions that catalyze in a master’s project.
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Timeline
The master's degree program has a flexible timeline to allow students to determine their schedule for completion. Students work with their advisor to plan a course schedule that maps to their desired graduation timeline. The program can be completed in 16-months with full-time study, which allows students to deeply engage in coursework and take the time to fully benefit from the rich experiences and community offered by a Teachers College education. A 12 to 14-month accelerated timeline opens the opportunity to start the program during the summer. The program may also be taken part-time at your own pace. Part-time students have five years to complete the program.
Important Note
The MA in Curriculum and Teaching (MA-CURR) does not lead to teaching certification. For advice on New York State licensure requirements, interstate reciprocity, alternative routes to certification, and related matters, please consult the Office of Teacher Education (OTE). The Department of Curriculum and Teaching also offers two MA programs leading to elementary (MA-CUED) or secondary (MA-CUSD) level professional certification in New York State.
Master of Arts (M.A.) in History and Education
The Master of Arts degree program offers two approaches: 30 points and a formal master’s essay, or 32 points and a special project. Topics and preparation of the essay or the special project are to be determined in consultation with the student’s advisor. At least 15 of the points taken for the degree must be in the field of history and education. At least three Teachers College courses (for at least 2 points each) must be taken outside of the Program in History and Education.
Master of Arts (M.A.) in Education Policy
The 33-credit M.A. degree aims to build a cadre of education policy experts whose deep grounding in a range of educational policy issues is matched by their understanding of the policy process and the tools of policy analysis. The degree is focused on the preparation of policy analysts, policy advocates, and education researchers.
The 33-credit Master of Arts (M.A.) degree offered by the Education Policy Program is focused on the preparation of policy analysts, policy advocates, and education researchers. The degree program develops students’ knowledge and skills by drawing on interdisciplinary policy studies, the social science disciplines of economics, history, law, politics, and sociology, and substantive content on policies and practice in early childhood education, K-12 education, higher education, law and education, and data analysis and research methods. The M.A. degree program is commonly accepted as preparation for entry-level positions in the education policy field.
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Culminating Requirement
Students will write a reflective essay on what they have learned through their Education Policy M.A. degree program. The reflective essay represents an opportunity for students to consolidate what they have done in separate classes and present a comprehensive and critical assessment of the core ideas and skills they have encountered; the intellectual, professional, and personal changes they have experienced; and their ideas and plans for the future. The reflective essay will be assessed as Pass or Fail by the student’s advisor, and students may be asked to revise the essay until it is acceptable.
Admission
The faculty members of the Education Policy Program collectively make admissions decisions for our Program. We are committed to a holistic review of applicants’ materials and to creating a diverse and inclusive entering class and learning environment. In the application materials, the Statement of Purpose is particularly important. We strongly recommend that applicants describe their intellectual and applied interests in education policy and why they believe our program is a good fit for them given their background, past experiences, and future plans. It is helpful to mention particular specialization areas they’re interested in and/or faculty members they would like to work with. Applicants are also encouraged to describe any personal circumstances that have impacted their prior education and their plans for the future.
Master of Arts in Teaching
Our Master of Arts in Teaching program challenges traditional boundaries, fostering an environment of critical thinking, creativity, and active problem-solving. We're not just focused on subject mastery; we delve into the intricate nuances of engaging students across a spectrum of content areas. Our innovative curriculum and experienced faculty guide you to cultivate an understanding of learning as an intricate process-one that requires creativity, commitment, and a deep understanding of diverse students and their needs. This program is built around the core proposals of the National Board for Professional Teaching Standards. Applicants may have a baccalaureate degree in any field.
Master of Education (Ed.M.) in Curriculum and Teaching
The Master of Education (Ed.M.) degree is an advanced master’s degree (between an M.A. degree and an Ed.D. degree) that offers a flexible program of study focusing on leadership in curriculum and teaching in a range of educational settings. This degree program offers students the opportunity to develop specialized understandings and a capacity for leadership in curriculum and pedagogy. Leadership is interpreted broadly in this program to include developing curricula, studying teaching, designing professional development, and engaging in action research, all with a focus on challenging inequalities and imagining new possibilities for education. The Ed.M. is a 60-point degree program, with the possibility of transferring 30 points from previous relevant graduate study. Students typically enter the program with a prior master’s degree and a minimum of two years of teaching experience, or the equivalent. Courses are primarily offered in person during evening hours on the Teachers College campus. While online classes are available, students must take the majority of their courses in person.
Required Courses
The program is organized around a core of common coursework, dealing with principles, history, theories, and skills of curriculum design and pedagogy. Beyond the core common coursework requirements, Ed.M. students work with a faculty advisor to design individual program plans reflecting their particular interests, needs, and desired area(s) of professional expertise. Toward the end of the program, all students identify an issue, problem, or question of concern to serve as the basis of an Integrative Project.
Core Courses (9 points)
- C&T 4002 Curriculum Theory and History (3 points)
- C&T 4005 Principles of Teaching and Learning (3 points)
- C&T 4052 Designing Curriculum and Instruction (3 points)
- C&T 5500 Ed.M. Project Seminar (Fall- 3 points)
- C&T 5500 Ed.M Project Seminar (Spring 0-points)
Elective Courses (51 points)
Beyond the core, EdM students have considerable latitude to design a program of study relevant to their interests in consultation with their advisor. Program advisors draw on the knowledge of many Teachers College programs and professors to help students construct a program of high interest, interdisciplinary coursework, and educational relevance. This flexibility allows Ed.M. students to select additional courses that support their unique professional goals for curriculum leadership. It is possible to take elective courses in and out of the C&T department and at other Columbia University graduate schools.
- Sociopolitical Context of Education: At least six (6) points address diversity issues and the sociopolitical contexts of education.
- TC Breadth Electives: At least forty-two (42) elective points that align with the student's individual professional goals. These may be in or outside of the C&T Department.
Transfer Credit
Most points earned through a prior degree at TC with the exception of student teaching, fieldwork, practicum, and internship courses will automatically transfer to the Ed.M. degree. Students with relevant master’s level study from a prior graduate program not at TC, may transfer up to 30 points towards the degree.
The Integrative Project & Seminar
The Integrative Project is an opportunity for Ed.M. students to design and conduct a disciplined and substantial inquiry into an issue, problem, and question of particular interest, germane to the student’s curricular and/or pedagogical investments, educational and social values, and professional contexts and aims. Student projects may take multiple forms, such as practice-based research, curriculum analysis and design, an arts-based creation, or an academic paper synthesizing and critiquing prior research. Students are encouraged to think creatively and incorporate multimodality in how they design their inquiries and share their new knowledge. In all cases, an end goal is for students to arrive at a well-grounded, articulated perspective and/or a set of recommendations for their own practice and continuing thought. Students present their projects to colleagues, faculty, friends and family, at an Academic Showcase at the end of the spring term.
Students begin conceptualizing this project in C&T 5500 Master’s Project - Ed.M Project Seminar taken in the fall semester of the first or second year of the program depending on the student’s individual timeline for program completion. The purpose of this seminar is to initiate a project that will integrate course learning and expand knowledge and practice of leadership. The seminar instructor will be responsible for guiding students’ completion of the integrative project.
Timeline
The timeline for completing the Ed.M. degree is flexible. With careful planning and advisement, the program can be completed in 2+ years for full-time students, or less if transferring credits from a previous master’s degree program. Students who continue to work professionally often enroll part-time and complete the program at their own pace. Part-time students are expected to make steady progress towards the degree and have five years to complete the program.
Important Notes
- The Ed.M. degree in Curriculum and Teaching does not lead to New York State certification as a teacher or as a building administrator.
- As a requirement of New York State, students may not take more than 49% of their courses online.
General Admission Requirements for International Students
International students seeking admission at Columbia University will have to fulfill specific admission requirements. Columbia University values a holistic application process, considering a combination of academic achievements, extracurricular involvement, and personal qualities.
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