MA in Educational Studies
The MA in Educational Studies is an opportunity for motivated, independent-minded learners seeking new ideas in education. Students have the flexibility to design programs of study specifically around their backgrounds and interests. The department matches students with faculty advisors, who work with them to create their plans, selecting courses from Education and across the university, and, as appropriate, planning internships, independent studies, or projects. A significant project could develop into a master's thesis.
Students in the program include K-12 teachers interested in furthering their intellectual and professional development; community activists who see education as key to societal health; and educators in any setting who would like to conduct research on learning and instruction.
Some students look to apply studies of critical theory in STEM Education. Others are interested in developing community spaces of learning — to enhance their practices as K-12 teachers or their preparation for college teaching, to work with students making the transition from high school to college, or to study educational practices in other countries. There are lots of possibilities.
Program Requirements and Policies
The MA in Educational Studies degree is awarded after successful completion of 30 credits at the graduate level (courses numbers 100 or above). At least 18 credits must be from courses taken within the Department of Education.
Due to the flexible nature of the Educational Studies MA program, there is not a set list of required courses. We encourage you to work with your Faculty Advisor to develop a program of study tailored to your interests and goals.
See the current semester's course offerings and a full list of descriptions of courses from the Department of Education by visiting the Courses page.
If you have questions regarding the Educational Studies program reach out to your advisor or to the program director, Shameka Powell.
Example of Programs
Study race, class, gender and other categories of identity, culture, and institutional and structural power as they relate to education. This was the main focus of the program for more than a decade, and it is still a central area of work in the department. Possibilities include:
- Following the previous program of study;
- Designing a program connected with Department of Studies in Race, Colonialism, and Diaspora or with Women's, Gender, and Sexuality Studies.
Prepare to promote and advocate for students' emotional health and development. Possibilities include designing a program connected with:
Study learning in environmental science and policy, drawing on courses in the Tufts Environmental Studies Program. Possibilities include:
- research on learning about environmental science
- developing curriculum for community outreach
- connecting to studies of sustainability in Urban and Environmental Polic