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The Master of Education degree in Curriculum and Instruction (C&I) is for students with teaching experience, or for students who wish to eventually pursue doctoral study. This non-licensure degree provides the opportunity to establish a foundation in contemporary theory and issues of curriculum and instruction and to build upon that foundation with electives and specialized concentrations of study that leverage the expertiseÌýof faculty in the Teaching, Curriculum, and Society department.Ìý
Please note, this degree program does not lead to licensure, nor are students in this program eligible to apply for supervised practicum experiences.Ìý
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At its core, the Master of Education in C&I familiarizes students with various ways to understand and evaluate school curricula and to consider how teaching practices linked to those curricula can be oriented toward equity and social justice. This non-licensure program offers various concentrations in the areas of Catholic Education; Disability, Special Education, and Inclusion; and Multilingual Literacy, providing the opportunity to develop expertise in areas critical to contemporary school contexts.Ìý
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Please note: This curriculum is for the 2024-2025 academic year.Ìý
Students must complete the following two (2) courses for this degree. Students must then choose an additional four (4) Curriculum & Instruction (C&I) courses (3 credits each, 12 credits total) with the help of their advisor.
Course | Course Title | Credits |
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EDUC7421 | Theories of Instruction This course provides an in-depth review of modern instructional models classified into selected families with regard to perception of knowledge, the learner, curriculum, instruction, and evaluation. Each student will be asked to survey models in his/her own field(s) and to select, describe, and defend a personal theory in light of today's educational settings based upon personal experiences, reflection on current research, and contemporary issues central to the education of all learners. | 3 |
EDUC7436 | Curriculum Theories and Practice This course asks teachers to analyze the philosophical underpinnings of educational practices and examine their own philosophies of education to construct meaning and practice from the interplay between their beliefs and alternative theories. Designed for individuals advanced in their professional development. | 3 |
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Students can choose to use the four (4) core C&I courses and four (4) elective courses to pursue concentrations.ÌýStudents typically pursue 1-2 concentrations.
Please note: All concentrations vary by the number of required credits.Ìý
StudentsÌýmust complete a total of 24 graduate level credits, consisting of concentration courses and/or elective courses within Boston College for the M.Ed. in Curriculum & Instruction.
For more information about the Comprehensive Exam for the M.Ed. in Curriculum & Instruction, please review the document below.Ìý
Course | Course Title | Credits |
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EDUC4100 | Master's Comprehensive Exam In order to ensure that all students graduating from the master's program have a fundamental understanding of their coursework and the field, they are required to take a comprehensive examination covering the broad areas of the core courses.Ìý | 0 |
Students can declare up to two concentrations. Students should meet with the concentration director before declaring a concentration. The number of credits for each course is listed after the course title. All courses are required unless otherwise noted.
Please note: The concentrations in Catholic Education and Global Perspectives on Education are hybrid programs.
This hybrid concentration in Catholic education aims to provide students with a comprehensive understanding of its philosophical, historical, and spiritual foundations, as well as pedagogical approaches for Catholic schooling and opportunities for student formation. Students will also gain insight into current and future challenges and opportunities for Catholic education.
Director: Dr. Charlie Cownie
EDUC7156 | Models of Teaching and Learning in Catholic EducationÌý This course will examine past, current, and potential future models of Catholic schooling. Special attention will be given to the philosophical and historical foundations of Catholic schooling and how these foundations are lived out in pedagogical and curricular approaches used in contemporary Catholic primary and secondary schools. Additional time will be spent in analyzing how Catholic educational models are evolving to continue to carry out the mission of Catholic education in changing contexts. | 3 |
ELHE7505 | Transforming the Field of Catholic EducationÌý This course explores the history, purpose, current status, and possible futures of Catholic elementary and secondary schools. Students will become conversant with the body of scholarly literature, theoretical and empirical, that defines the field of Catholic education. Though the primary focus will be on Catholic schools in the United States, the course will explore how we can learn from the experience of other religiously affiliated schools in the U.S. and abroad, and from the experience of Catholic educators worldwide. Special attention will be devoted to how the Ignatian spirituality and pedagogy can be a resource for educators in Jesuit and non-Jesuit schools.Ìý | 3 |
Students must choose one (1) of the following Catholic educational history courses (3 credits).
EDUC7252 | What Makes Education Catholic? This course explores how a school presents itself to the world as offering Catholic education, it signals, at a minimum, that it is committed to educating from and for faith. It is to educate from deep spiritual convictions that are core to Catholicism and for a Transcendent as well as an immanent perspective on life, preparing students to live well into an Ultimate Horizon God as revealed in Jesus Christ. What does this ask of the curriculum of a Catholic school, of its faculty and administrators? We once took for granted our response to such questions, for example when 95% of faculty and staff were vowed religious and all students were decidedly Catholic. That era has passed, bringing new challenges and opportunities. Note, for example, the growing number of students from other or no faith tradition attending, likewise an often diverse faculty and staff, and many Catholic students who are more cultural than affiliated in their faith. This changed reality, coupled with the secular and postmodern culture of our time, offers new opportunity for a fresh address of what makes education Catholic. | 3 |
EDUC7734 | Spiritual Sources of Catholic Education and CatechesisÌý | 3 |
By completing this certificate,ÌýM.Ed. candidates will develop a deep understanding of:
Director: Dr. Patrick Proctor
EDUC7301 | Teaching, Curriculum, and Learning Environments: Global Perspectives What kinds of education are most needed for a world characterized by spiraling political polarization, increasing economic interdependence, rapid climate change, and a global pandemic like COVID-19? This online course will introduce students to contemporary debates about how educators should teach, what students should learn, and how schools should interact with society. The course is global in scope and will require in-depth study of country cases and failed and successful models of change. International students and U.S. students curious about other countries' approaches to education are strongly encouraged to enroll. | 3 |
Students will select two (2) courses from the elective options listed below.Ìý
EDUC7305 | Globalization, Mobility, and Education This course address political economic issues related to migration and education. Drawing on the anthropology of globalization and sociology of immigration, the course reviews major theories of immigrant incorporation and exclusion processes in schools, examines case studies of im/migrants, refugees, and displaced persons and their adaptation processes in countries in the Global North and the Global South, and considers educational practices and policies that develop to address mobility in diverse contexts. The course asks how cultural, social, political, and economic factors influence im/migrant incorporation, and how educators can facilitate im/migrant students' opportunities for learning through changes in policies, pedagogies, and curricula. | 3 |
EDUC7309 | Preparing the Whole Person for Global Citizenship This course is for graduate students and upper-level undergraduates who are interested in the fields of education and psychology. The course will focus on the development of individuals and their role as global citizens. We will explore the whole person development of adolescents and emerging adults in the digital age--one marked by a participatory culture. We explore these questions while foregrounding the different strategies and methodologies of counseling, developmental, and educational psychology. | 3 |
EDUC7306 | Language Learner in Global Perspective This course provides an overview of language learning and the situation of second language learners in schools. First, we review processes of language learning and the challenges language learners face when they must simultaneously learn a language and learn subject matter in that language. We do this from a socialcultural perspective, exploring language learning as embedded in sociohistorically situated activities. We develop and account of how learning language is also learning culture. Second, we study how these processes vary across cultural contexts. Because language learning is woven into social and historical contexts, processes of language learning and schooling vary around the world. The course develops several case studies from different areas of the globe in order to illustrate how language learning and schooling can intersect in different ways. | 3 |
EDUC7307 | Global Perspectives on Disabilities and Special Education In the modern world there are many differing perspectives about the significance of disabilities. In this course we examine both "medical model" perspectives on the origin and nature of disabilities, as rooted in the scientific method, and post-modern critical perspectives. Cultural influences on how those perspectives are valued will also be considered. Differing approaches to special education practice--both service delivery systems and interventions--will be critically compared to the thought traditions. The ethics and social value of special education will also be considered. | 3 |
EDUC7308Ìý | Designing Learning Environments in a Social and Digital World In today's society, what counts as knowledge and expertise has changed considering the global shifts in interconnectivity, social interactions, and technology. Previous models of learning focused on knowledge as a collection of facts within curriculum and learning environments helping individuals obtain those facts. However, today technology can enable all individuals to quickly obtain facts. Instead, expertise requires deep knowledge in which ideas are applied across multiple contexts in particular contexts with people and tools. These shifts in knowledge as well as technological advances have significant implications for how we design curriculum and other learning environments. In this course, we will examine different learning environments as well as various aspects within those environments. In this course, we will consider the environment both as conceptualized by its designers (the design) and as it is experienced by participants as learning interactions unfold in particular settings (the enactment) to evaluate the effectiveness of those learning environments. | 3 |
EDUC7302 | Models and Theories of Instructional Design Now well into the twenty-first century, schools struggle with the challenge of offering a high quality education for all learners regardless of race, family status, national origin, language, or ability. Increasingly, curriculum is accessed digitally and student work is generated and exhibited using technology tools. The once familiar artifacts of classrooms are rapidly giving way to radically new forms of teaching and learning. Within this context of change, this course reviews the evolution of theories of learning and instruction and then critically examines a range of contemporary models and theoretical frameworks. Learning activities in the course will allow participants to develop their own personalized framework for planning and implementing instruction. | 3 |
EDUC7303 | Curriculum, Theories, Practice and Design | 3 |
EDUC7304 | Family and Community Engagement The purpose of this course is to introduce participants to theories, practices, and empirical research regarding family and community engagement in schools. The focus is on how school leaders--formal and informal--enact organizational models, educational programs, and political strategies that increase authentic relationships with parents and community members. Topics of study will include community schools/full service schools, parent involvement models, involvement of diverse families, grassroots organizing for community development, afterschool and community-based education, and school board-community relations. Direct participation in inquiry into school-community activities conducted on-site in schools and neighborhoods will be requirement of the course. | 3 |
Director: Dr. Patrick Proctor
Students will select one (1) course from the options listed below.Ìý
Course | Course Title | Credits |
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EDUC7621 Ìý | Bilingualism, Second Language, and Literacy Acquisition This course explores first and second language and literacy development of children raised bilingually as well as students acquiring a second language during pre-school, elementary, or secondary school years. This course also addresses theories of first and second language acquisition, literacy development in the second language, and factors affecting second language and literacy learning. Participants will assess the development of one aspect of language or language skill of a bilingual individual and draw implications for instruction, parent involvement, and policy. | 3 |
EDUC7592 | Foundations of Language and Literacy Development Foundations of Language and Literacy DevelopmentÌýis a graduate-level course designed for both masters and doctoral students. At the masters level, the course meets the needs of students in licensure programs and in the Curriculum & Instruction masters programs.Ìý | 3 |
Students will select two (2) courses from the options listed below.ÌýStudents may choose to complete an additional core course to fulfillthe elective requirements of this concentration.
Course | Course Title | Credits |
EDUC6346 | Teaching Bilingual Students in Elementary Schools This course prepares students to participate in increasingly multilingual and multicultural environments in order to better serve bilingual students, families, and communities. Building on theory, research, and practice form the field of bilingualism, second language acquistion, and education, students will learn about the process of language and literacy development in children and adolescents who are exposed to more than one language, and the social and cultural contexts in which this development occurs. Through the use of case studies and school profiles, students will deepen their understanding of issues in bilingualism and bilingual educaiton. Students will also have an opportunity to build cultural competence skills by learning about diverse communities in the U.S. | 3 |
EDUC6347 | Teaching Bilingual Students in Secondary Education | 3 |
EDUC7306 | Language Learners in Global Perspective This course provides an overview of language learning and the situation of second language learners in schools. First, we review processes of language learning and the challenges language learners face when they must simultaneously learn a language and learn subject matter in that language. We do this from a socialcultural perspective, exploring language learning as embedded in sociohistorically situated activities. We develop and account of how learning language is also learning culture. Second, we study how these processes vary across cultural contexts. Because language learning is woven into social and historical contexts, processes of language learning and schooling vary around the world. The course develops several case studies from different areas of the globe in order to illustrate how language learning and schooling can intersect in different ways. | 3 |
EDUC7314 | TESOL Through Using Instructional Technology | 3 |
EDUC7315 | TESOL Applied Linguistics for K-12 Teachers | 3 |
EDUC7313 | Innovative Teaching Practices for ESLs/EFLs | 3 |
EDUC7616 | Bilingual Literacy and Literature This course is designed to provide pre- and in-service practitioners exposure to contemporary issues, perspectives, and approaches for literacy instruction in bilingual education settings. These bilingual education settings include transitional and dual language bilingual education programs, and we will explore literacy instruction as it pertains within and across these different program models. At its core, the course is designed to model the types of instructional approaches it espouses. The course will be delivered bilingually, in Spanish and English. As such, the language of instruction of the course, as well as expectations for participation, are fluid and variable. The course targets a range of literacy related topics (see topics grid below) all designed to orient the bilingual educator toward bilingual literacy instruction in contemporary bilingual education contexts. | 3 |
Director: Dr. Martin Scanlan
Course | Course Title | Credits |
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ELHE7701 Ìý | Introduction to Educational Leadership Brings a foundational focus to the work of educational administration, centering on the core work of teaching and learning and exploring how that central work is supported by the cultural, technical, political, and ethical systems of the school. | 3 |
Course | Course Title | Credits |
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ELHE7701 Ìý | Introduction to Educational Leadership Brings a foundational focus to the work of educational administration, centering on the core work of teaching and learning and exploring how that central work is supported by the cultural, technical, political, and ethical systems of the school. | 3 |
Students will select two (2) courses from the options listed below.Ìý
Course | Course Title | Credits |
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ELHE7103 Ìý | Educational Law and Public 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. | 3 |
ELHE7708 | Instructional Leadership Introduces students to many of the contested issues in the field of supervision, such as the relationship between supervision and teacher development, teacher empowerment, teacher alienation, learning theories, school effectiveness, school restructuring, curriculum development, and scientific management. | 3 |
ELHE7711 | Using Data and Evidence for School Improvments This course prepares leaders to manage initiatives around continuous improvement and data-informed inquiry. On one hand, students will develop basic research skills that will contribute to evidence-based school improvement, including action research. On the other hand, students will explore the landscape of supports and barriers to using data and other evidence effectively in schools. | 3 |
ELHE7726 | Organizational Theory and Learning Rather than focusing on traits of the individual leader, this course focuses on the dimensions of organizations and teams that both facilitate and complicate leadership. Examples include managing conflict, developing a shared vision, and differentiating between technical and adaptive change. | 3 |
ELHE7727 | Family and Community Engagement This course will explore the theory and practice of family-school-community relationships with a particular focus on the role of school leaders in enacting organizational models, educational programs, and political strategies designed to increase authentic parent and community participation in schools and other educational organizations.. | 3 |
Develop your knowledge and skill for teaching students who may have disabilities. This certificate is not intended for special educators, but for general education professionals such as teachers in inclusive classrooms, participants in RTI (response to intervention), and co-teachers.
Director: Dr. David Scanlan
Students will select one (1) course from the options listed below.Ìý
Course | Course Title | Credits |
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EDUC6384 Ìý | Teaching Strategies for Students with Multiple Disabilities This course is designed primarily for elementary and secondary education teacher candidates and practicing educators, to help them develop an initial repertoire of skills for teaching students with educational disabilities.ÌýThe primary emphasis of this course is on the education of students with high-incidence (mild/moderate) disabilities in inclusive classrooms. Participants will learn to develop comprehensive instructional plans fully inclusive of students with educational disabilities, utilized an IEP to guide instruction, develop accommodations and modifications appropriate to students and the curriculum, design individual, small, and large group instruction, and evaluate various service delivery options for educating students with disabilities. | 3 |
EDUC6597 | Educating Autistic Students In this course students will learn strategies and purported mechanisms behind current intervention models designed for students with ASD. Student will be able to evaluate research evidence and claims of effectiveness of each intervention, and will design and implement appropriate interventions for student with ASD. | 3 |
EDUC6589 | Teaching and Learning Strategies for Inclusive Secondary Educators This course is designed primarily for elementary and secondary education teacher candidates and practicing educators, to help them develop an initial repertoire of skills for teaching students with educational disabilities.ÌýThe primary emphasis of this course is on the education of students with high-incidence (mild/moderate) disabilities in inclusive classrooms. Participants will learn to develop comprehensive instructional plans fully inclusive of students with educational disabilities, utilized an IEP to guide instruction, develop accommodations and modifications appropriate to students and the curriculum, design individual, small, and large group instruction, and evaluate various service delivery options for educating students with disabilities. | 3 |
Course | Course Title | Credits |
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EDUC6496 Ìý | Foundations of Autism This course covers the major theoretical explanations for ASD symptomology, including contributions from education, psychology, neuroscience and related fields. Major debates surrounding identification, treatment, and outcomes of students with ASD, including recent commentaries from the ASD self-advocacy community, will be discussed. | 3 |
EDUC6595 | Assessment and Instruction of Students with Reading Difficulty This course examines the methods and materials related to formal and informal assessment, analysis, and interpretation of the results of assessment and instructional techniques for students with a range of reading difficulties (K-12). Focus is on the needs of students from varied populations. | 3 |
EDUC6374 | Supporting Positive Behaviors in Schools and Community This course explores discussion, reading, and research on the diagnosis and functional analysis of social behaviors, places substantial emphasis on the practical application of applied behavior analysis techniques. This course also discusses alternative management strategies for use in classrooms. | 3 |
EDUC6686 | Argumentative Communication for Individuals with Disabilities This course focuses upon the communication problems of persons who are developmentally disabled, physically challenged, hearing impaired, and deaf-blind. Students learn strategies for enhancing communication and learn how to develop and implement a variety of augmentative communication systems. | 3 |
EDUC6540 | Education Implications for Sensory, Motor, and Health Impairments This course addresses the impact of physical disabilities on learning. Emphasis is placed on the educational needs of children with cerebral palsy, visual impairment, or hearing loss in combination with intellectual disability. Basic anatomy of the eye and ear are covered along with the common causes of vision and hearing loss. This course prepares teachers to perform functional vision and hearing evaluations and to translate those findings into appropriate classroom accommodations and adaptations. Many children with disabilities have unmet sensory integration needs that influence their behavior and subsequent readiness to learn. | 3 |
EDUC7438 | Educating Learners with Disabilities This course focuses on the education of students with disabilities and other learners from culturally and linguistically diverse backgrounds. The goal of the course is to promote access to the general curriculum for all students through participation in standards-based reform. Universal Design for Learning (UDL) provides the theoretical framework for this course. Through an examination of historical milestones, landmark legislation, systems for classification, approaches to intervention, and the daily life experiences of diverse learners, students acquire knowledge about diversity and the resources, services, and supports available for creating a more just society through education. | 3 |
EDUC6495 | Human Development and Disabilities This course addresses the reciprocal relationship between human development and disability. Prenatal, perinatal, and postnatal causes of disability will be presented. Students will learn about theoretical perspectives, research, and current disagreements related to causes, identification, and treatment of disabilities. Prevention and intervention strategies will be presented for each disability. The application of assistive technology will be covered across disabilities. | 3 |
Through in-depth, interdisciplinary coursework and practice, this online certificate program prepares graduates to teach English to speakers of other languages.
Director: Dr. Deoksoon Kim
Course | Course Title | Credits |
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EDUC7306 Ìý | Language Learners in Global Perspective This course provides an overview of language learning and the situation of second language learners in schools. First, we review processes of language learning and the challenges language learners face when they must simultaneously learn a language and learn subject matter in that language. We do this from a socialcultural perspective, exploring language learning as embedded in sociohistorically situated activities. We develop and account of how learning language is also learning culture. Second, we study how these processes vary across cultural contexts. Because language learning is woven into social and historical contexts, processes of language learning and schooling vary around the world. The course develops several case studies from different areas of the globe in order to illustrate how language learning and schooling can intersect in different ways. | 3 |
EDUC7314 | TESOL Through Using Instructional Technology This course will focus on innovative teaching strategies for English language learners, covering topics such as developing thematic units, methods of teaching ESOL, second language reading and writing strategies, assessments, and multicultural education. The goal of this course is to enable students to understand and respond to the diverse linguistic, cultural, and educational needs of ESLs/EFLs in K-16 classes. Each module will also equip students with strategies guided by principles of comprehensibility and cultural sensitivity to make teaching adaptations for ESLs/EFLs. To accomplish the course objectives, the instructor will work on developing a lesson plan, language objectives, and curriculum for an on-going capstone project, which can be available to implement in students’ current or future classrooms. As part of each of these course modules, students will also engage in activities and tasks online and in the field that will raise their awareness of the practical and philosophical issues involved in fostering optimal environments for language and content learning for ESLs/EFLs. This class will discuss some of the latest, most effective research methods and teaching activities, collaborate with peers, and discuss salient issues related to curriculum and instruction in supporting language and content learning for ESLs/EFLs. | 3 |
EDUC7315 | TESOL Applied Linguistics for K-12 Teachers This course provides an introduction to the construction and use of languages, focusing on language structure (morphology, phonetics, phonology, syntax, and semantics), language use (discourse, pragmatics, and language variation), applied linguistics (L1 and L2), and English grammar. Students will compare English and other languages, exploring grammatical categories and processes. A wide range of topics are covered in the course, including grammar, syntax, semantics, sociolinguistic pragmatics (ex. body language), dialects, and computational linguistics. This course provides a solid foundation for future and current TESOL educators, language teachers, and language learners, as well as those pursuing advanced linguistics courses. There is no prerequisite or assumption of previous knowledge of linguistics for this course. | 3 |
EDUC7313 | Innovative Teaching Practices for ELLs With the development of computers, their relevance to TESOL education has increased. Although computers cannot replace the knowledge and skills of a qualified teacher, students and teachers can use computers to facilitate the language learning process. The internet offers many websites and software programs aimed at helping English language learners learn and practice their language skills. In addition, the internet provides teachers with access to a wide range of resources and teaching ideas. This course presents methods and materials useful in second language acquisition, and it also evaluates current technologies and their applications in the TESOL classroom. Emphasis is placed on interconnections among theory, procedures, and applications to address the different ways in which technology can be used to enhance second language acquisition. Through instruction and hands-on practice, students will learn the benefits of instructional technology for teaching English to speakers of other languages, overcome technophobia, and gain strategies to apply effective technologies to teaching ESLs/EFLs. | 3 |
In order to demonstrate skills and knowledge foundational to teaching English as a second language, students will be able to:
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J.D. in Law/M.Ed. in Curriculum & Instruction
Offered in conjunction with the Boston College Law School, this law and education dual-degree program prepares students to act as advocates in a variety of careers, including as policymakers, education leaders, policy analysts, teachers, and attorneys representing students, families, educators, or educational institutions. You’ll have access to leading experts and field-based learning experiences, allowing you to acquire vital skills.
As a graduate of this program, you will:
Become familiar with different ways to conceptualize a school curriculum and with major curriculum designers, both past and present;
Assess your own experiences with educational and curricular change as a means to gain greater insight into educational and institutional change processes writ large;
Examine approaches to multicultural education, anti-racist education, and inclusion that aim to transform the curriculum;
Explore the tensions and possibilities that face teachers day-in and day-out in the current social and political context;
Learn alternative strategies for assessment that provide multiple and authentic measures of student learning;
Analyze existing curricula in terms of various philosophical orientations;
Examine implications and applications of learning theories as drawn from teachers in elementary and secondary schools as well as from professionals working in higher education and contexts outside of formal schooling;
The Lynch School has a long history of national accreditation, which includes NCATE (National Council for Accreditation of Teacher Education), TEAC (Teacher Education Accreditation Council), and CAEP (Council for the Accreditation of Educator Preparation). Most recently, the Lynch School was granted full and complete accreditation through CAEP, valid from Fall 2018 through Spring 2024. Boston College is currently the only CAEP accredited education preparation organization in Massachusetts.
#14
National ranking for Curriculum and Instruction program
U.S. NEWS & WORLD REPORT
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Founded in 1997, the Urban Catholic Teacher Corps (UCTC) actively engages in the ministry of teaching in the schools of the Archdiocese of Boston. UCTC provides an academically rigorous and experientially rich urban Catholic teacher preparation based on the 500-year-old Jesuit tradition of formative education.Ìý
Embark on a transformative journey by earning a master's degree in Curriculum & Instruction while actively teaching in partner Catholic schools for two years. This immersive experience aims to recruit and retain diverse educators, introducing them to the fulfilling work in Catholic school settings.
The Lynch School of Education and Human Development provides more than $11.4 million in financial aid to students each year. As a result, the quality of ¾«¶«Ó°Òµâ€™s instruction, the benefit of our alumni network, and the impact a ¾«¶«Ó°Òµ degree will have on your employment options is both affordable and invaluable.Ìý
A non-refundable application fee of $75 is required. The fee isÌýwaived for select applicants.
Deadlines
Spring 2025
Priority Deadline - November 1
Rolling Admission - Until December 1
Summer 2025
Priority Deadline - January 7
Rolling Admission - Until April 1
Fall 2025
Priority Deadline - January 7
Rolling Admission - Until July 15
To be uploaded to your online application.
In addition to your academic history and relevant volunteer and/or 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.
To be uploaded to your online application.
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.
Two letters of recommendation are required, with at least one preferably coming from an academic source. Applicants may submit one additional recommendation of their choice.
Transcripts from all college/university study are required.
Applicants who have received degrees from institutions outside the United States should view the "International Students" section for additional credential evaluation requirements.
Please begin your online application before submitting your transcripts. Details on how to submit transcripts and international credential evaluations can be foundÌý. In order to ensure your transcript reaches our office, it is important to review and follow the instructions.
GRE scores are not required. If you wish to send GRE scores, the Lynch School GRE code is 3218.
Please view the "International Students" section for information on English Proficiency test requirements.
Not required.
Applicants who have completed a degree outside of the United States must have a course-by-course evaluation of their transcript(s) completed by an evaluation company approved by the . Submission of falsified documents is grounds for denial of admission or dismissal from the University.
Applicants who are not native speakers of English and who have not received a degree from an institution where English is the primary language of instruction must also submit a TOEFL or IELTS test result that meets the minimum score requirement.
Please click the link below for full details on these requirements.
Requirements for International Students
Ìý gsoe@bc.edu
Ìý 617-552-4214