Masters Program in Tennessee in the USA

Top Master's Programs in Tennessee in the USA 2017

Master

The benefits of a Masters extend beyond improving your earning potential. They can provide you with personal and professional skills to accelerate your development. They are also an opportunity to differentiate yourself from your peers, many of whom will have similar A-level and undergraduate qualifications.

Earning a Master requires two years of education after earning a Bachelor. This advanced degree may help students to achieve their educational and professional goals, as the rigors of a Master’s program help train students in the skills and knowledge they need to land the career of their dreams.

 

The United States of America is a large country in North America, often referred to as the "USA", the "US", the "United States", "America", or simply "the States". American colleges are funded by "tuition" charged to the student, which is often quite expensive, very commonly reaching into the tens of thousands of dollars per year.

Tennessee is a state full of natural and manmade beauty. The state lies across the Appalachian mountains and alternates between big cities and rolling hills. Tennessee is home to hundreds of universities, many of which are world renown for their academic prowess.

Masters Degrees in Tennessee in the USA

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Masters of Education in International Education Policy and Management

Vanderbilt Peabody College
Campus Full time September 2017 USA Nashville

Through a multifaceted approach to education led by faculty with expertise in human capital development, international organizations, and education policy reform, IEPM equips students with the skills and knowledge to become change makers in the field of international education and human and economic development around the world. [+]

Top Masters Degrees in Tennessee in the USA. Through a multifaceted approach to education led by faculty with expertise in human capital development, international organizations, and education policy reform, IEPM equips students with the skills and knowledge to become change makers in the field of international education and human and economic development around the world. Program focus Through foundational coursework, IEPM students gain a deep theoretical understanding of underlying public policy issues facing K-12 and higher education systems and non-formal learning environments in varying contexts around the world. Combined with a strong background in research and data and a focus on practical application, students are prepared to critically engage and address salient issues within international education today, notably the relationships between education and economic growth, social cohesion, global health, and other dimensions of human development. Students IEPM proudly attracts a diverse student cohort from within and outside of the United States, with roughly one-half comprised of international students. Current and past international IEPM cohorts of students have come from China, Russia, Pakistan, Ukraine, Paraguay, South Korea, Armenia, Kazakhstan, Taiwan, Iraq, Japan, Georgia, Uzbekistan, Kyrgyzstan, Romania, India and the United Arab Emirates. Many students bring professional experience in teaching, development assistance, advocacy and community outreach, including in the Peace Corps, Teach for America, the U.S. Student Fulbright Program and more, that enriches the learning experience of all students in the program. Structure and Delivery Most IEPM students pursue their degrees full time (9 credit hours per semester) over the course of two years (four semesters). IEPM courses typically meet during the week, usually in the evenings (4:10-7:00pm), with select courses occasionally offered during the day. With this course offering schedule, many students find that they can also pursue part-time employment on campus as either a graduate or research assistant for a faculty member. Curriculum Requirements 36 credit hours consisting of 12 hours of the IEPM core (4 courses); 6 hours of methodology (2 courses); and 18 hours of electives selected with the guidance of the faculty advisor. Additionally, a two-month practicum (which can be taken with or without course credit, as determined by the student) is usually taken in the summer after the first year. I. IEPM Core Courses International Issues in K–12 Education Policy Reform (3) Comparative Issues in Higher Education Policy Reform (3) International Organizations and Economic Development (3) Education and Economic Development (3) II. Methodology Research Methods and Data Analysis I (3) Research Methods and Data Analysis II (3) III. Electives Elective courses may be taken across Peabody College, as well as in other disciplines offered across Vanderbilt University upon consultation with and approval of your faculty advisor. Past IEPM students have elected to take courses through the law school, graduate school, business school, divinity school, and the Vanderbilt Institute of Global Health. Some popular electives taken by IEPM students include the following; however, students are free to choose any others not included in this list: Social Context of Education Leadership and Policy Economics of Higher Education Education in the Asia-Pacific Region: Development, Reform, Innovation International Perspectives on Leadership Politics and Governance in Education Grants, Policy, and Administration Non-Profit Management American Education History and Policy Teaching and Teacher Policy College and University Management Postsecondary Access and Opportunity Public Finance of Higher Education College Student Personnel Services Total number of course credits required for graduation: 36 Graduation requirements In addition to completing 36 credit hours toward the degree, IEPM students must also either pass a comprehensive examination (offered in the spring) OR write and submit a master’s thesis paper on a topic of their choosing. Only upon successful completion of the comprehensive exam or the master’s thesis will the student be considered a candidate for graduation. The IEPM Advantage The IEPM program allows students to tailor their curriculum and experience to their own individualized pursuits, and many students have complemented their international education coursework with classes in business, law, religion, global health, regional and area studies, and other disciplines across Vanderbilt University. Combined with a summer practicum experience, our IEPM students are prepared with essential skills and specialized content knowledge necessary to tackle some of the greatest educational challenges of our time. Many of our graduates go on to pursue careers with international development agencies, private foundations, advocacy groups, government bodies, private consultancies, non-profit organizations, school districts, and higher education institutions, among others. Some graduates of the program choose to pursue further graduate or professional study at the Ph.D. level. There is no one “traditional” path for IEPM graduates, and the program thrives on bringing together students of diverse and varied backgrounds, interests, and experiences as they relate to international education [-]

Masters of Education in English Language Learners

Vanderbilt Peabody College
Campus Full time September 2017 USA Nashville

Peabody's master of education program in English Language Learners is open to students who already possess a state teaching license or others who wish to pursue advanced study in the area of teaching linguistically diverse students in international settings. [+]

Peabody's master of education program in English Language Learners is open to students who already possess a state teaching license or others who wish to pursue advanced study in the area of teaching linguistically diverse students in international settings. The program is designed to introduce students to the foundational and practical information to effectively serve populations who are learning English as a second language. The program consists of two strands, teaching English language learners in U.S. educational settings and teaching English in an international setting. TRANSLATE We test an instructional model (TRANSLATE) designed to improve the English reading comprehension of EL students in grades 2 and 3. In TRANSLATE, students learn to identify key textual excerpts and use cognitive, linguistic and social strategies to facilitate translation and comprehension. We work with four teachers and their EL students (32) in two elementary schools. Our goal is to establish proof of concept for the TRANSLATE approach and to identify any remaining problems teachers encounter during its implementation. [-]

Masters of Education in Quantitative Methods

Vanderbilt Peabody College
Campus Full time September 2017 USA Nashville

The master of education (M.Ed.) in Quantitative Methods (QM) is designed to provide students with strong quantitative methods training for applied research settings. Students for whom the new program would have interest and value are those who wish to work in school systems, government, industry, dedicated research institutes, academic settings, and medical school research settings. [+]

Top Masters Degrees in Tennessee in the USA. The master of education (M.Ed.) in Quantitative Methods (QM) is designed to provide students with strong quantitative methods training for applied research settings. Students for whom the new program would have interest and value are those who wish to work in school systems, government, industry, dedicated research institutes, academic settings, and medical school research settings. Students in this 32-hour program take two required core courses in quantitative methods, two required hours of seminar activity, and eight additional courses, of which one may be a content course (i.e. outside the QM area) and one may be a QM course outside of Psychology and Human Development. The program culminates in a summer-long or semester-long internship in which students obtain real-world experience producing data analyses for a public or private organization in Nashville or the broader research community. Students trained in this program will be placed in such internships based on their data analytic skills, training in research design, statistical software skills, excellent writing/report and general communication ability, and their ability to develop and critique research designs, measurement plans, and sampling schemes. Potential employers for such students will partially overlap with the internship settings for the QM masters students. A particularly strong research setting in need of such employees is the medical school research setting, many of which have dedicated research teams that employee data analytic, measurement, and design experts full-time to work on funded biomedical research projects. Another such setting is the public school system, which has increased needs for data analysis, measurement, and reporting expertise that has multiplied dramatically since the implementation of No Child Left Behind and associated school accountability initiatives. Curricular Overview Two required QM courses: PSY-GS 8861 & 8864, the two-semester introductory statistics sequence Required Seminar enrollments: Students must obtain at least two hours from the regular one-hour QM seminar series, PSY-GS 8855. Eight three-hour elective courses: Of these, one QM course can come from outside the QM program e.g., biostatistics, or other quantitative methods courses within Peabody. In addition, one course can be a content course from within the Psychology Department (Peabody or A&S). Thus, of the eight electives, six must come from within the Psychology and Human Development QM curriculum (and seven or eight can come from the QM curriculum), including: PSY-GS 8867, Multivariate Analysis; PSY-GS 8870, Correlation and Regression; PSY-GS 8873, Structural Equation Modeling; PSY-GS 8876, Psychological Measurement; PSY-GS 8850, Exploratory and Graphical Data Analysis; PSY-GS ____, Nonparametric Statistics; PSY-GS 8879, Factor Analysis; PSY-GS 8882, Multilevel Modeling; PSY-GS 8888, Latent growth Curve Modeling; PSY-GS 8885, Latent Class and Mixture Modeling; PSY-GS 8850, Applied Bayesian Analysis for Latent Variable Modeling PSY-GS 8880, Introduction to Item Response Theory; PSY-GS 8881, Advanced Item Response Theory; Total hours = 32 Near the end of the two-year program, all M.Ed. students must complete an intensive internship (either a three- or four-month semester internship, or a two-month summer internship). The internship will occur in an actual applied research setting, such as a school system, a medical school research setting, a testing company, or a policy institute. A Vanderbilt faculty member and a representative of the organization will collaborate to supervise the internship. Upon completion, the student will write a 2,000-2,500 word research summary (approximately eight to 10 double-spaced pages) summarizing research activity during the internship. The summary must indicate research activity on which the student worked, the student’s specific contribution, analytic methods employed, software employed, and the products of the research activity. The conclusion to the research summary should critically evaluate the contribution of the internship experience to the student’s personal career goals. The summary is submitted to the Vanderbilt QM faculty member supervising the student’s internship. [-]

Masters of Education in Child Studies

Vanderbilt Peabody College
Campus Full time 1 - 2  September 2017 USA Nashville

The M.Ed. in Child Studies program offers an interdisciplinary degree through the Department of Psychology and Human Development. Building upon Peabody College’s long tradition of excellence, the program is designed to train knowledgeable practitioners and researchers in a range of fields related to child and adolescent development. [+]

The M.Ed. in Child Studies program offers an interdisciplinary degree through the Department of Psychology and Human Development. Building upon Peabody College’s long tradition of excellence, the program is designed to train knowledgeable practitioners and researchers in a range of fields related to child and adolescent development. Throughout the program, students are encouraged to integrate research, theory, and practice. The 36-hour program consists of 12-18 credit hours of Core Curriculum Coursework and 18-24 credit hours of Elective Coursework that are individually tailored to each student’s personal interests and professional goals. The program offers traditional classroom preparation alongside hands-on Practicum Experiences or Research Mentorships, which are integrated into the program of studies. All students choose to complete one of two tracks. The Applied Professional Track is well-suited for students who are interested in working directly with children and families in practitioner roles (e.g., Board Certified Behavior Analysts, Child Life Specialists, Youth and Family Program Developers). The Empirical Research Track is designed for students who are interested in enrolling eventually in doctoral programs (e.g., Ph.D., Psy.D., Ed.D. in Clinical, Counseling, Developmental, Educational, or Cognitive Psychology) or pursuing careers in research. Both options require that students become skilled in integrating the most current child development research and theory with effective practice in professional or academic settings. Within each track, additional Areas of Concentration (e.g., Child and Family Services, Clinical Psychology, Poverty and Intervention, etc.) allow for further specialization. The degree culminates in a comprehensive exam that reflects all coursework completed and is directly relevant to the individual student’s development and personal goals. Because of the program’s small size (approximately 20 students per cohort), students can expect to receive individualized attention from their advisors. Current Students are pursuing a wide range of interests through varied programs of study. Alumni have gone on to a variety of career paths. Note: Although the M.Ed. in Child Studies program allows students to pursue a range of interests and includes study of the intellectual, emotional, social, and physical development of children and adolescents, it does not result in licensure as a counselor, therapist, or teacher. Some students may wish to use the program, however, as a foundation for pursuing such licensure or as preparation for related doctoral studies. Program Philosophy The challenges facing children and families today warrant the careful attention of developmental practitioners and scholars informed by developmental theory and research. It is our belief that we are best positioned in our efforts to impact children and families in positive ways when we enter the field armed with a solid foundation of knowledge gleaned from child development research and scholarship. The skillful application of developmental science and theory in the service of prevention, intervention, advocacy, health, and education of children and their caregivers can do much to improve important outcomes in generations to come. These are the applied developmental professionals and researchers we are preparing in the Master of Education in Child Studies program at Peabody College. Applied Professional Track For students whose academic and professional goals include preparation for careers working directly with children and families, this program option offers students opportunities for scholarly didactic and in-depth, supervised professional experiences in child and family service organizations. Students are matched with relevant agencies and organizations within the community to gain hands-on experiences in practicum settings. These experiences are complemented by foundational coursework, as students have flexibility to design their program of study around areas of scientific inquiry of substantive interest to them. The Applied Professional Track is ideally suited for students whose goal is to assume a professional role working directly with children, adolescents, and families. Areas of Concentration may include: Applied Behavioral Analysis Arts and Media Child and Family Services Developmental Disabilities and Early Intervention Educational Program Development Gifted Education Language and Literacy Pediatric Health Care Poverty and Intervention Youth Development and Non-Profit Organizations Empirical Research Track For students whose academic and professional goals include preparation for positions in research or further graduate study, such as doctoral studies in Clinical, Developmental, Educational, or Cognitive Psychology, this program is designed to strengthen students’ backgrounds for success in these settings and to provide experiences that complement that preparation. Students are matched with a faculty mentor and provided opportunities to participate on a research team in an area of substantive interest to them. Research methods and statistics coursework and completion of an independent research project appropriate for submission for publication are further requirements. The Empirical Research Track is well-suited for students whose interests include developing expertise in conducting developmental or clinical research and preparing for doctoral studies and eventual careers in academia, research, and other university and clinical settings. Areas of Concentration may include: Clinical Psychology Developmental Psychology Educational Psychology [-]

Masters of Education in Community Development and Action

Vanderbilt Peabody College
Campus Full time September 2017 USA Nashville

The Masters of Education program in Community Development & Action is a two-year practitioner-focused degree in the HOD department, preparing students for professional leadership as change agents in local communities. [+]

Top Masters Degrees in Tennessee in the USA. The Masters of Education program in Community Development & Action is a two-year practitioner-focused degree in the HOD department, preparing students for professional leadership as change agents in local communities. The program combines theory, research, and practice to equip students with the tools to study, design, and sustain change in the context of organizations, communities, and policy that support positive human development. As a student of communities and human development, you are expected to make a strong commitment to your education by recognizing the intention behind program goals and making an effort to learn and grow beyond the minimum degree requirements. You are expected to commit to your best work and maintain your personal integrity as well as the integrity of the program. Coursework entails a minimum of 30 hours of required and elective classes in content areas. Course selection may vary according to career objectives of the student and recommendations made by his or her major advisor. Sample Program of Studies Fall 2014 Professional Seminar – Becoming a Change Agent* Community Inquiry* Community Development Theory* Spring 2015 Consulting Pre-Practicum* Community Intervention & Change Fall 2015 Theories of Inequality Program Evaluation Spring 2016 Community Organizing Global Dimensions of Community Development *Denotes required course A student may also choose to take an additional 6 hours and complete a concentration in an area of his or her choosing. Examples of areas of concentration include topics such as Leadership and Management, International Development, Education, Public Policy, Community Health and Wellness, and Program Evaluation. Practicum Supervised field experience is a critical component for the learning and development of each CDA student. The purpose of the practicum experience is to allow each student the opportunity to apply foundational community development principles and coursework and to build professional skill sets in meaningful settings. Most frequently, these experiences take place in off-campus organizational or public agency settings, but they may also take other forms. Over some summers, the Department of Human and Organizational Development offers opportunities to participate in a Fieldschool of Intercultural Education, which can also be counted toward practicum requirements with prior approval. Final Assessment Options CDA students are required to complete, at a minimum, 30 hours of coursework, 300 hours of practicum work and one of the following three final assessment options: Master's Thesis - This is an experience in independent scholarly research which is intended to contribute to the field of community development. Click here to see examples of past theses. Final Project - This opportunity allows students to integrate CDA core philosophy, coursework and field experience. The student will communicate meaningfully how these three elements are related and how they have contributed to their personal and professional growth during the project's life span. Click here to see examples of past student projects. Comprehensive Exam - This is an in-depth writing experience intended to display the student's full understanding of the material covered by the CDA degree program and to encourage the student to think critically about this material. Each final assessment option provides the student with a different method of expressing what they have learned and how to apply it. Each student should speak with their major advisor upon matriculation to discuss which assessment option is appropriate. Because the thesis and final project options require a great deal of preparation, a student must plan to stay in the program for four semesters; LINK students and those graduating in three semesters must choose the comprehensive exam option. [-]

Master of Public Administration (MPA)

East Tennessee State University
Campus Full time September 2017 USA Johnson City

The Master's of Public Administration is a professional degree program that integrates theory and real world practice of public administration to prepare you for work in the public or nonprofit sectors. Students enter the program from a wide variety of undergraduate majors and backgrounds. We welcome potential students of all ages and backgrounds to apply-many of our current students are working professionals themselves. [+]

The Master's of Public Administration is a professional degree program that integrates theory and real world practice of public administration to prepare you for work in the public or nonprofit sectors. Students enter the program from a wide variety of undergraduate majors and backgrounds. We welcome potential students of all ages and backgrounds to apply-many of our current students are working professionals themselves. This highly marketable degree produces leaders who have the skills and passion to become effective administrators in the public sector. Despite the economy's ups and downs, demand remains high for skilled and trained public administration professionals. Urban Planning was even named a "Hot Job for the 21st Century" by the US Department of Labor. Let our education strengthen your future. Our Mission Our mission is to develop ethical professionals and leaders committed to the public interest, and capable of making significant contributions to the practice and scholarship of public and non-profit administration. Our Master's of Public Administration Program, offers three distinct concentrations: Local Government Management Nonprofit and Public Financial Management Economic Development and Planning This is an interdisciplinary program which has two broad objectives: (1) to develop the managerial and technical skills to necessary for the effective administration of urban and social services, and (2) to develop a professional understanding of the values and social conflicts inherent in creating and administering public policy. This program provides a basic preparation in the skills and concepts that are necessary to deal with the challenges and issues relevant to urban public policy and public service management careers. What our graduates have chosen in the past: Over 90 percent of our MPA alumni are currently employed in some aspect of public administration. Over two-thirds of those positions are in urban administration. Approximately a third of the alumni are city managers or municipal administrators. Others hold positions as planners, financial and personnel officers, federal and state civil servants, lead non-profit organizations, or work in the private sector. Admission/Degree Requirements A student applying to the MPA program must meet both the requirements for admission to the university as a graduate student and the admission of criteria for the program. The student must submit transcripts of all academic work previously completed, scores on the verbal and quantitative sections of the Graduate Record Examination (GRE) or GMAT, and three letters of recommendation. Admission criteria include satisfactory undergraduate grade point average, satisfactory GRE or GMAT scores, and letters of recommendation. Questions about admission requirements should be directed to the MPA director, Dr.David Briley. Students admitted to other graduate programs in the university may enroll in public administration courses (prefixes PMGT and URBS), if they have completed the prerequisites, if any. [-]

Master of Accountancy

East Tennessee State University
Campus Full time September 2017 USA Johnson City

The Master of Accountancy (M.Acc.) degree is designed for individuals who desire advanced study of accountancy and seek professional careers in public accounting, industry, and government. The combination of the Bachelor of Business Administration degree and the M.Acc. degree meets the educational requirements for Certified Public Accountants in Tennessee and all other states. [+]

Top Masters Degrees in Tennessee in the USA. The Master of Accountancy (M.Acc.) degree is designed for individuals who desire advanced study of accountancy and seek professional careers in public accounting, industry, and government. The combination of the Bachelor of Business Administration degree and the M.Acc. degree meets the educational requirements for Certified Public Accountants in Tennessee and all other states. Furthermore, the M.Acc. is a major step toward obtaining the credentials necessary for a teaching career in accountancy. The M.Acc. program covers financial and managerial accounting, auditing, taxation, and consulting services. Additionally, the program provides exposure to topics representative of the larger business environment. Through judicious choice of elective courses, a student may select a program emphasis. Possible areas of emphasis are financial or managerial accounting, external or internal auditing, systems analysis and design,governmental accounting, taxation, and consulting practice. Admission Requirements A student applying for admission to the M.Acc. program must hold a bachelor’s degree from a regionally accredited college or university. International students must hold the equivalent of a four-year degree from a regionally accredited U.S. institution. All applicants to the M.Acc. are presumed to have computer literacy and an understanding of mathematics through calculus. Specific admission criteria are as follows: Minimum undergraduate GPA of 2.5 Minimum GMAT score of 450 Minimum TOEFL score of 550 (paper exam) or 213 (computer exam) if an internationalstudent Minimum formula score of 1,050 computed as (200 X undergraduate GPA) + GMAT score Candidates for the M.Acc. program must submit all required application materials before they enroll in graduate-level business courses. Nondegree students must receive approval from the Associate Dean for Graduate Studies in the College of Business and Technology before registering for graduate business courses. Students in other graduate programs at ETSU are free to enroll in selected business courses if appropriate course prerequisites have been completed. A limited number of Graduate Assistantships and Tuition Scholarships are awarded on a competitive basis to qualified students. Student loans also are available to eligible students. For further information on financial aid, please contact the Associate Dean of Graduate Studies. Curriculum The M.Acc. program consists of a minimum of seven core courses, three concentration courses, and a capstone course, for a total of 33 semester hours. The accountancy core courses cover the six major areas of accounting practice: financial and managerial accounting, auditing, taxation, regulation, and international accounting. Included in the courses is a statistics course. Concentrations There are two concentrations available in the M.Acc. program: Taxation and Audit. A student may elect to complete the courses required for one of the concentrations or complete three accounting courses without declaring a concentration. Below is a table listing the courses required for each of the concentrations and the courses which may be selected if a concentration is not chosen. Core, Elective, and Capstone Courses Credit Hours Courses: ACCT 5010 Seminar in Financial Accounting I ACCT 5110 Seminar in Managerial Accounting ACCT 5420 Federal Income Taxes II ACCT 5510 Seminar in Accounting Regulations ACCT 5610 Seminar in Auditing ACCT 5810 Seminar in International Accounting BADM 5140 Data Analysis and Modeling Concentration Courses: Culminating Experience: ACCT 5890 Professional Accounting 3 3 3 3 3 3 3 9 3 Total semester hours 33 Concentration Courses Credit Hours Taxation Concentration: ACCT 5410 Seminar in Tax Research ACCT 5430 Taxation of Flow-Through Entities ACCT 5440 Estate and Gift Taxation Audit Concentration: ACCT 5620 Auditing II ACCT 5630 Auditing Risk and Assurance ACCT 5640 Internal Auditing No Concentration Selected: A student who does not choose a concentration must take three of the following courses. ACCT 5410 Seminar in Tax Research ACCT 5430 Taxation of Flow-Through Entities ACCT 5440 Estate and Gift Taxation ACCT 5620 Auditing II ACCT 5630 Auditing Risk and Assurance ACCT 5640 Internal Auditing ACCT 5050 Health Care Accounting and Finance 3 3 3 3 3 3 3 3 3 3 3 3 3 Total concentration hours 9 Foundation Courses Credit Hours Accountancy Foundation Courses: ACCT 5000 Essentials of Accounting ACCT 3010 Financial Accounting I ACCT 3020 Financial Accounting II ACCT 3110 Management Accounting ACCT 3410 Federal Income Taxes ACCT 4310 Accounting Information Systems ACCT 4610 Auditing Theory and Practice ACCT 4010 dvanced Accounting or ACCT 4710 Nonprofit Entity Accounting Business Foundation Courses: ECON 5000 Essentials of Economics ECON 5010 Essentials of Statistics FNCE 5000 Essentials of Finance MGMT 5010 Essentials of Management MKTG 5010 Essentials of Marketing MGMT 5020 Legal & Social Environment MGMT 5030 Quantitative Analysis for Operations Management 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 Maximum semester hours 45 Capstone Course The M.Acc. capstone course, ACCT 5890, provides opportunities for students to apply knowledge and skills in a realistic professional accounting environment. Options available to students include readings and research in preparation for passage of an approved professional exam, special study of an approved accounting topic, internship in a professional accounting position, and participation in an auditing or consulting engagement. Students in the M.Acc. program must submit a written program proposal no later than the end of the semester in which they complete 15 semester hours of core coursework leading to the degree. The proposal must list the elective courses the student proposes to take and the proposed capstone course option. After approval or amendment by the Department of Accountancy and the Associate Dean for Graduate Studies, the proposal becomes the student’s official program of study. Foundation Coursework Students who do not have undergraduate credits in relevant accounting and/or business topics will be required to take one or more of the foundation courses to prepare them for the M.Acc. core courses. (See Table 1(c).) Because a student is allowed a maximum of four foundation courses when admitted to the M.Acc., at least eleven (11) of the foundation courses must completed before admission to the program. In dependent Study M.Acc. students may take independent study courses for elective credit. However, opportunities for independent study are limited by faculty resources. A student who plans an independent study should approach a faculty member interested in the student’s project. Independent study requests must be approved before a student can register for the course. Further Information For further information on ETSU’s Master of Accountancy program, please contact the following: M.Acc. Program Director College of Business and Technology P.O.Box 70699 East Tennessee State University Johnson City, TN 37614 (423)439-5314 (423) 439-5274(fax) business@etsu.edu [-]

MEd Special Education (Advanced Studies in Special Education Concentration)

East Tennessee State University
Campus Full time September 2017 USA Johnson City

The area of Special Education (SPED) offers a Master of Education (M.Ed.) degree for the advanced preparation of personnel to serve children, youth, and adults who have disabilities. The program offers three (3) concentrations. [+]

The area of Special Education (SPED) offers a Master of Education (M.Ed.) degree for the advanced preparation of personnel to serve children, youth, and adults who have disabilities. The program offers three (3) concentrations. Special Education Concentration This area of emphasis is designed to prepare individuals to teach students with mild to severe disabilities, including autism, learning disabilities, physical disabilities, behavioral disorders, and moderate to severe intellectual disabilities. Emphasis is placed on teaching students with a variety of needs within the context of the least restrictive environment, developing collaboration and consultation skills, incorporating assistive technology and using curriculum based assessment methods. The special education concentration prepares candidates for Tennessee teaching license in modified or comprehensive special education. Early Childhood Special Education Concentration This area of emphasis is designed to prepare individuals to teach young children (birth - 8 years) with disabilities and to work effectively with their families. This concentration prepares candidates for Tennessee licensure in early childhood special education. Advanced Studies in Special Education Concentration This area of emphasis is designed for individuals interested in obtaining an advanced degree in special education. Coursework in this concentration is based upon the interests and needs of each student. Program Admission Requirements Admission Standards-Applicants who meet the following criteria may be admitted unconditionally. Those who do not meet the criteria may be admitted unconditionally with provisions with deficiencies to be met as stipulated by the program faculty. Completion of all requirements for admission to the School of Graduate Studies. GRE Score May be waived if a valid teaching license is provided May be waived for an International applicant if an official letter of professional teaching experience is provided from the institution of record Minimum undergraduate GPA of 3.0 on a 4.0 scale. Submission of a 2-page essay outlining past experience with individuals with disabilities and goals for acquiring an advanced degree in Special Education. Initial Licensure in Special Education Those persons seeking initial licensure in special education who have a baccalaureate degree but are not currently eligible for teacher licensure will follow the program of study designed to meet the state of Tennessee’s teacher licensure requirements within the special education concentration (SPED) or early childhood special education concentration (ECSE). Students admitted to the graduate program must successfully complete all applicable tests including the Praxis I and Praxis II. Deficiency coursework may be required, and may be taken at either the graduate or undergraduate level. Admission to the College of Education must be completed two semesters prior to student teaching. Students who have a Tennessee state teaching license and are entering the graduate program are admitted to the College of Education as part of their admission to the School of Graduate Studies. Deficiency coursework may not be applied toward requirements for completion of a master’s degree. All students pursuing an initial licensure will student teach for 15 weeks. Major Field Core Courses (Required for all master’s degree students) EDFN 5950 - Methods of Research (3 credits) SPED 5401 - Research and Practice in Positive Behavioral Supports (3 credit hours) SPED 5445 - Medical Aspects and Applications of Assistive Technology (3 credits) SPED 5753 - Programming for Individuals with Exceptional Learning Needs (3 credit hours) Advanced Studies in Special Education Concentration This concentration is primarily designed for persons interested in indepth studies leading to a master’s degree in special education. It does not prepare candidates for initial licensure in special education. Special Education Elective (High Incidence Disabilities course) (3 credits) Special Education Elective (Low Incidence Disabilities course) (3 credits) Special Education Elective (Early Childhood Special Education course) (3 credits) 7 additional credit hours in approved electives SPED 5560 - Advanced Practicum in Special Education (3 credits) SPED 5701 - Research in Special Education and Related Fields (3 credit hours) Thesis SPED 5960 - Thesis in Special Education (1-6 credit hours) Total Hours for the M.Ed. (minimum): 37 Credit Hours [-]

MS in Biomedical Engineering

University of Memphis
Campus Full time September 2017 USA Memphis

Biomedical Engineering focuses on technology and processes that medical professionals use and apply to solve complex health problems. Biomedical engineers have a huge impact on how, when, where and why medical care is delivered. [+]

Top Masters Degrees in Tennessee in the USA. Biomedical Engineering focuses on technology and processes that medical professionals use and apply to solve complex health problems. Biomedical engineers have a huge impact on how, when, where and why medical care is delivered. You can find them doing things like designing new implants for patients with hip fractures, developing tools that can detect minor heart attacks before they magnify into ventricular fibrillation, and developing the means to deliver drugs to cure local infections or to maintain blood sugar levels in diabetes. The Department of Biomedical Engineering at The University of Memphis and the Department of Orthopaedic Surgery and Biomedical Engineering at The University of Tennessee Health Science Center, Memphis, participate in the Joint Graduate Program in Biomedical Engineering. The Joint Program offers graduate programs leading to the degrees of Master of Science and Doctor of Philosophy in Biomedical Engineering. Students may elect courses of study in the following areas: biomaterials/drug delivery, biomechanics, biosensors, cardiopulmonary engineering, cell and tissue engineering, electrophysiology, medical imaging, and orthopedic biomechanics. All graduate students must comply with the general requirements of the Graduate School and the program requirements of the degree being pursued. Entrance Examination Applicants must have taken the ETS® GRE® revised General Test within five years of the application date. The GRE revised General Test is a third-party evaluative tool administered by the ETS (Educational Testing Service) organization. Test scores must be sent directly to Graduate Admissions from the testing agency. The University of Memphis institution code number for reporting ETS scores is R-1459. Transcripts and Letters of Recommendation All college transcripts and test score information should also be sent directly to Graduate Admissions. The Master of Science and Ph.D. programs in the Herff College of Engineering require three (3) three letters of recommendation from separate evaluators attesting to qualifications for successfully undertaking graduate studies. in order to consider your application complete. The evaluators/faculty members who you choose should be individuals that you believe are best able to comment objectively on your intellectual and professional achievements and potential. We may call or write your recommenders for more information. International Applicants Evaluation of Credentials: Applicants whose highest degree is from a foreign university must have their credentials evaluated. Evaluations done by any credentialing agency listed on the National Association of Credential Evaluation Services web site (http://www.naces.org) are acceptable. A course-by course report is required and must be sent directly to Graduate Admissions from the credentialing agency. English Conditional Admission: International students are required to demonstrate a strong grasp of the English language before admission into graduate programs. Conditional admission may be granted depending on individual academic departmental policy. If English conditional admission is offered, students will need to register for English skills assessment and take instructional sessions (if required as a result of that assessment) through the University's Intensive English for Internationals (IEI) program (www.memphis.edu/iei). Upon successful completion of the requisite sessions, as determined by IEI, the student's English skills will be considered up to standard and the TOEFL/IELTS requirement may be waived depending on specific academic department policy. The student can then proceed into their graduate academic program. Please note that in order to have a complete application packet, students seeking English conditional admission will need to simultaneously apply for the IEI program through the link above and to the Graduate School (http://www.memphis.edu/graduateadmissions). Please note that a student cannot be a graduate assistant (GA) until she/he has been fully admitted to the Biomedical Engineering graduate program. Questions can be directed to the program's graduate coordinator. Students will pay IEI fees until they meet the language criterion. If courses are taken outside of IEI, the student will be charged additional tuition at the regular rate. MS Degree Program Program objectives are: (1) ability to apply advanced knowledge of engineering principles, physical and biological sciences and mathematics to the solution of practical engineering problems in medicine and biology; (2) meet or exceed the needs and expectations of public and private sector employers for MS graduates; and (3) preparation to pursue additional advanced studies if so desired. A. Admission Requirements In addition to meeting the minimum admission requirements of the two universities and the Herff College of Engineering, applicants must meet the following criteria: An appropriate bachelor’s degree (biomedical, chemical, electrical, mechanical, or others as defined by the Joint Program); An undergraduate GPA of at least 3.00; Acceptable scores on the GRE. Applicants whose native language is other than English must score at least 550 (or 210 computer-based) on the Test of English as a Foreign Language (TOEFL). These are the minimum program admission requirements. Meeting minimum requirements does not guarantee admission into the Joint Program. Applicants are further advised that the department reserves the right to deny some applications for admission because of limited availability of faculty or physical facilities to accommodate the applicant’s research interests. In unusual circumstances where the above admission requirements cannot be met, an applicant may seek exceptions by contacting the Coordinator of Graduate Studies for the Joint Program. B. Graduation Requirements Students may elect to graduate from the Joint Program with a Master of Science in Biomedical Engineering through either a thesis or a project option. Thesis Option: Students must complete 30 credit hours, 21 hours of which must be 7000-level or higher course work (or The University of Tennessee equivalent). All students are required to take 6 credit hours in the life sciences area (BIOM 7004 and BIOM 7005), 6 credit hours in mathematics and its applications (BIOM 7101 and another course selected from a list of mathematics courses approved by the Joint Program), 6 credit hours of thesis, and 12 credit hours of engineering electives, of which one course must be BIOM 7209 or BIOM 7105. Oral defense of the thesis to their graduate committee and an oral exam are required. NOTE: Students electing to write a thesis should familiarize themselves with the Thesis/Dissertation Preparation Guide before starting to write. Project Option: Students will be required to complete 33 credit hours, 24 hours of which must be 7000-level or higher course work (or The University of Tennessee equivalent). All students are required to take 6 credit hours in the life sciences area (BIOM 7004 and BIOM 7005), 6 credit hours in mathematics and its applications (BIOM 7101 and another course selected from a list of mathematics courses approved by the Joint Program), and 18 credit hours of engineering electives, including BIOM 7209 and BIOM 7991. Oral defense of the project to their graduate committee and a written comprehensive exam are required. C. Retention Policy Students who have been admitted to the program on the condition that they complete prerequisite course work must make satisfactory progress toward this goal each semester of enrollment. Failure to make satisfactory progress may result in dismissal from the program. All students are required to maintain a grade point average (GPA) of at least 3.00. Failure to maintain the minimum GPA is considered sufficient cause for being dismissed from the program. In addition, a student whose GPA falls below 3.0 is ineligible for a graduate assistantship. Students will be permitted two (2) grades of 2.00 or less in courses taken at the two universities. Students will be evaluated by the Joint Program faculty at the end of the semester in which a third grade of 2.00 or lower is earned for possible dismissal from the program. Career Outlook Memphis is a leader in the biomedical industry, employing close to 57,000 professionals across 1,000 establishments. Ten percent of our city's total employment is dedicated to the biomed field (30% higher than the national average). Job prospects are excellent, and earning potential will remain high as the demand for more biomedical engineers is expected to spike because the population of baby boomers are entering their golden years. Biomedical engineers typically work in industries, hospitals, and inside research labs of government, academic and industrial institutions. They might also work for government regulatory agencies. [-]

Master of Accountancy (MAcc)

Lipscomb University College of Business
Campus Full time August 2017 USA Nashville

This is a Graduate Business MAcc Program. The College of Business at Lipscomb University is dedicated to preparing students for their role in Accounting by combining rigorous academics in a faith-based approach. [+]

This is a Graduate Business MAcc Program. The College of Business at Lipscomb University is dedicated to preparing students for their role in Accounting by combining rigorous academics in a faith-based approach.

 

 

Master of Accountancy Course Description

MAcc 6003        Corporate Governance and Internal Control    

Corporate Governance refers to the myriad of constraints designed to make managers and directors act in their shareholders’ interest. Topics covered include choice of legal form of organization, ownership structure, corporate charter, stakeholders and corporate social responsibility, proxy process, board of directors, CEO compensation, CEO performance evaluation, CEO retention, boundaries of the firm, and international corporate governance. Additional topics will include the design and evaluation perspectives of the control environment, risk assessment, control activities, and monitoring. Special attention will be paid to the rapidly changing environment affecting corporate management as they continue to respond to Sarbanes-Oxley.                        MAcc 6753        Financial Statement Analysis                              ... [-]


Professional Master of Business Administration (PMBA)

Lipscomb University College of Business
Campus Part time 10  January 2017 USA Nashville

We designed our PMBA for professionals who are looking to enrich their general management skills and prepare for career advancement opportunities. [+]

Professional Master of Business Administration (PMBA)

Lipscomb University unveils our new Professional MBA program which builds upon our rich heritage of academic and professional excellence integrated with the integrity called for by our Christian faith. Lipscomb’s Professional MBA (PMBA) is designed specifically to enhance the careers of working business professionals, managers and executives. We designed our PMBA for professionals who are looking to enrich their general management skills and prepare for career advancement opportunities.

BOLD. Lipscomb University offers a PMBA program you can complete in less than a year and attend classes on 18 weekends with two months off during your program. Our blended program offers online course supplements to enhance classroom instruction so you can maintain a balance in your life. Our PMBA program is the only program in this part of the United States to utilize the Polaris Peak Performance System to provide you core competency development. Our students will work with an executive coach and receive 360 degree feedback to promote professional growth and development. Our program also offers you ways to improve your global perspective through participation in an international trip.... [-]