St. John's University

Introduction

Founded in 1870, St. John’s is a Catholic and Vincentian university that prepares students for personal and professional success in today’s global society. The Princeton Review and other top rankings consistently recognize the University’s outstanding academics, dynamic internship and volunteer opportunities, focus on student life, and exciting study abroad offerings. Our quality springs from an institutional vision of excellence and service. Students come from nearly 50 states and close to 120 foreign countries to pursue more than 100 associate, bachelor's, master's, and doctoral degrees in the arts, business, education, law, pharmacy, the sciences, and specialized professional programs. The Red Storm is another big draw, embodying our 107-year-old tradition of men’s and women’s athletics. St. John’s has three residential New York City campuses; an academic center in Oakdale, NY; international campuses in Rome, Italy, and Paris, France; and study abroad locations in Seville, Spain, and around the world. We invite you to learn more about the advantages of the St. John’s experience.

St. John’s is Catholic, Vincentian, Metropolitan, and Global

As a university,

we commit ourselves to academic excellence and the pursuit of wisdom, which flows from free inquiry, religious values, and human experience. We strive to preserve and enhance an atmosphere in which scholarly research, imaginative methodology, global awareness, and an enthusiastic quest for truth serve as the basis of a vital teaching-learning process and the development of lifelong learning. Our core curriculum in the liberal arts and sciences aims to enrich lives as well as professions and serves to unify the undergraduate experience. Graduate and professional schools express our commitment to research, rigorous standards, and innovative application of knowledge. We aim not only to be excellent professionals with an ability to analyze and articulate clearly what is, but also to develop the ethical and aesthetic values to imagine and help realize what might be.

St. John’s is a Catholic university,

founded in 1870 in response to an invitation of the first Bishop of Brooklyn, John Loughlin, to provide the youth of the city with an intellectual and moral education. We embrace the Judeo-Christian ideals of respect for the rights and dignity of every person and each individual’s responsibility for the world in which we live. We commit ourselves to create a climate patterned on the life and teaching of Jesus Christ as embodied in the traditions and practices of the Roman Catholic Church. Our community, which comprises members of many faiths, strives for an openness that is “wholly directed to all that is true, all that deserves respect, all that is honest, pure, admirable, decent, virtuous, or worthy of praise” (Philippians 4:8). Thus, the University is a place where the Church reflects upon itself and the world as it engages in dialogue with other religious traditions.

St. John’s is a Vincentian university,

inspired by St. Vincent de Paul’s compassion and zeal for service. We strive to provide excellent education for all people, especially those lacking economic, physical, or social advantages. Community service programs combine with reflective learning to enlarge the classroom experience. Wherever possible, we devote our intellectual and physical resources to search out the causes of poverty and social injustice and to encourage solutions that are adaptable, effective, and concrete. In the Vincentian tradition, we seek to foster a world view and to further efforts toward global harmony and development by creating an atmosphere in which all may imbibe and embody the spirit of compassionate concern for others so characteristic of Vincent.

St. John’s is a metropolitan and global university.

As a metropolitan university, we benefit from New York City’s cultural diversity, its intellectual and artistic resources, and its unique professional educational opportunities. With this richness comes responsibility. We encourage the metropolitan community to use our resources to serve its needs. As a global university, we are one of our nation’s most diverse institutions of higher education, enriched by a mixture of cultures, which complements an internationalized curriculum. Through collaboration with other institutions around the world, study abroad opportunities, and online courses and degrees, our outreach spans the globe. In educating students we pledge to foster those qualities needed for our alumni to become effective leaders and responsible citizens in a vibrant city and dynamic world.

Truth

Knowledge in accord with reality, behavior faithful to ethical standards. St. John’s affirms the threefold mission of a university to seek truth through research, to disseminate it through teaching and to act on it. The University values and utilizes the perspectives of different cultures to assist its members in seeking truth and developing ethical standards, while affirming the Judeo-Christian tradition.

Love

Focusing and extending minds and hearts to nurture one’s own and another’s good. Love expressed in the University community is not a feeling but an action for the corporate good manifested through the time, talent and energy of its members. It is a responsible dedication to utilize available resources and turn them towards humanity’s good.

Respect

Awareness of and esteem for all individuals. A courteous regard for all people whose diversity is embraced and shared in learning, teaching and service to others within the University community and beyond.

Opportunity

Circumstances favorable to serving others and preparing one’s self for a fulfilling life. Guided by its central commitment to equality, justice and Christian morality, the University makes its resources available to all its members to pursue their individual and collective interests.

Excellence

Striving, growing, never being complacent. The St. John’s Community empowers and inspires students, staff, faculty and administration to succeed in programs which assist them in every area of achievement.

Service

Vincentian spirituality in action, a response to God’s call to give of ourselves. Our obligation and commitment to service lie not only in our active compassion as an institution, but in the cultivation of these priorities and values in the members of our community. We are committed to a life of stewardship as a caretaker of God-given talents, resources and knowledge, and caregiver responding to the needs of others.

This school offers programs in:
  • English

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Programmes

This school also offers:

MSc

Master in Accounting

Campus or Online Full time September 2017 USA Staten Island Junction New York Mills Queens Village + 1 more

The Master of Science in Accounting (M.S.A.) from The Peter J. Tobin College of Business is designed to help professionals understand the function of accounting within the global marketplace and related to sophisticated theoretical concepts to practical problems. [+]

The Master of Science in Accounting (M.S.A.) from The Peter J. Tobin College of Business is designed to help professionals understand the function of accounting within the global marketplace and related to sophisticated theoretical concepts to practical problems. The demand for specialists in the field of accounting has accelerated dramatically as financial regulations have evolved and will only continue to grow as corporations strive to become more transparent. Graduates of the program are prepared to leverage their education and skills to become accounting professionals in the future. Admission All applicants must possess a baccalaureate degree from an accredited institution or the international equivalent prior to enrollment at the graduate level. Applicants to the M.S. in Accounting program must have been an undergraduate business major. In addition to the application form and non-refundable application fee candidates should submit the following: Official transcripts from all undergraduate, graduate and professional schools attended Official Graduate Management Admission test (GMAT) scores, taken within the last five years Typewritten statement of professional goals Current resume Two letters of recommendation, obtained from professional or academic references Official TOEFL or IELTS scores are required for applicants whose native language is not English Career Outcomes The Master of Science in Accounting (M.S.A.) degree provides the student with broad business knowledge and prepares them for cross-functional decision-making. The curriculum gives the student a deeper understanding of management problems and the business firm’s position in the economic structure of society. The goal of the public accounting concentration is to supplement the M.S.A with a level of technical competence that enables the student to enter and advance in the profession of public accounting. The program will prepare graduates to: Demonstrate the ability to apply the competencies of the discipline Identify, measure and summarize financial information Analyze exposures and risks Model data for decision making Communicate and report findings Research technical issues Leverage technology Recognize appropriate professional behavior Apply business knowledge and skills effectively in a variety of settings Link data, knowledge, and insight from various disciplines to provide information to solve problems and make decisions, demonstrating insight, good judgment, innovation and creativity Demonstrate effective written and oral (including listening) communications skills, and presentation skills targeting internal audiences (e.g. top management, functional managers, and direct report employees) Demonstrate the ability to make strategic, integrative decisions Demonstrate an understanding of the fundamental concepts/principles of core business disciplines and an ability to integrate and apply knowledge that runs across a variety of core business disciplines Formulate managerial and strategic business decisions for a rapidly globalizing business environment Demonstrate development of personal and team-level decision skills, i.e., to secure team participation and “buy-in” for a range of business issues, policies, and strategic decision making activities Demonstrate an understanding of professional responsibility, ethical obligations, and social awareness Identify the nature, range and scope of ethical considerations and legal ramifications of a business decision and propose a course of action for individuals and firms Describe and give examples of the strategic and managerial challenges of not-for-profit community based organizations, and other charitable service organizations Demonstrate competency in the global aspects of business Identify local, national and global current events and understand their impact on society and business [-]

Master in Data Mining and Predictive Analytics

Campus Full time September 2017 USA Queens Village

Predictive analytics applies powerful statistical and data mining techniques to large data sets in order to generate useful information, identify patterns and trends, and build models to predict future events. [+]

Predictive analytics applies powerful statistical and data mining techniques to large data sets in order to generate useful information, identify patterns and trends, and build models to predict future events. Applications of these techniques are now transforming decision-making throughout business, government, healthcare, and academia. The demand for professionals knowledgeable in this area is projected to grow rapidly in the coming years. Graduates of the MS in Data Mining and Predictive Analytics program will obtain a variety of skills required to analyze large datasets and to develop modeling solutions to support decision making. They will also develop a specialization in either marketing analytics or healthcare analytics. The specialization in healthcare analytics builds upon our division’s undergraduate healthcare informatics major which is now in its fourth year. The program aims to prepare students with the required qualifications to become "data mining analysts/engineers" or "predictive modelers". Admissions Criteria Admission to the program is contingent upon an assessment of the candidate’s ability to successfully pursue graduate study. This assessment will be made by examining previous academic performance, letters of recommendation, the applicant’s essay, work experience, performance on standardized exams (such as the GRE), and any other evidence that the admissions committee believes to be relevant. Applicants must submit the following evidence of their ability to pursue graduate study: A baccalaureate degree from a regionally accredited college or university. Transcripts from each institution attended must be submitted even if a degree was not conferred. A record of scholarly achievement at the undergraduate level. Applicants are expected to have a 3.0 (based on a 4.0 scale) cumulative undergraduate grade point average, and a 3.0 in their major field of study. An applicant whose grade point average is below 3.0 may submit an official copy of his/her GRE to support his or her application. Two letters of recommendation from individuals who can comment on the applicant’s academic abilities and potential to succeed in an academically rigorous graduate program. At least one of these letters must be from an instructor who has taught and evaluated the applicant in an academic setting. Completion of the following undergraduate mathematics courses or equivalent: MTH 1008 - Matrix Methods MTH 1009 - Calculus I MTH 1013 - Probability and Statistics I MTH 1014 - Probability and Statistics II [-]

Master in School Building Leadership

Campus or Online Full time Part time September 2017 USA Queens Village Staten Island Junction Oakdale + 2 more

A School Building Leader (SBL) Master of Science degree or Advanced Certificate in Educational Administration provides an intellectual environment that enables students to refine existing knowledge and develop new knowledge, practices, and skills in the areas of administration, assessment, and curriculum. [+]

A School Building Leader (SBL) Master of Science degree or Advanced Certificate in Educational Administration provides an intellectual environment that enables students to refine existing knowledge and develop new knowledge, practices, and skills in the areas of administration, assessment, and curriculum. Graduates of this innovative program earn New York State certification to become a school building leader. The degree includes a subject-matter concentration that can qualify teachers for both permanent teaching certification and buildinglevel certification. The flexibility of this program allows teachers to fulfill their specific needs, whether to satisfy the requirements for their permanent certification or to take courses that address the needs of their school district. All courses are designed to train professional educators to assume various administrative, supervisory, and leadership roles in schools. Up to 15 credits of the Advanced Certificate may be applied toward a doctoral degree, based on a review of transcripts. Admission requirements include a baccalaureate degree from an accredited college or university (minimum GPA of 3.0 in general average and in major) and a minimum of three years of successful teaching experience and/or pupil personnel services. Candidates must possess a permanent or professional certificate in classroom teaching service or pupil personnel service. Admission requirements for those without permanent teacher certification include a baccalaureate degree from an accredited college or university, a 3.0 GPA in general average and in the major field, a minimum of one year of successful teaching experience and/or pupil personnel services, and New York State initial teaching certification. Candidates typically enroll part time (two courses per semester) for the majority of their program. Courses are offered on the Queens campus (weekday evenings) and Oakdale location (weekend format). Benefits of Program The School Building Leader Master of Science or Advanced Certificate in Educational Administration provides a means for candidates to obtain New York State certification for SBL and take on roles as assistant principal, principal, department chair, or other leadership roles in educational settings. Students learn how to adapt curriculum theory to practice, utilize and interpret educational technology, address the learning needs of diverse learners, and understand and conduct research. Online courses offer students flexibility and convenience. Career Possibilities The School Building Leader Master of Science and Advanced Certificate in Educational Administration are designed to develop educational leaders who are prepared to assume professional leadership as school building leaders. Partnerships The Department of Administrative and Instructional Leadership has partnered with educational agencies in the metropolitan area including Nassau County BOCES, Eastern Suffolk BOCES, Stony Brook University, and the New York City schools. Collaborative ventures with educational institutions in Korea and Italy have also been established. What makes our program unique? Why come here? Both the School Building Leader Master of Science and the Advanced Certificate in Educational Administration at St. John’s have outstanding reputations for quality and completion. Faculty advisors work closely with candidates to identify current needs pertinent to the field of education and relevant to their own work contexts. The partnerships noted above provide a unique opportunity to examine issues in education using data that reflect current challenges in the local area, region, or state. Students are expected to reflect on and improve their own professional practices and also to develop leadership in facilitating the growth and development of other educators. According to the New York City Department of Education, “St. John’s graduates were rated highest in retention, the percentage of teachers still employed in the NYC Department of Education three years after hire; were second-best in tenure approval; had the lowest receiving ‘unsatisfactory’ ratings their first year; and 91 percent of its teacher graduates were rated ‘highly effective’ or ‘effective’ as reflected in student growth scores on fourth- through eighth-grade math and English tests.” As of 2014, U.S. News & World Report ranked the graduate division of The School of Education as the fifth-highest out of 166 graduate online programs evaluated across the nation. What’s in it for me? Certified teachers seeking to advance their careers to the next level benefit immensely from the program. The curriculum consists of graduate credits in school administration, a field internship, and elective courses in related content areas including special education, literacy, TESOL, gifted and talented, and pedagogy. Completion of 30 credits beyond an initial teaching degree helps position individuals for salary benefits, promotions, and other career advancement opportunities. Internships/Placement The Career Center at the University helps candidates identify opportunities for advancement. [-]

Master in TESOL

Campus or Online Full time September 2017 USA Queens Village Oakdale Acres

These research and standards-based graduate programs prepare professional, competent, caring and multicultural educators of English Language Learners (ELLs). The Master of Science degree in Teaching English to Speakers of Other Languages (TESOL) offers two tracks, for those with and without New York State Certification. [+]

These research and standards-based graduate programs prepare professional, competent, caring and multicultural educators of English Language Learners (ELLs). The Master of Science degree in Teaching English to Speakers of Other Languages (TESOL) offers two tracks, for those with and without New York State Certification. Admission Requirements Please view the School of Education Graduate Admission Application Requirements for detailed admission information. Completed Application Application fee of $70 Statement of goals Official transcripts from EVERY institution attended, including conferral of degree “B” or better average Career Outcomes The program prepares graduates to: Demonstrate knowledge of language and culture, the diverse language, cognitive and cultural background characteristics of English Language Learners (ELLs), grades K-12, including exceptional learners, and their individual instructional needs Demonstrate knowedge of language as a system that serves as a basis for literacy development Demonstrate knowledge of concepts, theory, practice and research related to first and second language acquisition and language learning. Demonstrate knowledge of the nature and role of culture, socio-cultural processes, linguistic, cognitive, proficiency and academic aspects of diverse students and how this knowledge supports literacy development, academic achievement and cultural identity Demonstrate knowledge of national, state and city policies, regulations, legislation, laws, scientifically-based research and practices regarding assessment and instructional design Demonstrate knowledge of a variety of instructional programs for ELLs (K-12) for varied linguistic, cognitive, and socio-cultural backgrounds Demonstrate the applicable state and national standards in TESOL and related content areas Identify and articulate the alignment of relevant standards and instructional practices as they relate to curricula and materials for ELLs, K-12 Identify exemplary instructional practices for developing English proficiency in listening, speaking, reading and writing for ELLs which focus on content areas of mathematics, science, social studies, art and include uses of technology, K-12 Demonstrate knowledge of quantitative and qualitative research, and research-based formal and informal evaluation and assessment procedures, materials and resources Identify, describe and apply concepts, theory and practice related to TESOL research, assessment and evaluation of ELLs in language and in the academic content areas of instruction, classroom research and in collaborative assessment models to address the needs of diverse and exceptional ELLs, K-12. Identify, describe and use various types of evaluation and assessment data needed to implement classroom research and data-based instructional planning, including ELLs with exceptionalities. Identify, describe and apply a variety of formative, summative and standardized tests for ELLs and describe their purpose. Demonstrate authentic classroom assessment for determining linguistic, cognitive and academic progress of diverse ELLs in all classroom settings. Describe reflective teaching, action research and related approaches to improve teaching and learning, assess student progress and modify curricula and instructional strategies. Identify, adopt, adapt and design curricula, instruction, materials and resources that address the varied linguistic, proficiency, cognitive levels and socio-cultural backgrounds of individual ELLs, based on relevant state and national standards and research-based exemplary practices in TESOL, K-12. Identify appropriate materials and resources for regular, bilingual and dual language classroom instruction for varied linguistic and cognitive levels and cultural backgrounds. Identify, adopt, adapt and design curricula, units, lesson plans and activities in constructing learning environments which address the individualized needs of ELLs. Identify and develop curricula and instruction designed to support individual student learning in terms of language, academic and social development in settings including regular classrooms, self-contained classes, dual-language, special education and bilingual classrooms. Demonstrate the implementation and management of effective instruction of ELLs of diverse linguistic, cognitive levels and socio-cultural backgrounds for language development, literacy in English and achievement in the content areas, K-12. Apply relevant concepts, research, theory, evaluation, assessment and data in planning, design and management of exemplary instruction for ELLs, K-12, in various classroom settings, including special education and gifted and talented. Demonstrate management of multilevel ESOL classrooms based on the diverse background characteristics of ELLs using standards-based ESL, and content curricula and instruction. Demonstrate ability to serve as effective English language model, advocate, collaborator and creator of supportive classroom environments. Demonstrate knowledge of theory, research and strategies for self-evaluation, reflective teaching and action research to improve teaching and learning for ELLs, K-12. Demonstrate the ability to structure and implement various learning environments which facilitate higher levels of achievement for students with interrupted formal learning. Demonstrate the alignment of classroom instruction with respect to state and national standards in TESOL, Literacy, Special Education, Content Areas of instruction, Technology and the Arts, and scientifically based, research-based exemplary practices in TESOL, K-12, in a collaborative environment. Demonstrate collaborative strategies to implement effective standards and research-based, aligned instruction for ELLs of diverse linguistic, cognitive and cultural backgrounds, K-12. Demonstrate the integration and use of findings from professional development conferences, seminars and the field of TESOL which focus on up-to-date research-based practices and individualized and standardized assessment and evaluation in the implementation of exemplary classroom instruction for ELLs, K-12. [-]

MA

Master in Government and Politics

Campus Full time September 2017 USA Queens Village

The Master of Arts program in Government and Politics at St. John’s University combines rigorous academic study with the opportunity to develop valuable practical skills that are highly attractive to a wide array of employers across the public and private sectors. [+]

The Master of Arts program in Government and Politics at St. John’s University combines rigorous academic study with the opportunity to develop valuable practical skills that are highly attractive to a wide array of employers across the public and private sectors. You’ll benefit from our small class sizes, individual attention from our distinguished faculty, and the flexibility to develop breadth and depth in the field of government and politics. You’ll become an expert in composing policy briefs and reports; drafting and evaluating project proposals, resolutions, and public statements; and completing in-depth evaluations of domestic and foreign events and trends. The program will prepare you for an array of opportunities in the civil or foreign services, positions of political or administrative responsibility in the public or private sectors, careers in education, or for further study as a doctoral or law student. The 33-credit M.A. program offers both a thesis and non-thesis option and can be completed in one year of fall, spring, and summer semester study. We offer five concentrations: American Government, International Relations, Comparative Politics, Political Theory, and Public Policy and Administration. You can complete any of these five concentrations on our Queens, NY campus, and can complete the International Relations concentration on our beautiful, centrally-located campus in Rome, Italy. You can also study at both campuses for alternating semesters or take advantage of our winter intersession travel courses. To add an experiential dimension to your classroom study, we encourage you to take advantage of our vibrant internship program, which offers a wide variety of relevant experiences in both New York City and Rome, Italy. You can also earn a certificate in Public Administration in Government or International Law and Diplomacy. These certificates -- both of which require 18 credits above the master’s degree -- can be earned in conjunction with the M.A., after completing the M.A., or independently as advanced certificates. Program Requirements You can complete the M.A. in Government and Politics in one year of full-time study, including summer study. Graduate courses on both the Queens and Rome campuses are offered in fall, spring, and summer sessions and are scheduled in the evening or online to accommodate working students. Non-Thesis Option GOV 205 Modern Political Research Twelve credits in your major concentration Three credits in Political Theory courses Six credits in your minor concentration Nine elective credits in any concentration Thesis Option GOV 205 Modern Political Research Twelve credits in your major concentration Three credits in Political Theory courses Six credits in your minor concentration Three elective credits in any concentration Six credits of GOV 900 Master’s Research Demonstration of knowledge of a foreign language (French, Spanish, or Italian) by passing an approved examination or a non-credit reading course in the language Comprehensive Exam During your last semester in the program, after the completion of at least 24 credits, you will be asked to sit for a comprehensive examination to test your knowledge in your concentration. Admission For admission to graduate studies in the Department of Government and Politics, students are expected to have an undergraduate preparation of at least 18 credits in government and politics, political science, or an equivalent field, and a 3.0 GPA. Any deficiency in preparation may require supplementary or conditional credits in the form of suitable graduate courses, as determined by the department. Career Outcomes Internships and Career Placement In both Queens and Rome, you will have the opportunity to take advantage of unique internship opportunities, thanks to relationships that our faculty and administrators maintain with several international organizations, multinational organizations, and government and non-governmental agencies. You can receive up to three credits for internships once you have completed at least 12 credits of coursework for the M.A., and we encourage all students in the program to do at least one internship. In New York City, students in the program have interned with the United Nations, the Civilian Complaint Review Board, and various law firms and city agencies. In Rome, our students have interned with the United Nations World Food Programme, the U.S. Embassy, the International Development and Law Organization, and Save the Children Italia, among many other placements. These internship opportunities have led to career paths for many of our students, and our graduates have fulfilling jobs around the globe in a variety of fields including: the Civil or Foreign Service; the United Nations; policy think-tanks, international NGOs; major multinational corporations; and dynamic start-up companies. Some graduates from the program have also gone on to law and doctoral programs in political science or related fields. [-]

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