masters in education geography

Education (Geography) MA

Distance learning programme

The MA Education (Geography) increases student's understanding of the literature and concepts of geography education, while advancing their professional skills and developing their suitability for successful subject leadership.

UK tuition fees (2024/25)

Overseas tuition fees (2024/25), programme starts, applications accepted.

Applications open

• Entry requirements

Normally a minimum of a second-class Bachelor's degree from a UK university or an overseas qualification of an equivalent standard is required.

The English language level for this programme is: Level 2

UCL Pre-Master's and Pre-sessional English courses are for international students who are aiming to study for a postgraduate degree at UCL. The courses will develop your academic English and academic skills required to succeed at postgraduate level.

Further information can be found on our English language requirements page.

Equivalent qualifications

Country-specific information, including details of when UCL representatives are visiting your part of the world, can be obtained from the International Students website .

International applicants can find out the equivalent qualification for their country by selecting from the list below. Please note that the equivalency will correspond to the broad UK degree classification stated on this page (e.g. upper second-class). Where a specific overall percentage is required in the UK qualification, the international equivalency will be higher than that stated below. Please contact Graduate Admissions should you require further advice.

About this degree

The course engages students in deep critical thought about geography education with a view to improving the quality of the geography curriculum experience for young people and to enhance geography in schools as a resource with unique educational potential. 

Who this course is for

The MA Education (Geography) is designed to appeal to prospective and practising teachers, school managers, governors, advisors and teacher educators with a passion for high quality geography education.

What this course will give you

MA Education (Geography) students develop as geography curriculum makers and leaders. Students are encouraged to develop excellent pieces of coursework and research for publication, present at conferences and develop their attributes for and successful geography subject leadership.

The MA Education (Geography) engages students with a theoretical understanding of curriculum development and the practical application of high-quality geography in schools and the study of research methods within geography education.

The foundation of your career

MA Education (Geography) students develop a wide range of skills including:

• critical thinking and analysis
• transferring principles from one context to another
• building logical and balanced arguments based on critical consideration of evidence
• offering creative solutions to complex problems
• research skills (including the framing of research questions and the collection of evidence)
• expressing ideas fluently in both writing and speaking

I have really enjoyed the 'Transforming the geography curriculum' module the most, as it deepens my understand of what curriculum is. It has also made me think how to create an effective curriculum. And, introduced me to new ideas including powerful knowledge within the geo-capabilities approach, which is key in geography education. Aqeeb Akram Education (Geography) MA Aqeeb Akram, Education (Geography) MA

Employability

Graduates of the MA Education (Geography) programme work as teachers, heads of humanities, heads of geography and senior managers in primary and secondary schools. Others have jobs as policymakers and education consultants, university geography teacher educators and PhD students.

Students on the MA Education (Geography) are welcomed into the wider geography education research (GER) community. They are given a wide range of face-to-face and online opportunities to take part in and contribute to national and international seminars, conferences and workshops.

Teaching and learning

All our modules are taught using a variety of approaches. As the MA Education (Geography) is an online course it is taught through Moodle, our Virtual Learning Environment (VLE). Teaching consists of online seminars, written discussions of readings via a weekly forum, group and individual tutorials and student presentations.

​​​​​​We know that students learn best when they are involved in teaching and learning processes and we encourage them to participate through presenting their ideas to their year or group, preparing work to share in a seminar, or posting comments and feedback on Moodle.

Our programme is assessed by coursework assignments of up to 5,000 words and a 19-20,000 words dissertation or a 10,000 words report.

A 30-credit MA module is equivalent to 300 hours of teaching, seminar, tutorials and independent study/research. How the time is allocated will vary from module to module and tutors will advise you in how to manage your workload.

Full-time students study the programme over one year. "Transforming the Geography Curriculum", "What is Education", "Understanding Research" and EITHER "Dissertation with Integrated Research Methods" OR "Report with Integrated Research Methods" are compulsory. Optional modules from a range are also available in the wider IOE, UCL’s Faculty of Education and Society offering subject to availability. Full-time students therefore choose    EITHER

• Transforming the Geography Curriculum (Autumn Term only) 
• What is Education? (Autumn or Spring Term) 
• Understanding Research (Autumn or Spring Term) 
• Dissertation with Integrated Research Methods (Autumn Term: Online Integrated Research Methods, Spring and Summer Terms: Dissertation) 
• Optional module (Term dependent on choice) 

 OR 

• Report with Integrated Research Methods (Autumn Term: Online Integrated Research Methods, Spring and Summer Terms: Report) 
• Optional module 1 (Term dependent on choice) 
• Optional module 2 (Term dependent on choice).

Part-time students study the programme over two years. "Transforming the Geography Curriculum", "What is Education", "Understanding Research" and EITHER "Dissertation with Integrated Research Methods" OR "Report with Integrated Research Methods" are compulsory. Optional modules from a range are also available in the wider IOE, UCL’s Faculty of Education and Society offering subject to availability. Over their two years of study, part-time students therefore choose    EITHER

• Optional module 2 (Term dependent on choice).

Modular/Flexible students study the programme over a period of up to 5 years. "Transforming the Geography Curriculum", "What is Education", "Understanding Research" and EITHER "Dissertation with Integrated Research Methods" OR "Report with Integrated Research Methods" are compulsory. Optional modules from a range are also available in the wider IOE, UCL’s Faculty of Education and Society offering subject to availability. Over the period of up to 5 years of study, modular/flexible students therefore choose

• Optional module 1 (Term dependent on choice)

Compulsory modules

Optional modules.

Please note that the list of modules given here is indicative. This information is published a long time in advance of enrolment and module content and availability are subject to change. Modules that are in use for the current academic year are linked for further information. Where no link is present, further information is not yet available.

Students undertake modules to the value of 180 credits. Upon successful completion of 180 credits, you will be awarded an MA in Education (Geography).

Accessibility

Details of the accessibility of UCL buildings can be obtained from AccessAble accessable.co.uk . Further information can also be obtained from the UCL Student Support and Wellbeing team .

Where you'll study

IOE, UCL's Faculty of Education and Society, is a world-leading centre for research and teaching in education, culture, psychology, and social science. We are one of the UK’s largest teacher training providers, offering a wide range of programmes across all phases of learning and more subjects than any other university. We also offer an extensive range of master’s programmes. Our research addresses society’s most important challenges and feeds into our teaching, enabling our graduates to go on to influence future generations for the better, from individual lives to societal change.

Fees and funding

Fees for this course.

Programme also available on a modular (flexible) basis .

The tuition fees shown are for the year indicated above. Fees for subsequent years may increase or otherwise vary. Where the programme is offered on a flexible/modular basis, fees are charged pro-rata to the appropriate full-time Master's fee taken in an academic session. Further information on fee status, fee increases and the fee schedule can be viewed on the UCL Students website: ucl.ac.uk/students/fees .

Additional costs

Students should take into account any travel, accommodation and expenses involved in their report or dissertation.

For more information on additional costs for prospective students please go to our estimated cost of essential expenditure at Accommodation and living costs .

Funding your studies

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website .

IOE-Clarke Scholarships

Deadline: 3 May 2024 Value: Tuition fees, return flights and stipend (1 year) Criteria Based on both academic merit and financial need Eligibility: EU, Overseas

IOE-ISH Centenary Masters Scholarships

Deadline: 3 May 2024 Value: Tuition fees and accommodation (1 year) Criteria Based on both academic merit and financial need Eligibility: EU, Overseas

There is an application processing fee for this programme of £90 for online applications and £115 for paper applications. Further information can be found at Application fees .

When we assess your application we would like to learn:

• why you want to study Education (Geography) at graduate level
• why you want to study Education (Geography) at UCL
• what particularly attracts you to the chosen programme
• how your academic and professional background meets the demands of this challenging programme
• where you would like to go professionally with your degree

Together with essential academic requirements, the personal statement is your opportunity to illustrate whether your reasons for applying to this programme match what the programme will deliver.

Please note that you may submit applications for a maximum of two graduate programmes (or one application for the Law LLM) in any application cycle.

Choose your programme

Please read the Application Guidance before proceeding with your application.

Year of entry: 2024-2025

Got questions get in touch.

Curriculum, Pedagogy and Assessment

[email protected]

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Masters in Geography Programs in America

1-25 of 153 results

School of Design - University of Pennsylvania

Philadelphia, PA •

University of Pennsylvania •

Graduate School

University of Pennsylvania ,

Graduate School ,

PHILADELPHIA, PA ,

Dornsife College of Letters, Arts and Sciences

Los Angeles, CA •

University of Southern California •

University of Southern California ,

LOS ANGELES, CA ,

UCLA College of Letters and Science

University of California - Los Angeles •

• • Rating 3 out of 5   1 review

University of California - Los Angeles ,

1 Niche users give it an average review of 3 stars.

Read 1 reviews.

Saint Mary's University of Minnesota School of Business and Technology

Saint Mary's University of Minnesota •

Graduate School •

MINNEAPOLIS, MN

• • Rating 4 out of 5   6

Kenneth P. Dietrich School of Arts and Sciences

University of Pittsburgh •

PITTSBURGH, PA

Miami University

• • Rating 4.56 out of 5   25

Krieger School of Arts & Sciences

Baltimore, MD •

Johns Hopkins University •

• • Rating 4.53 out of 5   19 reviews

Master's Student: I have yet to enroll for Fall 2023 after receiving my acceptance letter due to a delay in my need-based financial aid from JHU. However the Homewood Campus in Baltimore is beautiful and my Student Advisor, Alexis has been extremely helpful in initiating my enrollment process and answering all of my questions in a timely matter. My intended Advanced Academic Program is the accelerated (2 semester), dual-modality, 40-credit M.S. in Biotechnology, Biodefense concentration. All of the anticipated course subjects are diverse and there's even a customizable core lab course on campus (at least until Summer 2024). I can't wait and I wish you all the best in your search for academic programs or professional certifications. ... Read 19 reviews

Johns Hopkins University ,

BALTIMORE, MD ,

19 Niche users give it an average review of 4.5 stars.

Featured Review: Master's Student says I have yet to enroll for Fall 2023 after receiving my acceptance letter due to a delay in my need-based financial aid from JHU. However the Homewood Campus in Baltimore is beautiful and my Student... .

Read 19 reviews.

Georgia Tech College of Design

Atlanta, GA •

Georgia Institute of Technology •

• • Rating 4 out of 5   2 reviews

Master's Student: Great class choices with faculty always available for advising and help. I had a number of bad professors who did not deliver the material well but they, too, were available to help during office hours and beyond. ... Read 2 reviews

Georgia Institute of Technology ,

ATLANTA, GA ,

2 Niche users give it an average review of 4 stars.

Featured Review: Master's Student says Great class choices with faculty always available for advising and help. I had a number of bad professors who did not deliver the material well but they, too, were available to help during office... .

Read 2 reviews.

UC Berkeley College of Letters & Science

Berkeley, CA •

University of California - Berkeley •

Blue checkmark.

University of California - Berkeley ,

BERKELEY, CA ,

• Find college scholarships

College of Arts & Sciences - University of North Carolina at Chapel Hill

Chapel Hill, NC •

University of North Carolina at Chapel Hill •

University of North Carolina at Chapel Hill ,

CHAPEL HILL, NC ,

College of Liberal Arts - University of Texas - Austin

Austin, TX •

University of Texas - Austin •

University of Texas - Austin ,

AUSTIN, TX ,

College of Natural Resources and Environment

Blacksburg, VA •

Virginia Tech •

• • Rating 5 out of 5   3 reviews

Current Master's student: I am currently enrolled in the online Masters of Natural Resources and I have been impressed with the curriculum so far! Great engagement with students and the material is challenging and fun! ... Read 3 reviews

Virginia Tech ,

BLACKSBURG, VA ,

3 Niche users give it an average review of 5 stars.

Featured Review: Current Master's student says I am currently enrolled in the online Masters of Natural Resources and I have been impressed with the curriculum so far! Great engagement with students and the material is challenging and fun! .

Read 3 reviews.

Liberal Arts and Sciences - University of Florida

Gainesville, FL •

University of Florida •

• • Rating 4 out of 5   1 review

Master's Student: Overall, the University of Florida seems to be a great school as far as rankings and attendance rates go. Despite the political turmoil going on in the state of Florida, there seems to be a relatively strong student body of undergraduate students. Graduate students, however, are less cohesive. Likely due to politics, our graduate student union is in jeopardy, and it is so difficult to get the union membership to 60%. In the Department of Sociology, Criminology, and Law, we have a very low union membership status, which is somewhat ironic considering the nature of our disciplines. The demands of balancing an assistantship and academic career are exhausting, and even more so with limited resources (financial, emotional, etc.). The faculty turnover in the dept. is also insane, likely due to the political situation that seems to be driving out all faculty members of color. Lastly, financial support is incredibly limited. All things aside, the education that I am receiving is appropriate. ... Read 1 review

University of Florida ,

GAINESVILLE, FL ,

1 Niche users give it an average review of 4 stars.

Featured Review: Master's Student says Overall, the University of Florida seems to be a great school as far as rankings and attendance rates go. Despite the political turmoil going on in the state of Florida, there seems to be a... .

Pardee School of Global Studies

Boston, MA •

Boston University •

• • Rating 4.8 out of 5   5 reviews

Current Master's student: I highly assumed that Boston University is what I have been looking for and it would assist me to reach my goals personally and professionally. I convince myself that this program fits my hopes and objectives, and I greafuly am excited to interact and work on together with students and faculty who accept who I am and allow me to share my enthusiasm and passion for this study area. ... Read 5 reviews

Boston University ,

BOSTON, MA ,

5 Niche users give it an average review of 4.8 stars.

Featured Review: Current Master's student says I highly assumed that Boston University is what I have been looking for and it would assist me to reach my goals personally and professionally. I convince myself that this program fits my hopes and... .

Read 5 reviews.

College of Letters & Science, University of Wisconsin-Madison

Madison, WI •

University of Wisconsin •

• • Rating 4.22 out of 5   9 reviews

Alum: Aside from being really cold, UW-Madison is a great school. Needless to say, it is one of the top schools in the U.S. with a beautiful campus that has Lake Mendota and a lot of student life to enjoy. Academic was really good too, but given how the city is college town, you can feel the emptiness when students go back home during summer break. It is known as party school too with Mifflin Street Block Party. But it is also highly academically renowned school. So you can make your campus life as fun or as beneficial as you can. There are many gyms and libraries that can handle 40k + students. In addition, you have to check out Camp Randall, the football stadium and attend The MadHatters A Cappella show. I really miss this campus except for the weather. State street has many diverse restaurants that are authentic and delicious. One of the best campuses in the world. ... Read 9 reviews

University of Wisconsin ,

MADISON, WI ,

9 Niche users give it an average review of 4.2 stars.

Featured Review: Alum says Aside from being really cold, UW-Madison is a great school. Needless to say, it is one of the top schools in the U.S. with a beautiful campus that has Lake Mendota and a lot of student life to enjoy.... .

Read 9 reviews.

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College of Liberal Arts & Sciences - University of Illinois

Urbana, IL •

University of Illinois Urbana-Champaign •

University of Illinois Urbana-Champaign ,

URBANA, IL ,

Franklin College of Arts and Sciences

Athens, GA •

University of Georgia •

• • Rating 5 out of 5   1 review

Current Doctoral student: Overall it is a pretty good program at a school that is really becoming an academic powerhouse. Being at the flagship school of the state helps with certain benefits and great networking opportunities. ... Read 1 review

University of Georgia ,

ATHENS, GA ,

1 Niche users give it an average review of 5 stars.

Featured Review: Current Doctoral student says Overall it is a pretty good program at a school that is really becoming an academic powerhouse. Being at the flagship school of the state helps with certain benefits and great networking... .

College of Letters and Science - UC Santa Barbara

Santa Barbara, CA •

University of California - Santa Barbara •

University of California - Santa Barbara ,

SANTA BARBARA, CA ,

College of Liberal Arts - University of Minnesota Twin Cities

Minneapolis, MN •

University of Minnesota Twin Cities •

Master's Student: The School has some management problems. However, the faculty are well trained and knowledgeable. The performance faculty are very well suited to serve the twin cities area and Minnesota as a whole. ... Read 2 reviews

University of Minnesota Twin Cities ,

MINNEAPOLIS, MN ,

Featured Review: Master's Student says The School has some management problems. However, the faculty are well trained and knowledgeable. The performance faculty are very well suited to serve the twin cities area and Minnesota as a whole. .

University of Washington College of Arts & Sciences

Seattle, WA •

University of Washington •

University of Washington ,

SEATTLE, WA ,

College of Earth and Mineral Sciences - Penn State

University Park, PA •

Penn State •

Penn State ,

UNIVERSITY PARK, PA ,

The Ohio State University College of Arts and Sciences

Columbus, OH •

The Ohio State University •

Graduate Student: Not a bad place, good reputation but the College is cutting funds every year. Cutting funds within sociales sciences and humanities has been a problem that the college face every year. ... Read 1 review

The Ohio State University ,

COLUMBUS, OH ,

Featured Review: Graduate Student says Not a bad place, good reputation but the College is cutting funds every year. Cutting funds within sociales sciences and humanities has been a problem that the college face every year. .

College of Geosciences - Texas A&M University

College Station, TX •

Texas A&M University •

Texas A&M University ,

COLLEGE STATION, TX ,

Pittsburgh, PA •

University of Pittsburgh ,

PITTSBURGH, PA ,

College of Behavioral and Social Sciences - University of Maryland

College Park, MD •

University of Maryland - College Park •

University of Maryland - College Park ,

COLLEGE PARK, MD ,

College of Social Science - Michigan State University

East Lansing, MI •

Michigan State University •

Michigan State University ,

EAST LANSING, MI ,

College of Social Sciences and Public Policy - Florida State University

Tallahassee, FL •

Florida State University •

• • Rating 4.73 out of 5   11 reviews

Master's Student: FSU's graduate social work program is competitive & includes several experiential learning opportunities for online students. FSU ensures that online work does not equate to a compromise in education. The professors often include up-to-date lectures and utilize video forums for peer discussions which allows for a different modality of class engagement when synchronous learning is not possible. Additionally, the classes that I have enrolled in have encouraged me to critically analyze the field of social work and even the coursework being taught. I feel challenged in classes while also optimistic that students are encouraged to creatively problem-solve the field's current dilemmas. With the practical experience provided throughout the program it is important for students to consider their motivating influences for becoming a social worker which often includes forms of policy change. FSU offers an academic platform for students to explore such ideas via diverse coursework. ... Read 11 reviews

Florida State University ,

TALLAHASSEE, FL ,

11 Niche users give it an average review of 4.7 stars.

Featured Review: Master's Student says FSU's graduate social work program is competitive & includes several experiential learning opportunities for online students. FSU ensures that online work does not equate to a compromise in education. The professors often include up-to-date lectures and utilize video forums for peer discussions which allows for a different modality of class engagement when synchronous learning is not possible. Additionally, the classes that I have enrolled in have encouraged me to critically analyze the field of social work and even the coursework being taught. I feel challenged in classes while also... .

Read 11 reviews.

Elliott School of International Affairs

Washington, DC •

George Washington University •

Master's Student: The networking opportunities alone at GW in DC are priceless, and what they teach seriously helps students achieve their dreams no matter what they are. ... Read 5 reviews

George Washington University ,

WASHINGTON, DC ,

Featured Review: Master's Student says The networking opportunities alone at GW in DC are priceless, and what they teach seriously helps students achieve their dreams no matter what they are. .

University of Wyoming

LARAMIE, WY

• • Rating 4.42 out of 5   24

Salisbury University

SALISBURY, MD

• • Rating 4.52 out of 5   33

Saint Mary's University of Minnesota

• • Rating 4.6 out of 5   63

Showing results 1 through 25 of 153

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MA in Geography Degree Online

Transfer credits, next start date, develop your geographical skills with liberty’s ma in geography degree online.

Our world is full of diverse landscapes. Large cities, small towns, wooded forests, deserts, and mountains cover the globe – as does land that has not yet been explored. Pieces of land have history, but they also have chapters not yet written and stories not yet told. With Liberty University’s 100% online Master of Arts (MA) in Geography, you can learn how to navigate, document, use, and preserve different pieces of land.

This master’s in geography online offers you the opportunity to study key aspects of geography as well as the freedom to select 3 elective courses. That way, you can gain an advanced understanding of geography while also studying the subjects you’re most passionate about.

You won’t have to cross mountains or sail seas to complete our online geography degree – the MA in Geography at Liberty is offered 100% online in 8-week courses with no set login times. That way, you can earn a graduate degree while remaining committed to the things that matter most – like your job, family, and community.

Why Choose Liberty’s Master’s in Geography Online Degree?

As a pioneer in distance education since 1985, we understand what it takes to design an online MA in Geography that challenges you to grasp new concepts while respecting your personal commitments. Your responsibilities don’t stop when you embark on your educational journey, which is why our online geography degree is designed to fit your busy schedule.

Our master’s degree in geography can also help you pursue well-paying careers. According to the Bureau of Labor Statistics (BLS), geographers earned a median salary of $85,430 in 2020.* BLS also reports that professionals who held a master’s degree in 2020 earned approximately 18% more each week than professionals whose highest level of education was a bachelor’s degree.**

Additionally, Liberty is regionally accredited by the Southern Association of Colleges and Schools Commission on Colleges ( SACSCOC ). This means that Liberty has met high academic standards – and that a degree from Liberty can help you command respect in applicant pools. Partner with us for your online geography degree and take your career to new heights.

*Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, at  Geographers (viewed online Nov. 16, 2021). Cited projections may not reflect local and/or short-term economic or job conditions and do not guarantee actual job growth.

**Bureau of Labor Statistics, U.S. Department of Labor, at  Earnings and unemployment rates by educational attainment, 202 0  (viewed online Nov. 16, 2021). Cited projections may not reflect local and/or short-term economic or job conditions and do not guarantee actual job growth.

What Will You Learn in Our Master’s Degree in Geography?

Our MA in Geography consists of 2 sections: core courses and elective courses. Together, these sections offer you a well-rounded geography education as well as the freedom to select a few of your own courses.

In the core section of your degree, you will study geographic research methods. You will also be introduced to geographic information systems, embark on a journey through quantitative analysis, and explore human geography. In addition, you’ll study historical geography, demography and populations, and economic geography. The core section of our MA in Geography is rounded out by courses in transport and military geography.

The elective section of our master’s in geography requires 3 courses. You will be able to choose which 3 courses you’d like to take from a wide variety of options – ranging from economics and global studies to language and linguistics – giving you the opportunity to study the subjects you’re most passionate about.

This degree’s unique combination of core geography studies and electives is designed to offer maximum benefit to you. For more information on what a geography degree from Liberty can do for you, request information or apply today!

Featured Courses

• GEOG 502 – Introduction to Geographic Information Systems (GIS)
• GEOG 510 – Human Geography
• GEOG 610 – Demography and Populations
• GEOG 620 – Economic Geography

Course guides coming soon

Highlights of Our Geography Master’s Program

• We are  recognized by multiple institutions for our academic quality, affordability, and accessibility . Our commitment to excellence also helped us rank in the top 10% of Niche.com’s best online schools in America . Earning your Master of Arts in Geography from a nonprofit university with this kind of recognition can help set you apart from others in your field.
• Your success is our success, which is why we’re committed to providing quality academics at an affordable tuition rate. While other colleges are increasing their tuition, we’ve frozen tuition rates for our undergraduate, graduate, and doctoral programs for the past 9 years – and counting. 
• You can complete our online master’s degree in geography in as little as 1.5 years.
• You’ll be able to benefit from networking opportunities with other professionals in the program from around the country.
• Our MA in Geography is taught by expert professors who have years of experience and a passion for your success.

MA in Geography Degree Online Information

• The online Master of Arts in Geography falls under the  College of Arts and Sciences .
• Download and review the  Degree Completion Plan .
• View the  Graduate Arts and Sciences Course Guides   (login required).

Apply Now   Request Info

Military Benefits for Our Online Graduate Programs

Liberty University is dedicated to providing world-class educational experiences to military students from all over the globe. Whether you are a current service member, discharged or retired from service, or the spouse of a service member or veteran, we are here to support you every step of the journey.

As a thank-you for your dedication and service to our country, Liberty is honored to serve and support you in your pursuit of online education by offering the following benefits:

• Tuition discounts – $275 per credit hour for graduate courses
• Additional discount for veterans who serve in a civilian capacity as a First Responder (less than $625 per course)
• 8-week courses, 8 different start dates each year, and no set login times (may exclude certain courses such as practicums, internships, or field experiences)

Career Opportunities for MA in Geography Graduates

• Cartographer
• Industrial developer

Admission Requirements for the MA in Geography

A regionally or nationally accredited bachelor’s degree with a 3.0 or above GPA is required for admission in good standing. Please visit our  admission requirements page for more detailed admissions-related information.

All applicants must submit the following:

• Admission application
• Application fee*
• Official college transcripts
• Unofficial college transcripts may be accepted with a completed official transcript request form**
• Proof of English proficiency (for applicants whose native language is other than English)

*There is no upfront application fee; however, a deferred $50 application fee will be assessed during Financial Check-In. This fee is waived for qualifying service members, veterans, and military spouses – documentation verifying military status is required.

**An official transcript is needed within 60 days of acceptance or before non-attendance drops for the first set of matriculated classes, whichever comes first.

Specializations for the MA in Geography 

Liberty’s Master of Arts (MA) in Geography general track gives you the opportunity to study several core geography topics as well as personalize your degree with elective courses – so you can pursue your unique goals.

Career Opportunities

View the Degree Completion Plan . View the Graduate Arts and Sciences Course Guides (login required) .

Disaster Management

Liberty’s Master of Arts (MA) in Geography – Disaster Management is an excellent choice if you want to use your knowledge of geography to help communities around the world prevent and recover from natural and humanitarian disasters.

• Nonprofit worker
• Policy developer
• Public administrator

Geographic Information Systems (GIS)

Our Master of Arts (MA) in Geography – Geographic Information Systems can equip you with a working knowledge of how Geographic Information Systems (GIS) are used for mapping, surveying, navigation, location-based services, and much more.

• Geographic information systems (GIS) technologist

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Urban Planning

Liberty’s Master of Arts (MA) in Geography – Urban Planning is designed to help you apply key principles of geography to developing new towns/cities and improving existing ones.

• Geographic information systems (GIS) specialist
• Public policy worker
• Urban planner

*Some restrictions may occur for this promotion to apply. This promotion also excludes active faculty and staff, military, Non-Degree Seeking, DGIA, Continuing Education, WSB, and Certificates.

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Master of Arts (MA)

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Geography (M.A.Geo./M.S.)

Mageo/ms geography (master's).

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• Review Admission Requirements

Program Overview

Working closely with a dedicated faculty that is recognized nationally and internationally for its research, mentoring and teaching accomplishments, students embark on a journey of professional development that includes research and teaching opportunities. The department also hosts or plays key roles in several international, national and university-wide research centers.

Course Work

The M.S. program offers a flexible graduate degree plan and supports students interested in developing publishable research. Students complete 30 credit hours, including core, skills and elective courses, as well as six hours of thesis work. A research thesis is required to complete the degree.

The M.A.Geo. program offers topically focused graduate degree plans emphasizing skills in applied research and analysis in natural resource management, environmental planning, geographic information science, urban and community planning, and geographic education. Students complete 33 credit hours, including core and skills courses. A research paper is required to complete the degree. Online courses are available in all M.A.Geo degree plans, and students can take 50-100% of their coursework online.

*Online Availability

The Master of Applied Geography (M.A.Geo) with a concentration in Geographic Education is the  only  master's program in the Department of Geography that is offered 100% online. If you are not a Texas resident and will not relocate, please visit the  Office of Distance and Extended Learning . International applicants will not be eligible to receive a Form I-20 or DS-2019 for an F-1 or J-1 visa from Texas State and may review the  eligibility requirements  of enrolling in online programs and contact the  International Student and Scholar Services (ISSS)  with questions.

What Our Students Say

"The wide-ranging research interests of the faculty coupled with the warm and supportive department culture make this a great place to study and grow."

— Keenon Lindsey, Class of 2023

Program Details

Our master's students have been recognized with research awards and academic scholarships at the international, national and regional levels, and have pursued professional careers or joined doctoral programs at Texas State and elsewhere.

Program Mission

The mission of the Department of Geography is to offer students educational experiences of the highest quality and to conduct meaningful and vital research. The department is committed to outstanding teaching and scholarly activities within the framework of academic freedom and the diversity of ideas and is dedicated to the advancement of knowledge and to public service. The department stresses the theoretical and applied realms of geography in all of its curriculum, leads the discipline with innovative applied work, and actively seeks to recruit top students nationally and internationally.

Related Programs:  M.A.Geo in Geographic Information Science   |  M.A.Geo in Geography Resource & Environmental Science

Career Options

M.A.Geo. graduates typically pursue professional careers in environmental management, GIScience, physical and environmental geography, and planning. M.S. graduates typically continue their studies at the doctoral level or apply for research-oriented positions in the public or private sector. M.A.Geo. and M.S. alumni work in the private or public sector, in federal agencies or research centers, or have continued to the Ph.D. level.

Program Faculty

Full-time faculty members conduct research in physical, human, and environmental geography, geographic education, and geographic information sciences, and publish in top-tier journals, including the  Annals of the American Association of Geographers, The Professional Geographer, Urban Geography, Physical Geograph y, the  International Journal of Geographical Information Sciences,  and the  Journal of Geography . Faculty research has been supported by the National Science Foundation, U.S. Environmental Protection Agency, U.S. Department of Justice, and National Aeronautics and Space Administration, among other funding agencies.

Contact  The Graduate College  for general questions about getting started with your application, funding your degree, and more. If you have program-specific questions after reviewing the program details, we encourage you to contact the following individuals.

Graduate Advisor Dr. Ronald Hagelman, III [email protected] 512.245.8847 Evans Liberal Arts (ELA) , Room 335

Advisor Support Allison Glass [email protected] 512.245.2618 Evans Liberal Arts (ELA) , Room 127

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Application Process

Review requirements, submit application, upload documents, check status, application deadlines.

This program's deadline is firm. This type of deadline means the application and other application requirements must be submitted by the program's specified deadline day.

Admission Requirements

The items required for admission consideration are listed below.  Additional information for applicants with international credentials can be found on our  international web pages .

Application

• Completed  online application

Review  important information  about the online application.

Application Fee

• $55 nonrefundable application fee OR
• $90 nonrefundable application fee for applications with international credentials

Review  important information  about application fees.

Transcripts & GPA

M.A.Geo. Applicants

• baccalaureate degree from a regionally accredited university (Non-U.S. degrees must be equivalent to a four-year U.S. Bachelor’s degree. In most cases, three-year degrees are not considered. Visit our International FAQs for more information.)
• a copy of an official transcript from each institution where course credit was granted
• a 3.2 overall GPA or a 3.2 GPA in your  last 60 hours  of undergraduate course work (plus any completed graduate courses) Effective spring 2025 : a 3.0 overall GPA or a 3.0 GPA in your last 60 hours of undergraduate course work (plus any completed graduate courses)
• background course work

Review important information about transcripts. Official transcripts, sent directly from your institution, will be required if admission is granted.

M.S. Applicants

• baccalaureate degree from a regionally accredited university
• a 3.4 overall GPA or a 3.4 GPA in your  last 60 hours  of undergraduate course work (plus any completed graduate courses) Effective spring 2025 : a 3.2 overall GPA or a 3.2 GPA in your last 60 hours of undergraduate course work (plus any completed graduate courses)

Once admitted, M.A.Geo. students wishing to transfer to the M.S. program must complete nine graduate hours with a 3.6 GPA or better and work with the graduate advisor to determine eligibility of transfer.

Test Scores

• GRE not required

Approved English Proficiency Exam Scores

Applicants are required to submit an approved English proficiency exam score that meets the minimum program requirements below unless they have earned a bachelor’s degree or higher from a regionally accredited U.S. institution or the equivalent from a country on our  exempt countries list .

• official TOEFL iBT scores required with a 78 overall
• official PTE scores required with a 52 overall
• minimum individual module scores of 6.0
• official Duolingo Scores required with a 110 overall
• official TOEFL Essentials scores required with an 8.5 overall

This program does not offer admission if the scores above are not met.

Review important information about official test scores.

• statement of purpose identifying your preferred degree and concentration and possible areas of research
• three letters of recommendation

Review important information about documents.

Additional Information

• Application Decisions
• International Applicants
• Reapplication Process

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Geography, MA

On this page:, at a glance: program details.

• Location: Tempe campus , or online
• Second Language Requirement: No

Program Description

Degree Awarded: MA Geography

The MA program in geography is designed to offer specialized academic and professional training in geography so students may secure a sound graduate background for further specialization or for immediate employment. The program has sufficient flexibility to allow for individual needs and interests, allowing students to create a plan of study that fits their personal and professional goals.

In addition to innovative coursework, the state-of-the-art research centers, Spatial Analysis Research Center and Urban Climate Research Center, offer students the opportunity to work with exceptional faculty on diverse research projects. Students have the opportunity to work alongside some of the brightest minds in geography, including four members of the National Academy of Sciences and rising talent in the fields of urban heat island research, GIS and more.

Students earning the Master of Arts in geography have the ability to build a path of knowledge that reflects their personal interests within the realms of geography. Students benefit from a wide variety of coursework and research opportunities in four broad interdisciplinary themes that span the expertise of the faculty within the School of Geographical Sciences and Urban Planning:

• computational spatial science
• earth systems and climate science
• place, identities and culture
• sustainability science and studies

Additional Details

Frequently Asked Questions

Degree Requirements

30 credit hours including the required capstone course (GPH 597)

Required Core (3 credit hours) GCU 585 Geographic Research Design and Proposal Writing (3) or GCU 596 Geographic Research Methods (3)

Other Requirement (8 credit hours) GCU 528 Geographic Problems and Context (3) or GCU 529 Contemporary Geographic Thought (3) GCU 591 or GPH 591 Seminar: Geography Colloquium (1) GCU 591 or GPH 591 Seminar: Geography Colloquium (1) methods and statistics course (3)

Electives (13 or 16 credit hours)

Culminating Experience (3 or 6 credit hours) GCU 599 Thesis (6) or GPH 599 Thesis (6) GPH 597 Geography Capstone (3)

Additional Curriculum Information Coursework and research hours are selected by the student in consultation with an advisory committee. The program recognizes that other graduate-level courses are offered at ASU. Advanced topics are often taught in omnibus courses, which have rotating content that is not reflected in their titles. Students may include these courses in their curriculum with approval of the program directors.

The other requirement course, Seminar: Geography Colloquium, is taken twice, once in each of the first two semesters of the program, for one credit hour each time. Other courses may be used with approval of academic unit. For the methods and statistics course requirement, students should consult with the academic unit for eligible courses.

Students take 13 credit hours of electives for the thesis culminating experience option and take 16 credit hours of electives for the non-thesis option.

Up to six credit hours of 400-level coursework may be applied toward the plan of study.

Admission Requirements

Applicants must fulfill the requirements of both the Graduate College and The College of Liberal Arts and Sciences.

Applicants are eligible to apply to the program if they have earned a bachelor's or master's degree, in any field, from a regionally accredited institution.

Applicants must have a minimum cumulative GPA of 3.00 (scale is 4.00 = "A") in the last 60 hours of their first bachelor's degree program, or applicants must have a minimum cumulative GPA of 3.00 (scale is 4.00 = "A") in an applicable master's degree program.

All applicants must submit:

• graduate admission application and application fee
• official transcripts
• personal statement
• three letters of recommendation
• proof of English proficiency

Additional Application Information An applicant whose native language is not English must provide proof of English proficiency regardless of their current residency.

The personal statement must address three items:*

• What specialty in geography does the applicant wish to pursue, and why?
• What aspects of the applicant's education (a description is needed) will enable the student to pursue this specialty?
• What additional training does the applicant believe can be obtained at Arizona State University to realize the applicant's educational and career goals?

*Applicants also should provide any other information they feel should be considered in their application for admission, e.g., research experience or information which might be drawn from the applicant's resume.

Letters of recommendation must be from three faculty members who can attest to the applicant's academic achievements.

Flexible Degree Options

Accelerated program options.

This program allows students to obtain both a bachelor's and master's degree in as little as five years. It is offered as an accelerated bachelor's and master's degree with:

BS - Geography (Meteorology-Climatology) -->

Bs - geography (meteorology-climatology).

Website | Locations: TEMPE

BS - Geography -->

Bs - geography.

Website | Locations: TEMPE,ONLNE

BA - Geography -->

Ba - geography.

Acceptance to the graduate program requires a separate application. During their junior year, eligible students will be advised by their academic departments to apply.

Next Steps to attend ASU

Learn about our programs, apply to a program, visit our campus, application deadlines, career opportunities.

Professionals with expertise in geographical sciences research, theory and practice are in high demand across sectors and industries, including consulting firms, government agencies, community organizations and public and private research facilities. Skills in geographical data analysis, mapping and climate science are valuable to businesses and institutions relying on research-based approaches to solve complex real-world problems.

Some graduates of the program continue on to pursue doctoral degrees.

Career examples include:

• environmental scientist or specialist
• geographic information systems technician
• geological materials technician
• geophysical data technician
• geoscientist
• geospatial information scientist or technologist

Attend Online

ASU offers this program in an online format with multiple enrollment sessions throughout the year. Applicants may view the program description and request more information here .

Program Contact Information

If you have questions related to admission, please click here to request information and an admission specialist will reach out to you directly. For questions regarding faculty or courses, please use the contact information below.

• [email protected]
• 480/965-7533

Program Description

Berkeley Geography offers the highest quality graduate training for future scholars and teachers at the collegiate level, as well as for those going into professional careers in government, NGOs and consulting. The program is divided into three major areas: Development & Environment, Local & Global Relations, and Global Environmental Change. Within these domains a wide range of faculty interests are represented, such as political ecology, economic geography, cultural geography, modernity studies, urban studies, geography of race and gender, climatology, biogeography, and geomorphology. Faculty come with a broad spectrum of regional specialties as well, including Africa, Southeast Asia, Europe, the Arctic, the Pacific Basin, California, Mexico, the Caribbean and Central America. The faculty has been expanded in recent years to include a number of affiliates in other departments with expertise in such fields as GIS, natural resources, fluvial geomorphology, archeology, cognition, paleo-environments, and urban architecture.

Berkeley students are expected to be independent, and we welcome those who have had professional experience and wish to return to deepen their education. Students are encouraged to range freely through the curriculum and to follow their inspiration where it leads, working in tandem with faculty advisors. Students choose their own mentors, often utilizing two or three faculty in equal measure; these may include faculty affiliates and members from other departments. While faculty have their own research agendas and teaching specialties, and often collaborate with students, we believe students should march to their own drummer. We expect students to read extensively, develop the necessary research skills, and produce well-crafted thesis and dissertation. Many students publish their findings along the way, as well.

The University of California at Berkeley is the premier graduate research and education institution in the United States, and Geography students can take advantage of a wealth of corollary programs and faculty. Geographers regularly interact with faculty and students from the College of Natural Resources, College of Environmental Design, Energy and Resources Group, Geology & Geophysics, Biological Sciences, Departments of Anthropology, Sociology, Economics, Women’s Studies and Ethnic Studies in the Division of Social Sciences, and with Art History, English and others of the Humanities. The campus is rich with interdisciplinary Centers and Institutes in International Studies, Latin American Studies, Labor Studies, Atmospheric Sciences, Southeast and East Asian Studies, Humanities, European Studies, and many more. Collaboration with the Lawrence Laboratories is also common. Geographers direct several of these centers and students benefit from research programs, grants and symposia organized under their aegis. Geographers also provide core teaching in Development Studies, Environmental Sciences, and American Studies.

Geography is housed in the renovated (and seismically reinforced) McCone Hall, near the lively North Gate of campus. The Earth Sciences and Map Library is downstairs. Across the glade is the Main Library, center of the system housing 11 million volumes, and the exceptional Bancroft Library, the greatest archive of materials on Western and Central America. The Department facilities include classrooms, offices for faculty, students and visiting scholars, research laboratories, cartography, GIS and remote sensing teaching labs. Central to our operations is the Department Computer Facility, one of the best of its kind on campus and a hub of everyday faculty, staff and student operations. Its main lab, specializing in graphics and cartography, includes scanners, digitizer, and color printers, backed up by a Web Server, extensive software library, and the campus TCP-IP network. We have a large range of low-tech wall-maps, projectors and copiers, as well. The Department staff provides excellent support in all areas, including student services, grants, equipment, computing and cartography.

DEPARTMENT OF GEOGRAPHY

Geography is an inquiry into the patterns and processes that make up the surface of the Earth. It is a broad field of inquiry that, in our department, includes glaciers and climate change, the origins of agriculture and the evolution of plant life, the culture of cities and the dynamics of the global economy. Such a wide range of themes gives each student great freedom to choose a research topic, develop an intellectual style, and select approaches to gathering evidence and making persuasive arguments. That freedom also includes opportunities to go outside of the department and make use of the tremendous resources of the campus as a whole. Our goal is to help each student find his or her own combination of intellectual rigor, creativity, and independence.

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Department of Geography

• Department Leadership
• Statement on Rights and Community
• Department of Geography Strategic Plan
• Our Research Community
• Faculty Awards
• Student Awards
• About Will and Ruby Miller
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• Plan a Visit
• All Department Directory
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• Bachelor of Arts (B.A.)
• Bachelor of Science (B.S.)
• Applying to our undergraduate program
• Undergraduate Advising
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Master of Science (M.S.)

• 5-year Doctor of Philosophy (M.S. + Ph.D.)
• Doctor of Philosophy (Ph.D.)
• Graduate Student Handbook
• Applying to our resident graduate program
• Interdisciplinary Programs
• Master's Degrees in GIS and SDS
• Certificates in GIS, Geospatial Intelligence (GEOINT), and Remote Sensing
• Tenure-line Faculty Directory
• Research/Teaching Faculty Directory
• Affiliate Faculty Directory
• Residential Graduate Students Directory
• Emeritus Faculty Directory
• Environmental Change and Prediction
• Food Security and Human Health
• Geospatial Big Data Analytics
• Justice, Ethics, and Diversity
• Population, Environment, and Governance
• Spatial Modeling and Remote Sensing
• Center for Landscape Dynamics
• GeoVISTA Center
• Gould Center
• GeoSyntheSES
• Geoinformatics and Earth Observation Lab
• Vegetation Dynamics Lab
• YouTube channel
• Submit Good News
• Coffee Hour Lecture Series
• GENIUS Workshop
• Recognition Reception
• The Miller Lecture
• Donald W. Hamer Center for Maps and Geospatial Information
• GEOGRAPH summer 2021
• GEOGRAPH summer 2020
• GEOGRAPH summer 2019
• GEOGRAPH summer 2018
• GEOGRAPH summer 2017
• GEOGRAPH summer 2016
• Geography careers
• Alumni Profiles
• Graduate Student Research
• GIS Coalition
• Gamma Theta Upsilon (GTU) honor society
• Graduate Students in the Department of Geography
• Supporting Women in Geography (SWIG)
• Undergraduate Research Opportunities Connection (UROC)
• The Peter R. Gould Center for Geography Education and Outreach
• Graduate Seminars

• Degree Programs
• Graduate Degrees

In This Section

A master’s degree in Geography is one stage in a process of lifelong learning. As a stage beyond the baccalaureate degree, the master’s degree allows students to explore and specialize in the domain of geography. The mode of instruction (e.g., seminars and independent studies), the process of learning (e.g., the exercise of critical and independent judgment), and the responsibility for learning (e.g., self-motivated exercise of responsibility with the guidance of an advisor) reflect a qualitative change from the undergraduate experience. There are multiple outcomes of the master’s degree including, but not restricted to, continued graduate studies leading to a doctoral degree; or professional service or employment with the possibility of continued graduate studies at some later date.

The key characteristics of the Penn State master’s degree in Geography are proficiency in the knowledge base of geography and a capacity to undertake independent, scholarly research.

The master’s degree in Geography is a two-year program that culminates in a thesis. In some cases, master’s candidates opt to write two scholarly research papers. Progress through the degree is under the guidance of an adviser and two other faculty committee members.

Throughout the program, students are expected to participate in multiple activities that will broaden and deepen their understanding of geography. Through Graduate Teaching Assistantships, students will be exposed to the fundamentals of teaching and the coordination of group and individual learning. Through Graduate Research Assistantships, they will be exposed to all facets of the professional research process.

Our online Graduate Student Handbook explains the program requirements for all degrees.

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Graduate Programs

Explore this Section

We offer three different graduate degrees: a PhD in geography, an MA in geography and an MS in geographic information science. 

Serving a graduate student body of about 75 students, we are able to provide small classes, individual advising, competitive financial aid packages, job-placement assistance and the chance to develop rewarding relationships with faculty, staff and other students.

Graduate students are also encouraged to take advantage of numerous opportunities for field training through a range of trips and field courses, both in the U.S. and abroad.

• Graduate Program Application Checklist
• Graduate Program Frequently Asked Questions
• 2023-24 Graduate Student Handbook

Doctor of Philosophy in Geography

The PhD in geography emphasizes biogeography, climatology, cultural geography, economic geography, environmental change, geographic information science, geomorphology, human environment interaction, Latin America, population, Quaternary studies, transportation geography, water resources and urban geography.

Students in the program will be expected to produce a high-quality dissertation of substantial scope. A PhD in geography will prepare students to pursue careers in higher education, with federal and state agencies, and in a range of other fields requiring specialized geographic knowledge.

• Degree requirements
• Admission steps

Master of Arts in Geography

A master of arts (MA) in geography focuses on our department's three areas of expertise: physical geography; human geography; and human-environment interaction. Rigorous coursework and research, culminate in a thesis project. Opportunities for field training abound, both in the U.S. and abroad, and we'll help support you with career goals so you're best able to utilize your skills.

Students who graduate with an MA in geography often pursue careers with state and local planning agencies, environmental consulting firms, developers and private enterprises as well as careers in sustainability and resource usage.

Master of Science in Geographic Information Science

The Master of Science (MS) in geographic information science (GISc) is designed for students interested in careers in GIS. The program provides in-depth study of geospatial skills, including cartography, remote sensing, Geographic Information Systems, and Global Navigation Satellite Systems. Digital solutions and data analysis are increasingly essential in the way we understand geography, cartography, and how they relate to the human and physical world. The US Bureau of Labor Statistics predicts demand for graduates with geospatial skills will grow by 30 percent by 2024.

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MA, Geography

The department of Geography at UGA is a leading center of scholarship on the physical and social processes that shape our world. We offer both MA and MS degree programs.

Degree Type: Masters

Degree Program Code: MA_GEOG

Degree Program Summary:

Global patterns of resources, population, culture, and economic systems. Factors contributing to these patterns and distinctions between the technologically advanced and less advanced regions of the world. Geographic factors underlying multiculturalism and ethnic relationships in the United States. Spatial development and organization of culture; population growth, migration, and urbanization; and the spatial dimensions of political, economic, and social processes. Geography opens doors to a wide variety of careers such as International Business Representative, Environmental Manager, Business Location / Allocation Expert, Market Researcher, Community Development and Planning Specialist, Surveyor, Mapmaker, Satellite Image Analyst, Weather Forecaster, Natural Resource Manager, and Cultural or Environmental Interpretive Specialist. This list represents only a small sample of careers in Geography. In fact, almost any career would benefit from a better understanding of Geography. Our graduates find rewarding careers and are well compensated. Average starting salaries for Geography graduates are in the top quarter of all programs in Arts and Sciences. Average starting salaries of our graduates are also greater than starting salaries for a majority of programs in business. A significant number of our majors continue their education with graduate studies in Geography or related disciplines.

The Department of Geography offers graduate programs leading to the MA, MS, and PhD degrees with specialization in physical and human geography and in geographic information science (GIS). The department’s strengths are in biogeography, geomorphology, Quaternary studies, geoarchaeology, and climatology; social theory, labor studies, political economy, and gender; population, urban, economic, social, and development geography; and cartography, photogrammetry, remote sensing, and GIS.

The department has strong ties with the College of Environment and Design; the Center for Archaeological Sciences; the Marine Sciences, Asian Studies, Women’s Studies, and African Studies programs; the Humanities Center; the Institute of Government; the Terry College of Business; and the Institute for Behavioral Research. As a member of the Inter University Consortium for Political and Social Research, the University supports a host of resources and services for social science research. Housed in the Department of Geography is the Center for Remote Sensing and Mapping Science (CRMS), which undertakes interdisciplinary research projects requiring the development of image and map data and their processing technologies, for applications in the physical, biological, and mapping sciences.

More than sixty graduate students from the USA and overseas are currently in residence. The MA and MS degrees require 7 core hours and a minimum of 18 elective hours, in addition to 6 hours of research and thesis writing. Programs of study tailored for either the MA or MS degree are designed in consultation with the student’s advisory committee. Normally, students with primary interests in physical geography or geographical techniques pursue the MS degree, whereas students with primary interests in human geography pursue the MA degree. For the PhD, the department requires a minimum of 30 credit hours (including 4 core hours if not already taken in the MA or MS degree) and either a reading knowledge of one foreign language or credit for two additional techniques courses.

Geography has excellent teaching and research facilities in a building shared with the Department of Geology. The faculty and graduate students have available to them a number of laboratory spaces. The Geomorphology Laboratory, primarily designed for standard wet chemical and mechanical analyses of soil, sediment, and plant materials, includes a separate work area with PCs, balances, and microscopes. The Plant Microfossil Laboratory is designed principally for the extraction of pollen grains from sediments and includes a separate microscope facility. The TL/OSL Dating Laboratory, a state of the art facility that can be used to date sediments and archaeological materials, has a RISØ TL/OSL DA 15 glow oven/sample changer equipped with a blue light OSL attachment. Other equipment includes a low level beta counter, three alpha counters, and alpha and beta irradiators. The Tree Ring Laboratory has a fully automated stage and computer-controlled microscope imaging system for measuring and analyzing tree cores. The Climatology Research Laboratory (CRL) includes multiple workstations with software packages for climatological analysis. CRL also maintains a NOAAport satellite receiver of real-time meteorological observations, radar imagery, and GOES imagery. Additionally, CRL operates an HPPT satellite receiving station ingesting AVHRR imagery. A variety of microclimatological instrumentation is also available for student use.

In addition to a word processing facility for graduate students, the department maintains separate laboratories for introductory GIS and cartography; advanced GIS, remote sensing and photogrammetry; and spatial analysis and economic geography. Each laboratory is equipped with state of the art computers, both PCs and workstations, on a local area network with digitizers, scanners, printers, and plotters with current software in all areas. CRMS also maintains a complex computer network and extensive software for remote sensing, GIS, and photogrammetric applications. The department owns three vehicles for regional travel and field trips.The department has strong ties with the College of Environment and Design; the Center for Archaeological Sciences; the Marine Sciences, Asian Studies, Women’s Studies, and African Studies programs; the Humanities Center; the Institute of Government; the Terry College of Business; and the Institute for Behavioral Research. As a member of the Inter University Consortium for Political and Social Research, the University supports a host of resources and services for social science research. Housed in the Department of Geography is the Center for Remote Sensing and Mapping Science (CRMS), which undertakes interdisciplinary research projects requiring the development of image and map data and their processing technologies, for applications in the physical, biological, and mapping sciences.

Locations Offered:

Athens (Main Campus)

College / School:

Franklin College of Arts & Sciences

346 Brooks Hall Athens, GA 30602

706-542-8776

Department:

Graduate Coordinator(s):

Xiaobai “Angela” Yao

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Online Geography Master’s Degree

Ready to move to the next level? Change career directions? Continuing education?  Teacher of AP Human Geography?  GIS Professional? Earn your Geography Master’s Degree 100% online from Marshall University!

• Flexible schedule.  Learn from anywhere. With online courses, you never need to come to campus. You can work from the comfort of your home.
• Fully accredited by the Higher Learning Commission.
• All Geography courses required to complete your degree are offered online.
• Learn the latest geospatial technologies – GIS and Remote Sensing.
• Flexible curriculum – you choose your elective courses (with help from an advisor) in addition to the core courses.
• Transfer credits that you’ve already earned at other schools.
• Financial aid is available .
• Start the program in summer, fall, or spring, whenever you are ready!
• Official catalog description of the MA Geography program.
• Official catalog description of the MS Geography program.

No matter your location, you can earn your Online Geography Master’s Degree at Marshall.  Family and work obligations?  No problem and no need to show up in a classroom.  Your academic advisor will be a Geography faculty member to help you meet all requirements and answer questions about the program. We work with you to customize your learning experience and help you graduate on your schedule. You’ll not find a more affordable, fully accredited program anywhere!

This broad program offers physical and human geography, geospatial information systems, and geographical research to prepare you for a plethora of career fields such as Geographic Information Systems (GIS), Cartography, Meteorology, Environmental Science, Planning and Development, Business/Marketing Location, Natural Resource Management, and Geographic Education especially AP Human Geography.

Courses are designed and taught using the latest technology tools by Geography full-time faculty members who have Ph.D.’s in the field.   Access the full support resources of Marshall while pursuing a master’s degree in geography online: software licenses (e.g., ArcGIS , ERDAS Imagine ), research libraries , English Writing Center , information technology support , and CareerEducation . See http://www.marshall.edu/muonline for more information about online learning at Marshall.

• Any GEO GIScience course, such as GEO523 or GEO526 – 3-4 credits ( you must have a PC running Windows with these minimum specifications )
• GEO615 Geographic Thought – 3 credits (fall)
• GEO616 Geographical Research Methods – 3 credits (spring)
• GEO 679 Applied Projects – 3 credits or GEO681 Thesis – 6 credits (spring/summer)
• (MS only)GEO540 Spatial Statistics and GIS – 4 credits (fall)

In addition to completing the core, choose from the following available online courses:

• GEO502 Appalachia – 3 credits (every other fall)
• GEO504 Europe – 3 credits (summer)
• GEO505 Political – 3 credits (summer)
• GEO506 Population – 3 credits (every other spring)
• GEO508 Middle and South America – 3 credits (summer)
• GEO510 Urban Geography – 3 credits (every other spring)
• GEO518 Geography for Educators – 3 credits (summer)
• GEO522 Environmental Geography – 3 credits (every other spring)
• GEO523 Cartography and GIS – 3 credits(fall/summer)
• GEO524 Transportation Geography – 3 credits (every other fall)
• GEO525 Climatology – 4 credits (every other fall)
• GEO526 Principles of GIS – 4 credits (fall/spring/summer)
• GEO527 Programming GIS – 4 credits (summer)
• GEO529 Location Analysis – 4 credits (every other fall)
• GEO530 Environmental Raster GIS – 4 credits (every other fall)
• GEO531 Remote Sensing and Photogrammetry – 4 credits (spring)
• GEO534 Flood Hazards and GIS – 3 credits (spring)
• GEO550 Extreme Weather – 4 credits (fall/summer)
• GEO560 Weather Analysis – 4 credits (every other fall and summer)
• GEO607 Economic Development – 3 credits (every other fall)
• GEO617 Seminar: Weather – 3 credits (summer)
• GEO618 Seminar: Sustainable Transportation – 3 credits (every other fall)
• GEO619 Seminar: Urban Revitalization – 3 credits (summer)
• GEO620 Conservations Geography – 3 credits (every other spring)
• GEO623 Regions of North America – 3 credits (summer)
• GEO690 Internship in Geography – 3 credits (spring/summer/fall)

The Master’s Degree in Geography (M.A. or M.S.) requires 34 credit hours, 17 of which must be at the 600-level.

To be successful in a 100% online learning environment, you should be:

• Self-motivated, independent learner with good time management skills
• Comfortable with technology and communicating in a virtual environment
• For technology (GIS/RS) courses, you must have a PC running Windows with these minimum specifications

See the latest Graduate Catalog for more complete information about degree requirements. To get started in the online geography degree completion program, apply online .

• Over 150 online courses are offered each term taught by Full-time Marshall professors
• Access to course resources anytime from any place; Blackboard technical support provided 24/7 via chat, phone, or email
• Distance students can obtain their entire degrees completely online and are eligible for a distance tuition and fee rate regardless of residency status that is similar to in-state resident tuition. Scroll down to view “DISTANCE” fees on this page: http://www.marshall.edu/tuition/
• An array of student support resources are also provided online such as advising, career services, the bookstore, financial aid, the Writing Center , IT Service Desk , access to the library/librarians and more! http://www.marshall.edu/muonline/student-resources/campus-services/
• Online Courses follow the Quality Matters rubric and comply with the eight essential standards for course development and delivery.

Master’s Degree in Geography Tracks

• 505 Political Geography
• 506 Population Geography
• 508 Geography of South and Middle America
• 510 Urban Geography
• 518 Geography for Educators
• 522 Environmental Geography
• 523 Cartography and GIS
• 607 Economic Geography
• 619 Seminar: Urban Revitalization
• 525 Climatology
• 534 Flood Hazards and GIS
• 560 Weather Analysis
• 618 Seminar: Weather
• 620 Conservation
• Elective from Environmental Science (ES) or Geology (GLY) or Biology (BSC)
• 526 Principles of GIS
• 527 Principles of GIS 2
• 529 GIS Location Analysis
• 530 Environmental Raster GIS
• 531 Remote Sensing and Photogrammetry
• 532 Enterprise GIS
• 533 GPS and Mobile Geospatial Technologies
• 554 Drones: Remote Sensing and GIS
• 690 Internship
• 524 Transportation Geography
• 617 Seminar: Sustainable Transportation
• Elective from Political Science (PSC) dealing the Public Administration
• 550 Extreme Weather
• 502 Geography of Appalachia
• 504 Geography of Europe
• 623 Regions of North America

Geography Department Harris Hall 215 Marshall University 1 John Marshall Drive Huntington, WV 25755

Telephone: 304-696-4364

[email protected]

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Master of Science in Geography

Grad student in Glacier NP

The Department of Geography offers a Master of Science degree program in geography based on innovative research and strong collaboration between faculty and graduate students. The master's degree in geography develops specialists for academic, governmental, and industry positions through emphasis on:

• Cutting-edge geographic methods for analyzing and interpreting spatial and temporal processes
• Formulation of original research questions in response to critical debates and gaps in the scientific literature
• Research grounded in primary and secondary data, and findings that contribute meaningfully to geographical science  

There is a thesis option and a non-thesis option .

Governed by the Virginia Tech Graduate School , the degree program consists of a 32-credit hour curriculum that is designed for completion within two years. Explicit course requirements are limited to allow for flexibility in creating an individualized program, although spatial thought and analytics are central elements.

The degree is most commonly earned through the thesis option, in which coursework is complemented with rigorous, faculty-guided research of a geographic nature that culminates in a written thesis that is formally defended, faculty-approved, and submitted to the Graduate School. The less common path to degree completion is the non-thesis option, which combines more extensive coursework with an abridged faculty-guided geographic research project that culminates in a faculty-approved written project report.

A third path for earning the degree is through the accelerated M.S. degree program. Specific to Virginia Tech undergraduate students, the accelerated degree program allows for overlap of the final year of undergraduate study and the first year of graduate study, conceivably yielding undergraduate and graduate degrees in five years. Students pursuing the accelerated degree may choose either the thesis or non-thesis option.

Information for Prospective Students

How to apply.

In order to receive full consideration for admission and funding, you must apply on or before Jan. 15 for a fall semester start and Sept. 1 for a spring semester start. Applications are submitted through Virginia Tech’s Graduate School, which outlines how to apply .

The application must include an academic transcript, two-page personal statement, three letters of recommendation, and a writing sample. For international students for which English is not the primary language, results from an English proficiency test (e.g., TOEFL) are required. GRE scores are not required but are considered if submitted. If admitted, an official academic transcript is required prior to enrollment.

Each applicant will be considered for a departmental graduate teaching assistantship (GTA). Typically, the program supports 18 GTAs, with approximately nine awarded each academic year. Each GTA includes tuition, a stipend for the period of mid-August to mid-May for 20 hours per week of teaching assistance, and a health benefits option. GTAs can serve a maximum of two academic years, although students must demonstrate sufficient progress toward degree completion each semester to maintain their positions. Graduate research assistantships (GRAs) are periodically available through individual faculty that have secured research funding support. Terms for GRAs vary depending on funding sources.

Connecting with Faculty

The advocacy o f a faculty member for admission to the program is essential. No student will be admitted to the program without a clear signal of the willingness of a department graduate faculty member to advise them. It is important for the prospective student to ensure their research interests align with those of at least one faculty member, and it is recommended that a prospective student confirm that the potential faculty advisor is accepting new students. There are 15 graduate faculty who mentor students within the program. Please visit the faculty profiles page for information regarding academic backgrounds and specific research areas.

Graduate Faculty                             Subdiscipline                         Timothy Baird                               Human geography Anamaria Bukvic                          Human geography Thomas Crawford                        GIS/remote sensing Andrew Ellis                                  Physical geography Eranga Galappaththi                  Human geography                            Luke Juran                                     Human geography Lisa Kennedy                                Physical geography Junghwan Kim                              GIS/remote sensing Korine Kolivras                             Human geography Robert Oliver                                Human geography Craig Ramseyer                           Physical geography Lynn Resler                                   Physical geography Santosh Rijal                                GIS/remote sensing Yang Shao                                      GIS/remote sensing Stephanie Zick                             Physical geography

Courses and Degree Requirements

Course descriptions are available from the graduate catalog , while current course offerings are available through the timetable of classes . The requirements for the degree are outlined in the Plans of Study for the thesis option and the non-thesis option .

Please direct inquiries to the director of graduate studies:

Andrew Ellis Department of Geography 227 Wallace Hall Phone: 540-231-8049 Email: [email protected]

Resources for Current Students

General information.

A brief navigation guide  outlines the structure and functioning of the program and includes semester-by-semester timelines for students entering the program in either the fall or spring semesters.

Submission of various forms guides formal advancement toward the degree. Forms originating within the Department of Geography are linked below, with submission timing noted.

Plan of Study, Thesis Option

Plan of Study, Non-Thesis Option

Research Proposal Approval

Progress Appraisal

Supplemental Research Funding

Funding is available from the Sidman P. Poole Endowment to support field research, to purchase specialized field equipment and supplies, and to assist in attending professional meetings, seminars, and workshops. Please see the Poole Endowment page for more information and details on how to apply.

Additional funding opportunities are available through the College of Natural Resources and Environment, including CNRE travel grants and the CNRE Satellite Beacon Program.

Graduate School Resources

The Graduate School maintains a resources page for current graduate students that includes university announcements, information, and forms.

Masters Candidate FAQ

How should i contact a faculty advisor.

It is important to contact faculty to gauge their interest in being a potential M.S. thesis advisor. Visit their  faculty profiles  and personal websites to identify faculty with common research interests. You will be asked to provide at least one faculty member as a potential advisor in your “Academic and Professional Goals Statement.” Faculty will inform you if they are recruiting a new student and if they are interested in considering your submitted application alongside those of other applicants seeking their supervision. Thus, the application process is competitive based on both the pool of applicants and advisor fit. If you are unable to identify a potential advisor, contact  Andrew Ellis , director of graduate studies. It is difficult to gain acceptance without an advisor as we strive to be a student-centered program with strong mentoring relationships.

I am an international student, can I apply?

International students are encouraged to apply and given full consideration. Graduate teaching and research assistantships provide tuition remission and a stipend for international students. Note that the English proficiency requirement can be waived in cases of English as a national language and/or English as medium of instruction at your undergraduate institution. If admitted, international students work closely with the  Cranwell International Center , which provides a liaison to assist with the visa process. Due to the potential for visa delays outside of our control, it is important for international students to submit applications by the priority deadlines. 

Can I apply for admission to begin in the spring semester?

We prefer to admit students in the fall semester due to course scheduling, funding availability, and intended program design. However, applications are accepted to begin in the spring. It is best to contact  Andrew Ellis , director of graduate studies, to discuss opportunities for a spring semester start.

I don't have a degree in geography; can I seek admission to your program?

Geography is an inherently diverse and interdisciplinary field, so students are not required to have an undergraduate degree in geography. Some of our most successful students have entered with degrees from other fields.

Are GRE scores required?

No, GRE scores are not required. 

What are the application deadlines?

To receive full consideration for graduate teaching assistantship positions, applications must be submitted by Jan. 15 (fall semester start) or Sept. 1 (spring semester start). We consider applications submitted after the deadlines, but they will not receive priority for funding.

Where can I go for additional information on applying to graduate school at Virginia Tech?

Many questions about applying can be answered by reviewing Virginia Tech’s  Graduate School  website.

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    Department of Geography and Environmental Science

September 10, 2009 Posted by Someone

Completed MA thesis titles

The Department of Geography and Environmental Science offers a Master of Arts in Geography with a range of courses in human geography, physical geography, regional geography, and geographic techniques and methods. There are four broad concentration areas: environmental studies, geographic information science, places and cultures, and urban geography studies. The program accommodates students with a variety of professional backgrounds, and with academic training in social sciences, computer science, environmental science / engineering as well as traditional geography.

The program emphasizes geographic theory, skills, and analytical methodologies in urban, physical, and environmental geography, as well as geographic information science. A limited number of research, teaching, and college assistantships are available. The MA degree can be completed through either a thesis or a non-thesis option. Full-time students may be able to complete the M.A. within three semesters, but the average time for degree completion is three years. Many courses are offered in the evening to accommodate part-time and working students.

An MA in Geography from Hunter can lead to employment with local and national governments, international agencies, non-government organizations, corporations, consultants and information technology companies. The New York area is home to diverse urban communities, dynamic economies and cultures, government structures of all levels (from local to international), and corporate headquarters. Located on Manhattan’s upper east side, Hunter College is close to these activities. Students who wish to continue graduate work at the PhD level will find themselves well prepared and equipped with the research and technical skills necessary for advanced research.

Requirements in MA Geography

For admission requirements, application deadlines, and requirements for the degree, please refer to Hunter College's Graduate Catalog https://hunter-graduate.catalog.cuny.edu/programs/GEOG-MA

Learning Outcomes

Our students must demonstrate proficiency in scientific inquiry, critical thinking, and effective communication skills. These principles form the basis for the  Geography master’s program learning outcomes .

• Students will be able to state how a research project contributes to an existing body of geographic literature. The MA program emphasizes the geographic approach, where students apply concepts of space, place, location, scale, borders and regions, for example, to examine and test hypotheses regarding natural and human systems and explain association and causation in human-environment interactions.
• Students will be able to compare geographic perspectives, evaluate evidence (qualitative and/or quantitative) and arguments, and use evidence to support their conclusions. They also will learn to think creatively about strategic solutions to both global and local challenges to environmental and social sustainability. Student will apply critical thinking and creative solutions to global and local challenges to comprehend complex issues facing people, places, and spatial processes.
• Students will learn to connect phenomena spatially, systematically, or otherwise and explain human and environmental causes of current and emerging societal stresses and crises including climate change, biodiversity loss, desertification and deforestation, sea level rise, poverty and inequality, urbanization, geopolitical crises, and migration.  This learning outcome necessitates a broad and integrative knowledge of human and environmental global phenomena.
• Students will be able to design legitimate geographic methodology and implement legitimate geographic methodology.  Students will learn to use qualitative, quantitative and mixed method approaches and tools, including statistical spatial analysis, grounded and social constructivist theory, remote sensing and GIScience assisted by geographical and geospatial technologies as well as theoretical insight into connections between regions and multiple factors that produce place. 
• Student will be able to communicate through oral and visual presentation of spatial and geographical information.  By incorporating written, oral and visual methods (including graphs and maps), students will learn to communicate efficiently, with clarity and purpose, in the language of the discipline of geography. They will be prepared to become active, informed citizens ready to have an impact on society and the environment.

Guidance on Requirements from the Graduate Geography Advisor:

Availability of funding for MA students

Limited financial support might be available to MA students through research grants of indivividual faculty members.

SWG Adelene Moffat Fellowship: The Society of Woman Geographers Adelene Moffat Fellowship at Hunter College is a monetary award given annually to an outstanding woman student enrolled in a masters’ graduate program at the Department of Geography and Environmental Science at Hunter College of the City University of New York. The fellowship provides financial support to assist the student in completing their thesis research and to encourage further graduate study in geography.

If you have any inquiries related to this matter, please contact the Graduate Geography Advisor, Professor Jochen Albrecht at [email protected] .

Policy for maintenance of GPA

In order to graduate with an MA in Geography at Hunter College, students must have a cumulative GPA of at least 3.0. Any student whose cumulative GPA is below 3.0 at the end of a semester is considered “on probation.” Students on probation are expected to initiate a meeting with their academic adviser, and the graduate adviser, to discuss strategies to raise the student’s GPA. It is the student's responsibility to initiate this discussion.

If a student’s cumulative GPA is still below 3.0 after the semester of probation, the academic adviser and the graduate adviser may remove a student from the program. Such a decision is not taken lightly, and is taken only if the academic and graduate advisers agree that the student is unlikely to be able to successfully complete the requirements for the MA degree.

Policy for choosing an adviser and a committee

All Master’s degree students, regardless of whether they choose the thesis or exam option, must have a graduate committee consisting of an academic/major advisor and at least one other member. The role of the committee for thesis option students is to guide students through their course work and thesis research. The role of the committee for exam-option students is to guide students through their course work and their research papers, and to administer their exams. The committee should have expertise related to the student’s research interests. The role of the department's graduate adviser, which is different than the student’s academic adviser, is to ensure that students are meeting their requirements and milestones in a timely fashion, to enter permissions for classes, and to help students with other bureaucratic issues.

The academic adviser must be a full time faculty member of the Hunter College Department of Geography and Environmental Science. The second member (and any additional members) must have a Ph.D. in an appropriate field, and considered an expert in an area relevant to the student’s area of concentration. This may include full time as well as adjunct faculty of our department, faculty of other departments or institutions, or persons employed in the public or private sector. Students are required to identify an academic advisor before the end of their second semesters (or 20th credits, whichever is earlier) in the program and consult with her/him on which courses to take, and on what research topics to pursue. Students are also encouraged to choose committee members as early as possible during their career so that the committee can help shape the student’s academic experience as much as possible.

Potential advisors and committee members are not obligated to serve on the committee of any particular student. To choose an advisor or committee member, the student is expected to ask a faculty member if she/he is willing to serve in that capacity.  If she/he agrees to serve, ask her/him to email the graduate advisor to formalize the committee.

Guidance in choosing a research topic, an adviser and a committee

Your choice of research topic and advisor are critical, and there are many issues to be considered. The issues depend very much on the circumstances of each individual student. However, here we mention some general questions that each student should consider.

• Am I a student who needs or wants a close working relationship with your advisor? Or, am I experienced enough to do most of your research independently, with less interaction with your adviser? On this spectrum, most students fall in the middle, and require some degree of interaction with their adviser. If you are such a student, the choice of research topic and the choice of advisor are not independent of each other. It is likely in your best interest to be somewhat flexible in the specific topic, even if you have a general area of interest. This way, when you find a potential advisor, you work with her/him to decide on a topic that is of interest to both of you. If you choose a topic that is closely related to, or a small piece of, a project that the professor is already working on, you are more likely to benefit from direct interaction with the professor. If your topic is only marginally related to the professor’s current agenda, she/he may be less able to commit the same number of hours to your project.
• How should I identify which professors are potential advisors for me? Get to know the professors, first on the department web site, then by taking their classes, taking GEOG 70200 (where you meet many professors), and introducing yourself to them in other circumstances. This way you can get a feel for which professors have expertise related to your topic, and what specific projects the professor is working on.
• When should I start thinking about my research topic, advisor, and committee? As soon as possible. If you arrive here with a clear idea of your area of interest, start getting to know the appropriate professors immediately. Between your 9th and 18th credit is a good time to narrow it down and establish an adviser-advisee relationship with a professor. Then you have some time to choose a topic, and take the appropriate courses, before you have used up all your credits. However, some students will be able to accomplish this sooner, some will accomplish this later.
• Why should I choose my advisor early? Having an advisor early in your career (“early” means before you have taken too many credits towards your Master’s degree) will give you an advantage. The professor can advise you on what areas of knowledge you need in order to work on a particular project. To do the best thesis or research paper possible, there are probably a number of skills and areas of background information that you will need. If you start working with your advisor early in your career, you can take all the course work that you need, and independent studies if necessary, to cover all the bases. For students interested in pursuing a Ph.D., this should also make you a stronger candidate for admission to a Ph.D. program. If you approach your advisor when you have already taken, for example, 28 of your 31 required credits, and the advisor feels that you do not have the background necessary to accomplish a proper thesis in her/his field of study, you will either have to take extra classes or choose a different adviser.
• Can I switch topic and/or adviser? Yes. However, choosing and switching advisers is not something to be taken lightly. When a student and professor enter into an advisee-adviser relationship, they are each making a fairly significant commitment. Sometimes, however, things do not work out as planned, and you may need to choose a different topic and/or a different adviser. As long you are open and honest with your adviser about all frustrations that may arise every step of the way, give your project and course work the full attention they deserve, and try to work through the difficult moments that inevitably arise, you and/or your adviser may come to a reasonable decision about how to proceed. When you are first choosing an adviser, it may make sense for you and a faculty member to enter into a provisional, or temporary, advisee-adviser relationship. Then, after a semester or some other agreed-upon time, you can both decide whether to continue or not. Regardless of the details, both you and the faculty member must agree to the terms of the relationship.

Policy for credits taken outside this department

Master’s degree students are allowed to take courses outside of this department, which includes both courses at other institutions as well as courses from other Hunter College departments. Courses acceptable for use towards completion of a degree in this department must meet the minimum requirements for Hunter College transfer of graduate credits. For courses taken outside of Hunter College, students must follow the Hunter College guidelines for transfer of graduate credit (both the requirements and the procedures can be found at http://www.hunter.cuny.edu/graduateadmissions/applying/degree-application/transfer-credit . Note that among the requirements is that only courses for which a student received a grade of B or higher are accepted, and that there is a constraint on how far in the past these credits are acceptable. The graduate adviser, in consultation with the student’s academic adviser, determines which courses are acceptable for use towards completion of a degree in this department. For credits taken from other Hunter College departments, the grade will be transferred and will count towards the student’s cumulative GPA. For credits taken at other institutions, no grade will be transferred, and therefore the grade will not affect the student’s cumulative GPA. No credit is given for internships.

The number of such credits that are acceptable for use towards completion of a degree in this department depends on a student’s background.

• For students entering the program with an undergraduate degree in Geography from Hunter College, a maximum 9 credits outside this program are acceptable for use towards this degree.
• For students entering the program with an undergraduate degree in Geography from another institution, a maximum nine credits outside this program are acceptable for use towards this degree.
• For students entering the program with an undergraduate degree other than Geography, a maximum six credits outside this program are acceptable for use towards this degree.

Policy for credits previously earned in this department by a Master's degree student, at a time when the student had either non-matriculated or undergraduate status

Credits previously earned in the Hunter College Department of Geography and Environmental Science by a Master’s degree student, at a time when the student had non-matriculated status, may be acceptable for use towards completion of a degree in this department. A maximum of two courses or eight credits, whichever is greater, are acceptable. The credits will be accepted only if the cumulative GPA of the transferred credits is at least 3.0. Grades received for these transferred credits are included in the students’ cumulative GPA.

If the student had undergraduate status when the courses were taken, then only courses that were not used to fulfill an undergraduate requirement will be accepted.

The only situation where a greater number of credits will be accepted is if the courses were taken to complete the Hunter College GIS Certificate Program, which are subject to the Policy for credits taken to complete the GIS Certificate Program . Note that, if the GIS Certificate has not been completed, then the policy stated in this paragraph apply.

Policy for credits taken to complete the GIS Certificate Program

Up to 9 credits taken for the Hunter College GIS Certificate may be counted towards a Master’s Degree in Geography at Hunter. Students must apply to the GIS Certificate Program separately. The transfer of credits can work in several ways:

• Students may be enrolled in both programs simultaneously, in which case the credits are acceptable for both the Master’s degree and the GIS Certificate.
• Students may have completed some (but not all) of the credits for the GIS certificate program prior to matriculation in the Master’s Program. In this case, the policy for credits earned in this department previously by a Masters degree student, at a time when the student had nonmatriculated status , is in effect.
• Students may have successfully completed the GIS certificate program prior to matriculation in the Master’s program. In this case, a maximum of 9 credits are transferrable, provided that the cumulative GPA of the transferred credits is at least 3.0.
• Students may have completed some or all of the credits for the Master’s program prior to enrollment in the GIS Certificate Program. In this case, students may apply to the GIS Certificate Program. Students must consult with the GIS Certificate Program Advisor to discuss the transfer of credits into that program.

Policy for graduate level regional geography courses

Our department does not offer graduate level regional geography courses. However, we provide an opportunity for graduate students to take such a course. GEOG 70900 is listed as "Geography of Selected World Regions." This is not actually a course. This is a course number that allows graduate students, in some circumstances, the option to take an undergraduate regional course, and to arrange with the instructor to do extra work to make it worth graduate credit. This is typically used by students in the Adolescent Education in Earth Sciences program, but not usually by Geography MA students.

Procedure to file for graduation

All students must file online degree audit in their “MyHunter” accounts near the beginning of the semester during which they intend to graduate (or prior to that semester).  The student must be actively enrolled or enrolled for maintenance of matriculation during the semester that the student files for graduation.

For the exam option, the graduate advisor must submit a letter to the records department confirming that the student has fulfilled all requirements. When an exam option student passes both the exam and the paper, it is the student's responsibility to make sure that the academic/major advisor writes an email statement to the graduate advisor with information on the date that the exam was completed, whether the student passes the exam, and the date that the student completed the research paper, so that the graduate adviser can write the letter to the records office.  This is especially important for exam option students, because the records department receives independent confirmation from the Dean's office when these are completed, but receives no other confirmation for exam option students.

For the thesis option, students need to follow the Guidelines and Step by Step Guide below to submit the thesis online.  It is recommended that the thesis be submitted three weeks prior to graduation. Guidelines for preparation of the Master's thesis electronic submission on CUNY Academic Works can be found here . Step by Step Guide for Department of Geography and Environmental Science graduate students on the electronic thesis submission can be found here . When a student’s thesis is approved by the academic advisor, it is the student’s responsibility to make sure that the academic/major advisor submits a grade change form for the student’s thesis credit.

• If the thesis credit was taken more than a year ago, the student needs to make sure that the major advisor sends the grade change form to the Dean's office for approval; if more than two years ago, the form needs to be approved by the provost's office as well and accompanied with a letter from the major advisor explaining why it took so long for the student to complete the thesis.
• If a student took the thesis credit more than once, which should only happen if a student changed the academic advisor, a grade change form is required from each professor that the student has taken the thesis credit with.
• Hunter College School of Arts and Sciences Master's thesis deadline can be found here .
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10 Best Online Master’s in Geography Programs [2024 Guide]

A geography masters degree is intended for students and professionals who are looking to learn advanced geographical methods and possibly conduct research in the field.

The curriculum in geography grad programs is designed to give you the tools and skills to apply your education in a professional setting or move on to a PhD program.

Editorial Listing ShortCode:

There is a range of positions and opportunities that may be available for geography professionals with advanced education and training.

Geography Masters Programs Online

A geography master’s degree is designed for students who want to study geography at a deeper level. Those who apply to geography master’s programs may want to advance in an occupation that employs geographical skills. Others earn a masters in geography as a step toward attending a PhD program in geography or a related field.

Once in a geography master’s program, you can learn about the development of geography through the years as well as its various subdisciplines.

As a master’s student of geography, you may take classes in many of the following topics:

• Cultural geography
• Physical geography
• Political geography
• Geography theory
• Biogeography
• Geographic information system (GIS)

In addition to coursework, masters programs often require the completion of a thesis. If you’re required to write a thesis, you’ll conduct geographic research using what you’ve learned in your classes.

A geography master’s degree can be useful for a variety of positions. Some professionals work as geographers or in related positions, such as GIS analysts and environmental scientists. Cartography, surveying, and urban or regional planning can be other potential sectors for graduates of geography master’s programs.

Common Online Geography Masters Concentration

Geography is a field that has expanded through the years, so there are many different concentrations and types of geography.

You may choose to specialize in one of the many geography concentrations during graduate school, such as:

• Critical Geography. This concentration promotes social justice issues and draws from many theoretical frameworks, including Marxism and feminism.
• Geographical Information Systems. This concentration looks at GIS systems and how they function and can be applied to solving real-world problems.
• Physical Geography. This concentration works closely with the natural sciences to explain processes that occur in the natural environment.
• Integrated Geography. This branch of the field looks at how human-environmental systems form and studies the interactions between humans and land.
• Technical Geography. This sector of geography is concerned with using geographical tools and methods to collect information and spatial data.

Some students choose to take elective classes in different specializations in order to see which subfield they prefer.

Geography Careers and Salaries

A geography masters degree program could lead to a number of potential career paths. Your chosen concentration may influence your job qualifications and opportunities.

According to the Bureau of Labor Statistics , here are some potential career paths, along with their median salaries, that are related to the field of geography.

A masters in geography may also help you qualify for senior or leadership positions in the field. Natural science managers may work with research and development companies, with the government, and in scientific and technical services firms.

MS in Geography Curriculum & Courses

Each geography program has its own curriculum and courses that are based on the strengths of its faculty and its requirements for its students.

The following are some examples of courses you may encounter in a geography masters program:

• Geographic Thought: This course surveys the current theoretical frameworks behind the geographic field, specifically in the 20th and 21st centuries.
• Field Methods: This class teaches about employing different geographic and GIS methods in the field in order to conduct research.
• Research in Geography: This course instructs you on how to design geographic research and the different methodologies you could employ.
• Biogeography: This class gives you the foundations and fundamentals behind the subfield of biogeography.
• Cultural Geography: This class introduces you to the subfield of cultural geography, its theoretical underpinnings, and its practice.
• Medical Geography: This class reviews the intersection between public health and geography, looking at how geographic methods can improve a population’s health.
• Political Geography: This course explores political processes playing out through space, the realm of the discipline of political geography.
• Geographical Ecology: This class looks at how geography can help with conservation and other ecological initiatives.
• World Systems Theory: This class introduces you to world systems theory and the historical development of capitalism over time and space.
• Geographical Data: This course teaches you how to use quantitative methods in research, introducing you to software and tools that geographers use.

In addition to the courses listed above, you may take thesis writing classes if your program requires the completion of a thesis.

Admissions Requirements

In general, geography programs may ask you to fulfill some of the following admissions requirements:

• Transcripts. Graduate programs ask you to submit postsecondary transcripts from any schools you attended in the past.
• Letters of recommendation. Many programs want you to ask for letters of recommendation from professors familiar with your academic work.
• Personal statement. Your personal statement can include your geography interests and career goals.
• Writing sample. Some programs ask that you submit an academic writing sample to demonstrate your writing abilities.

It’s beneficial to research a prospective school’s admissions requirements to discover their specific criteria.

Accreditation

To ensure that the graduate education you receive is rigorous and meets high standards, you may want to consider schools with regional accreditation.

Regional accreditation is a process by which a regional accrediting agency reviews a university’s educational practices and offerings to ensure that they meet quality standards. Earning a degree from an accredited university may positively impact your chances of future employment or of attending a doctoral program.

To see if the universities you are applying to are legitimately accredited, you can visit the US Department of Education’s website.

Geography Licensure and Certifications

While professional certification is not always required, becoming certified can demonstrate your skill sets to organizations. Certifications are granted by professional organizations to indicate mastery or competence in a profession or skill. Examples of industry certifications include:

• GIS Certification: Awarded by the GIS Certification Institute
• ASPRS Mapping Scientist Certification: Awarded by the American Society for Photogrammetry and Remote Sensing
• ASPRS Technologist Certification: Awarded by the American Society for Photogrammetry and Remote Sensing

Another option for professional development is to earn an academic graduate certificate in GIS or another geographic specialty. Graduate certificates are earned by completing specified coursework through a college or university.

Financial Aid and Scholarships

There are many sources of financial aid that can assist qualifying graduate students with paying for upfront school costs.

Government financial aid, including federal aid and other state aid programs, is the most common source of aid. To see if you qualify for federal aid, you can file a Free Application for Federal Student Aid (FAFSA) . State programs may have their own websites.

Scholarships are another popular source of aid. You can research different scholarship opportunities and apply to as many as you’re eligible for. Additionally, if you are currently employed, then your employer might provide some form of assistance or professional development program for workers who are furthering their education.

What Can You Do with an Online Masters in Geography?

There is a range of positions that graduates of geography master’s degree may pursue. Your chosen concentration may impact your specific qualifications.

For example, some graduates go on to work as geographers for a federal or state agency or a professional services firm. Others find employment as cartographers, often working for either private interests or the government. Related career paths include GIS analyst, surveyor, regional planner, software consultant, and environmental scientist.

Those interested in advanced research or postsecondary teaching usually continue their education and obtain a PhD in geography or a related discipline.

How Long Does It Take to Get a Geography Masters Online?

A masters program can usually be completed in 1 to 2 years with full-time study. The time it takes to complete a geography masters degree depends on a number of variables, such as a program’s required credit amount and your enrollment status.

For instance, if a program requires 36 credit hours of study and does not require you to complete a thesis, you may be able to finish the program in 1 year if you study full-time, including during the summer. A thesis requirement in your program will add some time to this calculation. Studying part-time can add to your overall timeframe as well.

What’s the Difference Between a Geology vs. Geography Graduate Programs?

Geography and geology are two distinct disciplines with two different degree paths.

It’s helpful to apply to the graduate program that best fits what you want to do.

Is a Master in Geography Degree Worth It?

Yes, a master in geography degree is worth it for many students. Geography is a very broad field, as it offers different ways to study the Earth and human interactions with the Earth. In addition, there is a range of opportunities that may be available for professionals with a background in geography.

Common careers related to this field include geographer, cartographer, geoscientist, GIS analyst, and environmental specialist. The Bureau of Labor Statistics projects 7% job growth for life, physical, and social science occupations over the next ten years. Some graduates go on to earn a PhD in the subject, helping them qualify for teaching positions at the university level.

Best Universities Offering Online Masters in Geography Degree Programs

Methodology: The following school list is in alphabetical order. To be included, a college or university must be regionally accredited and offer degree programs online or in a hybrid format.

Arizona State University offers a Master of Arts in Geography. Graduates often pursue careers as cartographers, environmental economists, GIS analysts, geographers, and professors. Classes meet fully online and are typically 7.5 weeks long. A minimum of 30 credit hours must be completed to graduate.

Arizona State University is accredited by the Higher Learning Commission.

Liberty University offers a 100% online program for a Master of Arts in Geography. Concentrations are available in Urban Planning, Disaster Management, Geographic Information Systems, and General Studies. Up to 18 qualifying credits from outside institutions may be transferred in. The program’s 36 required credit hours can typically be completed in 1.5 years of full-time study.

Liberty University is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

Marshall University offers a Master of Arts in Geography. Potential classes include Spatial Statistics and GIS, Environmental Geography, Remote Sensing and Photogrammetry, and Seminar in Sustainable Transportation. The degree may be completed conveniently online. The program admits incoming students three times each year in summer, fall, and spring terms.

Marshall University is accredited by the Higher Learning Commission.

Northwest Missouri State University offers a Master of Science in Geographic Information Science. Many graduates pursue careers as conservationists, climate scientists, cartographers, GIS technicians, and app developers. The curriculum consists of 10 required courses for a total of 30 credit hours. The coursework can be completed fully online, typically in 20 months.

Northwest Missouri State University is accredited by the Higher Learning Commission.

The Master of Arts in Geography program at Texas State University offers a concentration in Geographic Education. It can potentially be completed in 2 years of full-time study. This program may be an ideal fit for current or aspiring secondary teachers hoping to deepen their knowledge of geography, earth and environmental science, and social studies.

Texas State University is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

The University of Central Arkansas offers a Master of Geographic Information Systems. This program is intended for students who have completed previous undergraduate or graduate coursework in GIS or related fields. This program is housed entirely online. Students may culminate their studies with either a traditional thesis or a non-thesis portfolio project.

The University of Central Arkansas is accredited by the Higher Learning Commission.

The University of North Alabama offers an online program for a Master of Science in Geographic Information Science.

This interdisciplinary curriculum combines concepts from fields such as technology, environmentalism, business, government, social sciences, and ecology. Potential courses include Geographic Methods and Design, Geospatial Science, and Advanced Quantitative Methods. This program can typically be completed in 2 years.

The University of North Alabama is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

The University of North Dakota offers a Master of Geographic Information Science. Classes are designed to build skills in professional writing, project management, data analytics, and budgeting. They meet asynchronously online in an effort to accommodate students with even the busiest schedules. Online students have access to the same tutoring, advising, and technical support resources as traditional students.

UND is accredited by the Higher Learning Commission.

The University of Oklahoma offers an online program for a Master of Science in Geospatial Technologies. It aims to help students deepen their understanding of the relationship between geography and technology.

Courses cover concepts like climatology, modeling, data visualization, cartography, and land use change. A minimum of 33 credit hours must be completed to graduate. The degree can typically be completed in 21 months.

The University of Oklahoma is accredited by the Higher Learning Commission.

West Virginia University offers a Master of Science in Geographic Information Systems and Spatial Analysis. Potential courses include Open-Source GIS, Geopolitical Perspectives, Remote Sensing Principles, and Digital Cartography. This program is housed fully online. Students must complete a minimum of 31 credit hours while maintaining a 3.00 GPA or higher to graduate.

West Virginia University is accredited by the Higher Learning Commission.

Getting Your Masters in Geography Online

Earning a master’s in geography degree online may be the next step in your professional development and advancement.

Many masters programs offer a variety of concentrations so you can tailor your studies to your preferred subfield. Specialty areas may include physical geography, geographical information systems (GIS), and integrated geography. In order to find the program that’s right for you, it’s strategic to research and compare various programs’ admissions requirements, faculty strengths, and course offerings.

The sooner you start exploring geography masters programs from accredited universities, the sooner you can begin this next step in your educational journey.

College of Education grad program ranks in Top 40 among U.S. public universities

The Purdue University College of Education ranks #48 in 2024 Best Education Schools – Graduate  Education , according to the 2024 U.S. News & World Report rankings released Apr. 9. This is an increase from #49 in 2023.

Education is among the five top-ranked academic disciplines at Purdue ranked by the USNWR .

“We are #2 in Indiana, and in the top 19% nationally,” said Wayne E. Wright , College of Education associate dean for research, graduate programs, and faculty development.

This ranking places Purdue’s College of Education graduate program in the Top 40 among U.S. public universities, at #37.

“While this is a very small improvement over our ranking last year, it is evidence that our graduate programs are strengthening — especially in the area of research,” said Phillip J. VanFossen , interim dean of the College. “In fact, the College has one of the highest levels of research productivity at Purdue.”

“We are thrilled to see our graduate program move even higher in the 2024 U.S. News and World Report Rankings,” Wright said. “We truly have outstanding programs and faculty who are dedicated to teaching and providing our students with highest quality education.”

U.S. News & World Report is a recognized leader in ranking colleges, programs, and graduate schools. Each year, Purdue’s College of Education strives to continually improve its programs and relies on the rankings to help promote and serve as a recruiting tool for prospective students seeking a quality online educational experience.

U.S. News and World Report rankings of the 2024 Best Graduate Schools – Education programs https://www.usnews.com/best-graduate-schools/top-education-schools/purdue-university-main-campus-06068   

Source: Wayne E. Wright, [email protected]

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School of Education

High rankings reflect strong graduate programs at the iu school of education.

By Catherine Winkler

Tuesday, April 09, 2024

The IU School of Education has been recognized again as one of the best graduate schools in education across the country by U.S. News and World Report’s 2024-2025 “Best Graduate Schools .”

Overall, the IU School of Education is ranked #34, two spots higher than last year, with eight graduate specialty programs ranked in the top 20. All specialty programs rose in rankings compared to last year.

“Our graduate programs contribute groundbreaking research and work that advances education around the world, and these rankings are evidence of both that hard work and our dedication to these programs,” said IU School of Education Dean Anastasia Morrone .

“Graduate programs across the School of Education are held in very high regard, which is a reflection of the stellar research, education, and outreach done by our faculty and alumni around the globe,” said Thomas Nelson Laird , Associate Dean for Graduate Studies.

• Student Counseling and Personal Service - #3
• Elementary Education - #5
• Higher Education Administration #9
• Secondary Education - #8
• Curriculum and Instruction - #14
• Educational Psychology - #18
• Educational Administration and Supervision - #14
• Education Policy - #18

Graduate programs at the School of Education prepare students for careers that make a difference through education fields or other professions. From working in schools and public institutions to jobs in government, corporate environments and technology companies, our graduates affect change and make the world a better place through their work. Many of these programs are also offered online, making them a flexible option for professionals looking to further their education.

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Mills College

Early childhood education.

The Master of Arts in Early Childhood Education with Early Childhood Special Education Preliminary Teaching Credential prepares students to work in early intervention, preschool, transitional kindergarten, and kindergarten education settings with infants and young children (ages birth through 5) who experience a range of disabilities.  This program’s equity-centered approach to praxis advances social justice and increases access and opportunity for all children. 

In your clinical experiences, you will have an opportunity to demonstrate your understanding of effective early intervention and preschool special education. These clinical experiences total more than 900 hours, exceeding the 600 hours of fieldwork required by the California Commission on Teacher Credentialing (CCTC).

The Master of Arts in Early Childhood Education with Early Childhood Special Education Preliminary Teaching Credential prepares students to work in early intervention, preschool, transitional kindergarten, and kindergarten education settings with infants and young children (ages birth through 5) who experience a range of disabilities. 

This 42-credit, two-year program’s equity-centered approach to praxis advances social justice and increases access and opportunity for all children. 

• The program’s experiential learning experiences aim to be the global standard; it prepares practitioners to lead in their professions as early childhood educators and leaders in California public schools.

Through collaboration with families, graduates of the program will support young children with disabilities, from birth through kindergarten, to live up to their potential.

Most courses in the MA in Early Childhood Education program meet CCTC standards, utilizing a strengths-based approach, which teaches students to approach early childhood with an appreciation of the diverse capabilities and resources children and families offer. The MA in Early Childhood Education program focuses on social justice and equity, centering on a disability studies approach. Students examine how societal systems set limitations based on “othered” identities, and how their instruction, interaction, and advocacy can create equitable and accessible learning opportunities.  The degree is conferred by Mills College at Northeastern University, and the teaching credentials are presented by CCTC. 

The Early Child Education (ECE) department maintains the belief that coursework and fieldwork must be integrated. Therefore, courses have assignments requiring engagement in educational settings, and students will be placed in experiential learning/educational fieldwork every semester of the two-year program. During a student's first year, they will be placed at the Mills College Children's School, where they are closely mentored by experienced and knowledgeable early childhood professionals. Students participate in weekly reflective circles with team members, where they discuss instructional decisions and interventions, receive feedback, and identify the next steps for supporting children and families. During the second year, student teaching will take place in an early intervention setting and a preschool-kindergarten setting.  

In their field placements, students have an opportunity to demonstrate their understanding of effective early intervention and preschool special education. These experiential learning experiences total more than 900 hours, far exceeding the 600 hours of fieldwork required by the CCTC. Throughout the course sequence of the MA in Early Childhood Education program, students will compile a digital portfolio, including course assignments, such as reflection pieces, presentations, and papers. The portfolio will provide us with assessment evidence of varied experiences, depth of knowledge, and critical reflection around instruction gained during the program. A description of clinical experiences is  available here .

More Details

Unique features.

• The program meets the CCTC Preliminary Education Specialist, Early Childhood Special Education (ECSE) teaching credential.
• Our academic coordinator and credential analyst is available to guide you through the  CCTC  aspects of the application, orientation to the degree program, and completion of the program. 
• Gain clinical experience every semester for two years.
• Secure placement at our celebrated  Mills College Children’s School  and other schools/districts.
• Develop instructional competencies and personal disposition with seasoned mentors who are ECE professionals.

Program Objectives

• Complete 42 total credits
• Acquire 600 minimum hours of fieldwork
• Gain clinical experience every semester for two years
• Prepare to apply to the CCTC for a Preliminary Education Specialist credential with a specialty area of early childhood special education.
• Prepare to work with children with special needs in early intervention programs, preschool, transitional kindergarten (TK), kindergarten, and inclusive/special education classrooms.
• Achieve readiness to assume leadership positions within early childhood education as program directors or within policy or research institutions.

Career Outlook

The state of California is investing hundreds of millions of dollars in ECE. By 2025, all four-year-olds must be offered a placement in TK, resulting in the need for 11,000–16,000 new ECE teachers, including those with a specialty in working with students with disabilities.

The ECSE program director, Jaci Urbani, has participated in multiple state-led web conferences about the current and future needs for educators, specifically for special education and preschool-third grade (P-3). Specifically, discussion has focused on bringing diversity to the workforce by offering collaborations with community colleges (which the ECE department already has in place) and supporting those already working in the field without a teaching credential, such as teacher aides/assistants. 

Information on the ECE plans for the state is available in the following resources: 

• Learning Policy Institute:  Building a Well-Qualified Transitional Kindergarten Workforce in California: Needs and Opportunities  
• News release, Gov. Gavin Newsom:  Master Plan for Early Learning and Care: California for All Kids  
• Master Plan for Early Learning and Care: California for All Kids

Testimonials

—jaci urbani, director, early childhood education program, mills college at northeastern university, —debra brown, head of the mills college children’s school, —jenny bond, assistant head of the mills college children’s school at northeastern university, looking for something different.

A graduate degree or certificate from Northeastern—a top-ranked university—can accelerate your career through rigorous academic coursework and hands-on professional experience in the area of your interest. Apply now—and take your career to the next level.

Program Costs

Finance Your Education Ask about scholarships, fellowships, assistantships, and external funding resources.

How to Apply Learn more about the application process and requirements.

Requirements

• Application
• Application fee
• Letters of recommendation (2-3)
• Transcripts from all institutions attended
• Personal statement
• TOEFL, IELTS, PTE, or Duolingo exam scores for applicants whose native language is not English

Prerequisites and Application Requirements

• Bachelor’s degree from a regionally accredited institution 
• Completed at least one course in child development, early childhood education, developmental psychology, or child psychology
• Completed at least 40 hours of volunteer or paid work in a school or other educational setting, specifically with young children, prior to enrollment. We encourage prospective students to complete these hours as early as possible so that we may consider their experience during the application review process.  
• Passed all portions of the  California Basic Educational Skills Test (CBEST)  for compliance with the California Commission on Teacher Credentialing 

Basic Skills Requirements

• All candidates are required to have satisfied the  Basic Skills Requirement (CL-667) .  
• About the requirement:  All Mills College at Northeastern University credential program applicants must satisfy the  Basic Skills Requirement  before program admittance. 

What to submit:  The applicant must upload proof of meeting the Basic Skills Requirement for the credential analyst to review and approve when submitting the application for admission.

Are You an International Student? Find out what additional documents are required to apply.

Admissions Details Learn more about the admissions process, policies, and required materials.

Admissions Dates

Industry-aligned courses for in-demand careers..

For 100+ years, we’ve designed our programs with one thing in mind—your success. Explore the current program requirements and course descriptions, all designed to meet today’s industry needs and must-have skills.

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The program’s experiential learning experiences aim to be the global standard; prepare practitioners to lead in their professions as early childhood educators and leaders in California public schools.

In their field placements, students have an opportunity to demonstrate their understanding of effective early intervention and preschool special education. These experiential learning experiences total more than 900 hours, far exceeding the 600 hours of fieldwork required by the CCTC. Throughout the course sequence of the MA in Early Childhood Education program, students will compile a digital portfolio, including course assignments, such as reflection pieces, presentations, and papers. The portfolio will provide us with assessment evidence of varied experiences, depth of knowledge, and critical reflection around instruction gained during the program. A description of clinical experiences is  available here .

• Our academic coordinator and credential analyst is available to guide you through the  CCTC  aspects of the application, orientation to the degree program, and completion of the program.

Our Faculty

Northeastern University faculty represents a broad cross-section of professional practices and fields, including finance, education, biomedical science, management, and the U.S. military. They serve as mentors and advisors and collaborate alongside you to solve the most pressing global challenges facing established and emerging markets.

Jaci M. Urbani

By enrolling in Northeastern, you’ll gain access to students at 13 campus locations, 300,000+ alumni, and 3,000 employer partners worldwide. Our global university system provides students unique opportunities to think locally and act globally while serving as a platform for scaling ideas, talent, and solutions.

Examples of jobs graduates may hold:

• Preschool teacher
• Kindergarten teacher
• Preschool director
• Director of early intervention services
• Director of special education services
• Education consultant

Skills acquired:

• Design differentiated and inclusive environments.
• Collaborate and consult with families, educators, and service providers.
• Assess young children for Individual Family Service Plans (IFSPs) and Individualized Education Plans (IEPs).
• Implement evidence-based practices within a positive behavior support approach.
• Demonstrate respect for various cultures, languages, and other identities to facilitate an asset-based learning environment.
• Promote language and communication development.
• Commit to ongoing professional development and serve as an advocate for young children with disabilities and their families.

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Nevada Today

Reno/sparks selected to be part of urban heat mapping campaign, the summer 2024 effort will involve community volunteers and is supported by the national institutes of health, noaa, climate.gov and heat watch.

Heat sensors are affixed to car windows to track heat along a designated route.

Several municipal, county, and Tribal governments and community groups based in the Reno-Sparks area are teaming up, led by University professor Tom Albright to map the hottest parts of Reno, Sparks, and adjacent portions of Washoe County. The National Oceanographic and Atmospheric Administration (NOAA) is partnering with the U.S. Departments of Health and Human Services and Housing and Urban Development to map urban heat islands.

“Urban heat islands are when urbanized areas have higher temperatures than outlying rural areas,” said Albright, Nevada State Climatologist and geography professor at the University.

Albright is leading the team of a dozen agencies, institutions and community groups, including the Desert Research Institute, the City of Reno, the City of Sparks, Northern Nevada Public Health, Washoe County, and more. Climate change and an intense urban heat island have made Reno the fastest warming city in the U.S. The warming temperatures pose risks to Reno’s communities, as heat is the number one weather-related cause of death in the U.S.

Related Links

• Improving Las Vegas heat adaptations
• Quarterly Climate Outlook: In Depth - Urban Heat in Nevada

“Sometimes heat is more of a ‘silent killer’ as it isn’t always obvious to people suffering heat-related illnesses that heat has anything to do with it,” Albright said.

Community members can volunteer for the data collection campaign, which will take place in mid-to-late summer. Volunteers will affix a temperature sensor to their car or bike and follow a designated route to collect data in areas all around Reno and Sparks.

“With Washoe County residents bearing the brunt of rising heat, air pollution and the health impacts that result from these, it's important to know how and where we can take action to reverse these trends," said Brian Beffort, Sustainability Manager for Washoe County. "This heat mapping exercise gives our community's jurisdictions and partner agencies and organizations the opportunity to work together to better understand where these challenges are affecting us most. With that knowledge, we'll be better able to work together to find solutions."

“Engaging in solutions-oriented community science is a great way to increase public engagement and awareness,” Albright added. “The data collected by community members will help experts and planners make informed decisions about where trees are planted, where services are provided, the location for shade structures, building designs, and so much more.”

The team is placing strong emphasis on using this campaign to support disadvantaged communities, particularly in heavily urbanized lower elevation areas of the community where temperatures are often the highest and air quality is the worst.

"This campaign will illuminate the considerable variability in surface temperatures across the Reno-Sparks area,” said John Mejia , assistant research professor of climatology at DRI and research team member. “This comprehensive dataset not only facilitates rigorous model evaluation but also fosters discussions regarding the differential heat exposure experienced by various city sectors. By pinpointing areas susceptible to heightened temperatures, it sheds light on intersections with air quality and social vulnerability, thus prompting crucial conversations about urban environmental equity."

The NOAA Heat Island Mapping Campaign has been collecting data from cities all over the country, and all over the world, for eight years. In 2022, Clark County took part in the campaign, and all data collected during the campaigns is open access and available on HEAT.gov .

To stay up to date with the Reno-Sparks campaign, follow #RenoSparksHeatMap on social media. For more information about the nationwide campaign, subscribe to the Heat Beat Newsletter , check out the NIHHIS website and follow #UrbanHeatMaps2024 on social media.

The campaign received funding as part of the Biden Administration’s Justice40 initiative aimed at delivering 40% of benefits from federal investment in climate and clean energy to disadvantaged communities.

Education & Public Service

Center for Urban Water Conservation celebrates 30 years of research

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Join Extension to celebrate Arbor Day with a tree planting ceremony

Registered attendees will have the opportunity to learn from arborists and win a prize

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The College of Liberal Arts celebrates ASL Day, April 15

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The School of Public Health’s Neuromechanics Lab pilots preventative concussion care

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Ribbon cutting ceremony marks the new home of the School of Public Health at the Edna S. Brigham Building

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Celebrate music and the beauty of the natural landscape from July 7-August 4

Ask the Professor: Which bees will my garden attract?

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Key facts about U.S. Latinos for National Hispanic Heritage Month

National Hispanic Heritage Month, which begins in the United States each year on Sept. 15, celebrates U.S. Latinos , their culture and their history. Started in 1968 by Congress as Hispanic Heritage Week, it was expanded to a month in 1988. The celebration begins in the middle of September to coincide with independence days in several Latin American countries: Guatemala, Honduras, El Salvador, Nicaragua and Costa Rica celebrate theirs on Sept. 15, followed by Mexico on Sept. 16, Chile on Sept. 18 and Belize on Sept. 21.

Here are some key facts about the U.S. Latino population by geography and by characteristics such as language use and origin group.

As part of our ongoing research about Hispanics in the United States, we analyzed how this group has changed over time using data from the U.S. Census Bureau. The decennial census ( PL94-171 census data ) provided some historical state and national population counts, and population estimates provided the latest data on total population, births and immigration.

We also examined characteristics of the U.S. Hispanic population using the American Community Survey (ACS), which provides data for states and the U.S. on Hispanic origin, language use, country of birth and educational attainment. Data from the 2022 ACS and some from the 2010 ACS are from tabulations released by U.S. Census Bureau . Some ACS and census data is from Integrated Public Use Microdata Series (IPUMS) of the University of Minnesota.

The U.S. Hispanic population reached 63.6 million in 2022, up from 50.5 million in 2010. The 26% increase in the Hispanic population was faster than the nation’s 8% growth rate but slower than the 34% increase in the Asian population. In 2022, Hispanics made up nearly one-in-five people in the U.S. (19%), up from 16% in 2010 and just 5% in 1970.

Hispanics have played a major role in U.S. population growth over the past decade. The U.S. population grew by 24.5 million from 2010 to 2022, and Hispanics accounted for 53% of this increase – a greater share than any other racial or ethnic group. The next closest group is non-Hispanic people who identify with two or more races. Their population grew by 8.4 million during this time, accounting for 34% of the overall increase.

The number of Latinos who say they are multiracial has increased dramatically. More than 27 million Latinos identified with more than one race in 2022, up from 3 million in 2010. The increase could be due to several factors, including changes to the census form that make it easier for people to select multiple races and growing racial diversity.

Growth in the number of multiracial Latinos comes primarily from those who identify as at least one specific race and “some other race” (i.e., those who write in a response). This population grew from 2.1 million to 24.9 million between 2010 and 2022 and now represents about 91% of multiracial Latinos. The increase was due almost entirely to growth in the number of people who identified as White and some other race, according to the 2020 census.

At the same time, the number of Latinos who identified as White and no other race declined from 26.7 million in 2010 to 10.7 million in 2022.

The roughly 37.4 million people of Mexican origin in the U.S. represented nearly 60% of the nation’s Hispanic population in 2022. Those of Puerto Rican origin are the next largest group, at 5.9 million, which does not include another roughly 3.2 million Puerto Ricans who lived on the island in 2022. The U.S. population of Puerto Rican origin has grown partly due to people moving from Puerto Rico to the 50 states and the District of Columbia.

Six other Hispanic origin groups in the U.S. each have 1 million or more people: Salvadorans, Cubans, Dominicans, Guatemalans, Colombians and Hondurans. In addition, in 2022, Spaniards accounted for nearly 1 million U.S. Latinos.

Puerto Rico’s population has declined by about 500,000 since 2010, from 3.7 million to 3.2 million. Puerto Rico has experienced a net population loss since at least 2005 , driven by low fertility rates and migration to the U.S. mainland. An ongoing economic recession and devastation from hurricanes Maria and Irma in 2017 have also contributed to the decline.

Venezuelans have seen the fastest population growth among U.S. Latinos. From 2010 to 2022, the Venezuelan-origin population in the U.S. increased by 236% to 815,000. Four other groups saw growth rates exceeding 50%: Hondurans increased by 67%, followed by Guatemalans (62%), Dominicans (59%) and Colombians (51%).

By contrast, the number of people of Mexican origin in the U.S. grew by only 14%, by far the slowest rate among the most populous origin groups.

Hispanics are the largest racial or ethnic group in California and Texas. This demographic milestone in California happened in 2014 and was a first for the state with the nation’s largest Hispanic population . Latinos accounted for 40% of California’s population in 2022, among the greatest shares in the country.

That year, there were about 15.7 million Hispanics in California, up from 14.0 million in 2010. The non-Hispanic White population, the next largest group, declined from 15.0 million to 13.2 million during this time, reflecting a broader national trend .

In Texas, the state with the next largest Latino population (12.1 million), Latinos also made up 40% of the population in 2022 and became the largest racial or ethnic group in 2021. In Florida, the state with the third-largest Latino population (6.0 million), Latinos made up 27% of residents.

Rounding out the top five states with the largest Hispanic populations were New York (3.9 million) and Arizona (2.4 million). Eight more states had 1 million or more Hispanics: Illinois, New Jersey, Colorado, Georgia, Pennsylvania, North Carolina, Washington and New Mexico.

Vermont had the nation’s smallest Latino population (15,000) in 2022, followed by Maine (29,000), West Virginia and North Dakota (34,000 each), and South Dakota (42,000).

In New Mexico, Hispanics have been a majority of the population since 2021 and the state’s largest racial or ethnic group since the early 2000s. In 2022, the state was home to 1.1 million Hispanics.

Three states’ Hispanic populations increased by more than 1 million from 2010 to 2022. Texas (2.5 million increase), Florida (1.8 million) and California (1.6 million) accounted for almost half of the growth nationwide since 2010. Arizona (480,000 increase), New Jersey (464,000) and New York (432,000) had the next-biggest increases. All 50 states and the District of Columbia have seen growth in their Hispanic populations since 2010.

North and South Dakota’s Hispanic populations have grown the fastest since 2010. The number of Hispanics in North and South Dakota more than doubled (146% and 107% increases, respectively) from 2010 to 2022. But even with that growth, these states each had fewer than 45,000 Hispanics in 2022, among the smallest populations in the country.

The slowest growth was in New Mexico (10% increase), California (12%), and Illinois and New York (13% each), all states with significant Hispanic populations.

The makeup of the U.S. Hispanic population varies widely across major metropolitan areas.  Most of the metro areas in the Midwest, West and South with the largest Hispanic populations are predominantly Mexican. About three-quarters of Hispanics in the Chicago (77%) and Los Angeles (75%) areas identify as Mexican, as do 67% in the Houston area.

Metro areas in the Northeast tend to have more diverse Hispanic origins. For example, no origin group makes up more than 30% of the New York and Boston metro areas’ Hispanic populations.

Metro areas in Florida and the nation’s capital have distinctive Hispanic enclaves. Puerto Ricans make up 43% of Hispanics in the Orlando area, while Cubans make up 39% of Hispanics in the Miami area. In the Washington, D.C., metro area, Salvadorans account for 30% of Hispanics.

Catholics remain the largest religious group among Latinos in the U.S., but they have become a smaller share of the Latino population over the past decade. In 2022, 43% of Latinos adults identify as Catholic, down from 67% in 2010. Meanwhile, 30% of Latinos are religiously unaffiliated (describing themselves as atheist, agnostic or “nothing in particular”), up from 10% in 2010. The share of Latinos who identify as Protestants – including evangelical Protestants – has been relatively stable.

Newborns, not immigrants, have driven the recent growth among U.S. Hispanics. During the 2010s, an average of 1 million Hispanic babies were born each year, slightly more than during the 2000s. At the same time, about 350,000 Hispanic immigrants arrived annually, down substantially from the previous two decades.

The recent predominance of new births over immigration as a source of Hispanic population growth is a reversal of historical trends. In the 1980s and 1990s, immigration drove Hispanic population growth.

From 2020 to 2022, average annual births among Hispanics were slightly below the previous decade, but immigration decreased considerably, from 350,000 per year to 270,000. Some of this decline can be attributed to immigration into the U.S. stopping almost entirely during the early stages of the COVID-19 pandemic. With the removal of pandemic-related restrictions , the contribution of immigration to Hispanic growth appears to be returning to early 2010s levels.

The share of Latinos in the U.S. who speak English proficiently is growing. In 2022, 72% of Latinos ages 5 and older spoke English proficiently, up from 59% in 2000. U.S.-born Latinos are driving this growth: The share of U.S.-born Latinos who speak English proficiently increased by 9 percentage points in that span, compared with a 5-point increase among Latino immigrants. All told, 42.3 million Latinos in the U.S. spoke English proficiently in 2022.

At the same time, the share of Latinos who speak Spanish at home declined from 78% in 2000 to 68% in 2022, and most of that decline was among the U.S. born.

Even though the share of Latinos who speak Spanish at home has declined, the number who do so has grown from 24.6 million in 2000 to 39.7 million in 2022 because of the overall growth in the Latino population.

The share of U.S. Hispanics with college experience has increased since 2010. About 45% of U.S. Hispanic adults ages 25 and older had at least some college experience in 2022, up from 36% in 2010. The share of Hispanics with a bachelor’s degree or more education also increased, from 13% to 20%. The share with a bachelor’s degree or higher increased more among Hispanic women (from 14% to 22%) than Hispanic men (12% to 18%).

The number of Latinos enrolled in college or postgraduate education also increased between 2010 and 2022, from 2.9 million to 4.2 million. Among all U.S. undergraduate and graduate students, the share of Latinos increased from 14% in 2010 to 20% in 2022, slightly higher than the Latino share of the total population.

Four-in-five Latinos are U.S. citizens. As of 2022, 81% of Latinos living in the country are U.S. citizens, up from 74% in 2010. This includes people born in the U.S. and its territories (including Puerto Rico), people born abroad to American parents, and immigrants who have become naturalized citizens. The Center recently published citizenship rates among Hispanic origin groups for 2021; this data is not yet available for 2022.

Note: This post has been regularly updated since it was originally published on Sept. 16, 2014.

• Hispanic/Latino Demographics
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