Master of Education (M.Ed.) in Jesuit, Catholic Education in a Global World
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Master of Education (M.Ed.) in Jesuit, Catholic Education in a Global World
Excel as an Ignatian Educator
This online program prepares students to be excellent teachers in the Ignatian tradition鈥攔einforcing Jesuit, Catholic values of social justice, formation, and re铿俥ction. In addition to learning about Jesuit and Catholic teaching traditions and the Ignatian concept of formation, students are also offered courses that provide the international lens that will enable these educators to best meet the needs of their students.
Note:听This degree program does not lead to licensure.
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At a Glance
A Tradition of Catholic Education
As the top-ranked Catholic school of Education, the Lynch School of Education and Human Development, our initiatives, research, and programs are animated by the core Jesuit, Catholic beliefs that inspire our mission, and by Ignatian pedagogical cycles of experiencing, reflecting, and acting.
Curriculum
Throughout the program, students will conduct case study analyses and practitioner research while honing their problem-solving skills and exploring Jesuit, Catholic spirituality, history, and pedagogy.
Requirements
- Courses: 12
- Credits: 30
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Core Education Courses
All students must take these three (3) courses.
| Course | Course Title | Credits |
|---|---|---|
| EDUC7301 | Global Perspective: Teaching, Curriculum, and Learning Environments In an increasingly interdependent world well prepared educators will move beyond nationalist perspectives to deeply examine global perspectives about how to be an effective teacher, what constitutes a valued and engaging curriculum, and how learning occurs across environments. This course will challenge students to move beyond what is familiar to consider and perhaps adopt new perspectives that will benefit the learners they serve. | 3 |
| EDUC7303 | Curriculum Theories, Practice, and Designs The overarching objective for Curriculum Theories and Practice is to help course participants develop and clarify their philosophy of education, in particular, their beliefs regarding the purposes and processes of effective and equitable curricular organization. To do so, the class explores varied ways of conceptualizing a school curriculum, drawing on insights from major curriculum designers, both past and present, U.S. and international. Aiming to help course participants to thrive in the current, volatile educational and political climate, students will consider various approaches to multicultural education, anti-racist education, and inclusion practices that aim to transform the curriculum, attending to the needs of all students and overtly promoting equitable outcomes. In doing so, students will enact alternative strategies for assessment that provide multiple and authentic measures of student learning. Ultimately the course intends to help students consider how school curricula can be structured to promote social justice. | 3 |
| EDUC7305 | Globalization, Mobility, and Education This course address political economic issues related to migration and education. Drawing on the anthropology of globalization and sociology of immigration, the course reviews major theories of immigrant incorporation and exclusion processes in schools, examines case studies of im/migrants, refugees, and displaced persons and their adaptation processes in countries in the Global North and the Global South, and considers educational practices and policies that develop to address mobility in diverse contexts. The course asks how cultural, social, political, and economic factors influence im/migrant incorporation, and how educators can facilitate im/migrant students' opportunities for learning through changes in policies, pedagogies, and curricula. | 3 |
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Core Catholic and Jesuit Education Courses
All students must choose two (2) of the courses from this list.
| Course | Course Title | Credits |
|---|---|---|
| EDUC7158 | History of Jesuit Pedagogy This three-credit, graduate-level online course examines the distinctiveness of the Jesuits' approaches to teaching and of their philosophy of education that have propelled their schools to unprecedented success over the centuries. One key to the unprecedented success of Jesuit education has been the tension between the recognizable mark of uniformity that long distinguished the methods, contents, and practices of Jesuit schools and their ability to adapt to different contexts and times. Both aspects鈥攖he uniformity and the adaptability鈥攚ere explicitly supported by the "Ratio studiorum", the Jesuits' foundational plan of studies issued in 1599, which, despite the schools' many variations and complexities, has retained some influence over time. With the "Ratio" discarded, Jesuit schools had to clarify what made them distinctively Jesuit, reconciling their mission with the contemporary world. This three-credit, graduate-level class sketches the developments of Jesuit educational endeavors by focusing on both the permanent and changing traits of its distinctive pedagogy. | 3 |
| EDUC7131 | Social Justice in Jesuit Contexts The Social Apostolate of the Society of Jesus has developed in a variety of ways over the centuries according the diverse contexts where Jesuits have operated as agents of "social justice." The course is designed to foster deep and meaningful conversation among students. It will include individual and collective readings and video-conferences with leaders and teachers of Jesuit schools around the world, deepening students' knowledge of current practices and stimulating dialogue. | 3 |
| EDUC7156 | Models of Teaching and Learning in Catholic Education This course will examine past, current, and potential future models of Catholic schooling. Special attention will be given to the philosophical and historical foundations of Catholic schooling and how these foundations are lived out in pedagogical and curricular approaches used in contemporary Catholic primary and secondary schools. Additional time will be spent in analyzing how Catholic educational models are evolving to continue to carry out the mission of Catholic education in changing contexts. | 3 |
| EDUC7505 | Transforming the Field of Catholic Education This course explores the history, purpose, current status, and possible futures of Catholic elementary and secondary schools. Students will become conversant with the body of scholarly literature, theoretical and empirical, that defines the field of Catholic education. Though the primary focus will be on Catholic schools in the United States, the course will explore how we can learn from the experience of other religiously affiliated schools here and abroad, and from the experience of Catholic educators worldwide. Special attention will be devoted to how the Ignatian spirituality and pedagogy can be a resource for educators in Jesuit and non-Jesuit schools. | 3 |
Elective Courses
Students will select 4 electives (3 credits each) from the approved list of electives on the Program of Study form, with the help of their advisor.听
Action Research Course Series
Action Research is the听equivalent of one course, but it is spread out into three, one-credit modules over the course of the degree program.听
| Course | Course Title | Credits |
|---|---|---|
| EDUC7310 | Action Research in Education I Students will learn how to conduct action research, including the development of a positionality statement, writing a researchable question, conducting literature review, identifying relevant data sources (including the use of an educator journal on their own learning), and developing an intervention. Students will review examples of action research studies conducted in and outside their country or origin. | 1 |
| EDUC7311 | Action Research in Education II Students will implement their own action research study, action cycle #1. They will collect, organize, and analyze data on pupil learning and their own learning, identify key findings, and revise their intervention based on findings. | 1 |
| EDUC7312 | Action Research in Education III Students will implement action cycle #2, collect and analyze data on pupil and their own learning, identify key findings, and disseminate findings to their peers or a larger audience. | 1 |
Master's Comprehensive Exam
The Comprehensive Exam is satisfied through successful completion of the Action Research Series.
| Course | Course Title | Credits |
|---|---|---|
| EDUC8100 | Master's Comprehensive Exam In order to ensure that all students graduating from the master's program have a fundamental understanding of the field which they are about to enter, they are required to take a written comprehensive examination covering the broad areas of the core courses.听 | 0 |
The teacher candidate will promote the learning and growth of all students by providing high-quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing the student performance and growth data, using the data to improve instruction, providing students with constructive feedback on an ongoing basis, and continuously refining learning objectives.
The teacher candidate will promote the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency.
The teacher candidate will promote the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice.
The teacher candidate will demonstrate an inquiry stance by collecting and reporting data on pupil outcomes for the purpose of assessing, teaching, and modifying instructional practice.
The teacher candidate will identify policies and practices that contribute to systemic inequities in education and be aware of how his or her own background experiences are influenced by these systems, and recognizes a professional responsibility to promote and practice principles of social justice teaching.
The Lynch School has a long history of national accreditation, which includes NCATE (National Council for Accreditation of Teacher Education), TEAC (Teacher Education Accreditation Council), and CAEP (Council for the Accreditation of Educator Preparation). Most recently, the Lynch School was granted full and complete accreditation through CAEP, valid from Fall 2018 through Spring 2024. Boston College is currently the only CAEP accredited education preparation organization in Massachusetts.
Experiential Learning
The program o铿�ers an optional experiential learning elective course in Spain and Rome. The academic immersion course examines the historical and spiritual contexts for the foundation of the Society of Jesus. Online readings and discussions occur in the weeks before the participants meet in Spain to trace the footsteps of the early Jesuits. In Europe, participants immerse themselves in the key places that became the organization鈥檚 roots in order to examine how and why the early Jesuits formed and governed their new religious order. Daily readings, group presentations, and regular seminars foster thoughtful and informed reflections on the historical and spiritual importance of each day鈥檚 theme.听
We strive to bring core strengths of Catholic education, like the centrality of moral and spiritual development, into education more broadly.
Jesuit, Catholic Education by the Numbers
197
Catholic colleges and universities in the U.S.
Association of Catholic Colleges and Universities
28
Jesuit colleges and universities in the U.S.
Association of Jesuit Colleges & Universities
#3
Ranked best Catholic colleges in America
Niche鈥檚 2024 Best Colleges ranking
Tuition &听Aid
Education should level the playing field. We feel the same way about financial aid.
The Lynch School of Education and Human Development provides more than $11.4 million in financial aid to students each year. As a result, the quality of 51茶馆鈥檚 instruction, the benefit of our alumni network, and the impact a 51茶馆 degree will have on your employment options is both affordable and invaluable.听
Students enrolled in the Master's degree program in Jesuit Education in a Global World benefit from a discounted tuition rate of $1,196 per credit for courses taken toward the Master's degree. Financial support is also available for teachers and administrators from Ireland. Please contact iajs@bc.edu with questions about Irish student funding.
Apply
PrintApplication & Deadlines
A non-refundable application fee of $75 is required. The fee is听waived for select applicants.
Deadlines
Spring 2025
Priority Deadline - November 1
Rolling Admission - Until December 1
Summer 2025
Priority Deadline - January 7
Rolling Admission - Until April 1
Fall 2025
Priority Deadline - January 7
Rolling Admission - Until July 15
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搁茅蝉耻尘茅
To be uploaded to your online application.
In addition to your academic history and relevant volunteer and/or work experience, please include any licenses currently held, any social justice-related experience, any language skills other than English, and any research experience or publications.
Personal Statement
To be uploaded to your online application.
In 1,000-1,500 words, describe your academic and professional goals, any experience relevant to this program, and your future plans, expectations, and aspirations.
Letters of Recommendation
Two letters of recommendation are required, with at least one preferably coming from an academic source. Applicants may submit one additional recommendation of their choice.
Transcripts
Transcripts from all college/university study are required.
Applicants who have received degrees from institutions outside the United States should view the "International Students" section for additional credential evaluation requirements.
Please begin your online application before submitting your transcripts. Details on how to submit transcripts and international credential evaluations can be found听. In order to ensure your transcript reaches our office, it is important to review and follow the instructions.
Standardized Tests
GRE scores are not required. If you wish to send GRE scores, the Lynch School GRE code is 3218.
Please view the "International Students" section for information on English Proficiency test requirements.
Writing Sample
Not required.
International Students
Applicants who have completed a degree outside of the United States must have a course-by-course evaluation of their transcript(s) completed by an evaluation company approved by the . Submission of falsified documents is grounds for denial of admission or dismissal from the University.
Applicants who are not native speakers of English and who have not received a degree from an institution where English is the primary language of instruction must also submit a TOEFL or IELTS test result that meets the minimum score requirement.
Please click the link below for full details on these requirements.
Contact Us
听 gsoe@bc.edu
听 617-552-4214