The School of EducationQueens Campus, Long Island Graduate Center
The Master of Science programs in Adolescent Education (Career Change, Field Change, and Continuing) enable prospective teachers and practicing teachers to acquire the skills they need in such areas as language acquisition and literacy, curriculum development, instructional planning, multiple research-validated instructional strategies, content area knowledge, the uses of technology, and the history, philosophy, and role of education.
Please note that the full degree cannot be taken at the Long Island Graduate Center and at least one course must be taken at our Queens campus.
Graduates of our program have:
Please see a list of our Curriculum and Instruction Faculty.
Please view the School of Education Graduate Admission Application Requirements for detailed admission information.
The master's degree program in adolescent education has three distinctive strands: continuing, field change and career change. Classes for all three strands are conveniently scheduled in the evenings and summers.
The Field Change program is intended for students who have received or have qualified for initial certification in a field of education other than adolescent education.
Required Foundations Courses
Required Methods Courses
Electives Courses (one course from the following or one other course with approval of advisor)
Required Research Methodology (Taken in last 6 credits of the program)
The Continuing program is intended for students who wish to pursue a master's degree in the same academic area as his/her initial teaching certification.
Elective Courses (one course from the following or one other course with approval of advisor)
Required Special Education Course
Student Teaching (Taken in last 6 credits of program)
The programs will prepare graduates to:
Demonstrate knowledge of the fundamental principles of language acquisition and literacy by native English speakers and students who are English language learners (ELLs).
Demonstrate knowledge of curriculum development and instructional planning including, but not limited to, those identified by the national standards in the student’s content area.
Demonstrate ability to utilize multiple research-validated strategies
Demonstrate a wide breadth and depth of knowledge in one’s content area.
Demonstrate understanding of the history, philosophy, and role of education.
Demonstrate the Vincentian value of service.
Sullivan Hall Room 420