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About This Program
American Military University’s (AMU) master’s in higher education administration integrates the foundational and research components typically expected in college administrator preparation.
Coursework explores higher education from a historical, social, ethical, financial, legal, political, cultural, and student affairs perspective. The higher education administration degree prepares leaders to build effective learning environments that recognize social and cultural diversity.
AMU’s MEd program is suitable for both experienced college leaders and those cultivating leadership skills in these areas:
- Institutional leadership
- Enrollment management and admissions
- Academic administration
- Program development and management
- Institutional research
- Advancement
- Financial and budget oversight
- Student services
- Financial aid
Completion of the program does not lead to state certification or licensure.
NOTE: This program has specific admission requirements.
What You Will Do
- Integrate higher education history, philosophy, values, governance, economics, and policies within a leadership role
- Create an effective learning environment that results in student success, while honoring social and cultural diversity
- Demonstrate leadership in institutional advancement, stakeholder support, financial growth, community collaboration, and staff/faculty development
- Evaluate educational technology to promote student learning and stakeholder communication
- Develop institutional policies with ethical and legal standards that align with current societal and cultural realities
- Assess performance-based data regarding organizational effectiveness and student success
Degree at a Glance
Number of Credits
36
Cost Per Credit
$455 | $250*
$386.75** | $409.50***
$386.75** | $409.50***
Courses Start Monthly
Online
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Program Requirements Printable Catalog Version
Students must choose a concentration for this degree program:
This 12-semester-hour concentration advances the student’s acumen regarding leadership and governance as related to higher education administration, supervision, and institutional improvement and advancement.
Objectives:
Upon completion of this concentration, the student will be able to:
- Integrate appropriate leadership theories, concepts, and practices into the various contexts of college and university administration.
- Differentiate philosophical and ethical foundations of leadership and influences in higher education.
- Develop processes related to institutional innovation and advancement in applicable contexts.
- Synthesize relevant leadership and planning strategies into an effective application to organizational work in higher education.
Must take all courses for this section.
Course ID: 5133
|
This course introduces students to the practices and methodologies of developing strategic plans that result in the conceptual and practical processes associated with innovation and institutional advancement within higher education. Essential discussion topics include mission, vision, and values alignment, managing and implementing organizational change, marketing/communications/promotion, alumni relations, financial resource development, program evaluation and review, innovative teaching and learning modalities for effective higher education, and strategic planning execution. Students will examine case studies and real-world scenarios, as well as consider the ethics of professional practice and strategic planning in both for-profit and non-profit settings. There will be an examination of resource development strategies and their relationship to university strategic priorities and objectives.
| Registration Dates | Course Dates | Session | Weeks |
|---|---|---|---|
| 07/29/24 - 01/03/25 | 01/06/25 - 03/02/25 | Winter 2025 Session B | 8 Week session |
| 10/28/24 - 04/04/25 | 04/07/25 - 06/01/25 | Spring 2025 Session B | 8 Week session |
Course ID: 5057
|
In Leadership in Higher Education, students thoroughly examine various leadership theories and develop the ability to draw upon multiple paradigms and perspectives to improve their practices as leaders. Students will analyze current challenges in Student Affairs and discuss the leadership skills needed from all administrators involved. Throughout the course, students will reflect on how their values and philosophical perspectives influence their day-to-day leadership decisions and practices and how they respond to crises. (Prerequisites: EDUC511 and either SAHE510 or ADHE601)
| Registration Dates | Course Dates | Session | Weeks |
|---|---|---|---|
| 06/24/24 - 11/29/24 | 12/02/24 - 01/26/25 | Fall 2024 Session D | 8 Week session |
| 09/30/24 - 02/28/25 | 03/03/25 - 04/27/25 | Winter 2025 Session D | 8 Week session |
Course ID: 2811
|
This course provides an overview of approaches to research, rationales for methodological choices, integrity of research processes, and tools and techniques for data collection and analysis. Additional topics include reliability and validity, sampling, and evaluating quantitative, qualitative, and mixed methods research designs. There is an emphasis on adhering to ethical principles and creating research designs that are inclusive and diverse. Course participation and activities provide experiences designed to equip practitioners with the knowledge and skills necessary to select, evaluate, and apply findings from extant research and conceptualize research studies related to issues at the K-12 and/or higher education level. (Prerequisites: Either ADHE601, EDUC502, EDUC503, EDUC509, EDUC511, or EDUC621)
| Registration Dates | Course Dates | Session | Weeks |
|---|---|---|---|
| 07/29/24 - 01/03/25 | 01/06/25 - 03/02/25 | Winter 2025 Session B | 8 Week session |
| 09/30/24 - 02/28/25 | 03/03/25 - 04/27/25 | Winter 2025 Session D | 8 Week session |
Choose 3 credit hours from this section.
Course ID: 5134
|
The community college setting provides unique challenges requiring conceptually relevant and expertise appropriate application of higher education administration. This course examines the history, philosophy, management functionality, and financial resourcing associated with community college administration and the effective navigation skills pertaining to the associated leadership responsibilities. Attention will be given to the preparedness of incoming high school students for college through the forging of relationships with secondary education providers, including dual-enrollment credit programs, and by consideration of graduation and retention rates at the community college level. The course will explore special issues related to the relationship of the community college to the local region and workforce, the role of community college online course instruction with regard to four-year for-profit and non-profit institutions, issues regarding student transfers to four-year institutions, consideration of potential administrative redesign for the future, and initiatives geared toward increasing student outcomes.
| Registration Dates | Course Dates | Session | Weeks |
|---|---|---|---|
| 07/29/24 - 01/03/25 | 01/06/25 - 03/02/25 | Winter 2025 Session B | 8 Week session |
| 10/28/24 - 04/04/25 | 04/07/25 - 06/01/25 | Spring 2025 Session B | 8 Week session |
Course ID: 5135
|
This course prepares college and university administrators to take effective action during crises, as well as to develop protocols and actions steps that diminish the likelihood for future occurrences. Students examine emergency preparedness that extends confidence in the long-term safety, security, and success of their institutions. Key topics also include threat assessment, hazard mitigation, outcome prediction, and organizational resilience and survival amid natural and human-authored emergencies and disasters. Students will draw upon case studies based on actual events, and will discuss risk analysis/assessment and formulation of a comprehensive plan and organizational strategy to alleviate crises and work with support public safety and emergency services agencies during a variety of scenarios, including mass casualty incidents. Risk factors associated with mental health concerns, substance abuse, aggressive behavior, bullying, and violence will also be examined.
| Registration Dates | Course Dates | Session | Weeks |
|---|---|---|---|
| 06/24/24 - 11/29/24 | 12/02/24 - 01/26/25 | Fall 2024 Session D | 8 Week session |
| 09/30/24 - 02/28/25 | 03/03/25 - 04/27/25 | Winter 2025 Session D | 8 Week session |
Course ID: 5082
|
This course examines acute current and future issues and trends that face higher education in America and abroad in a variety of college and university contexts, both onground and online. Students will examine the changing scene of higher education in terms of for-profit and non-profit settings amid the marketing and financial realities that challenge the future realities of public and private universities and colleges. Special focus will be given to current events and controversies. Topics include, but are not limited to the following: the changing demographics of the college and university scene; campus politics, clubs, and campus culture; the impact of technologies and online learning strategies on access to education; the increasing competition and related ethics discussions concerning public/private, for-profit/non-profit, and onground/online universities; and, the prospective direction of higher education within a global and virtual student body. What are the higher educational needs of the student of the future, and what will universities need to consider in order to meet those needs?
| Registration Dates | Course Dates | Session | Weeks |
|---|---|---|---|
| 08/26/24 - 01/31/25 | 02/03/25 - 03/30/25 | Winter 2025 Session I | 8 Week session |
Course ID: 5054
|
This course will examine and analyze the factors, challenges, and complexities of financing higher education institutions. Students will develop perspectives of how campuses are funded through a variety of revenue streams while also gaining practical experience to understand financial concepts, processes, institutional considerations, and budgetary tools. (Prerequisites: EDUC511 and either SAHE510 or ADHE601)
| Registration Dates | Course Dates | Session | Weeks |
|---|---|---|---|
| 07/29/24 - 01/03/25 | 01/06/25 - 03/02/25 | Winter 2025 Session B | 8 Week session |
| 10/28/24 - 04/04/25 | 04/07/25 - 06/01/25 | Spring 2025 Session B | 8 Week session |
Course ID: 2717
|
Students in this course will explore principles, techniques, and process related to the management of college athletics. It is important in today's dynamic environment of collegiate athletics that students employ effective leadership and management principles. Through analyzing case studies, students will demonstrate problem solving related to handling athletic personnel and program issues. Studying collegiate athletic administration involves interpreting NCAA® By-laws, including a comparison between division I, II, and III compliance regulations. To ensure readiness for athletic management, students will evaluate the duties of an athletic director and create a strategic plan for an athletic department, including a mission statement and comprehensive budget. Lastly, students will determine the critical steps to getting hired in collegiate athletics. Students will also prepare a portfolio, including an application letter and resume customized for applying for a position in athletic administration at the collegiate level.
NCAA® is a registered trademark of the National Collegiate Athletic Association.
| Registration Dates | Course Dates | Session | Weeks |
|---|---|---|---|
| 07/29/24 - 01/03/25 | 01/06/25 - 03/02/25 | Winter 2025 Session B | 8 Week session |
| 10/28/24 - 04/04/25 | 04/07/25 - 06/01/25 | Spring 2025 Session B | 8 Week session |
This 12-semester-hour concentration examines the unique circumstances surrounding administering online education in colleges and universities. Topics include instruction regarding online learning platforms and modalities, curriculum and instructional design and implementation, effective communication of a team working remotely, and unique accreditation and compliance issues that face online education.
Objectives:
Upon completion of this concentration, the student will be able to:
- Evaluate online classroom platforms for use in higher education.
- Design instructional standards for use in an online context.
- Create a functioning team and organizational structure to house or to extend a college or university onto an online campus.
- Appraise compliance and accrediting standards in relation to their application to an online institution of higher education.
Must take all courses for this section.
Course ID: 5076
|
Recognizing the constantly-morphing role that technology and innovative online campus platforms play in the landscape of education requires higher education administrators to stay in tune with current trends and emerging modalities. This course explores emerging trends with regard to classroom management systems and best practices in curriculum and instruction for the online institution of higher education. Students will discuss topics involving innovative online and classroom technologies, course management tools, cyber-ethics, instructional practices, curriculum development, classroom support services, and integration of various adjunct platform applications that support student learning in an online campus.
| Registration Dates | Course Dates | Session | Weeks |
|---|---|---|---|
| 08/26/24 - 01/31/25 | 02/03/25 - 03/30/25 | Winter 2025 Session I | 8 Week session |
Course ID: 5080
|
This course examines the essential approaches and policies related to effective communication in the online administration of higher education involving both internal and external stakeholders. Key topics include communication theory and best practices in a virtual campus environment; identifying differences in onground and online administration; developing, maintaining, and coordinating a remotely working team and support staff; establishing and implementing faculty online teaching practices and accountability; working with disciplinary issues involving online students and faculty; communication issues for human resource development in an online institution; working with staff and faculty expectations across time zones and cultural variances; and, campus/student life in an online environment.
| Registration Dates | Course Dates | Session | Weeks |
|---|---|---|---|
| 07/29/24 - 01/03/25 | 01/06/25 - 03/02/25 | Winter 2025 Session B | 8 Week session |
| 10/28/24 - 04/04/25 | 04/07/25 - 06/01/25 | Spring 2025 Session B | 8 Week session |
Course ID: 5081
|
The unique and emerging issues surrounding government, military, and industry-related compliance in an online context are compounded by the challenge of identifying, implementing, and verifying accreditation standards in a virtual campus. This course prepares students to develop and administer a plan to fulfill current and prevailing standards in higher education. With unique differences in performance expectations across sectors and accrediting bodies, students will examine the development of a process and teams in order to address the array of associated issues of compliance and accreditation in an online context.
| Registration Dates | Course Dates | Session | Weeks |
|---|---|---|---|
| 06/24/24 - 11/29/24 | 12/02/24 - 01/26/25 | Fall 2024 Session D | 8 Week session |
| 09/30/24 - 02/28/25 | 03/03/25 - 04/27/25 | Winter 2025 Session D | 8 Week session |
Course ID: 2811
|
This course provides an overview of approaches to research, rationales for methodological choices, integrity of research processes, and tools and techniques for data collection and analysis. Additional topics include reliability and validity, sampling, and evaluating quantitative, qualitative, and mixed methods research designs. There is an emphasis on adhering to ethical principles and creating research designs that are inclusive and diverse. Course participation and activities provide experiences designed to equip practitioners with the knowledge and skills necessary to select, evaluate, and apply findings from extant research and conceptualize research studies related to issues at the K-12 and/or higher education level. (Prerequisites: Either ADHE601, EDUC502, EDUC503, EDUC509, EDUC511, or EDUC621)
| Registration Dates | Course Dates | Session | Weeks |
|---|---|---|---|
| 07/29/24 - 01/03/25 | 01/06/25 - 03/02/25 | Winter 2025 Session B | 8 Week session |
| 09/30/24 - 02/28/25 | 03/03/25 - 04/27/25 | Winter 2025 Session D | 8 Week session |
This 12 semester hour concentration provides a comprehensive conceptual and skill-based exposure to executive and life coaching construct and practice that has a strong impact on the personal development of higher education administrators and their influence on the people they lead and manage. The courses that make up this concentration contribute to the student’s preparation for applicable national coaching boards and exams.
Objectives:
Upon successful completion of this concentration, the student will be able to:
- Use coaching models and practices to benefit their personal leadership trajectory as well as enhance the development of colleagues and staff.
- Appraise the level of emotional intelligence of themselves and others.
- Integrate a variety of coaching tools into their personal life and executive coaching practice with colleagues and subordinates.
- Integrate relevant concepts and practices for coaching groups and teams in higher education.
Must take all courses for this section.
Course ID: 4926
|
Foundations of Coaching is an eight-week course designed to introduce the models and basic skills used in executive coaching and/or life coaching practices. This course introduces the vital skills, methods, and strategies required of an effective coach including developing coaching relationships, setting goals and planning, developing awareness, asking powerful questions, communication and language, action and accountability and facilitating learning and results. Participants will examine various coaching models and gain knowledge of the ethical considerations associated with coaching relationships. This training prepares participants to coach individuals, groups, and teams for performance, development, skills and personal/professional growth. Participants will engage in coaching conversations, apply best practices, and practice creating empowering coaching experiences.
| Registration Dates | Course Dates | Session | Weeks |
|---|---|---|---|
| 06/24/24 - 11/29/24 | 12/02/24 - 01/26/25 | Fall 2024 Session D | 8 Week session |
| 08/26/24 - 01/31/25 | 02/03/25 - 03/30/25 | Winter 2025 Session I | 8 Week session |
| 10/28/24 - 04/04/25 | 04/07/25 - 06/01/25 | Spring 2025 Session B | 8 Week session |
Course ID: 4927
|
Building on the foundational coaching skills gained in EDUC536 - Emotional Intelligence and Coaching Assessments provides participants with an understanding of emotional intelligence and when and how to use assessments in the coaching experience. Participants learn about Emotional Intelligence (EI) and its role in coaching. Participants examine several coaching assessments to gain familiarity and an understanding of when each assessment is appropriate for coaching. Specifically, participants will consider tools such as the Wheel of Life, Personality Type, DISC, EI, TPI, Strengths, and other assessments designed for diverse settings. Participants will also examine the ethical considerations associated with using assessments in the coaching relationship. (Prerequisite: EDUC536)
| Registration Dates | Course Dates | Session | Weeks |
|---|---|---|---|
| 06/24/24 - 11/29/24 | 12/02/24 - 01/26/25 | Fall 2024 Session D | 8 Week session |
| 08/26/24 - 01/31/25 | 02/03/25 - 03/30/25 | Winter 2025 Session I | 8 Week session |
| 10/28/24 - 04/04/25 | 04/07/25 - 06/01/25 | Spring 2025 Session B | 8 Week session |
Course ID: 2810
|
This course examines the particular role of the classroom educator in understanding a systematic approach to planning curriculum and instruction for academically diverse learners. This approach to effective instruction will focus on the classroom factors relating to the nature of the student and the essential meaning of the curriculum. Particular emphasis will be placed on classroom elements that the educator can differentiate – or modify – to increase the likelihood that each student will learn as much as possible, as efficiently as possible. This would include the areas of content, process, products, affect and learning environment. Additionally, there are three core student characteristics that educators must consider when creating curriculum and instruction: readiness, interest, and learning profile. The idea of differentiating instruction to accommodate the different ways that students learn involves a hefty dose of common sense, as well as sturdy support in the theory and research of education.
| Registration Dates | Course Dates | Session | Weeks |
|---|---|---|---|
| 07/29/24 - 01/03/25 | 01/06/25 - 04/27/25 | Winter 2025 Session A | 16 Week session |
| 10/28/24 - 04/04/25 | 04/07/25 - 07/27/25 | Spring 2025 Session A | 16 Week session |
Course ID: 2811
|
This course provides an overview of approaches to research, rationales for methodological choices, integrity of research processes, and tools and techniques for data collection and analysis. Additional topics include reliability and validity, sampling, and evaluating quantitative, qualitative, and mixed methods research designs. There is an emphasis on adhering to ethical principles and creating research designs that are inclusive and diverse. Course participation and activities provide experiences designed to equip practitioners with the knowledge and skills necessary to select, evaluate, and apply findings from extant research and conceptualize research studies related to issues at the K-12 and/or higher education level. (Prerequisites: Either ADHE601, EDUC502, EDUC503, EDUC509, EDUC511, or EDUC621)
| Registration Dates | Course Dates | Session | Weeks |
|---|---|---|---|
| 07/29/24 - 01/03/25 | 01/06/25 - 03/02/25 | Winter 2025 Session B | 8 Week session |
| 09/30/24 - 02/28/25 | 03/03/25 - 04/27/25 | Winter 2025 Session D | 8 Week session |
Must take all courses for this section.
Course ID: 5131
|
This course provides a starting place to introduce the primary areas of responsibility for higher education administration with the various contexts in which higher education is situated, whether public or private, for-profit or non-profit, or onground or online. Students learn about the essentials of institutional mission, organizational structure, institutional evaluation and assessment, human resources, governance, financial and budgeting oversight, resource management, decision-making, internal and external constituencies, culture, student services, student outcome assessment, program evaluation, and organizational change associated with university leadership. The course will present and connect organizational theories for higher education administrative practice and delivery that relate to university student persistence, retention, and success.
| Registration Dates | Course Dates | Session | Weeks |
|---|---|---|---|
| 08/26/24 - 01/31/25 | 02/03/25 - 03/30/25 | Winter 2025 Session I | 8 Week session |
Course ID: 5132
|
This foundational course presents an array of enrollment management processes and strategies that contribute to recruitment, retention, admission, and enrollment of students at institutions of higher education, both undergraduate and graduate. Particular attention will be given to the role of various stakeholders in relation to various factors influencing enrollment and admissions: financial aid, scholarships, educational readiness, diversity considerations, academic standards, learning formats, and institutional goals. Students will be exposed to recruitment and enrollment strategies based on current research, enrollment prediction and selection practices, marketing, applicable advisement practices, ethical guidelines, and institutional standards pertaining to student success.
| Registration Dates | Course Dates | Session | Weeks |
|---|---|---|---|
| 06/24/24 - 11/29/24 | 12/02/24 - 01/26/25 | Fall 2024 Session D | 8 Week session |
| 09/30/24 - 02/28/25 | 03/03/25 - 04/27/25 | Winter 2025 Session D | 8 Week session |
Course ID: 5053
|
Foundations of Higher Education is a comparative and historical survey of colleges and universities in the United States. The historical, social, and philosophical influences and assumptions that have shaped the growth and purpose of higher education will be studied from Colonial era to "virtual" public and private universities. Major areas of focus include the evaluation of higher education, contemporary issues, and policies and practices that characterize the operational environments of higher education institutions in the 21st century, including governance; equity, diversity, and inclusion; curriculum; and accreditation.
| Registration Dates | Course Dates | Session | Weeks |
|---|---|---|---|
| 07/29/24 - 01/03/25 | 01/06/25 - 03/02/25 | Winter 2025 Session B | 8 Week session |
| 09/30/24 - 02/28/25 | 03/03/25 - 04/27/25 | Winter 2025 Session D | 8 Week session |
Course ID: 5056
|
This course will examine ethical and legal issues relevant to higher education institutions and the campus policies commonly in place to address them. Key legal cases, statutes, and constitutional laws will be reviewed and students will use case studies to explore how campus leaders have upheld these decisions and, in some cases, responded to crises. (Prerequisites: EDUC511 and either SAHE510 or ADHE601)
| Registration Dates | Course Dates | Session | Weeks |
|---|---|---|---|
| 07/29/24 - 01/03/25 | 01/06/25 - 03/02/25 | Winter 2025 Session B | 8 Week session |
| 09/30/24 - 02/28/25 | 03/03/25 - 04/27/25 | Winter 2025 Session D | 8 Week session |
Course ID: 5330
|
This course examines the influence of cultural and ethnic differences in the administration of student affairs. Students explore a variety of topics including culture, ethnicity, race, nationality, age, gender, sexual orientation, mental and physical characteristics, education, values, and socioeconomic status. Students discuss how cultural variables affect student affairs advisement. Topics include theories, strategies for effective multicultural advisement, ethical delivery of services, and culturally responsive assessments. This course is designed to develop self-awareness, knowledge, and skills in working with diverse populations.
| Registration Dates | Course Dates | Session | Weeks |
|---|---|---|---|
| 06/24/24 - 11/29/24 | 12/02/24 - 01/26/25 | Fall 2024 Session D | 8 Week session |
| 07/29/24 - 01/03/25 | 01/06/25 - 03/02/25 | Winter 2025 Session B | 8 Week session |
| 09/30/24 - 02/28/25 | 03/03/25 - 04/27/25 | Winter 2025 Session D | 8 Week session |
Course ID: 5055
|
Student Development Theory is a course focused on the principles and key concepts of working with traditional and nontraditional students in college settings. This course will examine the developmental processes that impact college students, student development theories, and development of effective programs to meet their various learning, personal, career, and identity development needs. (Prerequisites: EDUC511 and either SAHE510 or ADHE601)
| Registration Dates | Course Dates | Session | Weeks |
|---|---|---|---|
| 07/29/24 - 01/03/25 | 01/06/25 - 03/02/25 | Winter 2025 Session B | 8 Week session |
| 09/30/24 - 02/28/25 | 03/03/25 - 04/27/25 | Winter 2025 Session D | 8 Week session |
Course ID: 5060
|
This course will provide an overview on how organizations work and behave. The culture of organizations will be explored, how cultural values are developed and sustained, and how to bring about change. Students will review organizational theories in higher education and explore concepts related to management, performance, governance, and leadership. (Prerequisites: EDUC511 and either SAHE510 or ADHE601)
| Registration Dates | Course Dates | Session | Weeks |
|---|---|---|---|
| 06/24/24 - 11/29/24 | 12/02/24 - 01/26/25 | Fall 2024 Session D | 8 Week session |
| 08/26/24 - 01/31/25 | 02/03/25 - 03/30/25 | Winter 2025 Session I | 8 Week session |
| 10/28/24 - 04/04/25 | 04/07/25 - 06/01/25 | Spring 2025 Session B | 8 Week session |
Choose 3 credit hours from this section.
Course ID: 5083
|
The Capstone is the culminating required course for the student who already works in a higher education administration-related role and desires to advance their career. The course exhibits the capability of the student within higher education administration through the demonstration of their synthesis of the related theory and practice. Students work with a faculty advisor to develop a research prospectus that addresses a current issue facing higher education, preferably within the student’s context of higher education. The Capstone culminates with an E-Portfolio and Oral Presentation. (Prerequisites: EDUC640 Research Methods; Completion of a concentration related to the program of study.)
| Registration Dates | Course Dates | Session | Weeks |
|---|---|---|---|
| 06/24/24 - 11/29/24 | 12/02/24 - 01/26/25 | Fall 2024 Session D | 8 Week session |
| 07/29/24 - 01/03/25 | 01/06/25 - 03/02/25 | Winter 2025 Session B | 8 Week session |
| 08/26/24 - 01/31/25 | 02/03/25 - 03/30/25 | Winter 2025 Session I | 8 Week session |
| 09/30/24 - 02/28/25 | 03/03/25 - 04/27/25 | Winter 2025 Session D | 8 Week session |
| 10/28/24 - 04/04/25 | 04/07/25 - 06/01/25 | Spring 2025 Session B | 8 Week session |
Course ID: 5084
|
The Practicum is the culminating required course for the student who is preparing to enter a higher education administration-related role. Students will take theory to practice during practicum and gain supervised professional experience in their concentration. Students will complete 150 hours at an approved practicum site. This course includes a practicum seminar during which students will reflect on their practicum experiences and connect these to the virtual classroom learning they have had in their graduate program. Approval of practicum site and position are required before students can begin their compulsory 150 hours. The Practicum culminates with an E-Portfolio and/or Oral Presentation. (Prerequisite: Completion of all core courses plus at least half of a concentration of courses related to the program of study)
| Registration Dates | Course Dates | Session | Weeks |
|---|---|---|---|
| 06/24/24 - 11/29/24 | 12/02/24 - 03/23/25 | Fall 2024 Session C | 16 Week session |
| 07/29/24 - 01/03/25 | 01/06/25 - 04/27/25 | Winter 2025 Session A | 16 Week session |
| 08/26/24 - 01/31/25 | 02/03/25 - 05/25/25 | Winter 2025 Session K | 16 Week session |
| 09/30/24 - 02/28/25 | 03/03/25 - 06/22/25 | Winter 2025 Session C | 16 Week session |
| 10/28/24 - 04/04/25 | 04/07/25 - 07/27/25 | Spring 2025 Session A | 16 Week session |
Admission Requirements
All AMU master's degree and graduate certificate programs require a bachelor’s degree (or higher) from an institution whose accreditation is recognized by the Council for Higher Education Accreditation (CHEA).
In addition, the following is required for admission into this program. All documentation must be provided prior to course registration:
- Official bachelor’s transcript showing conferral of degree with a minimum GPA of 2.5 on a 4.0 scale, or a master’s transcript showing conferral of degree
- Graduate writing sample
- Signed statement of understanding (SOU)
Please read all graduate admission requirements before applying to this program and be prepared to submit the required documentation including a legible copy of your valid government-issued photo ID (civilian students) or government-issued JST or CCAF transcript (military students).
If you have a non-U.S. transcript, please view our International Admissions page for more information.
There is no fee to complete the AMU admission application. View steps to apply.
IMPORTANT NOTES
An AMU admissions coach will contact you via email or phone to assist you with the enrollment process, review your documentation, and notify you when you have been admitted into the program and may register for courses.
Materials Cost
Technology fee: $85 per course
Need Help?
Selecting the right program to meet your educational goals is a key step in ensuring a successful outcome. If you are unsure of which program to choose, or need more information, please contact an AMU admissions coach at 877-755-2787 or [email protected].
Quality Education Should Be Affordable
So you can focus on the opportunities ahead, without the financial burden of more expensive schools who are not as invested in your success. Learn more about paying for school.
Consumer Information
Disclosures
Maryland Residents learn more about costs, completion rates, median debt, and more.
2Alumni Graduated with No APUS-incurred Student Loan Debt As of December 31, 2021
Includes alumni who graduated with an associate, bachelor's, or master's degree from APUS. Student loan debt is defined as student loans and private education loans used for tuition, fees, living expenses, and book costs associated with courses taken at APUS. Many APUS students receive military tuition assistance and veterans education benefits, which are not student loan debt.
1The University reserves the right to accept or deny credits according to policies outlined on our University website. Please see the University's transfer credit policy webpage for complete information.
*Cost Per Credit Hour
The Preferred Military Rate is $250 per credit hour for undergraduate and master's-level courses. This rate is available to all U.S. active-duty servicemembers, National Guard members, Reservists, and military families, including parents, spouses, legal partners, siblings, and dependents.
See all military student benefits.
Cost of Attendance
Learn more about AMU’s cost components and full cost of attendance.
