Masters in Education at D'Youville College | Masters In Education Online | Nation of Learning Excellence

Masters In Education

Professional Masters in Education at D'Youville College

D'Youville College has a rich history of preparing some of the finest teachers in the region through widely recognized programmes of education.
The Professional Masters in Education at D'Youville College is designed as the intellectual and professional next step for practicing teachers. Our program provides students with advanced knowledge in Educational Foundations, Learning Theory, Multiculturalism, Inclusion and Critical Issues in Education. It offers teachers essential knowledge and skills to support emerging professionals in their fields while providing a flexible and individualized academic experience. This hybrid curriculum is designed to meet the needs of working teachers in the United States, as well as those working in an international context. It is a truly international degree that will empower you to teach across the globe and in the best Indian schools.
For JBCN Education-ChalkBoard School Solutions, the Professional Masters in Education is structured in three modules, taken over the course of one academic year. This exciting program features three diverse learning experiences - online, hybrid and study abroad - thus providing the convenience of time and place coupled with the distinctive opportunity of learning from international educators. The online courses are taught asynchronously, perfect for working teachers with busy schedules. The hybrid courses, which are partially online, will also have the unique element of being taught by the D'Youville college professors during the in-person instruction which will be held in Mumbai, thus providing an international educational experience right here. Students will complete the program during a study abroad experience at D'Youville College, in Buffalo, NY. While in Buffalo, students will visit a variety of schools for observation and learning, historic sites and natural wonders, such as Niagara Falls. The MA students will have the honour of participating in and graduating at the graduation ceremony held at D'Youville College, Buffalo, USA.


 

 

Learn more about D'Youville

Through a partnership with ChalkBoard School Solutions and D'Youville, international students can earn their masters in education.

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Course Modules

Module 1

Course Number Course Name Credits
EDU 620

This course is designed to familiarize students with underlying foundations, principles and theories related to education and learning. Emphasis is placed on developmental theorists and educational theory as it relates to the process of teaching and learning.


Course Dates: : August 20th - October 7th
Mode of Instruction/ Strategies: Online
Technology/ Infra Requirements: Video Calling, Sharing Resources, Video and Audio Recording Capabilities
Learning Outcomes: 1. Demonstrate learning on objective tests
2. Apply learning to develop an application paper
3. Begin a culminating scholarship library
Skills assessed: Knowledge,Comprhension and Analysis of Course Content; Application of Course Content in Written Formats; Performing Synthesis and Evaluation in Developing a Teaching Philosophy/Application.
Modes of Assessment: Objective Tests; Application Paper, Scholorship Description.
Tools of Assessment: Rubrics, Tests
Student Learning Resources: Online textbook; library databases; Professional Journal Publications; Audio-visual Resources; Canvas with embedded applications
3.0
EDU 656

This course introduces candidates to the social and philosophical foundations of education and ways in which they have been influential in shaping education in North America. As such, the course covers philosophies of education within the social/political context that influenced their development. Discussions, lecture, readings and student-centered work take place against the background of emerging philosophies of education in any given time period. A major focus of the course is on an examination of perennial questions related to education and schooling in North America.


Course Dates: : August 20th - October 7th
Mode of Instruction/ Strategies: Online/ Hybrid/ Face to Face
Technology/ Infra Requirements: Video Calling / Sharing resources
Learning Outcomes: 1. Know the major propositions associated with classical, traditional and contemporary schools of educational philosophy
2. Use propositions to explicate critical issues in both general and specific educational practices.
3. Associate propositions with all aspects of curriculum historically and presently.
4. Use research to support the above.
Skills assessed: Knowledge and comprehension of mainstrream educational philosophies, ideologies and theories; Application and analysis  of the philosophies as they relate to pedagogies; Synthesis and Evaluation in Developing a Teaching Philosophy/Application
Modes of Assessment: Discussion Forum, Personal Philosophy Paper, Personal Philosophy Video
Tools of Assessment: Rubrics
Student Learning Resources: Canvas, Library Search Engines, Panopto. Online textbook; library databases; Professional Journal Publications;
3.0
EDU 613

Current and future middle-school and high-school teachers will learn to use effective techniques to improve students’ reading and writing, both generally and in specific content areas.


Course Dates: : October 15th - December 9th
Mode of Instruction/ Strategies: presentation, discussion, related activities, reading about current research and practice
Technology/ Infra Requirements: Canvas learning management system, online library services, Microsoft 350
Learning Outcomes: 1. Apply a broad range of literacy techniques and strategies in order to develop each learner’s ability to learn at his or her potential in specific subject areas
2. Apply and evaluate diverse instructional strategies and assessments to assist students with cultural and/or language differences or students with disabilities
3. Develop lesson plans in the D’Youville format which use assigned literacy techniques and strategies
4. Relate current research in the field to topics in this course.
Skills assessed: Writing, lesson planning, application of literacy strategies, collaboration, analysis
Modes of Assessment: quizzes, lesson plans, reports
Tools of Assessment: Rubrics
Student Learning Resources: Online journal articles, Canvas LMS, instructor and library staff, Microsoft 350
3.0
EDU 651

This course explores patterns of diversity in North America. Attention is given to racial, ethnic, religious, and other minorities in contemporary society. Cultural perspectives which impact on schooling are discussed and strategies to enhance teaching and learning are explored. Age and culturally appropriate strategies for creating effective teaching-learning environments are also explored.


Course Dates: : October 15th - December 9th
Mode of Instruction/ Strategies: Online / Face to Face
Technology/ Infra Requirements: Video Calling / Sharing resources
Learning Outcomes: 1) Develop an historical perspective of the purposes of public education and the treatment of culturally diverse populations in North America.
2) Evaluate various models of multiculturalism.
3) Analyze and evaluate the socio-political issues, problems, and concerns related to diversity in today’s schools, including issues and concerns related to race, class, gender, and sexuality.
4) Analyze research and other literature related to issues of equity, including those concerned with race, class, gender, marginality, and poverty.
5) Design instructional strategies, activities, and materials which lead to the promotion of equality and acceptance among diverse populations. 
Skills assessed: Develop an historical perspective of the purposes of public education and the treatment of culturally diverse populations in North America.
Modes of Assessment: Discussion Forum; Leading a Discussion Forum; Create a Diversity Proposal; Video Presentation of Diversity Proposal
Tools of Assessment: Rubrics
Student Learning Resources: Canvas, Panopto, Prezi, Library Search Engines, academic literature
3.0

Subtotal: 12 Credits


 

Module 2

Course Number Course Name Credits
EDU 653

This course is designed to discuss and analyze current and future trends in education. Emphasis is placed on issues related to chemical dependency, social and economic inequality, school support through mentorships and funding, availability and use of media technology, collaborative teaching techniques, privatization of schooling, equality and equity, educational leadership and other related issues.


Course Dates: : January 7th - February 24th
Mode of Instruction/ Strategies: Online / Hybrid / Face to Face
Technology/ Infra Requirements: Sharing Resources / Internet Access for Forum
Learning Outcomes: 1) Learners will develop an historical perspective of the purposes of public education and the treatment of culturally diverse populations in North America. Learners evaluate various models of multiculturalism.
2) Learners analyze and evaluate the socio-political issues, problems, and concerns related to diversity in today’s schools, including issues and concerns related to race, class, gender, and sexuality.
3) Learners analyze research and other literature related to issues of equity, including those concerned with race, class, gender, marginality, and poverty.
4) Learners design instructional strategies, activities, and materials which lead to the promotion of equality and acceptance among diverse populations.
Skills assessed: Analysis of research, Reflections on education issues and experiences, Clear communication, APA Style
Modes of Assessment: Discussion Forum, Analytical Reflection Paper
Tools of Assessment: Rubrics
Student Learning Resources: Canvas, Library Search Engines
3.0
EDU 679

This course provides an introduction to the genre of literature targeted for adolescent/young adult readers. Students explore issues relevant to young adult reading, including adolescent development, reading ability and preferences, theories of reading, censorship, etc. The course considers curricular and pedagogical issues salient to the adoption of young adult literature, particularly as teachers attempt to develop reader-centered approaches and curricula for teaching and learning in pluralistic settings.


Course Dates: : January 7th - February 24th
Mode of Instruction/ Strategies: Online
Technology/ Infra Requirements: Sharing Resources / Internet Access for Forum
Learning Outcomes: 1) Analyze and critique young adult literature as a teaching tool
2) Identify young adult literature appealing to diverse learners
3) Synthesize canonical and young adult literature, along with media resources, around a specific theme
Skills assessed: Develop group discussion questions and facilitate group discussions on young adult literature; Critically analyze young adult literature; Design a scaffolded unit, including canonical and young adult literature, along with digital media
Modes of Assessment: Create a Booktube video; Facilitate a Wiki book discussion; Create a YA Literature / Canonical  Literature Unit
Tools of Assessment: Rubrics
Student Learning Resources: Canvas, Youtube, Wikis, Library search engines; ebooks
3.0
EDU 652

"This course emphasizes curricular design and instructional planning to address the special developmental and educational needs of candidates in elementary and secondary schools. Attention is given to past and future trends in designand implementation and to a ppropriate planning techniques for meeting the needs diverse populations of candidates at differing levels of social, physical, management, and academic ability. Curriculum planning is examined on the state, district, school, and classroom levels, along with the roles and responsibilities of administrators, teachers, school staff, students, and community members.


Course Dates: : March 4th - April 27th
Mode of Instruction/ Strategies: Online
Technology/ Infra Requirements: Sharing Resources / Internet Access for Forum, Video Calling/Video and Audio Recording Capabilities
Learning Outcomes: 1) Identify and evaluate the various definitions of curriculum.
2) Describe and evaluate roles and responsibilities of administrators, teachers, school staff, students, and community members in the curriculum planning process, including roles and responsibilities related to individuals with disabilities.
3) Design and evaluate curriculum for diverse student populations, including students from non-English speaking backgrounds and students with disabilities.
4) Evaluate the various purposes of assessment and evaluate various assessments instruments in terms of their effectiveness in judging the outcomes of instruction.
5) Evaluate current research and legislation related to curriculum planning and decision-making, including research related to contemporary political and social issues as they affect the curriculum of our schools.
Skills assessed: 1) Ability to analyze impact of historical curricular practices
  2) Critically analyze existing politices that impact curriculum.
  3) Design & evaluate classroom artifacts in relation to curricular goals.
Modes of Assessment: Discussion Forum, Analytical Reflection Video Presentations, Interactive multimedia projects
Tools of Assessment: Rubrics
Student Learning Resources: Canvas, Library Search Engines, Voicethread, Videos, Primary Sources
3.0
EDU 658

This course is designed to provide students with a basic understanding of the research process and its terminology and to make them competent consumers of educational research. Attention is given to evaluation and interpretation of research results and the principles underlying effective research.


Course Dates: : March 4th - April 27th
Mode of Instruction/ Strategies: Online / Face to Face
Technology/ Infra Requirements: Sharing Resources / Internet Access for Forum
Learning Outcomes: 1) Define Action Research
2) Examine components of action
3) qualitative and quantitative educational research
4) Critique existing research
5) Synthesize existing research on a selected topic into a literature review
6) Create an action research proposal
Skills assessed: Analysis and critique of research; Definition of research question; Construction of research propsal
Modes of Assessment: Writing a literature review; Creating a proposal
Tools of Assessment: Rubrics
Student Learning Resources: Canvas, Library Search Engines
3.0

Subtotal: 12 Credits


 

Module 3

Course Number Course Name Credits
EDU 622

This course is designed to familiarize teacher candidates with concepts related to the inclusion of individuals identified as having exceptional learning needs (ELNs) participating in the general curriculum.


Course Dates: : May 20th - June 16th
Mode of Instruction/ Strategies: Online/hybrid/in person
Technology/ Infra Requirements: Panopto, Microsoft 365, Canvas
Learning Outcomes: Upon completion of this course, the candidate will be able to:
1. Describe the current definitions/classifications of disabilities, etiology (cause), frequently reported characteristics, and programming needs, surrounding the inclusion of students with ELNs in the least restrictive environment.
2. Analyze theories underlying the education and inclusion of students with ELNs and effective practices for classroom management including: Applied Behavior Analysis (ABA), Functional Behavior Assessment (FBA), Positive Behavioral Interventions and Supports (PBIS), and Behavior Intervention Plans (BIP).
3. Apply objective observation and report writing skills.
Skills assessed: Candidates will demonstrate the skills necessary to support instruction that will promote the participation and progress of students with ELNs in the general education curriculum and prepare candidates with knowledge and skills to work collaboratively with colleagues in an inclusive environment.
Modes of Assessment: Objective quizzes, Participation activities, Objective, non-biased writing activities
Tools of Assessment: Rubrics
Student Learning Resources: Canvas, Library, Seaarch Engines and Panopto; library databases; Professional Journal Publications;
3.0
EDU 679

This course is designed to familiarize participants with the current research as well as  the organizational and motivational theories supporting the design, implementation and justification of team teaching and whole school management. This includes an understanding of the school in its full ecological status of relationships as proposed in the Ecological Systems Theory of Bronfenbrenner and the Motivational Dynamics Theories of Maslow, Demmings and Glasser


Course Dates: : May 20th - June 16th
Mode of Instruction/ Strategies: Online/hybrid/in person
Technology/ Infra Requirements: Panopto, Microsoft 365, Canvas
Learning Outcomes: Upon completion of this course, the candidate will be able to:
1) Name and explicate the major concepts in organizational and motivation theories explored in the course.
2) Locate, annotate and apply recent, relevant research to current issues and design applications associated with systems for team teaching and school wide management.
3) Use relevant research and theory models to analyse and propose solutions to mainstream issues in effective classroom and school wide management.
4) Using relevant research and theory for support and inspiration create an original case study in classroom and schoolwide management. The case study will also include novel interventions and resources to be used to address the central problems proposed in the case study.
Skills assessed: Students, using current research and relevant management and motivational theories, will analyze,  explicate  and evaluate Case Studies of  team teaching and whole school management and proposed solutions
Modes of Assessment: Interactive classroom projects, journals and case study reviews. Create an original case study in team teaching and whole school management and presentation of same.
Tools of Assessment: Rubrics
Student Learning Resources: Canvas, Library, Seaarch Engines and Panopto; Online textbook; library databases; Professional Journal Publications;
3.0
EDU 637

Students will analyze and evaluate multiple literacies and types of literacy and their impact on adolescent learners, including critical reading of nontraditional text and how meaning is conveyed. Emphasis is also placed on the impact of emergent technologies on adolescent development and learning, and on preparation of teachers to convey meaning through multiliteracies in all content areas. Special attention is paid to the impact of multiple literacies on English language learners, students at risk for school failure, and students with exceptionalities.


Course Dates: : June 24th - August 11th
Mode of Instruction/ Strategies: presentation, discussion, practice with different technologies, related activities
Technology/ Infra Requirements: Canvas learning management system, online library services, Microsoft 350
Learning Outcomes: 1) Synthesize knowledge and understanding of theories of multiple literacies and types of literacy; integrate different forms of literacy to develop lesson plans that bridge cultural, social, and economic gaps among students
2) Develop instructional strategies which incorporate multiple literacies and that are culturally, developmentally, and linguistically responsive to the needs of all ability levels, including gifted students and students with special needs
3) Design digital texts that engage students in critical thinking and learning; and analyze and synthesize current research surrounding multiple literacies/modalities.
Skills assessed: Writing, lesson development, improvement in technology use, analysis
Modes of Assessment: Journal articles reports, technology products, lesson plans, quizzes
Tools of Assessment: Rubrics
Student Learning Resources: Electronic textbook, Canvas LMS, instructor and library staff, Microsoft 365
3.0
EDU 614

In this capstone course, candidates work independently with an advisor as they design, edit and finalize a capstone project. Candidates develop a project to showcase learning outcomes directly linked to applications of professional experience and knowledge to capstone topic. The capstone project provides an opportunity for candidates to demonstrate their understanding of the links among research, content and pedagogy and to highlight their own advanced understanding of knowledge and skills related to curriculum and instructional applications in their teaching area(s). 


Course Dates: : June 24th - August 11th
Mode of Instruction/ Strategies: Online 
Technology/ Infra Requirements: Canvas learning management system, online library services, Microsoft 350
Learning Outcomes: 1) Research and finalize their scholarship library
2) Select and demonstrate fluency with an educational topic
3) Develop an understanding of the use of educational strategies and /or interventions
Skills assessed: Identify and research a curricular or instructional topic; comprehension, analysis and synthesis of educational research; analysis of dimensions and ramifications of an educational issue
Modes of Assessment: Design an intervention based on topic of choice; apply skills of traditional and action research to an intervention project in curriculum and/or instruction;
Tools of Assessment: Rubrics; formative feedback
Student Learning Resources: Online textbook; library databases; Professional Journal Publications; Audio-visual Resources; Canvas with embedded applications
3.0
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Subtotal: 12 Credits



Total: 36 Credits


 

 

Course Schedule

 
Modules/Term Courses Number of Weeks Dates
Module 1 -
Term 1
1)EDU 620-Theories of Learning (Advanced Classroom Inquiry) Weeks 1 to 7 20th August to 7th October, 2018
2)EDU 656-Philosophical and Social Foundations of Education (Foundations of Education)
Mid Module Break Weeks 17 to 20 10th December to 6th January, 2019
Module 1 -
Term 2
3) EDU 613-Methods of Content Area Literacy (Diversity and Inclusion) Weeks 9 to 13 15th October to 18th November, 2018
4) EDU 651-Multiculturalism and Cultural Diversity (Foundations of Education)
Thanksgiving Break Week 14 19th November to 25th Novermber, 2018
3) EDU 613-Methods of Content Area Literacy (Diversity and Inclusion) Weeks 15 to 16 26th November to 9th December, 2018
4) EDU 651-Multiculturalism and Cultural Diversity (Foundations of Education)
Winter Break Weeks 17 to 20 10th December to 6th January, 2019
Module 2 -
Term 1
1) EDU 653-Critical Issues in Education (Foundations of Education) Weeks 1 to 7 7th January to 24th February, 2019
2) EDU 679-Special Topics : Young Adult Literature and Literacy (Diversity and Inclusion)
Mid Module Break Week 8 25th February to 3rd March, 2019
Module 2 -
Term 2
3) EDU 652-Curriculum Planning in Education (Diversity and Inclusion) Weeks 9 to 11 4th March to 24th March, 2019
4) EDU 658-Research in Education (Foundations of Education)
Spring Break Week 12 25th March to 31st March, 2019
3) EDU 652-Curriculum Planning in Education (Diversity and Inclusion) Weeks 13 to 16 1st April to 28th April, 2019
4) EDU 658-Research in Education (Foundations of Education)
Summer Break Weeks 17 to 19 29th April to 19th May, 2019
Module 3 -
Term 1
1) EDU 622-Needs of Exceptional Learners (Diversity and Inclusion) Weeks 1 to 4 20th May to 26th May, 2019 -Online
27th May to 9th June, 2019 -India -Face to Face
10th June to 16th June, 2019 -Online
2) EDU 679-Special Topics in School Leadership (Advanced Classroom Inquiry)
Mid Module Break Week 5 17th June to 23rd June, 2019
Module 3 -
Term 2
3) EDU 637-Technology Literacy in Education (Advanced Classroom Inquiry) Weeks 6 to 12 24th June to 11th August, 2019
4) EDU 614-Curriculum and Instruction Capstone (Advanced Classroom Inquiry)

 

 

 

FAQs

 
Professional Masters in Education
Nation of Learning Excellence (NLE - a JBCN Education initiative) is offering this course from D’Youville College, Buffalo, New York (USA) to schools across Asia, in collaboration with ChalkBoard School Solutions.
All certificates related to the program and its modules will be awarded by D’Youville College. Certificates of completion will be issued for each course completed and a diploma will be awarded upon completion of the degree.
Those who earn the Masters in Education degree will receive a diploma from D’Youville College. It is a truly international degree that will empower you to teach across the globe and in the best Indian schools. D’Youville College and its programs are accredited by Middle States Commission on Higher Education. The commission is recognized by U.S. Secretary of Education and Council on Higher Education Accreditation (CHEA)
D’Youville College teacher education programmes are fully accredited by MSCHE (Middle States Commission on Higher Education). Additionally, some programs are accredited by respective accreditation bodies.
The degree earned on completion of this course is from D’Youville College and is recognized both in India and globally.
The Professional Masters in Education at D’Youville College is designed as the intellectual and professional next step for practicing teachers. Our program provides students with advanced knowledge in Educational Foundations, Learning Theory, Multiculturalism, Inclusion and Critical Issues in Education. It offers teachers essential knowledge and skills to support emerging professionals in their fields while providing a flexible and individualized academic experience.
This hybrid curriculum is designed to meet the needs of working teachers in the United States, as well as those working in an international context. It is a truly international degree that will empower you to teach across the globe and in the best Indian schools.
All educators and aspiring educators looking to build/advance their career in school leadership, curriculum design and education management will gain value from this program.
A Bachelor’s degree in any subject will be adequate. These degrees must be earned from an accredited institution. It is preferable that applicants are proficient in the English Language.
Computer / Laptop: Software Requirements:
Intel Core i3 processor or higher
Ram: 4GB
Hard Disk: 500GB or higher
Display Screen (14/15')
Keyboard / Mouse
Microsoft OS / Windows 7
Microsoft Office 2007 (Word / Excel / PowerPoint)
Media player (VLC)
Web Browser (Chrome or Firefox only)
Internet Speed: 2mpbs minimum speed  
Yes, this program is suitable for anyone who has earned a bachelor’s degree
An educator taking this course may aspire to advance to the following positions:

● School Leadership positions
● Curriculum Developer
● Education Manager
School teachers play a vital role in a child's development. As a teacher or school leader, you have the potential to influence thousands of children and youth throughout your career. D'Youville College has a rich history of preparing some of the finest teachers in the region. Through its collaboration with JBCN and ChalkBoard, D’Youville College brings to teachers across Asia its commitment to educational equity; intellectual, cultural and spiritual diversity; life-long learning; innovative scholarly production; and compassion for and commitment to the communities they serve. Their goal is for teachers to demonstrate a commitment to shared governance, student-centered education, collaboration, professionalism and social justice.
This program is overseen by the D’Youville College, School of Education Department Chair, Dr. Hilary Lochte
The faculty delivering the programme include:
• Dr. Hilary Lochte - Professor and Chair of the Education Department at D’Youville College,
• Dr. Julie Carter - Associate Professor and Director of TESOL Education at D’Youville College in Buffalo, NY
• Dr. James P. Lalley - Professor of Education
• Dr. Robert Gamble – Full Professor at Education Department at D’Youville College
• Dr. Catherine Lalonde - Assistant Professor and NCATE Coordinator for the Education Department
• Dr. Stephen Williams - Tenured, full professor in the Department of Education
• Dr. Jamie DeWaters - Professor of Special Education
The mode of delivery is primarily online and hybrid, with a two week, face- to- face session component, delivered by D’Youville faculty in Mumbai, India. Module 1 and 2 are entirely online sessions and Module 3 is a mix of face-to-face synchronous and online sessions.
Admissions have started, so students can start applying.
Applicants have to complete an online application and send supporting documents at Click Here. The admissions requirement for the D'Youville's Masters in Education is a bachelor’s degree from an accredited institution.

If transcripts are not in English, or come from a school outside of the U.S. or Canada, they must be evaluated by an accredited transcript evaluation service. You may send your transcripts to be evaluated to World Education Services

In the application form, please check the relevant box to indicate that you are international student. If the application is accepted by the D’Youville admissions team, the candidate will be sent a confirmation mail. Post this, the candidate will have to make the payment for the relevant course/module option on the JBCN website.
At the time of admission, documentary requirements include the completed D’Youville online application form and an official transcript evaluation from an accredited transcript evaluation service.
The next batch for the program starts from 7th January 2019.
The duration is 1 year – from 7th January 2019.
The College uses a variety of means to engage online students. Online course interactions primarily take place inside of its Learning Management System (LMS), Canvas. Inside their course, students will be able to interact through a variety of means. These include watching online lectures, participating in collaborative group projects, discussion boards, submitting papers, taking quizzes, etc. The LMS also facilitates student-to-student and student-to-faculty communication, and lets students track their progress throughout the semester.
The timings will be flexible and the course can be accessed by students at their convenience as per their individual schedules. Much of the work will be handled asynchronously. Most of the course components can be completed at students’ own time and pace. Any synchronous meetings will be scheduled around students’ work schedules. The face- to- face sessions’ venue, dates and timings will be intimated later.
There are 3 Modules in this course with each module consisting of 4 courses. Each course is of three credits which involves a total of 45-48 contact hours (time required for lectures). Completion of a module will require 180-192 contact hours. One contact hour of lecture time is equal to 50 minutes in real time.
Most of the online sessions won’t be live sessions due to the time difference between India and the US. However, for face-to-face sessions, students can contact the concerned professor who will guide the student. There is no standard procedure for missed lectures.
All courses have homework assignments. Students should expect to spend several hours per week completing homework assignments.
Required readings are considered part of the preparation for the course and have been configured as course credit.
Currently there is one batch planned. Batch size will be small to ensure quality of delivery .
Candidates will be assessed with traditional assignments that have been adapted for an online course format. The faculty of the Education Department at D’Youville College regularly assigns research or reflective papers, electronic projects such as PowerPoint or Preszis, just to name a few examples. Overall, our Education professors assign work that is practical and grounded in best practices. The goal, always, is to use assessments that bring about deeper understanding of course content and improve pedagogy.
Exams are course and faculty dependent. Any professors requiring exams in a course will notify students at the start of a course when and how exams are delivered. Many courses will require projects rather than exams. That information will be provided by the concerned professors at the start of the semester.
There is no established exam schedule. Any course requiring an exam will have scheduling details listed in the syllabus
Professors who require exams would provide detailed information on exams at the start of the semester.
Most of the courses will require project work. Each course’s syllabus will provide those details at the start of the semester.
There are 3 Modules in this course with each module consisting of 4 courses. Each module will have 12 credits on completion. Details of the courses can be found in the curriculum brochure or under the relevant tab at www.nle.org.in
Students participating in the program will be able to take advantage of the full range of D’Youville’s student support resources - including the Library, Learning Centre, IT unit, online learning tools, and networking events.
The language of course delivery is English.
Students must understand that not having a strong command of English will be a significant barrier to completing the courses successfully.
Please log on to our website http://www.nle.org.in/courses/masters-in-education/ and click on the ‘Enquire Now’ button to input your details. We will get back to you.
Students can travel to D’Youville for the graduation ceremony and campus immersion for three weeks, on completion of all program modules.

During their 3 weeks in residence at D'Youville College, program graduates will have the opportunity to visit local schools and gain first hand insights about the US educational system. They will interact with the Education Department faculty members who taught their courses and meet other graduates from the same cohort. Graduates will be welcomed officially into the Alumni Association of D’Youville College and have the unique opportunity to participate in the D’Youville College graduation ceremony, where their degrees will be conferred. There will also be sightseeing and recreational opportunities, including a trip to Niagara Falls.
The visit to D’Youville College for the graduation ceremony and campus immersion for three weeks, involves an additional cost of $3000 in addition to airfare.
A Masters’ degree from an accredited institution such as D’Youville College counts towards advancement towards Ph.D/Ed.D in any institution worldwide.
We offer doctoral program in Educational Leadership at D'Youville College. It is designed to prepare educational professionals to confront leadership challenges and engage in effective policy research, analysis, and implementation.
The Professional Master’s in Education at D’Youville College has been specially designed and is exclusively offered to teachers across Asia through this collaboration with NLE and ChalkBoard School Solutions. Therefore, the course fee comes at a special price point exclusively offered for this particular collaboration, not available through the regular interface with D’Youville. It is significantly lower than comparable courses offered by D’Youville College or other US universities and colleges.