graduate programs in theatre education

Educational Theatre

Prepare for a rewarding career in theatre arts education by choosing one of these highly-ranked performing arts programs.

Why Choose a Career in Educational Theatre?

A master’s degree in educational theatre will enable you to introduce and enhance the use of theatre in schools, cultural institutions, theatre companies and nonprofit organizations. For master’s in educational theatre students with a background in the performing arts, the world of theatre education will open opportunities to become a teaching artist, theatre educator, artistic director or arts education coordinator.

As part of Adelphi’s Distance Graduate Programs in Education Group, the educational theatre program has partnered with graduate art education, educational technology, English education, and social studies education to provide accessible and meaningful online and blended learning.

Why Earn Your MA in Educational Theatre at Adelphi?

• Explore your creativity in our lively, meaningful and deeply personal online learning communities, freed from the constraints of traditional settings and supported by a university that has a long history of championing the arts as part of a rich and deeply human education.
• Benefit from our multi-arts approach that integrates creative writing, storytelling, movement, performance and visual arts and views traditional educational subjects such as literacy, special education, foundations, and psychology through an arts-based lens.
• Deepen your artistic work in our core course informed by the Michael Chekhov system of mind-body awareness.
• Join an educational theatre degree program ranked among the Best Colleges in Education by the Colleges of Distinction.

• Graduate Student Admissions

I absolutely loved my time in the Educational Theatre program at Adelphi! There was such a beautiful focus on the importance of arts in schools that empowered me even more as an educator. The professors are incredible and so helpful and supportive. I feel that this program and the professors really set me up for success and I would do it all over again!

Online Educational Theatre Master’s Degree & Certification Options

We offer three MA programs and one advanced certificate program:

This 33-credit program is designed for performers interested in earning theatre teaching certification online. There is also a program option to add English 7-12 or Social Studies 7-12 certification for six additional credits for qualified applicants.

Designed for educators without a theatre major interested in integrating dramatic play into their coursework; online. This 33 credit program offers a rich array of multi-disciplinary courses in arts education, with a focus on creative dramatics and storytelling. The non-certification program is open to all interested graduate candidates, regardless of prior study, and can meet the needs of already-certified English teachers seeking a master’s degree in a related area.

This fully online program is designed for individuals who already have a master’s degree and wish to attain a New York State teaching certification in theatre P-12. The program of study requires 12 credits (four courses). If the applicant has no prior NYS teaching certification, there is an additional 6-credit student teaching course required. All applicants must have the prerequisite 30 credits in theatre (undergraduate and/or graduate) to earn NYS certification in theatre.

Exceptional Hands-On Learning

At Adelphi, we believe in the power of hands-on experience to prepare graduates for careers in the classroom. The MA in Educational Theatre program culminates with a semester of student-teaching experience. Our students have also gained valuable experience in internships at many schools and organizations, including:

• Take A Bow Playhouse
• Long Beach High School
• Fordham High School for the Arts
• The Young Women’s Leadership School of Astoria
• Philippa Schuyler Middle School for the Gifted and Talented
• The Chapin School
• Mineola High School
• Calhoun High School
• Long Island High School for the Arts

Program Info

Educational theatre degree application requirements.

Applicants for the online programs must have a minimum 3.0 GPA and should submit the following:

• Graduate application and $60 fee
• A letter of recommendation
• Personal essay
• Official transcripts from all prior institutions and proof of bachelor’s degree from an accredited four-year institution

Priority Deadlines

The following is effective for Spring 2025 applicants:

• Summer:   May 1
• Fall:   August 10
• Spring:   January 10

Applications received after the deadline will be reviewed on a space-available basis.

Additional Requirements for an Online Master’s in Educational Theatre

Applicants for the MA in Educational Theatre, P-12 leading to certification must have an undergraduate degree in theatre or the equivalent 30 credits.

Applicants for the Advanced Certificate in Educational Theatre must already hold a master’s degree (in any subject area as long as they have at least 30 credits in theatre).

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Graduate Theatre Education & Applied Theatre (MA and MFA)

Advance your skills as an artist and an educator

GRE requirements

Tracks to choose from: Theatre Education and Applied Theatre

Or 48 credit hours

About the Graduate Theatre Education & Applied Theatre Program

As one of the largest programs of its kind in the country, Emerson College’s on-campus Theatre Education & Applied Theatre MA and MFA program prepares you to use theatre to create learning experiences that transform lives and communities.

Housed in the Department of Performing Arts in the School of the Arts, the program provides the opportunity for you to grow and refine your craft as both an artist and an educator. Coursework focuses on important principles of social justice, such as anti-racism and youth-led activism. The curricula include teaching methods that encourage critical thinking, essential practices, and the fundamental scholarship of this field.

Our two tracks of study to choose from, Theatre Education and Applied Theatre, allow you to pursue your professional goals. No matter which track you select, you will have the flexibility to choose elective courses that align with your unique interests and customize a course of study in the art of theatre.

As a student in our MA program, you’ll learn core theories and practices from the fields of theatre education and applied theatre. Designed for students with a background in theatre who want to expand their knowledge of theatre education and community engagement, and/or start their career as a teacher, our MA exposes you to opportunities ranging from PK–12 classrooms, afterschool programs, regional theatres, and community arts organizations.

MFA Program

As a student in our MFA program, you’ll build upon your already existing skills as a theatre-maker, theatre educator, and/or community practitioner. Our MFA is designed for artists who have a year or more of experience working with youth and/or in community settings who have some clarity about their artistic voice, teaching style, and social justice commitments.

After graduation, you’ll be prepared to compose and direct theatre programs in youth and community settings; hold leadership positions in educational and engagement offices at regional theatres; and contribute to the theatre community through conference presentations, publications, and more.

Program Highlights

• MA and MFA degree options, which both include the opportunity to choose between two tracks of study: Theatre Education and Applied Theatre
• Training emphasizes the creation of inclusive, empowering, and enjoyable learning environments in schools and communities
• Opportunities to engage with ArtsEmerson , Boston’s leading presenter of the best world theatre, and HowlRound , a renowned platform for international theatremakers, both of which are housed at Emerson and have a robust set of education and community engagement initiatives
• Centrally located in the heart of Boston’s Theatre District
• Courses are offered during the day and evenings to fit your schedule
• No GRE required to apply
• Full-time and part-time options

Request More Information

Program details.

• Curriculum Requirements
• Emerson Advantage
• Tuition and Financial Aid

Upcoming Events

My time at Emerson was a completely immersive experience. My program offered the perfect balance of theory and application from top-notch professors. My classmates were from all over the world; it was really special to work alongside some of the country's best theatre educators-in-training.

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The University of Winnipeg – Theatre and Film: Drama in Education Concentration, BA

University of Windsor – Drama and Concurrent Education, BA

University of Windsor – Drama in Education and Community, BA

Bishop’s University – Secondary Education and Drama, BA

Bath Spa University – Education Secondary and Drama, BA (HONS)

University of Chichester – Teaching of Musical Theatre, BA, TMT

Netherlands

HKU University of the Arts – (Dutch) Theatre and Education, Bth

Troy University – Theatre Education, BSE

Grand Canyon University – Theatre for Secondary Education, BA

Santa Clara University – Theatre: Focus on Teaching the Performing Arts, BA

Fort Lewis College – Theatre: K-12 Education, BA

University of Northern Colorado – Theatre Education, BA

Columbus State University – Theatre Education, BSEd

Elmhurst College – Theatre Arts Education, BA

Illinois State University – Theatre Education, BA

Ball State University – Theatre Education, BA, BS

University of Indianapolis – Theatre Teaching, BA

Drake University – Teaching Certification: Theatre, Speech and English, BFA

Saint Ambrose University – Secondary Speech and Theatre Teaching (7-12), BA

Morehead State University – Theatre: Teaching Certification (P-12), BA

University of Maryland, Baltimore County – Theatre Studies: Teaching Certification, BA

Massachusetts

Bridgewater State University – Theatre Education, BA

Emerson College – Theatre Education, BFA

Emerson College – Theatre Education and Performance, BFA

Eastern Michigan University – Communication & Theatre Arts Teaching, BA

Mississippi

Mississippi University for Women – Theatre Education, BA + Teacher Certification

Missouri State University – Speech and Theatre Education, BSEd

Northwest Missouri State University – Speech and Theatre Education, BSEd

William Jewell College – Education: Speech and Theatre Emphasis, BS

University of Montana – Theatre Education, BA

Nebraska Wesleyan University – Theatre Arts Education, BA

New Hampshire

New England College – Theatre Education: K-12 Licensure, BA

University of New Hampshire – Theatre: Secondary Education Option, BA

University of New Hampshire – Theatre: Youth Drama Option, BA

Montclair State University – Theatre: Teacher Education Concentration, BA

NYU Steinhardt – Educational Theatre: Drama in Education, BS

North Carolina

Appalachian State University – Theatre Education, BA

East Carolina University – Theatre Arts Education, BFA

Meredith College – Theatre: K-12 Licensure, BA

North Carolina Central University – Theatre: K-12 Concentration, BA

UNC Greensboro – Theatre Education, BFA

University of North Carolina Charlotte – Theatre: Theatre Education (K-12) Concentration, BA

University of Central Oklahoma – Theatre/Communication Education, BFA

Western Oregon University – Theatre Education, BFA

Pennsylvania

Marywood University – Communication Arts 7-12/Theatre Education, BA

Temple University – Theatre: Education 4+1 Program, BA

South Carolina

Winthrop University – Theatre + Teacher Certification (PK-12), BA

South Dakota

Black Hills State University – Theatre Teaching, BA

Belmont University – Theatre: Theatre Education, BFA

Angelo State University – Theatre, BA + Teacher Certification

Sam Houston State University – Theatre: Teacher Certification, BFA

Stephen F. Austin State University – Theatre with Teaching Certification, BA

The University of Texas El Paso – Theatre: Education Concentration, BA + Teaching Certification

Texas State University – Theatre: Teacher Certification, BFA

Texas Woman’s University – Theatre: Teacher Certification, BA

University of Houston – Theatre Education, BFA

University of North Texas – Theatre: All-Level Teacher Certification, BA

University of Texas at Austin – Theatre Studies + Teacher Certification, BFA

University of Utah – Theatre Teaching, BFA

Utah State University – Theatre Education, BFA

Utah Valley University – Theatre Arts Education, BS

Weber State University – Theatre Arts Teaching, BA

Sweet Briar College – Theatre, BA + Teaching Licensure

Western Washington University – Theatre: Educational Theatre Concentration, BA

Edgewood College – Theatre Education, BA

Ripon College – Theatre: Education Accreditation, BA

University of Wisconsin-Eau Claire – Theatre Arts: Teaching Major, BA

University of Wisconsin-Milwaukee – Theatre Education, BA

Aberystwyth University – (English/Welsh) Education/Drama and Theatre Studies, BA

Graduate Theatre Education Programs

University of Birmingham – Shakespeare and Education, MA

University of Warwick – Drama and Theatre Education, MA

University of Northern Colorado – Theatre Education, MA

Florida State University – Theatre Educators, MS

Columbus State University – Theatre Education, M.Ed.

Eastern Kentucky University – Teaching: Theatre Concentration (P-12), MAT

Emerson College – Theatre Education and Applied Theatre, MA/MFA

Eastern Michigan University – Applied Drama & Theatre for the Young, MFA

Wayne State University – Theatre and Dance: Teaching Artistry, MFA

Mississippi University for Women – Theatre Education, MFA

Missouri State University – Speech and Theatre Education, MSEd

Adelphi University  –  Educational Theatre, MA

NYU Steinhardt – Educational Theatre: Grades K-12, MA

The City College of New York – Educational Theatre, Certification, MSEd

The University of North Carolina Greensboro – Theatre for Youth, MFA

Ohio University – Theater Education, M.Ed

University of Pittsburgh – Performance Pedagogy, MFA

College of Charleston – Performing Arts: Teaching, MAT

University of South Carolina – Theatre Education, MAT

University of Houston – Theatre for Educators, MA

Texas Tech University – Theatre: Performance & Pedagogy, MFA

Washington D.C.

The Catholic University of America – Theatre Education, MA

The Catholic University of America – Creative Teaching Through Drama, Graduate Certificate

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• Theatre Education MA – Theatre Educator Intensive

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A Mostly Online Theatre Education Master's Degree

The Theatre Education Master of Arts – Theatre Educator Intensive program is an academically rigorous program examining the philosophical, theoretical and practical implications in the field of theatre education. In this program, students will reflect on the bigger challenges that constantly face theatre educators in the classroom—and more broadly in the country.

This master's program features online delivery in the Fall and Spring academic terms, plus Summer intensive sessions, to fit into the schedules of current and aspiring theatre educators. The Summer intensives will involve viewing and working on theatre productions and attending classes.

Career Options for Graduates

Because of our mostly online delivery model, we have been able to help educators nationwide take their instructional skills to new heights. UNC-trained theatre educators are developing gifted performers, skillful technicians and dazzling productions at universities, colleges and high schools throughout the United States.

Faculty Spotlights

Schuttler serving as edta board member.

Program Coordinator Mary Schuttler is serving on the Educational Theatre Association (EdTA) Board of Directors through June 2024. Schuttler is also a previous EdTA vice president, president, and past president, and has been awarded the EdTA Founders' Award.

Read the EdTA Board announcement

McNally on THED Talks

Professor Gillian McNally appeared on an episode of the THED Talks podcast to discuss theatre for the very young, wellness and burnout, and DEI in theatre education.

Listen to her THED Talks episode

I'm Ready To Apply!

Credits Required: 36

Time to Completion: 2 1 / 2 years

Tuition: $636/credit hour

Delivery Option & Start Term: Online + Summer Greeley Intensives: starts online each Summer term (late June)

Get Started/Apply

Meet with Admissions Coach

Admissions Coach

Jordan Wilson [email protected] Call: 970-351-2896 Text: 970-699-3635 Coaches can reply Mon-Fri 8-5 (Mountain time).

Course of Study

Eligibility & transfer credit, costs & aid, delivered online + summer greeley intensives.

This focused program can be completed in two and a half years, and consists of...

• 1st Summer: one online course starting in late June
• 2nd and 3rd Summers: 3-week in-person Summer intensives
• Fall and Spring terms: one online course per term

Coursework (36 Credit Hours)

For an example of upcoming courses, visit the Current Students page for this program.

For full program requirement details, see the official program listing in the UNC Graduate Catalog .

Admission Requirements

Possess (or be in the process of finishing) a baccalaureate degree from a regionally accredited college or university, or a comparable degree from a foreign institution.

Have a cumulative GPA of 3.00 or better (on a 4.00 point scale) for the most recent degree earned or current degree in progress.

If you are still completing your bachelor's degree at the time you apply, admission will be based on your current cumulative GPA, and you will need to re-submit your official transcript (showing your conferred degree and final GPA) during your first semester. If your final GPA fell below 3.00, you will be given additional requirements as defined by the academic program that must be met within one calendar year to remain enrolled at UNC.

If you have completed a master's degree, or at least 18 credit hours towards a master's degree, the GPA of your master's work will be used.

A strong desire to obtain a Master of Arts degree in Theatre Education.

A teaching certificate/license is recommended but not required.

Note: the Graduate Record Exam (GRE) is NOT required for this program.

Eligibility by State

At this time, UNC can provide distance education to students from every state, the District of Columbia, Puerto Rico, and the U.S. Virgin Islands. UNC cannot provide distance education in American Samoa, Guam, the Commonwealth of the Northern Mariana Islands, the Republic of the Marshall Islands, the Federated States of Micronesia, and the Republic of Palau.

Certain distance education activities that occur outside of Colorado may have additional state approval processes or requirements. This most commonly occurs for experiential learning placement activities such as practica, internships, student teaching, and healthcare clinicals. Please review the State Authorization (SARA) page for additional information on UNC’s ability to offer distance education across state lines and a list of activities and states where approval may be required. For additional information or questions, please contact [email protected] .

International Student Eligibility

International students residing outside of the United States are eligible to apply to our online programs. Applicants for online programs must demonstrate English proficiency, or enroll in the UNC Intensive English Program , in order to be considered.

This program requires occasional visits to the United States. You will need to submit financial documentation before you plan to arrive in the U.S. (and again each time you travel to the U.S.). The financial documentation needs to demonstrate that you can pay for the cost of tuition and living expenses for the days that you will be in the U.S.

Please visit the International Students Admission Requirements page for details about English proficiency requirements, financial documentation and applying as an international student.

Transferring Credit

UNC graduate school accepts applicable graduate credit with a grade of C or higher from accredited institutions. Please note that if your chosen program has a higher grade minimum for any program coursework, that minimum would apply to transfer requests for those courses. Graduate program faculty are responsible for reviewing any proposed transfer credit to ensure that course content and objectives match program content.

• Students must complete at least 50% of their graduate program credits at UNC, not including research, capstone, seminar, internship/externship/practicum, thesis, dissertation proposal, dissertation and any credits graded with S/U (P/F).
• Courses requested for transfer must not be more than five years old for master's degree credit, and cannot have been used to fulfill requirements for a previously awarded degree. See the full Graduate Transfer Credit Policy .

This is an Extended Campus program, which means:

• We charge a flat per-credit tuition rate for all students (in-state or out-of-state).
• There are no added student fees or technology fees. However, certain courses may carry specific course fees to support additional services and materials.

Program tuition for the 2024-25 academic year (which runs Fall, Spring, and Summer terms) is $636 per credit hour. Tuition for the 2025-26 academic year will be determined mid-June 2025.

Estimates of additional costs: For the purposes of determining financial aid, UNC follows Colorado Department of Higher Education (CDHE) and federal guidelines to develop an estimated, average Cost of Attendance (budget) for different student classifications. For your personal tuition estimates, we recommend using the program-specific tuition information above. But UNC's official Cost of Attendance/ Student Budgets page can help you identify other estimated expenses for which you may be responsible while completing your program.

Financial Aid

Degree-seeking students who cannot pay for tuition alone are encouraged to apply for federal financial aid. Students must first complete the Free Application for Federal Student Aid (FAFSA). The UNC FAFSA/financial aid page for graduate students has key dates and support, including the release date and deadline for each academic year (a Fall-Spring-Summer cycle which begins each August).

Late submissions of the FAFSA are still accepted throughout the school year but you may not be considered for the maximum amount of aid. If the priority deadline has passed for the upcoming/current school year, we encourage you to apply for FAFSA consideration as soon as you enroll for your first courses. Depending on the time of year, you may be able to submit an application for the current academic year and an early/priority application for the following academic year.

Master's degree students must be enrolled in  a minimum of 5 credits per academic term for financial aid eligibility. Full time enrollment is based on 9 credits per term.

To apply for federal financial aid assistance

Fill out the FAFSA form at https://studentaid.gov/h/apply-for-aid/fafsa

Please note: this master's degree is comprised of one 3-credit course in the fall and spring semesters, so you will only be eligible for federal financial aid in the summers. If you will need financial aid for fall and spring, please communicate with UNC Financial Aid for questions about non-federal loans and the UNC BearPay option.

For more specific help, contact the Office of Financial Aid:  [email protected] , 970-351-4862  or via the UNC Financial Aid website .

Students can also find helpful information such as the Guide to Federal Student Aid at https://studentaid.gov/resources . Most of the resources are available in English, Spanish and Braille.

Student Health Insurance

The University of Northern Colorado offers a Student Health Insurance Plan (SHIP) to all degree-seeking students who enroll in courses on our main UNC Campus, an Extended Campus Center, or Online.

Degree-seeking graduate students enrolled in 6 or more credit hours will automatically receive this benefit each term. SHIP premiums will appear on your semester bill. If you have comparable insurance coverage, and do not want to be charged for SHIP coverage, you must opt out of this plan each Fall via an online waiver process .

Please visit the UNC Student Health Insurance pages for more information about the insurance plan.

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10 Best Master’s Degrees in Theater & Drama

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Discover a program that is right for you.

Pursuing a master's degree in theater and drama.

For generations, storytelling through performance art has enriched humanity. The following 10 Best Master's Degrees in Theater & Drama train actors for stellar performances on stage and screen.

From Shakespeare to Spielberg, the world of theater and drama has helped us understand our humanity. Whether it's a classic play or a surreal film, the dramatic arts can serve as a brain-bending puzzle, a welcome escape, or an emotional release. The following 10 Best Master's Degrees in Theater & Drama offer advanced training for actors, helping them express characters authentically and effectively.

At their core, the following list of acting programs focuses on performing arts skills such as voice and movement. They may also offer specialized skills in areas such as musical theater, audition skills, and diversity in film. Students can expect to receive hands-on experience onstage, from single scenes to full-length professional productions.

Graduates of these programs may go on to work as actors on stage and screen. They may work in environments from local theater companies to Broadway plays to Hollywood sets. Alternatively, graduates may pursue positions in university theater departments. Actors can generally expect to have inconsistent, unpredictable schedules with frequent travel.

Explore these promoted online degree programs.

These top, accredited schools offer a variety of online graduate degree programs. Figuring out where to apply? Consider one of these online Master’s or PhD programs.

According to the U.S. Bureau of Labor Statistics, actors earned a 2018 median wage of $17.54 per hour, though certain skilled – or especially lucky – actors can make much more. The field is experiencing a projected growth rate of 12 percent, which is faster than average. With the current "golden age of television" and new platforms such as Netflix, the strong demand for and consumption of movies and TV shows is expected to keep growing.

Methodology

The staff of  Grad School Hub  has compiled the following 10 Best Master's Degrees in Theater & Drama for the 2019-20 academic school year based on public data released from educational, commercial, and government databases. Data contributed from sources such as the National Center for Education Statistics, and the U.S. Department of Labor plays a significant role in how graduate degree programs are ranked because institutional transparency is essential for deciding which career path is right for you. Based on this data,  GSH  organizes information into five weighted categories, which are:

• Alumni Feedback: 20%
• Continued Enrollment: 20%
• Degree Selectivity: 10%
• Graduate Expenses: 25%
• Projected Annual Salary: 25%

A more comprehensive evaluation of how each category is determined and scored is accessible through our  Ranking Methodology  page.

Here are the 10 Best Master's Degrees in Theater/Drama   for –!

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The University of California, Irvine offers a Master of Fine Arts in Acting, which GSH ranks first in the nation. The core curriculum trains students in acting for stage and camera, movement, speech, and voice. The program also includes seminars in areas such as acting theory, dramatic criticism, and script analysis. Electives are offered in areas including audition techniques, clowning, dance, and musical theatre. Core classes are held Monday through Thursday from 10 a.m. to 3 p.m. The program spans nine quarters or three years. Most graduates of the program go on to act on stage or screen or to work in university theatre departments.

UC Irvine was established in 1965 to accommodate the baby boom generation of students. The public research university is one of the 10 campuses of the University of California system. U.S. News World Report ranks UCI at No. 45 in Most Innovative Schools, No. 33 in National Universities, and No. 7 in Top Public Schools. The university also ranks at No. 33 in graduate Fine Arts programs.

New York, NY

New York University offers a Master of Arts in Performance Studies through its Tisch School of the Arts. The degree program takes an interdisciplinary approach, encouraging students to think about performance in the contexts of gender and sexuality, ethnicity and diversity, literature, and more. The degree requires 34 points of department coursework, including two required courses: the beginning Introduction to Performance Studies and the culminating Projects in Performance Studies. Students may only take one practical workshop during the program, which is typically the department's Performance Composition. Students begin the program in June and finish the following May, totaling three consecutive semesters of study.

NYU was founded in 1831 by former Secretary of Treasury Albert Gallatin. Today, it is a global private research university. In addition to its historic campus in Greenwich Village, New York City, it has schools in Abu Dhabi and Shanghai. The university also operates learning locations worldwide, in cities including Berlin, Florence, London, Paris, and Sydney. NYU manages one of the nation's largest university research budgets, which includes grants from institutions such as Google, the National Institutes of Health, and the National Science Foundation. U.S. News World Report ranks NYU at No. 37 in Most Innovative Schools, No. 30 in National Universities, No. 48 in graduate fine arts programs.

Brooklyn, NY

Brooklyn College of the City University of New York awards a Master of Fine Arts in Performance and Interactive Media Arts. Most students enter the program with an established career or career goal in the realm of the performing arts. The multidisciplinary degree program is a collaboration between the college's departments of art; cinema, television, and radio; computer and information science; theater; and the Conservatory of Music. Students are trained in theory, technique, and practice in performance arts. The program emphasizes collaboration, diversity, technology, and mentorship. It culminates in a collaborative thesis production in a professional venue. The degree program is designed to span four semesters of full-time study.

Brooklyn College began in 1930 as an extension of the City College for Teachers. It became Brooklyn College when it merged with the City College of New York and the Downtown Brooklyn branches of Hunter College. As a result of this merger, Brooklyn became the first public liberal arts college in New York City. The college's Barry R. Feirstein Graduate School of Cinema was the first public graduate film school in New York City. The school holds classes on a film lot in collaboration with Brooklyn's Steiner Studios, the largest soundstage on the East Coast. U.S. News World Report ranks Brooklyn College at No. 74 in Regional Universities North and No. 19 in Top Public Schools.

San Diego, CA

The University of San Diego awards a Master of Fine Arts in Acting in collaboration with the Old Globe Theatre. The degree program recruits seven students each year, allowing for individualized attention. It is a professional actor training program with a focus in classical training and an emphasis on participation in the Globe's productions. Because The Old Globe is modeled after Shakespeare's Globe in London, the training program is centered around Shakespeare. Students in the program have the opportunity to take a theater tour in London. Each student also receives a full university scholarship and a stipend from the Globe. The intensive program spans two years of year-round study.

USD was founded in 1949 as the San Diego College for Women. It is now a private Roman Catholic research university. The campus sits atop a mesa overlooking San Diego's Mission Bay and features Spanish Renaissance architecture, and has been named one of the most beautiful educational establishments in the United States. U.S. News World Report ranks USD at No. 85 in National Universities and No. 66 in Best Value Schools. The Old Globe Theatre is located in San Diego's Balboa Park.

Chicago, IL

DePaul University offers a Master of Fine Arts through its Theatre School. The degree program prepares graduates for both stage and screen. The first year of the curriculum focuses on imagination, movement, and voice. Students work on self-directed ensemble presentations, production work, and an ensemble studio performance directed by a guest artist. In the second year, students explore modern and classic plays while continuing to work on voice and movement in a period context. Second-year students enter the school's Acting Company. In the third year, students have opportunities to connect with industry professionals and explore the business aspects of the acting profession. The program culminates with a written thesis. Each student can expect to participate in seven productions throughout the program.

DePaul was founded by Vincentian Catholics in 1898. The private university is now the largest Catholic university in the United States. Its universities are located in the Lincoln Park and Loop areas of Chicago, Illinois. The university emphasizes the recruitment of first-generation students and those from underserved communities. Founded in 1925, DePaul's Theatre School is the oldest theater conservatory in the Midwest. The school has a "learning by doing" philosophy, emphasizing production participation. DePaul alumni include actors Gillian Anderson and John C. Reilly. U.S. News World Report ranks the University at No. 54 in Best Value Schools.

New Haven, CT

Yale University offers a Master of Fine Arts in Acting through its School of Drama. The degree program combines classroom training and extensive work in staged productions. Each class of actors trains as an ensemble and each ensemble teams up with two others to form a larger company of actors. Among the production, opportunities are Drama 50, a three-week workshop collaboration between first-year actors, directors, playwrights, and more. Students may also participate in the Langston Hughes Festival of New Work, Shakespeare Repertory Projects, Yale Cabaret, and so on. The Yale Repertory Theatre is a Tony Award-winning professional theater which produces several plays a year that drama students can participate in. The degree program generally requires three years in residency.

Founded in 1701, Yale is the third-oldest university in the United States, and also one of the nine colonial schools established before the American Revolution. The private Ivy League research university is located in downtown New Haven, Connecticut. It also operates a campus in West Haven and nature preserves throughout New England. The Yale School of Drama was established in 1955 and is housed in a Collegiate Gothic building. Notable Yale alumni include actors Edward Norton, Lupita Nyong'o, and Meryl Streep. U.S. News World Report ranks Yale at No. 4 in Best Value Schools and No. 3 in National Universities.

Emerson College offers programs leading to either a Master of Arts or Master of Fine Arts degree in Theatre Education Applied Theatre. Students can follow a track in Theatre and Community or Theatre Teacher Education. The curriculum integrates both theory and practice in theatre arts. The MA program consists of 36 credit hours, which can be completed in one to two years of full-time study or two and a half years part-time. The MFA program consists of 48 credit hours, which can be completed under three years while attending full-time, or three and a half years while attending part-time. Graduates of either program or track can earn Massachusetts state licensure as a theatre teacher for pre-K through grade 12. MFA students can also obtain licensure to teach at the college level.

Emerson was founded in 1880 as a "school of oratory," focused on public speaking. Today, it is a private college with a foundation in the liberal arts and a focus on arts and communications. The campus is located in Boston's historic Washington Street Theatre District, with satellite locations in Los Angeles and the Netherlands. The main campus includes the Cutler Majestic Theatre, the Paramount Center, and the Tufte Performance Production Center. The school is an establishing member of the ProArts Consortium, which is comprised of six Boston schools dedicated to collegiate art education. U.S. News World Report ranks Emerson at No.10 in Most Innovative Schools and No. 6 in Regional Universities-North.

Northeastern Illinois University offers a Master of Arts in Communication, Media and Theatre. The degree program is designed for students seeking advanced corporate positions, teaching positions, or further graduate study in the realms of communications, media, and theatre, The 30-credit curriculum includes core courses in Communication Theory, Dramatic Theory, and Mass Communication Theory. Elective offerings include Comparative Performing Arts; Media and Cultural Studies; and Theatre Management. Students can also attend seminars in areas including interpersonal communication, new media, and problems in group communication. The program culminates in either a comprehensive exam or a master's thesis.

NEIU was established in 1867 as a teachers' college. Today, it is a public university offering degrees through its Colleges' of Arts and Sciences, Business and Management, and Education. It is a designated Hispanic Serving Institution. The main campus is located in the North Park community area of Chicago, Illinois, and the school operates three additional campuses throughout the city. It serves its diverse student body through facilities including the Angelina Pedroso Center for Diversity and Intercultural Affairs and the Carrithers Center of Inner City Studies. The university's Department of Communication, Media and Theatre feature a state-of-the-art Video Production Lab, a Film and Television Library, and a Stage Center Theatre.

Providence, RI

Brown University offers a Master of Fine Arts in Acting. The degree program delivers professional actor training through rigorous prescribed courses. The core curriculum consists of classes in acting, physical theater, and voice, supplemented by specialized workshops taught by field professionals. The program moves from training and refinement of student technique to the practical application of these skills. Each year of the three-year program has its own theme: Realism, Verse, and Style. Outside the classroom, students can expect to receive acting assignments from the local Trinity Repertory Company. Each student will participate in studio and professional productions, earning them an Equity card upon graduation.

Founded in 1764, Brown is the seventh-oldest university in the United States, and one of the nine colonial schools founded before the American Revolution and the Declaration of Independence. It was also the first college in the nation to accept students of all religious faiths. The main campus is situated in the College Hill Historic District of Providence, Rhode Island. The private Ivy League research university offers some of the most highly regarded theater and playwriting programs in the country. Providence's Trinity Repertory Company is home to the nation's last long-standing resident acting company. U.S. News World Report ranks Brown at No. 21 in Most Innovative Schools, No. 17 in Best Value Schools, and No. 14 in National Universities.

Pace University offers a Master of Fine Arts in Acting through its Actors Studio Drama School. The training program is rooted in the Stanislavski method of acting. Students learn acting methodology, language, and craft, before moving on to specialized training in voice and movement. They work with an ensemble comprised of actors, directors, and playwrights for a third-year Repertory Season. The Repertory Season involves weekly performances ranging from single scenes to full-length plays. Students' best work is showcased throughout the program at end-of-semester "festivals," which are open to the public. The intensive program spans three years.

Pace University was established as a business school in 1906 by the Pace brothers. Today, it is a private university offering undergraduate and graduate program. The university is particularly noted for its Actors Studio Drama School and Inside the Actors Studio television show. The university also has colleges of arts and sciences, business, computer science and information systems, education, health professions, and law. It also operates a women's justice center in Yonkers, New York. The university has campuses in New York City and Westchester County, New York. U.S. News World Report ranks Pace at No. 177 in National Universities.

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Master of Arts in Applied Theatre

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• Fall 2025 Priority Deadline: Pending

The MA in Applied Theatre degree program, the first program of its kind in the United States, uses theatre as a medium for education, community development, and the pursuit of social justice. The goal of the program is to educate scholar practitioners to become future leaders in the field of applied theatre. Applied Theatre involves the use of theatre and drama in a wide variety of nontraditional contexts and venues, such as in teaching, the justice system, health care, the political arena, community development, museums, and social service agencies.

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Career Prospects

Graduates of the program are prepared for careers as teaching artists with theatres, museums, hospitals, and other community-based organizations; education directors for cultural organizations; facilitators of youth programs; creative aging artists; health and wellness theatre program specialists; conflict resolution; and activities specialists with development programs, aid agencies, and refugee support programs.

Students in the Program:

• Practice actor-centered, collaborative approaches to leading creative teams and playbuilding original theatre
• Study a range of artistic, educational, and social theories that inform progressive practice
• Collaborate as a member of a student ensemble to support creative risk-taking
• Progress through carefully sequenced courses with an emphasis on the unity of theory and practice
• Devise and perform theatre-in-education interventions in New York City schools and community settings 
• Develop work alongside the renowned CUNY Creative Arts Team
• Research, implement, document, and evaluate an original applied theatre thesis project.
• 10 Core Courses (30 Credits)
• 2 Elective Courses (6 Credits)

Sample Courses

• Community, Culture, and Diversity
• Playbuilding
• Teaching through Theatre
• Theatre of the Oppressed
• The Co-intentional Director
• Creating Meaning Through Community Drama
• Study abroad: Project Rwanda

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Upcoming Events for Master of Arts in Applied Theatre

Online information session: graduate programs.

6:00 pm - 7:30 pm

Join this online information session to learn more about the online and on campus graduate programs at CUNY SPS.

Academic Director, Applied Theatre

Academic Director, Professor, MA in Applied Theatre

Related Content

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• How MAAT Students and Faculty Adapted to the Pandemic

MAAT Virtual Yearbook

• Class of 2021
• Class of 2020

Meet our Faculty

Keline Adams

Elective Course Instructor, Thesis Advisor, and Independent Study Advisor

Daniel Banks

Elective Course Instructor and Thesis Advisor, MA in Applied Theatre

Kari Berggren Olk

Program Assistant

Sindy Isabel Castro

Thesis Advisor

Jessica Cortez

Elective Course Instructor

Jan Cohen-Cruz

Thesis Advisor and Independent Study Advisor, MA in Applied Theatre

Thesis Advisor and Former Elective Course Instructor, MA in Applied Theatre

Amy S. Green

Consortial Faculty Member and Thesis Advisor, MA in Applied Theatre / Chairperson and Associate Professor, Interdisciplinary Studies, John Jay College

Norma Harris

Toya Lillard

Lindsey Buller Maliekel

Ah-Keisha McCans

Course Instructor, Thesis Advisor, and Applied Theatre & Racial Justice Conference Planning Team

Sarah Meister

Thesis Advisor & Writing Support Coach

Sara Morgulis

Thesis Advisor and Disability Services and Accessibility Consultant

Tammie L. Swopes

Course Instructor

Sherry Teitelbaum

Writing Support Coach and Thesis Advisor

Diana B. Waters

Helen White

Course Instructor and Director of the CAT Youth Theatre

H. “Herukhuti” Sharif Williams

Adjunct Associate Professor

Melanie Willingham-Jaggers

Former Course Instructor

Michael Wilson

Lori Ayela Wynters

Admissions criteria.

Applicants must possess a bachelor’s degree from a regionally accredited institution, with a GPA of 3.0 or higher on a 4.0 scale. Applicants are required to write a personal statement, upload a resume, and provide two letters of recommendation. Letters of recommendation may be submitted before or after submitting an application. Please note that an individual interview may be necessary.

We encourage applications from people with a variety of undergraduate majors and professional backgrounds. Theatre experience, formal or informal, is expected. Applicants who meet the basic eligibility criteria may be asked to take part in an artistic review.

Students are admitted to the program each fall and can enroll in either a full- or part-time course of study.

Funding Opportunities

In collaboration with the CUNY Creative Arts Team, CUNY SPS and the MA in Applied theatre are proud to offer the Graduate Apprenticeship for Diversity in Applied Theatre . Follow the link for details.

Application Deadlines

Student/alumni profiles.

Sindy Castro and Morgan Booker

MA in Applied Theater

Laura Cabochan

MA in Applied Theatre

Denise Hughes

Recent news about master of arts in applied theatre.

9th Annual Racial Justice Conference Showcases Film by Applied Theatre Alum

July 08, 2024

The MAAT program screened  Spiritual Cyphers: Hip Hop + The Church , a film directed by program alum Ariyan Johnson.

AATE 2024 Symposium

April 15, 2024

American Alliance for Theatre & Education

The Strangest Year: Theatre in the Time of Covid 19

February 13, 2024

Digital Displacement

Making Revolution Irresistible in Socially Engaged Art

Routledge Press

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Master of Arts Educational Theatre in Colleges and Communities

Prepare to work as a theatre artist and educator in arts organizations, private and community colleges, galleries, museums, and a broad range of cultural settings. You’ll develop new strategies focused on teaching and learning through drama while experimenting in the creation and presentation of theatre for diverse audiences.

Degree Details

Official degree title.

Master of Arts in Educational Theatre in Colleges and Communities

What You'll Learn

Your academic experience, careers and outcomes, scholarships.

Your faculty and advisors will collaborate with you to create a program that authentically reflects your burgeoning interests, needed support, and relevant expertise, ensuring that you learn: 

• How to design, implement, and evaluate culturally responsive theatre by and for myriad constituents
• How to appraise and analyze the changing roles of theatre and education within complex and politicized transnational spaces
• How to identify gaps in the field from theoretical, practical, and aesthetic perspectives, generating new knowledge accordingly
• How to formulate, implement, and modify teaching and learning strategies using drama frameworks to explore content
• How to experiment in the creation and presentation of theatre in formal or informal settings, using a variety of methods and structures

You can choose an area of specialization from Applied Theatre, Drama Education, and Play Production for Artists and Educators; in addition, you may opt to craft your own pathway of study.

You can complete this degree while working, and have options for global study or a three-summer course sequence.

This degree is designed with flexibility and individuality at the forefront. You will complete course work that includes: 

• Seminal research in the field
• Investigations of pedagogy and aesthetics
• Practical application of educational theatre content

You’ll also have the opportunity to participate in the Educational Theatre program’s two annual main-stage shows, author production-specific curriculum guides and supplementary materials, design the accompanying learning segments, and facilitate workshops with members of our student audiences. 

Alumni pursue aesthetic, educational, and administrative opportunities that do not require certification, including positions at private and community colleges, arts organizations, galleries, museums, educational outreach centers, behavioral health and prevention facilities, community and housing programs, youth and adult detainment centers, and theatre/arts agencies

You’ll also be well prepared to continue your graduate study in the form of a terminal degree, seeking an EdD or PhD in a related field.

Educational Theatre Scholarships

Graduate and Doctoral students in the Program in Educational Theatre may receive scholarships through one or both of the following methods. The first is through completing the Steinhardt Financial Aid process and potentially receiving merit or need based scholarships. Information on this process is available through the Financial Aid website for graduate students.

The second method is by applying for Educational Theatre Scholarships directly through the Program.

Eligibility Criteria for Educational Theatre Scholarships

• Educational Theatre Scholarship applicants must be graduate or doctoral students in the Program in Educational Theatre who demonstrate service to the Program, academic merit, or artistic merit.
• Doctoral students can receive scholarships up to two times, but not in consecutive semesters. Master’s students can receive a scholarship only once.
• If doctoral students who have already received the award apply again, information included in the statement should only pertain to work completed after the previous award.
• Priority is given to students with financial need.

Up to a $5,000 bursary will be awarded to students and applied to their Bursar account in one of four areas: Service-based, Academic Merit, Artistic Merit, or Study Abroad.

Note that these scholarships can only be applied towards tuition and/or registration fees for NYU/Educational Theatre courses.

Application Procedure

Students can apply for these scholarships after completing one semester of study. An application form will be circulated to current students through the program’s list serve approximately two - three weeks prior to the start of registration for the upcoming term.

Application Deadlines

• Fall – April 1
• Spring – November 1
• Summer – January 24

The application form requires:

• a faculty member to support the application
• selection of one of the four award areas (Service-based, Academic Merit, Artistic Merit, or Study Abroad)
• a statement of no more than 500 words responding to a corresponding prompt

Statement Prompts:

Service-based: Statement of Service describing the ways in which you have provided service to the Program that is deserving of acknowledgement.

Academic Merit: Statement of Academic Merit describing the ways in which your academic work is deserving of acknowledgement.

Artistic Merit: Statement of Artistic Merit describing the ways in which your artistic work is deserving of acknowledgement.

Study Abroad: Statement of Service, Academic Merit, or Artistic Merit describing the ways in which your work is deserving of acknowledgement through scholarship for the study abroad program.

Nancy and Lowell Swortzell Permanent Fund in Educational Theatre Scholarships

This scholarship honors the legacy of Nancy and Lowell Swortzell, distinguished professors who founded the Program in Educational Theatre at NYU Steinhardt in 1966, and continued teaching in the program for 40 years. In the spirit of their work, we are pleased to support the financial needs of students as they work toward completion of their degree. Awards are available to students at the graduate and doctoral levels.

Myoung-Cheul Chung Scholarship in Educational Theatre

This scholarship for Educational Theatre students was created by one of the Program's alumni, Mr. Myoung-Cheul Chung, MA '95. The scholarship has supported graduate students in Educational Theatre since its inception in 1999. Mr. Chung was a student of Nancy and Lowell Swortzell, the founders of the Program in Educational Theatre at NYU.

Email Jonathan Jones for more information.

Questions 

For more information, please contact [email protected] .

Take the Next Step

Advance your personal and professional journey – apply to join our community of students.

Educational Theatre in Colleges and Communities (MA)

Program description.

The MA Program in Educational Theatre in Colleges and Communities (EDTC) is a 36-credit curriculum that prepares students to explore theatre with diverse communities in unique settings and at the higher education/college level. Graduates of this program hold teaching and administrative positions in contexts where teacher certification is not required, such as private colleges, arts organizations, galleries and museums, educational outreach centers, health education facilities, housing programs, and youth and adult detainment centers.

This program is designed to empower graduates to design, implement, and evaluate theatrical work in a wide range of community contexts, and prepare students who elect to pursue college teaching for innovative research and scholarship in the field.

Students take courses in the foundation areas of applied theatre; drama education production, performance, direction and design, literary foundations; and theatre for young audiences, as well as in the applications of these content areas to a variety of community settings. The New York State Learning Standards for Theatre inform these curriculum pathways. Students may also participate in study abroad opportunities. 

Admission to graduate programs in the Steinhardt School of Culture, Education, and Human Development requires the following minimum components:

• Statement of Purpose
• Letters of Recommendation
• Transcripts
• Proficiency in English

See  NYU Steinhardt's Graduate Admissions website  for additional information on school-wide admission. Some programs may require additional components for admissions.

See How to Apply for admission requirements and instructions specific to this program.

Program Requirements

Prerequisites: The EDTC program requires you to have completed the equivalent of two semesters of acting or directing and 2 semesters of theatre history or dramatic criticism prior to admission. If you have not taken these prerequisite courses or their equivalent at the undergraduate level prior to admission, you must register for them before fulfilling the Discipline Content Study requirement, even if it means that more than 36 points are required to complete this MA program.

Sample Plan of Study

Applied theatre.

Note: There is a study abroad option in Dublin for the Applied Theatre Pathway that is usually offered every other year. This is a 3 credit experience as follows:

• MPAET-GE 2979 Creating Meaning Through Community Drama

Drama in Education

Note: T here is a study abroad option in London for the Drama in Education Pathway that is usually offered every other year. This is a 3 credit experience as follows:

• MPAET-GE 2075 Drama & Youth: Theoretical Perspectives  

Play Production for Artists and Educators

Learning Outcomes

Upon successful completion of the program, graduates will:

• Be able to formulate, implement, and modify new teaching and learning strategies using drama and theatre to explore content.
• Be able to appraise and analyze the changing roles of theatre and education in multiple and complex settings.
• Be able to identify gaps in the field, from theoretical and practical perspectives, and generate new knowledge accordingly.
• Be able to experiment in the creation and presentation of theatre, in formal or informal settings, using a variety of forms and methods.

Academic Advisement

Change of major, double major, incomplete grades, independent study, international students, mental health and wellness, minor in music in global communities, pass/fail grading option, private lessons, student accessibility, technology in the classroom, nyu policies, steinhardt academic policies, department policies.

Academic advisement is a shared responsibility. As a student, you will be responsible for making decisions about your academic, professional, and personal path. You will work in partnership with your assigned advisor(s) to develop an academic plan and a course of study in alignment with your career goals. In particular, you will:

• Understand the philosophy that guides the discipline/major
• Learn about degree requirements, including prerequisites, electives, and course sequencing
• Develop and maintain an academic plan that meets the requirements for the successful completion of the degree and maintenance of good academic standing
• Plan a program of study that integrates other academic options and opportunities (e.g. study abroad, honors courses, co-curricular and professional activities, minors, etc.)
• Be aware of and adhere to the policies, procedures, and deadlines that guide undergraduate study (e.g. drop/add, registration, pass/fail option, etc.)
• Initiate meetings and actively prepare for advising meetings by bringing a planned schedule and concerns and/or questions for discussion
• Be familiar with school/university student services and resources and actively seek assistance when needed
• Pursue professional development opportunities by engaging with faculty, alumni/alumnae, professional organizations, and career resources on campus

Engaging with the above responsibilities requires checking your NYU email on a regular (i.e. daily) basis and responding to emails from your advisor in a timely manner. Students who have questions about their academic plan or how courses are falling in their Degree Progress Report should contact their advisors as soon as these questions arise to seek clarification and updates, if needed.

Registration changes, including credit changes, must be completed before the end of the add/drop period.  These dates may be found on the  academic calendar . After the add/drop period is over, students may not change the number of credits for which they are registered in a variable credit course.  After the end of add/drop, students may not drop a course but must withdraw.  Withdrawing from a course is indicated by a “W” on a student’s transcript.  

Attendance is mandatory for Departmental courses. All students are expected to attend class regularly and to actively participate in class activities. Students who must miss class are required to notify the instructor in advance via email, and are responsible for all material covered during the missed class meeting.

Our Department does not permit students to “zoom” into in-person courses if they are ill.  If a student is unwell and unable to attend class, they will be marked as absent and are responsible for missed course material.  

Religious observance, illness, and family emergencies are grounds for excused absences. If a student cannot attend class for any of the above reasons, they must email the instructor in advance, and all assignments must still be submitted within 24 hours of the due date.  If the nature of the absence prevents a student from sending advance notice, they must communicate via email with the instructor as soon as possible for the absence to be excused.   

If a student misses more than one week of class or has repeated absences during the term, the instructor will use NYU Connect to notify the student’s advisor about attendance concerns so that the advisor can provide appropriate support to the student. Repeated absences may have an impact on the student’s participation grade. 

The Department of Music and Performing Arts Professions does not permit students to audit courses.  Students must be registered for the course in order to be able to attend the course.

• Interested students may apply for Fall or Spring change of major.   
• Students may not apply for a change of major before their second semester of study.
• At latest, students may begin study at a new NYU school/program as a first-semester junior.
• For Music Programs: Students must have completed, or placed out of, Music Fundamentals. If students have completed Theory and Practice 1 and Aural Skills 1, they must have received a passing grade. (Educational Theatre students do not require Music Core courses.)
• Students wishing to transfer into Music Technology must take MPATE-UE 1801 and MPATE-UE 1037/1047 before applying. 
• Students wishing to transfer to Music Business must take MPAMB-UE 100 before applying.
• Students must complete an  online application , submit a statement of purpose (a rationale for their request no more than 350 words), and provide one letter of recommendation from a professor or advisor.
• Applications must be received by March 1 for Fall changes of major and November 1 for Spring changes of major. Programs that require auditions are: Instrumental Performance, Music Education, Vocal Performance. Programs that require portfolio review are Music Technology and Music Composition.   Decisions will be made by April 15 for Fall changes of major, and December 15 for Spring change of major.
• Music Business: Brennan Stack
• Music Technology: Heather Hardy
• Instrumental Performance: Chris Bush
• Music Composition - Screen Scoring: Sergi Casanelles
• Music Composition - Songwriting: Phil Galdston
• Music Composition - Concert Composition: Robert Honstein
• Vocal Performance: Monique Henry
• Piano Studies: Manuel Laufer Fair
• Educational Theatre: Nan Smithner and Joe Salvatore
• Students requesting a Double Major in Steinhardt must complete the  Non-Primary (Double) Major Declaration form . Detailed instructions are listed on the form.
• You must declare a non-primary major during or prior to the spring term of your junior year before you complete 96 points towards your degree.
• You must declare a non-primary major in a field of study different from your primary major.
• If you are pursuing a non-primary major you may need to earn units in excess of your degree requirements.  
• Please note that adding a non-primary major does not mean that you will receive two degrees. You will receive only one diploma printed with the school name and the academic department name of the primary major, not the name of the major itself.  
• Both primary majors, non-primary majors and minors appear on the transcript.

Students can request an incomplete grade only:

• If a student is matriculated under exceptional circumstances
• At the discretion of the instructor
• If the student has already completed 50% or more of the coursework required
• It is at least the 9th week of the term

Note that visiting and/or non-degree students may not apply for an incomplete.

The instructor will determine the timeframe the student will have to complete the work, but it cannot be later than the last day of classes in the following term. If the student does not complete the outstanding work by the agreed date, the incomplete grade (I) automatically turns to an F. 

Incomplete grades may result in failure to meet satisfactory academic progress by the  Office of Financial Aid .  Students need to submit a signed  Incomplete Grade Agreement  to their advisor when an Incomplete Grade is assigned.

An Independent Study is designed by the student and sponsoring faculty to investigate an area or field of specialization not normally offered in scheduled course offerings. It is an opportunity to work one-on-one with a faculty member to complete directed reading, a creative project and/or supervised research. Students must consult with their advisors before undertaking an Independent Study to understand program-specific requirements and policies.  

• Only full-time faculty may sponsor an Independent Study.
• Only matriculated students are eligible to complete an Independent Study. Independent Study carries 1 to 6 units. The number of units will be determined by the work to be completed and should be comparable in rigor to that of a classroom course.
• Minimum hours required per unit: 45 hours of work per credits per term
• For undergraduate students, a maximum of 6 units over the course of the undergraduate career
• For graduate students, the number of units will be specified by the program
• Cannot be used to satisfy liberal arts requirements
• Registering for Independent Study: Students first meet with the academic advisors to determine if the student should undertake an Independent Study; they then meet with the sponsoring faculty to complete the NYU Steinhardt Independent Study form, obtaining the signatures of the sponsoring faculty member, the sponsoring faculty member’s department chair and the student’s advisor. Students should self-enroll in the course via Albert. 
• Independent Study Title and Description: The title of an Independent Study will appear on the student transcript prefaced by the word “Independent Study”. The description of the Independent Study should include its theme which may be stated as a question or issue to be explored or creative technique to be examined; its type and scope, e.g. paper or special project. Students should use the  Independent Study Form  to have the correct title listed on their academic transcript. These forms should be submitted via email to: [email protected]. 

International students should review information on the  OGS webpage  to understand their legal requirements.  International students should make sure to register for full-time enrollment every fall and spring semester, and also not begin any work before receiving authorization.  International Students are expected to work closely with their academic advisor to ensure that they are meeting their degree requirements.  Any questions regarding immigration and visa support can be directed to the  Office of Global Services .

For students experiencing undue personal and/or academic stress during the semester that may be interfering with their ability to perform academically, the NYU Wellness Exchange (212 443 9999) offers a range of services to assist and support. The Wellness Exchange offers drop-in services on campus on a regular basis. Information may be found at  https://www.nyu.edu/students/health-and-wellness/wellness-exchange.html . 

For the 2023-2024 academic year, any students who declared the previous MPAP music minor may permit the following exceptions in counting their courses towards the new minor curriculum: we will accept any previous Music Theory coursework towards the new minor’s theory requirements, and any other Steinhardt music classes for the music electives.  These exceptions will not be permitted following the end of the Spring 2024 semester.

All student, faculty, and administrative communications must be done using NYU email addresses, not personal email addresses.  Anyone who experiences issues with their NYU email may find more information  here .

MPAP follows  NYU Steinhardt’s policy on the pass/fail grading option . Undergraduate MPAP students are permitted to request pass/fail grades for courses satisfying their CORE liberal arts requirements (with the exception of Expository Writing courses) so long as they meet the other requirements noted in Steinhardt’s policy. MPAP programs have differing policies regarding other classes part of a student’s Program of Study that may be eligible for the pass/fail grading option (such as electives) - students who have questions about pass/fail course eligibility must speak with their academic advisor for more information on program-specific policies.

Students may find more information about private lessons via the  Major Lesson Information Sheet  and the  Non-Major Lesson Information Sheet . 

MPAP Majors may only take one secondary lesson per semester, and it must be for 2 credits if they are already taking a 3-credit lesson.  Students may not take primary and secondary lessons through the Theory and Composition program in the same semester.

Non-Majors may register for  only one private lesson course per semester. (This does not include Group Lessons). Non-majors who do not abide by this policy will be dropped from all private lessons.

New York University is committed to providing equal educational opportunity and participation for all students, and academic accommodations are available for qualified students who disclose their disability to the Moses Center. Students requesting academic accommodations are advised to reach out to the Moses Center for Student Accessibility as early as possible in the semester for assistance (telephone: 212-998-4980 / website:  www.nyu.edu/csa  / email:  [email protected] )

MPAP majors who are interested in studying abroad may find more information  here .  Important dates for study abroad may be found  here .  NYU Global policies and procedures can be found  here .  Students seeking study away opportunities should also consult with their academic advisor for program-specific policies.  

Studying away is a program requirement for undergraduate Music Technology students.  Music Technology students who are requesting to waive this requirement due to personal, academic, or financial hardship must first meet with the academic advisor for Music Technology to discuss their rationale and to review resources that may be in place to address these concerns.  Following this discussion, students must submit a written petition that clearly states the reasons for their request via email to Paul Geluso, program director for Music Technology, who will review and approve or deny the request.

Each instructor may decide the extent to which students in their classes may be permitted to use their mobile phones or laptops. Instructors must communicate this policy to students clearly, preferably in their syllabus,  letting students know what they can and cannot use, and why.

Students who require accommodations to use technology in the classroom – for example,  students with dyslexia, ADHD, or visual impairments who use computers to take notes and access cloud-based assistive technologies – may contact the Moses Center.  Students requesting academic accommodations are advised to reach out to the Moses Center for Student Accessibility as early as possible in the semester for assistance (telephone: 212-998-4980 / website:  www.nyu.edu/csa  / email:  [email protected] ).

Students enrolled in MPAP Theory and Aural Courses receive access to  free tutoring  for these courses.  Students can also access tutoring services through the  University Learning Center  and the Steinhardt Writing Center for  undergraduate  and  graduate  students.  Students are also encouraged to consult with their advisor regarding possible program-specific tutoring resources. 

University-wide policies can be found on the New York University Policy pages .

Additional academic policies can be found the  Steinhardt academic policies page . 

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Department of Drama

• Theatre Education (M.A.)
• Graduate Programs

M.A. in Theatre Education

Core courses.

The Master of Arts in Theatre Education -- MATE -- degree may be earned completely via online courses.  Students meet with the instructor and classmates via video conferencing and submit all assignments electronically.

Designed to specifically accommodate the schedules of working professionals, all  online  classes are offered in the evenings. 

The MATE program accepts applications year-round. Students can start in the Fall, Spring, or Summer. If you have applied or plan to apply, please contact the Head of the Program, Dr. Rosalind Flynn ( [email protected] ).

If you are or want to be:

• a high school theatre teacher
• a middle school theatre teacher
• an elementary school theatre teacher
• a director of educational theatre productions
• a director of theatre education at a performing arts institution
• a classroom teacher who wants to add arts-integrated drama learning strategies to your teaching repertoire to increase student engagement and comprehension
• a teaching artist in search of an advanced degree that will increase the skills you bring to your education drama residencies

This  30- credit program prepares innovative and effective teacher-leaders who will build and enhance their abilities to develop creativity in young people via the art form of theatre and increase understanding of how the dramatic arts can impact both the curriculum in K-12 schools and in the community.

Creative Teaching through Drama (Certificate)

In this 5-course graduate certificate program, develop new approaches for a variety of curriculum topics in K-12 classrooms or other educational settings using Drama as a learning method.

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Master of Education in Theater Education

Earn your master's degree and gain a teaching license in just 1 year.

Interested in exploring a career path in theater education? The Ohio University Patton College of Education and School of Theater have an exciting new one-year degree track in Theater Education for students interested in this career path.

The master's program with Licensure in K-12 Education can be completed in one year (3 academic terms) in-person.

Program Overview

M.Ed Theater Education [ME8185] 

The Theater Education program prepares theater teachers for grades preK-12 with licensure. The Theater Education program offers a research-based dynamic curriculum focusing on the development of professional knowledge, skills, and dispositions. Program faculty members bring expertise in their disciplines as well as experience working in K-12 schools. Faculty members are committed to student success and collaborate with colleagues in the School of Theater and other stakeholders to ensure program rigor and responsiveness to state, local, and national initiatives. Students enjoy the opportunity to become members in student chapters of disciplinary professional organizations.

KEY FEATURE: a yearlong clinical culminating in a professional internship and a Master’s research project.

The Theater Education Master’s program can be completed in 3 academic terms if students (a) begin their program of study during the summer academic term, (b) follow a prescribed sequence of courses, and (c) submit official documentation demonstrating they have successfully passed the required content exam of the Ohio Assessment for Educators. 

Program Learning Outcomes

The Theater Education program is designed to prepare beginning teachers, who will be able to:

• Demonstrate the central concepts, tools of inquiry, and structures of the discipline(s) they teach
• Use their understanding of how children and youth learn to engage them with the subject matter 
• Enact equitable and inclusive teaching and assessment practices that are responsive to diverse learners, communities, and a global society 
• Work within and across a range of community and professional contexts 
• Critically reflect on and learn from their practice 
• Exercise a strong sense of agency and the capacity to become leaders in their field

Opportunities for Graduates

Theater Education Master’s program students are eligible to apply for a teaching license in the State of Ohio once they successfully complete the courses listed on their program of study, the required Ohio Assessment for Educators licensure examinations, and the Professional Internship in Teaching. Program graduates are prepared for careers teaching drama and theater in schools in Ohio and around the nation. Many additionally serve as curriculum specialists for their discipline.

How to apply

Application Information

Mathew Felton-Koestler Program Coordinator 740.593.4420 [email protected]

Connect with us

Request more information from the College of Fine Arts.

2024 Best Drama & Theater Arts Master's Degree Schools

Choosing a great drama & theater arts school for your master's degree, quality overall is important, average earnings, other factors we consider, more ways to rank drama & theater arts schools, best schools for master’s students to study drama & theater arts in the united states, 18 top schools for a master's in theater.

Master's students who receive their degree from the theater program earn an average of $33,280 in the first couple years of working.

Drama & Theater Arts master's degree recipients from University of Southern California get an earnings boost of about $2,131 over the average income of drama & theater arts graduates.

Master's recipients from the drama & theater arts major at New York University earn $13,699 above the typical college graduate with the same degree shortly after graduation.

Students who graduate with their master's from the theater program state that they receive average early career income of $31,068.

Drama & Theater Arts master's degree recipients from University of California - San Diego receive an earnings boost of about $6,377 over the typical income of drama & theater arts graduates.

Master's recipients from the drama & theater arts program at The Juilliard School make $16,693 more than the average college grad with the same degree when they enter the workforce.

Students who graduate with their master's from the theater program state that they receive average early career earnings of $22,550.

Students who graduate with their master's from the theater program state that they receive average early career income of $25,255.

Master's recipients from the drama & theater arts major at The University of Texas at Austin earn $2,065 more than the standard graduate with the same degree when they enter the workforce.

After graduating, theater master's recipients typically earn about $32,304 in their early careers.

Rest of the Top Best Drama & Theater Arts Master's Degree Schools

Honorable mentions.

Drama & Theater Arts by Region

Other Rankings

Best associate degrees in drama & theater arts, best doctorate degrees in drama & theater arts, best value in drama & theater arts, best for non-traditional students in drama & theater arts, best online in drama & theater arts, most popular online in drama & theater arts, best bachelor's degrees in drama & theater arts, best overall in drama & theater arts, highest paid grads in drama & theater arts, best for veterans in drama & theater arts, most popular in drama & theater arts, most focused in drama & theater arts, rankings in majors related to theater, theater focus areas.

Most Popular Majors Related to Theater

Notes and References

Popular reports, compare your school options.

Drama and Theatre for Youth and Communities (M.F.A. in Theatre)

Through drama-based pedagogy, youth-focused artistry and rigorous scholarship, students and faculty in our program demonstrate a strong commitment to leadership, community, innovation, belonging and social justice.

Katie Dawson  Head, Drama and Theatre for Youth and Communities Program

(512) 232-5314

[email protected]

The program prepares graduates for multiple career paths in education, community and non-profit organizations and professional theatre for young audiences. The three-year M.F.A. degree stresses flexibility and encourages participation in classes throughout the Department of Theatre and Dance and the university at large. The program culminates in a practical thesis project and a written thesis document, which applies theory from a wide range of disciplines to an area of practice in drama and theatre for youth and communities. Thesis projects apply reflective practitioner research to address applied drama/theatre, arts integration, community engagement, drama-in-education, theatre for young audiences, teaching artist praxis, theatre education, theatre-in-education, youth theatre and/or the creation or production of original works for young audiences. Within higher education and the theatre profession, the M.F.A. in Theatre with a specialization in drama and theatre for youth and communities is considered a terminal degree for related fields of study. The degree does not lead to public school teacher certification; however, students interested in teacher certification may take additional classes to achieve this goal.

Four candidates are admitted each year from an intensely competitive group of applicants.

Virtual Information Session

The university's Drama and Theatre for Youth and Communities program began in 1945 with a focus on creative drama classes and plays for children. Decades later, the program remains an integral component of the departmental landscape through the production season , as well as innovative school and community programs. Students engage with youth and communities through work in:

• Theatre for Young Audiences
• Drama and Theatre Education
• Applied Theatre and Drama
• Plays for young audiences on campus and in schools
• New play development and teaching artist work with professional companies and communities
• Faculty-led practice as research programs

File mfa-specialization-in-dtyc.2023-2024.revdec23.pdf (373.83 KB)

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Community Partnerships

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Michael Ávila

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Austin Latinx New Play Festival Features Many UT Theatre Artists

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Theatre Education

Master of Arts

Take your teaching skills to the next level with this one-of-a-kind online master’s degree.

• Programs at the University of Northern Colorado
• Theatre Education MA

Theatre Education M.A.

UNC’s innovative Master of Arts in Theatre Education provides working teachers with a practical pathway to a graduate degree and career advancement. Designed for experienced drama instructors with at least two years’ experience, our theatre education master's degree enables you to get exceptional professional development from one of the nation’s best theatre schools.

The program uses a hybrid model that combines online courses and in-person, hands-on summer workshops. The online courses give you the flexibility to get coursework done while you’re working full time. The three-week summer workshops provide you with intensive, face-to-face experiences that strengthen your skills as a teacher, coach, communicator and producer of student shows. You’ll graduate with the credentials and skills to take on new challenges, earn promotions, and take your career to the next level.

Degree Details

Credits required:, location/delivery:.

Online + Greeley Summer Workshops

Time to Completion:

Cost Estimator

Degree Options

M.a. in theatre education.

Students in this part-time master’s program are advised (but not required) to hold a current teaching license. The online-course component requires a commitment of about 12 to 20 hours per week during the regular school year. In addition, you’ll attend two three-week-long summer institutes on UNC’s campus, attending evening performances throughout the region—including the Little Theatre of the Rockies, UNC’s nationally renowned summer stock company. You’ll complete the degree in five semesters (two-and-a-half years), culminating in an original thesis or action research project that incorporates principles you’ve learned in the program into your own teaching practice.

Take the next step! Explore courses, contact information and admission requirements.

Degree Requirements

Online/Greeley Visits

Your Future in Theatre Education

With a master’s in theatre education from UNC, you can truly distinguish yourself professionally. We are the only Colorado university to offer a graduate degree specifically focused on drama instruction. You’ll work with nationally prominent faculty, gaining exceptional professional development and advanced skills. The online master’s in theatre education prepares you for new career challenges, while improving your students’ work in the classroom and on stage.

Consider UNC’s M.A. in Theatre Education if you want to:

• Improve your teaching technique
• Take on more challenging student productions
• Earn a promotion or compete for new jobs
• Increase your earning potential

You’ll learn:

• Advanced teaching techniques
• Planning and curriculum development
• Techniques for directing, acting and production

Sample courses:

• Innovative Strategies in Drama Education
• Theatre Education Curriculum Development
• Research Methodology

alumna SPOTLIGHT

Christy O'Connell-Black, M.A.

Christy O’Connell-Black’s experience at UNC allowed her to connect theory with practical experience while she pursued her master’s at UNC and continued working at Greeley Central High School. “Working and taking classes was challenging,” she says, “but because the classes during the school year were offered online, I was able to do the work as needed while maintaining my day job teaching. The classes were very much an extension of what I was already doing and hoping to improve upon.” Her ability to do online coursework when it fit her schedule played a major part in her decision to apply to the program, and her advisor, Mary Schuttler, and her fellow students, played a big part in her UNC experience. “The cohort I was a part of was really incredible. They pushed me and supported me, and we’re all still very close friends.”

Beyond the Classroom

The Theatre Education master’s program includes two summer institutes that offer many opportunities for creative, hands-on experience. These in-residence workshops feature strong camaraderie among students and faculty, with chances to compare professional notes and indulge a shared passion for theatre.

Where can your degree take you?

• Advanced secondary teaching positions
• Education Director at professional theatres
• Private acting coach
• Arts advocate
• Instructional Curriculum Specialist

Ready for what's next? Here's what you need to know.

If there's anything else we can do, be sure to connect with us . We're only a shout away.

Still not completely sold? We understand. Here's more information on costs and funding  and how to apply .

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UCLA Graduate Programs

Graduate Program: Theater

UCLA's Graduate Program in Theater offers the following degree(s):

Master of Fine Arts (M.F.A.)

With questions not answered here or on the program’s site (above), please contact the program directly.

Theater Graduate Program at UCLA 103 East Melnitz Box 951622 Los Angeles, CA 90095-1622

Visit the Theater Department’s faculty roster

COURSE DESCRIPTIONS

Visit the registrar's site for the Theater Department’s course descriptions

• Admission Requirements
• Program Statistics

(310) 206-8441

[email protected]

MAJOR CODE: THEATER

Drama and Theatre Production Graduate Programs in America

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Stanford University Department of Humanities and Sciences

• Stanford, CA ·
• Stanford University ·
• Graduate School

Stanford University ,

Graduate School ,

STANFORD, CA ,

School of Drama - Yale University

• New Haven, CT ·
• Yale University ·

Yale University ,

NEW HAVEN, CT ,

American Repertory Theatre

• Cambridge, MA ·
• Harvard University ·

Harvard University ,

CAMBRIDGE, MA ,

San Francisco State University

• Graduate School ·
• SAN FRANCISCO, CA
• · Rating 4.21 out of 5   53

Savannah College of Art and Design

• SAVANNAH, GA
• · Rating 4.46 out of 5   74

College of Health and Social Sciences - San Francisco State University

• San Francisco State University ·
• · Rating 4 out of 5   1

Brown University Graduate School

• Providence, RI ·
• Brown University ·

Brown University ,

PROVIDENCE, RI ,

Northwestern University School of Communication

• Evanston, IL ·
• Northwestern University ·

Northwestern University ,

EVANSTON, IL ,

Washington University in St. Louis - Arts & Sciences

• St. Louis, MO ·
• Washington University in St. Louis ·

Washington University in St. Louis ,

ST. LOUIS, MO ,

• Find college scholarships

USC School of Dramatic Arts

• Los Angeles, CA ·
• University of Southern California ·
• · Rating 5 out of 5   1 review

University of Southern California ,

LOS ANGELES, CA ,

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

Featured Review: Master's Student says I haven't begun yet, but I am incredibly excited to enroll in the Fall. So far, the experience has been exciting and a little bit intimidating. .

Read 1 reviews.

Cornell University College of Arts & Sciences

• Ithaca, NY ·
• Cornell University ·

Cornell University ,

ITHACA, NY ,

School of Arts and Sciences - Tufts University

• Medford, MA ·
• Tufts University ·
• · Rating 4 out of 5   4 reviews

Tufts University ,

MEDFORD, MA ,

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

Featured Review: Master's Student says My experience was mostly great! I felt supported by faculty and staff and became involved in student activities. It was just unfortunate that my on-campus experience was cut short due to the pandemic... .

Read 4 reviews.

UCLA School of the Arts and Architecture

• University of California - Los Angeles ·
• · Rating 4 out of 5   1 review

University of California - Los Angeles ,

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

Featured Review: Master's Student says Its a very good program that really encourages students to explore their artistic capabilities. The instructors are very experienced and are very good at teaching the students. The program is great,... .

Krieger School of Arts & Sciences

• Baltimore, MD ·
• Johns Hopkins University ·
• · Rating 4.5 out of 5   20 reviews

Johns Hopkins University ,

BALTIMORE, MD ,

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

Featured Review: Master's Student says I really enjoy the knowledge and the passion that many of the professors have while they teach the class. The only real downside for me is the cost of the program. .

Read 20 reviews.

Carnegie Mellon College of Fine Arts

• Pittsburgh, PA ·
• Carnegie Mellon University ·
• · Rating 5 out of 5   4 reviews

Blue checkmark.

Carnegie Mellon University ,

PITTSBURGH, PA ,

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

Featured Review: Master's Student says I graduated from the School of Design at the College of Fine Arts. This is one best design program at a major research university. The cross disciplinary approach, and ability to take courses at... .

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• Theatre Design Graduate Programs
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The Graduate School of Arts & Sciences - University of Virginia

• Charlottesville, VA ·
• University of Virginia ·

University of Virginia ,

CHARLOTTESVILLE, VA ,

Featured Review: Alum says Very good in some areas, excellent in other areas, many academic choices available in all areas of study .

UC Berkeley College of Letters & Science

• Berkeley, CA ·
• University of California - Berkeley ·

University of California - Berkeley ,

BERKELEY, CA ,

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 ,

Tisch School of the Arts

• New York, NY ·
• New York University ·
• · Rating 4.75 out of 5   8 reviews

New York University ,

NEW YORK, NY ,

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

Featured Review: Alum says My experience at NYU Tisch School of the Arts in Film/TV as a New Yorker born and raised was absolutely exhilarating. From the moment I set foot in Greenwich Village, I could feel the creative energy... Choosing NYU Tisch was a no-brainer for me. It's often dubbed the "Harvard of Film and TV schools," renowned for its prestigious programs and esteemed faculty. NYU Tisch not only equipped me with the skills and knowledge to thrive in the competitive world of film and television but also instilled in me a profound sense of confidence and purpose as I... .

Read 8 reviews.

College of Fine Arts - University of Texas - Austin

• Austin, TX ·
• University of Texas - Austin ·
• · Rating 3.5 out of 5   2 reviews

University of Texas - Austin ,

AUSTIN, TX ,

2 Niche users give it an average review of 3.5 stars.

Featured Review: Master's Student says All of the professors are incredibly knowledgeable, truly experts in their respective fields. Personally, I wouldn't say the academics are difficult but you need to have good study habits and know... .

Read 2 reviews.

Wesleyan University

• Middletown, CT ·
• · Rating 4 out of 5   3 reviews

MIDDLETOWN, CT ,

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

Featured Review: Graduate Student says I attended as a graduate student and my son is there now. I have never met professors who were more passionate about their profession. I loved every one of my classes and was so inspired. My son is... .

Read 3 reviews.

College of Liberal Arts and Human Sciences

• Blacksburg, VA ·
• Virginia Tech ·

Virginia Tech ,

BLACKSBURG, VA ,

College of the Arts - University of Florida

• Gainesville, FL ·
• University of Florida ·

University of Florida ,

GAINESVILLE, FL ,

Featured Review: Alum says Being an art student at the University of Florida is a mix of highs and lows. On the bright side, the classes are diverse, the professors are knowledgeable, and the facilities are top-notch, which... .

College of Fine Arts - Boston University

• Boston, MA ·
• Boston University ·

Boston University ,

BOSTON, MA ,

Smith College

• Northampton, MA ·
• · Rating 4.27 out of 5   11 reviews

NORTHAMPTON, MA ,

11 Niche users give it an average review of 4.3 stars.

Featured Review: Master's Student says Smith College not only offers a full time student stipend ($21,000/year) and tuition waiver (valued ~ $35,000) for the Biological Sciences department, but you are able to pull from resources within a... .

Read 11 reviews.

College of Letters & Science, University of Wisconsin-Madison

• Madison, WI ·
• University of Wisconsin ·
• · Rating 4.22 out of 5   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.

College of Fine and Applied Arts - University of Illinois

• Champaign, IL ·
• University of Illinois Urbana-Champaign ·

University of Illinois Urbana-Champaign ,

CHAMPAIGN, IL ,

Franklin College of Arts and Sciences

• Athens, GA ·
• University of Georgia ·

University of Georgia ,

ATHENS, GA ,

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... .

Kenneth P. Dietrich School of Arts and Sciences

• University of Pittsburgh ·
• PITTSBURGH, PA

College of Liberal and Creative Arts - San Francisco State University

Southern California Institute of Architecture

• LOS ANGELES, CA
• · Rating 4.56 out of 5   9

Showing results 1 through 25 of 157

Florida State University | College of Fine Arts

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• Undergraduate
• MFA - Acting
• MFA - Costume Design
• MFA - Lighting Design
• MFA - Directing
• MFA - Technical Production
• MFA - Theatre Management
• Ph.D. - Theatre and Performance Research
• M.A. - Theatre and Performance Research

The Florida State University School of Theatre is one of the leading comprehensive graduate theatre training programs in the United States. The School is accredited by the National Association of Schools of Theatre and is a founding member of the University/Resident Theatre Association.

Our graduate programs offer both a comprehensive learning degree coupled with direct hands-on, practical experiences that make them unique from many other programs. Graduate students have the opportunity to interact with the highly trained and experienced professional faculty and staff, as well as the opportunity to be leaders amongst their student peers. Many of the creative teams for the School of Theatre productions consist of graduate student designers, dramaturges, management, and directors.

School of Theatre Graduate Handbook

Graduate Application

Academic and Student Services

School of Theatre Florida State University 239 Fine Arts Building Tallahassee, FL 32306-1160 850.644.7234 Fax: 850.644.7246

How to Get a Master’s Degree in Theater Arts

Performing arts entertain and illuminate, providing an escape into a fictional world. At the same time, theater can be a creative space for representing, communicating, and challenging social norms. Theater professionals may produce, direct, manage, write, or act in live performances. Academic theater arts scholars interpret and teach drama and dramatic theory.

A master’s degree in arts with a specialization in theater arts prepares you for a role in theater, either on stage, behind the scenes, or in the academic world. The two-year programs support diverse career goals and lifestyles–it’s possible to earn a master’s degree online or on campus, focusing on nearly any aspect of the performing arts.

WorldWideLearn.com introduces you to the landscape of today’s graduate theater arts programs and takes you through the planning process step by step. Focus your goals and access the resources you need to achieve your potential as a theater professional.

Guide to Master’s Degrees in Theater Arts

Theater arts has been a staple of cultural expression since antiquity. Live performance offers an effective means of reaching and moving an audience through dialogue and physical movement. Graduate education combines classroom learning with studio practice and drama productions. The discipline spans fields as diverse as critical drama theory and business management, with courses in theater history, production, acting technique, playwriting, screenwriting, and more.

Professional and Academic Master’s Degrees

Graduate theater arts programs feature a selection of master’s degrees to meet different professional goals.

Master of Fine Arts (MFA)

The MFA is an applied fine arts degree emphasizing studio practice and theater performance. Academic scholarship rarely enters into the curriculum.

Master of Arts (MA)

The MA is an academic humanities degree culminating in an academic research project and master’s thesis. The curriculum focuses on the history, literature, and critical theory of the performing arts. The MA can serve as a stepping stone into the theater arts PhD program and an academic scholarship and teaching career.

Master of Science (MS)

The MS is also an academic degree, but emphasizes the production, management, and performance aspects of theater arts. The MS culminates in an applied project in a specific performing arts specialty such as scene design, lighting design, directing, or acting.

Specializations

In addition to choosing a master’s degree, you can also focus your studies on a specific role in the performing arts.

Fine arts and professional practice master’s degrees focus on the creative and technical roles–on stage and behind the scenes–that make a theater production happen. Specialization options include:

• Screenwriting and Playwriting
• Costume Design
• Lighting Design
• Scene or Set Design
• Directing Technical Production
• Theater Management

Academic theater arts degrees approach theater as a humanities discipline rather than a fine arts practice. Specializations emphasize the study of theater arts such as:

• Theater History
• Dramatic Theory
• Theater Education

The specialization you choose will likely influence your professional opportunities. Look for a program with the resources and emphasis to match your personal goals.

Career Track

A master’s degree in theater arts offers a versatile credential for professional performing arts careers, academic scholarship, and even business management roles.

Professional MA and MFA graduates can move seamlessly into acting, directing, and production roles in the performing arts or entertainment industries (cinematic arts, television production, etc.). Theatrical production job titles available to master’s degree graduates include:

• Choreographer (dance or fight choreographer)
• Designers: Lighting, Set, Costume, Sound
• Directors: Director, Artistic Director, Musical Director, Technical Director
• Producer, Production Manager, Stage Manager

Specialized careers within these roles include pyrotechnician, master electrician, and vocal and drama coach. The movie and television industry features additional specialized roles such as rigger and special effects designer.

Theater management careers attend to the business side of the performing arts, with job titles such as box office manager, business manager, house manager, marketing and PR, fundraising, or development.

Academic careers typically require a PhD in theater arts, after which you may qualify for university professor and academic scholarship positions. The master’s degree is sufficient for some theater education and writing roles such as theater critic.

Competition for theater arts jobs can be intense, according to the Bureau of Labor Statistics. Business management and behind-the-scenes production careers are more accessible than acting and directing careers, but appeal to different skills and personalities. To learn which path is right for you, visit WorldWideLearn.com’s Career Resources. You’ll find career planning and assessment tools to help you plan your professional path.

Plan for a Master’s Degree in Theater Arts

If you have a clear sense of where you’re heading professionally, you can make the most of your graduate study. Use this perspective to choose the right master’s degree program and establish yourself as a theater arts scholar.

Step One: Find the Right Graduate Theater Arts Program

Sort through your graduate theater arts program options by taking into account each of these criteria in turn:

1. Accreditation

Accreditation is an important baseline measure of quality and the value of your degree. The National Association of Schools of Theatre (NAST), a division on the National Association of Schools of Art and Design (NASAD), is the preeminent accreditation agency for professional theater arts. But, you’ll also find regional and national accrediting agencies. Look for approved accreditation agencies on the U.S. Department of Education website.

WorldWideLearn .com partners only with accredited educational institutions. Search Degrees by Subject for links to graduate theater arts programs.

The National Association of Schools of Theatre (NAST) maintains an online database of members. Search for a master’s degree in theater arts .

2. Program Format: Campus or Online Master’s Degrees

You can earn a master’s degree online or on campus. This decision can focus your program search from the outset. Online degrees remain a novelty in theater arts, since many programs emphasize studio practice and involvement in local productions. Campus degrees, meanwhile, limit you to a specific geographical area.

Take into account the following factors in deciding on a program format:

• Professional objectives: If theater performance and production is your goal, hands-on participation in local productions is a critical element of the graduate student experience. Campus degrees offer more immediate access to production experience. Online degrees may make up for the distance by arranging internships with local theaters. Online master’s degrees work better in the context of theater business management and academic coursework.
• Lifestyle: Online degrees offer a convenient, self-paced format ideal for busy adults juggling family and work obligations. Campus programs, by contrast, offer access to camaraderie and collaborative learning through student productions.

If your career and lifestyle criteria are in conflict, look for a hybrid campus-online program. These theater arts master’s degrees can accommodate working professionals while providing access to the benefits of local residency. You’ll take courses online and complete temporary residencies for studio practice and performance.

3. Academic Programs

The critical element in your program research is the availability of resources in your field of interest. Explore each program carefully, taking into account the following factors:

• Courses and Degree Specializations
• Degree Format and Requirements
• Performing Arts Facilities and Local Theater Companies
• Research Facilities such as Library Collections
• Faculty Expertise and Background
• Student Life
• Local Performing Arts Scene

Your interests often determine how you prioritize these factors. Fine arts practitioners value associations with local theater companies and a vibrant theater culture. Academics require faculty mentors in their specialization area and access to a research library.

School Web sites publish detailed information about degree requirements, course descriptions, local theater productions, and more. You’ll also find links to faculty information, including a list of performances and publications.

Informational interviews can give you a candid look at the academic experience and unique emphases of a particular program. Meet with faculty, alumni, and current graduate students. If possible, combine local interviews with a campus visit.

4. Program Quality

Finally, zero in on the five or six programs that offer the best value for your educational investment. Factors that play into this quality assessment include:

• Selectivity
• Faculty Credentials
• Academic Rigor
• Student Demographics
• Support Services

Look for competitive programs that admit students with academic backgrounds similar to yours.

Admissions Counselors have access to useful data about admissions and placement. Ask for information about selectivity (average admitted students’ GPA and test scores), graduation rate, employment after graduation, and student background.

Reputation: Experts in the field offer the most reliable insight into the top programs in your field; ask an undergraduate advisor, a theater company director, a theater critic, or another contact for direction. Official theater arts program rankings are good resources, but are hard to come by. Many programs boast high rankings in U.S. News & World Report , but the publication has not included theater programs in its annual ranking since 1997.

Step Two: Apply to Graduate Theater Arts Programs

The next step in the application process turns the tables: it’s time to prove to each program’s admissions committee you’re the right student for their theater arts master’s degree program. Though each school’s application process varies, expect these standard steps:

1. Complete Eligibility Requirements

Prerequisites for graduate study in theater arts include:

• A bachelor’s degree in theater arts or a related field, with a minimum GPA
• Prerequisite courses, if your degree is in an unrelated field
• Standardized tests such as the GRE (and TOEFL, for international students)
• Theater performance or production experiences

2. Prepare Application Materials

A master’s degree application typically begins with a basic information form, and includes these supporting documents:

• Academic transcripts
• Letters of recommendation
• Test scores
• Statement of Purpose
• Audition or writing sample, depending on the program
• University financial aid application

Several of these materials rely on other people or reporting agencies. So, make sure you begin your application well in advance of the deadline.

3. Finance Your Master’s Degree in Theater Arts

A master’s degree in theater arts is an investment in your professional future. Fortunately, a number of financial aid resources exist to help you cover the cost of this investment. In addition to university financial aid, you may find funding options through federal government programs, private foundations and civic nonprofits, private arts patrons, and even, in some cases, through your employer.

Explore your financial options by:

• Meeting with financial aid advisors at your top schools and submitting university financial aid applications
• Filling out a Free Application for Federal Student Aid (FAFSA) , which covers federal financial aid programs ranging from Pell Grants to Stafford Loans. Also look into National Endowment for the Arts (NEA) programs
• Applying for private scholarships
• As a last resort, applying for a low-interest student loan through a bank

Online master’s degrees help you avoid some of the cost of going back to school–you can earn a master’s degree online and continue working while you earn your degree.

Step Three: Network, Network, Network

A graduate theater arts degree not only exposes you to a body of knowledge, but also involves you in a close-knit theater community. Whether you pursue an academic or professional practice path, you can benefit from building a strong network of professional peers. Establish yourself within the theater community by:

• Joining Performing Arts Associations: Major national associations include the Association for Theatre in Higher Education (ATHE), American Association of Community Theater, and Shakespeare Theatre Association of America. In addition, you can find a local performing arts association and theater companies in nearly every metropolitan area.
• Reading Journals: From Shakespeare Bulletin to Modern Drama , you can find journals representing every aspect of the theater arts. Project MUSE includes a list of journals in Film, Theater, and Performing Arts .
• Attending Theater Performances, Director Talks, and Conferences: The best way to become involved in the local theater arts is to attend performances and conferences. Theater companies and universities sponsor these events.

In theater, as in the entertainment industry, connections trump all. Establish yourself within the local theater scene, and start building your professional network.

A master’s degree in theater arts puts you on track to a career in acting, directing, production, or academic scholarship. You can deepen your understanding of the performing arts while you develop your artistic talent. Whether you earn a master’s degree online, on campus, or on stage, planning your graduate study can help you make the most of the opportunities ahead.

• “Actors, Producers, and Directors,” Occupational Outlook Handbook, 2010-2011 Edition . Bureau of Labor Statistics.
• CalArts School of Theater.
• Careers in Theatre, University of Wisconsin La Crosse.
• Database of Accredited Postsecondary Institutions and Programs, U.S. Department of Education.
• Graduate Degree Programs, Portland State Theater Arts.
• Journals by Discipline: Film, Theater, and Performing Arts, Project MUSE.
• Master of Arts: Theater Studies, Central Washington University.
• Member Lists, National Association of Schools of Theatre.
• School of Theater: The MFA Programs, Florida State University.
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Required Indiana Licensure Tests (Graduate Programs)

All tests are subject to change by the Indiana Department of Education.

Recent testing updates by the Indiana Department of Education may result in changes to previously required content and/or pedagogy exam(s). Please verify which exams are required for your specific program area prior to taking your exam(s).

Information on Indiana and Praxis requirements, including registration and preparation materials can be found at Indiana RequiredTest (ets.org) . A calendar to see when certain tests are being offered and where can be found at Schedule Your Praxis Test (ets.org) .

You can find the schedule for Indiana exam offerings here .

Content Test Attempt Deadlines for Student Teaching (Initial Licensure Programs Only):

Official score reports issued directly from the testing vendor must be received by OTEL by December 1 for Spring Student Teaching, and by July 1 for Fall Student Teaching. Please plan your testing date accordingly. To determine when your score will be released, based on testing date, go to the Praxis website at Getting Your Praxis Scores (For Test Takers) (ets.org) .

You must list Purdue University (1631) as both your educator preparation program AND as a score recipient institution.

PLEASE NOTE: The release of your exam score to our office can take one to six weeks from your testing date. Exams which include a constructed response take longer for the score to be released. Exams which include a constructed response are indicated with double asterisks.

Important Information

• You must always code Purdue University (1631) as a score recipient when you register for all Praxis exams. Failure to do so will incur additional costs to have your official score(s) resent.
• If you test in Indiana at a testing center and your Praxis profile address is in Indiana, your score report will be sent automatically to the Indiana Department of Education (IDOE).
• If your Praxis profile address is not in Indiana, or you test outside of Indiana, or use the Praxis test “At Home” option, your scores are NOT automatically sent to the IDOE. To have your scores sent to the IDOE, you must select the Indiana Department of Education (state code 7238) as a score recipient when you register.
• For all methods of Praxis testing, to request additional score reports you must select Purdue University (1631) and/or the IDOE (state code 7238 ) with each additional score report request if you want either Purdue and/or the IDOE to receive it. There is an additional cost to have your official score(s) resent. There is an additional cost to have your official score report resent from the testing vendor. Visit the Praxis website Sending Your Praxis Scores (ets.org) for more information.

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Exceptional Needs – Mild Intervention (Graduate Initial)

Exceptional Needs – Mild & Intense Intervention (Graduate Initial)

Exceptional Needs – Mild Intervention (Graduate Addition)

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Note: Graduate Addition programs are additions to an Indiana Instructional Professional Educator’s License

Graduate Initial- Online Transition to Teaching (Grades 5-12)

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The following exams were replaced on September 1, 2023, and are no longer used for Indiana licensure. However, if these exams were passed by August 31, 2023, they remain valid for licensure.

Please Note

**Exams which include a constructed response are indicated. Exams which include a constructed response take longer for the score to be released.

• Andy & Barbara Gessner College of Nursing
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Master of Science in Nursing (MSN)

Admission deadline.

The University of Houston offers a Master of Science in Nursing degree. Our face-to-face and web-enhanced classes are designed to work around your busy schedule, and you’ll receive a quality university education from excellent faculty at a great value.

The Master of Science in Nursing program (Education, Administration and FNP) is designed to build upon the BSN degree and is offered at the University of Houston at Katy and online. Students in this program are prepared to function at advanced levels with an expanded knowledge of theory, research and clinical application. Graduates are prepared to provide evidenced based health care and to work on collaborative teams. Lab and/or clinical course requirements will be in a face-to-face learning environment for practice and demonstration to meet course objectives and accreditation requirements. Each graduate will be able to function in an advanced practice role as a Nurse Administrator, Nurse Educator, or Family Nurse Practitioner. Nurses who have a master’s degree in nursing may be eligible for a Post Master’s Certificate as a nurse educator or nurse administrator.

MSN Administration

The Administration track prepares students to lead healthcare innovations by improving access, addressing quality and safety issues, and supervising the finance and operations of a health care organization.

MSN Education

Through the Education track, nurse educators prepare to apply educational theory and practice, develop courses and curriculum for nursing students and staff, and develop classroom and clinical strategies to prepare nurses to function in the health care environment.

Family Nurse Practitioner

The FNP track integrates both academic and community-based training to promote an evidence based approach to the care of individuals, families and the community. Hybrid graduate tracks offer face-to-face classes one day a week for maximum scheduling flexibility for students, while offering the essential benefit of role-modeling and networking with leaders in the profession.

Post Master's Certificates

Post Master’s certificate candidates are required to achieve a grade of B or higher in all post MSN certificate courses to be eligible to earn the certificate.

Doctor of Nursing Practice

The new Post Master’s Doctor of Nursing Practice (DNP) program (Administration, Family Nurse Practitioner) is designed to build upon the MSN degree and is offered at the University of Houston Main campus and online. The Doctor of Nursing Practice is an evidence-based-practice-focused program and students who complete this program will demonstrate the Essentials of Doctoral Education for Advanced Nursing Practice. Nurses who have a Doctor of Nursing Practice have completed the highest level of education in nursing practice.

MS in Management Studies

MS in Management Menu

• Admissions Ambassadors

Nine months and you’re in business.

You’ve got your heart set on a well-paying job in a high-growth company, but your undergraduate degree isn’t in management. No problem. Our Master in Management Studies Degree is exactly what you need. Fast-track to the rewarding professional business career you’re dreaming of with a one-year, STEM-eligible business masters at a world-renowned university. 

You’ll learn by doing and apply what you’ve learned by working with industry leaders on their business challenges. Our inventive program design and hands-on learning approach is breaking new ground—providing students with the skills employers seek from day-one.

Like real work in a high-growth company

In this hands-on environment, you’ll master the fundamentals of business, while learning how to succeed on dynamic small teams. Here, you won’t be stuck in long lectures. You’ll get to work right away, applying what you learn in class, collaborating with classmates, engaging with corporate clients, solving real business challenges, and preparing for a rewarding career.

Real Projects, Real Stakes

Unlike any other business masters program, you’ll undertake a project with a real company every eight weeks — 4 in all.

Integrated Curriculum

You’ll learn to work in teams with a diverse set of colleagues. After each team experience, you’ll receive individualized feedback, which you’ll apply in the next project.

STEM-Eligible

Questrom’s MiM program is designated by the US Department of Homeland Security as a STEM-eligible degree program. International students in F-1 student status may be able to apply for a 24-month extension of their 12-month Optional Practical Training (OPT) employment authorization.

Day-one ready for the real world

In each eight-week module students rapidly achieve milestones in developing smart skills (e.g. teaming, communication, leadership), sharp skills (e.g. finance, strategy, or analytics) and career skills.

Better Jobs, Higher Salary

Questrom MiM graduates have a successful track record landing the elusive roles that put young professionals on the path to rewarding careers. Our career support opens the doors to the fastest growing, most desirable industries and roles in the Boston and U.S. job market so students launch themselves into the careers they most want to pursue.

Outstanding Outcomes

MiM program ranked 3rd in the U.S. for the 5th year in a row

QS World University Ranking

of MiM grads seeking employment accepted an offer within 6 months of graduation

Cumulative 2019-2023

Starting salaries of MiM grads are $10K higher than the average for U.S. business college graduates

GMAC 2024 survey

Meet our students

Master of Management Studies students come from all types of academic experiences with all kinds of backgrounds. So, whether you majored in engineering, fashion design, economics or biology as an undergrad, your classmates will be just like you—focused on making an impact in the business world.

Connect with an Admissions Ambassador

Our MiM Admissions Ambassadors are around to chat via email, on the phone, or virtually about what being an MiM student at the Questrom School of Business is really like.

The program promises to give you real-world business experience and guidance on finding the career that’s perfect for you—I can attest that they deliver on that promise starting on day one. Aliesha Grandison Masters in Management Queens, NY

Divyaleen Manchanda

Financial Client Relations and Experience Strategist, Bank of America, Chhattisgarh, India

Nikhil Nandha

Joint Managing Director, Alubee

Thomas Levinsohn

Office Manager, CSOFT International, New York City, United States

Fatima Ahmed

Associate Technical Project Manager, AS Beauty Group, TORONTO, CANADA

Join our plugged-in community

Our community is connected – so plug in.  Students stand at the center connected through a diverse faculty of experienced business practitioners, alum ambassadors, and corporate partners to the dynamic Boston business community. 

The Questrom Difference

Collaborative, Not Cutthroat

Questrom’s vibe is collaborative, not cutthroat. You’ll thrive in an atmosphere where diversity is valued and harnessed for business and personal success. Teamwork is our mantra because that’s how business gets done. We know how to celebrate both success and failure because learning and enjoyment only happen through both.

Boston is our Brand

It’s not all business all the time. Boston’s culture, sports, entertainment, recreation and natural surroundings earned it the nickname “The Hub” for good reason.  At Questrom you’re in the heart of BU and the heart of the city. Everything Boston has to offer is at your doorstep and the university itself is accessible to you no matter your interest.

Upcoming Master in Management Studies Admissions Events

Gmac: the mba & master’s tour for women in business.

Wednesday, September 11

GMAC: The Master’s Tour – Boston

Tuesday, October 8

GMAC: The MBA & Master’s Tour North America

Wednesday, November 20

Apply for a Master in Management Studies Degree

Ready to apply? Follow the link to learn more about the application process. Once you’ve submitted your materials, we’ll start the review process. We’re happy to answer your questions along the way.

Application Deadlines

• Round 1: November 1, 2024
• Round 2: January 10, 2025
• Round 3: February 14, 2025
• Round 4: April 9, 2025
• Round 5: May 7, 2025*

*This date is only for domestic students or international students with a current, active F-1 visa.

The 100% online Graduate Certificate in Microelectronics and Semiconductors offers an entry point for professional engineers and technology professionals to obtain critical skills and expertise in an essential industry. Students can select from a variety of courses in semiconductor materials, advanced semiconductor device design and modeling, integrated circuit and system design, and advanced packaging and heterogeneous integration. 

Endorsed by Purdue's renowned  Semiconductor Degrees Program (SDP) and backed by industry-leading companies, our program stands out as the sole degree program exclusively dedicated to semiconductors and microelectronics within a top 10 nationally ranked engineering college. Delivered through online modalities, this certificate program accommodates the schedules of working professionals, offering practical, focused training that can be immediately applied to the workforce. Professionals interested in other online semiconductor graduate opportunities can also review the online Master's in Microelectronics & Semiconductors . 

Certificate Requirements

The Graduate Certificate in Microelectronics and Semiconductors requires 9 credit hours. The certificate has these three focus areas; students can take courses from multiple focus areas to meet the concentration requirements:

• Circuit Design  (CD)
• Devices and Manufacturing (DM)  
• System Design (SD)

Required Courses - 3 Credit Hours

Choose 1 of the following courses:

• ECE 55900 - MOS VLSI Design (3 credits)
• ECE 60600 - Solid State Devices I (3 credits) 

Take all three of the following courses

• ECE 59500 - Semiconductor Fundamentals (1 credit)
• ECE 50631- Fundamentals of Current Flow (1 credit)
• ECE 59500 - Fundamentals of Transistors

Electives - 6 Credit Hours

• ECE 51216 Digital Systems Design Automation (3 credits)

Select 6 credits from the following courses: 

• ECE 50632 Intro to Quantum Transport (1 credit)
• ECE 50633 Boltzman Law: Physics to Machine Learning (1 credit)
• ECE 51214 CMOS Analog IC Design (3 credits)
• ECE 51220 Applied Algorithms (3 credits)
• ECE 52600 Fundamentals of MEMS & Micro-Integrated Systems (3 credits)
• ECE 55200 Introduction To Lasers (3 credits)
• ECE 56500 Computer Architecture (3 credits)
• ECE 56800 Embedded Systems (3 credits)
• ECE 59500 Fundamentals of Transistors (1 credit)
• ECE 59500 Introduction to Lithography (1 credit)
• ECE 59500 Applied Quantum Computing I Fundamentals (1 credit)
• ECE 59500 Applied Quantum Computing II Hardware (1 credit)
• ECE 59500 Applied Quantum Computing III Algorithm and Software (1 credit)
• ECE 59500 Data Analysis, Design of Experiments and Machine Learning (1 credit)
• ECE 59500 Intro To Electronics Packaging & Heterogeneous Integration (3 credits)
• ECE 59500 VLSI Testing (1 credit)
• ECE 60420 Radio Frequency Integrated Circuits (3 credits)
• ECE 60422 Primer on RF Design (1 credit)
• ECE 60423 RF System Design (1 credit)
• ECE 60424 RF Design, Passive and Active Components (1 credit)
• ECE 61200 Advanced VLSI Devices (Nanoscale Transistors) (3 credits)
• ECE 68800 VLSI Testing and Verification (3 credits)
• ECE 69500 Advanced VLSI Design (3 credits)
• ECE 69500 System-on-chip Design (3 credits)
• ECE 69500 Advanced IoT Design & Applications (3 credits)
• ECE 69500 Flexible and Stretchable Electronics (3 credits)

Admissions Requirements

Criteria for admissions.

• Bachelor's degree in an appropriate area (Engineering, Science, Mathematics, or Technology)
• Minimum cumulative GPA of a 3.0 or equivalent (A=4.0)

Application Requirements

• Transcripts from all universities attended, including transfer credits
• Academic Statement of Purpose
• Personal History Statement
• A professional resume
• Full admissions requirements

Application Deadlines

For Fall Start: 

For Spring Start: 

For Summer Start: 

Resident of Indiana

• $1,139 per credit
• $10,251 total

Nonresident of Indiana

• $1,459 per credit
• $13,131 total

Further information available.

Frequently Asked Questions

Can purdue non-degree courses be used for the microelectronics and semiconductors certificate.

Yes. Students can take a maximum of 12 credit hours as a non-degree student and utilize them for a certificate or advanced degree program. Students should ensure they are selecting courses that fit within their desired program’s curriculum.

Can the Microelectronics and Semiconductors certificate courses be used for a master's degree?

Yes. Students can usually utilize the courses they took within their certificate program for a master’s degree program. Check with the department of your intended degree program for specifics.

Acceptance into the certificate program does NOT assure admission to the Graduate School of Purdue University to pursue an advanced degree. Those who wish to pursue a degree program along with the certificate will need to fill out two separate applications, each with a different semester start term.

Applied Research Methods in the Human Sciences

The Iowa State School of Education Applied Research Methods in the Human Sciences Graduate Certificate is designed for current or future administrators in education, social service, and non-profit institutions and organizations who want to enhance their knowledge, skillsets, and employment possibilities by adding expertise in social science research methods; and post-baccalaureate students in education and other broad social science fields (such as human development & family studies, sociology, women's studies, and inter-departmental graduate students) who are required to produce original social research.

Degrees Offered:

Area(s) of Specialization: 

School of Education

Admission requirements.

Graduate College Requirements:

• 4 year Bachelor’s degree (or equivalent)
• Academic Records/Transcripts
• Minimum 3.0 GPA  (Program may alter requirement.)
• Proof of English Proficiency.

Program Specific Requirements:

• Statement of Purpose, Letters of Recommendation
• Program Requires GRE: No
• Program Requires GMAT: No
• Program Will Review Without TOEFL or IELTS: No

International Requirements:

• Financial Statement:   Application

Application Requirements

Application Deadlines:

Rolling Admission.

Application Details:

This program is open to domestic and international students.

Application Instructions

Celebrating Five Years of Momentum at Calvin University

On July 10, 2019, one of the outcomes of the university’s Vision 2030 was the institution changing its last name from “college” to “university.” While Calvin has always pushed to widen doors, integrate the Christian faith and learning, and partner well, the switch to becoming a university helped the university to do this work more effectively amidst a rapidly changing higher education landscape.

While the new last name was the most tangible and noticeable change early on, now five years later it’s apparent it signaled significant momentum ahead.

As Calvin celebrates the five-year anniversary of having its new last name, News & Stories highlights ten significant moments for Calvin since July 10, 2019.

Note: This list is representative and in no way exhaustive.

June 2019 – Launching The de Vries Institute

July 2020 – Setting Fundraising Records

During the fiscal year where Calvin changed from “college” to “university” it set a record with $64.3 million in gifts and new pledges. Two years later, the institution had its second-best fundraising year on record.

March 2021 – Establishing New Schools

August 2021 – Expanding Graduate-Level Offerings

When Calvin was a college, it offered just three master’s programs. Since 2019, the university has quadrupled its graduate-level offerings to 12 , including launching four online programs in fall 2021 alone. The expansion of graduate-level programming is one of many tangible outcomes resulting from Calvin creating the Global Campus. From prison halls to corporate boardrooms, high schools to environments for learners with intellectual disabilities, through the work of the Global Campus Calvin’s been creating additional pathways to extend its mission to more learners around the world and in every stage of life.

October 2022 – Adding Varsity Sports

May 2022 - Awarding Bachelor’s Degrees Behind Bars

Students in the Calvin Prison Initiative (CPI) program participated in a Commencement ceremony inside the fences of Handlon Correctional Facility. The event, honoring the classes of 2020, 2021, and 2022, marked the first time in the state of Michigan that bachelor’s degrees were awarded behind bars . To date, five cohorts of students, 71 graduates in all, have earned bachelor’s degrees through the CPI program which is offered via a partnership between Calvin University, Calvin Theological Seminary, and the Michigan Department of Corrections.

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Active funding opportunity

Nsf 24-588: nsf epscor graduate fellowship program (egfp), program solicitation, document information, document history.

• Posted: July 3, 2024

Program Solicitation NSF 24-588

Full Proposal Deadline(s) (due by 5 p.m. submitting organization's local time):

October 02, 2024

June 02, 2025

June 01, 2026

Important Information And Revision Notes

The NSF EPSCoR Graduate Fellowship Program (EGFP) is a new three-year pilot program that responds directly to input from recent studies and legislation, including the Envisioning the Future of NSF EPSCoR report and the CHIPS and Science Act (Public Law 117-167) . The EGFP is intended to advance graduate talent recruitment, development, and retention at graduate institutions in the eligible EPSCoR states and territories , hereafter referred to as EPSCoR jurisdictions. Through the EGFP's investments, NSF intends to help build additional capacity for science, technology, engineering, and mathematics (STEM) research and in turn promote innovation and economic growth in EPSCoR jurisdictions and across the Nation.

EGFP is designed to enhance the STEM research capacity and competitiveness of EPSCoR jurisdictions by providing funding to graduate degree-awarding institutions that will allow them to recruit NSF EPSCoR Graduate Fellows. Awardee institutions will select fellowship recipients, the NSF EPSCoR Graduate Fellows, from the pool of exceptional talent who received Honorable Mention from the NSF Graduate Research Fellowship Program (GRFP) no more than three years prior to the proposal due date. NSF will provide the mechanism for awardee institutions to connect with GRFP Honorable Mention recipients through the NSF Education and Training Application (ETAP) system .

Any proposal submitted in response to this solicitation should be submitted in accordance with the NSF Proposal & Award Policies & Procedures Guide (PAPPG) that is in effect for the relevant due date to which the proposal is being submitted. The NSF PAPPG is regularly revised and it is the responsibility of the proposer to ensure that the proposal meets the requirements specified in this solicitation and the applicable version of the PAPPG. Submitting a proposal prior to a specified deadline does not negate this requirement.

Summary Of Program Requirements

General information.

Program Title:

NSF EPSCoR Graduate Fellowship Program (EGFP)

The NSF EPSCoR Graduate Fellowship Program (EGFP) provides an opportunity for applicants who received the distinction of GRFP Honorable Mention no more than three years before the proposal due date to be named NSF EPSCoR Graduate Fellows and obtain financial support for their graduate education at an institution in an EPSCoR jurisdiction. EGFP aims to enhance the capacity and competitiveness of EPSCoR jurisdictions by providing funding to graduate degree-awarding institutions to support NSF EPSCoR Graduate Fellows as they pursue graduate degrees in the disciplines specified by the NSF Directorates and Office that are participating in the EGFP funding program. Fellows may pursue degrees in field that differ from the field or sub-field of study that the GRFP Honorable Mention recipients previously listed in their GRFP application. EGFP awards will be made to institutions in EPSCoR jurisdictions. Awards will provide three years of stipend and associated cost-of-education allowance for each NSF EPSCoR Graduate Fellow. Stipends must be budgeted at the level of $37,000 per year per Fellow and cost-of-education allowances must be budgeted at the level of $16,000 per year per Fellow. A total of three years of support must be budgeted per Fellow. Each Fellow must be given up to five years to utilize the support. Awardees will administer the awards such that the Fellows receive the full stipend amount and the institution retains the full cost-of-education allowance during the three years that each Fellow receives support. All submissions must request support for a minimum of three Fellows.

Broadening Participation In Stem:

NSF recognizes the unique lived experiences of individuals from communities that are underrepresented and/or under-served in science, technology, engineering, and mathematics (STEM) and the barriers to inclusion and access to STEM education and careers. NSF highly encourages the leadership, partnership, and contributions in all NSF opportunities of individuals who are members of such communities supported by NSF. This includes leading and designing STEM research and education proposals for funding; serving as peer reviewers, advisory committee members, and/or committee of visitor members; and serving as NSF leadership, program, and/or administrative staff. NSF also highly encourages demographically diverse institutions of higher education (IHEs) to lead, partner, and contribute to NSF opportunities on behalf of their research and education communities. NSF expects that all individuals, including those who are members of groups that are underrepresented and/or under-served in STEM, are treated equitably and inclusively in the Foundation's proposal and award process.

NSF encourages IHEs that enroll, educate, graduate, and employ individuals who are members of groups underrepresented and/or under-served in STEM education programs and careers to lead, partner, and contribute to NSF opportunities, including leading and designing STEM research and education proposals for funding. Such IHEs include, but may not be limited to, community colleges and two-year institutions, mission-based institutions such as Historically Black Colleges and Universities (HBCUs), Tribal Colleges and Universities (TCUs), women's colleges, and institutions that primarily serve persons with disabilities, as well as institutions defined by enrollment such as Predominantly Undergraduate Institutions (PUIs), Minority-Serving Institutions (MSIs), and Hispanic Serving Institutions (HSIs).

"Broadening participation in STEM" is the comprehensive phrase used by NSF to refer to the Foundation's goal of increasing the representation and diversity of individuals, organizations, and geographic regions that contribute to STEM teaching, research, and innovation. To broaden participation in STEM, it is necessary to address issues of equity, inclusion, and access in STEM education, training, and careers. Whereas all NSF programs might support broadening participation components, some programs primarily focus on supporting broadening participation research and projects. Examples can be found on the NSF Broadening Participation in STEM website.

Cognizant Program Officer(s):

Please note that the following information is current at the time of publishing. See program website for any updates to the points of contact.

• EGFP: Program Contact, telephone: (703) 292-2440, email: [email protected]
• Narcrisha S. Norman, telephone: (703) 292-7965, email: [email protected]
• Rebecca Shearman, telephone: (703) 292-7403, email: [email protected]
• Jeanne R. Small, telephone: (703) 292-8623, email: [email protected]
• 47.041 --- Engineering
• 47.049 --- Mathematical and Physical Sciences
• 47.050 --- Geosciences
• 47.070 --- Computer and Information Science and Engineering
• 47.074 --- Biological Sciences
• 47.075 --- Social Behavioral and Economic Sciences
• 47.076 --- STEM Education
• 47.083 --- Office of Integrative Activities (OIA)
• 47.084 --- NSF Technology, Innovation and Partnerships

Award Information

Anticipated Type of Award: Continuing Grant

Estimated Number of Awards: 5 to 35

Anticipated Funding Amount: $17,000,000

Proposals must request at least the amount of funding required to support three Fellows over three years ($477,000 total). It is anticipated that no proposals will request support for more than 20 Fellows over three years ($3,180,000 total). It is also anticipated that the average award size will allow five Fellows to be supported for three years ($795,000 total).

Number of awards and award sizes are subject to the availability of funds and quality of proposals submitted.

Eligibility Information

Who May Submit Proposals:

Proposals may only be submitted by the following: Institutions of Higher Education (IHEs) that are accredited, have a campus located in an eligible EPSCoR jurisdiction at the time of proposal submission, and offer at least one master's and/or doctoral degree in a STEM discipline aligned with the topical focus area(s) described in this solicitation.

Who May Serve as PI:

As of the submission deadline, PIs, co-PIs, or other Senior/Key personnel must hold primary, full-time, paid, and continuing appointments at an institution that is eligible to submit in response to this solicitation (see above), with exceptions granted for family or medical leave, as determined by the submitting institution. Individuals holding term-limited appointments are not eligible.

Limit on Number of Proposals per Organization: 1

Each submitting organization is limited to one proposal per annual competition. Potential PIs are advised to contact their institutional office of research (or equivalent) regarding processes used to select proposals for submission. Institutions interested in supporting Fellows in multiple topical focus areas must submit a single proposal that addresses all topical areas of interest.

Limit on Number of Proposals per PI or co-PI: 1

An individual must not participate as PI, Co-PI, or Senior/Key Personnel on more than one proposal submitted for the same deadline.

Proposal Preparation and Submission Instructions

A. proposal preparation instructions.

• Letters of Intent: Not required
• Preliminary Proposal Submission: Not required
• Full Proposals submitted via Research.gov: NSF Proposal and Award Policies and Procedures Guide (PAPPG) guidelines apply. The complete text of the PAPPG is available electronically on the NSF website at: https://www.nsf.gov/publications/pub_summ.jsp?ods_key=pappg .
• Full Proposals submitted via Grants.gov: NSF Grants.gov Application Guide: A Guide for the Preparation and Submission of NSF Applications via Grants.gov guidelines apply (Note: The NSF Grants.gov Application Guide is available on the Grants.gov website and on the NSF website at: https://www.nsf.gov/publications/pub_summ.jsp?ods_key=grantsgovguide ).

B. Budgetary Information

C. due dates, proposal review information criteria.

Merit Review Criteria:

National Science Board approved criteria. Additional merit review criteria apply. Please see the full text of this solicitation for further information.

Award Administration Information

Award Conditions:

Standard NSF award conditions apply.

Reporting Requirements:

Standard NSF reporting requirements apply.

I. Introduction

In 1950, Congress established NSF, five years after Vannevar Bush sent a report titled Science – the Endless Frontier to President Harry S. Truman outlining a plan to create a new agency that would contribute to the development of the Nation's scientific talent ( https://www.nsf.gov/about/history/EndlessFrontier_w.pdf ). Bush's report created a blueprint for U.S. scientific research. He made the point that" There are talented individuals in every segment of the population ". Bush further wrote that " ... it is recommended that provision be made for... graduate fellowships... ". These words are reminders that investments in transformative science and people with high potential are key for keeping the U.S. strong and competitive.

The NSF Graduate Research Fellowship Program (GRFP) acted on Bush's report and became NSF's first program. Since its inception, GRFP has received applications each year from exceptionally talented individuals who have the potential to make strong positive contributions to the U.S. STEM enterprise. Only a small subset of applicants are offered an NSF Graduate Research Fellowship every year. An additional elite group of applicants receive the distinction of being named an NSF Graduate Research Fellowship Honorable Mention in recognition of their outstanding achievements and potential for future contributions in STEM. GRFP Awardees and Honorable Mentions together represent some of the nation's most promising STEM talent. Unfortunately, due to funding limitations, NSF has been unable to provide GRFP Honorable Mentions with financial support for graduate school.

The EPSCoR Graduate Fellowship Program (EGFP) aims to enhance the STEM capacity and competitiveness of EPSCoR jurisdictions by providing graduate degree-granting institutions with funding that can be used to provide fellowships to students who received a GRFP Honorable Mention. The EGFP program specifically seeks to empower IHEs from EPSCoR jurisdictions to attract and retain extremely high-quality graduate students.

This program is an opportunity for GRFP applicants who received the distinction of GRFP Honorable Mention to obtain financial support for their graduate education in STEM disciplines, including the discipline of STEM education research, at an institution in an EPSCoR jurisdiction. Eligible students must have received a GRFP Honorable Mention no more than three years prior to the deadline date for submission of proposals to the EGFP. Students who receive support through this program are known as NSF EPSCoR Graduate Fellows, and are referred to as Fellows for the remainder of this solicitation.

EGFP awards are made to institutions to support graduate students in specific fields of study. Institutions that receive funding through this program will be eligible to recruit and support meritorious GRFP Honorable Mentions to attend their institutions and pursue a graduate degree. Support from the EGFP program is only available for those fields specified by the NSF Directorates and Office participating in the EGFP. Students must be recruited for and pursue degrees in the field(s) addressed in each EGFP proposal.

As authorized in the CHIPS and Science Act (Sections 10325, 10387, 10383, and 10393), the EGFP program will help NSF to increase its investments in EPSCoR jurisdictions, while growing STEM talent and providing an opportunity to support the development of a ready workforce in critical and emerging technologies. EGFP investments in the future STEM workforce are intended to build capacity for STEM research in EPSCoR jurisdictions, which in turn is intended to promote innovation and economic growth in EPSCoR jurisdictions and across the Nation.

II. Program Description

STEM Topics and Areas Eligible for Consideration

The following NSF Directorates and Office are participating in this solicitation:

• Directorate for Biological Sciences (BIO)
• Directorate for Computer and Information Science and Engineering (CISE)
• Directorate for Engineering (ENG)
• Directorate for Geosciences (GEO)
• Directorate for Mathematical and Physical Sciences (MPS)
• Directorate for Social, Behavioral, and Economic Sciences (SBE)
• Directorate for STEM Education (EDU)
• Directorate for Technology, Innovation and Partnerships (TIP)
• Office of Integrative Activities (OIA)

Each participating Directorate and Office has identified specific topics or areas that align with their unique goals and the programs they support. These topics or areas may differ from the field or sub-field the Honorable Mention recipients previously listed in their GRFP applications.

The topics and area that will be considered for funding by each of the participating Directorates and Office are described below.

Directorate for Biological Sciences (BIO) : BIO will consider proposals that engage Fellows with research on any topic normally supported by the Directorate for Biological Sciences with an emphasis on proposals that combine biology and artificial intelligence, that advance the bioeconomy, and/or create solutions for a resilient planet. More information about BIO is available on the NSF.gov website. https://www.nsf.gov/dir/index.jsp?org=BIO .

Directorate for Computer and Information Science and Engineering (CISE) : CISE will consider proposals that engage Fellows with research on any topic normally supported by the Directorate for Computer and Information Science and Engineering. More information about CISE is available on the NSF.gov website. https://new.nsf.gov/cise .

Directorate for Engineering (ENG) : ENG will consider proposals that engage Fellows with research on any topic normally supported by the Directorate for Engineering. More information about ENG is available on the NSF.gov website. https://www.nsf.gov/dir/index.jsp?org=ENG .

Directorate for Geosciences (GEO) : GEO will consider proposals that engage Fellows with research on any topic normally supported by the Directorate for Geosciences. More information about GEO is available on the NSF.gov website. https://new.nsf.gov/about/directorates-offices#geo .

Directorate for Mathematical and Physical Sciences (MPS) : MPS will consider proposals that engage Fellows with research on any topic normally supported by the Directorate for Mathematical and Physical Sciences. More information about MPS is available on the NSF.gov website. https://www.nsf.gov/dir/index.jsp?org=MPS .

Directorate for Social, Behavioral, and Economic Sciences (SBE) : SBE will consider proposals that engage Fellows in any field or fields of study supported by the Directorate for Social, Behavioral, and Economic Sciences. More information about SBE is available on the NSF.gov website. https://new.nsf.gov/sbe .

Directorate for STEM Education (EDU) : EDU will consider proposals that provide support for graduate students pursuing a master's or doctoral degree in STEM education. This includes degrees offered within STEM disciplines that involve discipline-based education research. More information about EDU is available on the NSF.gov website. https://new.nsf.gov/edu .

Directorate for Technology, Innovation and Partnerships (TIP) : TIP will consider proposals that engage Fellows in graduate curricula designed in collaboration with non-academic employers to address skills gaps in the ten key technology areas that are described in Sec. 10387 of the CHIPS and Science Act and correspondingly the focus of the Directorate. NSF recognizes that each of these key technology areas spans multiple fields of study and expects graduate program offerings to demonstrate such multi-disciplinary training. Graduate programs eligible for support must incorporate experiential learning and problem-solving components beyond traditional research activities typically expected of graduate programs in STEM fields. Industry- and policy-based experiential learning opportunities are strongly preferred. Proposals considered for funding by TIP must indicate how specific non-academic employers have been engaged in the development or modification of relevant graduate curricula. More information about TIP is available on the NSF.gov website. https://new.nsf.gov/tip/latest .

Office of Integrative Activities (OIA) : The Established Program to Stimulate Competitive Research (EPSCoR) in OIA will consider proposals that provide support for graduate students pursuing a master's or doctoral degree in a STEM discipline aligned with an EPSCoR Research Infrastructure Improvement (RII) award within the jurisdiction. These submissions should focus on leveraging existing NSF EPSCoR RII investments to improve research, education, broadening participation, and economic development in the jurisdiction. Proposals should identify graduate student experiences that synergize with the currently funded RII project(s) in ways that engage in academic, government, and private sector partners, as appropriate. Currently funded RII projects may be found on NSF's website at this link , by exploring the websites of EPSCoR jurisdictions , or by contacting an NSF EPSCoR RII Program Director .

Institutional Responsibilities

Proposing institutions must be prepared to provide NSF EPSCoR Graduate Fellows with a high-quality graduate experience in the discipline(s) in which each Fellow will pursue a graduate degree. Institutions must provide clear evidence of an existing graduate program in the discipline(s) relevant to the proposal. Only proposals focusing on one or more of the topics or areas described above will be considered for funding. Other proposals will be returned without review. See the Full Proposal Preparation Instructions section for more information about the expected contents of a proposal.

Institutions receiving awards through this solicitation will be required to use the NSF Education and Training Application (ETAP) system to recruit prospective Fellows. Institutions may recruit potential Fellows from the pool of highly qualified individuals who received Honorable Mention recognition from the NSF GRFP no more than three years prior to the proposal submission deadline.

NSF conducts ongoing program monitoring and evaluation to determine how effective its programs are at achieving their goals. Proposing institutions must present a plan for ensuring that all project participants, including employees of the proposing institution, as well as supported Fellows, will comply with NSF's requests for information related to program-level evaluation, including requests to participate in surveys, interviews, and other methods for collecting evaluation data. Prospective Fellows offered funding through this program must be informed of and agree to this obligation prior to receiving support.

Proposing institutions should note that for this solicitation, a graduate student Mentoring Plan, prepared in accordance with the guidance contained in the PAPPG, must be included in the Other Supplementary Documents section of the proposal. In submission of each annual and final annual project report, the PI or co-PI is certifying that every graduate student receiving substantial support through this program had an Individual Development Plan (IDP) during the reporting period. NSF defines "substantial support" as support provided to an individual that is equal to one person month or more during the annual reporting period for the NSF award. Other requirements in the PAPPG that apply to all NSF research proposals and awards apply to EGFP proposals and awards.

Fellow Responsibilities

Prospective Fellows will connect with institutions offering fellowships via the NSF Education and Training Application (ETAP) system. In addition to completing an ETAP application, Fellows will also be required to submit any additional documentation required by the institution(s) offering fellowships to be considered for support. Prospective Fellows must have received the distinction of Honorable Mention from the NSF GRFP program no more than three years prior to the deadline date for the institution's proposal to the EGFP program. Fellows can apply to graduate programs that differ from those listed as field or sub-field in their previous GRFP application. To be eligible for ongoing support, fellowship recipients must be enrolled full-time in an eligible master's or doctoral degree-granting program and make ongoing satisfactory progress toward completion of their graduate degree. Fellows must remain enrolled in a degree program in the same discipline as when they were admitted by institution. Full-time enrollment must be certified by the awardee institution's registrar (or equivalent). Fellowships are granted by the institution and not portable to another institution. If a Fellow transfers to another institution, the Fellow will forfeit continued access to the fellowship.

III. Award Information

$17,000,000 available annually. Number of awards is approximate and subject to the availability of funds and quality of the proposals submitted.

IV. Eligibility Information

Additional Eligibility Info:

A proposing institution must provide clear evidence of an existing graduate program in the discipline(s) relevant to the proposal. All proposals must include a Letter of Collaboration from the submitting institution's Graduate School Dean, or from a person with similar responsibility and authority for the graduate programs that are relevant to the proposal.

V. Proposal Preparation And Submission Instructions

Full Proposal Preparation Instructions : Proposers may opt to submit proposals in response to this Program Solicitation via Research.gov or Grants.gov.

• Full Proposals submitted via Research.gov: Proposals submitted in response to this program solicitation should be prepared and submitted in accordance with the general guidelines contained in the NSF Proposal and Award Policies and Procedures Guide (PAPPG). The complete text of the PAPPG is available electronically on the NSF website at: https://www.nsf.gov/publications/pub_summ.jsp?ods_key=pappg . Paper copies of the PAPPG may be obtained from the NSF Publications Clearinghouse, telephone (703) 292-8134 or by e-mail from [email protected] . The Prepare New Proposal setup will prompt you for the program solicitation number.
• Full proposals submitted via Grants.gov: Proposals submitted in response to this program solicitation via Grants.gov should be prepared and submitted in accordance with the NSF Grants.gov Application Guide: A Guide for the Preparation and Submission of NSF Applications via Grants.gov . The complete text of the NSF Grants.gov Application Guide is available on the Grants.gov website and on the NSF website at: ( https://www.nsf.gov/publications/pub_summ.jsp?ods_key=grantsgovguide ). To obtain copies of the Application Guide and Application Forms Package, click on the Apply tab on the Grants.gov site, then click on the Apply Step 1: Download a Grant Application Package and Application Instructions link and enter the funding opportunity number, (the program solicitation number without the NSF prefix) and press the Download Package button. Paper copies of the Grants.gov Application Guide also may be obtained from the NSF Publications Clearinghouse, telephone (703) 292-8134 or by e-mail from [email protected] .

See PAPPG Chapter II.D.2 for guidance on the required sections of a full research proposal submitted to NSF. Please note that the proposal preparation instructions provided in this program solicitation may deviate from the PAPPG instructions.

The following instructions are specific to proposals submitted to the EPSCoR Graduate Fellowship Program and supplement the NSF PAPPG.

• Separately submitted collaborative proposals will not be accepted and will be returned without review.
• Proposals that do not contain all items described below will be returned without review.

The following information is in addition to the guidance provided by the NSF PAPPG, which applies to all proposals submitted to NSF.

Cover Sheet: For planning purposes, use March 15 of the upcoming year as the award start date.

Project Summary: (1-page limit): The first sentence of the Project Summary should clearly identify the NSF Directorate(s) or Office that provides funding for research in the disciplinary area and topic that are the focus of the proposal and the number of graduate students for whom Fellowships will be provided. In the case that the proposal focuses on areas that are associated with more than one NSF Directorate or Office, the number of graduate students should be disaggregated by Directorate or Office. The remainder of the Project Summary should describe the proposed project. See the NSF PAPPG for additional instructions. The summary should be written in a manner that will be informative to STEM professionals working in related fields and understandable to a scientifically literate lay reader.

Project Description: The Project Description may not exceed 15 pages, including tables and illustrations.

Each proposal should provide an overview of the educational ecosystem represented by the proposing institution. This may include topics such as size, setting, areas of emphasis, number of undergraduate and graduate degree programs, collaborations with other educational institutions, connections to businesses and industry, or other topics that the proposal authors feel are relevant.

Each proposal must explicitly identify the STEM or STEM education research area(s) for which Fellows are sought, and the number of students for whom Fellowships will be provided (disaggregated by research area as appropriate).

For each relevant discipline, the proposal must provide credible evidence that the institution has the capacity to serve the number of students for whom support is requested. In addition, the institution must demonstrate in the proposal that they have the capability to provide students with a high-quality graduate experience. This means that, at a minimum, the graduate program(s) for which students are sought:

• already exists;
• is supported by a sufficient number of faculty who are willing to advise the students;
• possesses or has access to the facilities and tools necessary to support high-quality research and mentoring in the relevant disciplines;
• is within an institution that has a track record of effectively recruiting, retaining, and graduating STEM or STEM education graduate students and supporting them in finding employment after graduation;
• is within an institution that has demonstrable experience on-boarding new STEM or STEM education research graduate students and promoting their sense of belonging by providing an introduction to the local community, ensuring awareness and access to resources available at the school, and facilitating peer mentoring and support among graduate students; and
• is within an institution that has experience providing professional development for STEM or STEM education graduate students and mentoring them to successful completion of the graduate degrees.

Most of the project description portion of the proposal should focus on providing a complete description of the characteristics of the graduate program that selected Fellows will experience, from matriculation through graduation. Alignment of the graduate program with one or more of those specified by the Directorates/Office collaborating to issue this solicitation must be clearly articulated. Discussion of the topics shown as bullet points in the preceding paragraph must be included. Additionally, each proposal should describe compelling characteristics of the relevant graduate degree program that can be highlighted as evidence of quality. Each proposal should also summarize what constitutes "satisfactory progress" toward completion of a STEM or STEM education research graduate degree in the relevant discipline(s) and describe how students are guided to make continuous satisfactory progress throughout their graduate program. The process by which students who are not making satisfactory progress are notified, given opportunities to improve, and, if no improvement occurs, are dismissed from the program(s) should be addressed.

Additional information may also be included as deemed appropriate in judging the overall potential of the institution to provide Fellows with a high-quality graduate experience. For example, proposals may include information about services and other resources offered to graduate students by relevant departments and/or colleges (or equivalent) and the institution. Proposal authors are encouraged to review the information in Section VI of this Solicitation (NSF Proposal Processing and Review Criteria), including the additional solicitation-specific review criteria.

The proposal must include a commitment to collaborate with NSF to prepare and disseminate institutional graduate admission resources via the NSF Education and Training Application (ETAP) system. A description of the process by which prospective Fellows' information submitted via ETAP will be reviewed, the additional application materials that will be requested from the prospective Fellows, and the process for making final decisions regarding which applicants will be offered fellowships, must be included. Proposing institutions are strongly encouraged to make the application process as simple and straightforward as possible for prospective Fellows because these individuals have already been pre-screened and received an Honorable Mention as a result of the NSF GRFP application and review process.

Other Supplementary Documents: All proposals must include the following two items, which must be uploaded into the Other Supplementary Documents section of the proposal:

• a Letter of Collaboration from the submitting institution's Graduate School Dean, or from a person with similar responsibility and authority for the graduate programs that are relevant to the proposal; and
• a graduate student Mentoring Plan applicable to all Fellows at the proposing institution. Proposers should follow the instruction for preparing and submitting a Mentoring Plan contained within the PAPPG.

Cost Sharing:

Inclusion of voluntary committed cost sharing is prohibited.

Other Budgetary Limitations:

Awards will support up to three years of stipends and associated cost-of-education allowances for Fellows. Stipends should be budgeted at the level of $37,000 per student per year and cost-of-education allowances should be budgeted at the level of $16,000 per student per fellowship year. The cost-of-education allowance provides payment in lieu of tuition and mandatory fees to the institution. A total of three years of support must be budgeted per student. Each student must be given up to five years to utilize the support. Both stipends and cost-of-education allowances must be listed as Participant Support Costs in the NSF proposal budget.

During the years in which students are receiving fellowship support, the institution is required to exempt Fellows from paying tuition and fees normally charged to students of similar academic standing, unless such charges are optional or are refundable (i.e., the institution is responsible for tuition and required fees in excess of the cost-of-education allowance). Acceptance of fellowship funds by the awardee institution indicates acceptance of and adherence to these and other terms and conditions as specified in this solicitation and the PAPPG. The cost-of-education allowance is provided to institutions in lieu of tuition and mandatory fees and it can be used for any purpose that the institution would normally use the revenue it collects via tuition and fees.

Each proposal should develop a three-year budget for the project in which all the funds requested are evenly distributed across the three project years. If the project is on track, the funding requested will be provided to each awardee institution as continuing grant increments during the three project years. The institution can use all the funding for Fellows during those years, or, if one or more Fellows chooses to defer their fellowship, the institution may request one or more no-cost extensions, as necessary, to allow each Fellow up to five years to utilize their three years of fellowship funding. All Fellows' requests for deferral must be approved by the institution. Awardee institutions' requests for no-cost extensions must be documented and approved as described in the PAPPG.

To reiterate, each Fellow will receive up to three years of support and that support may be utilized at any time during a five-year period. A Fellow's cost-of-education allowance, which is to be used at the discretion of the institution, can only be charged to the award during the same year that the Fellow receives a stipend.

Fellows receiving fellowship support must have full access to all resources and other benefits available at the institution to other graduate students supported at the "full-time" support level (normally 20 hours per week average expected commitment) as research or teaching assistants. Once a Fellow matriculates at an institution in a discipline supported by the institution's EGFP award, the Fellow cannot change their field of study to pursue a degree for which the institution has not received EGFP support.

If, for any reason, a supported Fellow leaves an institution, the institution should contact the cognizant NSF program officer. The potential next steps are: (1) the awardee institution recruits a new Fellow; or (2) NSF reduces the value of any upcoming continuing grant increments to reflect the reduction in number of Fellows supported by the institution and/or arranges for the return of some portion of the funds previously provided to the institution by NSF. If the institution receives permission from NSF to recruit a new Fellow and does not have sufficient funds remaining to provide a full three years of support to the incoming Fellow, they may request a supplement to their award. The availability of supplements is dependent upon the availability of funds at NSF. No commitments of NSF-provided funding should be made to incoming replacement Fellows beyond what the host institution is able to provide with the funds remaining in the project budget (including awarded supplements) at the time the commitment is being made. New Fellows must have received Honorable Mention from the NSF GRFP no more than three years prior to the date of submission of the institution's EGFP proposal. New Fellows must connect with the institution via NSF's ETAP system.

Support for no fewer than three Fellows can be requested in any proposal. This requirement does not apply to supplement requests.

D. Research.gov/Grants.gov Requirements

For Proposals Submitted Via Research.gov:

To prepare and submit a proposal via Research.gov, see detailed technical instructions available at: https://www.research.gov/research-portal/appmanager/base/desktop?_nfpb=true&_pageLabel=research_node_display&_nodePath=/researchGov/Service/Desktop/ProposalPreparationandSubmission.html . For Research.gov user support, call the Research.gov Help Desk at 1-800-381-1532 or e-mail [email protected] . The Research.gov Help Desk answers general technical questions related to the use of the Research.gov system. Specific questions related to this program solicitation should be referred to the NSF program staff contact(s) listed in Section VIII of this funding opportunity.

For Proposals Submitted Via Grants.gov:

Before using Grants.gov for the first time, each organization must register to create an institutional profile. Once registered, the applicant's organization can then apply for any federal grant on the Grants.gov website. Comprehensive information about using Grants.gov is available on the Grants.gov Applicant Resources webpage: https://www.grants.gov/applicants . In addition, the NSF Grants.gov Application Guide (see link in Section V.A) provides instructions regarding the technical preparation of proposals via Grants.gov. For Grants.gov user support, contact the Grants.gov Contact Center at 1-800-518-4726 or by email: [email protected] . The Grants.gov Contact Center answers general technical questions related to the use of Grants.gov. Specific questions related to this program solicitation should be referred to the NSF program staff contact(s) listed in Section VIII of this solicitation. Submitting the Proposal: Once all documents have been completed, the Authorized Organizational Representative (AOR) must submit the application to Grants.gov and verify the desired funding opportunity and agency to which the application is submitted. The AOR must then sign and submit the application to Grants.gov. The completed application will be transferred to Research.gov for further processing. The NSF Grants.gov Proposal Processing in Research.gov informational page provides submission guidance to applicants and links to helpful resources including the NSF Grants.gov Application Guide , Grants.gov Proposal Processing in Research.gov how-to guide , and Grants.gov Submitted Proposals Frequently Asked Questions . Grants.gov proposals must pass all NSF pre-check and post-check validations in order to be accepted by Research.gov at NSF. When submitting via Grants.gov, NSF strongly recommends applicants initiate proposal submission at least five business days in advance of a deadline to allow adequate time to address NSF compliance errors and resubmissions by 5:00 p.m. submitting organization's local time on the deadline. Please note that some errors cannot be corrected in Grants.gov. Once a proposal passes pre-checks but fails any post-check, an applicant can only correct and submit the in-progress proposal in Research.gov.

Proposers that submitted via Research.gov may use Research.gov to verify the status of their submission to NSF. For proposers that submitted via Grants.gov, until an application has been received and validated by NSF, the Authorized Organizational Representative may check the status of an application on Grants.gov. After proposers have received an e-mail notification from NSF, Research.gov should be used to check the status of an application.

VI. NSF Proposal Processing And Review Procedures

Proposals received by NSF are assigned to the appropriate NSF program for acknowledgement and, if they meet NSF requirements, for review. All proposals are carefully reviewed by a scientist, engineer, or educator serving as an NSF Program Officer, and usually by three to ten other persons outside NSF either as ad hoc reviewers, panelists, or both, who are experts in the particular fields represented by the proposal. These reviewers are selected by Program Officers charged with oversight of the review process. Proposers are invited to suggest names of persons they believe are especially well qualified to review the proposal and/or persons they would prefer not review the proposal. These suggestions may serve as one source in the reviewer selection process at the Program Officer's discretion. Submission of such names, however, is optional. Care is taken to ensure that reviewers have no conflicts of interest with the proposal. In addition, Program Officers may obtain comments from site visits before recommending final action on proposals. Senior NSF staff further review recommendations for awards. A flowchart that depicts the entire NSF proposal and award process (and associated timeline) is included in PAPPG Exhibit III-1.

A comprehensive description of the Foundation's merit review process is available on the NSF website at: https://www.nsf.gov/bfa/dias/policy/merit_review/ .

Proposers should also be aware of core strategies that are essential to the fulfillment of NSF's mission, as articulated in Leading the World in Discovery and Innovation, STEM Talent Development and the Delivery of Benefits from Research - NSF Strategic Plan for Fiscal Years (FY) 2022 - 2026 . These strategies are integrated in the program planning and implementation process, of which proposal review is one part. NSF's mission is particularly well-implemented through the integration of research and education and broadening participation in NSF programs, projects, and activities.

One of the strategic objectives in support of NSF's mission is to foster integration of research and education through the programs, projects, and activities it supports at academic and research institutions. These institutions must recruit, train, and prepare a diverse STEM workforce to advance the frontiers of science and participate in the U.S. technology-based economy. NSF's contribution to the national innovation ecosystem is to provide cutting-edge research under the guidance of the Nation's most creative scientists and engineers. NSF also supports development of a strong science, technology, engineering, and mathematics (STEM) workforce by investing in building the knowledge that informs improvements in STEM teaching and learning.

NSF's mission calls for the broadening of opportunities and expanding participation of groups, institutions, and geographic regions that are underrepresented in STEM disciplines, which is essential to the health and vitality of science and engineering. NSF is committed to this principle of diversity and deems it central to the programs, projects, and activities it considers and supports.

A. Merit Review Principles and Criteria

The National Science Foundation strives to invest in a robust and diverse portfolio of projects that creates new knowledge and enables breakthroughs in understanding across all areas of science and engineering research and education. To identify which projects to support, NSF relies on a merit review process that incorporates consideration of both the technical aspects of a proposed project and its potential to contribute more broadly to advancing NSF's mission "to promote the progress of science; to advance the national health, prosperity, and welfare; to secure the national defense; and for other purposes." NSF makes every effort to conduct a fair, competitive, transparent merit review process for the selection of projects.

1. Merit Review Principles

These principles are to be given due diligence by PIs and organizations when preparing proposals and managing projects, by reviewers when reading and evaluating proposals, and by NSF program staff when determining whether or not to recommend proposals for funding and while overseeing awards. Given that NSF is the primary federal agency charged with nurturing and supporting excellence in basic research and education, the following three principles apply:

• All NSF projects should be of the highest quality and have the potential to advance, if not transform, the frontiers of knowledge.
• NSF projects, in the aggregate, should contribute more broadly to achieving societal goals. These "Broader Impacts" may be accomplished through the research itself, through activities that are directly related to specific research projects, or through activities that are supported by, but are complementary to, the project. The project activities may be based on previously established and/or innovative methods and approaches, but in either case must be well justified.
• Meaningful assessment and evaluation of NSF funded projects should be based on appropriate metrics, keeping in mind the likely correlation between the effect of broader impacts and the resources provided to implement projects. If the size of the activity is limited, evaluation of that activity in isolation is not likely to be meaningful. Thus, assessing the effectiveness of these activities may best be done at a higher, more aggregated, level than the individual project.

With respect to the third principle, even if assessment of Broader Impacts outcomes for particular projects is done at an aggregated level, PIs are expected to be accountable for carrying out the activities described in the funded project. Thus, individual projects should include clearly stated goals, specific descriptions of the activities that the PI intends to do, and a plan in place to document the outputs of those activities.

These three merit review principles provide the basis for the merit review criteria, as well as a context within which the users of the criteria can better understand their intent.

2. Merit Review Criteria

All NSF proposals are evaluated through use of the two National Science Board approved merit review criteria. In some instances, however, NSF will employ additional criteria as required to highlight the specific objectives of certain programs and activities.

The two merit review criteria are listed below. Both criteria are to be given full consideration during the review and decision-making processes; each criterion is necessary but neither, by itself, is sufficient. Therefore, proposers must fully address both criteria. (PAPPG Chapter II.D.2.d(i). contains additional information for use by proposers in development of the Project Description section of the proposal). Reviewers are strongly encouraged to review the criteria, including PAPPG Chapter II.D.2.d(i), prior to the review of a proposal.

When evaluating NSF proposals, reviewers will be asked to consider what the proposers want to do, why they want to do it, how they plan to do it, how they will know if they succeed, and what benefits could accrue if the project is successful. These issues apply both to the technical aspects of the proposal and the way in which the project may make broader contributions. To that end, reviewers will be asked to evaluate all proposals against two criteria:

• Intellectual Merit: The Intellectual Merit criterion encompasses the potential to advance knowledge; and
• Broader Impacts: The Broader Impacts criterion encompasses the potential to benefit society and contribute to the achievement of specific, desired societal outcomes.

The following elements should be considered in the review for both criteria:

• Advance knowledge and understanding within its own field or across different fields (Intellectual Merit); and
• Benefit society or advance desired societal outcomes (Broader Impacts)?
• To what extent do the proposed activities suggest and explore creative, original, or potentially transformative concepts?
• Is the plan for carrying out the proposed activities well-reasoned, well-organized, and based on a sound rationale? Does the plan incorporate a mechanism to assess success?
• How well qualified is the individual, team, or organization to conduct the proposed activities?
• Are there adequate resources available to the PI (either at the home organization or through collaborations) to carry out the proposed activities?

Broader impacts may be accomplished through the research itself, through the activities that are directly related to specific research projects, or through activities that are supported by, but are complementary to, the project. NSF values the advancement of scientific knowledge and activities that contribute to achievement of societally relevant outcomes. Such outcomes include, but are not limited to: full participation of women, persons with disabilities, and other underrepresented groups in science, technology, engineering, and mathematics (STEM); improved STEM education and educator development at any level; increased public scientific literacy and public engagement with science and technology; improved well-being of individuals in society; development of a diverse, globally competitive STEM workforce; increased partnerships between academia, industry, and others; improved national security; increased economic competitiveness of the United States; and enhanced infrastructure for research and education.

Proposers are reminded that reviewers will also be asked to review the Data Management and Sharing Plan and the Mentoring Plan, as appropriate.

Additional Solicitation Specific Review Criteria

In addition to the standard NSF Intellectual Merit and Broader Impacts Criteria, reviewers will be required to carefully consider the extent to which the following aspects are addressed in proposals:

• The capacity and exemplary characteristics of existing graduate education and research programs in the discipline(s) relevant to the proposed project at the proposing institution.
• The effectiveness of graduate education and mentoring programs in the relevant discipline(s) at the proposing institution in retaining students to degree completion and preparing them for success in their future careers.
• The extent to which the proposed project will enhance the capacity for research and/or contribute to innovation in the EPSCoR jurisdiction.

B. Review and Selection Process

Proposals submitted in response to this program solicitation will be reviewed by Ad hoc Review and/or Panel Review.

Reviewers will be asked to evaluate proposals using two National Science Board approved merit review criteria and, if applicable, additional program specific criteria. A summary rating and accompanying narrative will generally be completed and submitted by each reviewer and/or panel. The Program Officer assigned to manage the proposal's review will consider the advice of reviewers and will formulate a recommendation.

After scientific, technical and programmatic review and consideration of appropriate factors, the NSF Program Officer recommends to the cognizant Division Director whether the proposal should be declined or recommended for award. NSF strives to be able to tell proposers whether their proposals have been declined or recommended for funding within six months. Large or particularly complex proposals or proposals from new recipients may require additional review and processing time. The time interval begins on the deadline or target date, or receipt date, whichever is later. The interval ends when the Division Director acts upon the Program Officer's recommendation.

After programmatic approval has been obtained, the proposals recommended for funding will be forwarded to the Division of Grants and Agreements or the Division of Acquisition and Cooperative Support for review of business, financial, and policy implications. After an administrative review has occurred, Grants and Agreements Officers perform the processing and issuance of a grant or other agreement. Proposers are cautioned that only a Grants and Agreements Officer may make commitments, obligations or awards on behalf of NSF or authorize the expenditure of funds. No commitment on the part of NSF should be inferred from technical or budgetary discussions with a NSF Program Officer. A Principal Investigator or organization that makes financial or personnel commitments in the absence of a grant or cooperative agreement signed by the NSF Grants and Agreements Officer does so at their own risk.

Once an award or declination decision has been made, Principal Investigators are provided feedback about their proposals. In all cases, reviews are treated as confidential documents. Verbatim copies of reviews, excluding the names of the reviewers or any reviewer-identifying information, are sent to the Principal Investigator/Project Director by the Program Officer. In addition, the proposer will receive an explanation of the decision to award or decline funding.

VII. Award Administration Information

A. notification of the award.

Notification of the award is made to the submitting organization by an NSF Grants and Agreements Officer. Organizations whose proposals are declined will be advised as promptly as possible by the cognizant NSF Program administering the program. Verbatim copies of reviews, not including the identity of the reviewer, will be provided automatically to the Principal Investigator. (See Section VI.B. for additional information on the review process.)

B. Award Conditions

An NSF award consists of: (1) the award notice, which includes any special provisions applicable to the award and any numbered amendments thereto; (2) the budget, which indicates the amounts, by categories of expense, on which NSF has based its support (or otherwise communicates any specific approvals or disapprovals of proposed expenditures); (3) the proposal referenced in the award notice; (4) the applicable award conditions, such as Grant General Conditions (GC-1)*; or Research Terms and Conditions* and (5) any announcement or other NSF issuance that may be incorporated by reference in the award notice. Cooperative agreements also are administered in accordance with NSF Cooperative Agreement Financial and Administrative Terms and Conditions (CA-FATC) and the applicable Programmatic Terms and Conditions. NSF awards are electronically signed by an NSF Grants and Agreements Officer and transmitted electronically to the organization via e-mail.

*These documents may be accessed electronically on NSF's Website at https://www.nsf.gov/awards/managing/award_conditions.jsp?org=NSF . Paper copies may be obtained from the NSF Publications Clearinghouse, telephone (703) 292-8134 or by e-mail from [email protected] .

More comprehensive information on NSF Award Conditions and other important information on the administration of NSF awards is contained in the NSF Proposal & Award Policies & Procedures Guide (PAPPG) Chapter VII, available electronically on the NSF Website at https://www.nsf.gov/publications/pub_summ.jsp?ods_key=pappg .

Administrative and National Policy Requirements

Build America, Buy America

As expressed in Executive Order 14005, Ensuring the Future is Made in All of America by All of America's Workers (86 FR 7475), it is the policy of the executive branch to use terms and conditions of Federal financial assistance awards to maximize, consistent with law, the use of goods, products, and materials produced in, and services offered in, the United States.

Consistent with the requirements of the Build America, Buy America Act (Pub. L. 117-58, Division G, Title IX, Subtitle A, November 15, 2021), no funding made available through this funding opportunity may be obligated for infrastructure projects under an award unless all iron, steel, manufactured products, and construction materials used in the project are produced in the United States. For additional information, visit NSF's Build America, Buy America webpage.

C. Reporting Requirements

For all multi-year grants (including both standard and continuing grants), the Principal Investigator must submit an annual project report to the cognizant Program Officer no later than 90 days prior to the end of the current budget period. (Some programs or awards require submission of more frequent project reports). No later than 120 days following expiration of a grant, the PI also is required to submit a final annual project report, and a project outcomes report for the general public.

Failure to provide the required annual or final annual project reports, or the project outcomes report, will delay NSF review and processing of any future funding increments as well as any pending proposals for all identified PIs and co-PIs on a given award. PIs should examine the formats of the required reports in advance to assure availability of required data.

PIs are required to use NSF's electronic project-reporting system, available through Research.gov, for preparation and submission of annual and final annual project reports. Such reports provide information on accomplishments, project participants (individual and organizational), publications, and other specific products and impacts of the project. Submission of the report via Research.gov constitutes certification by the PI that the contents of the report are accurate and complete. The project outcomes report also must be prepared and submitted using Research.gov. This report serves as a brief summary, prepared specifically for the public, of the nature and outcomes of the project. This report will be posted on the NSF website exactly as it is submitted by the PI.

More comprehensive information on NSF Reporting Requirements and other important information on the administration of NSF awards is contained in the NSF Proposal & Award Policies & Procedures Guide (PAPPG) Chapter VII, available electronically on the NSF Website at https://www.nsf.gov/publications/pub_summ.jsp?ods_key=pappg .

VIII. Agency Contacts

Please note that the program contact information is current at the time of publishing. See program website for any updates to the points of contact.

General inquiries regarding this program should be made to:

For questions related to the use of NSF systems contact:

• NSF Help Desk: 1-800-381-1532
• Research.gov Help Desk e-mail: [email protected]

For questions relating to Grants.gov contact:

• Grants.gov Contact Center: If the Authorized Organizational Representatives (AOR) has not received a confirmation message from Grants.gov within 48 hours of submission of application, please contact via telephone: 1-800-518-4726; e-mail: [email protected] .

IX. Other Information

The NSF website provides the most comprehensive source of information on NSF Directorates (including contact information), programs and funding opportunities. Use of this website by potential proposers is strongly encouraged. In addition, "NSF Update" is an information-delivery system designed to keep potential proposers and other interested parties apprised of new NSF funding opportunities and publications, important changes in proposal and award policies and procedures, and upcoming NSF Grants Conferences . Subscribers are informed through e-mail or the user's Web browser each time new publications are issued that match their identified interests. "NSF Update" also is available on NSF's website .

Grants.gov provides an additional electronic capability to search for Federal government-wide grant opportunities. NSF funding opportunities may be accessed via this mechanism. Further information on Grants.gov may be obtained at https://www.grants.gov .

About The National Science Foundation

The National Science Foundation (NSF) is an independent Federal agency created by the National Science Foundation Act of 1950, as amended (42 USC 1861-75). The Act states the purpose of the NSF is "to promote the progress of science; [and] to advance the national health, prosperity, and welfare by supporting research and education in all fields of science and engineering."

NSF funds research and education in most fields of science and engineering. It does this through grants and cooperative agreements to more than 2,000 colleges, universities, K-12 school systems, businesses, informal science organizations and other research organizations throughout the US. The Foundation accounts for about one-fourth of Federal support to academic institutions for basic research.

NSF receives approximately 55,000 proposals each year for research, education and training projects, of which approximately 11,000 are funded. In addition, the Foundation receives several thousand applications for graduate and postdoctoral fellowships. The agency operates no laboratories itself but does support National Research Centers, user facilities, certain oceanographic vessels and Arctic and Antarctic research stations. The Foundation also supports cooperative research between universities and industry, US participation in international scientific and engineering efforts, and educational activities at every academic level.

Facilitation Awards for Scientists and Engineers with Disabilities (FASED) provide funding for special assistance or equipment to enable persons with disabilities to work on NSF-supported projects. See the NSF Proposal & Award Policies & Procedures Guide Chapter II.F.7 for instructions regarding preparation of these types of proposals.

The National Science Foundation has Telephonic Device for the Deaf (TDD) and Federal Information Relay Service (FIRS) capabilities that enable individuals with hearing impairments to communicate with the Foundation about NSF programs, employment or general information. TDD may be accessed at (703) 292-5090 and (800) 281-8749, FIRS at (800) 877-8339.

The National Science Foundation Information Center may be reached at (703) 292-5111.

The National Science Foundation promotes and advances scientific progress in the United States by competitively awarding grants and cooperative agreements for research and education in the sciences, mathematics, and engineering. To get the latest information about program deadlines, to download copies of NSF publications, and to access abstracts of awards, visit the NSF Website at . 2415 Eisenhower Avenue, Alexandria, VA 22314 (NSF Information Center) (703) 292-5111 (703) 292-5090 Send an e-mail to: or telephone: (703) 292-8134 (703) 292-5111 Privacy Act And Public Burden Statements The information requested on proposal forms and project reports is solicited under the authority of the National Science Foundation Act of 1950, as amended. The information on proposal forms will be used in connection with the selection of qualified proposals; and project reports submitted by proposers will be used for program evaluation and reporting within the Executive Branch and to Congress. The information requested may be disclosed to qualified reviewers and staff assistants as part of the proposal review process; to proposer institutions/grantees to provide or obtain data regarding the proposal review process, award decisions, or the administration of awards; to government contractors, experts, volunteers and researchers and educators as necessary to complete assigned work; to other government agencies or other entities needing information regarding proposers or nominees as part of a joint application review process, or in order to coordinate programs or policy; and to another Federal agency, court, or party in a court or Federal administrative proceeding if the government is a party. Information about Principal Investigators may be added to the Reviewer file and used to select potential candidates to serve as peer reviewers or advisory committee members. See System of Record Notices , NSF-50 , "Principal Investigator/Proposal File and Associated Records," and NSF-51 , "Reviewer/Proposal File and Associated Records." Submission of the information is voluntary. Failure to provide full and complete information, however, may reduce the possibility of receiving an award. An agency may not conduct or sponsor, and a person is not required to respond to, an information collection unless it displays a valid Office of Management and Budget (OMB) control number. The OMB control number for this collection is 3145-0058. Public reporting burden for this collection of information is estimated to average 120 hours per response, including the time for reviewing instructions. Send comments regarding the burden estimate and any other aspect of this collection of information, including suggestions for reducing this burden, to: Suzanne H. 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The Joint Base Lewis-McChord Dental Activity (JBLM DENTAC) celebrated the graduation of its Advanced Education in General Dentistry 12-month program today at Evergreen Theatre. Keynote speaker COL... Applied Research Methods in the Human Sciences The Iowa State School of Education Applied Research Methods in the Human Sciences Graduate Certificate is designed for current or future administrators in education, social service, and non-profit institutions and organizations who want to enhance their knowledge, skillsets, and employment possibilities by adding expertise in social science research methods; and post-baccalaureate students in ... Celebrating Five Years of Momentum at Calvin University A decision to reinstate a theater minor and a music education major beginning in fall 2024 is made. Organizing the music and theater departments under the umbrella of the School of Humanities, Arts, and Social Sciences in 2021, an increase in enrollment for consecutive years, and the university's long-standing belief that "you can't have ... NSF 24-588: NSF EPSCoR Graduate Fellowship Program (EGFP) The NSF EPSCoR Graduate Fellowship Program (EGFP) provides an opportunity for applicants who received the distinction of GRFP Honorable Mention no more than three years before the proposal due date to be named NSF EPSCoR Graduate Fellows and obtain financial support for their graduate education at an institution in an EPSCoR jurisdiction. Office of the Vice Provost for Graduate Students and Postdoctoral Graduate Student Support. The Office of the Vice Provost for Graduate Students and Postdoctoral Scholars provides a range of services, programs, and events to support the whole person—to empower graduate students to address the complex challenges of the day and build a better tomorrow together. assignment essay homework paper phd report resume review speech thesis